人教版高中英语必修三 Unit2 Healthy eating 教案

Book 3 Unit 2 教学设计
Healthy eating
Teaching Aims of this unit
1. Talk about healthy eating
2. Making suggestions or giving advice on diet
3. Distinguish the meanings of Modal verbs
4. Make a balanced menu
5. Speaking: Practice talking about your ideas; practice giving suggestions and advice, practice, seeing the doctor
Ｉ. Topics:
▲ Problem with diet; ▲balanced diet and nutrition
II. Functional items
功 能 Suggestions and advice:What should we do? 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 (don’t ) have to … I would strongly advise you to … I suggest that you…. My advice is / would be … It would be a good idea to ….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. Agreement and Disagreement(I’m afraid) I don’t agree. I’m not sure about it. 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…
词 汇 1.词汇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, fibre, digest, carrot, debt, glare, spy, limit, limited, benefit, breast, garlic, sigh, combine2. 固定词组balanced diet, ought to , lose weight, get away with, tell a lie, win…back, earn one’s living, in debt, spy on, cut down, before long, put on weight
语法 The use of ought to:By now his restaurant ought to be full of people. Perhaps we ought to combine our ideas and provide a balanced menu…

教材分析和教材重组
教材分析 本单元的中心话题是“健康饮食”。教材通过讲述王鹏和雍慧开饭店的不同风格、经营的不同菜肴以及顾客对不同仪器的不同反应，反映了现代人对饮食的关注和对时尚的追求，让学生在趣味盎然的故事情节中轻松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，领司膳食平衡对身体健康的作用。 1. Warming Up 部分通过图片和表格向学生展示食物的分类方法，探讨各种食物对人体的作用，然后通过询问学生的个人饮食习惯来引导学生关注膳食平衡。 2. Pre-reading部分设计题：What do you think should go into a good meal？通过对不同食物的讨论，调动学生的相关知识背景，列出菜单。然后让学生根据文章标题和插图来预测内容。 3. Reading 部分主要讲述王鹏伟和咏慧开餐馆竞争的故事。文章结尾一句话The competition between the two restaurants was on!给读者留下了悬念, 引起学生极大兴趣,使学生有继续阅读的欲望。 4. Comprehending设置六个练习， 帮助学生更好地理解阅读课文的内容。 5. Learning about Language 中的Discovering useful words and expressions主要让学生通过上下文在语篇中学习词汇，在语境中感悟其用法。Discovering useful structures让学生在文章中找出含有情态动词的句子并标出其功能，使学生不仅复习了情态动词的用法，更主要的是通过他们亲自动手、动脑、动笔，锻炼学生的鉴别能力和自主学习能力，克服了那些单纯学习英语结构的弊病。 6. Using Language分为两三部分。Listening 部分是主体阅读文章内容的继续，主要讲述鹏伟到图书馆查寻资料，发现他和咏慧的饭店提供的食物都存在片面性，从中学到许多有关健康食品的知识。通过听，学生了解到哪些是能量食品（energy-giving foods），哪些是健身食品（body-building foods），哪些是保健食品（protective foods），还有两家餐馆所提供食物的营养和作用。Reading and discussing 部分继续讲述故事，经过一段磨合，鹏伟和咏慧将菜单合并，决定合作，提出为顾客提供既有能量又有纤维的食品。富有戏剧性的是, 最后两人结婚，共同经营这家饭店。整个故事不仅让学生在阅读中感受到故事的趣味性，还教会了他们如何改变饮食习惯，改善饮食结构，丰富饮食文化。Speaking and writing 部分让学生就如何经营餐馆相互提出建议和意见，然后用英文写一篇宣传介绍新开的餐馆以及提供的服务。使学生将书本所学的知识运用到实际生活中，锻炼其口语和书面表达能力。
教材重组 1. 将Warming Up，Pre-reading，Reading与Comprehending整合在一起上一节“阅读课”。 2. 将Learning about Language和Workbook的using words and expressions及using structures整合在一起上一节“语言学习课”。 3. 将Using Language设计为一节包括听说读写在内的“综合技能课（一）”。 4. 将Workbook的LISTENING和TALKING结合在一起上一节“听说课”。5. 将Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK设计为一节“综合技能课（二）”。
课时分配 1st Period Warming up and Reading 2nd Period Language study 3rd Period Integrating skills(Ⅰ) 4th Period Listening and Speaking 5th Period Integrating skills(Ⅱ)

The first period Warming up and reading
Step Ⅰ Warming up
Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.
Examine the questions after discussing the table. The first three questions are all personal ones so answers will vary. The fourth one requires knowledge. Suggested answers include:
* If you eat too much energy-giving foods you will become fat and suffer from high blood pressure.
* If you eat too much body-building food you will grow taller and stronger but not necessarily healthier.
* If you eat too much protective foods for every meal you may lack energy. However without protective food (over a long period of time ) you can get serious illnesses like scurvy (lack of vitamin C) or rickets (lack of vitamin D).
* If you don’t eat enough food of any of the three kinds you may get anorexia (too thin).
Step Ⅱ Pre-reading
Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.
T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear?

Which food contains more… Examples of foods Answer
Sugar Chocolate or grapes Cakes or bananas Chocolate Cakes
Fat Cream or rice Chocolate or chicken Cream Chocolate
Fiber Peas or nuts Pork or cabbage Nuts Cabbage
protein Potato crisps or ham Eggs or cream Ham eggs
Conclusion: A good meal should contain some food from each of the three categories above.
Step Ⅲ Reading
Get the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple of minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.
1. Fast reading
In this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Finish exercise 4 on P11
Part 1 ： Wang Peng is worried because his restaurant is not as full as it usually is.
Part 2 ： He follows his friend to a newly opened restaurant which is very popular.
Part 3 ： Worried, he does some research to win his customers back.
2. Careful reading
T: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.
a. Usually Wang Peng’s restaurant was full of people. (T )
b. Yong Hui could make people thin in two weeks by giving them a good diet. (F) ( It would take longer than that)
c. Wang Peng’s regular customers often became fat. (T)
d. Yong Hui’s menu gave customers more energy-giving food. (F ) (No. It gave them protective or body-building food.)
e. Wang Peng’s menu gave customers more protective food. (F ) (His menu gave customers energy-giving food.)
f. Wang Peng decided to compete with Yong Hui by copying her menu. (F ) ( He decided to advertise the benefits of his menu!)
T: In your own words explain the following sentences or parts of sentences taken from the passage.
1. Li Chang always came to his restaurant so if he did not, it meant that something serious had happened to stop him.
2. He did not want Yong Hui to tell lies and people to believe her.
3. If he gave his customers cheaper prices and advertised the benefits of his menu, perhaps his customers would return.
Step Ⅳ Discussion
1. By now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurant.
T: Now please read the text again and fill in the chart together with your partner.

disadvantages advantages
Wang Peng’s restaurant Not giving enough foods containing fiber Provide plenty of energy foods
Yong Hui’s restaurant Not giving enough energy foods Providing plenty of fiber foods

2. T: Until now we have known what’s wrong with both restaurant. What does it matter if you only eat at one of the restaurant?
S1:…
S2:…
S3:…
T: You all have a point here. But what will they do? What do you think Wang Peng will provide to win his customers back? Do you think we should follow his example?
Suggested answer (Ideas will vary but possible answers are):
? Wang Peng will offer more protective food with his meals such as salad.
? He will cook his food in less oil.
? He will stop serving ice cream and cola because both of those have too much fat or sugar.
Ss: Yes.
T: Now, how do you think the story will end?
Possible answers:
? Wang Peng will lose his restaurant.
? Yong Hui will come to his restaurant and become very angry with him.
? Yong Hui’s customers will become so tired they will return to Wang Peng’s restaurant.
Step Ⅴ Homework
1. Try to retell the text.
2. Prepare for the language learning and do Using words and Expressions on WB (Page 49-50)

The second period Language study
Step ⅠRevision
1. Check the students’ homework.
2. Ask some of the students to retell the text.
Step Ⅱ Discovering useful words and expressions:
This part is a consolidation of the words and expressions. Ask the students to do the exercises individually.
T: Now please open your books and turn to page 12. Finish the exercises one by one .Then check the answers with the class.
Answer keys for
Exercise 1:
lie, get away with , raw, curiosity, customer, benefit
Exercise 2:
? ought to , diet, raw, balanced, energetic, slim
? become thinner-----lose weight
being laughed at by her friends------losing face
felt so sad and hopeless about herself----lost heart
was unwilling to visit any more----lost interest in visiting

Step Ⅲ Discovering useful structures
The students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, with the help of the practice 1 on page 13. Then give them some examples.
T: Please pick out all the sentences containing modal verbs in the text. Finish exercise 1:
a. Then usually by lunchtime they would all be sold--- possibility.
b. What could have happened?--- possibility.
c. Nothing could be better.--- possibility.
d. Something terrible must have happened if … -------guessing.
e. He could not believe his eyes. --- intension.
f. Perhaps he should go to the library and find out.------Duty
g. He could not have Yong Hui getting away with telling people lies! ---intention
h. He had better do some research!--- duty.
i. Even though her customers might get thin after eating Yong Hui’s food...----Possibility
j. They could become tired very quickly.----intention
k. …he could win his customers back.---ability
…
Answer key for exercise 2 :
1. have to , should , shouldn’t , needn’t , don’t have to/needn’t /shouldn’t , will
2. have to , mustn’t
3. ought to, should
Suggested answers to Exercise 3:
1. I have to take the book to the librarian’s desk. Then I need to give her my card so she can register the book on her computer. I have to return the book before the date stamped on the cover.
2. I must go to the dental hospital and see the dentist. Of course I have to make an appointment first. Then I should clean my teeth before I go into the dentist’s surgery. It will be more thoughtful for him/her if I can do this.
3. First , I ought to arrive in good time at the airport. Second, I must write the name of the person I don’t know on a name board and display it so everyone can see it. Finally, I have to wait until the flight have appeared. If I still have not seen him/her I should go to the information centre and ask them to make an announcement.
4. To get a discount in a shop I need to find out the original price. Then it is important to laugh and wonder aloud if this price is a joke or not. Finally I should offer a lower price and argue with the salesperson until they offer me a more reasonable price. If the price I still too high I don’t have to accept it. I can always walk away. Sometimes if the salesperson is keen to make a sale he/she will offer me a more reasonable price.
5. When you meet the hostess in your friend’s home, you ought to greet her politely. You should spend a few minutes talking to her. For example you can thank her for inviting you but you don’t need to compliment her on her dress or her house. However , you ought not to speak to her too long as she will be busy and have many people to greet. At the end of the party you must thank her for a lovely evening.
Step Ⅳ Homework
1. Review the rules of word formation and the meanings of modal verbs.
2. Prepare the Using Structure on page 50 by making a dialogue in pairs.

The third period Integrating skills (I)
(Using language)
Step Ⅰ Revision
1. Check the using structure on page 50.
2. Ask the students to make a short dialogue in pairs.

Step Ⅱ Listening
The students will hear what Wang Peng did after leaving Yong Hui’s restaurant. Ask the students to finish exercise 2 and 3 after listening once and again.
T: OK. We have learned the text and know neither of the restaurant supplied a balanced diet. Let’s listen again and finish exercise 4 .
( Play the tape. Students write down the answers and check the answers with their partners.)

Owner of restaurant Problems with food offered What food is needed
Wang peng too much fat and energy-giving food More fruit and vegetables
Yong Hui too much fruit and too many vegetables More meat, fish, cheese and eggs as well as rice and noodles
Step Ⅲ Reading
The purpose of this reading is to complete the story of Wang Peng and Yong Hui and show the students that it is never too late to change bad eating habits and begin afresh. After the fast reading, let the students do the exercises on page14-15. Then let them match the words with their definitions.
T: Eating healthily means that no food in itself is good or bad. Eating properly depends on eating the right variety of foods in the right amount. Let’s read the passage quickly and say what they did with their menu.
Ask the students to report their work.
What did they do? Result
Combine their menu and provide a balanced one raw vegetables with hamburgers the boiled potatoes, not fried fresh fruit with ice cream cut down the fat increase the fiber a big success

Then find the words from the text to match the definitions.
Definitions words
Stare angrily or fiercely Glare
Take a long deep breath Sigh
Keep alive in a certain style Earn one’s living
Advantage or profit Benefit
Join or mix together to form a whole Combine
Owe a lot of money In debt

Finish exercise 1 on P 15
1. She felt angry because she thought Wang Peng had come into her restaurant to spy on her.
2. Wang Peng showed that he wanted to cooperate and not compete with Yong Hui. They succeeded in finding a menu that provided a balanced menu.
3. They cooperated successfully in business. They liked each other.

Step Ⅳ Speaking and Writing；

Step V Homework
1. Review the reading(2) and reading task on Page 52. See how the story ended.
2. Find some information about healthy eating on the Internet.


The fourth period Listening and speaking
(Workbook P 48 Listening and talking)

Step Ⅰ Revision
1. Check the homework
2. Share the information the students have got form the Internet.
Step II. Listening (WB P48)
a. The students will hear a conversation between Emma and the doctor.
b. T: Doctor know that there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to a dialogue. Emma is going to see the doctor. Let’s see how the doctor gives her some advice. Listen carefully and do the exercises.
Listen to Part 1 again and answer the questions:
1. She has an orange and a banana for breakfast, a roll for lunch, and half a bowl of rice and a dish for supper.
2. She is not eating enough food and particularly energy-giving food.
3. He thinks she is too thin.
4. She is happy to get the advice on how to eat a more balanced diet.
Listen to part 2 again and fill in the chart below.
Red food (Only a little every day ) Orange food ( some every day) Green food( some every meal )
Butter, cream, nuts, cakes, foods fried in fat Bread, noodles, spaghetti, rice, meat, fish, eggs, tofu All vegetables( potatoes, cabbage, carrots, tomatoes.)All fruits ( watermelons, apples, oranges, pineapples)
Step III Talking

Step Ⅳ Homework
1. Collect eating attitudes from the Internet
2. Practice presenting reasons to support your ideas.

The fifth period Integrating skills (II)
(Workbook Listening task and reading task)

Step Ⅰ Revision
Check the students’ homework.

Step Ⅱ Warming up
T: Work in pairs to act out the dialogue 1 on page 13 exercise 2. One plays as the role of Sum and the other plays the role of Mum. Discuss what is a healthy diet.
(If young people are too thin or too fat, it shows that they are not eating a balanced diet. So this exercise is to encourage the students to discuss how their diets may affect their quality of life.)
( Divide the class into two groups: team A and team B.)
T: Now team A will take the role o f the patient who is worried about being too fat and has gone to the doctor for advice. Team B will take the role of the doctor and advise the patient how to change his or her diet. Here are some useful expressions. Imagine what you will say to the doctor or patient. Discuss with your group members.

Doctor Patient
What’s the matter? What should I do ?
How long have you been like this? What seem to be the trouble?
I think you ought to.. Do you think you could give me some advice?
Perhaps you should…
I suppose you had better…

Step Ⅲ Listening Task ( workbook P51)
1. Make sure that the students finish the sentence in Exercise 1 before they begin to listen to the tape.
Students give their own answers to the question whether they would / would not like to have such a restaurants in their town. Different opinions are encouraged.
2. As the students already know the main idea of the listening, let them listen to the tape and try to finish the correct column of the chart in Exercise 2.
Listen again and check the answers with the whole class.
Answer key for Exercise 2
Name For or against Reasons
Tina For 1. An old part of town will be improved. 2. They will have more jobs.
Li Qian Against 1.She hates all that expensive tasteless food. 2. She loves local dishes. 3. McDonald’s serves a terrible diet for young children.
3. Let the students work in pairs to discuss and design their poster. Encourage them to use the sample poster to help them. When these are completed put them up around the classroom.
Step IV Reading task
The two reading passages provide the information on which each student can decide his/her point of view. Tow opposite opinions are examined with ideas for and against the building of the restaurant. The reading is in the form of two speeches: one for and one against the building of McDonald’s.
1. T: Skim the first speech and tell us what reasons the speaker gives for wanting to build McDonald’s . Read it more carefully scanning the text to find the information.
2. Do the same for the second reading, and then finish the chart.
Topic For building a McDonald’s Against building a McDonald’s
About healthy food High quality, safe and healthy High levels of salt, sugar and fat
About transport They will provide parking There are too many cars.They produce fumes.They slow down traffic
About jobs They will provide jobs and value their employees. They do not let employees join a workers’ union to speak up for them.

Step V Speaking task
This is the opportunity for the students to discuss their reaction to the information they have received. It allows students to have their own point of view and to practice explaining why they think as they do.
T: In the reading task we have read two speakers’ arguments. Now it is your turn to discuss what you have heard at the meeting in groups of four. Two of you argue for and two against building the restaurant. The following is useful to you. Please look at the table.

I’m not sure about 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! Yon can’t be serious!
Actually, /As a matter of fact, I think… That’s not how I see it.

Step VI Writing Task
This is an opportunity for students to practice their persuasive writing skills and try to encourage others to support their point of view. The idea of a new library is chosen because it would be very useful in a town.
T: You know, we have mad ea decision that we won’t build a McDonald’s. But what do you think should be built on the land? Can you write an article to support your idea? Give you 20 minutes and finish your articles. Pay attention to the orders.
1. Describe the new design
2. Draw a plan
3. explain the advantages of your ideas

Homework
1. Review the sentence structures, new words and expressions.
2. Imagine the old local restaurant has gone. What do you think should be built there. Present the advantages of your idea.

3.