新编大学英语第二版教案book2 unit6 food
最新Unit 6 Food新编大学英语第二版第二册课文翻译
Unit 6 FoodFood and Culture[1] We all have ideas about what kinds of foods are good to eat. We also have ideas about what kinds of foods are bad to eat. As a result, people from one culture often think the foods that people from another culture eat are disgusting or nauseating. When the famous boxer Muhammad Ali visited Africa, for example, one member of his group became quite sick when he saw someone pick up a butterfly and eat it. Many people would find it disgusting to eat rats, but there are forty-two different cultures whose people regard rats as appropriate food.[2] Some people in Africa think African termites make a delicious meal. Many other people would probably be sick if they had to eat termites, but one hundred grams of termites contain more than twice as many calories and almost twice as much protein as one hundred grams of cooked hamburger.[3] However, food likes and dislikes do not always seem related to nutrition. For example, broccoli is first on a list of the most nutritious common vegetables, but it is twenty-first on a list of vegetables that Americans like most to eat. Tomatoes are sixteenth on the list of most nutritious vegetables, but they are first on the list of vegetables that Americans like most to eat.[4] But dislike is not the only reason why some cultures will not eat a certain food. In some cultures, certain foods are taboo. Taboo is a word from the language of the Fiji Islands that is used to describe something that is forbidden. Some foods are taboo in certain religions, but there are also other food taboos that are not connected to a religion. We do not usually think about why certain things are taboo in our culture. We may not even know why they are taboo. Anthropologists try to discover the hidden reasons for taboos. For example, the sacred cows of India are well known. Cows can go wherever they want to in the streets of India, and they can eat anything they want from the supplies of the foodsellers on the street. As a result, the cows are a problem. However, no one in India will kill them or eat them. It is taboo to do so. This custom seems strange to other people, but anthropologists believe that there are reasons for it. First, cows are valuable because the farmers need them to help plow their fields. Second, cow manure is used as a fertilizer on the fields. In India, many farmers cannot afford to spend money on fertilizer. Third, the cow manure can be dried and burned to make cooking fires. Therefore, farmers that kill their cows for meat soon find that they cannot plow or fertilize their fields or make a cooking fire.[5] Another example is that Americans do not eat dogs, although people from someother cultures regard them as good food. In the United States, dogs are very important to people as pets. They are usually regarded as part of the family, almost like a child in some cases. In addition, dogs have value as protection against criminals. Thieves will not usually enter a house where there is a dog because the dog will bark and possibly attack a stranger who is trying to get into a house. Apparently, the dog's place in society as a companion and as protection against criminals makes the dog taboo as food.[6] The taboo against eating pork occurs in more than one culture. There is some evidence that some ancient Egyptians did not eat pork. The ancient Israelites also regarded pork as taboo. One explanation for the pig-eating taboo is that pork that is not cooked sufficiently may spread a disease called trichinosis. However, most people no longer think that this is a good explanation for the pork taboo. Another explanation is that the Israelites were nomads—they were always moving from place to place. People have to stay in one place to raise pigs. The Israelites did not want to stay in one place because they did not want to change their culture. As a result, they did not eat pigs.[7] Anthropologists believe that most food likes and dislikes are a result of the ways of life of different people. Some people live in areas where there are both large animals and many insects. It is difficult for these people to kill large animals, and it requires a lot of energy. It is easier for them to use insects for food because it is not difficult to catch insects and it does not require a lot of energy. Nomadic people who move around will not want to keep pigs for food. People will not eat pets such as dogs. Americans eat a lot of beef because there is plenty of land for raising cattle and their meat can be shipped cheaply for long distances by railroads.饮食与文化1 对于什么样的食物好吃，我们都有自己的主见。
新编大学英语2教案
教学目标：1. 理解并掌握课文中的重点词汇和短语。
2. 分析并理解课文的主题和作者的观点。
3. 培养学生的阅读理解能力和批判性思维能力。
4. 培养学生的口语表达能力和写作能力。
教学重点：1. 词汇和短语：time, moment, happy, unhappy, realize, understand, etc.2. 主题：婚姻与自由的关系。
教学难点：1. 理解课文的主题和作者的观点。
2. 培养学生的阅读理解能力和批判性思维能力。
教学过程：一、导入1. 利用多媒体展示与课文相关的图片，激发学生的学习兴趣。
2. 提问：同学们，你们知道什么是婚姻？婚姻与自由有什么关系？二、新课导入1. 学生自主阅读课文，了解课文内容。
2. 学生分享阅读心得，教师引导学生总结课文主题。
三、词汇讲解1. 教师讲解课文中的重点词汇和短语，如time, moment, happy, unhappy, realize, understand等。
2. 学生跟读，巩固词汇。
四、课文分析1. 学生分组讨论，分析课文的主题和作者的观点。
2. 教师总结学生的讨论结果，引导学生理解课文的深层含义。
五、拓展活动1. 学生分角色朗读课文，提高口语表达能力。
2. 学生根据课文内容，进行角色扮演，展示自己对课文的理解。
六、写作训练1. 学生根据课文主题，写一篇短文，表达自己对婚姻与自由关系的看法。
2. 教师批改学生作文，给予反馈。
七、总结1. 教师总结本节课的教学内容，强调重点和难点。
2. 学生回顾本节课所学，提出疑问。
教学反思：本节课通过导入、新课导入、词汇讲解、课文分析、拓展活动、写作训练等环节，帮助学生理解课文内容，掌握重点词汇和短语，培养学生的阅读理解能力和批判性思维能力。
在今后的教学中，我将进一步关注学生的个体差异，提高教学效果。
Unit 6 Food新编大学英语第二版第二册教案
Unit 6 FoodUseful InformationFood is a basic necessity, so every culture has important norms and customs related to it. Ever since they adopted settled lifestyles centuries or millennia ago, most cultures have emphasized daily meals in households or family units. Some members provide the food, some members prepare the food, and all members must eat. The providers and the preparers may not be the same, depending partly on gender roles and specialization. And the status of individuals in the eating process may not be the same, depending partly on their age and gender, and whether the household contains servants or guests. Servants rarely eat with others, while honored guests may be wined and dined like visiting royalty. Elders and males may also be treated ceremonially.Formal meals may take hours in some cultures or households, while in others people may eat hastily while traveling to their next destination on foot or by car. Some people eat while working or use eating as a form of recreation. In most cultures the feeding of friends, relatives, and others is a way of meeting, socializing, entertaining, and showing respect. Some cultures permit or encourage the use of alcoholic or caffeinated beverages with food, while others discourage or even prohibit this. Most cultures have food preferences and food taboos, so they find different ways to achieve balanced diets.Eating away from home in restaurants, taverns, inns, or hotels has long been an option in most cultures, but the variety of these choices is rapidly increasing today as the fast pace of modern life encourages more people to “eat on the run”. This also tends to blur the traditional distinction between providers and preparers of food, especially in families where both parents work full-time outside the home. In such cases both parents may eat out at noon, the children may eat at school, and anyone may pick up pizza or hamburgers on the way home or phone for pizza to be delivered. In the U.S., Chinese restaurants do a big take-out business and microwa ved “TV dinners” are very popular. Some busy families rarely eat formal meals together, even when they all eat at home. Refrigeration has also changed eating habits, and “raiding the refrigerator” is often a substitute for preparing meals. As eating habits have changed, table manners have tended to decline, though proper etiquette is still needed on formal occasions.Mealtimes differ considerably from culture to culture or from household to household. In agrarian cultures rural families tend to eat their first two meals earlier in the day, while in industrial cultures urban families often have them later. The time of the third meal depends on several factors such as whether there is a nap after lunch and whether food or beverages are typically consumed in the mid-to-late afternoon as snacks or social events.In some cultures “tea” in the afternoon is almost a fourth meal. Some people have their supper in the late afternoon or early evening, while others may have it in the mid-to-late evening. For some people the second meal of the day is the largest, while for others the third meal is the largest. This causes considerable confusion as to whether lunch or supper is more appropriately referred to as “dinner.” Further confusion is caused by people who skip brea kfast and others who prefer “brunch” instead. Brunch is especially popular on weekends, when it may last from mid-morning to early afternoon.The biggest recent change in eating habits and food-related lifestyles is the advent of fast food. This permits many people to eat conveniently away from home, or to bring food home to eat without having to prepare it. But it also makes family-style meals less likely to be, and it is not always very nutritious. The clever marketing of fast food such as McDonald’s ha mburgers and KFC (Kentucky Fried Chicken) may cause some youngsters to dislike their parents’ cooking and some college students to dislike the more nutritious food available on campus. Eating fast food while driving is also a cause of traffic accidents. So ciologist George Ritzer uses the metaphor of “McDonaldization” to criticize the entire cultural trend toward standardized pre-packaged products which can be quickly consumed. He claims the quality of life is diminished by what he calls the “McDonaldization of society,” and that we should voice our protest by eating in local “mom and pop” restaurants rather than patronizing national or international fast-food chains. Despite Ritzer’s advice, McDonald’s and other fast-food chains are probably here to stay. They are getting more similar to one another all the time, with hamburger chains offering chicken, chicken chains offering hamburgers, and all of them offering milk shakes and fries.Nutritionists have been warning that the typical fast-food diet is unhealthy if eaten too often. Consequently, some of the fast-food chains, such as McDonald’s, are now including healthier options for their customers along with the traditional hamburgers. Various healthy salads are now appearing on the menu boards, along with low fat salad dressing options. For children, fresh apple slices with a low fat caramel dipping sauce can now be chosen in the place of French fries in the children’s meal, and apple juice or low fat white and chocolate milk can be chosen instead of a cola. Bottled water also can now be purchased instead of a soft drink if one so chooses. Most people believe that this trend of healthier eating will continue.Part One Preparation2. How Much Do You Know about Food?1. A2. B3. C4. C5. B6. A7. C8. B9. C 10. A3. Comparing DietsSTEP ONESamples1) --This is not a healthy diet. First, he eats too much. Second, he has too much sugar, which may change into fat and accumulate in the body.--This is generally speaking a healthy diet. Apart from the fact that the food is too much for a 10-year-old boy, his diet includes most of the nutrients necessary for a healthy body.2) Diet of a 10-year-old Chinese boy on a typical day:Breakfast: one or two pieces of bread, one egg, a cup of milk, etc.;Lunch: rice, fish or meat, vegetables, etc. (or noodles);Supper: rice, fish or meat, vegetables, soup, etc.;Snacks during the day: some fruit, candies, chocolates, drinks, etc.3) Differences between the British boy and a Chinese boy:A. The British boy eats a wider variety of things.B. The British boy eats much more than a Chinese boy.STEP TWOSamples1) Different DietsAt school:Student ABreakfast: two steamed rolls (or baozi), some porridgeLunch: rice, fish or meat, some vegetablesSupper: rice, fish or meat, some vegetables; noodles; or jiaozi (dumplings)Snacks during the day: an apple or a pear, some biscuitsStudent BBreakfast: a cup of milk, one boiled egg, some rice cakesLunch: rice, fish or meat, some vegetablesSupper: rice, fish or meat, some vegetables; noodles; or jiaozi (dumplings)Snacks during the day: some biscuits, cookies, or cakes, some preserved fruit.At home (for both):A much wider variety of foods like seafood, more snacks, more fruit, etc.2) Advice on the improvement of the diet:A. Student B should have some fruit every day; otherwise the lack of vitamin C may cause sickness.B. Student A should drink some milk every day, since milk provides certain minerals, vitamins, etc., which are necessary for a healthy body.C. Both students should add some variety in their diets, because different foods contain different nutrients the body needs. Besides, their diets at school and at home shouldn’t be too different.Part Two Reading-Centered ActivitiesIn-Class ReadingI. Pre-ReadingSamples:1. ― I like fresh fruit, vegetables, pork, seafood, all kinds of nuts, etc.. I don’t l ike beef, lamb, chicken and pickles.― Although I’m not a vegetarian, I like vegetables and fruit most. I eat a lot of them. I also like seafood because I was born in a city on the coast. I’ve been exposed to seafood ever since my childhood. I don’t eat me at, any kind of meat.2. ― The reason why I eat certain foods or don’t eat certain foods is simple: taste. In other words, I eat what tastes good, and don’t eat what doesn’t. But there is one exception. I’ve never tried snake because I’m scared by the c reature. The mere mention of the word “snake” makes my skin crawl.― I think our eating habits were formed at home when we were very young. For example, my mother is an excellent cook, especially good at cooking seafood and vegetables. I ate a lot of them at home. Gradually I’ve become used to this diet.3. Yes. People in Guangzhou eat rats, snakes and many other birds or animals. It is said that they eat anything with 2 legs except human beings and anything with 4 legs except tables. Although it is an exaggeration, it shows they really eat a wide range of things. Many people think that’s strange because rats and snakes are nauseating. I also find eating raw fish strange, because I think raw fish contains a lot of bacteria.II. Passage ReadingWords, Phrases and Grammatical Points1. be sick (l.5), vomit, nauseate (l.3)“Be sick” can mean “feel ill as if one is going to vomit”.e.g. She was sick after she ate too much chocolate.Lucy felt sick (= felt likely to vomit) the morning after the party.Other uses include: airsick, carsick, seasick.“Nauseate” comes from the word “nausea” which means “a feeling of illness in the stomach, often making one feel as if one is going to vomit.” It’s a formal word and often used in passive form.e.g. He is nauseated by the smell of meat cooking.“Vomit” means “bring food or drink up from one’s stomach through one’s mouth, because one is sick.”In spoken English, “be sick” is more often used to mean “throw up all the contents in the stomach through the mouth” than “be generally ill”.e.g. If one eats too many sweets one will be sick.The more formal word in British and American English is “vomit”, and the less formal expression is “throw up”.Compare: be sick of … (=be very annoyed about…) 对……感到厌烦的e.g. I’m sick of the way you’re behaving.2. The term “sacred cow” (l. 23) is also used derogatorily to refer to an idea, practice, etc. that is so much accepted that not even the slightest doubts about it are allowed.e.g. I) The need for secrecy has become a kind of sacred cow.II) They did not dare to challenge the sacred cow of parliamentary democracy.2) ―When I see people eat things I don’t like, my first reaction is disgust. I just can’t understand how people can eat such nauseating things. Sometimes I feel that people are cruel when they eat some animals which are a help to human beings.―I don’t mind what other people prefer eating. People can have different likes and dislikes in different aspects. Nowadays a variety of foods are available in most places of the country and people can have a good choice. Many of us even enjoy foods from other countries. But we have to think about our environment as well as health before eating. Sars has already taught us a good lesson in eating.Vocabulary1. 1) common 2) appropriate 3) forbidden 4) supplies 5) related 6) evidence 7) requires 8) raise 9) spread 10) sufficiently2. 1) disgusting 2) habit 3) insects 4) reasonable 5)relatively6) animals 7) harvested 8) grow 9) nearly 10) other11) altogether 12) consumed 13) avoided 14) popular 15) offers16) served 17) would 18) enjoyed 19) considered 20) reject3. 1) G 2) F 3) B 4) C 5) H 6) E 7) I 8) D 9) A 10) JTranslation1. We regard him as one of the best players in the game.2. The scientist picked up those little pieces of rock and carefully put them into a box.3. The population of China is almost five times as large as that of the United States.4. The reason why grass is green was once a mystery to the little boy.5. She was standing by the window, apparently quite calm and relaxed.6. Profits have declined as a result of the recent drop in sales.7. She put on dark glasses as a protection against the strong light.8. He could no longer be trusted after that incident.Part Three Further Development1. Jokes and Riddles about FoodTask One1) Pear. 2) Mushroom.2. Food Proverbs1) d: Half a loaf is better than none. 有一点总比没有好。
新编大学英语第二版教案book2 unit6 food
sentence study
1. For example, broccoli is first on a list of the most nutritious common vegetables, but it is twenty-first on a list of vegetables that Americans like most to eat. (Line 12) 2. There is some evidence that some ancient Egyptians did not eat pork. (Line 47)
我想尝尝地方特色食品。 我想尝尝地方特色食品。 请给我菜单。 请给我菜单。 我可以点餐了吗？ 我可以点餐了吗？ 餐厅最特别的菜是什么？ 餐厅最特别的菜是什么？ 你的牛排要如何烹制？ 你的牛排要如何烹制？
全熟( 全生) Well done (medium/rare), please. 全熟(五分熟 / 全生)。
她是在哪儿长大的？ 她是在哪儿长大的 长大
Where was she raised? Raising that kind of sheep needs some professional knowledge.
Other reasons of people’s food likes and dislikes.
nutrition taste ways of life
African termites (para.2)
broccoli; tomato. (para.3)
insects, beef; pig, dog. (para.7)
可不可以不要甜点改要 水果？ 水果？
请告诉我如何食用这道菜？ 请告诉我如何食用这道菜？ Could you tell me how to eat this？
全新版大学英语综合教程2unit6教案
一、课题《全新版大学英语综合教程2》Unit 6二、教学目的1. 通过本课学习，使学生掌握与“健康”相关的词汇和短语。
2. 培养学生阅读、理解和分析文章的能力。
3. 培养学生表达个人观点和讨论问题的能力。
三、课型新授课四、课时2课时五、教学重点1. 理解文章主旨和段落大意。
2. 掌握与“健康”相关的词汇和短语。
3. 学会表达个人观点和讨论问题的方法。
六、教学难点1. 理解文章中的复杂句子和段落。
2. 学会运用所学词汇和短语进行表达。
七、教学过程第一课时（一）导入新课1. 教师展示与“健康”相关的图片或视频，激发学生兴趣。
2. 学生分享自己对健康的理解和看法。
（二）新课讲授1. 学生自读课文，了解文章大意。
2. 教师讲解课文中的重点词汇和短语，如：healthy, fitness, diet, exercise 等。
3. 分析文章结构，讲解段落大意。
（三）巩固练习1. 学生完成课文后的练习题，巩固所学知识。
2. 教师讲解练习题的答案和解析。
（四）课堂讨论1. 学生分组讨论课文中的观点和问题。
2. 各组代表发言，分享讨论结果。
第二课时（一）复习导入1. 回顾上一节课的重点内容。
2. 学生分享自己在健康方面的经验和建议。
（二）新课讲授1. 教师讲解与“健康”相关的语法知识，如：一般现在时、一般过去时等。
2. 学生练习运用所学语法知识进行表达。
（三）巩固练习1. 学生完成课文后的练习题，巩固所学知识。
2. 教师讲解练习题的答案和解析。
（四）写作训练1. 学生根据课文内容，写一篇关于健康的短文。
2. 教师批改学生的作文，并给予反馈。
八、板书设计Unit 6：Healthy Lifestyle1. Healthy：健康的2. Fitness：健身3. Diet：饮食4. Exercise：锻炼5. Healthy eating：健康饮食6. Regular exercise：定期锻炼7. Maintain a healthy lifestyle：保持健康的生活方式九、教具准备1. 多媒体课件2. 白板或黑板3. 练习题十、课后作业1. 复习本课所学词汇和短语。
新编大学英语第二册教案
Unit 1 LoveTeaching Objectives1.To require students think what makes a good heart.2.To help students learn to express and remember the words.3. To get the students communicate with each other bravely.4.To guide the students to use some important words and useful expressions.Teaching Requirements1.Students are able to get a clear picture of the text .2.Students are required to master the new words and phrases in the passage.3.Students should read some reading materials and do exercises after class .Teaching methodologymunicative method (交际法)2.Cognitive method(认知法):3.Functional and notional method(功能意念法)4.The grammar-translation methodTime Distribution1. Preparation and analyses of the text A (2 hours)2.Analyses of the text A and exercises (2 hours)3.Analyses of the text B and Reading and exercises(2 hours)4.Listening and speaking(1 hour)Focuses and difficultiesprehension of text A.2.Some words and phrases in the text3.Reading skillsTeaching Emphasisnguage Pointsadjust bother complain content d espite embarrass envy occasion reluctant urge break out engage in set the pace subject…to2. Grammatical Knowledge主语补足语，nor引导的倒装句Teaching Procedures1. Preparation (Period 1&2)1.1 What is love? What kind of love impresses you most and why?Suggested Examples:Love makes the world go round.Love is what makes you smile when you’re tired.Love is when you tell a guy you like his shirt, then he wears it every day.Love is a universal and permanent topic. Whether it is a mother’s nurturing love for her child, a son’s loyal love for his father, the love between husband and wife, or the love between friends, love is a universal emotion that expresses itself in every culture. To love is to be human. To need love is also to be human. Children, for example, need loving care in order to be emotionally healthy.Usually love is a deep feeling of fondness, affection and friendship that grows between twopeople. Romantic love usually begins as passion and evolves with time to a more lasting sense of attachment. Many of the famous romantic love stories in various cultures end in the tragedies of death or betrayal. The loss of love is a favorite musical theme and the subject of countless stories, operas, songs, and ballads.Love is actually more than the romantic emotion between a man and a woman; it has a wide sense of meaning. It may include our love for our family, love of our hometown, old school, former classmates, love of life, animals and nature and so on.Love plays an important part in our life. It is love that gives us courage to overcome difficulties when we are in trouble, while the loss of love may make one broken-hearted. Suggested Examples:Motherly love impresses me most, because she is always very kind to me, unlike my father who will scold me or slap me if I make mistakes or if I am naughty. My mother is an ordinary-looking woman, but in my eyes she is very beautiful. She is very hard-working and does almost all the housework. When I was working for the entrance examinations, she was very considerate and never let me do any housework. When I was hungry at night, she would fix a snack for me. She is a good cook. It’s a pity that I am not able to have what she cooks because I am far away from home now.1.2 What is the difference between fatherly love and motherly love according to Enrich comments?Erich Fromm’s Statements:Motherly love by its nature is unconditional. Mother loves the newborn infant because it is her child, not because the child has fulfilled any specific condition, or lived up to any expectation. Fatherly love is conditional love. Its principle is ―I love you because you fulfill my expectations, because you do your duty, because you are like me ‖It is true that motherly love is unconditional. I believe what I’ve got from my mother is the deepest love I’ve ever received. (When I was at home, mother took good care of me…/ celebrate my birthdays/ woke me up and prepared breakfast/ Now I am away from home, she calls me every two or three days…) It seems that my life is much more important than hers.As for fatherly love, I am not sure if his love is conditional, but obviously it’s different fro m mother’s love. Father also loves me very much (care about education, future, not daily life; help in study and progress…) .Can you tell the difference between them according to your personal experiences?I think there’s something in his statements, although it is hard for me to identify whose love is fatherly and whose love is motherly in the case of my parents. Unlike most mothers in the world, my mother is strict, concerned with study and progress, angry when I cover up any of my wrongdoings…On the other hand, my father has been very kind to me. He knows my needs, comforts me after my mother criticizes me, brings me toys, books, takes me to look around during holidays (I)enjoy his company very much, feeling secure and relaxed. That is why I often think I have the best father in the world.How do you feel when you walk on the street and see a disabled person?I feel pity towards those who are disabled. I wonder how they can manage in their daily life and whether they have a job. I feel lucky that I am not disabled.Yes. My aunt is deaf and dumb. She has been like this since her childhood. My grandmother said that she became deaf because of taking the wrong medicine. She is now more than fifty years old and she has never been married. She was very kind to me. In fact it was she who brought me up. She often felt it unfair because she couldn’t hear. But she is very intelligent, and she is good at sewing. She sometimes kidded me with gestures that she wanted to cut off her ears because they couldn’t wo rk.Sayings and ProverbsIf you have it [love], you don't need to have anything else. If you don't have it, it doesn't matter much what else you do have. —Sir James M. BarrieEvery man is a poet when he is in love.Love me, love my dog.Understand the major details of the text1) How did the writer feel to be seen with his father when he was young? Why?He felt embarrassed to be seen with his father, because his father was severely crippled and very short.2) How and why does the son’s attitude change?The son realized that it was his father who taught him many things such as how to have a good heart. He knew that having a good heart was more important than having a good appearance. Especially after his father died, he felt it more intensely that it was his father who guided him in his life.4) Why do you think people start at the father and the son?Generally speaking, people tend to stare at persons who are extremely unusual, say, the charmingly beautiful ones, the fairly ugly ones and the rather disabled ones. Since the father was short, severely crippled, and when they walked along the street, the father leaned on his son for balance, it is not strange for the father and the son to be the center of the attention.5) What do you think a “good heart” is ?To my knowledge, a ―good heart‖ refers to the good nature of a person, which involves the aspects as follows: To begin with, he is kind with the people around him, thinking as much of others as of himself. Besides, he is honest in dealing with any affairs. He has a strong sense of what is right and wrong. And best of all, he is ready to help when someone is in trouble or in need of his help.6) What is the difference between how the son felt about his father as a youth and how he feels many years later?We can use two adjectives---shamed and sorry to illustrate the son’s feelings about his father in different phases of his life. When he was growing up, he was embarrassed/shamed to be seen with his father. He tended to judge the father by appearance s or physical conditions and others’ staring. With the passage of time, especially after the father’s departure, however, he came to learn that his father had a good heart for him to lean on. Now he feels terribly sorry for his past feelings about his father, but there is no chance to make up for it.7）What do you think makes a good heartUseful Words and Phrases：kindness, endurance, hard-work, be satisfied with, patience, warm-heartednessSample: I think there are many things to make a good heart. They are: kindness to others,endurance (忍耐力), hard-work, never hurting (伤害) others, being satisfied with life, patience, etc.8）What did you learn from this article about the relationship between the father and the son Useful Words and Phrases：understand, disability, be proud of, be ashamed of, stare at, deep in one's heart, learn a lotSample: The father knew his disability (残疾) stood in the way between him and his son. That's why he said to his son: "You set the pace. I'll try to adjust to you." The son was young, so he was ashamed of his father because other people stared at them. But deep in their hearts they loved each other. The father was proud of his son, and the son learned a lot from his father.9）How and why does the son's attitude changeUseful Words and Phrases ：realize, a good heart, a good appearance, feel intensely, guide one's lifeSample: The son realized that it was his father who taught him many things such as how to have a good heart. He knew that having a good heart was more important than having a good appearance. Especially after his father died, he felt it more intensely (强烈地) that it was his father who guided him in his life.10）If you were the son, how would you feel towards the fatherUseful Words and Phrases：Embarrassed, be proud of, bring up, disability, look down upon, let aloneSample: If I were the son, I wouldn't be ashamed to be seen with him by others. I could be proud of my father no matter how he looked because it was he who gave me life and brought me up (抚养,教育). His disability was not his own choice. He was disabled, which was hard enough for him. How could the others look down upon him, let alone his son (更不用说,别说)Complete the SentencesUnderstand organization of the text1) Main idea of the text.How a crippled father helps his son keep balance through his act of deep caring.(People usually communicate with words. However, an act of deep caring will also have a positive influence on us. It can even change our lives and lift our spirits. In Section A, we read a story that touches us deeply. It tells us how a crippled father helps his son keep balance through his act of deep caring. How even with personal problems, if we use our courage, our imaging ,and our giving nature, can choose to make others’ lives better. If we live our lives in this way, we will find the satisfaction and purpose that we seek.)2) Division of the textDirections: The passage can be divided into four parts. You are given the paragraph numbers of each part and the main topics. Read through the story and find the right topic for each part. Para. 1~4 The father’s physical condition and how he managed to get to workMain Idea : The son was embarrassed to be seen walking with his crippled father, but the father subjected himself to the shame and stress without bitterness and complaint.Devices for developing it : Narration interspersed with comments(夹叙夹议) Narration: Para.5~7The son’s comment on the father’s personality.Main Idea : The son now realizes that his father treated others with a good heart.Devices for developing it : Narration interspersed with comment (夹叙夹议) Para.8~11The father’s attempt to experience things directly or indirectly.Devices for developing it :Exemplification (举例法)Para. 12~13The father’s influence on his son.Main Idea : The father has gone many years, but the son feels regret for his reluctance and relies much more on his father for his balance of mind.Devices for developing it : Induction through introspection(自省式归纳法)Summary of the PassageThis story tells of the love between a father and a son, describing how the son changed his attitude towards his father. At first, the son was ashamed to be seen walking with his father who was short and crippled and needed the son’s help for keeping his balance. The fat her, however, had a strong will and, almost never missed a day for work whether he was sick or the weather was nasty, although his office was far from his home. Crippled as he was, the father tried to participate in some activities in some way. What surprised the son most was that the father would endure indignity and stress without complaint. Therefore, the son changed his attitude towards his father, from whom the son learned to heave a good heart. The son felt that it was not his father who needed his he lp for keeping his balance, instead, he himself needed his father’s aid for keeping his balance in life.Detailed explanation课文赏析作者通过对父亲的行为描写突出了父亲的优秀品质,即父亲拥有一颗善良的心.通过描写儿子由年幼到长大成人的心理过程的转变,体现了父亲的善良之心对作者的影响以及作者的感激之情.文中体现作者态度的转变的词汇有:embarrassed, ashamed, unwanted attention, impatient →sorry, unworthy, regretted.作者对这个问题认识的转变说明他成熟了.过去父亲出门要他搀扶,因此是健康的他支撑着父亲.现在父亲已去世多年,他十分后悔过去对父亲的不理解,并深切体会:"when I complain about trifles, when I am envious of another's good fortune, when I don't have a good heart", 支撑着他的正是父亲的美好心灵.A Good Heart to Lean on (善心可依)More than I realized, Dad has helped me keep my balance.lean on (Title) v. depend on someone or something for support and encouragement 依靠Most college students lean on their parents for financial support. 大多数大学生依靠父母的经济援助。
新编大学英语(第二版)外研社Book2Unit6Part1
Part One: Preparation >> Check Your Vocabulary
kiwi fruit
papaw/papaya
carambola
Do you know the names of these fruits?
persimmon
mango durian
fig
lemon
Part One: Preparation >> Check Your Vocabulary
onion
bell pepper
Chinese cabbage
vegetables
carrot
Chinese leek
mushroom
eggplant
potato
Part One: Preparation >> Check Your Vocabulary
cabbage
pumpkin
lotus root
3. Which of the following is most fattening? A. brown bread B. boiled potato C. ___ salted peanuts
Part One: Preparation >> Speaking Activities
4. Which of the following do we get a lot of vitamins from? A. cereal B. meat ___ fruit and vegetables C. 5. People often damage their health by eating too much ____. A. breakfast cereal ___ fatty food B. C. frozen vegetables
Unit6Food新编大学英语第二版第二册课文翻译.pdf
Unit 6 FoodFood and Culture[1] We all have ideas about what kinds of foods are good to eat. We also have ideasabout what kinds of foods are bad to eat. As a result, people from one culture often thinkthe foods that people from another culture eat are disgusting or nauseating. When the famous boxer Muhammad Ali visited Africa, for example, one member of his group became quite sick when he saw someone pick up a butterfly and eat it. Many people would find it disgusting to eat rats, but there are forty-two different cultures whose people regard rats as appropriate food.[2] Some people in Africa think African termites make a delicious meal. Many otherpeople would probably be sick if they had to eat termites, but one hundred grams of termites contain more than twice as many calories and almost twice as much protein asone hundred grams of cooked hamburger.[3] However, food likes and dislikes do not always seem related to nutrition. For example, broccoli is first on a list of the most nutritious common vegetables, but it is twenty-first on a list of vegetables that Americans like most to eat. Tomatoes are sixteenth on the list of most nutritious vegetables, but they are first on the list of vegetables that Americans like most to eat.[4] But dislike is not the only reason why some cultures will not eat a certain food. Insome cultures, certain foods are taboo. Taboo is a word from the language of the Fiji Islands that is used to describe something that is forbidden. Some foods are taboo in certain religions, but there are also other food taboos that are not connected to a religion.We do not usually think about why certain things are taboo in our culture. We may noteven know why they are taboo. Anthropologists try to discover the hidden reasons for taboos. For example, the sacred cows of India are well known. Cows can go wherever theywant to in the streets of India, and they can eat anything they want from the supplies ofthe foodsellers on the street. As a result, the cows are a problem. However, no one in India will kill them or eat them. It is taboo to do so. This custom seems strange to otherpeople, but anthropologists believe that there are reasons for it. First, cows are valuablebecause the farmers need them to help plow their fields. Second, cow manure is used as afertilizer on the fields. In India, many farmers cannot afford to spend money on fertilizer.Third, the cow manure can be dried and burned to make cooking fires. Therefore, farmersthat kill their cows for meat soon find that they cannot plow or fertilize their fields or make a cooking fire.[5] Another example is that Americans do not eat dogs, although people from someother cultures regard them as good food. In the United States, dogs are very important topeople as pets. They are usually regarded as part of the family, almost like a child in somecases. In addition, dogs have value as protection against criminals. Thieves will not usually enter a house where there is a dog because the dog will bark and possibly attack astranger who is trying to get into a house. Apparently, the dog's place in society as a companion and as protection against criminals makes the dog taboo as food.[6] The taboo against eating pork occurs in more than one culture. There is some evidence that some ancient Egyptians did not eat pork. The ancient Israelites also regarded pork as taboo. One explanation for the pig-eating taboo is that pork that is notcooked sufficiently may spread a disease called trichinosis. However, most people no longer think that this is a good explanation for the pork taboo. Another explanation is that the Israelites were nomads—they were always moving from place to place. People have to stay in one place to raise pigs. The Israelites did not want to stay in one place because they did not want to change their culture. As a result, they did not eat pigs.[7] Anthropologists believe that most food likes and dislikes are a result of the waysof life of different people. Some people live in areas where there are both large animalsand many insects. It is difficult for these people to kill large animals, and it requires a lotof energy. It is easier for them to use insects for food because it is not difficult to catchinsects and it does not require a lot of energy. Nomadic people who move around will notwant to keep pigs for food. People will not eat pets such as dogs. Americans eat a lot ofbeef because there is plenty of land for raising cattle and their meat can be shipped cheaply for long distances by railroads.饮食与文化1 对于什么样的食物好吃，我们都有自己的主见。
新编大学英语II UNIT6教案
1.What do you think are the unhealth food?
Unhealthy food, commonly known as junk food, generally contains few nutrients and large proportions of unhealthy ingredients, such as sugar, salt, and saturated fats. It has been linked with various health conditions, including diabetes, obesity, and high blood pressure. The most unhealthy food options generally include snack food, fast food, and sugar drinks and snacks. When considering various food options, it’s important to note that different people will have different nutritional needs, so certain foods can be healthy to some but unhealthy to others.2. What are you willing to give to a stranger when necessary?
3.disgustingadj.令人作呕的
eg: The fish smells disgusting.
[构词法]dis-是否定前缀，表示“否定，相反”之意；gust [古]意为“香味；津津有味”，加上否定前缀dis-，意为“令人作呕的，令人厌恶的”。
全新版大学英教程2unit6教案
一、教学目标1. 知识目标：（1）掌握本单元的词汇，包括动词、形容词、名词等；（2）了解本单元的语法点，如虚拟语气、非谓语动词等；（3）理解并分析本单元的篇章结构。
2. 能力目标：（1）提高学生的阅读理解能力，学会从文章中获取信息；（2）提高学生的写作能力，学会运用所学语法和词汇进行写作；（3）提高学生的听说能力，学会运用所学知识进行交流。
3. 情感目标：（1）激发学生对英语学习的兴趣，培养良好的学习习惯；（2）培养学生尊重他人、关爱生命的品质；（3）培养学生关注社会热点问题，提高社会责任感。
二、教学重点与难点1. 教学重点：（1）掌握本单元的词汇和语法点；（2）理解并分析本单元的篇章结构；（3）提高学生的阅读、写作和听说能力。
2. 教学难点：（1）理解并运用虚拟语气；（2）分析并掌握非谓语动词的用法；（3）提高学生的写作技巧。
三、教学过程1. 导入新课（1）利用多媒体展示本单元的主题图片，激发学生的学习兴趣；（2）简要介绍本单元的学习目标和内容。
2. 阅读理解（1）学生自主阅读课文，了解文章大意；（2）教师引导学生分析文章结构，提炼文章主旨；（3）学生回答教师提出的问题，检验阅读效果。
3. 词汇学习（1）教师讲解本单元重点词汇，包括词性、词义、搭配等；（2）学生通过练习题巩固词汇，提高词汇运用能力。
4. 语法学习（1）教师讲解本单元的语法点，如虚拟语气、非谓语动词等；（2）学生通过练习题掌握语法点的用法。
5. 写作训练（1）教师指导学生分析范文，了解写作技巧；（2）学生根据所学知识进行写作练习，教师点评并指导。
6. 听说训练（1）学生进行听力练习，提高听力理解能力；（2）教师组织学生进行口语练习，提高口语表达能力。
7. 课堂小结（1）教师对本节课所学内容进行总结；（2）布置课后作业，巩固所学知识。
四、课后作业1. 阅读课文，完成课后练习题；2. 按照所学知识，撰写一篇短文；3. 收集并整理本单元的词汇，进行复习。
新编大学英语教案(第二册)_Unit 6 Food
Unit Six FoodI.T eaching Purpose1.Get the students to know the English of different sorts of food.2.Understand there are taboos in different culture.II.T eaching Procedure1.Introduce the English of different sorts of food.2.T ext Explanation3.Review4.AssignmentIII.Key Pointss of food.2.find it+宾补+不定式3.倍数表示法4.动词不定式复合结构5.Phrases as, be sick of, pick up…IV.Related Information:the Fiji Island: An island country of the southwest Pacific Ocean comprising about 320 island.The island were discovered by the Dutch navigator Abel Tadman in 1643 and visited byCapt. Jame Cook in 1774. Annexed by Great Britain in 1874, they became independent in1970. Suva, on the island of V iti Levu, is the capital. Population, 686,000.T aboo: Among the many discoveries of Capt. Jame Cook, there was a linguistic one, the term- taboo. Cook used this word in his journal of 1777 while he was in the Friendly Island( now Tonga). Hence, even though similar words occur in other Polynesian languages, theform taboo from Tonga tabu is the form we have borrowed. The Tongan used tabu ass theadjective; they spoke of persons or things that were tabu, that is , “ under prohibition,forbidden, or set apart.” Cook, besides borrowing the word into English, Also made it intoa noun referring to the prohibition itself and a verb meaning “ to make someone orsomething taboo.” From its origins in Polynesian society the word taboo has spreadthroughout the English- speaking world and has been applied in ways that never occurredto the people from whom Cook originally borrowed it.Culture: Culture is a very important concept in this unit. According to the dictionary, cultureis the totality of socially transmitted behavior patterns, art beliefs, institutions, and allother products of human work and thought. In a narrow way, it refers to the particularsystem of art, thought, and customers of a society. While, food is also a significantsymbol to indicate culture. Although food is a basic necessity, it varies from time to timeand from culture to culture.Muhammad Ali( 1942- ) is an American boxer who won the world heavyweight title in 1964, 1974 and 1978. He was known especially for his self-confidence, shown by thephrase “ I am the greatest ” ,which he often used.V.Suggested Class Activities:I. Warming-up activity: Check Y our VocabularyPurpose : Getting familiar with the English terms of the daily foodForm:Group discussion and dialogueStep 1 Work in groups to list as many foods and drinks as you can in each category and put them down in the table(Page 2 .Textbook)Step 2Write down what you usually eat every day and compare it with the food your partner has. Then talk with your partner how your/his/her diet could be improved.Step 3 A scientific diet is supposed to be given finally by the teacherSuggested words/expressions:Snack/lemonade/cereal/cocacola/nutrition/nutritious/mal-nutritious/vitamin/harmful/noodleExpected result: 1. master the basic vocabulary of the common food and drinks2 . make sure whether your eating habit is scientific or notII. In-class activity: Comparing DietsPurpose : Knowing the scientific diets for children through the comparison between the British boy and Chinese boyForm :Group discussion and question answeringStep 1Look at the diet below which shows what a 10-year-old British boy eats on a typical day(page 4 .Textbook)Step 2Work in pairs to decide whether this is a healthy diet.Step 3Try to list what a 10-year-old boy in China would eat on a typical day.Step 4Compare the two diets and give the difference between them.Suggested words/expressions:Butter/sugar/hamburger/protein/pork/beef/calorie/be sick of/related to/regard as/appropriateExpected result: 1. Knowing the relationship between food and culture2. Develop a healthy eating and drinking habit of your own.VI.In-Class ReadingWords and phrases1. anthropologist. n.人类学家anthropology. n.人类学anthropological. adj.人类学的“Anthrop(o)-”is a combination form which means “of human beings”. For instance:e.g. anthropoid. adj. man-like in form(形体)似人的n. 类人猿anthropomorphic. adj.拟人化的anthropomorphism. n.拟人辨析：Anthropology is the study of mankind, esp. of its origins, development, customs & beliefs. Ethnology is the scientific study of the different races of human beings, their characteristics, relations to one another, etc.民族学.Sociology is the scientific study of the nature & the development of society & social behavior.社会学.2. apparently adv.1) it seems (that); according to what I’ve heard.看来，似乎，据我所知e.g. ---Did she pass her test?---Apparently not.Apparently they’re intending to put up the price of the electricity.2) it is clear (that); obviously; evidently. 显然e.g. Apparently she never got my letter after all.apparent adj.1) seeming, unreale.g. Their affluence is more apparent than real. 他们的富有是虚有其表。
新编大学英语 2 Unit 6 教案
Unit Six Nature and NurtureI. Theoretical basis:College English Syllabus (1999); College English Curriculum Requirements (2004) II. Teaching Aims:In this unit students are required to:1) get to know some useful information concerning the topic of the reading passages in this unit and to know more about English culture;2) do some preparation activities such as discussion, group work, etc. to practice their spoken skill and communicative skills;3) grasp some new words and try to use these words which help them to enrich their vocabulary(alike, except for, adopt, respond to, maintain, likeness, polish, foster, considerable, considerable, be liable to, no more than, bring up, be responsible for, make the most of);4) read the in-class reading passage in a limited time and grasp some expressions and grammatical points in the in-class reading passage to improve their reading comprehension;5) do some post-reading exercises and some after-class reading to practice what they have got to know in class to improve their English comprehensive skills.;6) translate some typical sentences into Chinese or English by using some expressions learned in the reading passages to acquire some translating skills and better their translating abilities.III. Teaching MethodologyMainly applying task-based approach and communicative one to construct a student –centered classroomThe whole learning and teaching proceed is tended to follow the model of pre-task------task cycle------post-taskIV. Time DistributionAccording to Ss’English learning traits and regulations, the focus of the learning strategies, and the English level of current students; we are going to finish this unit in 10 periods: Listening & Speaking (2 periods); In-class Reading (5 periods); Exercise & After-class Reading (2 periods); Further Development &Writing (1 periods).Period I&II listening and speakingI、Teaching Content1) T’s background knowledge introduction as recruitment and Ss’ discussion onthe topic of learning skills, and enlarge their vocabulary on this unit.2) Listening of 2 passagesII、Teaching designPart One: PreparationDiscuss the following questions.Key words: dress alike, personality, curious, resemble, be proud, lonely, make friends, make friends, bored, discouraged, mirror imageCommon sense:Nature: everything a person inherits geneticallyNurture: home environment and the influences parents had on their children; the general social environment which includes such things as family influences, peer influences, and educational experiences.Inherited traits: big/ small eyes, double eyelids, curly hair, color of skin, poor/ good eyesight, good brains, left-handedness, big feet, logical mind, height, fat gene, artistic gene, facial feature, blood type, taste to food, hobby…Background knowledge about twins:Twins are the most frequent form of multiple birth in humans, and identical twins occur only one-fourth as frequently as fraternal twins. In the U.S. one birth in approximately 87 is a twin birth. Triplets are about 87 times rarer than twins, and quadruplets about 87 times rarer than triplets. Quintuplets occur in about 1 out of 8 million pregnancies. These figures are for spontaneously occurring pregnancies.Twin studiesIn the late 1970's, the behavioral study of twins received a new impetus with the discovery of several especially striking pairs of identical twins—children separated by family circumstance at birth and raised in totally different environments. A research team headed by Thomas J. Bouchard, Jr., a psychologist at the University of Minnesota, collected case histories and gave lengthy, detailed questionnaires to 15 such sets of twins. Working on the assumption that the psychological features shared by each pair of twins could be attributed to a common heredity, Bouchard suggested that differences between them would be attributable to differences in upbringing.One of the most dramatic cases was that of Jack Yufe and Oscar Stohr, twins separated by the divorce of their parents in 1932, while they were still infants. Yufe was raised in Trinidad as a Jew, studied Hebrew, and lived in Israel for five years; Stohr was raised as a Roman Catholic in Czechoslovakia, underwent a Nazi-dominated education during the German occupation, and was strongly anti-Semitic. Not surprisingly, many aspects of their personalities differ sharply. Yufe is a relatively flexible individual, generally liberal in his political and social attitudes; Stohr is fairly rigid and authoritarian. There are, however, startling and often bizarre parallels, as revealed by the 15,000-item questionnaire. Both men like and dislike almost the same foods; both are weak in mathematics; both selected the same shade of green as their favorite color.Other twins in the study also proved to have interesting similarities; there were twins who never met and yet who each had three children with the same names; twins who married men with the same hair color and hair style; twins who had appendectomies the same year; twins who liked exactly the same pieces of music and the same television programs.The data have not been completely analyzed, but it is evident that while upbringing is indeed a major factor in every individual's personal makeup, there are unexplored, extremely powerful hereditary factors involved.A. Do you know any twins? What can you say about them?Sample Answer:I knew two twins in my class in middle school. They usually dressed alike. But they had quite different personalities: one was shy, quiet, and self-conscious while the other was self-confident and optimistic.B. Why are people curious about twins?----I think it’s because there are not many twins around us. People are always curious about things that they rarely see. Another reason for their curiosity is probably that twins resemble each other, which is very unusual among other people.---- I know two twins in my class in middle school. They usually dressed alike.But they had quite different personalities: one was shy, quiet, and self-conscious while the other was self-confident and optimistic.C. How do you think it feels to be twins?•They must be proud because they are different from others.•They may feel lonely because it is difficult to make friends with other people.•They may feel bored and discouraged because every day they will see the mirror image of themselves.D. What‟s your opinion about …the success of a person depends on hard work?‟That the success of a person depends on hard work is not the only factor. There are other factors that determine success, such as good teachers, a good school, money, good luck, etc. But hard work does contribute to a person’s success. Some people do not have to work harder than others, but their success still depends on hard work.E. Which has a strong influence, heredity or environment?•Exercise, sports and good food can make you grow taller and stronger•Chinese young people are bigger and taller than their grandparents•Professors’ sons and daughters do not necessarily become professors,so intelligence is not inherited•My father is a nervous man, and he is a heavy smoker and a heavy drinker. ButI cannot drink and don’t like smoking, so I have not inherited his traits.•My father is a laid-off worker and cannot find a job. But I don’t think I will beunemployed.•If heredity is more important, why do we study for tests?•The son of a thief is not necessarily a thief. A scientist is not born to be a scientist,•For heredity•Physical traits and certain diseases can be inherited.•My father always got very high marks in mathematics and he is an engineer. I am good at math and I plan to be an engineer, I inherited the ―math gene‖.•My mother is a very kind person and often takes in wounded birds or animals.I am also gentle and kind.•Both of my parents are very stubborn（顽固的）people and so am I.• A person with low IQ can never become a scientist.•Both my parents are practical, and that’s why I lack imagination.• A person witho ut ―music gene‖ can never be a musician.Part Two: Listening-Centered ActivitiesListening I1.Explain the new words (statistically, identical, single-egg, gene, mirror, image,keen, intuition, fraternal)2.Listen to the passage and answer the following questions (see page 140)3.Listen to the passage again and fill in the blanks with the information aboutidentical twins.Listening II1.Explain the new words (adopt, triplet, reunion, resemblance, extrovert)2.Listen to the passage and decide whether the following statements are true orfalse (see page 141).3.Listen to the passage again and list the similarities of the triplets.Part Three: Assignmentto prepare the new words on the textbook.Period 3&4 ReadingI、Teaching ContentThe title of the text is ―How I Discovered Words‖(intensive reading). Language points explanation, exercise.II、Teaching Objects1) Understand and master new words and phrases: alike, subject, on the whole, nomore…than, similar to, bring up, come/draw to an end, make the most of, considering, be liable to do, responsible, etc.2) Improve Ss micro-reading skills and the ability of thinking, inference andjudge in English.III、Teaching DesignA. GreetingB. Check the assignment: new words dictationC. Pre-Reading ActivitiesDirections: The following is a description of a study designed to observe the relative effects of heredity and environment. What criticism would you make of this research?Researchers have been studying a number of identical twins for more than ten years. Each set of twins was living in the same environment. The researchers found that in almost all the sets of twins there were no significant differences between one another. Then they concluded that genes play a decisive role in personal development.Sample:The conclusion is not justified because the sets of twins studied shared not only the same genes but also the same environment. The similarities are not due entirely to genes since environment also plays a role.D. Passage ReadingNature and Nurture1. Give the students about 13 minutes to finish the in-class reading passage. And then point out the main idea of the passage.2. Language Points1) to be alike: like one another相同,一样•People or things are alike if they are or look similar.•These two photographs are almost alike.•The twins don’t look at all alike.alike adv. : in the same wayto teat sb. exactly alike•类似a-的形容词作表语( used as predictive) alive活着的, aware, afraid, alight 烧着的, able, alert警惕的,akin近似的，有血缘关系的，同族的•She was alive when I reached the hospital.•to be alert to possible dangers对可能发生的危险有警觉2). subject [ N.]sth. talked or written about or studied主题，话题•an interesting subject of conversationbranch of knowledge studied in a school学科/科目•Physics and math are my favorite subjects.person or thing being experimented on被试者•We need some male subjects for psychology experiment.•the subject of an experimentany member of a State except the ruler臣民，国民•I am French by birth and a British subject by marriage.我按出生是法国人，因结婚而成为英国公民。
Unit6Food新编大学英语第二版第二册教案
Unit6Food新编⼤学英语第⼆版第⼆册教案Unit 6 FoodUseful InformationFood is a basic necessity, so every culture has important norms and customs related to it. Ever since they adopted settled lifestyles centuries or millennia ago, most cultures have emphasized daily meals in households or family units. Some members provide the food, some members prepare the food, and all members must eat. The providers and the preparers may not be the same, depending partly on gender roles and specialization. And the status of individuals in the eating process may not be the same, depending partly on their age and gender, and whether the household contains servants or guests. Servants rarely eat with others, while honored guests may be wined and dined like visiting royalty. Elders and males may also be treated ceremonially.Formal meals may take hours in some cultures or households, while in others people may eat hastily while traveling to their next destination on foot or by car. Some people eat while working or use eating as a form of recreation. In most cultures the feeding of friends, relatives, and others is a way of meeting, socializing, entertaining, and showing respect. Some cultures permit or encourage the use of alcoholic or caffeinated beverages with food, while others discourage or even prohibit this. Most cultures have food preferences and food taboos, so they find different ways to achieve balanced diets.Eating away from home in restaurants, taverns, inns, or hotels has long been an option in most cultures, but the variety of these choices is rapidly increasing today as the fast pace of modern life encourages more people to “eat on the run”. This also tends to blur the traditional distinction between providers and preparers of food, especially in families where both parents work full-time outside the home. In such cases both parents may eat out at noon, the children may eat at school, and anyone may pick up pizza or hamburgers on the way home or phone for pizza to be delivered. In the U.S., Chinese restaurants do a big take-out business and microwa ved “TV dinners” are very popular. Some busy families rarely eat formal meals together, even when they all eat at home. Refrigeration has also changed eating habits, and “raiding the refrigerator” is often a substitute for preparing meals. As eating habits have changed, table manners have tended to decline, though proper etiquette is still needed on formal occasions.Mealtimes differ considerably from culture to culture or from household to household. In agrarian cultures rural families tend to eat their first two meals earlier in the day, while in industrial cultures urban families often have them later. The time of the third meal depends on several factors such as whether there is a nap after lunch and whether food or beverages are typically consumed in the mid-to-late afternoon as snacks or social events.In some cultures “tea” in the afternoon is almost a fourth meal. Some people have their supper in the late afternoon or early evening, while others may have it in the mid-to-late evening. For some people the second meal of the day is the largest, while for others the third meal is the largest. This causes considerable confusion as to whether lunch or supper is more appropriately referred to as “dinner.” Further confusion is caused by people who skip brea kfast and others who prefer “brunch” instead. Brunch is especially popular on weekends, when it may last from mid-morning to early afternoon.The biggest recent change in eating habits and food-related lifestyles is the advent of fast food. This permits many people to eat conveniently away from home, or to bring food home to eat without having to prepare it. But it also makes family-style meals less likely to be, and it is not always very nutritious. The clever marketing of fast food such as McDonald’s ha mburgers and KFC (Kentucky Fried Chicken) may cause some youngsters to dislike their parents’ cooking and some college students to dislike the more nutritious food available on campus. Eating fast food while driving is also a cause of traffic accidents. So ciologist George Ritzer uses the metaphor of “McDonaldization” to criticize the entire cultural trend toward standardized pre-packaged products which can be quickly consumed. He claims the quality of life is diminished by what he calls the “McDonaldization of society,” and that we should voice our protest by eating in local “mom and pop” restaurants rather than patronizing national or international fast-food chains. Despite Ritzer’s advice, McDonald’s and other fast-food chains are probably here to stay. They are getting more similar to one another all the time, with hamburger chains offering chicken, chicken chains offering hamburgers, and all of them offering milk shakes and fries.Nutritionists have been warning that the typical fast-food diet is unhealthy if eaten too often. Consequently, some of the fast-food chains, such as McDonald’s, are now including healthier options for their customers along with the traditional hamburgers. Various healthy salads are now appearing on the menu boards, along with low fat salad dressing options. For children, fresh apple slices with a low fat caramel dipping sauce can now be chosen in the place of French fries in the children’s meal, and apple juice or low fat white and chocolate milk can be chosen instead of a cola. Bottled water also can now be purchased instead of a soft drink if one so chooses. Most people believe that this trend of healthier eating will continue.3) Differences between the British boy and a Chinese boy:A. The British boy eats a wider variety of things.B. The British boy eats much more than a Chinese boy.STEP TWOSamples1) Different DietsAt school:Student ABreakfast: two steamed rolls (or baozi), some porridgeLunch: rice, fish or meat, some vegetablesSupper: rice, fish or meat, some vegetables; noodles; or jiaozi (dumplings)Snacks during the day: an apple or a pear, some biscuitsStudent BBreakfast: a cup of milk, one boiled egg, some rice cakesLunch: rice, fish or meat, some vegetablesSupper: rice, fish or meat, some vegetables; noodles; or jiaozi (dumplings)Snacks during the day: some biscuits, cookies, or cakes, some preserved fruit.At home (for both):A much wider variety of foods like seafood, more snacks, more fruit, etc.2) Advice on the improvement of the diet:A. Student B should have some fruit every day; otherwise the lack of vitamin C may cause sickness.B. Student A should drink some milk every day, since milk provides certain minerals, vitamins, etc., which are necessary for a healthy body.C. Both students should add some variety in their diets, because different foods contain different nutrients the body needs. Besides, their diets at school and at home shouldn’t be too different.Part Two Reading-Centered ActivitiesIn-Class ReadingI. Pre-ReadingSamples:1. ― I like fresh fruit, vegetables, pork, seafood, all kinds of nuts, etc.. I don’t l ike beef, lamb, chicken and pickles.― Although I’m not a vegetarian, I like vegetables and fruit most. I eat a lot of them. I also like seafood because I was born ina city on the coast. I’ve been exposed to seafood ever since my childhood. I don’t eat me at, any kind of meat.2. ― The reason why I eat certain foods or don’t eat certain foods is simple: taste. In other words, I eat what tastes good, and don’t eat what doesn’t. But there is one exception. I’ve never tried snake because I’m scared by the c reature. The mere mention of the word “snake” makes my skin crawl.― I think our eating habits were formed at home when we were very young. For example, my mother is an excellent cook, especially good at cooking seafood and vegetables. I ate a lot of them at home. Gradually I’ve become used to this diet.3. Yes. People in Guangzhou eat rats, snakes and many other birds or animals. It is said that they eat anything with 2 legs except human beings and anything with 4 legs except tables. Although it is an exaggeration, it shows they really eat a wide range of things. Many people think that’s strange because rats and snakes are nauseating. I also find eating raw fish strange, because I think raw fish contains a lot of bacteria.II. Passage ReadingWords, Phrases and Grammatical Points1. be sick (l.5), vomit, nauseate (l.3)“Be sick” can mean “feel ill as if one is going to vomit”.e.g. She was sick after she ate too much chocolate.Lucy felt sick (= felt likely to vomit) the morning after the party.Other uses include: airsick, carsick, seasick.“Nauseate” comes from the word “nausea” which means “a feeling of illness in the stomach, often making one feel as if one is going to vomit.” It’s a formal word and often used in passive form.e.g. He is nauseated by the smell of meat cooking.“Vomit” means “bring food or drink up from one’s stomach through one’s mouth, because one is sick.”In spoken English, “be sick” is more often used to mean “throw up all the contents in the stomach through the mouth” than “be generally ill”.e.g. If one eats too many sweets one will be sick.The more formal word in British and American English is “vomit”, and the less formal expression is “throw up”. Compare: be sick of … (=be very annoyed about…) 对……感到厌烦的e.g. I’m sick of the way you’re behaving.2. The term “sacred cow” (l. 23) is also used derogatorily to refer to an idea, practice, etc. that is so much accepted that not even the slightest doubts about it are allowed.e.g. I) The need for secrecy has become a kind of sacred cow.II) They did not dare to challenge the sacred cow of parliamentary democracy.2) ―When I see people eat things I don’t like, my first reaction is disgust. I just can’t understand how people can eat such nauseating things. Sometimes I feel that people are cruel when they eat some animals which are a help to human beings.―I don’t mind what other people prefer eating. People can have different likes and dislikes in different aspects. Nowadays a variety of foods are available in most places of the country and people can have a good choice. Many of us even enjoy foods from other countries. But we have to think about our environment as well as health before eating. Sars has already taught us a good lesson in eating.Vocabulary1. 1) common 2) appropriate 3) forbidden 4) supplies 5) related 6) evidence 7) requires 8) raise 9) spread 10) sufficiently2. 1) disgusting 2) habit 3) insects 4) reasonable 5)relatively6) animals 7) harvested 8) grow 9) nearly 10) other11) altogether 12) consumed 13) avoided 14) popular 15) offers16) served 17) would 18) enjoyed 19) considered 20) reject3. 1) G 2) F 3) B 4) C 5) H 6) E 7) I 8) D 9) A 10) JTranslation1. We regard him as one of the best players in the game.2. The scientist picked up those little pieces of rock and carefully put them into a box.3. The population of China is almost five times as large as that of the United States.4. The reason why grass is green was once a mystery to the little boy.5. She was standing by the window, apparently quite calm and relaxed.6. Profits have declined as a result of the recent drop in sales.7. She put on dark glasses as a protection against the strong light.8. He could no longer be trusted after that incident.Part Three Further Development1. Jokes and Riddles about FoodTask One1) Pear. 2) Mushroom.2. Food Proverbs1) d: Half a loaf is better than none. 有⼀点总⽐没有好。
新编大学英语2unit6 food
5)The sacred cows in India are often troublesome because the go wherever they want to in the streets they can eat anything from ___________________________________and_____________________
Para 3
Food likes and dislikes do not always seem related to nutrition. 对食物的好恶似乎并不一定与营养有关。 （L12）
broccoli （花椰菜） tomatoes （西红柿）
nutritious common vegetables vegetables Americans like to eat No.1 No.21 No.16 No.1
Questions
New Food Pyramid
Some Words about Foods
• Chinese Food
dumpling 饺子 Steamed Pork Dumplings 烧麦
porridge 粥
fried rice with eggs 蛋炒饭
noodles 面条
small steamed bun 小笼包
3) One member of his group become quite sick when he saw someone pick up a butterfly and eat it.（L5） 团里的一名成员看到有人抓起一只蝴蝶就吃了下去时便恶 心得想呕吐。 pick up 拿起，拾起, 通过实践学会（外语 ） e.g. He picked up the telephone and dialed his number. 他拿起电话就拨了他的号码。 e.g. She soon picked up French when she went to live in France. 他到法国居住后很快就学会了法语。
新编大学英语大学第二册教案
大学英语教案大学英语教案大学英语教案大学英语教案大学英语教案大学英语教案大学英语教案大学英语教案大学英语教案大学英语教案出师表两汉：诸葛亮先帝创业未半而中道崩殂，今天下三分，益州疲弊，此诚危急存亡之秋也。
然侍卫之臣不懈于内，忠志之士忘身于外者，盖追先帝之殊遇，欲报之于陛下也。
诚宜开张圣听，以光先帝遗德，恢弘志士之气，不宜妄自菲薄，引喻失义，以塞忠谏之路也。
宫中府中，俱为一体；陟罚臧否，不宜异同。
若有作奸犯科及为忠善者，宜付有司论其刑赏，以昭陛下平明之理；不宜偏私，使内外异法也。
侍中、侍郎郭攸之、费祎、董允等，此皆良实，志虑忠纯，是以先帝简拔以遗陛下：愚以为宫中之事，事无大小，悉以咨之，然后施行，必能裨补阙漏，有所广益。
将军向宠，性行淑均，晓畅军事，试用于昔日，先帝称之曰“能”，是以众议举宠为督：愚以为营中之事，悉以咨之，必能使行阵和睦，优劣得所。
亲贤臣，远小人，此先汉所以兴隆也；亲小人，远贤臣，此后汉所以倾颓也。
先帝在时，每与臣论此事，未尝不叹息痛恨于桓、灵也。
侍中、尚书、长史、参军，此悉贞良死节之臣，愿陛下亲之、信之，则汉室之隆，可计日而待也。
臣本布衣，躬耕于南阳，苟全性命于乱世，不求闻达于诸侯。
先帝不以臣卑鄙，猥自枉屈，三顾臣于草庐之中，咨臣以当世之事，由是感激，遂许先帝以驱驰。
后值倾覆，受任于败军之际，奉命于危难之间，尔来二十有一年矣。
先帝知臣谨慎，故临崩寄臣以大事也。
受命以来，夙夜忧叹，恐托付不效，以伤先帝之明；故五月渡泸，深入不毛。
今南方已定，兵甲已足，当奖率三军，北定中原，庶竭驽钝，攘除奸凶，兴复汉室，还于旧都。
此臣所以报先帝而忠陛下之职分也。
至于斟酌损益，进尽忠言，则攸之、祎、允之任也。
愿陛下托臣以讨贼兴复之效，不效，则治臣之罪，以告先帝之灵。
若无兴德之言，则责攸之、祎、允等之慢，以彰其咎；陛下亦宜自谋，以咨诹善道，察纳雅言，深追先帝遗诏。
臣不胜受恩感激。
今当远离，临表涕零，不知所言。
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be first/second on a list of… 名单中名列第一 在······名单中名列第一 二 名单中名列第一/二
You are always first on the list of things that I need most.
你总是我最需要的时候想到的第一人。 你总是我最需要的时候想到的第一人。
sentence study
1. For example, broccoli is first on a list of the most nutritious common vegetables, but it is twenty-first on a list of vegetables that Americans like most to eat. (Line 12) 2. There is some evidence that some ancient Egyptians did not eat pork. (Line 47)
Other man live to eat, while I eat to live. ( Socrates )
别人为食而生存，我为生存而食。 别人为食而生存，我为生存而食。 民以食为天。（中国谚语） 民以食为天。（中国谚语） 。（中国谚语
To the people foodstuff is all-important. / Bread is the stall of life.
1. For example, broccoli is first on a list of the most nutritious common vegetables, but it is twenty-first on a list of vegetables that Americans like most to eat. (Line 12)
Words you need to know: obesity (肥胖) alarmingly (令人担忧地) globally (全球的) fatality (不幸) preventive (预防性的)
The World Heart Federation says children are increasingly _________unhealthy lifestyles. It says the leading causes of adopting ______________________, namely, obesity, poor diet, heart disease and stroke smoking and physical inactivity now are being seen at an alarmingly early age. The Federation’s executive director, Janet Voute, says _____________________________________________. actions must be taken to protect children from these risks The World Health Organization reports heart disease and stroke kill __________ people a year. This is almost one-third 17 million of all deaths globally. By 2020, it predicts, these twin diseases will become the leading causes of both death and disability worldwide. The WHO warns the number of fatalities will increase to more than _____________________, if preventive 24 million a year by 2030 measures are not taken now.
词作进一步的解释， 词作进一步的解释，同位语从句一般只由 that引导 常用在idea, fact, concept, doubt, 引导,
news, belief, hope, evidence, explanation, opinion, plan, proposal, sign, suggestion, truth, theory, thought等抽象名词后。 等抽象名词后。
可不可以不要甜点改要 水果？ 水果？
请告诉我如何食用这道菜？ 请告诉我如何食用这道菜？ Could you tell me how to eat this？
4. In-class reading
Food and Culture
TABOO
cow
1. Cows help plow the fields. 2. Cow manure can be used as fertilizer. 3. Cow manure can be dried and burned to make a cooking fire.
煮 熏ditional Chinese breakfasts
2. Listening practice
Listen to a passage about obesity and complete the following by filling in the blanks.
Who is first on the list of pop stars this week? The list changes faster than you can imagine.
——谁是本周流行榜第一？ 谁是本周流行榜第一？ 谁是本周流行榜第一 ——流行榜的变化，快得让你难以想象。 流行榜的变化，快得让你难以想象。 流行榜的变化
我想尝尝地方特色食品。 我想尝尝地方特色食品。 请给我菜单。 请给我菜单。 我可以点餐了吗？ 我可以点餐了吗？ 餐厅最特别的菜是什么？ 餐厅最特别的菜是什么？ 你的牛排要如何烹制？ 你的牛排要如何烹制？
全熟( 全生) Well done (medium/rare), please. 全熟(五分熟 / 全生)。
There are signs ______ restaurant are becoming more A popular with families. A) that B) which C) in which D) whose
2. There is some evidence that some ancient Egyptians did not eat pork. (Line 39)
有迹象表明一些古埃及人不食 猪肉。 猪肉。
Words and expressions
forbid raise sick
Chinese to English
1. forbid与prohibit 与
prohibit 是正式用语，指制定正式的规章或发布命令， 正式用语，指制定正式的规章或发布命令，
以法律或者官方行为禁止，并含有强制执行的意味。 以法律或者官方行为禁止，并含有强制执行的意味。该 词后很少接不定式， 词后很少接不定式，一般常用prohibit somebody from doing something的结构。
例如， 花椰菜在营养最丰富的常见蔬菜中排 例如 ， 名第一， 名第一 ， 但它在美国人最喜欢的蔬菜中名列 第二十一。 第二十一。
2. There is some evidence that some ancient Egyptians did not eat pork. (Line 47)
that引导的是同位语从句，对与之同位的名 引导的是同位语从句，
1
2
3
4 6
5 7 8 9
1) fruits
2) vegetables
3) drinks
4) kitchen utensils
5) seasoning / flavoring
6) cereal & meat
7) aquatic products
8) Chinese cooking methods
Anyone is prohibited from riding bicycles on the sidewalk. forbid 常指直接或私人下令，或制定规则加以禁止， 常指直接或私人下令，或制定规则加以禁止，
并希望他人遵循，比较通俗。 并希望他人遵循，比较通俗。
Students are forbidden the use of the elevator of the teaching building.
3. Useful expressions: restaurant English
餐厅点餐篇 I'd like to have some local food. May I have a menu, please？ May I order, please？ What is your specialty？ How do you like your steak？
dog
1. Dogs serve as companions for people. 2. Dogs serve as protection against thieves.
pig
1. Pork cooked insufficiently may spread disease. 2. People did not want to stay in one place.
她是在哪儿长大的？ 她是在哪儿长大的 长大
Where was she raised? Raising that kind of sheep needs some professional knowledge.