山东省英语高中人教版学案 必修三教师版：Unit 2 Healthy eating 单词

Module 3 Unit 2 Healthy EatingReading Come and Eat Here (1)Teaching PlanTeaching goals:1. Let the students know what a balanced diet is.2. Enable the students to learn how to talk about their eating.4. Help the students realize the importance of healthy eating.Teaching procedures:Step 1 Lead-in & warming up1. What do you usually have for breakfast/lunch/supper?Breakfast:milk/eggs/noodles/dumplings/porridge/rice noodles/steamed bread/bread/hamburger/…Lunch/supper:rice/beef/tofu/muttonkebab/roast pork/bacon/fish/vegetable salad/crab/chicken/soup/shrimp/…2. Do you know that the food you eat helps you grow in different ways? Read the table about food and talk about your eating. The following sentences may give you some hints.◆I find… delicious/tasty and it is rich/low in…◆I eat… most often, because it provides…◆I prefer…, which is good for…3. What is a healthy diet?Balanced, including all the three kinds of food every day.4. What will happen to you if you don’t eat a balanced diet?Become extremely thin or fat/ easy to get sick.Step 2 Pre-readingLook at the picture and think about the following questions.1. In the picture, where do the two persons meet?They meet outside a restaurant.2. What does the woman and the man look like?The woman is thin while the man is fat.3. Do you think they eat a balanced diet? No!4. What can you predict the story is about?Step 3 Skimming1. Read the passage and choose the main idea of it.This passage mainly talks about D .A. where can people get healthy foodB. what food do restaurants usually provideC. why slimming restaurant attract more customersD. how a restaurant owner finds and solves the problem of his restaurant2. The passage can be divided into three parts. Match the main ideas with the right parts.Part 1 (Para.1)He follows his friend to a newly opened restaurant which is very popular.Part 2 (Para. 2&3)Worried, he does some research to win his customers back.Part 3 (Para. 4)Wang Peng is worried because his restaurant is not as full as usual.Step 4 Careful readingPart 1:Answer the following questions:1. Who is Wang Peng?He is a restaurant keeper.2. What happened on that strange morning?There was no customer in his restaurant, which was unnatural.3. What do you think of the food in his restaurant?It is delicious but it can make us get fat very quickly.Part 2:Decide whether the following statements are true or false and explain why.(F) 1. Yong Hui could make people thin in two weeks by giving them a good diet.(F) 2. Yong Hui’s menu gave customers more energy-giving food.(T) 3. Food in Yong Hui’s restaurant was much expensive than that in Wang Peng’s.(F) 4. After eating in Yong Hui’s restaurant, Wang Peng went to the library.Part 3:Listen to this part and fill in the blanks.1.Wang Peng was surprised to find that his restaurant far too much andYong Hui’s far too little.2.Though her customers might get after eating Yong Hui’s food, they were noteating enough energy-giving food to keep them . They would becomevery quickly.3.Wang Peng thought perhaps with a and a new sign he could hiscustomers back.Step 5 Post-readingStep 6 Discussion1.How do you think the story will end?2.Suppose the story ends this way: in order to win more customers, Wang Peng and Yong Huicombine their ideas and open a new restaurant. Imagine that you and your friends will go to eat in their restaurant. What food will you order？Why will you order that? Get into groups of four and make up a dialogue.Step 7 Review and conclude1. What have we learned in this period?2. What’s your understanding of the title of this unit “healthy eating”?3. Understanding of the two proverbs:If we keep a balanced diet, we will be healthy.4. Conclusion: healthy eating is really important. Pay much attention to what you eat every day.Step 8 HomeworkUse the first person to retell the story.。

英语：Unit2《Healthy eating》教案（2）（新人教版必修3）［教材优化全析］Reading:Come and Eat Here(Ⅰ)1.Wang Pengwei sat in his empty restaurant feeling very frustrated.王鹏伟坐在他空荡荡的餐馆里，感觉很失落。

feeling现在分词，作伴随状语。

e.g.Standing on the top of the hill，you can have a better view of the city.站在山顶上，你能更好地看到这个城市.Jeff shouted，seizing her arm.杰夫抓住她的胳膊，喊叫着。

Seeing from the top of the hill，we can see the whole city.从山顶上我们可以看到整个城市.2.He thought of his mutton kebabs and fatty pork cooked in the hottest，finest oil.他想到了他的在热的最好的油里炸出来的烤羊肉和肥肉。

cooked 过去分词短语，作后置定语(被动)。

e.g.I know a girl called Mary.我认识一个叫玛丽的女孩。

English is a language spoken all around the world.英语是全世界都说的一种语言。

3.His fried rice was hot but did not taste of fat.他的热而不腻的米饭。

taste of sth. 有某种味道e.g.It tastes strongly of mint.它有挺重的薄荷味。

taste 能辨别(味道）；尝出，品出。

(不用于进行时，常与can连用）e.g.I can’t taste.I’ve got a cold. 全析提示现在分词作伴随状语要和句子主语保持一致，体现主动关系。

教学设计基本信息名称Book3 Unit2 Healthy EatingWriting about Health执教者课时1课时所属教材目录人教新课标英语必修三教学内容 分析本单元以Healthy eating 为话题，通过谈论人们最关心的健康问题，使学生认识到不良饮食、不良习惯等对健康的危害。

通过Writing about Health 的学习，使学生意识到健康的重要性，养成良好的生活习惯，并学会如何就健康问题给别人提供一些建议。

学情分析进入高中的青少年面临一定的诱惑，身边同龄人有些有不良生活习惯，如抽烟、熬夜、不吃早饭等。

因此，这节课的内容比较贴近学生生活实际，而且学生在这个阶段学习相应知识具有重要意义，有利于学生意识到健康重要性，培养良好的生活习惯。

虽然学生已升入高中，但部分学生基础薄弱，所以要在写作之前为学生做好词汇、句子结构等方面的铺垫。

教学目标知识与能力目标学习并巩固与健康问题有关的词汇及语法结构，并且让学生学会给出相应建议。

通过课堂教学活动使学生形成良好的语言习惯，让学生在一定程度上形成自主学习，合作学习，信息处理能力，英语思维能力以及综合运用语言的能力。

过程与方法目标 通过运用信息处理与探究策略；自主学习策略和有效合作与交际策略培养学生的写作能力。

情感态度与价值观目标 促使学生意识到健康的重要性，培养健康的生活习惯。

教学重难点重点运用所学语言知识完成相关写作内容难点将运用所学知识恰当地运用到写作当中去表达自己的想法; 实现知识的迁移和扩展教学策略与 设计说明Writing about Health 部分的设计运用了学习的建构主义理论。

学生以自己原有的知识经验为基础，对新信息重新认识和编码，建构自己的理解。

学生原有的知识经验因为新知识经验的进入而发生调整和改变，所以在教授这一板块时采用多种形式引导学生回顾相关知识。

本节课采用调查问卷的形式，引导学生认识自己的健康情况。

讲授过程中先让学生掌握与写作内容相关词汇，然后上升到用短语来描述不。

人教版高中英语必修3《Unit 2 Heal thy eating》教案2篇Teaching plan of unit 2 healthy eating人教版高中英语必修3《Unit 2 Healthy eating》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文档下载后内容可按需编辑修改及打印。

本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语必修3《Unit 2 Healthy eating》教案2、篇章2：人教版高中英语必修3《Unit 2 Healthy eating》教案篇章1:人教版高中英语必修3《Unit 2 Healthy eating》教案教学准备教学目标1.Get students to learn the useful new words and expressions in this part: cucumber, eggplant, pepper, mushroom, peach, lemon, nut, pea, spaghetti, diet, curiosity, customer, discount, ought to, lose weight, get away with, tell a lie, win…back.2.Let students have a better understanding of the reading passage.教学重难点mportant points1.Let students have a good understanding of the passage.2.Get students to learn different reading skills.◆ Difficult pointsGive students some guidance about how to choose the correct answers of the multiple choices according to some key words and key sentences.教学过程一学生课外学习活动设计：任务一：学生调查问卷：（1）What does a balanced diet should contain?（2） Why are you so strong/weak/fat/thin? Does it have anything todo with your diet?任务二：Making a diet for yourdinner.根据泛读学到的健康饮食的知识，为自己的家庭涉及晚餐食谱，分析食谱里包含哪些种类的食物，判断其能否提供均衡的营养，并分析原因。

Unit 2 Healthy eating 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“健康饮食”为中心话题,通过单元教学让学生了解各种食物对人体的作用,引导学生关注平衡膳食,促使学生养成健康饮食的习惯。

针对现实中遇到的实际问题发表自己的看法。

最后让学生运用所学知识,两人一组研究中餐,设计食谱。

1.1 WARMING UP是本单元一个重要的组成部分。

让学生看图讨论不同食物对人体的作用,了解饮食与人体健康的关系。

通过几个设问激发学生思考自己的饮食习惯是否合理,运用已有的知识经验思考什么是Healthy Eating.1.2 PRE-READING 通过一个表格和一个排序题引导学生对比不同食物中哪些食物富含脂肪、纤维素、维生素和糖份。

可添加讨论如何在烹饪中保持食物营养,从而有利于健康。

1.3 READING 讲述王鹏和咏慧开饭店的不同风格和顾客对不同食品的反应,反映了现代人对饮食的关注和对时尚的追求。

但王鹏和咏慧都没有提供平衡的膳食,经过一段时间的磨合,他们决定合作,提供既有能量又有纤维的食品。

戏剧性的结尾增添了故事的趣味性。

通过阅读丰富学生的饮食文化,教会他们如何改善饮食习惯；在现实生活中碰到麻烦时,如何正确处理矛盾,解决问题。

1.4 COMPREHENING 利用判断和回答问题的形式考查学生对课文细节的理解,对比两家饭店所提供膳食的优缺点。

1.5 LEARNING ABOUT LANGUAGE 是继Comprehending之后的又一指导性练习。

注重考查词性的变化,课文中重点词汇在语篇中的熟练运用及情态动词的不同功能,并设计连线和情景对话两个题型予以巩固。

1.6 USING LANGUAGE 体现了学以致用的目的,从Listening, Reading, Speaking, Writing 四方面训练学生,完成语言的输入性学习和输出性训练的过程,结合生活实际,让学生两人一组研究中餐设计食谱。

人教版高中英语必修3《Unit2Healthyeating》教案人教版高中英语必修3《Unit 2 Healthy eating》教案【一】教学准备教学目标1. Get students to learn the useful new words and expressions in this part: cucumber, eggplant, pepper, mushroom, peach, lemon, nut, pea, spaghetti, diet, curiosity, customer, discount, ought to, lose weight, get away with, tell a lie, win…back.2. Let students have a better understanding of the reading passage.教学重难点mportant points1. Let students have a good understanding of the passage.2. Get students to learn different reading skills.◆ Difficult pointsGive students some guidance about how to choose the correct answers of the multiple choices according to some key words and key sentences.教学过程一学生课外学习活动设计：任务一：学生调查问卷：(1)What does a balanced diet should contain?(2) Why are you so strong/weak/fat/thin? Does it have anything todo with your diet?任务二：Making a diet for yourdinner.根据泛读学到的健康饮食的知识，为自己的家庭涉及晚餐食谱，分析食谱里包含哪些种类的食物，判断其能否提供均衡的营养，并分析原因。

Unit 2 Healthy eatingWarming Up1、Everybody has to eat, but do you eat a healthy diet? Do you know that the food you eat helps you grow in different ways? 每个人都得吃饭，但你吃的是健康饮食吗？你知道你吃的食物能以不同方式帮助你成长吗？2、Which groups of food do you like best? Which do you eat most often? Do you eat the three kinds of food each day? What will happen if you don’t eat a balanced diet? 你最喜欢哪一组食品？哪一组你最经常吃？你每天吃这三种食品吗？如果你不均衡饮食结局会怎么？3、What do you think should go into a good meal? 你认为一顿美餐应该放些什么东西？课文学习ReadingCOME AND EAT HERE (1)来这里吃饭(1)Wang Peng sat in his empty restaurant feeling very frustrated. It had been a very strange morning. Usually he got up early and prepared his menu of barbecued mutton kebabs, roast pork, stir-fried vegetables and fried rice. Then by lunchtime they would all be sold. By now his restaurant ought to be full of people. But not today! Why was that? What could have happened? He thought of his mutton, beef and bacon cooked in the hottest, finest oil. His cola was sugary and cold, and his ice cream was made of milk, cream and delicious fruit. "Nothing could be better," he thought. Suddenly he saw his friend Li Chang hurrying by. "Hello, Lao Li," he called. "Your usual?" But Li Chang seemed not to hear. What was the matter? Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.王鹏坐在他那空荡荡的餐馆里，感到很沮丧。

Unit 2Healthy Eating1.Topics:Problems with diet ;Balanced diet and nutrition2.Words and expressions3.Functions:1)Suggestions and adviceYou 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 doctorsWhat’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. T hat’s a good idea.No problem. Certainly /sureYes, I think so. I’m afraid not.4. Grammar: The use of ought toYou 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 1.Step 1. warming up1. 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)2. Name some healthy food and unhealthy food.healthy food unhealthy food.All vegetables: cabbages, Fatty food: French friesPeppers tomatoes potatoes cream roast pork/lambAll fruits: apples, grapes sugary food:chocolateStrawberries bananas pears sweets/honey ice-creamDairy products:Milk cheese salty food:can biscuitSeafood: shrimp cookiesTofu eggs3. 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.FOOD TO GIVE YOU ENERGY FOOD TO GROW BONESAND MUSCLE Foods that fiber fordigestion and healthFast energy food Slow energy food Body-building food Protective foodsRice sugarNoodles potatoesSpaghetti breadCorn dumplings Butter creamOils ham nutsFried bread stickFried cake/chips Dairy products:Milk cheeseMeat eggs tofuSeafood shrimp All vegetables(eg.beans, Cucumbers,mushrooms,peas, Cabbage,…)all fruit(pears Apples, peaches, oranges,…)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-reading1. 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, peachesStep 3 Fast reading and answer the following questions1. What does Wang Pengwei’s restaurant serve?2. What about Yong Hui’s restaurant?Step 4 Intensive reading and find the answers to prehending.Period 2 Language pointsStep 1.Lead-in: Listen to the tape to get a better understanding.Step nguage points1.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 e 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。

Unit 2 Healthy eatingPeriod 2知识讲练课学习目标单词:strength;balance;consult;glare;limit;benefit短语:cut down;be tired of;get away with课堂探究一、词汇精粹学习建议:根据所列例句,理解并尝试总结下列词汇的用法。

1.balance n.[C]天平;秤[U]平衡;权衡vt.平衡;权衡【教材原句】What will happen to you if you don’t eat a balanced diet?如果你不能均衡饮食的话,你会怎样呢?【观察思考】(1)It is difficult to keep one’s balance on an icy pavement.人行道上结了冰,要想不摔倒可不容易。

(2)He balanced the advantages against the disadvantages.他权衡了利弊。

(1)balance 组成的短语有(2)balance A against B2.strength n.强项;长处;力量strengthen vt.加强(派生词)【教材原句】The strength of the diet in Wang Peng’s restaurant was that it provided enough energy-giving food.王鹏餐馆的饮食的优势在于它提供含有足够能量的食物。

【观察思考】(1)The strength of the diet in Wang Peng’s restaurant was that it provided much energy.王鹏餐馆的饮食的优势是它能提供很多能量。

(2)The soldiers strengthened their defenses.士兵们加强了他们的防御工事。

【辨析】区别force,power,energy,strength3.consult vt.咨询;请教;商量【教材原句】However,as she was so afraid of being laughed at by her friends,she did not consult a doctor...然而,因为她担心被朋友们嘲笑,所以她没有咨询医生……【观察思考】(1)If symptoms persist,consult a doctor without delay. 如果症状持续,立即就医。

精美句子1、善思则能“从无字句处读书”。

读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。

读大海，读出了它气势磅礴的豪情。

读石灰，读出了它粉身碎骨不变色的清白。

2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。

幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。

幸福是“零落成泥碾作尘，只有香如故”的圣洁。

幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。

幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。

幸福是“人生自古谁无死，留取丹心照汗青”的气节。

3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。

4、成功与失败种子，如果害怕埋没，那它永远不能发芽。

鲜花，如果害怕凋谢，那它永远不能开放。

矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。

蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。

航船，如果害怕风浪，那它永远不能到达彼岸。

5、墙角的花，当你孤芳自赏时，天地便小了。

井底的蛙，当你自我欢唱时，视野便窄了。

笼中的鸟，当你安于供养时，自由便没了。

山中的石！当你背靠群峰时，意志就坚了。

水中的萍！当你随波逐流后，根基就没了。

空中的鸟！当你展翅蓝天中，宇宙就大了。

空中的雁！当你离开队伍时，危险就大了。

地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。

朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。

教学准备1. 教学目标教学目标知识与技能 1.Students will be able to get familiar with the following words and expressions: You must …./You’d better …./I would strongly advise you to …/My adv ice is …./I think you ought to …./You might …./It might be a good idea to …./Perhaps you should ….过程与方法 1. Stude nts will be able to learn to predict the content of the story2. Students will be able to understand the text and say something about keeping a balanced diet情感态度价值观 Students should be taught to keep a balanced diet and keep healthy.Students will be able to learn to cooperate with their team members in group discussion.2. 教学重点/难点教学重点 Students will be able to how to keep a ba lanced diet through reading.教学难点 Students will be able to use some expressions to give som e a dvice about how to keep healthy?3. 教学用具4. 标签教学过程Teaching proceduresStep1 Pre-readingLearn these proverbs.You are what you eat. 人如其食。

人教新课标英语必修3全册教案(Unit2 Healthy eating) Unit2 Health eatingTeahing Ais f this unit1 Tal abut health eating2 aing suggestins r giving advie n diet3 Distinguish the eanings f dal verbs4 ae a balaned enuVabular:6fiber,digestin,bean,sli,urisit,lie,debt,glare,liit,benefit,ite,prtetive get rid f, thr aa, get aa ith, tell lies, earn ne’s living in debt ,set ut run ne’s business ,arr n7 Speaing: Pratie taling abut ur ideas; pratie giving suggestins and advie, pratieseeing the dtrTeahing iprtane: The use f ught t1 Stateentsu ught t fresh vegetables and eat ithut t uh fat if u ant t sta sliu ught nt t eat the sae ind f fd at ever eal2 DiffiultDistinguish and suarize the usage f ught t and shuldTeahing ethds: siing, sanning, disussingTeahing aids: a tape rerder, a pretr and a puterThe first perid aring up and readingStep Ⅰaring upRevie the rds f fds b shing their pitures First, as students t list the fds the lie best Then ti ff 3 f the the eat st ften Send, sh the three grups f fds and see hih grup their fds belng t Third, as the students t tell us in hat as their fds help the grStep ⅡPre-readingGet the students t disuss the questins ith their partners in this part Then as the t reprt their r This part ill help the students understand the textT: Please l at the slide sh and disuss the questins ith ur partners Then I’ll as u t reprt ur r Are u lear?hih fd ntains re… Exaples f fds AnserSugar hlate r grapesaes r bananas hlateFat rea r riehlate r hien reahlateFiber Peas r nutsPr r abbage Nutsabbageprtein Ptat risps r haEggs r rea HaStep ⅢReadingGet the students t prehend the passage quil and auratel and eanhile help the students t fr a gd habit f reading Give the students a uple f inutes t l thrugh the hle passage Tell the students t read the text silentl and then as fr the ain idea f the text n the slide sh ith their partners Enurage the students t express their ideas1 Fast readingIn this part as the students t read the text quil fr the first tie and find ut the ain idea f the text Then as the t read the text again arefull t btain se detailsBefre reading sh the tass and let the students read the tass first This text ill help the have a gd understanding f the texta The t restaurants supplied the health dietb The reasn h ng Hui’s restaurant as s ppular ith ustersang Pengei fund ut h he had lst his usters and deided t in the ba2 areful readingT: N it is tie fr us t read the text arefull and deide hih sentenes are true Then rret the false nes First read the sentenesa Usuall ang Pengei’s restaurant as full f peple (T )b ng Hui served a balaned diet ( F)ng Hui uld ae peple thin in t ees b giving the a gd diet (F)d ang Pengei’s usters ften beae fat after eating in his reataurant (T)e ng Hui’s enu gives the energ fds (F )f ang Pengei’s enu gives te fds ntaining fiber (F )g ang Pengei adired ng Hui’s restaurant hen he sa the enu (F )h ang Pengei deided t p ng Hui’s enu (F )Step ⅣprehendingB n, the students have had a further understanding f the text Let the students read the text again and find ut the differenes beteen the t restaurantT: N please read the text again and fill in the hart tgether ith ur partnerdisadvantages advantagesang Pengei’s restaurant Nt giving enugh fds ntaining fiber Prvide plent f energ fdsng Hui’s restaurant Nt giving enugh energ fds Prviding plent f fiber fdsT: Until n e have nn hat’s rng ith bth restaurant hat des it atter if u nl eat at ne f the restaurant?T: u all have a pint here But hat ill the d? e ill see it next perid Faing the serius petitn ang asn’t lst in sadness and he didn’t quarrel ith his petitr either He ent t the librar t learn re abut health eating and ade his enu better than ng Hui’s enu D u thin e shuld fll his exaple?Ss: esT: N let’s deal ith se language pints Turn t page 10, let’s l at the sentenes: a ang Pengei sat in his ept restaurant feeling ver frustratedThis sentene eans that the send atin “ feeling ver frustrated” happened tgether ith the ain atin “sat” Pa attentin t the fr (v-ing) f the send atinb Nthing uld have been betterThis sentene tells us that everthing has red ut the a u uld lie It’s a sentene that e an use in an situatinHe uldn’t have ng Hui getting aa ith telling peple lies!This sentene eans that he ill punish ng Hui fr her telling liesStep ⅤHer1 Tr t retell the text2 Prepare fr the language learning and d Using rds and Expressins n B (Page 49-0)The send perid Language studStep ⅠRevisin1 he the students’her2 As se f the students t retell the textStep Ⅱrd studThis part is a nslidatin f the rds in the text As the students t d the exerise individuallT: N please pen ur bs and turn t page 11 Fill in the hart using the rret frs f the rds hih have the sae rt Next ativit is t ath the definitins ith the rds e have learnt fr the text I neessar, u an disuss ith ur partnersStep ⅢGraarThe students ill learn the usage f dal verbs First tr t ae the students lear the funtins f dal verbs, ith the help f the pratie 1n page 12 Then give the se exaplesT: Please pi ut all the sentenes ntaining dal verbs in the texta B lunhtie the uld have all be sld---It indiates pssibilitb His restaurant ught t be full f peple---It indiates pssibilithat uld have happened?--- It indiates pssibilitd Nthing uld have been better--- It indiates pssibilite Sething terrible ust have happened if ahang as nt ing t eat ith hi as he alas did---It indiates guessingf He uld nt believe his ees ---It indiates intensing He nder if he shuld g t the librar t find ut ---It indiates duth He uldn’t have ng Hui getting aa ith telling peple lies!---It indiates intensin…Step ⅣHer1 Revie the rules f rd fratin and the eanings f dal verbs2 Prepare the Using Struture n page 0 b aing a dialgue in pairsThe third perid ListeningStep ⅠRevisin1 he the using struture n page 02 As the students t ae a shrt dialgue in pairsStep ⅡListening( using language)The students ill hear hat ang Pengei did after leaving ngHui’s restaurant As the students t finish the hart and anser the questins T: e have studied the text and n neither f the restaurant supplied a balaned diet Let’s listen t the tape and see h the str ent n G thrugh the text quil n page 14( Pla the tape Students rite dn the ansers and he the ansers ith their partners)T: N listen t it again and tr t ae sure ur ansers are rightEnerg-giving Bd-building PrtetiveRie eat FruitNdles Fish vegetablesNuts TfubutterStep ⅢListening (B P48)The students ill heat a nversatin beteen Hng ei and the dtr The are ased t d exerise arding t the tapeT: Dtr n that there are illnesses u a get if u d nt eat prperl In the flling part, e are ging t listen t a dialgue Hng ei is ging t see the dtr Let’s see h the dtr gives her se advie Listen arefull and d the exerisesRed fds: stp (nl a little) range fds: be areful( se ever da) Green fds: g( re ever da)Butter, rea, nuts, aes, fds fried in fat Bread, ndles, rie, neat, heese, egg, tfu All vegetables( ptat, abbage, arrts)Step ⅣHer1 Pre-vie the reading(2) and reading tas n Page2 See h the str ended2 Find se infratin abut health eating n the InternetThe furth perid Extensive readingStep ⅠRevisin1 he the her2 Share the infratin the students have gt fr the InternetStep ⅡPre-readingAs the students t read se prverbs and translate the int hineseT: Tda e are ging t see the end f the str First, please l at the blabard and tr t translate the prverbs int hinesea u are hat u eatb An apple a da eeps the dtr aaFirst ealth is healthThe students disuss ith their partnersa 人如其食b 一天一个苹果,医生不找我健康是人生的第一财富Step ⅢReadingThe purpse f this reading is t plete the str f ang Pengei and ng Hui and sh the students that it is never t late t hange bad eating habits and begin afresh After the fast reading, let the students d the exerises n page 1 Then let the ath the rds ith their definitinsT: Eating health[1][2]下一页。