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 nutrition
词汇
diet
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. & vi消化 n. 摘要; 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
教学资源下载,还有大量而丰富的教学相关资讯!" type="#_x0000_t75">adj. 烤制的 vt. 烤; 烘; 烘烤
poisonous
adj. 有毒的
fry
vt. & vi. 油煎; 油炸
limit
vt. 限制; 限定 n. 界限; 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. & vi有益于; 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
spy
vt. & vi窥视; 秘密监视 n. 间谍; 侦探
combine
vt. & vi. (使)联合; (使)结合
短语
balanced diet平衡膳食
in debt欠债
ought to应该; 应当
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
earn one’s living谋生
compete with与……竞争
重要句型
1. wang peng sat in his empty restaurant feeling very frustrated. (present participle used as adverbial)
2. by now his restaurant ought to be full of people. (ought to)
3. nothing could have been better. (could have done)
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 with telling people lies! (can’t/couldn’t have sb. doing)
功能
1. suggestions and advice
what should we do? shall we. . . ? how about. . . ?
you must/mustn’t. . . . i think you ought to. . . . perhaps you should. . . .
you’d better. . . . you need/needn’t. . . . you have to/don’t have to. . . .
my advice is/would be. . . . you might. . . . i suggest that you. . . .
i would strongly advise you to. . . . it might be a good idea to. . . .
2. seeing the doctor
what’s the matter? what’s wrong with you?
what seems to be the trouble? how long have you been like this?
it’s nothing serious, only. . . . i suppose you had better. . . .
i think you ought to. . . .
3. agreement and disagreement
i’m not sure that! you could be right, but. . . .
(i’m afraid)i don’t agree. i agree up to a point, but. . . .
that’s an interesting idea, but. . . . do you really think. . . ?
rubbish! /nonsense! you can’t be serious!
actually/as a matter of fact, i think. . . . that’s not how i see it.
语法
modal verbs: ought to/ought not to
have to/don’t have to/mustn’t/needn’t
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 word s and expressions in this unit.
3. enable students to grasp and 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 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’ integrat ive skills.
课时安排
periods needed: 7
period 1 warming up and reading
period 2 learning about language: important language points
period 3 learning about language: grammar
period 4 using language: listening and speaking
period 5 using language: extensive reading
period 6 using language: speaking and writing
period 7 revision: summing up and learning tip
period 1 warming up and reading
整体设计教材分 析this is the first teaching period of this unit. 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 fo ods to 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 free talk with students, let them work in pairs to read through the chart and discuss the questions.pre-reading contains two more ge neral 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 and the pictures to predict what the passage is about. this part is very useful for the next part reading.
教学过程设计方案(一)→step 1 leading-inhave a free talk with students. ask them 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 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 the 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 nuts
meat eggs cheese milktofu
most 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 followin g questions and then one of them tells their ideas to the class.questions:1)which groups 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 don’t 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 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 them 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 answers:1)wang peng, yong hui and li chang.2)it happened in the two restaurants: wang peng’s restaurant and yong hui’s 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:
part
main idea
part 1
part 2
part 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 peng’s restaurant was that it did not give ______________.(2)the strength of the diet in wang peng’s restaurant was that it provided ______________.(3)the weakness of the diet in yong hui’s restaurant was that it did not give ______________.(4)the strength of the diet in yong hui’s restaurant was that it provided ______________.2)discuss these questions. write down your main 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 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 sentences or parts of sentences taken from the passage.
name
breakfast
lunch
supper
favorite food
the reason for being strong/weak/fat/thin
→step 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 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 it matter if you only eat at wang peng’s or yong hui’s 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.wang peng’s restaurant
yong hui’s restaurant
strength
weakness→step 6 extensionlet students think about and discuss the following questions.1)what do you think will happen to wang peng’s restaurant?2)in your opinion, what kind of food should we eat?3)can you make a balanced diet for yourself?→step 7 closing down by retelling the story1. have students get prepared in 3 minutes or so and then ask them to retell the story.2. ask as many students as possible to have a try in front of the class.→step 8 homework1. go over the text and try to learn all the useful words and expressions in this part by heart.2. finish the exercises in comprehending on page 11.
板书设计
unit 2 healthy eating
come and eat here(1)
true or false
key sentences
1. usually wang peng’s restaurant was full of people.
2. yong hui could make people thin in two weeks by giving them a good diet.
3. wang peng’s regular customers often become fat.
4. yong hui’s menu gave customers more energy-giving food.
5. wang peng’s menu gave customers more protective food.
6. wang peng decided to compete with yong hui by copying her menu.
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 with telling people lies!
5. perhaps with a discount and a new sign he could win his customers back.
活动与探究as we know from the story, wang peng wants to know what’s the matter with his menu and he wonder what he should do to satisfy the demand of the customers who enjoy the taste and also want to keep fit. suppose you are an expert who knows nutrition very well. write a research report for wang peng to give him some suggestions and advice on diet and make a balanced menu for his restaurant.