以下为课件内提取的文本内容，仅供参考：

Unit 13 Healthy Eating

一、本单元课时安排：

The 1st period: Warming up and listening

The 2nd period: Speaking

The 3rd period: Reading

The 4th period: Reading

The 5th period: Language study

The 6th period: Integrating skills

单元话题

healthy eating

food choices/preference

recipes

snacks

healthy/junk food

语言技能分布

Language

Skills

Warming

up

speaking

reading

Listening

writing

Language

study

Integrating

skill

教 学 理 念

一.任务型教学为模式（形散而神不散）

二.倡导多层次多形式的对话

1）师生对话（关注那个最薄弱的学生）

2）生生对话（沟通与交流，团队精神）

3）书本与生活（源自生活，走进生活）

三.绩效分享（信心与责任感）

1）学生之间，师生之间

2）学生与家庭，朋友之间

操作 理 念与技术理念

一.重视学生个性与创新意识

给予学生充分表达自己的机会。

1）junk food &healthy food 的界定。

2）在post-reading 中的问题回答。

二.给予学生“跳起来摘苹果”的机会

1）问题的设置要有层次性。

2）任务具有可操作性和挑战性

3）给学生搭建达成目标的平台

三.充分利用可获得的资源（两个角度师生）：网络，报刊杂志， 挂图甚至实物等。

教学任务

1.课堂教学任务

1)talk about eating habits and health

2)talk about seeing the doctor

3)practise giving advice and make suggestions

4)use the modal verbs had better, should and ought to

5)learn some useful cooking terms

6)read and write recipes

2.课外学习任务

1)make a survey of the eating habits and health in your family。

2)design a menu and its recipes for a family feast.

Warming up

1.教材分析：

1） 教材给出了一些食物图片，要求界定垃圾食品还是健康食品。

2）给出一个空白饮食调查表。

2.教学建议：

1.充分把握利用学生刚过完春节这一事实。实现学生从压迫学习向主动学习的转变。激发他们交谈的兴趣，不仅实现了良好的过渡，而且借机呈现大量有关食物和饮料的词汇,实现知识的有效迁移。Brainstorm 是方法之一。

2.在回味美食的同时，引出话题healthy food,junk food，由学生给出不同的定义。允许众说纷纭，但尽量让英语作为课堂工作语言。

3.课堂上的学生饮食调查可作为更广泛的家庭饮食情况调查的铺垫 ，拟增加健康状况一览，使学生能直观的发现饮食对健康的影响，为后来的健康食谱的制定提供依据。

They are junk food!

healthy food

Free Talk

Ask your partner about his /her diet and give him /her some suggestions if necessary.

Action

peel; roll up; chop; steam; boil ; mix; slice; dice; stir;

function

balance; refuel; digest;

people

vegan; vegetarian

body

stomach; muscle; brain; fat

What nutrient does the following food give us?

1. fish; meat; beans:

2. eggs; milk; dairy products

3. bread; rice; noodles

4. vegetables; fruits

protein

calcium

carbohydrate

fibre; vitamin; minerals

junk food

healthy

food

What is junk food and what is healthy food?

bean; dairy; yoghurt; bacon; lettuce; salad; a bar of chocolate;

mushroom; peach; chemical; eco-food; organic food; snack;

fat; sugar; calcium; carbohydrate; fibre; mineral; protein;

vitamin; energy; nutrient; calorie; fuel;

food

The ingredient they contain

bacon; chocolate; chemical;snack

bean; dairy; yoghurt; lettuce; salad; snack

mushroom; peach; eco-food; organic food

junk food :

healthy food:

fat; sugar; energy; calories;

calcium; carbohydrate; fibre; mineral; protein; vitamin; energy; nutrient; fuel;

Listening

1.教材分析：

听力材料分为两部分：

1）母亲与Mike关于Mike胃痛与他一天饮食情况的对话

2）Mike前去就医与医生的对话

2.教学建议：

1.建议在听力开始前做pre-listening.

针对第一部分对话，可让学生以小组的形式互相询问一日三餐以及点心等。

2.针对第二部分对话，由于就医问诊共有的体验，让学生进行pair-work，根据以有的就医经历，假象Mike与医生的对话和医生可能的建议.比一比猜中率。

3.1&2的目的是为了训练学生听力中集中注意力的能力，能在听的过程中准确 定位信息点。同时进行文化背景知识的铺 垫。

4.听力任务完成后建议复听，尝试再现听力中的情景（多种形式），为下一步的speaking做准备。

Listening：

Two pieces

of chocolate,

a glass of coke,

two cookies

An apple,

a bag of potato chips

A couple

of sandwiches

Two hamburgers,

two large orders of French fries,

an apple pie,

a large milkshake

2. Continue to listen to the tape and answer the questions below.

Which side of Mike’s stomach hurts?

Does Mike have a fever?

What’s the doctor’s advice?

3. Listen to another conversation and fill in the blanks.

Couldn’t sleep well last night;

Got a pain

Get some rest, take the medicine three times a day, not to eat fruit which is not ripe

Ate the green peach after lunch

Speaking

1.教材分析：

教材给出三种就医情景，和一个示范。目的是使学生能在常见的就医场景中运用英语进行交流。尤其是常用的表达方式。

2.教学建议：

1.建议根据前面Listening模块的学习，让学生分别罗列病人和医生的常用的表达方式。

2.尝试让学生精彩回放Mike的就医情景。为接下来的情景会话热身。

3.鼓励小组活动，创设更多的情景进行会话表演，同时接触更多有关疾病的词汇。

4.对基础薄弱的学生可以尝试：A.: 听力再现。B:范例复述或表演

5.时间允许，还可将对话落实到笔头。（供选择）

See the doctor

Steps:

doctor

Find the problem by asking and seeing

Explain the reason

Tell the patient what to do.

Useful expressions:

Lie down and let me examine you.

Let me have a look.

Where does it hurt?

Drink plenty of water and get some rest.

--------------------------------------------------

I’ve got a pain here.This place hurts.

I have a pain in my stomach/...

I have a bad headache/ cough/ cold.

My head/ back/ knee/ arm hurts.

I don’t feel well.

There’s sth. wrong with my…

Reading

1.教材分析：

教材在读前给出了4个有关饮食习惯的常识性调查问题，阅读材料是有关饮食习惯的议论文体的文章，读后给出了5个拓展性的问题。

2.教学建议：

1.建议阅读部分的教学侧重学生对文章的整体性结构把握，培养他们的阅读技能。利用本文可突出学生3个方面的能力：

A：文章中心把握能力：设及高考题中作者意图推测，标题选择，段落大意确定。

B：信息归类，寻找规律：Eg.不同食物----不同的营养，给出未提及的食物作营养成分推测

C: 生词猜测。Eg.organic, eco-foods, supplement

2. 在进行读前问答的时候，不仅关注他们的回答内容还可引出课文中或相关的新词，尤其是营养成分类的词。为阅读扫清文化背景障碍和语言障碍。

3.读后的发散性问题，如果时间紧迫，建议学生以小组任选一话题讨论，由小组发言人做汇报。

4.其它的语言难点可随机处理也可放到language study 模块中处理。

What is your favorite food?

Para 1

Para 2

Para 3

Para 4

Para 5

Keeping a balanced diet

Choosing what to eat is difficult

Developing healthy eating

habits

Choosing what to eat based

on nutrients

Choosing according to

what we believe

1.Find out the nutrients, their functions

and sources(来源) mentioned in the

text.

2. Find out beliefs in food choice

mentioned in the text.

3. According to this text , if we want to

become smarter, healthier and more

beautiful, what should we do?

good for our

muscles

fish, meat,

and beans

good for our

bones and teeth

bread, rice,

and noodles

help keep our

body functioning

well; help our

body fight diseases

vegetables,

fruit, fish,

and milk

egg, milk, and

other dairy

products

main fuel for

our body

protein

calcium

carbohydrate

Vitamins,

fibre and

minerals

It is healthier not to eat any meat.

We should not kill animal for food.

3.How the products are grown or made.

2. Find out beliefs in food choice

mentioned in the text:

Eco-food organic food

3. According to this text , if we want to

become smarter, healthier and more

beautiful, what should we do?

1.Buy good food and keep a balanced diet.

2.Eat healthy food in the right amount.

3.Try to eat less fat and sugar and exercise

more.

We will become what we eat.

B. Our health is decided by what we eat.

C. We should buy and eat nutritious food.

D. What we eat can make us healthy.

2.Do you think you keep a healthy diet?

a. If you do, explain it.

b. If you don’t, how can you

develop a healthy diet?

1.What is a healthy diet?

3.What can our school canteen do to

help us develop a healthy diet?

Do you have any suggestion?

Language Study

1.教材分析：

这一部分包括单词释意，had better,should and ought to表示给出建议的用法。

教材给出单句补全，和根据2个情景给建议两种训练方式。这是本单元主要语法点。

2.教学建议：

1.在学生掌握情况比较好的情况下，可将word study大胆修改成：听教师读解释，学生写单词，而不是进行搭配。

2.如果阅读模块中仍有部分语言问题未解决，可在这里弥补。

3.澄清这些Modal Verbs 的否定形式。可以将SEFC II中各种急救场景做为情景训练学生运用这些Modal Verbs给建议。

4.在根据所给情景写出可能性的建议时，可以创造性地尝试让学生以小组的形式编写更多的情景，然后相互交换，针对情景给建议。以便进一步发掘教材的内在价值。

Integrating Skills

1.教材分析：

提出了snacks这个话题，同时给出了两个snacks的recipe,要求学生能模仿写

recipe.教材也给出了4条writing tips.

2.教学建议：

1.建议从常规的三餐或我们实际的饮食习惯导入snacks时，进行头脑风暴，呈现我们国家丰富的小吃文化。通过文章的阅读和前面所学的知识，对所罗列的小吃进行判断（bad---good---better---best）简要说明理由。

2.建议不同小组写不同的recipe, 在模仿范文写recipe之前，须经过讨论，用丰富的体态语言表演制作过程。通过活动的形式熟悉这些有关烹饪的词汇。

3.最后的recipe进行展示共享。课后整理配上图片更佳。

Unit 13

---Integrating Skills

Objectives:

1. Learn some useful cooking terms.

2. Read and write recipes in English.

Recipe Format

Dish Name

Ingredients

Directions

Cooking Terms from the Recipes.

1.chop

2.mix

3.cut into pieces

4.fill

5.fold

6.steam

7.boiling

8.fry

9.add

10.spoon

11.roll up

Individual Work: Read the Tips on P.3

Read the Tips very quickly. Compare the notes in the passage with the recipes.

Gather More Cooking Terms from the Tips

chop, mix, cut into pieces, fill, fold, steam, boil; fry, add, spoon, roll up ,

stir, slice, peel, dice

a spoonful

a cup (of)

a pound

? pound

250 g

A Recipe of Wonton

Wonton Ingredients:

Pork, onions

Powder, Wonton skins

Cut the pork and onions into

pieces. Mix the pork and onions in

a bowl.

Put half a spoonful of salt and a

little powder into the bowl and

stir them with chopsticks. Fill and fold the

skins.

Boil Wonton in boiling water for 3 or 4 minutes.

Now, write your favorite recipes!

Recipes

pork, mushroom, onion, beans, Shaomai bread, chicken, bacon, tomato, lettuce, cheese,…

chop, mix, cut into pieces, fill, fold, steam, boil; fry, add, spoon, roll up ,stir, slice, peel, dice

a spoonful

a cup (of)

a pound

HOMEWORK

Kate wants to know how to boil TangYuan, the rice dumplings. Do a research after school and write directions for him in English.