高中英語綠色教案Unit 13 Healthy and Green eating(人教版高一英語下冊教案教學設計)

Unit 13 Healthy and Green eating

-. 教學目的和要求 ( Teaching aims and demands )

I: Topics 1. Talking about healthy food and junk food.

2. Talking about eating habits and health.

II: Functions

看病 ( Seeing a doctor )

Patient Doctor

I’ve got a pain here. Lie down and let me examine you.

This place hurts. Let me have a look.

I don’t feel well. Where does it hurt?

There’s something wrong with my back/ knee/arm. Drink plenty of water and get some rest.

You’d better have more green food and take enough exercise in the green fields.

提出建議和忠告 (Giving advice and making suggestions)

What can I do for you ? Can I help you? What’s the matter?

I advice you to ….? You’d better…. I think you should…

Why not …? I suggestion you should… Why don’t you …?

III: Vocabulary

s: fat stomach fever salad peach ripe ought examine plenty soft bar fuel diet pace bean fibre mineral function chemical balance of nature fit unit digest gain sleepy brain peel tasty mushroom steam boil bacon lettuce mixture spoonful slice

ses: junk food green food ought to plenty of keep up with make a choice now and then roll up

IV: Grammar

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)

You had better get some rest. or You’d better get some rest.

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

You should /ought to be careful with fruit.

You should not /ought not to eat so much junk food. or You shouldn’t /oughtn’t to eat so much junk food.

二. 能力訓練 (Ability training )

1. Through the learning of Warming Up, Listening and Speaking, let Ss skillfully master and use the expressions of seeing a doctor, talking about eating habits and health.

2. Through the learning of the passage, develop the Ss’ knowledge of green food.

3. Master the patterns of giving advice and making suggestions.

三. 德育滲透 (Moral training teaching)

Through the learning and talking, let the Ss know the importance of balance eating and healthy eating and develop the good eating habits of having green food.

四. 美育滲透 (Art training teaching )

Develop the Ss’ good sentiment of loving their life and health and have good living habits.

Period 1 New words and Warming Up

Teaching Aims

1. Learn the new words and expressions.

2. Learn the Warming Up to arouse the Ss’ love in talking.

Important Points in Teaching

1. The use of some words: fat vitamin snack fever ripe plenty of

2. Sentence pattern: I think…

sense of green food

Difficult Points in Teaching

1. the use of the words

2. talking in English

Teaching Methods

1. Reading and speaking

2. Pair/group work, individual work, class work

Teaching Aids: Textbook , blackboard tape-recorder, computer

Teaching Procedures

Step 1 Learning

1. Learn the new words and expressions.

Ask some Ss to read the new words and expressions, then correct some mistakes if there are any.

ain some uses of the words.

Step 2 Presentation

Every day we have food. Green 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? Today we’re going to learn something about food, junk food and green food.

Step 3 Lead-in

Revise the names of different foods we eat.

Step 4 Warming Up

I. Talk about the pictures on Page 1 by asking and answering the following questions:

What food is it ?

What kind of food is it ? Is it green food or junk food? Why ?Which do you like better? Why ?

II: Ask your partner what they eat for breakfast, lunch, snack and supper and say if what they eat is junk food or green food ?

Step 5 Listening

Do the listening practice in Students’ book at Page 2.

Listening: Part One

1: What’s wrong with Mike?

A :He has a headache. B: He has a stomachache.

C :He has a toothache.

2: What did Mike have for breakfast?

A :Two pieces of chocolate. a glass of coke, and two cookies, which are not green food.

B : A couple of sandwiches.

C : Two hamburgers.

Part Two

Which side of Mike’s stomach hurts?

His left side hurts.

2. Does Mike have a fever?

No, he doesn’t. His temperature is normal.

3. What does the doctor tell Mike to do?

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

Step 6. Speaking

Do the speaking Practice of Speaking in Students’ book at Page 2 in pairs.

Situation 1

Student A (Doctor)

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

Student B (Patient)

I cough all the time. I have a fever and a headache.

Situation 2

Student A (Doctor)

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

Student B (Patient)

I can’t sleep at night, so I am always very tired.

Student A (Patient)

My left arm is broken. It really hurts.

Student B (Doctor)

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

Situation 3

Student A (Doctor)

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

Student B (Patient)

I can’t sleep at night, so I am always very tired.

Step7. Discussion about green food

1. If you are to host a party for your family, what kind of food would you like to buy? Would you like to buy any green food? And why?

2. Is it important to keep the balance of nature?

Step 8 Homework

and recite the new words and expressions.

ready for the next period.

oduce some idea about green food.

sh off Period 1 Unit 13 in “Winner”.

教後感：

1、教學有法， 但無定法， 教要得法。這節課， 我始終在教學中滲透綠色教育思想教育， 作了這方面的嘗試， 使學生增長了關於綠色食品的知識， 使學生明白了保護環境， 促進國家可持續性發展的重要性。 我沒有故意做秀， 很好地實現了自然滲透的原則，比較好地進行了綠色教育德育滲透的效果。

2、語言是交際的工具， 我始終堅持聽說課的交際性原則， 讓課堂的Warming-up部分成分熱身， 讓學生的語言思維動起來；交流和討論非常充分。

3、這節的語言重點：建議的表達法和情態動詞的用法在實際的語境中讓學生深刻領悟到學以致用產生的效益。

4、綠色和交際是這節課的主旋律， 我一直讓學生交流著， 讓綠色貫穿了教學的整個過程， 包括教學課件和回家作業等。