1、Book 3 Unit 2 Healthy eating 单元教学目标技能目标 Skill GoalsTalk about healthy dietMake suggestions or giving advice on dietDistinguish the meanings of Modal verbsMake a balanced menuII 目标语言功能句式Practice talking about your ideasYes, I think so. I dont think so.I agree. I dont agree.Thats correct. Exactly. Tha
2、ts exactly my opinion.Youre quite right. I dont think you are right.I quite agree with you. Im afraid I dont agree / disagree with you. Of course not. Im afraid not. All right. Thats a good idea.Certainly. / Sure. No problem.Practice giving advice and suggestionsYou must / must not.词汇1. 四会词汇diet, nu
3、t, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, stir-fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, strength, consult, fiber, digest, carrot, debt, glare, spy, limit, benefit, breast, garlic, sigh
4、, combine2. 认读词汇protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, cooperation3. 词组get away from, balanced diet, ought to, lose weight, tell a lie, win back, earn ones living, in debt, spy on, cut down, before long, put on weight语法The use of ought to1. Statements You ought to cook
5、 fresh vegetables and meat without too much fat if you want to stay slim.You ought not to eat the same kind of food at every meal.2. DifficultyDistinguish and summarize the usage of ought to and should. 教材分析与教材重组1. 教材分析本单元以“健康饮食 ”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。针对现实中遇到的实际问题发表自己的
6、看法。最后让学生运用所学知识，两人一组研究中餐，设计食谱。1.1 WARMING UP 是本单元一个重要的组成部分。让学生看图讨论不同食物对人体的作用，了解饮食与人体健康的关系。通过几个设问激发学生思考自己的饮食习惯是否合理，运用已有的知识经验思考什么是 Healthy Eating.1.2 PRE-READING 通过一个表格和一个排序题引导学生对比不同食物中哪些食物富含脂肪、纤维素、维生素和糖份。可添加讨论如何在烹饪中保持食物营养，从而有利于健康。1.3 READING 讲述王鹏伟和咏慧开饭店的不同风格和顾客对不同食品的反应，反映了现代人对饮食的关注和对时尚的追求。但王鹏伟和咏慧都没有提供
7、平衡的膳食，经过一段时间的磨合，他们决定合作，提供既有能量又有纤维的食品。戏剧性的结尾增添了故事的趣味性。通过阅读丰富学生的饮食文化，教会他们如何改善饮食习惯；在现实生活中碰到麻烦时，如何正确处理矛盾，解决问题。1.4 COMPREHENING 利用判断和回答问题的形式考查学生对课文细节的理解，对比两家饭店所提供膳食的优缺点。1.5 LEARNING ABOUT LANGUAGE 是继 Comprehending 之后的又一指导性练习。注重考查词性的变化，课文中重点词汇在语篇中的熟练运用及情态动词的不同功能，并设计连线和情景对话两个题型予以巩固。1.6 USING LANGUAGE 体现了学以
8、致用的目的，从 Listening, Reading, Speaking, Writing 四方面训练学生，完成语言的输入性学习和输出性训练的过程，结合生活实际，让学生两人一组研究中餐设计食谱。2 教材重组2.1 精读 把 Warming up 作为 Reading 的导入部分，把 Pre-reading、Reading 和 Comprehending 整合在一起作为一堂“ 精读课”。2.2 语言学习 把 Learning About Language 和 Workbook 中的 Using words and expressions, Using Structures 结合在一起上一节“语法
9、课 ”。2.3 听力 把 Using Language 中的 Listening 和 Workbook 中的 Listening， Listening Task 放 在一起上一堂 “听力课”。2.4 泛读 Using Language 中的 Reading 与 Workbook 中的 Reading Task 放在一起上一堂“泛读课 ”。2.5 口语 将 Page 13 Activity 3 和 Workbook 中的 Talking, Speaking Task 放在一起上一堂“口语课 ”。2.6 语言运用 将 Speaking and Writing 和 Workbook 中的 Writi
10、ng Task, Project 整合在一起上一堂“ 写作课”。3 课型设计与课时分配1st period Warming up and Reading2nd period Using language 3rd period Learning about Language4th period Listening 5th period Language study6th period Revision The First Period Warming up and ReadingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语energy,
11、 fiber, digestion, bean, cucumber, mushroom, lemon, ham, mutton, roast, slim, curiosity, raw, lie, customer, muscle, cheese, protective, frustrated, drive, sugary, body-building, energy-giving， newly-opened, balanced diet, ought to, tired of, throw away, get away with, tell lies, take off, be amazed
12、 at, do some researchb. 重点句子His fried rice was hot but did not taste of fat.Tired of all that fat? Want to be thinner? Only slimming food served here.I will take all that fat off you in two weeks if you eat here every day.It was not giving its customers energy-giving food!Something terrible must hav
13、e happened if Maochang was not coming to eat with him as he always did.He wondered if he should go to the library to find out.He couldnt have Yong Hui getting away with telling people lies!2. Ability goals 能力目标a. Enable students to talk about their eating.In what ways the food you eat helps you?How
14、can you have a healthy diet?What will happen if you dont have a balanced diet?b. Understand the text and answer the following questions.What happened to Wang Pengweis restaurant?Why would his customers prefer to eat at Yong Huis restaurant?What did he do after leaving Yong Huis restaurant?c. Underst
15、and the details about the text and retell the text in the role of Wang Pengwei.3. Learning ability goals 学能目标Enable the students to learn how to talk about their eating.What does a healthy diet mean?Is what Yong Hui did right? Why? What will you do if you are Wang Pengwei?4. Teaching important point
16、s 教学重点a. Identify different groups of foods and talk about healthy eating.b. What kind of food did they provide for their customers, healthy or unhealthy? Why?5. Teaching difficult points 教学难点a. Understand the real meaning of healthy eating.b. How was the competition going on? Who would win?6. Teach
17、ing methods 教学方法a. Fast and careful reading.b. Asking-and-answering activity to check the Ss understanding of the text.c. Individual, pair or group work to finish each task.d. Discussion.7. Teaching aids 教具准备A recorder, a computer and a projector.Teaching procedures & ways 教学过程与方式Step I Warming upWh
18、at are the three essential elements for us human beings to survive on the earth?Which one would you prefer? Western food or Chinese food?What do you usually have for breakfast / lunch /supper ?What will happen if you do not eat a balanced diet？Step II Pre-reading 1. What do you think should go into
19、a good meal? A good meal should contain some food from each of the three categories above.2. Imagine you and your partner are going to invite some friends for dinner. What special food of your place would you offer them? Plan a menu.3. Look at the title of the reading passage and the pictures. Predi
20、ct what the passage is about.Step III reading Fast readingRead the text quickly to find out which sentence is the main idea of the text. 1.The two restaurants supplied the healthy food.2.The reason why Yong Huis restaurant was so popular with customers.3.Wang Pengwei found out why he had lost his cu
21、stomer and decided to win them back.Key: 3Careful reading Read the text carefully and find out whether the statements are TRUE or FALSE1. Usually Wang Pengs restaurant was full of people. T2. Wang Pengs regular customers often became fat. T3. Yong Huis menu gave customers more emery-giving food. FNo
22、. it gave them protective food but no energy-giving or body-building food.4. Wang Pengs menu gave customers more protective food. F5. Wang Peng decided to compete with Yong Hui by copying her menu. FStep IV Post reading1. The weakness of the diet in Wang Pengs restaurant was _ 2. The strength of the
23、 diet in Wang Pengs restaurant was _ Step V HomeworkRetell the text.(1) Use the first person to retell the story.(2) Try to use proper prepositions and conjunctions.Teaching reflections The Second Period Using languageTeaching Goals:1. To show Ss that it is never too late to change bad eating habits
24、. 2. To develop Ss reading ability.Teaching Procedures:Step 1. Revision1. Ask Ss to check each others homework.2. Read some new words in this unit and let Ss write them down.Step 2. Reading (Using Language)1. Pre-reading(1) Ask Ss to look at the following proverbs and translate them into Chinese. Yo
25、u are what you eat. An apple a day keeps the doctor away. First wealth is health.Suggested Answers: 人如其食。 一天一个苹果 ,医生不找我。 健康是人生的第一财富。(2) Let Ss list more English proverbs and discuss them.You are what you eat. First wealth is health. An apple a day keeps the doctor away. 3) New words and phrases: lim
26、ited: not very great in amount or extent 有限的benefit: advantage that sth. gives you 优势, 益处sigh: take a long deep breath 叹气,叹息combine: join two or more things together to form a single one 组合, 联合 earn ones living: keep alive in a certain style 谋生 /挣钱维持生活in debt: owe a lot of money 欠债glare at: stare an
27、grily or fiercely 怒目而视 2. Fast reading Purpose: to get Ss to continue enjoying the story of Wang Peng and Yong Hui.a. Ask Ss to read the second part of the text Come and eat here and try to get the main idea.b. Ask Ss to discuss the following questions.(1) Why was Wang Peng worried?(2) Why was Yong
28、Hui very angry?(3) What did Wang Pengs research show?(4) What did Wang Peng suggest at last?(3) After the discussion, ask Ss to answer the questions of Ex 1.3. Intensive readingAsk Ss to read the text again and complete the following form.The food in the new menu Result1. raw vegetables with hamburg
29、ers1. cut down the fat2. 2. 3. 3. Suggested Answer:The food in the new menu Result1. raw vegetables with hamburgers1. cut down the fat2. the boiled potatoes, not fried 2. increase the fibre3. fresh fruit with ice cream 3. a big success4. Language studyAsk Ss to find the words from the text to match
30、the definitions.Definitions wordsstare angrily or fiercelytake a long deep breathkeep alive in a certain styleadvantage or profitjoin or mix together to form a wholeowe a lot of moneySuggested Answer:Definitions wordsstare angrily or fiercely glaretake a long deep breath sighkeep alive in a certain
31、style earn ones living advantage or profit benefitjoin or mix together to form a wholecombineowe a lot of money in debtStep3 Homework1. Ask Ss to collect eating attitudes from the Internet.2. Ask Ss to preview Reading task (Workbook).3. Ask Ss to write a short passage to advertise their own restaura
32、nts and its service.Teaching reflections The Third Period GrammarTeaching Goals: 1. To enable Ss to master some new words and expressions.2. To get Ss to have knowledge of this grammar point: ought to Teaching Procedures:Step 1. Revision 1. Review the new words of this part.2. Ask some of the studen
33、ts to retell the text.Step 2 GrammarExplain for Ss the grammar point.ought 是情态动词，与 to 连接构成情态动词词组。ought 无人称和时态变化，可用于现在时以及将来时，用于过去时则位于动词过去式之后或不定式的完成式之前。ought 可以表示“ 义务”、“要求” 或“劝告”，常译作“应该”、“应当”等（和 should 差不多，只是语气稍差一些）；有时表示“非常可能”的意思，否定式为 ought not to（oughtnt to），疑问句式为 Ought I / you to ？。I ought to write
34、to him todaytomorrow我今天明天应该给他写封信。I knew I ought to write to him我那时知道我应该给他写封信。She said I ought to write她说我应该写。I knowknew that I ought to have written我知道那时知道我该写的。ought 与带 to 的不定式连用。为了提醒学生这一点，常称之为 ought to。问句或话语中用 ought to 的时候，可以用 should 来回答；用 should 的问句或话语也可以用 ought to 回答：You ought to put in central h
35、eatingYes， I suppose I should你应该装上暖气。是的，我应该装。1. ought toshouldshould 和 ought to 都为“应该”的意思，可用于各种人称。ought to 的语气稍重一些。 You ought to (should) follow your teachers advice.表示主语的义务或责任：You should take care of your sister你应当去照顾你妹妹。They shouldnt allow parking here；the street is too narrow这儿不该允许停车；马路太窄了。should
36、 和 ought to 后面跟动词不定式的完成式,其肯定句表示”过去应该做而未做”, 其否定句则表示 ”过去不该做但做了 ”。You should/ought to have made the decision a week ago.I shouldnt have made such a foolish mistake. 多数情况下，ought to 可与 should 互换使用。ought to 的反意疑问句用shouldnt 替代。2. must 和 have tomust 的用法 1）表示主观的义务和必要, 主要用于肯定句和疑问句, 意思为 “必须，得，要” ；由 must 引起的疑问句
37、，肯定回答要用 must 或 have to, 否定回答要用 neednt 或 dont have to, 意思是“ 不必” ； must 的否定形式 mustnt 表示禁止，意思是“不能，不许”。如： Must I finish the task right now? 我现在必须完成这个工作吗？Yes, you must. / Yes, you have to. 是的。 (No, you neednt. / No, you dont have to. 不，不必。 ) You mustnt come here without permission. 未经允许，你不能来这儿。 have to 的
38、用法 1）must 表示一种主观的需要，而 have to 表示一种客观的需要，意思是“不得不”。 如： I have to attend an important meeting this afternoon. 今天下午我不得不参加一个重要的会议。Mother is out, so I have to look after the shop.妈妈不在家，因此我不得不照看商店。 2）have to 的否定形式是 dont have to, 相当于 neednt。如：They dont have to buy a computer at present. 他们目前没有必要买电脑。 2. Ask
39、Ss to read the text again and pay attention to the modal verbs and then finish Ex1,2,3.Step 5. Homework1. Ask Ss to review what has been learned in this period.2. Ask Ss to act out the dialogue of Ex2 of Discovering Useful Structures on P13.Teaching reflectionsThe Fourth Period Listening Teaching Go
40、als:1. To familiarize Ss with the different kinds of food and the results of eating a balanced diet.2. To explain why it is so important to eat a balanced diet.3. To develop students listening ability2. Ability goals 能力目标Tell the students how to get the information about listening in advance.3. Lear
41、ning ability goals 学能目标According to the contents of listening, let the Ss get the skills of listening.Teaching important points 教学重点教学重点Listen to the three materials and choose the correct answers.Teaching difficult points 教学难点教学难点Work together with partners and write down their reasons of accident.
42、Teaching methods 教学方法教学方法Listening and cooperative learning.Teaching aids 教具准备教具准备A recorder, three tapes.Teaching procedures ways 教学过程和方式教学过程和方式Step 1 Revision1. Ask Ss to tell what they learned in the last period.2. Ask Ss to tell how to use “ought to”.Step 2 Listening( using language)1. Lead Ss t
43、o the topic of the listening text. 2. Play the tape twice and ask Ss to complete the two forms on P14.3. Ask Ss to answer the following questions.(1) What does a balanced diet mean according to the expert?(2) Does it matter how much fish, meat or cheese you eat?Step 3 Listening (Workbook) Purpose: T
44、o give Ss information so that they can make sensible choice about food they eat every day.1. Before listening, do Ex 1.2. Listen to Part 1 again and answer the questions. 1) What does Emma usually have for breakfast, lunch and supper?2) What is wrong with Emmas diet?3) Why is the doctor concerned ab
45、out how much Emma eats?4) How does Emma feel after the doctor tells her about the result of not eating properly?Suggested answers:1) She has an orange and a banana for breakfast, a roll for lunch, and half a bowl of rice and a dish for supper.2) She is not eating enough food and particularly energy-
46、giving food.3) He thinks she is too much thin.4) She is happy to get the advice on how to eat a more balanced diet.3. Listen to Part 2 and fill the chart below.Play the tape again and ask Ss to check their answers in pairs.Step 4. Talking (Workbook)Purpose: To encourage Ss to discuss how their diets
47、 may affect their quality of life.Ask Ss to make up a dialogue between a doctor and a patient. Teacher may say, “If young people are too thin or too fat, it shows that they are not eating a balanced diet. Now, in pairs, imagine that one of you will take the part of the doctor and has gone to the doc
48、tors for advice. One of you take the part of the doctor and, using the above chart, advise your friend on how to change his / her diet. Make sure to change roles and repeat the dialogue. The following expressions may be useful to you. Imagine what you will say to the doctor or patient. Discuss with
49、your group members.”Doctor PatientWhats the matter?Whats wrong with you?What seems to be the trouble?How long have you been like this?I suppose you had betterI think you ought to.Ive got a pain in Im suffering from Ive got a bad cough / cold / fever / headache Ive lost my voice.I have a pain in my chest / shoulder / back /It hur
