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1、Unit 2Healthy eating單元要覽類別課程標準要求掌握的項目話題Problems with diet; balanced diet and nutrition詞匯 diet n. 日常飲食vi. 節(jié)食rawadj. 生的; 未加工的 nutn. 堅果; 果仁vinegarn. 醋beann. 豆; 豆科植物lien. 謊話; 謊言 vi. 說謊pean. 豌豆customern. 顧客; 消費者cucumbern. 黃瓜discountn. 折扣eggplantn. 茄子weaknessn. 缺點; 虛弱; 弱點peppern. 辣椒; 辣椒粉strengthn. 強項; 長處;
2、 力量mushroomn. 蘑菇consultvt. 咨詢; 請教; 商量peachn. 桃子fibren. 纖維; 纖維制品lemonn. 檸檬digestvt. & vi消化n. 摘要; 概要balancevt. 平衡; 權(quán)衡 n. 天平; 平衡carrotn. 胡蘿卜barbecuen. 燒烤; 烤肉debtn. 債; 債務muttonn. 羊肉baconn. 熏咸肉; 臘肉roastadj. 烤制的 vt. 烤; 烘; 烘烤poisonousadj. 有毒的fryvt. & vi. 油煎; 油炸limitvt. 限制; 限定 n. 界限; 限度oughtv. aux. 應當; 應該li
3、mitedadj. 有限的glarevi. 怒目而視; 閃耀n. 怒視; 炫目的光benefitn. 利益; 好處 vt. & vi有益于; 有助于; 受益slimvi. 變瘦 adj. 苗條的; 纖細的breastn. 胸部; 乳房curiosityn. 好奇心garlicn. 大蒜hostessn. 女主人; 女主持人sighvi. 嘆息n. 嘆息; 嘆息聲spyvt. & vi窺視; 秘密監(jiān)視 n. 間諜; 偵探combinevt. & vi. （使）聯(lián)合; （使）結(jié)合短語balanced diet平衡膳食in debt欠債ought to應該; 應當spy on暗中監(jiān)視; 偵查lose
4、 weight體重減輕; 減肥cut down削減; 刪節(jié)get away with被放過; （做壞事）不受懲罰before long不久以后tell a lie說謊put on weight增加體重win. . . back贏回; 重新獲得be amazed at對感到吃驚earn ones living謀生compete with與競爭重要句型1. Wang Peng sat in his empty restaurant feeling very frustrated. (present participle used as adverbial)2. By now his restaur
5、ant 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! (cant/coul
6、dnt 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/would be. . . . You might. . . . I sugges
7、t 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 better. . . .I think you ought to. . .
8、.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 fact, I think. . . . Thats not how I
9、 see it.語法Modal verbs: ought to/ought not tohave to/dont have to/mustnt/neednt教學重點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 and use the expressions of giving sugge
10、stions 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.教學難點1. Enable students to master the use of ought to.2. Have students learn ho
11、w to give suggestions and advice.3. Let students learn to write a short passage to make an advertisement.4. Develop students integrative skills.課時安排Periods needed: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language pointsPeriod 3 Learning about language: GrammarPeri
12、od 4 Using language: Listening and speakingPeriod 5 Using language: Extensive readingPeriod 6 Using language: Speaking and writingPeriod 7 Revision: Summing up and learning tipPeriod 1Warming up and reading整體設計教材分析This is the first teaching period of this unit. At the beginning of the class, the tea
13、cher 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 our health. We want students to apprec
14、iate 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
15、 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 and the pictures to predict what the p
16、assage 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 Yong Huis restaurant offers little ener
17、gy-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 anorexia or malnutrition. It is import
18、ant 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 let students feel much difficult, the
19、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 find the answers cooperatively, and then c
20、heck 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 to make a summary on the passage includi
21、ng the general idea, writing characteristics, and so on to let students understand the passage further at the end of the class.教學重點1. Let students learn more about problems with a diet, a balanced diet and nutrition.2. Get students to learn different reading skills.教學難點1. Develop students reading ab
22、ility.2. Enable students to talk about different kinds of food and balanced diet.三維目標知識目標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, mutton, roast, fry, ought, bacon, slim, cu
23、riosity, 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.能力目標1. Develop students reading ability and let them learn different reading skills.2. Enable stu
24、dents to talk about different kinds of food, problems with diet and balanced diet.情感目標1. Stimulate students sense to form a healthy eating habit.2. Develop students sense of cooperative learning.教學過程設計方案(一)Step 1 Leading-inHave a free talk with students. Ask them the following questions:1. Everybody
25、 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 t
26、urn to Page 9. Ask them to look at the pictures, name the foods in them and then fill in the form.Healthy foodUnhealthy 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 differe
27、nt 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)ricenoodlesspaghettibreadpotatoeschocolate buttercreamoilsnutsmeateggscheesemilktofuMost vegetables(e. g. beans, pe
28、as, 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 of food do you like best?2)Which do you eat most of
29、ten?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 are going to invite some friends for dinner. Let t
30、hem 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 righ
31、t.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
32、 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:1)Choose the best answer to each question accordin
33、g 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 did some research.C. He followed Li Chang to see w
34、hy 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 his food.B. He advertised his food.C. He did some re
35、search.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 of people.(2)Yong Hui could make people thin in two w
36、eeks 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 copying her menu.3)The passage can be divided into 3 parts
37、. Give the main idea in each part.PartMain 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 that it did not give _.(2)The strength of the diet in W
38、ang 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 points and compare them with those of another pair.(1)
39、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. Explana
40、tionHelp 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.1)
41、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
42、 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 pick out all the useful expressions or collocations from t
43、he 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, Nothing could be better. , hurry by, follow sb. into. . .
44、, 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 problems with the diet in Wang Pengs restaurant and Yong Huis
45、 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.設計方案(二)Step 1 Leading in the topic1. Learning some vocabulary co
46、nnected 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.NameBreakfastLunchSupperFavorite foodThe reason for being strong/weak/fat/thinStep 3 Predicting by looking a
47、nd 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 th
48、e 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 Pengs or Yong Huis restaur
49、ant?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 bet
50、ter”?3)What does the phrase “get away with” mean?4. Listening and reading aloudPlay the tape of the text for students and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them to read the text aloud to the tape.Step 5 DiscussionAsk students t
51、o work in pairs to discuss and compare the two restaurants. Try to find out the strength and weakness of each to fill in the chart.Wang Pengs restaurantYong Huis restaurantStrengthWeaknessStep 6 ExtensionLet students think about and discuss the following questions.1)What do you think will happen to
52、Wang Pengs 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 f
53、ront 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.板書設計Unit 2Healthy eatingCome and eat here(1)True or falseKey sentences1. Usually Wang Pengs restaurant was full of peop
54、le.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 copying her
55、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
56、discount and a new sign he could win his customers back.活動與探究As we know from the story, Wang Peng wants to know whats 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.7
必修三Unit 2 Healthy eating Period 1 Warming up and reading
