Unit;13;Healthy;eating;教案.docx

Unit;13;HeaIthy;eating;教案unit13healthyeating教案i. teachingaims:readingthetextandfinishtheexercisesonthebook.understandthecontentofthetextandlearnsomelanguagepoints.similardialoguepresentationwithnewwordsandexpressionsusedwithinii. teachingaids:taperecorder,picturesstep1lead-in1.showsomepictures(chocolate/pears;hamburger/banana;asoftdrink/friedchicken.ect),letssspeakoutthenameofthemanddecidewhichofthefoodgivethemthemostenergy.t:ifyoueattoomuchjunkfoodsuchaschocolate,hamburger,fastfood,youwillbecomefatterandfatter,justlikethis(showapictureoffatmanorwoman).t:whatisthehealthyfoodinyourmind?ss:vegetable,fruit,milk.(teacherwritedownthenameoffoodontheblackboard)t:whydoyouthinktheyaregoodforourhealth?ss:becausetheycontainlotsofvitamins.2. asksomequestionstoss:howmanymealsdoyoueateveryday?howmuchwaterdoyoudrinkeveryday?doyoulikemilk?why?whatkindofsnacksdoyoueat?stepii.reading1. skimmingletssreadthepassagecarefullyandanswerthequestion:whatdoestheword“green“meaninthetext?2. skippingletssreadthepassageagain,andanswersomequestions:whatabouttheword"fuel"?canyoufindanyotherwordsusedinthesameway?howhaveoureatinghabitschanged?why?3. listeningplaythetapeandletssfollow,payingattentiontotheintonation.stepiiidiscussiongetssworkinpairs,discussionthefollowingquestions:whydopeoplegotofastfoodrestaurants?whatdoyouthinkofthefoodofmcdonald,sorkfc?whyisitnotgoodforyoutoeattoomuchsugarandfat?whyarecrashdietsandsupplementssopopular?whatcanwedotokeepabalanceddiet?stepivpairworkletssimaginethattheyareinmcdonald,sorkfcfordinner/breakfast/supper,andwritedownwhatkindoffoodtheyliketoeat.andletthemdecidewhichoneisjunkfoodorhealthyfood,trytothinkofasmanyreasonsaspossible.stepv.languagepointsandusefulexpressionstoomuchtoomanycalorieskeepupwiththehighpaceofmodernlifemakemanychoiceshadbetterkeepsthwellbaseonpartofeitherbecause.orbecauseeco-foodbeharmfultohumanbeingsofferadvicespend.on(doing)keepabalanceddietintherightamountsloseweightinsteadofmakesurelookfinebewellpreparedforhomeworkfinishofftheexerciseontheworkbook.教案点评：依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造就学生养成良好的安康的饮食习惯。这个教学过程分三个步骤：pre-reading,while-reading,post-reading0pre-reading：在阅读课文之前，老师可适当的讲解与本单元有关的背景学问或通过提问的方式引入课文主题。老师可依据课文的内容和篇章构造，从不同的角，引导学生对课文内容进展预料和探讨。阅读while-reading：课文分三个步骤：掠读，即带着某个问题进展搜寻式阅读，这样能造就学生捕获关键句的实力；略读，即老师指导学生通读全文，理解课文大意，造就学生发觉文章或段落的主题句及概括大意的实力；细读，即加深对课文理解。造就学生的分析和逻辑推理的实力，并帮助学生对文中的难句进展句子构造的分析。post-reading：老师通过作练习，小组探讨，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拟深刻，同时也驾驭了文中的语言学问。