一名优秀的教师在教学时都会提前最好准备，作为教师就需要提前准备好适合自己的教案。教案可以让学生们能够在上课时充分理解所教内容，帮助教师掌握上课时的教学节奏。怎么才能让教案写的更加全面呢？下面的内容是小编为大家整理的Unit 2 Healthy Eating Listening 教案，供您参考，希望能够帮助到大家。

Unit2HealthyEatingListening,SpeakingandWritingTeachingaims:1.tohelptheSsknowaboutthedifferencebetweentheChinesedietandthewesternone.2.togivetheSsachancetopracticedebatingTeachingprocedures:Teachingprocedures:Step1Revision1.WhoisWangPeng?2.Whathappenedonthatstrangemorning?3.Howdoyoulikethefoodinhisrestaurant?4.WhatdidWangseewhenhefollowedLiChang?5.Whatkindoffoodwasservedinthisrestaurant?6.WhoisYongHui?7.WhatamazedWanginYongHui’srestaurant?8.WhatdidWangdecidetodoafterheleftthere?9.WhatdidWangfindoutafterreading?10.Whatdidhedothen?Step2pre-listeningWhatmakesabalanceddiet?Whattheseillnessesare?rickets:legsthatdonotgrowstraight佝偻病scurvy:teethfallout,problemswithskinandsoresthatwillnotheal坏血病obesity:muchtoofat过度肥胖Step3listening1.Listentothetapeandthenfillinthecharts.Energy-givingfoodsBody-buildingfoodsProtectivefoodsRice,noodles,Meat,fishFruitandvegetables2Listenagainandjointhenamesoftheillnessestotheircauses.Scurvytoomuchrice,noodlesandsugarRicketsNotenoughvitaminCObesityNotenoughproteinandvitaminD3.ListentothewholedialoguebetweenWangPengandanexpert.Writedownthemainideaofthedialogue.Step4postlisteningDiscusswithyourpartners.OwnerofrestaurantProblemswithfoodsofferedFoodstobeofferedWangPengYongHuiStep5:Debating1.Givethestudentsthefollowingsituation:SupposeyouaredebatingonwhetheraMcdonald’srestaurantshouldbebuiltinyourtownornot.OnegroupofyouisforthebuildingoftheMcdonald’swhiletheotherisagainstit.2.Dividethestudentsintotwogroups.Askeachofthemtosupportoneoftheopinions.3.Requirements:1.Giveopinions.2.Askquestions.3.Solvetheproblemsraisedbytheotherteam.4.Youcanusetheexpressionsontheblackboardwhileyouaregivingyouridea.4.WritedowntheexpressionthatcanhelpthestudentstheirideasForAgainstIagreewith…Idon’tagree…That’sagoodidea.I’mafraidnot.Noproblem.Ofcoursenot.Yes,Ithinkso.I’mworriedabout…Certainly/SureHowcanyousolvetheproblem…？Step6:Writing(makingaspeech)1.Givethestudentsthefollowingsituation:Supposeattheendofthemeeting,peopledecidenottobuildaMacdonald’s.Buttheywouldliketobuildanotherbuildingtoreplacetheoldrestaurant.Pleasethinkoutwhatshouldbebuilt.2.Brainstorming:collectthestudents’ideasontheblackboard3.Discussion:Askthestudentstochooseonetodiscussaboutthedesignandtheadvantagesandwriteitdown4.Requirements:1).Writeitintheformofaspeech.2).Putforwardyouridea.3).Yourdesignforthenewbuilding.4).Explaintheadvantagesofyouridea.5.UseatleasttwomodalHomework:1.FinishCheckingYourselvesonp54.2.FinishSummingUponp16.Blackboarddesign

Period5!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--MyfavouritefoodYourfavouritefoodMcDonald/KFCForAagainst1.1.2.2.3.3.Speech

扩展阅读

Unit 2 Healthy eating教案

每个老师需要在上课前弄好自己的教案课件，大家在认真写教案课件了。对教案课件的工作进行一个详细的计划，才能对工作更加有帮助！有多少经典范文是适合教案课件呢？以下是小编为大家精心整理的“Unit 2 Healthy eating教案”，仅供参考，欢迎大家阅读。

Unit2Healthyeating
Ｉ．单元教学目标
技能目标SkillGoals
Talkabouthealthydiet
Makesuggestionsorgivingadviceondiet
DistinguishthemeaningsofModalverbs
Makeabalancedmenu
II．目标语言

功
能
句
式Practicetalkingaboutyourideas
Yes,Ithinkso.
Idon’tthinkso.
Iagree.
Idon’tagree.
That’scorrect.Exactly.
That’sexactlymyopinion.
You’requiteright.
Idon’tthinkyouareright.
Iquiteagreewithyou.
I’mafraidIdon’tagree/disagreewithyou.
Ofcoursenot.
I’mafraidnot.
Allright.
That’sagoodidea.
Certainly./Sure.
Noproblem.
Practicegivingadviceandsuggestions
Youmust/mustnot...

词汇1.四会词汇
diet,energy,fiber,digestion,bean,cucumber,mushroom,lemon,balance,ham,mutton,roast,slim,curiosity,raw,lie,research,customer,weakness,strength,rid,amount,debt,glare,gently,limit,benefit,sigh,combine,item,packet,tin
2.认读词汇
protective,spaghetti,protein,crisp,kebab,sugary,muscle,calmly,cooperation
3.词组
gettiredof,throwaway,getawaywith,telllies,getridof,earnone’sliving,indebt,setout,runone’sbusiness,carryon

语

法Theuseofoughtto
1.Statements
Yououghttocookfreshvegetablesandmeatwithouttoomuchfatifyouwanttostayslim.
Yououghtnottoeatthesamekindoffoodateverymeal.
2.Difficulty
Distinguishandsummarizetheusageofoughttoandshould.

Ⅲ.教材分析与教材重组
1.教材分析
本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。针对现实中遇到的实际问题发表自己的看法。最后让学生运用所学知识，两人一组研究中餐，设计食谱。
1.1WARMINGUP是本单元一个重要的组成部分。让学生看图讨论不同食物对人体的作用，了解饮食与人体健康的关系。通过几个设问激发学生思考自己的饮食习惯是否合理，运用已有的知识经验思考什么是HealthyEating.
1.2PRE-READING通过一个表格和一个排序题引导学生对比不同食物中哪些食物富含脂肪、纤维素、维生素和糖份。可添加讨论如何在烹饪中保持食物营养，从而有利于健康。
1.3READING讲述王鹏伟和咏慧开饭店的不同风格和顾客对不同食品的反应，反映了现代人对饮食的关注和对时尚的追求。但王鹏伟和咏慧都没有提供平衡的膳食，经过一段时间的磨合，他们决定合作，提供既有能量又有纤维的食品。戏剧性的结尾增添了故事的趣味性。通过阅读丰富学生的饮食文化，教会他们如何改善饮食习惯；在现实生活中碰到麻烦时，如何正确处理矛盾，解决问题。
1.4COMPREHENING利用判断和回答问题的形式考查学生对课文细节的理解，对比两家饭店所提供膳食的优缺点。
1.5LEARNINGABOUTLANGUAGE是继Comprehending之后的又一指导性练习。注重考查词性的变化，课文中重点词汇在语篇中的熟练运用及情态动词的不同功能，并设计连线和情景对话两个题型予以巩固。
1.6USINGLANGUAGE体现了学以致用的目的，从Listening,Reading,Speaking,Writing四方面训练学生，完成语言的输入性学习和输出性训练的过程，结合生活实际，让学生两人一组研究中餐设计食谱。

2．教材重组
2.1精读把Warmingup作为Reading的导入部分，把Pre-reading、Reading和Comprehending整合在一起作为一堂“精读课”。
2.2语言学习把LearningAboutLanguage和Workbook中的Usingwordsandexpressions,UsingStructures结合在一起上一节“语法课”。
2.3听力把UsingLanguage中的Listening和Workbook中的Listening，ListeningTask放在一起上一堂“听力课”。
2.4泛读UsingLanguage中的Reading与Workbook中的ReadingTask放在一起上一堂“泛读课”。
2.5口语将Page13Activity3和Workbook中的Talking,SpeakingTask放在一起上一堂“口语课”。
2.6语言运用将SpeakingandWriting和Workbook中的WritingTask,Project整合在一起上一堂“写作课”。

3．课型设计与课时分配
1stperiodWarmingupandReading
2ndperiodLanguagestudy
3rdperiodListening
4thperiodExtensivereading
5thperiodSpeaking
6thperiodWriting

Ⅳ.分课时教案
TheFirstPeriodWarmingupandReading
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
energy,fiber,digestion,bean,cucumber,mushroom,lemon,ham,mutton,roast,slim,curiosity,raw,lie,customer,muscle,cheese,protective,frustrated,drive,sugary,body-building,energy-giving，newly-opened,balanceddiet,oughtto,tiredof,throwaway,getawaywith,telllies,takeoff,beamazedat,dosomeresearch
b.重点句子
Hisfriedricewashotbutdidnottasteoffat.
Tiredofallthatfat?Wanttobethinner?Onlyslimmingfoodservedhere.
Iwilltakeallthatfatoffyouintwoweeksifyoueathereeveryday.
Itwasnotgivingitscustomersenergy-givingfood!
SomethingterriblemusthavehappenedifMaochangwasnotcomingtoeatwithhimashealwaysdid.
Hewonderedifheshouldgotothelibrarytofindout.
Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies!
2.Abilitygoals能力目标
a.Enablestudentstotalkabouttheireating.
Inwhatwaysthefoodyoueathelpsyou?
Howcanyouhaveahealthydiet?
Whatwillhappenifyoudon’thaveabalanceddiet?
b.Understandthetextandanswerthefollowingquestions.
WhathappenedtoWangPengwei’srestaurant?
WhywouldhiscustomersprefertoeatatYongHui’srestaurant?
WhatdidhedoafterleavingYongHui’srestaurant?
c.UnderstandthedetailsaboutthetextandretellthetextintheroleofWangPengwei.
3.Learningabilitygoals学能目标
Enablethestudentstolearnhowtotalkabouttheireating.
Whatdoesahealthydietmean?
IswhatYongHuididright?Why?
WhatwillyoudoifyouareWangPengwei?
Teachingimportantpoints教学重点
a.Identifydifferentgroupsoffoodsandtalkabouthealthyeating.
b.Whatkindoffooddidtheyprovidefortheircustomers,healthyorunhealthy?Why?
Teachingdifficultpoints教学难点
a.Understandtherealmeaningofhealthyeating.
b.Howwasthecompetitiongoingon?Whowouldwin?
Teachingmethods教学方法
a.Fastandcarefulreading.
b.Asking-and-answeringactivitytochecktheSs’understandingofthetext.
c.Individual,pairorgroupworktofinisheachtask.
d.Discussion.
Teachingaids教具准备
Arecorder,acomputerandaprojector.
TeachingproceduresWangonlyreceivesslimpeopleandhelpthemtogetenoughenergy.
S5:I’mafraidIcan’tagreewithyouall.Ihopethetworestaurantswilljointogetherasanewonewhichhasalltheadvantagesandavoidsthedisadvantages.
T:Youallhaveapointthere.Butwhatwilltheydo?Wewillseeitnextclass.Facingtheseriouscompetition,Wangwasn’tlostinsadnessandhedidn’tquarrelwithhiscompetitoreither.HewenttothelibrarytolearnmoreabouthealthyeatingandmadehismenubetterthanYongHui’smenu.Doyouthinkweshouldfollowhisexample?
S6:That’scorrect.Exactly.
T:Good.What’syouropinionofYongHui?IswhatYongHuididright?Why?
S7:Idon’tthinksheisright.YongHuididn’tgiveusagooddiet.Shecouldmakeusnotonlythinbutunhealthyifweofteneatthere.Shemadeanunhealthymenutoagreewiththefashionandhermealwastooexpensive.Shecheatedthecustomersandtheydidn’tknowtheywouldbecomeunhealthyiftheyoftenatethere.SoIwouldn’tgotheretohaveameal.
Explanation
T:Nowlet’sdealwithsomelanguagepoints.TurntoPage10.Let’slookatthesentences:
WangPengweisatinhisemptyrestaurantfeelingveryfrustrated.
Thissentencemeansthatthesecondaction“feelingveryfrustrated”happenedtogetherwiththemainaction“sat”.Payattentiontotheform(v-ing)ofthesecondaction.
Nothingcouldhavebeenbetter.
Thissentencetellsusthateverythinghasworkedoutthewayyouwouldlike.Itisasentencethatwecanuseitinanysituation.
Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies!
ThissentencemeansthathewillpunishYongHuiforhertellinglies.

StepVKeysentences
Thepurposeofthisstepistoletthestudentsknowthemeaningsofthekeysentencesandletthemrepeatthemfluently.
T:Wehaveknownthetextwell.Nowlet’srememberthekeysentencesandrepeatthemfluently.
Ss:1.Hisfriedricewashotbutdidnottasteoffat.
2.Tiredofallthatfat?Wanttobethinner?Onlyslimmingfoodservedhere.
3.Iwilltakeallthatfatoffyouintwoweeksifyoueathereeveryday.
4.Itwasnotgivingitscustomersenergy-givingfood!
5.SomethingterriblemusthavehappenedifMaochangwasnotcomingtoeatwithhimashealwaysdid.
6.Hewonderedifheshouldgotothelibrarytofindout.
7.Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies.

StepVIHomework
T:Todayisthefirstclassoftheunit.Yououghttopreviewthisunitcompletelyaftertheclass.Inthiswayyouwillmakeyourstudyeasy.Today’shomeworkis:
1.Retellthetext.
1)Usethefirstpersontoretellthestory.
2)Trytouseproperprepositionsandconjunctions.
2.PrepareforthelanguagelearninganddoUsingWordsandExpressionsonWB(Page49-50).

Unit 2 Healthy eating教案2

每个老师在上课前需要规划好教案课件，是时候写教案课件了。只有规划好新的教案课件工作，才能更好的在接下来的工作轻装上阵！你们会写适合教案课件的范文吗？为了让您在使用时更加简单方便，下面是小编整理的“Unit 2 Healthy eating教案2”，仅供参考，大家一起来看看吧。

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 2 Healthy eating单元教案

Unit2Healthyeating

单元要览

类别

课程标准要求掌握的项目

话题

Problemswithdiet;balanceddietandnutrition

词汇

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.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

!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--adj.烤制的vt.烤;烘;烘烤

poisonous

adj.有毒的

fry

vt.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.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.秘密监视n.间谍;侦探

combine

vt.（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.Suggestionsandadvice

Whatshouldwedo?Shallwe...?Howabout...?

Youmust/mustn’t....Ithinkyououghtto....Perhapsyoushould....

You’dbetter....Youneed/needn’t....Youhaveto/don’thaveto....

Myadviceis/wouldbe....Youmight....Isuggestthatyou....

Iwouldstronglyadviseyouto....Itmightbeagoodideato....

2.Seeingthedoctor

What’sthematter?What’swrongwithyou?

Whatseemstobethetrouble?Howlonghaveyoubeenlikethis?

It’snothingserious,only....Isupposeyouhadbetter....

Ithinkyououghtto....

3.Agreementanddisagreement

I’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/oughtnotto

haveto/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:7

Period1Warmingupandreading

Period2Learningaboutlanguage:Importantlanguagepoints

Period3Learningaboutlanguage:Grammar

Period4Usinglanguage:Listeningandspeaking

Period5Usinglanguage:Extensivereading

Period6Usinglanguage:Speakingandwriting

Period7Revision: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.

Healthyfood

Unhealthyfood

2.Showthefollowingonthescreen.Letstudentsreadthequestionandtheinformationaboutfoodintheformbelow.Doyouknowthatthefoodyoueathelpsyougrowindifferentways?

Foodthatprovidesenergy(e.g.energy-givingfood)

Foodthathelpsgrowbonesandmuscles(e.g.body-buildingfood)

Foodthathelpsthebodyfightdiseases(e.g.protectivefood)

ricenoodlesspaghettibreadpotatoeschocolatebuttercreamoilsnuts

meateggscheesemilktofu

Mostvegetables(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.

Part

Mainidea

Part1

Part2

Part3

3.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.

Name

Breakfast

Lunch

Supper

Favoritefood

Thereasonforbeingstrong/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’srestaurant

YongHui’srestaurant

Strength

Weakness

→Step6ExtensionLetstudentsthinkaboutanddiscussthefollowingquestions.1)WhatdoyouthinkwillhappentoWangPeng’srestaurant?2)Inyouropinion,whatkindoffoodshouldweeat?3)Canyoumakeabalanceddietforyourself?→Step7Closingdownbyretellingthestory1.Havestudentsgetpreparedin3minutesorsoandthenaskthemtoretellthestory.2.Askasmanystudentsaspossibletohaveatryinfrontoftheclass.→Step8Homework1.Gooverthetextandtrytolearnalltheusefulwordsandexpressionsinthispartbyheart.2.FinishtheexercisesinComprehendingonPage11.

板书设计

Unit2Healthyeating

Comeandeathere(1)

Trueorfalse

Keysentences

1.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.

Unit 2 Healthy eating教案设计

Unit2Healthyeating
核心单词
1.balance
n.天平；平衡；结余，余额
v.平衡；权衡
Canyoubalanceyourselfonskates?
你穿冰鞋能保持平衡吗?
Ifyouearn￡100andspend￡60，yourbalanceis￡40.
如果你挣100英镑，花60英镑，那么你就会结余40英镑。
Youhavetobalancetheadvantagesoflivinginthecountryagainstthedisadvantages.
你得权衡一下住在乡下的好处和坏处。
常用结构:
keepabalanceddiet保持饮食平衡
keepone?sbalance保持平衡
loseone?sbalance失去平衡
outofbalance不平衡
asenseofbalance平衡感
bankbalance银行余额
blanceoftrade贸易差额
keepbalanceofnature保持生态平衡
Thetwotruckshadwheelsoutofbalanceondelivery.
这两部卡车在交货时车轮失去了平衡。
Theboyhasalotofdisadvantages,butonbalanceIthinkheisstillagoodboy.
这个男孩有很多缺点，但全面考虑，我认为他仍然是好孩子。
联想拓展
balancedadj.合理的；收支平衡的；镇静的
balanceddiet均衡饮食
abalancedjudgement公平的判决
高手过招
单项填空
Ineducationthereshouldbeagoodamongthebranchesofknowledgethatcontributetoeffectivethinkingandwisejudgment.(2009•12•江西玉山检测)
A.distributionB.balance
C.combinationD.assignment
解析:选B。balance平衡；distribution分发,分配,散布,分布；combination结合,联合；assignment分配，功课，任务，被指定的（课外）作业；（分派的）任务，委派。根据句意，选B。
2.lie
vi.hadlaidB.lain;hadlaid
C.lying;hadlainD.laid;hadbeenlain
解析:选C。第一空是“处于/在于……”的现在分词，第二空是其过去完成时。
3.amount
n.数量
vi.合计，总计达；相当于，等同于
常用结构:
amountto总共达；相当于；等于
anamountof...大量的……
theamountof...……的数量
Planningwithoutanyrealactionamountstonothing.
只计划不行动等于什么都不做。
Thetotalcostofrepairsamountedto$100.
修理费用总计达100美元。
联想拓展
表示数量的短语及用法：
agreatdealof，alarge／small／hugeamountof+不可数名词(作主语时，谓语用单数形式)
large／vastamountsof+不可数名词(作主语，谓语用复数形式)
many，agood／greatmany，anumberof，largenumbersof，afew，dozensof，scoresof+可数名词复数(作主语，谓语用复数形式)
plentyof,alotof+可数名词复数(作主语，谓语用复数形式)；也可接不可数名词(作主语，谓语用单数形式）
alargequantityof+名词，largequantitiesof+名词（作主语，谓语与quantity一致）
Ineedalargeamountofmoneytobuyanewhouse.
我买新房需要一大笔钱。
高手过招
单项填空
Becauseofmailwereceive，wemaynotbeabletoreplytoyourletter.Pleaseremembertoincludeyourfullnamewithyourletter.(2009•12•江西师大附中检测)
A.agreatmanyofB.alargenumberof
C.alargeamountofD.agreatplentyof
解析:选C。mail邮件，不可数名词。故用alargeamountof。
4.curiosity
n.好奇心
Childrenhaveanaturalcuriosityabouttheworldaroundthem.
小孩子对他们周围的世界有着天生的好奇心。
Iopenedthepacketjusttosatisfymycuriosity.
我打开包裹只是为了满足我的好奇心。
常用结构:
outofcuriosity出于好奇
withcuriosity=curiously好奇地
联想拓展
curiousadj.好奇的
curiouslyadv.好奇地
becuriousaboutsth.对某事好奇
becurioustodosth.好奇地做某事
高手过招
完成句子（原创）
①Margaretlookedathim(好奇地).
②Shedecidedtotryacigarette(出于好奇).
③Alltheemployeesinthisfirm(好奇)thepersonallifeofthegeneralmanager.
④(奇怪的是)enough,hehadneverseenthelittlegirl.
⑤(好奇心)droveMarytoopenherhusband’sletterthoughsheknewitwaswrong.
答案:①withcuriosity②outofcuriosity
③arecuriousabout④Curiously⑤Curiosity
5.benefit
vt.有利，有益
n.好处；利益；优势
常用结构:
benefitfrom/by...从……受益，得益于……
benefitsb.对某人有益
beof(much,great)benefittosb.=bebeneficialtosb.
对某人有益处
beofnobenefittosb.对某人没有益处
forthebenefitof...为了……的利益
Ihavebenefitedalotfromextensivereading.
广泛的阅读使我受益匪浅。
ItissaidYogaisofgreatbenefittohumanhealth.
据说瑜伽对人体健康有很大好处。
易混辨析
benefit/interest/profit/advantage
benefit为普通用词，指通过正当手段从物质或精神方面得到的任何好处或利益。它的复数形式benefits意为“救济金”。
interest作“利益”讲时，多用复数形式，既可指集团、群体的利益，又可指个人的利益。interest作不可数名词时，意为“利息”。
profit着重指收益，尤指从物质、钱财等方面获得的利润。
advantage指因某方面占优势或利用某机会以及对方弱点而获得的利益与好处。
高手过招
单项填空
①Weshouldspendthemoneyonsomethingthatwill
everyone.(2009•12•福建福州检测)
A.benefitB.benefitfrom
C.beneficialD.benefitto
②Neverforgetwereceivefromourparents.
(2009•12•福建龙岩检测)
A.thebenefitB.thebenefits
C.beneficialD.tobenefit
②Neverforgetwereceivefromourparents.
(2009•12•福建龙岩检测)
A.thebenefitB.thebenefits
C.BeneficialD.tobenefit
解析:①选A。此处需要用动词作谓语，benefit可作及物动词，意为“对……有益”。
②选B。句意为：永远不要忘记我们从父母那儿得到的恩惠。benefit意为“具体的好处”时是可数名词，可用复数形式。
6.combine
vt.to
重点短语
8.getawaywith
被放过；（做坏事）不受惩罚
Ifyoucheatintheexam,you’llnevergetawaywithit.
考试作弊必予追究。
Iwon’thaveyougettingawaywithcheatingintheexam.
我不能容忍你考试作弊而不受惩罚。
联想拓展
getacross=putacross(使)被理解；(把……)讲清楚
getridof摆脱；除掉
getaway(from)(从)……脱离，逃脱……
getdownto(doing)sth.开始认真地做某事
getin插话；收获
getintouchwith与……取得联系
getintothehabitof...染上……的习惯
getintotrouble陷入困境
getout(of...)出去，离开，逃脱，摆脱
getholdof抓住
geton/alongwellwith...与……相处得好；
进展顺利(多用进行时)
getover爬过……；克服(困难)；从……中恢复过来
getthrough完成；花光(时间、金钱等)；通过；接通电话
He’snotverygoodatgettinghisideasacross.
他不太善于清楚地表达自己的思想。
Weshouldgetridofthebadstyleandkeepthegood.
我们应该摒弃不良作风，保持优良作风。
高手过招
(1)单项填空
—You?recoughingbadly,Martin.Whynotgiveupsmoking?
—Giveupsmoking?Easiersaidthandone,Amy.Once
youthehabitofsmoking,itisveryhardforyouto
.(2009•12•江苏启东检测)
A.keepup;breakitaway
B.takeup;dropitout
C.pickup;getridofit
D.buildup;doawaywithit
(2)完成句子（原创）
①Tomysurprise,thebabywolf(与……相处得不错)thedogsandthenmanagedtosurvive.
②Sheneverarrivesontimeattheoffice,butshesomehowmanagedto(侥幸逃脱)it.
③Well,stopchatting.It’stimewe(开始，着手)someseriouswork.
④Thenewswasaterribleblowtoher,butshewill
(从……恢复过来)theshocksoon.
解析:(1)选C。考查动词短语辨析。keepup保持,继续,维持；breakaway脱开；离开；逃脱；takeup拿起；开始；从事；吸取；接纳；dropout退出,退学；pickup捡起,拾起；getridof摆脱；除掉；buildup逐步建立；doawaywith废除,去掉。
(2)①gotonwellwith②getawaywith
③gotdownto④getover
9.takeoff
从……中去掉；脱掉（衣服）；起飞；突然大受欢迎，迅速流行
HersingingcareertookoffafterherTVappearance.
她在电视上亮相后歌唱事业迅速发展。
Don?ttakeoffyoursweater.It?scoldhere.
别脱掉毛衣，这儿冷。
联想拓展
takeaway拿走，消除(感情，痛苦等）
takeafter（相貌、体格、性情等）像（父、母等）
takeback收回
takedown拿下；记下；拆除
takein欺骗；吸收；理解
takeiteasy不紧张，不急
takeon呈现，具有(特征、外观等）；雇用
takeout拿出，取出；去掉
takeover接收，接管
takeup拿起；开始（从事）；继续；占据（时/空间）
takeapart拆开（机器等）
takefor认为，以为；误以为
Takeawaymygoodname,takeawaymylife.
(谚)美名失去，生命不存。
Don?tbetakeninbyhischarm-heisruthless.
不要被他迷人的风度所蒙蔽，其实他冷酷无情。
高手过招
用适当的介词或副词填空（原创）
①Iwanttotakethebookwhichyoushowedmeyesterday.
②It’ssadtoseetheoldmuseumbeingtakentomakewayforanewshoppingcenter.
③Shetookthenarrative(叙事,故事)whereJohnhadleftoff.
④Mydaughterdoesnottakemeinanyway.
⑤Whenshefellillherdaughtertookthebusinessfromher.
答案：①away②down③up④after⑤over
10.indebt
欠债；欠人情
Shewasindebtwhenshewaspoor,buthasbeenoutofdebtsinceshegotrich.
以前穷的时候她欠了债，可自从富了以后就不欠债了。
联想拓展
outofdebt不欠债
introuble处在困境中
incharge管理；负责
indetail详细地
infact事实上
inlove相爱
inneed需要
insurprise惊奇地
intouch保持联系
indanger处在危险之中
incommon共有；共同
ingeneral通常；一般地说
inline站队
inmind意欲；心想
inorder有秩序地
intears在哭泣
inpublic公开地；当众
高手过招
单项填空
I’llalwaysbetoyouforyourhelp.(2009•12•江苏扬州检测)
A.indebtB.debtC.runningintodebtD.debts
解析:选A。句意为：由于你的帮助，我总是欠你的。
11.beforelong
不久以后
Thedictionarywillbepublishedbeforelong.
不久以后这本词典将被出版。
联想拓展
longbefore很久以前
longago很久以前
高手过招
完成句子
①Thathappened(很久以前).
②Ihaveseenthatfilm(很久以前).
③Hisplanseemedtobetoodifficult,but(不久以后)itprovedtobepracticable.
答案：①longago②longbefore③beforelong
12.cutdown
削减；删节；砍伐
cutoff剪下来；切断；使突然中断
cutout切去；省略；停止（做某事）
cutup=cutintopieces切碎；剪碎
cutthrough穿过；穿透
cutin插入；插嘴；超车抢道
高手过招
用cut相关短语的适当形式填空
①Herlittlefingerwasinanaccidentatthefactory.
②Shetheadvertisementofthenewspaper.
③Hetheparkandreachedthereintime.
④Ihaven’tgivenupdrinkingbutI’m.
⑤I’msorrytoonyourconversation.
⑥Younearlycausedacrashby(onme)likethat.
答案:①cutoff②cut;out③cutthrough
④cuttingdown⑤cutin⑥cuttingin
重点句型
13.“Nothingcouldbebetter,”hethought.
他想：“再没有比这些更好吃的了。”
句中形容词（或副词）的比较级better与否定词nothing连用，表达最高级的含义。常用的否定词有no,not,never,nothing,nobody,hardly等，表示最高级的含义。
—Didyousleepwelllastnight?你昨夜睡得好吗？
—Neverbetter,likearock.从没这么好过，睡得很沉。
Ithinknothingismorepleasantthantravelling.
我想没有比旅行更令人愉快的事了。
Ican’tthinkofabetteridea.我想不出一个更好的方法。
高手过招
单项填空
Yourstoryisperfect.I’veneverheardbefore.
(2009•12•江苏南京检测)
A.thebetteroneB.thebestone
C.abetteroneD.agoodone
解析:选C。比较级与nothing,nobody,never等否定词连用时，实际上表示最高级的意义，意为“再……也不过了；没有比……更……的了”。句中的比较对象是一个尚未出现的新人或新事物，故用不定冠词a/an修饰。
14.SomethingterriblemusthavehappenedifLiChangwasnotcomingtoeatinhisrestaurantashealwaysdid.
要是李昌不像往常那样到他店里吃饭，那问题一定严重了。
情态动词+havedone
①情态动词must+havedone只用于肯定句中，表示对过去发生的事情或状态进行肯定的推测，意为“过去一定做过某事”。
②情态动词can/could可用于否定句中，即can’thavedone/couldn’thavedone，表示对过去发生的事情或状态的肯定的推测，意为“过去不可能做过，肯定没做过某事”。
③此外，can/couldhavedone还可用于疑问句中表示对过去发生的事情或状态的不太有把握的推测，意为“过去可能做过……吗?”
注意：表推测的情态动词只有can/could，常用于疑问句中。
④情态动词may/might+havedone表示对已发生的动作或存在的状态进行不肯定的推测，might语气稍弱一点儿，只能用于肯定句和否定句中，意为“过去可能做过某事或过去可能没做过某事”。
Itmusthaverainedlastnight,fortheroadiswet.
昨天晚上一定是下雨了，因为路还湿着。
YoumusthaveseenthefilmtheGoldRush.
你肯定看过电影《淘金热》。
Mysistermethimatthetheatrelastnight,sohecouldn’thaveattendedyourlecture.
我姐姐昨天晚上在电影院遇见了他，所以他肯定没参加你的演讲。
Ican’tfindTomanywhereintheofficebuilding.Wherecanhehavegone?
我在办公楼的任何地方都找不到汤姆。他有可能去哪里了呢？
Youmighthavereadaboutitinthepapers.
你可能在报上已经看过这个消息了。
高手过招
用括号内所给单词的适当形式填空（原创）
①—WhereMargaret(can;put)theemptybottles?
—She(can;throw)themaway.Theymustbesomewhere.
②—Hurryup,Michael!It’stentothree.
—Goodnessme!Theclass(must;begin).
I’llbelateagain.
答案:①can;haveput;can?thavethrown
②musthavebegun
15.HecouldnothaveYongHuigettingawaywithtellingpeoplelies!他可不能让永慧哄骗人们后跑掉。
havesb./sth.doingsth.让某人/某事一直做某事，表示一个持续的动作。用于否定句中表示不允许某人做某事。
Hehadmewaitingforhimfortwohours.Ican’tbearitanymore!
他让我等了两个小时，我再也无法忍受了！
It’srudeofyoutospeaktofatherlikethatandIwon’thaveyouspeakingtofatherlikethatinfuture.
你那样跟父亲说话很粗鲁，今后我不会再容忍你那样跟父亲说话了。
Won’thavesb./sth.doingsth.不能容忍某人做某事/容忍某物
havesb./sth.dosth.使某人或某物做某事(注意不要在do之前加上to)
havesb./sth.donesth.请别人做某事(自己不去做或无法做);(主语)遭受了不好的事情
I’dhaveyouknowthatIamill.我要让你知道我病了。
Jackmusthavehismotorbikerepaired.
杰克必须把他的摩托车修理一下。
高手过招
用括号内所给单词的适当形式填空（原创）
①Tomydespair,thedoctorme(have;wait)intheroomforthewholeafternoon.
②Imywatch(have;repair)becauseitdidn’twork.
③Ican’thim(have;make)noiseallthetime.
④YesterdayMumTim(have;tidy)hisroomsinceitwasinamess.
⑤Thewomanherhandbag(have;rob)yesterday.
答案:①had;waiting②had;repaired
③have;making④had;tidy⑤had;robbed
16.IthoughtyouwereanewcustomerandnowIknowthatyouonlycametospyonmeandmymenu,...
我本来以为你是一位新顾客，现在我才发现你只是过来打探我和我的菜谱的……
Ithought/Ididn’tknow/Ididn’tthink表明说话人以前的想法，宾语从句随之用过去时或过去将来时。
Ineverthoughtyouwouldcometoseemeandbringmesuchawonderfulgift.
我根本没想到你会来看我并给我带来如此好的礼物。
高手过招
单项填空
Oh,it’syou.Iyouinthiscity.Howlonghaveyoubeenhere?(2009•12•河北邯郸检测)
A.don’tknow;wereB.hadn’tknown;are
C.haven’tknown;areD.didn’tknow;were
解析:选D。句意为：我不知道你在这座城市。你在这座城市待了多久？Ithought/Ididn’tknow/Ididn’tthink表明说话人以前的想法，宾语从句随之用过去时或过去将来时。

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