高中教案教案

Unit 2?Healthy eating Period 5 教案。

Unit2Healthyeating
Period5Usinglanguage:Extensivereading
整體設(shè)計
教材分析
Thisisthefifthteachingperiodofthisunit.Asusual,theteachershouldcheckstudents’homeworkandofferchancesforthemtogooverwhattheylearnedinthelastperiodatthebeginningoftheclass.Thenleadinthenewlesson.
Inthisperiod,theteachingemphasiswillbeputondevelopingstudents’readingabilitybyreadingextensively.Wewilldealwithtwoparts:ComeandEatHere(2)inUsinglanguageonPages14-15andReadingTaskonPage52.Whilereading,getstudentslearningtousesomereadingstrategiessuchasskimming,scanning.Astonewwordsandphrases,theteachercanfirstfindthosestudentsfeelmostdifficultandhelpthemtounderstand.That’senoughhere.ThepurposeofthisreadingComeandEatHere(2)istocompletethestoryofWangPengandYongHuiandtoshowstudentsthatitisnevertoolatetochangebadeatinghabitsandbeginafresh.TheteachercanfirstasksomestudentstoretellthepassageComeandEatHere(1)toleadinthetopicandthenaskstudentstoreadthepassageComeandEatHere(2)anddosomecomprehendingexercises.Whilecheckingtheiranswerswiththewholeclass,dealwithlanguageproblemsstudentscan’tworkoutbythemselves.Thisisanextensivereadinglesson,sotheteachingstepsshouldbesimple.AstothepartReadingTask,thetwopassagesprovidetheinformationonwhicheachstudentcandecidehis/herpointofview.Twooppositeopinionsareexaminedwithideasforandagainstthebuildingoftherestaurant.Askstudentstoreadthroughthepassagesandlearnmoreabouttheopinionsandthereasonsgivenbybothsides.
Attheendoftheclass,askstudentstoretellthewholestoryofWangPengandYongHui,discussthetwooppositeopinionsandgivetheirownones.Inordertoarousestudents’interest,theteachercanholdacompetitionamongthem.
教學(xué)重點
1.Developstudents’readingskillsbyextensivereading.
2.Letstudentsreadandunderstandthestoryandthetwopassages.
教學(xué)難點
1.Enablestudentstolearntousereadingstrategiessuchasskimming,scanning.
2.Getstudentstounderstandanddiscussthetwooppositeopinionsandgivetheirownpointofview.
三維目標(biāo)
知識目標(biāo)
1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthispart.
2.GetstudentstoreadthestoryComeandEatHere(2).
3.LetstudentsknowaboutMcDonald’s.
能力目標(biāo)
1.Developstudents’readingskillsbyextensivereadingandenablethemtolearnhowtousedifferentreadingskillstoreaddifferentreadingmaterials.
2.HavestudentstellthewholestoryofWangPengandYongHui.
3.Enablestudentstounderstandtwooppositeopinionsandgivetheirownpointofview.
情感目標(biāo)
1.LetstudentsknowmoreaboutwesternandChinesefoodtoformgoodeatinghabit.
2.Developstudents’senseofgroupcooperationandteamwork.

教學(xué)過程
設(shè)計方案(一)
→Step1Revision
1.Checkthehomeworkexercises.
2.Asksomepairsofstudentstocometothefrontandactouttheirdialoguetoreviewandpracticetheexpressionsofseeingthedoctor.
→Step2Warmingup
TalkwithstudentsaboutthestoryofWangPengandYongHui.
Asweknow,WangPengandYongHuimanagetwodifferentstylesofrestaurants,andYongHui’sslimmingrestaurantattractedallthecustomersfromWangPeng’s.WangPengwasfrustratedanddecidedtodoaresearchtocompeteagainstYongHui.Howcouldthecompetitionbeon?WearegoingtoreadthenextpartofthestoryComeandEatHere(2).
→Step3Reading
1.Askstudentstoreadthepassageandthenchoosethebestanswertocompleteeachsentence.
1)WangPengwasworriedwhenhethoughthisrestaurantwouldbenolongerpopularbecause______________.
A.hewouldbeindebt
B.hecouldnolongerearnhisliving
C.hewouldlosehisjob
D.hisfriendswouldnotvisithim
2)YongHuiwasveryangrywhenshecametoWangPeng’srestaurantbecause______________.
A.shethoughthewasanewcustomer
B.shethoughthehadspiedonherrestaurant
C.shewastoldhewasaspy
D.hewastoofat
3)WangPeng’sresearchshowed______________.
A.hismenuwasbalanced
B.bothmenuswerebalanced
C.YongHui’smenuwasbalanced
D.neithermenuwasbalanced
4)Hesuggestedtheyprovideacombinedmenubecause______________.
A.helikeYongHui
B.hedidn’twanttolosehiscustomers
C.hethoughthermenuwasbetter
D.thiswouldprovideabalanceddiet
Keysforreference:1)B2)B3)D4)D
2.Askstudentstoreadthepassagealoudtothetapeandunderlinealltheusefulexpressionsorcollocationsinthepassage.Letstudentsreadthemaloudandcopythemdownintheirexercisebooksafterclassashomework.
→Step4Discussion
1.Afterstudents’readingthepassage,askthemtoworkingroupsanddiscussthefollowingquestions:
1)HowdidYongHuifeelwhenshecametoWangPeng’srestaurant?Why?
2)Howdidtheysolvetheirproblemsandbecomegoodfriends?
3)Whywastheircooperationasuccess?
2.Havestudentsstarttheirdiscussion.Makesurethateverystudenthasachancetoexpresshis/herideas.
3.Askeachgrouptochooseonestudentastheirrepresentative.Letasmanygrouprepresentativesaspossiblecometothefrontandgiveareportofwhattheirgrouphasdiscussed.
→Step5Importantlanguagepoints
1.Perhapshewouldbeabletoearnhislivingafterallandnothavetoclosehisrestaurant.
也許他仍然能夠謀生,而不至于關(guān)閉自己的餐館。
earnone’sliving:makea/one’sliving謀生
Sheearnedherlivingbysinginginanightclub.
她靠在夜總會唱歌謀生。
Davidearnshislivingbywritingarticlesfornewspapers.
大衛(wèi)靠為報社撰寫文章謀生。

earnone’skeep掙錢維持生活
earnone’spassage掙取旅費
afterall
1)inspiteofwhathasbeensaid,doneorexperienced畢竟;究竟;歸根結(jié)底
Soyou’vecomeafterall!
你到底還是來了！
2)itshouldberemembered應(yīng)該記住;別忘了
Heshouldhaveofferedtopay.Afterall,hehasplentyofmoney.
他應(yīng)該主動提出付款。別忘了,他有的是錢。
2.Hedidnotlookforwardtobeingindebtbecausehisrestaurantwasnolongerpopular.
他可不希望由于餐館不受歡迎而負(fù)債。
debtn.
1)sumofmoneyowedtosb.thathasnotyetbeenpaid債務(wù);欠款
IfIpayallmydebts,I’llhavenomoneyleft.
我如還清所有欠債就分文不剩了。
2)owingmoney,esp.whenonecannotpay欠債（尤指無法償還的）
Wewerepoor,butweavoideddebt.
我們窮是窮,但還不至于背債。
3)obligationtosb.fortheirhelp,kindness,etc.（常用單數(shù)）人情債
I’mhappytoacknowledgemydebttomyteachers.
我能有機(jī)會向老師表示感謝,我感到十分高興。
beindebt:owealotofmoney欠債
Heisheavilyindebt.
他負(fù)債累累。

beinone’sdebt:feelgratefultosb.forhis/herhelp,kindness,etc.欠某人之情
Yousavedmylife.Iamforeverinyourdebt.
你救了我的性命,我永遠(yuǎn)感激不盡。
beoutofdebt:notowealotofmoney還清債務(wù)
3.Shedidnotlookhappybutglaredathim.
她雙眼直瞪著他,看上去很不高興。
glarevi.stareangrilyorfiercely怒目而視;惡狠狠地盯視
Hedidn’tshoutorswear,butjustglaredsilentlyatme.
他不喊不罵,只是默默地怒視著我。
Theoldgentlemanjuststoodthereglaringatthepickpocketanddidnotsayaword.
這位老先生只是站在那里對那個扒手怒目而視,一句話也沒有說。
4.Don’tyougettiredquickly?
你不覺得自己很容易疲倦嗎？
Butdon’tyouthinkitwouldbebetterifyouwereabitthinner?
不過,難道你不認(rèn)為瘦一點會更好嗎？
1)Don’tyou...?是否定疑問句,這類句子并不真正詢問,而是表示說話人的觀點或態(tài)度。例如:
Aren’tyouhungry?Youhaven’teatenanythingsincebreakfast.
你難道不餓嗎？你從早飯到現(xiàn)在還沒吃過任何東西。
Don’tyoucomein?
難道你不進(jìn)來嗎？
2)賓語從句itwouldbebetterifyouwereabitthinner使用的是虛擬語氣,表示與現(xiàn)在事實相反的假設(shè)。這時,條件狀語從句的謂語動詞用過去式（be用were）,主句的謂語動詞用would(should,could,might)+動詞原形。例如:
IfIwereyou,IshouldstudyEnglishbetter.
我要是你的話,就會把英語學(xué)得更好。
Ifhehadtime,hewouldattendthemeeting.
他要是有時間,就會參加會議。
5.Inthiswaytheycutdownthefatandincreasedthefiberinthemeal.
這樣,他們減少了飯菜中脂肪的含量,增加了纖維素。
cutsth.down/cutdown(onsth.):reducetheamountorquantityofsomething;consume,useorbuyless(ofsth.)削減;壓縮;減少消耗;少用或少買某物
Thedoctoradvisedhimtocutdownhisconsumptionoffat.
醫(yī)生建議他減少脂肪的攝取量。
Hehastocutdownonfamilyexpensesbyone-third.
他不得不把家庭支出削減了三分之一。
6.TheirbalanceddietsbecamesuchasuccessthatbeforelongWangPengbecameslimmerandYongHuiputonmoreweight.
他們的均衡食譜非常有效,王鵬很快就瘦了,而詠慧卻胖了。
這是一個復(fù)合句,句中thatbeforeloneWangPengbecameslimmerandYongHuiputonmoreweight是狀語從句,表示程度或結(jié)果。
such...that...如此……以至于……
Heissuchacleverboythateveryonelikeshim.
他非常聰明,大家都喜歡他。
success用作可數(shù)名詞時,指成功的人或事。
Heisagreatsuccessasawriter.
他是非常成功的作家。
Thismeetingwasagreatsuccess.
這次會議開得非常成功。
beforelong意思是“不久以后”,注意和longbefore(很久以前)的區(qū)別。
Beforelonghereturnedtohishomeland.
不久他就回到了他的祖國。
Thestoryhappenedlongbefore(hewasborn).
故事發(fā)生在（他出生）很久以前。
putonweight增加體重
Inordertoputonweight,hebegantoeatmoremeat.
為增加體重,他開始吃更多的肉。
→Step6Readingtask
1.HaveafreetalkwithstudentsaboutListeningTask.
2.Tellstudents:wearegoingtoreadtwopassagestogetmoreopinionsonforbuildingaMcDonald’sandagainstbuildingaMcDonald’s.
3.Letstudentsreadthepassagesfasttogetthegeneralidea.
4.Havethemreadthepassagescarefullyandmakenotesoftheopinionsandthereasonsgivenbybothsides.Fillinthechart.

TopicForbuildingaMcDonald’sAgainstbuildingaMcDonald’s
Abouthealthyfood
Abouttransport
Aboutjobs

5.Severalminuteslater,showtheanswersonthescreenandcheckthemwiththewholeclass.Atthesametime,dealwithanydifficultlanguagepointsthatstudentscan’tunderstand.
Suggestedanswers:
TopicForbuildingaMcDonald’sAgainstbuildingaMcDonald’s
Abouthealthyfoodhighquality,safeandhealthyhighlevelsofsalt,sugarandfat
AbouttransportTheywillprovideparking.1.Therearetoomanycars.
2.Theyproducefumes.
3.Theyslowdowntraffic.
AboutjobsTheywillprovidejobsandvaluetheiremployees.Theydon’tletemployeesjoinaUniontospeakupforthem.
→Step7Consolidation
AskstudentstogobacktothepassagesComeandEatHere(1)andComeandEatHere(2).Givethemseveralminutestobepreparedtoretellthewholestoryintheirownwords.Thenaskasmanystudentsaspossibletocometothefronttotellthestory.
→Step8Homework
1.FinishofftheWorkbookexercises.
2.Learntheusefulnewwordsandexpressionsinthispartbyheart.
3.Tellthestorytoyourfriendsorfamily.
設(shè)計方案(二)
→Step1Revision
1.Checkthehomeworkexercises.
2.Askstudentstodictatetheexpressionsofseeingthedoctorandthenreadthemaloud.
3.Letthemmakeupashortdialogueatthedoctor’s.
→Step2Leading-in
1.LetsomestudentssaysomethingaboutWangPeng’sandYongHui’srestaurant.
2.Havestudentsdiscusswhatwillhappenattheendofthestory.
3.Tellstudents:TurntoPage14.Wearegoingtoreadthesecondpartofthestory.
→Step3Skimming
Askstudentstoreadthepassageanddecidewhetherthefollowingstatementsaretrueorfalseassoonaspossible.
1.WangPengwasworriedwhenhethoughthisrestaurantwouldnolongerbepopularbecausehecouldnolongerearnhisliving.
2.YongHuiwasveryangrywhenshecameintoWangPeng’srestaurantbecauseshethoughthehadspiedonherrestaurant.
3.WangPeng’sresearchshowedhismenuwasbalanced.
4.HesuggestedthattheyprovideacombinedmenubecausehelikedYongHui.
5.Finallytheygotmarriedandlivedhappilybuttheirbusinesswasafailure.
→Step4Scanning
Askstudentstoreadthepassagecarefullytolocateparticularinformationandanswerthefollowingquestions.
1.WhydidWangPengfeelhappier?
2.Whatmighthehaveworriedbefore?
3.WhydidhissmileleavehisfacewhenhesawYongHuiwalkingin?
4.WhatdidYongHuisaytohim?Whatdidheexplaintoher?
5.WasshesatisfiedwiththefoodinWangPeng’srestaurant?Whyorwhynot?
6.Whatadvicedidshegivehim?
7.Whatwashissuggestion?Didsheagreewithhim?
8.Whathappenedintheend?
→Step5Learningimportantlanguagepoints
Whilecheckingstudents’answers,dealwithanylanguageproblemstoseeiftheycanknowthemeaningsofnewwordsandexpressionsandunderstandsomedifficultsentences.
→Step6Discussingandfurtherunderstanding
Askstudentstodiscussthequestion:
Whatisthepurposeofwritingthestory?
→Step7Workbook
DealwithReadingtask(onPage52).
1.Askstudentstoreadthetwopassages.Dealwithanylanguageproblemsthatstudentscan’tsolvebythemselveswhilecheckingtheirunderstanding.
2.Letstudentsmakenotesoftheopinionsandthereasonsgivenbybothtwosidesandfillinthechart.
3.Havethemdiscussandgivetheirownopinions.
→Step8Consolidation
1.AskstudentstoretellthewholestoryofWangPengandYongHui.
2.HavestudentstalkaboutMcDonald’s.
→Step9Homework
1.FinishofftheWorkbookexercises.
2.BereadytopresentthestoryComeandEatHereintheirownwords.

板書設(shè)計
Unit2Healthyeating
ExtensiveReading

TopicForbuildingaMcDonald’sAgainstbuildingaMcDonald’s
Abouthealthyfoodhighquality,safeandhealthyhighlevelsofsalt,sugarandfat
AbouttransportTheywillprovideparking.1.Therearetoomanycars.
2.Theyproducefumes.
3.Theyslowdowntraffic.
AboutjobsTheywillprovidejobsandvaluetheiremployees.Theydon’tletemployeesjoinaUniontospeakupforthem.
活動與探究
GotothelibraryorsurftheInternettofindinformationaboutMcDonald’sandKentuckyFriedChicken.Makenotesandsharewithyourclassmates.Discusswiththemthequestions:Whetherarethedietstheyprovidehealthyfoodorjunkfood?Whyaretheysopopularintheworld?Thenwriteareporttogiveyourownopinionsandthereasons.

精選閱讀

Unit 2?Healthy eating Period 3 教案

Unit2Healthyeating
Period3Learningaboutlanguage:Grammar
整體設(shè)計
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.
教學(xué)重點
1.Getstudentstoreviewandconsolidatetheuseofcan,could,may,might,will,would,shall,should,must,can’t.
2.Letstudentslearntheuseofoughtto.
教學(xué)難點
Enablestudentstolearnhowtouseoughttocorrectly.
三維目標(biāo)
知識目標(biāo)
1.Getstudentstoknowmoreaboutmodalverbs.
2.Letstudentslearntheuseofoughtto.
能力目標(biāo)
Enablestudentstousemodalverbscorrectlyandproperlyaccordingtothecontext.
情感目標(biāo)
1.Getstudentstobecomeinterestedingrammarlearning.
2.Developstudents’senseofgroupcooperation.

教學(xué)過程
設(shè)計方案(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幾乎無法養(yǎng)家糊口。(ability)
2.那孩子現(xiàn)在能在哪兒呢？(guessing)
3.我可以進(jìn)來嗎？(askforpermission)
4.你在早晨五點鐘以前起來,或許能從這兒看到日出。(possibility)
5.你必須得快點兒,不然會遲到的。(necessity)
6.你想得到什么,你就可以有什么。(promise)
7.我們應(yīng)該每天早晨朗讀英文。(duty)
8.他總是在那兒一坐就是幾個小時,什么都不干。(pasthabit)
→Step3Grammarlearning
1.Readinganddiscovering
AskstudentstoturnbacktoPage10toreadthroughthepassageComeandEatHere,letthempickoutthesentencesusingmodalverbsandtranslatethemintoChinese.
Suggestedanswers:
1)Bylunchtimetheywouldallbesold.
到午飯時分,它們都會賣完。
2)Bynowhisrestaurantoughttobefullofpeople.
到了這個時候,他的餐館本該賓客盈門的。
3)Whatcouldhavehappened?
發(fā)生了什么事呢？
4)Nothingcouldbebetter.
再沒有比這些更好（吃）的了。
5)SomethingterriblemusthavehappenedifLiChangwasnotcomingtoeatinhisrestaurantashealwaysdid.
要是李昌不像往常那樣來他的餐館吃飯,那問題就嚴(yán)重了。
6)Hecouldnotbelievehiseyes.
他簡直不能相信他的眼睛。
7)Perhapsheshouldgotothelibraryandfindout.
也許他應(yīng)該去圖書館查查清楚。
8)HecouldnothaveYongHuigettingawaywithtellingpeoplelies!
他不可能讓詠慧哄騙人們后跑掉。
9)Hehadbetterdosomeresearch.
他最好作一番調(diào)查。
10)Theywouldbecometiredveryquickly.
他們很快就會到疲乏。
11)Perhapswithadiscountandanewsignhecouldwinhiscustomersback.
或許打折的方法和新的招牌能夠幫他贏回顧客。
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無人稱和時態(tài)的變化,后接帶to的動詞不定式。oughtto可表示“義務(wù)”“要求”或“勸告”,常譯作“應(yīng)該”“應(yīng)當(dāng)”等,和should差不多,只是語氣稍重一些;有時表示“非?？赡堋钡囊馑肌７穸ㄊ綖閛ughtnotto(oughtn’tto),疑問式為OughtI/you/...to...?
1.表示“責(zé)任或義務(wù)”
Suchthingsoughtnottobeallowed,oughtthey?
這類事情不應(yīng)該被準(zhǔn)許,是嗎？
—Oughthetogo?他應(yīng)該去嗎？
—Yes,heoughtto.是的,他應(yīng)該去。
2.表示“適當(dāng),合適或應(yīng)該”
Coffeeoughttobedrunkwhileitishot.
咖啡應(yīng)該趁熱喝。
Thereoughttobemorebusesduringtherushhours.
在上下班高峰期,公共汽車應(yīng)當(dāng)多一些。
3.表示“可能性”
Harryoughttowinthisrace.
哈里應(yīng)該會贏得這場比賽。
Ifhestartedatseven,heoughttobeherenow.
假如他在七點出發(fā)的話,現(xiàn)在大概到這兒了。
4.表示“勸告或建議”
Ithinkyououghttoeatmorebody-buildingfood.
我認(rèn)為你應(yīng)當(dāng)多吃些有營養(yǎng)的食物。
HesaidIoughttodothatjob.
他說我適宜做那項工作。
5.表示“推測”,意為“照說應(yīng)該;想必一定”,后跟不定式的一般時、進(jìn)行時或完成時,分別表示對現(xiàn)在、現(xiàn)在進(jìn)行或過去情況的推測。
Shehashadworkingexperiencebefore.Sheoughttobefitforthejob.
她以前有過工作經(jīng)驗,應(yīng)該勝任這項工作。
It’sjust9o’clock.Maryoughttobedoingherhomeworkinherroomnow.
才剛九點,按說瑪麗應(yīng)該在房間里做作業(yè)。
Itoughttohaverainedlastnight.
昨晚應(yīng)該下過雨。
6.表示“責(zé)備或后悔”
oughtto后接不定式的完成式時,表示“本應(yīng)該做某事而事實上沒做”;其否定式表示“本不應(yīng)該做某事而事實上做了”。
Yououghttohavedonetheseexercisesbecauseyouwererequiredtosoduringyourholidays.
這些練習(xí)你本應(yīng)該做完的,因為假期里就要求你做了。
Sheoughtnottohavetoldhimthebadnews,whichhadabadeffectonhisexaminations.
她本不應(yīng)該告訴他這個不幸的消息,結(jié)果影響了他的考試。
→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.
設(shè)計方案(二)
→Step1Revision
1.Checkthehomeworkexercises.
2.TranslatethefollowingintoEnglish.
1)平衡膳食
2)應(yīng)該;應(yīng)當(dāng)
3)減肥;體重減輕
4)被放過;（做壞事）不受懲罰
5)說謊;撒謊
6)到了這個時候,他的餐館本該賓客盈門的。
7)再沒有比這些更好（吃）的了。
8)要是李昌不像往常那樣來他的餐館吃飯,那問題就嚴(yán)重了。
9)他簡直不能相信他的眼睛。
10)他不可能讓詠慧哄騙人們后跑掉。
→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.

板書設(shè)計
Unit2Healthyeating
theuseofoughtto
UseExamples
ought無人稱和時態(tài)的變化,后接帶to的動詞不定式。oughtto可表示“義務(wù)”“要求”或“勸告”,常譯作“應(yīng)該”“應(yīng)當(dāng)”等,和should差不多,只是語氣稍重一些;有時表示“非?？赡堋钡囊馑?。否定式為oughtnotto(oughtn’tto),疑問式為OughtI/you/...to...?(1)ThereissomethingIoughttotellyoubeforeyouleave.
(2)Heoughtnottodothat.
(3)—Oughthetoseethedoctor?
—Yes,heoughtto.
(4)Ifsheiscompletelywell,sheoughttobebackatschooltoday.
活動與探究
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....

Unit 2?Healthy eating Period 2 教案

作為優(yōu)秀的教學(xué)工作者，在教學(xué)時能夠胸有成竹，作為高中教師準(zhǔn)備好教案是必不可少的一步。教案可以讓學(xué)生能夠在課堂積極的參與互動，幫助高中教師緩解教學(xué)的壓力，提高教學(xué)質(zhì)量。那么怎么才能寫出優(yōu)秀的高中教案呢？為滿足您的需求，小編特地編輯了“Unit 2?Healthy eating Period 2 教案”，希望對您的工作和生活有所幫助。

Unit2Healthyeating

Period2Learningaboutlanguage:Importantlanguagepoints
整體設(shè)計
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.
教學(xué)重點
1.Enablestudentstograsptheusagesofsuchimportantnewwordsandexpressionsasdiet,balance,consult,limit,benefit,combine,oughtto,getawaywith,beforelong,etc.
2.Getstudentstomasterthepatterns“WangPengsatinhisemptyrestaurantfeelingveryfrustrated.”and“HecouldnothaveYongHuigettingawaywithtellingpeoplelies!”
教學(xué)難點
1.Letstudentslearntheusageoftheexpression“oughtto”.
2.Enablestudentstolearnthesentencepattern“HecouldnothaveYongHuigettingawaywithtellingpeoplelies!”
3.Getstudentstounderstandsomedifficultandlongsentences.
三維目標(biāo)
知識目標(biāo)
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...)
能力目標(biāo)
1.Getstudentstousesomeusefulnewwordsandexpressionscorrectly.
2.Enablestudentstomakesentencesaftertheusefulsentencepatterns.
情感目標(biāo)
1.Stimulatestudents’interestinlearningEnglish.
2.Developstudents’spiritofcooperationandteamwork.

教學(xué)過程
設(shè)計方案(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?
每個人都得吃東西,不過你的飲食健康嗎？
diet
1)n.sortoffoodthatisusuallyeaten(byaperson,community,etc.)（某人、共同生活的人等）通常吃的食物;日常飲食limitedvarietyoramountoffoodthatapersonisallowedtoeat限定的食物種類或數(shù)量;限定食譜
Toorichadietisnotgoodforyou.
吃太多油膩的食物對你身體不好。
tobe/go/putsb.onadiet
節(jié)食;限定某人的食物
Hebeganhisdietaweekago.
他在一星期前開始節(jié)食。
Peoplewhoareonadietmustn’thavechocolate.
正在節(jié)食的人不能吃巧克力。
2)vt.I’mdieting.
請不要給我的咖啡放糖,我在節(jié)食。
dietfood是一般用語,凡能吃能喝的具有營養(yǎng)的東西都可稱為food,通常為不可數(shù)名詞,但涉及食物的種類時可用作可數(shù)名詞。
Fillintheblankswithdietorfood.
(1)Thedoctorhasorderedmeaspecial______________.
醫(yī)生給我安排了特殊的飲食。
(2)Wemusthave______________toeatandclothestowear.
我們必須有東西吃,有衣服穿。
(3)Thesickmanmustnotgowithout______________,buthemusthavea______________withoutsugar.
這個病人不吃東西不行,但不能吃含糖的東西。
Suggestedanswers:(1)diet(2)food(3)food;diet
2.Whatwillhappentoyouifyoudon’teatabalanceddiet?
要是你不平衡飲食,會發(fā)生什么呢？
balance
1)n.instrumentusedforweighing天平;秤evendistribution;steadiness平衡;平穩(wěn)
Thechildcouldn’tkeephisbalanceonhisnewbicycle.
孩子騎在他的新自行車上不能保持平衡。
Helosthisbalanceandfellover.
他失去平衡,跌倒了。
Thegrowthofthenewpoliticalpartyupsetthebalanceofpower.
新政黨的壯大打破了力量的均勢。
2)vt.顯示平衡的
abalanceddiet均衡飲食
abalancedstateofmind內(nèi)心的平衡

inthebalance（命運）未定,在危急中;不確定
Thoughherlifewasinthebalance,shethoughtonlyofthesafetyofherfellows.
盡管她生命危急,但她一心只想著她伙伴們的安全。
offbalance不穩(wěn)
onbalance總的來說
Theirsuggestionhas,onbalance,provedpracticable.
總的說來,他們的建議已被證明是可行的。
3.WangPengsatinhisemptyrestaurantfeelingveryfrustrated.
王鵬坐在他那空蕩蕩的餐館里,感到很沮喪。
feelingveryfrustrated是現(xiàn)在分詞短語,在句子中作狀語,表示伴隨情況。例如:
Shesatonthechairreadinganewspaper.
她坐在椅子上,在讀報。
Pretendingtolookfrightened,Ibackedtowardsthedoor.
我裝出害怕的樣子,退到門口。
另外,現(xiàn)在分詞短語作狀語,還可表示時間、原因、結(jié)果等。例如:
Walkinginthestreet,shemetheroldfriend.
她走在街上的時候,遇到一位老朋友。（表時間）
Seeingnobodyathome,shedecidedtoeatoutside.
她看到家里沒人,決定出去吃。（表原因）
Thechildfell,strikinghisheadagainsttheground.
孩子跌倒了,頭撞在地板上。（表結(jié)果）
frustrating令人沮喪的
It’sfrustratingtohavetowaitsolong.
等待這么長時間真讓人心煩。?
4.Bynowhisrestaurantoughttobefullofpeople.
到了這個時候,他的餐館本該賓客盈門的。
oughtto=should
1)toshowamoralduty（表示一種道義上的責(zé)任）應(yīng)該;應(yīng)當(dāng)
Sheoughttolookafterherchildbetter.
她應(yīng)該把孩子照顧得更好。
Yououghttostudyhardtogetahighmark.
你應(yīng)該刻苦學(xué)習(xí),以取得好的成績。
2)oughttohavedone表示本應(yīng)該……,而卻沒有……
Yououghttohavecomeyesterday.
你本應(yīng)該昨天來的。
Yououghtnottohavestayedwithher.
你本來不應(yīng)該和她在一起的。
befullof=befilledwith充滿
Hewasfullofcuriosity.
他的心里充滿了好奇。
Thehouseonfirewasfullofheavysmokeandshouting.
著火的房子里充滿了濃煙和喊叫聲。
5.Hethoughtofhismutton,beefandbaconcookedinthehottest,finestoil.
他想起了他用滾燙的精制油烹制的羊肉（串）、牛排和熏咸肉。
cookedinthehottest,finestoil是過去分詞短語,作后置定語,表被動,相當(dāng)于定語從句whichwerecookedinthehottest,finestoil。例如:
Theflowerspickedbyhimareverybeautiful.
他摘的鮮花非常漂亮。
6.Nothingcouldbebetter.
再沒有比這些更好（吃）的了。
這句話相當(dāng)于“Allhisfoodcouldbethebest.”。比較級的否定形式,實際上表示的是最高級的含義。例如:
Ihaveneverseenabetterfilm.
我從沒看過更好的電影。
Nobodylovedmoneybetterthanhedid.
沒有人比他更愛財。
Ithinknothingismorepleasantthantraveling.
我想沒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過。
see,hear,notice,watch,feel等動詞后面的賓語補足語可以是不帶to的動詞不定式,也可以是現(xiàn)在分詞,但兩者的含義不完全相同,前者著重敘述事實的經(jīng)過,后者著重強(qiáng)調(diào)偶然察覺到的一個正在進(jìn)行的動作。例如:
Isawhimputeverythinginhisbagandgoout.
我看見他把所有的東西都裝進(jìn)了口袋,走了出去。
Isawhimputtingsomethinginhisbag.
我看見他正向口袋里裝東西。
Completethesentenceswiththerightformsoftheverbsgiven.
1)Iwatchedher______________(step)offthesidewalk,______________(cross)theroad,and______________(disappear)intothepostoffice.
我看著她走下人行道,穿過馬路,進(jìn)了郵局。
2)WhenIglancedoutofthewindowIsawDaisy______________(cross)theroad.
我目光轉(zhuǎn)向窗外,瞥見戴西正在過馬路。
Suggestedanswers:1)step;cross;disappear2)crossing
8.SomethingterriblemusthavehappenedifLiChangwasnotcomingtoeatinhisrestaurantashealwaysdid.
要是李昌不像往常那樣來他的餐館吃飯,那問題就嚴(yán)重了。
這是一個復(fù)合句,含有兩個從句。ifLiChangwasnotcomingtoeatinhisrestaurantashealwaysdid是條件狀語從句,ashealwaysdid是方式狀語從句。
情態(tài)動詞must在此處表示推測,意為“想必”“一定”。must表示推測時,僅用于肯定句中。當(dāng)后接不定式的完成式時,表示對過去情況的推測。例如:
Hemusthavegonehome.
他肯定已經(jīng)回家了。
Hemusthavegoneswimmingyesterday.
他昨天一定去游泳了。
9.Tiredofallthatfat?Wanttoloseweight?
肥膩的東西吃厭了吧？想減肥嗎？
這是省略的句子,完整的句子應(yīng)該是:Areyoutiredofallthatfat?Doyouwanttoloseweight?所以朗讀時應(yīng)用升調(diào)。
be/gettiredof對……厭倦
I’mtiredofthesamefoodeveryday.
我厭倦了天天吃同樣的食品。
Hehasgottiredoflivingabroad.
他厭倦了國外的生活。
loseweight體重減輕;減肥
Maryisdietingtoloseweight.
為了減肥,瑪麗正在節(jié)食。
puton/againweight增加體重
10.WangPengwasamazedatthisandespeciallyattheprices.
王鵬對此感到吃驚,特別是對它們的價格。
beamazedat對……感到驚訝/驚愕
Youwouldbeamazedathowdifficultitwas.
要是知道有多么困難,你會大為詫異的。
Everybodywasamazedathisdesign.
大家都對他的設(shè)計感到驚訝。
11.HecouldnothaveYongHuigettingawaywithtellingpeoplelies!
他可不能讓詠慧哄騙人們后跑掉。
havesb.doingsth.:allowortolerate(sth.)表示允許或容忍某事發(fā)生,多用于否定句中,特別是用在willnot,cannot等之后。
Mr.Zhangwon’thavehisdaughterarrivinghomeafter12o’clock.
張先生不容許他女兒12點后回家。
Iwon’thaveyousayingso!
我不容許你這樣說。
getawaywithdoingsth.:notbepunishedforsth.（做了某事）而不受懲罰
Iwon’thaveyougettingawaywithcheatingintheexam.
我不能容忍你考試作弊而不受懲罰。
getawaywithsth.:stealsth.andescapewithit偷攜某物潛逃receive(arelativelylight)受到（較輕的處罰）
Therobbersrobbedthebankandgotawaywithalotofmoney.
這些強(qiáng)盜搶了銀行,攜巨款潛逃。
Hewassoluckytogetawaywithafineforsuchaseriousmistake.
他犯了如此嚴(yán)重的錯誤,僥幸只交了罰款了事。
tellalie/telllies說謊
Heisalwaystellinglies.
他這個人老是撒謊。
12.Perhapswithadiscountandanewsignhecouldwinhiscustomersback.
或許打折的方法和新的招牌能夠幫他贏回顧客。
win...back贏回;重新獲得
TheyweredeterminedtowintheseatbackfromLabor.
他們決心從工黨手里重新奪得這個議席。
→Step5Usingwords,expressionsandpatterns
DoExercisesinUsingwordsandexpressionsonPages49-50.
Thefollowingproceduresmaybefollowed:
1.Gothroughtheexerciseswithstudentsandmakesuretheyknowwhattodo.
2.Severalminutesforstudentstofinishthemindividually,andthendiscussandcheckthemwiththeirpartner.
3.Checktheanswerswiththewholeclass.
4.Iftimepermits,explaintheproblemsstudentsmeetwherenecessary.
→Step6Homework
1.FinishofftheWorkbookexercises.
2.Learnthenewwordsandexpressionsbyheart.
設(shè)計方案(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.

板書設(shè)計
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!
活動與探究
Readthefollowingwordsrelatedtofoodanddrink.Lookuptheonesyouarenotfamiliarwithinthedictionary.Addasmanywordsasyoucan.Dividethemintogroupsinanywayyoulike.Sharetheresultswithyourpartners.
sugarradisheggplantbarbecuegrapecarrotgarlicspicypeachkebabboilnoodlemushroomshrimpbreadmuttonplumbaconmilkfrycolasaltymelonspaghetticabbageturnipmangocheesecoffeebeefvinegarricecrispycucumbermustardcreampepperlemonjuicecrabpeateacornroasttastelesspineapplesourmineralwaterbeancurd(tofu)wine

Unit 2?Healthy eating Period 1 教案

Unit2Healthyeating

單元要覽類別課程標(biāo)準(zhǔn)要求掌握的項目話題Problemswithdiet;balanceddietandnutrition詞匯dietn.日常飲食vi.節(jié)食rawadj.生的;未加工的nutn.堅果;果仁vinegarn.醋beann.豆;豆科植物lien.謊話;謊言vi.說謊pean.豌豆customern.顧客;消費者cucumbern.黃瓜discountn.折扣eggplantn.茄子weaknessn.缺點;虛弱;弱點peppern.辣椒;辣椒粉strengthn.強(qiáng)項;長處;力量mushroomn.蘑菇consultvt.咨詢;請教;商量peachn.桃子fibren.纖維;纖維制品lemonn.檸檬digestvt.概要balancevt.平衡;權(quán)衡n.天平;平衡carrotn.胡蘿卜barbecuen.燒烤;烤肉debtn.債;債務(wù)muttonn.羊肉baconn.熏咸肉;臘肉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.應(yīng)當(dāng);應(yīng)該limitedadj.有限的glarevi.怒目而視;閃耀n.怒視;炫目的光benefitn.利益;好處vt.有助于;受益slimvi.變瘦adj.苗條的;纖細(xì)的breastn.胸部;乳房curiosityn.好奇心garlicn.大蒜hostessn.女主人;女主持人sighvi.嘆息n.嘆息;嘆息聲spyvt.秘密監(jiān)視n.間諜;偵探combinevt.（使）結(jié)合短語balanceddiet平衡膳食indebt欠債oughtto應(yīng)該;應(yīng)當(dāng)spyon暗中監(jiān)視;偵查loseweight體重減輕;減肥cutdown削減;刪節(jié)getawaywith被放過;（做壞事）不受懲罰beforelong不久以后tellalie說謊putonweight增加體重win...back贏回;重新獲得beamazedat對……感到吃驚earnone’sliving謀生competewith與……競爭重要句型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.語法Modalverbs:oughtto/oughtnottohaveto/don’thaveto/mustn’t/needn’t教學(xué)重點1.Getstudentstoknowaboutproblemswithadiet,abalanceddietandnutrition.2.Havestudentslearnusefulnewwordsandexpressionsinthisunit.3.Enablestudentstograspandusetheexpressionsofgivingsuggestionsandadvice.4.Letstudentslearnthenewgrammaritem:theuseofoughtto.5.Developstudents’listening,speaking,readingandwritingabilities.6.Havestudentslearnhowtodealwithandsolveproblemscorrectly.教學(xué)難點1.Enablestudentstomastertheuseofoughtto.2.Havestudentslearnhowtogivesuggestionsandadvice.3.Letstudentslearntowriteashortpassagetomakeanadvertisement.4.Developstudents’integrativeskills.課時安排Periodsneeded:7Period1WarmingupandreadingPeriod2Learningaboutlanguage:ImportantlanguagepointsPeriod3Learningaboutlanguage:GrammarPeriod4Usinglanguage:ListeningandspeakingPeriod5Usinglanguage:ExtensivereadingPeriod6Usinglanguage:SpeakingandwritingPeriod7Revision:Summingupandlearningtip

Period1Warmingupandreading

整體設(shè)計教材分析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.教學(xué)重點1.Letstudentslearnmoreaboutproblemswithadiet,abalanceddietandnutrition.2.Getstudentstolearndifferentreadingskills.教學(xué)難點1.Developstudents’readingability.2.Enablestudentstotalkaboutdifferentkindsoffoodandbalanceddiet.三維目標(biāo)知識目標(biāo)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.能力目標(biāo)1.Developstudents’readingabilityandletthemlearndifferentreadingskills.2.Enablestudentstotalkaboutdifferentkindsoffood,problemswithdietandbalanceddiet.情感目標(biāo)1.Stimulatestudents’sensetoformahealthyeatinghabit.2.Developstudents’senseofcooperativelearning.

教學(xué)過程設(shè)計方案(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.設(shè)計方案(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.

板書設(shè)計

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.

活動與探究Asweknowfromthestory,WangPengwantstoknowwhat’sthematterwithhismenuandhewonderwhatheshoulddotosatisfythedemandofthecustomerswhoenjoythetasteandalsowanttokeepfit.Supposeyouareanexpertwhoknowsnutritionverywell.WritearesearchreportforWangPengtogivehimsomesuggestionsandadviceondietandmakeabalancedmenuforhisrestaurant.

Unit 2?Healthy eating Period 4 教案

Unit2Healthyeating
Period4Usinglanguage:Listeningandspeaking

整體設(shè)計
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.
教學(xué)重點
1.Developstudents’listeningandspeakingabilities.
2.Enablestudentstomasterdifferentlisteningskills.
3.Letstudentslearntheexpressionsofseeingadoctor,suggestionsandadvice.
教學(xué)難點
1.Getstudentstolistenandunderstandthelisteningmaterials.
2.Letstudents’makeadialogueusingthefunctionalitemsforseeingthedoctor,suggestionsandadvice.
三維目標(biāo)
知識目標(biāo)
1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthelisteningpassages.
2.Letstudentslearntheexpressionsofseeingthedoctor:
What’sthematter?
What’swrongwithyou?
Whatseemstobethetrouble?
Howlonghaveyoubeenlikethis?
It’snothingserious,only....
Isupposeyouhadbetter....
Ithinkyououghtto....
能力目標(biāo)
1.Enablestudentstocatchandunderstandthelisteningmaterials.
2.Developstudents’abilitytogetspecialinformationandtakenoteswhilelistening.
3.Getstudentstolearnandusetheexpressionsofseeingthedoctor,suggestionsandadvice.
情感目標(biāo)
1.Enablestudentstoknowmoreabouthealthyeatingandimprovetheirqualityoflife.
2.Developstudents’senseofgroupcooperationandteamwork.

教學(xué)過程
設(shè)計方案(一)
→Step1Revision
1.Checkthehomeworkexercises.
2.Asksomestudentstotranslatesomesentencesusingoughtto.
1)有些事情我應(yīng)該在你走之前告訴你。
2)他不應(yīng)該那樣做。
3)——他該去看醫(yī)生嗎？
——是的,他該去。
4)要是他全好了,他很可能今天就回校上課。
5)你應(yīng)該信守諾言。
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(厭食癥)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).
設(shè)計方案(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.

板書設(shè)計
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.
活動與探究
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.