高中一年级人教版英语Unit 2 Healthy eating
Unit 2 Healthy eating
Ｉ． 单元教学目标 技能目标 Skill Goals Talk about healthy diet Make suggestions or giving advice on diet Distinguish the meanings of Modal verbs Make a balanced menu II． 目标语言 ． Practice talking about your ideas 功 能 句 式 Yes, I think so. I don’t think so. I agree. I don’t agree. That’s correct. Exactly. That’s exactly my opinion. You’re quite right. I don’t think you are right. I quite agree with you. I’m afraid I don’t agree / disagree with you. Of course not. I’m afraid not. All right. That’s a good idea. Certainly. / Sure. No problem. Practice giving advice and suggestions You must / must not...
1. 四会词汇 diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach,
lemon, balance, barbecue, mutton, roast, fry, stir-fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, 词 strength, consult, fiber, digest, carrot, debt, glare, spy, limit, benefit, breast, garlic, sigh, combine 汇
2. 认读词汇 protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, cooperation
3. 词组 get away from, balanced diet, ought to, lose weight, tell a lie, win… back, earn one’s living, in debt, spy on, cut down, before long, put on weight The use of ought to
1. Statements 语 You ought to cook fresh vegetables and meat without too much fat if you want to stay slim. 法 You ought not to eat the same kind of food at every meal.
2. Difficulty Distinguish and summarize the usage of ought to and should.
Ⅲ. 教材分析与教材重组
1. 教材分析 本单元以“健康饮食 为中心话题 通过单元教学让学生了解各种食物对人体 本单元以 健康饮食”为中心话题， 健康饮食 为中心话题， 的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。 的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。针对现实中 遇到的实际问题发表自己的看法。最后让学生运用所学知识， 遇到的实际问题发表自己的看法。最后让学生运用所学知识，两人一组研究中 餐，设计食谱。 设计食谱。
1.1 WARMING UP 是本单元一个重要的组成部分。让学生看图讨论不同食 是本单元一个重要的组成部分。 物对人体的作用，了解饮食与人体健康的关系。 物对人体的作用，了解饮食与人体健康的关系。通过几个设问激发学生思考自 己的饮食习惯是否合理， 己的饮食习惯是否合理，运用已有的知识经验思考什么是 Healthy Eating.
1.2 PRE-READING 通过一个表格和一个排序题引导学生对比不同食物中 哪些食物富含脂肪、纤维素、维生素和糖份。 哪些食物富含脂肪、纤维素、维生素和糖份。可添加讨论如何在烹饪中保持食
物营养，从而有利于健康。 物营养，从而有利于健康。
1.3 READING 讲述王鹏伟和咏慧开饭店的不同风格和顾客对不同食品的 反应，反映了现代人对饮食的关注和对时尚的追求。 反应，反映了现代人对饮食的关注和对时尚的追求。但王鹏伟和咏慧都没有提 供平衡的膳食，经过一段时间的磨合，他们决定合作，提供既有能量又有纤维 供平衡的膳食，经过一段时间的磨合，他们决定合作，提供既有能量又有纤维 的食品。戏剧性的结尾增添了故事的趣味性。通过阅读丰富学生的饮食文化， 的食品。戏剧性的结尾增添了故事的趣味性。通过阅读丰富学生的饮食文化， 教会他们如何改善饮食习惯；在现实生活中碰到麻烦时，如何正确处理矛盾， 教会他们如何改善饮食习惯；在现实生活中碰到麻烦时，如何正确处理矛盾， 解决问题。 解决问题。
1.4 COMPREHENING 利用判断和回答问题的形式考查学生对课文细节的 理解，对比两家饭店所提供膳食的优缺点。 理解，对比两家饭店所提供膳食的优缺点。
1.5 LEARNING ABOUT LANGUAGE 是继 Comprehending 之后的又一指 导性练习。注重考查词性的变化， 导性练习。注重考查词性的变化，课文中重点词汇在语篇中的熟练运用及情态 动词的不同功能，并设计连线和情景对话两个题型予以巩固。 动词的不同功能，并设计连线和情景对话两个题型予以巩固。
1.6 USING LANGUAGE 体现了学以致用的目的，从 Listening, Reading, 体现了学以致用的目的， Speaking, Writing 四方面训练学生，完成语言的输入性学习和输出性训练的过 四方面训练学生， 程，结合生活实际，让学生两人一组研究中餐设计食谱。 结合生活实际，让学生两人一组研究中餐设计食谱。
2． 教材重组 ．
2.1 精读 把 Warming up 作为 Reading 的导入部分 ， 把 Pre-reading、 的导入部分， 、 Reading 和 Comprehending 整合在一起作为一堂 精读课 。 整合在一起作为一堂“精读课 精读课”。
2.2 语言学习 把 Learning About Language 和 Workbook 中的 Using words and expressions, Using Structures 结合在一起上一节“语法课 。 结合在一起上一节 语法课”。 语法课
2.3 听力 把 Using Language 中的 Listening 和 Workbook 中的 Listening， ， Listening Task 放 在一起上一堂 听力课”。 在一起上一堂“听力课 。 听力课
2.4 泛读 Using Language 中的 Reading 与 Workbook 中的 Reading Task 放 在一起上一堂“泛读课 。 在一起上一堂 泛读课”。 泛读课
2.5 口语 将 Page 13 Activity 3 和 Workbook 中的 Talking, Speaking Task 放 在一起上一堂“口语课 。 在一起上一堂 口语课”。 口语课
2.6 语言运用 将 Speaking and Writing 和 Workbook 中的 Writing Task, 整合在一起上一堂“写作课 写作课”。 Project 整合在一起上一堂 写作课 。
3． 课型设计与课时分配 ． 1st period 2nd period 3rd period 4th period 5th period 6th period Warming up and Reading Language study Listening Extensive reading Speaking Writing
Ⅳ. 分课时教案 The First Period Teaching goals 教学目标 Warming up and Reading
1. Target language 目标语言 a. 重点词汇和短语 energy, fiber, digestion, bean, cucumber, mushroom, lemon, ham, mutton, roast, slim, curiosity, raw, lie, customer, muscle, cheese, protective, frustrated, drive, sugary, body-building, energy-giving， newly-opened, balanced diet, ought to, ， tired of, throw away, get away with, tell lies, take off, be amazed at, do some research b. 重点句子 His fried rice was hot but did not taste of fat. Tired of all that fat? Want to be thinner? Only slimming food served here. I will take all that fat off you in two weeks if you eat here every day. It was not giving its customers energy-giving food! Something terrible must have happened if Maochang was not coming to eat with him as he always did. He wondered if he should go to the library to find out. He couldn’t have Yong Hui getting away with telling people lies!
2. Ability goals 能力目标 a. Enable students to talk about their eating. In what ways the food you eat helps you?
How can you have a healthy diet? What will happen if you don’t have a balanced diet? b. Understand the text and answer the following questions. What happened to Wang Pengwei’s restaurant? Why would his customers prefer to eat at Yong Hui’s restaurant? What did he do after leaving Yong Hui’s restaurant? c. Understand the details about the text and retell the text in the role of Wang Pengwei.
3. Learning ability goals 学能目标 Enable the students to learn how to talk about their eating. What does a healthy diet mean? Is what Yong Hui did right? Why? What will you do if you are Wang Pengwei? Teaching important points 教学重点
a. Identify different groups of foods and talk about healthy eating. b. What kind of food did they provide for their customers, healthy or unhealthy? Why? Teaching difficult points 教学难点
a. Understand the real meaning of healthy eating. b. How was the competition going on? Who would win? Teaching methods 教学方法
a. Fast and careful reading. b. Asking-and-answering activity to check the Ss’ understanding of the text. c. Individual, pair or group work to finish each task. d. Discussion. Teaching aids 教具准备 A recorder, a computer and a projector. Teaching procedures & ways 教学过程与方式
Step I Warming up
What are the three essential elements for us human beings to survive on the earth? Water, air , food Which one would you prefer? Western food or Chinese food? What do you usually have for breakfast / lunch /supper ? What will happen if you do not eat a balanced diet？ Discussion What is healthy diet? Healthy diet: a diet that is balanced and neither too rich in fat, sugar and salt nor too poor and lacking in essential nutrients.
Speaking Decide which food is junk food or healthy food and give reasons. I think …is junk food because… I think … is healthy food because… (be rich in; be low in)
Pre-reading
1. What do you think should go into a good meal? A good meal should contain some food from each of the three categories above.
2. Imagine you and your partner are going to invite some friends for dinner. What special food of your place would you offer them? Plan a menu.
3. Look at the title of the reading passage and the pictures. Predict what the passage is about.
Fast reading Read the text quickly to find out which sentence is the main idea of the text.
1.The two restaurants supplied the healthy food.
2.The reason why Yong Hui’s restaurant was so popular with customers.
3.Wang Pengwei found out why he had lost his customer and decided to win them
back. Key: 3
Reading
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. It would take longer than that. F T F
3. Wang Peng’s regular customers often became fat.
4. Yong Hui’s menu gave customers more emery-giving food.
No. it gave them protective food but no energy-giving or body-building food.
5. Wang Peng’s menu gave customers more protective food. F F
6. Wang Peng decided to compete with Yong Hui by copying her menu. He decided to advertise the benefits of his menu.
Post reading
1. The weakness of the diet in Wang Peng’s restaurant was .
2. The strength of the diet in Wang Peng’s restaurant was
.
Homework
1. Retell the text. (
1) Use the first person to retell the story. (
2) Try to use proper prepositions and conjunctions.
2. Prepare for the language learning and do Using Words and Expressions on WB (Page 49and
50).
The second period Extensive reading Pre-reading
Learn these proverbs. You are what you eat. First wealth is health. 健康是人生的第一财富。 健康是人生的第一财富。 Emerson An apple a day keeps the doctor away. 一天一个苹果，医生不来找。 一天一个苹果，医生不来找。 人如其食。 人如其食。
New words and phrases: limited: not very great in amount or extent 有限的 benefit: advantage that sth. gives you 叹气,叹息 sigh: take a long deep breath 叹气 叹息 combine: join two or more things together to form a single one 组合 联合 组合, 优势,益处 优势 益处
earn one’s living: keep alive in a certain style 谋生 挣钱维持生活 谋生/挣钱维持生活 in debt: owe a lot of money 欠债 怒目而视
glare at: stare angrily or fiercely
Can you guess what will happen to Wang Pengwei and Yong Hui?
Read the text fast, then answer the following questions:
1. How did Yong Hui feel when she came to Wang’s restaurant? Why?
2. What did they find after their chat?
3. How did they solve their problems and become good friends?
4. How did they combine their menus and provide a balanced menu?
5. Why was their cooperation a success?
Discussion What can we learn from the passage? We can learn that it is never too late to change bad eating habits and begin
afresh.
The third period Grammar 情态动词
1. ought to／should ／ should 和 ought to 都为 应该 的意思，可用于各种人称。ought to 都为“应该 的意思，可用于各种人称。 应该”的意思 的语气稍重一些。 的语气稍重一些。 You ought to (should) follow your teacher’s advice. 表示主语的义务或责任： 表示主语的义务或责任： You should take care of your sister． ． 你应当去照顾你妹妹。 你应当去照顾你妹妹。 或指出?个正确、明智的动作： 或指出 个正确、明智的动作： 个正确 They shouldn't allow parking here；the street is too narrow． ； ． 这儿不该允许停车；马路太窄了。 这儿不该允许停车；马路太窄了。 should 和 ought to 后面跟动词不定式的完成式 其肯定句表示 过去应该做而未 后面跟动词不定式的完成式,其肯定句表示 其肯定句表示”过去应该做而未 其否定句则表示”过去不该做但做了 过去不该做但做了”。 做”, 其否定句则表示 过去不该做但做了 。 You should/ought to have made the decision a week ago. I shouldn't have made such a foolish mistake. 多数情况下， ought to 可与 should 互换使用。 互换使用。 ought to 的反意疑问句用 shouldn’t 多数情况下， 替代。