Unit13healthyeating高中英语说课稿_说课稿
高一英语Unit 13 Healthy eating 教案
一. 教学内容：Unit 13 Healthy eating二. 教学目标掌握Unit 13词汇及词性变化三. 教学重难点（一）掌握课文中的重点句型的结构、用法Unit13 Healthy eatingstomach n. 肚子，胃fever n. 发烧，狂热He has got a fever.He is running towards the water in a fever of anxiety.ache，pain与hurtache是动词，His stomach began to ache.He began to have a stomachache.pain是动词和可数名词，但抽象用法是用单数不加冠词That man suffers a lot from a pain/pains in his back.We are at/taking pains to learn English.His leg is often in pain.He cried with pain.It pains me to tell others lies.She looked pained.hurt是指伤害，受伤，多指受到外因而产生疼痛或感情受伤等My leg hurt after I fell off my bike.His words hurt me badly.ought v. 应该ought to doexamine，check与testexamine检查，是查验是否有问题或是否正常，与check在此意义上可以互换，此外check 还有检查是否正确无误，是否符合事实，还有阻止之意。
test是测试检验的意思，强调测试能力。
The workers are examining/checking their machines.Did you examine/check it with your own eyes?The teacher is checking our homework.Let’s check whether it is true.She tried hard to check her tears.You’d better have your eyes examined/tested.They are testing the newly-made sports-car.choose，pick与selectchoose是选择，抉择之意，使用的最为频繁与pick基本可以互换，但pick更口语化更随意。
人教版高中英语-全英文说课稿healthy-eating1
Teaching plan for Unit 5 book 2Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 3 Unit 2 Healthing eating. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.Firstly，let me introduce the teaching material.This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 3 parts, that is,. The text is the most important teaching material in this lesson, which extends the main topic “” and contains most of the vocabulary and grammar points that students should learn in this unit.Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands1 Knowledge aims:（1）to help students to understand and master the words, phrases and sentence patterns.（2）to know some basic information about music2 Ability aims:(1) To improve the students’ organizing and using skills of English asthe second language(2) To understand the main idea, to scan for the needed informationand to grasp the details3 Emotional aims:(1) Help students understand(2) Develop students’ sense of cooperative learningFourthly, teaching key points is1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.2. To understandTeaching difficult points is1. The students use their own words to express their own ideas.2. The usage of modal verbsAccording to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.a. Communicative Language TeachingLanguage is used for communication. It’s learner-centered and emphasizes communication and real-life situations.b. Task-based Language TeachingA task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.c. Computer Assisted Language TeachingLanguage learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.Part 3 Learning MethodsTask-based, self-dependent and cooperative learningPart 4 Teaching ProcedureStep One Lead-in“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll show some pictures of food to attract their attention and then bring some questions.Question:What kind of food they like?What should go into a good meal?The answers must relate to the diet. After this, the students will be eager to know something about a balance diet and this is the very time to naturally lead the class into Step 2Step 2 Reading for information: skimming and scanningIn this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.Task 1 General ideaThe students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.Task 2 Main idea of each paragraphCooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.Step 3 Reading for comprehensionThe purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation.Step 4 Solving difficult language problems through readingIt’s important for language learners to learn important rules of grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.Step 5 ConsolidationLanguage is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities1 Reading for comprehensionI’ll ask 4 students to read each paragraph, and then do the exercise following the text. I think it’s a good way to review what they have learned.2 DiscussionDuring making discussion, the students will deepen their understanding of the main idea of the passage.a. Why Monkees can be successful? Give reasons.b. What’s the most important thing for a successful band? Why? Step 6 HomeworkAsk the students to write down sth about their favorite singers, band or music and list the reasons.The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.Part 5 Blackboard designUnit 4 MusicPassage The Band That Wasn’tTopic Sentences:1. Many people want to be famous as singers or musician2. Form a band3. Began as a TV4. They became even more famous than the BeatlesDiscussion:a. Why Monkees can be successful? Give reasons.b. What’s the most important thing for a successful band? Why?In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. I want to make the design inductive, instructive and artistic.。
Unit 13 Healthy eating 教案
Unit 13 Healthy eating 教案unit 13 healthy eating 教案2teaching aims:1.review the words learned in the last two periods.2.learn and master modal verbs:had better,should,ought toteaching 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 something,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 the last period.2.explanation method to make the students master how touse“should(not),ought(not)to,had better(not)”correctly.3.individual,pair work to make every student work in class.teaching aids:1.a projector2.the blackboardteaching procedures:step ⅰ. greetingsgreet the whole class as usual.step ⅱ. word studyt:in the last two periods,we have learned something about diets.as we all know,we'd better eat healthy food,eat less or junk food,and we should develop healthy eating habits.only in this way can we keepup with the high pace of modern life.of course,we have also learned some important words and phrases.now let's review them.open your books.let's look at word study in this unit.you are given five minutes to find the words that fit the following descriptions.read first,then fill in it according to the meaning of each sentence.is that clear?ss:yes.t:ok.first do it by yourself.then discuss them in pairs.after a while,i'll ask some students to read the words.(teacher goes among the students and the students begin to doit.after a while,teacher checks their answers.)suggested answers:1.nutrient2.diet3.vitamin4.mineral5.fat6.sugar7.protein 8.calorystep ⅲ. grammart:now i want you to translate several chinese sentences into english.look at the screen.(show the following on the screen.)1.外面很冷，你最好穿上你的大衣。
高中英语说课稿：Unit13 healthy eating
高中英语说课稿：Unit13 Healthy Eating 一、教学目标•掌握与健康饮食相关的词汇和句型；•能够理解阅读材料并进行相关的听、说、读、写活动；•发展学生的跨学科学习能力和生活技能。
二、教学内容Unit13 Healthy Eating三、教学重难点1. 重点1.掌握健康饮食相关的词汇和句型；2.通过听、说、读、写活动发展学生的口语表达和阅读能力；3.提高学生的学习兴趣和积极性。
2. 难点1.理解和运用本单元内容中的生词和短语；2.学生在阅读时能够理解并运用相关句型；3.培养学生的跨学科学习能力和生活技能。
四、教学准备1.教师：教案、PPT等教学辅助材料；2.学生：教材和笔记。
1. 导入•谈论健康饮食的重要性和相关的饮食习惯，让学生了解到健康的饮食对身体和生活的影响。
2. 阅读和练习（1）课前预习•学生在家中预习本单元的课文和相关内容，并准备和同学在课上分享和交流。
（2）阅读和理解•调整课堂氛围，采用交互式教学方法，掌握本单元生词和短语（如balanced diet，protein，carbohydrate等），同时引导学生理解阅读材料中的相关内容和难点。
（3）听说练习•给学生一些语言练习的机会，让他们多次运用听、说、读和写的能力，如：学生可以彼此交流和问答关于饮食的问题，加深对本单元语言材料的理解。
（4）课文理解•阅读课文，在理解的基础上，让学生掌握相关句型，如：It is important for us to have a balanced diet. 等。
同时，学生也可以就课文内容展开一些讨论。
（5）写作练习•分组让学生写一篇关于健康饮食的文章，要求结合本单元所学的相关内容，尽可能地运用相关词汇和句型。
3. 课堂互动•通过互动式教学，采用小组讨论、竞赛等形式，鼓励学生更积极地参与，提高其学习兴趣和能动性。
4. 教学评估•通过日常练习、作业、小测试等形式对学生的学习情况进行评估，同时，给出相应的反馈和建议，帮助学生更好地掌握本单元的内容。
Unit13Healthyeating整单元教案（人教版高一英语下册教案教学设计）
Unit 13 Healthy eating 整单元教案(人教版高一英语下册教案教学设计)-. 教学目的和要求 ( Teaching aims and demands )I: Topics 1. Talking about healthy food and junk food.2. Talking about eating habits and health.II: Functions看病 ( Seeing a doctor )Patient DoctorI’ve got a pain here. Lie down and let me examine you.This place hurts. Let me have a look.I don’t feel well. Where does it hurt?There’s something wrong with my back/ knee/arm. Drink plenty of water and get some rest.提出建议和忠告 (Giving advice and making suggestions)What can I do for you ? Can I help you? What’s the matter?I advice you to ….? You’d better…. I think you should…Why not …? I suggestion you should… Why don’t you …?III: Vocabulary1.Words: fat stomach fever salad peach ripe ought examine plenty soft bar fuel diet pace bean fibre mineral function chemical balance fit unit digest gain sleepy brain peel tasty mushroom steam boil bacon lettuce mixture spoonful slice2.Phrases: junk food ought to plenty of keep up with make a choicenow and then roll upIV: Grammar情态动词(1)----- had better, should, ought to1. 就某事向某人提出建议或发表自己的观点-----使用had better(not)You had better get some rest. or You’d better get some rest.2. 劝说某人做某事或不要做某事, 向某人提出忠告-----使用should(not) 或ought(not)toYou should /ought to be careful with fruit.You should not /ought not to eat so much junk food. or You shouldn’t /oughtn’t to eat so much junk food.二. 能力训练 (Ability training )1. Through the learning of Warming Up, Listening and Speaking, let Ss skillfully master and use the expressions of seeing a doctor, talking about eating habits and health.2. Through the learning of the passage, develop the Ss’ reading comprehensive ability.3. Master the patterns of giving advice and making suggestions.三. 德育渗透 (Moral training teaching)Through the learning and talking, let the Ss know the importance of balance eating and healthy eating and develop the good eating habits.四. 美育渗透 (Art training teaching )Develop the Ss’ good sentiment of loving t heir life and health and have good living habits.五. 课时安排 (The arrangement of teaching periods )The First Period New words and Warming UpThe Second Period Listening and SpeakingThe Third Period Reading (1)The Fourth Period Reading (2) Language pointsThe Fifth Period Language Study and GrammarThe Sixth Period Integrating SkillsThe Seventh Period Workbook and Unit Test (课课练讲解)The Eighth Period Unit Test (课课练讲解)The Ninth Period Unit Test ( 英文报纸讲解)六. 备课时间 2005-2-22 星期二七. 上课时间 2005,2,24---------- 2, .八. 教学步骤 (Teaching Procedures)Period 1 New words and Warming UpTeaching Aims1. Learn the new words and expressions.2. Learn the Warming Up to arouse the Ss’ love in talking.Important Points in Teaching1. The use of some words: fat vitamin snack fever ripe plenty of2. Sentence pattern: I think…Difficult Points in T eaching1. the use of the words2. talking in EnglishTeaching Methods1. Reading and speaking2. Pair/group work, individual work, class workTeaching AidsTextbook, blackboard tape-recorder, computerTeaching ProceduresStep 1 Learning1. Learn the new words and expressions.Ask some Ss to read the New words and expressions, then correct some mistakes if there are any.2.Explain some uses of the words.① junk n.［U］ things that are considered useless or of little value.废弃物，旧货，垃圾 a junk dealer/man 旧货商a junk shop 旧货店 junk food 垃圾食品n. ［C］（平底的）中国帆船，舢板② fat (1) adj. 胖的，肥的，脂肪多的Aren’t you a little fatter than when I saw you last ?The doctor told him to stay away from fat foods.(2) n. 肥肉，脂肪，食油I don’t like fat.Fried potatoes are cooked in deep fat.炸土豆是在很多油里炸的。
healthy-eating说课稿
Teaching plan for Unit 2, Module 3Healthy Eating（说课稿）尊敬的各位老师大家早上好！今天我说课的内容是普通高中课程标准试验教科书英语必修三第二单元健康饮食第二课时阅读部分 come and eat here。
下面我想从如下几个方面来简单的阐述一下我对这节课的认识.一、说教材（一）教学内容分析本单元以“健康饮食"为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。
本节课为本单元的第二节课“reading”部分,也是本单元的中心所在.主要处理Warming—up，Pre-reading以及文章“Come and Eat Here”的理解。
文章主要讲述王鹏伟和咏慧开饭店的不同风格,经营的不同菜肴以及顾客对不同食品的不同反响,反映了现代人对饮食的日益的关注和追求。
课前已经布置学生对文章进行了预习.（二)教学目标结合单元教学要求和本课特点，依据新英语课程标准，希望学生在本节课中能够：1. 通过文章的语境理解和学习一些关于“健康饮食"的词汇;2. 了解文章的结构、内容，学习一些关于健康饮食的知识;3.能够用清晰和较为流利的英语表达自己的想法。
4。
提高阅读能力;通过泛读和精读俩部分分别让学生能够正确的掌握文章主旨,每部分大意以及对文章细节的准确把握和理解。
5。
通过对〈健康饮食〉的学习和讨论，引发学生学习兴趣，使学生掌握有关营养与饮食文化方面的一些知识，并能知道平衡饮食的重要性。
6。
培养学生良好的饮食习惯,自主探究能力和合作精神二、说学情和学法学生是学习的主体，所以教师在教授知识的时候必须设计有针对性的教学方案促进学生更有效的接受新知识。
就我所教授的班级来说，学生在阅读课中的学习有如下的一些困难:1．由于所教班级学生的英语基础能力有限，主要表现在单词的积累量过少,英语句型结构无法正确的识别，在文章大意的理解上就会存在较大难度.2。
Unit13healthyeating（人教版高一英语下册教案教学设计）
Unit13healthyeating（人教版高一英语下册教案教学设计）高一第二学期1. 了解课本: 共十个单元, 比上学期少两个单元. 本学期学习时间共16-17周时间, 共102节课, 平均每单元8.5课时. 每单元仍然是由warming up; listening; speaking; pre-reading; reading; post-reading; language study; integrating skills; writing；workbook exercises 等十个部分组成，2. 本册书语法项目有：情态动词；动词－ing; 谓语和主语的一致；it的用法等。
3. 学习要求：1) 课前：学习单词；预习课文；找出难点。
2）上课：耳听口练；理解记忆；记录笔记。
3）课后：背诵课文；记忆例句；完成作业；巩固练习；补充阅读Unit 13 Healthy eatingTeaching goals:1. Talk about eating habits and health2. Practice seeing the doctor3. Practice giving advice and making suggestions4. Use the modal verbs: had better; should; ought to5. Learn some useful cooking terms6. Read and write recipesTime arrangementPeriod 1---new wordsPeriod 2--- warming up; listening; speakingPeriod 3---speaking; readingPeriod 4---language pointsPeriod 5---grammar & grammar exercisesPeriod 6---integrating skill readingPeriod 7---writing & workbook listeningPeriod 8---workbook exercisesPeriod 9---workbook reading and writingWarming up1. Words about foods:Photo 1: Junk food: fast food (French fries and hamburgers) photo 2: Chinese street food (dumplings; corn; noodles; rice) Photo 3: Food group: vegetables (cabbages; tomatoes; carrots; cucumber)Photo 4: Food group: Beans and nuts; bread and grains(peanuts; fried bread, nuts)Photo 5: Food group fruits (bananas; apples pears; oranges; grapes)Photo 6: Food group: meats (beef; chicken; pork fish)Photo 7: Junk food: desserts (ice cream; candy, candy bars; chocolates)Photo 8: Food group: Vegetables (tofu; mushrooms)Task: Each group of students tries to give the names of each kind of food in two pictures and talk about whether it is healthier to eat each of them in “ smaller amounts less often” or in “larger amounts more often”.Listening1. In this activity we will hear two conversations. In the first,a mum is talkingwith her son. The son is feeling well.2. Learn some words that will appear in the dialogue.3. Have the students listen to it twice or three times. Check their answers to theexercises.4. In the second dialogue, the mum takes her Mike to see a doctor.5. Get the students to listen to it and then check their answers.Speaking1. Useful expressions:1） --What’s wrong (the matter/the trouble) with you?---I seem to have caught a cold.2).---What hurts you?/What is troubling you?---I have got something wrong with my stomach and I don’t feel like eating.3)---What’s your trouble?---I’m running a temperat ure and I have a headache.4) ---When did the pain start?--- Three days a go.5). ---How long has it been going on?---Two or three days.6) ---Do you have a history of heart trouble?---No, I don’t.7). ---Have you taken your temperature?---Not yet.8). ---Your case history, please.---Sorry I don’t have a case history. This is my first time here.9) ---I’m really worried about weight.---I advise you to change your eating habits. You should eat less meat, more vegetables and exercise more.10）---It’s no thing serious. Take things easy and you will be well soon.---Thank you, doctor.2. Some cultural information:1) If you want to see a doctor in western countries, you must make an appointment with the doctor ahead of time, or you willnot see him or her.2) There are many private doctors and private clinics as well as public clinics, hospitals and hospital emergency wards (急诊中心) in western countries.3) The doctor will often ask you about your medical problems and examine you if necessary, so you had better not say something like “I have a cold”, which means you have known your trouble. It is considered bad manners. If you have known your trouble, why do you come to see the doctor then?4) If you are a foreigner, you should know how to say some common expressions about diseases, such as headache, cough, toothache, etc.3. Listen to and read the dialogue in the book.4. Language points:1) Was the peach ripe or green?Green “没有成熟的” ripe 的反义词Green fruit is not good to eat.The cherries are still green to pick.(太生不能摘)颜色往往可以引伸出相关的其他含义：red 暴力的；流血的 a red battle 血战yellow 胆怯，靠不住的 I always knew you were yellowblue 沮丧的 He looks blue. 他看上去情绪低落。
高一Unit 13 Healthy eating教案
高一Unit 13 Healthy eating教案Unit 13 Healthy eatingTeaching Aims and DemandsWords and PhrasesFour Skills: stomach fever ought oughtto examine plenty plenty of diet keep up with make a right choice short of fit gain now and thenThree Skills:energy soft bar fuel chemical balance tasty boil mixture Spoken English:In the clinic / seeing a doctor:What’s wrong with you?/What’s the matter with you?Lie down and let me examine you.Let me have a look.Where does it hurt?Drink plenty of water and get some rest.I’ve got a pain here. This place hurts.There’s something wrong with back/my knee/my arm.I don’t feel well.Grammar:Use of Language:1. Master the function use of language as defined above.2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.Important points:1. Talk about different kinds of food that one favorites.2. learn the basic knowledge of healthy eating.3. learn how to say in the clinic.4. Grasp the language points and grammar in the text.Difficult points: The use of modal verbs --- had better, should and ought to.Teaching aids: computer or slider-projectorWay of Teaching: Communication way of teaching, discussion and group work.Lesson 1Step 1 Warming-UpFirst show the students some pictures of dishes and so to introduce the topic of this unit.And then show the pictures on their text books and let them to decide what is junk food and what is not.Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.Step 2 ListeningLet the students listen to the tape and be prepared to answer the questions below.Step 3 SpeakingShow the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogueAfter that list the useful expressions in their dialogue.Step 4 HomeworkPrepare for the next class.Collect some menus if possible for the next class.Lesson 2Step 1 IntroductionUsing the questions on P3 to introduce the new text.Step 2 Fast-reading1.What does the “fuel ” mean in the first paragraph?(It means different kinds of materials, such as protein, Calciumthat we need to keep healthy.)2.What do we have to consider when we choose to buy or eat?(What kinds of nutrients that the food contain.)3.What made our eating habit changing?(Many things: what people believe, advice from companies and stores.)4. How can we feel and look fine?(We ought to learn about our body and the fuel it needs to keep fit.)Explain the language points if necessary.Step 3 Carefully-readingHow many parts can be divided into?(Three parts.)What’s the main idea of each part?(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)Step 4 TalkingAsk the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and awaiter/waitress.Step 5 HomeworkFinish the exercise --- Vocabulary on P5. and P72-73Lesson 3Step 1 RevisionCheck the homework.Step 2 GrammarFirst present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.Step 3 Consolidation(1) Finish the exercise on P5 and on P74(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.1.give advice that will really help the person.2. be polite and sincereat last get the students to finish the following practice.Step 4 HomeworkFinish the exercise 3 on P74 in the students’ workbook.Lesson 4Step 1 RevisionLet some students read their reply to the letters on P74.Step 2 ReadingRead the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)Step 3 WritingAsk the students to work in pairs to write the recipe for their favourite dish.We may first give the tips on P7 as a guide.Step 4 DiscussionFirst ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)Step 5 HomeworkDo a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.2.高一Unit 13 Healthy eating教案篇2Unit 13 Healthy eatingTeaching Aims and DemandsWords and PhrasesFour Skills: stomach fever ought oughtto examine plenty plenty of diet keep up with make a right choice short of fit gain now and thenThree Skills:energy soft bar fuel chemical balance tasty boil mixture Spoken English:In the clinic / seeing a doctor:What’s wrong with you?/What’s the matter with you?Lie down and let me examine you.Let me have a look.Where does it hurt?Drink plenty of water and get some rest.I’ve got a pain here. This place hurts.There’s something wrong with back/my knee/my arm.I don’t feel well.Grammar:Use of Language:1. Master the function use of language as defined above.2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.Important points:1. Talk about different kinds of food that one favorites.2. learn the basic knowledge of healthy eating.3. learn how to say in the clinic.4. Grasp the language points and grammar in the text.Difficult points: The use of modal verbs --- had better, should and ought to.Teaching aids: computer or slider-projectorWay of Teaching: Communication way of teaching, discussion and group work.Lesson 1Step 1 Warming-UpFirst show the students some pictures of dishes and so to introduce the topic of this unit.And then show the pictures on their text books and let them to decide what is junk food and what is not.Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.Step 2 ListeningLet the students listen to the tape and be prepared to answer the questions below.Step 3 SpeakingShow the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogueAfter that list the useful expressions in their dialogue.Step 4 HomeworkPrepare for the next class.Collect some menus if possible for the next class.Lesson 2Step 1 IntroductionUsing the questions on P3 to introduce the new text.Step 2 Fast-reading1.What does the “fuel ” mean in the first paragraph?(It means different kinds of materials, such as protein, Calciumthat we need to keep healthy.)2.What do we have to consider when we choose to buy or eat?(What kinds of nutrients that the food contain.)3.What made our eating habit changing?(Many things: what people believe, advice from companies and stores.)4. How can we feel and look fine?(We ought to learn about our body and the fuel it needs to keep fit.)Explain the language points if necessary.Step 3 Carefully-readingHow many parts can be divided into?(Three parts.)What’s the main idea of each part?(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)Step 4 TalkingAsk the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and awaiter/waitress.Step 5 HomeworkFinish the exercise --- Vocabulary on P5. and P72-73Lesson 3Step 1 RevisionCheck the homework.Step 2 GrammarFirst present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.Step 3 Consolidation(1) Finish the exercise on P5 and on P74(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.1.give advice that will really help the person.2. be polite and sincereat last get the students to finish the following practice.Step 4 HomeworkFinish the exercise 3 on P74 in the students’ workbook.Lesson 4Step 1 RevisionLet some students read their reply to the letters on P74.Step 2 ReadingRead the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)Step 3 WritingAsk the students to work in pairs to write the recipe for their favourite dish.We may first give the tips on P7 as a guide.Step 4 DiscussionFirst ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)Step 5 HomeworkDo a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.。
高一英语下册 Unit13 Healthy eating(第一课时)教案 大纲人教版第一册
〖Unit 13 Healthy eating〗之小船创作Ⅰ.Teaching Goals:1.Talk about eating habits and health.Talk about seeing the doctor.Practise giving advice and making suggestions. e the modal verbs:had better,should and ought toLearn some useful cooking terms.Read and write recipes.Ⅱ.Teaching Time:Four periodsⅢ.Background Information:1.Healthy dietMost people,young or old,don't know how to plan a healthy diet.Some people eat too much,and some eat too little.Many people don't eat breakfast at all except for a cup of coffee,and most people eat a very heavy and greasy dinner.One important factor in a healthy diet is balance.A balanced diet contains enough amounts of food for the three meals of a day and a variety of foods such asvegetables,fruits,eggs,milk,cereals(谷类食品)and meat.For breakfast,which starts you off on a long day's work,you need enough food to provide you with enough energy.Lunch is equally important.If you don't store enough energy at lunchtime for a long afternoon of work,you will easily feel tired.But after dinner,normally you relax yourself and don't need much energy,so it's preferable to have a light dinner.Moreover,varieties of food give you different kinds of nutrients your body needs.If your diet lacks variety,you are bound to be deficient in nutrition.Your diet is essential to your health.If you often feel tired or fall sick,it's likely that you don't have a balanced diet.2.Fast foodIt's Saturday afternoon and you are downtown with your friends.You've been shopping all morning and you're hungry!But where are you going to eat?There's a good chance that you'll go to a fast food restaurant like Pizza Hut,Burger King or Wendy's.The biggest problem is choosing one because there are so many. In the last thirty years fast food has become a majorpart of our diets.Fast food is cheap,easy to find and easy to eat.You can even eat a burger while you are driving.Try doing that with a bowl of spaghetti(意大利面条)!Families stop at Pizza Hut on the way home from a day trip.Young people meet at McDonald's for a burger at lunchtime.Busy office workers buy nice sandwiches at Subway(赛百味三明治店).It's so quick and easy.But is fast food healthy?Richard Benton is a nutritionist and he says that fast food can be healthy food.“Most fast food restaurants have healthy choices like salads and thin chicken sandwiches,”he says.“Fast food is OK as long as you don't eat too much of it.”People who do eat too much fast food can have health problems.In the United states,300 000 people a year die from illness related to obesity(肥胖症).Twenty percent of children in the United States are overweight.The problem has spread as Western fast food has become popular in countries like China,India and Japan.Five to ten percent of Chinese children are now overweight.Also,some fast foods have a lot of fat and sugar.Some health experts believe that high-fat and high-sugar foods change children's behavior.A recent study in Japan found that badly behaved children ate more fast food than well-behaved children.The good news is that fast food is changing.It is becoming healthier.Thai,Turkish(土耳其的),Japanese and Filipino fast food is becoming popular in the United States.You can have a quick snack in Elephant Jump(Thai),Jollibee(Filipino)or Yoshinoya(Japanese)if you don't want a pizza.The First PeriodTeaching Aims:1.Learn and master the following:Words:sweet,mushroom,fried,junkfood,fat,snack,stomach,fever,salad,peach,ripe,oug ht,examine,plentyPhrases:all the time,have a fever,be careful with,plenty ofSentence Patterns:(1)advise sb.(not)to do sth.(2)There's something wrong with….Everyday English:Patient:I've got a pain here.This place hurts. There's something wrong with my back/my knee/my arm.I don't feel well.Doctor:Lie down and let me examine you.Let me have a look.Where does it hurt?Drink plenty of water and get some rest.2.Train the students' listening ability.3.Develop the students' speaking ability by describing,talking and discussion.Teaching Important Points:1.Train the students' listening ability.2.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:1.How to improve the students' listening ability.2.How to finish the task of speaking.Teaching Methods:1.Listening-and-answering activity to help thestudents go through with the listening material. 2.Individual,pair or group work to make every student work in class.Teaching Aids:1.a tape recorder2.a projector3.the blackboardTeaching Procedures:Step Ⅰ. Greetings and Lead-inT:Hello,everyone.Ss:Hello,teacher.T:Sit down,please.Now the Spring Festival has just passed by.The new term has begun.Maybe all of you had a good time and got a lot of good things to eat and drink during the Spring Festival.Yes or no?Ss:Yes.T:OK.But whether most of the food you eat is healthy food or not,do you know?(Students may have different opinions.)T:Maybe some of the food is junk food.Do you know what junk food means?(Bb:junk food and explain it)“junk food” means “垃圾食品” in Chinese.Todaywe're going to learn Unit 13 “Healthy eating”.(Bb:Unit 13 Healthy eating The First Period)“The First Period”.Step Ⅱ. Warming-upT:First let's look at some new words.(Show the following on the screen.)(Teacher teaches the words and explains them,then says the following.)T:OK.Now open your books and turn to Page 1.Look at the eight pictures.Who can 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 Picture 4 we can see clay 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.……T:OK.What you said is all correct.Now look at these pictures.Let's practise in pairs.One must tell your partner if it is junk food or healthy food.Of course,you'd better give reasons for your decisions.For example.Look at the seventh and third pictures,you can do it like this.I think that ice cream is junk food because it has a lot of fat and sugar.But I think that vegetables are good food because they contain lots of vitamins.Do you understand how to do it?Ss:Yes.T:OK.Please practise in pairs.(Students begin to practise and teacher goes among them and helps them if nessary.After a while,teacher says the following.)T:Stop here,please.Now look at the table on the screen.(Show the following on the screen.)Each of you takes out a sheet of paper.Make a list of the foods you often eat first.Then four persons are agroup.One reads your list of foods,the others decide if what you eat is junk food or not.Is that clear?Ss:Yes.T:OK.Please do it.(Teacher goes among the students to check their writings and practice.)Step Ⅲ. ListeningT:Now let's do some listening.Look at the listening part.Listen to what happened to Mike and then answer the questions below.It needs your listening carefully.Of course,you should write down some key words when you listen.At last I'll check he answers with the whole class.Is that clear?Ss:Yes.T:All right.Let's begin.(Teacher plays the tape for the first time.Then play for the second time,during this time,teacher may pause for students to write down the information.Play some parts of the tape more times if necessary.Finally teacher checks the answers withthe whole class.)Step Ⅳ. SpeakingT:In our daily life,sometimes we may feel uncomfortable and go to see a doctor.Do you know how to talk with a doctor in English?Now look at the screen.These are very useful words and phrases.You should remember and use them freely.(Teacher and students go through with the following together.)(Show the following on the screen.)T:Now go back to the speaking part in the text.First look at the three given situations.(Teacher asks three students to read aloud the situations one by one.One student,one situation.Then teacher says the following.)T:Now close your books.Let's listen to a dialogue at the doctor's.Sharon is visiting a doctor,Dr Yang.Listen carefully,and try to remember someinformation.After that,I'll ask you two simple questions.(Teacher plays the tape recorder,then asks the following questions.)T:What was the matter with Sharon?Ss:She has a pain.T:Why does she have a pain?Do you know?(Teacher goes up to a student.)S:I'm sorry I'm not sure of the reason.Maybe she ate something bad.T:Yes or no?T and Ss:Yeah.Because she ate some fruit that wasn't ripe.T:Now open your books.Please read the dialogue.If you have some difficulty in understanding the dialogue,you can ask me.(Teacher goes round the class and helps the Ss understand some difficult sentences.After a while,teacher explains to the Ss some language points.)T:Look at the screen.I explain some difficult language points now.(Show the following on the screen and explain them.)(Bb:all the time,have a fever,be careful with,in the future,advise sb.(not)to do sth.)Step Ⅴ. PracticeT:OK.Have you any questions?Ss:No.T:Well,if you have no questions,please practise in pairs.First choose one of these three situations and make a dialogue.Then act it out.After a while,I'll ask some pairs to perform before class.Suggested answers:Situation 1A:What's the matter with you?B:My left arm is broken.It really hurts.A:Let me check your arm.Does it hurt when I press here?B:Yeah,it hurts terribly.A:You must be hospitalized right now and treated for a fracture of the bone.B:Oh God!I really don't know what to do.A:Cheer up,boy!You'll be all right soon.B:Thanks.Situation 2A:What can I do for you,young man?B:I cough all the time.I have a fever and a headache. A:Open your mouth please,and show me yourtongue.How long have you been like this?B:Two days.Is that serious?A:Well,it's nothing serious.Take this medicine three times a day.You'll be all right soon.B:OK.Thank you.Goodbye!Step Ⅵ. Summary and HomeworkT:In this class we've done some listening and speaking.And we know which food we eat is healthy food and which food is junk food.Of course we've also learned some useful phrases.I hope you can master them after class(Teacher points to the blackboard)and preview the reading material“We are what we eat”.So much for today.Goodbye,everyone. Ss:Goodbye,teacher.Step Ⅶ. The Design of the Writing on the BlackboardStep Ⅷ. Record after Teaching_______________________________________________________________________________________________________________ _____________________________________。
高中英语 healthy eating说课稿 新人教版必修3
高中英语优质课比赛说课稿一、教学内容分析课题：必修2，Module2 No Drugs 〔Reading〕本课是一篇阅读课文，出自外语教学与研究出版社出版的高中英语学生用书。
在第一课Introduction里面初步接触和学习了描写抽烟、吸毒及其危害性的词语。
这一课为reading，是上节课的延续。
本课实际上分为两篇不同类型的阅读文章，通过给两篇文章选标题的方式培养学生的逻辑分析能力，并让学生掌握有关“drug use〞的更多词汇，还通过各种课堂活动的开展，进一步培养学生获取准确信息和用目标语表达的能力。
二、学情分析教学对象是高一学生，他们的英语基础知识和基本技能都是一般水平。
高中英语学习，较起初中的学习内容，存在衔接上的跨度。
因此，调动学生学习的兴趣，设计针对不同层面学生的学习任务，引导学生进行扎实有效的学习是课堂教学的关键。
三、教学目标根据教学内容和学生的知识水平以及认知特点，设定了以下教学目标：1、语言知识目标：让学生学习另一些介绍抽烟、吸毒及其危害的词汇和短语，如：Addiction、cannabis、crack cocaine、drug addict、drug dealer、heart rate、inject、reduce、be addicted to、break into2、语言能力目标：①通过阅读含有这些词汇的两篇短文，并寻找文章和所属段落的关系，培养联想理解前后联系的能力和逻辑分析能力；②通过让学生按提示词复述故事和创设情景讨论吸毒危害，提高学生运用语言进行表达的能力；3、情感态度目标：在进行对smoking和drugs的讨论后，使学生更深刻地认识到两者对人体的害处，对社会的危害，从而鼓励学生远离香烟和毒品，并养成良好的生活习惯，关爱社会。
关爱他人。
4、学习策略目标：训练略听、查读、细读的技能，用已有知识经验对材料进行综合加工，提高学生用英语获取和处理信息，分析和解决问题的能力。
5、文化意识目标：注重提高学生用英语进行思维和表达的能力，形成跨文化交际意识。
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Unit13healthyeating高中英语说课稿学生情况分析本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。
学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。
并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
单元话题本单元的材料编排以健康饮食为核心话题，围绕这一话题主要谈论了4个次话题。
各个话题之间衔接十分符合认知规律。
如图所示：首先定性什么是健康食品，什么是垃圾食品，接着谈论不当的饮食对身体的影响，身体不佳就得看医生，那么看病的时候如何用英语与医生交流。
大家都不想因为不良饮食而生病，于是接着从多个角度探讨我们平时的食物偏爱与营养结构，让我们进一步明白健康饮食的重要性。
同时也谈论了我们实际饮食文化中不可忽视的一项---小吃以及如何写食谱，自己动手制作来解谗。
语言技能分布当我们沉浸在第一单元五颜六色的美味佳中的时候，我们除了流口水之外，英语语言的各项技能----听说读写也不知不觉的被品味被消化。
教学理念本单元在授课模式上尝试采用TBL任务型教学模式，其实用step 1 / 91.2..也没什么两样，问题是无论是那种形式，都要围绕所要达成的既定目标而设置任务或步骤，在实质上力争达到形散而神不散。
在课堂教学中倡导多层次多形式的对话，根据教育心理学家Kolb 的体验式学习理论，高中学生的逻辑思维能力日益增强，同时具有了一定的社会阅历和知识基础。
体验式学习更能达成有效的知识迁移。
在课堂教学中尝试进行对话的时候，尝试着关注以下三方面：师生对话中关注班级中最薄弱的那个学生。
生生对话中关注团队协作互助的精神。
通过这两点，试图促进知识的落实。
书本与生活的对话关注激发学生的学习兴趣，实现知识和技能的提升。
注重学习的绩效分享，以增强学生的自信心和社会责任感，分享形式可以是多角度的。
如学生之间，师生之间，学生与家庭之间，朋友之间等。
以上所涉及的教学理念并非非用不可，或是最先进的。
本人觉得在这个话题下可以尝试着渗透一些。
操作理念在具体操作过程中重视学生个性和创新意识，给予学生充分表达的机会。
例如在warming-up部分，让学生界定healthy food and junk food的概念，完全允许他们有不同的界定标准，我们英语课的主要目的还是想着招数，骗学生开口说话。
我们是英语教师，毕竟不是营养学家。
2 / 9类似情况如在阅读模块中的问题讨论部分。
大部分学校外语教学，不，英语教学是大班教学，学生层次不齐，因此任务的设置要有层次性，难问题碰到薄弱生，老师学生一起生气，容易题碰到好学生，老师学生都不过瘾。
最后只好说，这书没法教了，不过想想一家老少。
当然更要给不同的学生搭建达成目标的平台。
每一个任务的展开都设法先给予足够但不过量的输入，力争环环相扣，用我们在座的一位学长的话说：打假，不自己骗自己。
第三方面：在资料搜集时，不让可怜的英语老师一人都挑，学生老师一起动手，开学初，将各个单元的资料搜集分配到各个学习小组，在相应单元开工前上交。
开展一些评比活动以激励学生的积极性。
教学任务教学任务请大家自己看，限时20秒。
教材上没有课外学习任务，但我觉得这个内容可以尝试。
Warming-up由于昨天有些老师没有教材，特提一下教材内容：1）教材给出了一些食物图片，要求界定垃圾食品还是健康食品 2）给出一个空白饮食调查表教学建议：1、由于学生刚过完春节回校，添一下嘴唇，还很能回味到过年时的美味佳肴，因此何不充分利用这一事实。
实现学生从压迫学习向主动学习的转变。
激发他们交谈的兴趣，不仅实现了良好的过渡，而且借机呈现大量有关食物和饮料的词汇,实现知识的有效迁移。
3 / 9Brainstorm 是方法之一。
2、在回味美食的同时，引出话题healthy food,junk food，由学生给出不同的定义。
允许众说纷纭，但尽量让英语作为课堂工作语言。
3、课堂上的学生饮食调查可作为更广泛的家庭饮食情况调查的铺垫，拟增加健康状况一览，使学生能直观的发现饮食对健康的影响，为后来的健康食谱的制定提供依据。
Listening1.教材分析：听力材料分为两部分：1）母亲与Mike关于Mike胃痛与他一天饮食情况的对话2）Mike前去就医与医生的对话2、教学建议：1、建议在听力开始前做pre-listening.针对第一部分对话，可让学生以小组的形式互相询问一日三餐以及点心等。
因为听力一是母亲与儿子有关一天饮食的询问式对话。
2、针对第二部分对话，由于就医问诊是大家共有的体验，让学生进行pair-work，根据以有的就医经历和听力一所获得的信息，假象Mike与医生的对话和医生可能给出的建议.比一比猜中率。
3、1&2的目的是为了训练学生听力中集中注意力的能力，同时进行文化背景知识的铺垫，从而能在听的过程中准确定位，捕捉到问4 / 9题所需的信息点。
4、听力任务完成后建议复听，尝试再现听力中的情景（多种形式，如表演，单句复述，take notes然后完整复述或spot dictation 等），为下一步的speaking做好务实而有效的准备。
Speaking1.教材分析：教材给出三种就医情景，和一个范例。
目的是使学生能在常见的就医场景中运用英语进行交流。
尤其是常用的表达方式。
2、教学建议：1．前面听力模块中通过听力训练得到了相关表达方式的输入，同时在最后的巩固性复述中对就医情景作了充分的铺垫，在这里speaking模块开始前让学生精彩回放Mike的就医情景。
为接下来的情景会话热身。
2、然后分别罗列病人和医生的常用的表达方式。
3、在有了热身对话和常用表达方式的支持，可以鼓励小组活动，创设更多的情景进行会话表演，让学生接触更多有关疾病的词汇（无意识的在情景中接受了词汇扩充）。
4、对基础薄弱的学生可以尝试：A.: 听力再现。
B:范例复述或表演5、时间允许，还可将对话落实到笔头。
（供选择）Reading阅读部分1、教材分析：5 / 9教材在读前给出了4个有关饮食习惯的常识性调查问题，阅读材料是有关饮食习惯的议论文体的文章，读后给出了5个拓展性的问题。
2、教学建议：1、建议阅读部分的教学侧重学生对文章的整体性结构把握，培养他们的阅读技能。
利用本文可突出学生3个方面的能力：A：文章中心把握能力：设及高考题中作者意图推测，标题选择，段落大意确定。
B：信息归类，寻找规律：Eg.不同食物----不同的营养，给出未提及的食物作营养成分推测C: 生词猜测。
anic,eco-foods,supplement 为了更有效地进行以上3方面的技能训练，我个人不主张让学生对本文进行课前的预习。
2. 也在进行读前问答的时候，不仅关注他们的回答内容还可引出课文中或相关的新词，尤其是营养成分类的词汇以扫清文化背景障碍和语言障碍。
3、读后的发散性问题，如果时间紧迫，建议学生以小组任选一话题讨论，由小组发言人做汇报。
建议敢于大胆取舍，调整教材，那出一点大家风范来，毕竟我们至少读了4年大学，在一线拼了那么多年。
再说有新大纲明文规定，支持我们。
4、其它的语言难点可随机处理，若时间来不及，也可放到6 / 9language study 模块中处理。
Language study1.教材分析：这一部分包括单词释意，had better,should and ought to表示给出建议的用法。
教材给出单句补全，和根据2个情景给建议两种训练方式。
这是本单元主要语法点。
2、教学建议：1、在学生掌握情况比较好的情况下，可将word study大胆修改成：听教师读解释，学生写单词，而不是进行简单的搭配，事实上，在实际教学中，不少同学提前完成了，因此就需要根据学情及时调整内容或变换检测角度。
2、如果前面阅读模块中仍有部分语言问题未解决，可在这里弥补。
毕竟语法和句型仍是测试的重要内容之一。
说实在的，考试分数就是我们饭碗中的大米饭的颗粒数，领导可知道，我的碗中饭，粒粒皆辛苦。
3、澄清这些Modal Verbs 的否定形式。
可以将SEFC II中first aid一课中提及的各种急救场景做为情景，训练学生运用这些Modal Verbs给建议。
（供程度较好学生）分成dos and don’ts 呈现给学生，要求学生用本单元所学的情态动词来给出建议。
不仅使学生在具体情景中体会了这些语法项目的功能，同时也学会了一些生存技能。
4．根据所给情景写出可能性的建议这一任务中，可以创造性7 / 9地尝试让学生以小组的形式编写更多的情景，然后相互交换，针对情景给建议。
以便进一步发掘教材的内在价值。
Integrating Skills1.教材分析：提出了snacks这个话题，同时给出了两个snacks的recipes,要求学生能模仿写recipe.教材也给出了4条writing tips.2、教学建议：1）、建议从常规的三餐或我们实际的饮食习惯导入snacks时，进行头脑风暴，呈现我们国家丰富的小吃文化。
通过文章的阅读和前面所学的知识，对所罗列的小吃进行判断（bad---good---better---best）简要说明理由,这个建议的设计其实是针对学生的阅读理解能力，因为小吃一文中提到了几种食物，并且作了优劣判断，那么可以利用这一素材培养学生的归类，推理能力，这也是学生在考试中主要的失分点。
例如：文章信息：orange>bread>chocolate,我们可推出strawberry>dumpling>icecream2）、建议不同小组写不同的recipe, 在模仿范文写recipe之前，须经过讨论，用丰富的体态语言表演制作过程。
通过活动的形式熟悉这些有关烹饪的词汇。
因为本文中出现了大量的烹饪有关的词汇。
例如：A学生做一个动作，B学生说出对应的单词。
或者表演一种SNACK的制作过程，有另一学生描述。
8 / 93)最后的recipe进行展示共享。
有实物投影的可书面让学生和老师点评，没有的话，可口头表达点评课后整理配上图片更佳，全班展示分享。
9 / 9。