1、Unit 2Healthy eatingPeriod 5Using language: Extensive reading整體設(shè)計(jì)教材分析This is the fifth teaching period of this unit. As usual, the teacher should check students homework and offer chances for them to go over what they learned in the last period at the beginning of the class. Then lead in the new les

2、son.In this period, the teaching emphasis will be put on developing students reading ability by reading extensively. We will deal with two parts: Come and Eat Here(2)in Using language on Pages 14-15 and Reading Task on Page 52. While reading, get students learning to use some reading strategies such

3、 as skimming, scanning. As to new words and phrases, the teacher can first find those students feel most difficult and help them to understand. Thats enough here. The purpose of this reading Come and Eat Here(2)is to complete the story of Wang Peng and Yong Hui and to show students that it is never

4、too late to change bad eating habits and begin afresh. The teacher can first ask some students to retell the passage Come and Eat Here(1)to lead in the topic and then ask students to read the passage Come and Eat Here(2)and do some comprehending exercises. While checking their answers with the whole

5、 class, deal with language problems students cant work out by themselves. This is an extensive reading lesson, so the teaching steps should be simple. As to the part Reading Task, the two passages provide the information on which each student can decide his/her point of view. Two opposite opinions a

6、re examined with ideas for and against the building of the restaurant. Ask students to read through the passages and learn more about the opinions and the reasons given by both sides.At the end of the class, ask students to retell the whole story of Wang Peng and Yong Hui, discuss the two opposite o

7、pinions and give their own ones. In order to arouse students interest, the teacher can hold a competition among them.教學(xué)重點(diǎn)1. Develop students reading skills by extensive reading.2. Let students read and understand the story and the two passages.教學(xué)難點(diǎn)1. Enable students to learn to use reading strategie

8、s such as skimming, scanning.2. Get students to understand and discuss the two opposite opinions and give their own point of view.三維目標(biāo)知識(shí)目標(biāo)1. Get students to learn some useful new words and expressions in this part.2. Get students to read the story Come and Eat Here(2).3. Let students know about McDo

9、nalds. 能力目標(biāo)1. Develop students reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.2. Have students tell the whole story of Wang Peng and Yong Hui.3. Enable students to understand two opposite opinions and give their ow

10、n point of view.情感目標(biāo)1. Let students know more about western and Chinese food to form good eating habit.2. Develop students sense of group cooperation and teamwork.教學(xué)過程設(shè)計(jì)方案(一)Step 1 Revision1. Check the homework exercises.2. Ask some pairs of students to come to the front and act out their dialogue t

11、o review and practice the expressions of seeing the doctor.Step 2 Warming upTalk with students about the story of Wang Peng and Yong Hui.As we know, Wang Peng and Yong Hui manage two different styles of restaurants, and Yong Huis slimming restaurant attracted all the customers from Wang Pengs. Wang

12、Peng was frustrated and decided to do a research to compete against Yong Hui. How could the competition be on? We are going to read the next part of the story Come and Eat Here(2).Step 3 Reading1. Ask students to read the passage and then choose the best answer to complete each sentence.1)Wang Peng

13、was worried when he thought his restaurant would be no longer popular because _.A. he would be in debtB. he could no longer earn his livingC. he would lose his jobD. his friends would not visit him2)Yong Hui was very angry when she came to Wang Pengs restaurant because _.A. she thought he was a new

14、customerB. she thought he had spied on her restaurantC. she was told he was a spyD. he was too fat3)Wang Pengs research showed _.A. his menu was balancedB. both menus were balancedC. Yong Huis menu was balancedD. neither menu was balanced4)He suggested they provide a combined menu because _.A. he li

15、ke Yong HuiB. he didnt want to lose his customersC. he thought her menu was betterD. this would provide a balanced dietKeys for reference: 1)B2)B3)D4)D2. Ask students to read the passage aloud to the tape and underline all the useful expressions or collocations in the passage. Let students read them

16、 aloud and copy them down in their exercise books after class as homework.Step 4 Discussion1. After students reading the passage, ask them to work in groups and discuss the following questions:1)How did Yong Hui feel when she came to Wang Pengs restaurant? Why?2)How did they solve their problems and

17、 become good friends?3)Why was their cooperation a success?2. Have students start their discussion. Make sure that every student has a chance to express his/her ideas.3. Ask each group to choose one student as their representative. Let as many group representatives as possible come to the front and

18、give a report of what their group has discussed.Step 5 Important language points1. Perhaps he would be able to earn his living after all and not have to close his restaurant.也許他仍然能夠謀生, 而不至于關(guān)閉自己的餐館。earn ones living: make a/ones living謀生She earned her living by singing in a nightclub.她靠在夜總會(huì)唱歌謀生。David

19、earns his living by writing articles for newspapers.大衛(wèi)靠為報(bào)社撰寫文章謀生。【拓展】earn ones keep掙錢維持生活earn ones passage掙取旅費(fèi)after all1)in spite of what has been said, done or experienced畢竟; 究竟; 歸根結(jié)底So youve come after all!你到底還是來了！2)it should be remembered應(yīng)該記住; 別忘了He should have offered to pay. After all, he has p

20、lenty of money.他應(yīng)該主動(dòng)提出付款。別忘了, 他有的是錢。2. He did not look forward to being in debt because his restaurant was no longer popular.他可不希望由于餐館不受歡迎而負(fù)債。debt n.1) sum of money owed to sb. that has not yet been paid債務(wù); 欠款I(lǐng)f I pay all my debts, Ill have no money left.我如還清所有欠債就分文不剩了。2) owing money, esp. when one

21、cannot pay欠債（尤指無法償還的）We were poor, but we avoided debt.我們窮是窮, 但還不至于背債。3) obligation to sb. for their help, kindness, etc. （常用單數(shù)）人情債Im happy to acknowledge my debt to my teachers.我能有機(jī)會(huì)向老師表示感謝, 我感到十分高興。be in debt: owe a lot of money欠債He is heavily in debt.他負(fù)債累累。【拓展】be in ones debt: feel grateful to sb

22、. for his/her help, kindness, etc. 欠某人之情You saved my life. I am forever in your debt.你救了我的性命, 我永遠(yuǎn)感激不盡。be out of debt: not owe a lot of money還清債務(wù)3. She did not look happy but glared at him.她雙眼直瞪著他, 看上去很不高興。glare vi. stare angrily or fiercely怒目而視; 惡狠狠地盯視He didnt shout or swear, but just glared silentl

23、y at me.他不喊不罵, 只是默默地怒視著我。The old gentleman just stood there glaring at the pickpocket and did not say a word.這位老先生只是站在那里對(duì)那個(gè)扒手怒目而視, 一句話也沒有說。4. Dont you get tired quickly?你不覺得自己很容易疲倦嗎？But dont you think it would be better if you were a bit thinner?不過, 難道你不認(rèn)為瘦一點(diǎn)會(huì)更好嗎？1)Dont you. . . ? 是否定疑問句, 這類句子并不真正詢問

24、, 而是表示說話人的觀點(diǎn)或態(tài)度。例如:Arent you hungry? You havent eaten anything since breakfast.你難道不餓嗎？你從早飯到現(xiàn)在還沒吃過任何東西。Dont you come in?難道你不進(jìn)來嗎？2)賓語從句it would be better if you were a bit thinner使用的是虛擬語氣, 表示與現(xiàn)在事實(shí)相反的假設(shè)。這時(shí), 條件狀語從句的謂語動(dòng)詞用過去式（be用were）, 主句的謂語動(dòng)詞用would(should, could, might)+動(dòng)詞原形。例如:If I were you, I should st

25、udy English better.我要是你的話, 就會(huì)把英語學(xué)得更好。If he had time, he would attend the meeting.他要是有時(shí)間, 就會(huì)參加會(huì)議。5. In this way they cut down the fat and increased the fiber in the meal.這樣, 他們減少了飯菜中脂肪的含量, 增加了纖維素。cut sth. down/cut down(on sth. ): reduce the amount or quantity of something; consume, use or buy less(of

26、 sth. )削減; 壓縮; 減少消耗; 少用或少買某物The doctor advised him to cut down his consumption of fat.醫(yī)生建議他減少脂肪的攝取量。 He has to cut down on family expenses by one-third.他不得不把家庭支出削減了三分之一。6. Their balanced diets became such a success that before long Wang Peng became slimmer and Yong Hui put on more weight.他們的均衡食譜非常有效

27、, 王鵬很快就瘦了, 而詠慧卻胖了。這是一個(gè)復(fù)合句, 句中that before lone Wang Peng became slimmer and Yong Hui put on more weight 是狀語從句, 表示程度或結(jié)果。such. . . that. . . 如此以至于He is such a clever boy that everyone likes him.他非常聰明, 大家都喜歡他。success用作可數(shù)名詞時(shí), 指成功的人或事。He is a great success as a writer.他是非常成功的作家。This meeting was a great su

28、ccess.這次會(huì)議開得非常成功。before long意思是“不久以后”, 注意和long before(很久以前)的區(qū)別。Before long he returned to his homeland.不久他就回到了他的祖國。The story happened long before (he was born).故事發(fā)生在（他出生）很久以前。put on weight增加體重In order to put on weight, he began to eat more meat.為增加體重, 他開始吃更多的肉。Step 6 Reading task1. Have a free talk

29、with students about Listening Task.2. Tell students: we are going to read two passages to get more opinions on for building a McDonalds and against building a McDonalds.3. Let students read the passages fast to get the general idea.4. Have them read the passages carefully and make notes of the opini

30、ons and the reasons given by both sides. Fill in the chart.TopicFor building a McDonaldsAgainst building a McDonaldsAbout healthy foodAbout transportAbout jobs5. Several minutes later, show the answers on the screen and check them with the whole class. At the same time, deal with any difficult langu

31、age points that students cant understand.Suggested answers:TopicFor building a McDonaldsAgainst building a McDonaldsAbout healthy food high quality, safe and healthyhigh levels of salt, sugar and fatAbout transportThey will provide parking.1. There are too many cars.2. They produce fumes.3. They slo

32、w down traffic.About jobsThey will provide jobs and value their employees.They dont let employees join a Union to speak up for them.Step 7 ConsolidationAsk students to go back to the passages Come and Eat Here(1)and Come and Eat Here(2). Give them several minutes to be prepared to retell the whole s

33、tory in their own words. Then ask as many students as possible to come to the front to tell the story.Step 8 Homework1. Finish off the Workbook exercises.2. Learn the useful new words and expressions in this part by heart.3. Tell the story to your friends or family.設(shè)計(jì)方案(二)Step 1 Revision1. Check the

34、 homework exercises.2. Ask students to dictate the expressions of seeing the doctor and then read them aloud.3. Let them make up a short dialogue at the doctors.Step 2 Leading-in 1. Let some students say something about Wang Pengs and Yong Huis restaurant.2. Have students discuss what will happen at

35、 the end of the story.3. Tell students: Turn to Page 14. We are going to read the second part of the story.Step 3 SkimmingAsk students to read the passage and decide whether the following statements are true or false as soon as possible.1. Wang Peng was worried when he thought his restaurant would n

36、o longer be popular because he could no longer earn his living.2. Yong Hui was very angry when she came into Wang Pengs restaurant because she thought he had spied on her restaurant.3. Wang Pengs research showed his menu was balanced.4. He suggested that they provide a combined menu because he liked

37、 Yong Hui.5. Finally they got married and lived happily but their business was a failure.Step 4 ScanningAsk students to read the passage carefully to locate particular information and answer the following questions.1. Why did Wang Peng feel happier? 2. What might he have worried before?3. Why did hi

38、s smile leave his face when he saw Yong Hui walking in?4. What did Yong Hui say to him? What did he explain to her?5. Was she satisfied with the food in Wang Pengs restaurant? Why or why not?6. What advice did she give him?7. What was his suggestion? Did she agree with him?8. What happened in the en

39、d?Step 5 Learning important language pointsWhile checking students answers, deal with any language problems to see if they can know the meanings of new words and expressions and understand some difficult sentences.Step 6 Discussing and further understandingAsk students to discuss the question:What is the purpose of writing the story?Step 7 WorkbookDeal with Reading task(on Page 52).