一名优秀的教师在教学时都会提前最好准备，准备好一份优秀的教案往往是必不可少的。教案可以让学生更容易听懂所讲的内容，让教师能够快速的解决各种教学问题。你知道如何去写好一份优秀的教案呢？以下是小编为大家收集的“Unit 2 Healthy eating 教案6”欢迎阅读，希望您能够喜欢并分享！

Unit2Healthyeating教案6
TeachingAims:
1.Reviewthewordslearnedinthelasttwoperiods.
2.Learnandmastermodalverbs:hadbetter,should,oughtto
TeachingImportantPoints:
1.Howtoguessthemissingwordaccordingtothegivensentence.
2.Letthestudentslearnhowtogiveadviceoropinionaboutsomething,especiallymasterhowtouse“should,oughtto,hadbetterandtheirnegativeforms”togiveadvice.
TeachingDifficultPoints:
Howtocorrectlyuse“should,oughtto,hadbetterandtheirnegativeforms”togiveadvice.
TeachingMethods:
1.Reviewmethodtoconsolidatethewordslearnedinthelastperiod.
2.Explanationmethodtomakethestudentsmasterhowtouse“should(not),ought(not)to,hadbetter(not)”correctly.
3.Individual,pairworktomakeeverystudentworkinclass.
TeachingAids:
1.aprojector
2.theblackboard
TeachingProcedures:
StepⅠ.Greetings
Greetthewholeclassasusual.
StepⅡ.WordStudy
T:Inthelasttwoperiods,wehavelearnedsomethingaboutdiets.Asweallknow,wedbettereathealthyfood,eatlessorjunkfood,andweshoulddevelophealthyeatinghabits.Onlyinthiswaycanwekeepupwiththehighpaceofmodernlife.Ofcourse,wehavealsolearnedsomeimportantwordsandphrases.Nowletsreviewthem.Openyourbooks.LetslookatWordStudyinthisunit.Youaregivenfiveminutestofindthewordsthatfitthefollowingdescriptions.Readfirst,thenfillinitaccordingtothemeaningofeachsentence.Isthatclear?
Ss:Yes.
T:OK.Firstdoitbyyourself.Thendiscusstheminpairs.Afterawhile,Illasksomestudentstoreadthewords.
(Teachergoesamongthestudentsandthestudentsbegintodoit.Afterawhile,teachercheckstheiranswers.)
Suggestedanswers:
1.nutrient2.diet3.vitamin
4.mineral5.fat6.sugar
7.protein8.calory
StepⅢ.Grammar
T:NowIwantyoutotranslateseveralChinesesentencesintoEnglish.Lookatthescreen.(Showthefollowingonthescreen.)
1.外面很冷，你最好穿上你的大衣。
2.你最好别脱去你的大衣。
3.我们应该尊敬老师与父母。
4.你不应该这么粗心。
T:Nowhowtotranslatethesesentences?Whowantstotry?Anyvolunteers?Yeah,ZhangYi,youtry,please.Thefirstone.
S:Itsverycoldoutside.Youhadbetterputonyourcoat.
T:Good,sitdown,please.(Atthesametime,teacherwritesthesentenceontheblackboard.)thesecond,you,please.
S:ImsorryIcant.
T:Oh,sitdown.Peter,youtry,please.
S:Youhadbetternottakeoffyourcoat.(Bb:Youhadbetternottakeoffyourcoat.)
T:OK.Nowlookatthethirdandthefourthsentences.
(Bb:3.Weshould/oughttorespectourteachersandparents.
4.Youshouldnt/oughtnottobesocareless.)
T:Nowlookattheblackboard.Inourdailylife,weoftengiveadviceorouropinionaboutsomething.Evenweretryingtoadvisesomeonetodoornottodosomething.Insuchancondition,wellusetheModalVerbs“hadbetter,should/oughtto”.Ofcourse,youshouldalsopayattentiontotheirnegativeforms.“Not”shouldbeputbehind“better”and“should”or“ought”.Thispointisveryimportant.
(Teacherunderlines“hadbetter,hadbetternot,should,shouldnt,oughtto,oughtnotto”ashespeaks.)
T:Nowletsgobacktothetextbook.Lookatthegrammar:ModalVerbs—hadbetter,should,oughtto.
(Teacherbeginstodealwithitwiththewholeclass,thenwithpart1.)
StepⅣ.Practice
T:Lookatpartone.Thedoctorisgivingadvice.Completethefollowingsentences,using“should,oughtto,hadbetterortheirnegativeformstogiveadvice.”Youregivenfourminutestodothem.Firstdothembyyourself.Thenreadtoeachother.AtlastIllasksomestudentstoreadyouradvice.
(Teachergoesamongthestudentstochecktheirfilling,thenpicksoutsometypicaladviceandletssomestudentsreadthemtothewholeclass.)
Suggestedadvice:
1.Youhaveabitofafever.Youhadbetterdrinkmorewaterandhaveagoodrest.
2.Youshouldntsmokeanymoreifyouwanttobehealthy.
3.Ifyouaresick,yououghttogotoseeadoctoratonce.
4.Youdbetternoteatitifitisnotripe.
5.Youdontlookwell.Youshouldletmemakeacarefulexaminationforyou.
6.Youhaveabadcough.Yououghtnttogoonworking.Youshouldhaveagoodrest.
7.Thismedicinewillmakeyousleepy.Youshouldtakeonepillnowandonemoreinfourhourstime.
8.Theresnothingseriouswithyourknee,butyoudbettertakesomemedicineandhavearest.
T:OK.WeallknowthatmostnewspapershaveanAdviceColumn.Peoplecanwriteandaskforadviceabouttheirproblems.Haveyoureadsuchlettersaskingforadvice?
Ss:Yes/No.
T:Hereisaletter.Pleasereadit.
(Showthefollowingletteronthescreen.)
DearMarty,
IvegotaproblemandasIdontknowwhattodoIthoughtIdwritetoyouandaskforyouradvice.
Ivebeenworkingatameatfactoryforabouttwomonthsnow.Itsapart-timejob,soIonlyworkintheevening.Iverecentlynoticedthatoneofmyworkmatesisstealing.Fromtimetotime,Inoticethatheputsapieceofmeatdownhistrousersjustbeforeheleavesthefactory.Nowthemanagerhasfoundthatthingsaremissing.HesaysthatallthishappenedafterIstartedwork.
WhatshouldIdo?PleasetellmehowIcansolvethisproblem.Idliketohearyouradvice.
Bestwishes,
John
(Aftertwominutes,teachersaysthefollowing.)
T:OK.Nowstophere,please.Doyouknowhowtosolvetheproblem?Ofcourse,differentpeoplehavedifferentideas.Herearesomeadvice.Letslookatthemtogether.
(Showthefollowingonthescreen.Teacherbeginstodealwiththemwiththestudents.)
Johnshouldtellthatworkmateheknowswhatheisdoing.
Johnoughttogotothemanagerandtellhimwhoisstealingmeat.
Johnshouldntwaitanylonger.Heshouldhavereportedthatworkmatetothemanagerassoonashefoundouttheworkmatewasstealing.
Jonhhadbettercheckhisbageveryeveningbeforegoinghome.BecausethatmanisacleverthiefandhemightputsomemeatinJohnsbag,hopingJohnwillbecaughtandcalledathief.
(Afterthatteachersaysthefollowing.)
T:Nowletsgobacktothetext.Lookatpart2.Youregivenseveralminutestoreadtheseletters.Afterthatwritedownfourpiecesofadviceforeachletter.Ofcourse,youdbetteruse“should(not),ought(not)to,hadbetter(not).”Firstdothembyyourself.Thenyoucancheckeachother.Isthatclear?
Ss:Yes.
T:OK.Pleasedothem.
(Teachergoesamongthestudents,thenpicksoutseveralstudentstoreadaloudtheiradviceforeachletter.)
StepⅤ.SummaryandHomework
T:OK.Inthisclass,wevereviewedthenewwordswelearned.Inparticular,wehavelearnedtheusageofmodalverbs—hadbetter,should,oughttoandtheirnegativeforms.Afterclass,domoreexercisestomasterthem.Timeisup.Thatsallfortoday.Seeyounexttime.
StepⅥ.TheDesignoftheWritingontheBlackboard
Unit13Healthyeating
TheThirdPeriod
1.Itsverycoldoutside.Youhadbetterputonyourcoat.
2.Youhadbetternottakeoffyourcoat.
3.Weshould/oughttorespectourteachersandparents.
4.Youshouldnt/oughtnottobesocareless.
StepⅦ.RecordafterTeaching
_____________________________________
_____________________________________
_____________________________________

扩展阅读

Unit 2 Healthy eating教案

一名优秀的教师就要对每一课堂负责，作为高中教师就要早早地准备好适合的教案课件。教案可以让学生能够听懂教师所讲的内容，使高中教师有一个简单易懂的教学思路。那么怎么才能写出优秀的高中教案呢？为了让您在使用时更加简单方便，下面是小编整理的“Unit 2 Healthy eating教案”，仅供参考，欢迎大家阅读。

Unit2Healthyeating教案

教学目标

通过本单元教学，使学生掌握有关提出建议或忠告的句型，对他人的一些具体问题提出自己的建议或忠告。复习有关看病的用语。通过对课文的学习，了解有关营养与卫生方面的基本常识，描写中国食谱与西方食谱之间的差异及优势。

1．重点词汇

examine；advise；contain；score；scoresof；discuss；cause；suggestion；in（the）future；berichin；putonweight；attheend（of）；loseweight

2．重要句型

1）Iadviseyounottoeatfruitthatisntripeinfuture.

2）Theresultisthatmanyofthembecomefat.

3）Thereisasmuchsugarinitaseightpiecesofsugar.

3．语法

学习英语中提出建议和忠告的句型

4．日常交际用语

a.Seeingthedoctor：

1）WhatcanIdoforyou？Whatwasthematter？

2）Liedownandletmeexamineyou.

3）Ivegotapain/cough/headache.

4）Idontfeelwell.

5）Theressomethingwrongwith……

6）Takethismedicinethreetimesaday.

7）Drinkplentyofwaterandhaveagoodrest.

8）Taketwopillsnowandtwomoreinfourhourstime.

b.Makingsuggestionsandgivingadvice

1）Youdbetterhaveagoodrest.

2）Iadviseyoutodosomething.

3）Iadviseyounottodosomething.

4）Isuggestthatyoudo…

5）Whynotdo…？

6）Whydontyoudo…？

教学建议
写作建议

1．首先让学生们写在练习本上，然后与同组讨论，互相交换议建议。

2．谈论书中所给出的几个题目，练习学生们看病的用语。如：

Ivegotapain/Theressomethingwrong，/Ifeelterrible./Idontfeelwell，soon.

课文建议

Step1本篇课文是有关健康饮食的话题，通过对比中西方饮食的对比，让学生们能够对课文的了解，教师列表写在黑板上。（略）

Step2通过阅读，让学生掌握一些饮食的名称，如Whatsyourfavoritefood？

duck/chicken/egg/peanuts/jiaozi/noodles/chocolate/cream/cakes/potatocrisps/butter，etc…

听力建议

Step1.Preparationforlistening

让学生们准备去听听力，首先让他们看P121页的练习，使学生们能够了解练习的大概内容。

Setp2.每一道题先放一遍，提问学生们是否听懂，大概的内容是什么。然后再放两遍，让学生们单独去做练习。

Setp3.让学生们能够重复每一段小故事。如：Ex1.

Iwasinachemistrylesson.Iwascarefullylookingatsomethingonthelabtableandmyhaircaughtfire.LuckilyIwasntbadlyhurt.NexttimeIlltiemyhairbackbeforeIgointothelab.Longhaircanbedangerous
重点难点讲解

辨析pain与ache

相同点：两者都表示疼痛。不同点：

pain要注意以下三个方面：

①表示身体某部位不适时，属于可数名词；

Iveapaininmyback.我后背有点疼。

②表示精神上的痛苦时，属于不可数名词；

Hegavehismothermuchpainbyfailingallthesubjects.他所有的考试不及格使他妈妈很痛苦。

③作“努力”、“辛苦”讲时，只用复数形式，但不能用many，few修饰。

Nopains，nogains.不劳则无获。

ache表“疼痛”时，其主语是身体的某部位，而不是“人”。

Mylegsache.=Ihavepainsinmylegs.我脚疼。

注：head，tooth，stomach（胃）与ache一起构成复合名词，如：headache（头疼），但leg，foot，hand，forehead不行。

辨析asleep，sleepy和sleeping

相同点：这三个词都具有形容词性质。不同点：

asleep意思是“睡着了，它是表语形容词，在句中只能作表语或宾语补足语，不能作定语。

TheteacherfoundTomasleepinclassandkepthimbehindafterschool.

老师发现汤姆在课上睡着了，放学后把他留了下来。

sleepy意思是“想睡了”但并没有睡着。它可以在句中作定语。

ImsleepyandIdliketogotobed.老想睡了，我去房间休息了。

sleeping意思是“正在睡觉”。它可以在句中作定语。

Theywokeupthesleepinggirlandaskedherwhereherparentswere.他们把那位正在睡觉的女孩叫醒，问她父母在哪儿。

辨析diet与food

相同点：diet，food都可作“食物”解。不同点：

diet指的是习惯的食物或规定的食物，特指维持健康的定量或定质的食物，如病人的疗养饮食。

Thedoctorhasorderedmeaspecialdiet.医生给我安排了特殊的饮食。

注意：diet是可数名词，常与不定冠词a连用，如：

food是一般用法，凡能吃喝的具有营养的东西都称food.food是不可数名词，但在表示食品的种类时，可以用复数。

Thedoctorputhimonadietafteroperation.手术之后，医生规定了他的饮食。

Toomanysweetfoodswillmakeyoufat.太多的甜食会使你发胖。

辨析inthefuture与infuture

相同点：这两个短语都表示“在将来”的意思，一般可以互换。不同点：

1）infuture（=fromnowon）强调“从今以后/今后”，如：

Dontdothatagain.Bemorecarefulinfuture.别再那样做了，今后更要注意。

2）inthefuture（=timethathasnotcomeyet）侧重表示“将来某个时候/将来”，不一定就是从今立即开始，与inthepast相对。

Mysisterwantstobeanactressinthefuture.我妹妹将来想当演员。

辨析toomuch与muchtoo

1）muchtoo具有副词功能，作程度状语，常用来修饰形容词或副词原级，意为“实在太，非常”。它不能修饰动词。

Itismuchtooexpensive.这实在太贵了。

2）toomuch具有形容词、名词和副词的功能，可用作主语、宾语、表语、定语或状语，意为“太多、过多、过分、太厉害”。中心词为much，too用于修饰much，表示程度，用以加强语气。其用法可以归纳为以下几种：

a.用作形容词，修饰不可数名词；

b.用作副词，修饰动词，作状语。

c.用作名词，后常与of连用。

d.用作代词；

e.一般不单独用在be动词之后，但可用在“betoomuchforsb.”结构中，表示“对某人来说太难了（受不了）”。例如：

1）Therewastoomuchnoise.（√）Thenoisewastoomuch.（×）噪音太大了。

2）Sheisafraidtheripwillbetoomuchforher.她怕受不了旅途的劳累。

3）Youareaskingfortoomuch.你要的太多了。

4）Jackthinkstoomuchofhimself.杰克太自以为是。

Itcosthimtoomuch.他付出的代价太大了。

辨析advise和suggest

相同点：这二个动词都是提出建议和忠告，后面同时可接如下用法：

1）可接名词：Headvised/suggestedarest.他建议休息一下。

2）代词：Theyadvised/suggestednothingtous.他们对我们没有什么建议。

3）动名词：Tomadvised/suggestedsendingforadoctoratonce.汤姆建议立即叫医生。

4）that引导的宾语从句（that从句中用should+动词原形，should可省略，意思相近）。

Iadvised/suggestedthathe（should）eatmorefruit.我建议他应多吃水果。

不相同点：

advise可以接宾语+不定式短语或疑问词引导的不定式短语，而suggest不能这样用。

Thedoctoradvisedmetorestforaweek.医生建议我休息一星期。

Isuggestedtoholdameeting（×）

Isuggestedholdingameeting.（√）

Johnsuggestedustogoforawalk.（×）

Johnadvisedustogoforawalk.（√）

辨析dieof与diefrom

相同点：两者含有“由于……而死”之意，后均接名词或动词-ing形式。在因外界环境影到体内或疾病，衰弱，年迈而造成的死亡时，两者可互换。

Hediedof/fromovereating/hunger/cold/illness.他因为消化不良/饥饿/寒冷/疾病而死亡。

不同点：

dieof可用来表示因内在感情而造成的死亡，或因直接原因导致死亡，常用于以下情况：

dieofcancer/acold/afever/oldage/sorrow/love

diefrom用来表示非人体的而是环境污染，事故等造成的死亡，或者说因间接原因导致死亡，常用以下情况：

diefrompollutedair/anaccident/drinkingtoomuch/awound因污染的空气/事故/饮酒过度/受伤而死
分析句型asmuch/manyas…

作“多达……程度”解。所涉及的数量如果是可数的，则用many，如果是不可数的，则用much，如：

Youcaneatasmuchasyoulike.你爱吃多少就吃多少。

Hereareplentyofmagazines.Takeasmanyasyouwant.这里有大量的杂志，你要多少拿多少吧。

分析discuss用法

vt.讨论，商量，商讨

1.+疑问词+todo

Welldiscusswhentoholdthesportsmeeting.我们将讨论什么时候开支运动会。

2.+从句

Wediscussedwhereweshouldgo.我们讨论了我们该上哪儿去。

n.讨论，议论

Wehadalongdiscussionaboutthequestion.关于这个问题我们讨论了很长时间。

causemuchdiscussion引起议论

beunderdiscussion在讨论中。

1．Whenplayingfootballorbasketball，youmightbeusing400caloriesanhour.

这句是状语从句中省略了主语和动词be.在表示时间、地点、条件、方式（比较）或让步等的状语从句中，如果谓语含有动词be，主语又和主句的主语一致，或其主语是it，那么从句中的主语和谓语的一部分（尤其是动词be）往往可以省略，如：

连词+V-ing

When（shewas）walkingalongtheriver，shemetthestranger.

连词+V-ed

Hewontcomeunless（heis）invited.

连词+adj/adv

Thenewswillchangeallourplan，if（itis）true.

另外，在比较状语从句或方式状语从句中，可根据需要省略相同的成份。

Youcanjumpmuchhigheronthemoonthan（youjump）ontheearth.

2．Whatfooddoyouthinkishealthyandwhichisunhealthy？

该句为“特殊疑问词+doyouthink+其他部分构成的，用以征询对方的看法或推测等。其中的doyouthink是插入语，并不影响全句结构。可以用于这一结构的动词还有believe，imagine，suppose等，如：

Whodoyouthinkhasgotthefirstprize？你认为谁获得了第一名？

Whichdoyousupposewillbetakenawaynext？你认为接下来被拿走的是哪一个？

但是当think，believe，imagine，suppose等用在“think+宾语+tobe”结构时，要慎重选择who（主格）或whom（宾格），试比较：

1）Whomdoyouthinktobethebestinourclass？你认为谁是我们班最好的学生？

2）WhodoyouthinkwillbeourEnglishteachernextterm？你认为下学期谁会当我们英语教师？

句1为“thinksb.tobe”结构，是对sb.表示疑问。

句2是对Ithink后宾语从句的主语表示疑问。

表示建议和提出忠告的方法

“建议”可以包括两个方面，即表示建议对方做某事和表示建议对方和自己一起做某事，第二种情况在现代汉语中可用“咱们”这个人称代词。“建议”有许多表达方法，有直接了当地提出自己的想法，也有转弯抹角地暗示自己的想法；有随时想起的提议，也有经过周密思考提出的建议。表达“建议”的常用方法有：

1）用“Lets”开头的祈使句后面接动词原形，建议对方和自己一起做某事，句尾常常加“shallwe？”，“OK”等用于征求对方看法的词语，从而使语气缓和得多。例如：

Letscrossoverherewhilethelightsgreen.

Letscallitadaynow，OK？

Letsgoupstairs，shallwe？

“Lets…，shallwe？”句型可以和“Shallwe…？”换用，肯定回答常用“Yes，lets…”.例如：

—Shallwelistentosomemusic？—Yes，letslistentosome.

2）用“Whydontyou…”句型建议对方做某事，可缩略为“Whynot…？”。例如：

Whydontyousellthecarifyouneedmoney？

Whynotlookinthelocalpaper？

3）用“How/Whatabout…？”句型，表达非正式的建议，征求对方意见，多数情况下建议对方和自己一起做某事。例如：

HowaboutatriptothebeachonSunday？

Whataboutcomingacrosstheroadforabreak？

4）用suggest，suggestion等词汇表示比较正式的建议，在会议和讨论中使用较多，也常用于书面语中。例如：

Isuggestameetingwiththenewmembers.

Isuggesttryingitoncemore.

Isuggest（that）we（should）takethenighttrain.

“劝告”偏重于为对方着想，替对方出主意、想办法，或者是长辈对晚辈、师长对学生、有经验的对无经验的人讲应该做什么或怎样去做。表达“劝告”的常用方法有：

1）“Youdbetter….”句型表达随便的劝告，口语中有时省略had和主语you.例如：

Youdbettertakeanumbrella.Itsgoingtorain.

Betterdoityourself.Itsnogooddependingonothers.

2）用should，oughtto，might，could等情态动词表达责任和义务。例如：

—Pleasetellmewhichcoursestotakeinthefirstterm.

—Well，youcouldtakeahistorycourse.Youmightalsotakeartcourse.Youshouldcertainlytakealanguagecourse.

3）用advise，advice等词汇。例如：

Istronglyadviseyoutoseethedoctor.

Myadviceis：Gotothedoctorrightnow.

Unit 2 Healthy eating教案

每个老师需要在上课前弄好自己的教案课件，大家在认真写教案课件了。对教案课件的工作进行一个详细的计划，才能对工作更加有帮助！有多少经典范文是适合教案课件呢？以下是小编为大家精心整理的“Unit 2 Healthy eating教案”，仅供参考，欢迎大家阅读。

Unit2Healthyeating
Ｉ．单元教学目标
技能目标SkillGoals
Talkabouthealthydiet
Makesuggestionsorgivingadviceondiet
DistinguishthemeaningsofModalverbs
Makeabalancedmenu
II．目标语言

功
能
句
式Practicetalkingaboutyourideas
Yes,Ithinkso.
Idon’tthinkso.
Iagree.
Idon’tagree.
That’scorrect.Exactly.
That’sexactlymyopinion.
You’requiteright.
Idon’tthinkyouareright.
Iquiteagreewithyou.
I’mafraidIdon’tagree/disagreewithyou.
Ofcoursenot.
I’mafraidnot.
Allright.
That’sagoodidea.
Certainly./Sure.
Noproblem.
Practicegivingadviceandsuggestions
Youmust/mustnot...

词汇1.四会词汇
diet,energy,fiber,digestion,bean,cucumber,mushroom,lemon,balance,ham,mutton,roast,slim,curiosity,raw,lie,research,customer,weakness,strength,rid,amount,debt,glare,gently,limit,benefit,sigh,combine,item,packet,tin
2.认读词汇
protective,spaghetti,protein,crisp,kebab,sugary,muscle,calmly,cooperation
3.词组
gettiredof,throwaway,getawaywith,telllies,getridof,earnone’sliving,indebt,setout,runone’sbusiness,carryon

语

法Theuseofoughtto
1.Statements
Yououghttocookfreshvegetablesandmeatwithouttoomuchfatifyouwanttostayslim.
Yououghtnottoeatthesamekindoffoodateverymeal.
2.Difficulty
Distinguishandsummarizetheusageofoughttoandshould.

Ⅲ.教材分析与教材重组
1.教材分析
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。针对现实中遇到的实际问题发表自己的看法。最后让学生运用所学知识，两人一组研究中餐，设计食谱。
1.1WARMINGUP是本单元一个重要的组成部分。让学生看图讨论不同食物对人体的作用，了解饮食与人体健康的关系。通过几个设问激发学生思考自己的饮食习惯是否合理，运用已有的知识经验思考什么是HealthyEating.
1.2PRE-READING通过一个表格和一个排序题引导学生对比不同食物中哪些食物富含脂肪、纤维素、维生素和糖份。可添加讨论如何在烹饪中保持食物营养，从而有利于健康。
1.3READING讲述王鹏伟和咏慧开饭店的不同风格和顾客对不同食品的反应，反映了现代人对饮食的关注和对时尚的追求。但王鹏伟和咏慧都没有提供平衡的膳食，经过一段时间的磨合，他们决定合作，提供既有能量又有纤维的食品。戏剧性的结尾增添了故事的趣味性。通过阅读丰富学生的饮食文化，教会他们如何改善饮食习惯；在现实生活中碰到麻烦时，如何正确处理矛盾，解决问题。
1.4COMPREHENING利用判断和回答问题的形式考查学生对课文细节的理解，对比两家饭店所提供膳食的优缺点。
1.5LEARNINGABOUTLANGUAGE是继Comprehending之后的又一指导性练习。注重考查词性的变化，课文中重点词汇在语篇中的熟练运用及情态动词的不同功能，并设计连线和情景对话两个题型予以巩固。
1.6USINGLANGUAGE体现了学以致用的目的，从Listening,Reading,Speaking,Writing四方面训练学生，完成语言的输入性学习和输出性训练的过程，结合生活实际，让学生两人一组研究中餐设计食谱。

2．教材重组
2.1精读把Warmingup作为Reading的导入部分，把Pre-reading、Reading和Comprehending整合在一起作为一堂“精读课”。
2.2语言学习把LearningAboutLanguage和Workbook中的Usingwordsandexpressions,UsingStructures结合在一起上一节“语法课”。
2.3听力把UsingLanguage中的Listening和Workbook中的Listening，ListeningTask放在一起上一堂“听力课”。
2.4泛读UsingLanguage中的Reading与Workbook中的ReadingTask放在一起上一堂“泛读课”。
2.5口语将Page13Activity3和Workbook中的Talking,SpeakingTask放在一起上一堂“口语课”。
2.6语言运用将SpeakingandWriting和Workbook中的WritingTask,Project整合在一起上一堂“写作课”。

3．课型设计与课时分配
1stperiodWarmingupandReading
2ndperiodLanguagestudy
3rdperiodListening
4thperiodExtensivereading
5thperiodSpeaking
6thperiodWriting

Ⅳ.分课时教案
TheFirstPeriodWarmingupandReading
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
energy,fiber,digestion,bean,cucumber,mushroom,lemon,ham,mutton,roast,slim,curiosity,raw,lie,customer,muscle,cheese,protective,frustrated,drive,sugary,body-building,energy-giving，newly-opened,balanceddiet,oughtto,tiredof,throwaway,getawaywith,telllies,takeoff,beamazedat,dosomeresearch
b.重点句子
Hisfriedricewashotbutdidnottasteoffat.
Tiredofallthatfat?Wanttobethinner?Onlyslimmingfoodservedhere.
Iwilltakeallthatfatoffyouintwoweeksifyoueathereeveryday.
Itwasnotgivingitscustomersenergy-givingfood!
SomethingterriblemusthavehappenedifMaochangwasnotcomingtoeatwithhimashealwaysdid.
Hewonderedifheshouldgotothelibrarytofindout.
Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies!
2.Abilitygoals能力目标
a.Enablestudentstotalkabouttheireating.
Inwhatwaysthefoodyoueathelpsyou?
Howcanyouhaveahealthydiet?
Whatwillhappenifyoudon’thaveabalanceddiet?
b.Understandthetextandanswerthefollowingquestions.
WhathappenedtoWangPengwei’srestaurant?
WhywouldhiscustomersprefertoeatatYongHui’srestaurant?
WhatdidhedoafterleavingYongHui’srestaurant?
c.UnderstandthedetailsaboutthetextandretellthetextintheroleofWangPengwei.
3.Learningabilitygoals学能目标
Enablethestudentstolearnhowtotalkabouttheireating.
Whatdoesahealthydietmean?
IswhatYongHuididright?Why?
WhatwillyoudoifyouareWangPengwei?
Teachingimportantpoints教学重点
a.Identifydifferentgroupsoffoodsandtalkabouthealthyeating.
b.Whatkindoffooddidtheyprovidefortheircustomers,healthyorunhealthy?Why?
Teachingdifficultpoints教学难点
a.Understandtherealmeaningofhealthyeating.
b.Howwasthecompetitiongoingon?Whowouldwin?
Teachingmethods教学方法
a.Fastandcarefulreading.
b.Asking-and-answeringactivitytochecktheSs’understandingofthetext.
c.Individual,pairorgroupworktofinisheachtask.
d.Discussion.
Teachingaids教具准备
Arecorder,acomputerandaprojector.
TeachingproceduresWangonlyreceivesslimpeopleandhelpthemtogetenoughenergy.
S5:I’mafraidIcan’tagreewithyouall.Ihopethetworestaurantswilljointogetherasanewonewhichhasalltheadvantagesandavoidsthedisadvantages.
T:Youallhaveapointthere.Butwhatwilltheydo?Wewillseeitnextclass.Facingtheseriouscompetition,Wangwasn’tlostinsadnessandhedidn’tquarrelwithhiscompetitoreither.HewenttothelibrarytolearnmoreabouthealthyeatingandmadehismenubetterthanYongHui’smenu.Doyouthinkweshouldfollowhisexample?
S6:That’scorrect.Exactly.
T:Good.What’syouropinionofYongHui?IswhatYongHuididright?Why?
S7:Idon’tthinksheisright.YongHuididn’tgiveusagooddiet.Shecouldmakeusnotonlythinbutunhealthyifweofteneatthere.Shemadeanunhealthymenutoagreewiththefashionandhermealwastooexpensive.Shecheatedthecustomersandtheydidn’tknowtheywouldbecomeunhealthyiftheyoftenatethere.SoIwouldn’tgotheretohaveameal.
Explanation
T:Nowlet’sdealwithsomelanguagepoints.TurntoPage10.Let’slookatthesentences:
WangPengweisatinhisemptyrestaurantfeelingveryfrustrated.
Thissentencemeansthatthesecondaction“feelingveryfrustrated”happenedtogetherwiththemainaction“sat”.Payattentiontotheform(v-ing)ofthesecondaction.
Nothingcouldhavebeenbetter.
Thissentencetellsusthateverythinghasworkedoutthewayyouwouldlike.Itisasentencethatwecanuseitinanysituation.
Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies!
ThissentencemeansthathewillpunishYongHuiforhertellinglies.

StepVKeysentences
Thepurposeofthisstepistoletthestudentsknowthemeaningsofthekeysentencesandletthemrepeatthemfluently.
T:Wehaveknownthetextwell.Nowlet’srememberthekeysentencesandrepeatthemfluently.
Ss:1.Hisfriedricewashotbutdidnottasteoffat.
2.Tiredofallthatfat?Wanttobethinner?Onlyslimmingfoodservedhere.
3.Iwilltakeallthatfatoffyouintwoweeksifyoueathereeveryday.
4.Itwasnotgivingitscustomersenergy-givingfood!
5.SomethingterriblemusthavehappenedifMaochangwasnotcomingtoeatwithhimashealwaysdid.
6.Hewonderedifheshouldgotothelibrarytofindout.
7.Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies.

StepVIHomework
T:Todayisthefirstclassoftheunit.Yououghttopreviewthisunitcompletelyaftertheclass.Inthiswayyouwillmakeyourstudyeasy.Today’shomeworkis:
1.Retellthetext.
1)Usethefirstpersontoretellthestory.
2)Trytouseproperprepositionsandconjunctions.
2.PrepareforthelanguagelearninganddoUsingWordsandExpressionsonWB(Page49-50).

Unit 2 Healthy eating教案2

每个老师在上课前需要规划好教案课件，是时候写教案课件了。只有规划好新的教案课件工作，才能更好的在接下来的工作轻装上阵！你们会写适合教案课件的范文吗？为了让您在使用时更加简单方便，下面是小编整理的“Unit 2 Healthy eating教案2”，仅供参考，大家一起来看看吧。

Unit2Healthyeating
TeachingAimsandDemands
WordsandPhrases
FourSkills:stomachfeveroughtoughttoexamineplentyplentyofdietkeepupwithmakearightchoiceshortoffitgainnowandthen
ThreeSkills:energysoftbarfuelchemicalbalancetastyboilmixture
SpokenEnglish:
Intheclinic/seeingadoctor:
What’swrongwithyou?/What’sthematterwithyou?
Liedownandletmeexamineyou.
Letmehavealook.
Wheredoesithurt?
Drinkplentyofwaterandgetsomerest.
I’vegotapainhere.Thisplacehurts.
There’ssomethingwrongwithback/myknee/myarm.
Idon’tfeelwell.
Grammar:
UseofLanguage:
1.Masterthefunctionuseoflanguageasdefinedabove.
2.Helpthestudentstofinishthetasksoflistening,reading,writing,speakingpresentedinthebookandtheexercisebookthroughusingwhatthestudentshavelearned.
Learnthetextabouthealthyeating.Getthestudentsknowaboutthebasicknowledgeofhowtoeathealthily.
Importantpoints:
1.Talkaboutdifferentkindsoffoodthatonefavorites.
2.learnthebasicknowledgeofhealthyeating.
3.learnhowtosayintheclinic.
4.Graspthelanguagepointsandgrammarinthetext.
Difficultpoints:Theuseofmodalverbs---hadbetter,shouldandoughtto.
Teachingaids:computerorslider-projector
WayofTeaching:Communicationwayofteaching,discussionandgroupwork.

Lesson1
Step1Warming-Up
Firstshowthestudentssomepicturesofdishesandsotointroducethetopicofthisunit.
Andthenshowthepicturesontheirtextbooksandletthemtodecidewhatisjunkfoodandwhatisnot.
Herethestudentsmayhaveashortaskandanswerinpairstothemselvesmoreengagedinthetopic.
Step2Listening
Letthestudentslistentothetapeandbepreparedtoanswerthequestionsbelow.
Step3Speaking
ShowthestudentsthethreesituationsasonP2.Thenaskthestudentstopreparedadialogueaccordingtotheexamplesinpairs.Askseveralpairsofstudentstopresenttheirdialogue
Afterthatlisttheusefulexpressionsintheirdialogue.
Step4Homework
Prepareforthenextclass.
Collectsomemenusifpossibleforthenextclass.
Lesson2
Step1Introduction
UsingthequestionsonP3tointroducethenewtext.
Step2Fast-reading
1.Whatdoesthe“fuel”meaninthefirstparagraph?
(Itmeansdifferentkindsofmaterials,suchasprotein,Calciumthatweneedtokeephealthy.)
2.Whatdowehavetoconsiderwhenwechoosetobuyoreat?
(Whatkindsofnutrientsthatthefoodcontain.)
3.Whatmadeoureatinghabitchanging?
(Manythings:whatpeoplebelieve,advicefromcompaniesandstores.)
4.Howcanwefeelandlookfine?
(Weoughttolearnaboutourbodyandthefuelitneedstokeepfit.)
Explainthelanguagepointsifnecessary.
Step3Carefully-reading
Howmanypartscanbedividedinto?
(Threeparts.)
What’sthemainideaofeachpart?
(1.oureatinghabitsarechanging.2.whytheeatinghabitsarechanging3.thebestwaytodevelophealthyeatinghabits.)
Step4Talking
Askthestudentstotakeouttheirmenusandreadthemcarefully.Thenprepareadialoguethatmayhappenbetweenacustomerandawaiter/waitress.
Step5Homework
Finishtheexercise---VocabularyonP5.andP72-73

Lesson3
Step1Revision
Checkthehomework.
Step2Grammar
FirstpresentthestudentsthemodalsentenceswithModalVerbsandaskthestudentstomakesomesentenceswiththem.
Step3Consolidation
(1)FinishtheexerciseonP5andonP74
(2)Takeoutapieceofpaperwiththecolumn“Ask###”inordertomakethestudentsunderstandwhenyouaregivingadviceitisbettertousesomesentenceswithhadbetter(not),andought(not)to,should(not).Thenreadapassageasanexampleandafterwardslistthepointsyouhavetopayattentiontowhenyougiveadvice.
1.giveadvicethatwillreallyhelptheperson.
2.bepoliteandsincere
atlastgetthestudentstofinishthefollowingpractice.
Step4Homework
Finishtheexercise3onP74inthestudents’workbook.
Lesson4
Step1Revision
LetsomestudentsreadtheirreplytothelettersonP74.
Step2Reading
ReadthetextonP6andthengetthestudentstofindthemainideaofit(Snacksisalsoimportant.weneedtolearnsomethingaboutsnacksandthewaytoprepareit.)
Step3Writing
Askthestudentstoworkinpairstowritetherecipefortheirfavouritedish.
WemayfirstgivethetipsonP7asaguide.
Step4Discussion
FirstaskthestudentstoreadthepassageonP75andthengivethefollowingquestionsasthetopicforthestudentstotalk:Whatisacouchpotato?
Whatdoesonehavetopayspecialattentiontoinordertokeephealthy?(foodandexerciseetc.)
Step5Homework
Doageneralsurveyinordertolearnaboutthedifferencesbetweenpeople’seatinghabitsandtrytofindwhichishealthier.

Unit 2 Healthy Eating Listening 教案

Unit2HealthyEatingListening,SpeakingandWritingTeachingaims:1.tohelptheSsknowaboutthedifferencebetweentheChinesedietandthewesternone.2.togivetheSsachancetopracticedebatingTeachingprocedures:Teachingprocedures:Step1Revision1.WhoisWangPeng?2.Whathappenedonthatstrangemorning?3.Howdoyoulikethefoodinhisrestaurant?4.WhatdidWangseewhenhefollowedLiChang?5.Whatkindoffoodwasservedinthisrestaurant?6.WhoisYongHui?7.WhatamazedWanginYongHui’srestaurant?8.WhatdidWangdecidetodoafterheleftthere?9.WhatdidWangfindoutafterreading?10.Whatdidhedothen?Step2pre-listeningWhatmakesabalanceddiet?Whattheseillnessesare?rickets:legsthatdonotgrowstraight佝偻病scurvy:teethfallout,problemswithskinandsoresthatwillnotheal坏血病obesity:muchtoofat过度肥胖Step3listening1.Listentothetapeandthenfillinthecharts.Energy-givingfoodsBody-buildingfoodsProtectivefoodsRice,noodles,Meat,fishFruitandvegetables2Listenagainandjointhenamesoftheillnessestotheircauses.Scurvytoomuchrice,noodlesandsugarRicketsNotenoughvitaminCObesityNotenoughproteinandvitaminD3.ListentothewholedialoguebetweenWangPengandanexpert.Writedownthemainideaofthedialogue.Step4postlisteningDiscusswithyourpartners.OwnerofrestaurantProblemswithfoodsofferedFoodstobeofferedWangPengYongHuiStep5:Debating1.Givethestudentsthefollowingsituation:SupposeyouaredebatingonwhetheraMcdonald’srestaurantshouldbebuiltinyourtownornot.OnegroupofyouisforthebuildingoftheMcdonald’swhiletheotherisagainstit.2.Dividethestudentsintotwogroups.Askeachofthemtosupportoneoftheopinions.3.Requirements:1.Giveopinions.2.Askquestions.3.Solvetheproblemsraisedbytheotherteam.4.Youcanusetheexpressionsontheblackboardwhileyouaregivingyouridea.4.WritedowntheexpressionthatcanhelpthestudentstheirideasForAgainstIagreewith…Idon’tagree…That’sagoodidea.I’mafraidnot.Noproblem.Ofcoursenot.Yes,Ithinkso.I’mworriedabout…Certainly/SureHowcanyousolvetheproblem…？Step6:Writing(makingaspeech)1.Givethestudentsthefollowingsituation:Supposeattheendofthemeeting,peopledecidenottobuildaMacdonald’s.Buttheywouldliketobuildanotherbuildingtoreplacetheoldrestaurant.Pleasethinkoutwhatshouldbebuilt.2.Brainstorming:collectthestudents’ideasontheblackboard3.Discussion:Askthestudentstochooseonetodiscussaboutthedesignandtheadvantagesandwriteitdown4.Requirements:1).Writeitintheformofaspeech.2).Putforwardyouridea.3).Yourdesignforthenewbuilding.4).Explaintheadvantagesofyouridea.5.UseatleasttwomodalHomework:1.FinishCheckingYourselvesonp54.2.FinishSummingUponp16.Blackboarddesign

Period5!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--MyfavouritefoodYourfavouritefoodMcDonald/KFCForAagainst1.1.2.2.3.3.Speech

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