Unit 2 Healthy eating 教案2-公开课-优质课(人教必修3精品)

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.我得了感冒，尝不出味来。

2024小学英语二年级人教版下册《HealthyEating》教案教学目标：1. 学习食物的名称，并能用英语正确表达出来。

2. 了解健康饮食的重要性，并能简单描述健康饮食的好处。

3. 能够使用Are you...?和Yes, I am./No, I'm not.来询问和回答自己喜欢的食物。

教学准备：1.漂亮的图片或卡片，上面印有不同的食物。

2.相关的教学素材，如视频、互动游戏等。

3.多媒体设备，能够播放图片、视频和音频。

教学步骤：Step 1: Introduction (引入) - 10分钟1. 教师向学生展示一个盘子，并在盘子里放上一些图示食物的卡片。

2. 教师问学生是否知道这些食物，学生可以用汉语回答。

然后，教师告诉学生今天的主题是关于健康饮食。

3. 教师播放一个有关健康饮食的视频，并与学生一起观看和讨论。

Step 2: Vocabulary (词汇) - 20分钟1. 教师向学生展示食物的图片或卡片，然后逐个教学生这些食物的英文名称。

2. 教师可以通过图片让学生感受不同食物的味道、形状和颜色，并引导学生用简单的英语表达这些感受。

例如，"This is a red apple. It tastes sweet."（这是一个红苹果。

它尝起来很甜。

）3. 学生个人或小组练习：- 学生可以用已学的食物词汇来描述自己喜欢的食物，并与同学分享。

- 学生也可以根据图片选择自己喜欢的食物，并用英语回答教师的问题。

例如，"Are you like ...? Yes, I am./No, I'm not."（你喜欢...吗？是的，我喜欢。

/不，我不喜欢。

）Step 3: Healthy Eating (健康饮食) - 30分钟1. 教师向学生介绍关于健康饮食的基本概念，并为学生提供一些简单的例子和解释。

2. 教师与学生一起讨论健康饮食的好处，例如保持健康、拥有更多的能量和更好的注意力等。

Unit 2 Healthy eating 教学设计教学程序：1.Warming-up：激发学习兴趣，明确学习任务weight (kg)= 0 ?[height (m)]²(1)Underweight ≤18.5(2)Normal weight = 18.5 —24.9(3)Overweight = 25 — 29.9(4)Obesity = BMI of 30 or greater通过计算身体质量指数，指出体重与日常饮食有关，从而引出“Why do we have to eat every day?” ，即食物的功能，“ keep healthy, satisfy hunger, prevent diseases, maintain life, supply energy” 。

通过食物的功能，继而引出食物的分类，energy-giving food ：food that provides energy，比如，body-building food：food that helps grow bones and musclesprotective food:food that helps the body fight diseases2.Task-cycle：课文主体内容的教学与操练，知识的掌握与能力的过渡指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。

2.1Fast reading to get general ideasWhoWhenWhereWhat happened(main idea)Wang Peng and Yong Hui serve in their restaurants. The foods in Wang Peng’swhile the foods in Yong Hui’s.【设计思路】：本环节针对课文的主旨，设计who,when, where,what 问题，理解故事发展的情节。

Unit 2 Healthy eating 教案2(COME AND EAT HERE<PART 2>)IntroductionYou are advised to lead in by talking about healthy food. Then help students do exercises on the textbook.Objectives■To learn more about a balanced diet and healthy eating■To let students know how to give suggestions and advice■To have students know how to write an advertisementProceduresI. Warming up1. Ask students in groups to discuss the following questions:1)What food must you eat to have a balanced diet?2) How much should you eat each day?2. Have some students report their ideas and share with the whole class.II. Speaking1. Let students to review the expressions of giving suggestions and advice. Show them on the screen and have students read them aloud. Make sure they understand them. What should we do?Shall we. . .?How about. . .?You must/mustn't. . .I think you ought to. . .Perhaps you should. . .You'd better. . .You need/needn't. . .You have to/don't have to. . .My advice is/would be. . .You might. . .I suggest that you. . .I would strongly advise you to. . .It might be a good idea to. . .2. Suppose the situation: Imagine you are planning to open a restaurant which will provide the bes t local dishes in your area and a balanced diet. In groups discuss how to run the business.3. Give them enough time for their discussion and giving each other suggestions and advice.4. Ask as many students as possible to present their dialogues to the class.III. WritingAsk students to write a short passage to advertise their restaurant and its service.1. Give them the following hints to help. Show the following on the screen. Your writing should:1) explain what kind of food will be offered in your restaurant2) describe their ingredients, flavor, smell and appearance3) explain how they will provide a balanced diet4) explain why your restaurant will provide the best food in the area5) explain how customers will be served2. Ask students to do their writing.3. Let some of them read their writing to the class. Others should give comments.IV. Speaking task1. Ask students to read the following expressions aloud make sure they understand them.I'm not sure that!You could be right, but. . . (I'm afraid)I don't agree.I agree up to a point, but. . .That's an interesting idea, but. . . Do you really think. . .?Rubbish! /Nonsense!You can't be serious!Actually, /As a matter of fact, I think. . .That's not how I see it.2. Let them turn to Page 53 and read the directions. Make sure they know what to do.3. Ask some groups to present their discussion to the class.Sample dialogue:A: Let's vote for McDonald's. They are good for children and always provide a place for them to play in their restaurant. That's a good idea. They are good value too and children love the chips the re.B: No, I don't agree. Look how fat some of the children in this town are! Do we want all the childr en in this town to be fat when this never used to be a problem! Please keep fatty food away from o ur children. Let's vote against this McDonald's.A: I don't think we should. What about the jobs they will bring and the people who will come from other towns to eat at our McDonald's. Certainly they will be good for business.B: I don't think so. People can just as easily go to other towns. It's true they come to buy food at M cDonald's but they don't always buy other things in the town. They are usually people who are trav eling through our town to another place.A: All right. But people need jobs in this town. We have a lot of people who are hunting for jobs. B: Certainly we do. But I know we can build another business that can produce many jobs. So let's vote! Put up your hand if you think we should build a McDonald's in our town! Thank you. Now put up your hand if you don't want a McDonald's here. Thank you. Well I think that decides the ma tter, don't you?A: Yes, I think so.V. Writing task1. Ask students to turn to Page 53 to read the directions and make sure they know what to do.2. Students write an article describing what they think should be built on the land instead of a McDonald's restaurant, introduce it fully in words and draw a plan. Remind them to be sure of the order of their article:1) describe the new design2) draw a plan3) explain the advantages of their idea3. Ask some students to read their articles to the class. The teacher and others should give commen ts.Sample writing:An idea for a new libraryMy idea is to build a new library for our community. It will need one large room for the books and one for the employees to rest, have tea and eat their lunch in. It could be a place where people sit and relax and read some of the books if they want to.This is how I think the library should be designed to let people see the largest number of books. There should be shelves all round the room for people to keep books and some free-standing shelves in the middle of the room to hold even more. These shelves should be divided into sections so that each book shelf holds a certain kind of book. For example, all history books should be organized by date so that people can easily find books they want.My idea will help improve the education of students in our community. It will also give the adults an interest and keep their minds active.I hope you will support my idea.VI. Homework1. Finish off the Workbook exercises.2. Review the contents of the unit and complete Summing Up on Page 16.。

Unit 2 Healthy eatingReading-Come and eat hereⅠ. The analysis of the textbookThis is the first period of Unit 2.It is about healthy eating and it teaches us to have a balanced diets and some healthy food.Ⅱ.The analysis of the students1.They are ss of Grade 1.They have very good reading, writing, speaking ability.2.They are not familiar with the new learning environment and classmates so theteacher should make them corporate with others often.Ⅲ.Objectives1.Knowledge: some important words about food and sentences.2.Skills: reading and talking skills on a certain topic.3.Emotion:learn to improve the awareness of having a healthy eating.Ⅳ.Teaching focus and difficulties1.focus: some important food and how to design a good diet.2.difficulties: how to choose between good and healthy food and how to make goodhabits in life.Ⅴ.Teaching meansTBLE method, Situation learningⅥ. Teaching materialsPPT, textbook, blackboard etc.Ⅶ.Teaching process⒈Warm-up(3 min)Design:Step1: The teacher leads in the topic by talking about her breakfast.Step2: Teacher introduce some kinds of food ;The teacher askss to think of some kinds of food they like and ss tellthe class.Purpose: Talking daily things can close the ss and also lead to the topic easily.⒉Pre-reading(3 min)Design:The teacher asks two questions and then askss to pLook at title and pictures and predict what is the passage about.Purpose: excise the ss’spredicting ability.⒊While-reading(25 min)Design:1)Role-playThe ss are divided into two groups representing respectively Wang Peng and Yong Hui.The teacher is a customer and going to eat in a restaurant and he has tochoose between the two restaurants.The two restaurants show their menus to him andwants him to come.Step 1: Ask ss to find out their menu and states the reasons.Step 2: Ss present their menus and invite the customer to come.Step 3: The customerchooses one and states the reason2)skimmingAsk ss to skim and find the general idea of each para.Purpose:ss can learn much in a real situation.⒋Post-reading(10 min)Design: skss to compare the two restaurants and have a debate among them.Purpose: know more about them and do preparation for your design of your menu.⒌Homework(2 min)Design a healthy diet for family members and show it to the class next.。

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 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 eatingThe Third PeriodContents: Reading (We are what we eat)Teaching Aims:1.Improve Ss’ reading skills and abilities.2. Learn how to read about the Argumentative Writing (types of the article).3.Talk about problems and solutions.Teaching procedures:Step 1. Warming up and Pre-readingToday we’ll learn the topic on “what we eat〞. Before we start the reading, I’d like you to answer some questions.1. Which of the following gives you the most energy: a banana, a soft drink or a bar of chocolate?2. How many meals do you have every day? Which meal do you think is the most important? Why?3. How much water do you drink every day?4. What kind of snacks do you take?Teach the new word: snack (an amount of food smaller than a meal; something eaten informally between meals like candies, fruit and so on.)Step 2. While-ReadingI. The first-time readingI.Get Ss to do skimming of the passage to get a general idea of the story. After a while, check their understanding by asking some simple questions: (Try to find the answers in the text and underline where they are, that is , in which paragraph .)1) Are traditional diets suitable for the 21st-century person?2) When we choose what to buy and eat, what should we think?3) Do vegans eat cream or eggs?vegans == strict vegetarian who neither eats nor uses any animal products, eg: eggs; silk; leather 纯素食主义者(既不吃也不用任何动物产品,如蛋/丝绸/皮革等)II. Do the following True-or-False exercises.1. Our body doesn't need to refuel if we choose nutritious food for our main meals. F2. Good snacks should e from different food groups and should not have too much fat or sugar. T3. Fruits and vegetables don’t give us any vitamins. F4. Most fruits need cooking. F5. Fruits and vegetables are the only healthy snacks. FIII. Get Ss to read the passage again and answer the following questions:1. What do traditional diets often have? CA. too much waterB. too much proteinC. too much fat and too many caloriesD. nutrients we need2. What can help our body fight disease and give us energy? AA. vitamins, fibre and minerals.B. pork and fishC. waterD. calcium3. What contains a lot of protein? DA. vegetablesB. fruitsC. vitaminsD. fish, meat and beans4. Why do some people bee vegetarians? AA. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..B. Because they think meat is not "eco-foods".C. Because they think meat will make them Fat.D. Because riley think meat will make them thin.5. From the passage we can conclude that it is probably better, if____. DA. we eat less meatB. we have more fruitC. we have "eco-foods"D. we buy good food and keep a balanced diet.II. The second-time readingI. What’s the main idea of each paragraph?Para1: Difficult to choose what to eat/ our eating habits are changing Para2: Different food has different functions / why the eating habits are changingPara3: Choosing according to what we believePara4: Keeping a balanced dietPara5: Developing healthy eating habits/suggestionsHow many parts can be divided into? --- (Three parts.)What’s the main idea of each part?Part1:our eating habits are changing. (提出问题)Part2:why the eating habits are changing 〔分析问题〕Part3:the best way to develop healthy eating habits.〔解决问题〕II. What types of the article ?--- It’s about Argumentative Writing议论文是阐明作者对人或事的好坏的立场观点。

Unit 2 Healthy eatingPart 1: Teaching Design（第一部分：教学设计）Period 1: A sample lesson plan for reading(COME AND EAT HERE <1>)AimsTo develop the students’ reading abili tyTo learn something about healthy eatingProceduresI. Warming upWarming up by learning vocabularyHello, everyone. We shall read about healthy eating today. Everybody has to eat, but do you eat a healthy diet? Turn to page 97 and familiarize yourself with the words and expressions used in this unit. Try to make up a story based on the vocabulary, either in English or in Chinese.Warming up by sharing opinionsIf you eat out a lot, find ways to follow your meal plan as much as possible. Pick a restaurant with a variety of choices to increase your chances of finding the foods you want.When you eat out, order only what you need and want, know how to make changes1. Questioning and answeringRice is main food in South China. What do you think would happen if tomorrowElegant set-up, complete with table linens and fresh-cut flowersIII. Reading1. Reading aloud to the recordingComprehension—understanding what you are reading—is important. To read in thought groups(意群) is an easy, yet effective, way of improving reading comprehension. Now turn to page 9 and read aloud to the recording of the text COME AND EAT HERE. Pay attention to the thought groups in the sentences while listening and reading aloud.2.Reading and underliningRead the text again and try to underline all the collocations in the passage. You areIn groups of four, analyze the structure of the difficult sentences. If you have any problems which are too difficult for you to solve do not hesitate to put them to me.4. Reading and transferringClosing down by doing exercisesIn the last five minutes let’s do the comprehension exercises on page 11. Check your answers against your neighbor’s when you have finished.Closing down by having a dictationTo end the period you will take a dictation. It is about how to order in a restaurant.。

Unit-2-Healthy-eating教案Unit 2 Healthy eating教案Ｉ．单元教学目标技能目标Skill GoalsTalk about healthy dietMake suggestions or giving advice on dietDistinguish the meanings of Modal verbsMake a balanced menuII．目标语言功能句式Practice talking about your ideasYes, 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 / disagree with you.Of course not.I’m afraid not.All right.That’s a good idea.Certainly. / Sure.No problem.Practice giving advice and suggestionsYou must / must not...1. 四会词汇diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach,词汇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, combine2. 认读词汇protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, cooperation3. 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 to1. StatementsYou 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. DifficultyDistinguish and summarize the usage of ought to and should.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。

Unit 2 Healthy eatingPart 1 Teaching Design第一部分教学设计Period 2 A sample lesson plan for Learning about Language(Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t)IntroductionIn this period students will be first helped by the teacher to warm up by having a dictation. Then they go on to discover useful words a nd expressions and learn about grammar. Some ready used materials for Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t will be offered.ObjectivesTo learn about Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’tTo discover and learn to use some useful words and expressionsTo discover and learn to use some useful structuresProcedures1. Warming up by reading aloud the text COME AND EAT HERE (1)We promote reading aloud to students and by students in order to encourage a love of English books and a d esire to become a fluent English speaker. So Read aloud the text bef ore we learn about the grammar.2. Discovering useful words and expressionsIn pairs do the exercises on page 12. You must finish them in 5 minutes.3. Reading and identifyingRead the text COME AND EAT HERE (1), discovering all the sentences which contain any of the modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t.4. Consolidating by doing exercisesTo consolidate your understanding you will be given 10minutes to go over exercises on page 13. You may just write in your text book. I mean the student’s book you are working by.5. Reading the ready u sed materials for Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t（用原版）1. What are Modal Verbs?Modal auxiliary verbs help other verbs express a meaning or an idea but have no meaning by themselves. In English, modal auxiliary verbs are defective; for example, they do not have participle forms (no -ing or -ed endings).They are used in a variety of grammatical moods such as the conditional mood, which expresses uncertainty ("I would be delighted if you came to my party").Modal auxiliary verbs are special verbs which behave very differently from normal verbs. Next are some important differences.2. Modal verbs do not take "-s" in the third person.EXAMPLES:He can speak Chinese.She should be here by 9:00.3. You use "not" to make modal verbs negative, even in Simple Present and Simple Past.For reference: （用原排版）have (got) to necessity, impersonal, not for personal feelings, but f or a rule or situation. If you are unsure whether to use must or have to, it is usually safer to use have to.e.g. I have to get up early tomorrow to catch the train to the office.must not prohibition (negative order)e.g. You must not leave the table until you have finished your dinner.need as a normal verbe.g. Do you need me to help you? in questions (less usual)e.g. Need you make so much mess?needn’t not necessary to do something (unusual) e.g. You needn’t come to the party if you don’t want to.don’t need to not necessary to do something (more used than needn’t)e.g. You don’t need to come t o the party ifyou don’t want to.6. Closing down by doing a quizModals and Related Expressions1. Ted's flight from Amsterdam took more than 11 hours. He_____ be exhausted after such a l ong flight.A. mustB. canC. had better2. The book is optional. My professor said we could read it if we needed extra credit. But we _____ read it if we don't want to.A. can notB. must notC. don't have to3. Susan_____ hear the speaker because the crowd was cheering so loudly.A. couldn'tB. can'tC. might not4. The television isn't working. It ______ damaged during the move.A. must have beenB. mustC. must be5. A_____ hold your breath for more than a minute?B: No, I can't.A. Are you able toB. Might youC. Can you6. You _____ be rich to be a success. Some of the most successful peopleI know haven't got a penny to their name.A. can'tB. don't have toC. shouldn't7. I've redone this math problem at least twenty times, but my answer is wrong according to the answer key. The answer in the book _____ be wrong!A. have toB. mustC. should8. You _____ do the job if you didn't speak Japanese fluently.A. can'tB. won't be able toC. couldn't9. You _____ worry so much. It doesn't do you any good. Either you getthe job, or you don't. If you don't, just apply for another one. Eventually, you will find work.A. shouldn'tB. don't have toC. can't10. You _____ be kidding! That can't be true.A. shouldB. have toC. ought to11. You _____ leave the table once you have finished your meal and politely excused yourself.A. wouldB. mightC. may12. _____ we move into the living room? It's more comfortable in there and there's a beautiful view of the lake.A. ShallB. MustC. Will13. If I had gone white water rafting with my friends, I _____ down the Colorado River right now.A. would have floatB. would be floatingC. would float14. At first, my boss didn't want to hire Sam. But, because I had previously worked with Sam, I told my boss that he _____ take another look at his resume and reconsider him for the position.A. mustB. ought toC. has to15. You _____ take along some cash. The restaurant may not accept credit cards.A. had betterB. has toC. can16. The machine _____ on by flipping this switch.A. may turnB. could be turningC. can be turned17. I can't stand these people - I _____ get out of here. I'm going to take off for a while you get rid of them.A. mightB. have got toC. had better18. You _____ forget to pay the rent tomorrow. The landlord is very strictabout paying on time.A. mustn'tB. don't have toC. couldn't19. Terry and Frank said they would come over right after work, so they _____ be here by 6:00.A. have toB. canC. should20. The lamp _____ be broken. Maybe the light bulb just burned out.A. might notB. must notC. could notKeys: 1-5 BCAAC 6-10 BBCBA 11-15 CABBA 16-20 VBACA。