全英語小學(xué)教案

人教英語新課標(biāo)必修3全冊精品教案(Unit3)。

一名優(yōu)秀的教師在教學(xué)方面無論做什么事都有計(jì)劃和準(zhǔn)備，作為教師就要在上課前做好適合自己的教案。教案可以讓學(xué)生更好的消化課堂內(nèi)容，幫助教師營造一個良好的教學(xué)氛圍。那么一篇好的教案要怎么才能寫好呢？下面是小編為大家整理的“人教英語新課標(biāo)必修3全冊精品教案(Unit3)”，希望能對您有所幫助，請收藏。

Teachingaims:
1.Talkaboutshortstoriesanddramas.
2.Learnhowtoactoutaplay
3.Learnhowtorequestandorderfood
4.Learnnounclausesastheobjectandpredicative

Teachingimportance:

NounclausesastheobjectIcan’tsaythatIhaveanyplans.

...andhedoesnotknowwhatheshoulddo.

IdidnotknowwhetherIcouldsurviveuntilmorning.

Nounclausesasthepredicative

That’swhywe’vegivenyoutheletter.

Teachingmethods:skimming,scanning,discussing.
Teachingaids:ataperecorder,aprojectorandacomputer.

ThefirstperiodIntensivereading
StepI.Warmingup
1.MarkTwainisprobablyoneofthefewAmericanwriterswithwhomstudentsarealreadyfamiliar.Thisexercisemakestheteacherfindouthowmuchthestudentsknowaboutthiswriteranddecidehowmuchtheyneedtoknowabouttheauthorbeforetheyreadtheplay.
T:DoyouknowsomethingabouttheAmericanwriterMarkTwain?
Ss:Alittle.
T:TodaywewilllearnsomethingaboutthisgreatwriterintheAmericanhistory.Nowpleaseread“AboutMarkTwain”onpage23sothatyoucanknowmoreabouthim.
1.StudentsreadthepassageaboutMarkTwainandanswerthequestionsgivenintheformonpage23.
a.What’stherealnameofMarkTwain?
b.Whenwashebornandwhendidhedie?
c.Doyouknowalltheplaceswherehelived?
d.Canyounamethreeofhisfamousstories?
T:Asweknow,MarkTwainisknownasahumoristduringhislife.AndthisisreflectedinTHEMILLIONPOUNDBANK-NOTE.So,todaywewilllearnsomepartsofthisfamousplay.

StepⅡPre-reading
Getthestudentstodiscussthequestionwiththeirpartnersandthenaskthemtoreporttheirwork.Encouragetoexpresstheiropinionsfreely.
T:Ifarichpersongivesyoualargeamountofmoneytouseasyoulike,forexample,onemillionpound,whatwillyoudo?Why?
(Studentshaveadiscussiononthisquestion.Whateverchoicestudentsmakehere,theyshouldbereadytooffertheirclassmatesagoodreasonforit.)
…
T:Ithinkallofyouhaveagoodidea.DoyouwanttoknowwhathappenedtoHenryAdamsinTHEMILLIONPOUNDBANK-NOTEwrittenbyMarkTwain?Haveyoueverreadthestory?Sothisclasswewilllearnthestorytogether.

StepⅢWhilereading
1.Scanning
Getthestudentstocomprehendthewholescenequicklyandaccuratelyandmeanwhilehelpthemformagoodhabitofreading.Givethestudentssometimetoreadthroughthescenesandthenanswersomequestions
a.HowdidHenryAdamscometoEngland?
b.WheredidHenryworkbefore?Howmuchdidhehave?
c.WhatdidthetwogentlemengiveHenry?
d.WhencanHenryopentheletter.
2.Afterthestudentsdiscussthequestionsandthenchecktheanswerswiththewholeclass.
T:Listentothetapeandtrytofindoutthecharacteristicsofthewholepassage.
Ss:Thisispartofaplay.So,thenarrationiswritteninthepresenttense.
T:OK.Allofyouhavedoneagoodjob.Next,let’sreadthesceneagainanddosomeexercises.

StepⅣPost-reading
Docomprehendingexercisesandexplain:
a.alargeamountof:alargequantityof;agreatdealof
e.g.Theyboughtalargeamountoffurniturebeforetheymovedtheirnewhouse.
b.makeabet:makeanarrangementtoriskmoney,etc.onaneventofwhichtheresultisdoubtful.
e.g.Wemadeabetontheresultofthematch.
c.permitsbtodosomething:allowsomebodytodosomething
e.g.Mymotherdoesn’tpermitmetorideinthestreetafteritrained.
d.byaccident:asaresultofchance
e.g.Ionlyfounditbyaccident.
e.stareat:lookatsomebodyorsomethingwiththeeyeswideopeninafixedgaze(inastonishment,wonder,fear,etc)
f.tobehonest:totellyouthetruth;tobefrank
e.g.Tobehonest,Idon’tthinkwehaveachanceofwinning.

StepⅤHomework
1.Reviewthekeysentencesinthispart
2.Previewthewordsinthesecondperiod.
3.Actouttheplayingroups

ThesecondperiodExtensiveReading

Step1Newwords

Tellthenewwordsinthesepart

steak:eatlikeawolf:genuine:reserve:scream:fake:

shoulder

Step2

ListentoActOne,Scene4intherestaurant

Andanswerthefollowingquestions:

1.Whatwasitintheletter?

2.BeforeHenrytookthenoteoutoftheenvelope,didthewaiterservehimpolitely?Why?

3.Didtheownerbelievethatthenotewasgenuineornot?Why?

Step3acting

Ingroupoffour,playthepartsof“Henry,waiter,owner,hostessandClemens”.

Step4Explanation

1.It’llcostatinybit.

1)tiny:verysmall極小的，微小的

atinybaby,atinyschool

2)notalittle許多，很

notabit一點(diǎn)也不

I’mnotabittired.我一點(diǎn)也不累。

I’mnotalittlehungry.我非常餓。

2.takea/the/chance/chances碰運(yùn)氣；冒風(fēng)險

3.inarudemanner

manner表“方式，方法”，常用單數(shù)；

表“舉止，態(tài)度”，也用單數(shù)；

表“禮貌，禮儀”，常用復(fù)數(shù)。

Heansweredinanarrogantmanner.

Hismannerwasimpolite.

Itisbadmannerstotalkwithyour

mouthfull.

6.issue

1)publish出版，發(fā)行

TheBankofEnglandissuedthe

millionpoundnotes.

2)come,goorflowout流出

bloodissuingfromawound

7.inrags衣衫襤褸

rag:oddcloth

Heisinrags.

8.indeed

1)infact事實(shí)上，其實(shí)

Idon’tmind.Indeed,Iamwillingtohelpyou.

2)truly,really,certainly

的確，實(shí)在的，確實(shí)

-Didhefinishthework?

-Indeed,hedid.

9.evenif

eventhough即使

Hedoesn’twanttobuythenicehouse,evenifhegetsalotofmoney.

Theycametohelpus,eveniftheyhadmanythingstodo.

Step5Homework

1.Readandperformthewholeplaywiththehelpofthescriptsinthebook.

2.Reviewwhatyouhavelearntinthewholeunit.

ThethirdPeriodGrammar

Step1Learningaboutlanguage

Asksomestudentstotelltherightanswerinthispart

Step2UsingwordsandexpressionsinWorkbookP57

Encouragethestudentstoreadthesentencesandcorrectthemiftherearesomeerrors

Step3Grammar

1.Whatisthenounclause?

2.thedifferencesbetweenwhatandthat

Eg.(1)Whatyousaidyesterdayisright.

(2)Thatsheisstillaliveisapuzzle.

3.否定的轉(zhuǎn)移

若主語謂語動詞為think,consider,suppose,believe,expect,guess,imagine等,其后的賓語從句若含有否定意義,一般要把否定詞轉(zhuǎn)移到主句謂語上,從句謂語用肯定式。

4it?？梢苑旁趧釉~think,find,consider,believe,feel,make等后作為形式賓語

5.Thendosomeexercisesaboutthenounclause.AndfinishtheexercisesintheUsingstructures(P57and58)

Step4Homework

1.Recitethekeysentencesonthegrammar-nounclausesastheobjectandpredicative.

2.Previewthethirdperiod

ThefourthperiodListening

Step1Listening

Listentothetapeandanswerthefollowingquestions

1.WhydoesHenryworryafterheleavestherestaurant?

2.Whydoeshegobacktothetwobrothers’house?

3.Whycan’theseethetwobrothersagain?

4.Whatdotheyaskhimtodo?

Step2Listeningtext

Handoutthelisteningmaterialsandlistentothetapeandcompletethepassage,atlastasksomestudentstoreadthepassagewithrightanswers.

Step3ListeninginWorkbook(P55-56)

Ask:Whatyouthinkwillhappeninthetailor’sshopafterHenryshowstheclerkandtheownerthebank-note.

Thenlistentothetapeandanswerthefollowingquestions

1.Whydoesn’ttheclerkgiveHenryhischangerightaway?

2.Istheownerreallyangryattheclerkordoeshejustpretendtobeangry?Howdoyouknow?

3.IsHenrygladtogetmorethanonesuitcoat?Howdoyouknow?

4.Henrytellstheownerthatheismoving.Givetworeasonswhytheownerisn’tsurprisedtohearthisnews.

5.WhatdoestheowneroffertodoforHenry?Why?

Atlast,givethemthelisteningmaterialsandaskthemtocompletethepassage

Step4Homework

Previewthefourthperiod.

ThefifthperiodSpeakingandWriting

Step1Cooperativelearning

HaveaninterviewwithHenry.

1.WhatdidyoudobeforeyoucametoLondon?

2.Didyoufindithardtogetajobthere?

3.Howdidyoufeelwhenyouwereaskedtotherichbrother’shouse?

4.Didyoubelievethattheletterwillwork?

5.Didyoufeelangrywhentheclerkatthetailor’sshoptreatedyoubadlyatfirst?......

MakeadialogueforActTwoandasksomestudentstoact

Step2Listening,SpeakingandWritingTask(P58)

ImaginethatHenrymeetsthewomanofhisdreams-Portia,howwilltheytalkwitheachother?HowwouldPortiaknowifHenrywastellingherthetruth?HowwouldHenrysaythathelikesherverymuchinawaythatshewouldlike?

Step3WritingTask(P60-61

ImaginethatafterHenrymarriesPortiahehasbadluckinbusinessandbecomespooronceagain.Nowhemusttellhiswifethebadnews.Beforeyouwrite,however,discussthesequestionswithyourpartner:

1)DoyouthinkHenrywouldworryaboutwhathiswifewouldsaytohimaftersheheardthebadnews?Forexample,doyouthinkshewouldgetangryathim?

2)DoyouthinkHenrywouldworrythathiswifewouldleavehim?

3)DoyouthinkPortiawouldaskHenryhowhesuddenlybecamesopoor?

4)DoyouthinkPortiawouldworryabouttheirmarriagenow?

Step4Homework

1.Reviewthewordsandexpressionslearntthisclass.

2.ReviewActOne,Scene4onPage21-22andbereadytoactitout.

精選閱讀

人教英語新課標(biāo)必修3全冊精品教案(Unit 5 Canada—“The True North”)

俗話說，居安思危，思則有備，有備無患。教師要準(zhǔn)備好教案，這是每個教師都不可缺少的。教案可以讓學(xué)生更好的吸收課堂上所講的知識點(diǎn)，幫助教師提前熟悉所教學(xué)的內(nèi)容。您知道教案應(yīng)該要怎么下筆嗎？小編收集并整理了“人教英語新課標(biāo)必修3全冊精品教案(Unit 5 Canada—“The True North”)”，歡迎大家與身邊的朋友分享吧！

Whereis...?

Howdoesonegoto...?

Inwhatdirectionis...?

Is...closeto/farfrom...?

Howfaris...?

Itis/liesinthenorth/southof...

Itis/liestothesouth/east/northwestof...

Itiswithin...

Kilometersof...

Itis/liesonthewest/east.TeachingimportanceNounclauseastheappositiveTeachingmethods:skimming,scanning,discussing.
Teachingaids:ataperecorder,aprojectorandacomputer.Teachingprocedures

ThefirstperiodReading(I)Step1RevisionCheckthestudents’homework.T:Beforewecometothenewlesson,let’scheckyourhomework.Theteachercheckstheassignmentofthelastclass.Step2Lead-inandWarmingUpShowthestudentsthemapleflagandaskthemsomequestions.T:Doyouknowwhichcountryusesthisnationalflag?Ss:Canada.T:WhichcontinentisCanadain?Ss:ItisinNorthAmerica.T:Howlargeisit?Ss:Ionlyknowitisthesecondlargestcountryintheworld.Idon’tknowtheexactnumber.T:Canadaoccupiesanareaof9,978,4670squarekilometers.ItisabitbiggerthanChina.Whichcountryisitsneighbor?Ss:TheUnitedStates.(TheteachershowsamapofCanadatothestudents.)T:Right.TheUnitedStateisitsneighbor.Canadaisabeautifulcountry.Firstlet’shaveaquizandseehowmuchyouknowaboutCanada.PleaseturntoPage33.Iwillgiveyouoneminutetochooseyouranswers.Youcanscore2pointsforeachcorrectanswer.Giveoneminutetothestudentstodothequiz.Oneminutelater.T:OK.Timeisup.Let’schecktheanswers.1.C2.D3.A4.B5.AT:Nowfigureoutyourscoreplease.Ifyouget10points,youdidagoodjob.Didyoudoagoodjob?Ifnot,itdoesn’tmatter.ThereadingpassageisaboutatriptoCanada.Itwilltellusmoreinformationaboutthiscountry.Step3Pre-readingT:NowIwanttoaskyouaquestion.Doyouliketraveling?Ss:Yes,weliketravelingverymuch.(No,Idon’tliketraveling.Itistiring.)T:Iknowmostofusliketraveling.Haveyoueverbeenabroad?Ss:No/Yes.T:Fewofushaveeverbeenabroad.Thenwhatisthelongesttripyouhaveevertaken?Sa:Beijing(Shanghai/Hainan/Harbin).Sb:Ihaveneverbeenoutofmyhometown.T:Ifyougetachancetogoabroad,whichthreecountrieswouldyouliketovisitmost?Why?IfyoutakeatriptoCanada,whatdoyouexpecttosee?WhatthreewordswouldyouusetodescribeCanada?Theteachercanasksomepairstotelltheirideasinclass.Step4FastreadingGetthestudentsreadthepassagequicklyandcarefully.Meanwhile,helpthestudentsformagoodhabitofreading.T:Doyoufeelpuzzledwhenyoureadthetitle?Whatis“theTrueNorth”?Now,readthepassageandgetthegeneralideaofthepassage.Underlinethemainplacesmentionedinthetext.GivetheSsfiveminutesforreading.Ask:whatthepassageismainlyabout?Sa:Thepassageisaboutatripoftwogirls,andittellsussomeinformationaboutCanada.T:Right.ItmainlytellsustheinformationaboutCanada.Whatarethemainplacesmentionedinthetext?Sb:TheyaretheAtlanticcoast,Vancouver,RockyMountains,Calgary,ThunderBay,LakeSuperiorandToronto.T:LookatthemaponPage33.Drawthetravelingrouteofthetwogirlsonthemap.Givethestudentsoneminutetodrawtheroute.T:Youdidagoodjob.Doyouhaveanydifficultyinreading?Let’slookatthedifficultpointstogether.Theteacherexplainssomeimportantordifficultpointstothestudents.Step5ReadingaloudLetthestudentsreadthepassageagainandfindthedetailsfromthepassage.T:NowyoureadthequestionsonPage35first,andthenreadthetextaloudtofindtheanswerstothequestions.Afterawhile,answerthequestionsincompletesentenceswithoutlookingatyourbooks.Givethestudentsafewminutestoreadandfindanswers.Thenasksomestudentstogivetheiranswers.Suggestedanswers:(Showthemonthescreen.)1.TheyarenotflyingdirectlytotheAtlanticCoastbecausetheywanttotravelacrossCanada.2.TheyarecrossingtheNorthAmerica.3.“TheTrueNorth”isthetrainthatrunsthroughCanada.4.PeoplewanttoliveinVancouverbecauseitisverybeautiful.TheycanskiintheRockyMountainsandsailinharbour.5.Cowboyscompeteinridingwildhorses,andsomeofthemcanwinthousandsofdollars.6.WheatgrowsinthecenterofCanada.7.ShipsareabletoreachthecenterbecausetheycanfollowtheSt.LawrenceRiverandtheGreatLakes.8.Canadahaswaterfromitslakesandriversandwoodfromitsforests.LetthestudentsdoExercise2bythemselves.Thenchecktheanswerswiththewholeclass.1.ThegirlswenttoseetheirrelativesontheAtlanticcoastofCanada.2.DannyLinwasgoingtodrivethemtothetrainstationtocatchthe“theTrueNorth”.3.Youcan’tcrossCanadainfivedaysbybike,andyoucan’tcrossCanadainlessthanfivedaysbytrain.4.Thegirlslookedoutofthewindowandsawagrizzlybear,mountaingoatsandwildscenery.5.ThunderBayisaportcityatthetopendoftheGreatLakes,nearthecenterofthecountry.Step6Listeningandfillintheblanks(1)ListeningT:Listentothetapeandunderlinesomeimportantsentences.Payattentiontoyourpronunciation.Youcanfollowthetapeinalowvoice.1.Ratherthantaketheaeroplanealltheway,theydecidedtoflyfromChinatoVancouver.2.Itisthesecondbiggestcountryintheworld.3.Itissowettherethatthetreesareextremelytall.4.Manyofthemhaveagiftforworkingwithanimalsandcanwinthousandsofdollarsinprizes.5.ThereismorefreshwaterinCanadathaninanyothercountryintheworld.6.Wedon’tleaveuntilthisevening.7.TheywerenotleavingforMontrealuntillater...8.Theideathattheywouldcrossthewholecontinentwasexciting.9.Thefactthatoceanshipscangotheresurprisesmanypeople.10.TheideathatyoucancrossCanadainlessthanfivedaysisjustwrong.(2)FillintheblanksLiDaiyuandLiuQiantookthetraininCanadafrom____to___.Theircousins’friend,DannyLin,tookthemtothetrainstationtocatch“_________”.Canadaisthe___biggestcountryintheworld.Itis5,500kilometersfrom___to___.Astheygo___,theysawbeautifulsceneryaswellascities.Vancouveris___bymountainsonthenorthandeast.Whenthecousins______intheseats,theylookedoutofthewindow.Theysawmountaingoatsandevenabear.Calgaryisfamousforitscompetition.ManyofthecowboysfromalloverNorthAmerica_______________workingwithanimals.Thenthey______awheat-growingprovince.ThunderBayisabusyport.Itis______thecenterofthecountry.Suggestedanswers:1.west;east2.TheTrueNorth3.second4.coast;coast5.eastward6.surrounded7.settleddown8.grizzly9.haveagiftfor10.wentthrough11.closetoStep7Homework1.Remembertheunderlinedsentences.2.WriteashortpassagetoreportwhatLiDaiyuandLiuQiansawinCanada.ThesecondperiodReading(II)Step1WarmingupShowthemapofTorontoandthepictureofCNTower,TorontofromtheCNTower.NiagaraFalls,ChinatownOldMontreal,St.LawrenceRiverStep2reading1.Dotheexercises------Fillintheblanks.2.Answerthequestionsaboutthepassage1.HowdoweknowitisfallinCanada?2.WhatcansometimesbeseenfromtheCNTowerinToronto?3.Wheredoesthewaterfromthelakego?4.WhyistheregoodCantonesefoodinToronto?5.WhichdirectionisthetraingoingfromToronto?6.WhydidthegirlsgotoOldMontreal?7.WhatthreethingsshowusthatMontrealisaFrenchcity?Step3Languagepoints1.TheywerenotleavingforMontrealuntillater,sotheywentonatourofthecity1)Theywerenotleavingfor...屬于過去進(jìn)行時表示將來的動作。2)until/till直到…為止until常與否定句連用,not…until直到…才Hedidn’tfinishtheworkuntilyesterday.2.WecangetgoodCantonesefoodhere,becausemostoftheChinesepeopleherecomefromSouthChina,especiallyHongKong.especially表示“尤其,格外,特別”,意思相當(dāng)于“inparticular”或“particularly”。多用在介詞短語或連詞前面。3.It’stoobadyoucan’tgoasfarasOttawa.asfaras(程度副詞)“遠(yuǎn)達(dá)，遠(yuǎn)至”Hewalkedasfarastherailwaystationyesterdayevening.一些帶有as...as結(jié)構(gòu)的常見短語：asbusyasabee像蜜蜂一樣忙碌aseasyasABC像ABC一樣容易asdeepasawell像井一樣深aslightasafeather像羽毛一樣輕assoftasbutter像黃油一樣軟asrichasaJew像猶太人一樣富裕4.ThetrainleftlatethatnightandarrivedinMontrealatdawnthenextmorning.火車在那夜晚些時候起程,第二天黎明到達(dá)了蒙特利爾。at,on,in表示時間的用法區(qū)別at表示時間點(diǎn),常用來表示時刻,如果一段時間按時間點(diǎn)對待也用at。Step4ReadingTaskonpage731Readthepassageandanswerthefollowingquestions1).Whydidthereporterarrivethere?2).Whatdidthepeopleusefortransportation?3).Whydiditbecomedarkearly?2CompareChinawithCanadaStep5Homework1.ReadthetwopassagesagainandfindthemaincharactersofToronto,MontrealandIqaluit.Whatcanyouseeanddointhethreedifferentcities.2.ReadFunReadingbyyourself.(P75)ThethirdperiodLearningaboutlanguageStep1Grammar同位語從句1.概念:2.功能:同位語從句對名詞進(jìn)一步解釋，說明名詞的具體內(nèi)容。3.用法:常跟的抽象名詞有:fact/idea/reason/thought/order/doubt/news/hope/truth/belief…4.連詞that/whether/who/which/what/when/where/why/how同位語從句與定語從句區(qū)別:ThendosomeexercisesI.合并成一句:

人教新課標(biāo)英語必修3全冊教案(Unit2 Healthy eating)

Teachingimportance:Theuseofoughtto

1.Statements

Yououghttocookfreshvegetablesandmeatwithouttoomuchfatifyouwanttostayslim.

Yououghtnottoeatthesamekindoffoodateverymeal.

2.DifficultyDistinguishandsummarizetheusageofoughttoandshould.
Teachingmethods:skimming,scanning,discussing.
Teachingaids:ataperecorder,aprojectorandacomputer.
ThefirstperiodWarmingupandreading
StepⅠWarmingup
Reviewthewordsoffoodsbyshowingtheirpictures.First,askstudentstolistthefoodstheylikebest.Thentickoff3ofthemtheyeatmostoften.Second,showthethreegroupsoffoodsandseewhichgrouptheirfoodsbelongto.Third,askthestudentstotellusinwhatwaystheirfoodshelpthemgrow.
StepⅡPre-reading
Getthestudentstodiscussthequestionswiththeirpartnersinthispart.Thenaskthemtoreporttheirwork.Thispartwillhelpthestudentsunderstandthetext.
T:Pleaselookattheslideshowanddiscussthequestionswithyourpartners.ThenI’llaskyoutoreportyourwork.Areyouclear?Whichfoodcontainsmore…ExamplesoffoodsAnswer
SugarChocolateorgrapes
CakesorbananasChocolate
FatCreamorrice
ChocolateorchickenCream
Chocolate
FiberPeasornuts
PorkorcabbageNuts
Cabbage
proteinPotatocrispsorham
EggsorcreamHamStepⅢReading
Getthestudentstocomprehendthepassagequicklyandaccuratelyandmeanwhilehelpthestudentstoformagoodhabitofreading.Givethestudentsacoupleofminutestolookthroughthewholepassage.Tellthestudentstoreadthetextsilentlyandthenaskforthemainideaofthetextontheslideshowwiththeirpartners.Encouragethestudentstoexpresstheirideas.
1.Fastreading
Inthispartaskthestudentstoreadthetextquicklyforthefirsttimeandfindoutthemainideaofthetext.Thenaskthemtoreadthetextagaincarefullytoobtainsomedetails.Beforereadingshowthetasksandletthestudentsreadthetasksfirst.Thistextwillhelpthemhaveagoodunderstandingofthetext.
a.Thetworestaurantssuppliedthehealthydiet.
b.ThereasonwhyYongHui’srestaurantwassopopularwithcustomers.
c.WangPengweifoundoutwhyhehadlosthiscustomersanddecidedtowinthemback2.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’srestaurantNotgivingenoughenergyfoodsProvidingplentyoffiberfoodsT:Untilnowwehaveknownwhat’swrongwithbothrestaurant.Whatdoesitmatterifyouonlyeatatoneoftherestaurant?
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
butterStepⅢListening(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.
ThefourthperiodExtensivereadingStepⅠRevision
1.Checkthehomework
2.SharetheinformationthestudentshavegotformtheInternet.StepⅡPre-reading
AskthestudentstoreadsomeproverbsandtranslatethemintoChinese.
T:Todaywearegoingtoseetheendofthestory.First,pleaselookattheblackboardandtrytotranslatetheproverbsintoChinese.
a.Youarewhatyoueat.
b.Anappleadaykeepsthedoctoraway.
c.Firstwealthishealth.Thestudentsdiscusswiththeirpartners.
a.人如其食.
b.一天一個蘋果,醫(yī)生不來找我.
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.abigsuccessThenfindthewordsfromthetexttomatchthedefinitions.
Definitionswords
StareangrilyorfiercelyGlare
TakealongdeepbreathSigh
KeepaliveinacertainstyleEarnone’sliving
AdvantageorprofitBenefit
JoinormixtogethertoformawholeCombine
OwealotofmoneyIndebtStepⅣHomework
1.CollecteatingattitudesfromtheInternet
2.Practicepresentingreasonstosupportyourideas.ThefifthperiodSpeakingStepⅠRevision
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-viewingStepⅠRevision
Checkthehomeworkandtakeadictation.StepⅡWriting
Thisisanopportunityforstudentstopracticetheirpersuasivewritingskillsandtrytoencourageotherstosupporttheirpointofview.Theideaofanewlibraryischosenbecauseitwouldbeveryusefulinatown.
T:Youknow,wehavemadeadecisionthatwewon’tbuildaMcdonal’s.Butwhatdoyouthinkshouldbebuiltontheland?Canyouwriteanarticletosupportyouridea?Giveyou20minutesandfinishyourarticles.Payattentiontotheorders.
1.Describethenewdesign
2.Drawaplan
3.explaintheadvantagesofyourideas

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