Teaching Aims and Demands
1.Words and Phrases
Four Skills: stomach fever ought to examine plenty of diet keep up with make a right choice short of fit gain now and then.
2.train the students’ listening ability.
3.develp the students’ speaking ability by describing, talking and discussion.
Three Skills:
energy soft bar fuel chemical balance tasty boil mixture
Spoken English:
In the clinic / seeing a doctor:
What’s wrong with you? What’s the matter with you?
Lie down and let me examine you.
Let me have a look.
Where does it hurt?
Drink plenty of water and get some rest.
I’ve got a pain here. This place hurts.
There’s something wrong with back/my knee/my arm.
I don’t feel well.
Grammar:
Use of Language:
1. Master the function use of language as defined above.
2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.
Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.
Important points:
1. Talk about different kinds of food that one favorite.
2. Learn the basic knowledge of healthy eating.
3. Learn how to say in the clinic.
4. Grasp the language points and grammar in the text.
Difficult points: The use of modal verbs --- had better, should and ought to.
Teaching aids: computer or slider-projector
Way of Teaching: Communication way of teaching, discussion and group work.
PERIOD 1
Teaching aims and demands
1. Aims of knowledge:
Learn and master the phrases
2. Ability aims:
1. Train the students’ listening ability.
2. Develop the students’ speaking ability by describing, talking and discussion.
3.Moral aims:
Teaching important point:
1. Train the students’ listening ability.
2. Master the new phrase, sentence patterns and everyday English and make the students be free to talk about their favourite food and give reasons for their decisions.
Teaching difficult point:
1. How to improve the students’ listening ability.
2. How to finish the task of speaking.
Teaching methods:
1. Listening and answering activity to help the students go though will the listening material.
2. Individual, pair or group work to make every student work in class.
Teaching steps:
Step 1 Warming-Up
First show the students some pictures of dishes and so to introduce the topic of this unit.
And then show the pictures on their textbooks and let them to decide what is junk food and what is not.
Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.
Step 2 Listening
Let the students listen to the tape and be prepared to answer the questions below.
Step 3 Speaking
Show the students the three situations as on P2. Then ask the students to prepare a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue
After that list the useful expressions in their dialogue.
Language points:
1. Does Mike have a fever?
fever
發燒,發熱;熱度;狂熱,高度興奮
He had a slight fever. 他有點發燒。
Everyone was in a fever of excitement. 所有的人都興奮之極。
Feverish a.1. 發熱的,發燒的 2.狂熱的,興奮的
You're a bit feverish, you should go to bed. 你有點發燒,你該上床去。
They worked with feverish haste to finish the job.
為了完成此事他們以狂熱的速度工作著。
2.My left arm is broken. It really hurts.
hurt
vt.1. 使受傷 2. 使疼痛 3. 傷...的感情;使(感情)受到傷害 4. 損害,危害
vi.1. 疼痛n.1. (精神上的)創傷 2. 傷;痛
No one was seriously hurt in the traffic accident.
在這次交通事故中沒有人受重傷。
The tight shoe hurt my foot. 這只鞋太緊,把我的腳擠疼了。
He inadvertently hurt her feelings. 他無意中傷了她的感情。
The scandal hurt the government's image badly.
這丑聞嚴重損害了政府的形象。
My right leg hurts. 我右腳疼。
It was a real hurt to her vanity. 這對她的虛榮心真是一個打擊。
The massage made the hurt go away. 按摩使疼痛消失了。
3. ---What's the matter?---I have a pain here.
Ask the patient what is wrong and give him some advice.
What's the matter 怎么啦？有什么毛�。�
pain
n.1. 疼痛;痛苦 2.辛苦,努力[-s]
vt.1. 使煩惱, 使痛苦 2. 使疼痛
vi.1. 引起疼痛, 感到疼痛
The death of her son gave her infinite pain. 她兒子的去世使她悲痛欲絕。
She has a pain in her stomach. 她胃痛。
No pains, no gains. 不勞則無獲。
It pained me to see my child suffer like that.
看到我的孩子受這樣的罪,我心里非常難過。
My arm is paining. 我手臂疼痛。
4.Was the peach ripe or green? You ought to be careful with fruit.
ought to
1.應當,應該 2. (表示可能性、期望)該
Students ought to study hard.
學生應該努力用功。
You ought to read his novels.
你應該讀讀他的小說。
It ought to be a fine day tomorrow.
明天該是好天氣。
careful
a.1. 仔細的;\小心的
2. [(+of/about/with)][+to-v][+v-ing][+Wh-][+(that)]
John was careful not to say anything about this to her.
約翰小心翼翼,避免向她提及此事。
Be careful with the dynamite.
當心這炸藥。
A good writer is careful about details.
凡是優秀作家都重視細節的描寫。
I am always careful when crossing a street.
我過馬路時總是很小心的。
5.You'd better get some rest.
had better
(勸告、建議說)最好做某事;比較有用的辦法是...
否定、疑問、反意問句的使用.
6.I advise you not to eat fruit that isn't ripe in the future.
advise
vt. 勸告,忠告[(+sb+todo)][+doing][+that+(should)do]
We advised her that she (should) wait.
我們勸她等。
We advised him not to act in haste.
我們勸他不要匆忙行事
7.Lie down and let me examine you.
examine
vt.1. 檢查;細查;診察 2. 審問;盤問[(+on)] 3. 測驗[(+in/on)]
The doctor examined the boy and found there was nothing the
matter with him.
醫生檢查了男孩的身體發現他是健康的。
The lawyer examined the witness.
律師訊問了證人。
The teacher examined the students in physics.
教師考學生物理。
8.Drink plenty of water and get some rest.
plenty
n.豐富;充足;大量[(+of)]
He has plenty of humorous stories to tell.
他有許多幽默故事可講。
Holmes and he had plenty in common.
他與福爾摩斯有許多共同之處。
Step 4 Homework
In this class we’ve done some listening and that food we eat is healthy food and which food is junk food .Of course we’ve also learned some useful phrase .I hope you can master them after class preview the reading material “we are what we eat”. So much for today. Goodbye, everyone.
Prepare for the next class.
Collect some menus if possible for the next class.
The design of the writing on the blackboard
Unit 13 healthy eating
The first period
All the time, have a fever, be careful .in the future, advise sb. To do sth.
PERIOD 2
1.Aims of knowledge:
Learn and master the phrases
2.Ability aims:
1．Train the student’s reading ability.
2．Develop the students’ speaking ability by describing, talking and discussion.
3. Moral aims:
Enable the students to understand the best way to make sure that we will fell and look fine is to develop healthy eating habits by learning the reading text.
Teaching important points:
1. Improve the student’s reading ability.
2. Master the following phrase: keep up with, too much, make choices, be harmful to, lose weight, be prepared for.
Teaching difficult points:
How to make the students understand the reading material better and answer some questions on the passage.
Teaching steps:
Step 1 Introduction
Yesterday we learned something about food. And we’ve3 known what food we eat is healthy food and what food is junk food. Who can give us an example? You try, please.
Using the questions on P3 to introduce the new text.
Step 2 Fast-reading
1.What does the “fuel ” mean in the first paragraph?
(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)
2.What do we have to consider when we choose to buy or eat?
(What kinds of nutrients that the foods contain.)
3.What made our eating habit changing?
(Many things: what people believe, advice from companies and stores.)
4. How can we feel and look fine?
(We ought to learn about our body and the fuel it needs to keep fit.)
Explain the language points if necessary.
Step 3 Carefully-reading
How many parts can be divided into?
(Three parts.)
What’s the main idea of each part?
(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)
Step 4 Talking
Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.
Step 5 Homework
PERIOD 3
Language points
1.Our eating habits have changed, as has our way of life.
as+倒裝句
...也一樣,即...and our way of life too.
2.If we want to keep up with the high pace of modern life, we’d better
make the right choices about what and how we eat.
keep up with
1. 跟上 2. 和...保持聯系
They walked so fast that I could not keep up with them.
他們走得那么快,我沒法跟上。
She has kept up with some of her friends since her retirement.
她退休后一直同一些朋友保持著聯系。
3.Some nutrients help build our body and make it stronger.
build
vt.1. 建筑; 造 2. 建立;發展;增進[(+up)]
4.Fish, meat and beans contain a lot of protein.
contain
5.Other nutrients help keep our body functioning well.
function
n.[C] 1. 功能,作用 2. 職務,職責
vi.1. (機器等)工作,運行 2. 起作用[(+as)]
The teacher did not explain its grammatical function.
老師沒有解釋它的語法功能。
What is his function on the committee?
他在委員會里擔任什么職務?
The refrigerator is not functioning well.
冰箱有點問題。
The sofa functions as a bed at night.
這沙發在夜里可以當床。
6.Vitamins help our body fight disease.
fight
vt.1. 與...作戰;與...斗爭
fight with 和...斗爭;fight for 為爭取...而斗爭
7.But the choice we make are not just about nutrition..
not just
同not only
8.Many people make their choices about eating habits based on
what they believe.
based on
9.Organic vegetables are those that are grown without chemicals that
can be harmful to human beings or the environment.
chemical
a.1. 化學的, 化學上的,化學用的 n.1. 化學制品;化學藥品[C]
He devoted his life to chemical research.
他一生從事化學研究。
He is experimenting with a new chemical.
他正在實驗一種新的化學制品。
be harmful to
對什么有害(also 'do harm to')
Smoking is harmful to health.
吸煙有害健康。
10.Because we have so much to choose from, many companies offer advice about what we eat.
to choose from
11.It is probably better if we spend our time and money on buying keeping a balanced diet.
probably
ad. 大概,或許,很可能（比可能性大，而且常有一定依據）
He will probably refuse the offer.
他很可能會拒絕這一提議。
spend
spend...(in)doing; spend...(on)doing; spend...on/for sth
12.The same goes for 'crash diets' that some companies say they will make us lose weight fast.
go for
適合于；對...適用
What he said about you goes for me too.
他關于你的一席話對我也適用。
lose weight
體重減輕
I think she might have lost a bit of weight.
我想她體重可能減輕了一些。
長胖 put on weight; gain weight
13.We ought to learn more about our body and the fuel it needs to keep fit.
fit
此處：健康的;強健的
You look very fit, Mike.
麥克,你看上去很健康。
14.Only in this way will we be ready for the challenges and opportunities in life.
Only in this way will we...
only+狀語放在句子開頭要引起主句倒裝
Only when you grow up will you understand the importance of learning.
Only then could he thought of me.
15.Sugar is bad for your teeth and can make you gain weight.
be bad for
對什么有害
be bad for 對什么有好處
be good/bad to 對某人好/不好
18.You have a bit of a fever.
a bit
有點
在修飾名詞時要加of
Period 4
Teaching aims:
1.aims of knowledge:
1. Review the words learned in the last two periods.
2. Learn and master modal verbs:
had better, should, ought to
3.Ability aims:
1.How to guess the missing word according to the given sentence.
2. Let the students learn how to give advice or opinion about something, especially master how to use “should, ought to, had better and their negative forms” to give advice.
Teaching important points:
1. How to guess the missing word according to the given sentence.
2. Let the students learn how to give advice or opinion about something, especially master how to use “should, ought to, had better and their negative forms” to give advice.
Teaching difficult points
How to correctly use “should, ought to, had better and their negative forms” to give advice.
Teaching procedures:
Step 1 Revision
Check the homework.
Step 2 Grammars
First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.
Step 3 Consolidation
(1) Finish the exercise on P5 and on P74
(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought (not) to, should (not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.
1.give advice that will really help the person.
2. be polite and sincere
at last get the students to finish the following practice.
Step 4 Homework
Finish the exercise 3 on P74 in the students’ workbook.
PERIOD 5
Teaching aims;
1. Aims of knowledge:
1>Review the useful expressions learnt in this unit by making sentences with them.
2>Review how to use some Modal verbs to give advice or opinion about something.
2.Ability aims:
Let students know how to write recopies for their favourite dishes by reading “SNACKS” and two examples of recipes.
Teaching important points:
1. How to master Modal verbs
-had better, should, ought to
2. How to let the students understand the text “SNACKS” better and learn to write a recipe.
Teaching difficult point:
How to improve the students’ integrating skills.
Teaching procedures:
Step 1 Revision
Let some students read their reply to the letters on P74.
Step 2 Pre –reading and Reading
As we all know, people have to have food in order to live in our country, corn and wheat are the main crops in the north, while rice is the main food in the south. In western countries, bread is very important. Bread to western is just like rice to Chinese in the south. It is westerners’ most widely eaten food and is often called “the staff of life”. But in actual life, sancks are3 also very important for Chinese and foreigners. Do you often eat snacks?
Read the text on P6 and then get the students to find the main idea of it (Snacks is also important. we need to learn something about snacks and the way to prepare it.)
Language points:
1. Even if we choose nutritious food for our main meals, we probably still need to refuel now and then.
Even if
同even though，即使；盡管
now and then
同a little now and a little then; every now and then，有時候
2. Most fruits are naturally sweet and we can eat them just the way they are.
just the way thay are
意同in the way that they are
3.There are many recipes for simple and healthy snacks that taste great
and keep us going.
taste
Step 3 Writing
Ask the students to work in pairs to write the recipe for their favourite dish.
We may first give the tips on P7 as a guide.
Step 4 Discussions
First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?
What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)
Step 5 Homework
Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.
RECORD AFTER TEACHING
4>workbook
1>May I take your order, please?
take your order
[用法]餐館常用語，order：叫(菜或飲料)
2>What do you recommend?
recommend
[用法]vt.1. 推薦,介紹[(+as/for)]
Can you recommend me some new books on this subject?
你能推薦一些有關這個學科的新書給我嗎?
3>A hamburger is a dish while the others are not.
while
[用法]而，強調對比關系
4>You should avoid eating vegetables that are grown with too many chemicals.
avoid
[用法]避免，后接ing形式
5>You must pass your driving test next time you take it.
next time
[用法]連詞用法
6>There is a species of inactive people, namely the 'mouse potato.'
namely
[用法]ad. 即,那就是
[舉例]Only one person can answer the question namely you.
只有一個人能回答這個問題,那就是你。
7>The best source for calories is carbohydrates.
source
[用法]n.[C]1. (河的)源頭;水源 2. 根源;來源 3. 提供消息(或證據)者;消息(或證據)來源 4. 出處;原始資料
[舉例]Do you know the source of Amazon River?
你知道亞馬遜河的源頭嗎?
They are required to publish the sources of their campaign funds.
他們必須公布自己競選經費的來源。
The news comes from a reliable source.
這消息來自一位可靠人士。
The library has quantities of reference sources.
該圖書館藏有大量可供參考的原始資料。
8>A healthy diet should include a variety of food, most of which should be rich in nutrients.
include
variety
be rich in
[用法] 富于...的,有很多...的
[舉例]The country is rich in resources.
這個國家資源豐富。
9>Vegans do not eat or use any animal products.
product
[用法]n.[C]產品,產物;產量;出產
[舉例]They came here in search of new markets for their products.
他們來此為他們的產品尋找新市場。