Unit2 Healthy eating--Using language 高中英语 高一英语课件
unit2healthyeating教学设计
教学设计：《普通高中课程标准实验教科书英语》Model 3Unit2 Healthy eating张富民（大厂第一回民中学）教学内容：语言的运用（Using language）中的Listening ，Reading，Speaking and writing一、设计思路：1.指导思想及依据：本部分教学内容是围绕中心话题进行听说读写的综合性练习。
通过本单元话题学习，要实现语言知识、语言技能、学习策略、和价值观四个方面的有机结合。
⑴在英语教学中要努力使基础知识转化为言语技能，并发展成用英语进行交际的能力。
⑵注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力。
⑶发展学生的自主学习能力和合作精神。
⑷根据学生的个性特征和发展需求，为他们提供充分展现的空间，拓宽视野，增强社会责任感，培养创新精神和实践能力，发展与人沟通和与人合作的能力。
二、教材分析与学情分析1.教材内容分析及教材处理：本单元的中心话题是“健康饮食”，探讨各种食物对人体的作用，让学生了解饮食与健康方面的有关知识并且能根据所学知识审视自己、审视食物，提高自己饮食方面的意识，日常生活中少吃汉堡、薯条等高热量低营养食品，多吃水果、蔬菜和谷物，远离肥胖和亚健康状态。
丰富饮食文化。
为了围绕此中心话题开展听、说、读、写活动，本单元安排了八个部分：热身（Warming Up）、读前(Pre-reading)、阅读(Reading)、理解(Comprehending)、语言学习(Learning about language)、语言运用(Using language)、小结(Summing Up)和学习建议(Learning Tip)其中语言运用(Using language) 部分的目的是让学生运用本课所学的语言知识与课文内容分进行听、说、读、写的综合训练。
包括三项活动：⑴.听（Listening）⑵读与讨论（Reading and discussion）⑶.说与写（Speaking and writing 表面是一些单项技能训练，比如Speaking或Writing，但其实是两项或三项技能的综合训练。
Unit2 Healthy Eating-Using Language公开课课件
• C Wang peng is doing research to find out how an unbalanced diet affect your health.
Welcome!
Unit2 Healthy Eating
Revision
• Is Yong Hui’s diet a balanced diet? How about Wang Peng’s diet?
Pre-listening
• Wang Peng wondered if his menu make people fat, he could not have Yong Hui getting away with telling people lies. Thus he decided to go to the library and do the research!
What these illnesses are?
Rickets: legs that do not grow straight 佝偻病 Scurvy:
teeth fall down, problems with skin and sores that will not heal 坏血病 Obesity: not enough protein and vitamin D 过度肥胖
The following expressions may help you:
• What should we do? • You must/ mustn’t… • You’d better… • I would strongly advise you to… … You can find more on page15.
初中英语-Unit 2 healthy eating Using
balance n 平衡 v.平衡
孩子骑在他的自行车上不能保持平衡．
The child couldn’t keep his balance on his ＿n＿e＿w＿＿b＿ic＿y＿c＿l＿e＿. ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
5. glare, stare, gaze
glare: 怒视，表示愤怒地看 eg. They stopped arguing and glared at each other.
Yong Hui was very angry when she came to Pengwei’s restaurant because _S_h_e_t_h_o_u_g_h_t _h_e_h_a_d__s_p_ie_d__o_n_h_e_r_r_e_s_ta_u_r_a_nt.
Wang Peng explained that he found her menu so limited that he stopped worrying and started advertising the benefits of h_i_s_f_o_o_d_. _______________________.
The competition between the two restaurants was on.
A week later:
…Wang Peng’s restaurant was _n_e_a_r_ly__fu_ll_ . He felt happy because he was able to _e_a_r_n_h_i_s_li_v_in_g_ and did not look forward to _b_e_in_g_i_n_d_e_b_t.. He smiled as he w__e_lc_o_m_e_d_ some customers warmly at the door.
Unit 2 Healthy Eating英语 高一 人教版教案21
Unit2 Reading1. 教学目标(1)能灵活运用一些阅读技巧，如寻读、略读、猜测词义等；(2)能掌握一些重点词汇和重点句型；(3)能明确合理膳食的重要性。
2. 教学重难点：(1)了解合理的膳食、饮食习惯、饮食结构与饮食文化，掌握有关词汇；(2) 如何正确处理矛盾、解决问题；(3) –ing做伴随状语。
3.教学方法：讨论合作阅读4.教学步骤：Step 1. Pre-reading1. Ask Ss to answer the following questions.(1)As far as you know, what food contains much sugar?(2)As far as you know, what food contains much fat?(3)As far as you know, what food contains much fibre?(4)As far as you know, what food contains much protein?2. Ask Ss to discuss Ex1 of Pre-reading on P9.3. Ask Ss to talk about the following questions.(1)What is an unbalanced diet?(2)W hat will happen if you don’t eat a balanced diet?Step 2. Fast reading1.Ask Ss to read the text quickly and try to get the main idea of the text.2.Ask Ss to answer the following questions.(1)What kind of diet do the two restaurant supply?(2)W hy was Yong Hui’s restaurant so popular with customers?(3)Why did Wang Peng lose his customers and what did he do?Step 3. Intensive reading1. Ask Ss to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.1)Usually Wang Peng’s restaurant was full of people. (T)2)Yong Hui could make people thin in two weeks by giving them a good diet.(F)3)Wang Peng’s regular customers often became fat. (T)4)Yong Hui’s menu gave customers more energy-giving food. (F)5)Wang Peng’s menu gave customers more productive food. (F)6)Wang Peng decided to compete with Yong Hui’s by copying her menu. (F)3. Ask Ss to discuss the following question.What does it matter if you only eat at one of the restaurants?4. Arouse Ss’ interest in learning Reading (Using Language). Teacher may say, “You all have a point here. But what will they do? We will see it next period. Facing the serious competition Wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. He went to the library to learn m ore about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example?”Step 4. Language point1.Wang Peng sat in his empty restaurant feeling very frustrated.This sentence means that the second action “feeling very frustrated” happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action.2. Nothing could be better.This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation.3.; He couldn’t have Yong Hui getting away with telling people lies!This sentence means that he will punish Yong Hui for her telling lies.Step 5. Consolidation1. 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?Step 6. Homework1. Ask Ss to retell the text.2. Ask Ss to preview Learning about Language and the exercises of Using Words And Expressions on P49～50.。
第二单元Healthy eating 课文翻译
第二单元Healthy eating到这儿来用餐吧（1）王鹏坐在他那空荡荡的餐馆里，感到十分沮丧。
这个上午真是怪得很。
通常他很早就起床了，准备他的菜肴——烤羊肉串、烤猪肉、炒菜和炒饭。
然后到午饭时分，这些菜都会买完。
这个钟点他的餐厅本来是宾客盈门的。
但是今天却不是！为什么会这样？发生了什么事？他想起来他用滚烫的精制油烹制的羊肉串、牛排和腊肉。
他的可乐又甜又冷，冰激凌是用牛奶、奶油和水果制成的。
他想，“再没有比这更好吃的了”。
突然间，他看到他的朋友李昌匆匆地走过。
他喊道：“喂，老李！你是吃老一套的吧？”可是李昌似乎没有听到。
怎么回事呢？要是李昌不像往常那样不到他的饭店里吃饭，那问题一定严重了。
王鹏跟着李昌来到一家新开张的小餐馆。
窗子上的标牌写着这样的一些字：“肥腻的东西吃厌了吧！想变瘦吗？请到永慧减肥餐馆来吧。
此地只供应减肥食品，让你恢复苗条！”王鹏受好奇心的驱使，走了进去。
里面坐满了人。
店老板，一个清瘦的女人走上前去来说道：“欢迎光临！我叫永慧。
您要是天天来这里用餐。
我可以保证在两周内去掉您的全部油脂。
”然后，他递给王鹏一张菜谱。
菜谱上有很少几样食物和饮料：只有米饭、醮醋吃的生蔬菜、水果和水。
王鹏对此感到吃惊，特别是对它们的价格。
这价格比他在餐馆吃一顿好饭还贵。
他几乎不能相信自己的眼睛！他甩了菜谱就急忙往外走。
在回家的路上，他想起了自己的菜谱。
那些菜让人发胖了吗？也许他该去图书馆查查看。
他可不能让永慧哄骗人们却不受惩罚！他最好做一番调查！在图书馆，王鹏很惊讶地发现，他餐馆的食物脂肪含量太高，而永慧餐馆的食物脂肪含量又太少。
尽管顾客吃她的餐馆里的饭会变得苗条，但是他们摄取不到足够的热量来保持健康，很快就会感到疲乏。
开车回家时，王鹏觉得又有了希望。
也许写个新的标牌、打点折，能够帮他赢回顾客！于是他写下了他的标牌：“想保持苗条健康而又精力旺盛吗？到这儿来用餐吧！今天打折！我们的食物能够给您提供一整天所需的热量！”这两家餐馆之间的竞争开始了。
B3 unit 2 healthy eating using language
序数词与the连用表示“第几”，与a / an连用表示
“又一，再一”。
You are the second to tell me the news. 1)_________________________________ 你是第二个告诉我这个消息的人。
2) ____________________, He failed a second time but he said he would go on trying until he succeeded. 他又失败了一次，但他说他会继续努力直到成 功。 3) He said that he would pay ________ second visit to Australia ________ next month. A. the, / B. the , the C. a, the D. a, /
in debt 欠债 •out of debt 不欠债
•get into debt 负债
•in debt to sb/in one's debt 欠某人的钱，欠某人的人情
•pay one's debts 偿付债款
•即学即练
•现在我欠债很多，但希望发工资后能付清。
•I’m heavily in ____________ at the moment, but I hope debt to _____________ when I get paid. be out of debt
agree with what he said. 1. I ______ agreed on 2. After a further discussion, both sides_____
the date for the wedding. agree with each other on that point. 3. They didn’ t _______ to give him another 4. At last the teacher agreed ________ chance. agree on this point. 5. You and I _________ with his opinions. 6. They might not agree ________ to your demands. 7. She can’t agree _________
高中英语 Unit 2 Healthy eating《Using Language》课件 新人教版必
Ⅱ.完成句子 1．Nobody, including your parents, has the right to ________ ________ (监视)
you. 答案：spy on 2．I tried so hard to stay awake, but ________ ________ (不久) I fell a not easy to ________ ________ ________ (谋生) in modern society if
one doesn't have any skills. 答案：earn his/her living 或 make a living 4．Don't eat too much fat, or you will ________ ________ ________ (长胖)． 答案：put on weight
5．The company produces computers in ________ (cooperate) with a German firm.
答案：cooperation 6．“Well, there's nothing we can do about it now，” Jenny ________ (sigh)． 答案：sighed 7．What would you do with your life if you did not need to work to earn a ________ (live)?
答案：in debt
Ⅲ.语法填空 There have always been a lot of commonly believed but false ideas about being fat and doing exercise. Some people believe that they can't help 1.__________(put) on weight as they get older, while others think that if they stop exercising, their muscles will turn 2.__________ fat. Here are some more myths： I'll never lose weight — I come from a fat family Wrong! While we can't change the body type we are born with, we can't blame our genes for making 3.__________ fat. There's plenty of 4.__________ (evident) that fatness runs in families, and the main reason is 5.__________ they share the same habits of eating too much and exercising too little.
Unit 2 Healthy eating Post-reading & Using language
熟背课文长难句并理解要点
1. ［Perhaps］ he would be able to earn his living ［after all］ and not have to close his restaurant. =and would not have to close his restaurant
熟背课文长难句并理解要点 neither... nor... “既不……也不……”， 其含义 是否定的， 可以连接两个并列的成分。 2) 其反义词组为both...and...， 表示 “两者 都”， 谓语动词用复数形式。 e.g. Both New York and London have traffic problems. 纽约和伦敦都存在每空一词） 1) An unknown reason behind the behavior? ____________ Is there/ Is it/ Is___________ this/ Is that an unknown reason behind the behavior? 2) Do you have any questions? If not, let’s go home. you _____, don’t Do you have any questions? If _____ haven’t let’s go home.
( F ) 3. After using the new menu, Yong Hui became slimmer and Wang Peng put on more weight.
Come and Eat Here(2)
Task 1
True or False.
( F ) 4. Finally Wang Peng and Yong Hui got married because they need each other’s money to develop their own restaurants.
高中英语 Unit 2 Healthy eating Period 5 Using language
Unit 2 Healthy eating Period 5 Using language:Extensive reading 整体设计教材分析This is the fifth teaching period of this unit. As usual, the teacher should check students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class. Then lead in the new lesson.In this period, the teaching emphasis will be put on developing students’ reading ability by reading extensively. We will deal with two parts: Come and Eat Here(2)in Using language on Pages 14-15 and Reading Task on Page 52. While reading, get students learning to use some reading strategies such as skimming, scanning. As to new words and phrases, the teacher can first find those students feel most difficult and help them to understand. That’s enough h ere. The purpose of this reading Come and Eat Here(2)is to complete the story of Wang Peng and Yong Hui and to show students that it is never too late to change bad eating habits and begin afresh. The teacher can first ask some students to retell the passage Come and Eat Here(1)to lead in the topic and then ask students to read the passage Come and Eat Here(2)and do some comprehending exercises. While checking their answers with the whole class, deal with language problems students can’t work out by themsel ves. This is an extensive reading lesson, so the teaching steps should be simple. As to the part Reading Task, the two passages provide the information on which each student can decide his/her point of view. Two opposite opinions are examined with ideas for and against the building of the restaurant. Ask students to read through the passages and learn more about the opinions and the reasons given by both sides.At the end of the class, ask students to retell the whole story of Wang Peng and Yong Hui, discuss the two opposite opinions and give their own ones. In order to arouse students’ interest, the teacher can hold a competition among them.教学重点1. Develop students’ reading skills by extensive reading.2. Let students read and understand the story and the two passages.教学难点1. Enable students to learn to use reading strategies such as skimming, scanning.2. Get students to understand and discuss the two opposite opinions and give their own point of view.三维目标知识目标1. Get students to learn some useful new words and expressions in this part.2. Get students to read the story Come and Eat Here(2).3. Let students know about McDonald’s.能力目标1. Develop students’ reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.2. Have students tell the whole story of Wang Peng and Yong Hui.3. Enable students to understand two opposite opinions and give their own point of view.情感目标1. Let students know more about western and Chinese food to form good eating habit.2. Develop students’ sense of group cooperation and teamwork.教学过程设计方案(一)→Step 1 Revision1. Check the homework exercises.2. Ask some pairs of students to come to the front and act out their dialogue to review and practice the expressions of seeing the doctor.→Step 2 Warming upTalk with students about the story of Wang Peng and Yong Hui.As we know, Wang Peng and Yong Hui manage two different styles of restaurants, and Yong Hui’s slimming restaurant attracted all the customers from Wang Peng’s. Wang Peng was frustrated and decided to do a research to compete against Yong Hui. How could the competition be on? We are going to read the next part of the story Come and Eat Here(2).→Step 3 Reading1. Ask students to read the passage and then choose the best answer to complete each sentence.1)Wang Peng was worried when he thought his restaurant would be no longer popular because ______________.A. he would be in debtB. he could no longer earn his livingC. he would lose his jobD. his friends would not visit him2)Yong Hui was very angry when she came to Wang Peng’s restaurant because ______________.A. she thought he was a new customerB. she thought he had spied on her restaurantC. she was told he was a spyD. he was too fat3)Wang Pe ng’s research showed ______________.A. his menu was balancedB. both menus were balancedC. Yong Hui’s menu was balancedD. neither menu was balanced4)He suggested they provide a combined menu because ______________.A. he like Yong HuiB. he didn’t want to lose his customersC. he thought her menu was betterD. this would provide a balanced dietKeys for reference: 1)B 2)B 3)D 4)D2. Ask students to read the passage aloud to the tape and underline all the useful expressions or collocations in the passage. Let students read them aloud and copy them down in their exercise books after class as homework.→Step 4 Discussion1. After students’ reading the passage, ask them to work in groups and discuss the following questions:1)How did Yong Hui feel when she c ame to Wang Peng’s restaurant? Why?2)How did they solve their problems and become good friends?3)Why was their cooperation a success?2. Have students start their discussion. Make sure that every student has a chance to express his/her ideas.3. Ask each group to choose one student as their representative. Let as many group representatives as possible come to the front and give a report of what their group has discussed.→Step 5 Important language points1. Perhaps he would be able to earn his living after all and not have to close his restaurant.也许他仍然能够谋生, 而不至于关闭自己的餐馆。
高中英语 Unit 2 Healthy eating Period 4 Using language
Unit 2 Healthy eatingPeriod 4 Using language: Listeningand speaking整体设计教材分析This is the fourth teaching period of this unit. As usual, the teacher will first get students to review what they learned in the last period, and then lead in the new lesson.We will mainly deal with listening and speaking in this period. At the beginning, students listen to a dialogue between Wang Peng and an expert. Make sure students go through the exercises before they listen to the tape. This is to sharpen their attention and listen for the answers. This will also help them get the gist of the listening text. The teaching procedures may be as follows: First, let students go through the exercises and guess the listening text may be about. Play the tape for students to listen to and decide whether their guessing is right. Second, ask them to listen again for them to do Exercise 3. Third, let them listen a third time to check their answers. While they are listening, the teacher should pause and repeat the key sentences to help students understand. After listening, let them work in pairs and finish Exercise 4. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further. Perhaps some students will find it hard to listen to and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it bees.As we know, young people can show that they are not eating a balanced diet in a number of ways—by being too thin, too fat or sick. So the exercise Talking is to encourage students to discuss how their diets may affect their quality of life. It gives them the opportunity to practice a dialogue using the functional items forseeing the doctor, suggestions and advice. So they should learn some expressions of seeing the doctor, suggestions and advice first. Then they are required to create such a dialogue. During the course, encourage them to use vocabulary from the reading and listening passages.This period places emphasis on developing students’ listening and speaking ability. We should try our best to encourage students to say something. Don’t always correct the mistakes they have made while they are speaking. Otherwise, they would feel reluctant and not say anything more.教学重点1. Develop students’ listening and speaking abilities.2. Enable students to master different listening skills.3. Let students learn the expressions of seeing a doctor, suggestions and advice.教学难点1. Get students to listen and understand the listening materials.2. Let students’ make a dialogue using the functional items for seeing the doctor, suggestions and advice.三维目标知识目标1. Get students to learn some useful new words and expressions in the listening passages.2. Let students learn the expressions of seeing the doctor:What’s the matter?What’s wrong with you?What seems to be the trouble?How long have you been like this?It’s nothing serious, on ly. . . .I suppose you had better. . . .I think you ought to. . . .能力目标1. Enable students to catch and understand the listening materials.2. Develop students’ ability to get special information and take notes while listening.3. Get students to learn and use the expressions of seeing the doctor, suggestions and advice.情感目标1. Enable students to know more about healthy eating and improve their quality of life.2. Develop students’ sense of group cooperation and teamwork.教学过程设计方案(一)→Step 1 Revision1. Check the homework exercises.2. Ask some students to translate some sentences using ought to.1)有些事情我应该在你走之前告诉你。
初中英语-Unit 2 Healthy eating using language课件
What is the main idea for each paragraph?
Para.1: Para.2:
Tfcihnoeayollcypogemorbt iamnteadrirotihenedi.r menu and
Wang Peng’s restaurant was full of
Taking exercise is of great benefit to our health. beneficial adj.
be beneficial to… (见学英语报）
Para. 2
7. I feel sick with all this fat and heavy food.
吃了这么多油腻的、难消化的食物,我 都觉的恶心了。
She misunderstood him / thought he spied on her and her menu.
Wang peng explained that
_H_e_f_o_u_n_d_h_e_r_m_e_n_u__so__li_m_i_te_d_t_h_a_t _h_e_s_to_p_p_e_d_worrying
2) vi. 结合，混合
Hydrogen combines with oxygen to form water. = Hydrogen and oxygen combine to form water.
9. cut down 减少，削减，砍倒
1) We need to cut the article down to 1,000 words. 2) They have cut down a tall tree.
高中英语Unit 2 Healthy eatingUsing language课件第三课时
3. Pengwei’s research showed__________. A. his menu was balanced B. both menus were balanced C. Yong Hui’s menu was balanced D. neither menu was balanced
Listen carefully !
Owner of restaurant
Problems with foods offered
Foods to be offered
Wang pengwei
Too much fat
More protective foods
Yonghui
Not enough fat
what are energy-giving, body-building and protective foods.
Energy-giving foods__h_e_l_p_y_o_u__w_o_r_k__a_n_d__p_la_y__ __a_l_l_d_a_y_._They are rice, noodles, nuts, butter and etc. Body-building foods_m__a_k_e__st_r_o_n_g_b__o_n_es _a_n_d__m_u_s_c_l_e_s _and they are meat, fish and tofu. Protective foods__h_e_l_p_a__p_e_r_s_o_n_d_i_g_e_s_t _fo_o_d__a_n_d k_e_ep__t_h_e_b_o_d_y__h_e_a_l_th_y_. They are fresh fruit and vegetabods
Unit2 Healthyeating(Period6 Usinglanguage-Speakingandwriting)
Unit2Healthyeating(Period6Usinglanguage:Speakingandwriting)unit 2healthy eatingperiod 6using language: speaking and writing整体设计教材分析this is the sixth teaching period of this unit. the teacher can first check the homework, let students review what they learned in the last lesson and then lead in the new lesson.in this period, the teaching activities will focus on speaking and writing. these activities offer students the opportunity to discuss what food they must eat to have a balanced diet and how much they should eat each day, to imagine they are planning to open a restaurant which will provide the best local dishes and a balanced diet and then to write a short passage to advertise their restaurant and its service. the practice of speaking and writing is important for students to use the vocabulary and structures they have learned. this is also a best way to test if studentshave mastered what they have learned. encourage them in groups to discuss how to run the business, give each other suggestions and advice and finally write a good advertisement for their restaurant.speaking and writing are higher stages of language learning. the teacher should frequently give students some assignments of speaking and writing. only in this way can students use what they have learned more freely.教学重点1. develop students’speaking and writing abilities.2. let students learn how to make suggestions and how to give advice.3. get students to learn to write an advertisement.教学难点1. let students discuss how to run their business and write an advertisement.2. how to develop students’writing ability.三维目标知识目标1. get students to learn more about a balanced diet and healthy eating.2. let students know how to give suggestions and advice.3. have students know how to write an advertisement.能力目标1. train students’speaking ability by discussing healthy food and healthy eating and learning how to give suggestions and advice.2. develop students’writing ability by learning to write an advertisement.情感目标1. enrich students’knowledge of dieting culture and let them form the habit of balanced diet.2. train students’ability to cooperate with others.教学过程设计方案(一)→step 1 revision1. check the homework exercises.2. ask some students to tell the story come and eat here.3. let them give their own points of view on building a mcdonald’s restaurant in their hometown.→step 2 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?共5页，当前第1页123452. have some students report their ideas and share with the whole class.→step 3 speaking1. let students to review the expressions of giving suggestions and advice. show them on the screen and have students read them aloud. make sure 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 restaurant which 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 othersuggestions and advice.4. ask as many students as possible to present their dialogues to the class.→step 4 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 screen.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.→step 5 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 know 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 provide a place for them to play 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 children. let’s vote against this mcdonald’s.共5页，当前第2页12345a: i don’t think we should. what about the jobs they will bring and the people who will come from 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 through our town to another place.a: all right. but people need jobs in this town. we have a lot of people 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 hand if you don’t want a mcdonald’s here. thank you. well i think thatdecides the matter, don’t you?a: yes, i think so.→step 6 writing task1. ask students to turn to page 53 to read the directions and make sure they know what to do.2. students write an article describing what they think should be built on the land instead of a mcdonald’s restaurant, introduce it fully in words and draw a plan. remind 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 relax and readsome 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 and some free-standing shelves in the middle of the room to hold even more. these shelves should be divided into sections so that each book shelf holds a certain kind of book. for example, all history books should be organized by date so that people can easily find books they want.my idea will help improve the education of students in our community. it will also give the adults an interest and keep their minds active.i hope you will support my idea.→step 7 homework1. finish off the workbook exercises.2. review the contents of the unit and complete summing up on page 16.设计方案(二)→step 1 revision1. check the homework exercises.2. ask students to dictate some new words, expressions and importantsentences.共5页，当前第3页12345→step 2 warming up by debating1. let students review the following expressions:agreement and disagreementi don’t agree. of course not. i don’t think so.all right. that’s a good idea. no problem.certainly/sure. yes, i think so. i’m afraid not.2. divide the class into two parts: one for mcdonald’s; the other against mcdonald’s.3. ask each group to find as much as information they will need from listening task and reading task.4. they start their debate.→step 3 speaking and writing1. let students in groups discuss the following questions:1)what food must you eat to have a balanced diet?2)how much should you eat each day?2. let them review the following expressions:suggestions and adviceyou must/must not. . .what should i do?i think you ought to. . .i suppose you had better. . .perhaps you should. . .do you think you could give me some advice?3. imagine they are planning to open a restaurant. let them in groups discuss how to run the business and give each other suggestions and advice.4. have them write a short passage to advertise their restaurant and its services.→step 4 writing taskask students to imagine the old local restaurant has gone and write an article describing what they think should be built on the land instead of a mcdonald’s restaurant.1. let them read the example on page 54.2. advise them they should arrange the structure of their article in the following order:1)describe the new design2)draw a plan3)explain the advantages of their idea→step 5 homework1. finish off the workbook exercises.2. write the two articles in your exercise book.板书设计unit 2healthy eatingspeaking and writingsuggestions and adviceagreement and disagreement what should we do?shall we. . . ? how about. . . ?you’d better. . . . you might. . . .you must/mustn’t. . . . i suggest that you. . . .i think you ought to. . . . perhaps you should. . . . you need/needn’t. . . .you have to/don’t have to. . . .my advice is/would be. . . .i would strongly advised you to. . . .it might be a good idea to. . . .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. . . .dou 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.活动与探究step 1look up words related to food and drink in the dictionary or surf the internet to find as many as you can to make a list and divide them into groups by energy-giving food, body-building food and protective food.共5页，当前第4页12345step 2in pairs, discuss what makes an enjoyable chinese meal. then make two chinese menus, one from the north and the other from the south ofchina. remember to make your menus different and show the dishes of those areas. then work out whether these menus are balanced or not.。
unit2-healthy-eating-using-language
(2)When Jason failed to pay his bill, the
network company____A____ his Internet
connection.
A．cut off
B．cut in
C．cut across
D．cut down
10. before long 不久以后
点拨 : before long 相当于 soon，常用于将来 或过去时态。
for their fence is the limit of the schoolyard. 那堵围墙是校园的界线。 I'll help as much as I can, but there is a limit to what I can do. 我会尽力帮忙，但我所能做的也是有限的。
4. glare (1) vi. 怒目而视; 闪耀
She didn't look happy but glared at him. 她怒视着他，看上去不高兴。
The sun glared on the sea. 太阳在海上发出令人目眩的光芒。 (2) n. [C]怒视，瞪眼；[U]炫目的光
The fierce glare on his face stopped me from talking. 他面带怒色，使我不能说话。
拓展 benefit from... 从……受益 be of (great/much/no) benefit to
_对__…__…_(_很__/_没__)有__好__处____
for the benefit of ___为__了__…__…__的__利__益____
beneficial adj.有益的，有利的
很早以前
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Listening
1. Listen to the whole dialogue between Wang Peng and an expert. Write down the main idea of the dialogue.
Wang Peng is doing research to find out how an unbalanced diet can affect your health, so you need to eat a balanced diet if you are to stay healthy.
2. Listen again and join the names of the illnesses to their causes. Scurv y Ricket s Obesit y
too much rice, noodles, sugar and fat not enough vitamin C not enough protein and vitamin D
be popular because . B. he would be in debt A. he could no longer earn his living C.he would lose his job D.his friend would not visit him
2. Yong Hui was very angry when she came to Wang Peng’s restaurant because
Pre-reading
Learn these proverbs. You are what you eat. 人如其食。 First wealth is health. 健 康是人生的第一财富。 -----Emerson
An apple a day keeps the doctor away. 一天一个苹果，医生远离我。
WP: Oh dear! Do people still have the problem? E: Sometimes. WP: Then what about fruit and vegetables? How much should I eat? E: You ought to eat about five big spoonfuls of different fruit and vegetables every day. WP: Really? I didn’t know that .
Detailed-reading
Read the text carefully and fill in the blanks.
Wang Peng’s restaurant became
successful again. He would be able to
_e_a_rn h_is li_v_in_g and didn’t have to worry about being in d_e_b_t .
WP: l see. I'll be careful about that .Does it matter how much fish , meat or cheese I eat? E: Too much can also make you fat, but if you don’t eat enough ,your bones won’t grow strong . A long time ago, children who didn’t eat enough vitamin D and body-building food didn’t grow straight legs. They got an illness called rickets.
Listenin g discuss Work in groups and
what illnesses unbalanced diets cause. •scurvy
•rickets
•obesity
What these illnesses are?
rickets: legs that do not grow straight 佝偻病 fall out, problems with scurvy teeth : skin and sores that will not heal much too fat 过度肥胖 坏血病
Prediction
Can you guess what will happen to Wang Peng and Yong Hui?
+
=
Fast-reading
1. Wang Peng was worried when he thought his restaurant would no longer
He felt happy until he saw Yong Hui entering. She looked u_n_h_a_p_p_y_/_a_n_g_r_y_. She wanted to know why Wang Peng was in her restaurant the other day. Wang Peng explained he lost his , but felt bceutstteormwehresn he realized how few choices Yong Hui offered on her .
Yong Hui said she did need to r_e_sta lot, but _r_e_m_i_n_d_e_d_ him that
he would be healthier if he lost some
weight.
They talked about menus and
_b_a_la_n_c_e_d_d_i_e_ts , realizing
E: Of course . A balanced diet needs energy food like rice and noodles, body-building food like fish and meat for protein and fat ,and protective food like fruit and vegetables for fibre and vitamins. WP: Yes. but does it matter how much rice, noodles and sugar l eat? E: Yes. If you eat too much , you may become obese. This means you are too fat and it may lead to other illnesses . However, if you don’t eat enough rice, noodles or sugar ,you’ll get tired easily.
4. He suggested they provide a combined menu because
.
A. he liked Yong Hui B. he didn’t want to lose his customers C. he thought his menu was better this D. would provide a balanced diet
ally
provided healthy foods. They decided
to provide a balanced menu. In this way they became very _s_u_c_c_e_s_sf_u_l and both of
Listening text HOW AN UNBALANCED DIET CAN AFFECT YOUR HEALTH Wang Peng went to the library ,where he happened to meet an expert on diets . He asked him for help. WP=Wang peng E=Expert WP: Hello. Can you help me, please? I want to find out more about balanced diets.
He wanted her to try his food. Yong Hui ag_r_eaendd soon they were eating a big m_.eBalut Yong Hui felt sick with all the fatnd heavy food and said she missed her vegetables and fruit. On the contrary, Wang Peng said he
E: Yes. In the 18th century sailors at sea used to find that their teeth fell out and they had bad spots on their skin. They got it because they didn’t eat enough fruit and vegetables. The illness is called scurvy. WP: Goodness! What about now ? E: It’s very rare now. People eat more fruit and vegetables. You need protective food like that for clear skin and bright eyes. WP: Thank you very much. You have given me a lot to think about.
. A. B. she thought he was a new customer she thought he had spied on her restaurant C.she was told he was a spy D.he was too fat