Unit 2. Healthy Eating
Teaching aims and demands:
1.Topics:Problems with diet ;Balanced diet and nutrition
2.Words and expressions
3.Functions:
1)Suggestions and advice
You must /must not… ; What should I do?
I think you ought to …; I suppose you had better…
Perhaps you should…
Do you think you could give me some advice?
2)Seeing doctors
What’s the matter? What’s wrong?
What seems to be the trouble?
How long have you been like this?
3)Agreement and disagreement.
I don’t agree. Of cause not. I don’t think so.
All right. That’s a good idea.
No problem. Certainly /sure
Yes, I think so. I’m afraid not.
4. Grammar: The use of ought to
You ought to cook fresh vegetables and meat without too much fat If you want to stay slim.
You ought not to eat the same kind of food at every meal.
Period 1Vocabulary
重点词汇
1. balance n. 天平，平衡；余额，余数v. 平衡；权衡balanced adj. 均衡的
[典例]
1). Try to achieve a better balance between work and play. 争取把工作
和娱乐更好地结合起来。
2). I must check my bank balance (= find out how much money I have in my account).
我要核对一下我在银行的余额（看我的帐户上有多少钱）。3). Try to balance your diet by eating more fruit and less protein. 多吃些
水果, 少摄入些蛋白质, 使饮食均衡合理。
[重点用法]
a balanced diet 均衡的饮食keep the balance of nature保持生态平衡
keep one’ s balance保持平衡lose one’ s balance (= be out of balance) 失去平衡
[练习] 用balance短语填空或翻译。
1). He ______ ______ ______ and hurt himself when he went upstairs.
2). It is difficult to for you to ______ ______ _______ on an icy pavement.
3). 我们必须权衡利弊才做出决定。
___________________________________________________________ _____________________________
Keys: 1). lost his balance 2). keep your balance 3). We must balance the advantages against the disadvantages before we decide.
2. curiosity n. 好奇心curious adj. 好奇的curiously adv. 好奇地[典例]
1). Children have a natural curiosity about the world around them. 小孩
子对他们周围的世界有着天生的好奇心。
2). I opened the packet just to satisfy my curiosity. 我打开包裹只是为了满足我的好奇心。
[重点用法]
out of curiosity 出于好奇with curiosity = curiously好奇地
be curious about sth. 对某事好奇be curious to do sth. 好奇地做某事
[练习] 用curiousity的短语或其适当形式填空。
1). Margaret looked at him _______ _______.
2). She decided to try a cigarette _______ _______ _______.
3). All the employees in this firm _______ _______ ______ the personal
life of the general manager.
4). ________ enough, he had never seen the little girl.
3). ________ drove Mary to open her husband’ s letter though she knew it
was wrong.
Keys: 1). with curiosity 2). out of curiosity 3). are curious about 4). Curiously 5). Curiosity
3. limit vt. 限制；限定n. 界限；限度limited adj. 有限的limitless adj. 无限制的
[典例]
1). The speed limit on this road is 70 mph. 这条路的车速限制是每小时70英里。
2). We must try and limit our expenditure. 我们必须设法限制我们的开支。
3). There’ s a limit to how much I’ m prepared to spend. 我准备花多少钱是有限度的。
[短语归纳] limit短语：
limit sb./sth. to... 限制某人/某事到某种程度
put a limit on... 对……限制
there is a limit to对……是有限的without limit 无限地，无限制地[练习] 用limit的短语或其适当形式填空。
1). One’s energy is ______.
2). ______ ______ ______ ______ (没有止境) what you can do if you try.
3). We must _______ our weekly expenditure ______ ten pounds.
4). Only a _______ number of places are available.
Keys: 1). limited 2). There’ s no limit to3). limit; to 4). limited
4. benefit vt. 有益于vi. 得益于（常与from, by连用）n. 利益，好处；津贴
1). The rain benefits the plants. = The plants benefit from the rain. 这场雨有益于植物。
2). This dictionary will be of great benefit to me. 这本字典将对我有很大的好处。
3). He said he would starve rather than beg for food. 他说他宁愿挨饿也不要饭吃。
4). The enemy is trying to starve us to death. 敌人正在企图饿死我们。[重点用法]
be of great benefit to = be very beneficial to 对……有益
for the benefit of = for sb’ s benefit为了……的利益benefit from 从……中受益
[练习] 用benefit或其短语的适当形式填空。
1). The new highway will ________ the villagers.
2). He will _________ the new way of studying.
3). The warning sign was put there _________ the public.
Keys: 1). benefit 2). benefit from 3). for the benefit of
5. combine vt.&vi. (使)联合；结合combination n. 联合；结合combined adj. 联合起来的
[典例]
1). We can’t always combine work with pleasure. 我们并不总是能在工作中享受到乐趣。
2). Circumstances have combined to ruin our plans for a holiday. 各种情
况凑在一起破坏了我们的假日计划。
[短语归纳] combine的短语：
combine with sb./ sth. 与某人某物结合起来
combine together联合起来
combine A with/and B 使A与B联合起来
[练习] 用combine的短语或其适当形式填空。
1) A _______ of factors led to her decision to resign.
2) Success was achieved by the _______ efforts of the whole team.
3) As a writer, he _______ wit _______ passion.
Keys: 1). combination 2). combined 3). combined; and/with
重点词组
1. be tired of = be fed up with = be sick of 对……厌烦了
[典例]
1). We are fired of hearing the old story. 这老话我们听厌了。
2). I’ m tired of the same breakfast every day. 我厌倦了每天吃同样的早
餐。
[短语归纳]
get/be tired of doing sth. 厌倦(做某事) get/be tired from doing sth 因……而疲倦
be tired out = be worn out 非常疲倦
[练习] 用tired短语的适当形式填空。
1). My eyes ______ ______ ______ reading in a poor light.
2). I ______ ______ ______ watching television; let’ s go for a walk.
3). I ______ ______ ______. Can we stop for a rest?
Keys: 1). were tired from 2). am tired of 3). am tired/worn out
2. ought to aux. 应当；应该(没有人称和数的变化，后接动词原形) [典例]
1). They ought to come tomorrow. 他们明天应当来。
2). He thought that they ought to take part in the design. 他认为他们应当参加设计。
3). He ought not to do it. / He oughtn’ t to do it.（否定形式）他不应该做这件事。
4). Ought we to do it at once?（疑问式）我们应该马上做这件事吗？[练习] 按要求填空或翻译。
1). He ought to be here, __________ he? (反意疑问句)
2). I’ m sorry. I ____________________ (本应该先给你打个电话) to tell you 1 was coming．
3). I ______________________ (本不该拜访) her, but I missed her so much.
Keys: 1). shouldn’ t / oughtn’ t 2). should / ought to have phoned
3). shouldn’ t / ought not to have visited
3. lose weight体重减轻；减肥
[典例]
She is trying to lose weight. 她在努力减肥。
[短语归纳] weight短语及lose短语：
put on weight（指人）增加体重，长胖be/take a weight/load off sb’ s mind使自己/某人如释重负
lost heart 泄气；灰心lose one’ s heart (to sb/sth): fall in love 爱上；锺情於……
lose one’ s life 丧生；遇害lose one’ s balance 失去平衡
lose one’ s breath气喘嘘嘘；上气不接下气lose one’ s head 昏了头，张皇失措，冲动
lose one’ s temper发脾气lose one’ s job 失业
lose one’ s way: become lost 迷路lose touch (with
sb/sth) 失去和某人/事物的联系
lose interest in sth/sb 对某事物/人失去兴趣lose sight of sb/sth 看不见某人/物；忽略或未考虑某事物
lose face 丢脸
[练习] 用weight短语及lose短语的适当形式填空或填介词。
1). He’ s ______ ______ ______ since he gave up smoking.
2). Paying my mortgage was an enormous weight ______ (介词) my mind!
3). I’ ve ______ ______ ______ all my old friends.
4). Don’ t ______ ______ ______ --- keep calm!
Keys: 1). put on weight 2). off 3). lost touch with 4). lose your head
4. get away with 偷携某物潜逃；受到（较轻的惩罚）或逃避惩罚[典例]
1) They raided the bank and got away with a lot of money. 他们抢劫银行, 掠走了大批现款。
2) If you cheat in the exam you'll never get away with it. 考试作弊必予追究。
3). Nobody gets away with insulting me like that. 这样侮辱我的人, 我是不会放过的.
[短语归纳] get词组：
get down to 认真静下心（工作）get on well with 相处融洽；(工作的) 进展好
get through 接通电话；办完；完成get up 起床；起身
get down to 认真地静下心(工作) get over 克服，熬过，恢复[练习] 用get词组填空。
1). To my surprise, the baby wolf ______ ______ ______ the dogs and
then managed to survive.
2). She never arrives on time at the office, but she somehow managed to _____ _____ _____ it.
3). Well, stop chatting. It’ s time we ______ ______ ______ some serious work.
4). The news was a terrible blow to her, but she will ______ ______ the shock soon.
Keys: 1). got on well with 2). get away with 3). get down to 4). get over
5. tell a lie = tell lies 说谎
[典例] It’ s not right to tell a lie. 撒谎是不对的。
[短语归纳] tell短语和习语：
tell jokes/ a joke讲笑话tell (sb.) a story给某人讲故事to tell (you) the truth 说实话(用以引出自白或承认的话tell A from B: distinguish A from B 辨认A和B；辨别tell/know A and B apart 将A
和B辨别开来you can never tell 谁也不知道
there is no telling: it is impossible to know 不可能知道tell you what 我说(用以提出建议)
I told you (so) 我提醒过你要出事；我早就跟你说过
[练习] 用tell词组填空。
1). ______ ______ ______ ______, I fell asleep in the middle and didn’ t
know how the story ended.
2). Can you _____ Tom _____ his twin brother?
3). There’ s no ______ (tell) what may happen.
Keys: 1). To tell the truth 2). tell; from 3). telling
6. earn one’ s living = make one’s/a living 谋生
[典例]
1). They began to eam their living when they were very young. 他们很
年轻的时候，就开始谋生了。
2). I earn my living by teaching English in the middle schoo1. 我靠在中学教英语谋生。
[练习] 根据句子意思及要求填空或翻译。
1). He had to ______ ______ ______ by delivering newspaper in his youth.
2). He earned his living ______（介词）a fisherman.
3). 这个小孩从10岁开始就自己谋生。
___________________________________________________________ _____________________________
Keys: 1). earn his living 2). as 3). This poor child began to make his living at the age of ten.
7. in debt 欠债
[典例]
1). They are in heavy debt to the Bank of China. 他们欠中国银行很多
钱。
2). You saved my life: I am forever in your debt. 你救了我的命: 我永远
感恩不尽。
[短语归纳] debt短语和“in + n.” 表示“在……（情况、状况、状态）中”：
get/run into debt 欠债；负责out of debt不欠债run up huge debts高筑债台
pay off one’ s debts还清债务in danger 在危险中in trouble陷入困境，倒霉
in order 井井有条in surprise 吃惊in public 当众，公开
in ruins 呈废墟状态in sight 看见in silence沉默着
[练习] 根据句子意思用debt短语和“in + n.” 结构填空。
1). He ______ ______ ______ after he was out of work.
2). He did all he could to ______ ______ ______ ______ in five years.
3). He was ______ ______ when he was young, but has been ______
______ ______ since he got rich.
4). James was ______ _______, but I don’t know how to help him out.
5). After the war, the whole city was _______ _______.
Keys: 1). ran/got into debt 2). pay off his debts 3). in debt; out of debt 4). in trouble 5). in ruins
8. before long 不久以后
[典例]
The dictionary will be published before long. 这本词典不久就要出版。[重点用法]
long before 很久以前long ago 很久以前
[练习] 根据句子意思填空。
1). That happened ______ ______.
2). I’ ve seen that film ______ ______.
3). His plan seemed to be too difficult, but ______ ______ it proved to be practicable.
Keys: 1). long ago 2). long before 3). before long
Period 2 Reading
Step 1. warming up
1.Do you eat a healthy diet? What kind of food do you usually
have for meals? Are the food you usually eat healthy food or
unhealthy food?(Discuss in pairs)
https://www.doczj.com/doc/3d4084525.html, some healthy food and unhealthy food.
healthy food unhealthy food.
All vegetables: cabbages, Fatty food: French fries
Peppers tomatoes potatoes cream roast pork/lamb
All fruits: apples, grapes sugary food:chocolate
Strawbaries bananas pears sweets/honey ice-cream
Dairy products:Milk cheese salty food:can biscuit
Seafood: shrimp cookies
Tofu eggs
3.Do you know that the food you eat helps you grow in different
ways? Some will make you fat/tall/thin.Look at the charm
below,and see which kind of food they.
Questions:
1.Which of these groups of food do you like best?
2.Which of them do you eat most often?
3.Do you think we should eat each kind of food?
3.What will happen if you do not eat a balanced diet?
Too much fatty/sugary/salty food will cause many diseases and get too fat.
Only protective food will feel weak ,no energy and get too thin.
Step 2. Pre-reading
1.Discuss the questions in the chart.(Which food contains more…)
2.Order the following food from which contains most fat to which contains less. Answer: ice-cream, eggs, chicken, rice, peaches
Step 3 Fast reading and answer the following questions
1.What does Wang Pengwei’s restaurant serve?
2.What about Yong Hui’s restaurant?
Step 4 Intensive reading and language points
1.Wang Pengwei sat in his empty restaurant feeling very frustrated.
feeling very frustrated现在分词在句中作伴随状语
eg.She sat on the chair reading a newspaper.(表伴随)
Walking in the street, she met her old friend.(表时间)
Seeing no body at home , she decided to eat outside.(表原因)
The child fell, striking his head against the ground.(表结果)
2.His restaurant ought to be full of people.
Ought to 1) to show a moral duty 表示一种道义上的责任，应该
Eg.She ought to look after her child better.
You ought to study hard to get a high mark.
2)ought to have done 表示本应该…，而却没有…
Eg.You ought to have come yesterday.
3.He thought of his mutton kebabs, fatty pork cooked in the hottest oil.过去分词短语作后置定语，表被动。
= which were cooked in the hottest oil.
Eg.The flowers picked by him are very beautiful.
4.Nothing could have been better.比较级与否定词连用表示最高级。
= All his food could have been the best.
Eg.I have never seen a better film.
There is nothing I like so much as playing football.
5.Pengwei followed Maochang into a newly-opened small restaurant…
newly-opened 副词加动词过去式的合成形容词，合成词常见结构有：
1）adv.+p.p well-known newly-built
2) adj.+n.+ed warm-hearted good-tempered
3) num.+n.+ed four-storied three-legged
4) adj.+ving good looking easy going
5) n.+ving peace-loving energy-giving body-building
6) n.+p.p heartfelt(由衷的) man-made
7) adj.+p.p newborn ready-made(现成的)
8）n.+adj. duty-free(免税的) carefree(无忧无虑的)
6.Tired of all that fat?
Tired of厌烦的He is tired of doing the same thing all year round.
Tired out筋疲力尽I was tired out when I finally reach the top of the
mountain.
Tired from 因…而疲倦I was very tied from running fast.
7.I will take all that fat off you in two weeks if you eat here everyday.
Take off脱掉，除掉(vt.)，起飞(vi.)
Eg.Don’t take off your coat, it’s cold outside.
The plane took off despite the fog.
8.He couldn’t have Yonghui getting away with telling people lies!
1）have sb. doing sth.允许谋事发生，尤用于否定句中
Eg. Mr Zhang won’t have his daughter arriving home after 12 o’clock.
I won’t have you saying so!
Have sb. do sth. 使某人做某事，不定式作宾语补足语，省略to
Eg.The boss has the clerks work until late in the evening.
Have sth. Done 请别人做某事。
Eg.My hair is quite long, I must have it cut.
2) get away with sth.
a)不因谋事而受惩罚。Eg.I won’t have you getting away with cheating in the exam.
b)偷携某物潜逃。Eg.The robbers robbed the bank and got away with a lot of money.
c)收到较轻的惩罚。Eg.He was so lucky to get away with a fine for such a serious
mistake.
Step 3. Ss read the passage together
9.Perhas he would be able to earn his living after all and not have to close his
restaurant.
earn one’s living by… =live by…=make a living by…靠…谋生
eg. He earned his living by begging from door to door.
10.He didn’t look forward to being in debt because his restaurant was no longer popular.
Be in debt 欠债。
Be out of debt 还清债务。
Be in sb.’s debt 欠某人人情。
Eg. Saving my life, I am forever in your debt.
11.She didn’t look happy but glared at him as she moved round the customers.
Glare at 怒视，带有敌意Eg. “How could you do that？”he said, glaring at his mother.
Glance at 扫视Eg.He glanced at his watch and left in a hurry.
Stare at 张大眼睛死死地盯着Eg.She stared at him in surprise.
12.Yong Hui agreed to stay and soon they were both enjoying the dumplings, fatty pork and cola.
Agree to (do) sth. 表示“同意某事或某建议”，后只能跟表“提议，计划，方案，打算，安排”的名词。
Eg.He agreed to their proposal. He agreed to get someone to help us.
Agree with sb. 同意某人Eg.I agree with every word you said.
Agree on sth. 表示在某事上取得一致的意见
Eg.They agreed on a date for the next meeting.
13.But don’t you think it would be better if you were a bit thinner?
虚拟语气，表示与现在事实相反的假设时，条件状语从句的谓语动词用过去式（be 用were），而主句的谓语动词用would(should, could ,might)+动词原形。例如：If I were you, I should study English better.
If he had time, he would attend the meeting.
14.My research has shown me that neither your restaurant nor mine offers a balanced diet.
Neith er…nor 既不…也不…
1）引导并列主语时，谓语的数于最靠近谓语的主语保持一致
Eg.Neither the students nor the teacher has suffered from the fire with the timely help of the firefighters.
2)引导两个分句时，这两个分句中的主谓均要倒装。
Eg.Neither do I know her address, nor does he.
Neither could the patient eat, nor could he drink.
Period 3 Grammar
复习unit 1 语法+ought to
一、ought to的用法
1．“应该”，表示责任或义务。用于表示按道理应当，常指客观的义
务或责任，大多数情况下可用should代替，但比should语气重。
You ought to study harder than your brother.
你应该比你哥哥更努力学习。
I should help her because she is in trouble.
她有困难了，我应该帮助她。
2．“应该”，表示劝告、建议或命令。should和ought to可通用，但在疑问句中常用should。ought to的否定式为oughtn't to或ought not to。
You ought to balance career and family.
你应该平衡好事业与家庭之间的关系。
Should I open the window?
我可以打开窗户吗？
3．“应该”，表示推测。可与should换用。
Mary ought to be here soon.
玛丽应该很快就来了。
This is where the oil ought to/should be.
这里应该就是石油存在的地方。
[即时训练1]用ought to补全句子
①下次过马路时，你应该更小心些。
You when you cross the road next time.
②你不该责备他。
You him.
③——我应该明天动身吗？
教学过程 ?、课堂导入 学习下列谚语： You are what you eat. 人如其食。 First wealth is health.——Emerson 健康是人生的第一财富。 An apple a day keeps the doctor away. 一天一个苹果，医生不来找。 、复习预习 教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对情态动词具体用法的分析和扩展导入本节 课所要学习的课本知识的学习。 、知识讲解
考点/易错点1重点单词与短语学习 balanee n.天平，平衡；余额，余数v.平衡；权衡balaneed adj. 均衡的 (回归课本P10) What will happen to you if you don 't eat a balanced diet? Eg: 1). Try to achieve a better bala nee betwee n work and play. 争取把工作和娱乐更好地结合起来。 2) . I must cheek my bank bala nee (= find out how much money I have in my aeeo un t). 我要核对一下我在银行的余额(看我的帐户上有多少钱) 。 3) . Try to bala nee your diet by eat ing more fruit and less prote in. 多吃些水果，少摄入些蛋白质，使饮食均衡合理。 ［归纳拓展］ a bala need diet 均衡的饮食 keep the bala nee of n ature 保持生态平衡 keep one ' s balanee 保持平衡 lose one ' s balanee (= be out of balanee) 失去平衡 think of 想，考虑 (回归课本P10) He thought of his mutt on, beef and bae on cooked in the hottest, fin est oil. (1)想起；记起Sorry, I did n't think of your n ame just now. (2)考虑We should thi nk of the matter carefully.
教学过程 一、课堂导入 学习下列谚语： You are what you eat. 人如其食。 First wealth is health. -----Emerson 健康是人生的第一财富。 An apple a day keeps the doctor away. 一天一个苹果，医生不来找。 二、复习预习 教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对情态动词具体用法的分析和扩展导入本节课所要学习的课本知识的学习。 三、知识讲解 考点/易错点1 重点单词与短语学习 balance n. 天平，平衡；余额，余数v. 平衡；权衡balanced adj. 均衡的 (回归课本P10)
What will happen to you if you don’t eat a balanced diet? Eg: 1). Try to achieve a better balance between work and play. 争取把工作和娱乐更好地结合起来。 2). I must check my bank balance (= find out how much money I have in my account). 我要核对一下我在银行的余额（看我的帐户上有多少钱）。 3). Try to balance your diet by eating more fruit and less protein. 多吃些水果，少摄入些蛋白质，使饮食均衡合理。 [归纳拓展] a balanced diet 均衡的饮食 keep the balance of nature保持生态平衡 keep one’s balance保持平衡 lose one’s balance (= be out of balance) 失去平衡 think of想，考虑 (回归课本P10) He thought of his mutton，beef and bacon cooked in the hottest，finest oil. （1）想起；记起Sorry，I didn`t think of your name just now. （2）考虑We should think of the matter carefully. （3）为…着想Chen is always thinking of the poor people in the poor areas. （4）想；打算I am thinking of giving up smoking. [归纳拓展] think about想；考虑think much of 对…评价很高think highly / well of 高度评价 think out 想出 think badly / little of认为不好think over 仔细考虑 tired of 厌倦 (回归课本P10) Tired of all that fat? 厌倦肥腻了吧？ be tired of 对……厌倦 eg. I’m tired of your conversation.你的讲话我听腻了. I grow tired of asking this，so it’ll be the last time. 我已厌烦了问这个问题，所以这是最后一次.
Unit 1 Cultural relics I. 单元教学目标 II. 目标语言
II. 教材分析与教材重组 1. 教材分析 本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。 1.1 Warming up热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。 1.2 Pre-reading是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。 1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。 1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。 1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。 1.6 Using language分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标
Unit 2 Healthy eating 三维目标 （一）.Knowledge aims Let students learn the knowledge of balanced diet and nutrition （二）. Ability aims Enable students to talk about their eating. Understand the text and answer the following questions. （三）. Emotional aims Enable the students to learn how to talk about their eating. Develop students’ sense of cooperative learning 教学重点 Identify different groups of foods and talk about healthy eating. What kind of food did they provide for their customers, healthy or unhealthy? Why?教学难点 Understand the real meaning of healthy eating. How was the competition going on? Who would win? 教学方法 Fast and careful reading. Asking-and-answering activity to check the Ss’ understanding of the text. 教具准备 computer and a projector. 教学过程 Step1 Greetings Step2 Lead-in Step3 Warming up and speaking 一．Name some food s’name in English 二．Give some proverbs about eating 三．Ask ss what balanced food is. Step4 Reading
教学设计说明 1.教材分析 外研版高中英语教材分为必修（1-5册）和顺序选修（6-11册）。本课选自外研版高中英语必修三（供高中一年级下学期使用）模块1，单元的核心主题是Europe，介绍了欧洲的一些城市。各个板块内容分别是topic& task, grammar/function, skills, vocabulary/everyday English, culture/learning to learn, work-book六部分组成。通过本单元的学习，学生可以具体了解欧洲的一些国家或城市的历史发展，著名建筑物以及历史上的著名人物。本单元第一部分是Induction，除了对单词的学习，还介绍了一些国家或城市的名字，并对其的地理方位进行了描述，通过一张map，对这些城市进行学习。第二部分是Reading and Vocabulary，是本节课的重点，重点分析课文： Great European Cities. Function部分，主要进行Describing Location的学习。 接下来是对Grammar 1 Passive voice: present and past forms 和Grammar 2 Subject and verb agreement的学习。还有一部分技巧训练，对听、说、读、写四个方面进行练习。下一部分是 Pronunciation and everyday English的练习，最后一部分是Culture corner部分的学习，增加对欧洲文化知识的了解。 本课选取本单元的Reading and Vocabulary 部分的文章Great European Cities作为教学重点内容，作为本单元的第二课时，但是阅读课的第一课时，该文章是分别对欧洲四个国家的著
新课标高中英语必修二教案合集Unit 1 Cultural relics Part One: Teaching Design （第一部分：教学设计） Period 1: A sample lesson plan for Reading (IN SEARCH OF THE AMBER ROOM) Aims： To read about cultural relics To learn about The Restrictive and Non-Restrictive Attributive Clause I. Warming up Warming up by defining Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know: A.What kind of old things are cultural relics? Are all the old things cultural relics? B.What is the definition and classification of cultural relics? C.To whom do cultural relics belong? Keys for reference: A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past. B. No, not all the old objects are cultural relics. C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions. D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual. Warming up by presenting Hi, everyone. Let’s look at the screen. I’ll present yo u some pictures. They all
Unit 2 Healthy eating 技能目标Skill Goals Talk about healthy diet Make suggestions or giving advice on diet Distinguish the meanings of Modal verbs Make a balanced menu 功能句式Practice talking about your ideas Yes, I think so. I don’t think so. I agree. I don’t agree. That’s correct. Exactly. That’s exactly my opinion. You’re quite right. I don’t think you are right. I quite agree with you. I’m afraid I don’t agree / disagr ee with you. Of course not. I’m afraid not. All right. That’s a good idea. Certainly. / Sure. No problem. Practice giving advice and suggestions You must / must not... 词汇1. 四会词汇 diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, stir-fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, strength, consult, fiber, digest, carrot, debt, glare, spy, limit, benefit, breast, garlic, sigh, combine 2. 认读词汇 protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, cooperation 3. 词组 get away from, balanced diet, ought to, lose weight, tell a lie, win… back, earn one’s living, in debt, spy on, cut down, before long, put on weight 语法The use of ought to 1. Statements You ought to cook fresh vegetables and meat without too much fat if you want to stay slim. You ought not to eat the same kind of food at every meal. 2. Difficulty
Unit 3The Million Pound Bank Note 本单元的主要内容是根据马克·吐温的名著《百万英镑》改编而成的剧本中的几个片断以及马克·吐温的生平简介。学生通过感受百万英镑给亨利带来什么样的待遇而进一步理解作者诙谐讽刺的写作风格。该部分比较连贯，提出的一些问题有利于培养学生独立思考的能力和文学素养。其中写作部分是训练学生选取和组织材料的能力，通过前面的学习，结合独立的思考，写出形象鲜明且语言流畅的戏剧。 集宁一中2011年高一下学期第 1 页共11 页编制：李彦东 1
1. To talk about short stories and plays. 2. To develop S s’ reading skills. 3. To arouse Ss’ interest in acting out a play and writing a play 4. To get Ss to know how to use new words and phrases. 5. To get Ss to have the knowledge of this grammar point: A noun clause is used as the object; a noun clause is used as the predicative. 6. To enable Ss to develop their imagination to continue the story. 7. To develop S s’ ability in speaking and listening. 8. To give Ss the chance to finish a play or a story. 学案一： The first period W arming up and reading Aims To talk about short stories and plays. To develop S s’ reading skills. Step ⅠW arming up What do you know about Mark Twain? Do you know any of his works? Read the short passage quickly and fill in the chart. Then give an introduction of Mark Twain(1835—1910): 集宁一中2011年高一下学期第 2 页共11 页编制：李彦东 2
高一英语第十一次课----- 必修三module3 一、考点、热点回顾 （一）key words and phrases 1.experience vt.经历n(可数)经历n(不可数)经验 2.cause vt.引起，导致cause sb. to do sth.导致某人去做某事cause sb. trouble/problems 给某人带来麻烦/问题 cause n.起因，理由，事业-------指造成某事的直接原因，后常接of或to do reason n.原因，理由------指从逻辑推理上得出的原因，后常接for或定语从句。 3.bury vt.埋葬 bury oneself in =be buried in 专心于，埋头于bury one’s face in one’s hands 双手捂脸4.occur vi.发生-------指发生时，有计划无计划均可。脑海中出现某种想法。 happen vi.发生------指事先无计划偶然发生。碰巧作某事happen to do sth. take place 发生-------指事先安排，计划的事情。举行。 以上三词均无被动形式。 sth. Occurs sb. 某人想起=strike/hit eg: A good idea occurred to me . It occurs to sb. to do sth.某人想起It occurred to me to visit my teacher. It occurs to sb. that…某人想起It occurred to me that I should visit my teacher. 5.take off 去掉，脱掉，起飞，成功，休假，减去，移动 6.strike vt＆n.(雷电，暴风雨等）袭击=hit，击打，碰撞，罢工，想起=occur to,打动 (1)The miners went on strike for higher pay. (2)Does this clock strike twelve? (3)A good idea struck me while I was walking along the river. (4)He hit me ,so I struck him back. (5)A huge forest fire broke out after the lighting struck. (6)I am still struck by the native beauty of the lake. 7.ruin vt.毁坏，破坏，使堕落n.毁灭，崩溃，废墟in ruins 变成一片废墟 8.warn vt.警告，告诫，提醒注意warn sb. of/about sth.提醒某人注意某事 warn sb. not to do sth.= warn sb.against doing sth. 提醒某人不要做某事 give a warning 发出警告without warning 毫无预警 9.in all 总共，总计 above all 最重要的是after all 毕竟at all 确实，根本first of all首all of a sudden突然all in all从各方面考虑all along一直，始终 10.possibility n.可能性，可能发生的事 There is a/no possibility that… 有（不）可能There is a/no possibility of doing sth.有（没有）的可能 possible adj.可能的It is possible (for sb.)to do sth. It is possible that……. 11.set fire to =set….on fire 放火（焚烧）……. on fire着火（状态）catch fire 着火（动作）put out a fire扑灭火 12.put out 扑灭（火），伸出，出版 put off推迟put up张贴，建造put away放好，收好put on 穿上，上演put forward 提出 1．拿起；拾起；搭载；学会；收听2．平均 3．有史以来4．到……时为止 5．结束；告终6．扑灭 7．放火烧…… 8．总共 9．带来损害10．使某人无家可归 pick up on average of all time by the time end up put out set fire to in all do/cause damage make sb. homeless
高一英语必修三 Unit2 Healthy eating WE ARE WHAT WE EAT 优质课说课教案 一、说教材教学内容分析 WE ARE WHAT WE EAT是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变，基于食物 营养和饮食信仰的日常饮食选择以及营养补充胶囊和减肥 食谱的必要与否。旨在让学生明白健康的饮食习惯的养成是 拥有健康体魄的前提，健康体魄是融人21世纪，面对社会 挑战的保证。本篇文章生词量较大，知识含量较高，标题较 抽象，各段主题句分布不太明显。且大部分学生对饮食与健 康的关系了解较少。因此，本文的学习难度较大。教学目 标根据新颁布的普通高中《英语课程标准》关于阅读课主 要教学目标的具体描述，结合本课教学内容，具体从语言知 识、语言技能、情感态度和文化意识三个方面制定如下教学 目标。 1. 语言知识目标： a)使学生了解protein, calcium 等基本营养成分的来源和主要功能，健康的饮食习惯是健康 的保证，以及素食主义等信息。 b)学习掌握有关营养成分 与食物的词汇，如：protein、calcium 、carbohydrate 、fibre、 mineral、 vitamin 、vegetarian & vegan、 green food and clean food 、eco-food and organic food等， 以及 keep up with ，The same goes for…以及as 和only 引导的倒装句的用法。 2. 语言技能目标： a)使学生
学会克服生词障碍，通过略读，寻找文章的主题句，理清文 章的总体框架与脉络；通过查读，捕捉文章的重要细节，理 解作者的写作意图。 b) 使学生学会运用各种猜词技巧，猜 测部分生词在具体的语言环境的含义。 c) 使学生能够运用所学知识，用英语为自己所熟悉的一个人设计一份“healthy diet”，并阐明设计的依据。 3.情感态度与文化意识目标： a）使学生学会审视自己、审视食物，提高养 成健康饮食习惯的意识。 b）使学生懂得：健康是做好一切 事情的根本。要想有强健的体魄，除了合理安排好一天的生 活以外，还需要有科学、卫生的饮食习惯，每天一定量的体 育活动和体力劳动。青少年必须有健康的身体，长大以后才 能成为一位具有现代科学文化，适合时代要求的合格劳动 者。 c）使学生学会关心他人，体贴他人，并养成较强的合 作意识。 d）让学生了解一些不同的饮食观念及主张，加深 对世界饮食文化的了解，弘扬中华民族饮食文化的精髓,培养爱国主义精神。教学重点和难点：根据新颁布的普通高中《英语课程标准》关于读的技能目标的具体描述，结合高 一学生实际和对教材内容的科学分析，确定本环节的主要教 学重点和难点是: 1．重点 1）让学生认识到饮食对健康的 重要影响。 2）侧重培养学生对文章的整体性结构的把握， 突出培养学生以下3个方面的能力： a.文章中心把握能力。 b.根据主题快速捕捉文章重点细节的能力。 c.猜词能力。
Lesson plan --- reading course(Unit 4) Background information: School: Changshou senior middle school, Grade 1 Class: 4 Students: 50 Lesson duration: 45mins Time: 8:00—8:45am Date: March 14, 2014 Methods: setting the scene, predicting, skimming, scanning Teaching aids: black board, PPT. Type of lesson: reading Teaching objectives: 1.Instructional aims (language knowledge and language skills) 1) By the end of the class, students should be able to know some information about the beginning of universe at the end of the class. 2) By the end of the class, students should be able to learn some new words about the universe and animals and phrases. 2. Educational aims (affect, learning strategy and cultural awareness) 1)By the end of the class, students should be able to build up the interest of reading. 2) By the end of the class, students should be able to develop their ability to find and summarize main ideas and information through reading at the end of the class. 3) By the end of the class, students should be able to develop the ability to predict in pre-reading at the end of the class. 4) By the end of the class, students should be able to raise the awareness of protecting our earth. Teaching contents: 1.V ocabulary + phrase: astronomy, globe, atmosphere, atom, Solid, globe, nitrogen, vapour…. 2.Pre-reading, predicting exercise, reading, reading exercise, post-reading, homework. Presentation: T: Good morning, class! Ss: Good morning. T: How are you today? Ss: I’m fine, thank you! And you?
【今日任务知会于心】 1.检查上次作业，查漏补缺； 2.复习必修三Unit 2 词汇与课文； 3.复习英语词类——名词与冠词； 4.掌握英语词类——数词； 5.熟练语法填空题型与解题技巧。 【课前热身小试牛刀】 1、考查必修三Unit 1的词汇。 （见附页——测试题） 【知识精讲讲练结合】 一、数词（详见思维导图） 二、必修三Unit 2精讲： （见《中学教材全解》） 三、语法填空。 Cloze 1 A very tall, old tree had been growing quite slowly for a number of years. It was nearly the 1 (old) tree in the forest, and it raised its head high above the others toward the sky 2 a king of trees. One spring day the wind brought a 3 (pride) little seed and dropped it at the root of the tree. Soon it grew into a plant. “I’ll climb to the top of the tree,” said 4 little plant. “They’ll see how quickly I can grow.” So it held tightly to the tree and climbed 5 it was up to the top branch. It said to the tree, ”You have grown for a great many years, and I only 6 (begin) this summer and see where I have come to. ” But the old tree just said 7 at all. After a while a great storm
Unit 5 Music 写作和口语课 一、教学内容 S peaking and writing (pp. 39-40) 二、教学目标 在本节课结束时，学生能够 ● 在口语中运用提建议和征求建议的表达法，并且熟悉一些关于音乐和组建乐队的 话题。 ● 写信向音乐人征求建议，并恰当运用一些相关表达法。 三、教学步骤 步骤一 热身 1. 教师将问题展示在PPT 上，第一个问题可以请全班一起回答；第二个问题可以请学生四 人一组讨论，小组讨论会用到一些提建议的表达法，讨论前教师可以和学生一起回忆以前学过的相关表达法，并将其展示在PPT 上或写在黑板上；对于比较难的表达法，教师可以给出例句。 2. 教师请两三个组的代表先说出本组同学的看法，其他组学生补充，最后再综合学生的想法，形成类似右图的思维导图。 设计意图：热身旨在让学生回顾上节课所学 内容和自己已有的与话题相关的知识，并引入此节课的教学内容，起到承前启后的作用；列出表达法和例句旨在为小组讨论提供语言上 a music band band name musicians instruments the kind of music main singer (lead vocals) piano drum bass guitar guitar pop music folk music classical music rock ‘n ’roll rap country music orchestra companions
的帮助；思维导图的设计是为了向学生展示思考的过程；同时复习学过的关于音乐和乐队的一些词汇，为学生下面的写作做好词汇准备。 步骤二 写前 1. 教师介绍写作任务：给Freddy 写一封信，向他征求一些有关组建乐队的建议。 2. 语言准备： 1）教师提问学生关于征求建议的英文表达法。可以全班一起回答也可以找个别学生回 答。教师可以进行补充并在PPT 中或黑板上展示。 2）用表示征求建议的表达法翻译一些句子。教师请学生自己思考后完成翻译练习，然 后找学生说出答案，教师或其他学生更正错误并提供正确答案。 设计意图：请学生列出征求建议的表达法 旨在为下面的书信写作做语言准备；把几个较难掌握的表达法提出来让学生练习，旨在帮助学生掌握其用法，帮助他们克服写作中可能遇到的语言困难。 3）教师向学生介绍咨询信的特点，并请学 生看学生用书p.39给出的信的开头 和p.40Freddy 的回信，两人一组根据回信写出李华向Freddy 提出的问题；然后结合前面讨论的组建乐队需要考虑的问题，列出自己要向Freddy 咨询的问题。 4）教师和学生一起分析一封咨询信范例，讨论咨询信的写法。
Unit 1 Festivals around the world Ｉ．单元教学目标 II．目标语言
III. 教材分析与教材重组 1. 教材分析 本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固
运用请求和感谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。 1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。 1.2 Pre-reading是Reading 的热身活动。主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。 1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。 1.4 Comprehending是考察对阅读内容的进一步理解。 练习一：六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。 练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。 练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。这就要求学生不仅要温习文章内容而且要结合实际，阐述自己的想法，挖掘学生的思维能力和语言表达能力。 1.5 Learning about Language 分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习和用文章中的词汇的适当形式填空；Discovering useful structures 是以文章内容为载体在语境中练习语法，掌握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、结构相结合的特点。 1.6 Using Language 是英语听说读写的全面运用的练习。
高一英语必修二第五单元语法教案 Period 2: A sample lesson plan for Learning about Language (The Attributive Clause (in/ for/ with/ by＋which/ whom). Aims To help students learn about the Attributive Clause with a preposition in front. TTo help students discover and learn to use some useful structures. Procedures I. Learning about grammar 1.Reading and thinking Turn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive II. Turn to page 34. Look at the two sentences: The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band. Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure. Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.