必修三Unit 2 Healthy eating Period 1 Warming up and reading

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1、 Unit 2　Healthy eating 單元要覽 類別 課程標(biāo)準(zhǔn)要求掌握的項(xiàng)目 話題 Problems with diet; balanced diet and nutrition 詞匯 diet n. 日常飲食　vi. 節(jié)食 raw adj. 生的; 未加工的 nut n. 堅(jiān)果; 果仁 vinegar n. 醋 bean n. 豆; 豆科植物 lie n. 謊話; 謊言 vi. 說(shuō)謊 pea n. 豌豆 customer n. 顧客; 消費(fèi)者 cucumber n. 黃瓜 discount n. 折扣 eggplant

2、 n. 茄子 weakness n. 缺點(diǎn); 虛弱; 弱點(diǎn) pepper n. 辣椒; 辣椒粉 strength n. 強(qiáng)項(xiàng); 長(zhǎng)處; 力量 mushroom n. 蘑菇 consult vt. 咨詢; 請(qǐng)教; 商量 peach n. 桃子 fibre n. 纖維; 纖維制品 lemon n. 檸檬 digest vt. & vi消化　n. 摘要; 概要 balance vt. 平衡; 權(quán)衡 n. 天平; 平衡 carrot n. 胡蘿卜 barbecue n. 燒烤; 烤肉 debt n. 債; 債務(wù) mutton n. 羊肉 bac

3、on n. 熏咸肉; 臘肉 roast 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. 應(yīng)當(dāng); 應(yīng)該 limited adj. 有限的 glare vi. 怒目而視; 閃耀n. 怒視; 炫目的光 benefit n. 利益; 好處 vt. & vi有益于; 有助于; 受益 slim vi. 變瘦 adj. 苗條的; 纖細(xì)的 breast n. 胸部; 乳房 curiosity n. 好奇心

4、garlic n. 大蒜 hostess n. 女主人; 女主持人 sigh vi. 　嘆息n. 嘆息; 嘆息聲 spy vt. & vi窺視; 秘密監(jiān)視 n. 間諜; 偵探 combine vt. & vi. （使）聯(lián)合; （使）結(jié)合 短語(yǔ) balanced diet平衡膳食 in debt欠債 ought to應(yīng)該; 應(yīng)當(dāng) spy on暗中監(jiān)視; 偵查 lose weight體重減輕; 減肥 cut down削減; 刪節(jié) get away with被放過(guò); （做壞事）不受懲罰 before long不久以后 tell a lie說(shuō)謊 put on w

5、eight增加體重 win. . . back贏回; 重新獲得 be amazed at對(duì)……感到吃驚 earn one’s living謀生 compete with與……競(jìng)爭(zhēng) 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 b

6、etter. (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

7、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 advi

8、se 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 d

9、isagreement 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

10、 I see it. 語(yǔ)法 Modal verbs: ought to/ought not to have to/don’t have to/mustn’t/needn’t 教學(xué)重點(diǎn) 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 expressi

11、ons 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. 教學(xué)難點(diǎn) 1. Enable students to master the use of ough

12、t 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. 課時(shí)安排 Periods needed: 7 Period 1 Warming up and reading Period 2 Learning about language: Important language points

13、 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 整體設(shè)計(jì) 教材分析 This is the first teac

14、hing 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 v

15、alue of particular foods 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

16、. 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 general questions about food for discussion. Students can be encouraged to discuss these questions in pairs. Then they are asked to look at the

17、 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. 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 Peng’s restaur

18、ant contains too much fat while Yong Hui’s restaurant offers little energy-giving food. The person who often eats at Wang Peng’s 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 Hui’s restaurant will become to

19、o thin and suffer illnesses such as 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

20、only used for food, in order not to 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 th

21、em work in pairs or in groups to find 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

22、 competition. The teacher also needs to 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. 教學(xué)重點(diǎn) 1. Let students learn more about problems with a diet, a balanced diet and nutrition. 2

23、. Get students to learn different reading skills. 教學(xué)難點(diǎn) 1. Develop students’ reading ability. 2. Enable students to talk about different kinds of food and balanced diet. 三維目標(biāo) 知識(shí)目標(biāo) 1. Get students to learn the useful new words and expressions in this part: diet, nut, bean, pea, cucumber, eggplan

24、t, pepper, mushroom, peach, lemon, balance, barbecue, mutton, 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

25、. 能力目標(biāo) 1. Develop students’ reading ability and let them learn different reading skills. 2. Enable students to talk about different kinds of food, problems with diet and balanced diet. 情感目標(biāo) 1. Stimulate students’ sense to form a healthy eating habit. 2. Develop students’ sense of cooperative l

26、earning. 教學(xué)過(guò)程 設(shè)計(jì)方案(一) →Step 1 Leading-in Have 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/fa

27、t/thin? Does it have anything to do with your diet? 5. Do you think you are eating a balanced diet? →Step 2 Warming up 1. 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 food 2. Show the following on th

28、e 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

29、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 w

30、ork 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 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? →St

31、ep 3 Pre-reading 1. 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 me

32、nu. 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 Reading 1. Fast reading Ask students to skim the reading passage and then answer the fol

33、lowing 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. Inte

34、nsive reading Allow 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 according to the text. (1)What did Wang Peng think of the food in his restaurant?

35、 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 why he didn’t eat with him. D. He began to advertise his

36、food. (3)Which of the following was not mentioned on Yong Hui’s 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 research. D. He found the shortcomin

37、gs of Yong Hui’s food. Suggested answers: (1)D　(2)C　(3)B　(4)A 2)Use the information from the reading passage to tick out the correct statements and give reasons for your answers. (1)Usually Wang Peng’s restaurant was full of people. (2)Yong Hui could make people thin in two weeks by giving them

38、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. 3)The passage can be divided into 3 parts. Give

39、the main idea in each part. Part Main idea Part 1 Part 2 Part 3 3. Reading and discussion Read 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 ______________.

40、 (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 quest

41、ions. 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.

42、 Encourage them to expand their answers according to their own experiences. ) 4. Explanation Help 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 you

43、r own words the following important sentences 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 d

44、id. 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. 5. Reading aloud and underlining Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word a

45、nd the pauses within each sentence. Tell them to pick 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 lu

46、nchtime, by now, ought to, be full of, be made of, Nothing 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 on →

47、Step 5 Consolidation Ask students to talk about the problems with the diet in Wang Peng’s restaurant and Yong Hui’s restaurant in their own words according to the text. Then let them retell the whole story. →Step 6 Homework 1. Learn the useful new words and expressions in this part by heart. 2.

48、Read the reading passage again and try to retell the story. 設(shè)計(jì)方案(二) →Step 1 Leading in the topic 1. Learning some vocabulary connected with food and diet. 2. Identifying different groups of food. →Step 2 Warming up by making a survey Let students interview their teachers and classmates on thei

49、r diet and fill in the table. Name Breakfast Lunch Supper Favorite food The reason for being strong/weak/fat/thin →Step 3 Predicting by looking and discussing 1. Look at the pictures and title of the reading passage and discuss in p

50、airs 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 Reading 1. Give students 2 minutes, and ask them to skim the passage for the general idea of the passage. 2. Give students 5 minutes to

51、 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.

52、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. Liste

53、ning and reading aloud Play 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 Discussion Ask students to work in pairs to discuss and compare the two res

54、taurants. Try to find out the strength and weakness of each to fill in the chart. Wang Peng’s restaurant Yong Hui’s restaurant Strength Weakness →Step 6 Extension Let students think about and discuss the following questions. 1)What do you think will happen to Wang Peng’s restaurant?

55、 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 story 1. 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

56、 class. →Step 8 Homework 1. 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(shū)設(shè)計(jì) Unit 2　Healthy eating Come and eat here(1) True or false Key sentences 1. Usually Wang Peng’s restaurant was

57、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

58、 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 telli

59、ng people lies! 5. Perhaps with a discount and a new sign he could win his customers back. 活動(dòng)與探究 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. 7