高中必修一英語(yǔ)教案

高一英語(yǔ)必修三unit2 Healthy eating導(dǎo)學(xué)案。

導(dǎo)學(xué)案3Comeandeathere(2)

LearningaboutLanguageandUsingLanguage(ComeandeathereⅡ)Ⅰ.Readthepassageandtellthefollowingstatementstrueorfalse.1.WangPeng’ssmilelefthimbecausehefeltill.()2.YoungHuicametoWangPeng’srestaurantinordertospyonhim.()3.YoungHuistayedinWangPeng’srestaurantandenjoyeddumplingsandbreastofchicken.()4.WangPengputonmoreweightandYoungHuibecamethinner.()5.WangPengandYoungHuiquarrelledintheend.()Ⅱ.LanguagePoints.Choosethebestanswer.1.consultsbaboutsth向某人咨詢某事consult(with)sb(about／onsth)（就某事）與某人商量

2.limitsb/sth限制某人或某物

limitsb/sth(tosth)給某人/某事定界限

withinlimits適度地；有限度地

withoutlimit無(wú)限地limited有限的

3.forsb’sbenefit為幫助某人，為某人的利益

forthebenefitof為了……;為……的利益

beofbenefitto對(duì)……有益

beneficialadj.有利的；有益的；受益的

bebeneficialto對(duì)……有益；對(duì)……有利

4.combine……with……把……和……結(jié)合起來(lái)

6.earnone’sliving(by)靠……謀生

=makea/one’sliving靠……謀生

7.indebt欠債；欠賬

payoffone’sdebt還清債務(wù)

beoutofdebt不欠債

getoutofdebt還清債務(wù)

go/run/getintodebt負(fù)債

8.afterall(句首)畢竟；要知道

（句尾）雖然……,但終究

9.cutdown削減；砍倒；縮短某物

相關(guān)知識(shí)

高中英語(yǔ)人教版必修三Unit2 Healthy eating

教案課件是老師上課中很重要的一個(gè)課件，大家正在計(jì)劃自己的教案課件了。各行各業(yè)都在開始準(zhǔn)備新的教案課件工作計(jì)劃了，未來(lái)工作才會(huì)更有干勁！你們知道多少范文適合教案課件？以下是小編為大家精心整理的“高中英語(yǔ)人教版必修三Unit2 Healthy eating”，僅供參考，歡迎大家閱讀。

高中英語(yǔ)人教版必修三Unit2Healthyeating
閱讀學(xué)習(xí)方案的教學(xué)設(shè)計(jì)

項(xiàng)目?jī)?nèi)容
教學(xué)內(nèi)容(1).Trainstudentstohavebetterreadingstrategiessuchasguessing,skimminganddevelopreadingability.
(2).Helpstudentstorealizetheimportanceofhavingahealthydiet.
(3).Graspsomeusefulwordsandexpressionsinthispassage,suchasbetiredof,curiosity,getawaywithetc.

課時(shí)學(xué)習(xí)目標(biāo)從以下學(xué)習(xí)目標(biāo)中確定兩類、每類至少一項(xiàng)作為自己的本課時(shí)學(xué)習(xí)目標(biāo)。
語(yǔ)言知識(shí)（1）Learnthenewwordsandexpressionsofthisunit.
（2）learnsomeknowledgeaboutfoodnutritionandhealth.
(3)Learnsomereadingstrategiessuchasguessing,skimming.
語(yǔ)言技能(1)Usewordsandexpressionsofthisunitindailylife.
(2)TrainstudentstoexpresssomeideasabouthealthyeatinginEnglish.

情感態(tài)度(1).Instructthestudentstounderstandthatdevelopinghealthyeatinghabitsisthebestwaytokeepfit.
(2).Enablethestudentstohaveanabilityofspreadingsomeknowledgeofhealthyeating.

學(xué)習(xí)策略（1）在新舊語(yǔ)言知識(shí)之間建立聯(lián)系；
（2）控制和調(diào)整英語(yǔ)學(xué)習(xí)過程中的情緒和情感；
（3）根據(jù)語(yǔ)言使用環(huán)境，得體地使用語(yǔ)言。
任務(wù)課時(shí)任務(wù)：完成本文的閱讀和知識(shí)的學(xué)習(xí)。
評(píng)價(jià)標(biāo)準(zhǔn)從以下標(biāo)準(zhǔn)中選定至少兩項(xiàng)作為你本課學(xué)習(xí)的評(píng)價(jià)標(biāo)準(zhǔn)。
（1）.Learnaknowledgeofbalanceddietandhealth.
(2).Masterthereadingskillsofguessingandskimming.
(3).Usewordsandexpressionsofthisunitindailylife.
(4).ExpresssomeideasabouthealthyeatinginEnglish.

學(xué)習(xí)資源詞匯圖，教材,編制的學(xué)案

預(yù)設(shè)時(shí)間學(xué)習(xí)步驟學(xué)習(xí)目的教學(xué)方案學(xué)習(xí)方案學(xué)習(xí)資源
第1-5分鐘熱身導(dǎo)入激活活動(dòng)的目的性請(qǐng)學(xué)生介紹自己一天飲食。
課本W(wǎng)arming-up部分

第6-10分鐘Guessing了解任務(wù)(1).Readingstrategies:Makeaguessaccordingtothetitle“Comeandeathere”beforereading.
1.Whereareyouinvitedtogo?
2.Whatfoodsareyouofferedthere?
課本pre-reading部分
第11-15分鐘Fastingreading理解課文的語(yǔ)用目的學(xué)習(xí)課文,引導(dǎo)學(xué)生閱讀課文，回答問題：
1.Readingstrategies:Readfastandanswerquestions
問題已經(jīng)印在課中學(xué)習(xí)方案上，以節(jié)約寫黑板時(shí)間。
學(xué)案
第16-35分鐘Carefulreading深入任務(wù)：捕捉具體信息完成活動(dòng)(1),(2)
第二遍閱讀，完成活動(dòng)(1)，
小組活動(dòng)：分享各自的方法。
第三遍閱讀，完成活動(dòng)(2)：建議學(xué)生在閱讀中列出信息表，然后就很容易回答和選擇了。
小組活動(dòng)：相互檢查表格填寫是否正確，相互問答完成活動(dòng)，相互檢查活動(dòng)答案是否正確。
全班活動(dòng)：完成活動(dòng)，老師詢問，學(xué)生回答。課文和學(xué)案
第36-45分鐘知識(shí)運(yùn)用進(jìn)一步強(qiáng)化學(xué)生的語(yǔ)言運(yùn)用能力請(qǐng)不同層次的學(xué)生展示本任務(wù)的結(jié)果。學(xué)案
課中學(xué)習(xí)方案
1．Guessing
Readingstrategies:Makeaguessaccordingtothetitle“Comeandeathere”beforereading.
（1）.Whereareyouinvitedtogo?
（2）.Whatfoodsareyouofferedthere
2.Fastingreading
Readthetextquicklyandanswerthetwoquestions
(1)Whowerementionedinthestory?
________________________________
(2)Whatdidtheydo?
_________________________________
3.Carefulreding
(1)Dividethewholepassageintothreeparts,andgivethegeneralideaofeachpart.
Part1____________________________________________
Part2____________________________________________
Part3____________________________________________
（2）Fillthetable
WP’srestaurantYH’srestaurant
menu

strength

weakness

高中必修三英語(yǔ)Unit 2 Healthy eating教案

俗話說，磨刀不誤砍柴工。高中教師在教學(xué)前就要準(zhǔn)備好教案，做好充分的準(zhǔn)備。教案可以讓學(xué)生更好地進(jìn)入課堂環(huán)境中來(lái)，幫助高中教師掌握上課時(shí)的教學(xué)節(jié)奏。關(guān)于好的高中教案要怎么樣去寫呢？經(jīng)過搜索和整理，小編為大家呈現(xiàn)“高中必修三英語(yǔ)Unit 2 Healthy eating教案”，僅供參考，希望能為您提供參考！

Unit2Healthyeating

TeachingAimsandDemands
WordsandPhrases
FourSkills:stomachfeveroughtoughttoexamineplentyplentyofdietkeepupwithmakearightchoiceshortoffitgainnowandthen
ThreeSkills:energysoftbarfuelchemicalbalancetastyboilmixture
SpokenEnglish:
Intheclinic/seeingadoctor:
What’swrongwithyou?/What’sthematterwithyou?
Liedownandletmeexamineyou.
Letmehavealook.
Wheredoesithurt?
Drinkplentyofwaterandgetsomerest.

I’vegotapainhere.Thisplacehurts.
There’ssomethingwrongwithback/myknee/myarm.
Idon’tfeelwell.
Grammar:
UseofLanguage:
1．Masterthefunctionuseoflanguageasdefinedabove.
2．Helpthestudentstofinishthetasksoflistening,reading,writing,speakingpresentedinthebookandtheexercisebookthroughusingwhatthestudentshavelearned.
Learnthetextabouthealthyeating.Getthestudentsknowaboutthebasicknowledgeofhowtoeathealthily.
Importantpoints:
1．Talkaboutdifferentkindsoffoodthatonefavorites.
2．learnthebasicknowledgeofhealthyeating.
3．learnhowtosayintheclinic.
4．Graspthelanguagepointsandgrammarinthetext.
Difficultpoints:Theuseofmodalverbs---hadbetter,shouldandoughtto.
Teachingaids:computerorslider-projector
WayofTeaching:Communicationwayofteaching,discussionandgroupwork.
Lesson1
Step1Warming-Up
Firstshowthestudentssomepicturesofdishesandsotointroducethetopicofthisunit.
Andthenshowthepicturesontheirtextbooksandletthemtodecidewhatisjunkfoodandwhatisnot.
Herethestudentsmayhaveashortaskandanswerinpairstothemselvesmoreengagedinthetopic.
Step2Listening
Letthestudentslistentothetapeandbepreparedtoanswerthequestionsbelow.
Step3Speaking
ShowthestudentsthethreesituationsasonP2.Thenaskthestudentstopreparedadialogueaccordingtotheexamplesinpairs.Askseveralpairsofstudentstopresenttheirdialogue
Afterthatlisttheusefulexpressionsintheirdialogue.
Step4Homework
Prepareforthenextclass.
Collectsomemenusifpossibleforthenextclass.

Lesson2
Step1Introduction
UsingthequestionsonP3tointroducethenewtext.
Step2Fast-reading
1．Whatdoesthe“fuel”meaninthefirstparagraph?
（Itmeansdifferentkindsofmaterials,suchasprotein,Calciumthatweneedtokeephealthy.）
2．Whatdowehavetoconsiderwhenwechoosetobuyoreat?
（Whatkindsofnutrientsthatthefoodcontain.）
3．Whatmadeoureatinghabitchanging?
（Manythings:whatpeoplebelieve,advicefromcompaniesandstores.）
4．Howcanwefeelandlookfine?
（Weoughttolearnaboutourbodyandthefuelitneedstokeepfit.）
Explainthelanguagepointsifnecessary.
Step3Carefully-reading
Howmanypartscanbedividedinto?
（Threeparts.）
What’sthemainideaofeachpart?
（1.oureatinghabitsarechanging.2.whytheeatinghabitsarechanging3.thebestwaytodevelophealthyeatinghabits.）
Step4Talking
Askthestudentstotakeouttheirmenusandreadthemcarefully.Thenprepareadialoguethatmayhappenbetweenacustomerandawaiter/waitress.
Step5Homework
Finishtheexercise---VocabularyonP5.andP72—73
Lesson3
Step1Revision
Checkthehomework.
Step2Grammar
FirstpresentthestudentsthemodalsentenceswithModalVerbsandaskthestudentstomakesomesentenceswiththem.
Step3Consolidation
(1)FinishtheexerciseonP5andonP74
(2)Takeoutapieceofpaperwiththecolumn“Ask###”inordertomakethestudentsunderstandwhenyouaregivingadviceitisbettertousesomesentenceswithhadbetter(not),andought(not)to,should(not).Thenreadapassageasanexampleandafterwardslistthepointsyouhavetopayattentiontowhenyougiveadvice.
1．giveadvicethatwillreallyhelptheperson.
2．bepoliteandsincere
atlastgetthestudentstofinishthefollowingpractice.
Step4Homework
Finishtheexercise3onP74inthestudents’workbook.
Lesson4
Step1Revision
LetsomestudentsreadtheirreplytothelettersonP74.
Step2Reading
ReadthetextonP6andthengetthestudentstofindthemainideaofit(Snacksisalsoimportant.weneedtolearnsomethingaboutsnacksandthewaytoprepareit.)
Step3Writing
Askthestudentstoworkinpairstowritetherecipefortheirfavouritedish.
WemayfirstgivethetipsonP7asaguide.
Step4Discussion
FirstaskthestudentstoreadthepassageonP75andthengivethefollowingquestionsasthetopicforthestudentstotalk:Whatisacouchpotato?
Whatdoesonehavetopayspecialattentiontoinordertokeephealthy?(foodandexerciseetc.)
Step5Homework
Doageneralsurveyinordertolearnaboutthedifferencesbetweenpeople’seatinghabitsandtrytofindwhichishealthier.

高一英語(yǔ)必修二Unit2導(dǎo)學(xué)案

古人云，工欲善其事，必先利其器。教師要準(zhǔn)備好教案，這是每個(gè)教師都不可缺少的。教案可以讓學(xué)生更好地進(jìn)入課堂環(huán)境中來(lái)，幫助教師更好的完成實(shí)現(xiàn)教學(xué)目標(biāo)。那么一篇好的教案要怎么才能寫好呢？為滿足您的需求，小編特地編輯了“高一英語(yǔ)必修二Unit2導(dǎo)學(xué)案”，供您參考，希望能夠幫助到大家。

學(xué)習(xí)目標(biāo):學(xué)習(xí)目標(biāo)：本單元有52個(gè)詞匯，其中39個(gè)課表詞匯、13個(gè)是重點(diǎn)詞匯。
自主學(xué)習(xí)，合作探究，尋求構(gòu)詞規(guī)律和語(yǔ)音特點(diǎn)，掌握課表詞匯。
學(xué)法指導(dǎo)：本節(jié)課的重點(diǎn)是記憶課表詞匯，以u(píng)nit2單元詞匯表為根本，把導(dǎo)學(xué)案作為載體。要真正掌握詞義和詞匯的用法，必須通過有情景的課文學(xué)習(xí)，并結(jié)合聽，說，讀，寫等語(yǔ)言實(shí)踐才能達(dá)到我們的學(xué)習(xí)目的。

第一部分：預(yù)習(xí)案
.學(xué)習(xí)語(yǔ)音知識(shí)，巧記英語(yǔ)單詞
學(xué)法指導(dǎo)：大聲讀出下面的單詞音標(biāo)，參考課本90-91頁(yè)的單詞表寫出它們對(duì)應(yīng)的單詞、漢語(yǔ)意思及詞性，加油！
[kmpit]_______________________[kmpett]____________________________
[medl]_________________________[ɡri:s]____________________________
[ɡri:k]_________________________[mdkl]____________________________[bess]_________________________[dmt]_________________________[hst]_________________________[rples]_________________________
[tɑ:d]_________________________[fzkl]_________________________
★成音節(jié)：輔音+/l/、/m/、/n/，在詞尾非重讀的情況下，/l/、/m/、/n/與前面的輔音結(jié)合構(gòu)成音節(jié)。構(gòu)成的音節(jié)有[bl][pl][dl][sl][zl][sn][zn][fn][vn],如apple,little,reason,fasten
找出上面含有成音節(jié)的音標(biāo)：_____________________________
П.學(xué)法指導(dǎo)：請(qǐng)同學(xué)們打開書翻到90-91頁(yè)，將本單元的單詞分成9組，各組長(zhǎng)帶領(lǐng)本組成員認(rèn)真拼讀單詞的音標(biāo)并大聲朗讀，同時(shí)讀出每個(gè)單詞的漢語(yǔ)意思。
Ш.學(xué)法指導(dǎo)：觀察本單元單詞，總結(jié)詞性變化規(guī)律，快速記憶。
A．識(shí)記法填寫
1．____________adj.古代的；古老的2．____________n．獎(jiǎng)?wù)?；紀(jì)念章
3．____________n.志愿者;adj.志愿的;v.自愿4．____________vt.vi.容許;承認(rèn);接納

5．____________vt.取代；代替6．____________vt.vi.收費(fèi)；控訴；n.費(fèi)用；主管
7．____________vi.討價(jià)還價(jià);講條件n．便宜貨
8．____________vi.vt.應(yīng)受(報(bào)答/懲罰)；值得
B．構(gòu)詞法填寫
1．competevi.比賽；競(jìng)爭(zhēng)→____________n．競(jìng)爭(zhēng)者→____________n．競(jìng)爭(zhēng)；比賽
2．regularadj.規(guī)則的；定期的；常規(guī)的→____________adv.→____________adj.不規(guī)則的，無(wú)規(guī)律的；不定期的
3．basisn．(pl.bases)基礎(chǔ)；根據(jù)→____________n．基礎(chǔ)；根基；vt.以……為基礎(chǔ)→____________adj.基礎(chǔ)的；基本的
4．responsibilityn．責(zé)任；職責(zé)→____________adj.有責(zé)任的
5．swiftadj.快的，迅速的→____________adv.快速地
6．physicaladj.物理的；身體的→____________n．醫(yī)師；內(nèi)科醫(yī)生
7．a(chǎn)dvertisevt.vi.做廣告；登廣告→____________(＝ad)n．廣告
8．gloryn．光榮；榮譽(yù)→____________adj.光榮的；值得稱道的
C.重點(diǎn)短語(yǔ)完型
1.compete為了……而競(jìng)爭(zhēng)compete與……競(jìng)爭(zhēng)compete　在……方面競(jìng)爭(zhēng)
2.beas...　作為……被接受beto...被錄取
3．makea____________with與……討價(jià)還價(jià)
a_________________bargain很便宜/不合算的物品
4．pick_________拾起，撿起　pick____________挑選
5．run_________與……賽跑；撞上　run________撞上
6．one________another陸續(xù)地　one_______one一個(gè)一個(gè)地
7．____________charge主管in____________charge在某人掌管下
8．____________for代表；象征　9．a(chǎn)s________也；還

？？？我的疑惑與收獲：_________________________________________
第二部分：訓(xùn)練案
1.語(yǔ)音知識(shí)：
★學(xué)法指導(dǎo)：根據(jù)詞匯表和語(yǔ)音知識(shí)在A,B,C,D四個(gè)選項(xiàng)中，找出其劃線部分與所給單詞的劃線部分讀音相同的選項(xiàng)。
()1)competeA.medalB.regularC.athleteD.replace///
()2)bargainA.regularB.marryC.chargeD.warm-hearted
()3)ancient.A.magicalB.foolishC.physicalD.prince
()4)volunteerA.homelandB.oliveC.mottoD.poster
()5)responsibilityA.hostB.deserveC.nowadaysD.advertise
2.單詞拼寫：
★學(xué)法指導(dǎo)：根據(jù)各句句意和空白處的漢語(yǔ)提示，寫出對(duì)應(yīng)單詞的正確形式，組內(nèi)探究。
1)Wheredidthe______________(古代的)OlympicGamesstart?
2)Howmanycountries_____________(比賽)intheancientOlympicGames?
3)HeisnowinterviewingLiYan,a______________(志愿者)forthe2008OlympicGames.
4)I’vecometoyourtimetofindoutaboutthepresent-dayOlympicGamesbecauseIknowthatin2004theywereheldinmy______________(故鄉(xiāng)).
5)TherearetwomainsetsofGames—theWinterandtheSummerOlympics，andbothareheldeveryfouryearsona___________(定期的)basis.
6)Onlyathleteswhohavereachedtheagreedstandardfortheireventwillbe_________(接受)ascompetitors.
7)____________(相反)therearecompetitionslikeskiingandiceskatingwhichneedsnowandrice.
8)Noothercountriescouldjoinin,norcould___________(奴隸)orwomen！
9)______________(現(xiàn)在)anycountrycantakeparkiftheirathletesaregoodenough.
10)ForeachOlympics,a___________(特殊的)specialvillageisbuiltforthemtolivein,amainreceptionbuilding,severalstadiumsforcompetitions,andagymnasiumaswell.

11)It’sagreat______________(責(zé)任)butalsoagreathonourtobechosen.
12)The2012OlympicGameswillbe____________(代表)inBeijing,China.
13)Soeventheolivewreathhasbeen_____________(取代).
14)Butshewasnotallowedtorunandwin___________(榮譽(yù))forherselfinOlympicGames.
15)Herfathersaidthatshemustmarry,soAtlantamadea____________(講條件)withhim.
16)ManykingsandprinceswantedtomarryAtlanta,butwhentheyheardofherrulestheyknewitwas_______________(沒有希望的).
17)Whyarethesemenso___________(愚蠢的).
18)DoyouthinkHippomenes___________(應(yīng)得)towintherace？

人教版新課標(biāo)高一第三模塊教案Unit2 Healthy eating

經(jīng)驗(yàn)告訴我們，成功是留給有準(zhǔn)備的人。高中教師要準(zhǔn)備好教案，這是高中教師的任務(wù)之一。教案可以讓學(xué)生更好的消化課堂內(nèi)容，幫助高中教師在教學(xué)期間更好的掌握節(jié)奏。那么如何寫好我們的高中教案呢？小編經(jīng)過搜集和處理，為您提供人教版新課標(biāo)高一第三模塊教案Unit2 Healthy eating，供大家參考，希望能幫助到有需要的朋友。

Unit2Healthyeating
TeachingAimsofthisunit
1.Talkabouthealthyeating
2.Makingsuggestionsorgivingadviceondiet
3.DistinguishthemeaningsofModalverbs
4.Makeabalancedmenu
5.Vocabulary:
6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protectivegetridof,throwaway,getawaywith,telllies,earnone’slivingindebt,setoutrunone’sbusiness,carryon
7.Speaking:Practicetalkingaboutyourideas;practicegivingsuggestionsandadvice,practice
seeingthedoctor.
8.Theuseofoughtto

ThefirstperiodWarmingupandreading
StepⅠWarmingup
Reviewthewordsoffoodsbyshowingtheirpictures.First,askstudentstolistthefoodstheylikebest.Thentickoff3ofthemtheyeatmostoften.Second,showthethreegroupsoffoodsandseewhichgrouptheirfoodsbelongto.Third,askthestudentstotellusinwhatwaystheirfoodshelpthemgrow.

StepⅡPre-reading
Getthestudentstodiscussthequestionswiththeirpartnersinthispart.Thenaskthemtoreporttheirwork.Thispartwillhelpthestudentsunderstandthetext.
T:Pleaselookattheslideshowanddiscussthequestionswithyourpartners.ThenI’llaskyoutoreportyourwork.Areyouclear?

Whichfoodcontainsmore…ExamplesoffoodsAnswer
SugarChocolateorgrapes
CakesorbananasChocolate
Cakes
FatCreamorrice
ChocolateorchickenCream
Chocolate
FiberPeasornuts
PorkorcabbageNuts
Cabbage
proteinPotatocrispsorham
EggsorcreamHam
eggs

StepⅢReading
Getthestudentstocomprehendthepassagequicklyandaccuratelyandmeanwhilehelpthestudentstoformagoodhabitofreading.Givethestudentsacoupleofminutestolookthroughthewholepassage.Tellthestudentstoreadthetextsilentlyandthenaskforthemainideaofthetextontheslideshowwiththeirpartners.Encouragethestudentstoexpresstheirideas.
1.Fastreading
Inthispartaskthestudentstoreadthetextquicklyforthefirsttimeandfindoutthemainideaofthetext.Thenaskthemtoreadthetextagaincarefullytoobtainsomedetails.Beforereadingshowthetasksandletthestudentsreadthetasksfirst.Thistextwillhelpthemhaveagoodunderstandingofthetext.
a.Thetworestaurantssuppliedthehealthydiet.
b.ThereasonwhyYongHui’srestaurantwassopopularwithcustomers.
c.WangPengweifoundoutwhyhehadlosthiscustomersanddecidedtowinthemback

2.Carefulreading
T:Nowitistimeforustoreadthetextcarefullyanddecidewhichsentencesaretrue.Thencorrectthefalseones.Firstreadthesentences.
a.UsuallyWangPengwei’srestaurantwasfullofpeople.(T)
b.YongHuiservedabalanceddiet.(F)
c.YongHuicouldmakepeoplethinintwoweeksbygivingthemagooddiet.(F)
d.WangPengwei’scustomersoftenbecamefataftereatinginhisreataurant.(T)
e.YongHui’smenugivesthemenergyfoods.(F)
f.WangPengwei’smenugivestemfoodscontainingfiber.(F)
g.WangPengweiadmiredYongHui’srestaurantwhenhesawthemenu.(F)
h.WangPengweidecidedtocopyYongHui’smenu.(F)

StepⅣComprehending
Bynow,thestudentshavehadafurtherunderstandingofthetext.Letthestudentsreadthetextagainandfindoutthedifferencesbetweenthetworestaurant.
T:Nowpleasereadthetextagainandfillinthecharttogetherwithyourpartner.

disadvantagesadvantages
WangPengwei’srestaurantNotgivingenoughfoodscontainingfiberProvideplentyofenergyfoods
YongHui’srestaurantNotgivingenoughenergyfoodsProvidingplentyoffiberfoods

T:Untilnowwehaveknownwhat’swrongwithbothrestaurant.Whatdoesitmatterifyouonlyeatatoneoftherestaurant?
S1:…
S2:…
S3:…
T:Youallhaveapointhere.Butwhatwilltheydo?Wewillseeitnextperiod.FacingtheseriouscompetitonWangwasn’tlostinsadnessandhedidn’tquarrelwithhiscompetitoreither.HewenttothelibrarytolearnmoreabouthealthyeatingandmadehismenubetterthanYongHui’smenu.Doyouthinkweshouldfollowhisexample?
Ss:Yes.
T:Nowlet’sdealwithsomelanguagepoints.Turntopage10,let’slookatthesentences:
a.WangPengweisatinhisemptyrestaurantfeelingveryfrustrated.
Thissentencemeansthatthesecondaction“feelingveryfrustrated”happenedtogetherwiththemainaction“sat”.Payattentiontotheform(v-ing)ofthesecondaction.
b.Nothingcouldhavebeenbetter.
Thissentencetellsusthateverythinghasworkedoutthewayyouwouldlike.It’sasentencethatwecanuseinanysituation.
c.Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies!
ThissentencemeansthathewillpunishYongHuiforhertellinglies.

StepⅤHomework
1.Trytoretellthetext.
2.PrepareforthelanguagelearninganddoUsingwordsandExpressionsonWB(Page49-50)

ThesecondperiodLanguagestudy
StepⅠRevision
1.Checkthestudents’homework.
2.Asksomeofthestudentstoretellthetext.

StepⅡWordstudy
Thispartisaconsolidationofthewordsinthetext.Askthestudentstodotheexerciseindividually.
T:Nowpleaseopenyourbooksandturntopage11.Fillinthechartusingthecorrectformsofthewordswhichhavethesameroot.Nextactivityistomatchthedefinitionswiththewordswehavelearntformthetext.Inecessary,youcandiscusswithyourpartners.
…
StepⅢGrammar
Thestudentswilllearntheusageofmodalverbs.Firsttrytomakethestudentsclearthefunctionsofmodalverbs,withthehelpofthepractice1onpage12.Thengivethemsomeexamples.
T:Pleasepickoutallthesentencescontainingmodalverbsinthetext.
a.Bylunchtimetheywouldhaveallbesold---Itindicatespossibility.
b.Hisrestaurantoughttobefullofpeople.---Itindicatespossibility.
c.Whatcouldhavehappened?---Itindicatespossibility.
d.Nothingcouldhavebeenbetter.---Itindicatespossibility.
e.SomethingterriblemusthavehappenedifMaochangwasnotcomingtoeatwithhimashealwaysdid.---Itindicatesguessing.
f.Hecouldnotbelievehiseyes.---Itindicatesintension.
g.Hewonderifheshouldgotothelibrarytofindout---Itindicatesduty.
h.Hewouldn’thaveYongHuigettingawaywithtellingpeoplelies!---Itindicatesintension.
…
StepⅣHomework
1.Reviewtherulesofwordformationandthemeaningsofmodalverbs.
2.PreparetheUsingStructureonpage50bymakingadialogueinpairs.

ThethirdperiodListening
StepⅠRevision
1.Checktheusingstructureonpage50.
2.Askthestudentstomakeashortdialogueinpairs.

StepⅡListening(usinglanguage)
ThestudentswillhearwhatWangPengweididafterleavingYong
Hui’srestaurant.Askthestudentstofinishthechartandanswerthequestions.
T:OK.Wehavestudiedthetextandknowneitheroftherestaurantsuppliedabalanceddiet.Let’slistentothetapeandseehowthestorywenton.Gothroughthetextquicklyonpage14.
(Playthetape.Studentswritedowntheanswersandchecktheanswerswiththeirpartners.)
T:Nowlistentoitagainandtrytomakesureyouranswersareright.

Energy-givingBody-buildingProtective
RiceMeatFruit
NoodlesFishvegetables
NutsTofu
butter

StepⅢListening(WBP48)
ThestudentswillheataconversationbetweenHongMeiandthedoctor.Theyareaskedtodoexerciseaccordingtothetape.
T:Doctorknowthatthereareillnessesyoumaygetifyoudonoteatproperly.Inthefollowingpart,wearegoingtolistentoadialogue.HongMeiisgoingtoseethedoctor.Let’sseehowthedoctorgiveshersomeadvice.Listencarefullyanddotheexercises.

Redfoods:stop(Onlyalittle)Orangefoods:becareful(someeveryday)Greenfoods:go(moreeveryday)
Butter,cream,nuts,cakes,foodsfriedinfatBread,noodles,rice,neat,cheese,egg,tofuAllvegetables(potato,cabbage,carrots..)

StepⅣHomework
1.Pre-viewthereading(2)andreadingtaskonPage52.Seehowthestoryended.
2.FindsomeinformationabouthealthyeatingontheInternet.

ThefourthperiodExtensivereading

StepⅠRevision
1.Checkthehomework
2.SharetheinformationthestudentshavegotformtheInternet.

StepⅡPre-reading
AskthestudentstoreadsomeproverbsandtranslatethemintoChinese.
T:Todaywearegoingtoseetheendofthestory.First,pleaselookattheblackboardandtrytotranslatetheproverbsintoChinese.
a.Youarewhatyoueat.
b.Anappleadaykeepsthedoctoraway.
c.Firstwealthishealth.

Thestudentsdiscusswiththeirpartners.
a.人如其食.
b.一天一個(gè)蘋果,醫(yī)生不來(lái)找我.
c.健康是人生的第一財(cái)富.

StepⅢReading
ThepurposeofthisreadingistocompletethestoryofWangPengweiandYongHuiandshowthestudentsthatitisnevertoolatetochangebadeatinghabitsandbeginafresh.Afterthefastreading,letthestudentsdotheexercisesonpage15.Thenletthemmatchthewordswiththeirdefinitions.
T:Eatinghealthilymeansthatnofoodinitselfisgoodorbad.Eatingproperlydependsoneatingtherightvarietyoffoodsintherightamount.Let’sreadthepassagequicklyandsaywhattheydidwiththeirmenu.
Askthestudentstoreporttheirwork.
Whatdidtheydo?Result
Combinetheirmenuandprovideabalancedone
1.rawvegetableswithhamburgers
2.theboiledpotatoes,notfried
3.freshfruitwithicecream1.cutdownthefat
2.increasethefibre
3.abigsuccess

Thenfindthewordsfromthetexttomatchthedefinitions.
Definitionswords
StareangrilyorfiercelyGlare
TakealongdeepbreathSigh
KeepaliveinacertainstyleEarnone’sliving
AdvantageorprofitBenefit
JoinormixtogethertoformawholeCombine
OwealotofmoneyIndebt

StepⅣHomework
1.CollecteatingattitudesfromtheInternet
2.Practicepresentingreasonstosupportyourideas.

ThefifthperiodSpeaking

StepⅠRevision
Checkthestudents’homework.

StepⅡWarmingup
T:Workinpairstoactoutthedialogueonpage13.OneplaysastheroleofJaneandtheotherplaystheroleofSusan.Youareshoppinginasupermarket.
Firstletthestudentsmakeagoodpreparationthemselves.Thenaskseveralpairstoactoutthedialoguebeforetheclass.Inthispartthe,trytomaketheclassgetactive.

StepⅢTalking
Ifyoungpeoplearetoothinortoofat,itshowsthattheyarenoteatingabalanceddiet.Sothisexerciseistoencouragethestudentstodiscusshowtheirdietsmayaffecttheirqualityoflife.
(Dividetheclassintotwogroups:teamAandteamB.)
T:NowteamAwilltaketheroleofthepatientwhoisworriedaboutbeingtoofatandhasgonetothedoctorforadvice.TeamBwilltaketheroleofthedoctorandadvisethepatienthowtochangehisorherdiet.Herearesomeusefulexpressions.Imaginewhatyouwillsaytothedoctororpatient.Discusswithyourgroupmembers.

DoctorPatient
What’sthematter?WhatshouldIdo?
Howlonghaveyoubeenlikethis?Whatseemtobethetrouble?
Ithinkyououghtto..Doyouthinkyoucouldgivemesomeadvice?
Perhapsyoushould…
Isupposeyouhadbetter…

StepⅣSpeakingtask
Thisistheopportunityforthestudentstodiscusstheirreactiontotheinformationtheyhavereceived.Itallowsstudentstohavetheirownpointofviewandtopracticeexplainingwhytheythinkastheydo.
T:Inthereadingtaskwehavereadtwospeakers’arguments.Nowitisyourturntodiscusswhatyouhaveheardatthemeetingingroupsoffour.Twoofouargueforandtwoagainstbuildingtherestaurant.Thefollowingisusefultoyou.Pleaselookatthetable.

Idon’tagreeThat’sagoodidea.
I’mafraidnotCertainly/Sure.
Ofcoursenot.Allright.
Idon’tthinkso.Noproblem.
Yes,Ithinkso.

StepⅤHomework
1.Reviewthesentencestructures,newwordsandexpressions.
2.Imaginetheoldlocalrestauranthasgone.Whatdoyouthinkshouldbebuiltthere.Presenttheadvantagesofyouridea.

ThesixthperiodWritingandre-viewing

StepⅠRevision
Checkthehomeworkandtakeadictation.

StepⅡWriting
Thisisanopportunityforstudentstopracticetheirpersuasivewritingskillsandtrytoencourageotherstosupporttheirpointofview.Theideaofanewlibraryischosenbecauseitwouldbeveryusefulinatown.
T:Youknow,wehavemadeadecisionthatwewon’tbuildaMcdonal’s.Butwhatdoyouthinkshouldbebuiltontheland?Canyouwriteanarticletosupportyouridea?Giveyou20minutesandfinishyourarticles.Payattentiontotheorders.
1.Describethenewdesign
2.Drawaplan
3.explaintheadvantagesofyourideas