初中英語(yǔ)Unit 4 Eat Well優(yōu)質(zhì)教案及反思-教案下載-教習(xí)網(wǎng)

Sectin B 2a-2c 教案
I. Teaching Objectives
1. Knwledge Objectives:
(1)Students will be able t learn and use vcabulary related t fd,
health, and eating habits (e.g., balanced diet, unhealthy fd, fat, sugar,
vegetables, prtein, etc.).
(2)Students will learn hw t express dietary habits and discuss the
imprtance f a balanced diet using simple sentences, such as: "We
shuld eat a balanced diet." "Vegetables are healthy fds."
(3)Students will be able t understand and answer questins based n
listening passages related t healthy eating habits.
2. Skills Objectives:
(1)Students will practice listening fr specific infrmatin abut healthy
fd and eating habits.
(2)Students will practice speaking by discussing healthy eating habits,
expressing their pinins n fd chices, and rle-playing as health
advisrs.
(3)Students will read and understand texts related t a balanced diet,
identifying key pints abut healthy fd chices.
3. Emtinal Objectives:
(1)Students will gain a deeper understanding f the imprtance f eating

a balanced diet and making healthy fd chices.
(2)Students will wrk tgether t discuss and share ideas abut hw t eat
well.
II. Teaching Key Pints
1. Key Vcabulary:
Balanced diet, healthy fds, unhealthy fds, fat, sugar, prtein,
vegetables, fruits, dairy, etc.
2. Key Sentence Structures:
- We shuld/shuldn’t (eat)…
- It’s imprtant t…
- …is/are gd fr…
- A balanced diet includes…
III. Teaching Difficult Pints
1. Using "shuld" t make suggestins abut eating habits.
2. Understanding the imprtance f a balanced diet.
3. Distinguishing between healthy and unhealthy fd chices.
IV. Teaching Prcedure
Step 1: Warm-Up (5 minutes)
1. Greet the students and ask hw they are ding tday. Quickly ask a

cuple f questins in English like, “What did yu have fr breakfast
tday?”
2. Shw flashcards f varius fds (fruits, vegetables, fast fd, etc.)
and ask the students t identify them in English.
- Ask the class: “Which f these fds are healthy? Which are
unhealthy? Why?”
3.Elicit answers frm students and intrduce the tpic f a balanced diet
and healthy eating habits.
Step 2: Pre-Listening (8 minutes)
1. Vcabulary Intrductin (4 minutes):
(1)Present key vcabulary fr this sectin using pictures and example
sentences. Wrds include: balanced diet, vegetables, unhealthy, prtein,
fat, sugar, etc.
(2)Have students repeat each wrd after yu, fcusing n prnunciatin.
(3)Elicit example sentences frm the students fr each new wrd. Fr
example:
- “Vegetables are healthy fd.”
- “We shuld eat less sugar.”
2. Discussin n Healthy Eating (4 minutes):
(1)Ask the students: “What des a balanced diet include?”
(2)Write their ideas n the bard.

(3)Elicit key pints, such as: vegetables, fruits, prtein, dairy, etc.
(4)Reinfrce the idea that a balanced diet is imprtant fr staying healthy.
Step 3: Listening and Practice (15 minutes)
1. Listening Task (2b) (7 minutes):
(1)Play the audi fr 2b, where tw peple are talking abut their eating
habits and health.
(2)Befre listening, tell students t listen fr the fllwing infrmatin:
- What fds are mentined as healthy r unhealthy?
- What are the speakers' pinins abut eating habits?
2. First Listening:
Play the audi nce. Students listen and take ntes n the fds
mentined.
3. Check Understanding (3 minutes):
(1)After the listening, ask the students t share their answers.
(2)Review the crrect answers with the class and make sure they
understand the vcabulary used in the cnversatin.
4. Secnd Listening and Detailed Practice (5 minutes):
Play the audi again and have the students fill in the blanks in a
wrksheet based n the cnversatin.
Step 4: Speaking Practice (8 minutes)

1. Rle-Playing Activity (4 minutes):
(1)Divide the students int pairs. One student is a nutritinist and the
ther is a client asking fr advice abut healthy eating.
(2)The “nutritinist” shuld give advice using sentences like: “Yu
shuld eat mre vegetables,” r “Yu shuld avid sugary drinks.”
(3)The “client” can ask questins like: “What is a balanced diet?” r
“What fds are gd fr my health?”
2. Class Share (4 minutes):
(1)Ask a few pairs t perfrm their rle-plays in frnt f the class.
(2)Crrect any mistakes and encurage prper use f vcabulary and
sentence structures.
Step 5: Reading and Writing Practice (7 minutes)
1. Reading Task (2c) (4 minutes):
(1)Have students read a shrt passage abut eating a balanced diet.
(2)In pairs, ask them t discuss the key pints in the passage.
(3)Ask cmprehensin questins t check understanding, such as: “What
shuld we eat every day?” and “Why are fruits imprtant?”
2. Writing Activity (3 minutes):
(1)Ask students t write a shrt paragraph (3-5 sentences) abut their
eating habits and what they shuld eat mre r less f t stay healthy.
(2)Encurage them t use vcabulary and sentence structures frm the

lessn, e.g., “I shuld eat mre vegetables because they are gd fr my
health.”
Step 6: Hmewrk:
Ask students t write a diary entry fr ne day, describing what they ate
and whether it was healthy r unhealthy. They shuld als suggest hw t
imprve their diet.
V. Teaching Reflectin
After the lessn, reflect n whether students were able t understand
the imprtance f a balanced diet and if they actively participated in
listening, speaking, and writing activities.
Cnsider adjusting future lessns based n student engagement and
understanding.

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