Unit2　HealthyeatingPeriod1.doc

Unit 2Healthy eatingPeriod 1Warming up and Pre-readingTeaching analysisThis is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by showing students some pictures about foods and talking about them.Warming Up is to tell students how different kinds of food are grouped. This is important as it enables us to talk about the value of particular foods to our health. We want students to appreciate what a balanced diet is. Too much fatty food will mean they store extra energy in their bodies. Too much body-building food may cause problems for digestion and lead to illness unless enough fiber foods are eaten to aid digestion. The teacher can have a free talk with students, let them work in pairs to read through the chart and discuss the questions.Pre-reading contains two more general questions about food for discussion. Students can be encouraged to discuss these questions in pairs. Then they are asked to look at the title of the reading passage and the pictures to predict what the passage is about. This part is very useful for the next part Reading.Teaching focuses1. Let students learn more about problems with a diet, a balanced diet and nutrition.2. Get students to learn different reading skills.Teaching difficulties1. Develop students reading ability.2. Enable students to talk about different kinds of food and balanced diet.Teaching aimsKnowledge aims1. Get students to learn the useful new words and expressions in this part: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, balanced diet, ought to, lose weight, get away with, tell a lie, win. . . back.2. Let students learn the knowledge of balanced diet and nutrition.Ability aims1. Develop students reading ability and let them learn different reading skills.2. Enable students to talk about different kinds of food, problems with diet and balanced diet.Emotional aims1. Stimulate students sense to form a healthy eating habit.2. Develop students sense of cooperative learning.Teaching ProcedureStep 1 Leading-in1. Learning some vocabulary connected with food and diet.2. Identifying different groups of food.Step 2 Warming up1) Free talk Ask students the following questions:1. Everybody has to eat, but do you eat a healthy diet?2. What do you usually have for breakfast/lunch/supper?3. What kind of food do you like best?4. Why are you so strong/weak/fat/thin? Does it have anything to do with your diet?5. Do you think you are eating a balanced diet?2) Make a surveyLet students interview their teachers and classmates on their diet and fill in the table.NameBreakfastLunchSupperFavorite foodThe reason for being strong/weak/fat/thinStep 3 further talking1. Let students turn to Page 9. Ask them to look at the pictures, name the foods in them and then fill in the form.Healthy foodUnhealthy food2. Show the following on the blackboard. Let students read the question and the information about food in the form below.Do you know that the food you eat helps you grow in different ways?Food that provides energy(e.g. energy-giving food)Food that helps grow bones and muscles(e.g.body-building food)Food that helps the body fight diseases(e. g. protective food)ricenoodlesspaghettibread potatoeschocolate buttercreamoilsnutsmeateggscheesemilk tofuMost vegetables (e. g. beans, peas, cucumbers, eggplants, peppers, mushrooms, cabbages)and fruit(e. g. apples, peaches, oranges, lemons)3. Ask students to work in pairs to discuss the following questions and then one of them tells their ideas to the class.Questions:1) Which groups of food do you like best?2) Which do you eat most often?3) Do you eat the three kinds of food each day?4) What will happen to you if you dont eat a balanced diet?Step 4 Pre-reading1. Let students discuss the following question:What do you think should go into a good meal?2. Ask students to imagine they are going to invite some friends for dinner. Let them discuss the question: What special food of your place would you offer them? Then let them plan a menu.3. Let students turn to Page 10, look at the title of the reading passage and the pictures and predict what the passage is about. Then let them