Unit 2 Healthy eating I.单元教学目标 技能目标 Skill goals Talk about healthy diet Make suggestions or giving advice on diet Distinguish the meanings of Modal verbs Make a balanced menu Ⅱ.目标语言 Practice talking about your ideas 功|Yes, think so 能 I don'tthink so agree 式| I don't That' s correct Exactl Thats exactly my op inion Youre quite right I dont think you are right I quite agree with you I'm afraid I don'tagree/disagree with you Of course not Im afraid not All right 第1页共19页
第 1 页 共 19 页 Unit 2 Healthy eating Ｉ． 单元教学目标 技能目标 Skill Goals Talk about healthy diet Make suggestions or giving advice on diet Distinguish the meanings of Modal verbs Make a balanced menu II． 目标语言 功 能 句 式 Practice talking about your ideas Yes, I think so. I don’t think so. I agree. I don’t agree. That’s correct. Exactly. That’s exactly my opinion. You’re quite right. I don’t think you are right. I quite agree with you. I’m afraid I don’t agree / disagree with you. Of course not. I’m afraid not. All right
Thats a good idea Certainly /Sure No problem Practice giving advice and suggestions You must/must not 1.四会词汇 diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, stir-fry, ought bacon, slim, curiosity, hostess, raw, vinegar, lie, customer ia] discount,weakness, strength, consult, fiber, digest,carrot, debt glare, spy, limit, benefit, breast, garlic, sigh, combine 汇|2.认读词汇 protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, cooperation 3.词组 get away from, balanced diet, ought to, lose weight, tell a l win..back, earn one's living, in debt, spy on, cut down, before long, put on weight The use fought to 1. Statements ia You ought to cook fresh vegetables and meat without too much fat if you want to stay slim 第2页共19页
第 2 页 共 19 页 That’s a good idea. Certainly. / Sure. No problem. Practice giving advice and suggestions You must / must not... 词 汇 1. 四会词汇 diet, nut, 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, combine 2. 认读词汇 protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, cooperation 3. 词组 get away from, balanced diet, ought to, lose weight, tell a lie, win…back, earn one’s living, in debt, spy on, cut down, before long, put on weight 语 The use of ought to 1. Statements You ought to cook fresh vegetables and meat without too much fat if you want to stay slim
i* You ought not to eat the same kind of food at every meal 2. Difficulty Distinguish and summarize the usage of ought to and should I.教材分析与教材重组 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 11 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 12 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 第3页共19页
第 3 页 共 19 页 法 You ought not to eat the same kind of food at every meal. 2. Difficulty Distinguish and summarize the usage of ought to and should. Ⅲ. 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。 14 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。 16 USING LANGUAGE体现了学以致用的目的,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 21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”。 22语言学习把 Learning about Language和 Work book中的 Using words and expressions, Using structures结合在一起上一节“语法课”。 23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 24泛读 Using language中的 Reading与 Workbook中的 Reading Task放在一起上一堂“泛读课 第4页共19页
第 4 页 共 19 页 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
25口语将 Page 13 Activity3和 Workbook中的 Talking, Speaking Task放在一起上一堂“口语课 26语言运用将 Speaking and writing和 Workbook中的 Writing Task, Project整合在一起上一堂写作课” 3.课型设计与课时分配 Ist period Warming up and reading 2nd period Language study 3rd Listening 4th period Extensive reading 5th period Speaki 6th period Writing Ⅳ.分课时教案 The First Period Warming up and reading Teaching goals教学目标 1. Target language目标语言 a.重点词汇和短语 energy, 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 第5页共19页
第 5 页 共 19 页 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 Writing 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 Reading 2nd period Language study 3rd period Listening 4th period Extensive reading 5th period Speaking 6th period Writing Ⅳ. 分课时教案 The First Period Warming up and Reading Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 energy, 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 at do some research b.重点句子 His fried rice was hot but did not taste offat 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 have 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 couldn thave 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 can you have a healthy diet? What will happen if you don t have a balanced diet? b Understand the text and answer the following questions What happened to wang Pengwei's restaurant? Why would his customers prefer to eat at Yong Hui'srestaurant? What did he do after leaving yong huis restaurant? c. Understand the details a bout the text and retell the text in the role of Wang pengwei 3. Learning ability goals学能目标 第6页共19页
第 6 页 共 19 页 off, be amazed at, do some research b. 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 have 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 couldn’t 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 can you have a healthy diet? What will happen if you don’t have a balanced diet? b. Understand the text and answer the following questions. What happened to Wang Pengwei’s restaurant? Why would his customers prefer to eat at Yong Hui’s restaurant? What did he do after leaving Yong Hui’s restaurant? c. Understand 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? Teaching important points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? eaching difficult points教学难点 a Understand the real meaning of healthy eating b. How was the competition going on? Who would win? Teaching 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 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 up 第7页共19页
第 7 页 共 19 页 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? Teaching important points 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? 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? Teaching 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. 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 up
What are the three essential elements for us human beings to survive on the earth? Water air. food 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 Discussion What is healthy diet? Healthy diet: a diet that is balanced and neither too rich in fat, sugar and salt nor too poor and lacking in essential nutrients k peaKing Decide which food is junk food or healthy food and give reasons I think. is junk food because I think. is healthy food because (be rich in; be low in Pre-reading 1. What do you think should go into a good meal? a good meal should contain some food from each of the three categories abe 2. Imagine you and your partner are going to invite some friends for 第8页共19页
第 8 页 共 19 页 What are the three essential elements for us human beings to survive on the earth? Water, air , food 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？ Discussion What is healthy diet? Healthy diet: a diet that is balanced and neither too rich in fat, sugar and salt nor too poor and lacking in essential nutrients. Speaking Decide which food is junk food or healthy food and give reasons. I think …is junk food because… I think … is healthy food because… (be rich in; be low in) Pre-reading 1. What do you think should go into 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. Predict what the passage is about Fast readi Read 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 Hui 's restaurant was so popularwith customers 3. Wang Pengwei found out why he had lost his customer and decided to win them back. Reading 1. Usually Wang Peng s restaurant was full of people. T 2. Yong Hui could make people thin in two weeks by giv ing them a good It would take longer than that. F 3. Wang Peng s regular customers often became fat. T 4. Yong Hui's menu gave customers more emery-giving food. F No. It gave them protective food but no energy-giving or 第9页共19页
第 9 页 共 19 页 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. Predict what the passage is about. Fast reading Read 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 Hui’s restaurant was so popular with customers. 3.Wang Pengwei found out why he had lost his customer and decided to win them back. Key: 3 Reading 1. Usually Wang Peng’s restaurant was full of people. T 2. Yong Hui could make people thin in two weeks by giving them a good diet. It would take longer than that. F 3. Wang Peng’s regular customers often became fat. T 4. Yong Hui’s menu gave customers more emery-giving food. F No. it gave them protective food but no energy-giving or
body-building food 5. Wang Peng menu gave customers more protective food. F 6. Wang Peng decided to compete with Yong Hui by copy ing her menu He decided to advertise the benefits of his menu Post reading 1. The weakness of the diet in Wang peng' s restaurant was 2. The strength of the diet in Wang Pengs restaurant was Homework 1. Retell the text ()Use the first person to retell the story (2) Try to use proper prepositions and conjunctions 2. Prepare for the language learning and do Using Words and Expressions on WB (Page 49and 50) The second period Extensive reading Pre-reading 第10页共19页
第 10 页 共 19 页 body-building food. 5. Wang Peng’s menu gave customers more protective food. F 6. Wang Peng decided to compete with Yong Hui by copying her menu. F He decided to advertise the benefits of his menu. Post reading 1. The weakness of the diet in Wang Peng’s restaurant was ______ _______________________________. 2. The strength of the diet in Wang Peng’s restaurant was _____ ____________________________ __________. Homework 1. Retell the text. (1) Use the first person to retell the story. (2) Try to use proper prepositions and conjunctions. 2. Prepare for the language learning and do Using Words and Expressions on WB (Page 49and 50). The second period Extensive reading Pre-reading