| Unit 13 Healthy eating |
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Teaching Aims and Demands 1.Words and Phrases Four Skills: stomach fever ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then. 2.train the students’ listening ability. 3.develp the students’ speaking ability by describing, talking and discussion. Three Skills: energy soft bar fuel chemical balance tasty boil mixture Spoken English: In the clinic / seeing a doctor: What’s wrong with you?/What’s the matter with you? Lie down and let me examine you. Let me have a look. Where does it hurt? Drink plenty of water and get some rest. I’ve got a pain here. This place hurts. There’s something wrong with back/my knee/my arm. I don’t feel well. Grammar: Use of Language: 1. Master the function use of language as defined above. 2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned. Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily. Important points: 1. Talk about different kinds of food that one favorite. 2. learn the basic knowledge of healthy eating. 3. learn how to say in the clinic. 4. Grasp the language points and grammar in the text. Difficult points: The use of modal verbs --- had better, should and ought to. Teaching aids: computer or slider-projector Way of Teaching: Communication way of teaching, discussion and group work. THE FIRST PERIOD Teaching aims and demands 1. Aims of knowledge: Learn and master the phrases 2. Ability aims: 1>Train the students’s listening ability. 2>Develop the students’ speaking ability by describing, talking and discussion. 3.Moral aims: Teaching important point: 1. Train the sudents’ listening ability. 2. Master the new phrase, sentence patterns and everyday English and make the students be free to talk about their favourite food and give reasons for their decisions. Teaching difficult point: 1. How to improve the students’ listening ability. 2. How to finish the task of speaking. Teaching methods: 1. Listening and answering activity to help the students go though will the listening material. 2. Individual, pair or group work to make every student work in class. Teaching steps: Step 1 Warming-Up First show the students some pictures of dishes and so to introduce the topic of this unit. Here the students may have a short ask and answer in pairs to themselves more engaged in the topic. Step 2 Listening Let the students listen to the tape and be prepared to answer the questions below. Step 3 Speaking Show the students the three situations as on P2. Then ask the students to prepare a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue After that list the useful expressions in their dialogue. Language points: 1. Does Mike have a fever? fever 发烧,发热;热度;狂热,高度兴奋 He had a slight fever. 他有点发烧。 Everyone was in a fever of excitement. 所有的人都兴奋之极。 feverish a.1. 发热的,发烧的 2.狂热的,兴奋的 You're a bit feverish, you should go to bed. 你有点发烧,你该上床去。 They worked with feverish haste to finish the job. 为了完成此事他们以狂热的速度工作着。 2.My left arm is broken. It really hurts. hurt vt.1. 使受伤 2. 使疼痛 3. 伤...的感情;使(感情)受到伤害 4. 损害,危害 vi.1. 疼痛n.1. (精神上的)创伤 2. 伤;痛 No one was seriously hurt in the traffic accident. 在这次交通事故中没有人受重伤。 The tight shoe hurt my foot. 这只鞋太紧,把我的脚挤疼了。 He inadvertently hurt her feelings. 他无意中伤了她的感情。 The scandal hurt the government's image badly. 这丑闻严重损害了政府的形象。 My right leg hurts. 我右脚疼。 It was a real hurt to her vanity. 这对她的虚荣心真是一个打击。 The massage made the hurt go away. 按摩使疼痛消失了。 3. ---What's the matter?---I have a pain here. Ask the patient what is wrong and give him some advice. What's the matter 怎么啦？有什么毛病？ pain n.1. 疼痛;痛苦 2.辛苦,努力[-s] vt.1. 使烦恼, 使痛苦 2. 使疼痛 vi.1. 引起疼痛, 感到疼痛 The death of her son gave her infinite pain. 她儿子的去世使她悲痛欲绝。 She has a pain in her stomach. 她胃痛。 No pains, no gains. 不劳则无获。 It pained me to see my child suffer like that. 看到我的孩子受这样的罪,我心里非常难过。 My arm is paining. 我手臂疼痛。 4.Was the peach ripe or green? You ought to be careful with fruit. ought to 1.应当,应该 2. (表示可能性、期望)该 Students ought to study hard. 学生应该努力用功。 You ought to read his novels. 你应该读读他的小说。 It ought to be a fine day tomorrow. 明天该是好天气。 careful a.1. 仔细的;\小心的 2. [(+of/about/with)][+to-v][+v-ing][+Wh-][+(that)] John was careful not to say anything about this to her. 约翰小心翼翼,避免向她提及此事。 Be careful with the dynamite. 当心这炸药。 A good writer is careful about details. 凡是优秀作家都重视细节的描写。 I am always careful when crossing a street. 我过马路时总是很小心的。 5.You'd better get some rest. had better (劝告、建议说)最好做某事;比较有用的办法是... 否定、疑问、反意问句的使用. 6.I advise you not to eat fruit that isn't ripe in the future. advise vt. 劝告,忠告[(+sb+todo)][+doing][+that+(should)do] We advised her that she (should) wait. 我们劝她等。 We advised him not to act in haste. 我们劝他不要匆忙行事 7.Lie down and let me examine you. examine vt.1. 检查;细查;诊察 2. 审问;盘问[(+on)] 3. 测验[(+in/on)] The doctor examined the boy and found there was nothing the matter with him. 医生检查了男孩的身体发现他是健康的。 The lawyer examined the witness. 律师讯问了证人。 The teacher examined the students in physics. 教师考学生物理。 8.Drink plenty of water and get some rest. plenty n.丰富;充足;大量[(+of)] He has plenty of humorous stories to tell. 他有许多幽默故事可讲。 Holmes and he had plenty in common. Step 4 Homework In this class we’ve done some listening and that food we eat is healthy food and which food is junk food .Of course we’ve also learned some useful phrase .I hope you can master them after class preview the reading material “we are what we eat”. So much for today. Goodbye, everyone. Prepare for the next class. Collect some menus if possible for the next class. The design of the writing on the blackboard Unit 13 healthy eating The first period All the time, have a fever, be careful .in the future, advise sb. To do sth. THE SECOND PERIOD 1.Aims of knowledge: Learn and master the phrases 2.Ability aims: 1>Train the student’s reading ability. 2>Develop the students’ speaking ability by describing, talking and discussion. 3. Moral aims: Enable the students to understand the best way to make sure that we will fell and look fine is to develop healthy eating habits by learning the reading text. Teaching important points: 1. Improve the student’s reading ability. 2. Master the following phrase: keep up with, too much, make choices, be harmful to, lose weight, be prepared for. Teaching difficult points: How to make the students understand the reading material better and answer some questions on the passage. Teaching steps: Step 1 Introduction Yesterday we learned something about food. And we’ve3 known what food we eat is healthy food and what food is junk food. Who can give us an example? You try, please. Using the questions on P3 to introduce the new text. Step 2 Fast-reading 1.What does the “fuel ” mean in the first paragraph? (It means different kinds of materials, such as protein, Calcium that we need to keep healthy.) 2.What do we have to consider when we choose to buy or eat? (What kinds of nutrients that the foods contain.) 3.What made our eating habit changing? (Many things: what people believe, advice from companies and stores.) 4. How can we feel and look fine? (We ought to learn about our body and the fuel it needs to keep fit.) Explain the language points if necessary. Step 3 Carefully-reading How many parts can be divided into? (Three parts.) What’s the main idea of each part? (1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.) Step 4 Talking Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress. Step 5 Homework 另附题签 THE THIRD PERIOD Language points 1.Our eating habits have changed, as has our way of life. as+倒装句 ...也一样,即...and our way of life too. 2.If we want to keep up with the high pace of modern life, we’d better make the right choices about what and how we eat. keep up with 1. 跟上 2. 和...保持联系 They walked so fast that I could not keep up with them. 他们走得那么快,我没法跟上。 She has kept up with some of her friends since her retirement. 她退休后一直同一些朋友保持着联系。 3.Some nutrients help build our body and make it stronger. build vt.1. 建筑; 造 2. 建立;发展;增进[(+up)] 4.Fish, meat and beans contain a lot of protein. contain 5.Other nutrients help keep our body functioning well. function n.[C] 1. 功能,作用 2. 职务,职责 vi.1. (机器等)工作,运行 2. 起作用[(+as)] The teacher did not explain its grammatical function. 老师没有解释它的语法功能。 What is his function on the committee? 他在委员会里担任什么职务? The refrigerator is not functioning well. 冰箱有点问题。 The sofa functions as a bed at night. 这沙发在夜里可以当床。 6.Vitamins help our body fight disease. fight vt.1. 与...作战;与...斗争 fight with 和...斗争;fight for 为争取...而斗争 7.But the choice we make are not just about nutrition.. not just 同not only 8.Many people make their choices about eating habits based on what they believe. based on 9.Organic vegetables are those that are grown without chemicals that can be harmful to human beings or the environment. chemical a.1. 化学的, 化学上的,化学用的 n.1. 化学制品;化学药品[C] He devoted his life to chemical research. 他一生从事化学研究。 He is experimenting with a new chemical. 他正在实验一种新的化学制品。 be harmful to 对什么有害(also 'do harm to') Smoking is harmful to health. 吸烟有害健康。 10.Because we have so much to choose from, many companies offer advice about what we eat. to choose from 11.It is probably better if we spend our time and money on buying keeping a balanced diet. probably ad. 大概,或许,很可能（比可能性大，而且常有一定依据） He will probably refuse the offer. 他很可能会拒绝这一提议。 spend spend...(in)doing; spend...(on)doing; spend...on/for sth 12.The same goes for 'crash diets' that some companies say they will make us lose weight fast. go for 适合于；对...适用 What he said about you goes for me too. 他关于你的一席话对我也适用。 lose weight 体重减轻 I think she might have lost a bit of weight. 我想她体重可能减轻了一些。 长胖 put on weight; gain weight 13.We ought to learn more about our body and the fuel it needs to keep fit. fit 此处：健康的;强健的 You look very fit, Mike. 麦克,你看上去很健康。 14.Only in this way will we be ready for the challenges and opportunities in life. Only in this way will we... only+状语放在句子开头要引起主句倒装 Only when you grow up will you understand the importance of learning. Only then could he thought of me. 15.Sugar is bad for your teeth and can make you gain weight. be bad for 对什么有害 be bad for 对什么有好处 be good/bad to 对某人好/不好 18.You have a bit of a fever. a bit 有点 在修饰名词时要加of The fourth period Teaching aims: 1.aims of knowledge: 1. Review the words learned in the last two periods. 2. Learn and master modal verbs: had better, should, ought to 3.Ability aims: 1.How to guess the missing word according to the given sentence. 2. Let the students learn how to give advice or opinion about something, especially master how to use “should, ought to, had better and their negative forms” to give advice. Teaching important points: 1. How to guess the missing word according to the given sentence. 2. Let the students learn how to give advice or opinion about something, especially master how to use “should, ought to, had better and their negative forms” to give advice. Teaching difficult points How to correctly use “should, ought to, had better and their negative forms” to give advice. Teaching procedures: Step 1 Revision Check the homework. Step 2 Grammars First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them. Step 3 Consolidation (1) Finish the exercise on P5 and on P74 (2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought (not) to, should (not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice. 1.give advice that will really help the person. 2. be polite and sincere at last get the students to finish the following practice. Step 4 Homework Finish the exercise 3 on P74 in the students’ workbook. THE FIFTH PERIOD Teaching aims; 1. Aims of knowledge: 1>Review the useful expressions learnt in this unit by making sentences with them. 2>Review how to use some Modal verbs to give advice or opinion about something. 2.Ability aims: Let students know how to write recopies for their favourite dishes by reading “SNACKS” and two examples of recipes. Teaching important points: 1. How to master Modal verbs —had better, should, ought to 2. How to let the students understand the text “SNACKS” better and learn to write a recipe. Teaching difficult point: How to improve the students’ integrating skills. Teaching procedures: Step 1 Revision Let some students read their reply to the letters on P74. Step 2 Pre –reading and Reading As we all know, people have to have food in order to live in our country, corn and wheat are the main crops in the north, while rice is the main food in the south. In western countries, bread is very important. Bread to western is just like rice to Chinese in the south. It is westerners’ most widely eaten food and is often called “the staff of life”. But in actual life, sancks are3 also very important for Chinese and foreigners. Do you often eat snacks? Read the text on P6 and then get the students to find the main idea of it (Snacks is also important. we need to learn something about snacks and the way to prepare it.) Language points: 1. Even if we choose nutritious food for our main meals, we probably still need to refuel now and then. Even if 同even though，即使；尽管 now and then 同a little now and a little then; every now and then，有时候 2. Most fruits are naturally sweet and we can eat them just the way they are. just the way thay are 意同in the way that they are 3.There are many recipes for simple and healthy snacks that taste great and keep us going. taste Step 3 Writing Ask the students to work in pairs to write the recipe for their favourite dish. We may first give the tips on P7 as a guide. Step 4 Discussions First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato? What does one have to pay special attention to in order to keep healthy? (food and exercise etc.) Step 5 Homework Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier. RECORD AFTER TEACHIN 4>workbook 1>May I take your order, please? take your order [用法]餐馆常用语，order：叫(菜或饮料) 2>What do you recommend? recommend [用法]vt.1. 推荐,介绍[(+as/for)] Can you recommend me some new books on this subject? 你能推荐一些有关这个学科的新书给我吗? 3>A hamburger is a dish while the others are not. while [用法]而，强调对比关系 4>You should avoid eating vegetables that are grown with too many chemicals. avoid [用法]避免，后接ing形式 5>You must pass your driving test next time you take it. next time [用法]连词用法 6>There is a species of inactive people, namely the 'mouse potato.' namely [用法]ad. 即,那就是 [举例]Only one person can answer the question namely you. 只有一个人能回答这个问题,那就是你。 7>The best source for calories is carbohydrates. source [用法]n.[C]1. (河的)源头;水源 2. 根源;来源 3. 提供消息(或证据)者;消息(或证据)来源 4. 出处;原始资料 [举例]Do you know the source of Amazon River? 你知道亚马逊河的源头吗? They are required to publish the sources of their campaign funds. 他们必须公布自己竞选经费的来源。 The news comes from a reliable source. 这消息来自一位可靠人士。 The library has quantities of reference sources. 该图书馆藏有大量可供参考的原始资料。 8>A healthy diet should include a variety of food, most of which should be rich in nutrients. include variety be rich in [用法] 富于...的,有很多...的 [举例]The country is rich in resources. 这个国家资源丰富。 9>Vegans do not eat or use any animal products. product [用法]n.[C]产品,产物;产量;出产 [举例]They came here in search of new markets for their products. 他们来此为他们的产品寻找新市场。 |
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