人教版高中英语必修3Unit2Healthyeating全套教案

Unit 2 Healthy eatingTeaching objectives:Knowledge aims:1. Students will be able to develop their reading ability, learn to use some reading strategies such as guessing, skimming and so on.2. To grasp some useful words and expressions in this passage, such as be tired of , curiosity , get away with etc.Ability aim:Students will be able to realize the importance of having a healthy diet. Emotional aim:Let students know more about healthy eating.Teaching important and difficult points:1.Understand the text well.2.Try to master the useful new words & expressions in this period. Teaching procedures:Step 1 RevisionStep 2 DiscussionDiscuss and finish the exercise: which food contains more…?Which food contains more…?Step 3 Lead inShow a pyramid of food to the students.Step 4 SkimmingGet the students to read the whole story fast to prove whether their guesses are right.Then ask the following questions to finish the table :Qs : Whose restaurant ? What foods are offered there ? Do these foods make a healthy diet ? Why not ? What problems may these foods cause to customers ?2.Give the students 2 minutes to summarize the main idea of the story with the help of the above table, using 2 or 3 sentences.Step 5 Careful readingDivide the whole passage into three parts, and give the general idea of each part.Part 1 Wang Peng felt frustrated because he found his customers had come to other places to eatPart 2 Wang Peng found the reason why YongHui’s restaurant was more attractivePart 3 Wang Peng thought out a good idea to have a competition with YongHui’s restaurantT : The story is mainly about two persons, that is, Wang Peng and Yong Hui .Q : Who is the main character in the story ? ( Wang Peng ) Now let’s read the story again to get more about him.1.Get the Ss to read the story carefully to make a list of places where hestayed & went and his feelings in these places.2. Ask some questions to help the Ss have a better understanding of the story.Step 6 Post readingTrue or false1. Usually Wang Peng’s restaurant was full of people.2. He provided a balanced diet in his menu.3. Yong Hui served a balanced diet.4. Yong Hui could make people thin in two weeks by giving them a good diet.5. Wang Peng’s customers often became fat after eating in his restaurant.6. Yong Hui’s menu gave them energy foods.Step 7 SummaryWang Peng felt 1____ in an empty restaurant because no eaters have came to his restaurant 2_____ since he got up early in the morning. He wanted to find out why. He hurried out and 3____ Lichang into a newly-opened restaurant. He found that the owner 4____ Yong Hui was serving slimming foods to make people thin. Driven by 5_____, Wang Peng came 6____ to take a close look at the menu. He could not even 7_____ his eyes. He was 8_____ at what he saw. He hurried outside and got 9_____ to do some 10_____. After a lot of reading, he 11_____ thatYong Hui’s food made people become 12_____ quickly because it was no 13_____ food. Arriving home Wang Peng rewrote his own sign. To his joy, people began coming to his restaurant again. He was able to 14_____ his living now. He looked 15____ to being rich and he wouldn’t be in 16_____ any longer. Then all of a sudden Yong Hui walked in with anger. Wang Peng asked her to try a meal of his. Although enjoying the dumplings served there, Yong Hui looked ill and felt sick with the fatty pork and all those heavy food. They 17_____ about offering a 18 _____ diet and providing a balanced menu to cut down the fat and increase the 19_____ in the meal. They learned from each other. In the end they decided to turn the two restaurants into a big one. They got 20_____ and lived happily ever after!Homework :1.Read the story aloud and find out some beautiful sentences.2.Remember the useful words and expressions.品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。

品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。

想象力是翅膀，客观实际是空气，只有两方面紧密结合，才能取得显着成绩。

2、想停下来深情地沉湎一番，怎奈行驶的船却没有铁锚;想回过头去重温旧梦，怎奈身后早已没有了归途。

因为时间的钟摆一刻也不曾停顿过，所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。

3、真正痛苦的人，却在笑脸的背后，流着别人无法知道的眼泪，生活中我们笑得比谁都开心，可是当所有的人潮散去的时候，我们比谁都落寂。

4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。

5、幸福，是一种人生的感悟，一种个人的体验。

也许，幸福是你风尘仆仆走进家门时亲切的笑脸;也许，幸福是你卧病床上百无聊赖时温馨的问候;也许，幸福是你屡遭挫折心灰意冷时劝慰的话语;也许，幸福是你历经艰辛获得成功时赞赏的掌声。

关键的是，你要有一副热爱生活的心肠，要有一个积极奋进的目标，要有一种矢志不渝的追求。

这样，你才能感受到幸福。

6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。

7、淡淡素笺，浓浓墨韵，典雅的文字，浸染尘世情怀;悠悠岁月，袅袅茶香，别致的杯盏，盛满诗样芳华;云淡风轻，捧茗品文，灵动的音符，吟唱温馨暖语;春花秋月，红尘阡陌，放飞的思绪，漫过四季如歌。

读一段美文，品一盏香茗，听一曲琴音，拾一抹心情。

8、尘缘飞花，人去楼空，梦里花落为谁痛?顾眸流盼，几许痴缠。

把自己揉入了轮回里，忆起，在曾相逢的梦里;别离，在泪眼迷朦的花落间;心碎，在指尖的苍白中;淡落，在亘古的残梦中。

在夜莺凄凉的叹息里，让片片细腻的柔情，哽咽失语在暗夜的诗句里。

9、用不朽的“人”字支撑起来的美好风景，既有“虽体解吾犹未变兮”的执着吟哦，也有“我辈岂是蓬蒿人”的跌宕胸怀;既有“我以我血荐轩辕”的崇高追求，也有“敢教日月换新天”的豪放气魄。

33 我是一只蜜蜂，在祖国的花园里，飞来飞去，不知疲倦地为祖国酿制甘甜的蜂蜜;我是一只紫燕，在祖国的蓝天上，穿越千家万户，向祖国向人民报告春的信息;我是一滴雨点，在祖国的原野上，从天而降，滋润干渴的禾苗;我是一株青松，在祖国的边疆，傲然屹立，显示出庄严的身姿。

Unit 2 Healthy eating教案Ｉ．单元教学目标II．目标语言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，两人一组研究中餐，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，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。

可添加讨论如何在烹饪中保持食物营养，从而有利于健康。

1.3 READING 讲述王鹏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。

但王鹏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，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。

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，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。

1.6 USING LANGUAGE 体现了学以致用的目的，从Listening, Reading, 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程，结合生活实际，让学生两人一组研究中餐设计食谱。

人教版高中英语必修3《Unit2Healthyeating》教案人教版高中英语必修3《Unit 2 Healthy eating》教案【一】教学准备教学目标1. Get students to learn the useful new words and expressions in this part: cucumber, eggplant, pepper, mushroom, peach, lemon, nut, pea, spaghetti, diet, curiosity, customer, discount, ought to, lose weight, get away with, tell a lie, win…back.2. Let students have a better understanding of the reading passage.教学重难点mportant points1. Let students have a good understanding of the passage.2. Get students to learn different reading skills.◆ Difficult pointsGive students some guidance about how to choose the correct answers of the multiple choices according to some key words and key sentences.教学过程一学生课外学习活动设计：任务一：学生调查问卷：(1)What does a balanced diet should contain?(2) Why are you so strong/weak/fat/thin? Does it have anything todo with your diet?任务二：Making a diet for yourdinner.根据泛读学到的健康饮食的知识，为自己的家庭涉及晚餐食谱，分析食谱里包含哪些种类的食物，判断其能否提供均衡的营养，并分析原因。

Unit 2 Healthy eating教案1(COME AND EAT HERE<PART 1>)IntroductionIn this period, after the warming up, students will first be guided to imagine and share their views about the healthy food. They will then be helped to read a passage entitled COME AND EAT HERE.Examples of “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning. Objectives⏹To talk about healthy eating⏹To making suggestions or giving advice on diet⏹To distinguish the meanings of Modal verbs⏹To make a balanced menuFocusWords fiber, digestion, bean, slim, curiosity, lie, debt, glare, limit, benefit, item, protectiveExpressions get rid of, throw away, get away withPatterns By now his restaurant ought to be full of people.Want to lose weight?He could not have Yong Hui getting away with telling people lies!AidsMultimedia facilities, tape-recorder, photos, diagramsProcedure1. Warming upReview the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.II. Pre-reading by talking and sharingGet the students to discuss the questions with their partners in this part. Then askthem to report their work. This part will help the students understand the text.T: Please look at the slide show and discuss th e questions with your partners. Then I’ll ask you to report your work. Are you clear?III. Fast readingGet the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple of minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners.IV. Careful readingRead the text carefully and finish the following tasks.Task 1 Divide the whole passage into three parts, and give the general idea of each part. Task 2 True or False?ually Wang Pengwei’s restaurant was full of people.2.He provided a balanced diet in his menu.3.Yong Hui served a balanced diet.4.Yong Hui could make people thin in two weeks by giving them a good diet.5.Wang Pengwei’s customers often became fat after eating in his restaurant.6.Yong Hui’s menu gave them energy foods.7.Wan g Pengwei’s menu gave them food containing fibre.8.Wang Pengwei admir ed Yong Hui’s restaurant when he saw the menu.9.Wang Pengwei decided to copy Yong Hui’s menu.Task 3 Find out the information of the two restaurants.V. Reading and translatingNext you are going to read the text COME AND EAT HERE and translate it into Chinese. VI. ListeningListen to the tape and pay attention to your pronunciation and intonation.VII. speakingIn pairs make up a dialogue about food you like or dislike using the expressions below and as many food, fruit or vegetables as possible and state your reasons.Useful expressions about likes and dislikesMy favorite food/fruit/meat is…VIII. Closing down by discussion1. What do you think Wang Peng will provide to win his customers back?2. How do you think the story will end?精美句子1、善思则能“从无字句处读书”。

Unit 2 Healthy Eating1. Topics: Problems with diet ;Balanced diet and nutrition2. Words and expressions3. Functions:1) Suggestions and adviceYou must /must not… ; What should I do?I think you ought to …; I suppose you had better…Perhaps you s hould…Do you think you could give me some advice?2) Seeing doctorsWhat’s the matter? What’s wrong?What seems to be the trouble?How long have you been like this?3) Agreement and disagreement.I don’t agree. Of cause not. I don’t think so.All right. That’s a good idea.No problem. Certainly /sureYes, I think so. I’m afraid not.4. Grammar: The use of ought toYou ought to cook fresh vegetables and meat without too much fat If you want to stay slim.You ought not to eat the same kind of food at every meal.Period 1.Step 1. warming up1. Do you eat a healthy diet? What kind of food do you usually have for meals? Are the food you usually eat healthy food or unhealthy food?(Discuss in pairs)2. Name some healthy food and unhealthy food.healthy food unhealthy food.All vegetables: cabbages, Fatty food: French friesPeppers tomatoes potatoes cream roast pork/lambAll fruits: apples, grapes sugary food: chocolateStrawberries bananas pears sweets/honey ice-creamDairy products: Milk cheese salty food: can biscuitSeafood: shrimp cookiesTofu eggs3. Do you know that the food you eat helps you grow in different ways? Some will make you fat/tall/thin. Look at the charm below, and see which kind of food they.FOOD TO GIVE YOU ENERGY FOOD TO GROW BONESAND MUSCLE Foods that fiber fordigestion and healthFast energy food Slow energy food Body-building food Protective foodsRice sugarNoodles potatoesSpaghetti breadCorn dumplings Butter creamOils ham nutsFried bread stickFried cake/chips Dairy products:Milk cheeseMeat eggs tofuSeafood shrimp All vegetables(eg. beans, Cucumbers, mushrooms, peas, Cabbage,…)all fruit(pears Apples, peaches, oranges,…)Questions:1.Which of these groups of food do you like best?2.Which of them do you eat most often?3.Do you think we should eat each kind of food?3.What will happen if you do not eat a balanced diet?Too much fatty/sugary/salty food will cause many diseases and get too fat.Only protective food will feel weak ,no energy and get too thin.Step 2. Pre-reading1. Discuss the questions in the chart.(Which food contains more…)2. Order the following food from which contains most fat to which contains less.Answer: ice-cream, eggs, chicken, rice, peachesStep 3 Fast reading and answer the following questions1. What does Wang Peng wei’s restaurant serve?2. What about Yong Hui’s restaurant?Step 4 Intensive reading and find the answers to comprehending.Period 2 Language pointsStep 1.Lead-in: Listen to the tape to get a better understanding.Step nguage points1. Wang Pengwei sat in his empty restaurant feeling very frustrated.feeling very frustrated 现在分词在句中作伴随状语eg.She sat on the chair reading a newspaper.(表伴随)Walking in the street, she met her old friend. (表时间)Seeing no body at home, she decided to eat outside.(表原因)The child fell, striking his head against the ground. (表结果)2. His restaurant ought to be full of people.Ought to 1) to show a moral duty 表示一种道义上的责任，应该Eg. She ought to look after her child better.You ought to study hard to get a high mark.2)ought to have done 表示本应该…，而却没有…Eg. You ought to have come yesterday.3.He thought of his mutton kebabs, fatty pork cooked in the hottest oil. 过去分词短语作后置定语，表被动。

人教新课标英语必修3全册教案(Unit2Healthy eating)Unit2 Healthy eatingTeaching AuTalk about healthy eating2. Making sugggiving advice on dDistinguanings of Modal verbake a balancedmenuVocabulary:ber,digestion,bean,slim,culie,debt ,glare,limit,bve get ridw away, get away with, tell lies, earn one’s living in debut run one’s buaaking: Practice talking about your ideas; practice giving suggand advice, prag the dTeaching importance: The use of ougau ougvegetables and meat without too much fat if you waay slim.You ougat the same kind of food at every meal.2. DifficultyDistinguish and summausage of ought to and should. Teaching methods:g, scanning, discussing.Teaching aids: a tader, aand a computer.Td Warming up and readingⅠ Warming upReview the wordds by showingures. First, ask studlds they like best. Tad, showgrouds and see whichgrouds belong to. Third, audll us in what wads help them growⅡ Pre-readingGuddiscuss the quwaart. Then awork. This part will heludents understand the texT: Please look at the slide show and discuss the quwith your paThen I’ll ask youur work. Are you clear?Wd conta… Examplds Answugar Chocolate or graakes or bananas ChocolaFat CrealaalaFiber Peas or nuPabbage NuabbagPotaaggam HaⅢ ReadingGudd the passage quickly and accurately and meanwhile heluda good habading. Givudents a couplutes to lugh the whole passage. Tell the studad the text silently and then aain ideaxlide show wauragudxdeaFast readingIart audad the text quickland find out the main ideaxt. Then aad the text again carefully to obtadetails. Bading show the tasks and ludents read the taThis text will helave a good understandingxa. The two restaurants supplied the healthy db. The reason why Yong Hui’s restaurant waular with cuWang Pengwei found out why he had luand decided to wback 2. Careful readingT: Nowus to read the text carefully and decide ware true. TalFirst reada. Usually Wang Pengwei’s restaurant was fullle. (T )b. Yong Hui served a balanced diet. ( F)g Hui could make peoplwo weeks by giving them a good diet.(F)d. Wang Pengwei’s cubecame fat after eatingataurant. (T)g Hui’s menu givgy foods.(F )Wang Pengwei’s menu givds containing fiber. (F )g. Wang Pengwei admired Yong Hui’s restaurant wawu. (F )Wang Pengwei decidedg Hui’s menu. (F ) Step ⅣdingBy nowudents have had a further understandingxt. Ludents read the text again and find out the dbetwwo restauraT: Now please read the text again and fillart together with your padisadvantages advantagWang Pengwei’s restaurant Not giving enough foods containing fiber Provide plgy foodg Hui’s restaurant Not giving enough energy foods Providing plber foodsT: Until now we have known what’s wrong with baurant. What dau only eat aaurant?T: You all have aBut what will they do? We willxt period. FacinguWang wasn’t ladness and he didn’t quarrel wHe wlibrary to leaabout healthy eating and madu ban Yong Hui’s menu. Do you think we should follow his example?:T: Now let’s deal wlanguagTurnto page 10, let’s look a:a. Wang Pengwei saaurant feeling very frustrated.Tans thad action “ feeling very frustrated” happened together wain action “sat”. Pay a(v-ing)d ab. Nothing could have been bTlls us that everything has worked out the way you would like. It’s aat we can use in any situaHe couldn’t have Yong Hui getting away with telling people lies!Tans tha t he will pug Hulling lⅤ HomewTll the text. 2. Prepalanguage learning and do Using words and ExWB (Page 49-50)Td period Language studⅠRevudents’ homew2. Audll the texⅡ Word studyThis part is a consolidawordxt. Auddo the exdividuallT: Now pleaur books and turn to page 11. Fillart usingwords which have the saNext activadwwords we have leaxt. I necessary, you candiscuss with your paⅢ GrammarThe students will learn the usage of modal verbs. Faudents clear the fudal verbs, wlaage 12. Then givxamplT: Pleaut allaining modal verbxa. By luwould have all be sold---It indicabilb. His restaurant ought to be fullle.---It indicabilWhat could have happened?--- It indicabild. Nothing could have been better.--- It indicabilg terrible must have happened if Maochang wag to eat was he always did.---It indicates guessingHe could not believ---It indicag. He wonduld glibrad out ---It indicates duHe wouldn’t have Yong Hui getting away with telling people lies!---It indica…Ⅳ HomewReview the rules of word formation and the meanings of modal verb2. Prepare the Using Structure on page 50 by making a dialogue in pairs.The third period ListeningⅠ Revusing structure on page 50.2. Audake a short dialogue in paⅡListening( using language)The students will hear what Wang Pengwei did after leaving YongHui’s restaurant. Audart and answer the quT: OK. We have studied the text and knowaurant supplied a balanced diet. Let’s lape and see howwGo througxt quickly on pag( Play the tape. Students write down the answers andanswers wartners.)T: Now lagain andake sure your answers are riggy-giving Body-building ProtectiveRice Meat FruNoodles Fish vegetablNuts Tofu buⅢ Listening (WB P48)The students will heat a conversation between Hong Mei and the doctor. They are asked to do exercise accordingaT: Dw thaare illu may gu do not ealy. Illowing part, we are going to la dialogue. Honggoingdoctor. Let’w the doctor givadvice. Listen carefully and do the exRed foods: stop (Only a little) Orange foods: be careful( some every day) Gds: go( more every day)Buam, nuts, cads fried in fat Bread, noodlagg, tofu All vegetables( potato, cabbage, carrots..) Step Ⅳ HomewPre-view the reading(2) and reading task on Page 52wded.2. Findation about healthy eatingIThe foudExtensive readingStep ⅠRevw2. Shaaudents have gIⅡ Pre-readingAudadverbs and translaT: Today we are goingdFirst, please look at the blackboard andanslaverba. You are what you eab. An apple a dadoctor awaFirst wealalth.The students discuss waa. 人如其食.b. 一天一个苹果,医生不来找我健康是人生的第一财富Ⅲ ReadingThe puadinglWang Pengwei and Yong Hui and show the students thaver too laange bad eating habits and begin afresh. Aast reading, ludents do the exage 15. Then lawords wdT: Eating health[1][2]下一页。

教学课题：Unit2 HEALTHY EATING Period1.Warming-up and Pre-reading授课课时：1教学目的：1.了解什么是均衡饮食2.了解食品三种分类3.预测课文内容教学重点：1. 了解均衡饮食养成良好的饮食习惯教学难点：1.预测课文内容教学步骤：STEP1：Warming-up1.In Unit1 we have learnt many festivals around the world. Can you list them? Can you tell uswhat we’ll eat in these festivals?Answer: eg: We’ll eat Zongzi in Dragon Boat Festival.We’ll eat turkey in Christmas.目的：回顾上单元的内容同时引出第二单元有关食物的内容。

2.Game:Let’s have a check. Look who knows the most food. We’ll name this food group by group.3.Every one has his favorite food. Garfield like Spaghetti and collar of brawn best. What aboutyou? What food do you like best?Do you know whether you eat a healthy diet or not?4.Proverb:There is a proverb about food: “You are what you eat!” Please choose the best explanation for this proverb.A.You will become what we eat.B. Your health is decided by what you eat.C. You should buy and eat nutritious food.D. What you eat can make you healthy.Answer: B. 吃什么长什么。

Unit 2 Healthy eatingPart 1 Teaching Design第一部分教学设计Period 3 A sample lesson plan for Using Language(COME AND EAT HERE<2>)IntroductionLanguage is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, expressions, structures and topic ideas covered in this unit. Warming up by listening and reading aloud is to be followed by reading and underlining，doing exercises and guided speaking. After the guided writing the period will be ended by students reading more about eating.ObjectivesTo learn more about food and eating from the passage COME AND EAT HERE (2)To learn to use the language by reading, listening, speaking and writingProcedures1. Warming up by listening and reading aloud2. Reading and underliningYou are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook after class as homework.3. Doing exercisesNow you are to do exercises following the text on page 15.4. Guided speaking——Talking with foreigners about Chinese foodSuppose you are showing some American visitors around your city. Tell them about Chinese food.5. Guided WritingIn pairs, discuss what makes an enjoyable Chinese meal. Then make two Chinese menu, the onefrom the south is given below. Make one from North China.An example：Fried eggs with tomatoesIngredients: 4 eggs, 2 tomatoes, 50 gram peanut oil, proper amount of salt, gourmet powder and chopped scallions.Cooking methods:Firstly break the egg shells, put ale egg white and yolk into a bowl and stir them with salt, gourmet powder and the chopped scallions. Secondly wash the tomatoes carefully and cut them into dices of about 4 centimeters. Then put the tomato dices into the mixture of eggs. Finally when the ingredients are ready, put the frying oven on the gas-stove to heat the oil. When the oil is hot enough, pour the egg liquid together with the tomato dices into the oven. Turn over the egg liquid and tomato dices as quickly as you can until the tomato dices are done.This dish has three different colours: red, yellow and green. It is fragrant and delicious with a bit of sour flavour. It is rich in protein and vitamin C.6. Further applying —Acting a text playTurn either one of the two articles into a text play. Rehearse it and play it in front of the class. The play shall last at least 10 minutes.7. Closing down by reading more about eating。

Unit 2 Healthy eating 教案2(COME AND EAT HERE<PART 2>)IntroductionYou are advised to lead in by talking about healthy food. Then help students do exercises on the textbook.Objectives■To learn more about a balanced diet and healthy eating■To let students know how to give suggestions and advice■To have students know how to write an advertisementProceduresI. Warming up1. Ask students in groups to discuss the following questions:1)What food must you eat to have a balanced diet?2) How much should you eat each day?2. Have some students report their ideas and share with the whole class.II. Speaking1. Let students to review the expressions of giving suggestions and advice. Show them on the screen and have students read them aloud. Make su re they understand them. What should we do?Shall we. . .?How about. . .?You must/mustn't. . .I think you ought to. . .Perhaps you should. . .You'd better. . .You need/needn't. . .You have to/don't have to. . .My advice is/would be. . .You might. . .I suggest that you. . .I would strongly advise you to. . .It might be a good idea to. . .2. Suppose the situation: Imagine you are planning to open a restaurantwhich will provide the best local dishes in your area and a balanced diet. In groups discuss how to run the business.3. Give them enough time for their discussion and giving each other sug gestions and advice.4. Ask as many students as possible to present their dialogues to the class.III. WritingAsk students to write a short passage to advertise their restaurant and its service.1. Give them the following hints to help. Show the following on the sc reen. Your writing should:1) explain what kind of food will be offered in your restaurant2) describe their ingredients, flavor, smell and appearance3) explain how they will provide a balanced diet4) explain why your restaurant will provide the best food in the area5) explain how customers will be served2. Ask students to do their writing.3. Let some of them read their writing to the class. Others should give comments.IV. Speaking task1. Ask students to read the following expressions aloud make sure they understand them.I'm not sure that!You could be right, but. . . (I'm afraid)I don't agree.I agree up to a point, but. . .That's an interesting idea, but. . . Do you really think. . .? Rubbish! /Nonsense!You can't be serious!Actually, /As a matter of fact, I think. . .That's not how I see it.2. Let them turn to Page 53 and read the directions. Make sure they k now what to do.3. Ask some groups to present their discussion to the class.Sample dialogue:A: Let's vote for McDonald's. They are good for children and always pro vide a place for them toplay in their restaurant. That's a good idea. They are good value too and children love the chips there.B: No, I don't agree. Look how fat some of the children in this town are! Do we want all the children in this town to be fat when this never used to be a problem! Please keep fatty food away from our child ren. Let's vote against this McDonald's.A: I don't think we should. What about the jobs they will bring and t he people who will comefrom other towns to eat at our McDonald's. Certainly they will be good for business.B: I don't think so. People can just as easily go to other towns. It' s true they come to buy food at McDonald's but they don't always buy other things in the town. They are usually people who are traveling thr ough our town to another place.A: All right. But people need jobs in this town. We have a lot of pe ople who are hunting for jobs.B: Certainly we do. But I know we can build another business that can produce many jobs. So let's vote! Put up your hand if you think we should build a McDonald's in our town! Thank you. Now put up your handif you don't want a McDonald's here. Thank you. Well I think that de cides the matter, don't you?A: Yes, I think so.V. Writing task1. Ask students to turn to Page 53 to read the directions and make su re they know what to do.2. Students write an article describing what they think should be builton the land instead of aMcDonald's restaurant, introduce it fully in words and draw a plan. Remi nd them to be sure of the order of their article:1) describe the new design2) draw a plan3) explain the advantages of their idea3. Ask some students to read their articles to the class. The teacher and others should give comments.Sample writing:An idea for a new libraryMy idea is to build a new library for our community. It will need one large room for the books and one for the employees to rest, have tea and eat their lunch in. It could be a place where people sit and re lax and read some of the books if they want to.This is how I think the library should be designed to let people see the largest number of books.There should be shelves all round the room for people to keep books an d some free-standingshelves in the middle of the room to hold even more. These shelves sho uld be divided intosections so that each book shelf holds a certain kind of book. For exa mple, all history booksshould be organized by date so that people can easily find books theywant.My idea will help improve the education of students in our community. I t will also give the adults an interest and keep their minds active.I hope you will support my idea.VI. Homework1. Finish off the Workbook exercises.2. Review the contents of the unit and complete Summing Up on Page 16.品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。

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Unit 2 Healthy eating教学过程设计方案(一)→Step 1 Leading-inHave a free talk with students. Ask them the following questions:1. Everybody has to eat, but do you eat a healthy diet?2. What do you usually have for breakfast/lunch/supper?3. What kind of food do you like best?4. Why are you so strong/weak/fat/thin? Does it have anything to do with your diet?5. Do you think you are eating a balanced diet?→Step 2 Warming up1. Let students turn to Page 9. Ask them to look at the pictures, name the foods in them and then fill in the form.Healthy food Unhealthy food2. Show the following on the screen. Let students read the question and the information about food in the form below.Do you know that the food you eat helps you grow in different ways?Food that provides energy(e. g. energy-giving food) Food that helps growbones and muscles(e. g.body-building food)Food that helps the body fight diseases(e.g. protective food)rice noodles spaghetti bread potatoes chocolate butter cream oils nuts meat eggs cheesemilktofuMost vegetables(e. g. beans, peas,cucumbers, eggplants, peppers, mushrooms,cabbages)and fruit(e. g. apples, peaches,oranges, lemons)3. Ask students to work in pairs to discuss the following questions and then one of them tells their ideas to the class.Questions:1)Which groups of food do you like best?2)Which do you eat most often?3)Do you eat the three kinds of food each day?3)What will happen to you i f you don’t eat a balanced diet?→Step 3 Pre-reading1. Let students discuss the following question:What do you think should go into a good meal?2. Ask students to imagine they are going to invite some friends for dinner. Let them discuss the question: What special food of your place would you offer them? Then have them plan a menu.3. Let students turn to Page 10, look at the title of the reading passage and the pictures and predict what the passage is about. Then have them read the passage quickly to see if they are right.→Step 4 Read ing1. Fast readingAsk students to skim the reading passage and then answer the following questions:1)Who are mentioned in the story?2)Where did the story happen?Three minutes later, check the answers with the whole class.Suggested answers:1)Wang Peng, Yong Hui and Li Chang.2)It happened in the two restaurants: Wang Peng’s restaurant and Yong Hui’s restaurant.2. Intensive readingAllow students to read the passage carefully this time to understand the main idea of each paragraph and the important details, and then finish the following:1)Choose the best answer to each question according to the text.(1)What did Wang Peng think of the food in his restaurant?A. Very bad.B. Just so-so.C. Unpopular.D. Popular.(2)What did Wang Peng do after he saw his friend Li Chang hurrying by?A. He just sat in his restaurant felling frustrated.B. He did some research.C. He followed Li Chang to see why he didn’t eat with him.D. He began to advertise his food.(3)Which of the following was not mentioned on Yong H ui’s menu?A. Apples.B. Cola.C. Water.D. Cabbages.(4)Which of the following did Wang Peng not do to win his customers back?A. He improved his food.B. He advertised his food.C. He did some research.D. He found the shortcomings of Yong Hui’s food.Suggested answers: (1)D (2)C (3)B (4)A2)Use the information from the reading passage to tick out the correct statements and give reasons for your answers.(1)Usually Wang Peng’s restaurant was full of people.(2)Yong Hui could make people thin in two weeks by giving them a good diet.(3)Wang Peng’s regular customers often become fat.(4)Yong Hui’s menu gave customers more energy-giving food.(5)Wang Peng’s menu gave customers more protective food.(6)Wang Peng decided to compete with Yong Hui by copying her menu.3)The passage can be divided into 3 parts. Give the main idea in each part.Part Main ideaPart 1Part 2Part 33. Reading and discussionRead the passage a third time and then work in pairs to do the following:1)Write out your answers.(1)The weakness of the di et in Wang Peng’s restaurant was that it did not give ______________.(2)The strength of the diet in Wang Peng’s restaurant was that it provided ______________.(3)The weakness of the diet in Yong Hui’s restaurant was that it did not give ______________.(4)The strength of the diet in Yong Hui’s restaurant was that it provided ______________.2)Discuss these questions. Write down your main points and compare them with those of another pair.(1)What do you think Wang Peng will provide to win his customers back?(2)How do you think the story will end?(Let students have enough time to read the passage carefully and discuss the questions with their partners. Encourage them to expand their answers according to their own experiences. )4. ExplanationHelp students analyze some difficult, long and complex sentences and guess the meanings of some new words. Encourage them to try to deal with the language points in the context.Discuss and explain in your own words the following important sentences or parts of sentences taken from the passage.1)Wang Peng sat in his empty restaurant feeling very frustrated.2)Nothing could have been better.3)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.4)He could not have Yong Hui getting away with telling people lies!5)Perhaps with a discount and a new sign he could win his customers back.5. Reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations: sit in his empty restaurant, feel very frustrated, a very strange morning, prepare his menu, by lunchtime, by now, ought to, be full of, be made of, Nothing could be better. , hurry by, follow sb. into. . . , lose weight, be fit, be amazed at, more than, a good meal, get away with, had better, do some research, too much, even though, energy-giving food, feel more hopeful, win. . . back, be on →Step 5 ConsolidationAsk students to talk about the problems with the diet in Wang Peng’s restaurant and Yong Hui’s restaurant in their own words accordi ng to the text. Then let them retell the whole story.→Step 6 Homework1. Learn the useful new words and expressions in this part by heart.2. Read the reading passage again and try to retell the story.设计方案(二)→Step 1 Leading in the topic1. Learning some vocabulary connected with food and diet.2. Identifying different groups of food.→Step 2 Warming up by making a surveyLet students interview their teachers and classmates on their diet and fill in the table.Name Breakfast Lunch Supper Favoritefood The reason for being strong/weak/fat/thin→Step 3 Predicting by looking and discussing1. Look at the pictures and title of the reading passage and discuss in pairs what the passage might be about.2. Two or three students will give their opinions.3. Let them read the passage quickly to see if they are right.→Step 4 Reading1. Give students 2 minutes, and ask them to skim the passage for the general idea of the passage.2. Give students 5 minutes to read the passage carefully, and answer the following questions.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?3. Give students 4 minutes to read the passage a third time. Encourage them to try to deal with the language points in the context. Then let them answer the following questions.1)What does the word “frustrated” mean in Paragraph 1?2)How do you understand the sentence “Nothing could have been better”?3)What does the phrase “get away with” mean?4. Listening and reading aloudPlay the tape of the text for students and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them to read the text aloud to the tape.→Step 5 DiscussionAsk students to work in pairs to discuss and compare the two restaurants. Try to find out the strength and weakness of each to fill in the chart.Wang Peng’s restaurant Yong Hui’s restaurant StrengthWeakness→Step 6 ExtensionLet students think about and discuss the following questions.1)What do you think will happen to Wang Peng’s restaurant?2)In your opinion, what kind of food should we eat?3)Can you make a balanced diet for yourself?→Step 7 Closing down by retelling the st ory1. Have students get prepared in 3 minutes or so and then ask them to retell the story.2. Ask as many students as possible to have a try in front of the class.→Step 8 Homework1. Go over the text and try to learn all the useful words and expressions in this part by heart.2. Finish the exercises in Comprehending on Page 11.板书设计Unit 2 Healthy eatingCome and eat here(1)True or false Key sentences1. Usually Wang Peng’s restaurant was full of people.2. Yong Hui could make people thin in two weeks by giving them a good diet.3. Wang Peng’s regular customers often become fat.4. Yong Hui’s menu gave customers more energy-giving food.5. Wang Peng’s menu gave customers more protective food.6. Wang Peng decided to compete with Yong Hui by copying her menu.1. Wang Peng sat in his empty restaurant feeling very frustrated.2. Nothing could have been better.3. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.4. He could not have Yong Hui getting away with telling people lies!5. Perhaps with a discount and a new sign he could win his customers back.活动与探究As we know from the story, Wang Peng wants to know what’s the matter with his menu and he wonder what he should do to satisfy the demand of the customers who enjoy the taste and also want to keep fit. Suppose you are an expert who knows nutrition very well. Write a research report for Wang Peng to give him some suggestions and advice on diet and make a balanced menu for his restaurant.。

Unit 2 Healthy eating教学目标1. get students be familiar with the new words and expressions: diet, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, slim, curiosity, raw, lie, customer, discount, lose weight, get away with, tell a lie, win…back2. enable students to talk about different kinds of food anda balanced diet3. improve students’reading skills: skimming, scanning and comparison.学情分析The students are familiar with the topic of eating,but they still need to know more about how to have a healthy eating. 重点难点1. enable students to talk about a healthy diet2. ask students to give suggestions教学目标1. get students be familiar with the new words and expressions: diet, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, slim, curiosity, raw, lie, customer, discount, lose weight, get away with, tell a lie,win…back2. enable students to talk about different kinds of food anda balanced diet3. improve students’reading skills: skimming, scanning and comparison.教学重点enable students to talk about a healthy diet学时难点ask students to give suggestions教学活动【教案】Healthy EatingStep 1 Greeting1. Ask students to guess the teacher’s name2. The teacher makes a self-introductionStep 2 Warming upT: ask students what they ate for breakfast and introduce today’s topic : healthy eatingT: show students what the teacher eat for breakfast and put the food into three groupsT: show pictures of lovely food and ask students to find the teacher’s eating problemsStep3 Reading1. How many restaurants are mentioned?2. Are they on a competition or cooperation?3. Divide the passage (5 paragraphs) into 3 parts.At Wang Peng’s restaurant 1At Yong Hui’s restaurant 2-3At the library 4-5Part1Wang Peng’s felt frustrated at the empty restaurant. Was there something wrong with the food? -- Nothing could be better.Wang Peng thought something terrible must have happened, why? Part 2Feeling curious, Wang Peng followed his friend to a new restaurant.What was the situation of the new restaurant? Full of peopleLook at the sign and find out the words that attract customers What kind of customers may show interest in this restaurant? What did the restaurant serve? Take a look at the menu. Wang Peng was amazed at few choices and the prices. Whose price is higher?What’s feeling of Wang Peng.Feeling angry, Wang Peng thought Yong Hui told people lies. What did he want to do?Part 3Wang Peng was surprised to find the weakness of both restaurants.What’s the weakness of both restaurants?With a discount, he felt hopeful to win his customers back..Find out the eye-catching word is Wang Peng’s sign.Step3 Post-readingPractice a dialogueIn order to win his customers back., Wang Peng went to ask suggestions from a food expert.Make a dialogue between Wang Peng and the food expert.精美句子1、善思则能“从无字句处读书”。

Unit 2 Healthy eatingPart 1 Teaching Design第一部分教学设计Period 2 A sample lesson plan for Learning about Language(Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t)IntroductionIn this period students will be first helped by the teacher to warm up by having a dictation. Then they go on to discover useful words a nd expressions and learn about grammar. Some ready used materials for Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t will be offered.ObjectivesTo learn about Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’tTo discover and learn to use some useful words and expressionsTo discover and learn to use some useful structuresProcedures1. Warming up by reading aloud the text COME AND EAT HERE (1)We promote reading aloud to students and by students in order to encourage a love of English books and a d esire to become a fluent English speaker. So Read aloud the text bef ore we learn about the grammar.2. Discovering useful words and expressionsIn pairs do the exercises on page 12. You must finish them in 5 minutes.3. Reading and identifyingRead the text COME AND EAT HERE (1), discovering all the sentences which contain any of the modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t.4. Consolidating by doing exercisesTo consolidate your understanding you will be given 10minutes to go over exercises on page 13. You may just write in your text book. I mean the student’s book you are working by.5. Reading the ready u sed materials for Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t（用原版）1. What are Modal Verbs?Modal auxiliary verbs help other verbs express a meaning or an idea but have no meaning by themselves. In English, modal auxiliary verbs are defective; for example, they do not have participle forms (no -ing or -ed endings).They are used in a variety of grammatical moods such as the conditional mood, which expresses uncertainty ("I would be delighted if you came to my party").Modal auxiliary verbs are special verbs which behave very differently from normal verbs. Next are some important differences.2. Modal verbs do not take "-s" in the third person.EXAMPLES:He can speak Chinese.She should be here by 9:00.3. You use "not" to make modal verbs negative, even in Simple Present and Simple Past.For reference: （用原排版）have (got) to necessity, impersonal, not for personal feelings, but f or a rule or situation. If you are unsure whether to use must or have to, it is usually safer to use have to.e.g. I have to get up early tomorrow to catch the train to the office.must not prohibition (negative order)e.g. You must not leave the table until you have finished your dinner.need as a normal verbe.g. Do you need me to help you? in questions (less usual)e.g. Need you make so much mess?needn’t not necessary to do something (unusual) e.g. You needn’t come to the party if you don’t want to.don’t need to not necessary to do something (more used than needn’t)e.g. You don’t need to come t o the party ifyou don’t want to.6. Closing down by doing a quizModals and Related Expressions1. Ted's flight from Amsterdam took more than 11 hours. He_____ be exhausted after such a l ong flight.A. mustB. canC. had better2. The book is optional. My professor said we could read it if we needed extra credit. But we _____ read it if we don't want to.A. can notB. must notC. don't have to3. Susan_____ hear the speaker because the crowd was cheering so loudly.A. couldn'tB. can'tC. might not4. The television isn't working. It ______ damaged during the move.A. must have beenB. mustC. must be5. A_____ hold your breath for more than a minute?B: No, I can't.A. Are you able toB. Might youC. Can you6. You _____ be rich to be a success. Some of the most successful peopleI know haven't got a penny to their name.A. can'tB. don't have toC. shouldn't7. I've redone this math problem at least twenty times, but my answer is wrong according to the answer key. The answer in the book _____ be wrong!A. have toB. mustC. should8. You _____ do the job if you didn't speak Japanese fluently.A. can'tB. won't be able toC. couldn't9. You _____ worry so much. It doesn't do you any good. Either you getthe job, or you don't. If you don't, just apply for another one. Eventually, you will find work.A. shouldn'tB. don't have toC. can't10. You _____ be kidding! That can't be true.A. shouldB. have toC. ought to11. You _____ leave the table once you have finished your meal and politely excused yourself.A. wouldB. mightC. may12. _____ we move into the living room? It's more comfortable in there and there's a beautiful view of the lake.A. ShallB. MustC. Will13. If I had gone white water rafting with my friends, I _____ down the Colorado River right now.A. would have floatB. would be floatingC. would float14. At first, my boss didn't want to hire Sam. But, because I had previously worked with Sam, I told my boss that he _____ take another look at his resume and reconsider him for the position.A. mustB. ought toC. has to15. You _____ take along some cash. The restaurant may not accept credit cards.A. had betterB. has toC. can16. The machine _____ on by flipping this switch.A. may turnB. could be turningC. can be turned17. I can't stand these people - I _____ get out of here. I'm going to take off for a while you get rid of them.A. mightB. have got toC. had better18. You _____ forget to pay the rent tomorrow. The landlord is very strictabout paying on time.A. mustn'tB. don't have toC. couldn't19. Terry and Frank said they would come over right after work, so they _____ be here by 6:00.A. have toB. canC. should20. The lamp _____ be broken. Maybe the light bulb just burned out.A. might notB. must notC. could notKeys: 1-5 BCAAC 6-10 BBCBA 11-15 CABBA 16-20 VBACA。

精美句子1、善思则能“从无字句处读书”。

读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。

读大海，读出了它气势磅礴的豪情。

读石灰，读出了它粉身碎骨不变色的清白。

2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。

幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。

幸福是“零落成泥碾作尘，只有香如故”的圣洁。

幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。

幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。

幸福是“人生自古谁无死，留取丹心照汗青”的气节。

3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。

4、成功与失败种子，如果害怕埋没，那它永远不能发芽。

鲜花，如果害怕凋谢，那它永远不能开放。

矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。

蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。

航船，如果害怕风浪，那它永远不能到达彼岸。

5、墙角的花，当你孤芳自赏时，天地便小了。

井底的蛙，当你自我欢唱时，视野便窄了。

笼中的鸟，当你安于供养时，自由便没了。

山中的石！当你背靠群峰时，意志就坚了。

水中的萍！当你随波逐流后，根基就没了。

空中的鸟！当你展翅蓝天中，宇宙就大了。

空中的雁！当你离开队伍时，危险就大了。

地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。

朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。