Module 3 Food for Thought Unit 5 Think before You Eat 单元同步教案

Module 3 Food for Thought
Unit 5 Think before you eat
教材分析
This book includes three modules, The Human Body, Colorful Life and Food for Thought, designed to help students get better understanding of their own body and the healthy life style. This is the fifth unit of the third module of the textbook. In the form of a talk, two young adults, Simon and Debbie, discuss food and eating habits. Through the study of this module, students learned about the concept of vegetarianism and the expression of related words. They can master how to express his feelings accurately and how to present his ideas or opinions. Through learning and understanding the differences between Chinese and western cultures, they can learn to be good at listening to others' opinions.
教学目标
【语言目标】
1. Learn and master the new words, phrases, sentence patterns in the text;
2. Learn to think carefully about their food choice;
3. Exercise students' sensitivity to English Numbers and the names of foods;
4. Grammar: Modal verbs;
5. How to write a report.
【能力目标】
1. Improve students' reading comprehension ability, develop their reading skills;
2. Express their opinions with the sentence patterns learned;
3. Develop students' practical ability to use English and their oral and communicative skills.
【情感目标】
1. Help students understand the differences between Chinese and western cultures, learn to respect others' beliefs, and be good at listening to others' ideas;
2. Make students learn to express themselves in authentic English.
教学重难点
1. Learn and master the new words, phrases, sentence patterns and grammar in the text;
2. Improve students' reading comprehension ability, develop their reading skills;
3. Grammar: Modal verbs;
4. How to write a report;
5. Make students learn to express themselves in authentic English.
课前准备
Multimedia, Text book, whiteboard and PPT slides
教学过程
The first period Reading
Step 1 Lead-in
1. Ask Ss to make a list of what they often eat or like to eat for their daily meals.
2. elp Ss review food vocabulary (including grains, meat, vegetables, fruit, drinks, etc).
3. Have Ss do Exercise A1 and make sure they know the foods listed there.
4. Let Ss discuss the sentences about food in Exercise A2 in pairs. More sentences for reference:
Eating pig brain will strengthen our brain power. F
A cup of milk before you go to bed will keep you awake. F
Eating some chocolate before examination will make you more energetic(精力充沛的). T
Dairy products are high in calcium（钙）, which is good for our bones. T
Soy products （豆制品）are high in protein and antioxidants （抗氧化剂）which are good for cell repair.（细胞修复） T
Vegetables that are full of fiber（纤维） are not good for your digestion（消化）. F
Fruits are full of vitamins which will help to nourish（滋养）your skin. T
Meats, eggs, beans have no protein which is healthy for our strength. F
Sweets will make us look more beautiful and sweeter. F
Grain products such as bread, cereal, rice are high in fibre, which is good for digestion and energy levels. T
【设计意图】
首先用图片展示一些与饮食相关得词汇，让学生猜测和联想，进行头脑风暴，为课文阅读预热。通过一个小组讨论，让学生结合自身实际回答问题，活跃课堂气氛，锻炼学生口头表达能力。
Step 2 Reading
1. Skim and complete
1) The conversation is between ____________ and a carnivore(肉食者).
2) For lunch, Sally had_____________ and Sam ordered _________.
3) A mixed grill is __________________________________.
4) A vegetarian is ________________________________.
(a vegetarian; a mixed grill; a salad ; steak, pork chops, chicken and sausages ; a person who does not eat meat )
2. Ask Ss to skim the text and finish Exercise B. Check the answers with Ss.
3. Scan and answer
1) How does Sam think the animals we eat had to spend their lives?
2) Apart from food, what does Sam think animals are given?
3) What should we do so that there’d be no hungry people in the world?
4) Why will Sally never lose her appetite for meat?
4. Fill the table
/
/
5. Design a healthy lunch for ourselves
/
Grains：rice, bread, cake, corn, wheat, noodle
Vegetables：cucumber, pea, turnip, carrot, mushroom, lettuce, soya bean, broad bean, Chinese cabbage, pepper, eggplant, broccoli, cauliflower.
Meat：pork, beef, chicken, duck, goose, turkey, sausage, ham, steak, mutton.
Fruit：apple, orange, banana, peach, pear, watermelon, cherry, mango, strawberry, pineapple, lemon, kiwi.
Drinks：water, juice, milk, yoghurt, soya milk, black tea, green tea, milk shake, lemonade.
We would prefer to
would like to
would rather have a bowl of rice , because it contains
they contain enough fibre.
We want to
should_______________________, which contains
contain ______________.
6. Read and think
Ask Ss to do Exercise E on page 65.
7. Group discussion
Ask Ss to discuss the choices made by Sam and Sally.
Q: Whom do you agree or disagree with? Why?
【设计意图】
详读文章，加深对课文的理解，完成一些细节性的知识点。
Step 3 language points
1. mixed grill(grilled steak, liver, bacon, etc served together)烤杂排，烤什锦
steak [steik] n.牛排
She likes her steak rare.
Steakhouse 牛排餐厅 Pork chop 猪排
2. vegetarian [,ved?i'tε?ri?n]
n. eater of fruits and grains and nuts; someone who eats no meat or fish or (often) any animal products
vegetable vegetarianism
3. influence v. 影响
Young people are quickly influenced by new ideas.
N. ~ on sb/sth
The influence of parents on their children
4. Tiny adj. very small
Only a tiny minority of the members were in favor of the plan.
tinier, tiniest
5. Instead of 代替
Let’s play cards instead of watching TV.
Instead adv. 代替，取而代之
We’ve no coffee. Would you like tea instead?
take the place of/substitute for
6. Cattle n. 牛
A herd of cattle/elephants
A school of fishes/whales
a pack of wolves
a flock of birds/chickens
a swarm of ants/bees
7. Appetite n.食欲 Adj. appetizing 开胃的 N. appetizer 开胃菜
The old lady has lost her appetite since the operation.
Appetite for… 对…的欲望
Have a good/big appetite 胃口好/大
8. Contain [k?n'tein] vt. 包含
本书有六个章节。 This book contains six chapters.
N. container 容器，集装箱
She stored the cake in an airtight container.
9. Reservation[,rez?‘vei??n] n. reserved seat or accommodation, etc.
E.g. 他们以彼得的名义预定了座位。
They made a reservation in the name of Peter.
10. Reserve
A 预定 E.g. reserve tickets/rooms/couchettes.
B 保留/储备某物
~ sth for sb E.g. These seats are reserved for special guests.
11.Indicate v. be a sign of (sth); suggest the probability or possibility of…
Research indicates that women live longer than men.
eg.1 She gave no indication of having heard us.
2 Can you give me some indication as to your intentions?
3 There are indications that the situation may be improving.
indication n. 指示，象征
12. Proposal n. 1 action of suggesting or putting forward 提议
A proposal for uniting the two companies
A proposal to offer a discount to regular customers
~ for (doing) sth
~ to do sth
13. Canteen [k?n'ti:n]
n. place serving food and drink in a factory, an office, a school, etc.食堂
The second floor of the school canteen is for teachers.
14. Depressed adj.消沉的，沮丧的
他对自己在比赛中的糟糕表现感到沮丧。
He was ~ about his poor performance in the match.
Depress v. 使消沉
Depression n. 沮丧， 萧条
Economic depression
15. Energy n. 精力，活力
We should devote all our energies to studies.
Energetic adj.精力充沛的
Though he is over 60, he is still ~.
16. Variety [v?'rai?ti] n. 多样；种类
We all need variety in our diet. 我们都需要饮食多样化。
Vary v. 变化 Various adj. 多种多样的
We have various activities after school.
Vary from… to…
Vary with…
物价随季节而变。Prices vary with the seasons.
她的情绪由乐观一变为极度消沉。 Her mood varied from optimism to extreme depression. 17.Advise v.建议
Advise (sb) against (doing) sth
Advise sb (on sth)
Advise sb to do…
Advise that…
18. Increase v. 增加
The population of Tokyo increased dramatically after World War Two.
increasing adj. 不断增长的
decrease v.减少
19. Decide on 选定，决定
She has decided on art as a career.
Decide to do…
20. Tell… from 区分
The twins look so alike that it’s hard for their classmates to tell one from the other.
tell apart 分辨
【设计意图】
学习单词和短语。
Step 4 Homework
1. Tell Ss to search the text for the relevant information and finish Exercise C.
2. Finish exercisesD1and D2.
3.Read the text fluently and recite the new words.
【设计意图】
完成课后练习，培养学生独立完成学习任务的能力。
The Second Period Grammar : Modal verbs
Step 1 To help students grasp the use of modal verbs .
These words show that it is necessary or important to do sth : have to , must , should , ought to
The basic form should be used after them .
Note :
1. Have to , must -------used for rules and orders or have no choice
Must not ------ not allowed
Don’t have to = needn’t ( not necessary)
Must had to (past form )
1） 表示必须要做的事，意为“必须” ，否定式表示不应该，不许可禁止等。
Must(否定回答)---needn’t/don’t have to
We mustn’t waste our time.
We must do everything step by step.
--- Must we hand in our exercises today?
--- Yes, you must.（No, you needn’t. / No, you don’t have to.）
2) must表示推测，意为“准是；一定是”，通常只用于肯定句。
You have worked hard all day. You must be tired.
It’s ten o’clock. He must be working in his office.
The girl returned soon. She must have run all the way.
must + do对现在事实的猜测;
must + be doing 对正在发生的事的推测；
must + have done 对过去事实的猜测。
注意：若用于否定句或疑问句，则用 can 代之。
2.Ought to is not commonly used in a question or in a negative
have to 表示客观需要去做的事情，意为“必须，不得不。”
1) I have to get the station early to catch the first train.
2) We missed the bus so we had to walk home.
3) We have to overcome all kinds of difficulties.
have to 有多种时态。常见的有：
一般将来时 We will have to gather at the school gate at 7 tomorrow.
一般现在时 I have to take more money with me because my wife has so much to buy.
一般过去时 Finally, we had to give up our idea to hold a picnic outside because it rained the whole day.
3. must与have to的比较
1) have to强调客观需要，因客观环境或事态促使而不得不做某事；
must强调主观看法，表示主观上认为有必要做某事。
1. I _____ learn another foreign language.
2. You _______ learn another foreign language if you want to work here.
3. You ______ be back before 10 o’clock.
4. You ________be back before 10 o’clock because the train is to leave at 10: 15.
(must ; have to ; must ; have to)
2) 否定形式
must not/mustn’t “不应该；不许可；禁止”
do not have to “不必要”
You don’t have to tell John.
You mustn’t tell John about it.
英国常用 needn’t 代替don’t have to。
3）时态
have to 不同时态
must则只有一种形式
1. We will have to buy another TV set. 一般将来时态
2. He has had to reconsider his position. 现在完成时态
3. I have to /must leave now. 一般现在时态
should & ought to
should的用法
1. 表示劝告、建议，应该做…，且有一种道义上的责任。
We should use land to grow food for people instead of cattle.
You should study the article carefully.
2. 表示对现在、将来、过去情况的某种推测，译为 “可能，应该，该”比“must” 语气弱
He should arrive at noon.
He should have got everything ready by now.
Jane should be reading in the library now.
3. 用来表示虚拟（should + do / should + have done）
1) 命令、要求等propose/request/order/suggest/advise/demand
谓语动词要用虚拟(should ）+ do的形式。
The teacher demanded that the exam _C___ before eleven.
A. must finish??? B. would be finished??
C. be finished? D. must be finished
My advice is that he (should) lose weight.
The officer ordered that she (should) leave at once.
2) “责备，内疚”
should have done 应该做某事却没做
should not have done 本不应该做而做了
这项工作本来应该昨天就做完的。
The work ___should have been finished yesterday.
I’m feeling sick. I shouldn’t have eaten so much ice-cream.
ought to的用法
1.ought?to表示道义、法律义务或责任, “应该” 语气比should强, should一般是表示说话者的一种主观看法。
He ought to be here.
2.?否定 ought not/oughtn’t to do
3.?疑问句 Ought+ subject+ to do…?
Ought we to do it at once?
【设计意图】
学习情态动词have to , must , should , ought to用法。
Step 2 Practice
1. It’s nearly seven o’clock. Jack ___ be here at any moment.
A. must B. need C. should D. can
2.The plant is dead. I ___ it more water.
A. will B. would have given
C. must give D. should have given
3.You can’t imagine that a well-behaved gentlemen ___ be so rude to a lady.
A. might B. need C. should D. would
4. Sir, you ___ be sitting in this waiting room. It is for woman and children only.
A.oughtn’t to B. can’t C. won’t D. needn’t
5.I didn’t hear the phone. I ___ asleep
A. must be B. must have been C. should be D. should have been
6.--- Did the train arrive in time?
--- No. It _______ two hours ago.
A. must have arrived B. ought to have arrived
C. must arrive D. ought to arrive
7. If you live in town, it is often faster than a car and you ______ worry about parking.
?? A. must not?? B. may not?? C. should not?? D. don't have to
8. Johnny, you ______ play with the knife, you
______ hurt yourself.
A. won’t; can’t B. mustn’t; may C. shouldn’t; must D. can’t; shouldn’t
9. —May I pick a flower in the garden?
— ________.
A. No, you needn’t B. Not, please. C. No, you mustn’t D. No, you won’t
10. Put on more clothes. You ____ be feeling cold with only a shirt on.? A. can? B. could? C. must? D. would
(1-5 C D C A B 6-10 B D B C C)
【设计意图】
练习情态动词的运用。
The Third Period Listening and Speaking
Step1 Listening
In this section, students will hear a telephone conversation. An Lin is making a call to Jade Duck Restaurant for a reservation . Vivian, a staff member in the restaurant, answer the call .
1. Check students’ basic knowledge of booking seats at a restaurant .
2. Elicit from them the information which must be exchanged while making a reservation .
For example, the dining time, the number of guests, contact information, and special requirements .
3. Play the tape and draw students’ attention to the information exchanged in the dialogue .
4. Have them finish the listening task in the students’ book .
Before the listening exercise , try to give them some advice on how to save time writing down information .(half past six ----- 6: 30, November ----Nov )
【设计意图】
通过提供的听力材料，进行听力指导，锻炼学生的听力能力。
Step 2 Speaking
Agreeing and disagreeing with proposals
In this section, students will learn how to express agreement and disagreement with the proposals ma e by others . The speaking tasks use the same topic as the main passage .
1. Have students read the speech bubbles in the student’s book, and ask them to say which ones show agreement and which ones show disagreement.
2. Give topics regarding food or diet to students to discuss using the expressions they have just learnt . The discussion topics can include ,
Sugar is not healthy for us .
Eating a lot of cheeseburgers and milkshakes will not increase the risk of heart attacks .
We had better eat as much fruit as possible
3. Make sure students give proper reasons for their opinions , as noted in Student’s Book Activity.
Give students some controversial topics for discussion . Ask them to air their personal opinions freely .
【设计意图】
先给学生指定话题，进行口头表达，然后进行角色扮演活动，既增加了课堂的趣味性，也激发了同学开口表达的热情。
The Fourth Period Writing Reporting on eating habits
Step 1 Before writing
*Begin this part with the following questions:
1. What do you usually have for breakfast? lunch ? supper?
2. What’s your favorite food? Do you always eat it?
( E.g.: my favorite food is fried chicken. I eat it almost every day…)
3. Why do you like eating it so much?
4. Is there anything you don’t like eating?
5. What do you think of your daily diet? Healthy or unhealthy?
Ask a few Ss to answer the questions and then do the group work to discuss the question:
“What kind of food is good for our health and what kind of food is not good for health ?”
*Get the conclusion: To stay healthy and active, we should have a good diet. Show the table
Eat most
Grains, fruits, vegetables
Eat moderately
Meat, fish, beans, milk, eggs, cheese
Eat least
Fat, oil, sugar, sweet things
Note: don’t eat a lot of salt or Soya sauce
【设计意图】
通过问题让学生熟悉写作材料，让学生知道写什么，有话可说。
Step 2 Survey (Group work )
Let the Ss ask each other about what and how much he / she ate for the past three days and finish the survey table on Page 71.
【设计意图】
进一步作个调查，了解学生彼此的饮食情况，完成课后练习。
Step 3 Writing
* Finish the writing work on page 72.
Based on the Ex on page 72. do the further work--- write a composition “ My eating habits” as assignment.
【设计意图】
进行实际写作训练，提高学生的写作能力。
The Fifth Period More reading
Step 1 Warming up
Learn about something food. Do you agree? Show the pictures on the screen.
【设计意图】
通过图片了解一些饮食习惯。
Step 2 Reading
1. Listen to the tape recorder. And then ask the following questions:
* What’s the main topic of this passage?
* What is meant by a balanced diet according to the passage?
* What’s your daily diet? According to the passage, do you think you have got a balanced diet?
2. With the textbook open, ask the Ss to read the passage once again and finish the ExB1, B2 and B3 on page 73 in the textbook.
【设计意图】
根据课本材料，让学生带着简单问题先进行听课文，培养学生听力理解能力。再进行限时阅读训练，培养学生阅读理解能力。
Step 3 Homework
1. Do the exercise B3 on page 73 in the textbook.
2. Review the new words and expressions in unit 5.
【设计意图】
完成课后练习，并复习本单元的重点知识点。
课后反思
略。