每个老师在上课前需要规划好教案课件，是时候写教案课件了。只有规划好新的教案课件工作，才能更好的在接下来的工作轻装上阵！你们会写适合教案课件的范文吗？为了让您在使用时更加简单方便，下面是小编整理的“Unit 2 Healthy eating教案2”，仅供参考，大家一起来看看吧。

Unit2Healthyeating
TeachingAimsandDemands
WordsandPhrases
FourSkills:stomachfeveroughtoughttoexamineplentyplentyofdietkeepupwithmakearightchoiceshortoffitgainnowandthen
ThreeSkills:energysoftbarfuelchemicalbalancetastyboilmixture
SpokenEnglish:
Intheclinic/seeingadoctor:
What’swrongwithyou?/What’sthematterwithyou?
Liedownandletmeexamineyou.
Letmehavealook.
Wheredoesithurt?
Drinkplentyofwaterandgetsomerest.
I’vegotapainhere.Thisplacehurts.
There’ssomethingwrongwithback/myknee/myarm.
Idon’tfeelwell.
Grammar:
UseofLanguage:
1.Masterthefunctionuseoflanguageasdefinedabove.
2.Helpthestudentstofinishthetasksoflistening,reading,writing,speakingpresentedinthebookandtheexercisebookthroughusingwhatthestudentshavelearned.
Learnthetextabouthealthyeating.Getthestudentsknowaboutthebasicknowledgeofhowtoeathealthily.
Importantpoints:
1.Talkaboutdifferentkindsoffoodthatonefavorites.
2.learnthebasicknowledgeofhealthyeating.
3.learnhowtosayintheclinic.
4.Graspthelanguagepointsandgrammarinthetext.
Difficultpoints:Theuseofmodalverbs---hadbetter,shouldandoughtto.
Teachingaids:computerorslider-projector
WayofTeaching:Communicationwayofteaching,discussionandgroupwork.

Lesson1
Step1Warming-Up
Firstshowthestudentssomepicturesofdishesandsotointroducethetopicofthisunit.
Andthenshowthepicturesontheirtextbooksandletthemtodecidewhatisjunkfoodandwhatisnot.
Herethestudentsmayhaveashortaskandanswerinpairstothemselvesmoreengagedinthetopic.
Step2Listening
Letthestudentslistentothetapeandbepreparedtoanswerthequestionsbelow.
Step3Speaking
ShowthestudentsthethreesituationsasonP2.Thenaskthestudentstopreparedadialogueaccordingtotheexamplesinpairs.Askseveralpairsofstudentstopresenttheirdialogue
Afterthatlisttheusefulexpressionsintheirdialogue.
Step4Homework
Prepareforthenextclass.
Collectsomemenusifpossibleforthenextclass.
Lesson2
Step1Introduction
UsingthequestionsonP3tointroducethenewtext.
Step2Fast-reading
1.Whatdoesthe“fuel”meaninthefirstparagraph?
(Itmeansdifferentkindsofmaterials,suchasprotein,Calciumthatweneedtokeephealthy.)
2.Whatdowehavetoconsiderwhenwechoosetobuyoreat?
(Whatkindsofnutrientsthatthefoodcontain.)
3.Whatmadeoureatinghabitchanging?
(Manythings:whatpeoplebelieve,advicefromcompaniesandstores.)
4.Howcanwefeelandlookfine?
(Weoughttolearnaboutourbodyandthefuelitneedstokeepfit.)
Explainthelanguagepointsifnecessary.
Step3Carefully-reading
Howmanypartscanbedividedinto?
(Threeparts.)
What’sthemainideaofeachpart?
(1.oureatinghabitsarechanging.2.whytheeatinghabitsarechanging3.thebestwaytodevelophealthyeatinghabits.)
Step4Talking
Askthestudentstotakeouttheirmenusandreadthemcarefully.Thenprepareadialoguethatmayhappenbetweenacustomerandawaiter/waitress.
Step5Homework
Finishtheexercise---VocabularyonP5.andP72-73

Lesson3
Step1Revision
Checkthehomework.
Step2Grammar
FirstpresentthestudentsthemodalsentenceswithModalVerbsandaskthestudentstomakesomesentenceswiththem.
Step3Consolidation
(1)FinishtheexerciseonP5andonP74
(2)Takeoutapieceofpaperwiththecolumn“Ask###”inordertomakethestudentsunderstandwhenyouaregivingadviceitisbettertousesomesentenceswithhadbetter(not),andought(not)to,should(not).Thenreadapassageasanexampleandafterwardslistthepointsyouhavetopayattentiontowhenyougiveadvice.
1.giveadvicethatwillreallyhelptheperson.
2.bepoliteandsincere
atlastgetthestudentstofinishthefollowingpractice.
Step4Homework
Finishtheexercise3onP74inthestudents’workbook.
Lesson4
Step1Revision
LetsomestudentsreadtheirreplytothelettersonP74.
Step2Reading
ReadthetextonP6andthengetthestudentstofindthemainideaofit(Snacksisalsoimportant.weneedtolearnsomethingaboutsnacksandthewaytoprepareit.)
Step3Writing
Askthestudentstoworkinpairstowritetherecipefortheirfavouritedish.
WemayfirstgivethetipsonP7asaguide.
Step4Discussion
FirstaskthestudentstoreadthepassageonP75andthengivethefollowingquestionsasthetopicforthestudentstotalk:Whatisacouchpotato?
Whatdoesonehavetopayspecialattentiontoinordertokeephealthy?(foodandexerciseetc.)
Step5Homework
Doageneralsurveyinordertolearnaboutthedifferencesbetweenpeople’seatinghabitsandtrytofindwhichishealthier.

扩展阅读

Unit 2 Healthy eating教案

每个老师需要在上课前弄好自己的教案课件，大家在认真写教案课件了。对教案课件的工作进行一个详细的计划，才能对工作更加有帮助！有多少经典范文是适合教案课件呢？以下是小编为大家精心整理的“Unit 2 Healthy eating教案”，仅供参考，欢迎大家阅读。

Unit2Healthyeating
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,energy,fiber,digestion,bean,cucumber,mushroom,lemon,balance,ham,mutton,roast,slim,curiosity,raw,lie,research,customer,weakness,strength,rid,amount,debt,glare,gently,limit,benefit,sigh,combine,item,packet,tin
2.认读词汇
protective,spaghetti,protein,crisp,kebab,sugary,muscle,calmly,cooperation
3.词组
gettiredof,throwaway,getawaywith,telllies,getridof,earnone’sliving,indebt,setout,runone’sbusiness,carryon

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
2ndperiodLanguagestudy
3rdperiodListening
4thperiodExtensivereading
5thperiodSpeaking
6thperiodWriting

Ⅳ.分课时教案
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?
Teachingimportantpoints教学重点
a.Identifydifferentgroupsoffoodsandtalkabouthealthyeating.
b.Whatkindoffooddidtheyprovidefortheircustomers,healthyorunhealthy?Why?
Teachingdifficultpoints教学难点
a.Understandtherealmeaningofhealthyeating.
b.Howwasthecompetitiongoingon?Whowouldwin?
Teachingmethods教学方法
a.Fastandcarefulreading.
b.Asking-and-answeringactivitytochecktheSs’understandingofthetext.
c.Individual,pairorgroupworktofinisheachtask.
d.Discussion.
Teachingaids教具准备
Arecorder,acomputerandaprojector.
TeachingproceduresWangonlyreceivesslimpeopleandhelpthemtogetenoughenergy.
S5:I’mafraidIcan’tagreewithyouall.Ihopethetworestaurantswilljointogetherasanewonewhichhasalltheadvantagesandavoidsthedisadvantages.
T:Youallhaveapointthere.Butwhatwilltheydo?Wewillseeitnextclass.Facingtheseriouscompetition,Wangwasn’tlostinsadnessandhedidn’tquarrelwithhiscompetitoreither.HewenttothelibrarytolearnmoreabouthealthyeatingandmadehismenubetterthanYongHui’smenu.Doyouthinkweshouldfollowhisexample?
S6:That’scorrect.Exactly.
T:Good.What’syouropinionofYongHui?IswhatYongHuididright?Why?
S7:Idon’tthinksheisright.YongHuididn’tgiveusagooddiet.Shecouldmakeusnotonlythinbutunhealthyifweofteneatthere.Shemadeanunhealthymenutoagreewiththefashionandhermealwastooexpensive.Shecheatedthecustomersandtheydidn’tknowtheywouldbecomeunhealthyiftheyoftenatethere.SoIwouldn’tgotheretohaveameal.
Explanation
T:Nowlet’sdealwithsomelanguagepoints.TurntoPage10.Let’slookatthesentences:
WangPengweisatinhisemptyrestaurantfeelingveryfrustrated.
Thissentencemeansthatthesecondaction“feelingveryfrustrated”happenedtogetherwiththemainaction“sat”.Payattentiontotheform(v-ing)ofthesecondaction.
Nothingcouldhavebeenbetter.
Thissentencetellsusthateverythinghasworkedoutthewayyouwouldlike.Itisasentencethatwecanuseitinanysituation.
Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies!
ThissentencemeansthathewillpunishYongHuiforhertellinglies.

StepVKeysentences
Thepurposeofthisstepistoletthestudentsknowthemeaningsofthekeysentencesandletthemrepeatthemfluently.
T:Wehaveknownthetextwell.Nowlet’srememberthekeysentencesandrepeatthemfluently.
Ss:1.Hisfriedricewashotbutdidnottasteoffat.
2.Tiredofallthatfat?Wanttobethinner?Onlyslimmingfoodservedhere.
3.Iwilltakeallthatfatoffyouintwoweeksifyoueathereeveryday.
4.Itwasnotgivingitscustomersenergy-givingfood!
5.SomethingterriblemusthavehappenedifMaochangwasnotcomingtoeatwithhimashealwaysdid.
6.Hewonderedifheshouldgotothelibrarytofindout.
7.Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies.

StepVIHomework
T:Todayisthefirstclassoftheunit.Yououghttopreviewthisunitcompletelyaftertheclass.Inthiswayyouwillmakeyourstudyeasy.Today’shomeworkis:
1.Retellthetext.
1)Usethefirstpersontoretellthestory.
2)Trytouseproperprepositionsandconjunctions.
2.PrepareforthelanguagelearninganddoUsingWordsandExpressionsonWB(Page49-50).

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 Listening 教案

Unit2HealthyEatingListening,SpeakingandWritingTeachingaims:1.tohelptheSsknowaboutthedifferencebetweentheChinesedietandthewesternone.2.togivetheSsachancetopracticedebatingTeachingprocedures:Teachingprocedures:Step1Revision1.WhoisWangPeng?2.Whathappenedonthatstrangemorning?3.Howdoyoulikethefoodinhisrestaurant?4.WhatdidWangseewhenhefollowedLiChang?5.Whatkindoffoodwasservedinthisrestaurant?6.WhoisYongHui?7.WhatamazedWanginYongHui’srestaurant?8.WhatdidWangdecidetodoafterheleftthere?9.WhatdidWangfindoutafterreading?10.Whatdidhedothen?Step2pre-listeningWhatmakesabalanceddiet?Whattheseillnessesare?rickets:legsthatdonotgrowstraight佝偻病scurvy:teethfallout,problemswithskinandsoresthatwillnotheal坏血病obesity:muchtoofat过度肥胖Step3listening1.Listentothetapeandthenfillinthecharts.Energy-givingfoodsBody-buildingfoodsProtectivefoodsRice,noodles,Meat,fishFruitandvegetables2Listenagainandjointhenamesoftheillnessestotheircauses.Scurvytoomuchrice,noodlesandsugarRicketsNotenoughvitaminCObesityNotenoughproteinandvitaminD3.ListentothewholedialoguebetweenWangPengandanexpert.Writedownthemainideaofthedialogue.Step4postlisteningDiscusswithyourpartners.OwnerofrestaurantProblemswithfoodsofferedFoodstobeofferedWangPengYongHuiStep5:Debating1.Givethestudentsthefollowingsituation:SupposeyouaredebatingonwhetheraMcdonald’srestaurantshouldbebuiltinyourtownornot.OnegroupofyouisforthebuildingoftheMcdonald’swhiletheotherisagainstit.2.Dividethestudentsintotwogroups.Askeachofthemtosupportoneoftheopinions.3.Requirements:1.Giveopinions.2.Askquestions.3.Solvetheproblemsraisedbytheotherteam.4.Youcanusetheexpressionsontheblackboardwhileyouaregivingyouridea.4.WritedowntheexpressionthatcanhelpthestudentstheirideasForAgainstIagreewith…Idon’tagree…That’sagoodidea.I’mafraidnot.Noproblem.Ofcoursenot.Yes,Ithinkso.I’mworriedabout…Certainly/SureHowcanyousolvetheproblem…？Step6:Writing(makingaspeech)1.Givethestudentsthefollowingsituation:Supposeattheendofthemeeting,peopledecidenottobuildaMacdonald’s.Buttheywouldliketobuildanotherbuildingtoreplacetheoldrestaurant.Pleasethinkoutwhatshouldbebuilt.2.Brainstorming:collectthestudents’ideasontheblackboard3.Discussion:Askthestudentstochooseonetodiscussaboutthedesignandtheadvantagesandwriteitdown4.Requirements:1).Writeitintheformofaspeech.2).Putforwardyouridea.3).Yourdesignforthenewbuilding.4).Explaintheadvantagesofyouridea.5.UseatleasttwomodalHomework:1.FinishCheckingYourselvesonp54.2.FinishSummingUponp16.Blackboarddesign

Period5!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--MyfavouritefoodYourfavouritefoodMcDonald/KFCForAagainst1.1.2.2.3.3.Speech

Unit 2 Healthy eating单元教案

Unit2Healthyeating

单元要览

类别

课程标准要求掌握的项目

话题

Problemswithdiet;balanceddietandnutrition

词汇

diet

n.日常饮食vi.节食

raw

adj.生的;未加工的

nut

n.坚果;果仁

vinegar

n.醋

bean

n.豆;豆科植物

lie

n.谎话;谎言vi.说谎

pea

n.豌豆

customer

n.顾客;消费者

cucumber

n.黄瓜

discount

n.折扣

eggplant

n.茄子

weakness

n.缺点;虚弱;弱点

pepper

n.辣椒;辣椒粉

strength

n.强项;长处;力量

mushroom

n.蘑菇

consult

vt.咨询;请教;商量

peach

n.桃子

fibre

n.纤维;纤维制品

lemon

n.柠檬

digest

vt.概要

balance

vt.平衡;权衡n.天平;平衡

carrot

n.胡萝卜

barbecue

n.烧烤;烤肉

debt

n.债;债务

mutton

n.羊肉

bacon

n.熏咸肉;腊肉

roast

!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--adj.烤制的vt.烤;烘;烘烤

poisonous

adj.有毒的

fry

vt.油炸

limit

vt.限制;限定n.界限;限度

ought

v.aux.应当;应该

limited

adj.有限的

glare

vi.怒目而视;闪耀n.怒视;炫目的光

benefit

n.利益;好处vt.有助于;受益

slim

vi.变瘦adj.苗条的;纤细的

breast

n.胸部;乳房

curiosity

n.好奇心

garlic

n.大蒜

hostess

n.女主人;女主持人

sigh

vi.叹息n.叹息;叹息声

spy

vt.秘密监视n.间谍;侦探

combine

vt.（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.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....

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.

语法

Modalverbs:oughtto/oughtnotto

haveto/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:7

Period1Warmingupandreading

Period2Learningaboutlanguage:Importantlanguagepoints

Period3Learningaboutlanguage:Grammar

Period4Usinglanguage:Listeningandspeaking

Period5Usinglanguage:Extensivereading

Period6Usinglanguage:Speakingandwriting

Period7Revision: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.

Healthyfood

Unhealthyfood

2.Showthefollowingonthescreen.Letstudentsreadthequestionandtheinformationaboutfoodintheformbelow.Doyouknowthatthefoodyoueathelpsyougrowindifferentways?

Foodthatprovidesenergy(e.g.energy-givingfood)

Foodthathelpsgrowbonesandmuscles(e.g.body-buildingfood)

Foodthathelpsthebodyfightdiseases(e.g.protectivefood)

ricenoodlesspaghettibreadpotatoeschocolatebuttercreamoilsnuts

meateggscheesemilktofu

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?→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.

Part

Mainidea

Part1

Part2

Part3

3.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.

Name

Breakfast

Lunch

Supper

Favoritefood

Thereasonforbeingstrong/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’srestaurant

YongHui’srestaurant

Strength

Weakness

→Step6ExtensionLetstudentsthinkaboutanddiscussthefollowingquestions.1)WhatdoyouthinkwillhappentoWangPeng’srestaurant?2)Inyouropinion,whatkindoffoodshouldweeat?3)Canyoumakeabalanceddietforyourself?→Step7Closingdownbyretellingthestory1.Havestudentsgetpreparedin3minutesorsoandthenaskthemtoretellthestory.2.Askasmanystudentsaspossibletohaveatryinfrontoftheclass.→Step8Homework1.Gooverthetextandtrytolearnalltheusefulwordsandexpressionsinthispartbyheart.2.FinishtheexercisesinComprehendingonPage11.

板书设计

Unit2Healthyeating

Comeandeathere(1)

Trueorfalse

Keysentences

1.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.

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