Learning about Language课程导入

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Unit 2 Healthy Eating

I．教学内容分析

本单元的中心话题是健康饮食。主要是为了使学生对与健康有关的问题得到更好的理解。这一单元鼓励学生去检查自己的饮食行为，看一看它是不是健康的饮食习惯。一种健康的饮食***衡的，既不在脂肪、糖和盐这些方面过剩，又不会在人体必需的营养元素方面匮乏。通过本单元的学习，学生可以对健康饮食有一个清楚的概念，从而根据所学的知识去思考与健康有关的问题。

Warming Up部分通过问题向学生询问饮食构成，让学生对本单元的内容能有一个初步的了解，并使学生复习与有关饮食的单词和短语。然后让学生回答一组问题，通过这些问题的讨论，引导学生参与表达自己的看法，激发学生兴趣和好奇心，让学生自然而然地进入下一部分的学习。

Pre-reading部分通过几个问题讨论，让学生认识平衡营养的重要性，为课文的学习做出铺垫。

Reading 部分主要讲述了王鹏和咏慧开饭店的故事，借此揭示了不同食物对人体有着不同的影响。故事讲诉了王鹏和咏慧两家饭店的两种饮食都是不合理的，经常去王鹏的饭店容易发胖，这样会导致高血压和心脏病等疾病；而经常去咏慧的饭店的顾客则容易变瘦，这样容易导致厌食或是营养不良，让学生注意并避免走这两种极端。这些距离学生自身生活很接近的问题很容易引起学生的思考。在教授的过程中注意积极的引导学生不断的进行反思。

Comprehending第一部分通过True or False 第四部分通过Main idea的寻找，使学生对文章有了一个浅层的理解。

Learning about Language

部分突出了词汇和语法的学习与训练。本单元的语法是情态动词ought to等的基本用法。

Using Language

部分中包括了听、说、读、写几个部分的内容。学生可通过王鹏和咏慧的这一个事情，深入展开讨论与健康饮食有关的事情。阅读后的习题及讨论不仅帮助学生加深对文章主旨大意的理解，更重要的是让学生学会用所学的知识，解决在现实生活中遇到的问题。

Learning Tip

部分主要建议学生学会通过学到的与健康饮食有关的内容，安排合理的膳食；让学生通过查询各种资料，熟悉各种饮食习惯、饮食结构与饮食文化，不断开拓自己的视野。

II．教学重点和难点

1. 教学重点

(1) 本单元的生词和短语；

(2) 掌握情态动词ought to的基本用法；

(3) 了解合理的膳食、饮食习惯、饮食结构与饮食文化，掌握有关词汇。

2. 教学难点

(1) 增进学生对饮食文化的理解，了解和感悟饮食文化；

(2) 如何正确处理矛盾、解决问题；

(3) 如何给予劝告，提出建议。

本单元建议分五课时：

第一、二课时：Warming Up, Pre-reading, Reading & Comprehending

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第三、四课时：Learning about Language

第五课时：Listening (Using Language) Listening (Workbook), & Talking (Workbook)

第六课时：Reading (Using Language) & Speaking and writing (Using Language)

第七课时：Reading task (Workbook), Speaking task (Workbook), & Writing task (Workbook)

Period 1&2

Warming Up, Pre-reading, Reading & Comprehending

Teaching Goals:

1. To arouse Ss’ interest in learning about healthy eating. 2. To develop Ss’ speaking ability.

3. To learn to make suggestions or give advice on diet.

Teaching Procedures: Step 1. Leading-in Purpose: To activate Ss and arouse them to express their opinions about what to eat.

Ask Ss to answer the following two questions. (1) What do people eat for breakfast?

(2) How about for lunch and supper?

Suggested Answers:

(1) Breakfast: noodle, milk, butter, bread, egg,

(2) Lunch and supper: rice / Chinese bread, meat, vegetable, egg.

Step 2. Warming Up

1. Lead Ss to the topic of this unit. Teacher may say, “This is important as it enables us to talk about the value of particular food to our health. We want Ss to appreciate what a balanced diet is. Everybody has to eat, but do you eat a healthy diet? Do you know that the food you eat helps you

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grow in different ways? Now, classify all these food according to their functions and fill in the form.”

rice noodles bread sugar spaghetti potatoes butter cream oils nuts meat eggs milk cheese tofu beans, cucumbers, mushrooms, peas, cabbage apples, peaches, pears, oranges, lemons

Food that provides energy (eg. Energy-giving food) Food that helps grow bones and muscles

(eg. body-building food) Food that helps the body fight diseases (eg, protective food)

Suggested Answers: Food that provides energy (eg. Energy-giving food) Food that helps grow bones and muscles

(eg. body-building food) Food that helps the body fight diseases (eg, protective food) rice, noodles, spaghetti, bread, meat, eggs, cheese, milk, tofu potatoes, chocolate, butter, cream, oils, nuts Most vegetables (eg, beans, peas, cucumbers, eggplants, peppers, mushrooms, cabbages) and fruit (eg, apples, peaches, oranges, lemons)

2. Ask Ss to use the table above to make a dialogue in which the following questions should be answered. (1)

Which groups of food do you like best? (2)

Which do you eat most often? (3)

Do you think we should eat each kind of food? Step 3. Pre-reading 1. Ask Ss to answer the following questions. (1)

As far as you know, what food contains much sugar? (2)

As far as you know, what food contains much fat? (3)

As far as you know, what food contains much fibre? (4)

As far as you know, what food contains much protein? 2. Ask Ss to discuss Ex1 of Pre-reading on P9.

3. Ask Ss to talk about the following questions.

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(1)

What is an unbalanced diet? Suggested Answer:

We know that if we all like one of them very much and always eat the one alone, then we will call it an unbalanced food. Then what will happen if you don’t eat a balanced diet?

(2) What will happen if you don’t eat a balanced diet?

Suggested Answer: Too thin or too fat is easy to fall ill. Have a weak body. (Too much fatty food will mean they store extra energy in their bodies. Too much body-building food may cause problems for digestion and lead to illness unless enough fibre is eaten to digestion. )

Step 4. Fast reading Purpose: To get a brief understanding of the text. 1.

Ask Ss to read the text quickly and try to get the main idea of the text. 2.

Ask Ss to answer the following questions. (1)

What kind of diet do the two restaurant supply? (2)

Why was Yong Hui’s restaurant so popular with customers? (3)

Why did Wang Peng lose his customers and what did he do? Step 5. Intensive reading Purpose: To get Ss to have some details in the text. 1. Ask Ss to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences. 1)

Usually Wang Peng’s restaurant was full of people. (T) 2)

Yong Hui could make people thin in two weeks by giving them a good diet.(F) 3)

Wang Peng’s regular customers often became fat. (T) 4)

Yong Hui’s menu gave customers more energy-giving food. (F) 5)

Wang Peng’s menu gave customers more productive food. (F) 6)

Wang Peng decided to compete with Yong Hui’s by copying her menu. (F) 2. Let Ss read the text again and find out the differences between the two restaurants.

Wang Peng’s restaurant

Yong Hui’s restaurant

Suggested Answer:

Wang Peng’s restaurant

Yong Hui’s restaurant disadvantages advantages Not giving enough food Provide plenty of energy food

containing fiber Not giving enough energy Providing plenty of fiber food food disadvantages

advantages

3. Ask Ss to discuss the following question. What does it matter if you only eat at one of the restaurants?

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4. Arouse Ss’ interest in learning Reading (Using Language). Teacher may say, “You all have a point here. But what will they do? We will see it next period. Facing the serious competition Wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example?”

Step 6. Language point 1.

Wang Peng sat in his empty restaurant feeling very frustrated. This sentence means that the second action “feeling very frustrated” happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action. 2. Nothing could be better.

This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation. 3.; He couldn’t have Yong Hui getting away with telling people lies!

This sentence means that he will punish Yong Hui for her telling lies.

Step 7. Consolidation

Purpose: To discover how far Ss have understood the ideas in the reading passage.

1. What makes a balanced diet? 2. What is wrong with the diet of both Wang Peng and Yong Hui? 3. Why does it matter if you only eat at Wang Peng’s or Yong Hui’s restaurant?

Step 8. Homework

1. Ask Ss to retell the text. 2. Ask Ss to preview Learning about Language and the exercises of Using Words And Expressions on P49～50.

Period 3&4

Learning about Language

Teaching Goals:

1. To enable Ss to master some new words and expressions. 2. To get Ss to have knowledge of this grammar point: ought to

Teaching Procedures: Step 1. Revision

1. Review the new words of this part. 2. Ask some of the students to retell the text. Step 2. Language study

Ask Ss to go through the text, and find out the following sentences and analyze them. 1. His restaurant ought to be full of people. 2. Curiosity drove Wang Peng inside. 3. He threw down the menu and hurried outside.

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4. Tired of all that fat? Want to lose weight? Come inside Yong Hui’s slimming restaurants. 5. I’ll help you lose weight and be fit in two weeks if you eat here everyday. 6. It cost more than a good meal in his own restaurant. 7. He could not have Yong Hui getting away with telling people lies. 8. He had better do some research. 9. They were not eating enough energy-giving food to keep them fit. 10. Perhaps with a discount and a new sign he could win his customers back. Step 3 Word study Ask Ss to finish Ex1, 2, 3.

Step 4 Grammar

Purpose: To get Ss to have knowledge of this grammar point: ought to 1. Explain for Ss the grammar point.

ought是情态动词，与to 连接构成情态动词词组。

ought无人称和时态变化，可用于现在时以及将来时，用于过去时则位于动词过去式之后或不定式的完成式之前。ought 可以表示“义务”、“要求”或“劝告”，常译作“应该”、“应当”等（和should 差不多，只是语气稍差一些）；有时表示“非常可能”的意思，否定式为ought not to（oughtn’t to），疑问句式为Ought I / you to ……

？。

I ought to write to him today／tomorrow．

我今天／明天应该给他写封信。

I knew I ought to write to him．

我那时知道我应该给他写封信。

She said I ought to write．

她说我应该写。

I know／knew that I ought to have written．

我知道／那时知道我该写的。

ought与带to的不定式连用。为了提醒学生这一点，常称之为ought to。

问句或话语中用ought to的时候，可以用

should来回答；用should的问句或话语也可以用ought to回答：

—You ought to put in central heating．

—Yes，I suppose I should．

—你应该装上暖气。

—是的，我应该装。

3.

2.

Ask Ss to read the text again and pay attention to the modal verbs and then finish Ex1,2,3. Step 5. Homework 1.

Ask Ss to review what has been learned in this period. 2.

Ask Ss to act out the dialogue of Ex2 of Discovering Useful Structures on P13.

Period 5

Listening (Using Language) Listening (Workbook), & Talking (Workbook) Teaching Goals: 1. To familiarize Ss with the different kinds of food and the results of eating a balanced diet. 2. To explain why it is so important to eat a balanced diet. Teaching Procedures:

Step 1

Revision

1.

Ask Ss to tell what they learned in the last period. 2.

Ask Ss to tell how to use “ought to”.

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Step 2

Listening( using language)

1. Lead Ss to the topic of the listening text.

2. Play the tape twice and ask Ss to complete the two forms on P14.

3. Ask Ss to answer the following questions. (1) What does a balanced diet mean according to the expert? (2) Does it matter how much fish, meat or cheese you eat?

Step 3

Listening (Workbook)

Purpose: To give Ss information so that they can make sensible choice about food they eat every day. 1. Before listening, do Ex 1. 2. Listen to Part 1 again and answer the questions.

1)

What does Emma usually have for breakfast, lunch and supper? 2)

What is wrong with Emma’s diet? 3)

Why is the doctor concerned about how much Emma eats? 4)

How does Emma feel after the doctor tells her about the result of not eating properly? Suggested answers: 1)

She has an orange and a banana for breakfast, a roll for lunch, and half a bowl of rice and a dish for supper. 2)

She is not eating enough food and particularly energy-giving food. 3)

He thinks she is too much thin. 4)

She is happy to get the advice on how to eat a more balanced diet. 3. Listen to Part 2 and fill the chart below. Play the tape again and ask Ss to check their answers in pairs.

Step 4. Talking (Workbook) Purpose: To encourage Ss to discuss how their diets may affect their quality of life. Ask Ss to make up a dialogue between a doctor and a patient. Teacher may say, “If young people are too thin or too fat, it shows that they are not eating a balanced diet. Now, in pairs, imagine that one of you will take the part of the doctor and has gone to the doctors for advice. One of you take the part of the doctor and, using the above chart, advise your friend on how to change his / her diet. Make sure to change roles and repeat the dialogue. The following expressions may be useful to you. Imagine what you will say to the doctor or patient. Discuss with your group members.”

Doctor What’s the matter? What’s wrong with you? What seems to be the trouble? How long have you been like this? I suppose you had better…

I think you ought to...

Step 5. Homework

1.

Preview Reading (Using Language) and Reading task (Workbook). 2.

Ask Ss to find some information about healthy eating on the Internet.

7 Patient I’ve got a pain in …

I’m suffering from …

I’ve got a bad cough / cold / fever / headache …

I’ve lost my voice. I have a pain in my chest / shoulder / back /…

It hurts when I touch it. I’ll follow your advice.

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Period 6

Reading (Using Language) & Speaking and writing (Using Language)

Teaching Goals: 1.

To show Ss that it is never too late to change bad eating habits.

2.

To develop Ss’ reading ability. Teaching Procedures:

Step 1. Revision 1. Ask Ss to check each other’s homework. 2. Read some new words in this unit and let Ss write them down. Step 2. Reading (Using Language) 1. Pre-reading

(1) Ask Ss to look at the following proverbs and translate them into Chinese. ①

You are what you eat. ②

An apple a day keeps the doctor away. ③

First wealth is health.

Suggested Answers:

①

人如其食。

②

一天一个苹果,医生不找我。

③

健康是人生的第一财富。

(2) Let Ss list more English proverbs and discuss them. 2. Fast reading

Purpose: to get Ss to continue enjoying the story of Wang Peng and Yong Hui. a.

Ask Ss to read the second part of the text Come and eat here and try to get the main idea. b.

Ask Ss to discuss the following questions. (1)

Why was Wang Peng worried? (2)

Why was Yong Hui very angry? (3)

What did Wang Peng’s research show? (4)

What did Wang Peng suggest at last? (3) After the discussion, ask Ss to answer the questions of Ex 1. 3. Intensive reading

Ask Ss to read the text again and complete the following form. The food in the new menu 1. raw vegetables with hamburgers 2.

3.

Suggested Answer:

The food in the new menu 1. raw vegetables with hamburgers 2. the boiled potatoes, not fried 3. fresh fruit with ice cream

4. Language study

Result 1. cut down the fat 2.

3.

Result 1. cut down the fat 2. increase the fibre 3. a big success 8

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Ask Ss to find the words from the text to match the definitions. Definitions stare angrily or fiercely take a long deep breath keep alive in a certain style advantage or profit join or mix together to form a whole owe a lot of money

Suggested Answer:

Definitions stare angrily or fiercely take a long deep breath keep alive in a certain style advantage or profit join or mix together to form a whole owe a lot of money words glare sigh earn one’s living

benefit combine in debt words

Step 3. Speaking and writing (Using Language) Purpose: To examine diets and see how balanced they are 1. Ask Ss to discuss the following questions. (1)

What do you need before you order a meal? (2)

What is on a menu? 2. Ask Ss to compare the following two menus and complete the following sentences. Menus 1 Meal noodles jiaozi pork chicken with mushrooms dry bean curd Menus 2 Meal rice steamed perch(鲈鱼)

stir fried French beans with bamboo shoots (冬笋扁豆) stir fried tomato with egg

stir fried beef with chilli and peanuts (宫爆牛肉) spicy tofu Spinach soup with vermicelli

(菠菜粉丝汤)

9 Main kind(s) of food energy-giving body-building and energy-giving body-building and energy-giving body-building and protective body-building Main kind(s) of food energy-giving body-building protective

protective, body-building

body-building and energy-giving body-building protective and energy-giving

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(1) Items of energy-giving food:________________________. (2) Items of body-building food:________________________. (3) Items of protective food:____________________________. Suggested Answer:

(1) Items of energy-giving food: noodles, jiaozi, pork, vermicelli, rice, peanuts, eggs. (2) Items of body-building food: jiaozi, pork, chicken with mushrooms, bean curd, carp, beef, tofu. (3) Items of protective food: chicken with mushrooms, French beans with bamboo shoot, tomato, spinach.

(1)

Do you know which menu is a southern diet and which is a northern menu? Suggested Answer:

Menu 1 is a northern menu and menu 2 is a southern menu. (2)

Which menu is a balanced menu? Suggested Answer:

Menu 2. (3)

Why do you think it’s a balanced menu? Suggested Answer:

Because there is a good mixture of body-building food, energy-giving food and protective food. The food is cooked without too much fat and with a mixture of slow and fast energy food. Step 5 Homework

1. Ask Ss to collect eating attitudes from the Internet. 2. Ask Ss to preview Reading task (Workbook). 3. Ask Ss to write a short passage to advertise their own restaurants and its service. Period 7 Reading task (Workbook), Speaking task (Workbook), & Writing task (Workbook) Teaching Goals:

1.

To train Ss’ reading and speaking ability. 2.

To learn how to persuade people.

Teaching Procedures:

Step 1. Revision 1.

Ask Ss to show the different eating attitudes they collected from the Internet. 2.

Ask Ss to retell the whole story “Come and eat here”. Step 2. Reading task (Workbook) 1.

Pre-reading Ask Ss talk about the following questions. ①

Have you ever been to a McDonald’s restaurant? ②

How do you like the food there? ③

Do you think the menu there is a balanced diet? 2. Fast reading (1)

Ask Ss to read the text quickly and sum up the main ides of each part. (2)

Ask Ss to discuss the following question. If a McDonald’s restaurant is gong to be built in your community, will you agree? 3. Intensive reading (1)

Ask Ss to read the text carefully and complete the form under the text.

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(2)

Ask Ss to find out what they cannot understand in the text and discuss them. Give some help if necessary. Step 3. Speaking task (Workbook)

Purpose: To encourage Ss to discuss their reactions to the information they have received 1. Divide Ss into two groups and one argue for building the restaurant and the other against. Then ask the two groups to collect their reasons.

Useful Expressions: I’m not sure about that!

(I’m afraid) I don’t agree. That’s an interesting idea, but …

Rubbish! / Nonsense! Actually, / As a matter of fact, I think …

You could be right, but …

I agree up to a point, but ... Do you really think …? You can’t be serious! That’s not how I see it.

2. Choose five Ss from each group and ask them to debate. Decide which group win the debate and praise them. Step 4. Writing task (Workbook) 1.

Ask Ss to discuss the following question. (1) If the old local restaurant has gone, what should be built instead of a McDonald’s restaurant? (2) What is your design of the new building? (3)

What are the advantages of the new building? 2.

Ask Ss to draw a plan in the following order. (1) describe the new design →

(2) draw a plan →

(3) explain the advantages of your idea 3. Ask Ss to show their plan to their partners and see whose plan is the best. Step 5. Homework

1. Ask Ss to write down the plan they got in Writing task on their notebooks.

2. Ask Ss to review what has been learned in this unit.

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