Unit2Healthyeating.docx

Unit2Healthyeating.docx

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Unit2Healthyeating

Unit2Healthyeating

　　unit2¡¡healthyeating　　µ¥ÔªÒªÀÀ　　Àà±ð　　¿Î³Ì±ê×¼ÒªÇóÕÆÎÕµÄÏîÄ¿　　»°Ìâ　　problemswithdiet;balanceddietandnutrition　　´Ê»ã

　　diet

　　n.ÈÕ³£Òûʳ¡¡vi.½Úʳ　　raw　　adj.ÉúµÄ;δ¼Ó¹¤µÄ

　　nut　　n.¼á¹û;¹ûÈÊ　　vinegar　　n.´×　　bean　　n.¶¹;¶¹¿ÆÖ²Îï　　lie　　n.»Ñ»°;»ÑÑÔvi.˵»Ñ　　pea　　n.Í㶹　　customer　　n.¹Ë¿Í;Ïû·ÑÕß　　cucumber　　n.»Æ¹Ï　　discount　　n.ÕÛ¿Û　　eggplant　　n.ÇÑ×Ó　　weakness　　n.ȱµã;ÐéÈõ;Èõµã　　pepper　　n.À±½·;À±½··Û　　strength　　n.Ç¿Ïî;³¤´¦;Á¦Á¿　　mushroom　　n.Ä¢¹½　　consult　　vt.×Éѯ;Çë½Ì;ÉÌÁ¿　　peach　　n.ÌÒ×Ó　　fibre　　n.ÏËά;ÏËάÖÆÆ·　　lemon　　n.ÄûÃÊ　　digest　　vt.&viÏû»¯¡¡n.ÕªÒª;¸ÅÒª　　balance　　vt.ƽºâ;Ȩºân.Ììƽ;ƽºâ　　carrot　　n.ºúÂܲ·　　barbecue　　n.ÉÕ¿¾;¿¾Èâ　　debt　　n.Õ®;Õ®Îñ　　mutton　　n.ÑòÈâ　　bacon　　n.ѬÏÌÈâ;À°Èâ　　roast　　½Ìѧ×ÊÔ´ÏÂÔØ£¬»¹ÓдóÁ¿¶ø·á¸»µÄ½ÌѧÏà¹Ø×ÊѶ£¡"type="#_x0000_t75">adj.¿¾ÖƵÄvt.¿¾;ºæ;ºæ¿¾　　poisonous　　adj.Óж¾µÄ　　fry　　vt.&vi.Óͼå;ÓÍÕ¨　　limit　　vt.ÏÞÖÆ;ÏÞ¶¨n.½çÏÞ;ÏÞ¶È　　ought　　v.aux.Ó¦µ±;Ó¦¸Ã　　limited　　adj.ÓÐÏÞµÄ　　glare　　vi.ÅÄ¿¶øÊÓ;ÉÁÒ«n.ÅÊÓ;ìÅÄ¿µÄ¹â　　benefit　　n.ÀûÒæ;ºÃ´¦vt.&viÓÐÒæÓÚ;ÓÐÖúÓÚ;ÊÜÒæ　　slim　　vi.±äÊÝadj.ÃçÌõµÄ;ÏËϸµÄ　　breast　　n.Ðز¿;Èé·¿　　curiosity　　n.ºÃÆæÐÄ　　garlic　　n.´óËâ　　hostess　　n.Å®Ö÷ÈË;Å®Ö÷³ÖÈË　　sigh　　vi.¡¡Ì¾Ï¢n.̾Ϣ;̾ϢÉù　　spy　　vt.&vi¿úÊÓ;ÃØÃܼàÊÓn.¼äµý;Õì̽　　combine　　vt.&vi.£¨Ê¹£©ÁªºÏ;£¨Ê¹£©½áºÏ　　¶ÌÓï　　balanceddietƽºâÉÅʳ　　indebtÇ·Õ®　　oughttoÓ¦¸Ã;Ó¦µ±　　spyon°µÖмàÊÓ;Õì²é　　loseweightÌåÖؼõÇá;¼õ·Ê　　cutdownÏ÷¼õ;ɾ½Ú　　getawaywith±»·Å¹ý;£¨×ö»µÊ£©²»Êܳͷ£　　beforelong²»¾ÃÒÔºó　　tellalie˵»Ñ　　putonweightÔö¼ÓÌåÖØ　　win...backÓ®»Ø;ÖØлñµÃ　　beamazedat¶Ô¡¡¸Ðµ½³Ô¾ª　　earnone¡¯slivingıÉú　　competewithÓë¡¡¾ºÕù　　ÖØÒª¾äÐÍ　　1.wangpengsatinhisemptyrestaurantfeelingveryfrustrated.（presentparticipleusedasadverbial）　　2.bynowhisrestaurantoughttobefullofpeople.（oughtto）　　3.nothingcouldhavebeenbetter.（couldhavedone）　　4.somethingterriblemusthavehappenediflichangwasnotcomingtoeatinhisrestaurantashealwaysdid.（musthavedone）　　5.hecouldnothaveyonghuigettingawaywithtellingpeoplelies!

（can¡¯t/couldn¡¯thavesb.doing）　　¹¦ÄÜ　　1.suggestionsandadvice　　whatshouldwedo?

¡¡shallwe...?

¡¡howabout...?

　　youmust/mustn¡¯t....¡¡ithinkyououghtto....¡¡perhapsyoushould....　　you¡¯dbetter....¡¡youneed/needn¡¯t....¡¡youhaveto/don¡¯thaveto....　　myadviceis/wouldbe....¡¡youmight....¡¡isuggestthatyou....　　iwouldstronglyadviseyouto....¡¡itmightbeagoodideato....　　2.seeingthedoctor　　what¡¯sthematter?

¡¡what¡¯swrongwithyou?

　　whatseemstobethetrouble?

¡¡howlonghaveyoubeenlikethis?

　　it¡¯snothingserious,only....¡¡isupposeyouhadbetter....¹²7Ò³£¬µ±Ç°µÚ1Ò³1234567　　ithinkyououghtto....　　3.agreementanddisagreement　　i¡¯mnotsurethat!

¡¡youcouldberight,but....　　（i¡¯mafraid）idon¡¯tagree.¡¡iagreeuptoapoint,but....　　that¡¯saninterestingidea,but....¡¡doyoureallythink...?

　　rubbish!

/nonsense!

¡¡youcan¡¯tbeserious!

　　actually/asamatteroffact,ithink....¡¡that¡¯snothowiseeit.　　Óï·¨　　modalverbs:

oughtto/oughtnotto　　haveto/don¡¯thaveto/mustn¡¯t/needn¡¯t　　½ÌѧÖصã　　1.getstudentstoknowaboutproblemswithadiet,abalanceddietandnutrition.　　2.havestudentslearnusefulnewwordsandexpressionsinthisunit.　　3.enablestudentstograspandusetheexpressionsofgivingsuggestionsandadvice.　　4.letstudentslearnthenewgrammaritem:

theuseofoughtto.　　5.developstudents¡¯listening,speaking,readingandwritingabilities.　　6.havestudentslearnhowtodealwithandsolveproblemscorrectly.　　½ÌѧÄѵã　　1.enablestudentstomastertheuseofoughtto.　　2.havestudentslearnhowtogivesuggestionsandadvice.　　3.letstudentslearntowriteashortpassagetomakeanadvertisement.　　4.developstudents¡¯integrativeskills.　　¿Îʱ°²ÅÅ　　periodsneeded:

7　　period1warmingupandreading　　period2learningaboutlanguage:

importantlanguagepoints　　period3learningaboutlanguage:

grammar　　period4usinglanguage:

listeningandspeaking　　period5usinglanguage:

extensivereading　　period6usinglanguage:

speakingandwriting　　period7revision:

summingupandlearningtip　　period1¡¡warmingupandreading　　ÕûÌåÉè¼Æ½Ì²Ä·ÖÎöthisisthefirstteachingperiodofthisunit.atthebeginningoftheclass,theteachercanleadinthetopicoftheunitbyshowingstudentssomepicturesaboutfoodsandtalkingaboutthem.warmingupistotellstudentshowdifferentkindsoffoodaregrouped.thisisimportantasitenablesustotalkaboutthevalueofparticularfoodstoourhealth.wewantstudentstoappreciatewhatabalanceddietis.toomuchfattyfoodwillmeantheystoreextraenergyintheirbodies.toomuchbody-buildingfoodmaycauseproblemsfordigestionandleadtoillnessunlessenoughfibrefoodsareeatentoaiddigestion.theteachercanhaveafreetalkwithstudents,letthemworkinpairstoreadthroughthechartanddiscussthequestions.pre-readingcontainstwomoregeneralquestionsaboutfoodfordiscussion.studentscanbeencouragedtodiscussthesequestionsinpairs.thentheyareaskedtolookatthetitleofthereadingpassageandthepicturestopredictwhatthepassageisabout.thispartisveryusefulforthenextpartreading.¹²7Ò³£¬µ±Ç°µÚ2Ò³1234567thereadingpassagecomeandeathere

（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.½ÌѧÖصã1.letstudentslearnmoreaboutproblemswithadiet,abalanceddietandnutrition.2.getstudentstolearndifferentreadingskills.½ÌѧÄѵã1.developstudents¡¯readingability.2.enablestudentstotalkaboutdifferentkindsoffoodandbalanceddiet.ÈýάĿ±ê֪ʶĿ±ê1.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.ÄÜÁ¦Ä¿±ê1.developstudents¡¯readingabilityandletthemlearndifferentreadingskills.2.enablestudentstotalkaboutdifferentkindsoffood,problemswithdietandbalanceddiet.Çé¸ÐÄ¿±ê1.stimulatestudents¡¯sensetoformahealthyeatinghabit.¹²7Ò³£¬µ±Ç°µÚ3Ò³12345672.developstudents¡¯senseofcooperativelearning.　　½Ìѧ¹ý³ÌÉè¼Æ·½°¸（Ò»）¡ústep1leading-inhaveafreetalkwithstudents.askthemthefollowingquestions:

1.everybodyhastoeat,butdoyoueatahealthydiet?

2.whatdoyouusuallyhaveforbreakfast/lunch/supper?

3.whatkindoffooddoyoulikebest?

4.whyareyousostrong/weak/fat/thin?

doesithaveanythingtodowithyourdiet?

5.doyouthinkyouareeatingabalanceddiet?

¡ústep2warmingup1.letstudentsturntopage9.askthemtolookatthepictures,namethefoodsinthemandthenfillintheform.　　healthyfood　　unhealthyfood2.showthefollowingonthescreen.letstudentsreadthequestionandtheinformationaboutfoodintheformbelow.doyouknowthatthefoodyoueathelpsyougrowindifferentways?

　　foodthatprovidesenergy（e.g.energy-givingfood）　　foodthathelpsgrowbonesandmuscles（e.g.body-buildingfood）　　foodthathelpsthebodyfightdiseases（e.g.protectivefood）　　rice¡¡noodles¡¡spaghetti¡¡bread¡¡potatoes¡¡chocolatebutter¡¡cream¡¡oils¡¡nuts　　meat¡¡eggs¡¡cheese¡¡milktofu　　mostvegetables（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?

¡ústep3pre-reading1.letstudentsdiscussthefollowingquestion:

whatdoyouthinkshouldgointoagoodmeal?

2.askstudentstoimaginetheyaregoingtoinvitesomefriendsfordinner.letthemdiscussthequestion:

whatspecialfoodofyourplacewouldyouofferthem?

thenhavethemplanamenu.3.letstudentsturntopage10,lookatthetitleofthereadingpassageandthepicturesandpredictwhatthepassageisabout.thenhavethemreadthepassagequicklytoseeifth