Book 3 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 I.目标语言 Practice talking about your ideas Yes. i think so I dont think so I dont agree yh That's correct Exactly. That's exactly my opinion 能| You're quite right I don' t think you are right 句 i quite agree with you I'm afraid I dont agree/disagree with you 式| Of course not I'm afraid not All right Thats a good idea Certainly /Sure pre biem 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, discount, weakness, strength, consult, ia fiber, digest, carrot, debt, glare, spy, limit, benefit, breast, garlic, sigh, con 汇|2.认读词汇 protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly 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 The use of ought to Statements to You ought to cook fresh vegetables and meat without too much fat if you want to stay slim it You ought not to eat the same kind of food at every meal 2. Difficu 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
Book 3 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. 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 法 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. 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,运用己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。 13 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 Comprehend in之后的又一指导性练 习。注重考査词性的变化,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, Read ing, 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 Workbook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”。 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 Using languag 3rd period Learning about Language 4th period Listening 5th period Language study perIod Revision
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。 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”。 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 Using language 3rd period Learning about Language 4th period Listening 5th period Language study 6th period Revision
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 d id 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 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 can you have a healthy diet? b Understand the text and answer the following questions What h d to wang p Why would his customers prefer to eat at Yong Huis restaurant? What did he do after leaving Yong Huis restaurant? c. Understand the details about the text and retell the text in the role of wang 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 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? 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. Teaching methods教学方法 a. Fast and careful read ing b. Asking-and -answering activity to check the Ss understand ing of the text
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 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? 4. 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? 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. 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 7. Teaching aids教具准备 A recorder, a computer and a projector. Teaching procedures&way教学过程与方式 Step i wa What 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 Il 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 Step Ill reading F 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 Careful read ing Read the text carefully and find out whether the statements are TRUE or FALSE 1. Usually Wang Pengs restaurant was full of people. T 2. Wang Pengs regular customers often became fat. T 3. Yong Hui's menu gave customers more emery-giving food. F No. it gave them protective food but no energy-giving or body-building foo 4. Wang Peng s menu gave customers more protective food. F 5. Wang Peng decided to compete with Yong hui by copying her menu. F Step I post reading 1. The weakness of the d iet in Wang peng 's restaurant was 2. The strength of the d iet in Wang peng's restaurant was Step v homework Retell the text 1)Use the first person to retell the stor (2)Try to use proper prepositions and conjunctions Teaching reflections
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 up What 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 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. Step III reading 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 Careful reading Read the text carefully and find out whether the statements are TRUE or FALSE 1. Usually Wang Peng’s restaurant was full of people. T 2. Wang Peng’s regular customers often became fat. T 3. 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. 4. Wang Peng’s menu gave customers more protective food. F 5. Wang Peng decided to compete with Yong Hui by copying her menu. F Step IV 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 _____ Step V Homework Retell 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 language Teaching goals 1. To show Ss that it is never too late to change bad eating habits Teaching procedures Step l. Revision 1. Ask Ss to check each other 's homework 2. Read some new word s 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 ① You are what you eat @2 An apple a day keeps the doctor away ③ First wealth is health Suggested answer ①人如其食。 2一天一个苹果医生不找我。 ③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 limited: not very great in amount or extent有限的 benefit ad vantage that sth 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 one's 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 angrily or fiercely怒目而视 2. Fast reading Purpose: to get Ss to continue enjoying the story of Wang Peng and Yong Hui 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 Hui very angry? ()What did Wang Pengs research show? (4) What did Wang Peng suggest at last? ()After the discussion, ask Ss to answer the questions of Ex 1 3. Intensive reading Ask Ss to read the text again and complete the following form
The Second Period Using language Teaching Goals: 1. To show Ss that it is never too late to change bad eating habits. 2. To develop Ss’ reading ability. Teaching Procedures: Step 1. Revision 1. Ask Ss to check each other’s 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. ① You are what you eat. ② An apple a day keeps the doctor away. ③ First wealth is health. Suggested Answers: ① 人如其食。 ② 一天一个苹果,医生不找我。 ③ 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: limited: 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 one’s 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 angrily 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 Hui very angry? (3) What did Wang Peng’s 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 reading Ask Ss to read the text again and complete the following form