2020届一轮复习人教版必修三Unit2Healthyeating单元教案（48页word版）

2020届一轮复习人教版必修三Unit2Healthyeating单元教案（48页word版）

‎2020届一轮复习人教版必修三Unit2Healthy eating单元教案 单元要览 类别 课程标准要求掌握的项目 话题 Problems with diet; balanced diet and nutrition 词汇 diet n. 日常饮食　vi. 节食 raw adj. 生的; 未加工的 ‎ ‎ nut n. 坚果; 果仁 vinegar n. 醋 ‎ bean n. 豆; 豆科植物 lie n. 谎话; 谎言 vi. 说谎 ‎ pea n. 豌豆 customer n. 顾客; 消费者 ‎ cucumber n. 黄瓜 discount n. 折扣 ‎ eggplant n. 茄子 weakness n. 缺点; 虚弱; 弱点 ‎ pepper n. 辣椒; 辣椒粉 strength n. 强项; 长处; 力量 ‎ mushroom n. 蘑菇 consult vt. 咨询; 请教; 商量 ‎ peach n. 桃子 fibre n. 纤维; 纤维制品 ‎ lemon n. 柠檬 digest vt. & vi消化　n. 摘要; 概要 ‎ balance vt. 平衡; 权衡 n. 天平; 平衡 carrot n. 胡萝卜 ‎ barbecue n. 烧烤; 烤肉 debt n. 债; 债务 ‎ mutton n. 羊肉 bacon n. 熏咸肉; 腊肉 ‎ roast adj. 烤制的 vt. 烤; 烘; 烘烤 poisonous adj. 有毒的 ‎ fry vt. & vi. 油煎; 油炸 limit vt. 限制; 限定 n. 界限; 限度 ‎ ought v. aux. 应当; 应该 limited adj. 有限的 ‎ glare vi. 怒目而视; 闪耀n. 怒视; 炫目的光 benefit n. 利益; 好处 vt. & vi有益于; 有助于; 受益 ‎ slim vi. 变瘦 adj. 苗条的; 纤细的 breast n. 胸部; 乳房 ‎ curiosity n. 好奇心 garlic n. 大蒜 ‎ hostess n. 女主人; 女主持人 sigh vi. 　叹息n. 叹息; 叹息声 ‎ spy vt. & vi窥视; 秘密监视 n. 间谍; 侦探 combine vt. & vi. （使）联合; （使）结合 短语 balanced diet平衡膳食 in debt欠债 ‎ ought to应该; 应当 spy on暗中监视; 侦查 ‎ lose weight体重减轻; 减肥 cut down削减; 删节 ‎ get away with 被放过; （做坏事）不受惩罚 before long不久以后 ‎ tell a lie说谎 put on weight增加体重 ‎ win. . . back赢回; 重新获得 be amazed at对……感到吃惊 ‎ earn one’s living谋生 compete with与……竞争 重要句型 1. Wang Peng sat in his empty restaurant feeling very frustrated. (present participle used as adverbial)‎ ‎ 2. By now his restaurant ought to be full of people. (ought to)‎ ‎ 3. Nothing could have been better. (could have done)‎ ‎ 4. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did. (must have done)‎ ‎ 5. He could not have Yong Hui getting away with telling people lies! (can’t/couldn’t have sb. doing)‎ 功能 1. Suggestions and advice 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. Seeing the doctor What’s the matter? 　What’s wrong with you?‎ What seems to be the trouble? 　How long have you been like this?‎ It’s nothing serious, only. . . . 　I suppose you had better. . . .‎ I think you ought to. . . .‎ ‎3. Agreement and disagreement 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.‎ 语法 Modal verbs: ought to/ought not to have to/don’t have to/mustn’t/needn’t 教学重点 1. Get students to know about problems with a diet, a balanced diet and nutrition.‎ ‎2. Have students learn useful new word s and expressions in this unit.‎ ‎3. Enable students to grasp and use the expressions of giving suggestions and advice.‎ ‎4. Let students learn the new grammar item: the use of ought to.‎ ‎5. Develop students’ listening, speaking, reading and writing abilities.‎ ‎6. Have students learn how to deal with and solve problems correctly.‎ 教学难点 1. Enable students to master the use of ought to.‎ ‎2. Have students learn how to give suggestions and advice.‎ ‎3. Let students learn to write a short passage to make an advertisement.‎ ‎4. Develop students’ integrat ive skills.‎ 课时安排 Periods needed: 7‎ Period 1 Warming up and reading Period 2 Learning about language: Important language points Period 3 Learning about language: Grammar Period 4 Using language: Listening and speaking Period 5 Using language: Extensive reading Period 6 Using language: Speaking and writing Period 7 Revision: Summing up and learning tip Period 1　Warming up and reading 整体设计 教材分 析 This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by showing students some pictures about foods and talking about them.‎ Warming Up is to tell students how different kinds of food are grouped. This is ‎ important as it enables us to talk about the value of particular fo ods to our health. We want students to appreciate what a balanced diet is. Too much fatty food will mean they store extra energy in their bodies. Too much body-building food may cause problems for digestion and lead to illness unless enough fibre foods are eaten to aid digestion. The teacher can have a free talk with students, let them work in pairs to read through the chart and discuss the questions.‎ Pre-reading contains two more ge neral questions about food for discussion. Students can be encouraged to discuss these questions in pairs. Then they are asked to look at the title of the reading passage and the pictures to predict what the passage is about. This part is very useful for the next part Reading.‎ The reading passage Come and Eat Here(1)introduces students to two unbalanced diets through the restaurants of Wang Peng and Yong Hui. Food at Wang Peng’s restaurant contains too much fat while Yong Hui’s restaurant offers little energy-giving food. The person who often eats at Wang Peng’s restaurant will become too fat. That can lead to illnesses such as a heart attack or high blood pressure. The person who often eats at Yong Hui’s restaurant will become too thin and suffer illnesses such as anorexia or malnutrition. It is important for students to know about the two extremes and avoid them. The teacher can encourage students to skim for the general idea and scan for further understanding. Because this passage introduces a lot of new words, which are only used for food, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the exercises in Comprehending to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class.‎ To consolidate the contents of the reading passage, students should be required to read the passage again and then retell it. In order to arouse their interest, the teacher can hold a competition. The teacher also needs to make a summary on the passage including the general idea, writing characteristics, and so on to let students understand the passage further at the end of the class.‎ 教学重点 ‎1. Let students learn more about problems with a diet, a balanced diet and nutrition.‎ ‎2. Get students to learn different reading skills.‎ 教学难点 ‎1. Develop students’ reading ability.‎ ‎2. Enable students to talk about different kinds of food and balanced diet.‎ 三维目标 知识目标 ‎1. Get students to learn the useful new words and expressions in this part: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, balanced diet, ought to, lose weight, get away with, tell a lie, win. . . back.‎ ‎2. Let students learn the knowledge of balanced diet and nutrition.‎ 能力目标 ‎1. Develop students’ reading ability and let them learn different reading skills.‎ ‎2. Enable students to talk about different kinds of food, problems with diet and balanced diet.‎ 情感目标 ‎1. Stimulate students’ sense to form a healthy eating habit.‎ ‎2. Develop students’ sense of cooperative learning.‎ 教学过程 设计方案(一)‎ ‎→Step 1 Leading-in Have a free talk with students. Ask them the following questions:‎ ‎1. Everybody has to eat, but do you eat a healthy diet?‎ ‎2. What do you usually have for breakfast/lunch/supper?‎ ‎3. What kind of food do you like best?‎ ‎4. Why are you so strong/weak/fat/thin? Does it have anything to do with your diet?‎ ‎5. Do you think you are eating a balanced diet?‎ ‎→Step 2 Warming up ‎1. Let students turn to Page 9. Ask them to look at the pictures, name the foods in them and then fill in the form.‎ Healthy food Unhealthy food ‎ ‎ ‎2. Show the following on the screen. Let students read the question and the information about food in the form below.‎ Do you know that the food you eat helps you grow in different ways?‎ Food that provides energy(e. g. energy-giving food) Food that helps grow bones and muscles(e. g. body-building food) Food that helps the body fight diseases(e. g. protective food)‎ rice　noodles　spaghetti　bread　potatoes　chocolate butter　cream　oils　nuts meat　eggs　cheese　milktofu Most vegetables(e. g. beans, peas, cucumbers, eggplants, peppers, mushrooms, cabbages)and fruit(e. g. apples, peaches, oranges, lemons)‎ ‎3. Ask students to work in pairs to discuss the followin g questions and then one of them tells their ideas to the class.‎ Questions:‎ ‎1)Which groups of food do you like best?‎ ‎2)Which do you eat most often?‎ ‎3)Do you eat the three kinds of food each day?‎ ‎3)What will happen to you if you don’t eat a balanced diet?‎ ‎→Step 3 Pre-reading ‎1. Let students discuss the following question:‎ What do you think should go into a good meal?‎ ‎2. Ask students to imagine they are going to invite some friends for dinner. Let them discuss the question: What special food of your place would you offer them? Then ‎ have them plan a menu.‎ ‎3. Let students turn to Page 10, look at the title of the reading passage and the pictures and predict what the passage is about. Then have them read the passage quickly to see if they are right.‎ ‎→Step 4 Reading ‎1. Fast reading Ask students to skim the reading passage and then answer the following questions:‎ ‎1)Who are mentioned in the story?‎ ‎2)Where did the story happen?‎ Three minutes later, check the answers with the whole class.‎ Suggested answers:‎ ‎1)Wang Peng, Yong Hui and Li Chang.‎ ‎2)It happened in the two restaurants: Wang Peng’s restaurant and Yong Hui’s restaurant.‎ ‎2. Intensive reading Allow students to read the passage carefully this time to understand the main idea of each paragraph and the important details, and then finish the following:‎ ‎1)Choose the best answer to each question according to the text.‎ ‎(1)What did Wang Peng think of the food in his restaurant?‎ A. Very bad.‎ B. Just so-so.‎ C. Unpopular.‎ D. Popular.‎ ‎(2)What did Wang Peng do after he saw his friend Li Chang hurrying by?‎ A. He just sat in his restaurant felling frustrated.‎ B. He did some research.‎ C. He followed Li Chang to see why he didn’t eat with him.‎ D. He began to advertise his food.‎ ‎(3)Which of the following was not mentioned on Yong Hui’s menu?‎ A. Apples.‎ B. Cola.‎ C. Water.‎ D. Cabbages.‎ ‎(4)Which of the following did Wang Peng not do to win his customers back?‎ A. He improved his food.‎ B. He advertised his food.‎ C. He did some research.‎ D. He found the shortcomings of Yong Hui’s food.‎ Suggested answers: (1)D　(2)C　(3)B　(4)A ‎2)Use the information from the reading passage to tick out the correct statements and give reasons for your answers.‎ ‎(1)Usually Wang Peng’s restaurant was full of people.‎ ‎(2)Yong Hui could make people thin in two weeks by giving them a good diet.‎ ‎(3)Wang Peng’s regular customers often become fat.‎ ‎(4)Yong Hui’s menu gave customers more energy-giving food.‎ ‎(5)Wang Peng’s menu gave customers more protective food.‎ ‎(6)Wang Peng decided to compete with Yong Hui by copying her menu.‎ ‎3)The passage can be divided into 3 parts. Give the main idea in each part.‎ Part Main idea Part 1 ‎ Part 2 ‎ Part 3 ‎ ‎3. Reading and discussion Read the passage a third time and then work in pairs to do the following:‎ ‎1)Write out your answers.‎ ‎(1)The weakness of the diet in Wang Peng’s restaurant was that it did not give ______________.‎ ‎(2)The strength of the diet in Wang Peng’s restaurant was that it provided ______________.‎ ‎(3)The weakness of the diet in Yong Hui’s restaurant was that it did not give ______________.‎ ‎(4)The strength of the diet in Yong Hui’s restaurant was that it provided ______________.‎ ‎2)Discuss these questions. Write down your main points and compare them with those of another pair.‎ ‎(1)What do you think Wang Peng will provide to win his customers back?‎ ‎(2)How do you think the story will end?‎ ‎(Let students have enough time to read the passage carefully and discuss the questions with their partners. Encourage them to expand their answers according to their own experiences. )‎ ‎4. Explanation Help students analyze some difficult, long and complex sentences and guess the meanings of some new words. Encourage them to try to deal with the language points in the context.‎ Discuss and explain in your own words the following important sentences or parts of sentences taken from the passage.‎ ‎1)Wang Peng sat in his empty restaurant feeling very frustrated.‎ ‎2)Nothing could have been better.‎ ‎3)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.‎ ‎4)He could not have Yong Hui getting away with telling people lies!‎ ‎5)Perhaps with a discount and a new sign he could win his customers back.‎ ‎5. Reading aloud and underlining Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.‎ Collocations: sit in his empty restaurant, feel very frustrated, a very strange ‎ morning, prepare his menu, by lunchtime, by now, ought to, be full of, be made of, Nothing could be better. , hurry by, follow sb. into. . . , lose weight, be fit, be amazed at, more than, a good meal, get away with, had better, do some research, too much, even though, energy-giving food, feel more hopeful, win. . . back, be on ‎→Step 5 Consolidation Ask students to talk about the problems with the diet in Wang Peng’s restaurant and Yong Hui’s restaurant in their own words according to the text. Then let them retell the whole story.‎ ‎→Step 6 Homework ‎1. Learn the useful new words and expressions in this part by heart.‎ ‎2. Read the reading pa ssage again and try to retell the story.‎ 设计方案(二)‎ ‎→Step 1 Leading in the topic ‎1. Learning some vocabulary connected with food and diet.‎ ‎2. Identifying different groups of food.‎ ‎→Step 2 Warming up by making a survey Let students interview their teachers and classmates on their diet and fill in the table.‎ Name Breakfast Lunch Supper Favorite food The reason for being strong/weak/fat/thin ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎→Step 3 Predicting by looking and discussing ‎1. Look at the pictures and title of the reading passage and discuss in pairs what the passage might be about.‎ ‎2. Two or three students will give their opinions.‎ ‎3. Let them read the passage quickly to see if they are right.‎ ‎→Step 4 Reading ‎1. Give students 2 minutes, and ask them to skim the passage for the general idea of the passage.‎ ‎2. Give students 5 minutes to read the passage carefully, and answer the following questions.‎ ‎1)What makes a balanced diet?‎ ‎2)What is wrong with the diet of both Wang Peng and Yong Hui?‎ ‎3)Why does it matter if you only eat at Wang Peng’s or Yong Hui’s restaurant?‎ ‎3. Give students 4 minutes to read the passage a third time. Encourage them to try to deal with the language points in the context. Then let them answer the following questions.‎ ‎1)What does the word “frustrated” mean in Paragraph 1?‎ ‎2)How do you understand the sentence “Nothing could have been better”?‎ ‎3)What does the phrase “get away with” mean?‎ ‎4. Listening and reading aloud Play the tape of the text for students and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them to read the text aloud to the tape.‎ ‎→Step 5 Discussion Ask students to work in pairs to discuss and compare the two restaurants. Try to find out the strength and weakness of each to fill in the chart.‎ ‎ Wang Peng’s restaurant Yong Hui’s restaurant Strength ‎ Weakness ‎ ‎→Step 6 Extension Let students think about and discuss the following questions.‎ ‎1)What do you think will happen to Wang Peng’s restaurant?‎ ‎2)In your opinion, what kind of food should we eat?‎ ‎3)Can you make a balanced diet for yourself?‎ ‎→Step 7 Closing down by retelling the story ‎1. Have students get prepared in 3 minutes or so and then ask them to retell the story.‎ ‎2. Ask as many students as possible to have a try in front of the class.‎ ‎→Step 8 Homework ‎1. Go over the text and try to learn all the useful words and expressions in this part by heart.‎ ‎2. Finish the exercises in Comprehending on Page 11.‎ 板书设计 Unit 2　Healthy eating Come and eat here(1)‎ True or false Key sentences ‎1. Usually Wang Peng’s restaurant was full of people.‎ ‎2. Yong Hui could make people thin in two weeks by giving them a good diet.‎ ‎3. Wang Peng’s regular customers often become fat.‎ ‎4. Yong Hui’s menu gave customers more energy-giving food.‎ ‎5. Wang Peng’s menu gave customers more protective food.‎ ‎6. Wang Peng decided to compete with Yong Hui by copying her menu. 1. Wang Peng sat in his empty restaurant feeling very frustrated.‎ ‎2. Nothing could have been better.‎ ‎3. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.‎ ‎4. He could not have Yong Hui getting away with telling people lies!‎ ‎5. Perhaps with a discount and a new sign he could win his customers back.‎ 活动与探究 As we know from the story, Wang Peng wants to know what’s the matter with his menu and he wonder what he should do to satisfy the demand of the customers ‎ who enjoy the taste and also want to keep fit. Suppose you are an expert who knows nutrition very well. Write a research report for Wang Peng to give him some suggestions and advice on diet and make a balanced menu for his restaurant.‎ Period 2　Learning about language: Important language points 整体设计 教材分析 This is the second teaching period of this unit. The teacher can first check students’ homework and offer chance s for students to review what they learned during the first period.‎ The emphasis of this period will be placed on the important new words, expressions and sentence patterns in the parts Warming Up, Pre-reading, Reading and Comprehending. In order to make students understand these important points thoroughly, we can first get students to understand their meanings in the context, then give some explanations about them, later offer some practices to make students master their usages. Some new words and expressions, such as diet, balance, consult, limit, benefit, combine, ought to, get away with, before long and so on are very useful and important. So are the sentence patterns “Wang Peng sat in his empty restaurant feeling very frustrated. ” and “He could not have Yong Hui getting away with telling people lies! ” We ought to pay more attention t o them.‎ At the end of the class, the teacher can make students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well.‎ 教学重点 ‎1. Enable students to grasp the usages of such important new words and expressions as diet, balance, consult, limit, benefit, combine, ought to, get away with, before long, etc.‎ ‎2. Get students to master the patterns “Wang Peng sat in his empty restaurant feeling very frustrated. ” and “He could not have Yong Hui getting away with telling people lies! ”‎ 教学难点 ‎1. Let students learn the usage of the expression “ought to”.‎ ‎2. Enable students to learn the sentence pattern “He could not have Yong Hui getting away with telling people lies! ”‎ ‎3. Get students to understand some diff icult and long sentences.‎ 三维目标 知识目标 ‎1. Get students to learn and grasp the important useful new words and expressions in this part: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, strength, balanced diet, ought to, lose weight, get away with, tell a lie, win. . . back ‎2. Let students learn the following important useful sentence patterns:‎ ‎1)Wang Peng sat in his empty restaurant feeling very frustrated. (present participle ‎ used as adverbial)‎ ‎2)By now his restaurant ought to be full of people. (ought to)‎ ‎3)Nothing could be better. (comparative degree used in negative)‎ ‎4)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did. (must have done)‎ ‎5)He could not have Yong Hui getting away with telling people lies! (can’t/couldn’t have sb. doing. . . )‎ 能力目标 ‎1. Get students to use some useful new words and expressions correctly.‎ ‎2. Enable students to make sentences after the useful sentence patterns.‎ 情感目标 ‎1. Stimulate students’ interest in learning English.‎ ‎2. Develop students’ spirit of cooperation and teamwork.‎ 教学过程 设计方案(一)‎ ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Ask some students to talk about problems with diet, balanced diet and nutrition.‎ ‎→Step 2 Reading and finding Get students to read through Warming Up, Pre-reading, Reading and Comprehending to underline all the new words and useful expressions or collocations in these parts.‎ Collocations: have to, a healthy diet, in different ways, energy-giving food, body-building food, protective food, a balanced diet, sit in his empty restaurant, feel very frustrated, a very strange morning, prepare his menu, by lunchtime, by now, ought to, be full of, be made of, Nothing could be better. , hurry by, follow sb. into. . . , lose weight, be fit, be amazed at, more than, a good meal, get away with, had better, do some research, too m uch, even though, energy-giving food, feel more hopeful, win. . . back, be on Read them aloud and copy them down in the exercise book after class.‎ ‎→Step 3 Practice for useful words and expressions ‎1. Turn to Page 12. Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.‎ ‎2. Give them several minutes to finish the exercises. They first do them individually, then discuss and check them with their partner.‎ ‎3. Check the answers with the whole class and explain the problems they meet where necessary.‎ ‎→Step 4 Studying important language points ‎1. Everybody has to eat, but do you eat a healthy diet?‎ 每个人都得吃东西, 不过你的饮食健康吗？ ‎ diet ‎1)n. sort of food that is usually eaten(by a person, community, etc. )（某人、共同生活的人等）通常吃的食物; 日常饮食limited variety or amount of food that a ‎ person is allowed to eat限定的食物种类或数量; 限定食谱 Too rich a diet is not good for you.‎ 吃太多油腻的食物对你身体不好。‎ to be/go/put sb. on a diet 节食; 限定某人的食物 He began his diet a week ago.‎ 他在一星期前开始节食。‎ People who are on a diet mustn’t have chocolate.‎ 正在节食的人不能吃巧克力。‎ ‎2)vt. & vi. (be allowed to)eat only some foods or a little food, esp. to lose weight节食 The doctor has dieted the patient strictly.‎ 医生严格规定病人的饮食。‎ No sugar in my coffee, please; I’m dieting.‎ 请不要给我的咖啡放糖, 我在节食。‎ ‎【辨析】diet & food diet指的是日常饮食或限定的食物, 尤指维持健康的定量或定质的食物, 通常为可数名词; food是一般用语, 凡能吃能喝的具有营养的东西都可称为food, 通常为不可数名词, 但涉及食物的种类时可用作可数名词。‎ Fill in the blanks with diet or food.‎ ‎(1)The doctor has ordered me a special ______________.‎ 医生给我安排了特殊的饮食。‎ ‎(2)We must have ______________ to eat and cloth es to wear.‎ 我们必须有东西吃, 有衣服穿。‎ ‎(3)The sick man must not go without ______________, but he must have a ______________ without sugar.‎ 这个病人不吃东西不行, 但不能吃含糖的东西。‎ Suggested answers: (1)diet　(2)food　(3)food; diet ‎2. What will happen to you if you don’t eat a balanced diet?‎ 要是你不平衡饮食, 会发生什么呢？‎ balance ‎1)n. instrument used for weighing天平; 秤even distribution; steadiness平衡; 平稳 The child couldn’t keep his balance on his new bicycle.‎ 孩子骑在他的新自行车上不能保持平衡。‎ He lost his balance and fell over.‎ 他失去平衡, 跌倒了。‎ The growth of the new political party upset the balance of power.‎ 新政党的壮大打破了力量的均势。‎ ‎2)vt. & vi. keep or put sth. in a state of balance保持平衡 How long can you balance on one foot?‎ 你能单脚站立多久？‎ You have to balance the advantages of living downtown against the disadvantages.‎ 你必须权衡住在市中心的利弊。‎ 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。‎ ‎3)balanced adj. keeping or showing a balance（通常作定语）保持平衡的; 显示平衡的 a balanced diet均衡饮食 a balanced state of mind内心的平衡 ‎【拓展】‎ in the balance（命运）未定, 在危急中; 不确定 Though her life was in the balance, she thought only of the safety of her fellows.‎ 尽管她生命危急, 但她一心只想着她伙伴们的安全。‎ off balance不稳 on balance总的来说 Their suggestion has, on balance, proved practicable.‎ 总的说来, 他们的建议已被证明是可行的。‎ ‎3. Wang Peng sat in his empty restaurant feeling very frustrated.‎ 王鹏坐在他那空荡荡的餐馆里, 感到很沮丧。‎ feeling very frustrated是现在分词短语, 在句子中作状语, 表示伴随情况。例如:‎ She sat on the chair reading a newspaper.‎ 她坐在椅子上, 在读报。‎ Pretending to look frightened, I backed towards the door.‎ 我装出害怕的样子, 退到门口。‎ 另外, 现在分词短语作状语, 还可表示时间、原因、结果等。例如:‎ Wal king in the street, she met her old friend.‎ 她走在街上的时候, 遇到一位老朋友。（表时间）‎ Seeing no body at home, she decided to eat outside.‎ 她看到家里没人, 决定出去吃。（表原因）‎ The child fell, striking his head against the ground.‎ 孩子跌倒了, 头撞在地板上。（表结果）‎ ‎【拓展】frustrating令人沮丧的 It’s frustrating to have to wait so long.‎ 等待这么长时间真让人心烦。　‎ ‎4. By now his restaurant ought to be full of people.‎ 到了这个时候, 他的餐馆本该宾客盈门的。‎ ought to=should ‎1)to show a moral duty （表示一种道义上的责任）应该; 应当 She ought to look after her child better. ‎ 她应该把孩子照顾得更好。‎ You ought to study hard to get a high mark.‎ 你应该刻苦学习, 以取得好的成绩。‎ ‎2)ought to have done 表示本应该……, 而却没有……‎ You ought to have come yesterday.‎ 你本应该昨天来的。‎ You ought not to have stayed with her.‎ 你本来不应该和她在一起的。‎ be full of=be filled with充满 He was full of curiosity.‎ 他的心里充满了好奇。‎ The house on fire was full of heavy smoke and shouting.‎ 着火的房子里充满了浓烟和喊叫声。‎ ‎5. He thought of his mutton, beef and bacon cooked in the hottest, finest oil.‎ 他想起了他用滚烫的精制油烹制的羊肉（串）、牛排和熏咸肉。‎ cooked in the hottest, finest oil是过去分词短语, 作后置定语, 表被动, 相当于定语从句which were cooked in the hottest, finest oil。例如:‎ The flowers picked by him are very beautiful.‎ 他摘的鲜花非常漂亮。‎ ‎6. Nothing could be better.‎ 再没有比这些更好（吃）的了。‎ 这句话相当于“All his food could be the best. ”。比较级的否定形式, 实际上表示的是最高级的含义。例如:‎ I have never seen a better film.‎ 我从没看过更好的电影。‎ Nobody loved money better than he did.‎ 没有人比他更爱财。‎ I think nothing is more pleasant than traveling.‎ 我想没有什么比旅行更令人愉快的了。‎ ‎7. Suddenly he saw his friend Li Chang hurrying by.‎ 突然, 他看到自己的朋友李昌匆匆走过。‎ see, hear, notice, watch, feel等动词后面的宾语补足语可以是不带to的动词不定式, 也可以是现在分词, 但两者的含义不完全相同, 前者着重叙述事实的经过, 后者着重强调偶然察觉到的一个正在进行的动作。例如:‎ I saw him put everything in his bag and go out.‎ 我看见他把所有的东西都装进了口袋, 走了出去。‎ I saw him putting something in his bag.‎ 我看见他正向口袋里装东西。‎ Complete the sentences with the right forms of the verbs given.‎ ‎1)I watched her ______________(step)off t he sidewalk, ______________(cross)the road, and ______________(disappear)into the post office.‎ 我看着她走下人行道, 穿过马路, 进了邮局。‎ ‎2)When I gla nced out of the window I saw Dai sy ______________(cross)the road.‎ 我目光转向窗外, 瞥见戴西正在过马路。‎ Suggested answers: 1)step; cross; disappear　2)crossing ‎8. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.‎ 要是李昌不像往常那样来他的餐馆吃饭, 那问题就严重了。‎ 这是一个复合句, 含有两个从句。if Li Chang was not coming to eat in his restaurant as he always did是条件状语从句, as he always did是方式状语从句。‎ 情态动词must在此处表示推测, 意为“想必”“一定”。must表示推测时, 仅用于肯定句中。当后接不定式的完成式时, 表示对过去情况的推测。例如:‎ He must have gone home.‎ 他肯定已经回家了。‎ He must have gone swimming yesterday.‎ 他昨天一定去游泳了。 ‎ ‎9. Tired of all that fat? Want to lose weight?‎ 肥腻的东西吃厌了吧？想减肥吗？‎ 这是省略的句子, 完整的句子应该是: Are you tired of all that fat? Do you want to lose weight? 所以朗读时应用升调。‎ be/get tired of对……厌倦 I’m tired of the same food every day.‎ 我厌倦了天天吃同样的食品。‎ He has got tired of living abroad.‎ 他厌倦了国外的生活。‎ lose weight体重减轻; 减肥 Mary is dieting to lose weight.‎ 为了减肥, 玛丽正在节食。‎ ‎【拓展】put on/again weight增加体重 ‎10. Wang Peng was amazed at this and especially at the prices.‎ 王鹏对此感到吃惊, 特别是对它们的价格。‎ be amazed at对……感到惊讶/惊愕 You would be amazed at how difficult it was.‎ 要是知道有多么困难, 你会大为诧异的。‎ Everybody was amazed at his design.‎ 大家都对他的设计感到惊讶。‎ ‎11. He could not have Yong Hui getting away with telling people lies!‎ 他可不能让咏慧哄骗人们后跑掉。‎ have sb. doing sth. : allow or tolerate(sth. )表示允许或容忍某事发生, 多用于否定句中, 特别是用在will not, cannot等之后。‎ Mr. Zhang won’t have his daughter arriving home after 12 o’clock.‎ 张先生不容许他女儿12点后回家。‎ I won’t have you saying so!‎ 我不容许你这样说。‎ get away with doing sth. : not be punished for sth. （做了某事）而不受惩罚 I won’t have you getting away with cheating in the exam.‎ 我不能容忍你考试作弊而不受惩罚。‎ get away with sth. : steal sth. and escape with it偷携某物潜逃receive(a relatively light)受到（较轻的处罚）‎ The robbers robbed the bank and got away with a lot of money.‎ 这些强盗抢了银行, 携巨款潜逃。‎ He was so lucky to get away with a fine for such a serious mistake.‎ 他犯了如此严重的错误, 侥幸只交了罚款了事。‎ tell a lie/tell lies说谎 He is always telling lies.‎ 他这个人老是撒谎。‎ ‎12. Perhaps with a discount and a new sign he could win his customers back.‎ 或许打折的方法和新的招牌能够帮他赢回顾客。‎ win. . . back赢回; 重新获得 They were determined to win the seat back from Labor.‎ 他们决心从工党手里重新夺得这个议席。‎ ‎→Step 5 Using words, expressions and patterns Do Exercises in Using words and expressions on Pages 49-50.‎ The following procedures may be followed:‎ ‎1. Go through the exercises with students and make sure they know what to do.‎ ‎2. Several minutes for students to finish them individually, and then discuss and check them with their partner.‎ ‎3. Check the answers with the whole class.‎ ‎4. If time permits, explain the problems students meet where necessary.‎ ‎→Step 6 Homework ‎1. Finish off the Workbook exercises.‎ ‎2. Learn the new words and expressions by heart.‎ 设计方案(二)‎ ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Ask some students to dictate some useful new words and expressions. ‎ ‎→Step 2 Vocabulary study ‎1. Let students review the new words and expressions in Warming up, Pre-reading, Reading and Comprehending and give time to students to ask their own questions.‎ ‎2. Ask students to learn some new words using the word formation.‎ ‎3. Explain some new key words and expressions.‎ ‎→Step 3 Practice for useful words and expressions Let students do the following exercises and check the answers after most of them finish.‎ ‎1. Find words and expressions that mean the same to fill in the blanks.‎ ‎1)______________ something that you say is not true ‎2)______________ not to be punished for something ‎3)______________ uncooked ‎4)______________ the strong wish to know about something ‎5)______________ someone who buys things or services from a shop, company, etc.‎ ‎6)______________ a particular quality that gives someone or something an advantage ‎2. Fill in the blanks with words from the left box and paraphrase the italicized parts using the phrases from the right box.‎ balanced　diet　raw slim　ought to energetic lose weight　lose heart ‎ lose interest　lose face Julie wanted to become thinner. She knew she ______________ eat more vegetables and fruit but little meat. However, as she was so afraid of being laughed at by her friends, she did not consult a doctor but lived on a ______________ of rice, ______________ vegetables, bananas and lemons. Three weeks later, she found she ‎ weighed as much as ever. She felt so sad and hopeless about herself and her behavior changed. She didn’t dare to face her boyfriend and she was unwilling to visit her friends any more. Luckily, her best friend Fred came to see her and encouraged her to exercise, eat a ______________ diet and enjoy life again. Soon Julie became amazingly ______________ and ______________! She felt very happy.‎ ‎→Step 4 Sentence focus Ask students to read through the Warming Up and Reading again to find out the difficult sentences they can’t understand and give time to students to ask their own questions. Explain them to the class.‎ ‎→Step 5 Workbook exercises for consolidation Ask students to do the exerci ses in Using words and expressions on Pages 49-50 to consolidate what they have learned in this period.‎ ‎→Step 6 Homework ‎1. Learn the new words and expressions by heart.‎ ‎2. Finish off the Workbook exercises.‎ ‎3. Do Exercise 2 on Page 49 and Exercise 4 on Page 50 in the exercise book.‎ 板书设计 Unit 2　Healthy eating Learning about language: Important language points Important vocabulary Sentence patterns diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, ou ght, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, strength, balanced diet, ought to, los e weight, get away with, tell a lie, win. . . back 1. Wang Peng sat in his empty restaurant feeling very frustrated. ‎ ‎2. By now his restaurant ought to be full of people.‎ ‎3. Nothing could be better.‎ ‎4. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.‎ ‎5. He could not have Yong Hui getting away with telling people lies!‎ 活动与探究 Read the following words related to food and drink. Look up the ones you are not familiar with in the dictionary. Add as many words as you can. Divide them into groups in any way you like. Share the results with your partners.‎ sugar　radish　eggplant　barbecue　grape　carrot　garlic　spicy　peach　kebabboil　noodle　mushroom　shrimp　bread　mutton　plum　bacon　milk　fry　colasalty　melon　spaghetti　cabbage　turnip　mango　cheese　coffee　beef　vinegar　ricecrispy　cucumber　mustard　cream　pepper　lemon　juice　crab　pea　tea　corn　roasttasteless　pineapple　sour　mineral water　bean curd(tofu)　wine Period 3　Learning about language: Grammar 整体设计 教材分析 This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson.‎ This teaching period mainly deals with the grammar: learn the use of ought to and review the use of can, could, may, might, will, would, shall, should, must, can’t. Students often feel modal verbs abstract and difficult, so it is necessary to make the lesson interesting and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can ask students to read the reading passage Come and Eat Here(1)again, tick out the sentences using modal verbs from the reading passage and transl ate them into Chinese. Secondly, compare and discover the uses of each modal verb by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 13 and more exercises for students to master the related modal verbs. Finally, summarize the use of ought to and let students make it clear how each modal verb is being used in the situations.‎ At the end of the class, ask students to do the exercises in Using structures on Page 54 and additional exercises for consolidation.‎ 教学重点 ‎1. Get students to review and consolidate the use of can, could, may, might, will, would, shall, should, must, can’t.‎ ‎2. Let students learn the use of ought to.‎ 教学难点 Enable students to learn how to use ought to correctly.‎ 三维目标 知识目标 ‎1. Get students to know more about modal verbs.‎ ‎2. Let students learn the use of ought to. ‎ 能力目标 Enable students to use modal verbs correctly and properly according to the context.‎ 情感目标 ‎1. Get students to become interested in grammar learning.‎ ‎2. Develop students’ sense of group cooperation.‎ 教学过程 设计方案(一)‎ ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Dictate some new words and expressions.‎ ‎3. Read the passage Come and Eat Here again to find words and expressions that mean the same.‎ Alternative words and expressions Words and expressions from the text should ‎ run away after doing something wrong ‎ something to make you thin by eating it ‎ wish to know about something ‎ get rid of something ‎ Alternative words and expressions ‎ parts of plants that help food move quickly through the body ‎ changing food into something the body can use ‎ proper amount of different kinds of food needed for good health ‎ Give students about four minutes to find the suitable words and expressions. Then check the answer s with the whole class.‎ Suggested answers:‎ Alternative words and expressions Words and expressions from the text should ought to run away after doing something wrong get away with something to make you thin by eating it slimming foods wish to know about something curiosity ‎ get rid of something throw away Alternative words and expressions Words and expressions from the text parts of plants that help food move quickly through the body fibre ‎ changing food into something the body can use digestion proper amount of different kinds of food needed for good health balanced diet ‎→Step 2 Leading-in by revision Translate the following sentences and explain how each of these modal verbs is being used in the situations.‎ ‎1. He could hardly support his family before he found the new job.‎ ‎2. Where could/can the boy be now?‎ ‎3. May/Might I come in?‎ ‎4. You may/might catch sight of the sunrise from here when you get up before 5 in the morning.‎ ‎5. You must hurry up or you’ll be late.‎ ‎6. Whatever you want, you shall have.‎ ‎7. We should read English aloud every morning.‎ ‎8. He would sit there for hours, doing nothing at all.‎ Suggested answers:‎ ‎1. 他在找到那份新工作前几乎无法养家糊口。(ability)‎ ‎2. 那孩子现在能在哪儿呢？(guessing)‎ ‎3. 我可以进来吗？(ask for permission)‎ ‎4. 你在早晨五点钟以前起来, 或许能从这儿看到日出。(possibility)‎ ‎5. 你必须得快点儿, 不然会迟到的。(necessity)‎ ‎6. 你想得到什么, 你就可以有什么。(promise)‎ ‎7. 我们应该每天早晨朗读英文。(duty)‎ ‎8. 他总是在那儿一坐就是几个小时, 什么都不干。(past habit)‎ ‎→Step 3 Grammar learning ‎1. Reading and discovering Ask students to turn back to Page 10 to read through the passage Come and Eat ‎ Here, let them pick out the sentences using modal verbs and translate them into Chine se.‎ Suggested answers:‎ ‎1)By lunchtime they would all be sold.‎ 到午饭时分, 它们都会卖完。‎ ‎2)By now his restaurant ought to be full of people.‎ 到了这个时候, 他的餐馆本该宾客盈门的。‎ ‎3)What could have happened?‎ 发生了什么事呢？‎ ‎4)Nothing could be better.‎ 再没有比这些更好（吃）的了。‎ ‎5)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.‎ 要是李昌不像往常那样来他的餐馆吃饭, 那问题就严重了。‎ ‎6)He could not believe his eyes.‎ 他简直不能相信他的眼睛。‎ ‎7)Perhaps he should go to the library and find out.‎ 也许他应该去图书馆查查清楚。‎ ‎8)He could not have Yong Hui getting away with telling people lies!‎ 他不可能让咏慧哄骗人们后跑掉。‎ ‎9)He had better do some research.‎ 他最好作一番调查。‎ ‎10)They would become tired very quickly.‎ 他们很快就会到疲乏。‎ ‎11)Perhaps with a discount and a new sign he could win his customers back.‎ 或许打折的方法和新的招牌能够帮他赢回顾客。‎ ‎2. Thinking and discussing Let students read aloud the sentences they picked out, think over and discuss with a partner how each of these modal verbs is being used in the situations. Use the function words below to explain the meaning of the modal verbs. If students have some difficulty, give them a hand.‎ Intention　Duty　Permission　Possibility　Guessing　Ability Suggested answers:‎ ‎1)Possibility　2)Possibility　3)Possibility　4)Possibility　5)Guessing　6)Intention　7)Duty　8)Intention　9)Duty　10)Possibility　11)Ability ‎3. Summing up: the use of ought to ough t to的用法 ought无人称和时态的变化, 后接带to的动词不定式。ought to可表示“义务”“要求”或“劝告”, 常译作“应该”“应当”等, 和should差不多, 只是语气稍重一些; 有时表示“非常可能”的意思。否定式为ought not to(oughtn’t to), 疑问式为Ought I/you/. . . to. . . ?‎ ‎1. 表示“责任或义务”‎ Such things ought not to be allowed, ought they?‎ 这类事情不应该被准许, 是吗？‎ ‎—Ought he to go? 他应该去吗？‎ ‎—Yes, he ought to. 是的, 他应该去。‎ ‎2. 表示“适当, 合适或应该”‎ Coffee ought to be drunk while it is hot.‎ 咖啡应该趁热喝。‎ There ought to be more buses during the rush hours.‎ 在上下班高峰期, 公共汽车应当多一些。‎ ‎3. 表示“可能性”‎ Harry ought to win this race.‎ 哈里应该会赢得这场比赛。‎ If he started at seven, he ought to be here now.‎ 假如他在七点出发的话, 现在大概到这儿了。‎ ‎4. 表示“劝告或建议”‎ I think you ought to eat more body-building food.‎ 我认为你应当多吃些有营养的食物。‎ He said I ought to do that job. ‎ 他说我适宜做那项工作。‎ ‎5. 表示“推测”, 意为“照说应该; 想必一定”, 后跟不定式的一般时、进行时或完成时, 分别表示对现在、现在进行或 过去情况的推测。‎ She has had working experience before. She ought to be fit for the job.‎ 她以前有过工作经验, 应该胜任这项工作。‎ It’s just 9 o’clock. Mary ought to be doing her homework in her room now.‎ 才刚九点, 按说玛丽应该在房间里做作业。‎ It ought to have rained last night.‎ 昨晚应该下过雨。‎ ‎6. 表示“责备或后悔”‎ ought to后接不定式的完成式时, 表示“本应该做某事而事实上没做”; 其否定式表示“本不应该做某事而事实上做了”。‎ You ought to have done these exercises because you were required to so during your holidays.‎ 这些练习你本应该做完的, 因为假期里就要求你做了。‎ She ought not to have told him the bad news, which had a bad effect on his examinations.‎ 她本不应该告诉他这个不幸的消息, 结果影响了他的考试。‎ ‎→Step 4 Grammar practice ‎1. Turn to Page 13. Ask students to do Ex ercise 2 in Discovering useful structures. First let them discuss in pairs how each of these modal verbs is being used in the situations. Then check the answers with the whole class. Give some explanations if necessary.‎ ‎2. Turn to Page 50. Ask students to do Exercise 1 and Exercise 2. Check the answers after most of them finish.‎ ‎→Step 5 Asking and answering Let students work in pairs. One asks a question and the other answers it. Remind them to use modal verbs in their answer.‎ Show the following on the screen to students.‎ Example:‎ S1: What should you do after school?‎ S2: I have to go home at once. I need to take the bus. I ought to do my homework as soon as I get home.‎ Other possible questions:‎ ‎1. Do you know what you have to do when you borrow books from the library?‎ ‎2. Do you know what to do when your teethache?‎ ‎3. Do you know what to do if you need to meet someone you don’t know at the airport?‎ ‎4. Do you know what to do if you want to get a discount in a shop?‎ ‎5. Do you know what you should do when you meet the hostess in your friend’s home?‎ The following procedures may be followed:‎ ‎1. Let students ask and answer the questions in pairs.‎ ‎2. Ask as many pairs as possible to perform their dialogue to the class.‎ ‎→Step 6 Closing down by a quiz Show the following exercises on the screen. Let students finish them within three minutes to see if they have mastered the use of modal verbs. Five minutes later, check the answers with the whole class.‎ ‎1. —What’s the matter with you? ‎ ‎—Oh, I’m not feeling well in the stomach. I ______________ so much fried fish just now.‎ A. shouldn’t eat B. mustn’t eat C. oughtn’t to have eaten D. mustn’t have eaten ‎2. —Mum, I climbed to get the Teddy Bear from the top of the shelf.‎ ‎—My goodness! You ______________ yourself. You ______________ do that again.‎ A. must have hurt; mustn’t B. should have hurt; can’t C. may have hurt; mustn’t D. might have hurt; won’t be able to ‎3. The train was ten minutes late, so I ______________ have run all the way from my house to the station.‎ A. couldn’t B. shouldn’t C. needn’t D. mustn’t ‎4. You ______________ worry about the old man. He ______________ well already.‎ A. needn’t; may get B. didn’t have to; gets C. mus tn’t; got ‎ D. needn’t; may have gotten ‎5. —Shall I tell John about it?‎ ‎—No, you ______________, for I’ve told him already.‎ A. needn’t B. wouldn’t C. mustn’t D. shouldn’t Suggested answers: CCCDA ‎→Step 7 Homework ‎1. Finish off the workbook exercises.‎ ‎2. Preview the reading passage Come and Eat Here(2) on Page 14, find the sentences in which modal verbs are used, and see if you can understand the situat ions.‎ 设计方案(二)‎ ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Translate the fol lowing into English.‎ ‎1)平衡膳食 ‎2)应该; 应当 ‎3)减肥; 体重减轻 ‎4)被放过; （做坏事）不受惩罚 ‎5)说谎; 撒谎 ‎6)到了这个时候, 他的餐馆本该宾客盈门的。‎ ‎7)再没有比这些更好（吃）的了。‎ ‎8)要是李昌不像往常那样来他的餐馆吃饭, 那问题就严重了。‎ ‎9)他简直不能相信他的眼睛。‎ ‎10)他不可能让咏慧哄骗人们后跑掉。‎ ‎→Step 2 Warming up by asking and answering Let students work in pairs. One asks a question. The other answers it. Remind them to use modal verbs they have learned in their answers.‎ Example:‎ S1: What should you do after school?‎ S2: I have to go home at once. I need to take the bus. I should do my homework as soon a s I get home.‎ ‎→Step 3 Discovering useful structures Ask students to underline the sentences containing modal verbs in the reading passage and use the function words below to explain the meaning of the modal verbs.‎ Intention　Du ty　Permission　Possibility　Guessing　Ability ‎→Step 4 Learning the use of ought to ‎1. Ask students to turn to Page 91 and learn the part 6 ought by themselves.‎ ‎2. Encourage them to ask as many questions as possible. Give them explanations if necessary.‎ ‎3. Let them do some additional exercises.‎ ‎4. Sum up.‎ ‎→Step 5 Practice Ask students to finish the following exercises within 8 minutes. Then check the answers with the whole class.‎ ‎1. Exercise 2 in Discovering useful structures on Page 13.‎ ‎2. Exercise 1 in Using structures on Page 50.‎ ‎→Step 6 Consolidation Let students work in pairs to choose one of the situations below and develop it into a conversation. Make sure they use as many modal verbs as possible.‎ ‎1. Your friend sees some one steal a purse from an old lady’s pocket. He/She does nothing but is very worried about this. He/She comes up to you for your advice. What would you tell him/her to do?‎ ‎2. Your friend has borrowed your mobile phone and lost it while he was out with his friends. You are very angry with him. He is not concerned. What are you going to say to each other?‎ ‎→Step 7 Homework ‎1. Finish off the Workbook exercises.‎ ‎2. Practice your conversation with your partner and be ready to present it to the class.‎ 板书设计 Unit 2　Heal thy eating the use of ought to Use Examples ought无人称和时态的变化, 后接带to的动词不定式。ought to可表示“义务”“要求”或“劝告”, 常译作“应该”“应当”等, 和should差不多, 只是语气稍重一些; 有时表示“非常可能”的意思。否定式为ought not to(oughtn’t to), 疑问式为Ought I/you/. . . to. . . ? (1)There is something I ought to tell you before you leave.‎ ‎(2)He ought not to do that.‎ ‎(3)—Ought he to see the doctor?‎ ‎—Yes, he ought to.‎ ‎(4)If she is completely well, she ought to be back at school today.‎ 活动与探究 After class, make up a dialogue with your partner to talk about food you like or dislike. Be ready to present your dialogue to the class. You must use the following expressions and as many words that are referred to as you know.‎ Expressions Food words My favorite food/fruit/meat is. . .‎ I’m fond of. . . I don’t often eat. . .‎ I really hate. . . I can’t stand. . .‎ ‎ make me gain/lose weight fried chicken　smoked chicken　roast duckbarbecued mutton　lemon beefsweet and sour fish　steamed fish　creamed tomatoes　fried eggplant　cucumber salad　boiled eggs　stir-fried mushrooms The beginning is given to you.‎ A: Do you know how to make soup?‎ B: Yes, I put in mushrooms, tomatoes and eggs to make a vegetable soup.‎ A: Oh, I can’t stand tomatoes. . . .‎ Period 4　Using language: Listening and speaking 整体设计 教材分析 This is the fourth teaching period of this unit. As usual, the teacher will first get students to review what they learned in the last period, and then lead in the new lesson.‎ We will mainly deal with listening and speaking in this period. At the beginning, students listen to a dialogue between Wang Peng and an expert. Make sure students go through the exercises before they listen to the tape. This is to sharpen their attention and listen for the answers. This will also help them get the gist of the listening text. The teaching procedures may be as follows: First, let students go through the exercises and guess the listening text may be about. Play the tape for students to listen to and decide whether their guessing is right. Second, ask them to listen again for them to do Exercise 3. Third, let them listen a third time to check their answers. While they are listening, the teacher should pause and repeat the key sentences to help students understand. After listening, let them work in pairs and finish Exercise 4. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further. Perhaps some students will find it hard to listen to and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes.‎ As we know, young people can show that they are not eating a balanced diet in a number of ways—by being too thin, too fat or sick. So the exercise Talking is to encourage students to discuss how their diets may affect their quality of life. It gives them the opportunity to practice a dialogue using the functional items for seeing the doctor, suggestions and advice. So they should learn some expressions of seeing the doctor, suggestions and advice first. Then they are required to create such a dialogue. During the course, encourage them to use vocabulary from the reading and listening passages.‎ This period places emphasis on developing students’ listening and speaking ability. We should try our best to encourage students to say something. Don’t always correct the mistakes they have made while they are speaking. Otherwise, they would feel reluctant and not say anything more.‎ 教学重点 ‎1. Develop students’ listening and speaking abilities.‎ ‎2. Enable students to master different listening skills.‎ ‎3. Let students learn the expressions of seeing a doctor, suggestions and advice.‎ 教学难点 ‎1. Get students to listen and understand the listening materials.‎ ‎2. Let students’ make a dialogue using the functional items for seeing the doctor, suggestions and advice.‎ 三维目标 知识目标 ‎1. Get students to learn some useful new words and expressions in the listening pa ssages.‎ ‎2. Let students learn the expressions of seeing the doctor:‎ What’s the matter?‎ What’ s wrong with you?‎ What seems to be the trouble?‎ How long have you been like this?‎ It’s nothing serious, only. . . .‎ I suppose you had better. . . .‎ I think you ought to. . . .‎ 能力目标 ‎1. Enable students to catch and und erstand the listening materials. ‎ ‎2. Develop students’ ability to get special information and take notes while listening.‎ ‎3. Get students to learn and use the expressions of seeing the doctor, suggestions and advice.‎ 情感目标 ‎1. Enable students to know more about healthy eating and improve their quality of life.‎ ‎2. Develop students’ sense of group cooperation and teamwork.‎ 教学过程 设计方案(一)‎ ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Ask some students to translate some sentences using ought to.‎ ‎1)有些事情我应该在你走之前告诉你。‎ ‎2)他不应该那样做。 ‎ ‎3)——他该去看医生吗？‎ ‎——是的, 他该去。‎ ‎4)要是他全好了, 他很可能今天就回校上课。‎ ‎5)你应该信守诺言。‎ Suggested answers:‎ ‎1)There is something I ought to tell you before you leave.‎ ‎2)He ought not to do that.‎ ‎3)—Ought he to see the doctor?‎ ‎—Yes, he ought to.‎ ‎4)If he is completely well, he ought to be back at school today.‎ ‎5)You ought to keep your promise.‎ ‎→Step 2 Warming up ‎1. Tell students: Turn to Page 14. We are going to the part Listening. We will listen to ‎ a dialogue between Wang Peng and an expert. Can you guess what they are talking about?‎ ‎2. Let students learn these words. Practice the pronunciation and look up them in the dictionary to find out what these illnesses are.‎ ‎______________ scurvy ______________ rickets ______________ obesity ‎→Step 3 Listening ‎1. Go through the exercises to make sure students know what to do. Let them guess what the listening material they will hear may be about.‎ Show the following on the screen.‎ ‎1)Listen to the dialogue between Wang Peng and an expert. Write down the main idea of the dialogue.‎ ‎____________________________________________________________‎ ‎2)Listen to the dialogue again and join the names of the illnesses to their causes.‎ Illnesses Causes Scurvy too much rice, noodles, sugar and fat Rickets not enough vitamin C Obesity not enough protein and vitamin D ‎2. Play the tape for them to listen to and decide whether their guessing is right or not.‎ ‎3. Play the tape again for them to write their answers.‎ ‎4. They exchange the information and listen to the tape again for checking. Let them have the correct answers.‎ ‎5. Give 2 or 3 minutes to students to ask questions if they have any.‎ ‎6. Let them work in pairs and discuss what problems Wang Peng and Yong Hui have and what suggestions they would give th em. Fill in the form.‎ Owner of restaurant Problems with food offered What food is needed Wang Peng ‎ Yong Hui ‎ ‎7. Show students the listening text and let them read it aloud.‎ Listening text: (Omitted)‎ ‎→Step 4 Listening on Page 48‎ Turn to Page 48.‎ ‎1. Ask students to read through the directions and the exercises. Make sure they know what to do.‎ ‎2. Tell students to look at the list of illnesses below caused by not eating properly.‎ rickets obesity anorexia(厌食症) indigestion(消化不良)‎ ‎3. Play the tape for students to listen to and find out which illness Emma has.‎ ‎4. Ask students to read the questions.‎ Show the chart on the screen.‎ ‎1)What does Emma usually have for breakfast, lunch and supper?‎ ‎2)What is wrong with Emma’s diet?‎ ‎3)Why is the doctor concerned about how much Emma eats?‎ ‎4)How does Emma feel after the doctor tells her about the result of not eating ‎ properly?‎ ‎5. Let them listen to Part 1 again and answer the questions.‎ ‎6. Ask them to look at the chart below.‎ Red food ‎(only a little every day) Orange food ‎(some every day) Green food ‎(some every meal)‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎7. Let them listen to Part 2 again and fill in the chart.‎ ‎8. Let students share their information in pairs.‎ ‎9. Play the tape a third time for students to check and have the correct answers.‎ ‎10. Give 2 or 3 minutes for students to ask questions if they have any.‎ ‎11. Show students the listening text and let them read it.‎ Listening text: (Omitted)‎ ‎→Step 5 Talking ‎1. Show the following form on the screen. Let students read the expressions aloud, and make sure they understand their Chinese meanings.‎ DOCTOR What’s the matter?‎ What’s wrong with you?‎ What seems to be the trouble?‎ How long have you been like this?‎ It’s nothing serious, only. . .‎ I suppose you had better. . .‎ I think you ought to. . . PATIENT I’ve got a pain in. . . 　It comes and goes.‎ I’m suffering from. . . 　I feel tired all the time.‎ I’ve got a bad cough/cold/fever/headache/. . .‎ I’ve lost my voice.‎ I have a pain in my chest/shoulder/back/. . .‎ It hurts when I touch it.‎ I’ll follow your advice.‎ ‎2. Suppose the situation: I n pairs imagine that one of you are worried about being too fat or too thin and have gone to consult the doctor. The other student will be the doctor, who gives advice on how to change his/her di et.‎ ‎3. Give several minutes for students to prepare their dialogue in pairs.‎ ‎4. Ask as many pairs as possible to present their dialogue to the class.‎ Sample dialogue:‎ ‎(Doctor—D; Patient—P)‎ D: Now what’s the matter today?‎ P: I think I am too fat and I would like to be thinner. What should I do, doctor?‎ D: I think you ought to eat well and exercise more. You need to do some running every morning before breakfast. Then you will be sure to lose weight.‎ P: Thank you, doctor. But what should I eat?‎ D : Every day you should eat plenty of fruit and vegetables. You mustn’t forget to eat some meat and fish and only a little sugar and fat.‎ P: What about cola and ice-cream?‎ D: No, they contain a lot of fat, so try and do without them. Come back in a week and I hope I shall see you a little thinner!‎ P: Thank you, doctor. I will!‎ ‎→Step 6 Listening task on Page 51‎ ‎1. Talk with students about McDonald’s.‎ ‎2. Turn to Page 51. Ask them to read the directions, think about whether they would like to have such a restaurant or not and give their real opinions and reasons to support their ideas.‎ I would/would not like to have such a restaurant in our town because ‎ ‎___________________________________.‎ ‎3. Have them share their ideas with the whole class. Students give their own answers to the questions whether they would/would not like to have such a restaurant in their town. Differ ent opinions are encouraged.‎ ‎4. Tell students: Now listen to the tape and see what two other people in your hometown think of this plan. Let them go through the chart and make sure they know what to do.‎ Name For or against Reasons Tina ‎ Li Qian ‎ ‎5. Play the tape for them to listen to and get their answers.‎ ‎6. Two or three minutes for them to discuss and share their answers.‎ ‎7. Play the tape again for them to check and have the correct answers.‎ ‎8. Show them the listening text and let them read it.‎ Listening text: (Omitted)‎ ‎9. Let them design a poster to encourage people to come to a meeting to discuss this new restaurant. Give two reasons why it should be built and two reasons why it should not. Remind them to pay attention to the following:‎ ‎1)to make a big main heading for the poster;‎ ‎2)to write your two reasons for and against;‎ ‎3)to give the date and time.‎ ‎10. Give 5 minutes or so for them to prepare their posters. Then let them share each other.‎ Sample poster:‎ Do you want a McDonald’s in our town?‎ Come to a meeting tonight in the town hall to discuss if ‎1 we need another restaurant in our town,‎ ‎2 we need other community buildings,‎ ‎3 McDonald’s would be good for our town.‎ Time: 7: 30 pm　Date: Friday, August 24, 2007‎ ‎→Step 7 Summary In this per iod, we mainly focus on the listening and speaking abilities. They are very important. If your listening or speaking is poor, you’d better practise more. The more you listen to or speak English, the better your listening or speaking is. Remember: Practice makes perfect.‎ ‎→Step 8 Homework ‎1. Finish off the Workbook exercises.‎ ‎2. Preview the passage Come and Eat Here(2).‎ 设计方案(二)‎ ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Ask some pairs of students to make up short dialogues to review modal verbs, such as ought/oughtn’t to, should/shouldn’t, mustn’t.‎ ‎→Step 2 Listening ‎1. Talk about the weakness of the diet in Wang Peng’s restaurant. Discuss with students what will happen if we only eat in Wang Peng’s restaurant. Then let them learn the three names of illnesses: scurvy, rickets and obesity.‎ ‎2. Have students listen to the whole dialogue between Wang Peng and an expert to find out the main idea of the dialogue.‎ ‎3. Turn to Page 14. Ask students to go through the chart in Exercise 3 and then listen to the tape again and give their answers.‎ ‎→S tep 3 Speaking ‎1. Have students review the expressions of making suggestions and giving advice.‎ ‎2. Let them work in pairs and discuss what Wang Peng and Yong Hui have and what suggestions they would give them.‎ ‎3. Give them several minutes to make up a dialogue in pairs using the expressions.‎ ‎4. Ask as many pairs of students as possible to present their dialogue to the class.‎ ‎→Step 4 Workbook exercises ‎1. Listening ‎1)Go through each exercise before playing the tape.‎ ‎2)Have students listen to the recording a few times and do the exercises.‎ ‎3)Check the answers first in pairs, then with the whole class.‎ ‎2. Talking ‎1)Ask students to read the directions. Make sure they know what to do.‎ ‎2)Let them review the expressions of seeing the doctor in the box below.‎ ‎3)Give them enough time to prepare their dialogue in pairs.‎ ‎4)Ask as many pairs as possible to act out their dialogues to the class.‎ ‎3. Listening task ‎1)Ask students to read through the directions and then discuss the questions:‎ Whether would you like to have such a restaurant or not? Why?‎ ‎2)Let them listen to the tape and see what two other people in their town think of this plan.‎ ‎3)Have them design a poster to encourage people to come to a meeting to discuss this new restaurant.‎ ‎4)Let them share their posters with each other.‎ ‎→Step 5 Homework ‎1. Finish off the related Workbook exercises.‎ ‎2. Make up a dialogue using the expressions of seeing the doctor with your partner.‎ 板书设计 Unit 2　Healthy eating Listening and speaking DOCTOR What’s the matter?‎ What’s wrong with you?‎ What seems to be the trouble?‎ How long have you been like this?‎ It’s nothing serious, only. . .‎ I suppose you had better. . .‎ I think you ought to. . . PATIENT I’ve got a pain in. . . 　It comes and goes.‎ I’m suffering from. . . 　I feel tired all the time.‎ I’ve got a bad cough/cold/fever/headache/. . .‎ I’ve lost my voice.‎ I have a pain in my chest/shoulder/back/. . .‎ It hurts when I touch it.‎ I’ll follow your advice.‎ 活动与探究 Discussion Read the following reports and then in small groups discuss what you think of after reading the reports. ‎ The latest data from an ongoing government-sponsored survey of the health and nutrition of the U. S. population indicated that nearly 65% of American adults were overweight and more than 30% were obese. The most disquieting finding was that more than 80% of all black women over the age of 40 were overweight and half were obese. In a separate report focusing on children and adolescents, 15% of those aged 16-19 were overweight.‎ CDC researchers published the disturbing results of a 20-year study that analyzed hospital-discharge records of children. They found that overweight children were increasingly being diagnosed with illnesses formerly seen mainly in overweight or obese adults. These included type Ⅱ(non-insulin-dependent)diabetes, gallbladder disease, and sleep apnea. Although the overall numbers of children with these serious conditions remained relatively low, the increases over the period 1979-1999 were striking. For example, the diagnosis of gallbladder disease in 6-17-year-olds rose 228%.‎ A report on obesity among children worldwide by the London-based International Obesity Task Force was presented in May at the annual meeting of the World Health Assembly, whose decision-making body. The task force estimated that 22 million children under age 5 were overweight or obese. Among 10-year-olds, the U. S. had the third highest prevalence of overweight children, after Malta and Italy. Much to the surprise of many health professionals, obesity was found to be a growing problem in less-developed countries. In Morocco and Zambia, for example, more children were overweight than malnourished. In Egypt, Chile, Mexico, and Peru, as many as 25% of children aged 4-10 were overweight or obese.‎ Period 5　Using language: Extensive reading 整体设计 教材分析 This is the fifth teaching period of this unit. As usual, the teacher should check students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class. Then lead in the new lesson.‎ In this period, the teaching emphasis will be put on developing students’ reading ability by reading extensively. We will deal with two parts: Come and Eat Here(2)in Using language on Pages 14-15 and Reading Task on Page 52. While reading, get students learning to use some reading strategies such as skimming, scanning. As to new words and phrases, the teacher can first find those students feel most difficult and help them to understand. That’s enough here. The purpose of this reading Come and Eat Here(2)is to complete the story of Wang Peng and Yong Hui and to show students that it is never too late to change bad eating habits and begin afresh. The teacher can first ask some students to retell the passage Come and Eat Here(1)to lead in the topic and then ask students to read the passage Come and Eat Here(2)and do some comprehending exercises. While checking their answers with the whole class, deal with language problems students can’t work out by themselves. This is an extensive reading lesson, so the teaching steps should be simple. As to the part Reading Task, the two passages provide the information on which each student can decide his/her point of view. Two opposite opinions are examined with ideas for and against the building of the restaurant. Ask students to read through the passages and learn more about the opinions and the reasons given by both sides.‎ At the end of the class, ask students to retell the whole story of Wang Peng and Yong Hui, discuss the two opposite opinions and give their own ones. In order to arouse students’ interest, the teacher can hold a competition among them.‎ 教学重点 ‎1. Develop students’ reading skills by extensive reading.‎ ‎2. Let students read and understand the story and the two passa ges.‎ 教学难点 ‎1. Enable students to learn to use reading strategies such as skimming, scanning.‎ ‎2. Get students to understand and discuss the two opposite opinions and give their own point of view.‎ 三维目标 知识目标 ‎1. Get students to learn some useful new words and expressions in this part.‎ ‎2. Get students to read the story Come and Eat Here(2).‎ ‎3. Let students know about McDonald’s. ‎ 能力目标 ‎1. Develop students’ reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.‎ ‎2. Have students tell the whole story of Wang Peng and Yong Hui.‎ ‎3. Enable students to understand two opposite opinions and give their own point of view.‎ 情感目标 ‎1. Let students know more about western and Chinese food to form good eating habit.‎ ‎2. Develop students’ sense of group cooperation and teamwork.‎ 教学过程 设计方案(一)‎ ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Ask some pairs of students to come to the front and act out their dialogue to review and practice the expressions of seeing the doctor.‎ ‎→Step 2 Warming up Talk with students about the story of Wang Peng and Yong Hui.‎ As we know, Wang Peng and Yong Hui manage two different styles of restaurants, and Yong Hui’s slimming restaurant attracted all the customers from Wang Peng’s. Wa ng Peng was frustrated and decided to do a research to compete against Yong Hui. How could the competition be on? We are going to read the next part of the story Come and Eat Here(2).‎ ‎→Step 3 Reading ‎1. Ask students to read the passage and then choose the best answer to complete each sentence.‎ ‎1)Wang Peng was worried when he thought his restaurant would be no longer popular because ______________.‎ A. he would be in debt B. he could no longer earn his living C. he would lose his job D. his friends would not visit him ‎2)Yong Hui was very angry when she came to Wang Peng’s restaurant because ______________.‎ A. she thought he was a new customer B. she thought he had spied on her restaurant C. she was told he was a spy D. he was too fat ‎3)Wang Peng’s research showed ______________.‎ A. his menu was balanced B. both menus were balanced C. Yong Hui’s menu was bala nced D. neither menu was balanced ‎4)He suggested they provide a combined menu because ______________.‎ A. he like Yong Hui B. he didn’t want to lose his customers C. he thought her menu was better D. this would provide a balanced diet Keys for reference: 1)B　2)B　3)D　4)D ‎2. Ask students to read the passage aloud to the tape and underline all the useful expressions or collocations in the passage. Let students read them aloud and copy them down in their exercise books after class as homework.‎ ‎→Step 4 Discussion ‎1. After students’ reading the passage, ask them to work in groups and discuss the following questions:‎ ‎1)How did Yong Hui feel when she came to Wang Peng’s restaurant? Why?‎ ‎2)How did they solve their problems and become good friends?‎ ‎3)Why was their cooperation a success?‎ ‎2. Have students start their discussion. Make sure that every student has a chance to express his/her ideas.‎ ‎3. Ask each group to choose one student as their representative. Let as many group representatives as possible come to the front and give a report of what their group has discussed.‎ ‎→Step 5 Important language points ‎1. Perhaps he would be able to earn his living after all and not have to close his restaurant.‎ 也许他仍然能够谋生, 而不至于关闭自己的餐馆。‎ earn one’s living: make a/one’s living谋生 She earned her living by singing in a nightclub.‎ 她靠在夜总会唱歌谋生。‎ David earns his living by writing articles for newspapers.‎ 大卫靠为报社撰写文章谋生。‎ ‎【拓展】‎ earn one’ s keep挣钱维持生活 earn one’s passage挣取旅费 after all ‎1)in spite of what has been said, done or experienced毕竟; 究竟; 归根结底 So you’ve come after all!‎ 你到底还是来了！‎ ‎2)it should be remembered应该记住; 别忘了 He should have offered to pay. After all, he has plenty of money.‎ 他应该主动提出付款。别忘了, 他有的是钱。‎ ‎2. He did not look forward to being in debt because his restaurant was no longer popular.‎ 他可不希望由于餐馆不受欢迎而负债。‎ debt n.‎ ‎1) sum of money owed to sb. that has not yet been paid债务; 欠款 If I pay all my debts, I’ll have no money left.‎ 我如还清所有欠债就分文不剩了。‎ ‎2) owing money, esp. when one cannot pay欠债（尤指无法偿还的）‎ We were poor, but we avoided debt.‎ 我们穷是穷, 但还不至于背债。‎ ‎3) obligation to sb. for their help, kindness, etc. （常用单数）人情债 I’m happy to acknowledge my debt to my teachers.‎ 我能有机会向老师表示感谢, 我感到十分高兴。‎ be in debt: owe a lot of money欠债 He is heavily in debt.‎ 他负债累累。‎ ‎【拓展】‎ be in one’s debt: feel grateful to sb. for his/her help, kindness, etc. 欠某人之情 You saved my life. I am forever in your debt.‎ 你救了我的性命, 我永远感激不尽。‎ be out of debt: not owe a lot of money还清债务 ‎3. She did not look happy but glared at him.‎ 她双眼直瞪着他, 看上去很不高兴。‎ glare vi. stare angrily or fiercely怒目而视; 恶狠狠地盯视 He didn’t shout or swear, but just glared silently at me.‎ 他不喊不骂, 只是默默地怒视着我。‎ The o ld gentleman just stood there glaring at the pickpocket and did not say a word.‎ 这位老先生只是站在那里对那个扒手怒目而视, 一句话也没有说。‎ ‎4. Don’t you get tired quickly?‎ 你不觉得自己很容易疲倦吗？‎ But don’t you think it would be better if you were a bit thinner?‎ 不过, 难道你不认为瘦一点会更好吗？‎ ‎1)Don’t you. . . ? 是否定疑问句, 这类句子并不真正询问, 而是表示说话人的观点或态度。例如:‎ Aren’t you hungry? You haven’t eaten anything since breakfast.‎ 你难道不饿吗？你从早饭到现在还没吃过任何东西。‎ Don’t you come in?‎ 难道你不进来吗？‎ ‎2)宾语从句it would be better if you were a bit thinner使用的是虚拟语气, 表示与现在事实相反的假设。这时, 条件状语从句的谓语动词用过去式（be用were）, 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.‎ 我要是你的话, 就会把英语学得更好。‎ If he had time, he would attend the meeting.‎ 他要是有时间, 就会参加会议。‎ ‎5. In this way they cut down the fat and increased the fiber in the meal.‎ 这样, 他们减少了饭菜中脂肪的含量, 增加了纤维素。‎ cut sth. down/cut down(on sth. ): reduce the amount or quantity of something; consume, use or buy less(of sth. )削减; 压缩; 减少消耗; 少用或少买某物 The doctor advised him to cut down his consumption of fat.‎ 医生建议他减少脂肪的摄取量。 ‎ He has to cut down on family expenses by one-third.‎ 他不得不把家庭支出削减了三分之一。‎ ‎6. Their balanced diets became such a success that before long Wang Peng became slimmer and Yong Hui put on more weight.‎ 他们的均衡食谱非常有效, 王鹏很快就瘦了, 而咏慧却胖了。‎ 这是一个复合句, 句中that before lone Wang Peng became slimmer and Yong Hui put on more weight 是状语从句, 表示程度或结果。‎ such. . . that. . . 如此……以至于……‎ He is such a clever boy that everyone likes him.‎ 他非常聪明, 大家都喜欢他。‎ success用作可数名词时, 指成功的人或事。‎ He is a great success as a writer.‎ 他是非常成功的作家。‎ This meeting was a great success.‎ 这次会议开得非常成功。‎ before long意思是“不久以后”, 注意和long before(很久以前)的区别。‎ Before long he returned to his homeland.‎ 不久他就回到了他的祖国。‎ The st ory happened long before (he was born).‎ 故事发生在（他出生）很久以前。‎ put on weight增加体重 In order to put on weight, he began to eat more meat.‎ 为增加体重, 他开始吃更多的肉。‎ ‎→Step 6 Reading task ‎1. Have a free talk with students about Listening Task.‎ ‎2. Tell students: we are going to read two passages to get more opinions on for building a McDonald’s and against building a McDonald’s.‎ ‎3. Let students read the passages fast to get the general idea.‎ ‎4. Have them read the passages carefully and make notes of the opinions and the reasons given by both sides. Fill in the chart.‎ Topic For building a McDonald’s Against building a McDonald’s About healthy food ‎ About transport ‎ About jobs ‎ ‎5. Several minutes later, show the answers on the screen and check them with the ‎ whole class. At the same time, deal with any difficult language points that students can’t understand.‎ Suggested answers:‎ Topic For building a McDonald’s Against building a McDonald’s About healthy food high quality, safe and healthy high levels of salt, sugar and fat About transport They will provide parking. 1. There are too many cars.‎ ‎2. They produce fumes.‎ ‎3. They slow down traffic.‎ About jobs They will provide jobs and value their employees. They don’t let employees join a Union to speak up for them.‎ ‎→Step 7 Consolidation Ask students to go back to the passages Come and Eat Here(1)and Come and Eat Here(2). Give them several minutes to be prepared to retell the whole story in their own words. Then ask as many students as possible to come to the front to tell the story.‎ ‎→Step 8 Homework ‎1. Finish off the Workbook exercises.‎ ‎2. Learn the useful new words and expressions in this part by heart.‎ ‎3. Tell the story to your friends or family.‎ 设计方案(二)‎ ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Ask students to dictate the expressions of seeing the doctor and then read them aloud.‎ ‎3. Let them make up a short dialogue at the doctor’s.‎ ‎→Step 2 Leading-in ‎ ‎1. Let some students say something about Wang Peng’s and Yong Hui’s restaurant.‎ ‎2. Have students discuss what will happen at the end of the story.‎ ‎3. Tell students: Turn to Page 14. We are going to read the second part of the story.‎ ‎→Step 3 Skimming Ask students to read the passage and decide whether the following statements are true or false as soon as possible.‎ ‎1. Wang Peng was worried when he thought his restaurant would no longer be popular because he could no longer earn his living.‎ ‎2. Yong Hui was very angry when she came into Wang Peng’s restaurant because she thought he had spied on her restaurant.‎ ‎3. Wang Peng’s research showed his menu was balanced.‎ ‎4. He suggested that they provide a combined menu because he liked Yong Hui.‎ ‎5. Finally they got married and lived happily but their business was a failure.‎ ‎→Step 4 Scanning Ask students to read the passage carefully to locate particular information and answer the following questions.‎ ‎1. Why did Wang Peng feel happier? ‎ ‎2. What might he have worried before?‎ ‎3. Why did his smile leave his face when he saw Yong Hui walking in?‎ ‎4. What did Yong Hui say to him? What did he explain to her?‎ ‎5. Was she satisfied with the food in Wang Peng’s restaurant? Why or why not?‎ ‎6. What advice did she give him?‎ ‎7. What was his suggestion? Did she agree with him?‎ ‎8. What happened in the end?‎ ‎→Step 5 Learning important language points While checking students’ answers, deal with any language problems to see if they can know the meanings of new words and expressions and understand some difficult sentences.‎ ‎→Step 6 Discussing and further understanding Ask students to discuss th e question:‎ What is the purpose of writing the story?‎ ‎→Step 7 Workbook Deal with Reading task(on Page 52).‎ ‎1. Ask students to read the two passages. Deal with any language problems that students can’t solve by themselves while checking their understanding.‎ ‎2. Let students make notes of the opinions and the reasons given by both two sides and fill in the chart.‎ ‎3. Have them discuss and give their own opinions.‎ ‎→Step 8 Consolidation ‎1. Ask students to retell the whole story of Wang Peng and Yong Hui.‎ ‎2. Have students talk about McDonald’s.‎ ‎→Step 9 Homework ‎1. Finish off the Workbo ok exercises.‎ ‎2. Be ready to present the story Come and Eat Here in their own words.‎ 板书设计 Unit 2　Healthy eating Extensive Reading Topic For building a McDonald’s Against building a McDonald’s About healthy food high quality, safe and healthy high levels of salt, sugar and fat About transport They will provide parking. 1. There are too many cars.‎ ‎2. They produce fumes.‎ ‎3. They slow down traffic.‎ About jobs They will provide jobs and value their employees. They don’t let employees join a Union to speak up for them.‎ 活动与探究 Go to the library or surf the Internet to find information about McDonald’s and Kentucky Fried Chicken. Make notes and share with your classmates. Discuss with them the questions: Whether are the diets they provide healthy food or junk food? Why are they so popular in the world? Then write a report to give your own opinions and the reasons.‎ Period 6　Using language: Speaking and writing 整体设计 教材分析 This is the sixth teaching period of this unit. The teacher can first check the homework, let students review what they learned in the last lesson and the n lead in the new lesson.‎ In this period, the teaching activities will focus on speaking and writing. These activities offer students the opportunity to discuss what food they must eat to have a balanced diet and how much they should eat each day, to imagine they are planning to open a restaurant which will provide the best local dishes and a balanced diet and then to write a short passage to advertise their restaurant and its service. The practice of speaking and writing is important for students to use the vocabulary and structures they have learned. This is also a best way to test if students have mastered what they have learned. Encourage them in groups to discuss how to run the business, give each other suggestions and advice and finally write a good advertisement for their restaurant.‎ Speaking and writing are higher stages of language learning. The teacher should frequently give students some assignments of speaking and writing. Only in this way can students use what they have learned more freely.‎ 教学重点 ‎1. Develop students’ speaking and writing abilities.‎ ‎2. Let students learn how to make suggestions and how to give advice.‎ ‎3. Get students to learn to write an advertisement.‎ 教学难点 ‎1. Let students discuss how to run their business and write an advertisement.‎ ‎2. How to develop students’ writing ability.‎ 三维目标 ‎ 知识目标 ‎1. Get students to learn more about a balanced diet and healthy eating.‎ ‎2. Let students know how to give suggestions and advice.‎ ‎3. Have students know how to write an advertisement. 　‎ 能力目标 ‎1. Train students’ speaking ability by discussing healthy food and healthy eating and learning how to give suggestions and advice.‎ ‎2. Develop students’ writing abilit y by learning to write an advertisement.‎ 情感目标 ‎1. Enrich students’ knowledge of dieting culture and let them form the hab it of balanced diet.‎ ‎2. Train students’ ability to cooperate with others. ‎ 教学过程 设计方案(一)‎ ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Ask some students to tell the story Come and Eat Here.‎ ‎3. Let them give their own points of view on building a McDonald’s restaurant in their hometown.‎ ‎→Step 2 Warming up ‎1. 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.‎ ‎→Step 3 Speaking ‎1. 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 best 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.‎ ‎→Step 4 Writing Ask 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 restaurant ‎2)describe their ingredients, flavor, smell and appearance ‎3)explain how they will provide a balanced diet ‎4)explain why your restaurant will provide the best food in the area ‎5)explain how customers will be served ‎2. Ask students to do their writing.‎ ‎3. Let some of them read their writing to the class. Others should give comments.‎ ‎→Step 5 Speaking task ‎1. 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 there.‎ B: No, I don’t agree. Look how fat some of the children in this town are! Do we want all the children in this town to be fat when this never used to be a problem! Please keep fatty food away from our 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 McDonald’s but they don’t always buy other things in the town. They are usually people who are traveling 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 matter, don’t you?‎ A: Yes, I think so.‎ ‎→Step 6 Writing task ‎1. 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 design ‎2)draw a plan ‎3)explain the advantages of their idea ‎3. Ask some students to read their articles to the class. The teacher and others should give comments.‎ Sample writing:‎ An idea for a new library My 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.‎ ‎→Step 7 Homework ‎1. Finish off the Workbook exercises.‎ ‎2. Review the contents of the unit and complete Summing Up on Page 16.‎ 设计方案(二)‎ ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Ask students to dictate some new words, expressions and important sentences.‎ ‎→Step 2 Warming up by debating ‎ ‎1. Let students review the following expression s:‎ Agreement and disagreement I don’t agree. 　　Of course 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.‎ ‎2. Divide the class into two parts: one for McDonald’s; the other against McDonald’s.‎ ‎3. Ask each group to find as much as information they will need from Listening Task and Reading Task.‎ ‎4. They start their debate.‎ ‎→Step 3 Speaking and writing ‎1. Let students in groups discuss the following questions:‎ ‎1)What food must you eat to have a balanced diet?‎ ‎2)How much should you eat each day?‎ ‎2. Let them revi ew the following expressions:‎ 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?‎ ‎3. Imagine they are planning to open a restaurant. Let them in groups discuss ho w to run the business and give each other suggestions and advice.‎ ‎4. Have them write a short passage to advertise their restaurant and its services.‎ ‎→Step 4 Writing task Ask students to imagine the old local restaurant has gone and write an article describing what they think should be built on the land instead of a McDonald’s restaurant.‎ ‎1. Let them read the example on Page 54. ‎ ‎2. Advise them they should arrange the structure of their article in the following order:‎ ‎1)describe the new design ‎2)draw a plan ‎3)explain the advantages of their idea ‎→Step 5 Homework ‎1. Finish off the Workbook exercises.‎ ‎2. Write the two articles in your exercise book.‎ 板书设计 Unit 2　Healthy eating Speaking and writing Suggestions and advice Agreement and disagreement What should we do?‎ Shall we. . . ? 　How about. . . ?‎ You’d better. . . . 　You might. . . .‎ You must/mustn’t. . . . 　I suggest that you. . . .‎ I think you ought to. . . . 　Perhaps you should. . . .‎ You need/needn’t. . . .‎ You have to/don’t have to. . . .‎ My advice is/would be. . . .‎ I would strongly advised you to. . . .‎ It might be a good idea to. . . . 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. . . .‎ Dou 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.‎ 活动与探究 Step 1　Look up words related to food and drink in the dictionary or surf the Internet to find as many as you can to make a list and divide them into groups by energy -giving food, body-building food and protective food.‎ Step 2　In pairs, discuss what makes an enjoyable Chinese meal. Then make two Chinese menus, one from the north and t he other from the south of China. Remember to make your menus different and show the dishes of those areas. Then work out whether these menus are balanced or not.‎ Period 7　Revision: Summing up and learning tip 整体设计 教材分析 This is the last teaching period of this unit, so the emphasis should be placed on going over and summarizing what has been learned in this unit. It includes the following parts: Summing Up, Learning Tip, assessment and consolidation exercises.‎ Summing Up summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. The teacher can first use this part to let students sum up what t hey have learned and then explain what students couldn’t understand very well in this unit. An experienced teacher should design some additional exercises for students to do in order that they can learn to use and grasp all the contents.‎ Learning Tip encourages students to look at the side of the packet or tin when they buy foo d in packet or tin. This will help them not only know how much sugar, fat, vitamin, protein, and fiber there is in their food but also learn more words and expressions connected with food. They can use this information to help them have a healthy diet as well as increase their vocabulary. So make sure that students have a try.‎ In this period, the teacher can also provide more practices to consolidate what students have learned in this unit.‎ Finally, ask students to finish Checking yourself on Page 54 in the Workbook. This part aims at encouraging students to make a self-assessment after they finish learning this unit. It is very important to improve their learning. Of course, a testing assessment is also needed.‎ 教学重点 ‎1. Get students to review and consolidate what they have learned in this unit.‎ ‎2. Develop students’ ability to solve problems. ‎ 教学难点 Get students to turn what they have learned into their ability.‎ 三维目标 知识目标 ‎1. Get students to go over the useful new words and expressions in this unit.‎ ‎2. Have students review the new grammar item: the use of ought to.‎ 能力目标 ‎1. Develop students’ ability to use the important language points in this unit.‎ ‎2. Enable students to learn to use ought to correctly.‎ 情感目标 ‎1. Encourage students to learn more about problems with diet, a balanced diet and nutrition.‎ ‎2. Stimulate students’ sense to have a balanced diet.‎ ‎3. Strengthen students’ sense of group cooperation.‎ 教学过程 ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Dictate some useful new words and expressions in this unit. ‎ ‎→Step 2 Le ad-in Tell students: Up to now, we have finished Unit 2 Healthy eating. Have you learned an d grasped all in this unit? Turn to Page 16. You can check yourself by filling in the blanks in the part Summing Up.‎ ‎→Step 3 Summing Up Five minutes for students to summarize what they have learned in this unit by themselves. Then check and explain something where necessary.‎ Suggested answers:‎ Write down what you have learned about festivals around the world.‎ ‎(Students’ answer may vary. )We have learned about problems with diet, balanced diet and nutrition.‎ From this unit you have also learned useful verbs: diet, balance, barbecue, roast, fry, ought, slim, lie, consult, digest, glare, spy, limit, benefit, combine phrasal verbs: ought to, lose weight, get away with, tell a lie, win back, earn one’s living, cut down, put on weight useful nouns: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, bacon, curiosity, hostess, vinegar, lie, customer, discount, weakness, strength, fibre, digest, carrot, debt, glare, spy, limit, benefit, breast, garlic, sigh useful adjectives: roast, slim, raw, limited other useful expressions: balanced diet, in debt, before long new grammar item: the use of ought to ‎→Step 4 Practice Show the exercises on the screen or give out exercise papers. First let students do the exercises. Then the answers are given. The teacher can give them explanations where necessary.‎ Ⅰ. Word spelling:‎ ‎1. The child couldn’t keep his b　　　 on his new bicycle.‎ ‎2. He is full of c　　　.‎ ‎3. He is not s　　　 enough to wear these tight trousers.‎ ‎4. The restaurant offers a healthy d　　　 and is full of c　　　 every day.‎ ‎5. The old model worker’s rich experience is not to be d　　　.‎ ‎6. I haven’t the s　　　 to lift this table.‎ ‎7. If you don’t understand the definition of a word, you can c______________ the dictionary.‎ ‎8. A five-day week b　　　 more than individually and economically.‎ ‎9. The two principal political parties have c　　　 to form a government.‎ ‎10. My mother l　　　 the amount of food that I eat.‎ Ⅱ. Fill in the blanks with the expressions given below. Use ea ch expression only o nce and make changes where necessary.‎ ought to　get away with　earn one’s living　cut down　before long　put on weight　in debt　win. . . back　lose weigh t　tell a lie ‎1. ______________ he returned to his homeland.‎ ‎2. In order to ______________, he began to eat more meat.‎ ‎3. The doctor advised him to ______________ his consumption of fat.‎ ‎4. David ______________ by writing articles for newspapers.‎ ‎5. He is heavily ______________.‎ ‎6. I won’t have you ______________ cheating in the exam.‎ ‎7. They were determined to ______________ the seat ______________ from Labour.‎ ‎8. He is always ______________.‎ ‎9. She ______________ look after her child better.‎ ‎10. Mary is dieting to ______________.‎ Ⅲ. Translate the following sentences.‎ ‎1. 我想没有什么比旅行更令人愉快的了。‎ ‎2. 我看见他正向口袋里装东西。‎ ‎3. 他昨天一定去游泳了。‎ ‎4. 大家都对他的设计感到惊讶。‎ ‎5. 张先生不容许他女儿晚回家。‎ ‎6. 难道你不认为瘦一点会更好吗？‎ ‎7. 王鹏坐在他那空荡荡的餐馆里, 感到很沮丧。‎ ‎8. 他们的均衡食谱非常有效, 王鹏很快就瘦了, 而咏慧却胖了。‎ Keys for reference:‎ Ⅰ. 1. balance　2. curiosity　3. slim　4. diet; customers　5. discounted　6. strength7. consult　8. benefits　9. combined　10. limits ‎ Ⅱ. 1. Before long　2. put on weight　3. cut down　4. earns his living　5. in debt6. getting away with　7. win. . . back　8. telling lies　9. ought to　10. lose weight Ⅲ. 1. I think nothing is more pleasant than traveling.‎ ‎2. I saw him putting something in his bag.‎ ‎3. He must have gone swimming yesterday.‎ ‎4. Everybody was amazed at his design.‎ ‎5. Mr. Zhang won’t have his daughter arriving home late.‎ ‎6. Don’t you think it would be better if you were a bit thinner?‎ ‎7. Wang Peng sat in his empty restaurant feeling very frustrated.‎ ‎8. Their balanced diets became such a success that before long Wang Peng became slimmer and Yong Hui put on more weight.‎ ‎→Step 5 Learning tip Ask students to turn to Page 16. Read through the passage and make sure they understand it. Encourage them to do as the passage tells to because if they are doing so they will be teaching themselves a useful way of learning and form a good habit.‎ ‎→Step 6 Assessment ‎1. Checking yourself(on Page 54 in the Workbook)‎ First get students to think about these questions individually. Then they can discuss in groups sharing their experience. The teacher can join in and give them advice and suggestions where necessary.‎ ‎2. Testing assessment ‎1)Complete the following sentences with should or shouldn’t according to the different situations.‎ take a few days off　go to bed so late　put some paintings on the walls　look for a new job　take a photo　use her car so much ‎ ‎(1)(Lisa needs a change. )‎ She ____________________________.‎ ‎(2)(My salary is very low. )‎ You ____________________________.‎ ‎(3)(Nick always has difficulty getting up. )‎ He ____________________________.‎ ‎(4)(Wha t a beautiful view! )‎ You ____________________________.‎ ‎(5)(Susan drives everywhere. She never walks. )‎ She ____________________________.‎ ‎(6)(Billy’s room isn’t very interesting. )‎ He ____________________________.‎ Keys for reference ‎(1)She should take a few days off.‎ ‎(2)You should look for a new job.‎ ‎(3)He shouldn’t go to bed so late.‎ ‎(4)You should take a photo.‎ ‎(5)She couldn’t use her car so much.‎ ‎(6)He should put some paintings on the walls.‎ ‎2)Complete the sentences with must, mustn’t or needn’t.‎ ‎(1)We have got little time. We ______________ hurry.‎ ‎(2)We’ve got plenty of time. We ______________ hurry.‎ ‎(3)We have enough food at home so we ______________ go shopping today.‎ ‎(4)My father give me a letter to post. I ______________ remember to post it.‎ ‎(5)My father give me a letter to post. I ______________ forget to post it.‎ ‎(6)There’s lots of time for you to make up your mind. You ______________ decide now.‎ ‎(7)You ______________ wash those potatoes. They’ve already been washed.‎ ‎(8)This is a valuable dictionary. You ____________ look after it carefully and you _________ lose it.‎ ‎(9)—What sort of house do you want to have? Something big?‎ ‎—Well, it ______________ be big—that’s not important. But it ______________ have a nice garden—that’s essential.‎ Keys for reference ‎(1)must　(2)needn’t　(3)needn’t　(4)must　(5)mustn’t　(6)needn’t　(7)needn’t(8)must; mustn’t　(9)needn’t; must ‎→Step 7 Homework ‎1. Finish off the Workbook exercises.‎ ‎2. Review and summarize what you have learned in Unit 2.‎ 板书设计 Unit 2　Healthy eating Unit revision Summing up Write down what you have learned about healthy food and healthy eating.‎ ‎(Students’ answer may vary. )We have learned about problems with diet, balanced diet and nutrition.‎ From this unit you have also learned useful verbs: diet, balance, barbecue, roast, fry, ought, slim, lie, consult, digest, glare, spy, limit, benefit, combine phrasal verbs: ought to, lose weight, get away with, tell a lie, win. . . back, earn one’s living, cut down, put on weight useful nouns: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, bacon, curiosity, hostess, vinegar, lie, customer , discount, weakness, strength, fibre, digest, carrot, debt, glare, spy, limit, benefit, breast, g arlic, sigh useful adjectives: roast, slim, raw, limited other useful expressions: balanced diet, in debt, before long new grammar item: the use of ought to 活动与探究 Use sentence structures in this unit to complete this project.‎ ‎1. Invent a new kind of drink(cold or hot)or food.‎ ‎2. Think of a name for it, and write a recipe to tell everyone how to make it; explain how it will taste.‎ ‎3. Write a sign to advertise the benefits of your drink or food and invite others to have a try.‎ ‎4. Share your reci pe with your group. Then decide which of the group recipes sounds the most delicious and healthiest.‎ Here are some steps for you to follow:‎ ‎1. Do some research among the class to see which drink or food are the most popular.‎ ‎2. If you design a new drink, make sure it is healthy(no added sugar)and includes real, fresh fruit(fiber). If you are going to design a food(e. g. a roll), then make sure it has a fresh, healthy filling.‎ ‎3. Let the group test it and adjust the flavor or taste.‎ ‎4. Prepare to test it on the class. Ask for comments to improve it.‎ ‎5. Finally make the poster for others to make it.‎ Sample poster:‎ The Fruit Crush Special Come and try it here! Once tasted, you will want to make your own version. Just follow these simple instructions and a fruit crush special will be yours!‎ You need:‎ ‎1 banana, 1/2 small watermelon, grapes, 1 apple, 1/2 kg strawberries, melon, ice To get the best flavor you ought to cut the fruit up into small pieces. Then you have to mix the ingredients up together in a blender to make the drink smooth. Add mineral water as required. You can include other fruit as needed. When you serve ‎ the drink, you should first place the ice at the bottom of the glass before you pour the drink on top.‎ Drink and enjoy! ‎