unit 13 healthy eating 教案
i. teaching aims:
reading the text and finish the exercises on the book.
understand the content of the text and learn some language points.
similar dialogue presentation with new words and expressions used within
ii. teaching aids: tape recorder, pictures
step 1 lead- in
1. show some pictures (chocolate/ pears; hamburger/ banana; a soft drink/ fried chicken…ect), let ss speak out the name of them and decide which of the food give them the most energy.
t: if you eat too much junk food such as chocolate, hamburger, fast food, you will become fatter and fatter, just like this (show a picture of fat man or woman).
t: what is the healthy food in your mind?
ss: vegetable, fruit, milk…(teacher write down the name of food on the blackboard)
t: why do you think they are good for our health?
ss: because they contain lots of vitamins….
2. ask some questions to ss:
how many meals do you eat every day?
how much water do you drink every day?
do you like milk? why?
what kind of snacks do you eat?
step ii. reading
1. skimming let ss read the passage carefully and answer the question:
what does the word “green” mean in the text?
2. skipping let ss read the passage again, and answer some questions:
what about the word “fuel”? can you find any other words used in the same way?
how have our eating habits changed? why?
3. listening play the tape and let ss follow, paying attention to the intonation.
step iii discussion
get ss work in pairs. discussion the following questions:
why do people go to fast food restaurants?
what do you think of the food of mcdonald’s or kfc?
why is it not good for you to eat too much sugar and fat?
why are crash diets and supplements so popular?
what can we do to keep a balanced diet?
step iv pair work
let ss imagine that they are in mcdonald’s or kfc for dinner/ breakfast/ supper, and write down what kind of food they like to eat. and let them decide which one is junk food or healthy food. try to think of as many reasons as possible.
step v. language points and useful expressions
too much
too many calories
keep up with
the high pace of modern life
make many choices
had better
keep sth well
base on
part of
either because… or because
eco-food
be harmful to
human beings
offer advice
spend…on (doing)
keep a balanced diet
in the right amounts
lose weight
instead of
make sure
look fine
be well prepared for
homework
finish off the exercise on the workbook.
教案点评：
根据新教材中的以阅读为主的教学环节（pre-reading; reading; post-reading）所设计的一课时/两课时教案。本课阅读课的目的是培养学生养成良好的健康的饮食习惯。
这个教学过程分三个步骤：pre-reading, while-reading, post-reading。
pre-reading：在阅读课文之前，教师可适当的讲解与本单元有关的背景知识或通过提问的方式引入课文主题。教师可根据课文的内容和篇章结构，从不同的角，引导学生对课文内容进行预测和讨论。
阅读
while-reading：课文分三个步骤：掠读，即带着某个问题进行搜索式阅读，这样能培养学生捕捉关键句的能力；略读，即教师指导学生通读全文，理解课文大意，培养学生发现文章或段落的主题句及概括大意的能力；细读，即加深对课文理解。培养学生的分析和逻辑推理的能力，并帮助学生对文中的难句进行句子结构的分析。
post-reading：教师通过作练习，小组讨论，复述课文等等让学生加深对课文的理解。
通过这三个步骤的训练，学生对课文理解得比较深刻，同时也掌握了文中的语言知识。
