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Unit 2 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. Vocabulary: 6. fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective get rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on 7. Practice talking about your ideas; practice giving suggestions and advice, 8. practice seeing the doctor. 9. The use of ought to 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. 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 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 o f 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. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text. a. The two restaurants supplied the healthy diet. b. The reason why Yong Hui’s restaurant was so popular with customers. c. Wang Peng found out why he had lost his customers and decided to win them 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 served a balanced diet. ( F) c. Yong Hui could make people thin in two weeks by giving them a good diet. (F) d. Wang Peng’s customers often became fat after eating in his restaurant. (T) e. Yong Hui’s menu gives them energy foods. (F ) f. Wang Peng’s menu gives them foods containing fiber. (F ) g. Wang Peng admired Yong Hui’s restaurant when he saw the menu. (F ) h. Wang Peng decided to copy Yong Hui’s menu. (F ) Step Ⅳ Comprehending 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 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? We will see it next period. Facing the serious competiton Wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example? Ss: Yes. T: Now let’s deal with some language points. Turn to page 10, let’s look at the sentences: a. Wang Peng sat in his empty restaurant feeling very frustrated. This sentence means that the second action “ feeling very frustrated” happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action. b. Nothing could have been better. This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation. c. He couldn’t have Yong Hui getting away with telling people lies! This sentence means that he will punish Yong Hui for her telling lies. 1) lie : something untrue A white lie isn’t going to hurt anyone . 2) say something which is not true He lied to his wife so that he could come home late . 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 Word study This part is a consolidation of the words in the text. Ask the students to do the exercise individually. T: Now please open your books and turn to page 12. Fill in the chart using the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text. I necessary, you can discuss with your partners. … Step Ⅲ Grammar The students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, Then give them some examples. T: Please pick out all the sentences containing modal verbs in the text. a. By lunchtime they would have all be sold---It indicates possibility. b. His restaurant ought to be full of people. ---It indicates possibility. c. What could have happened?--- It indicates possibility. d. Nothing could have been better.--- It indicates possibility. e. Something terrible must have happened if Maochang was not coming to eat with him as he always did.---It indicates guessing. f. He could not believe his eyes. ---It indicates intension. g. Perhaps he should go to the library to find out ---It indicates duty. h. He couldn’t have Yong Hui getting away with telling people lies!---It indicates intension. … 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 Listening 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 ( using language) The purpose of this listening text is to familiarize the students with different kinds of food and the results of eating an unbalanced diet . This is a talk between Wang Peng and an expert about what makes a balanced Diet . Ask the students to finish the chart and answer the questions. T: OK. We have studied the text and know neither of the restaurant supplied a balanced diet. Let’s listen to the tape and see how the story went on. Go through the text quickly on page 14. ( Play the tape. Students write down the answers and check the answers with their partners.) T: Now listen to it again and try to make sure your answers are right. Answer key for Exercise 2: Wang Peng is doing research to find out how an unbalanced diet can affect your health , so you need to eat a balanced diet a balanced diet if you are to stay healthy. Answer key for Exercise 3: Scurvy : not enough vitamin C Rickets : not enough protein and vitamin D Obesity : too much rice , noodles and sugar Answer key for Exercise 4: 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 Listening (WB P48) The students will heat a conversation between Emma and the doctor. They are asked to do exercise according to the tape. T: Doctor knows 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. Red foods: (Only a little every day ) Orange foods: ( some every day) Green foods ( some every meal ) butter, cheese, 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 Ⅳ Homework 1. Pre-view 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 Extensive reading Step ⅠRevision 1. Check the homework 2. Share the information the students have got form the Internet. Step Ⅱ Pre-reading Ask the students to read some proverbs and translate them into Chinese. T: Today we are going to see the end of the story. First, please look at the blackboard and try to translate the proverbs into Chinese. a. You are what you eat. b. An apple a day keeps the doctor away. c. First wealth is health. The students discuss with their partners. a. 人如其食. b. 一天一個(gè)蘋(píng)果,醫(yī)生不來(lái)找我. c. 健康是人生的第一財(cái)富. 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 page 14. 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 1. raw vegetables with hamburgers 2. the boiled potatoes, not fried 3. fresh fruit with ice cream 1. cut down the fat 2. increase the fibre 3. 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 Step Ⅳ Homework 1. Collect eating attitudes from the Internet 2. Practice presenting reasons to support your ideas. The fifth period Speaking Step ⅠRevision Check the students’ homework. Step Ⅱ Warming up T: Work in pairs to act out the dialogue on page 13. One plays as the role of Jane and the other plays the role of Susan. You are shopping in a supermarket. First let the students make a good preparation themselves. Then ask several pairs to act out the dialogue before the class. In this part, try to make the class get active. Step Ⅲ Talking 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 Ⅳ 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. The following is useful to you. Please look at the table. I don’t agree That’s a good idea. I’m afraid not Certainly/ Sure. Of course not. All right. I don’t think so. No problem. Yes, I think so. Step Ⅴ 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. The sixth period Writing Step ⅠRevision Check the homework and take a dictation. Step Ⅱ Writing 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 restaurant is chosen because it would be very useful in a town. Your writing should : Explain what kind of food will be offered in your restaurant Describe their ingredients ,flavour ,smell and appearance Explain how they will provide a balanced diet Explain why your restaurant will provide the best food in the area Explain how customers will be served