Unit 2 Healthy eating
Period 4 Using language: Listening and speaking
整体设计
教材分析
This is the fourth teaching period of this unit. As usual, the teacher will first get students to review what they learned in the last period, and then lead in the new lesson.
We will mainly deal with listening and speaking in this period. At the beginning, students listen to a dialogue between Wang Peng and an expert. Make sure students go through the exercises before they listen to the tape. This is to sharpen their attention and listen for the answers. This will also help them get the gist of the listening text. The teaching procedures may be as follows: First, let students go through the exercises and guess the listening text may be about. Play the tape for students to listen to and decide whether their guessing is right. Second, ask them to listen again for them to do Exercise 3. Third, let them listen a third time to check their answers. While they are listening, the teacher should pause and repeat the key sentences to help students understand. After listening, let them work in pairs and finish Exercise 4. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further. Perhaps some students will find it hard to listen to and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes.
As we know, young people can show that they are not eating a balanced diet in a number of ways—by being too thin, too fat or sick. So the exercise Talking is to encourage students to discuss how their diets may affect their quality of life. It gives them the opportunity to practice a dialogue using the functional items for seeing the doctor, suggestions and advice. So they should learn some expressions of seeing the doctor, suggestions and advice first. Then they are required to create such a dialogue. During the course, encourage them to use vocabulary from the reading and listening passages.
This period places emphasis on developing students’ listening and speaking ability. We should try our best to encourage students to say something. Don’t always correct the mistakes they have made while they are speaking. Otherwise, they would feel reluctant and not say anything more.
教学重点
1. Develop students’ listening and speaking abilities.
2. Enable students to master different listening skills.
3. Let students learn the expressions of seeing a doctor, suggestions and advice.
教学难点
1. Get students to listen and understand the listening materials.
2. Let students’ make a dialogue using the functional items for seeing the doctor, suggestions and advice.
三维目标
知识目标
1. Get students to learn some useful new words and expressions in the listening passages.
2. Let students learn the expressions of seeing the doctor:
What’s the matter?
What’ s wrong with you?
What seems to be the trouble?
How long have you been like this?
It’s nothing serious, only. . . .
I suppose you had better. . . .
I think you ought to. . . .
能力目标
1. Enable students to catch and understand the listening materials.
2. Develop students’ ability to get special information and take notes while listening.
3. Get students to learn and use the expressions of seeing the doctor, suggestions and advice.
情感目标
1. Enable students to know more about healthy eating and improve their quality of life.
2. Develop students’ sense of group cooperation and teamwork.
教学过程
设计方案(一)
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to translate some sentences using ought to.
1)有些事情我应该在你走之前告诉你。
2)他不应该那样做。
3)——他该去看医生吗？
——是的, 他该去。
4)要是他全好了, 他很可能今天就回校上课。
5)你应该信守诺言。
Suggested answers:
1)There is something I ought to tell you before you leave.
2)He ought not to do that.
3)—Ought he to see the doctor?
—Yes, he ought to.
4)If he is completely well, he ought to be back at school today.
5)You ought to keep your promise.
→Step 2 Warming up
1. Tell students: Turn to Page 14. We are going to the part Listening. We will listen to a dialogue between Wang Peng and an expert. Can you guess what they are talking about?
2. Let students learn these words. Practice the pronunciation and look up them in the dictionary to find out what these illnesses are.
______________ scurvy
______________ rickets
______________ obesity
→Step 3 Listening
1. Go through the exercises to make sure students know what to do. Let them guess what the listening material they will hear may be about.
Show the following on the screen.
1)Listen to the dialogue between Wang Peng and an expert. Write down the main idea of the dialogue.
____________________________________________________________
2)Listen to the dialogue again and join the names of the illnesses to their causes.
Illnesses Causes
Scurvy too much rice, noodles, sugar and fat
Rickets not enough vitamin C
Obesity not enough protein and vitamin D
2. Play the tape for them to listen to and decide whether their guessing is right or not.
3. Play the tape again for them to write their answers.
4. They exchange the information and listen to the tape again for checking. Let them have the correct answers.
5. Give 2 or 3 minutes to students to ask questions if they have any.
6. Let them work in pairs and discuss what problems Wang Peng and Yong Hui have and what suggestions they would give them. Fill in the form.
Owner of restaurant Problems with food offered What food is needed
Wang Peng
Yong Hui
7. Show students the listening text and let them read it aloud.
Listening text: (Omitted)
→Step 4 Listening on Page 48
Turn to Page 48.
1. Ask students to read through the directions and the exercises. Make sure they know what to do.
2. Tell students to look at the list of illnesses below caused by not eating properly.
rickets obesity anorexia(厌食症)indigestion(消化不良)
3. Play the tape for students to listen to and find out which illness Emma has.
4. Ask students to read the questions.
Show the chart on the screen.
1)What does Emma usually have for breakfast, lunch and supper?
2)What is wrong with Emma’s diet?
3)Why is the doctor concerned about how much Emma eats?
4)How does Emma feel after the doctor tells her about the result of not eating properly?
5. Let them listen to Part 1 again and answer the questions.
6. Ask them to look at the chart below.
Red food
(only a little every day) Orange food
(some every day) Green food
(some every meal)
7. Let them listen to Part 2 again and fill in the chart.
8. Let students share their information in pairs.
9. Play the tape a third time for students to check and have the correct answers.
10. Give 2 or 3 minutes for students to ask questions if they have any.
11. Show students the listening text and let them read it.
Listening text: (Omitted)
→Step 5 Talking
1. Show the following form on the screen. Let students read the expressions aloud, and make sure they understand their Chinese meanings.
DOCTOR
What’s the matter?
What’s wrong with you?
What seems to be the trouble?
How long have you been like this?
It’s nothing serious, only. . .
I suppose you had better. . .
I think you ought to. . . PATIENT
I’ve got a pain in. . . It comes and goes.
I’m suffering from. . . I feel tired all the time.
I’ve got a bad cough/cold/fever/headache/. . .
I’ve lost my voice.
I have a pain in my chest/shoulder/back/. . .
It hurts when I touch it.
I’ll follow your advice.
2. Suppose the situation: In pairs imagine that one of you are worried about being too fat or too thin and have gone to consult the doctor. The other student will be the doctor, who gives advice on how to change his/her diet.
3. Give several minutes for students to prepare their dialogue in pairs.
4. Ask as many pairs as possible to present their dialogue to the class.
Sample dialogue:
(Doctor—D; Patient—P)
D: Now what’s the matter today?
P: I think I am too fat and I would like to be thinner. What should I do, doctor?
D: I think you ought to
eat well and exercise more. You need to do some running every morning before breakfast. Then you will be sure to lose weight.
P: Thank you, doctor. But what should I eat?
D: Every day you should eat plenty of fruit and vegetables. You mustn’t forget to eat some meat and fish and only a little sugar and fat.
P: What about cola and ice-cream?
D: No, they contain a lot of fat, so try and do without them. Come back in a week and I hope I shall see you a little thinner!
P: Thank you, doctor. I will!
→Step 6 Listening task on Page 51
1. Talk with students about McDonald’s.
2. Turn to Page 51. Ask them to read the directions, think about whether they would like to have such a restaurant or not and give their real opinions and reasons to support their ideas.
I would/would not like to have such a restaurant in our town because
___________________________________.
3. Have them share their ideas with the whole class. Students give their own answers to the questions whether they would/would not like to have such a restaurant in their town. Different opinions are encouraged.
4. Tell students: Now listen to the tape and see what two other people in your hometown think of this plan. Let them go through the chart and make sure they know what to do.
Name For or against Reasons
Tina
Li Qian
5. Play the tape for them to listen to and get their answers.
6. Two or three minutes for them to discuss and share their answers.
7. Play the tape again for them to check and have the correct answers.
8. Show them the listening text and let them read it.
Listening text: (Omitted)
9. Let them design a poster to encourage people to come to a meeting to discuss this new restaurant. Give two reasons why it should be built and two reasons why it should not. Remind them to pay attention to the following:
1)to make a big main heading for the poster;
2)to write your two reasons for and against;
3)to give the date and time.
10. Give 5 minutes or so for them to prepare their posters. Then let them share each other.
Sample poster:
Do you want a McDonald’s in our town?
Come to a meeting tonight in the town hall to discuss if
1 we need another restaurant in our town,
2 we need other community buildings,
3 McDonald’s would be good for our town.
Time: 7: 30 pm Date: Friday, August 24, 2007
→Step 7 Summary
In this period, we mainly focus on the listening and speaking abilities. They are very important. If your listening or speaking is poor, you’d better practise more. The more you listen to or speak English, the better your listening or speaking is. Remember: Practice makes perfect.
→Step 8 Homework
1. Finish off the Workbook exercises.
2. Preview the passage Come and Eat Here(2).
设计方案(二)
→Step 1 Revision
1. Check the homework exercises.
2. Ask some pairs of students to make up short dialogues to review modal verbs, such as ought/oughtn’t to, should/shouldn’t, mustn’t.
→Step 2 Listening
1. Talk about the weakness of the diet in Wang Peng’s restaurant. Discuss with students what will happen if we only eat in Wang Peng’s restaurant. Then let them learn the three names of illnesses: scurvy, rickets and obesity.
2. Have students listen to the whole dialogue between Wang Peng and an expert to find out the main idea of the dialogue.
3. Turn to Page 14. Ask students to go through the chart in Exercise 3 and then listen to the tape again and give their answers.
→Step 3 Speaking
1. Have students review the expressions of making suggestions and giving advice.
2. Let them work in pairs and discuss what Wang Peng and Yong Hui have and what suggestions they would give them.
3. Give them several minutes to make up a dialogue in pairs using the expressions.
4. Ask as many pairs of students as possible to present their dialogue to the class.
→Step 4 Workbook exercises
1. Listening
1)Go through each exercise before playing the tape.
2)Have students listen to the recording a few times and do the exercises.
3)Check the answers first in pairs, then with the whole class.
2. Talking
1)Ask students to read the directions. Make sure they know what to do.
2)Let them review the expressions of seeing the doctor in the box below.
3)Give them enough time to prepare their dialogue in pairs.
4)Ask as many pairs as possible to act out their dialogues to the class.
3. Listening task
1)Ask students to read through the directions and then discuss the questions:
Whether would you like to have such a restaurant or not? Why?
2)Let them listen to the tape and see what two other people in their town think of this plan.
3)Have them design a poster to encourage people to come to a meeting to discuss this new restaurant.
4)Let them share their posters with each other.
→Step 5 Homework
1. Finish off the related Workbook exercises.
2. Make up a dialogue using the expressions of seeing the doctor with your partner.
板书设计
Unit 2 Healthy eating
Listening and speaking
DOCTOR
What’s the matter?
What’s wrong with you?
What seems to be the trouble?
How long have you been like this?
It’s nothing serious, only. . .
I suppose you had better. . .
I think you ought to. . . PATIENT
I’ve got a pain in. . . It comes and goes.
I’m suffering from. . . I feel tired all the time.
I’ve got a bad cough/cold/fever/headache/. . .
I’ve lost my voice.
I have a pain in my chest/shoulder/back/. . .
It hurts when I touch it.
I’ll follow your advice.
活动与探究
Discussion
Read the following reports and then in small groups discuss what you think of after reading the reports.
The latest data from an ongoing government-sponsored survey of the health and nutrition of the U. S. population indicated that nearly 65% of American adults were overweight and more than 30% were obese. The most disquieting finding was that more than 80% of all black women over the age of 40 were overweight and half were obese. In a separate report focusing on children and adolescents, 15% of those aged 16-19 were overweight.
CDC researchers published the disturbing results of a 20-year study that analyzed hospital-discharge records of children. They found that overweight children were increasingly being diagnosed with illnesses formerly seen mainly in overweight or obese adults. These included type Ⅱ(non-insulin-dependent)diabetes, gallbladder disease, and sleep apnea. Although the overall numbers of children with these serious conditions remained relatively low, the increases over the period 1979-1999 were striking. For example, the diagnosis of gallbladder disease in 6-17-year-olds rose 228%.
A report on obesity among children worldwide by the London-based International Obesity Task Force was presented in May at the annual meeting of the World Health Assembly, whose decision-making body. The task force estimated that 22 million children under age 5 were overweight or obese. Among 10-year-olds, the U. S. had the third highest prevalence of overweight children, after Malta and Italy. Much to the surprise of many health professionals, obesity was found to be a growing problem in less-developed countries. In Morocco and Zambia, for example, more children were overweight than malnourished. In Egypt, Chile, Mexico, and Peru, as many as 25% of children aged 4-10 were overweight or obese.