湖北省黄冈市黄冈中学高中英语UnitTwoHealthyEating单元教学细目与单元检测新人教版必修-精
高中英语_unit2Healthyeating教学设计学情分析教材分析课后反思
unit 2 Healthy eating “language points”部分教学设计与反思高一英语教材分析:这是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变日常饮食的选择,旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前提。
本篇文章生词量较大（共有546个单词，其中包括34个生词），标题较抽象，各段主题句分布不太明显（大部分分布在段落中间）。
且大部分学生对饮食与健康的关系（如人体每天必须摄入的六种基本营养成分的来源、健康饮食的重要性、什么是绿色食品等）了解较少。
因此，本文的学习难度较大。
本节课讲述的是本单元的“language points”部分。
传统的“填鸭式”词汇教学方式很容易让学生感到无聊和疲惫，课堂效率不高，学生毫无积极性。
应新课标的要求，经过深思熟虑与本组老师集体讨论后特制定本节课教学设计如下。
首先向学生出示本单元的学习目标Teaching aims：1. 单词短语联想速记2.记忆强化核心考点3. 写作素材语句练习。
让学生知晓本单元的学习目标，做到心中有数。
具体教学步骤如下。
一：基础词汇回顾。
向学生展示大量本单元有关食物的图片，让学生熟练地说出英语单词。
如此扩大学生的词汇量，这也符合英语“大词汇”的要求，通过图片的形式可以调动学生的积极性，避免了枯燥乏味的背单词。
从学习效果看还是不错的，学生能积极地快速地说出相关词汇。
二：重点词汇拓展记忆。
从本单元词汇中选取10个重点单词，写出词根，让学生通过查词典或讨论写出其拓展形式。
如：Curious→adv。
____________→n.______________。
Protect→n.__________→adj._____________.此部分的出题意图是针对高考题中“语法填空”或“短文改错”题。
这两个新题型中经常会涉及到词形变化的问题，学生有时会写不准准确形式，因此平时进行相关的练习是很有必要的。
学案提前下发给学生，让学生课下完成，老师收上来批阅，因此课上讲解时只需集中讲解出错集中的题目即可。
高中英语《Unit2 Healthy eating》教案(1)新人教版必修3
1. Target language目标语言
a. Key words and phrases (重点词汇和短语)
energy, fiber, digestion, bean, cucumber, mushroom, lemon, ham, mutton, roast, slim, curiosity, raw, lie, customer, muscle, cheese, protective
Which one would you prefer? Western food or Chinese food?
Enable student to plan a healthy menu.
Enable students to give opinions on other’s diet
Teaching important points教学重点
a.Identify different groups of foods and talk about healthy eating.
Of course not. I’m afraid not. All right. That’s a good idea.
Certainly. / Sure. No problem.
III词汇
1.四会
diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, stir-fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, strength, consult, fiber, digest, carrot, debt, glare, spy, limit, benefit, breast, garlic, sigh, combine
高中英语《Unit 2 Healthy eating》优质课教案、教学设计
Unit 2 Healthy eating 教学设计教学程序：1.Warming-up：激发学习兴趣，明确学习任务weight (kg)= 0 ?[height (m)]²(1)Underweight ≤18.5(2)Normal weight = 18.5 —24.9(3)Overweight = 25 — 29.9(4)Obesity = BMI of 30 or greater通过计算身体质量指数，指出体重与日常饮食有关，从而引出“Why do we have to eat every day?” ，即食物的功能，“ keep healthy, satisfy hunger, prevent diseases, maintain life, supply energy” 。
通过食物的功能，继而引出食物的分类，energy-giving food ：food that provides energy，比如，body-building food：food that helps grow bones and musclesprotective food:food that helps the body fight diseases2.Task-cycle：课文主体内容的教学与操练，知识的掌握与能力的过渡指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。
2.1Fast reading to get general ideasWhoWhenWhereWhat happened(main idea)Wang Peng and Yong Hui serve in their restaurants. The foods in Wang Peng’swhile the foods in Yong Hui’s.【设计思路】：本环节针对课文的主旨，设计who,when, where,what 问题，理解故事发展的情节。
高中英语_Unit2Healthyeating教学设计学情分析教材分析课后反思
Unit2 Healthy Eating学情分析一堂成功的课很大程度上取决于对学生实际情况的把握与分析。
高一学生的注意力和观察力都有了很大的提高，具有一定的目的性、系统性和全面性，已经初步实现从具体思维向抽象思维的过渡。
同时，自我意识增强，拥有强烈的主观能动性，并拥有强烈的自我展现意识。
学生具备一定的自主合作和探究的能力以及基本的英语思考和英语表达的基本技能。
因此，在日常教学中，应从学生的兴趣出发，并结合学生的实际英语水平来合理开展教学活动。
本节课的教学对象是高一年级的学生，他们的智力发展趋于成熟，认知能力比刚入学时有进一步发展，逐渐能用英语来获取信息、处理信息、分析问题和解决问题。
英语基础相对而言较好，但是口语表达能力薄弱。
他们对饮食这个话题比较感兴趣。
效果分析本节课通过创设情景，小组合作学习等形式，使学生学会在实际情景中能在真实情境中会话。
另外，通过快速阅读，跳读，细节阅读提高了学生阅读理解的做题方法，使学生循序渐进，一步步的掌握教学重点，通过抢答竞赛的形式，活跃了课堂气氛，学生学习积极性高加深了对本节课的的掌握，从而突破了教学难点，较好的完成了本节课的教学目标。
必修三Unit 2 Healthy Eating-Reading教材分析本单元的中心话题是“健康饮食”，旨在通过本单元的学习了解食物的营养常识、健康的饮食习惯以及中西方饮食文化的差异等。
本节课为本单元的第二节课“reading”部分，主要处理文章“Come and Eat Here”和“Comprehending”这两部分。
从多个角度探讨我们平时的食物偏爱与营养结构，让我们进一步明白健康饮食的重要性。
课前已经布置学生对文章进行了预习。
（一）教材的地位和作用本课是人民教育出版社高中英语必修三第二单元第一课时的内容。
本单元的中心话题是“Healthy Eating”,它是中学生日常生活接触比较多而且比较感兴趣的话题之一，本单元的各项活动的设计都是围绕着饮食展开的。
高中英语_Unit2 Healthy eating教学设计学情分析教材分析课后反思
必修三Unit2 Healthy eatingReading : Come and eat here(1)Teaching Aims1.Let students master some useful words and expressions about eating2.Let students master two reading skills: Fast reading and Careful reading3.Talk about how to keep healthy教学重点：阅读能力的培养和阅读技巧的训练，如快速阅读找出主旨大意，仔细阅读获取有关健康饮食的信息，培养学生获取信息、处理信息、分析问题和解决问题的能力。
教学难点：培养学生运用相关词汇阐明有关健康饮食的观点。
Teaching proceduresStep1 Warming-up and Lead-in问题导入：1.What did you have for lunch?(Let students write down the answers on the blackboard)2.Which diet do you think is healthy? Why?3.What should we eat to keep healthy each day?(见幻灯片1)(show 3 pictures about 3 kinds of healthy food)【设计说明】三个问题的设计都是贴近学生的现实生活，所以有利于激发学生的学习兴趣。
其中，有很多词汇学生不会用英语表达，要及时给学生补充，如“方便面”—instant noodles.Step2 Pre-reading问题：1.Do you like to eat in a restaurant?(There are two restaurants mentioned in our passage)2.Whose?（幻灯片展示王鹏和雍慧的饭店图片）(Let's come and eat here)Step3 Fast readingScan the passage in four minutes and finish the following question(Match the main idea of each part)Part 1 Wang Peng follows his friend to a newlyPara1 opened restaurant which is very popular.Part2 Wang Peng does some research in thePara(2-3) library to win his customers back.Part3 Wang Peng is worried because hisPara4 restaurant is not full as usual.【设计说明】让学生在规定的时间内快速浏览课文，并完成获取主旨大意这个任务；提示学生注意段落的开头和结尾这个阅读技巧。
高中英语Unit 2 Healthy eating Reading教案三
Unit 2 Healthy EatingCome and Eat Here（1）(Ｗarming Up and Reading )一．教材分析这单元主要话题是围绕健康饮食来展开的。
而本节阅读课的内容也正是通过菜系饮食之间的对比来明确说明健康饮食的重要性，是突出本单元主题的最重要的部分。
文章主要讲述王鹏和咏慧开饭店的不同风格，经营的不同菜肴以及顾客对不同食品的不同反响，反映了现代人对饮食的日益的关注和追求。
二．教学目标1．知识和技能①熟悉有关饮食的各类词汇，并了解健康饮食的真正含义②通过泛读和精读两部分分别让学生能够正确的掌握文章主旨，以及对文章细节的准确把握和理解。
2．过程和方法①引导学生谈论一些健康饮食话题，并启发学生从多方面思考问题，锻炼学生观察，总结能力及灵活运用能力。
②借助现代教学媒体，扩展学生思维，启发学生主动创设语言环境去运用语言，体验语言，并培养协作学习的能力。
3．情感态度和价值观①通过对<健康饮食>的学习和讨论，引发学生学习兴趣，使学生掌握有关营养与饮食文化方面的一些知识，并能知道平衡饮食的重要性。
②培养学生良好的饮食习惯，自主探究能力和合作精神。
三．教学的重点和难点1．重点：对文章核心内容及细节问题的理解，以及学生的阅读技巧的掌握。
2．难点：用准确流利的英文表达看法以及对平衡饮食和营养搭配的正确理解。
四．教学方法1.双方互动教学法2.采取问答方式的教学法3.自由讨论教学法4.小组活动教学法五、教学设计1.总体思路在本节阅读课的设计中采用了多媒体的教学辅助手段。
本节阅读课共分为5大步骤（Lead –in, Warming -Up ,Pre-reading ,While-reading, and Post-Reading）五大步骤又细分为9 个具体的教学活动（讨论日常饮食，了解事物分类，标题预测及听录音概括大意，是非判断，阅读选择，填表格，总结，小组讨论制定菜单），这些活动均围绕课文注意“健康饮食”而展开，不断提出问题启发学生的思维，使学生通过互相合作，在真实的交流活动中提高获取信息和处理信息的能力。
高中英语-Unit2_Healthy_Eating-教案(共2课时)AlwPwK
Unit 2 Healthy EatingI．教学内容分析本单元的中心话题是健康饮食。
主要是为了使学生对与健康有关的问题得到更好的理解。
这一单元鼓励学生去检查自己的饮食行为，看一看它是不是健康的饮食习惯。
一种健康的饮食习惯应该是平衡的，既不在脂肪、糖和盐这些方面过剩，又不会在人体必需的营养元素方面匮乏。
通过本单元的学习，学生可以对健康饮食有一个清楚的概念，从而根据所学的知识去思考与健康有关的问题。
Warming Up部分通过问题向学生询问饮食构成，让学生对本单元的内容能有一个初步的了解，并使学生复习与有关饮食的单词和短语。
然后让学生回答一组问题，通过这些问题的讨论，引导学生参与表达自己的看法，激发学生兴趣和好奇心，让学生自然而然地进入下一部分的学习。
Pre-reading部分通过几个问题讨论，让学生认识平衡营养的重要性，为课文的学习做出铺垫。
Reading 部分主要讲述了王鹏和咏慧开饭店的故事，借此揭示了不同食物对人体有着不同的影响。
故事讲诉了王鹏和咏慧两家饭店的两种饮食都是不合理的，经常去王鹏的饭店容易发胖，这样会导致高血压和心脏病等疾病；而经常去咏慧的饭店的顾客则容易变瘦，这样容易导致厌食或是营养不良，让学生注意并避免走这两种极端。
这些距离学生自身生活很接近的问题很容易引起学生的思考。
在教授的过程中注意积极的引导学生不断的进行反思。
Comprehending第一部分通过True or False 第四部分通过Main idea的寻找，使学生对文章有了一个浅层的理解。
Learning about Language部分突出了词汇和语法的学习与训练。
本单元的语法是情态动词ought to等的基本用法。
Using Language部分中包括了听、说、读、写几个部分的内容。
学生可通过王鹏和咏慧的这一个事情，深入展开讨论与健康饮食有关的事情。
阅读后的习题及讨论不仅帮助学生加深对文章主旨大意的理解，更重要的是让学生学会用所学的知识，解决在现实生活中遇到的问题。
高中英语《Unit2(Book3)Healthy eating》优质课教案、教学设计
The Teaching Design of Reading in Unit 2 Book 3Unit2 Healthy eatingPart I. Teaching aims and teaching key points &difficultiesI.Teaching aims1.Knowledge aims:Learn some useful words and expressions about healthy eating.2.Ability aims:Develop the reading ability by using some reading strategies.Improve the ability of cooperation and self-expression.Improve the ability of cooperation and self-expression.3.Moral aims:Know the importance of having healthy eating.II.Teaching key points and difficulties1.How to finish the tasks by using reading strategies.2.How to keep a balanced diet and know the importance of healthy eating. Part II. Teaching methods and teaching aidsI.Teaching methods1.Student-centered and teacher-assisted;2.Task-based activities;3.Individual/group workII.teaching aidsMultimedia and other teaching toolsPart III. Teaching proceduresStep1 Lead inTeacher’s activities:Ask Ss to guess and choose the meaning of a proverb:You are what you eat.A: You will become what you eat.B: Your health is decided by what you eat.Students’ activities:Guess and choose the meaning of the proverb.Purpose:好的导入可以调动学生的积极性，激发学生的学习兴趣，还能消除其它课程的延续影响,排除学生心里的杂念，让学生饶有兴趣地投入到新的学习情境中去，进而提高学习效率。
Unit 2《Healthy Eating 》教案全面版
Unit 2《Healthy Eating 》教案Using language---教案Teaching aims:1.To develop the students’ reading ability, learn to use some reading strategies such as guessing, skimming and so on;2.To get the students to realize the importance of having a healthy diet3.To grasp some useful words and expressions in this passage, such as be tired of , curiosity , get away with etc.Teaching important and difficult points:1.Understand the text well.2.Try to master the useful new words & expressions in this period.Teaching procedures :Step 1 Revision1. Who is Wang Peng?2. What happened on that strange morning?3. How do you like the food in his restaurant?4. What did Wang see when he followed Li Chang?5. What kind of food was served in this restaurant?6.Who is Yong Hui?7.What amazed Wang in Yong Hui’s restaurant?8.What did Wang decide to do after he left there?9.What did Wang find out after reading?10.What did he do then ?Step 2 pre-listeningWhat makes a balanced diet?What these illnesses are?rickets:legs that do not grow straight佝偻病scurvy: teeth fall out, problems with skin and sores that will not heal坏血病obesity: much too fat 过度肥胖Step 3 listening1.Listen to the tape and then fill in the charts.2 Listen again and join the names of the illnesses to their causes.Scurvy too much rice, noodles and sugarRickets Not enough vitamin CObesity Not enough protein and vitamin D3. 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.>Step 4 post listeningDiscuss with your partners.Step 5Predicting:Look at the picture and answer the following questions:1.Who is the man in the picture?2.What is he doing?3.Can you guess what he will do after he comes into the restaurant?The competition between the two restaurants was on.Can you guess what will happen to Wang Peng and Yong Hui?Step 6. fast readingExercise about TRUE or FALSE1.Wang Peng won back his customers because he must make a living on the restaurant.2.Wang’s restaurant serves too much energy-giving food while Yong Hui’s is a healthy diet.3. At last, they combined their menus and cut down the fat and increase the fibre in the meal.4.Their balanced menu made Wang and Yong Hui slimmer.Step7 careful ReadingRead the text fast, then answer the following questions:1. Why did Yong Hui come to Wang’s restaurant the next day?<Because she was angry with what Wang did, and wanted to ask him to make an apology to her. >2. How did Yong Hui feel when she had the meal in Wang’s restaurant?<She felt sick with all that fat and heavy food, and she missed her vegetables and fruit.> 3. What did they find after their chat?<They fo und they didn’t offer balanced diets. Because Wang didn’t offer enough fibre and Yong Hui didn’t offer enough body-building or energy-giving foods.>4. Read the passage again and fill in the chart .Instead of completing with each other , what did they do to improve the diet , making it healthier ?5. How has their relationship changed ?( From competitors to lovers )6.Fill in the blanks.Wang Peng and Yong Hui combined their menu, they served______________ rather than_________. Before long, Wang Pengwei became ________.Yong Hui became________. Because of their cooperation, they___________________________________.Finally, they ________________________.Step 8 language points1.earn his living 谋生earn one’ living (by…) =earn a living (by…)=make a living （by…）=make one’s living by=live by...2. He did not look forward to being in debt because his restaurant was no longer popular.be in debt: owe a lot of money 欠债3.glare vi.怒目而视glare at sb. 怒目注视某人glance:glance (at, over) 看一眼glimpse:catch／get a glimpse of 瞥见stare:stare at／into 盯着4.1) agree with sb./with one’s words2) be agreed（on /about sth.）agree to sth. 同意（某提议，计划，方案等。
黄冈市黄冈中学人教新课标英语Book3UnitTwoHealthyEating
Unit Two Healthy Eating课程标准中的内容标准：本单元的话题是围绕“健康饮食”展开的，介绍人们要有均衡的饮食，养成良好的饮食习惯，享有健康的生活。
教学细目：1、（情感目标）通过阅读，了解“健康饮食”，提高保健意识，以快乐健康的态度生活。
2、（交际）通过听说学习有关建议和劝告，就医，同意和不同意的用语。
3、（词汇）通过阅读、师生互动掌握本单元的教学目的和要求中的词汇。
4、（写作）通过阅读和书面训练，学习并掌握正式信件的写法和用语。
5、（语法）通过书面训练，深入理解和进一步运用情态动词。
学习领域与主题内容及要求目标层次理解掌握运用1.1.1. 话题：Problems with diet;balanced diet and nutrition√人教版选修三UnitTwoHealthyEating1.1.2功能（通过听和说，能在生活中运用下列英语进行交际）：1．建议和劝告（Suggestions andadvice）What should we do? Shall we … ?How about … ? You must / mustn’t …I think you ought to … Perhaps youshould … You’d better … You might …You need / needn’t … You have to /don’t have to … I would strongly adviseyou to …I suggest that you … My advice is /would be … It might be a good idea√to …2．就医（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, only …I suppose you had better … I think you ought to …I’ve got a pain in … It comes and goes. I’m suffering from …I feel tired all the time. I’ve got a bad …It hurts when I touch it.3．同意和不同意（Agreement and disagreement）(I’m afraid) I don’t agree. I’m not sure about that! You could be right, but …I agree up to a point, but … That’s an interesting idea, but … Rubbish / Nonsense!Do you really think … ? You can’t be serious! That’s not how I see it.Actually / As a matter of fact, I think …√1.1.3Understanding vocabulary（理解词汇）（通过听、看、阅读，能理解下列词汇含义。
高中英语-Unit2_healthy_eating_集体备课教案AqAHKH
Unit2 Healthy eating 集体备课教案主备人：刘小兵曹周英教材分析与教材重组1. 教材分析本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。
针对现实中遇到的实际问题发表自己的看法。
最后让学生运用所学知识，两人一组研究中餐，设计食谱。
1.1 WARMING UP 是本单元一个重要的组成部分。
让学生看图讨论不同食物对人体的作用，了解饮食与人体健康的关系。
通过几个设问激发学生思考自己的饮食习惯是否合理，运用已有的知识经验思考什么是Healthy Eating.1.2 PRE-READING 通过一个表格和一个排序题引导学生对比不同食物中哪些食物富含脂肪、纤维素、维生素和糖份。
可添加讨论如何在烹饪中保持食物营养，从而有利于健康。
1.3 READING 讲述王鹏伟和咏慧开饭店的不同风格和顾客对不同食品的反应，反映了现代人对饮食的关注和对时尚的追求。
但王鹏伟和咏慧都没有提供平衡的膳食，经过一段时间的磨合，他们决定合作，提供既有能量又有纤维的食品。
戏剧性的结尾增添了故事的趣味性。
通过阅读丰富学生的饮食文化，教会他们如何改善饮食习惯；在现实生活中碰到麻烦时，如何正确处理矛盾，解决问题。
1.4 COMPREHENING 利用判断和回答问题的形式考查学生对课文细节的理解，对比两家饭店所提供膳食的优缺点。
1.5 LEARNING ABOUT LANGUAGE 是继Comprehending之后的又一指导性练习。
注重考查词性的变化，课文中重点词汇在语篇中的熟练运用及情态动词的不同功能，并设计连线和情景对话两个题型予以巩固。
1.6 USING LANGUAGE 体现了学以致用的目的，从Listening, Reading, Speaking, Writing 四方面训练学生，完成语言的输入性学习和输出性训练的过程，结合生活实际，让学生两人一组研究中餐设计食谱。
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upset you, but I
found your menu so
limited that I
stopped ted advertising the benefits of my food. 5. In this way they cut down the fat and increased the fibre in the meal. 6. Their balanced diets became such a success that before long Wang Peng became slimmer and Yong Hui put on more weight. 7. Perhaps with a discount and a new sign he could win his customers back.
Phrases: earn one’s living, look forward to, be in
debt, glare at sb., spy on sb.
P.15
Words: sigh, combine
Phrases: start advertising the benefits of my food, combine our
you? What seems to be
the trouble?
How long have you
been like this? It’s
nothing serious, only
…
I suppose you had
better … I think you
ought to …
I’ve got a pain in
spy on; cut down;
before long; put on
weight;
tell sb. a lie/lies;
tell a lie/lies to
sb;
lie to sb. ; ; get
away with sth./ doing
sth..; win back;
be punished for sth.;
Unit Two Healthy Eating
课程标准中的内容标准： 本单元的话题是围绕“健康饮食”展开的，介绍人们要有均衡的饮
食，养成良好的饮食习惯，享有健康的生活。 教学细目：
1、（情感目标）通过阅读，了解“健康饮食”，提高保健意识，以 快乐健康的态度生活。 2、（交际）通过听说学习有关建议和劝告，就医，同意和不同意的 用语。 3、（词汇）通过阅读、师生互动掌握本单元的教学目的和要求中的 词汇。 4、（写作）通过阅读和书面训练，学习并掌握正式信件的写法和用 语。 5、（语法）通过书面训练，深入理解和进一步运用情态动词。
advertisements, get fat through eating too much fatty
food, speak up for the workers
II. 重点句型
见表1.1.7
III. 重点语法
情态动词：理解和掌握ought to 的用法（The use of ought to）
compete with sb.; lose face; earn/make a living ; (be) in debt
1.1.5 Applying vocabulary（应用词 汇） （通过书面训 练，能在书面表达中运 用下列词汇。） Strength; consult; poisonous; weakness; strength; cooperation; sigh; limit; limited; benefit; sigh; combine; digest; lie; curiosity; glare; limit; benefit; spy on sb. ; before long; put on / gain weight ; cut down; combine …with/and ;home and abroad; turn/change into
Part One 单元重点知识点 I. 重点单词和词组 P. 9
Words: balance，protective Phrases: eat a healthy and balanced diet, energy-giving food P.10 Words: slim , customer; discount; lie , curiosity Phrases: feel very frustrated, stir-fried vegetables and fried rice, bacon cooked in the hottest, finest oil, nothing could be better, follow sb. into a new small restaurant, drives sb. Inside, believe one’s eyes, get away with, tell people lies, win his customers back P.12 Words: consult Phrases: be afraid of being laughed at, make up , refer to, consult a doctor, live on a diet
1.1.7句型结构：（通过
口、笔头训练，能在完
成句子、书面表达中运
用下列句子结构.）
1. “Nothing could be
better,” he thought.
2. He could not have
Yong Hui getting away
with telling people
lies!
3. However, as she
Shall we … ? How
about … ? You must /
mustn’t …
I think you ought to
… Perhaps you should
… You’d better …
You might …
You need / needn’t
… You have to /
don’t have to … I
学习领域与主题
内容及要求
目标层次
理解 掌握 运用
1.1.1. 话题：Problems with diet; balanced √ diet and nutrition
1.1.2功能（通过听和
√
说，能在生活中运用下
列英语进行交际）：
1．建议和劝告
（Suggestions
and
advice）
What should we do?
… It comes and goes.
I’m suffering from
…
I feel tired all the
time. I’ve got a bad
… It hurts when I
touch it.
3．同意和不同意
（Agreement
and
disagreement） (I’m afraid) I don’t agree. I’m not sure about that! You could be right, but … I agree up to a point, but … That’s an interesting idea, but … Rubbish / Nonsense! Do you really think … ? You can’t be serious! That’s not how I see it. Actually / As a matter of fact, I think …
mutton; roast; fry;
ought; bacon; slim;
hostess;
raw;
vinegar;
lie;
customer; discount;
fibre; carrot; debt;
glare; spy; breast;
garlic; in debt; spy on; cut down; before long; put on weight;
1.1.3 Understanding √ vocabulary（理解词
汇）（通过听、看、阅
读，能理解下列词汇含
义。学生只需认识，不
作为测试的内容考
查。）
diet; nut; bean; pea;
cucumber; eggplant;
pepper;
mushroom;
peach;
lemon;
balance; barbecue;
of rice, raw vegetables and bananas, lose heart, creamed potatoes, eat food with plenty of fibre that helps you digest better P.13 Words: poisonous Phrases: ought to, get a discount P.14 Words: benefit, glare
would strongly advise
you to …
I suggest that you …
My advice is / would
be … It might be a
good idea to …
2．就医（Seeing the
doctor）
What’s the matter?
What’s wrong with
ideas, cut down the fat, put on weight, live happily,