必修UnitHealthyeating 教学设计.docx
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必修UnitHealthyeating教学设计
Book3Unit2Healthyeating
Ｉ．单元教学目标
技能目标SkillGoals
Talkabouthealthydiet
Makesuggestionsorgivingadviceondiet
DistinguishthemeaningsofModalverbs
Makeabalancedmenu
II．目标语言
功
能
句
式
Practicetalkingaboutyourideas
Yes,Ithinkso.Idon’tthinkso.
Iagree.Idon’tagree.
That’scorrect.Exactly.That’sexactlymyopinion.
You’requiteright.Idon’tthinkyouareright.
Iquiteagreewithyou.I’mafraidIdon’tagree/disagreewithyou.
Ofcoursenot.I’mafraidnot.
Allright.That’sagoodidea.
Certainly./Sure.Noproblem.
Practicegivingadviceandsuggestions
Youmust/mustnot...
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
getawayfrom,balanceddiet,oughtto,loseweight,tellalie,win…back,earnone’sliving,indebt,spyon,cutdown,beforelong,putonweight
语
法
Theuseofoughtto
1.Statements
Yououghttocookfreshvegetablesandmeatwithouttoomuchfatifyouwanttostayslim.
Yououghtnottoeatthesamekindoffoodateverymeal.
2.Difficulty
Distinguishandsummarizetheusageofoughttoandshould.
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。
1.1WARMINGUP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HealthyEating.
1.2PRE-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。
1.3READING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。
1.4COMPREHENING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。
1.5LEARNINGABOUTLANGUAGE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。
1.6USINGLANGUAGE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Warmingup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LearningAboutLanguage和Workbook中的Usingwordsandexpressions,UsingStructures结合在一起上一节“语法课”。
2.3听力把UsingLanguage中的Listening和Workbook中的Listening，ListeningTask放在一起上一堂“听力课”。
2.4泛读UsingLanguage中的Reading与Workbook中的ReadingTask放在一起上一堂“泛读课”。
2.5口语将Page13Activity3和Workbook中的Talking,SpeakingTask放在一起上一堂“口语课”。
2.6语言运用将SpeakingandWriting和Workbook中的WritingTask,Project整合在一起上一堂“写作课”。
3．课型设计与课时分配
1stperiodWarmingupandReading
2ndperiodUsinglanguage
3rdperiodLearningaboutLanguage
4thperiodListening
5thperiodLanguagestudy
6thperiodRevision
TheFirstPeriodWarmingupandReading
Teachinggoals教学目标
1.Targetlanguage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,balanceddiet,oughtto,tiredof,throwaway,getawaywith,telllies,takeoff,beamazedat,dosomeresearch
b.重点句子
Hisfriedricewashotbutdidnottasteoffat.
Tiredofallthatfat?
Wanttobethinner?
Onlyslimmingfoodservedhere.
Iwilltakeallthatfatoffyouintwoweeksifyoueathereeveryday.
Itwasnotgivingitscustomersenergy-givingfood!
SomethingterriblemusthavehappenedifMaochangwasnotcomingtoeatwithhimashealwaysdid.
Hewonderedifheshouldgotothelibrarytofindout.
Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies!
2.Abilitygoals能力目标
a.Enablestudentstotalkabouttheireating.
Inwhatwaysthefoodyoueathelpsyou?
Howcanyouhaveahealthydiet?
Whatwillhappenifyoudon’thaveabalanceddiet?
b.Understandthetextandanswerthefollowingquestions.
WhathappenedtoWangPengwei’srestaurant?
WhywouldhiscustomersprefertoeatatYongHui’srestaurant?
WhatdidhedoafterleavingYongHui’srestaurant?
c.UnderstandthedetailsaboutthetextandretellthetextintheroleofWangPengwei.
3.Learningabilitygoals学能目标
Enablethestudentstolearnhowtotalkabouttheireating.
Whatdoesahealthydietmean?
IswhatYongHuididright?
Why?
WhatwillyoudoifyouareWangPengwei?
4.Teachingimportantpoints教学重点
a.Identifydifferentgroupsoffoodsandtalkabouthealthyeating.
b.Whatkindoffooddidtheyprovidefortheircustomers,healthyorunhealthy?
Why?
5.Teachingdifficultpoints教学难点
a.Understandtherealmeaningofhealthyeating.
b.Howwasthecompetitiongoingon?
Whowouldwin?
6.Teachingmethods教学方法
a.Fastandcarefulreading.
b.Asking-and-answeringactivitytochecktheSs’understandingofthetext.
c.Individual,pairorgroupworktofinisheachtask.
d.Discussion.
7.Teachingaids教具准备
Arecorder,acomputerandaprojector.
Teachingprocedures&ways教学过程与方式
StepIWarmingup
Whatarethethreeessentialelementsforushumanbeingstosurviveontheearth?
Whichonewouldyouprefer?
WesternfoodorChinesefood?
Whatdoyouusuallyhaveforbreakfast/lunch/supper?
Whatwillhappenifyoudonoteatabalanceddiet？
StepIIPre-reading
1.Whatdoyouthinkshouldgointoagoodmeal?
Agoodmealshouldcontainsomefoodfromeachofthethreecategoriesabove.
2.Imagineyouandyourpartneraregoingtoinvitesomefriendsfordinner.Whatspecialfoodofyourplacewouldyouofferthem?
Planamenu.
3.Lookatthetitleofthereadingpassageandthepictures.Predictwhatthepassageisabout.
StepIIIreading
Fastreading
Readthetextquicklytofindoutwhichsentenceisthemainideaofthetext.
1.Thetworestaurantssuppliedthehealthyfood.
2.ThereasonwhyYongHui’srestaurantwassopopularwithcustomers.
3.WangPengweifoundoutwhyhehadlosthiscustomeranddecidedtowinthemback.
Key:
3
Carefulreading
ReadthetextcarefullyandfindoutwhetherthestatementsareTRUEorFALSE
1.UsuallyWangPeng’srestaurantwasfullofpeople.T
2.WangPeng’sregularcustomersoftenbecamefat.T
3.YongHui’smenugavecustomersmoreemery-givingfood.F
No.itgavethemprotectivefoodbutnoenergy-givingorbody-buildingfood.
4.WangPeng’smenugavecustomersmoreprotectivefood.F
5.WangPengdecidedtocompetewithYongHuibycopyinghermenu.F
StepIVPostreading
1.TheweaknessofthedietinWangPeng’srestaurantwas______
2.ThestrengthofthedietinWangPeng’srestaurantwas_____
StepVHomework
Retellthetext.
（1）Usethefirstpersontoretellthestory.
（2）Trytouseproperprepositionsandconjunctions.
Teachingreflections
TheSecondPeriodUsinglanguage
TeachingGoals:
1.ToshowSsthatitisnevertoolatetochangebadeatinghabits.
2.TodevelopSs’readingability.
TeachingProcedures:
Step1.Revision
1.AskSstocheckeachother’shomework.
2.ReadsomenewwordsinthisunitandletSswritethemdown.
Step2.Reading（UsingLanguage）
1.Pre-reading
（1）AskSstolookatthefollowingproverbsandtranslatethemintoChinese.
①Youarewhatyoueat.
②Anappleadaykeepsthedoctoraway.
③Firstwealthishealth.
SuggestedAnswers:
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）LetSslistmoreEnglishproverbsanddiscussthem.
Youarewhatyoueat.
Firstwealthishealth.
Anappleadaykeepsthedoctoraway.
3）Newwordsandphrases:
limited:
notverygreatinamountorextent有限的
benefit:
advantagethatsth.givesyou优势,益处
sigh:
takealongdeepbreath叹气,叹息
combine:
jointwoormorethingstogethertoformasingleone组合,联合
earnone’sliving:
keepaliveinacertainstyle谋生/挣钱维持生活
indebt:
owealotofmoney欠债
glareat:
stareangrilyorfiercely怒目而视
2.Fastreading
Purpose:
togetSstocontinueenjoyingthestoryofWangPengandYongHui.
a.AskSstoreadthesecondpartofthetextComeandeathereandtrytogetthemainidea.
b.AskSstodiscussthefollowingquestions.
（1）WhywasWangPengworried?
（2）WhywasYongHuiveryangry?
（3）WhatdidWangPeng’sresearchshow?
（4）WhatdidWangPengsuggestatlast?
（3）Afterthediscussion,askSstoanswerthequestionsofEx1.
3.Intensivereading
AskSstoreadthetextagainandcompletethefollowingform.
Thefoodinthenewmenu
Result
1.rawvegetableswithhamburgers
1.cutdownthefat
2.
2.
3.
3.
SuggestedAnswer:
Thefoodinthenewmenu
Result
1.rawvegetableswithhamburgers
1.cutdownthefat
2.theboiledpotatoes,notfried
2.increasethefibre
3.freshfruitwithicecream
3.abigsuccess
4.Languagestudy
AskSstofindthewordsfromthetexttomatchthedefinitions.
Definitions
words
stareangrilyorfiercely
takealongdeepbreath
keepaliveinacertainstyle
advantageorprofit
joinormixtogethertoformawhole
owealotofmoney
SuggestedAnswer:
Definitions
words
stareangrilyorfiercely
glare
takealongdeepbreath
sigh
keepaliveinacertainstyle
earnone’sliving
advantageorprofit
benefit
joinormixtogethertoformawhole
combine
owealotofmoney
indebt
Step3Homework
1.AskSstocollecteatingattitudesfromtheInternet.
2.AskSstopreviewReadingtask（Workbook）.
3.AskSstowriteashortpassagetoadvertisetheirownrestaurantsanditsservice.
Teachingreflections
TheThirdPeriodGrammar
TeachingGoals:
1.ToenableSstomastersomenewwordsandexpressions.
2.TogetSstohaveknowledgeofthisgrammarpoint:
oughtto
TeachingProcedures:
Step1.Revision
1.Reviewthenewwordsofthispart.
2.Asksomeofthestudentstoretellthetext.
Step2Grammar
ExplainforSsthegrammarpoint.
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oughtnotto（oughtn’tto），疑问句式为OughtI/youto……？
。
Ioughttowritetohimtoday／tomorrow．
我今天／明天应该给他写封信。
IknewIoughttowritetohim．
我那时知道我应该给他写封信。
ShesaidIoughttowrite．
她说我应该写。
Iknow／knewthatIoughttohavewritten．
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oughtto。
问句或话语中用oughtto的时候，可以用should来回答；用should的问句或话语也可以用oughtto回答：
—Yououghttoputincentralheating．
—Yes，IsupposeIshould．
—你应该装上暖气。
—是的，我应该装。
1.oughtto／should
should和oughtto都为“应该”的意思，可用于各种人称。
oughtto的语气稍重一些。
Yououghtto（should）followyourteacher’sadvice.
表示主语的义务或责任：
Youshouldtakecareofyoursister．
你应当去照顾你妹妹。
Theyshouldn'tallowparkinghere；thestreetistoonarrow．
这儿不该允许停车；马路太窄了。
should和oughtto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”。
Youshould/oughttohavemadethedecisionaweekago.
Ishouldn'thavemadesuchafoolishmistake.
多数情况下，oughtto可与should互换使用。
oughtto的反意疑问句用shouldn’t替代。
2.must和haveto
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
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