一名优秀的教师就要对每一课堂负责，高中教师要准备好教案，这是高中教师需要精心准备的。教案可以让学生更容易听懂所讲的内容，使高中教师有一个简单易懂的教学思路。您知道高中教案应该要怎么下笔吗？以下是小编为大家收集的“Unit 2 Healthy eating Part 1 Teaching Design教案”大家不妨来参考。希望您能喜欢！

Part1TeachingDesign
第一部分教学设计
Period1Asamplelessonplanforreading
(COMEANDEATHERE<1>)
Introduction
Inthisperiod,afterthewarmingup,studentswillfirstbeguidedtoquestionandanswer.ThentheywillbehelpedtoreadanarrationentitledCOMEANDEATHERE.Readingcanbedonebythefollowingprocedures:Lookingandlistening，Readingaloudtotherecording，Readingandunderlining，Understandingdifficultsentences，Readingtodecideonthetypeofwritingandsummaryofthetext.Theperiodwillendbystudentsretellingthetext.
Objectives
Tohelpstudentsunderstandthetext’sformsandcontentsandlearnabouthealthyeating
Tohelpstudentscommunicateonthetopicinfocuswiththewords,expressionsandstructureslearnedinthisunit
Focus
Wordsdiet,balance,barbecue,roast,stir,fry,slim,lie,consult,digest,glare,spy,limit,benefit,sigh,combine
Expressionsoughtto,loseweight,getawaywith,tellalie,winback,indebt,spyon,cutdown,beforelong,putonweight
Patterns1.WangPengweisatinhisemptyrestaurantfeelingveryfrustrated.
2.Nothingcouldhavebeenbetter.
3.Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies!
4.IthoughtyouwereanewcustomerandnowIfindyoucameonlytospyonmeandmymenu.
5.Idohavetorestalot.
6．PengweifollowedLiMaochangintoanewly-openedsmallrestaurantattheendofthestreet.
7.IfIhadthechancetosayonethingtohealthykids,itwouldbethis:Justhavingadisabilitydoesn’tmeanyourlifeisnotsatisfying.
8.Hisrestaurantoughttobefullofpeople.
9.Tiredofallthatfat?
10.Thecompetitionbetweenthetworestaurantswason!
11.Idon’twantthemtoremindmeofher.
Aids
Multimediafacilities,tape-recorder,photos,diagrams
Procedures
1.Warmingup
Warmingupbylearningvocabulary
Hello,everyone.Weshallreadabouthealthyeatingtoday.Everybodyhastoeat,butdoyoueatahealthydiet?Turntopage95andfamiliarizeyourselfwiththewordsandexpressionsusedinthisunit.Trytomakeupastorybasedonthevocabulary,eitherinEnglishorinChinese.
Warmingupbysharingopinions
Ifyoueatoutalot,findwaystofollowyourmealplanasmuchaspossible.Pickarestaurantwithavarietyofchoicestoincreaseyourchancesoffindingthefoodsyouwant.
Whenyoueatout,orderonlywhatyouneedandwant,knowhowtomakechangesinyourmealplanincasetherestaurantdoesnthavejustwhatyouwant.
（用原版）
Variety,Balance,andModeration多样性，平衡性，和节制性
Thereisnosecrettohealthyeating.Besuretoeatavarietyoffoods,includingplentyofvegetables,fruits,andwholegrainproducts.Alsoincludelow-fatdairyproducts,leanmeats,poultry,fish,andlegumes.Drinklotsofwaterandgoeasyonthesalt,sugar,alcohol,andsaturatedfat.Goodnutritionshouldbepartofanoverallhealthylifestyle,thatalsoincludesregularphysicalactivity,notsmoking,andstressmanagement.Ifyoudrinkalcoholicbeverages,dosoinmoderation.
2．Pre-readingbyquestioningandanswering
RiceismainfoodinSouthChina.Whatdoyouthinkwouldhappeniftomorrowtherewassuddenlynoricetoeat?
Forreference:Thenpeopleinthesouthwouldhavetochangetheireatinghabit.Theycouldturntopotatoes,wheatflour,cowandsheepcheese,cabbage,onionsandgarlicforfood.TheyarethebasesofthetraditionalfoodinNorthChina.
Ifyouhadthechancetodoonethingtohelpendhungerintheworld,whatwouldyoudo?
Forreference:Iwouldtrytoendhungerbypopularizingtheadvancedfarmingtechniques.Moderntechniquescouldbeintroducedtoincreasethericeoutput,andexpandtheareaoffields.
3.Lookingandlistening
Lookatthesignofarestaurant.Itreads:
WeMakeItEasy!
Accommodatingupto80guests
Sitdownmealswithachoiceofthreeentrees
Buffetsavailableforpartiesof38ormore
Intimateappetizerreceptions
Banquetsaremenupriceplustax&tip
Noroomchargeformealfunctions
Noadvanceddepositrequired
Elegantset-up,completewithtablelinensandfresh-cutflowers
Servicestaffdedicatedtoyourparty
Doyouwanttoeathereatthisrestaurant?Let’sgo!
4.Readingaloudtotherecording
Comprehension—understandingwhatyouarereading—isimportant.Toreadinthoughtgroups(意群)isaneasy,yeteffective,wayofimprovingreadingcomprehension.Nowturntopage10andreadaloudtotherecordingofthetextCOMEANDEATHERE.Payattentiontothethoughtgroupsinthesentenceswhilelisteningandreadingaloud.
5.Readingandunderlining
Readthetextagainandtrytounderlineallthecollocationsinthepassage.Youaregoingtocopythemintoyournotebookafterclassashomework.
CollocationsfromCOMEANDEATHERE(1)
sitinanemptyrestaurant坐在空荡荡的餐馆里,feelfrustrated感到沮丧,getupearly早起,prepareone’smenuofmuttonkebabs/roastpork准备（烤羊肉串/烤猪肉）菜肴,bylunchtime到午饭时间,oughtto应该，befullof充满……，thinkof…想到……,cook…inthehottestoil用热油烹调,friedrice炒米饭,tasteoffat吃起来油腻,hurryby匆匆走过,eatwithsb.与某人吃饭,follow…into…跟随进入,anewly-openedsmallrestaurant一个新开张的餐馆,attheendofthestreet在街道的尽头,asigninthewindow窗子上的一个标牌,betiredof对……厌倦、厌烦,comeinsideto…走进去,serveslimmingfood提供苗条食品,make…thin使……变瘦,drive…inside驱使……进入,athinlady一位很瘦的女士comeforward向前,take…off…减掉,rawvegetables生菜,beamazedat…对……感到吃惊,costmorethan…比……花费多,believeone’seyes相信自己的眼睛,throwaway扔掉；丢弃hurryoutside赶紧出去,onone’swayhome在某人回家的路上,beon上演，进行，thinkabout…考虑……,make…fat使……肥胖,findout找到；发现,getawaywith被放过；（做坏事）不受惩罚,telllies/alie说谎,dosomeresearch做研究,energy-givingfood提供能量的食物,become/betired变累,win…back赢回,feelfit感到健康
6.Understandingdifficultsentences21世纪教育网
Ingroupsoffour,analyzethestructureofthedifficultsentences.Ifyouhaveanyproblemswhicharetoodifficultforyoutosolvedonothesitatetoputthemtome.
7.Readingandtransferring
Inpairs,readthetext,findinformationtocompletethefollowingform.
YongHui’srestaurantWangPengwei’srestaurant
sellingpointsellingpoint
menumenu
measures
Forreference
YongHui’srestaurantWangPengwei’srestaurant
sellingpointofferslimmingfoodsellingpointofferenergy-givingfood
menurawvegetables,fruitandwatermenu21世纪教育网muttonkebabs,roastpork,friedrice,sugarycola,icecream
measuresofferbalancedmenuswithfoodfullofbothenergyandfibre
8.Readingthetextonceagaintodecideonthetypeofwritingandsummaryofthetext
TypeofwritingThisisapieceofnarrativewriting.
Mainideaofthepassage
Beingdrivenbycuriosity,WangPengwei,anrestaurantowner,spiedonYongHui’srestaurantandputonacompetitionwithYongHui.
Centralideaof1stpart(beforethewordof“Curiosity”)WangPengwei,frustrated,wentintoanewly-openedsmallrestaurantattheendofthestreetandfoundasigninthewindowadvertising“slimmingfoods”.

Centralideaof2ndpart(afterthewordof“Curiosity”)Amazed,WangPengweiwenttodosomeresearchandwrotehisownsignstartingacompetitionwithYongHui.
9.ListingachainofeventshappeninginCOMEANDEATHERE(1)(2)
Readthetextonemoretimetolistachainofevents.
sitinanemptyrestaurant→feelfrustrated→getupearly→prepareone’smenuofmutton→thinkof…→hurryby→eatwithsb.→follow…into…→comeinsideto…→serveslimmingfood→make…thin→drive…inside→comeforward→take…off→beamazedat…→costmorethan…→believeone’seyes→throwaway…→hurryoutside→thinkabout…→make…fat→findout→getawaywith→tell…lies→dosomeresearch→becometired→feelfit→feelhappy→earnone’sliving→lookforwardto~ing→beindebt→walkin→lookhappy→glareat…→moveround…→spyon…→advertisethebenefits…→tryameal→enjoythedumplings→servesb.…→lookill→feelsickwith…→heavyfood→enjoyasecondplateofdumplings→gettired→restalot→feelhealthy→chatabout…→offerabalanceddiet→offerenoughfibre→provideabalancedmenu→servefruitwithicecream→cutdownthefat→increasethefibreinthemeal→turninto…→getmarried→livehappily
10.Closingdownbyhavingadictation
Toendtheperiodyouwilltakeadictation.Itisabouthowtoorderinarestaurant.
（用原版）

Howtoorderinarestaurant?
*Ifyoudontknowwhatsinadishordontknowtheservingsize,ask.
*Trytoeatthesameportionasyouwouldathome.Iftheservingsizeislarger,sharesomewithyourdiningpartner,orputtheextrafoodinacontainertogo.
*Eatslowly.
*Askforfishormeatbroiledwithnoextrabutter.
*Orderyourbakedpotatoplain,thentopitwithateaspoonofmargarineorlow-caloriesourcream,and/orvegetablesfromthesaladbar.
*Ifyouareonalow-saltmealplan,askthatnosaltbeaddedtoyourfood.
Askforsauces,gravyandsaladdressings"ontheside."Trydippingyourforktinesinthesaladdressing,thenspearapieceoflettuce.Oraddateaspoonofdressingatatimetoyoursalad.Youlluselessthisway.
*Orderfoodsthatarenotbreadedorfriedbecausetheyaddfat.Ifthefoodcomesbreaded,peelofftheoutercoating.
*Readthemenucreatively.Orderafruitcupforanappetizerorthebreakfastmelonfordessert.Insteadofadinnerentree,combineasaladwithalow-fatappetizer.
*Askforsubstitutions.InsteadofFrenchfries,requestadoubleorderofavegetable.Ifyoucantgetasubstitute,justaskthatthehigh-fatfoodbeleftoffyourplate.
*Askforlow-calorieitems,suchassaladdressings,eveniftheyrenotonthemenu.Vinegarandadashofoilorasqueezeoflemonareabetterchoicethanhigh-fatdressings.
*Limitalcohol,whichaddscaloriesbutnonutritiontoyourmeal.m.jAb88.coM

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Unit 2 Healthy eating Teaching Aims and Demands 教案

Unit2Healthyeating
TeachingAimsandDemands
WordsandPhrases
FourSkills:stomachfeveroughtoughttoexamineplentyplentyofdietkeepupwithmakearightchoiceshortoffitgainnowandthen
ThreeSkills:energysoftbarfuelchemicalbalancetastyboilmixture
SpokenEnglish:
Intheclinic/seeingadoctor:
What’swrongwithyou?/What’sthematterwithyou?
Liedownandletmeexamineyou.
Letmehavealook.
Wheredoesithurt?
Drinkplentyofwaterandgetsomerest.
I’vegotapainhere.Thisplacehurts.
There’ssomethingwrongwithback/myknee/myarm.
Idon’tfeelwell.
Grammar:
UseofLanguage:
1.Masterthefunctionuseoflanguageasdefinedabove.
2.Helpthestudentstofinishthetasksoflistening,reading,writing,speakingpresentedinthebookandtheexercisebookthroughusingwhatthestudentshavelearned.
Learnthetextabouthealthyeating.Getthestudentsknowaboutthebasicknowledgeofhowtoeathealthily.
Importantpoints:
1.Talkaboutdifferentkindsoffoodthatonefavorites.
2.learnthebasicknowledgeofhealthyeating.
3.learnhowtosayintheclinic.
4.Graspthelanguagepointsandgrammarinthetext.
Difficultpoints:Theuseofmodalverbs---hadbetter,shouldandoughtto.
Teachingaids:computerorslider-projector
WayofTeaching:Communicationwayofteaching,discussionandgroupwork
Lesson1
Step1Warming-Up
Firstshowthestudentssomepicturesofdishesandsotointroducethetopicofthisunit.
Andthenshowthepicturesontheirtextbooksandletthemtodecidewhatisjunkfoodandwhatisnot.
Herethestudentsmayhaveashortaskandanswerinpairstothemselvesmoreengagedinthetopic.
Step2Listening
Letthestudentslistentothetapeandbepreparedtoanswerthequestionsbelow.
Step3Speaking
ShowthestudentsthethreesituationsasonP2.Thenaskthestudentstopreparedadialogueaccordingtotheexamplesinpairs.Askseveralpairsofstudentstopresenttheirdialogue
Afterthatlisttheusefulexpressionsintheirdialogue.
Step4Homework
Prepareforthenextclass.
Collectsomemenusifpossibleforthenextclass.
Lesson2
Step1Introduction
UsingthequestionsonP3tointroducethenewtext.
Step2Fast-reading
1.Whatdoesthe“fuel”meaninthefirstparagraph?
(Itmeansdifferentkindsofmaterials,suchasprotein,Calciumthatweneedtokeephealthy.)
2.Whatdowehavetoconsiderwhenwechoosetobuyoreat?
(Whatkindsofnutrientsthatthefoodcontain.)
3.Whatmadeoureatinghabitchanging?
(Manythings:whatpeoplebelieve,advicefromcompaniesandstores.)
4.Howcanwefeelandlookfine?
(Weoughttolearnaboutourbodyandthefuelitneedstokeepfit.)
Explainthelanguagepointsifnecessary.
Step3Carefully-reading
Howmanypartscanbedividedinto?
(Threeparts.)
What’sthemainideaofeachpart?
(1.oureatinghabitsarechanging.2.whytheeatinghabitsarechanging3.thebestwaytodevelophealthyeatinghabits.)
Step4Talking
Askthestudentstotakeouttheirmenusandreadthemcarefully.Thenprepareadialoguethatmayhappenbetweenacustomerandawaiter/waitress.
Step5Homework
Finishtheexercise---VocabularyonP5.andP72-73
Lesson3
Step1Revision
Checkthehomework.
Step2Grammar
FirstpresentthestudentsthemodalsentenceswithModalVerbsandaskthestudentstomakesomesentenceswiththem.
Step3Consolidation
(1)FinishtheexerciseonP5andonP74
(2)Takeoutapieceofpaperwiththecolumn“Ask###”inordertomakethestudentsunderstandwhenyouaregivingadviceitisbettertousesomesentenceswithhadbetter(not),andought(not)to,should(not).Thenreadapassageasanexampleandafterwardslistthepointsyouhavetopayattentiontowhenyougiveadvice.
1.giveadvicethatwillreallyhelptheperson.
2.bepoliteandsincere
atlastgetthestudentstofinishthefollowingpractice.
Step4Homework
Finishtheexercise3onP74inthestudents’workbook.
Lesson4
Step1Revision
LetsomestudentsreadtheirreplytothelettersonP74.
Step2Reading
ReadthetextonP6andthengetthestudentstofindthemainideaofit(Snacksisalsoimportant.weneedtolearnsomethingaboutsnacksandthewaytoprepareit.)
Step3Writing
Askthestudentstoworkinpairstowritetherecipefortheirfavouritedish.
WemayfirstgivethetipsonP7asaguide.
Step4Discussion
FirstaskthestudentstoreadthepassageonP75andthengivethefollowingquestionsasthetopicforthestudentstotalk:Whatisacouchpotato?
Whatdoesonehavetopayspecialattentiontoinordertokeephealthy?(foodandexerciseetc.)
Step5Homework
Doageneralsurveyinordertolearnaboutthedifferencesbetweenpeople’seatinghabitsandtrytofindwhichishealthier.

Unit 5 Canada—“The True North” Part 1 Teaching Design教学设计

Unit5Canada—“TheTrueNorth”
Part1TeachingDesign
第一部分教学设计
Period3AsamplelessonplanforUsingLanguage
(“THETRUENORTH”FROMTORONTOTOMONTREAL)
Introduction
Languageislearnedtobeusedinandforcommunication.Sointhisperiodweshallhavethestudentsread,listen,writeandspeakinEnglish,makinguseofthefocusedwords,expressions,structuresandtopicideascoveredinthisunit.Warmingupbylisteningandwritingistobefollowedbyspeaking，readingandunderliningandacting.Theclassendsinclasshavingaguidedwriting.
Objectives
Toenjoythepassage“THETRUENORTH”FROMTORONTOTOMONTREAL
Tolearntousethelanguagebyreading,listening,speakingandwriting
1.Warmingupbylisteningandwriting
Turntopage37andlistentothetapeandcompletethesentenceswithcorrectinformation.
2.Speaking
Ingroupsoffour,talkaboutthe4questionsonthetopofpage38.
Bilingualism双语国家
UndertheOfficialLanguagesAct,Canadaisanofficiallybilingualcountry.ThismeansthatCanadianshavetherighttogetfederalgovernmentservicesinEnglishorFrench,nomatterwhatpartofCanadatheyarelivingin.
NewBrunswickistheonlyprovincethatisofficiallybilingual.NewBrunswickresidentsreceiveservicesinbothofficiallanguagesfromalloftheirprovincialgovernmentdepartmentsandagencies.
InQuebec,Frenchistheofficiallanguageandinmostcases,provincialandmunicipalservicesareprovidedinFrench.
Intheotherprovincesandterritories,Englishistheofficiallanguage,andtheavailabilityofprovincialservicesinbothofficiallanguagesvaries.
Atthemunicipallevel,theavailabilityofservicesinbothofficiallanguagesvariesgreatly.
Multiculturalism多元文化
Canadaispopulatedbypeoplewhohavecomefromeverypartoftheworld.ThroughtheCanadianMulticulturalismAct,thegovernmentencouragesCanadianstotakeprideintheirlanguage,religionandheritageandtokeeptheircustomsandtraditions,aslongastheydontbreakCanadianlaws.
3.Readingandunderlining
Nextyouaretoread“THETRUENORTH”FROMTORONTOTOMONTREALandunderlinealltheusefulexpressionsorcollocationsyou’vefoundinit.Copythemintoyournotebookafterclassashomework
Collocationsfrom“THETRUENORTH”FROMTORONTOTOMONTREAL
frostontheground（地上覆盖了一层薄霜）,aroundnoon（中午时分）,themostwealthyandbiggestcityinCanada（加拿大最大最富有的城市）,leavefor…（离开去……）,goonatourofthecity（继续在市内游览一番）,goupthetower（登上塔顶）,lookacrossthelake（俯瞰湖面）,flowinto…（流人……）,flowover…（流经……）,onone’swayto…（在去……的路上）,acoveredstadium（加顶的运动场）,walknorth（向北走）,phone…fromatelephonebooth（到电话亭给……打电话）,havedinnerindowntownChinatown（在市内的中国城吃晚饭）,moveto…（移居到……）,meet…at…（在……迎接……）,getgoodCantonesefood（吃到好吃的广东菜）,comefromSouthChina（来自中国南方）,goasfarasOttawa（去到远至渥太华）,aboutfourhundredkilometersnortheastofToronto（距多伦多东北大约有400公里）,taketoolong（花费的时间长）,atdawn（黎明）,atthetrainstation（在火车站）,haveEnglishwordsinsmallletters（有小字体的英文标注）,godowntown（到市区去）,becloseto…,（接近……）spendtheafternooninthelovelyshops（整个下午在可爱的商店）,visit…in…（在……拜访……）,sitinacafé（坐在咖啡馆）,lookover…（眺望……）,sitdownwith…（和……坐在一起）,onatraintripacross…（坐着火车上横穿……）,haveaFrenchculture（具有法国文化）,speedalongtherivertoward…（沿着河流驶向……）,dreamof…（梦想……）
4.Actingatextplay
Actingoutthetextisastrategyformotivatingustoreadoutloudthetext.Weneedoralpracticeandhelpwithpronunciationandsoactingoutthetextreallyhelpsus.
Nextwearegoingtoputthetext“THETRUENORTH”FROMTORONTOTOMONTREAL”onstage.
（用原版）
ATEXTPLAYOF“THETRUENORTH”FROMTORONTOTOMONTREAL”
(onthetrain)
LiuQian:Look!Themapletreesareredandgoldandorange.
LiDaiyu:Yes,thereisevenfrostontheground.
LiuQian:Isee.It’sfalltimeinCanada.
(aroundnoon)
LiDaiyu:WearecomingclosetoToronto,themostwealthyandbiggestcityinCanada.
LiuQian:Wonderful!IamsoexcitedthatIcan’twaittogoonatourofthecity.
(outofthetrainstation)
LiuQian:Whatcanwevisit?
LiDaiyu:WeshallgoupthetowerofCNorCNTowerwherewecanlookacrossthelakeandseethemistycloudrisingfromthegreatNiagaraFalls.
LiuQian:Wheredoesthewaterflow?
LiDaiyu:ItflowsintotheNiagaraRiverandoverthefallsonitswaytothesea.
LiuQian:Look!Thereisacoveredstadiumoverthere!
LiDaiyu:Ithasbeenhomeofseveralfamousbasketballteams.Oh,bytheway,let’sstophere.Iamgoingtophoneoneofmymother’sfriendsfromatelephonebooth.Helivesaroundhere,Ithink.
LiuQian:Wherearewegoingtotakeourdinner?Iamhungry,veryhungry.
LiDaiyu:Fordinner,weshallgotothedowntownChinatown.ButfirstwehavetomeetLinTaoatThePinkPearl.Hemovedheremanyyearsago.
(atThePinkPearl)
LinTao:Hi,LiDaiyu!Hi,LiuQian.NicetoseeyouhereinCanada.
LiuQian:Thankyouforcomingtomeetus.But,I…,Iamhungry.I’dliketohaveCantonesefood.Idon’tlikeCanadianfoodatall.
LiDaiyu:NeitherdoI.TherearemanypeoplewhocamefromSouthChina.TheycookniceCantonesefood.
(afterdinner)
LinTao:It’stoobadyoucan’tgoasfarasOttawa.
LiuQian:Whereisit?Isitabigcity?
LinTao:It’saboutfourhundredkilometersnortheastofToronto.ItisthecapitalcityofCanada.
(atdawnthenextmorning)
LinTao:HereweareatthetrainstationofMontreal.
LiuQian:TheyarenotspeakingEnglish!
LinTao:No,theyaren’t.PeoplearespeakingFrenchhere.Butdon’tworry.AlltheFrenchsignsandadshaveEnglishwordsinsmallletters.
LiDaiyu:Let’sgodowntowntoOldMontreal.It’sclosetothewater,Iguess.
LinTao:Iagree.Ilikespendingtheafternooninthelovelyshops,visitingartistsintheirworkplaces,sittinginacafé,lookingoverthebroadStLawrenceRiver.
LinTao:Areyoudreaming?
LiDaiyu:Goahead,let’sgetstarted!
5.Guidedwriting
SupposeyouareLiuQiannow.YouaregoingtowritehomeanimaginedreportonCanada.
Afteratotalflighttimeof11hoursIshouldbetiredIguess,butsomehowIwasinagoodshapeandstillwillingtohaveafirstsightseeingtouraroundCadada.
TodaywewenttoCapilanoSuspensionBridge,a13mlongand70mhighsuspensionbridge.Isawquitesometotemsthere,prettyimpressing.IcouldalsoseehowthosetotemsaremadebyIndians.
TodayImetmydistantcousinLiDaiyu.SheisfromBeijingandstudiesinVancouver.Untilwecouldfindarrangementstomeet,severalphonecallshadtogoallaroundtheglobefromCanadatoChinaandfromChinatoCanadaagain.

Unit 5 Canada—“The True North” Part 1 Teaching Design 教案

俗话说，磨刀不误砍柴工。作为高中教师就要在上课前做好适合自己的教案。教案可以让学生们能够更好的找到学习的乐趣，让高中教师能够快速的解决各种教学问题。那么如何写好我们的高中教案呢？经过搜索和整理，小编为大家呈现“Unit 5 Canada—“The True North” Part 1 Teaching Design 教案”，欢迎大家阅读，希望对大家有所帮助。

Unit5Canada—“TheTrueNorth”
Part1TeachingDesign
第一部分教学设计
Period2AsamplelessonplanforLearningaboutLanguage
(Nounclausesastheappositive)
Introduction
Inthisperiodstudentswillbefirsthelpedbytheteachertowarmupbydiscoveringusefulwordsandexpressions.Thentheygoontoreadandfindcollocationsanddoexercises.Thereadyusedmaterialsfor“Nounclausesastheappositive”areofferedforclassreading.Theperiodwillendbystudentsdoingaquiz.
Objectives
TolearnaboutNounclausesastheappositive
Todiscoverandlearntousesomeusefulwordsandexpressions
Todiscoverandlearntousesomeusefulstructures
Procedures
1.Warmingupbydiscoveringusefulwordsandexpressions
Turntopage36anddoexercises1,2,3,and4first.Checkyouranswersagainstyourclassmates’.
2.Readingandfinding
Turntopage34andreadthetextATRIPON“THETRUENORTH”.Asyouread,findoutsentenceswithnounclausesastheappositive.
Keys:Theideathattheywouldcrossthewholecontinentwasexciting./TheideathatyoucancrossCanadainlessthanfivedaysisjustwrong./Thefactthatoceanshipscangotheresurprisemanypeople.
3.Doingexercises
Turntopage37anddotheexercisesingroupsoffour.
4.Readyusedmaterialsfor“Nounclausesastheappositive”
Nounclausesastheappositive
Anappositiveisaword,phraseorclausewhichisplaceddirectlynexttoaprecedingnounorpronounandwhichrenamesorexplainsthatnounorpronoun.
Examples:
MyfriendHenrywontheprize,atwo-yearscholarship.
Thebeliefthattherewillbenuclearwariswidespread.
Theideathatcomputerswillrecognizehumanvoicessurprisesmanypeople.
Thepossibilitythatthemajorityofthelaborforcewillworkathomeisoftendiscussed.
同位语从句的特点是由一个抽象名词+that从句构成，引导词一般是that,而且that在从句中不充当任何成分。这些抽象名词有：news,idea,fact,doubt,evidence,promise,rumor,hope,truth,belief,message等，同位语从句是对抽象名词进行说明解释。
1.ThenewsthatourfootballteamatlastdefeatedKoreamadethefanswildwithjoy.c.f.:Thenewsthatmadethefanswildwithjoywasfromtheradio.
2.Thereismuchevidencethatthecrimerateinthiscityisontherise.
3.Einsteincametotheconclusionthatthemaximumspeedpossibleintheuniverseisthatoflight.爱因斯坦得出的结论是宇宙中最大速度是光速。
5.学习同位语从句
1.从属连词that、whether引导的同位语从句。
Hehasthehopethathewillbecomeacollegestudent.他有上大学这么个愿望。
Thequestionwhetherheshoulddothistroubledhim.是否该做这件事这一问题使他很烦恼。
注意：由连接词that（一般不可省略）引导的同位语从句，在句子结构上与关系代词that引导的定语从句有相似之处，但有区别：
1)Thenewsthathehadlandedonthemoonspreadalloverthecountry.他登上月球的消息传遍全国。
2）ThenewsthatJohntoldusinterestedallofus.他告诉我们的消息使大家都感趣。
解析：1）句中that从句中本身的内容就是“news”内容本身，that在句子中不充当任何成分，起连接作用，所以，本句中的that从句是同位语从句；而2）句中that从句说明“news”是怎样获得的，不涉及“news”的内容，that从句中充当“tell”的宾语，所以，本句中的that从句是定语从句。另外，可带同位语从句的名词主要是少数一些可加入具体内容的表示信息、思想等概念的名词，如：fact，news，idea，truth，belief，doubt，hope，possibility，order，wish，message，promise，suggestion，report，reply，problem,question,thought等。
2.连接副词how，when，where等引导的同位语从句。
YouhavenoideahowworriedIwas！你不知道我是多么着急。
6．Closingdownbydoingaquiz
Underlinetheappositivesinthefollowingsentences
1.Myson,thepoliceman,willbevisitingusnextweek.
2.Thecaptainorderedtheshipscarpenterstoassembletheshallop,alargerowboat.
3.Walter,theplayboyandwriter,isveryattachedtohismother,Mrs.Hammon.
4.TheactorPaulNewmandirectedonlyonepicture.
5.ElizabethTeague,asweetandlovablegirl,grewuptobeamentallytroubledwoman.
Underlineandpunctuatetheappositivesinthefollowingsentences.Remember:notallrequirepunctuation.
6.SweetbriaracompanyknownthroughouttheSouthisconsideringanationwideadvertisingcampaign.
7.Anabove-averagestudentandtalentedmusicianJohnmadehisfamilyproud.
8.TheextremelypopularAmericanfilmTitanicwaswidelycriticizedforitsmediocrescript.
9.ThegreatestAmericanfilmevermadeCitizenKanewononlyoneAcademyAward.
10.60MinutestheTVnewsmagazineprogramfeaturedastoryonthepopularsingerWhitneyHouston.
Keys:
1.Myson,thepoliceman,willbevisitingusnextweek.
2.Thecaptainorderedtheshipscarpenterstoassembletheshallop,alargerowboat.
3.Walter,theplayboyandwriter,isveryattachedtohismother,Mrs.Hammon.
4.TheactorPaulNewmandirectedonlyonepicture.
5.ElizabethTeague,asweetandlovablegirl,grewuptobeamentallytroubledwoman.
6.Sweetbriar,acompanyknownthroughouttheSouth,isconsideringanationwideadvertisingcampaign.
7.Anabove-averagestudentandtalentedmusician,Johnmadehisfamilyproud.
8.TheextremelypopularAmericanfilmTitanicwaswidelycriticizedforitsmediocrescript.
9.ThegreatestAmericanfilmevermade,CitizenKanewononlyoneAcademyAward.
10.60Minutes,theTVnewsmagazineprogram,featuredastoryonthepopularsingerWhitneyHouston.

Unit 2 Healthy eating Period 1 教案

Unit2Healthyeating

单元要览类别课程标准要求掌握的项目话题Problemswithdiet;balanceddietandnutrition词汇dietn.日常饮食vi.节食rawadj.生的;未加工的nutn.坚果;果仁vinegarn.醋beann.豆;豆科植物lien.谎话;谎言vi.说谎pean.豌豆customern.顾客;消费者cucumbern.黄瓜discountn.折扣eggplantn.茄子weaknessn.缺点;虚弱;弱点peppern.辣椒;辣椒粉strengthn.强项;长处;力量mushroomn.蘑菇consultvt.咨询;请教;商量peachn.桃子fibren.纤维;纤维制品lemonn.柠檬digestvt.概要balancevt.平衡;权衡n.天平;平衡carrotn.胡萝卜barbecuen.烧烤;烤肉debtn.债;债务muttonn.羊肉baconn.熏咸肉;腊肉roastadj.烤制的vt.烤;烘;烘烤poisonousadj.有毒的fryvt.油炸limitvt.限制;限定n.界限;限度oughtv.aux.应当;应该limitedadj.有限的glarevi.怒目而视;闪耀n.怒视;炫目的光benefitn.利益;好处vt.有助于;受益slimvi.变瘦adj.苗条的;纤细的breastn.胸部;乳房curiosityn.好奇心garlicn.大蒜hostessn.女主人;女主持人sighvi.叹息n.叹息;叹息声spyvt.秘密监视n.间谍;侦探combinevt.（使）结合短语balanceddiet平衡膳食indebt欠债oughtto应该;应当spyon暗中监视;侦查loseweight体重减轻;减肥cutdown削减;删节getawaywith被放过;（做坏事）不受惩罚beforelong不久以后tellalie说谎putonweight增加体重win...back赢回;重新获得beamazedat对……感到吃惊earnone’sliving谋生competewith与……竞争重要句型1.WangPengsatinhisemptyrestaurantfeelingveryfrustrated.(presentparticipleusedasadverbial)2.Bynowhisrestaurantoughttobefullofpeople.(oughtto)3.Nothingcouldhavebeenbetter.(couldhavedone)4.SomethingterriblemusthavehappenedifLiChangwasnotcomingtoeatinhisrestaurantashealwaysdid.(musthavedone)5.HecouldnothaveYongHuigettingawaywithtellingpeoplelies!(can’t/couldn’thavesb.doing)功能1.SuggestionsandadviceWhatshouldwedo?Shallwe...?Howabout...?Youmust/mustn’t....Ithinkyououghtto....Perhapsyoushould....You’dbetter....Youneed/needn’t....Youhaveto/don’thaveto....Myadviceis/wouldbe....Youmight....Isuggestthatyou....Iwouldstronglyadviseyouto....Itmightbeagoodideato....2.SeeingthedoctorWhat’sthematter?What’swrongwithyou?Whatseemstobethetrouble?Howlonghaveyoubeenlikethis?It’snothingserious,only....Isupposeyouhadbetter....Ithinkyououghtto....3.AgreementanddisagreementI’mnotsurethat!Youcouldberight,but....(I’mafraid)Idon’tagree.Iagreeuptoapoint,but....That’saninterestingidea,but....Doyoureallythink...?Rubbish!/Nonsense!Youcan’tbeserious!Actually/Asamatteroffact,Ithink....That’snothowIseeit.语法Modalverbs:oughtto/oughtnottohaveto/don’thaveto/mustn’t/needn’t教学重点1.Getstudentstoknowaboutproblemswithadiet,abalanceddietandnutrition.2.Havestudentslearnusefulnewwordsandexpressionsinthisunit.3.Enablestudentstograspandusetheexpressionsofgivingsuggestionsandadvice.4.Letstudentslearnthenewgrammaritem:theuseofoughtto.5.Developstudents’listening,speaking,readingandwritingabilities.6.Havestudentslearnhowtodealwithandsolveproblemscorrectly.教学难点1.Enablestudentstomastertheuseofoughtto.2.Havestudentslearnhowtogivesuggestionsandadvice.3.Letstudentslearntowriteashortpassagetomakeanadvertisement.4.Developstudents’integrativeskills.课时安排Periodsneeded:7Period1WarmingupandreadingPeriod2Learningaboutlanguage:ImportantlanguagepointsPeriod3Learningaboutlanguage:GrammarPeriod4Usinglanguage:ListeningandspeakingPeriod5Usinglanguage:ExtensivereadingPeriod6Usinglanguage:SpeakingandwritingPeriod7Revision:Summingupandlearningtip

Period1Warmingupandreading

整体设计教材分析Thisisthefirstteachingperiodofthisunit.Atthebeginningoftheclass,theteachercanleadinthetopicoftheunitbyshowingstudentssomepicturesaboutfoodsandtalkingaboutthem.WarmingUpistotellstudentshowdifferentkindsoffoodaregrouped.Thisisimportantasitenablesustotalkaboutthevalueofparticularfoodstoourhealth.Wewantstudentstoappreciatewhatabalanceddietis.Toomuchfattyfoodwillmeantheystoreextraenergyintheirbodies.Toomuchbody-buildingfoodmaycauseproblemsfordigestionandleadtoillnessunlessenoughfibrefoodsareeatentoaiddigestion.Theteachercanhaveafreetalkwithstudents,letthemworkinpairstoreadthroughthechartanddiscussthequestions.Pre-readingcontainstwomoregeneralquestionsaboutfoodfordiscussion.Studentscanbeencouragedtodiscussthesequestionsinpairs.Thentheyareaskedtolookatthetitleofthereadingpassageandthepicturestopredictwhatthepassageisabout.ThispartisveryusefulforthenextpartReading.ThereadingpassageComeandEatHere(1)introducesstudentstotwounbalanceddietsthroughtherestaurantsofWangPengandYongHui.FoodatWangPeng’srestaurantcontainstoomuchfatwhileYongHui’srestaurantofferslittleenergy-givingfood.ThepersonwhoofteneatsatWangPeng’srestaurantwillbecometoofat.Thatcanleadtoillnessessuchasaheartattackorhighbloodpressure.ThepersonwhoofteneatsatYongHui’srestaurantwillbecometoothinandsufferillnessessuchasanorexiaormalnutrition.Itisimportantforstudentstoknowaboutthetwoextremesandavoidthem.Theteachercanencouragestudentstoskimforthegeneralideaandscanforfurtherunderstanding.Becausethispassageintroducesalotofnewwords,whichareonlyusedforfood,inordernottoletstudentsfeelmuchdifficult,theteachershoulddealwithanylanguageproblemswhiletheyarereading.Afterreading,studentsarerequiredtodotheexercisesinComprehendingtoseehowmuchtheyhaveunderstoodthereadingpassage.Theteachercanletthemworkinpairsoringroupstofindtheanswerscooperatively,andthenchecktheiranswerswiththewholeclass.Toconsolidatethecontentsofthereadingpassage,studentsshouldberequiredtoreadthepassageagainandthenretellit.Inordertoarousetheirinterest,theteachercanholdacompetition.Theteacheralsoneedstomakeasummaryonthepassageincludingthegeneralidea,writingcharacteristics,andsoontoletstudentsunderstandthepassagefurtherattheendoftheclass.教学重点1.Letstudentslearnmoreaboutproblemswithadiet,abalanceddietandnutrition.2.Getstudentstolearndifferentreadingskills.教学难点1.Developstudents’readingability.2.Enablestudentstotalkaboutdifferentkindsoffoodandbalanceddiet.三维目标知识目标1.Getstudentstolearntheusefulnewwordsandexpressionsinthispart: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,balanceddiet,oughtto,loseweight,getawaywith,tellalie,win...back.2.Letstudentslearntheknowledgeofbalanceddietandnutrition.能力目标1.Developstudents’readingabilityandletthemlearndifferentreadingskills.2.Enablestudentstotalkaboutdifferentkindsoffood,problemswithdietandbalanceddiet.情感目标1.Stimulatestudents’sensetoformahealthyeatinghabit.2.Developstudents’senseofcooperativelearning.

教学过程设计方案(一)→Step1Leading-inHaveafreetalkwithstudents.Askthemthefollowingquestions:1.Everybodyhastoeat,butdoyoueatahealthydiet?2.Whatdoyouusuallyhaveforbreakfast/lunch/supper?3.Whatkindoffooddoyoulikebest?4.Whyareyousostrong/weak/fat/thin?Doesithaveanythingtodowithyourdiet?5.Doyouthinkyouareeatingabalanceddiet?→Step2Warmingup1.LetstudentsturntoPage9.Askthemtolookatthepictures,namethefoodsinthemandthenfillintheform.HealthyfoodUnhealthyfood2.Showthefollowingonthescreen.Letstudentsreadthequestionandtheinformationaboutfoodintheformbelow.Doyouknowthatthefoodyoueathelpsyougrowindifferentways?Foodthatprovidesenergy(e.g.energy-givingfood)Foodthathelpsgrowbonesandmuscles(e.g.body-buildingfood)Foodthathelpsthebodyfightdiseases(e.g.protectivefood)ricenoodlesspaghettibreadpotatoeschocolatebuttercreamoilsnutsmeateggscheesemilktofuMostvegetables(e.g.beans,peas,cucumbers,eggplants,peppers,mushrooms,cabbages)andfruit(e.g.apples,peaches,oranges,lemons)3.Askstudentstoworkinpairstodiscussthefollowingquestionsandthenoneofthemtellstheirideastotheclass.Questions:1)Whichgroupsoffooddoyoulikebest?2)Whichdoyoueatmostoften?3)Doyoueatthethreekindsoffoodeachday?3)Whatwillhappentoyouifyoudon’teatabalanceddiet?→Step3Pre-reading1.Letstudentsdiscussthefollowingquestion:Whatdoyouthinkshouldgointoagoodmeal?2.Askstudentstoimaginetheyaregoingtoinvitesomefriendsfordinner.Letthemdiscussthequestion:Whatspecialfoodofyourplacewouldyouofferthem?Thenhavethemplanamenu.3.LetstudentsturntoPage10,lookatthetitleofthereadingpassageandthepicturesandpredictwhatthepassageisabout.Thenhavethemreadthepassagequicklytoseeiftheyareright.→Step4Reading1.FastreadingAskstudentstoskimthereadingpassageandthenanswerthefollowingquestions:1)Whoarementionedinthestory?2)Wheredidthestoryhappen?Threeminuteslater,checktheanswerswiththewholeclass.Suggestedanswers:1)WangPeng,YongHuiandLiChang.2)Ithappenedinthetworestaurants:WangPeng’srestaurantandYongHui’srestaurant.2.IntensivereadingAllowstudentstoreadthepassagecarefullythistimetounderstandthemainideaofeachparagraphandtheimportantdetails,andthenfinishthefollowing:1)Choosethebestanswertoeachquestionaccordingtothetext.(1)WhatdidWangPengthinkofthefoodinhisrestaurant?A.Verybad.B.Justso-so.C.Unpopular.D.Popular.(2)WhatdidWangPengdoafterhesawhisfriendLiChanghurryingby?A.Hejustsatinhisrestaurantfellingfrustrated.B.Hedidsomeresearch.C.HefollowedLiChangtoseewhyhedidn’teatwithhim.D.Hebegantoadvertisehisfood.(3)WhichofthefollowingwasnotmentionedonYongHui’smenu?A.Apples.B.Cola.C.Water.D.Cabbages.(4)WhichofthefollowingdidWangPengnotdotowinhiscustomersback?A.Heimprovedhisfood.B.Headvertisedhisfood.C.Hedidsomeresearch.D.HefoundtheshortcomingsofYongHui’sfood.Suggestedanswers:(1)D(2)C(3)B(4)A2)Usetheinformationfromthereadingpassagetotickoutthecorrectstatementsandgivereasonsforyouranswers.(1)UsuallyWangPeng’srestaurantwasfullofpeople.(2)YongHuicouldmakepeoplethinintwoweeksbygivingthemagooddiet.(3)WangPeng’sregularcustomersoftenbecomefat.(4)YongHui’smenugavecustomersmoreenergy-givingfood.(5)WangPeng’smenugavecustomersmoreprotectivefood.(6)WangPengdecidedtocompetewithYongHuibycopyinghermenu.3)Thepassagecanbedividedinto3parts.Givethemainideaineachpart.PartMainideaPart1Part2Part33.ReadinganddiscussionReadthepassageathirdtimeandthenworkinpairstodothefollowing:1)Writeoutyouranswers.(1)TheweaknessofthedietinWangPeng’srestaurantwasthatitdidnotgive______________.(2)ThestrengthofthedietinWangPeng’srestaurantwasthatitprovided______________.(3)TheweaknessofthedietinYongHui’srestaurantwasthatitdidnotgive______________.(4)ThestrengthofthedietinYongHui’srestaurantwasthatitprovided______________.2)Discussthesequestions.Writedownyourmainpointsandcomparethemwiththoseofanotherpair.(1)WhatdoyouthinkWangPengwillprovidetowinhiscustomersback?(2)Howdoyouthinkthestorywillend?(Letstudentshaveenoughtimetoreadthepassagecarefullyanddiscussthequestionswiththeirpartners.Encouragethemtoexpandtheiranswersaccordingtotheirownexperiences.)4.ExplanationHelpstudentsanalyzesomedifficult,longandcomplexsentencesandguessthemeaningsofsomenewwords.Encouragethemtotrytodealwiththelanguagepointsinthecontext.Discussandexplaininyourownwordsthefollowingimportantsentencesorpartsofsentencestakenfromthepassage.1)WangPengsatinhisemptyrestaurantfeelingveryfrustrated.2)Nothingcouldhavebeenbetter.3)SomethingterriblemusthavehappenedifLiChangwasnotcomingtoeatinhisrestaurantashealwaysdid.4)HecouldnothaveYongHuigettingawaywithtellingpeoplelies!5)Perhapswithadiscountandanewsignhecouldwinhiscustomersback.5.ReadingaloudandunderliningAskstudentstoreadthepassagealoudtothetapeandletthempayattentiontothepronunciationofeachnewwordandthepauseswithineachsentence.Tellthemtopickoutalltheusefulexpressionsorcollocationsfromthepassagewhilereadingandcopythemtothenotebookafterclassashomework.Collocations:sitinhisemptyrestaurant,feelveryfrustrated,averystrangemorning,preparehismenu,bylunchtime,bynow,oughtto,befullof,bemadeof,Nothingcouldbebetter.,hurryby,followsb.into...,loseweight,befit,beamazedat,morethan,agoodmeal,getawaywith,hadbetter,dosomeresearch,toomuch,eventhough,energy-givingfood,feelmorehopeful,win...back,beon→Step5ConsolidationAskstudentstotalkabouttheproblemswiththedietinWangPeng’srestaurantandYongHui’srestaurantintheirownwordsaccordingtothetext.Thenletthemretellthewholestory.→Step6Homework1.Learntheusefulnewwordsandexpressionsinthispartbyheart.2.Readthereadingpassageagainandtrytoretellthestory.设计方案(二)→Step1Leadinginthetopic1.Learningsomevocabularyconnectedwithfoodanddiet.2.Identifyingdifferentgroupsoffood.→Step2WarmingupbymakingasurveyLetstudentsinterviewtheirteachersandclassmatesontheirdietandfillinthetable.NameBreakfastLunchSupperFavoritefoodThereasonforbeingstrong/weak/fat/thin→Step3Predictingbylookinganddiscussing1.Lookatthepicturesandtitleofthereadingpassageanddiscussinpairswhatthepassagemightbeabout.2.Twoorthreestudentswillgivetheiropinions.3.Letthemreadthepassagequicklytoseeiftheyareright.→Step4Reading1.Givestudents2minutes,andaskthemtoskimthepassageforthegeneralideaofthepassage.2.Givestudents5minutestoreadthepassagecarefully,andanswerthefollowingquestions.1)Whatmakesabalanceddiet?2)WhatiswrongwiththedietofbothWangPengandYongHui?3)WhydoesitmatterifyouonlyeatatWangPeng’sorYongHui’srestaurant?3.Givestudents4minutestoreadthepassageathirdtime.Encouragethemtotrytodealwiththelanguagepointsinthecontext.Thenletthemanswerthefollowingquestions.1)Whatdoestheword“frustrated”meaninParagraph1?2)Howdoyouunderstandthesentence“Nothingcouldhavebeenbetter”?3)Whatdoesthephrase“getawaywith”mean?4.ListeningandreadingaloudPlaythetapeofthetextforstudentsandletthempayattentiontothepronunciationofeachnewwordandthepauseswithineachsentence.Thenaskthemtoreadthetextaloudtothetape.→Step5DiscussionAskstudentstoworkinpairstodiscussandcomparethetworestaurants.Trytofindoutthestrengthandweaknessofeachtofillinthechart.WangPeng’srestaurantYongHui’srestaurantStrengthWeakness→Step6ExtensionLetstudentsthinkaboutanddiscussthefollowingquestions.1)WhatdoyouthinkwillhappentoWangPeng’srestaurant?2)Inyouropinion,whatkindoffoodshouldweeat?3)Canyoumakeabalanceddietforyourself?→Step7Closingdownbyretellingthestory1.Havestudentsgetpreparedin3minutesorsoandthenaskthemtoretellthestory.2.Askasmanystudentsaspossibletohaveatryinfrontoftheclass.→Step8Homework1.Gooverthetextandtrytolearnalltheusefulwordsandexpressionsinthispartbyheart.2.FinishtheexercisesinComprehendingonPage11.

板书设计

Unit2Healthyeating

Comeandeathere(1)TrueorfalseKeysentences1.UsuallyWangPeng’srestaurantwasfullofpeople.2.YongHuicouldmakepeoplethinintwoweeksbygivingthemagooddiet.3.WangPeng’sregularcustomersoftenbecomefat.4.YongHui’smenugavecustomersmoreenergy-givingfood.5.WangPeng’smenugavecustomersmoreprotectivefood.6.WangPengdecidedtocompetewithYongHuibycopyinghermenu.1.WangPengsatinhisemptyrestaurantfeelingveryfrustrated.2.Nothingcouldhavebeenbetter.3.SomethingterriblemusthavehappenedifLiChangwasnotcomingtoeatinhisrestaurantashealwaysdid.4.HecouldnothaveYongHuigettingawaywithtellingpeoplelies!5.Perhapswithadiscountandanewsignhecouldwinhiscustomersback.

活动与探究Asweknowfromthestory,WangPengwantstoknowwhat’sthematterwithhismenuandhewonderwhatheshoulddotosatisfythedemandofthecustomerswhoenjoythetasteandalsowanttokeepfit.Supposeyouareanexpertwhoknowsnutritionverywell.WritearesearchreportforWangPengtogivehimsomesuggestionsandadviceondietandmakeabalancedmenuforhisrestaurant.

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