高一英语人教普通版下册课件U13教案
话务员是做什么的-广西国家税务局
Unit 13 Healthy eating
Teaching aims
and demands:
1. Talk about healthy food and
junk food
2. Talk about eating habits and
health
Useful expressions:
Patient
I’ve got a pain here. This place hurts.
There’s something wrong with my backmy kneemy
arm.
I don’t feel well.
Doctor
Lie
down and let me examine you.
Let me have a
look.
Where does it hurt?
Drink plenty of
water and get some rest.
Useful phrases:
pain, in (the) future, be rich in, contain,
fat (n.), soft drink, score, scores of, discuss,
discussion, at the end (of)
Grammar: Model
Verbs
情态动词---had better, should, ought to
1 You had better get some rest. Or you’d
better get some rest.
You had better not eat
fruit that isn’t ripe. Or you’d better not eat
fruit that isn’t
ripe.
2 You should be
careful with fruit.
You should not to eat so
much junk food.
Teaching plan I
I. Warming up
Step 1. In the first part Ss
must first identify the kinds of foods shown in
the photos
and then consider they are healthy
or not to eat. Some of the photos show what are
called “food groups” because they are the same
kinds of food. Others only show
similar kinds
of “junk food”.
Step 2. Have students choose
partners who will ask them questions using the
chart
that is provided in the SB. In this way,
they can practise their oral English doing an
informal interview. The interviewer fills out
the chart and then shows it to the
interviewee
to check it.
Step 3. After Ss have finished
their charts, have some reports to the whole
class. Or
make a class chart on the blackboard
to find out which foods are most popular and
when different kinds of foods are most often
eaten.
II. Listening
Have Ss listen to the
typescript carefully and then answer the
questions.
Answers:
1 His left side huts.
2 No, he doesn’t. His temperature is
normal.
3 Take some pills and call him if
there is a problem.
III. Speaking
Step 1.
In each situation, the patient is experiencing
certain symptoms. Discuss this
new word with
students.
Step 2. A symptom is any physical
problem that helps the doctor to determine the
kind of illness a patient has. Sometimes
different illnesses share the same symptoms.
Ask the Ss to show this confusion in their
dialogue.
IV. Language points
1>Does Mike
have a fever?
fever
[用法]发烧,发热;热度;狂热,高度兴奋
[举例]He had a slight fever. 他有点发烧。
Everyone was in a fever of excitement. 所有的人都兴奋之极。
[联想]feverish a.1. 发热的,发烧的 2.狂热的,兴奋的
[举例]You're a bit feverish, you should go to bed.
你有点发烧,你该上床去。
They worked with feverish
haste to finish the job. 为了完成此事他们以狂
热的速度工作着。
2>My left arm is broken. It really hurts.
hurt
[用法]vt.1. 使受伤 2. 使疼痛 3.
伤...的感情;使(感情)受到伤害 4. 损害,危害
vi.1. 疼痛
n.1. (精神上的)创伤 2. 伤;痛
[举例]No one was seriously
hurt in the traffic accident.
在这次交通事故中没有人受重伤。
The tight shoe hurt my
foot. 这只鞋太紧,把我的脚挤疼了。
He inadvertently hurt
her feelings. 他无意中伤了她的感情。
The scandal hurt
the government's image badly.
这丑闻严重损害了政府的形象。
My right leg hurts. 我右脚疼。
It was a real hurt to her vanity.
这对她的虚荣心真是一个打击。
The massage made the hurt
go away. 按摩使疼痛消失了。
3>---What's the matter?---I
have a pain here.
Ask the patient what is
wrong and give him some advice.
What's the
matter
[用法]怎么啦？有什么毛病？
pain
[用法]n.1.
疼痛;痛苦 2.辛苦,努力[-s]
vt.1. 使烦恼,使痛苦 2. 使疼痛
vi.1. 引起疼痛,感到疼痛
[举例]The death of her
son gave her infinite pain. 她儿子的去世使她悲痛欲绝。
She has a pain in her stomach. 她胃痛。
No
pains, no gains. 不劳则无获。
It
pained me to see my child suffer like that.
看到我的孩子受这样的罪,我心里非常难过。
My arm is paining.
我手臂疼痛。
4>Was the peach ripe or green? You
ought to be careful with fruit.
ought to
[用法]1.应当,应该 2. (表示可能性、期望)该
[举例]Students ought
to study hard. 学生应该努力用功。
You ought to read
his novels. 你应该读读他的小说。
It ought to be a
fine day tomorrow. 明天该是好天气。
careful
[用法]a.1. 仔细的;小心的
[(+ofaboutwith)][+to-v][+v-ing][+Wh-][+(that)]
[举例]John was careful not to say anything
about this to her.
约翰小心翼翼,避免向她提及此事。
Be careful with the dynamite. 当心这炸药。
A
good writer is careful about details.
凡是优秀作家都重视细节的描写。
I am always careful when
crossing a street. 我过马路时总是很小心的。
5>You'd better
get some rest.
had better
[用法](劝告、建议说)最好做某事;比较有用的办法是...
[注意]否定、疑问、反意问句的使用.
6>I advise you not to eat
fruit that isn't ripe in the future.
advise
[用法]vt. 劝告,忠告[(+ sb + to
do)][+doing][+that+(should)do]
[举例]We advised
her that she (should) wait. 我们劝她等。
We
advised him not to act in haste. 我们劝他不要匆忙行事。
7>Lie down and let me examine you.
examine
[用法]vt.1. 检查;细查;诊察 2. 审问;盘问[(+on)] 3.
测验[(+inon)]
[举例]The doctor examined the boy
and found there was nothing the
matter with
him. 医生检查了男孩的身体发现他是健康的。
The lawyer
examined the witness. 律师讯问了证人。
The teacher
examined the students in physics. 教师考学生物理。
8>Drink plenty of water and get some rest.
plenty
[用法]n.丰富;充足;大量[(+of)]
[举例]He
has plenty of humorous stories to tell.
他有许多幽默故事可讲。
Holmes and he had plenty in
common. 他与福尔摩斯有许多共同之处。
V. Homework
1
Finish doing the listening exercise on WB.
2
Review the new words.
3 Prepare for the
reading.
Teaching plan II for
Reading
I. Pre-reading
Step 1. Let Ss
make a weekly log on a sheet of paper and mark the
days of the week,
meals of the day, and so
forth.
Step 2. Then have them write in the
times when they usually drink water, eat snacks,
and have meals before they answer the
questions.
Step 3. Encourage Ss to think
critically in response to Question 1 and 2.
Answers to the exercises:
1 No correct
answer.
2 Three meals is common but answers
may vary. The second part requires
self-
reflection.
3 Water is consumed in different
liquids. Encourage Ss to consider this fact in
their
responses.
4 In the “warming up”,
the Ss had to consider what is and isn’t a snack.
Their
response to this question should
reinforce, or add to, their understanding of just
what a snack is.
II. Reading
Step 1.
Tell Ss to read the text silently. Encourage them
to read without use of a
dictionary and try to
get the main idea of each paragraph. For example,
this paragraph
talks about the importance of a
good diet.
Step 2. Ss should then read the
text a second time, paying more attention to
details.
When they find a word whose meaning
isn’t clear, encourage them to look for context
clues from the sentences. For example, what is
the meaning of the word “functioning”
in the
second paragraph?
Step 3. Ask Ss to work with
a partner, taking turns to read the paragraphs
aloud.
Have them ask questions of one another
to see if both understand the basic themes of
the text. For example, I think the author is
telling us that we will lead a better life if
we have a good diet.
Step 4. Finally, have
the class read the text aloud and then discuss
cause-effect
relationships in it. For example,
what will happen if we don’t make any plans for
our
diet?
Step 5. List the language
points.
1>Our eating habits have changed, as
has our way of life.
as+倒装句
[用法]...也一样,即.. and our way of life too.
2>If
we want to keep up with the high pace of modern
life, we'd better make the right
choices about
what and how we eat.
keep up with
[用法]1.
跟上 2. 和...保持联系
[举例]They walked so fast that I
could not keep up with them.
他们走得那么快,我没法跟上。
She has kept up with some
of her friends since her retirement.
她退休后一直同一些朋友保持着联系。
3>Some nutrients help
build our body and make it stronger.
build
[用法]vt.1. 建筑;造 2. 建立;发展;增进[(+up)]
4>Fish,
meat and beans contain a lot of protein.
contain
5>Other nutrients help keep our body
functioning well.
function
[用法]n.[C]1.
功能,作用 2. 职务,职责
vi.1. (机器等)工作,运行 2.
起作用[(+as)]
[举例]The teacher did not explain
its grammatical function.
老师没有解释它的语法功能。
What is his function on the committee?
他在委员会里担任什么职务?
The refrigerator is not
functioning well. 冰箱有点问题。
The sofa
functions as a bed at night. 这沙发在夜里可以当床。
6>Vitamins help our body fight disease.
fight
[用法]vt.1. 与...作战;与...斗争
[联想]fight
with 和...斗争;fight for 为争取...而斗争
7>But the
choice we make are not just about nutrition..
not just
[用法]同not only
8>Many people make
their choices about eating habits based on what
they believe.
based on
此处为过去分词短语做定语。
9>Organic vegetables are those that are grown
without chemicals that can be harmful
to human
beings or the environment.
chemical
[用法]a.1. 化学的,化学上的,化学用的 n.1. 化学制品;化学药品[C]
[举例]He devoted his life to chemical research.
他一生从事化学研究。
He is experimenting with a new
chemical. 他正在实验一种新的化学制品。
be harmful to
[用法]对什么有害(also 'do harm to')
[举例]Smoking is
harmful to health. 吸烟有害健康。
10>Because we have
so much to choose from, many companies offer
advice about
what we eat.
to choose from
[思考]动词不定式做定语什么时候要加‘尾巴’介词？
11>It is
probably better if we spend our time and money on
buying keeping a
balanced diet.
probably
[用法]ad. 大概,或许,很可能（比可能性大，而且常有一定依据）
[举例]He
will probably refuse the offer. 他很可能会拒绝这一提议。
spend [用法]spend...(in)doing;
spend...(on)doing; spend...onfor sth
12>The
same goes for 'crash diets' that some companies
say they will make us lose
weight fast.
go for
[用法]适合于；对...适用
[例句]What he
said about you goes for me too. 他关于你的一席话对我也适
用。
lose weight
[用法]体重减轻
[例句]I think
she might have lost a bit of weight. 我想她体重可能减轻了一些。
[联想]长胖 put on weight; gain weight
13>We
ought to learn more about our body and the fuel it
needs to keep fit.
fit
[用法]此处：健康的;强健的
[例句]You look very fit, Mike. 麦克,你看上去很健康。
14>Only in this way will we be ready for the
challenges and opportunities in life.
Only in
this way will we...
[用法]only+状语放在句子开头要引起主句倒装
[例句]Only when you grow up will you understand
the importance of learning.
Only then
could he think of me.
15>Sugar is bad for your
teeth and can make you gain weight.
be bad
for
[用法]对什么有害
[联想]be bad for 对什么有好处
be goodbad to 对某人好不好
18>You have a bit of a
fever.
a bit [用法]有点
[注意]在修饰名词时要加of
III. Post-reading
Discuss each question in
groups, then ask one student of each group to give
the class
their answers.
IV. Homework
1 Ask the Ss to remember the new words and
phrases learned in class.
2 Finish doing the
vocabulary exercises both on students book and
workbook.
Teaching plan III
for
Language study
I. Word study
Answers
to the exercises:
1 nutrients 2 diet 3 fibre
4 minerals 5 fat 6 sugar 7 protein 8 calories
II. Grammar
Ask Ss to use each of the
modal verbs (and their negative forms ) listed at
least
once and to add different kinds of
advice which a doctor might give to a patient.
Encourage Ss to be specific and detailed in
their advice.
Sample answers to Grammar
Exercise 1:
1 You have a bit of a fever. You
should stay home today.
2
3
4
5
6
7
You had better change your
diet if you want to stay healthy.
If you are
sick, you had better not go outside in the rain.
Before you eat an apple, you should make sure
it is ripe.
You don’t look well. You ought to
get some rest.
You have a bad cough. You had
better take this cough medicine twice a day.
This medicine will make you sleepy. You had
better not drive your car until this
afternoon.
8 There’s nothing seriously
wrong with your knee, but you should try not to
run on
it.
Sample advice for Grammar
Exercise 2:
1 First, you ought to talk to your
friend about it before the dinner.
2 But if
you don’t want to ask her, then you had better do
what she does at the table.
3 Of course, you
should try all the food you are offered.
4
However, you shouldn’t be too nervous. After all,
you’re her guest and she will try
her best to
make you feel comfortable.
III. Homework
1
Ask the Ss to finish the Grammar exercise on WB.
2 Prepare for integrating skills.
Teaching plan IV for Integrating Skills
Step 1. Let students listen to the tape and
try to get the general idea.
Step 2. Point
out that a good snack doesn’t have to be something
you buy at the
grocery store and eat out of a
bag. As the article says, it can be a piece of
fruit or
something simple you make like a
salad.
Step 3. Ask Ss to rank their favourite
snacks from “most healthy” to “least healthy”
one the blackboard and try to reach an
agreement about their list of ranking.
Step 4.
Ask Ss finish each exercise of Reading on WB.
Step 5. List the language points:
1>Even
if we choose nutritious food for our main meals,
we probably still need to
refuel now and then.
Even if
[用法]同even though，即使；尽管
now
and then
[用法]同a little now and a little then;
every now and then，有时候
2>Most fruits are
naturally sweet and we can eat them just the way
they are.
just the way they are
[用法]意同in
the way that they are
3>There are many recipes
for simple and healthy snacks that taste great and
keep us
going.
taste
Step 6.
Homework
Finish the Wring task on WB as
written work.
Teaching plan V for
Exercises and Revision
Step 1. Check
the Ss’ work to make sure if they have finished
their homework.
Step 2. Check the answers of
the exercises on workbook.
Step 3. Let Ss ask
questions if they have any problem while doing the
exercises and
list the language points.
1>May I take your order, please?
take
your order
[用法]餐馆常用语，order：叫(菜或饮料)
2>What
do you recommend?
recommend
[用法]vt.1.
推荐,介绍[(+asfor)]
Can you recommend me some
new books on this subject?
你能推荐一些有关这个学科的新书给我吗?
3>A hamburger is a dish
while the others are not.
while
[用法]而，强调对比关系
4>You should avoid eating
vegetables that are grown with too many chemicals.
avoid
[用法]避免，后接ing形式
5>You must pass
your driving test next time you take it.
next
time
[用法]连词用法
6>There is a species of
inactive people, namely the 'mouse potato.'
namely
[用法]ad. 即,那就是
[举例]Only one person
can answer the question namely you.
只有一个人能回答这个问题,那就是你。
7>The best source for
calories is carbohydrates.
source
[用法]n.[C]1. (河的)源头;水源 2. 根源;来源 3. 提供消息(或证据)者;消息
(或证据)来源 4. 出处;原始资料
[举例]Do you know the
source of Amazon River? 你知道亚马逊河的源头吗?
They
are required to publish the sources of their
campaign funds.
他们必须公布自己竞选经费的来源。
The news comes from a reliable source.
这消息来自一位可靠人士。
The library has quantities of
reference sources.
该图书馆藏有大量可供参考的原始资料。
8>A healthy diet should include a variety of
food, most of which should be rich in
nutrients.
be rich in
[用法]
富于...的,有很多...的
[举例]The country is rich in
resources. 这个国家资源丰富。
9>Vegans do not eat or
use any animal products.
product
[用法]n.[C]产品,产物;产量;出产
[举例]They came
here in search of new markets for their products.
他们来此为他们的产品寻找新市场。
Step 4. Review the
useful expressions:
Patient
I’ve got a
pain here. This place hurts.
There’s something
wrong with my backmy kneemy arm.
I don’t feel
well.
Doctor
Lie down and let me examine
you.
Let me have a look.
Where does it
hurt?
Drink plenty of water and get some rest.
Step 5. Review the grammar:
情态动词---had
better, should, ought to
1 You had better get
some rest. Or You’d better get some rest.
You
had better not eat fruit that isn’t ripe. Or You’d
better not eat fruit that isn’t
ripe.
2
You should be careful with fruit.
You should
not to eat so much junk food.
Step 6. Homework
1. Remember all the new words and phrases
learned in this unit.
2. Prepare for new unit.