《Healthy eating》教案4（人教版必修3）

CONTENTS

I.Teachinggoals1

II.Demandsofthisunit2

III.Backgroundinformation2

IV.Teachingplan2

1stperiod:Warmingup/pre-readingandlistening(WB)

2ndperiod:Reading"Comeandeathere"(1)

3rdperiod:Reading“Comeandeathere''(2)

4thperiod:Learningaboutlanguage

5thperiod:Listeningandreading(WB)

6thperiod:Wordstudy

二十七中學(xué)需一備課組

王宏王東菊孫京晶

Unit2HealthyEating

I.Teachingimportantpointsandgoals(單元重點(diǎn)內(nèi)容與教學(xué)目標(biāo))

本單元的中心話題是“健康飲食”。通過(guò)這個(gè)話題，可以使學(xué)生學(xué)習(xí)與飲食有關(guān)的英語(yǔ)

詞匯和句型；掌握情態(tài)動(dòng)詞oughtto的用法；掌握提出建議和勸告(suggestionsandadvice)

的方式；看醫(yī)生(Seeingthedoctor)的句型以及表達(dá)同意與不同意(Agreementand

disagreement)的交際方式。另外，通過(guò)學(xué)習(xí)，幫助學(xué)生了解飲食結(jié)構(gòu)與飲食文化、做到合

理飲食，養(yǎng)成良好的飲食習(xí)慣，并且能學(xué)會(huì)一些為人處事之道，懂得如何正確處理矛盾，解

決問(wèn)題。這是貼近學(xué)生生活實(shí)際的話題，因此趣味性和實(shí)用性較強(qiáng)。

WarmingUp部分通過(guò)一個(gè)表格向?qū)W生展示了不同的食物類(lèi)型，如：fastenergyfoods,

slowenergyfoods,body-buildingfoods,foodsthatgivefiberfordigestionandhealth.向?qū)W生介

紹了各種食物對(duì)人體的作用，然后通過(guò)詢(xún)問(wèn)學(xué)生的個(gè)人飲食習(xí)慣來(lái)引導(dǎo)學(xué)生關(guān)注平衡膳食。

Pre-reading部分先讓學(xué)生討論Whichfoodcontainsmoresugar/fat/fiber/salt?然后通過(guò)

對(duì)含量不同的食物的排序，使學(xué)生進(jìn)一步了解哪些食品含糖/脂肪/纖維/蛋白質(zhì)最多，那些食

品最少。

Reading部分為故事的第一部分，主要講述的是發(fā)生在飯館中的故事，生動(dòng)地描述了王

鵬偉和詠慧所經(jīng)營(yíng)的不同的飯店之間的一場(chǎng)較量。由于他們的經(jīng)營(yíng)風(fēng)格不同，菜肴不同，因

此顧客對(duì)不同食品的反響也不同，從中也反映出在現(xiàn)代生活中人們對(duì)不同飲食時(shí)尚的追求。

Comprehending部分分兩小部分。第一部分通過(guò)判斷正誤的練習(xí)，使學(xué)生對(duì)文章有一個(gè)

初步的理解。第二部分通過(guò)完成四個(gè)句子使學(xué)生了解到王鵬偉和詠慧兩個(gè)飯店各自的優(yōu)勢(shì)和

劣勢(shì)。

Learningaboutlanguage部分Discoveringusefulwordsandexpressions主要讓學(xué)生通過(guò)

上下文在語(yǔ)篇中學(xué)習(xí)詞匯，注意不同詞性間的轉(zhuǎn)化。Discoveringusefulstructures讓學(xué)生在

文章中找出含有情態(tài)動(dòng)詞的用法，并能在交際中靈活地運(yùn)用情態(tài)動(dòng)詞。

UsingLanguage部分分為聽(tīng)、讀、說(shuō)和寫(xiě)三個(gè)小部分。

聽(tīng)的部分是主體閱讀文章的延續(xù)，主要講述了王鵬偉到圖書(shū)館查找資料，發(fā)現(xiàn)他和詠

慧的飯店提供的事物營(yíng)養(yǎng)都不夠均衡，從中學(xué)到許多有關(guān)健康食品的知識(shí)。通過(guò)聽(tīng)，學(xué)生了

解到哪些是能量食品(Energy-givingfoods),哪些是健身食品(Body-buildingfoods),哪些是

保健食品(Protectivefoods),還有兩家餐館所提供的食物的營(yíng)養(yǎng)和作用。

讀的部分為故事的第二部分，正所謂不打不相識(shí)，經(jīng)過(guò)一段時(shí)間的切磋，王鵬偉和詠

慧決定聯(lián)起手來(lái)，提供給顧客營(yíng)養(yǎng)均衡的食品，最后兩人也幸福地結(jié)成了連理，整個(gè)故事以

喜劇結(jié)局。

說(shuō)和寫(xiě)部分結(jié)合了生活的實(shí)際，讓學(xué)生兩人一組研究中餐并設(shè)計(jì)食譜，使學(xué)生將書(shū)本

所學(xué)的知識(shí)運(yùn)用到實(shí)際生活中，鍛煉其口語(yǔ)和書(shū)面表達(dá)能力。

Learningtip部分教會(huì)學(xué)生如何判斷包裝食品和罐裝食品的均衡營(yíng)養(yǎng)。學(xué)生在研究這些

食品的同時(shí)也可擴(kuò)大詞匯量。

II.Teachingdemands:

類(lèi)別課標(biāo)要求

話題Problemswithdiet

Balanceddietandnutrition

功能Suggestionsandadvice

Seeingthedoctor

Agreementanddisagreement

單詞Diet,energy,fibre.digestion,bean,cucumber,mushroom,melon,balance,ham,

mutton,roast,slim,curiosity,raw,lie,research,customer,weakness,strength,rid,

amount,debt,glare,gently,limited,benefit,sigh,combine,item,packet,tin

短語(yǔ)balanceddiet,oughtto,betiredof,throwaway,getawaywith,telllies,getridof,

earnone'sliving,indebt

句型Hecouldn'thaveYongHuigettingawaywithtellingpeoplelies!

So■一that

語(yǔ)法情態(tài)動(dòng)詞Oughtto;usedto;hadbelter

情態(tài)動(dòng)詞+havedone+過(guò)去分詞

情感功能1.了解合理飲食，飲食習(xí)慣，飲食結(jié)構(gòu)與飲食文化。

與價(jià)值觀2.掌握如何正確處理矛盾與解決問(wèn)題。

III.Background（背景小資料）:

Healthyfoods

Thefoodsweeatatmeals,orgrabfromthefridgebetweencommercials,containtiny

chemicalscalled“nutrients”（營(yíng)養(yǎng)物質(zhì)）.Ourbodiesaremadeupoftrillionsof（數(shù)以百萬(wàn)兆的）

tinycells（細(xì)胞）thatneedsmallamountsofthesenutrientseverydaytogiveusenergy,andhelp

buildandrepairourbodytissues（組織）.Thesenutrientsaregroupedintosixdifferentcategories

（種類(lèi)，類(lèi)別）.

Carbohydrates（碳水化合物）Vitamins（維生素）

Fats（脂肪）Minerals（礦物質(zhì)）

Proteins（蛋白質(zhì)）Water

Variety（多樣性）iskey,butpracticemakesperfect.Sofittingfoodguidefoodsintoyour

dietwillbeaseasyas“l(fā)ow-fat"diet.You'dbettereatallkindsoffoods,evenifwhatyoudislike,

thenyoucankeephealthyandthinner.

IV.Teachingplans:

1stperiod:Warmingup,pre-readingandlistening（WB）

2ndperiod:Reading“Comeandeathere"（1）

3rdperiod:Reading“Comeandeathere,,（2）

4thperiod:Learningaboutlanguage

5thperiod:Reading（WB）,speakingandwriting

6lhperiod:Wordstudy

Period1warmingup,pre-readingandlistening(WB)

TeachingAims:

1.Studentswillbeabletoknowwhatabalanceddietshouldbecontained.

2.Studentswillbeabletotellwhetheramenuisbalancedornot.

3.Studentswillbeabletosayoneortwosentencesaboutwhyamenuisbalanced.

Teachingprocedures:

Step1：warmingup

l.ShowSsapictureofthefamouscartooncharacterGarfield.

T:Whatishisname?Whatdoyouknowabouthim?(Heisfatandverylazy...)Whatdoes

Garfieldlikebest?WhatdoyouthinkisthereasonforGarfield'sbeingfat?WhatisGarfield's

favoritefood?

Purpose:ToarousetheSs'interestaboutthetopic.

2.ShowSspicturesofdifferentkindsoffoodsandteachsomenewwords.

(mushroom,cucumber...)

Purpose:Tolearnmoreaboutthenewwordsaboutthefoods.

3.T:Weneedsixessentialnutrients,includingvitamin,water,protein,minerals,fatand

carbohydrates.Whatkindsoffoodcontainsuchkindsofnutrients.

DiscussandfinishtheexerciseinPre-readingonPage9:whichfoodcontainsmore...?

Whichfoodcontainsmore...?ExamplesoffoodsAnswer

sugarchocolateorgrapeschocolate

cakesorbananascakes

fatcreamorricecream

chocolateorchickenchocolate

fiberpeasornutsnuts

porkorcabbagecabbage

proteinpotatocrisporhamham

eggsorcreameggs

Quiz:Whichofthefollowingfoodscontainthemostfat?Puttheminorder.

——ice-cream,rice,chicken,eggs,peachesPurpose:LettheSsknowmoreaboutthedifferent

nutrientsinthefoods.

Purpose:LettheSsknowmoreaboutthedifferentnutrientsinthefoods.

Step2：Discussing

1.AskSstodiscusswiththeirpartnersanddividethefoodsintothreegroups.

Discusswhatkindfoodtheyare:

rice,freshfruit,meat,noodles,tofu,vegetables,fish,nuts,butter

Energy-givingfoods(foodstoBody-buildingfoods(foodstoProtectivefoods(foodstogive

giveyouenergy)growbonesandmuscle)fiberfordigestionandhealth)

rice,noodles,nuts,buttermeatfish,tofufreshfruit,vegetables

2.Discussandfillintheblanks:

Whatareenergy-giving,body-buildingandprotectivefoods?

Energy-givingfoods.Theyarerice,noodles,nuts,

butterandetc.Body-buildingfoodsandtheyaremeat,fishand

tofu.Protectivefoods.Theyarefreshfruitandvegetables.

Answers:Energy-givingfoodshelpyouworkandplayallday...Body-buildingfoodsmake

strongbonesandmuscles...Protectivefoodshelpapersondigestfoodandkeepthebodyhealthy.

Tips:

Ifwewanttobehealthy,weshouldeatabalanceddietwhichcontainsthreedifferentkinds

offoods.Theyareenergy-givingfoods,body-buildingfoodsandprotectivefoods.

Purpose:Tolearnthethreegroupsoffoodsandgetthemreadytochoosetheirownbalanced

foods.

Step3：Listening

l.Leadin

Discussion:Havingapoordietwillcauseillness.Whatisabalanceddietinyouropinion?

2.T:AgirlcalledHongMeiwenttothedoctorwithaproblemandthedoctortoldherthatfood

couldbedividedintothreegroups.Listentothetapeandfindoutwhattheyare.

3.PlaythetapeandletSsfillinthechartonP48.

Purpose:Tolearnmoreaboutdifferentthreegroupsandlearnsomethingaboutthebalanced

foods.

Step4：Discussing

Discusswhichofthemenuisbalancedoneandwhy?Whatmayhappenifwedon'thavea

balanceddiet?

Menu1

MealMainkindoffood

noodles

dumplings

chickenwithmushrooms

drybeancurd

pork

Menu2

MealMainkindoffood

rice

steamedperch

stir-friedbeanswithbambooshoots

stir-friedtomatowitheggs

stir-friedbeefwithchilliandpeanuts

spicytofu

spinachsoup

Menu2isabalancedonebecauseabalancedmenushouldbeagoodmixtureofbody-building

foods,energy-givingfoodsandprotectivefoods.Atthesametime,thefoodshouldbecooked

withouttoomuchfat.Ifwedon'thaveabalanceddiet,it'seasyforustoputonweight.

Purpose:Topracticetellingwhichkindthefoodsareandwhetherthemenuisabalancedoneand

whyitisabalancedone.

Step5：Watchingamovie

Watchthefollowingmovieandcompletesometasks.

I.Findtheinformationfromthemovie:1.Weeatfoodto.

2.Themosthealthiestfoodintheworldis,whichcontains.

3.Mostwesternfoodcontainsand,theresultofwhichisthatpeoplecan

easilyandhave.

Answers:1.getenergy

2.Chinesefood;lotsoffruitandvegetables

3.fat;sugar;putonweight;badteeth

II.Matchthecalorieswithactivities:

Sleeping650cal

School65cal

FootballlOOcal

Relay-race400cal

Homework:Designabalancedmenuforthemselves.

Blackboarddesign

Unit2HealthyEating

Energy-givingfoods:abalanceddiet

Body-buildingfoods:

Protectivefoods:

課后小結(jié)：由于為同學(xué)們準(zhǔn)備了豐富的有關(guān)食物的圖片，同學(xué)們興趣很濃，不僅學(xué)會(huì)了許

多食物的英語(yǔ)名稱(chēng)，而且也了解了食物的三個(gè)種類(lèi)及合理膳食的要求。本節(jié)課基本達(dá)成教

學(xué)目標(biāo)。

Period2Reading"Comeandeathere,9(1)

Teachingaims:

1.Studentswillbeabletogetthemainideaofthetext,findthedetailinformationofit,andretell

thestoryaccordingtothegiveninformation.

2.Thestudentswillbeabletorealizetheimportanceofhavingahealthydietandtrytodesigna

goodsignfortherestaurant..

Teachingimportantanddifficultpoints:

LUnderstandthetextwell.

2.Trytodesignagoodsignfortherestaurant.

Teachingprocedures:

Step1:Leadin

1.AsktheSswhatabalanceddietshouldbelikeandwhatmayhappenifwedon'thavea

balanceddiet.

-Abalancedmenushouldbeagoodmixtureofbody-buildingfoods,energy-giving

foodsandprotectivefoods.Atthesametime,thefoodshouldbecookedwithouttoomuchfat.

Ifwedon'thaveabalanceddiet,it'seasyforustoputonweight.

2.Inyouropinion,whatcanmakeagirlbecomesoslim?

-Exerciseandabalanceddiet.

T:Asweknow,ahealthydietisveryimportanttous.Ifwedon'thavetherightdietinourdaily

life,therewillbesomethingwrongwithussoonerorlater.NowJet'sreadastoryrelatedtothe

diet.

Purpose:ToarousetheSs'interestaboutahealthydietandthetext.

Step2:Guessing

Guessthemeaningofthenewwordsaccordingtotheexplanation:

Readingstrategies:Makeaguessaccordingtothetitle“Comeandeathere“beforereading.

Whereareyouinvitedtogo?Whatfoodsareyouofferedthere?

(CollectsomeideasfromtheclassandputsomeofthemontheBb)

Purpose:TogivetheSsachancetomakeaguessaccordingtothetitle.

1.Readingstrategies:Readfasttoproveyourguess.GettheSstoreadthewholestoryfastto

provewhethertheirguessesareright.

Thenaskthefollowingquestionstofinishthetable:

Qs:Whereareyouinvitedtogo?Whoserestaurant?Whatfoodsareofferedthere?Dothese

foodsmakeahealthydiet?Whynot?Whatproblemsmaythesefoodscausetocustomers?

RestaurantsFoodsofferedProblemswiththesefoods

WangPengwei'smuttonkebabs,roastnotenough

pork,friedrice,cola,fiberfood

icecream

YongHui'sfruit,waternotenough

rawvegetablesenergyfood

Purpose:TohelptheSsgetthemainideaasquicklyaspossible.

2.GivetheSs2minutestosummarizethemainideaofthestorywiththehelpoftheabovetable,

using2or3sentences.

WangPengweiandYongHuiservedifferentintheirrestaurants.ThefoodsinWang

Pengwei'smakepeoplewhilethefoodsinYongHui'smakepeople.

Answers:diets;fat;tired

Step3:Scanning

T:Thestoryismainlyabouttwopersons,thatis,WangPengweiandYongHui.

Q:Whoisthemaincharacterinthestory?(WangPengwei)Nowlet'sreadthestoryagaintoget

moreabouthim.

l.GettheSstoreadthestorycarefullytomakealistofplaceswherehestayed&wentandhis

feelingsintheseplaces.

2.AsksomequestionstohelptheSshaveabetterunderstandingofthestory.

Qs:WhatdidWangPengweifeelwhenhewasinhisownrestaurant?Whydidheso?Didhis

friendenterhisrestaurantasusual?Wheredidhegoinstead?DidPengweigotheretoo?What

madehimdoso?WhatdidhefeelinYongHui'srestaurant?Why?Wheredidhegoafterheleft

YongHui'srestaurant?Whydidhegothere?Whatdidhefeelafterdoingtheresearch?Why?In

thisway,thecompetitionbetweenthemwason!

Purpose:TohelptheSshaveabetterunderstandingofthetextandlearnmoreaboutthestructure

ofthetext.

Step4:Carefulreading

1,T:Thestoryisdividedintothreeparts,pleasereadthestoryagainandfindthedetail

informationforeachpart：

Carefulreading

Parti

Feelings:Hesatinhisrestaurantvery.

EmptyFoods:,and.

LiChang:Somethingmusthavehappenedifhewasnotcomingto

ashealwaysdid.

Part2

Alady:Hernameis,shewasstandinginthefrontofrestaurant

toher.

FullFood:Therewereonlykindsoffoodand,vegetables,

and.

Price:Itcostsagoodmealinrestaurant.

Pari3

Realize:Afterreading,herealizedwhatwaswithrestaurant.

WrongAftereating:Peoplewouldbecomevery.

Competition:Thecompetitionbetweenthetwowas.

Purpose:Togetthedetailinformationforeachpart.

2.Readthestoryagainandtellwhetherthegivensentencesaretrueorfalseandifitisnotright,

pleasecorrectthem:

1)UsuallyWangPengwei'srestaurantwasfullofpeople.

2)Heprovidedabalanceddietinhismenu.

3)YongHuiservedabalanceddiet.

4)YongHuicouldmakepeoplethinintwoweeksbygivingthemagooddiet.

5)WangPengwei'scustomersoftenbecamefataftereatinginhisrestaurant.

6)YongHui'smenugavethemenergyfoods.

7)WangPengwei'smenugavethemfoodcontainingfibre.

8)WangPengweiadmiredYongHui'srestaurantwhenhesawthemenu.

9)WangPengweidecidedtocopyYongHui'smenu.

Purpose:lbtraintheSstofindthedetailinformation.

3.Retelling

WangPengweifeltinanemptyrestaurantbecausenohavecometohis

restauranteversincehegotupearlyinthemorning.Hewantedtofindoutwhy.Hehurriedout

andMaochangintoanewly-openedrestaurant.HefoundthattheownernamedYong

Huiwasservingfoodstomakepeoplethin.Drivenby,WangPengwei

cametotakeacloselookatthemenu.Hecouldnotevenhiseyes.Hewas

atwhathesaw.Hehurriedoutsideandwenttothetodosome.After

alotofreading,hethatYongHui'sfoodmadepeoplebecomequicklybecause

itwasnofood.ArrivinghomeWangPengweirewrotehisownsign.The

betweenthetworestaurantswason!

Purpose:TocheckwhethertheSshavegotthekeypointsofthestory.

Step5:Extension

l.GettheSstodiscussinpairs:

1)Whowillwinthecompetitionatlast?Giveyourreasons.

(Neitherwill,becauseneitherofthemprovidetheircustomerswithahealthydiet.Foodsin

WangPengwei'smakespeoplefatwhilefoodsinYongHui'smakespeopletiredeasily.)

2)Pleasethinkofawaytohelpthemputanendtotheircompetition.(cooperation)

2.Workingroupsoffourtodesignasignforthecooperatedly-openedrestaurant.

Purpose:TogettheSstoknowtheimportanceofthehealthydietandlearntodesignasignforthe

newrestaurant.

Homework:

l.Readthestoryaloudandfindoutsomebeautifulsentences

2.Writeashortpassagetoexplainyoursign.

Blackboarddesign

課后小結(jié)：本節(jié)課從導(dǎo)入讓學(xué)生猜測(cè)話題內(nèi)容開(kāi)始就著力于吸引學(xué)生的注意力，通過(guò)完成一

系列的閱讀任務(wù)，達(dá)到了訓(xùn)練提高學(xué)生閱讀技巧的目的。前面的有關(guān)王鵬偉情感變化和后面

檢測(cè)部分的設(shè)計(jì)比較成功。

Period3Reading“Comeandeathere^^(2)

Teachingaims:

l.Thestudentswillbeabletoretellthewholestorywiththehelpofthegiveninformation.

2.Thestudentswillbeabletorealizetheimportanceofhavingahealthydietandlearntodesign

menusfordifferentpeopleorthemselves.

Teachingimportantanddifficultpoints:

1.Understandthetextwell.

2.Trytoretellthewholestory.

Teachingprocedures:

Step1：Revision

AnswertrueorfalsequestionsaccordingtoReading(1)

1.UsuallyWangPeng'srestaurantwasfullofpeople.(T)

2.Heprovidedabalanceddietinhismenu.(F)

3.Yonghuiservedabalanceddiet..(F)

4.Yonghuicouldmakepeoplethinintwoweeksbygivingthemagooddiet..(F)

5.WangPeng'scustomersoftenbecamefataftereatinginhisrestaurant.(T)

6.Yonghui^menugavethemenergyfoods..(F)

7.WangPeng'smenugavethemfoodcontainingfibre..(F)

8.WangPeng'sadmiredYonghui'srestaurantwhenhesawthemenu.\.(F)

9.WangPengdecidedtocopyYonhui'smenu..(F)

Purpose:ToknowwhethertheSshaveunderstandthefirstpartofthestory.

Step2：FirstReading

I.Beforereading,learnthenewwords:

indebt,glareat,benefit,limited,breast,garlic,sigh,combine,putonweight

II.Readthepassagequicklyandanswerthequestions:

1.WhydidYongHuicometoWang'srestaurantthenextday?

—BecauseshewasangrywithwhatWangdid,andwantedtoaskhimtomakeanapologyto

her.

2.HowdidYongHuifeelwhenshehadthemealinWang'srestaurant?

—Shefeltsickwithallthatfatandheavyfood,andshemissedhervegetablesandfruit.

3.Whatdidtheyfindaftertheirchat?

—Theyfoundtheydidn'tofferbalanceddiets.BecauseWangdidn'tofferenoughfibreandYong

Huididn'tofferenoughbody-buildingorenergy-givingfoods.

4.Howdidtheycombinetheirmenusandprovideabalancedmenu?

-Theyservedrawvegetableswiththehamburgersandboiledthepotatoesratherthanfried

them,andservedfreshfruitwithicecream.

Purpose:lbgetthemainideaofthesecondpartofthestory.

Step3：SecondReading

1.Readthepassageagainandfillintheblanks.

Insteadofcompletingwitheachother,whatdidtheydotoimprovethediet,makingithealthier?

Whatdidtheydo?Result

Combinetheirmenuandprovideabalancedone1.cutdownthefat

1.Rawvegetableswithhamburgers2.increasethefibre

2.boiledpotatoes,notfried3.abigsuccess

3.freshfruitwithicecream

2.Howhastheirrelationshipchanged?

(Fromcompetitorstolovers)

Purpose:Tolearnhowtheychangedtheirmenuintoabalancedone.

Step4：Discussion

Inordertokeephealthy,whatshouldbeeaten?Discusswithyourgroupmembersanddesigna

balanceddietfordifferentpeoplesuchasfatpeople,oldpeopleorchildren.

Purpose:Topracticehowtodesignahealthyandbalanceddietandknowtheimportanceofit.

Step5：Retelling

CompletethepassagewiththewordsorphrasesinReading(1)andReading(2).

UsuallyWangPenggotupearlyandhismenuofmuttonkebabs.Hisrestaurant

befullofpeople.Butnottoday!''nothingcouldhavebeenJhethought.He

LiChangintoasmallrestaurant,whichwasrunbyYongHui.Itwas

people.Hewasatthisandespeciallyattheprices.Itmorethanagood

mealinhisownrestaurant.Hethemenuanddecidedthathecouldn'tYong

Huitellingpeople!Afterdoingsomehewhatwas

withYongHui'srestaurant.Thenextday,hisrestaurantwasfullofpeopleagain.Hedid

notlookforwardtobeing.SuddenlyYongHuiwalkedin.Shehim.She

thoughthecametoherrestaurantonlytoherandmenu.WangPenginvitedhertotrya

mealinhisrestaurant.Theytheicecream.Andtheyhadagoodtime.Afterthat,

theytheirmenusandabalancedmenufoodfullofenergyandfibre.At

last,theyandlivedhappily.

Purpose:Togetabetterunderstandingofthetwoparts.

Step6：Conclusion

Wearewhatweeat.

Anappleadaykeepsadoctoraway.

Firstwealthishealth.

Homework:

Readthetextandfinishtheirdesign.

Blackboarddesign

ComeandEatHere⑵

Whatdidtheydo?Results

Combinetheirmenuandprovideabalancedonel.cutdownthefat

l.rawvegetableswithhamburgers2.increasethefibre

2.boiledpotatoes,notfried3.abigsuccess

3.freshfruitwithicecream

Relationship:competitors——cooperatorscouple

Conclusion:Wearewhatweeat.

Healthismoreimportantthanbeauty.

Proverbs:Anappleadaykeepsadoctoraway.

Firstwealthishealth.

課后小結(jié)：本節(jié)課是前一篇文章的后續(xù)故事，在鞏固前面知識(shí)落實(shí)的同時(shí)，為學(xué)

生設(shè)計(jì)了深層次的設(shè)計(jì)健康食譜的練習(xí)，讓學(xué)生學(xué)以致用，效果很好！但應(yīng)在學(xué)

生如何表達(dá)流暢上下更大工夫。

Period4Learningaboutlanguage

TeachingAims:

1.Thispartisdesignedtohelpthestudentsmastertheusageofthemodalverbsto

expressIntention,Duty,Promise,PossibilityorGuessing

2.Sswillbeabletofinishtwodialoguesbyusingpropermodalverbs.

Teachingprocedures:

Step1:Revision

1.Leadin

T:Firstwealthishealth.Whatshould/shouldn'twedotokeephealthy?Whatkindoffoodmust

weeattobestrong?Whatoughtwetoeattostayslim?

2.Givesomemoresituationstorevisetheusageofthemodalverbs.

a.Mymothercookedalotoffoodforme.Shehasbeencookingallthemorning.-Shemustbe

tirednow.

b.Ihavejusteatenalotoffood.-Youcan\behungrynow.

c.Myhouseisneartherailway.Itmustbenoisythere.

d.ShecalledmeyesterdayeveningbutIdidn'thear.Imusthavebeenasleep.

e.Theoldrestaurantmustbeverygood.It?salwaysfullofpeople.

f.Thenewrestaurantcan'tbeverygood.It'salwaysempty.

g.WhereisBob?Perhapsheisintheoffice.Hemaybeinhisoffice.

h.WhereisJane?Perhapssheisreadingthenewspaper.Shemaybereadingthenewspaper.

i.Perhapsshewasillyesterday.Shemightbeillyesterday.

j.Perhapsshewentfishingyesterday.Shemightgofishingyesterday.

k.InChinamanychildrenhavetowearuniformwhentheygotoschool.

1.Don'ttellanybodywhatIsaid.Youmustkeepitasecret.

m.Thefloorisclean.Youneedn'tsweepit.

n.IpromisedIwouldbeontime.Imustn'lbelate.

o.LastnightPaulbecameillsuddenly.Wehadtocallthedoctor.

p.It'ssunnytoday.Youneedn'ttaketheumbrella.

q.Wecan'trepairthecarourselves.Wehavetotakeittoagarage.

r.Icanmanagetheshoppingalone.Youneedn'tcomewithme.

s.Thatisanimportantbook.Youmustlookafteritcarefully.

t.Youlooktired.Ybushouldgotobednow.

u.Youshouldn'tbelieveeverythingyoureadontheInternet.

v.Excuseme,couldyoutellmethewaytotherailwaystation,please?

w.Youarecarryingalotofthings.Youcan'topenthedooryourself.Thereisamanstandingnear

thedoor.Yousaytohim:Couldyouopenthedoor,please?

x.Wouldyoulikeacupofcoffee?

Purpose:Thestudentswillbeabletogetabetterunderstandingofthemodalverbs

fromthegivensituation.

Step2:Discoveringusefulstructures

I.Getthestudentstolistthemodalverbsthattheyhavelearned.

can/couldmay/mightwill/wouldhadbettershall/shouldmusthaveto

needoughttodare

2.Pleasepickoutallthesentencescontainingmodalverbsfromthereadingpassageandlist

them.Matchthefunctionwordsintheboxwitheachofthesentences.Thenmakethreenew

sentences.

A.IntentionB.DutyC.PromiseD.PossibilityE.Guessing

1)Bylunchtimetheywouldallbesold.(D)

2)Hisrestaurantoughttobefullofpeople.(D)

3)Whatcouldhavehappened?(D)

4)Nothingcouldhavebeenbetter?(D)

5)Somethingterriblemusthavehappened.(E)

6)Iwilltakeallthatfatoffyouintwoweeks.(C)

7)Hecouldnotbelievehiseyes.(A)

8)Hewonderedifheshouldgotothelibrarytofindout.(B)

9)Hecouldn'thaveYongHuigettingawaywithtellingpeoplelies.(A)

10)Hehadbetterdosomeresearch.(B)

11)Aftereatingintherestaurantpeoplewouldbecomefiredveryquickly.(D)

3.Usethemodalverbstoexpressthesamemeaningofthefollowingsentences.

l).HehastheabilitytospeakEnglishwell.——HecanspeakEnglishwell.

2).Youareallowedtogohomenow.——Youcangohomenow.

3).Itisimpossibletobetrue.——Thatcan7betrue.

4).CanyoushowmethewaytoBeihaiPark?Sayitmorepolitely

——CouldyoupleaseshowmethewaytoBeihaiPark?

5).Theirhuntersarelost.Maybetheystarve.--Theyhuntersarelost.Theycouldstarve.

6).AmIallowedtocomein?——MayIcomein?

7).Isitpossibleforhimtogiveyousomehelp?——Hemaygiveyousomehelp?

8).Don'tworry.Tdliketohelpyou.——Don'tworry.Iwillhelpyou.

9).Oftenheusedtodressuplikearichman."-一Oftenhewoulddressuplikearichman.

10).Doyouwanttojoinusfordinner?——Wouldyouliketojoinusfordinner?

11).IpromisethatyouwillhavetheticketassoonasIgetit.