1、Unit 2 Healthy eating单元要览类别 课程标准要求掌握的项目话题 Problems with diet; balanced diet and nutritiondiet n. 日常饮食 vi. 节食 raw adj. 生的; 未加工的nut n. 坚果; 果仁 vinegar n. 醋bean n. 豆; 豆科植物 lie n. 谎话 ; 谎言 vi. 说谎pea n. 豌豆 customer n. 顾客; 消费者cucumber n. 黄瓜 discount n. 折扣eggplant n. 茄子 weakness n. 缺点; 虚弱; 弱点pepper n. 辣椒; 辣椒
2、粉 strength n. 强项; 长处; 力量mushroom n. 蘑菇 consult vt. 咨询; 请教; 商量peach n. 桃子 fibre n. 纤维; 纤维制品lemon n. 柠檬 digest vt. 概要balance vt. 平衡; 权衡 n. 天平; 平衡 carrot n. 胡萝卜barbecue n. 烧烤; 烤肉 debt n. 债; 债务mutton n. 羊肉 bacon n. 熏咸肉; 腊肉roast adj. 烤制的 vt. 烤; 烘; 烘烤 poisonous adj. 有毒的fry vt. 油炸 limit vt. 限制 ; 限定 n. 界限;
3、限度ought v. aux. 应当; 应该 limited adj. 有限的glare vi. 怒目而视 ; 闪耀 n. 怒视; 炫目的光benefit n. 利益; 好处 vt. 有助于; 受益slim vi. 变瘦 adj. 苗条的 ; 纤细的 breast n. 胸部; 乳房curiosity n. 好奇心 garlic n. 大蒜hostess n. 女主人; 女主持人 sigh vi. 叹息 n. 叹息; 叹息声词汇spy vt. 秘密监视 n. 间谍; 侦探combine vt. （使）结合balanced diet 平衡膳食 in debt 欠债ought to 应该; 应当
4、spy on 暗中监视; 侦查lose weight 体重减轻 ; 减肥 cut down 削减; 删节get away with 被放过; （做坏事）不受惩罚before long 不久以后tell a lie 说谎 put on weight 增加体重win. . . back 赢回; 重新获得 be amazed at 对感到吃惊短语earn ones living 谋生 compete with 与竞争1. Wang Peng sat in his empty restaurant feeling very frustrated. (present participle used as
5、 adverbial)2. By now his restaurant ought to be full of people. (ought to)3. Nothing could have been better. (could have done)重要句型4. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did. (must have done)5. He could not have Yong Hui getting away
6、with telling people lies! (cant/couldnt have sb. doing)功能 1. Suggestions and adviceWhat should we do? Shall we. . . ? How about. . . ?You must/mustnt. . . . I think you ought to. . . . Perhaps you should. . . .Youd better. . . . You need/neednt. . . . You have to/dont have to. . . .My advice is/woul
7、d be. . . . You might. . . . I suggest that you. . . .I would strongly advise you to. . . . It might be a good idea to. . . .2. Seeing the doctorWhats the matter? Whats wrong with you?What seems to be the trouble? How long have you been like this?Its nothing serious, only. . . . I suppose you had be
8、tter. . . .I think you ought to. . . .3. Agreement and disagreementIm not sure that! You could be right, but. . . .(Im afraid)I dont agree. I agree up to a point, but. . . .Thats an interesting idea, but. . . . Do you really think. . . ?Rubbish! /Nonsense! You cant be serious!Actually/As a matter of
9、 fact, I think. . . . Thats not how I see it.语法 Modal verbs: ought to/ought not tohave to/dont have to/mustnt/neednt教学重点1. Get students to know about problems with a diet, a balanced diet and nutrition.2. Have students learn useful new words and expressions in this unit.3. Enable students to grasp a
10、nd use the expressions of giving suggestions and advice.4. Let students learn the new grammar item: the use of ought to.5. Develop students listening, speaking, reading and writing abilities.6. Have students learn how to deal with and solve problems correctly.教学难点1. Enable students to master the use
11、 of ought to.2. Have students learn how to give suggestions and advice.3. Let students learn to write a short passage to make an advertisement.4. Develop students integrative skills.课时安排Periods needed: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language pointsPeriod
12、3 Learning about language: GrammarPeriod 4 Using language: Listening and speakingPeriod 5 Using language: Extensive readingPeriod 6 Using language: Speaking and writingPeriod 7 Revision: Summing up and learning tipPeriod 1 Warming up and reading整体设计教材分析This is the first teaching period of this unit.
13、 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
14、 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 fibre foods are eaten to aid digestion. The teacher can have a fr
15、ee 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
16、 and the pictures to predict what the passage is about. This part is very useful for the next part Reading.The reading passage Come and Eat Here(1)introduces students to two unbalanced diets through the restaurants of Wang Peng and Yong Hui. Food at Wang Pengs restaurant contains too much fat while
17、Yong Huis restaurant offers little energy-giving food. The person who often eats at Wang Pengs restaurant will become too fat. That can lead to illnesses such as a heart attack or high blood pressure. The person who often eats at Yong Huis restaurant will become too thin and suffer illnesses such as
18、 anorexia or malnutrition. It is important for students to know about the two extremes and avoid them. The teacher can encourage students to skim for the general idea and scan for further understanding. Because this passage introduces a lot of new words, which are only used for food, in order not to
19、 let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the exercises in Comprehending to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to fin
20、d the answers cooperatively, and then check their answers with the whole class.To consolidate the contents of the reading passage, students should be required to read the passage again and then retell it. In order to arouse their interest, the teacher can hold a competition. The teacher also needs t
21、o make a summary on the passage including the general idea, writing characteristics, and so on to let students understand the passage further at the end of the class.教学重点1. Let students learn more about problems with a diet, a balanced diet and nutrition.2. Get students to learn different reading sk
22、ills.教学难点1. Develop students reading ability.2. Enable students to talk about different kinds of food and balanced diet.三维目标知识目标1. 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, mut
23、ton, 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.能力目标1. Develop students reading ability and let them learn
24、 different reading skills.2. Enable students to talk about different kinds of food, problems with diet and balanced diet.情感目标1. Stimulate students sense to form a healthy eating habit.2. Develop students sense of cooperative learning.教学过程设计方案(一)Step 1 Leading-inHave a free talk with students. Ask th
25、em 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
26、diet?Step 2 Warming up1. 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 food Unhealthy food2. Show the following on the screen. Let students read the question and the information about food in the form below.Do you know that th
27、e 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)rice noodles spaghetti bread potatoes chocolate butter cream oils nutsmeat
28、eggs cheese milktofuMost 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
29、of food do you like best?2)Which do you eat most often?3)Do you eat the three kinds of food each day?3)What will happen to you if you dont eat a balanced diet?Step 3 Pre-reading1. Let students discuss the following question:What do you think should go into a good meal?2. Ask students to imagine they
30、 are going to invite some friends for dinner. Let them discuss the question: What special food of your place would you offer them? Then have 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 have th
31、em read the passage quickly to see if they are right.Step 4 Reading1. Fast readingAsk students to skim the reading passage and then answer the following questions:1)Who are mentioned in the story?2)Where did the story happen?Three minutes later, check the answers with the whole class.Suggested answe
32、rs:1)Wang Peng, Yong Hui and Li Chang.2)It happened in the two restaurants: Wang Pengs restaurant and Yong Huis restaurant.2. Intensive readingAllow students to read the passage carefully this time to understand the main idea of each paragraph and the important details, and then finish the following
33、:1)Choose the best answer to each question according to the text.(1)What did Wang Peng think of the food in his restaurant?A. Very bad.B. Just so-so.C. Unpopular.D. Popular.(2)What did Wang Peng do after he saw his friend Li Chang hurrying by?A. He just sat in his restaurant felling frustrated.B. He
34、 did some research.C. He followed Li Chang to see why he didnt eat with him.D. He began to advertise his food.(3)Which of the following was not mentioned on Yong Huis menu?A. Apples.B. Cola.C. Water.D. Cabbages.(4)Which of the following did Wang Peng not do to win his customers back?A. He improved h
35、is food.B. He advertised his food.C. He did some research.D. He found the shortcomings of Yong Huis food.Suggested answers: (1)D (2)C (3)B (4)A2)Use the information from the reading passage to tick out the correct statements and give reasons for your answers.(1)Usually Wang Pengs restaurant was full
36、 of people.(2)Yong Hui could make people thin in two weeks by giving them a good diet.(3)Wang Pengs regular customers often become fat.(4)Yong Huis menu gave customers more energy-giving food.(5)Wang Pengs menu gave customers more protective food.(6)Wang Peng decided to compete with Yong Hui by copy
37、ing her menu.3)The passage can be divided into 3 parts. Give the main idea in each part.Part Main ideaPart 1Part 2Part 33. Reading and discussionRead the passage a third time and then work in pairs to do the following:1)Write out your answers.(1)The weakness of the diet in Wang Pengs restaurant was
38、that it did not give _.(2)The strength of the diet in Wang Pengs restaurant was that it provided _.(3)The weakness of the diet in Yong Huis restaurant was that it did not give _.(4)The strength of the diet in Yong Huis restaurant was that it provided _.2)Discuss these questions. Write down your main
39、 points and compare them with those of another pair.(1)What do you think Wang Peng will provide to win his customers back?(2)How do you think the story will end?(Let students have enough time to read the passage carefully and discuss the questions with their partners. Encourage them to expand their
40、answers according to their own experiences. )4. ExplanationHelp students analyze some difficult, long and complex sentences and guess the meanings of some new words. Encourage them to try to deal with the language points in the context.Discuss and explain in your own words the following important se
41、ntences or parts of sentences taken from the passage.1)Wang Peng sat in his empty restaurant feeling very frustrated.2)Nothing could have been better.3)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.4)He could not have Yong Hui getting away
42、 with telling people lies!5)Perhaps with a discount and a new sign he could win his customers back.5. Reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pic
43、k out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations: sit in his empty restaurant, feel very frustrated, a very strange morning, prepare his menu, by lunchtime, by now, ought to, be full of, be made of, Not
44、hing could be better. , hurry by, follow sb. into. . . , lose weight, be fit, be amazed at, more than, a good meal, get away with, had better, do some research, too much, even though, energy-giving food, feel more hopeful, win. . . back, be onStep 5 ConsolidationAsk students to talk about the proble
45、ms with the diet in Wang Pengs restaurant and Yong Huis restaurant in their own words according to the text. Then let them retell the whole story.Step 6 Homework1. Learn the useful new words and expressions in this part by heart.2. Read the reading passage again and try to retell the story.设计方案(二)St
46、ep 1 Leading in the topic1. Learning some vocabulary connected with food and diet.2. Identifying different groups of food.Step 2 Warming up by making a surveyLet students interview their teachers and classmates on their diet and fill in the table.Name Breakfast Lunch Supper Favorite food The reason
47、for being strong/weak/fat/thinStep 3 Predicting by looking and discussing1. Look at the pictures and title of the reading passage and discuss in pairs what the passage might be about.2. Two or three students will give their opinions.3. Let them read the passage quickly to see if they are right.Step
48、4 Reading1. Give students 2 minutes, and ask them to skim the passage for the general idea of the passage.2. Give students 5 minutes to read the passage carefully, and answer the following questions.1)What makes a balanced diet?2)What is wrong with the diet of both Wang Peng and Yong Hui?3)Why does
49、it matter if you only eat at Wang Pengs or Yong Huis restaurant?3. Give students 4 minutes to read the passage a third time. Encourage them to try to deal with the language points in the context. Then let them answer the following questions.1)What does the word “frustrated” mean in Paragraph 1?2)How do you understand the sentence “Nothing could have been better”?3)What does the phrase “get away with” mean?4. Listening and reading aloudPlay the t
