Unit2HealthyeatingTeachingAimsandDemandsWordsandPhrasesFourSkills:stomachfeveroughtoughttoexamineplentyplentyofdietkeepupwithmakearightchoiceshortoffitgainnowandthenThreeSkills:energysoftbarfuelchemicalbalancetastyboilmixtureSpokenEnglish:Intheclinic/seeingadoctor:What’swrongwithyou?/What’sthematterwithyou?Liedownandletmeexamineyou.Letmehavealook.Wheredoesithurt?Drinkplentyofwaterandgetsomerest.I’vegotapainhere.Thisplacehurts.There’ssomethingwrongwithback/myknee/myarm.Idon’tfeelwell.Grammar:UseofLanguage:1．Masterthefunctionuseoflanguageasdefinedabove.2．Helpthestudentstofinishthetasksoflistening,reading,writing,speakingpresentedinthebookandtheexercisebookthroughusingwhatthestudentshavelearned.Learnthetextabouthealthyeating.Getthestudentsknowaboutthebasicknowledgeofhowtoeathealthily.Importantpoints:1．Talkaboutdifferentkindsoffoodthatonefavorites.2．learnthebasicknowledgeofhealthyeating.3．learnhowtosayintheclinic.4．Graspthelanguagepointsandgrammarinthetext.Difficultpoints:Theuseofmodalverbs---hadbetter,shouldandoughtto.Teachingaids:computerorslider-projectorWayofTeaching:Communicationwayofteaching,discussionandgroupwork.Lesson1用心爱心专心Step1Warming-UpFirstshowthestudentssomepicturesofdishesandsotointroducethetopicofthisunit.Andthenshowthepicturesontheirtextbooksandletthemtodecidewhatisjunkfoodandwhatisnot.Herethestudentsmayhaveashortaskandanswerinpairstothemselvesmoreengagedinthetopic.Step2ListeningLetthestudentslistentothetapeandbepreparedtoanswerthequestionsbelow.Step3SpeakingShowthestudentsthethreesituationsasonP2.Thenaskthestudentstopreparedadialogueaccordingtotheexamplesinpairs.AskseveralpairsofstudentstopresenttheirdialogueAfterthatlisttheusefulexpressionsintheirdialogue.Step4HomeworkPrepareforthenextclass.Collectsomemenusifpossibleforthenextclass.Lesson2Step1IntroductionUsingthequestionsonP3tointroducethenewtext.Step2Fast-reading1．Whatdoesthe“fuel”meaninthefirstparagraph?（Itmeansdifferentkindsofmaterials,suchasprotein,Calciumthatweneedtokeephealthy.）2．Whatdowehavetoconsiderwhenwechoosetobuyoreat?（Whatkindsofnutrientsthatthefoodcontain.）3．Whatmadeoureatinghabitchanging?（Manythings:whatpeoplebelieve,advicefromcompaniesandstores.）4．Howcanwefeelandlookfine?（Weoughttolearnaboutourbodyandthefuelitneedstokeepfit.）Explainthelanguagepointsifnecessary.Step3Carefully-readingHowmanypartscanbedividedinto?用心爱心专心（Threeparts.）What’sthemainideaofeachpart?（1.oureatinghabitsarechanging.2.whytheeatinghabitsarechanging3.thebestwaytodevelophealthyeatinghabits.）Step4TalkingAskthestudentstotakeouttheirmenusandreadthemcarefully.Thenprepareadialoguethatmayhappenbetweenacustomerandawaiter/waitress.Step5HomeworkFinishtheexercise---VocabularyonP5.andP72—73Lesson3Step1RevisionCheckthehomework.Step2GrammarFirstpresentthestudentsthemodalsentenceswithModalVerbsandaskthestudentstomakesomesentenceswiththem.Step3Consolidation(1)FinishtheexerciseonP5andonP74(2)Takeoutapieceofpaperwiththecolumn“Ask###”inordertomakethestudentsunderstandwhenyouaregivingadviceitisbettertousesomesentenceswithhadbetter(not),andought(not)to,should(not).Thenreadapassageasanexampleandafterwardslistthepointsyouhavetopayattentiontowhenyougiveadvice.1．giveadvicethatwillreallyhelptheperson.2．bepoliteandsincereatlastgetthestudentstofinishthefollowingpractice.Step4HomeworkFinishtheexercise3onP74inthestudents’workbook.Lesson4Step1RevisionLetsomestudentsreadtheirreplytothelettersonP74.Step2ReadingReadthetextonP6andthengetthestudentstofindthemainideaofit(Snacksisalsoimportant.weneedtolearnsomethingaboutsnacksandthewaytoprepareit.)用心爱心专心Step3WritingAskthestudentstoworkinpairstowritetherecipefortheirfavouritedish.WemayfirstgivethetipsonP7asaguide.Step4DiscussionFirstaskthestudentstoreadthepassageonP75andthengivethefollowingquestionsasthetopicforthestudentstotalk:Whatisacouchpotato?Whatdoesonehavetopayspecialattentiontoinordertokeephealthy?(foodandexerciseetc.)Step5HomeworkDoageneralsurveyinordertolearnaboutthedifferencesbetweenpeople’seatinghabitsandtrytofindwhichishealthier.用心爱心专心
