追梦Type of lesson: New Lesson
Teaching aims: Learn to use functional sentences, key structures, and words to giving advice and making suggestions by listening, speaking, reading and writing.
Teaching contents:
1. Topic: Healthy eating
(1) Talk about eating and health.
(2) Practise giving the advice and making suggestions
(3) Use the modal verbs had better, should, ought
(4) Learn some useful cooking terms
(5) Read and write recipes
2. Functional Sentences: Seeing the doctor.
Giving advice and making suggestions
3. Vocabulary:
Words: pain, hurt, ache, examine , check, advice, advise , suggest, health ; healthy, diet, base, prepare,
Phrases: had better, ought to, be careful, take care
4. Grammar: Modal Verbs
Period 1: Warming-up & Listening
Type of lesson: Listening
Time: 40 minutes
Teaching aims: 1. Talk about eating and health.
2. Improve the students’ abilities of listening.
Teaching aids: computer
Teaching procedures:
Step 1: Lead in
Ask students to answer the following questions:
1. What do you often have for breakfast / lunch / supper?
2. What do you care most about your food?
Step 2: group discussion.
Ask every group to choose one picture on page 1 and finish the following tasks:
1. List out the names of the food.
2. Identify the healthy food, junk food and the food both good and bad for health, and then give out the reasons.
3. Fill in the form.
4. Each group choose one student to report the result of their discussion.
names of the food healthy food, junk food,
food both good and bad for health, reasons
Step 3 : Listening comprehension
1. Go through the task with the students and make sure what to do before the teacher plays the tape.
2. Play the tape for 3 or 4 times and give specific instructions of what to do each time.
Listening text 1
( 1 ) Answer the question 1, 2 on Page 2.
( 2 ) Filling the blanks.
Hmm, let me see, I had two _____________, two large orders of __________ ________, an _______ _________, and a large ____________.
( 3 ) Discuss the question 3 on Page 3.
Listening text I1
( 1 ) Answer the questions on Page 2.
( 2 ) Filling the blanks.
Now, let’s see. No, your temperature is ____. Your mum’s _________ ----- you probably ____ ate ____ _____. Here, take these pills tonight and tomorrow morning and see if you feel _____. If _______ changes or you don’t feel _____, give me a call.
3. Let students check their answers in pairs and then with the whole class.
Step 4: role- play
Ask the students to act as a doctor and a patient to make dialogues.
Homework:
Ask the students to discuss the following questions after class.
1. How important is it to control the amount of food for your meals?
2. How do we keep a balanced diet?
Period 2 Speaking
Teaching aims:
1. To train Ss’ speaking ability
2. The Ss are able to describe what’s wrong with him when seeing a doctor and practise a doctor’s suggestions.
Teaching procedures
Step 1. Leading in
Let the Ss read a short joke and answer some questions.
How old is she?
A woman was having some trouble with her heart, so she went to see the doctor. He was a new doctor and didn’t know her, so he first asked some questions, and one of them was “ How old are you?”
“Well”, she answered “I don’t remember, doctor, but I will try to think.” She thought for a minute and then said , “ Yes, I remember now, doctor. When I married, I was 18 ,and my husband was thirty. Now my husband is sixty, I know. And that is twice thirty. So I am twice eighteen. That is thirty-six, isn’t it?”
1) What was the relationship between two people?
2) What’s wrong with the woman?
3) What are the questions a doctor usually asks when you first meet him?
4) What other problems does the woman have besides heart trouble?
Step 2 Functional sentences learning
1. Ask the Ss to brainstorm on functional sentences about seeing the doctor and list them on a piece of paper.
1) What’s wrong/matter with you?
2) I don’t feel well./ I’ve got pain here.
3) There’s something wrong with my…
4) Let me have a look. Show me your …
2. Ask the Ss to go over the functional sentences on P3 by themselves.
3. Let the Ss read the situations and make up a dialogue in a pair or in group of 3 or 4.
4. Ask the Ss to sum up the functional sentences they have used in their dialogues.
Patient Doctor
I’ve got a pain here. This place hurts. Lie down and let me examine you.
There’s something wrong with … Let me have a look.
I don’t feel well. Drink plenty of water and get
some rest.
5. Read the sample dialogue and try to learn it by heart.
Step 3 . Task: Make up a dialogue by using the situations given on P72.
Sample: 1
A: Excuse me , waiter! Could I order, please? I’m very hungry!
B: Of course. What would you like?
A: Oh, I like all kinds of food. I’ll eat anything as long as I get a lot of it!
B: I see. Well, in that case, I recommend that you order a steak.
A: Well,yes, but I’m worried that it may not be enough. What does it come with.
B: It comes with two vegetables and your choice of French fries or bread rolls.
A: Can I have both fries and bread rolls?
B: Sure. And perhaps you’d like a salad?
A: Good idea! I’d like a regular house salad. Oh, and I’d like some dessert, too.
B: We have apple pie and ice cream.
A: Great. I’ll take the apple pie, please.
Step 4 Summarizing the functional sentences of giving advice and making suggestions they have used in their dialogues.
a. You’d better (not)…
You should /ought to …
You need (to )…
b. Shall we…?
Let’s…
What/How about…
Why not…?
Why don’t you …?
Period 3: Reading
Type of lesson: Reading
Time: 40 minutes
Teaching content: Text---We Are What We Eat
Teaching objectives: 1. Students can understand the whole passage by reading it.
2. Students will learn to know how to make the right choices about what and how we eat.
Teaching focus: Improving the students’ abilities of reading.
Teaching aids: computer
Teaching procedures:
Step Ⅰ: Pre-reading
Show students the following questions on the screen and let students discuss them in pairs.
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 have?
Step Ⅱ: While-reading
1. Reading for general information.
Ask the students to read the passage quickly for the first time and find out the answers to the following questions.
1) Why should we learn to make the right choices about what and how we eat?
2） How will we be ready for the challenges and opportunities in life?
2. Reading for the meaning of the words.
Ask the students to read the passage for the second time and find the words that fit the following descriptions.
1) ________________ Found in food and necessary for good health.
2) ________________ The kind of food that someone eats each day.
3) ________________ Part of plants that you eat but cannot digest, which help food to move quickly through your body.
4) ________________ Found in food and are important for good health. They help to build our bones, teeth and blood.
5) ________________ Found under skin. Our body needs it for energy. It can keep us from feeling cold.
6) ________________ Bad for your teeth and can make you gain weight.
7) ________________ Found in milk and meat. Our body needs it to grow and keep healthy.
8) ________________ Unit for measuring how much energy the food can give us.
