Unit 2 Healthy eating Period 3 教案。
一名优秀的教师在教学方面无论做什么事都有计划和准备，作为高中教师就要精心准备好合适的教案。教案可以让学生们能够更好的找到学习的乐趣，帮助高中教师缓解教学的压力，提高教学质量。高中教案的内容要写些什么更好呢？以下是小编为大家精心整理的“Unit 2 Healthy eating Period 3 教案”，但愿对您的学习工作带来帮助。
Unit2Healthyeating
Period3Learningaboutlanguage:Grammar
整体设计
教材分析
Thisisthethirdteachingperiodofthisunit.Totestwhetherstudentshavegraspedtheimportantanddifficultlanguagepointstheylearnedinthelastperiod,theteachershouldfirstofferthemsomerevisionexercises.Thenleadinthenewlesson.
Thisteachingperiodmainlydealswiththegrammar:learntheuseofoughttoandreviewtheuseofcan,could,may,might,will,would,shall,should,must,can’t.Studentsoftenfeelmodalverbsabstractanddifficult,soitisnecessarytomakethelessoninterestingandconnectitwiththeirdailylifeinordertoletiteasytoacceptandunderstand.Firstly,theteachercanaskstudentstoreadthereadingpassageComeandEatHere(1)again,tickoutthesentencesusingmodalverbsfromthereadingpassageandtranslatethemintoChinese.Secondly,compareanddiscovertheusesofeachmodalverbbygivingalotofexamplesentences.Thirdly,dotheexercisesinDiscoveringusefulstructuresonPage13andmoreexercisesforstudentstomastertherelatedmodalverbs.Finally,summarizetheuseofoughttoandletstudentsmakeitclearhoweachmodalverbisbeingusedinthesituations.
Attheendoftheclass,askstudentstodotheexercisesinUsingstructuresonPage54andadditionalexercisesforconsolidation.
教学重点
1.Getstudentstoreviewandconsolidatetheuseofcan,could,may,might,will,would,shall,should,must,can’t.
2.Letstudentslearntheuseofoughtto.
教学难点
Enablestudentstolearnhowtouseoughttocorrectly.
三维目标
知识目标
1.Getstudentstoknowmoreaboutmodalverbs.
2.Letstudentslearntheuseofoughtto.
能力目标
Enablestudentstousemodalverbscorrectlyandproperlyaccordingtothecontext.
情感目标
1.Getstudentstobecomeinterestedingrammarlearning.
2.Developstudents’senseofgroupcooperation.
教学过程
设计方案(一)
→Step1Revision
1.Checkthehomeworkexercises.
2.Dictatesomenewwordsandexpressions.
3.ReadthepassageComeandEatHereagaintofindwordsandexpressionsthatmeanthesame.
AlternativewordsandexpressionsWordsandexpressionsfromthetext
should
runawayafterdoingsomethingwrong
somethingtomakeyouthinbyeatingit
wishtoknowaboutsomething
getridofsomething
Alternativewordsandexpressions
partsofplantsthathelpfoodmovequicklythroughthebody
changingfoodintosomethingthebodycanuse
properamountofdifferentkindsoffoodneededforgoodhealth
Givestudentsaboutfourminutestofindthesuitablewordsandexpressions.Thenchecktheanswerswiththewholeclass.
Suggestedanswers:
AlternativewordsandexpressionsWordsandexpressionsfromthetext
shouldoughtto
runawayafterdoingsomethingwronggetawaywith
somethingtomakeyouthinbyeatingitslimmingfoods
wishtoknowaboutsomethingcuriosity
getridofsomethingthrowaway
AlternativewordsandexpressionsWordsandexpressionsfromthetext
partsofplantsthathelpfoodmovequicklythroughthebodyfibre
changingfoodintosomethingthebodycanusedigestion
properamountofdifferentkindsoffoodneededforgoodhealthbalanceddiet
→Step2Leading-inbyrevision
Translatethefollowingsentencesandexplainhoweachofthesemodalverbsisbeingusedinthesituations.
1.Hecouldhardlysupporthisfamilybeforehefoundthenewjob.
2.Wherecould/cantheboybenow?
3.May/MightIcomein?
4.Youmay/mightcatchsightofthesunrisefromherewhenyougetupbefore5inthemorning.
5.Youmusthurryuporyou’llbelate.
6.Whateveryouwant,youshallhave.
7.WeshouldreadEnglishaloudeverymorning.
8.Hewouldsitthereforhours,doingnothingatall.
Suggestedanswers:
1.他在找到那份新工作前几乎无法养家糊口。(ability)
2.那孩子现在能在哪儿呢？(guessing)
3.我可以进来吗？(askforpermission)
4.你在早晨五点钟以前起来,或许能从这儿看到日出。(possibility)
5.你必须得快点儿,不然会迟到的。(necessity)
6.你想得到什么,你就可以有什么。(promise)
7.我们应该每天早晨朗读英文。(duty)
8.他总是在那儿一坐就是几个小时,什么都不干。(pasthabit)
→Step3Grammarlearning
1.Readinganddiscovering
AskstudentstoturnbacktoPage10toreadthroughthepassageComeandEatHere,letthempickoutthesentencesusingmodalverbsandtranslatethemintoChinese.
Suggestedanswers:
1)Bylunchtimetheywouldallbesold.
到午饭时分,它们都会卖完。
2)Bynowhisrestaurantoughttobefullofpeople.
到了这个时候,他的餐馆本该宾客盈门的。
3)Whatcouldhavehappened?
发生了什么事呢？
4)Nothingcouldbebetter.
再没有比这些更好（吃）的了。
5)SomethingterriblemusthavehappenedifLiChangwasnotcomingtoeatinhisrestaurantashealwaysdid.
要是李昌不像往常那样来他的餐馆吃饭,那问题就严重了。
6)Hecouldnotbelievehiseyes.
他简直不能相信他的眼睛。
7)Perhapsheshouldgotothelibraryandfindout.
也许他应该去图书馆查查清楚。
8)HecouldnothaveYongHuigettingawaywithtellingpeoplelies!
他不可能让咏慧哄骗人们后跑掉。
9)Hehadbetterdosomeresearch.
他最好作一番调查。
10)Theywouldbecometiredveryquickly.
他们很快就会到疲乏。
11)Perhapswithadiscountandanewsignhecouldwinhiscustomersback.
或许打折的方法和新的招牌能够帮他赢回顾客。
2.Thinkinganddiscussing
Letstudentsreadaloudthesentencestheypickedout,thinkoveranddiscusswithapartnerhoweachofthesemodalverbsisbeingusedinthesituations.Usethefunctionwordsbelowtoexplainthemeaningofthemodalverbs.Ifstudentshavesomedifficulty,givethemahand.
IntentionDutyPermissionPossibilityGuessingAbility
Suggestedanswers:
1)Possibility2)Possibility3)Possibility4)Possibility5)Guessing6)Intention7)Duty8)Intention9)Duty10)Possibility11)Ability
3.Summingup:theuseofoughtto
oughtto的用法
ought无人称和时态的变化,后接带to的动词不定式。oughtto可表示“义务”“要求”或“劝告”,常译作“应该”“应当”等,和should差不多,只是语气稍重一些;有时表示“非常可能”的意思。否定式为oughtnotto(oughtn’tto),疑问式为OughtI/you/...to...?
1.表示“责任或义务”
Suchthingsoughtnottobeallowed,oughtthey?
这类事情不应该被准许,是吗？
—Oughthetogo?他应该去吗？
—Yes,heoughtto.是的,他应该去。
2.表示“适当,合适或应该”
Coffeeoughttobedrunkwhileitishot.
咖啡应该趁热喝。
Thereoughttobemorebusesduringtherushhours.
在上下班高峰期,公共汽车应当多一些。
3.表示“可能性”
Harryoughttowinthisrace.
哈里应该会赢得这场比赛。
Ifhestartedatseven,heoughttobeherenow.
假如他在七点出发的话,现在大概到这儿了。
4.表示“劝告或建议”
Ithinkyououghttoeatmorebody-buildingfood.
我认为你应当多吃些有营养的食物。
HesaidIoughttodothatjob.
他说我适宜做那项工作。
5.表示“推测”,意为“照说应该;想必一定”,后跟不定式的一般时、进行时或完成时,分别表示对现在、现在进行或过去情况的推测。
Shehashadworkingexperiencebefore.Sheoughttobefitforthejob.
她以前有过工作经验,应该胜任这项工作。
It’sjust9o’clock.Maryoughttobedoingherhomeworkinherroomnow.
才刚九点,按说玛丽应该在房间里做作业。
Itoughttohaverainedlastnight.
昨晚应该下过雨。
6.表示“责备或后悔”
oughtto后接不定式的完成式时,表示“本应该做某事而事实上没做”;其否定式表示“本不应该做某事而事实上做了”。
Yououghttohavedonetheseexercisesbecauseyouwererequiredtosoduringyourholidays.
这些练习你本应该做完的,因为假期里就要求你做了。
Sheoughtnottohavetoldhimthebadnews,whichhadabadeffectonhisexaminations.
她本不应该告诉他这个不幸的消息,结果影响了他的考试。
→Step4Grammarpractice
1.TurntoPage13.AskstudentstodoExercise2inDiscoveringusefulstructures.Firstletthemdiscussinpairshoweachofthesemodalverbsisbeingusedinthesituations.Thenchecktheanswerswiththewholeclass.Givesomeexplanationsifnecessary.
2.TurntoPage50.AskstudentstodoExercise1andExercise2.Checktheanswersaftermostofthemfinish.
→Step5Askingandanswering
Letstudentsworkinpairs.Oneasksaquestionandtheotheranswersit.Remindthemtousemodalverbsintheiranswer.
Showthefollowingonthescreentostudents.
Example:
S1:Whatshouldyoudoafterschool?
S2:Ihavetogohomeatonce.Ineedtotakethebus.IoughttodomyhomeworkassoonasIgethome.
Otherpossiblequestions:
1.Doyouknowwhatyouhavetodowhenyouborrowbooksfromthelibrary?
2.Doyouknowwhattodowhenyourteethache?
3.Doyouknowwhattodoifyouneedtomeetsomeoneyoudon’tknowattheairport?
4.Doyouknowwhattodoifyouwanttogetadiscountinashop?
5.Doyouknowwhatyoushoulddowhenyoumeetthehostessinyourfriend’shome?
Thefollowingproceduresmaybefollowed:
1.Letstudentsaskandanswerthequestionsinpairs.
2.Askasmanypairsaspossibletoperformtheirdialoguetotheclass.
→Step6Closingdownbyaquiz
Showthefollowingexercisesonthescreen.Letstudentsfinishthemwithinthreeminutestoseeiftheyhavemasteredtheuseofmodalverbs.Fiveminuteslater,checktheanswerswiththewholeclass.
1.—What’sthematterwithyou?
—Oh,I’mnotfeelingwellinthestomach.I______________somuchfriedfishjustnow.
A.shouldn’teat
B.mustn’teat
C.oughtn’ttohaveeaten
D.mustn’thaveeaten
2.—Mum,IclimbedtogettheTeddyBearfromthetopoftheshelf.
—Mygoodness!You______________yourself.You______________dothatagain.
A.musthavehurt;mustn’t
B.shouldhavehurt;can’t
C.mayhavehurt;mustn’t
D.mighthavehurt;won’tbeableto
3.Thetrainwastenminuteslate,soI______________haverunallthewayfrommyhousetothestation.
A.couldn’t
B.shouldn’t
C.needn’t
D.mustn’t
4.You______________worryabouttheoldman.He______________wellalready.
A.needn’t;mayget
B.didn’thaveto;gets
C.mustn’t;got
D.needn’t;mayhavegotten
5.—ShallItellJohnaboutit?
—No,you______________,forI’vetoldhimalready.
A.needn’t
B.wouldn’t
C.mustn’t
D.shouldn’t
Suggestedanswers:CCCDA
→Step7Homework
1.Finishofftheworkbookexercises.
2.PreviewthereadingpassageComeandEatHere(2)onPage14,findthesentencesinwhichmodalverbsareused,andseeifyoucanunderstandthesituations.
设计方案(二)
→Step1Revision
1.Checkthehomeworkexercises.
2.TranslatethefollowingintoEnglish.
1)平衡膳食
2)应该;应当
3)减肥;体重减轻
4)被放过;（做坏事）不受惩罚
5)说谎;撒谎
6)到了这个时候,他的餐馆本该宾客盈门的。
7)再没有比这些更好（吃）的了。
8)要是李昌不像往常那样来他的餐馆吃饭,那问题就严重了。
9)他简直不能相信他的眼睛。
10)他不可能让咏慧哄骗人们后跑掉。
→Step2Warmingupbyaskingandanswering
Letstudentsworkinpairs.Oneasksaquestion.Theotheranswersit.Remindthemtousemodalverbstheyhavelearnedintheiranswers.
Example:
S1:Whatshouldyoudoafterschool?
S2:Ihavetogohomeatonce.Ineedtotakethebus.IshoulddomyhomeworkassoonasIgethome.
→Step3Discoveringusefulstructures
Askstudentstounderlinethesentencescontainingmodalverbsinthereadingpassageandusethefunctionwordsbelowtoexplainthemeaningofthemodalverbs.
IntentionDutyPermissionPossibilityGuessingAbility
→Step4Learningtheuseofoughtto
1.AskstudentstoturntoPage91andlearnthepart6oughtbythemselves.
2.Encouragethemtoaskasmanyquestionsaspossible.Givethemexplanationsifnecessary.
3.Letthemdosomeadditionalexercises.
4.Sumup.
→Step5Practice
Askstudentstofinishthefollowingexerciseswithin8minutes.Thenchecktheanswerswiththewholeclass.
1.Exercise2inDiscoveringusefulstructuresonPage13.
2.Exercise1inUsingstructuresonPage50.
→Step6Consolidation
Letstudentsworkinpairstochooseoneofthesituationsbelowanddevelopitintoaconversation.Makesuretheyuseasmanymodalverbsaspossible.
1.Yourfriendseessomeonestealapursefromanoldlady’spocket.He/Shedoesnothingbutisveryworriedaboutthis.He/Shecomesuptoyouforyouradvice.Whatwouldyoutellhim/hertodo?
2.Yourfriendhasborrowedyourmobilephoneandlostitwhilehewasoutwithhisfriends.Youareveryangrywithhim.Heisnotconcerned.Whatareyougoingtosaytoeachother?
→Step7Homework
1.FinishofftheWorkbookexercises.
2.Practiceyourconversationwithyourpartnerandbereadytopresentittotheclass.
板书设计
Unit2Healthyeating
theuseofoughtto
UseExamples
ought无人称和时态的变化,后接带to的动词不定式。oughtto可表示“义务”“要求”或“劝告”,常译作“应该”“应当”等,和should差不多,只是语气稍重一些;有时表示“非常可能”的意思。否定式为oughtnotto(oughtn’tto),疑问式为OughtI/you/...to...?(1)ThereissomethingIoughttotellyoubeforeyouleave.
(2)Heoughtnottodothat.
(3)—Oughthetoseethedoctor?
—Yes,heoughtto.
(4)Ifsheiscompletelywell,sheoughttobebackatschooltoday.
活动与探究
Afterclass,makeupadialoguewithyourpartnertotalkaboutfoodyoulikeordislike.Bereadytopresentyourdialoguetotheclass.Youmustusethefollowingexpressionsandasmanywordsthatarereferredtoasyouknow.
ExpressionsFoodwords
Myfavoritefood/fruit/meatis...
I’mfondof...Idon’tofteneat...
Ireallyhate...Ican’tstand...
makemegain/loseweightfriedchickensmokedchickenroastduckbarbecuedmuttonlemonbeefsweetandsourfishsteamedfishcreamedtomatoesfriedeggplantcucumbersaladboiledeggsstir-friedmushrooms
Thebeginningisgiventoyou.
A:Doyouknowhowtomakesoup?
B:Yes,Iputinmushrooms,tomatoesandeggstomakeavegetablesoup.
A:Oh,Ican’tstandtomatoes....
相关阅读
Unit 2 Healthy eating Period 2 教案
作为优秀的教学工作者，在教学时能够胸有成竹，作为高中教师准备好教案是必不可少的一步。教案可以让学生能够在课堂积极的参与互动，帮助高中教师缓解教学的压力，提高教学质量。那么怎么才能写出优秀的高中教案呢？为满足您的需求，小编特地编辑了“Unit 2 Healthy eating Period 2 教案”，希望对您的工作和生活有所帮助。
Unit2Healthyeating
Period2Learningaboutlanguage:Importantlanguagepoints
整体设计
教材分析
Thisisthesecondteachingperiodofthisunit.Theteachercanfirstcheckstudents’homeworkandofferchancesforstudentstoreviewwhattheylearnedduringthefirstperiod.
Theemphasisofthisperiodwillbeplacedontheimportantnewwords,expressionsandsentencepatternsinthepartsWarmingUp,Pre-reading,ReadingandComprehending.Inordertomakestudentsunderstandtheseimportantpointsthoroughly,wecanfirstgetstudentstounderstandtheirmeaningsinthecontext,thengivesomeexplanationsaboutthem,lateroffersomepracticestomakestudentsmastertheirusages.Somenewwordsandexpressions,suchasdiet,balance,consult,limit,benefit,combine,oughtto,getawaywith,beforelongandsoonareveryusefulandimportant.Soarethesentencepatterns“WangPengsatinhisemptyrestaurantfeelingveryfrustrated.”and“HecouldnothaveYongHuigettingawaywithtellingpeoplelies!”Weoughttopaymoreattentiontothem.
Attheendoftheclass,theteachercanmakestudentsdomoreexercisesforconsolidation.Indoingso,theycanlearn,graspandusetheseimportantlanguagepointswell.
教学重点
1.Enablestudentstograsptheusagesofsuchimportantnewwordsandexpressionsasdiet,balance,consult,limit,benefit,combine,oughtto,getawaywith,beforelong,etc.
2.Getstudentstomasterthepatterns“WangPengsatinhisemptyrestaurantfeelingveryfrustrated.”and“HecouldnothaveYongHuigettingawaywithtellingpeoplelies!”
教学难点
1.Letstudentslearntheusageoftheexpression“oughtto”.
2.Enablestudentstolearnthesentencepattern“HecouldnothaveYongHuigettingawaywithtellingpeoplelies!”
3.Getstudentstounderstandsomedifficultandlongsentences.
三维目标
知识目标
1.Getstudentstolearnandgrasptheimportantusefulnewwordsandexpressionsinthispart:diet,nut,bean,pea,cucumber,eggplant,pepper,mushroom,peach,lemon,balance,barbecue,mutton,roast,fry,ought,bacon,slim,curiosity,hostess,raw,vinegar,lie,customer,discount,weakness,strength,balanceddiet,oughtto,loseweight,getawaywith,tellalie,win...back
2.Letstudentslearnthefollowingimportantusefulsentencepatterns:
1)WangPengsatinhisemptyrestaurantfeelingveryfrustrated.(presentparticipleusedasadverbial)
2)Bynowhisrestaurantoughttobefullofpeople.(oughtto)
3)Nothingcouldbebetter.(comparativedegreeusedinnegative)
4)SomethingterriblemusthavehappenedifLiChangwasnotcomingtoeatinhisrestaurantashealwaysdid.(musthavedone)
5)HecouldnothaveYongHuigettingawaywithtellingpeoplelies!(can’t/couldn’thavesb.doing...)
能力目标
1.Getstudentstousesomeusefulnewwordsandexpressionscorrectly.
2.Enablestudentstomakesentencesaftertheusefulsentencepatterns.
情感目标
1.Stimulatestudents’interestinlearningEnglish.
2.Developstudents’spiritofcooperationandteamwork.
教学过程
设计方案(一)
→Step1Revision
1.Checkthehomeworkexercises.
2.Asksomestudentstotalkaboutproblemswithdiet,balanceddietandnutrition.
→Step2Readingandfinding
GetstudentstoreadthroughWarmingUp,Pre-reading,ReadingandComprehendingtounderlineallthenewwordsandusefulexpressionsorcollocationsintheseparts.
Collocations:haveto,ahealthydiet,indifferentways,energy-givingfood,body-buildingfood,protectivefood,abalanceddiet,sitinhisemptyrestaurant,feelveryfrustrated,averystrangemorning,preparehismenu,bylunchtime,bynow,oughtto,befullof,bemadeof,Nothingcouldbebetter.,hurryby,followsb.into...,loseweight,befit,beamazedat,morethan,agoodmeal,getawaywith,hadbetter,dosomeresearch,toomuch,eventhough,energy-givingfood,feelmorehopeful,win...back,beon
Readthemaloudandcopythemdownintheexercisebookafterclass.
→Step3Practiceforusefulwordsandexpressions
1.TurntoPage12.GothroughtheexercisesinDiscoveringusefulwordsandexpressionswithstudentsandmakesuretheyknowwhattodo.
2.Givethemseveralminutestofinishtheexercises.Theyfirstdothemindividually,thendiscussandcheckthemwiththeirpartner.
3.Checktheanswerswiththewholeclassandexplaintheproblemstheymeetwherenecessary.
→Step4Studyingimportantlanguagepoints
1.Everybodyhastoeat,butdoyoueatahealthydiet?
每个人都得吃东西,不过你的饮食健康吗？
diet
1)n.sortoffoodthatisusuallyeaten(byaperson,community,etc.)（某人、共同生活的人等）通常吃的食物;日常饮食limitedvarietyoramountoffoodthatapersonisallowedtoeat限定的食物种类或数量;限定食谱
Toorichadietisnotgoodforyou.
吃太多油腻的食物对你身体不好。
tobe/go/putsb.onadiet
节食;限定某人的食物
Hebeganhisdietaweekago.
他在一星期前开始节食。
Peoplewhoareonadietmustn’thavechocolate.
正在节食的人不能吃巧克力。
2)vt.I’mdieting.
请不要给我的咖啡放糖,我在节食。
dietfood是一般用语,凡能吃能喝的具有营养的东西都可称为food,通常为不可数名词,但涉及食物的种类时可用作可数名词。
Fillintheblankswithdietorfood.
(1)Thedoctorhasorderedmeaspecial______________.
医生给我安排了特殊的饮食。
(2)Wemusthave______________toeatandclothestowear.
我们必须有东西吃,有衣服穿。
(3)Thesickmanmustnotgowithout______________,buthemusthavea______________withoutsugar.
这个病人不吃东西不行,但不能吃含糖的东西。
Suggestedanswers:(1)diet(2)food(3)food;diet
2.Whatwillhappentoyouifyoudon’teatabalanceddiet?
要是你不平衡饮食,会发生什么呢？
balance
1)n.instrumentusedforweighing天平;秤evendistribution;steadiness平衡;平稳
Thechildcouldn’tkeephisbalanceonhisnewbicycle.
孩子骑在他的新自行车上不能保持平衡。
Helosthisbalanceandfellover.
他失去平衡,跌倒了。
Thegrowthofthenewpoliticalpartyupsetthebalanceofpower.
新政党的壮大打破了力量的均势。
2)vt.显示平衡的
abalanceddiet均衡饮食
abalancedstateofmind内心的平衡
inthebalance（命运）未定,在危急中;不确定
Thoughherlifewasinthebalance,shethoughtonlyofthesafetyofherfellows.
尽管她生命危急,但她一心只想着她伙伴们的安全。
offbalance不稳
onbalance总的来说
Theirsuggestionhas,onbalance,provedpracticable.
总的说来,他们的建议已被证明是可行的。
3.WangPengsatinhisemptyrestaurantfeelingveryfrustrated.
王鹏坐在他那空荡荡的餐馆里,感到很沮丧。
feelingveryfrustrated是现在分词短语,在句子中作状语,表示伴随情况。例如:
Shesatonthechairreadinganewspaper.
她坐在椅子上,在读报。
Pretendingtolookfrightened,Ibackedtowardsthedoor.
我装出害怕的样子,退到门口。
另外,现在分词短语作状语,还可表示时间、原因、结果等。例如:
Walkinginthestreet,shemetheroldfriend.
她走在街上的时候,遇到一位老朋友。（表时间）
Seeingnobodyathome,shedecidedtoeatoutside.
她看到家里没人,决定出去吃。（表原因）
Thechildfell,strikinghisheadagainsttheground.
孩子跌倒了,头撞在地板上。（表结果）
frustrating令人沮丧的
It’sfrustratingtohavetowaitsolong.
等待这么长时间真让人心烦。?
4.Bynowhisrestaurantoughttobefullofpeople.
到了这个时候,他的餐馆本该宾客盈门的。
oughtto=should
1)toshowamoralduty（表示一种道义上的责任）应该;应当
Sheoughttolookafterherchildbetter.
她应该把孩子照顾得更好。
Yououghttostudyhardtogetahighmark.
你应该刻苦学习,以取得好的成绩。
2)oughttohavedone表示本应该……,而却没有……
Yououghttohavecomeyesterday.
你本应该昨天来的。
Yououghtnottohavestayedwithher.
你本来不应该和她在一起的。
befullof=befilledwith充满
Hewasfullofcuriosity.
他的心里充满了好奇。
Thehouseonfirewasfullofheavysmokeandshouting.
着火的房子里充满了浓烟和喊叫声。
5.Hethoughtofhismutton,beefandbaconcookedinthehottest,finestoil.
他想起了他用滚烫的精制油烹制的羊肉（串）、牛排和熏咸肉。
cookedinthehottest,finestoil是过去分词短语,作后置定语,表被动,相当于定语从句whichwerecookedinthehottest,finestoil。例如:
Theflowerspickedbyhimareverybeautiful.
他摘的鲜花非常漂亮。
6.Nothingcouldbebetter.
再没有比这些更好（吃）的了。
这句话相当于“Allhisfoodcouldbethebest.”。比较级的否定形式,实际上表示的是最高级的含义。例如:
Ihaveneverseenabetterfilm.
我从没看过更好的电影。
Nobodylovedmoneybetterthanhedid.
没有人比他更爱财。
Ithinknothingismorepleasantthantraveling.
我想没有什么比旅行更令人愉快的了。
7.SuddenlyhesawhisfriendLiChanghurryingby.
突然,他看到自己的朋友李昌匆匆走过。
see,hear,notice,watch,feel等动词后面的宾语补足语可以是不带to的动词不定式,也可以是现在分词,但两者的含义不完全相同,前者着重叙述事实的经过,后者着重强调偶然察觉到的一个正在进行的动作。例如:
Isawhimputeverythinginhisbagandgoout.
我看见他把所有的东西都装进了口袋,走了出去。
Isawhimputtingsomethinginhisbag.
我看见他正向口袋里装东西。
Completethesentenceswiththerightformsoftheverbsgiven.
1)Iwatchedher______________(step)offthesidewalk,______________(cross)theroad,and______________(disappear)intothepostoffice.
我看着她走下人行道,穿过马路,进了邮局。
2)WhenIglancedoutofthewindowIsawDaisy______________(cross)theroad.
我目光转向窗外,瞥见戴西正在过马路。
Suggestedanswers:1)step;cross;disappear2)crossing
8.SomethingterriblemusthavehappenedifLiChangwasnotcomingtoeatinhisrestaurantashealwaysdid.
要是李昌不像往常那样来他的餐馆吃饭,那问题就严重了。
这是一个复合句,含有两个从句。ifLiChangwasnotcomingtoeatinhisrestaurantashealwaysdid是条件状语从句,ashealwaysdid是方式状语从句。
情态动词must在此处表示推测,意为“想必”“一定”。must表示推测时,仅用于肯定句中。当后接不定式的完成式时,表示对过去情况的推测。例如:
Hemusthavegonehome.
他肯定已经回家了。
Hemusthavegoneswimmingyesterday.
他昨天一定去游泳了。
9.Tiredofallthatfat?Wanttoloseweight?
肥腻的东西吃厌了吧？想减肥吗？
这是省略的句子,完整的句子应该是:Areyoutiredofallthatfat?Doyouwanttoloseweight?所以朗读时应用升调。
be/gettiredof对……厌倦
I’mtiredofthesamefoodeveryday.
我厌倦了天天吃同样的食品。
Hehasgottiredoflivingabroad.
他厌倦了国外的生活。
loseweight体重减轻;减肥
Maryisdietingtoloseweight.
为了减肥,玛丽正在节食。
puton/againweight增加体重
10.WangPengwasamazedatthisandespeciallyattheprices.
王鹏对此感到吃惊,特别是对它们的价格。
beamazedat对……感到惊讶/惊愕
Youwouldbeamazedathowdifficultitwas.
要是知道有多么困难,你会大为诧异的。
Everybodywasamazedathisdesign.
大家都对他的设计感到惊讶。
11.HecouldnothaveYongHuigettingawaywithtellingpeoplelies!
他可不能让咏慧哄骗人们后跑掉。
havesb.doingsth.:allowortolerate(sth.)表示允许或容忍某事发生,多用于否定句中,特别是用在willnot,cannot等之后。
Mr.Zhangwon’thavehisdaughterarrivinghomeafter12o’clock.
张先生不容许他女儿12点后回家。
Iwon’thaveyousayingso!
我不容许你这样说。
getawaywithdoingsth.:notbepunishedforsth.（做了某事）而不受惩罚
Iwon’thaveyougettingawaywithcheatingintheexam.
我不能容忍你考试作弊而不受惩罚。
getawaywithsth.:stealsth.andescapewithit偷携某物潜逃receive(arelativelylight)受到（较轻的处罚）
Therobbersrobbedthebankandgotawaywithalotofmoney.
这些强盗抢了银行,携巨款潜逃。
Hewassoluckytogetawaywithafineforsuchaseriousmistake.
他犯了如此严重的错误,侥幸只交了罚款了事。
tellalie/telllies说谎
Heisalwaystellinglies.
他这个人老是撒谎。
12.Perhapswithadiscountandanewsignhecouldwinhiscustomersback.
或许打折的方法和新的招牌能够帮他赢回顾客。
win...back赢回;重新获得
TheyweredeterminedtowintheseatbackfromLabor.
他们决心从工党手里重新夺得这个议席。
→Step5Usingwords,expressionsandpatterns
DoExercisesinUsingwordsandexpressionsonPages49-50.
Thefollowingproceduresmaybefollowed:
1.Gothroughtheexerciseswithstudentsandmakesuretheyknowwhattodo.
2.Severalminutesforstudentstofinishthemindividually,andthendiscussandcheckthemwiththeirpartner.
3.Checktheanswerswiththewholeclass.
4.Iftimepermits,explaintheproblemsstudentsmeetwherenecessary.
→Step6Homework
1.FinishofftheWorkbookexercises.
2.Learnthenewwordsandexpressionsbyheart.
设计方案(二)
→Step1Revision
1.Checkthehomeworkexercises.
2.Asksomestudentstodictatesomeusefulnewwordsandexpressions.
→Step2Vocabularystudy
1.LetstudentsreviewthenewwordsandexpressionsinWarmingup,Pre-reading,ReadingandComprehendingandgivetimetostudentstoasktheirownquestions.
2.Askstudentstolearnsomenewwordsusingthewordformation.
3.Explainsomenewkeywordsandexpressions.
→Step3Practiceforusefulwordsandexpressions
Letstudentsdothefollowingexercisesandchecktheanswersaftermostofthemfinish.
1.Findwordsandexpressionsthatmeanthesametofillintheblanks.
1)______________somethingthatyousayisnottrue
2)______________nottobepunishedforsomething
3)______________uncooked
4)______________thestrongwishtoknowaboutsomething
5)______________someonewhobuysthingsorservicesfromashop,company,etc.
6)______________aparticularqualitythatgivessomeoneorsomethinganadvantage
2.Fillintheblankswithwordsfromtheleftboxandparaphrasetheitalicizedpartsusingthephrasesfromtherightbox.
balanceddietraw
slimoughttoenergeticloseweightloseheart
loseinterestloseface
Juliewantedtobecomethinner.Sheknewshe______________eatmorevegetablesandfruitbutlittlemeat.However,asshewassoafraidofbeinglaughedatbyherfriends,shedidnotconsultadoctorbutlivedona______________ofrice,______________vegetables,bananasandlemons.Threeweekslater,shefoundsheweighedasmuchasever.Shefeltsosadandhopelessaboutherselfandherbehaviorchanged.Shedidn’tdaretofaceherboyfriendandshewasunwillingtovisitherfriendsanymore.Luckily,herbestfriendFredcametoseeherandencouragedhertoexercise,eata______________dietandenjoylifeagain.SoonJuliebecameamazingly______________and______________!Shefeltveryhappy.
→Step4Sentencefocus
AskstudentstoreadthroughtheWarmingUpandReadingagaintofindoutthedifficultsentencestheycan’tunderstandandgivetimetostudentstoasktheirownquestions.Explainthemtotheclass.
→Step5Workbookexercisesforconsolidation
AskstudentstodotheexercisesinUsingwordsandexpressionsonPages49-50toconsolidatewhattheyhavelearnedinthisperiod.
→Step6Homework
1.Learnthenewwordsandexpressionsbyheart.
2.FinishofftheWorkbookexercises.
3.DoExercise2onPage49andExercise4onPage50intheexercisebook.
板书设计
Unit2Healthyeating
Learningaboutlanguage:Importantlanguagepoints
ImportantvocabularySentencepatterns
diet,nut,bean,pea,cucumber,eggplant,pepper,mushroom,peach,lemon,balance,barbecue,mutton,roast,fry,ought,bacon,slim,curiosity,hostess,raw,vinegar,lie,customer,discount,weakness,strength,balanceddiet,oughtto,loseweight,getawaywith,tellalie,win...back1.WangPengsatinhisemptyrestaurantfeelingveryfrustrated.
2.Bynowhisrestaurantoughttobefullofpeople.
3.Nothingcouldbebetter.
4.SomethingterriblemusthavehappenedifLiChangwasnotcomingtoeatinhisrestaurantashealwaysdid.
5.HecouldnothaveYongHuigettingawaywithtellingpeoplelies!
活动与探究
Readthefollowingwordsrelatedtofoodanddrink.Lookuptheonesyouarenotfamiliarwithinthedictionary.Addasmanywordsasyoucan.Dividethemintogroupsinanywayyoulike.Sharetheresultswithyourpartners.
sugarradisheggplantbarbecuegrapecarrotgarlicspicypeachkebabboilnoodlemushroomshrimpbreadmuttonplumbaconmilkfrycolasaltymelonspaghetticabbageturnipmangocheesecoffeebeefvinegarricecrispycucumbermustardcreampepperlemonjuicecrabpeateacornroasttastelesspineapplesourmineralwaterbeancurd(tofu)wine
Unit 2 Healthy eating Period 1 教案
Unit2Healthyeating
单元要览类别课程标准要求掌握的项目话题Problemswithdiet;balanceddietandnutrition词汇dietn.日常饮食vi.节食rawadj.生的;未加工的nutn.坚果;果仁vinegarn.醋beann.豆;豆科植物lien.谎话;谎言vi.说谎pean.豌豆customern.顾客;消费者cucumbern.黄瓜discountn.折扣eggplantn.茄子weaknessn.缺点;虚弱;弱点peppern.辣椒;辣椒粉strengthn.强项;长处;力量mushroomn.蘑菇consultvt.咨询;请教;商量peachn.桃子fibren.纤维;纤维制品lemonn.柠檬digestvt.概要balancevt.平衡;权衡n.天平;平衡carrotn.胡萝卜barbecuen.烧烤;烤肉debtn.债;债务muttonn.羊肉baconn.熏咸肉;腊肉roastadj.烤制的vt.烤;烘;烘烤poisonousadj.有毒的fryvt.油炸limitvt.限制;限定n.界限;限度oughtv.aux.应当;应该limitedadj.有限的glarevi.怒目而视;闪耀n.怒视;炫目的光benefitn.利益;好处vt.有助于;受益slimvi.变瘦adj.苗条的;纤细的breastn.胸部;乳房curiosityn.好奇心garlicn.大蒜hostessn.女主人;女主持人sighvi.叹息n.叹息;叹息声spyvt.秘密监视n.间谍;侦探combinevt.（使）结合短语balanceddiet平衡膳食indebt欠债oughtto应该;应当spyon暗中监视;侦查loseweight体重减轻;减肥cutdown削减;删节getawaywith被放过;（做坏事）不受惩罚beforelong不久以后tellalie说谎putonweight增加体重win...back赢回;重新获得beamazedat对……感到吃惊earnone’sliving谋生competewith与……竞争重要句型1.WangPengsatinhisemptyrestaurantfeelingveryfrustrated.(presentparticipleusedasadverbial)2.Bynowhisrestaurantoughttobefullofpeople.(oughtto)3.Nothingcouldhavebeenbetter.(couldhavedone)4.SomethingterriblemusthavehappenedifLiChangwasnotcomingtoeatinhisrestaurantashealwaysdid.(musthavedone)5.HecouldnothaveYongHuigettingawaywithtellingpeoplelies!(can’t/couldn’thavesb.doing)功能1.SuggestionsandadviceWhatshouldwedo?Shallwe...?Howabout...?Youmust/mustn’t....Ithinkyououghtto....Perhapsyoushould....You’dbetter....Youneed/needn’t....Youhaveto/don’thaveto....Myadviceis/wouldbe....Youmight....Isuggestthatyou....Iwouldstronglyadviseyouto....Itmightbeagoodideato....2.SeeingthedoctorWhat’sthematter?What’swrongwithyou?Whatseemstobethetrouble?Howlonghaveyoubeenlikethis?It’snothingserious,only....Isupposeyouhadbetter....Ithinkyououghtto....3.AgreementanddisagreementI’mnotsurethat!Youcouldberight,but....(I’mafraid)Idon’tagree.Iagreeuptoapoint,but....That’saninterestingidea,but....Doyoureallythink...?Rubbish!/Nonsense!Youcan’tbeserious!Actually/Asamatteroffact,Ithink....That’snothowIseeit.语法Modalverbs:oughtto/oughtnottohaveto/don’thaveto/mustn’t/needn’t教学重点1.Getstudentstoknowaboutproblemswithadiet,abalanceddietandnutrition.2.Havestudentslearnusefulnewwordsandexpressionsinthisunit.3.Enablestudentstograspandusetheexpressionsofgivingsuggestionsandadvice.4.Letstudentslearnthenewgrammaritem:theuseofoughtto.5.Developstudents’listening,speaking,readingandwritingabilities.6.Havestudentslearnhowtodealwithandsolveproblemscorrectly.教学难点1.Enablestudentstomastertheuseofoughtto.2.Havestudentslearnhowtogivesuggestionsandadvice.3.Letstudentslearntowriteashortpassagetomakeanadvertisement.4.Developstudents’integrativeskills.课时安排Periodsneeded:7Period1WarmingupandreadingPeriod2Learningaboutlanguage:ImportantlanguagepointsPeriod3Learningaboutlanguage:GrammarPeriod4Usinglanguage:ListeningandspeakingPeriod5Usinglanguage:ExtensivereadingPeriod6Usinglanguage:SpeakingandwritingPeriod7Revision:Summingupandlearningtip
Period1Warmingupandreading
整体设计教材分析Thisisthefirstteachingperiodofthisunit.Atthebeginningoftheclass,theteachercanleadinthetopicoftheunitbyshowingstudentssomepicturesaboutfoodsandtalkingaboutthem.WarmingUpistotellstudentshowdifferentkindsoffoodaregrouped.Thisisimportantasitenablesustotalkaboutthevalueofparticularfoodstoourhealth.Wewantstudentstoappreciatewhatabalanceddietis.Toomuchfattyfoodwillmeantheystoreextraenergyintheirbodies.Toomuchbody-buildingfoodmaycauseproblemsfordigestionandleadtoillnessunlessenoughfibrefoodsareeatentoaiddigestion.Theteachercanhaveafreetalkwithstudents,letthemworkinpairstoreadthroughthechartanddiscussthequestions.Pre-readingcontainstwomoregeneralquestionsaboutfoodfordiscussion.Studentscanbeencouragedtodiscussthesequestionsinpairs.Thentheyareaskedtolookatthetitleofthereadingpassageandthepicturestopredictwhatthepassageisabout.ThispartisveryusefulforthenextpartReading.ThereadingpassageComeandEatHere(1)introducesstudentstotwounbalanceddietsthroughtherestaurantsofWangPengandYongHui.FoodatWangPeng’srestaurantcontainstoomuchfatwhileYongHui’srestaurantofferslittleenergy-givingfood.ThepersonwhoofteneatsatWangPeng’srestaurantwillbecometoofat.Thatcanleadtoillnessessuchasaheartattackorhighbloodpressure.ThepersonwhoofteneatsatYongHui’srestaurantwillbecometoothinandsufferillnessessuchasanorexiaormalnutrition.Itisimportantforstudentstoknowaboutthetwoextremesandavoidthem.Theteachercanencouragestudentstoskimforthegeneralideaandscanforfurtherunderstanding.Becausethispassageintroducesalotofnewwords,whichareonlyusedforfood,inordernottoletstudentsfeelmuchdifficult,theteachershoulddealwithanylanguageproblemswhiletheyarereading.Afterreading,studentsarerequiredtodotheexercisesinComprehendingtoseehowmuchtheyhaveunderstoodthereadingpassage.Theteachercanletthemworkinpairsoringroupstofindtheanswerscooperatively,andthenchecktheiranswerswiththewholeclass.Toconsolidatethecontentsofthereadingpassage,studentsshouldberequiredtoreadthepassageagainandthenretellit.Inordertoarousetheirinterest,theteachercanholdacompetition.Theteacheralsoneedstomakeasummaryonthepassageincludingthegeneralidea,writingcharacteristics,andsoontoletstudentsunderstandthepassagefurtherattheendoftheclass.教学重点1.Letstudentslearnmoreaboutproblemswithadiet,abalanceddietandnutrition.2.Getstudentstolearndifferentreadingskills.教学难点1.Developstudents’readingability.2.Enablestudentstotalkaboutdifferentkindsoffoodandbalanceddiet.三维目标知识目标1.Getstudentstolearntheusefulnewwordsandexpressionsinthispart:diet,nut,bean,pea,cucumber,eggplant,pepper,mushroom,peach,lemon,balance,barbecue,mutton,roast,fry,ought,bacon,slim,curiosity,hostess,raw,vinegar,lie,customer,discount,balanceddiet,oughtto,loseweight,getawaywith,tellalie,win...back.2.Letstudentslearntheknowledgeofbalanceddietandnutrition.能力目标1.Developstudents’readingabilityandletthemlearndifferentreadingskills.2.Enablestudentstotalkaboutdifferentkindsoffood,problemswithdietandbalanceddiet.情感目标1.Stimulatestudents’sensetoformahealthyeatinghabit.2.Developstudents’senseofcooperativelearning.
教学过程设计方案(一)→Step1Leading-inHaveafreetalkwithstudents.Askthemthefollowingquestions:1.Everybodyhastoeat,butdoyoueatahealthydiet?2.Whatdoyouusuallyhaveforbreakfast/lunch/supper?3.Whatkindoffooddoyoulikebest?4.Whyareyousostrong/weak/fat/thin?Doesithaveanythingtodowithyourdiet?5.Doyouthinkyouareeatingabalanceddiet?→Step2Warmingup1.LetstudentsturntoPage9.Askthemtolookatthepictures,namethefoodsinthemandthenfillintheform.HealthyfoodUnhealthyfood2.Showthefollowingonthescreen.Letstudentsreadthequestionandtheinformationaboutfoodintheformbelow.Doyouknowthatthefoodyoueathelpsyougrowindifferentways?Foodthatprovidesenergy(e.g.energy-givingfood)Foodthathelpsgrowbonesandmuscles(e.g.body-buildingfood)Foodthathelpsthebodyfightdiseases(e.g.protectivefood)ricenoodlesspaghettibreadpotatoeschocolatebuttercreamoilsnutsmeateggscheesemilktofuMostvegetables(e.g.beans,peas,cucumbers,eggplants,peppers,mushrooms,cabbages)andfruit(e.g.apples,peaches,oranges,lemons)3.Askstudentstoworkinpairstodiscussthefollowingquestionsandthenoneofthemtellstheirideastotheclass.Questions:1)Whichgroupsoffooddoyoulikebest?2)Whichdoyoueatmostoften?3)Doyoueatthethreekindsoffoodeachday?3)Whatwillhappentoyouifyoudon’teatabalanceddiet?→Step3Pre-reading1.Letstudentsdiscussthefollowingquestion:Whatdoyouthinkshouldgointoagoodmeal?2.Askstudentstoimaginetheyaregoingtoinvitesomefriendsfordinner.Letthemdiscussthequestion:Whatspecialfoodofyourplacewouldyouofferthem?Thenhavethemplanamenu.3.LetstudentsturntoPage10,lookatthetitleofthereadingpassageandthepicturesandpredictwhatthepassageisabout.Thenhavethemreadthepassagequicklytoseeiftheyareright.→Step4Reading1.FastreadingAskstudentstoskimthereadingpassageandthenanswerthefollowingquestions:1)Whoarementionedinthestory?2)Wheredidthestoryhappen?Threeminuteslater,checktheanswerswiththewholeclass.Suggestedanswers:1)WangPeng,YongHuiandLiChang.2)Ithappenedinthetworestaurants:WangPeng’srestaurantandYongHui’srestaurant.2.IntensivereadingAllowstudentstoreadthepassagecarefullythistimetounderstandthemainideaofeachparagraphandtheimportantdetails,andthenfinishthefollowing:1)Choosethebestanswertoeachquestionaccordingtothetext.(1)WhatdidWangPengthinkofthefoodinhisrestaurant?A.Verybad.B.Justso-so.C.Unpopular.D.Popular.(2)WhatdidWangPengdoafterhesawhisfriendLiChanghurryingby?A.Hejustsatinhisrestaurantfellingfrustrated.B.Hedidsomeresearch.C.HefollowedLiChangtoseewhyhedidn’teatwithhim.D.Hebegantoadvertisehisfood.(3)WhichofthefollowingwasnotmentionedonYongHui’smenu?A.Apples.B.Cola.C.Water.D.Cabbages.(4)WhichofthefollowingdidWangPengnotdotowinhiscustomersback?A.Heimprovedhisfood.B.Headvertisedhisfood.C.Hedidsomeresearch.D.HefoundtheshortcomingsofYongHui’sfood.Suggestedanswers:(1)D(2)C(3)B(4)A2)Usetheinformationfromthereadingpassagetotickoutthecorrectstatementsandgivereasonsforyouranswers.(1)UsuallyWangPeng’srestaurantwasfullofpeople.(2)YongHuicouldmakepeoplethinintwoweeksbygivingthemagooddiet.(3)WangPeng’sregularcustomersoftenbecomefat.(4)YongHui’smenugavecustomersmoreenergy-givingfood.(5)WangPeng’smenugavecustomersmoreprotectivefood.(6)WangPengdecidedtocompetewithYongHuibycopyinghermenu.3)Thepassagecanbedividedinto3parts.Givethemainideaineachpart.PartMainideaPart1Part2Part33.ReadinganddiscussionReadthepassageathirdtimeandthenworkinpairstodothefollowing:1)Writeoutyouranswers.(1)TheweaknessofthedietinWangPeng’srestaurantwasthatitdidnotgive______________.(2)ThestrengthofthedietinWangPeng’srestaurantwasthatitprovided______________.(3)TheweaknessofthedietinYongHui’srestaurantwasthatitdidnotgive______________.(4)ThestrengthofthedietinYongHui’srestaurantwasthatitprovided______________.2)Discussthesequestions.Writedownyourmainpointsandcomparethemwiththoseofanotherpair.(1)WhatdoyouthinkWangPengwillprovidetowinhiscustomersback?(2)Howdoyouthinkthestorywillend?(Letstudentshaveenoughtimetoreadthepassagecarefullyanddiscussthequestionswiththeirpartners.Encouragethemtoexpandtheiranswersaccordingtotheirownexperiences.)4.ExplanationHelpstudentsanalyzesomedifficult,longandcomplexsentencesandguessthemeaningsofsomenewwords.Encouragethemtotrytodealwiththelanguagepointsinthecontext.Discussandexplaininyourownwordsthefollowingimportantsentencesorpartsofsentencestakenfromthepassage.1)WangPengsatinhisemptyrestaurantfeelingveryfrustrated.2)Nothingcouldhavebeenbetter.3)SomethingterriblemusthavehappenedifLiChangwasnotcomingtoeatinhisrestaurantashealwaysdid.4)HecouldnothaveYongHuigettingawaywithtellingpeoplelies!5)Perhapswithadiscountandanewsignhecouldwinhiscustomersback.5.ReadingaloudandunderliningAskstudentstoreadthepassagealoudtothetapeandletthempayattentiontothepronunciationofeachnewwordandthepauseswithineachsentence.Tellthemtopickoutalltheusefulexpressionsorcollocationsfromthepassagewhilereadingandcopythemtothenotebookafterclassashomework.Collocations:sitinhisemptyrestaurant,feelveryfrustrated,averystrangemorning,preparehismenu,bylunchtime,bynow,oughtto,befullof,bemadeof,Nothingcouldbebetter.,hurryby,followsb.into...,loseweight,befit,beamazedat,morethan,agoodmeal,getawaywith,hadbetter,dosomeresearch,toomuch,eventhough,energy-givingfood,feelmorehopeful,win...back,beon→Step5ConsolidationAskstudentstotalkabouttheproblemswiththedietinWangPeng’srestaurantandYongHui’srestaurantintheirownwordsaccordingtothetext.Thenletthemretellthewholestory.→Step6Homework1.Learntheusefulnewwordsandexpressionsinthispartbyheart.2.Readthereadingpassageagainandtrytoretellthestory.设计方案(二)→Step1Leadinginthetopic1.Learningsomevocabularyconnectedwithfoodanddiet.2.Identifyingdifferentgroupsoffood.→Step2WarmingupbymakingasurveyLetstudentsinterviewtheirteachersandclassmatesontheirdietandfillinthetable.NameBreakfastLunchSupperFavoritefoodThereasonforbeingstrong/weak/fat/thin→Step3Predictingbylookinganddiscussing1.Lookatthepicturesandtitleofthereadingpassageanddiscussinpairswhatthepassagemightbeabout.2.Twoorthreestudentswillgivetheiropinions.3.Letthemreadthepassagequicklytoseeiftheyareright.→Step4Reading1.Givestudents2minutes,andaskthemtoskimthepassageforthegeneralideaofthepassage.2.Givestudents5minutestoreadthepassagecarefully,andanswerthefollowingquestions.1)Whatmakesabalanceddiet?2)WhatiswrongwiththedietofbothWangPengandYongHui?3)WhydoesitmatterifyouonlyeatatWangPeng’sorYongHui’srestaurant?3.Givestudents4minutestoreadthepassageathirdtime.Encouragethemtotrytodealwiththelanguagepointsinthecontext.Thenletthemanswerthefollowingquestions.1)Whatdoestheword“frustrated”meaninParagraph1?2)Howdoyouunderstandthesentence“Nothingcouldhavebeenbetter”?3)Whatdoesthephrase“getawaywith”mean?4.ListeningandreadingaloudPlaythetapeofthetextforstudentsandletthempayattentiontothepronunciationofeachnewwordandthepauseswithineachsentence.Thenaskthemtoreadthetextaloudtothetape.→Step5DiscussionAskstudentstoworkinpairstodiscussandcomparethetworestaurants.Trytofindoutthestrengthandweaknessofeachtofillinthechart.WangPeng’srestaurantYongHui’srestaurantStrengthWeakness→Step6ExtensionLetstudentsthinkaboutanddiscussthefollowingquestions.1)WhatdoyouthinkwillhappentoWangPeng’srestaurant?2)Inyouropinion,whatkindoffoodshouldweeat?3)Canyoumakeabalanceddietforyourself?→Step7Closingdownbyretellingthestory1.Havestudentsgetpreparedin3minutesorsoandthenaskthemtoretellthestory.2.Askasmanystudentsaspossibletohaveatryinfrontoftheclass.→Step8Homework1.Gooverthetextandtrytolearnalltheusefulwordsandexpressionsinthispartbyheart.2.FinishtheexercisesinComprehendingonPage11.
板书设计
Unit2Healthyeating
Comeandeathere(1)TrueorfalseKeysentences1.UsuallyWangPeng’srestaurantwasfullofpeople.2.YongHuicouldmakepeoplethinintwoweeksbygivingthemagooddiet.3.WangPeng’sregularcustomersoftenbecomefat.4.YongHui’smenugavecustomersmoreenergy-givingfood.5.WangPeng’smenugavecustomersmoreprotectivefood.6.WangPengdecidedtocompetewithYongHuibycopyinghermenu.1.WangPengsatinhisemptyrestaurantfeelingveryfrustrated.2.Nothingcouldhavebeenbetter.3.SomethingterriblemusthavehappenedifLiChangwasnotcomingtoeatinhisrestaurantashealwaysdid.4.HecouldnothaveYongHuigettingawaywithtellingpeoplelies!5.Perhapswithadiscountandanewsignhecouldwinhiscustomersback.
活动与探究Asweknowfromthestory,WangPengwantstoknowwhat’sthematterwithhismenuandhewonderwhatheshoulddotosatisfythedemandofthecustomerswhoenjoythetasteandalsowanttokeepfit.Supposeyouareanexpertwhoknowsnutritionverywell.WritearesearchreportforWangPengtogivehimsomesuggestionsandadviceondietandmakeabalancedmenuforhisrestaurant.
Unit 2 Healthy eating Period 4 教案
Unit2Healthyeating
Period4Usinglanguage:Listeningandspeaking
整体设计
教材分析
Thisisthefourthteachingperiodofthisunit.Asusual,theteacherwillfirstgetstudentstoreviewwhattheylearnedinthelastperiod,andthenleadinthenewlesson.
Wewillmainlydealwithlisteningandspeakinginthisperiod.Atthebeginning,studentslistentoadialoguebetweenWangPengandanexpert.Makesurestudentsgothroughtheexercisesbeforetheylistentothetape.Thisistosharpentheirattentionandlistenfortheanswers.Thiswillalsohelpthemgetthegistofthelisteningtext.Theteachingproceduresmaybeasfollows:First,letstudentsgothroughtheexercisesandguessthelisteningtextmaybeabout.Playthetapeforstudentstolistentoanddecidewhethertheirguessingisright.Second,askthemtolistenagainforthemtodoExercise3.Third,letthemlistenathirdtimetochecktheiranswers.Whiletheyarelistening,theteachershouldpauseandrepeatthekeysentencestohelpstudentsunderstand.Afterlistening,letthemworkinpairsandfinishExercise4.Whencheckingtheanswers,explainsomedifficultlisteningpointsifnecessary.Intheend,showthemthelisteningtextandletthemreadandretellit.Thisstepcanhelpstudentsunderstandandgraspthelisteningmaterialfarfurther.Perhapssomestudentswillfindithardtolistentoandunderstandlisteningmaterials.Encouragethemnottogiveup.ThemoretheylistentoEnglish,theeasieritbecomes.
Asweknow,youngpeoplecanshowthattheyarenoteatingabalanceddietinanumberofways—bybeingtoothin,toofatorsick.SotheexerciseTalkingistoencouragestudentstodiscusshowtheirdietsmayaffecttheirqualityoflife.Itgivesthemtheopportunitytopracticeadialogueusingthefunctionalitemsforseeingthedoctor,suggestionsandadvice.Sotheyshouldlearnsomeexpressionsofseeingthedoctor,suggestionsandadvicefirst.Thentheyarerequiredtocreatesuchadialogue.Duringthecourse,encouragethemtousevocabularyfromthereadingandlisteningpassages.
Thisperiodplacesemphasisondevelopingstudents’listeningandspeakingability.Weshouldtryourbesttoencouragestudentstosaysomething.Don’talwayscorrectthemistakestheyhavemadewhiletheyarespeaking.Otherwise,theywouldfeelreluctantandnotsayanythingmore.
教学重点
1.Developstudents’listeningandspeakingabilities.
2.Enablestudentstomasterdifferentlisteningskills.
3.Letstudentslearntheexpressionsofseeingadoctor,suggestionsandadvice.
教学难点
1.Getstudentstolistenandunderstandthelisteningmaterials.
2.Letstudents’makeadialogueusingthefunctionalitemsforseeingthedoctor,suggestionsandadvice.
三维目标
知识目标
1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthelisteningpassages.
2.Letstudentslearntheexpressionsofseeingthedoctor:
What’sthematter?
What’swrongwithyou?
Whatseemstobethetrouble?
Howlonghaveyoubeenlikethis?
It’snothingserious,only....
Isupposeyouhadbetter....
Ithinkyououghtto....
能力目标
1.Enablestudentstocatchandunderstandthelisteningmaterials.
2.Developstudents’abilitytogetspecialinformationandtakenoteswhilelistening.
3.Getstudentstolearnandusetheexpressionsofseeingthedoctor,suggestionsandadvice.
情感目标
1.Enablestudentstoknowmoreabouthealthyeatingandimprovetheirqualityoflife.
2.Developstudents’senseofgroupcooperationandteamwork.
教学过程
设计方案(一)
→Step1Revision
1.Checkthehomeworkexercises.
2.Asksomestudentstotranslatesomesentencesusingoughtto.
1)有些事情我应该在你走之前告诉你。
2)他不应该那样做。
3)——他该去看医生吗？
——是的,他该去。
4)要是他全好了,他很可能今天就回校上课。
5)你应该信守诺言。
Suggestedanswers:
1)ThereissomethingIoughttotellyoubeforeyouleave.
2)Heoughtnottodothat.
3)—Oughthetoseethedoctor?
—Yes,heoughtto.
4)Ifheiscompletelywell,heoughttobebackatschooltoday.
5)Yououghttokeepyourpromise.
→Step2Warmingup
1.Tellstudents:TurntoPage14.WearegoingtothepartListening.WewilllistentoadialoguebetweenWangPengandanexpert.Canyouguesswhattheyaretalkingabout?
2.Letstudentslearnthesewords.Practicethepronunciationandlookuptheminthedictionarytofindoutwhattheseillnessesare.
______________scurvy______________rickets______________obesity
→Step3Listening
1.Gothroughtheexercisestomakesurestudentsknowwhattodo.Letthemguesswhatthelisteningmaterialtheywillhearmaybeabout.
Showthefollowingonthescreen.
1)ListentothedialoguebetweenWangPengandanexpert.Writedownthemainideaofthedialogue.
____________________________________________________________
2)Listentothedialogueagainandjointhenamesoftheillnessestotheircauses.
IllnessesCauses
Scurvytoomuchrice,noodles,sugarandfat
RicketsnotenoughvitaminC
ObesitynotenoughproteinandvitaminD
2.Playthetapeforthemtolistentoanddecidewhethertheirguessingisrightornot.
3.Playthetapeagainforthemtowritetheiranswers.
4.Theyexchangetheinformationandlistentothetapeagainforchecking.Letthemhavethecorrectanswers.
5.Give2or3minutestostudentstoaskquestionsiftheyhaveany.
6.LetthemworkinpairsanddiscusswhatproblemsWangPengandYongHuihaveandwhatsuggestionstheywouldgivethem.Fillintheform.
OwnerofrestaurantProblemswithfoodofferedWhatfoodisneeded
WangPeng
YongHui
7.Showstudentsthelisteningtextandletthemreaditaloud.
Listeningtext:(Omitted)
→Step4ListeningonPage48
TurntoPage48.
1.Askstudentstoreadthroughthedirectionsandtheexercises.Makesuretheyknowwhattodo.
2.Tellstudentstolookatthelistofillnessesbelowcausedbynoteatingproperly.
ricketsobesityanorexia(厌食症)indigestion(消化不良)
3.PlaythetapeforstudentstolistentoandfindoutwhichillnessEmmahas.
4.Askstudentstoreadthequestions.
Showthechartonthescreen.
1)WhatdoesEmmausuallyhaveforbreakfast,lunchandsupper?
2)WhatiswrongwithEmma’sdiet?
3)WhyisthedoctorconcernedabouthowmuchEmmaeats?
4)HowdoesEmmafeelafterthedoctortellsherabouttheresultofnoteatingproperly?
5.LetthemlistentoPart1againandanswerthequestions.
6.Askthemtolookatthechartbelow.
Redfood
(onlyalittleeveryday)Orangefood
(someeveryday)Greenfood
(someeverymeal)
7.LetthemlistentoPart2againandfillinthechart.
8.Letstudentssharetheirinformationinpairs.
9.Playthetapeathirdtimeforstudentstocheckandhavethecorrectanswers.
10.Give2or3minutesforstudentstoaskquestionsiftheyhaveany.
11.Showstudentsthelisteningtextandletthemreadit.
Listeningtext:(Omitted)
→Step5Talking
1.Showthefollowingformonthescreen.Letstudentsreadtheexpressionsaloud,andmakesuretheyunderstandtheirChinesemeanings.
DOCTOR
What’sthematter?
What’swrongwithyou?
Whatseemstobethetrouble?
Howlonghaveyoubeenlikethis?
It’snothingserious,only...
Isupposeyouhadbetter...
Ithinkyououghtto...PATIENT
I’vegotapainin...Itcomesandgoes.
I’msufferingfrom...Ifeeltiredallthetime.
I’vegotabadcough/cold/fever/headache/...
I’velostmyvoice.
Ihaveapaininmychest/shoulder/back/...
IthurtswhenItouchit.
I’llfollowyouradvice.
2.Supposethesituation:Inpairsimaginethatoneofyouareworriedaboutbeingtoofatortoothinandhavegonetoconsultthedoctor.Theotherstudentwillbethedoctor,whogivesadviceonhowtochangehis/herdiet.
3.Giveseveralminutesforstudentstopreparetheirdialogueinpairs.
4.Askasmanypairsaspossibletopresenttheirdialoguetotheclass.
Sampledialogue:
(Doctor—D;Patient—P)
D:Nowwhat’sthemattertoday?
P:IthinkIamtoofatandIwouldliketobethinner.WhatshouldIdo,doctor?
D:Ithinkyououghttoeatwellandexercisemore.Youneedtodosomerunningeverymorningbeforebreakfast.Thenyouwillbesuretoloseweight.
P:Thankyou,doctor.ButwhatshouldIeat?
D:Everydayyoushouldeatplentyoffruitandvegetables.Youmustn’tforgettoeatsomemeatandfishandonlyalittlesugarandfat.
P:Whataboutcolaandice-cream?
D:No,theycontainalotoffat,sotryanddowithoutthem.ComebackinaweekandIhopeIshallseeyoualittlethinner!
P:Thankyou,doctor.Iwill!
→Step6ListeningtaskonPage51
1.TalkwithstudentsaboutMcDonald’s.
2.TurntoPage51.Askthemtoreadthedirections,thinkaboutwhethertheywouldliketohavesucharestaurantornotandgivetheirrealopinionsandreasonstosupporttheirideas.
Iwould/wouldnotliketohavesucharestaurantinourtownbecause
___________________________________.
3.Havethemsharetheirideaswiththewholeclass.Studentsgivetheirownanswerstothequestionswhethertheywould/wouldnotliketohavesucharestaurantintheirtown.Differentopinionsareencouraged.
4.Tellstudents:Nowlistentothetapeandseewhattwootherpeopleinyourhometownthinkofthisplan.Letthemgothroughthechartandmakesuretheyknowwhattodo.
NameFororagainstReasons
Tina
LiQian
5.Playthetapeforthemtolistentoandgettheiranswers.
6.Twoorthreeminutesforthemtodiscussandsharetheiranswers.
7.Playthetapeagainforthemtocheckandhavethecorrectanswers.
8.Showthemthelisteningtextandletthemreadit.
Listeningtext:(Omitted)
9.Letthemdesignapostertoencouragepeopletocometoameetingtodiscussthisnewrestaurant.Givetworeasonswhyitshouldbebuiltandtworeasonswhyitshouldnot.Remindthemtopayattentiontothefollowing:
1)tomakeabigmainheadingfortheposter;
2)towriteyourtworeasonsforandagainst;
3)togivethedateandtime.
10.Give5minutesorsoforthemtopreparetheirposters.Thenletthemshareeachother.
Sampleposter:
DoyouwantaMcDonald’sinourtown?
Cometoameetingtonightinthetownhalltodiscussif
1weneedanotherrestaurantinourtown,
2weneedothercommunitybuildings,
3McDonald’swouldbegoodforourtown.
Time:7:30pmDate:Friday,August24,2007
→Step7Summary
Inthisperiod,wemainlyfocusonthelisteningandspeakingabilities.Theyareveryimportant.Ifyourlisteningorspeakingispoor,you’dbetterpractisemore.ThemoreyoulistentoorspeakEnglish,thebetteryourlisteningorspeakingis.Remember:Practicemakesperfect.
→Step8Homework
1.FinishofftheWorkbookexercises.
2.PreviewthepassageComeandEatHere(2).
设计方案(二)
→Step1Revision
1.Checkthehomeworkexercises.
2.Asksomepairsofstudentstomakeupshortdialoguestoreviewmodalverbs,suchasought/oughtn’tto,should/shouldn’t,mustn’t.
→Step2Listening
1.TalkabouttheweaknessofthedietinWangPeng’srestaurant.DiscusswithstudentswhatwillhappenifweonlyeatinWangPeng’srestaurant.Thenletthemlearnthethreenamesofillnesses:scurvy,ricketsandobesity.
2.HavestudentslistentothewholedialoguebetweenWangPengandanexperttofindoutthemainideaofthedialogue.
3.TurntoPage14.AskstudentstogothroughthechartinExercise3andthenlistentothetapeagainandgivetheiranswers.
→Step3Speaking
1.Havestudentsreviewtheexpressionsofmakingsuggestionsandgivingadvice.
2.LetthemworkinpairsanddiscusswhatWangPengandYongHuihaveandwhatsuggestionstheywouldgivethem.
3.Givethemseveralminutestomakeupadialogueinpairsusingtheexpressions.
4.Askasmanypairsofstudentsaspossibletopresenttheirdialoguetotheclass.
→Step4Workbookexercises
1.Listening
1)Gothrougheachexercisebeforeplayingthetape.
2)Havestudentslistentotherecordingafewtimesanddotheexercises.
3)Checktheanswersfirstinpairs,thenwiththewholeclass.
2.Talking
1)Askstudentstoreadthedirections.Makesuretheyknowwhattodo.
2)Letthemreviewtheexpressionsofseeingthedoctorintheboxbelow.
3)Givethemenoughtimetopreparetheirdialogueinpairs.
4)Askasmanypairsaspossibletoactouttheirdialoguestotheclass.
3.Listeningtask
1)Askstudentstoreadthroughthedirectionsandthendiscussthequestions:
Whetherwouldyouliketohavesucharestaurantornot?Why?
2)Letthemlistentothetapeandseewhattwootherpeopleintheirtownthinkofthisplan.
3)Havethemdesignapostertoencouragepeopletocometoameetingtodiscussthisnewrestaurant.
4)Letthemsharetheirposterswitheachother.
→Step5Homework
1.FinishofftherelatedWorkbookexercises.
2.Makeupadialogueusingtheexpressionsofseeingthedoctorwithyourpartner.
板书设计
Unit2Healthyeating
Listeningandspeaking
DOCTOR
What’sthematter?
What’swrongwithyou?
Whatseemstobethetrouble?
Howlonghaveyoubeenlikethis?
It’snothingserious,only...
Isupposeyouhadbetter...
Ithinkyououghtto...PATIENT
I’vegotapainin...Itcomesandgoes.
I’msufferingfrom...Ifeeltiredallthetime.
I’vegotabadcough/cold/fever/headache/...
I’velostmyvoice.
Ihaveapaininmychest/shoulder/back/...
IthurtswhenItouchit.
I’llfollowyouradvice.
活动与探究
Discussion
Readthefollowingreportsandtheninsmallgroupsdiscusswhatyouthinkofafterreadingthereports.
Thelatestdatafromanongoinggovernment-sponsoredsurveyofthehealthandnutritionoftheU.S.populationindicatedthatnearly65%ofAmericanadultswereoverweightandmorethan30%wereobese.Themostdisquietingfindingwasthatmorethan80%ofallblackwomenovertheageof40wereoverweightandhalfwereobese.Inaseparatereportfocusingonchildrenandadolescents,15%ofthoseaged16-19wereoverweight.
CDCresearcherspublishedthedisturbingresultsofa20-yearstudythatanalyzedhospital-dischargerecordsofchildren.Theyfoundthatoverweightchildrenwereincreasinglybeingdiagnosedwithillnessesformerlyseenmainlyinoverweightorobeseadults.TheseincludedtypeⅡ(non-insulin-dependent)diabetes,gallbladderdisease,andsleepapnea.Althoughtheoverallnumbersofchildrenwiththeseseriousconditionsremainedrelativelylow,theincreasesovertheperiod1979-1999werestriking.Forexample,thediagnosisofgallbladderdiseasein6-17-year-oldsrose228%.
AreportonobesityamongchildrenworldwidebytheLondon-basedInternationalObesityTaskForcewaspresentedinMayattheannualmeetingoftheWorldHealthAssembly,whosedecision-makingbody.Thetaskforceestimatedthat22millionchildrenunderage5wereoverweightorobese.Among10-year-olds,theU.S.hadthethirdhighestprevalenceofoverweightchildren,afterMaltaandItaly.Muchtothesurpriseofmanyhealthprofessionals,obesitywasfoundtobeagrowingprobleminless-developedcountries.InMoroccoandZambia,forexample,morechildrenwereoverweightthanmalnourished.InEgypt,Chile,Mexico,andPeru,asmanyas25%ofchildrenaged4-10wereoverweightorobese.
Unit 2 Healthy eating Period 7 教案
Unit2Healthyeating
Period7Revision:Summingupandlearningtip
整体设计
教材分析
Thisisthelastteachingperiodofthisunit,sotheemphasisshouldbeplacedongoingoverandsummarizingwhathasbeenlearnedinthisunit.Itincludesthefollowingparts:SummingUp,LearningTip,assessmentandconsolidationexercises.
SummingUpsummarizesthewholecontentsofthisunitfromtheaspectsoftopics,vocabularyandgrammar.Theteachercanfirstusethisparttoletstudentssumupwhattheyhavelearnedandthenexplainwhatstudentscouldn’tunderstandverywellinthisunit.Anexperiencedteachershoulddesignsomeadditionalexercisesforstudentstodoinorderthattheycanlearntouseandgraspallthecontents.
LearningTipencouragesstudentstolookatthesideofthepacketortinwhentheybuyfoodinpacketortin.Thiswillhelpthemnotonlyknowhowmuchsugar,fat,vitamin,protein,andfiberthereisintheirfoodbutalsolearnmorewordsandexpressionsconnectedwithfood.Theycanusethisinformationtohelpthemhaveahealthydietaswellasincreasetheirvocabulary.Somakesurethatstudentshaveatry.
Inthisperiod,theteachercanalsoprovidemorepracticestoconsolidatewhatstudentshavelearnedinthisunit.
Finally,askstudentstofinishCheckingyourselfonPage54intheWorkbook.Thispartaimsatencouragingstudentstomakeaself-assessmentaftertheyfinishlearningthisunit.Itisveryimportanttoimprovetheirlearning.Ofcourse,atestingassessmentisalsoneeded.
教学重点
1.Getstudentstoreviewandconsolidatewhattheyhavelearnedinthisunit.
2.Developstudents’abilitytosolveproblems.
教学难点
Getstudentstoturnwhattheyhavelearnedintotheirability.
三维目标
知识目标
1.Getstudentstogoovertheusefulnewwordsandexpressionsinthisunit.
2.Havestudentsreviewthenewgrammaritem:theuseofoughtto.
能力目标
1.Developstudents’abilitytousetheimportantlanguagepointsinthisunit.
2.Enablestudentstolearntouseoughttocorrectly.
情感目标
1.Encouragestudentstolearnmoreaboutproblemswithdiet,abalanceddietandnutrition.
2.Stimulatestudents’sensetohaveabalanceddiet.
3.Strengthenstudents’senseofgroupcooperation.
教学过程
→Step1Revision
1.Checkthehomeworkexercises.
2.Dictatesomeusefulnewwordsandexpressionsinthisunit.
→Step2Lead-in
Tellstudents:Uptonow,wehavefinishedUnit2Healthyeating.Haveyoulearnedandgraspedallinthisunit?TurntoPage16.YoucancheckyourselfbyfillingintheblanksinthepartSummingUp.
→Step3SummingUp
Fiveminutesforstudentstosummarizewhattheyhavelearnedinthisunitbythemselves.Thencheckandexplainsomethingwherenecessary.
Suggestedanswers:
Writedownwhatyouhavelearnedaboutfestivalsaroundtheworld.
(Students’answermayvary.)Wehavelearnedaboutproblemswithdiet,balanceddietandnutrition.
Fromthisunityouhavealsolearned
usefulverbs:diet,balance,barbecue,roast,fry,ought,slim,lie,consult,digest,glare,spy,limit,benefit,combine
phrasalverbs:oughtto,loseweight,getawaywith,tellalie,winback,earnone’sliving,cutdown,putonweight
usefulnouns:diet,nut,bean,pea,cucumber,eggplant,pepper,mushroom,peach,lemon,balance,barbecue,mutton,bacon,curiosity,hostess,vinegar,lie,customer,discount,weakness,strength,fibre,digest,carrot,debt,glare,spy,limit,benefit,breast,garlic,sigh
usefuladjectives:roast,slim,raw,limited
otherusefulexpressions:balanceddiet,indebt,beforelong
newgrammaritem:theuseofoughtto
→Step4Practice
Showtheexercisesonthescreenorgiveoutexercisepapers.Firstletstudentsdotheexercises.Thentheanswersaregiven.Theteachercangivethemexplanationswherenecessary.
Ⅰ.Wordspelling:
1.Thechildcouldn’tkeephisbonhisnewbicycle.
2.Heisfullofc.
3.Heisnotsenoughtowearthesetighttrousers.
4.Therestaurantoffersahealthydandisfullofceveryday.
5.Theoldmodelworker’srichexperienceisnottobed.
6.Ihaven’tthestoliftthistable.
7.Ifyoudon’tunderstandthedefinitionofaword,youcanc______________thedictionary.
8.Afive-dayweekbmorethanindividuallyandeconomically.
9.Thetwoprincipalpoliticalpartieshavectoformagovernment.
10.MymotherltheamountoffoodthatIeat.
Ⅱ.Fillintheblankswiththeexpressionsgivenbelow.Useeachexpressiononlyonceandmakechangeswherenecessary.
oughttogetawaywithearnone’slivingcutdownbeforelongputonweightindebtwin...backloseweighttellalie
1.______________hereturnedtohishomeland.
2.Inorderto______________,hebegantoeatmoremeat.
3.Thedoctoradvisedhimto______________hisconsumptionoffat.
4.David______________bywritingarticlesfornewspapers.
5.Heisheavily______________.
6.Iwon’thaveyou______________cheatingintheexam.
7.Theyweredeterminedto______________theseat______________fromLabour.
8.Heisalways______________.
9.She______________lookafterherchildbetter.
10.Maryisdietingto______________.
Ⅲ.Translatethefollowingsentences.
1.我想没有什么比旅行更令人愉快的了。
2.我看见他正向口袋里装东西。
3.他昨天一定去游泳了。
4.大家都对他的设计感到惊讶。
5.张先生不容许他女儿晚回家。
6.难道你不认为瘦一点会更好吗？
7.王鹏坐在他那空荡荡的餐馆里,感到很沮丧。
8.他们的均衡食谱非常有效,王鹏很快就瘦了,而咏慧却胖了。
Keysforreference:
Ⅰ.1.balance2.curiosity3.slim4.diet;customers5.discounted6.strength7.consult8.benefits9.combined10.limits
Ⅱ.1.Beforelong2.putonweight3.cutdown4.earnshisliving5.indebt6.gettingawaywith7.win...back8.tellinglies9.oughtto10.loseweight
Ⅲ.1.Ithinknothingismorepleasantthantraveling.
2.Isawhimputtingsomethinginhisbag.
3.Hemusthavegoneswimmingyesterday.
4.Everybodywasamazedathisdesign.
5.Mr.Zhangwon’thavehisdaughterarrivinghomelate.
6.Don’tyouthinkitwouldbebetterifyouwereabitthinner?
7.WangPengsatinhisemptyrestaurantfeelingveryfrustrated.
8.TheirbalanceddietsbecamesuchasuccessthatbeforelongWangPengbecameslimmerandYongHuiputonmoreweight.
→Step5Learningtip
AskstudentstoturntoPage16.Readthroughthepassageandmakesuretheyunderstandit.Encouragethemtodoasthepassagetellstobecauseiftheyaredoingsotheywillbeteachingthemselvesausefulwayoflearningandformagoodhabit.
→Step6Assessment
1.Checkingyourself(onPage54intheWorkbook)
Firstgetstudentstothinkaboutthesequestionsindividually.Thentheycandiscussingroupssharingtheirexperience.Theteachercanjoininandgivethemadviceandsuggestionswherenecessary.
2.Testingassessment
1)Completethefollowingsentenceswithshouldorshouldn’taccordingtothedifferentsituations.
takeafewdaysoffgotobedsolateputsomepaintingsonthewallslookforanewjobtakeaphotousehercarsomuch
(1)(Lisaneedsachange.)
She____________________________.
(2)(Mysalaryisverylow.)
You____________________________.
(3)(Nickalwayshasdifficultygettingup.)
He____________________________.
(4)(Whatabeautifulview!)
You____________________________.
(5)(Susandriveseverywhere.Sheneverwalks.)
She____________________________.
(6)(Billy’sroomisn’tveryinteresting.)
He____________________________.
Keysforreference
(1)Sheshouldtakeafewdaysoff.
(2)Youshouldlookforanewjob.
(3)Heshouldn’tgotobedsolate.
(4)Youshouldtakeaphoto.
(5)Shecouldn’tusehercarsomuch.
(6)Heshouldputsomepaintingsonthewalls.
2)Completethesentenceswithmust,mustn’torneedn’t.
(1)Wehavegotlittletime.We______________hurry.
(2)We’vegotplentyoftime.We______________hurry.
(3)Wehaveenoughfoodathomesowe______________goshoppingtoday.
(4)Myfathergivemealettertopost.I______________remembertopostit.
(5)Myfathergivemealettertopost.I______________forgettopostit.
(6)There’slotsoftimeforyoutomakeupyourmind.You______________decidenow.
(7)You______________washthosepotatoes.They’vealreadybeenwashed.
(8)Thisisavaluabledictionary.You____________lookafteritcarefullyandyou_________loseit.
(9)—Whatsortofhousedoyouwanttohave?Somethingbig?
—Well,it______________bebig—that’snotimportant.Butit______________haveanicegarden—that’sessential.
Keysforreference
(1)must(2)needn’t(3)needn’t(4)must(5)mustn’t(6)needn’t(7)needn’t(8)must;mustn’t(9)needn’t;must
→Step7Homework
1.FinishofftheWorkbookexercises.
2.ReviewandsummarizewhatyouhavelearnedinUnit2.
板书设计
Unit2Healthyeating
Unitrevision
Summingup
Writedownwhatyouhavelearnedabouthealthyfoodandhealthyeating.
(Students’answermayvary.)Wehavelearnedaboutproblemswithdiet,balanceddietandnutrition.
Fromthisunityouhavealsolearned
usefulverbs:diet,balance,barbecue,roast,fry,ought,slim,lie,consult,digest,glare,spy,limit,benefit,combine
phrasalverbs:oughtto,loseweight,getawaywith,tellalie,win...back,earnone’sliving,cutdown,putonweight
usefulnouns:diet,nut,bean,pea,cucumber,eggplant,pepper,mushroom,peach,lemon,balance,barbecue,mutton,bacon,curiosity,hostess,vinegar,lie,customer,discount,weakness,strength,fibre,digest,carrot,debt,glare,spy,limit,benefit,breast,garlic,sigh
usefuladjectives:roast,slim,raw,limited
otherusefulexpressions:balanceddiet,indebt,beforelong
newgrammaritem:theuseofoughtto
活动与探究
Usesentencestructuresinthisunittocompletethisproject.
1.Inventanewkindofdrink(coldorhot)orfood.
2.Thinkofanameforit,andwritearecipetotelleveryonehowtomakeit;explainhowitwilltaste.
3.Writeasigntoadvertisethebenefitsofyourdrinkorfoodandinviteotherstohaveatry.
4.Shareyourrecipewithyourgroup.Thendecidewhichofthegrouprecipessoundsthemostdeliciousandhealthiest.
Herearesomestepsforyoutofollow:
1.Dosomeresearchamongtheclasstoseewhichdrinkorfoodarethemostpopular.
2.Ifyoudesignanewdrink,makesureitishealthy(noaddedsugar)andincludesreal,freshfruit(fiber).Ifyouaregoingtodesignafood(e.g.aroll),thenmakesureithasafresh,healthyfilling.
3.Letthegrouptestitandadjusttheflavorortaste.
4.Preparetotestitontheclass.Askforcommentstoimproveit.
5.Finallymaketheposterforotherstomakeit.
Sampleposter:
TheFruitCrushSpecial
Comeandtryithere!Oncetasted,youwillwanttomakeyourownversion.Justfollowthesesimpleinstructionsandafruitcrushspecialwillbeyours!
Youneed:
1banana,1/2smallwatermelon,grapes,1apple,1/2kgstrawberries,melon,ice
Togetthebestflavoryououghttocutthefruitupintosmallpieces.Thenyouhavetomixtheingredientsuptogetherinablendertomakethedrinksmooth.Addmineralwaterasrequired.Youcanincludeotherfruitasneeded.Whenyouservethedrink,youshouldfirstplacetheiceatthebottomoftheglassbeforeyoupourthedrinkontop.
Drinkandenjoy!
