全單元教案資料

PAGEPAGE4Unit2HealthyEatingI．教學(xué)內(nèi)容分析本單元的中心話題是健康飲食。主要是為了使學(xué)生對與健康有關(guān)的問題得到更好的理解。這一單元鼓勵學(xué)生去檢查自己的飲食行為，看一看它是不是健康的飲食習(xí)慣。一種健康的飲食習(xí)慣應(yīng)該是平衡的，既不在脂肪、糖和鹽這些方面過剩，又不會在人體必需的營養(yǎng)元素方面匱乏。通過本單元的學(xué)習(xí)，學(xué)生可以對健康飲食有一個清楚的概念，從而根據(jù)所學(xué)的知識去思考與健康有關(guān)的問題。WarmingUp部分通過問題向?qū)W生詢問飲食構(gòu)成，讓學(xué)生對本單元的內(nèi)容能有一個初步的了解，并使學(xué)生復(fù)習(xí)與有關(guān)飲食的單詞和短語。然后讓學(xué)生回答一組問題，通過這些問題的討論，引導(dǎo)學(xué)生參與表達自己的看法，激發(fā)學(xué)生興趣和好奇心，讓學(xué)生自然而然地進入下一部分的學(xué)習(xí)。Pre-reading部分通過幾個問題討論，讓學(xué)生認識平衡營養(yǎng)的重要性，為課文的學(xué)習(xí)做出鋪墊。Reading部分主要講述了王鵬和詠慧開飯店的故事，借此揭示了不同食物對人體有著不同的影響。故事講訴了王鵬和詠慧兩家飯店的兩種飲食都是不合理的，經(jīng)常去王鵬的飯店容易發(fā)胖，這樣會導(dǎo)致高血壓和心臟病等疾病；而經(jīng)常去詠慧的飯店的顧客則容易變瘦，這樣容易導(dǎo)致厭食或是營養(yǎng)不良，讓學(xué)生注意并避免走這兩種極端。這些距離學(xué)生自身生活很接近的問題很容易引起學(xué)生的思考。在教授的過程中注意積極的引導(dǎo)學(xué)生不斷的進行反思。Comprehending第一部分通過TrueorFalse第四部分通過Mainidea的尋找，使學(xué)生對文章有了一個淺層的理解。LearningaboutLanguage部分突出了詞匯和語法的學(xué)習(xí)與訓(xùn)練。本單元的語法是情態(tài)動詞oughtto等的基本用法。UsingLanguage部分中包括了聽、說、讀、寫幾個部分的內(nèi)容。學(xué)生可通過王鵬和詠慧的這一個事情，深入展開討論與健康飲食有關(guān)的事情。閱讀后的習(xí)題及討論不僅幫助學(xué)生加深對文章主旨大意的理解，更重要的是讓學(xué)生學(xué)會用所學(xué)的知識，解決在現(xiàn)實生活中遇到的問題。LearningTip部分主要建議學(xué)生學(xué)會通過學(xué)到的與健康飲食有關(guān)的內(nèi)容，安排合理的膳食；讓學(xué)生通過查詢各種資料，熟悉各種飲食習(xí)慣、飲食結(jié)構(gòu)與飲食文化，不斷開拓自己的視野。II．教學(xué)重點和難點1.教學(xué)重點(1)本單元的生詞和短語；(2)掌握情態(tài)動詞oughtto的基本用法；(3)了解合理的膳食、飲食習(xí)慣、飲食結(jié)構(gòu)與飲食文化，掌握有關(guān)詞匯。2.教學(xué)難點(1)增進學(xué)生對飲食文化的理解，了解和感悟飲食文化；(2)如何正確處理矛盾、解決問題；(3)如何給予勸告，提出建議。本單元建議分五課時：第一、二課時：WarmingUp,Pre-reading,Reading&ComprehendingWhatisanunbalanceddiet?SuggestedAnswer:Weknowthatifwealllikeoneofthemverymuchandalwayseattheonealone,thenwewillcallitanunbalancedfood.Thenwhatwillhappenifyoudon’teatabalanceddiet?(2)Whatwillhappenifyoudon’teatabalanceddiet?SuggestedAnswer:Toothinortoofatiseasytofallill.Haveaweakbody.(Toomuchfattyfoodwillmeantheystoreextraenergyintheirbodies.Toomuchbody-buildingfoodmaycauseproblemsfordigestionandleadtoillnessunlessenoughfibreiseatentodigestion.)Step4.FastreadingPurpose:Togetabriefunderstandingofthetext.AskSstoreadthetextquicklyandtrytogetthemainideaofthetext.AskSstoanswerthefollowingquestions.Whatkindofdietdothetworestaurantsupply?WhywasYongHui’srestaurantsopopularwithcustomers?WhydidWangPenglosehiscustomersandwhatdidhedo?Step5.IntensivereadingPurpose:TogetSstohavesomedetailsinthetext.1.AskSstoreadthetextcarefullyanddecidewhichsentencesaretrue.Thencorrectthefalseones.Firstreadthesentences.UsuallyWangPeng’srestaurantwasfullofpeople.(T)YongHuicouldmakepeoplethinintwoweeksbygivingthemagooddiet.(F)WangPeng’sregularcustomersoftenbecamefat.(T)YongHui’smenugavecustomersmoreenergy-givingfood.(F)WangPeng’smenugavecustomersmoreproductivefood.(F)WangPengdecidedtocompetewithYongHui’sbycopyinghermenu.(F)2.LetSsreadthetextagainandfindoutthedifferencesbetweenthetworestaurants.disadvantagesadvantagesWangPeng’srestaurantYongHui’srestaurantSuggestedAnswer:disadvantagesadvantagesWangPeng’srestaurantNotgivingenoughfoodcontainingfiberProvideplentyofenergyfoodYongHui’srestaurantNotgivingenoughenergyfoodProvidingplentyoffiberfood3.AskSstodiscussthefollowingquestion.Whatdoesitmatterifyouonlyeatatoneoftherestaurants?4.ArouseSs’interestinlearningReading(UsingLanguage).Teachermaysay,“Youallhaveapointhere.Butwhatwilltheydo?Wewillseeitnextperiod.FacingtheseriouscompetitionWangwasn’tlostinsadnessandhedidn’tquarrelwithhiscompetitoreither.HewenttothelibrarytolearnmoreabouthealthyeatingandmadehismenubetterthanYongHui’smenu.Doyouthinkweshouldfollowhisexample?”Step6.LanguagepointWangPengsatinhisemptyrestaurantfeelingveryfrustrated.Thissentencemeansthatthesecondaction“feelingveryfrustrated”happenedtogetherwiththemainaction“sat”.Payattentiontotheform(v-ing)ofthesecondaction.2.Nothingcouldbebetter.Thissentencetellsusthateverythinghasworkedoutthewayyouwouldlike.It’sasentencethatwecanuseinanysituation.3.;Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies!ThissentencemeansthathewillpunishYongHuiforhertellinglies.Step7.ConsolidationPurpose:TodiscoverhowfarSshaveunderstoodtheideasinthereadingpassage.1.Whatmakesabalanceddiet?2.WhatiswrongwiththedietofbothWangPengandYongHui?3.WhydoesitmatterifyouonlyeatatWangPeng’sorYongHui’srestaurant?Step8.Homework1.AskSstoretellthetext.2.AskSstopreviewLearningaboutLanguageandtheexercisesofUsingWordsAndExpressionsonP49～50.Period3&4LearningaboutLanguageTeachingGoals: 1.ToenableSstomastersomenewwordsandexpressions.2.TogetSstohaveknowledgeofthisgrammarpoint:oughttoTeachingProcedures:Step1.Revision1.Reviewthenewwordsofthispart.2.Asksomeofthestudentstoretellthetext.Step2.LanguagestudyAskSstogothroughthetext,andfindoutthefollowingsentencesandanalyzethem.1.Hisrestaurantoughttobefullofpeople.2.CuriositydroveWangPenginside.3.Hethrewdownthemenuandhurriedoutside.4.Tiredofallthatfat?Wanttoloseweight?ComeinsideYongHui’sslimmingrestaurants.5.I’llhelpyouloseweightandbefitintwoweeksifyoueathereeveryday.6.Itcostmorethanagoodmealinhisownrestaurant.7.HecouldnothaveYongHuigettingawaywithtellingpeoplelies.8.Hehadbetterdosomeresearch.9.Theywerenoteatingenoughenergy-givingfoodtokeepthemfit.10.Perhapswithadiscountandanewsignhecouldwinhiscustomersback.Step3WordstudyAskSstofinishEx1,2,3.Step4GrammarPurpose:TogetSstohaveknowledgeofthisgrammarpoint:oughtto1.ExplainforSsthegrammarpoint.ought是情態(tài)動詞，與to連接構(gòu)成情態(tài)動詞詞組。ought無人稱和時態(tài)變化，可用于現(xiàn)在時以及將來時，用于過去時則位于動詞過去式之后或不定式的完成式之前。ought可以表示“義務(wù)”、“要求”或“勸告”，常譯作“應(yīng)該”、“應(yīng)當(dāng)”等（和should差不多，只是語氣稍差一些）；有時表示“非常可能”的意思，否定式為oughtnotto（oughtn’tto），疑問句式為OughtI/youto……？。Ioughttowritetohimtoday／tomorrow．我今天／明天應(yīng)該給他寫封信。IknewIoughttowritetohim．我那時知道我應(yīng)該給他寫封信。ShesaidIoughttowrite．她說我應(yīng)該寫。Iknow／knewthatIoughttohavewritten．我知道／那時知道我該寫的。ought與帶to的不定式連用。為了提醒學(xué)生這一點，常稱之為oughtto。問句或話語中用oughtto的時候，可以用should來回答；用should的問句或話語也可以用oughtto回答：—Yououghttoputincentralheating．—Yes，IsupposeIshould．—你應(yīng)該裝上暖氣?！堑?，我應(yīng)該裝。2.AskSstoreadthetextagainandpayattentiontothemodalverbsandthenfinishEx1,2,3.Step5.HomeworkAskSstoreviewwhathasbeenlearnedinthisperiod.AskSstoactoutthedialogueofEx2ofDiscoveringUsefulStructuresonP13.Period5Listening(UsingLanguage)Listening(Workbook),&Talking(Workbook)TeachingGoals:1.TofamiliarizeSswiththedifferentkindsoffoodandtheresultsofeatingabalanceddiet.2.Toexplainwhyitissoimportanttoeatabalanceddiet.TeachingProcedures:Step1RevisionAskSstotellwhattheylearnedinthelastperiod.AskSstotellhowtouse“oughtto”.Step2Listening(usinglanguage)1.LeadSstothetopicofthelisteningtext.2.PlaythetapetwiceandaskSstocompletethetwoformsonP14.3.AskSstoanswerthefollowingquestions.(1)Whatdoesabalanceddietmeanaccordingtotheexpert?(2)Doesitmatterhowmuchfish,meatorcheeseyoueat?Step3Listening(Workbook)Purpose:TogiveSsinformationsothattheycanmakesensiblechoiceaboutfoodtheyeateveryday.1.Beforelistening,doEx1.2.ListentoPart1againandanswerthequestions.WhatdoesEmmausuallyhaveforbreakfast,lunchandsupper?WhatiswrongwithEmma’sdiet?WhyisthedoctorconcernedabouthowmuchEmmaeats?HowdoesEmmafeelafterthedoctortellsherabouttheresultofnoteatingproperly?Suggestedanswers:Shehasanorangeandabananaforbreakfast,arollforlunch,andhalfabowlofriceandadishforsupper.Sheisnoteatingenoughfoodandparticularlyenergy-givingfood.Hethinkssheistoomuchthin.Sheishappytogettheadviceonhowtoeatamorebalanceddiet.3.ListentoPart2andfillthechartbelow.PlaythetapeagainandaskSstochecktheiranswersinpairs.Step4.Talking(Workbook)Purpose:ToencourageSstodiscusshowtheirdietsmayaffecttheirqualityoflife.AskSstomakeupadialoguebetweenadoctorandapatient.Teachermaysay,“Ifyoungpeoplearetoothinortoofat,itshowsthattheyarenoteatingabalanceddiet.Now,inpairs,imaginethatoneofyouwilltakethepartofthedoctorandhasgonetothedoctorsforadvice.Oneofyoutakethepartofthedoctorand,usingtheabovechart,adviseyourfriendonhowtochangehis/herdiet.Makesuretochangerolesandrepeatthedialogue.Thefollowingexpressionsmaybeusefultoyou.Imaginewhatyouwillsaytothedoctororpatient.Discusswithyourgroupmembers.”DoctorPatientWhat’sthematter?What’swrongwithyou?Whatseemstobethetrouble?Howlonghaveyoubeenlikethis?Isupposeyouhadbetter…Ithinkyououghtto...I’vegotapainin…I’msufferingfrom…I’vegotabadcough/cold/fever/headache…I’velostmyvoice.Ihaveapaininmychest/shoulder/back/…IthurtswhenItouchit.I’llfollowyouradvice.Step5.HomeworkPreviewReading(UsingLanguage)andReadingtask(Workbook).AskSstofindsomeinformationabouthealthyeatingontheInternet.Period6Reading(UsingLanguage)&Speakingandwriting(UsingLanguage)TeachingGoals:ToshowSsthatitisnevertoolatetochangebadeatinghabits.TodevelopSs’readingability.TeachingProcedures:Step1.Revision1.AskSstocheckeachother’shomework.2.ReadsomenewwordsinthisunitandletSswritethemdown.Step2.Reading(UsingLanguage)1.Pre-reading(1)AskSstolookatthefollowingproverbsandtranslatethemintoChinese.①Youarewhatyoueat.②Anappleadaykeepsthedoctoraway.③Firstwealthishealth.SuggestedAnswers:①人如其食。②一天一個蘋果,醫(yī)生不找我。③健康是人生的第一財富。(2)LetSslistmoreEnglishproverbsanddiscussthem.2.FastreadingPurpose:togetSstocontinueenjoyingthestoryofWangPengandYongHui.AskSstoreadthesecondpartofthetextComeandeathereandtrytogetthemainidea.AskSstodiscussthefollowingquestions.WhywasWangPengworried?WhywasYongHuiveryangry?WhatdidWangPeng’sresearchshow?WhatdidWangPengsuggestatlast?(3)Afterthediscussion,askSstoanswerthequestionsofEx1.3.IntensivereadingAskSstoreadthetextagainandcompletethefollowingform.ThefoodinthenewmenuResult1.rawvegetableswithhamburgers1.cutdownthefat2.2.3.3.SuggestedAnswer:ThefoodinthenewmenuResult1.rawvegetableswithhamburgers1.cutdownthefat2.theboiledpotatoes,notfried2.increasethefibre3.freshfruitwithicecream3.abigsuccess4.LanguagestudyAskSstofindthewordsfromthetexttomatchthedefinitions.DefinitionswordsstareangrilyorfiercelytakealongdeepbreathkeepaliveinacertainstyleadvantageorprofitjoinormixtogethertoformawholeowealotofmoneySuggestedAnswer:Definitionswordsstareangrilyorfiercelyglaretakealongdeepbreathsighkeepaliveinacertainstyleearnone’slivingadvantageorprofitbenefitjoinormixtogethertoformawholecombineowealotofmoneyindebtStep3.Speakingandwriting(UsingLanguage)Purpose:Toexaminedietsandseehowbalancedtheyare1.AskSstodiscussthefollowingquestions.Whatdoyouneedbeforeyouorderameal?Whatisonamenu?2.AskSstocomparethefollowingtwomenusandcompletethefollowingsentences.Menus1MealMainkind(s)offoodnoodlesenergy-givingjiaozibody-buildingandenergy-givingporkbody-buildingandenergy-givingchickenwithmushroomsbody-buildingandprotectivedrybeancurdbody-buildingMenus2MealMainkind(s)offoodriceenergy-givingsteamedperch(鱸魚)body-buildingstirfriedFrenchbeanswithbambooshoots(冬筍扁豆)protectivestirfriedtomatowitheggprotective,body-buildingstirfriedbeefwithchilliandpeanuts(宮爆牛肉)body-buildingandenergy-givingspicytofubody-buildingSpinachsoupwithvermicelli(菠菜粉絲湯)protectiveandenergy-giving(1)Itemsofenergy-givingfood:________________________.(2)Itemsofbody-buildingfood:________________________.(3)Itemsofprotectivefood:____________________________.SuggestedAnswer:(1)Itemsofenergy-givingfood:noodles,jiaozi,pork,vermicelli,rice,peanuts,eggs.(2)Itemsofbody-buildingfood:jiaozi,pork,chickenwithmushrooms,beancurd,carp,beef,tofu.(3)Itemsofprotectivefood:chickenwithmushrooms,Frenchbeanswithbambooshoot,tomato,spinach.Doyouknowwhichmenuisasoutherndietandwhichisanorthernmenu?SuggestedAnswer:Menu1isanorthernmenuandmenu2isasouthernmenu.Whichmenuisabalancedmenu?SuggestedAnswer:Menu2.Whydoyouthinkit’sabalancedmenu?SuggestedAnswer:Becausethereisagoodmixtureofbody-buildingfood,energy-givingfoodandprotectivefood.Thefoodiscookedwithouttoomuchfatandwithamixtureofslowandfastenergyfood.Step5Homework1.AskSstocollecteatingattitudesfromtheInternet.2.AskSstopreviewReadingtask(Workbook).3.AskSstowriteashortpassagetoadvertisetheirownrestaurantsanditsservice.Period7Readingtask(Workbook),Speakingtask(Workbook),&Writingtask(Workbook)TeachingGoals:TotrainSs’readingandspeakingability.Tolearnhowtopersuadepeople.TeachingProcedures:Step1.RevisionAskSstoshowthedifferenteatingattitudestheycollectedfromtheInternet.AskSstoretellthewholestory“Comeandeathere”.Step2.Readingtask(Workbook)Pre-readingAskSstalkaboutthefollowingquestions.①HaveyoueverbeentoaMcDonald’srestaurant?②Howdoyoulikethefoodthere?③Doyouthinkthemenuthereisabalanceddiet?2.FastreadingAskSstoreadthetextquicklyandsumupthemainidesofeachpart.AskSstodiscussthefollowingquestion.IfaMcDonald’srestaurantis