I. Teaching Goals: 1.Talk about eating habits and health.
2.Talk about seeing the doctor.
3.Practise giving advice and making suggestions.
4.Use the modal verbs: had better, should and ought to
5.Read and write recipes.
II. Teaching Time: 5 periods
The first period
Teaching Aims: 1. learn and master the following
Words: sweet, mushroom, fried, junk food, fat, snack, stomach, fever, salad, peach, ripe, ought, examine, plenty.
Phrases: all the time, have a fever, be careful with, plenty of
Sentence patterns: advise sb. (not) to do sth.
There’s something wrong with…
2. Train the students’ listening ability.
3. Develop the students’ speaking ability by describing , talking and discussion.
Teaching Important and difficult Points:
1. How to improve the students’ listening ability.
2. How to finish the task of speaking .
Teaching Methods: Listening and answering , Individual ,pair or group work
Teaching Aids: 1 a tape recorder
2. a projector
3. the blackboard
Teaching Procedures:
Step I. Greetings and lead in.
T: Nice to meet you again! We know the new term has begun. I think we’ll have a good beginning. Maybe all of you had a good time and got a lot of good things to eat and drink during the Spring Festival . Yes or no?
S: Yes.
T: OK. But whether most of the food you eat is healthy food or not, do you know? (write “junk food” on the blackboard. And then explain it )
T: Today we’re going to learn Unit 13 Healthy eating .
Step II. Warming up.
T: first, let’s learn some new words that we’ll meet.
(read the new words and explain if necessary)
make a list of = list
a. Please make a list of the things I must buy.
b. Try to make a list of the books which Philip is to read.
c. He listed all the things he wanted to buy.
d. His name stands on the list.
T: Open your book and turn to page 1.
Look at the eight pictures. Describe , judge and then give the reason for your judging using the sentence pattern :
I think … … junk food because …….
I think … … healthy food because …… .
T: since we have known what are healthy food and what are junk food.
Now you can make a list of the foods you often eat first. And then ask you partner to decide if it is junk food or not.
Step III. Listening.
Play the tape recorder for the students to listen. The first time , get the general idea. The second time , write down the answers.
Step IV. Speaking.
Read the example together and explain to the students some difficult language points.
1. pain 持續的時間可長可短，可強可弱，可以是局部也可以是渾身的疼痛
（1）[c] 指身體上具體某部位的疼痛
（2）[u] 精神上、心靈上的痛苦
（3）[pl] 辛苦；努力
a. He had a pain in his head.
b. His bad behaviour caused his parents a great deal of pain.
c. Will you forgive me if I have given you pain?
d. No pains, no gains.
e. He takes great pains with her English.
Ache 較持久的疼痛，常是隱痛且不劇烈。通常與身體的某一部位構成復合名詞
Headache / toothache / backache / stomachache …..
f. He has an ache in the back.
g. I often suffered from headache.
2. a bit /a little 稍微、一點兒
（1）修飾動詞、形容詞或副詞原級、比較級
a. Wait a bit!
b. After a day’s work, I’m a bit /a little tired.
c. Can you speak a bit /a little more slowly?
d. This is a bit / a little more expensive than that.
（2）修飾不可數名詞 a little +[u]n / a bit of + [u] n
a. There ‘s a little water left in the glass.
b. Today she only had a bit of bread.
（3）否定句中，意義差別較大
not a bit = not at all
not a little =very much
a. He had worked a long time, but he was not a bit tired.
b. I’m sorry to have given you not a little trouble.
3. advise sb. (not) to do sth.
Advise sb. against doing sth.
a. The doctor advised me to take more exercise.
b. And I advise you not to eat fruit that isn’t ripe in the future.
c. The doctor advised my father against smoking .
4. in the future / in future / for the future
a. Don’t do that in future.
b. Be more careful with your spelling in future.
c. I’d like to be a teacher in the future.
d. Who knows what will happen in the future.
e. We’d etter lay up some money for the future.
f. For the future, you’d better not smoke too much.
5. all the time 一直
After that, go back to the three situations. Read them one by one , then choose one of them to make a dialogue.
Step V. Homework:
1. master the language points
2. review the reading material “We are what we eat”
Blackboard Design:
Unit 13 Healthy eating
The first period
1. pain / ache
2. a bit / a little
3. advise sb. (not) to do sth.
4. in the future / in future /for the future
5. all the time
postscript ______________________________________________________
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______________________________________________________
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The second and third period
Teaching Aims: 1.Learn and master words and phrases.
2.Improve the students’ reading ability.
3.Get the students to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text.
Teaching Important and Difficult Points:
1. How to Improve the students’ reading ability.
2. master the words and phrases.
Teaching Methods: discussion , fast reading , careful reading
Teaching Aids: a recorder , a projector, the blackboard
Teaching Procedures:
Step I. Greetings:
Greet the students as usual
Step II. Revision and Pre-reading
Ask questions: What kind of food is junk food?
What kind of food is healthy food?
T: Right. So we’d better eat healthy food in our daily life, eat less or never to eat junk food. Now let’s discuss some questions.
1. How many meals do you eat every day? Which meal do you think is the most important ? Why?
2. How much water do you drink every day ?
3. What kind of snacks do you eat?
4. Which of the following gives you the most energy: a banana, a soft drink , a bar of chocolate?
(after a few minutes, collect the answers.)
Step III. Reading
T: ( write the title on the blackboard) ask students to guess what the text is about according to the title.
Fast reading : What’s the best way to make sure that we will feel and look fine ?
Answer: The best way is to develop healthy eating habits.
Careful reading to explain the important and useful phrases.
Language points:
1. “疑問詞+不定式” 在句中的作用。
a. What to do next hasn’t been decided yet.
b. I don’t know whether to answer it.
c. The question is how to put it into practice.
d. They exchanged views on the question of whom to elect.
e. The key with which to open the door has been lost.
2. as “也一樣”引導方式狀語從句一般用正常語序，但在正式文體中，也可采用部分倒裝。
a. You must do the work as I show you.
b. I work as others do.
c. She traveled a great deal, as did most of her friends.
d. John is very healthy, as are his sister.
e. They have all finished their work, as has she .
3. keep up with / catch up with
a. He walked so fast that I could hardly keep up with him
b. You walk on and I’ll catch up with you later..
c. He was behind in his studies because of illness, but he is catching up with the others now.
d. We must keep up with the times.
e. It’s hard to keep up with the changes in computer technology.
g. She likes to keep up with the latest fashion.
Keep up 1) （斗志、價格等）不低落，使不低落
2） 維持、堅持、繼續
3） 使某人熬夜
a. They sang songs to keep up their enthusiasm.
b. Her spirits kept up in spite of all her troubles.
c. The high cost of raw materials is keeping prices up.
d. The rain kept up for two days.
e. Let’s hope the sunny weather keeps up for Saturday’s football match.
f. ----I hope I’m not keeping you up.
----No, we often keep up late.
4. make a choice / make choices
a. He made a careful / wise / right / good choice.
b. Did she regret the choice she had made?
4. be good at 擅長、善于
be good to 對。。。和善、慈愛
be good for 對。。。有益（有用）
1）It’s good ____you to keep doing morning exercises.
2）It’s good ____you to let me come.
3）She is good _____her job, but he is better.
4）Fresh air is good ___health.
5）He has always been good ____me.
6）She’s still good ___a further year’s work.
5. Based …on 過去分詞短語作狀語，修飾謂語。
a. We’ll spend the night locked in your room.
b. Just then a white-haired woman entered supported by the team leader.
c. He came in followed by his dog.
d. The teacher stood there surrounded by many students.
Base …on /upon
a. You should always base your opinions on facts.
b. The novel is based on a true story.
c. I base my hope on the good news we had yesterday
6. be harmful to =do harm to …
7． Choose sth. 選中
Choose from sth 從。。。中選
a. Have you chosen a hat yet?
b. Will you help me choose myself a coat?
c. There’re 10 kinds of paper to choose from.
.8.diet 指的是習慣的食物或規定的食物，特指維持健康的定量和定質的食物
be /go on a diet表示（為減肥）節食
food 凡能吃喝的、具有營養的東西
a. The doctor has ordered me a special diet.
b. Proper diet and exercise are both important to health.
c. We must have food to eat and clothes to wear.
d. The sick man must not go without food, but he must have a diet without sugar.
e. He is on a diet to reduce his weight.
9. Go for 1適用于，應用于
2 試圖得到，爭取獲得，求得
3 喜歡，被。。。。。。吸引
a. I think this report is badly done, and that goes for all the other work done in this office.
b. What I said about Smith goes for you, too.
c. Smith is going for gold in the 200 metres.
d. Do you go for modern music?
10. The way 動詞不定式
Of +動名詞
定語從句 that 引導
in which 引導
不填關系代詞
a. I had no way to communicate with her.
b. There are different ways of solving this problem.
c. . I don’t like the way you speak to her.
11. “only + 狀語”位于句首時，用部分倒裝。
a. Only in this way can we lose weight.
b. Only after class was he allowed to raise the question.
c. Only when the war was over, could he go on studying.
After that , deal with the questions in the post-reading part.
Question 1. What does the word “fuel” mean in the text above? What about the word “green”? Can you find any of other words used in the same way?
Answers : Here “fuel” means “all the things we eat for our bodies”. It can help keep our body functioning and fighting disease. There are some other words used in the same way, such as eco-foods, organic vegetables.
Here “green” means “unpolluted, unharmful and good for people’s health”. There are some other words used in the same way, such as nutrients, carbohydrates, energy.
Question 2. The text gives examples of how people make choices about what they eat. List the examples and the reasons why people eat or don’t eat certain kinds of food.
Answers: Many people today make choices about their eating habits based on what they believe. Some people are vegetarians, because they believe it is healthier not to eat meat or because they do not think we should kill animals for food. Some people are vegans, because they will not eat any animal products at all, not even milk or eggs. Others make choices based on how the products are grown or made. For example, they would like to eat eco-foods which are made by using green and clean ways or organic vegetables which are grown without chemicals.
Question 3. How have our eating habits changed? Why? Try to think of as many examples and reasons as possible.
Answers: our eating habits have changed a lot in the past several decades. People have experienced the process from having no enough food to having enough food, and later from having enough food to having better food. Now people buy and eat something, we not only think about if the food will give us the nutrients we need, but also if the food belongs to eco-foods.
Question 4. why do people go to fast food restaurants?
Answer: because it is very convenient for people to go to fast food restaurants. So it can save time for people to work.
Question 5. why is it not good for you to eat too much sugar and fat?
Answer: because if people eat too much sugar and fat, they put on weight very easily and some of them may have had teeth.
Question 6. why are crash diets and supplements so popular?
Answer: because people want to be smarter, healthier, in particular, young people want to be more beautiful. Crash diets and supplements go with the need of the times.
Question 7. What can we do to keep a balanced diet?
Answer: maybe if we buy and eat good and nutrient foods from all the food groups in the right amounts, and eat less fat and sugar and take more exercise, we can keep a balanced diet.
Step IV. Homework: remember the language points.
Blackboard Design:
Unit 13 Healthy eating
The second period
Fast reading: language points
Questions:
Postscript_________________________________________________________
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_________________________________________________________
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The fourth period
Teaching Aims: 1. Review the words learned in the last two periods.
2. Learn and master modal verbs: Had better , should, ought to
Teaching Important and Difficult Points:
1. How to guess the missing word according to the given sentence.
2. How to use “should , ought to, had better (not) to give advice
Teaching Methods: review method, explanation method, individual, pair work
Teaching Aids: a projector, the blackboard
Teaching Procedures:
Step I. Greetings:
Greet the whole class as usual.
Step II. Word Study
T: As we know, we have learned some important words and phrases in this unite. Now let’s review them. OK, come to the word study part, first read and then fill in the forms according to the meaning of each sentence .
Suggested answers: 1.untrient 2.diet 3. vitamin 4. mineral
5. fat 6. sugar 7. protein 8. calory
Step III. Grammar:
T: In our daily life, we often give advice or our opinion about something. Even we’re trying to advise someone to do or not to do something. In such an condition, we’ll use the Modal Verbs “had better, should or ought to “.
1. had better-----語氣最弱，譯為“最好、還是。。。的好”
2. should ----含有“勸告、建議”的語氣 譯為“應該”
3.ought to -----有責任、有義務（做某事）或“按道理應該如何”
After the explanation of them, deal with the exercises on the book.
Part I. Suggested answers:
1. had better drink more water and have a good rest.
2. You shouldn’t smoke any more
3. ought to go to see a doctor at once
4. better not eat it
5. should let me make a careful examination for you.
6. oughtn’t to go on working. You should have a good rest.
7. should take one pill now and one more in four hours’ time.
8. You’d better take some medicine and have a rest.
Part II. First read the letter , then do it by themselves to write down four pieces
Teacher can pick out several students to read aloud their advice to the class.
Step IV. Homework:
Do more exercises to master the modal verbs.
Blackboard Design:
Unit 13 Healthy eating
The fourth period
Modal verbs:
1. had better---
2. should----
3. ought to ----
postscript_______________________________________________________-_
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The fifth period
Teaching Aims: 1.review the useful expressions learnt in this unit by making sentences with them
2.review how to use some Mode verbs to give advice or opinion about something.
3.let students know how to write recipes for their favourite dishes by reading “SNACKS” and two examples of recipes.
Teaching Important and Difficult Points:
1. how to improve the students’ integrating skills
2. how to learn to write a recipe.
Teaching Methods: asking-and answer activity, individual, pair or group work
Teaching Aids: a projector, the blackboard
Teaching Procedures:
Step I. Greetings:
Greet the whole class as usual.
Step II. Revision.
Show the following exercises on the screen.
1. What he said about you ______________(對我也適用).
2. What do you want_________________(將來做個什么樣的人).
3. She was laughing____________(一直)just now.
4. His parents____________(勸他不要再吃)chocolate any more.
5. During this month of hard work, many of us__________(降低了體重).
6. There are _________(許多書) on the shelf.
7. He was often ill because he________(飲食過量).
8. Jack was not good at maths and he ______(跟不上)the rest of the class.
9. Smoking can _______(對。。。有害) your health.
10. Yesterday evening he _______(發高燒) and was sent to hospital.
11. It’s going to rain. It doesn’t matter; he________(已有準備) it.
12. I ________(這周錢不夠開支); can you lend me some?
Translation:
1． 你最好休息。
2． 你最好不要吃不熟的水果。
3． 對水果你應該認真些
4． 你不應該吃那么多垃圾食品。
5． 你應該更努力是學習，取得更大的成績。
Step III. Reading and writing:
Ask students to read the text, and then ask some questions.
Questions 1. What can we give our body and brain more energy?
2.What snacks are good?
3. Is it difficult to prepare a delicious snack?
4. Is there any good for us to make a snack?
After that, explain the language points
1. Even if /though
a. I won’t tell you the answer even if I know it.
b. Even if they offered to pay , I wouldn’t accept any money from them.
c. She understood what I was talking about, even though it was the first time we had spoken together.
2. now and then= sometimes / at times /from time to time / occasionally
3. energy 指生理上的“精力”、物理學定義的“能”。
Force 指物理學意義的“力”，也指為做某事而使用的力量，還指武力。
Power 指能力、權力，著重行動所根據的能力、本領或職權。
Strength 著重指人的“體力”。
4.當主語部分含有實義動詞do 時，作表語的不定式可以省略to
a. The only thing I can do is lie in bed.
b.What I want to do is help Mary with her homework.
c.What you should have done was press the button.
T: OK, from the recipes, we have known the ingredients of shaomai and chicken Roll-ups and how to do them. Please read the tips on how to write a recipe first, and then practise to write a recipe for your favourite dish or fast food.
Homework: remember the language points
Practise to write a recipe
Blackboard Design:
Unit 13 Healthy eating
The fifth period
Language points:
1. even if /even though
2. now and then
3. energy /force / power /strength
4. 不定式的省略
Postscript ________________________________________________________
Teaching plan for
Unit 13 Healthy eating
Designer: