必修3-Unit-2-Healthy-eating 教學(xué)設(shè)計(jì)課題

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1、word Book 3 Unit 2 Healthy eating Ｉ． 單元教學(xué)目標(biāo) 技能目標(biāo)Skill Goals Talk about healthy diet Make suggestions or giving advice on diet Distinguish the meanings of Modal verbs Make a balanced menu II． 目標(biāo)語言 功 能 句 式 Practice talking about your ideas Yes, I think so. I don’t think so. I agre

2、e. I don’t agree. That’’s exactly my opinion. You’re quite right.I don’t think you are right. ’m afraid I don’t agree / disagree with you. Of course not. I’m afraid not. ’s a good idea. Certainly. / Sure.No problem. Practice giving advice and suggestions You must / must not... 詞匯

3、 1. 四會詞匯 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, br

4、east, garlic, sigh, bine 2. 認(rèn)讀詞匯 protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, cooperation 3. 詞組 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 語 法 The use of ou

5、ght 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. 教材分析與教材重組 1. 教材分析 本單元以“健康飲食”為中心話題，通過單元教學(xué)讓學(xué)

6、生了解各種食物對人體的作用，引導(dǎo)學(xué)生關(guān)注平衡膳食，促使學(xué)生養(yǎng)成健康飲食的習(xí)慣。針對現(xiàn)實(shí)中遇到的實(shí)際問題發(fā)表自己的看法。最后讓學(xué)生運(yùn)用所學(xué)知識，兩人一組研究中餐，設(shè)計(jì)食譜。 1.1WARMING UP 是本單元一個重要的組成部分。讓學(xué)生看圖討論不同食物對人體的作用，了解飲食與人體健康的關(guān)系。通過幾個設(shè)問激發(fā)學(xué)生思考自己的飲食習(xí)慣是否合理，運(yùn)用已有的知識經(jīng)驗(yàn)思考什么是Healthy Eating. 1.2PRE-READING 通過一個表格和一個排序題引導(dǎo)學(xué)生對比不同食物中哪些食物富含脂肪、纖維素、維生素和糖份。可添加討論如何在烹飪中保持食物營養(yǎng)，從而有利于健康。 1.3READING 講述

7、王鵬偉和詠慧開飯店的不同風(fēng)格和顧客對不同食品的反應(yīng)，反映了現(xiàn)代人對飲食的關(guān)注和對時尚的追求。但王鵬偉和詠慧都沒有提供平衡的膳食，經(jīng)過一段時間的磨合，他們決定合作，提供既有能量又有纖維的食品。戲劇性的結(jié)尾增添了故事的趣味性。通過閱讀豐富學(xué)生的飲食文化，教會他們?nèi)绾胃纳骑嬍沉?xí)慣；在現(xiàn)實(shí)生活中碰到麻煩時，如何正確處理矛盾，解決問題。 1.4PREHENING 利用判斷和回答問題的形式考查學(xué)生對課文細(xì)節(jié)的理解，對比兩家飯店所提供膳食的優(yōu)缺點(diǎn)。 1.5LEARNING ABOUT LANGUAGE 是繼prehending之后的又一指導(dǎo)性練習(xí)。注重考查詞性的變化，課文中重點(diǎn)詞匯在語篇中的熟練運(yùn)用及情

8、態(tài)動詞的不同功能，并設(shè)計(jì)連線和情景對話兩個題型予以鞏固。 1.6USING LANGUAGE 體現(xiàn)了學(xué)以致用的目的，從Listening, Reading, Speaking, Writing 四方面訓(xùn)練學(xué)生，完成語言的輸入性學(xué)習(xí)和輸出性訓(xùn)練的過程，結(jié)合生活實(shí)際，讓學(xué)生兩人一組研究中餐設(shè)計(jì)食譜。 2． 教材重組 2.1 精讀 把Warming up作為Reading 的導(dǎo)入部分，把Pre-reading、Reading 和prehending整合在一起作為一堂“精讀課”。 2.2 語言學(xué)習(xí) 把Learning About Language和Workbook中的Using words a

9、nd expressions, Using Structures結(jié)合在一起上一節(jié)“語法課”。 2.3 聽力 把Using Language 中的Listening和 Workbook中的 Listening， Listening Task放 在一起上一堂“聽力課”。 2.4 泛讀 Using Language中的Reading與Workbook中的Reading Task放在一起上一堂“泛讀課”。 2.5 口語 將Page 13 Activity 3和Workbook中的Talking, Speaking Task放在一起上一堂“口語課”。 2.6 語言運(yùn)用 將Speaking and

10、 Writing和Workbook中的Writing Task, Project整合在一起上一堂“寫作課”。 3． 課型設(shè)計(jì)與課時分配 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

11、Reading Teaching goals 教學(xué)目標(biāo) 1. Target language目標(biāo)語言 a. 重點(diǎn)詞匯和短語 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, ou

12、ght to, tired of, throw away, get away with, tell lies, take off, be amazed at, do some research b. 重點(diǎn)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 ever

13、y day. It was not giving its customers energy-giving food! Something terrible must have happened if Maochang was not ing 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

14、目標(biāo) 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

15、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 學(xué)能目標(biāo) Enable the students to learn how to talk about their eating. What does a

16、 healthy diet mean? Is what Yong Hui did right? Why? What will you do if you are Wang Pengwei? 4. Teaching important points 教學(xué)重點(diǎn) 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. Teach

17、ing difficult points 教學(xué)難點(diǎn) a. Understand the real meaning of healthy eating. b. How was the petition going on? Who would win? 6. Teaching methods 教學(xué)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 t

18、o finish each task. d. Discussion. 7. Teaching aids 教具準(zhǔn)備 A recorder, a puter and a projector. Teaching procedures & ways 教學(xué)過程與方式 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? Wh

19、at 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 goin

20、g 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

21、 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

22、 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 Pe

23、ng’s menu gave customers more protective food. F 5. Wang Peng decided to pete 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 R

24、etell 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 abili

25、ty. 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

26、 eat. ② An apple a day keeps the doctor away. ③ First wealth is health. Suggested Answers: ① 人如其食。 ② 一天一個蘋果,醫(yī)生不找我。 ③ 健康是人生的第一財(cái)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

27、 and phrases: limited: not very great in amount or extent 有限的 benefit: advantage that sth. gives you 優(yōu)勢, 益處 sigh: take a long deep breath嘆氣,嘆息 bine: join two or more things together to form a single one 組合, 聯(lián)合 earn one’s living: keep alive in a certain style 謀生/掙錢維持生活

28、 in debt: owe a lot of money 欠債 glare at: stare angrily or fiercely 怒目而視 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 e and eat here and try to get the main idea. b. Ask Ss to discuss t

29、he 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 p

30、lete 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

31、 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

32、 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 bine owe a lot of money in debt Step3

33、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 mas

34、ter 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是情態(tài)動詞，與to 連接構(gòu)

35、成情態(tài)動詞詞組。 ought無人稱和時態(tài)變化，可用于現(xiàn)在時以及將來時，用于過去時則位于動詞過去式之后或不定式的完成式之前。ought 可以表示“義務(wù)”、“要求”或“勸告”，常譯作“應(yīng)該”、“應(yīng)當(dāng)”等（和should 差不多，只是語氣稍差一些）；有時表示“非?？赡堋钡囊馑迹穸ㄊ綖閛ught not to（oughtn’t to），疑問句式為Ought I / you to …… ？。 I ought to write to him today／tomorrow． 我今天／明天應(yīng)該給他寫封信。 I knew I ought to write to him． 我那時知道我應(yīng)該給他寫封信。

36、 She said I ought to write． 她說我應(yīng)該寫。 I know／knew that I ought to have written． 我知道／那時知道我該寫的。 ought與帶to的不定式連用。為了提醒學(xué)生這一點(diǎn)，常稱之為ought to。 問句或話語中用ought to的時候，可以用 should來回答；用should的問句或話語也可以用ought to回答： —You ought to put in central heating． —Yes，I suppose I should． —你應(yīng)該裝上暖氣。 —是的，我應(yīng)該裝。 1. ought t

37、o／should should 和ought to 都為“應(yīng)該”的意思，可用于各種人稱。ought to 的語氣稍重一些。 You ought to (should) follow your teacher’s advice. 表示主語的義務(wù)或責(zé)任： You should take care of your sister． 你應(yīng)當(dāng)去照顧你妹妹。 They shouldn't allow parking here；the street is too narrow． 這兒不該允許停車；馬路太窄了。 should 和ought to 后面跟動詞不定式的完成式,其肯定句表示”過去應(yīng)該做

38、而未做”, 其否定句則表示”過去不該做但做了”。 You should/ought to have made the decision a week ago. I shouldn't have made such a foolish mistake. 多數(shù)情況下，ought to 可與should互換使用。ought to的反意疑問句用shouldn’t替代。 2. must和have to must的用法? 1）表示主觀的義務(wù)和必要,?主要用于肯定句和疑問句,?意思為?“必須……，得……，要……”；由must 引起的疑問句，肯定回答要用must或have?to,?否定回答要用n

39、eedn’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，不許”。如：? —Must?I?finish?the?task?right?now??我現(xiàn)在必須完成這個工作嗎？ —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 e here without permission. 未經(jīng)允許，你不能來這兒。　　 have?to?的用法? 1）must表示一

40、種主觀的需要，而have?to?表示一種客觀的需要，意思是“不得不”。?如：? I have to attend an important meeting this afternoon. 今天下午我不得不參加一個重要的會議。 Mother is out, so I have to look after the shop. 媽媽不在家，因此我不得不照看商店。? 2）have?to?的否定形式是don’t have to, 相當(dāng)于needn’t。如： They don’t have to buy a puter at present. 他們目前沒有必要買電腦。? 2. Ask

41、 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 Per

42、iod 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 能力目標(biāo) Tell the students how to get the informat

43、ion about listening in advance. 3. Learning ability goals 學(xué)能目標(biāo) According to the contents of listening, let the Ss get the skills of listening. Teaching important points 教學(xué)重點(diǎn) Listen to the three materials and choose the correct answers. Teaching difficult points 教學(xué)難點(diǎn) Work together with partners

44、 and write down their reasons of accident. Teaching methods 教學(xué)方法 Listening and cooperative learning. Teaching aids 教具準(zhǔn)備 A recorder, three tapes. Teaching procedures ways 教學(xué)過程和方式 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”

45、. Step 2 Listening( using language) 1. Lead Ss to the topic of the listening text. 2. Play the tape twice and ask Ss to plete 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, mea

46、t 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 su

47、pper? 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 ri

48、ce 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 an

49、swers 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 d

50、iet. Now, in pairs, imagine that one of you will take the part of the doctor and has gone to the doctors for advice. One of you take the part of the doctor and, using the above chart, advise your friend on how to change his / her diet. Make sure to change roles and repeat the dialogue. The following

51、 expressions may be useful to you. Imagine what you will say to the doctor or patient. Discuss with your group members.” Doctor Patient What’s the matter? What’s wrong with you? What seems to be the trouble? How long have you been like this? I suppose you had better… I think you ought to..

52、. I’ve got a pain in … I’m suffering from … I’ve got a bad cough / cold / fever / headache … I’ve lost my voice. I have a pain in my chest / shoulder / back /… It hurts when I touch it. I’ll follow your advice. Step 5. Homework 1. Preview Reading (Using Language) and Reading task (Workboo

53、k). 2. Ask Ss to find some information about healthy eating on the Internet. Teaching reflections The Fifth Period Language study Teaching goals Knowledge aims: Ask students to master some important phrases and sentences Ability aims:Improve the skills of translation , word f

54、orms and correcting 1. Everybody has to eat, but do you have a healthy diet? diet n. 日常飲食 a balanced diet 一份均衡飲食 put sb. on a diet 使某人節(jié)食 be on a diet/ go on a diet 控制飲食，節(jié)食 e.g. No chocolate, please. I’m ________________ The doctor ________ me _______ a very strict diet. Vi 實(shí)行節(jié)食 e.g. 我

55、正在節(jié)食。__________________________________ 2. What will happen to you if you don’t eat a balanced diet? balanced adj平衡的，均衡的 balance V. 平衡，權(quán)衡 e.g. You have to balance the advantages of living downtown against the advantages. n. 天平，平衡 e.g. Will you weigh it on the balance? keep one’s balance 保持平

56、衡 lose one’s balance 失去平衡 out of balance 失去平衡 e.g. The little girl ___________________ and fell off the balance beam（平衡木）. He couldn’t ____________________ on the bike and fell. 3. Wang Peng sat in his empty restaurant feeling very frustrated. 句中feeling very frustrated 是現(xiàn)在分詞短語，做伴隨狀語。分詞短語作狀語時要

57、注意和邏輯主語的關(guān)系：若表主動關(guān)系則用現(xiàn)在分詞；若表被動關(guān)系則用過去分詞。 e.g. Seen from the top of the hill, the city looks more beautiful. Seeing from the top of the hill, we had a great view of the city. Professor Li stood there, ______________ by many students.(surround) __________ the old man, the young people started walkin

58、g slowly. (follow) He spent a lot of money , modernizing his new house. 4. weight lose weight 體重減輕，減肥 put on/ gain weight 體重增加 watch one’s weight 控制體重 by weight 按重量 e.g. She’s been taking exercise _______________________from day to day. He’s ___________________________since he gave up smokin

59、g. No more for me. I have to __________________ Bananas are usually sold _____________ 5. curiosity n. 好奇 curious adj. out of curiosity 出于好奇 satisfy one’s curiosity 滿足某人的好奇心 be curious to do sth. 好奇的做…… be curious about sth. 對……感到好奇 e.g. Just ___________________, how much did you pay

60、for your car? They were very curious _________ the people living upstairs. 用out of翻譯下列短語 上氣不接下氣 過時 失控 夠不著 脫險(xiǎn) 脫離視線 不可能的 毫無疑問 6. get away with sth./ doing sth. get away fr

61、om e.g. Those who lie and cheat will never __________________________ （那些撒謊和欺騙別人的人決不會逃得過懲罰。） In winter , some people go to the south to ________________cold weather.（在冬天，一些人去南方避寒。） 7. lie n. 謊言，說謊 tell sb. a lie (lies)/ tell a lie (lies) to sb e.g. Lies have short legs. Don’t tell lies

62、 to your parents. V. 說謊；躺；位于，坐落于；在于（lie in） e.g. He ________ on the grass, looking into the sky. The cure for stress _____________ learning to relax. Shanghai lies _______ the east of China. 動詞原形 意義 過去式 過去分詞 現(xiàn)在分詞 lie 說謊 lied lied lying lie 躺，臥 lay lain lying lay 放置，下蛋 laid

63、 laid laying e.g. Korea _____________ to the east of China. She ___________ down her book and __________ in bed. He collects butterflies and brings them into a lab to ________eggs. ___________ your hat on the table. Do you know the boy ______ under the tree? There was an oil painting ________

64、_in the corner. It ________________there for several days. 8. at a discount 打折 e.g. They were selling everything ________________________________________.（他們銷售的所有商品都打折。） 9. strength (U) 力量，力氣 （C）長處，優(yōu)點(diǎn)，優(yōu)勢 strength 多用來指人的力氣 energy 能量，能源，精力 power 動力，思維能力，權(quán)力等各種力量或能力 force 指物理學(xué)意義上的力，也指為做成某事而使用的

65、力量，還常指武力 e.g. He put all his ______________ into helping her. The soldiers took the prisoners away by __________ Knowledge is _____________ I will do everything in my ______________ to help you. Traditional sources of ____________ like oil and gas may someday run out. 10. consult Vt .咨詢，請教，商量

66、，查閱，查找 consult sb. about sth. 向某人咨詢某事 consult (with) sb. (about/ on sth.) （就某事）與某人商量 e.g. consult a doctor I have consulted a number of law books in the British Museum. I consulted ________ a friend _______ a matter. 查字典：____________________ 11.. digest V. ________________________; n. ______________________ e.g. Well, you ought to eat food with plenty of fiber that helps you digest better. It took me some time to digest what I heard. With the teacher’s help, he digested the l