Type of lesson: New Lesson

Teaching aims: Learn to use functional sentences, key structures, and words to giving advice and making suggestions by listening, speaking, reading and writing.

Teaching contents:

1. Topic: Healthy eating

(1) Talk about eating and health.

(2) Practise giving the advice and making suggestions

(3) Use the modal verbs had better, should, ought

(4) Learn some useful cooking terms

(5) Read and write recipes

2. Functional Sentences: Seeing the doctor.

Giving advice and making suggestions

3. Vocabulary:

Words: pain, hurt, ache, examine , check, advice, advise , suggest, health ; healthy, diet, base, prepare,

Phrases: had better, ought to, be careful, take care

4. Grammar: Modal Verbs

Period 1: Warming-up & Listening

Type of lesson: Listening

Time: 40 minutes

Teaching aims: 1. Talk about eating and health.

2. Improve the students’ abilities of listening.

Teaching aids: computer

Teaching procedures:

Step 1: Lead in

Ask students to answer the following questions:

1. What do you often have for breakfast / lunch / supper?

2. What do you care most about your food?

Step 2: group discussion.

Ask every group to choose one picture on page 1 and finish the following tasks:

1. List out the names of the food.

2. Identify the healthy food, junk food and the food both good and bad for health, and then give out the reasons.

3. Fill in the form.

4. Each group choose one student to report the result of their discussion.

names of the food healthy food, junk food,

food both good and bad for health, reasons

Step 3 : Listening comprehension

1. Go through the task with the students and make sure what to do before the teacher plays the tape.

2. Play the tape for 3 or 4 times and give specific instructions of what to do each time.

Listening text 1

( 1 ) Answer the question 1, 2 on Page 2.

( 2 ) Filling the blanks.

Hmm, let me see, I had two _____________, two large orders of __________ ________, an _______ _________, and a large ____________.

( 3 ) Discuss the question 3 on Page 3.

Listening text I1

( 1 ) Answer the questions on Page 2.

( 2 ) Filling the blanks.

Now, let’s see. No, your temperature is ____. Your mum’s _________ ----- you probably ____ ate ____ _____. Here, take these pills tonight and tomorrow morning and see if you feel _____. If _______ changes or you don’t feel _____, give me a call.

3. Let students check their answers in pairs and then with the whole class.

Step 4: role- play

Ask the students to act as a doctor and a patient to make dialogues.

Homework:

Ask the students to discuss the following questions after class.

1. How important is it to control the amount of food for your meals?

2. How do we keep a balanced diet?

Period 2 Speaking

Teaching aims:

1. To train Ss’ speaking ability

2. The Ss are able to describe what’s wrong with him when seeing a doctor and practise a doctor’s suggestions.

Teaching procedures

Step 1. Leading in

Let the Ss read a short joke and answer some questions.

How old is she?

A woman was having some trouble with her heart, so she went to see the doctor. He was a new doctor and didn’t know her, so he first asked some questions, and one of them was “ How old are you?”

“Well”, she answered “I don’t remember, doctor, but I will try to think.” She thought for a minute and then said , “ Yes, I remember now, doctor. When I married, I was 18 ,and my husband was thirty. Now my husband is sixty, I know. And that is twice thirty. So I am twice eighteen. That is thirty-six, isn’t it?”

1) What was the relationship between two people?

2) What’s wrong with the woman?

3) What are the questions a doctor usually asks when you first meet him?

4) What other problems does the woman have besides heart trouble?

Step 2 Functional sentences learning

1. Ask the Ss to brainstorm on functional sentences about seeing the doctor and list them on a piece of paper.

1) What’s wrong/matter with you?

2) I don’t feel well./ I’ve got pain here.

3) There’s something wrong with my…

4) Let me have a look. Show me your …

2. Ask the Ss to go over the functional sentences on P3 by themselves.

3. Let the Ss read the situations and make up a dialogue in a pair or in group of 3 or 4.

4. Ask the Ss to sum up the functional sentences they have used in their dialogues.

Patient Doctor

I’ve got a pain here. This place hurts. Lie down and let me examine you.

There’s something wrong with … Let me have a look.

I don’t feel well. Drink plenty of water and get

some rest.

5. Read the sample dialogue and try to learn it by heart.

Step 3 . Task: Make up a dialogue by using the situations given on P72.

Sample: 1

A: Excuse me , waiter! Could I order, please? I’m very hungry!

B: Of course. What would you like?

A: Oh, I like all kinds of food. I’ll eat anything as long as I get a lot of it!

B: I see. Well, in that case, I recommend that you order a steak.

A: Well,yes, but I’m worried that it may not be enough. What does it come with.

B: It comes with two vegetables and your choice of French fries or bread rolls.

A: Can I have both fries and bread rolls?

B: Sure. And perhaps you’d like a salad?

A: Good idea! I’d like a regular house salad. Oh, and I’d like some dessert, too.

B: We have apple pie and ice cream.

A: Great. I’ll take the apple pie, please.

Step 4 Summarizing the functional sentences of giving advice and making suggestions they have used in their dialogues.

a. You’d better (not)…

You should /ought to …

You need (to )…

b. Shall we…?

Let’s…

What/How about…

Why not…?

Why don’t you …?

Period 3: Reading

Type of lesson: Reading

Time: 40 minutes

Teaching content: Text---We Are What We Eat

Teaching objectives: 1. Students can understand the whole passage by reading it.

2. Students will learn to know how to make the right choices about what and how we eat.

Teaching focus: Improving the students’ abilities of reading.

Teaching aids: computer

Teaching procedures:

Step Ⅰ: Pre-reading

Show students the following questions on the screen and let students discuss them in pairs.

1) Which of the following gives you the most energy: a banana, a soft drink or a bar of chocolate?

2) How many meals do you have every day? Which meal do you think is the most important? Why?

3) How much water do you drink every day?

4) What kind of snacks do you have?

Step Ⅱ: While-reading

1. Reading for general information.

Ask the students to read the passage quickly for the first time and find out the answers to the following questions.

1) Why should we learn to make the right choices about what and how we eat?

2） How will we be ready for the challenges and opportunities in life?

2. Reading for the meaning of the words.

Ask the students to read the passage for the second time and find the words that fit the following descriptions.

1) ________________ Found in food and necessary for good health.

2) ________________ The kind of food that someone eats each day.

3) ________________ Part of plants that you eat but cannot digest, which help food to move quickly through your body.

4) ________________ Found in food and are important for good health. They help to build our bones, teeth and blood.

5) ________________ Found under skin. Our body needs it for energy. It can keep us from feeling cold.

6) ________________ Bad for your teeth and can make you gain weight.

7) ________________ Found in milk and meat. Our body needs it to grow and keep healthy.

8) ________________ Unit for measuring how much energy the food can give us.

3. Reading for understanding specific information.

Let students do the T or F exercises.

1) Our eating habits have changed because we need more food than before.

2) We can buy all kinds of food in the stores, but we had better choose healthy food to buy.

3) Protein, Calcium, Vitamins and some other nutrients help to build up strong bodies.

4) Vegans don’t eat meat because they hate hunting.

5) More and more people realize that organic vegetables are good for health because the vegetables are grown without chemicals.

6) Supplements and crash diets can help people lose weight.

7) If we eat less fat, sugar and exercise more we will keep ourselves fit.

8) The passage mainly talks about what to do to make oneself healthy.

4. Reading for sentence problem solving

Let students read the passage with the tape on and underline the sentences that they can not understand. After the students finish reading, teacher should help them to solve their problems and make sure everyone can understand the following sentences.

(The explanations to the following sentences are on page 132)

1) Our eating habits have changed, as our way of life, and the fuel we need for our bodies is also different.

2) The same goes for “crash diets” that some companies say will make us lose weight fast.

3) We ought to learn more about our body and the fuel it needs to keep fit. Only in that way will we be ready for the challenges and opportunities in life.

Step Ⅲ: Post-reading.

1. Ask students to work in pairs to complete this table.

Nutrients functions Sources

2. Students work in groups of four and discuss the questions below. When they have finished, they can discuss their answers with the rest of the class.

1) Why do people go to fast food restaurants?

2) Why is it not good for you to eat too much sugar and fat?

3) Why are crash diets and supplements so popular?

4) What can we do to keep a balanced diet?

3. A task

Every student makes a balanced diet of one week for their families according to the passage and the chart on page 73

Period 4: Word Study

I. Type of lesson: Word Study

II .Teaching aim: Help the Ss understand the meaning of the given key words and phrases , learn to use the words by themselves.

III. contents: pain, hurt, diet, advice, advise, examine , prepare, health, , fit, offer

IV. Difficult point: write a passage with the words and expressions

V. Teaching aids: projector

VI. Teaching procedures:

一，pain

Step 1: learn to understand the word by asking the Ss to find out the sentences in the dialogue and try to explain the meaning in another way.

Situation 1:

Suppose you are a patient. You said, “I’v got a pain in the head”. But the doctor doesn’t understand the word “pain”. You have to express yourself in different ways.

I’v got a headache or my head hurts.

Step 2 : learn to use the word:

1). pain

1. I’v got a pain here.

2. His harsh words caused her much pain.

3. No pains, no gains.

4. She took great pains to keep the house clean.

5. Tom took great pains with his English lesson and got high marks.

6. My foot is still paining me.

pain 多用于名詞，可數(shù)或不可數(shù)，指“肉體上的痛苦”也指“感情上的痛苦”；表示“辛勞，努力”時(shí)復(fù)數(shù)。

2).hurt 表示疼痛，只能用作不及物動(dòng)詞。如：

1.My leg still hurts.

2.Does it hurt here?

3. These shoes hurt --- they are too small.

hurt v.t make somebody or something feel pain:

4.He fell and hurt his leg.

5.You hurt her feelings (= made her unhappy ) when you said she was fat.

6.He was hurt in a traffic accident.

Step 3 Practise using the words.

1．戰(zhàn)爭(zhēng)中失去了兒子使他非常痛苦。

It gave him much ______ to have ______ his son in the war.

2. 你得了什么病？我頭疼。

What’s wrong with you? My head_________.(hurts)/ I have a _______ in the head.

二，examine

Step 1: Lead in: learn to understand the word

Situation 2: T: After you tell the doctor what’s wrong with you, could you tell me what the doctor will probably do?

S : The doctor will say: “Let me examine you.”

Step 2 Learn to understand the word.

Match the explanations with the sentences on the right box.

examination (= exam ) n.

1.He went into hospital for an examination.

( for a medical examination.)

2.We’ll have an exam in English next week.

Step 3:Practise using the word.

Make sentences using the words “examine & examination” according to the following situation:

Situation 3 : You came back to school from the hospital to tell your English teacher why you went to see the doctor instead of having the examination in English.

三．a(chǎn)dvise

Step 1: learn to understand the word

Situation 4 : List the suggestions the doctor gives to the patient in the dialogue.

Step 2: 1. I advise you not to eat fruit that isn’t ripe in future.

2 I advised him not to smoke in the room.

3. I advised him against smoking in the room.

4. .The doctor advised the man to stop smoking, but he wouldn’t listen.

5.I advised that he ( should ) not smoke in the room.

Step 3: Ask Ss to rewrite the above five sentences using the word suggest.

Step 4. advice n.

a piece of advice

ask sb. for advice ;

give sb. some advice on how to do sth. ;

take advice

Our teacher always gives us some advice on how to learn English well.

Step 5 : right or wrong?

1. I suggested that he finished the work in an hour.

2. I advise you have a good rest after finishing the work.

3. The doctor suggests to eat ripe fruit in future.

Choices:

1. He advised us ___ there on such a rainy day.

a. not go b. going not c. not to go d. should not go

2. I suggest you ___by taking this medicine.

a. to lose weight b. will lose weight c. lose weight d. are losing weight

四， diet Learn to know something about the word

Step 1: lead in

Situation 5: Jane is a girl. She often feels hungry. She likes hamburger , potato chips and fried chicken. She can’t run fast because she weighs 90 kg. What do you think she should do?( She should know what a healthy and balanced diet is. Instead of eating expensive diet food, she can simply try to eat less fat and sugar and exercise more.)

Step 2:

1. What is a healthy diet?

2.It is probably better ,however, if we spend our time and money on buying good food and keeping a balanced diet.

3.Too rich a diet isn’t good for you.

4. The doctor put the patient on a special diet.醫(yī)生給這個(gè)病人規(guī)定特別飲食

5.The doctor says I’ve got to go on a diet.醫(yī)生說(shuō)我得節(jié)食。

health ; healthy

1. Walking is good for your health.

2. She is in good (/ poor ) health.

3. Though 80 years old, my grandmother is still healthy.

Step 3: practise using the word by asking Ss to make sentences according to the above situation.

1. It’s important to have a healthy diet.

2.If you are too fat ,the doctor will advise you to go on a diet.

五，prepare

Step 1. learn to understand the word by asking the Ss to find out the sentence with “prepare” in it.

We can make sure that we are well prepared for the challenges and opportunities in life.

Step 2: Learn to understand the word

1. John is preparing a meal for us.

2. Will you help me prepare for the party?

Prepare vt. --get it ready

one’s lessons,

prepare the table

chairs for the meeting

the meeting

prepare for the exam

the struggle

the party

3.I am making preparations for the journey.

Step 3: Practise using the word.

1.They are busy _____lunch.(preparing)

2.He is well ______for the meeting.(prepared)

3.I’m not ________to listen to all your weak excuses.(prepared)

4.First __________the rice by washing it, then cook it in boiling water.(prepare)

5.Will you help me ___________the party?(prepare for)

六，fit

Step 1: Lead in learn to understand the word

Situation 6 : The teacher is wearing a new coat. Ask the Ss what it looks like on the teacher.

Step 2: Learn to use the word

1. The suit fits me nicely

2. We always fit our deeds to our words.

3. The door fits badly.

4. Mr. Wang fitted a new lock on the door.

5. We should exercise more to keep fit.

Step 3:Practise using the word

將劃線部分詞匯的中文意思寫(xiě)在該句子后面的括號(hào)內(nèi):

1.You look so good in the red dress- it fit you well.( )

2. I’m sure we’ll have something to fit your requirements(要求), Madam.( )

3.All the computers they sell all fitted free.( )

4.The person who has the experience in designing the software is fit for the post(職位) in the computer company.( )

5.The old man is as fit as a flea(十分硬朗)because he does a lot of exercise every day.( )

6.The shoes are a good /poor fit.( )

七.offer

Step 1: learn to understand the word by asking the Ss to find out the sentence in the text with “offer” in it.

Stores offer all kinds of food and snacks and we have to make many choices.

Step 2: Learn to use the word

1.The trees offered shade from the sun.

2.He offered to help me /he offered me his help.

3.Thank you for your offer of help.

4.The company has offered a high salary.

Step 3: Practise using the word

將劃線部分詞匯的中文意思寫(xiě)在該句子后面的括號(hào)內(nèi):

1. My father has very kindly offered to take us to the airport.( )

2. We feel really bad that we didn’t offer any food to the poor.( )

3. What are you offering for the painting if you would like to buy it?( )

4. It’s an organization that offers free legal advice to people on low incomes(收入).( )

5. I must say the offer of a weekend in Hainan quite tempts(吸引) me.( )

6. He’s a businessman…I’ll make him an offer he can’t refuse.( )

VII. Task 1: Suppose you are a doctor who answers questions about diets and nutrition for Food and Diet magazine. Read the following letter and write a reply.

Task 2:

Complete the following passage using the above words:

The Way to Keep Healthy

It is very important for us to keep healthy in our daily life. But how? Here is some____ for you to follow.(advice)

First, you ought to have a healthy_____. It is necessary to eat enough fruit with which you should be _______ because it contains all kinds of vitamin that you need every day. You had better not eat too much fat. Every day your parents _____ a rich meal for you. The amount of fat you can eat____ ____on your weight.(ought, diet, careful, had, prepare, is based)

Second, good habits can help you keep_____. I _______ doing regular exercise every day.(healthy, suggest)

Last, an eight-hour sleep is needed after a day’s hard work. Remember smoking can damage your______. If you really feel a _____ in your body , go to ask the doctor to ____ you to be cured in time.(health,pain,examine)

Period 4 Grammar

Teaching aims:

1. To train students to know the usage of the modal verbs “had better, should, ought

to, must, have to and have got to”.

2. To let students to know the differences between had better, should, ought

to, must, have to and have got to.

3. To train students to use these modal verbs skillfully in daily life.

Key and difficult points:

1. To let students to summarize the usages of these modal verbs after learning the

sentences with modal verbs.

2. To train students to use the modal verbs in daily life including spoken English and

written English.

3. To let students to use modal verbs in right condition.

Teaching procedures:

Step 1 ------ Leading in

1. Ask students to watch a flash which happens between a mother, a son and a guest.

2. Ask students why the guest is very angry.

Step 2 ------ Modal verbs learning

I. had better

1. Show students a picture of a doctor and a patient, and then tell students some background about the picture.

Teacher’s presentation ------ A man felt very badly and he thought he had a serious disease, so he decided to go to see a doctor. The doctor examined him and asked him some questions about his favorite food and hobbies. The patients told the doctor that he likes having junk food and liquor. His another hobby is always surfing the Internet overnight and getting up very late.

2. Ask students to suppose they are doctors, and ask them to discuss what advice

they can give the patient according to pictures in pairs.

3. Ask some students to present their discussion results buy using the word had

better.

(1) You had better eat more vegetable and fruits.

(2) You had better drink less wine.

(3) You had better not surf the Internet recently.

(4) You had better get up and go to bed early.

(5) You had better take more exercise.

4. Ask students to summarize the usage of had better.

When you give advice or your opinion about something, you can use had better or had better not.

Attention ------ You can say “had better do sth.” to the people who are older than you.

II. should & ought to

1. Show students a picture of western dinner table, and then tell students some

background about the picture.

Teacher’s presentation ------ Sammy and her Chinese friend Li Ming went to a formal Western dinner party one day. Unfortunately Li Ming does not know anything about table manners at a formal Western dinner party, so he made many stupid mistakes at the party. The next day Sammy told Li Ming his mistakes, and tried to advise Li Ming what to do or what not to do.

2. Ask students to suppose he or she is Sammy, discuss what Sammy is going to try to advise Li Ming according the given pictures in pairs. Tell Li Ming what to do or what not to do by using words should or ought to.

3. Ask some students to present their discussion results buy using the word should and ought to.

(1) You should/ought to keep the knife in your right hand and the fork in your left.

(2) You shouldn’t/ought not to ask a second bowl of soup.

(3) You should not/ought not to drink too much.

(4) You should/ought to finish everything on your plate.

4. Ask students to summarize the usage of should and ought to.

When you are trying to advise someone about what to do or what not to do, you can use should/ought to or should not/ought not to. Ought to is stronger than should in tone.

III. must & have to

1. Show students a picture of a master and a servant.

Teacher’s presentation ------ This master is going to her friend’s birthday party. Before leaving, she gives his servant a lot of work.

2. Ask four students a group to discuss what the master says to her servant, and then give them an example and some pictures.

3. Ask some students to present their discussion results buy using the word must.

(1) You must clean every room.

(2) You must take my dog to go for a walk after dinner.

(3) You must wash all the clothes.

(4) You must clean the garden.

(5) You mustn’t use my phone.

4. The servant feels very misunderstood and she complains to her friend. Ask students to suppose he or she is the servant, and ask four students a group to discuss what the servant is going to say to her friend.

5. Ask some students to present their discussion results buy using the word have to.

(1) I have to clean every room.

(2) I have to take my dog to go for a walk after dinner.

(3) I have to wash all the clothes.

(4) I have to clean the garden.

6. Ask students to summarize the usage of must and have to.

(1) When you want to say that it is necessary for someone to do something, you can use must.

(2) You can use must when you think it is necessary. Must can be only used in present tense and futures tense. The negative form of must is mustn’t which means 不許.

(3) You can use have to when someone else thinks it is necessary or there seems to be no other choice. Have to can be used in any tense. The negative form of have to is not have to which means needn’t.

(4) You can use have got to instead of have to.

Step 3 ------ Modal verbs practice

1. Show students some school rules and regulations. Ask students to say some of rules by using modal verbs according to their attitudes to some rules and regulations.

(1) Get to school on time.

(2) Wear school uniforms from Monday to Thursday.

(3) Wear school badge at school school.

(4) Don’t wear any jewelry at school.

(4) Don’t take cellphones to school.

(5) Turn off the light before leaving the classroom.

(6) Keep silent at noon from 12:50 to 1:50.

(7) Don’ t ride your bike at the campus.

2. Ask students to suppose they are teachers. At the first day of the new semester,

how the teachers say these rules and regulations to the new students by using the modal verbs.

3. Ask four students a group to discuss how the teachers say these rules. Then ask three students to present their results and let other students to judge who the best teacher is.

Homework ------

1. Ask students to fill in the blanks with must or have to.

(1) It’s later than I thought. I ________ go now.

(2) Jack left before the end of the meeting. He __________ go home early.

(3) In Britain many children ____________ wear uniform when they go to school.

(4) When you come to London again, you __________ come and see us.

(5) Last night Don became ill suddenly. We __________ call a doctor.

(6) You really _____________ work harder if you want to pass the examination.

2. Ask students to fill in the blanks with mustn’t or don’t/doesn’t have to.

(1) I don’t want anyone to know. You ________ tell anyone.

(2) I can stay in bed tomorrow morning because I __________ go to work.

(3) Whatever you do, you _____________ touch the switch. It’s very dangerous.

(4) There is a lift in the building, so we ___________ climb the stairs.

(5) You _______ forget what I told you. It’s very important.

(6) You _____________ be a good player to enjoy a game of tennis.

3. Ask students to fill in the blanks with had better or should.

(1) I have an appointment in ten minutes. I ________ go now or I will be late.

(2) It’s a great film. You _________ go and see it. You will really like it.

(3) I ________ get up early tomorrow. I have got a lot to do.

(4) When people are driving, they _________ keep their eyes on the road.

(5) Thank you for coming to see us. You __________ come more often.

(6) These biscuits are delicious. You _________try one.

Period 6: Integrating skills:

Type of lesson: Reading and writing

Teaching aim: Enable the Ss to improve the ability of reading and writing.

Teaching procedures:

Step I: Reading.

1. Ask the Ss to classify the foods in the box into different groups individually and then give reasons.

potato chips sandwich salad apples chocolate chicken roll-ups tomatoes shaomai oranges bananas

Healthy snacks:_______________________________________________

Unhealthy snacks:______________________________________________

Example:

I think that potato chips are unhealthy snacks because they are high in fat.

I think that apples are healthy snacks because they have lots of vitamins and fibre.

2. Ask the Ss to name some other snacks.

3. A game.(group work)

T: Snacks are usually easy to make, so sometimes we can prepare the snacks by ourselves. Are you good at cooking?

shaomai chicken roll-ups

_____the pork and the black mushrooms _____ pieces. _____ the chicken and ____ it into pieces.

_____all the ingredients _____ a bowl. _____ the bacon ____cut it into pieces.

_____ and ______ the skins. _____ the potato small,and _____ some lettuce and the cheese.

_____ the shaomai _____ boiling water _____7 or 8 minutes. ______ them all together in a bowl.

_____ some of the mixture _____ the bread and ____it up.

1) Ask the Ss to fill in the form without looking at the books.

2) Tell them to check their answers according to the passage and explain some new words.

3) Teach some new verbs with pictures or performance.

Group 1:chop,peel,slice,dice

Group 2:stir,mix,blend,add

Group 3:boil,steam,fry

Step II. Ask the Ss to learn to write a recipe.

1.A writing task.

Today is your birthday.You ‘re 18 now.You want to show your parents you are no longer a child.You are able to take good care of them and yourself.You’ve made a birthday cake (a salad,a pudding,etc.) by yourself . Look!

2.Ask the Ss to discuss the topic they want to write.

3.Ask the Ss to list the necessary information.(Work in groups of four)

1) What ingredients do you need?

2) How much is needed,a spoonful,a cup or a pound?

3) What should you do with the ingredients?

4) Which ingredients should be mixed together and how?

5) How should the ingredients be cooked?

4.Get the Ss to write the recipe .

5.Tell them to exchange their recipes in pairs.

6.Ask some pairs to present their recipes in front of the class.

(One of them gives the instruction while the other acts out.)

Possible version:

Fruit salad

Ingredients:

an apple, a pear, a banana, orange sections, grapes , melon balls, strawberries, nuts (1 cup),vanilla yogurt (1 cup),orange juice concentrate (2 spoons),lettuce

Cut the apple and the pear into pieces and the banana into slices(slice the banana).Mix together all the fresh fruits with nuts. Stir the yogurt with orange juice concentrate. Add the fruits and nuts, and mix them well. Serve on a bed of lettuce.

豐臺(tái)一中

北京十二中

豐臺(tái)分院 梁麗冰