人教版高一下英語精品教案高一第十三單元(人教版高一英語下冊教案教學設計)

發布時間：2016-1-8 編輯：互聯網手機版

Healthy eating

I. Teaching aims and demands 教學目標和要求:

1.Topics 話題

　 1>Talk about healthy food and junk food

　 2>Talk about eating habits and health

2.Function: 交際功能

看病(seeing a doctor)

　Patient:　I’ve got a pain here.　This place hurts.　I don t feel well.　There is sth. wrong with...

　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.

發表意見 (giving advice and making suggestions)

　What can I do for you?　 Can I help you?　What’s the matter?　I advise you to... You d better...

I think you should... 　Why not...　　　 I suggest you... 　 Why don’t you...?

3.Vocabulary 重點詞匯和短語

　 fat; stomach; fever; salad; peach; ripe; ought; examine; plenty; energy; soft; bar; fuel; diet; pace; bean; fibre; mineral; function; chemical; balance; fit; digest; gain; sleepy; brain; peel; tasty; mushroom; steam; boil; bacon; lettuce; mixture; spoonful; slice; junk food; ought to; plenty of; keep up with; make a choice; now and then; roll up

4.Grammar:語法

情態動詞(1)---had better; should; ought to

　 1 就某事向某人提出建議或發表自己的觀點---使用had better(not)

2 勸說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) to

II. Difficult points

III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法:

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

2. Listening-and–answering activity to help the students go through with the listening material.

3. Use both individual work and group or pair work to make every student work and think in class

V. Teaching procedure:

Period 1第一節

（一）明確目標　

1. Talk about eating habits and health.

2. Practise seeing the doctor, giving advice and making suggestions.

3. Warming up to arouse the students love in talking.

4. Do some listening to improve the students listening ability.

5. Making simple dialogues to train the students speaking ability.

(二) 整體感知

Step 1 Presentation

Every day I have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we’re going to learn something about food.

（三）教學過程

Step 2 Warming up

(1) Open your books on Page 1 and look at the eight pictures in it. Discuss in pairs what are junk foods or healthy foods.

Answers：

Photo 1: Junk food: fast food (French fries and hamburgers)

Photo 2: Chinese street food (dumplings, corn, noodles, and rice)

Photo 3: Food group: vegetables (cabbages, tomatoes, carrots, cucumbers)

Photo 4: Food group: (peanuts, fried bread, nuts)

Beans and nuts; bread and grains

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: (tofu, mushrooms)

Vegetables; beans and nuts

(2) Ask your classmates what they like to eat. And fill in the table.

Step 3 Listening comprehension

　　 Now let’s have some listening training. In this activity Ss will hear a conversation between a mother and her son. Mike, the son, is trying to recall everything he had to eat earlier that day. Instructions Have Ss listen to the tape script carefully and then answer the questions.

LISTENING TEXT 1

Part 1

MIKE: Ohhh, ouch, my stomach hurts!

MUM: What's wrong, Mike?

MIKE: Oh, my stomach hurts. I must have eaten too much today. .

MUM: Well, what did you eat?

MIKE: For breakfast, I had two pieces of chocolate, a glass of coke and two cookies.

MUM: That isn't a very healthy breakfast. What else did you eat?

MIKE: Around 8:30 I was hungry again, so I ate an apple and a bag of potato chips.

MUM: Uh-huh.

MIKE: And then I had a couple of sandwiches at ten. MUM: That's a lot of food! Did you eat anything else?

MIKE: Well, yes, I had lunch, too.

MUM: What did you have for lunch?

MIKE: Hmm, let me see, I had two hamburgers, two large orders of French fries, an apple pie, and a large milkshake.

MUM: Oh, my! Well, no wonder your stomach hurts. But maybe we should go to see the doctor just to be sure.

Answers:

1 He has a stomachache.

2 Two pieces chocolate, a glass of coke, and two cookies.

3 Answers will vary since Ss are asked their opinions.

LISTENING TEXT 2:

DOCTOR: Hi, Mike. Hi, Mrs. Peterson. How are you?

MUM: I'm fine, thanks. But Mike has a stomachache. He ate too much today. All junk food.

DOCTOR: Well, let's take a look. Come here, Mike. Where does it hurt?

MIKE: On the left side, right here.

DOCTOR: Here?

MIKE: Ouch! Yes!

DOCTOR: Hmm. Let me check and see if you have a fever. Put this in your mouth.

MIKE: Hmmffgg.

DOCTOR: Now, let's see. No, your temperature is normal. Your mum's right - you probably just ate too much. Here, take these pills tonight and tomorrow morning and see if you feel better. If anything changes or you don't feel better, give me a call.

MUM: Thank you, doctor.

MIKE: Ouch. Yeah, thanks, doctor.

Answers:

1 His left side hurts.

2 No, he doesn't. His temperature is normal.

3 Take some pills and call him if there is a problem.

Step 4 Speaking practice

　 Everyone wants to be healthy and strong. But sometimes we are not feeling well. When we re ill, we d better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyday English used by doctors and patients. Here are three situations for you. Choose one of them and make up a dialogue with your partner according to the example given and then act out.

Sample dialogue 1:

D= Doctor; L = Lily

D: What seems to be the trouble, Lily?

L: I'm not sure. My back hurts but so do my legs.

D: Oh? Let's have a look. Does your back hurt here?

L: No, a little lower.

D: How about here?

L: Ouch. Yes, right there. Ohhh.

D: Show me where your legs hurt.

L: They hurt behind my knees and here on this part. D: That's called the calf of your leg. Well, you might have two problems.

L: Two problems? Oh no, is that serious?

D: I don't think so. Have you done any heavy lifting recently?

L: Why, yes. Last night I helped my cousin carry some boxes of books to her room. We had to walk all the way from her school.

D: I see. Well, you have a sore back from lifting too much. Have your mum rub it for you.

L: OK. But what about my legs?

D: Nothing to worry about them. They're just tired from so much walking! So take a rest today.

L: Oh, great! No housework! Thanks, Doctor.

Sample dialogue 2

D = Doctor; P = Patient

D: Good morning. How are you feeling today?

P: Good morning, doctor. Oh, I'm not feeling so good. D: What's the matter?

P: I'm coughing all the time.

D: I see. And do you have a fever?

P: Yes, I think I do. And I have a terrible headache.

D: OK. Lie down and let me examine you. Let's check your temperature. (The doctor takes the patient's temperature.) Well, you have a bit of a fever, but nothing to worry about. Let's listen to your cough. (The doctor asks the patient to cough and listens to the patient's chest and breathing.) It sounds ok. You have a cough, but your lungs sound fine. Do you have difficulty breathing?

P: No. I just have a cough.

D: I think you have a cold. I will give you some medicine for your cough. Drink lots of water and get plenty of rest. Stay in bed until your fever goes down. If the fever doesn't go down, or if it goes up, please call me immediately.

P: Thank you, doctor.

Sample dialogue 3

D = Doctor; P = Patient

P: Ouch! Doctor, doctor, please help me. Ow, it hurts!

D: Calm down. Where does it hurt?

P: My arm hurts, right there. I fell off my bike and hurt my arm.

D: Let me have a look. Hmm, that's a big bruise. Can you move your fingers?

P: Yes, but it hurts.

D: It looks like your arm might be broken. We are going to have to x-ray it to make sure. Please go with the nurse.

（四）總結擴展

Step 5 Necessary language points

Listening and speaking聽說要點

1>Does Mike have a fever?

　fever　[用法]發燒,發熱;熱度;狂熱,高度興奮

　[舉例]He had a slight fever.　　　　他有點發燒。

　　　　Everyone was in a fever of excitement.　　　　所有的人都興奮之極。

　[聯想]feverish a.1. 發熱的,發燒的 2.狂熱的,興奮的

　[舉例]You re a bit feverish, you should go to bed.　　　　你有點發燒,你該上床去。

　　They worked with feverish haste to finish the job.為了完成此事他們以狂熱的速度工作著。

2>My left arm is broken. It really hurts.

　hurt　[用法]vt.1. 使受傷 2. 使疼痛 3. 傷...的感情;使(感情)受到傷害 4. 損害,危害

　　　　vi.1. 疼痛　n.1. (精神上的)創傷 2. 傷;痛

[舉例]No one was seriously hurt in the traffic accident.　在這次交通事故中沒有人受重傷。

　　　　The tight shoe hurt my foot.　這只鞋太緊,把我的腳擠疼了。

　　　　He inadvertently hurt her feelings.　他無意中傷了她的感情。

3>---What s the matter?---I have a pain here.

　Ask the patient what is wrong and give him some advice.

　What's the matter　[用法]怎么啦？有什么毛��？

　pain　[用法]n.1. 疼痛;痛苦 2.辛苦,努力[-s]　vt.1. 使煩惱,使痛苦 2. 使疼痛

　　 vi.1. 引起疼痛,感到疼痛

　[舉例]It pained me to see my child suffer like that.看到我的孩子受這樣的罪,我心里非常難過。

　　　　My arm is paining.　　我手臂疼痛。

4>Was the peach ripe or green? You ought to be careful with fruit.

　ought to　[用法]1.應當,應該 2. (表示可能性、期望)該

　 [舉例]Students ought to study hard.　學生應該努力用功。

　　　　You ought to read his novels.　你應該讀讀他的小說。

　　　　It ought to be a fine day tomorrow.　明天該是好天氣。

　careful　[用法]a.1. 仔細的;小心的[(+of/about/with)][+to-v][+v-ing][+Wh-][+(that)]

　[舉例]John was careful not to say anything about this to her.

　　　　約翰小心翼翼,避免向她提及此事。

　　　　Be careful with the dynamite.　　當心這炸藥。

5>You d better get some rest.

　had better　[用法](勸告、建議說)最好做某事;比較有用的辦法是...

　[注意]否定、疑問、反意問句的使用.

6>I advise you not to eat fruit that isn’t ripe in the future.

　advise　[用法]vt. 勸告,忠告[(+ sb + to do)][+doing][+that+(should)do]

　[舉例]We advised her that she (should) wait.　　我們勸她等。

　　　　We advised him not to act in haste.　我們勸他不要匆忙行事。

7>Lie down and let me examine you.

　examine　[用法]vt.1. 檢查;細查;診察 2. 審問;盤問[(+on)] 3. 測驗[(+in/on)]

　[舉例]The doctor examined the boy and found there was nothing the matter with him.

　　　　醫生檢查了男孩的身體發現他是健康的。

Step 6 Summary小結:

Today we’ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

Step 7 Homework

1. Please practice talking about going to the doctor.

2. Please preview the reading text.

Period 2第二節

（一）明確目標

1. Learn and master the following words and expressions: make choices, pace, diet, nutrient, muscle,

bean, keep up with, fibre, mineral, chemical balance, fit, be good for, function, and be harmful to.

2. Develop the students reading ability.

（二）整體感知

Step 1 Presentation

Today we come to the Reading. It s about a healthy diet and tells the importance of keeping a balanced diet. Read the text quickly and answer the following questions. Remember that this activity is intended to get Ss to begin thinking about the topic of the reading. As such, its purpose is more to spark discussion than to find facts.

（三）教學過程

Step 2 Pre-reading discussions

Answers to the exercises:

1 No correct answer: all three choices can provide energy, but at different levels depending on when they are eaten (consumed) and how much (quantity) is consumed.

2 Three meals is common but answers may vary. The second part requires self-reflection.

3 Water is consumed in different liquids. Encourage Ss to consider this fact in their responses.

4 In the "Warming Up," the Ss had to consider what is and isn't a snack. Their response to this question should reinforce, or add to, their understanding of just what a snack is.

Step 3 Reading

Read the text carefully again, and give the students some explanations.

①　Reading

1. What do traditional diets often have? too much fat and too many calories

2. What can help our body fight disease and give us energy? vitamins, fiber and minerals

3. What contains a lot of protein? fish, meat and beans

4. Why do some people become vegetarians?

Because they believe it is healthier not to eat meat or they think we should not kill animals for food.

5. From the passage we can conclude that it is probably better, if___________.

we buy good food and keep a balanced diet

②　How many paragraphs are there in this reading passage? 5

And What’s each paragraph about?

Para. 1 Keeping a balanced diet Para. 2 Choosing what to eat is difficult

Para. 3 Developing healthy eating habits

Para. 4 Choosing what to eat based on nutrients

Para. 5 Choosing according to what we believe

Step 4 Listening to the reading passage

Play the tape for the students to listen and follow.

Step 5 Post-reading

Answers:

1 It means the food we need to keep our bodies healthy and active. Green foods are organic foods, that is, foods that are grown and produced naturally. But not all green foods are actually green in color.

2 Any food that tastes good; any food that is healthy; any food that is a vegetable; any food that is organic; any food that is safe.

3 We have more foods to choose from and many of the foods are not produced organically; We are busier than in past years so we now have less time to eat than before; More snack foods are available since more people like to eat between meals; now many people are paying more attention to their health because others remind them to; some people refuse to eat foods produced with chemicals because they believe they are unsafe; some people care as much about the health and safety of animals as people so they refuse to eat meat; people today expect food to taste good and still be healthy, and they now have more choices when they go to market; many people don’t get enough nutrition from their food so they take supplements, especially vitamin pills.

4.Sample answers:

●People go to fast food restaurants because they are quick and convenient.

●Too much sugar and fat will make you as big as a whale.

●Some people start crash diets because they are in too much of a hurry to lose weight naturally.

●To keep a balanced diet, we must first make a list of the foods we most often eat.

（四）總結擴展

Step 7 Summary 小結

Step 8 Homework

1. Please read the reading text clearly and fluently.

2. Try to know and remember all the language points in it.

3. Please get well prepared for the exercises.

Period 3第三節

（一）明確目標

1. Learn some useful words and expressions in the reading passage.

2. Learn how to use "had better", "should" and "ought to" while giving advice.

3. Do some reading about Snacks.

4. Do some writing to develop the students writing skill.

（二）整體感知

Step 1 Presentation

In this class, we’ll first go through the language points in the reading text. And then we’ll finish all the exercises in the Students’ Book.

（三）教學過程

Step 2 Necessary language points

Reading language points 課文要點：

1>Our eating habits have changed, as has our way of life.

　as+倒裝句　[用法]...也一樣,即...and our way of life too.

2>If we want to keep up with the high pace of modern life, we d better make the right choices about what and how we eat.

　keep up with　[用法]1. 跟上 2. 和...保持聯系

　[舉例]They walked so fast that I could not keep up with them.　他們走得那么快,我沒法跟上。

　　　　She has kept up with some of her friends since her retirement.

　　　　她退休后一直同一些朋友保持著聯系。

3>Some nutrients help build our body and make it stronger.

　build　[用法]vt.1. 建筑;造 2. 建立;發展;增進[(+up)]

4>Fish, meat and beans contain a lot of protein.

　contain　[用法]見高一上冊 unit 11

5>Other nutrients help keep our body functioning well.

　function　[用法]n.[C]1. 功能,作用 2. 職務,職責

　　　　vi.1. (機器等)工作,運行 2. 起作用[(+as)]

　[舉例]The teacher did not explain its grammatical function.老師沒有解釋它的語法功能。

　　　　The sofa functions as a bed at night.這沙發在夜里可以當床。

6>Vitamins help our body fight disease.

　fight　[用法]vt.1. 與...作戰;與...斗爭

　[聯想]fight with 和...斗爭;fight for 為爭取...而斗爭

7>But the choice we make are not just about nutrition..

　not just　[用法]同not only

8>Many people make their choices about eating habits based on what they believe.

　based on　[用法]見高一上冊 unit 7; unit 9，此處為過去分詞短語做定語。

9>Organic vegetables are those that are grown without chemicals that can be harmful to human beings or the environment.

　chemical　[用法]a.1. 化學的,化學上的,化學用的 n.1. 化學制品;化學藥品[C]

　[舉例]He devoted his life to chemical research.他一生從事化學研究。

　　　　He is experimenting with a new chemical.他正在實驗一種新的化學制品。

10>Because we have so much to choose from, many companies offer advice about what we eat.

　to choose from　[思考]動詞不定式做定語什么時候要加‘尾巴’介詞？

11>It is probably better if we spend our time and money on buying keeping a balanced diet.

　probably　[用法]ad. 大概,或許,很可能（比可能性大，而且常有一定依據）

　[舉例]He will probably refuse the offer.他很可能會拒絕這一提議。

　spend　[用法]spend...(in)doing; spend...(on)doing; spend...on/for sth

12>The same goes for crash diets that some companies say they will make us lose weight fast.

　go for　[用法]適合于；對...適用

　[例句]What he said about you goes for me too.他關于你的一席話對我也適用。

　lose weight　[用法]體重減輕

　[例句]I think she might have lost a bit of weight.我想她體重可能減輕了一些。

13>We ought to learn more about our body and the fuel it needs to keep fit.

　fit　[用法]此處：健康的;強健的

　[例句]You look very fit, Mike.麥克,你看上去很健康。

14>Only in this way will we be ready for the challenges and opportunities in life.

　Only in this way will we...　[用法]only+狀語放在句子開頭要引起主句倒裝

　[例句]Only when you grow up will you understand the importance of learning.

　　　　Only then could he thought of me.

Step 3 Vocabulary

Answers to the exercises:

1 nutrients 2 diet 3 fibre/fiber 4 minerals 5 fat 6 sugar 7 protein 8 calories

Step 4 Grammar

Ss must use one of the modal verbs listed in the directions but expect the advice they provide in their answers to vary greatly. The important thing is for Ss to use each of the modal verbs (and their negative forms) listed at least once and to add different kinds of advice which a doctor might give to a patient. Encourage Ss to be specific and detailed in their advice.

Sample answers to Grammar Exercise 1:

1 You have a bit of a fever. You should stay home today.

2 You had better change your diet if you want to stay healthy.

3 If you are sick, you had better not go outside in the rain.

4 Before you eat an apple, you should make sure it is ripe.

5 You don't look well. You ought to get some rest.

6 You have a bad cough. You had better take this cough medicine twice a day.

7 This medicine will make you sleepy. You had better not drive your car until this afternoon.

8 There's nothing seriously wrong with your knee, but you should try not to run on it.

Note: In American English, had better and had better not are used much less often because it is considered stronger than should. Indeed, it can sometimes be taken as a threat, as in you had better do it ... or else, indicating that negative consequences will result from inaction.

Instructions to Grammar Exercise 2:

The purpose of this exercise is to provide Ss with practice in applying grammar to a real-life situation, in this case a newspaper advice letter. Have Ss read and discuss the model before doing it themselves. Remind Ss to follow a logical sequence when giving their advice to Xiao Lin.

Sample advice for Grammar Exercise 2:

1 First, you ought to talk to your friend about it before the dinner.

2 But if you don't want to ask her, then you had 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.

（四）總結擴展

Step 5 Summary

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

Step 6 Homework

1. Learn the language points by heart.

2. Finish all the exercises in the book.

Period 4 第四節

（一）明確目標　

1. Review the language points learnt last period.

2. Do some reading about the junk food “Don’t be a mouse potato”.

3. Do some writing to develop the students writing skill.

(二) 整體感知

Step 1 Presentation

Today we’ll first check up your words and expressions in the reading text learnt the other days. Then we’ll develop some reading and writing skills.

（三）教學過程

Step 2 Revision

Now let’s have a short dictation of words and expressions.

Step 3 Integrating skills

We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using "had better (not) , "ought (not) to or should (not) .

Many students like having snacks. Is the habit good or bad? Let s read “Snacks".

Step 4 Listening

Now please listen to the passage, and pay attention to the pronunciation and intonation.

Step 5 Reading comprehension

After fast reading, do the following True-or-False exercises.

1. Our body doesn’t need to refuel if we choose nutritious food for our main meals.

2. Good snacks should come from different food groups and should not have too much fat or sugar.

3. Fruits and vegetables don’t give us any vitamins.

4. Most fruits need cooking.

5. Fruits and vegetables are the only healthy snacks.

參考答案：1 F 2.T 3.F 4.F 5F