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1、教案序號(hào)：13單元 編寫(xiě)時(shí)間 2008 年2月20日 執(zhí)行時(shí)間 2008年2 月 25日 話 題 1.Talking about health food and junk food 2.Talking about eating habits and health Unit 13 Healthy eating 教學(xué)目的和要求 Teaching aims and demands 語(yǔ)言知識(shí) Language knowledge 功 能 句 式 1. Practise seeing a doctor Giving advice and

2、 making suggestions 醫(yī)生詢問(wèn)和提建議 What can I do for you? What was the matter ( with you )? Lie down and let me examine you. Let me have a look. Where does it hurt? It is nothing serious. You’d better have a good rest. Take this medicine three times a day. And I advise you not to do… Drink plen

3、ty of water and have a good rest. You’ll be well / all right soon. 病人描述病情 I’ve got a pain / cough / headache. This place hurts. I don’t feel well. There is something wrong with… I advise you ( not ) to… 2. Practise ordering food May I take your order? Yes. I’d like…, please. What does tha

4、t come with? It comes with… and… What would you like to drink? What can you recommend? Anything else? I’d like to try…, please. 詞 匯 1. 四匯詞匯 fast, stomach, fever, salad, peach, ripe, ought to, examine, plenty of, energy, soft, bar, fuel, diet, keep up with, pace, make a choice, bean

5、, function, fiber, mineral, chemical, balance, short of, fit, digest, gain, sleepy, now and then, brain, peel, roll up, tasty, mushroom, steam, boil, bacon, lettuce, mixture, spoonful, slice 2. 認(rèn)讀詞匯 junk, vitamin, snack, Sharon, calorie, nutrient, nutrition, notorious, protein, muscle, calcium, da

6、iry, product, carbohydrate, vegetarian, vegan, yoghurt, eco-food, organic, supplement, refuel, recipe, roll-up, ingredient, chop, dice, stir 語(yǔ)法 情態(tài)動(dòng)詞had better, should和ought to用來(lái)表示勸告和建議。 語(yǔ)音 1. 在口頭表達(dá)中做到語(yǔ)音、語(yǔ)調(diào)自然和流暢； 2. 根據(jù)語(yǔ)音、語(yǔ)調(diào)了解話語(yǔ)中隱含的意圖和態(tài)度 。 語(yǔ)言技能 Language skills 聽(tīng) 1. 能抓住所聽(tīng)語(yǔ)段中的關(guān)鍵詞，理解話語(yǔ)之

7、間的邏輯關(guān)系； 2. 能從聽(tīng)力材料中提取信息和觀點(diǎn)。 說(shuō) 1． 能有條理地描述個(gè)人體驗(yàn)和表達(dá)個(gè)人見(jiàn)解； 2． 能用恰當(dāng)?shù)姆绞皆谔囟ǖ膱?chǎng)合中表達(dá)態(tài)度和意愿。 讀 1. 能利用標(biāo)題或上下文線索預(yù)測(cè)文章的發(fā)展； 2. 能利用上下文和句子結(jié)構(gòu)猜測(cè)詞義。 寫(xiě) 1. 能用恰當(dāng)?shù)母袷綄?xiě)菜譜； 2. 能對(duì)所寫(xiě)內(nèi)容進(jìn)行修改。 譯 1.能將課文中的重點(diǎn)句型英漢互譯。 學(xué)習(xí)策略 1. 在學(xué)習(xí)中，善于抓住重點(diǎn)，做好筆記，并能對(duì)所學(xué)內(nèi)容進(jìn)行整理和歸納； 2. 根據(jù)需要制定英語(yǔ)學(xué)習(xí)計(jì)劃； 3. 主動(dòng)拓寬英語(yǔ)的學(xué)習(xí)渠道； 4. 創(chuàng)造和把握學(xué)習(xí)英語(yǔ)的機(jī)會(huì)； 5. 有效地使用詞典、語(yǔ)

8、法書(shū)等工具書(shū)； 6. 通過(guò)圖書(shū)館、計(jì)算機(jī)網(wǎng)絡(luò)、廣播和電視等資源獲得更廣泛的英語(yǔ)信息，擴(kuò)展所學(xué)知識(shí)。 The First Period Warming up 、listening、Speaking、 Teaching Aims: 1.Revise the vocabulary of some food by discussing pictures. 2.Summarize the features of junk food and health food. 3. Train the students’ listening ability. 4.Improve Ss’ speak

9、ing ability by describing、talking and discussion. Teaching Important Points: Master the new phrases, sentence patterns and everyday English and make the students be free to talk about their favourite food and give reasons for their decisions. Teaching Difficult Points: How to improve the student

10、s’ expressing ability. Teaching Methods: Individual, pair or group work to make every student work in class. Teaching Aids: 1.a tape-recorder 2. a blackboard Teaching Procedures: StepⅠ. Greetings and Lead-in T: Welcome back to school. How did you spend the Spring Festival? S1: Every day

11、I watched TV programmes and slept late. During the Spring Festival I had a lot of delicious food. T: How about you? S2: …… T: The Spring Festival is the most important Chinese traditional festival, we usually have delicious food. But not all delicious food is health food. Maybe some of the food i

12、s junk food. Do you know what junk food means? Junk food means “垃圾食品” in Chinese. Please look around ,some of us are fat , some of us are thin and the others are slim. The students who are fat may be get more calorie from food ,the thinner ones get less calorie, the students who are slim get enough

13、 calorie .I think everyone wants to keep fit and slim, so we should have a healthy eating and know what are junk food and what are health food. Today we’re going to learn Unit 13 “ Healthy eating. StepII. Warming-up T: OK. Now open your books and turn to Page 1. Look at the eight pictures. Who ca

14、n describe these pictures in English? S1: I can see some hamburger and French fries in Picture 1. S2: There are some boiled dumplings, noodles, rice and corn in Picture 2. S3: In Picture 3 there are some vegetables, such as tomatoes, cabbages, carrots and cucumber. S4: In Picture4 we can see cla

15、y oven rolls, fried bread stick and some nuts, such as peanuts, chestnuts and walnuts. S5: The fifth picture is the photos of oranges, bananas, apples, grapes and pears. S6: The sixth picture is the photos of some chicken, fish, pork and beef. S7:…… T: OK. What you said is all correct. . So I’d

16、like you to tell me: What is health food? S1: Health food should contain some fat, some fibre, and a little salt and so on. Health food is rich in fibre and low in sugar and fat. Health food will give us the nutrients we need. T: Then what’s junk food? S2: Junk food is rich in sugar and fat. J

17、unk food fat sugar calorie carbonhydrate Health food vitamin protein calcium fibre mineral organic Now look at these pictures. Let’s practise in pairs. One asks the questions , the other must tell your partner if it is junk food or health food. Of course, you’d better give reasons

18、 for your decisions. For example. Look at the pictures, you can do it like this. S1: What would you like to eat?(What do you usually have \ eat？) Do you like ice cream? S2. I like vegetables. I think that vegetables are good food because they contain lots of vitamins. No. I think that ice cream

19、 is junk food because it has a lot of fat and sugar. Do you understand how to do it? Ss: Yes. T: OK. Please practise in pairs. ( Students begin to practise and the teacher goes among them and helps them if necessary. After a while, the teacher says the following.) T: Stop here, please. Let’

20、s listen to some of the pairs to tell their opinions. Step Ⅲ . Language Points 1. reason for... …的原因 for…reason 因?yàn)椤脑? The reason be that… 原因是… The reason why / that / which… be that… …的原因是… e.g. There are many reasons for animals dying out. He had to move abroad for political reasons. T

21、he reason was that he was having a high fever. The reason why he was late is that he got up late. The reason ( that / which ) he gave was not very sound. 2. contain “包含；包括(全部、整體)； 容納（不用進(jìn)行時(shí)）；控制， 抑制” e.g. What does the medicine contain, Dr. Yang? Books contain knowledge. The hall can cont

22、ain five hundred people. She couldn’t contain herself for joy. include “包含；包括；算入” [側(cè)重于作為整體中的一部分而被包括進(jìn)去。] e.g. Everyone here took part in the fight against the flood, including old people. Everybody had something to say, me included. The price includes postage charges. 3. if / whether

23、 在動(dòng)詞后引起賓語(yǔ)從句時(shí)， 二者一般可以換用。 e.g. Please go to see if / whether the children are dressed for school. 但下列情況只用whether: ① discuss后的賓語(yǔ)從句 e.g. They are discussing whether they go to climb tomorrow. ② 與or not直接連用 e.g. Please tell me whether you agree or not. ③ 與不定式連用 e.g. We don’t know whether to answ

24、er it. ④ 引起同位語(yǔ)從句 e.g. You have to answer my question whether I am right. ⑤ 引起表語(yǔ)從句 e.g. What we want to know is whether he’ll come on time. ⑥ 引起位于句首的主語(yǔ)從句 e.g. Whether she likes the present is not clear to me. Listening Task . Improve the students’ listening ability. Step I. So we eat junk

25、 food, it sometimes may cause problems. If you are not feeling well, what will you do? S: I will go and see a doctor. T: Yes, you should go and see a doctor. Now we will learn how to see a doctor. Something is wrong with Mike, so he has to go and see a doctor. Let’s listen carefully to what the do

26、ctor says and what Mike says. Try to find out what’s wrong with Mike. Please finish the exercises on Page 2. Step II. Play the tape for the students. Before playing ,let the students to skim the questions. While listening, the students should grasp the key words and get the main idea. After listeni

27、ng to the tape, do the exercises. And check the answers with the whole class. Speaking Topic: Talk about illnesses someone has and make suggestions. Ss’ Task: learn to make suggestions and give advice. T: Now let’s go on with speaking. Step I. Let’s go through the useful expressions on pag

28、e 3. Step II. Let’s listen to a dialogue at the doctor’s. Sharon is visiting a doctor, Dr. Yang. Listen carefully and try to underline the phrases that make suggestions and give advice and the useful expressions used when seeing a doctor. After that, the teacher can ask two simple questions. 1.

29、What was the matter with Sharon? [ She has a pain.] 2. Why does she have a pain? Do you know? [ Because she ate some fruit that wasn’t ripe.] StepIII. Skimming. Get the Ss to go over the given situations. Step IV. Discussion. Get the students to discuss the situations and prepare a dialogue. Ste

30、p3V. Pair-work. Get some pairs to act out their dialogues. Language Points happen to do sth. sth. happen to sb. e.g. I happened to be at the station when he arrived. What happened to Lucy? 1. hurt < vt. vi> 刺痛，使受傷痛；危害，損害；傷…的感情 e.g.He fell off his bike and hurt his leg. What he s

31、aid hurt my feelings. 刺痛，傷痛；危害，損害 e.g. These new shoes hurt. It won’t hurt to try again. 傷痛；傷害；（精神、感情上的）創(chuàng)傷 e.g. His hurt was serious. It is a hurt to his pride. 2. pain 疼（表身體某部位的疼） e.g. She has a pain in her back. 疼（表由損傷或疾病引起的痛苦、疼痛；精神上的痛苦） e.g. Her back causes her a lot

32、 of pain. His harsh words caused her much pain. 努力、辛苦、操心 e.g. No pains, no gains. She takes great pains with her work. 3. green 未熟的，嫩的；無(wú)經(jīng)驗(yàn)的，沒(méi)有受過(guò)訓(xùn)練的 e.g. You’d better not eat green fruit. He is still green at this job. red( 暴力的，流血的 ),yellow( 膽怯，靠不住 ),blue( 沮喪的 ) black(邪惡的 )white（幸

33、運(yùn)的，吉利的） 4.be careful with 認(rèn)真，細(xì)心 be careful of 注意，當(dāng)心，留神 e.g. You’d better be careful with your pronunciation. The public was warned to be careful of rats. 4. a bit / a little e.g. I slept a bit / a little last night. For lunch I had a little bread It’s not hard for one to do a bit of good.

34、 not a bit = not at all 一點(diǎn)也不 not a little = very / much 非常， 很 e.g. I was not a bit tired after the long walk. The children were not a little tired after the climb. 5. advise 建議，忠告，勸告 advise +n. / pron. The doctor advises a change of air. advise sb. ( not ) to do sth. He advised me

35、to start early. dvise doing sth. We advised waiting till the proper time. advise sb. against ( doing ) ath. His parents advised him against (doing) wrong. advise sb. + clause (從句中用should do的虛擬語(yǔ)氣) I advised that he (should) leave at once. Please advised me whether I (should) ac

36、cept the offer. advice < un. > 6. in the future 將來(lái) in future 從此以后，今后 e.g. No one knows what will happen in the future. I’ll be more careful in future. 7. examine: look at carefully in order to learn about or from 仔細(xì)檢查 check: examine in order to learn whether sth. Is correct or not 檢查， 核對(duì)

37、 e.g. The doctor examined the wound. Now, please check your answers. 8. plenty of ①后接可數(shù)名詞或不可數(shù)名詞均可，同時(shí)動(dòng)詞的單復(fù)數(shù)形式須與 其名詞一致。②通常用語(yǔ)肯定句；否定句、疑問(wèn)句則用enough或much, many. e.g. There is plenty of water in the glass. There are plenty of people over there. Step VI Homework page5 Word study page72 Talking an

38、d Vocabulary The Second Period Reading Teaching Aims: 1. Learn and master the following words and phrases: soft, bar, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, los

39、e weight, be prepared for, go for. 2. Improve the students’ reading ability.(skills) 3. Enable the students to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text. Teaching Important Points: 1. Improve the student

40、s’ reading ability. 2. Master the following phrases: keep up with, too much, make choices, be harmful to, lose weight, be prepared for. Teaching Difficult Points: 3.How to make the students understand the reading material better Teaching Methods: 1.Make predictions. 2.Skimming 3.Scanning T

41、eaching Aids: 1.a tape recorder 2 .the blackboard Reading 1 Teaching Procedures: StepⅠ. Greetings Step Ⅱ. Pre-Reading T: We all know that we’d better eat health food in our daily life, eat less or never eat junk food. Now let’s discuss some questions in the Pr

42、e-reading. Suggested answers: 1. Three meals. I think breakfast is the most important. Because the sleeping of the whole night has used up the energies in the body, besides people also need to work in the morning./ Lunch is the most important, I think. Because in the morning people have to work a

43、nd need energies. In the afternoon they need energies, too. 2. Three bowls / cups of water. Three litres of water. 3. clay oven rolls / fried bread stick / soybean milk / wonton and noodles / smelly tofu… 4. a bar of chocolate Step III. Practice reading skills 1.Before reading the passage the

44、teacher can write the title on the blackboard and ask the students to make predictions(根據(jù)標(biāo)題預(yù)測(cè)主題) .The teacher can ask: .In your opinion, what will the writer tell us in the passage? Suggested answer : What we eat (put into our bodies) will affect our health. 2.Predict from the first and last p

45、aragraph(通過(guò)首尾段預(yù)測(cè)主要結(jié)論)。 What is mainly talked about in the passage? 3. Skimming: Read each paragraph quickly and silently .After that tell the main idea of each paragraph and then give the main idea of the passage. Para. 1: Choosing what to eat is no longer as easy as it once was. Para. 2: When

46、 we choose what to buy and eat, we had better think if the food will give us nutrients we need. Para. 3: Many people today make choices about their eating habits based on what they believe. Para. 4: It is probably better if we spend our time and money on buying good food and keeping a balanced die

47、t. Para. 5: The best way to make sure that we will feel and look fine is to develop healthy habits. 5. Scanning: Read the text carefully and do the Post-Reading StepⅣ Homework Read the passage fluently. The Third Period Reading 2 Language points

48、 1. no longer =not … any longer不再 e.g. His neighbour said he no longer lived there. He is too narrow-minded. I can’t stand him any longer. 2. diet 日常飲食， 節(jié)食 [既可指習(xí)慣上吃的食物，又可指規(guī)定的食物，特指維持健康的定質(zhì)或定量的食物。] food 統(tǒng)指食物，食品，精神糧食; 指一種或多種食品 [指任何能吃且有營(yíng)養(yǎng)的東西。強(qiáng)調(diào)種類時(shí)，可用復(fù)數(shù)。] e.g. Too rich a diet

49、is not good for you . The doctor put her on a diet.(put sb on a diet/go on a diet 控制飲食) We went out for food. I like such foods as rice, eggs and milk. 3.too much：修飾不可數(shù)名詞，也可用作狀語(yǔ)。 too many：修飾可數(shù)名詞，不可用作狀語(yǔ)。 much too： 表示程度，修飾形容詞或副詞。 e.g. There is too much snow and ice. You talk too mu

50、ch. There are too many people in the park last Sunday. I don’t like winter because it’s much too cold. 4.offer ①提供；給予（表示主動(dòng)給予） e.g. I have been offered a job. He offered me his pencil. ②（主動(dòng)）提出 e.g. He offered to lend me some books. She kindly offered to show us around. ③ 出價(jià)；拿…出售 e.g.

51、 I offered him $1,000 for the house.（offer money for sth） The next morning we offered our boat for sale for six dollars. 提供；提出 e.g. Thank you for your offer to help. He promised to make an offer of support. 5. keep up with / keep up one’s courage / catch up with 6.be good for 對(duì)…有好處 be

52、 good to對(duì)…好（指一方對(duì)另一方的態(tài)度） be harmful to對(duì)…有害 be bad for對(duì)…無(wú)益 e.g. Take a bit of bread; it’ll be good for you. Our headteacher is very good to us. Smoking is harmful to your health. Eating too much junk food is bad for us. 7.keep sb. Doing 使某人做某事 keep sb. From doing = prevent / stop sb. (from

53、) doing阻止某人做某事 e.g. The boss kept her working all day. The heavy snow kept us from going climbing. 8. just: only e.g. Just / Only a line to let you know that I have arrived in Shanghai. 9.choose from 從…中挑選 （from后接選擇的范圍） e.g. There’re 10 kinds of paper to choose from. There are so many beautif

54、ul pairs ______ that I can’t decide which to buy. A.to be chosen B.to choose from C.to choose D.for choosing (B) 10. tell sb. sth.告訴某人某事（把某事直接告訴某人） tell sb. about sth. 告訴某人有關(guān)某事的情況 e.g. Mary only told John the secret. First, I’d like to tell you a few things about the factory. 11.

55、balance 權(quán)衡；對(duì)比；使平衡；抵消 e.g. We must balance the two plans. Can you balance yourself on skates? 天平；平衡；均勢(shì)；收支平衡 e.g. weigh sth. in the balance be out of balance a favourable balance of trade keep one’s balance \ lose one’s balance on balance = in balance a balanced

56、 diet 11. go for 也如此，對(duì)…也適用；喜歡，偏愛(ài)；向…攻擊 e.g. What he said about you goes for me, too. Do you go for modern music? They went for her in the newspaper. 12.put on weight = gain weight發(fā)胖 lose weight 減肥 watch one’s weight 注意節(jié)食 have a weight problem 有肥胖病 13. only e.g. Only by doing so can you

57、succeed. Only then did we realize the importance of learning English well. Only when he was in England could he practice English freely. Only Mr. Smith has been there. Homework After class, read the passage again and again until you can recite some sentence The Fourth Period Grammar

58、 Teaching Aims: 1. Review the words learned in the last four periods. 2. Learn and master model verbs: had better, should, ought to. Teaching Important Points: 1. How to guess the missing word according to the given sentence. 2. Let the students learn how to give advice or opinion about somethi

59、ng, especially master how to use “should, ought to, had better and their negative forms” to give advice. Teaching Difficult Points: How to correctly use “should, ought to, had better and their negative forms” to give advice. Teaching Methods: 1. Review method to consolidate the words learned in

60、the last period. 2. Explanation method to make the students master how to use “should(not), ought(not) to, had better(not)” correctly. 3. Individual, pair work to make every student work in class. Teaching Aids: 1..the blackboard Teaching Procedures: StepⅠ.Greetings Step II. Grammar T: In o

61、ur daily life, we often give advice or our opinion about something. When we give advice or show our opinions about something, we can use had better or had better not . When we are trying to advise someone what to do or what not to do, we can use should / ought to, should not / ought not to. T: Now

62、please look at the Grammar page and read the sentences on it. Step III. Practice T: Now we are going to do some exercises to practise the three model verbs. Do Exercise 1 on Page 5. Complete the following sentences, using should, ought to, had better or their negative forms to give advice. You may

63、 have various answers. First do the exercises individually and then we will check them together. Suggested answers: 1. You have a bit of fever. You had better drink more water and have a good rest. 2. You shouldn’t smoke any more if you want to be healthy. 3. If you are sick, you ought to go to

64、see a doctor at once. 4. Before you eat an apple, you had better wash it. 5. You don’t look well. You should let me make a careful examination for you. 6. You have a bad cough. You oughtn’t to go on working. You should have a good rest. 7. This medicine will make you sleepy. You should take one

65、pill now and one more in four hours’ time. 8. There is nothing serious with your knee, but you’d better take some medicine and have a rest. T: Now do Exercise 2 of the grammar on Page 6. Five minutes later, I’ll show three of the students’ work on the project. Suggested answers: 1. First, you ou

66、ght to talk to your friend about it before the dinner. 2. But if you don’t want to ask her, then you’d better do what she does at the table. 3. Of course, you should try all the food you are offered. 4. However, you shouldn’t be too nervous. After all, you’re her guest and she will try her best to make you feel comfortable. Step IV . Do Exercises on Page 75. Step Ⅴ. Homework I Today’s homework: write Exercise 2 on the Page 74 in your exercise-books. The Fifth Perio