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TeachingplanforUnit13HealthyEating

By Warren Parker,2014-06-10 11:52
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Unit 13 Healthy Eating

    云南民族大学 李丽 530424198511251227

    Teaching Goals

    1. Talk about eating habits and health.

     Talk about seeing the doctor.

    Practise giving advice and making suggestions. 2. Use the modal verb: had better ; should and ought to

     Learn some useful cooking terms.

     Read and write recipes.

    Teaching Aims

    1. Learn and master the following:

    Words: sweet, mushroom, fried, junk food, fat, snack, stomach, fever,

    Salad, peach, ripe, ought, examine, plenty Phrases: all the time, have a fever, be careful with, plenty of

    Sentence Patterns:1) advise sb. (not) to do sth.

     2) There’s something wrong with….

    Everyday English:

    Patient:1) I’ve got a pain here.

     2) This place hurts.

     3) There’s something wrong with my back/my knee/my arm.

     4) I don’t feel well.

    Doctor:1) Lie down and let me examine you.

     2) Let me have a look.

     3) Where does it hurt?

     4) 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.

    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. Way of Teaching: Communication way of teaching, discussion and group work. Teaching aids: textbook, the recorders, pictures, chalks, blackboard Teaching Time: Four Periods

    Teaching Procedures:

    Period 1

    Step1. Greetings

    T: Hello, everyone.

    Ss: Hello, teacher.

    T: Sit down, please.

    Ss: Thank you, teacher.

    Step 2 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 3 Warming-up

    T: Now open your books and turn to page1. 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 cabbages, tomatoes, carrots, cucumbers.

    Ask another three students to finish identifying the kinds of food shown in the rest pictures.

    Step 4 Listening

    Give the students time to read the questions of the LISTENING. Let the students listen to the tape and be prepared to answer the questions below.

    Step 5 Speaking

    Show 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 dialogue. Explain the language points to the students.

    Language points:

    1 advise 作“劝”“建议”解,常用于下面两种结构;

    1 后面可以跟不定式构成的复合结构,即 advise sb. (not) to do sth.,

    意为劝某人干/不干某事。

    T: 医生建议我多做运动。

    e.g.: The doctor advised me to take more exercise. (2) 后面可以跟that引导的宾语从句,从句用虚拟语气 should do, should可以省

    略,即 advise sb. that sb. (should) do sth.

    T: 我建议他参加这次会议。

    e.g.: I advise him that he (should) attend the meeting. 2) in future 今后 e.g.: You should study hard in future. in the future 将来 e.g.: No one knows what will happen in the future. After that list the useful expressions in their dialogue. Useful expressions:

    Patient Doctor Ive got a pain here. This place hurts. Lie down and let me examine you.

    Theres something wrong with Let me have a look. my back / my knee / my arm. Where does it hurt? I dont feel well. Drink plenty of water and get some rest. Step 6 Homework

    Prepare for the next class.

Period 2

    Step 1 Revision

    Reviewed the language points of Period 1

    Step 2 Reading

    1) Raise questions of PRE-READING and write down the questions on the blackboard. Let the students finish the part of READING and answer the questions. Questions:

    1. Which of the following gives you the most energy: a banana, a soft drink or a bar of

    chocolate?

    2. How many meals do you have every day? Which meal do you think is the most important? Why?

    3. How much water do you drink every day?

    4. What kind of snacks do you take?

    2) Explain the language points in the part of READING to the students. Language points:

    1. too much + uncountable nouns

    too many + countable nouns

    much too + adj. / adv.

    2. lose weight 减肥

    3. keep fit 保持健康

Step 3 Summary

    Summarize the content of the READING

    Step 4 Word Study

    Ask the students to translate the sentences given in this part. Lead the students to fill the words of WORD STUDY.

    Step 5 Homework: Preview of the INTEGRATING SKILLS

    Period 3

    Step 1 Revision

    Review the learned words: nutrients, diet, fiber / fibre, mineral, fat, sugar, protein, calories.

    Step 2 Grammar

    First present the students the modal sentences with Modal Verbs. Explain the grammar of Modal Verbs and ask the students to make some sentences with them. 1. had better (not) do 最好做,不做!某事

    e.g.: You had better go and see your grandmother.

    2. should

    A. 应该,表责任、义务、劝告 e.g.: You should work hard.

    B(可能,该, 表有充分根据的推测 e.g.: He should catch a cold.

    C(竟然, 表惊讶,难以置信 e.g.: You should go wrong.

    3. ought to

A. 应该, 表法律、道义上的义务,责任,语气比should

    B(可能=should ,有根据的推测!

    C(否定为ought not to, 疑问句ought 提前

    e.g.: We ought to help the poor, oughtnt we?

    Step 3 Consolidation

    (1) Finish the exercise on P5

    (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 sincere.

    At last get the students to finish the following practice. Step 4 Homework

    Finish the exercise ADVICE from ANNIE on page6 in the students’ textbook.

    Period 4

    Step 1 Revision

    Check the homework of Period 3

    Step 2 Integrating Skills

    Read 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 Writing

    Ask 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 Discussion

    What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)

    Step 5 Homework

    Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.

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