必修3-Unit-2-Healthy-eating-教学设计.doc

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 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 & 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.
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.
The food in the new menu
Result
1. raw vegetables with hamburgers
1. cut down the fat
2.
2.
3.
3.
Suggested Answer:
The food in the new menu
Result
1. raw vegetables with hamburgers
1. cut down the fat
2. the boiled potatoes, not fried
2. increase the fibre
3. fresh fruit with ice cream
3. a big success

4. Language study
Ask Ss to find the words from the text to match the definitions.
Definitions
words
stare angrily or fiercely

take a long deep breath

keep alive in a certain style

advantage or profit

join or mix together to form a whole

owe a lot of money

Suggested Answer:
Definitions
words
stare angrily or fiercely
glare
take a long deep breath
sigh
keep alive in a certain style
earn one’s living
advantage or profit
benefit
join or mix together to form a whole
combine
owe a lot of money
in debt

Step3 Homework
1. Ask Ss to collect eating attitudes from the Internet.
2. Ask Ss to preview Reading task (Workbook).
3. Ask Ss to write a short passage to advertise their own restaurants and its service.

Teaching reflections

The Third Period Grammar
Teaching Goals:
1. To enable Ss to master some new words and expressions.
2. To get Ss to have knowledge of this grammar point: ought to
Teaching Procedures:
Step 1. Revision
1. Review the new words of this part.
2. Ask some of the students to retell the text.
Step 2 Grammar
Explain for Ss the grammar point.
ought是情态动词，与to 连接构成情态动词词组。
ought无人称和时态变化，可用于现在时以及将来时，用于过去时则位于动词过去式之后或不定式的完成式之前。ought 可以表示“义务”、“要求”或“劝告”，常译作“应该”、“应当”等（和should 差不多，只是语气稍差一些）；有时表示“非常可能”的意思，否定式为ought not to（oughtn’t to），疑问句式为Ought I / you to …… ？。
I ought to write to him today／tomorrow．
我今天／明天应该给他写封信。
I knew I ought to write to him．
我那时知道我应该给他写封信。
She said I ought to write．
她说我应该写。
I know／knew that I ought to have written．
我知道／那时知道我该写的。
ought与带to的不定式连用。为了提醒学生这一点，常称之为ought to。
问句或话语中用ought to的时候，可以用 should来回答；用should的问句或话语也可以用ought to回答：
—You ought to put in central heating．
—Yes，I suppose I should．
—你应该装上暖气。
—是的，我应该装。

1. ought to／should
should 和ought to 都为“应该”的意思，可用于各种人称。ought to 的语气稍重一些。
You ought to (should) follow your teacher’s advice.
表示主语的义务或责任：
You should take care of your sister．
你应当去照顾你妹妹。
They shouldn't allow parking here；the street is too narrow．
这儿不该允许停车；马路太窄了。
should 和ought to 后面跟动词不定式的完成式,其肯定句表示”过去应该做而未做”, 其否定句则表示”过去不该做但做了”。
You should/ought to have made the decision a week ago.
I shouldn't have made such a foolish mistake.
多数情况下，ought to 可与should互换使用。ought to的反意疑问句用shouldn’t替代。
2. must和have to
must的用法 
1）表示主观的义务和必要, 主要用于肯定句和疑问句, 意思为 “必须……，得……，要……”；由must 引起的疑问句，肯定回答要用must或have to, 否定回答要用needn’t或don’t have to,  意思是“不必” ；
must的否定形式mustn’t表示禁止，意思是“不能，不许”。如： 
— Must I finish the task right now? 
　 我现在必须完成这个工作吗？
—Yes, you must. / Yes, you have to. 
是的。 
(—No, you needn’t. / No, you don’t have to. 不，不必。)
You mustn’t come here without permission.
未经允许，你不能来这儿。　　
have to 的用法 
1）must表示一种主观的需要，而have to 表示一种客观的需要，意思是“不得不”。 如： 
I have to attend an important meeting this afternoon.
今天下午我不得不参加一个重要的会议。
Mother is out, so I have to look after the shop.
　 妈妈不在家，因此我不得不照看商店。 
2）have to 的否定形式是don’t have to, 相当于needn’t。如：
They don’t have to buy a computer at present.
　 他们目前没有必要买电脑。 
2. Ask Ss to read the text again and pay attention to the modal verbs and then finish Ex1,2,3.
Step 5. Homework
1. Ask Ss to review what has been learned in this period.
2. Ask Ss to act out the dialogue of Ex2 of Discovering Useful Structures on P13.
Teaching reflections

The Fourth Period Listening
Teaching Goals:
1. To familiarize Ss with the different kinds of food and the results of eating a balanced diet.
2. To explain why it is so important to eat a balanced diet.
3. To develop students’ listening ability
2. Ability goals 能力目标
Tell the students how to get the information about listening in advance.
3. Learning ability goals 学能目标
According to the contents of listening, let the Ss get the skills of listening.
Teaching important points 教学重点
Listen to the three materials and choose the correct answers.
Teaching difficult points 教学难点
Work together with partners and write down their reasons of accident.
Teaching methods 教学方法
Listening and cooperative learning.
Teaching aids 教具准备
A recorder, three tapes.
Teaching procedures ways 教学过程和方式

Step 1 Revision
1. Ask Ss to tell what they learned in the last period.
2. Ask Ss to tell how to use “ought to”.

Step 2 Listening( using language)
1. Lead Ss to the topic of the listening text.
2. Play the tape twice and ask Ss to complete the two forms on P14.
3. Ask Ss to answer the following questions.
(1) What does a balanced diet mean according to the expert?
(2) Does it matter how much fish, meat or cheese you eat?

Step 3 Listening (Workbook)
Purpose: To give Ss information so that they can make sensible choice about food they eat every day.
1. Before listening, do Ex 1.
2. Listen to Part 1 again and answer the questions.
1) What does Emma usually have for breakfast, lunch and supper?
2) What is wrong with Emma’s diet?
3) Why is the doctor concerned about how much Emma eats?
4) How does Emma feel after the doctor tells her about the result of not eating properly?
Suggested answers:
1) She has an orange and a banana for breakfast, a roll for lunch, and half a bowl of rice and a dish for supper.
2) She is not eating enough food and particularly energy-giving food.
3) He thinks she is too much thin.
4) She is happy to get the advice on how to eat a more balanced diet.
3. Listen to Part 2 and fill the chart below.
Play the tape again and ask Ss to check their answers in pairs.

Step 4. Talking (Workbook)
Purpose: To encourage Ss to discuss how their diets may affect their quality of life.
Ask Ss to make up a dialogue between a doctor and a patient. Teacher may say, “If young people are too thin or too fat, it shows that they are not eating a balanced diet. Now, in pairs, imagine that one of you will