Unit3 Food and Culture单元教学设计（表格式）-2025-2026学年高中英语人教版（2019）选择性必修第二册
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| 名称 | Unit3 Food and Culture单元教学设计（表格式）-2025-2026学年高中英语人教版（2019）选择性必修第二册 |  | |
| 格式 | docx | ||
| 文件大小 | 1.3MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-10-26 16:20:21 | ||
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单 元 教 学 计 划
第 3 单元：Food and Culture
教 材 地 位 及 作 用 The theme of this unit is the relationship between food, society, and the individual. Students will read about and discuss how various regional Chinese cuisines reflect the Chinese culture. They will then learn practical English phrases for ordering food in a restaurant. The topic of healthy eating will then be introduced so that students can consider their own diets. This knowledge will be activated by having students write about how they can improve their eating habits. Students will then plan a restaurant, learning practical business skills related to the food service industry. Finally, they will watch a video about some interesting ingredients used in a restaurant in Australia, so they can reflect on the question of what is and is not food. It is hoped that students will use the information in this unit to consider the role of food in society as a whole and in their own lives, and make better choices with their diets.
教学目标 Language Competence 1. Students can understand and use the key vocabulary, phrases, and sentence patterns related to food and culture accurately and appropriately. 2. Master the grammar knowledge of the past perfect tense and the past perfect passive voice. Cultural Awareness 1. Students can recognize and respect the diversity of food cultures around the world. 2. Students can also compare and contrast different food cultures and understand the importance of cultural exchange and integration in the global context. Thinking Quality Evaluate the impact of food culture on people’s lives and society. They can think about how food culture affects people’s health, social interactions, and economic development. Learning Ability 1. Use effective learning strategies to remember new vocabulary and grammar knowledge related to food and culture. 2. Independently search for information about food culture from various resources such as books, the Internet, and documentaries.
教学重点 1. Master the key vocabulary, phrases, sentence patterns and grammatical knowledge in this unit, especially the expressions related to food culture. 2. Cultivate students’ language skills in listening, speaking, reading and writing, so that they can use the learned knowledge for effective language communication and expression. 3. Guide students to deeply understand the connotations and characteristics of different food cultures and enhance cultural awareness.
教学难点 1. Help students understand and use attributive clauses to describe food culture-related content, making language expression more accurate and rich. 2. Guide students to be able to deeply analyze the reasons behind food culture differences in speaking and writing, conduct in-depth cultural exchanges and expressions, and avoid simple information listing. 3. Organize a variety of classroom activities to stimulate students’ interest and participation, ensure that each student can gain something in the activities and improve comprehensive language application ability.
单元课时安排 序号 课题 课时数 起止时间
1 Opening Page 1
2 Reading and Thinking 1
3 Learn about Language 1
4 Language Points 1
5 Discovering Useful Structures 1
6 Using Language 1
7 Writing 1
8 Revision 1
9 Exercise 1
授课时间 第 周 教案序号
课时 1 课 题 Opening Page 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Learn about the theme of this unit by observing and discussing the opening page. 2. Students can understand the key vocabulary and phrases related to food and culture. 3. Cultivate students' oral expression ability, enabling them to clearly express their views on the relationship between food and culture in group discussions. 4. Encourage students to learn new vocabulary and phrases by observing pictures and relating to real life.
教学重点 1. Guide students to observe and discuss the photo in the opening page. 2. Enable students to learn about the relevant vocabularies about food and culture.
教学难点 Guiding students to deeply think about the internal connection between food and culture and express their views accurately in English.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Observing and discussing Overview the Opening Page of the unit and answer the questions below. 1. What impressed you most in the picture (Hundreds of long tables are put together with hundreds of hot pots on them, winding their ways along the street like a dragon.) 2. What are the people doing (The guests are sitting at the tables sharing the food. A man is shooting a video. There are other people walking on the street .) 3. Where and when do you think this photo was taken (The buildings and lanterns show that it was taken in an ethnic minority area during a festival.) 4. Why do you think they are gathering together (They are probably celebrating a festival.) Step 2. Presentation Introduce the cultural background of the picture. The photo is of a 1,000-Person-Long-Table Banquet in the Miao Stockade Village of One Thousand Households in Leishan, Guizhou.（贵州雷山千户苗寨的"千人长桌宴") The Long-Table Banquet is popular in ethnic minority areas in Guangxi, Yunnan, Guizhou, Hunan, etc. Step 3. Thinking and discussing After going through the title of this unit and the quote, think about and discuss the following questions: ● What do you think of when you see the title “Food and Culture” ● Can you give an example to show the relationship between food and culture ● Can you give some examples of the different levels on which food brings people together Summary: ● So often people show and receive love through food. In this sense, food feeds both the body and the heart. ● In a traditional society, cooking food is a way to show love to the family. The memories of the food, the old recipes, and times spent together become treasured aspects of life . Step 4. Brainstorming Brainstorm some useful expressions related to food. Various food: appetisers n. 开胃菜； sweet/dessert n. 甜点； main course 主菜； main food 主食； meat n. 肉类； vegetarian food 素食； fast food 快餐； junk food 垃圾食品； takeout n. 外卖食品 convenience food 方便食品； Description of food: be rich/low in… 富含……/……含量低食物 mouth-watering adj. (食物)令人垂涎的 provide necessary protein提供必要的蛋白质 full of vitamins and fibre富含维生素和纤维 contain less nutrition含较少营养 Eating habits: avoid overeating避免暴饮暴食 chew carefully and swallow slowly细嚼慢咽 be choosy/particular about food 挑食 skip breakfast不吃早饭 eat out在外用餐 cut down on junk food少吃垃圾食品 consume healthy food吃健康的食物 keep a balanced diet保持均衡的饮食 have consistent/regular eating habits有规律的饮食习惯 have a healthy attitude towards food对食物有健康的态度 Students observe the photo of the opening page and try to answer some questions about it. Students work in group of four to discuss the examples to show the relationship between food and culture Students work in pairs to brainstorm the expressions about food and eating habits Take note of the useful expression.
总结 In this period, we knew the learning aims of this unit and have learned about the the relationship between food and culture as well as some expressions about food and eating habits.
布置作业 1. Memorize the expressions about food and eating habits. 2. Preview the reading passage on page26-27
板书设计 Period 1 Opening Page Various food: Description of food: Eating habits: appetisers n. 开胃菜； be rich/low in… 富含……/……含量低食物 avoid overeating避免暴饮暴食 sweet/dessert n. 甜点； mouth-watering adj. (食物)令人垂涎的 be choosy/particular about food 挑食 main course 主菜； provide necessary protein提供必要的蛋白质 consume healthy food吃健康的食物
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Reading and Thinking 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Students will be able to extract the main information of the text, summarize the general idea of the paragraph and sort out the structure of the text by skimming, combing, summarizing and other strategies. 2. Students will be able to Learn about Chinese cuisine that has been changed in American, and through this example, they will learn to perceive, understand, and briefly explain the relationship between cuisine and personality, quality, and culture. 3. Students will be able to develop their logical thinking by using “cause & effect”
教学重点 1.Comprehending the text content and learning about various food cultures.
2. Mastering the important language points and expressions in the text.
教学难点 1. Helping students understand the implied meaning and cultural connotations in the text.
2. Guiding students to make a connection between food and cultural identity and express their own understandings.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead in The teacher shows some pictures about Chinese cuisine and encourages students to talk about them. Q1:How many kinds of Chinese cuisine Q2:How can these cuisines be described Q3:What, if anything, do these cuisines tell you about the people who eat them Step 2. Prediction Before reading, students will be asked to focus on the title and the picture of the passage. Then, they need to make predictions about this passage. Q1: What content will this passage talk about Q2: Which information would you like to get keys: It is about various culture and cuisine about a place or some countries. Step 3. Reading Activity 1. Read to check Q1: What do you think the text is about The text mainly talks about ___________________________. Q2: How do you understand “You are what you eat” Activity 2. Read for structure Match the main idea with each paragraph and then work out the structure of the text. Question to think: How is the passage developed Activity 3. Read for information 1. Read Para.2 carefully and answer the following questions. Q1: What is America’s most popular Chinese dish Q2: And what can the dish tell us about Americans 2. Read Para.3-6 carefully and complete the table. 3. Read Para.7 carefully and answer the following questions. Q1: What can the food local people consume tell us Q2: What is the main idea of Para.7 How do you understand it Activity 4. Critical thinking Discuss the following questions in groups. Q1. Do you think “culture and cuisine go hand in hand” Give your reasons. Q2. Imagine that it is true that people's personalities are closely linked to the foods they eat. What does eating the following foods tell you about a person spicy food vegetarian food junk food seafood sweets chocolate rice noodles onion garlic bacon ham sausage cabbage mushroom bean curd Students talk about the Chinese cuisine in the pictures. Students can look at the pictures and make a prediction of the text. Read the text and match the main idea with each paragraph and then work out the structure of the text. Read the text carefully and then complete the table. Students discuss the questions in groups and then show their answers .
总结 In this period, we have learned to predict for the content of the text and some reading skills, such as skimming for main idea or paragraph meaning ans scanning for details.
布置作业 1. Memorize the important new words and phrases in the text. 2. Find out the expressions and sentences which are hard to understand.
板书设计 Period 2 Reading and Thinking
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Learn about Language 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. The students will be able to know the meaning and usage of the words in the text. 2. The students will be able to use these words correctly in writing and speaking. 3. The students will learn to analyse some long and difficult sentences in the reading passage. 4. The students will be more confident in writing and speaking and be able to talk about the relationship between food and culture.
教学重点 Enable the students to know the meaning and usage of the words in the text and use these words correctly in writing and speaking.
教学难点 Get the students to learn and master some basic methods of analyzing long and difficult sentences while learning about the elements of a sentence.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead in let students watch a video about China’s eight great regional cuisines and then learn more about the cuisines according to the following map. Step 2. Learn about language Activity1. Find words from the reading passage which have similar meaning to the words in italics. 1. We'll need ten months at least to have the restaurant decorated. 2. Some traditional Chinese dishes from before the Ming Dynasty are still popular today. 3. My grandpa's breakfast mainly includes wholegrain biscuits and a glass of milk. 4. People in this area would eat nearly a kilo of cheese per week. 5. We enjoyed a special dinner in a fancy restaurant where the waiters all wore attractive suits. 6. He prefers this brand of coffee which, as he said,has an unusually good flavour. Activity 2. Learn more about foods around the world by matching the first and second halves of the following sentences. 1. Italy, Greece, and Spain are famous for their olives, figs, and other ingredients 2. She sliced off 3. A traditional Western dinner can consist of A. a piece of sausage for her dinner B. an appetiser, a main course, soup, and dessert. C. which have all contributed to centuries of cuisine development. Activity 3. Classify some words according to word formation. 前缀over-的单词荟萃 ①overstudy v.& n. 过度用功 ②overwork v.& n. 过度劳累 ③overcrowded adj. 过度拥挤的 ④overlook vt. 忽略；未注意到 ⑤overcome vt. 克服 ⑥oversleep vi. 睡过头 一“字”之差，意差万里 ①chef n. 厨师→chief n. 首领 ②adapt v. 适应；改编→adopt v. 采纳 ③wonder v. 想知道→wander v. 漫步 ④place n. 地方→palace n. 宫殿 ⑤dessert n. 甜点→desert n. 沙漠 “名词＋介词＋名词”短语聚焦 ①face to face 面对面地 ②heart to heart 心连心地 ③hand in hand 手拉手地 ④shoulder to shoulder 肩并肩地 ⑤back to back 背对背地 ⑥side by side 肩并肩地 Step 3. Learn to analyse the long and difficult sentences 1. Tired, hungry, and not knowing a word of Chinese, we had no idea how to order, so the chef just began filling our table with the best food we had ever eaten.(形容词作状语) 2. The food was wonderful and different, but what was even more important was the friendship offered us.(what引导主语从句) 3. And in America, people who receive 25% of their daily calories or more through sugar are twice as likely to die from heart disease than people who receive less than 10% a day.(倍数表达法) Watch a video and talk about the China’s cuisines according the map. Work in pairs to find words from the reading passage which have similar meaning to the words in italics. Match the sentences individually. Brainstorm the words according to their classification . Students learn to analyse the long and difficult sentences under the guidance of the teacher.
总结 In this period, we have learned the useful new words in the text and to analyse the long and difficult sentences. You’d better memorizing these words after class.
布置作业 1. Finish the exercises 1&2 on page 25-26 in the exercise book. 2. Memorize the useful new words.
板书设计 Period 3 Learn about Language 前缀over-的单词荟萃 ①overstudy v.& n. 过度用功 ②overwork v.& n. 过度劳累 一“字”之差，意差万里 ①chef n. 厨师→chief n. 首领 ②adapt v. 适应；改编→adopt v. 采纳 “名词＋介词＋名词”短语聚焦 ①face to face 面对面地 ②heart to heart 心连心地
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Language Points 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Enable students to master the usage of such important words and expressions and learn to express themselves by using them. 2. Guide students to learn the method of constructing knowledge trees through self-study and cooperative exploration. 3. Have students to enjoy the fun of expressing themselves in English and participate in class with passion.
教学重点 1. Help students to learn the following key words and expressions: exceptional, tired, stuff, bold, consistent, hand in hand, refer to. 2. Exercises are expected to assist students to express themselves freely in English.
教学难点 1. Enable students to learn how to use the words and phrases in real situations. 2. Enable students to master the important language points in class.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Revision Ask students to talk about the useful expressions about food and translate some sentences about food. Step 2. Presentation of key words and expressions 1. association n.协会；关联→associate vt.把……联系起来；交往 adj.副的→associated adj.联合的；有关联的 【用法归纳】 ·in association with...与……合作；与……有关联 ·associate...with...把……和……联系在一起 ·be associated with...与……有关 【以练促学】 补全句子 ① people who think positively, it is certain that you are going to achieve success.只要你和思想积极的人交往，你一定会获得成功。 ②Health is frequently thought to and plenty of exercise.(健康生活) 人们常把健康和均衡的饮食和大量的锻炼联系起来。 2. quantity n.数量；数额 【用法归纳】 a large/small quantity of大/少量的 (large) quantities of大量的 in quantity/in large quantities大量地 【以练促学】 单句语法填空/补全句子 ①Large quantities of books (contribute) to the children in the countryside since then. ②As a result of destroying the forests, a large quantity of desert . (cover) the land in the last few years. [点拨] (1)“a quantity of＋名词”作主语时，谓语动词用单数形式； (2)“quantities of＋名词”作主语时，谓语动词用复数形式。 3. regardless of不管；不顾 【用法归纳】 ·regardless of the fact that...不顾……的事实 ·in spite of/regardless of/despite尽管(后常接名词，不接从句) 【以练促学】 一句多译 尽管他是个普通的门卫，但我很尊重他。(2020·全国Ⅰ卷) → the fact that he is an ordinary doorkeeper, I show great respect for him. → the fact that he is an ordinary doorkeeper, I show great respect for him. → the fact that he is an ordinary doorkeeper, I show great respect for him. 【佳句背诵】 Regardless of the fact that it was the first time that they had made breakfast，the food turned out tasty.(2021·新高考Ⅰ卷) 尽管这是他们第一次做早餐，饭菜却很好吃。 Step 3. Learn about the sentence pattern 1. 形容词(短语)作状语 【用法归纳】 形容词(短语)作状语可以表示方式、原因或伴随状况等，可位于句首、句末或句中，常用逗号与句子其他成分隔开。 【以练促学】 补全句子 ① , they were in tears.(兴奋心理描写) 既兴奋又感动，他们泪流满面。 ② , I looked at the miserable garden，wondering about my future here.(融情于景) 我又冷又饿，孤身一人，望着那凄凉的花园，思索着我在这里的未来。 2. by the time引导时间状语从句 【用法归纳】 ·by the time后的从句如用一般过去时，则主句用过去完成时；如从句用一般现在时，则主句用将来完成时。 ·“by＋表过去的时间”作状语时，谓语动词用过去完成时； ·“by＋表将来的时间”作状语时，谓语动词用一般将来时或将来完成时。 【以练促学】 单句语法填空/补全句子 ①By the end of 2020，Pruitt (repair) more than 140 for donation or to be returned to their owners. (2021·天津3月卷) ②By the time you come here, you (experience) our traditional Chinese culture. Students talk about the useful expressions about food. Student learn the usage of the new words by observing the example sentences and do the related exercises. Students can discuss the relevant phrases having the same meaning as “despite ”. Ask students to complete the sentence by using the sentence pattern one by one.
总结 In this period, you have learned the usage of some important words and expressions and you should learn to express yourself by using them.
布置作业 Finish off related exercises in the workbook and exercise book.
板书设计 Period 4 Language Points in association with...与……合作；与……有关联 a large/small quantity of大/少量的 associate...with...把……和……联系在一起 (large) quantities of大量的 be associated with...与……有关 in quantity/in large quantities大量地
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Discovering Useful Structures 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Enable students to identify and analyse the usages of the past perfect tense and the past perfect passive voice. 2. Master the usages of the past perfect tense and the past perfect passive voice through self-study and practice. 3. Use the past perfect tense and the past perfect passive voice to express your ideas. 4. Increase students' experience of grammar learning.
教学重点 1. Help students identify the usages of the past perfect tense and the past perfect passive voice 2. Lead students to use the past perfect tense and the past perfect passive voice to express their own ideas.
教学难点 Enable students to learn how to use the past perfect tense and the past perfect passive voice in real situations.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead in Look at the two sentences below. Both of them are in the past perfect tense. a. The chef had set up a farm-to-table restaurant before his new cookbook was published. b. They had finished their dinner by the time Sam joined them. Change the sentences into their past perfect passive voice. Keys: a. A new farm-to-table restaurant had been set up by the chef before his new cookbook was published. b. Their dinner had been finished by the time Sam joined them. Summary 1 1. The past perfect tense’s structure had done indicates the action happened before a certain past action. 2. The past perfect passive voice: had+been+done Step 2. Self-directed study Find more sentences using the past perfect tense or the past perfect passive voice from this unit. Step 3. Observe and analyse Activity 1. Observe the following sentences and summarize the function of the past perfect tense. (1) Before we got to the train station,the train had already left. (2) By the end of last term,we had learnt 2,000 English words. (3) They had lived there for ten years by then. (4) I had intended to meet him at the airport,but I had an important meeting to attend. (5) I had hoped to take a holiday this year but I was not able to get away. Summary 2 1. 表示在过去的某一时间或某一动作之前完成的动作或存在的状态。 2. 表示从过去某一时间开始,一直延续到过去的另一个时间的动作,常用的时间状语有by then, by the end of, by the time等。 3. 表示愿望、打算等的动词,如hope, want, expect, think, mean, suppose, intend, plan等后接从句时,一般用过去完成时表示原本打算实现而未实现的愿望和计划。 Activity 2. Observe and analyse the sentence patterns. (1) It was the first time that I had visited the Great Wall. (2) It was three years since he had joined the army. (3) Hardly had he got into his big office when the telephone rang. (4) No sooner had he arrived than he was asked to leave again. Summary 3 1. It/That was+the first/second...+time+that从句,从句谓语常用过去完成时。 2. It was+一段时间+since从句,从句谓语用过去完成时。 3. 在句型Hardly/Scarcely...when...和No sooner...than...中,主句常用过去完成时,从句用一般过去时,表示“一……就……”。 Step 4. Practice and promotion Complete the sentences using the correct forms of the words. 1. After being discovered by Dutch explorers in 1606, the eastern half of Australia. (claim) by the British in 1770. 2. His sister left home in 1998,and (hear of) ever since. 3. She returned home and found all her furniture (ruin) by the flood. 4. This Monday morning I was informed I (choose) as one of the three exchange students from our college. 5. Arthur was surprised when he (arrive) at home because the tornado (take) the feathers off his chickens. Keys: 1.was claimed 2.has not been heard of 3.had been ruined 4.had been chosen 5.arrived;had taken Read the sentences carefully and rewrite them with the past perfect passive voice . Observe the sentences and try to summarize the grammar rules. Discuss the sentences in pairs and summarize the grammar rule used in the sentences patterns. Do the exercises and then show their answers and reasons.
总结 In this period, you were guided to discover the grammar rules of the non-restrictive relative clauses by yourselves and you also increased your experience of grammar learning.
布置作业 1. Finish Ex.1&2 on page64 in workbook. 2. Memorise the grammar rules of the non-restrictive relative clauses
板书设计 Period 5 Discovering Useful Structures. 1. It/That was+the first/second...+time+that从句,从句谓语常用过去完成时。 2. It was+一段时间+since从句,从句谓语用过去完成时。 3. 在句型Hardly/Scarcely...when...和No sooner...than...中,主句常用过去完成时,从句用一般过去时,表示“一……就……”。
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Using Language 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Get the students to analyze the content, the structure and language features of the text; 2. Get the students to learn the writing techniques of the text, such as using numbers, and using linking words ; 3. Get the students to understand the importance of the healthy eating and write an essay about the healthy eating. 4. Get the students to learn the structure and related words and expressions.
教学重点 1. Guide students to know the writing techniques of the text, such as using numbers, and using linking words 2. Enable students to understand the importance of the healthy eating and write an essay about the healthy eating.
教学难点 1. Guide students to analyze the text from aspects such as content, structure, and language features. 2. Get students to understand how the author presents the theme of healthy eating through examples, data, and comparisons.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead-in Show students some pictures about three meals of a day in China and ask: Is it a healthy diet or not What do you think makes up a healthy diet What are some rules for healthy eating Step 2. Pre-reading When talking about healthy eating, what comes to your mind first Don’t eat too much. Eat slowly. Eat more fruits and vegetables. Drink plenty of water. Don’t skip breakfast. Don’t eat food high in fat and sugar. ... What is a balanced diet Is it when all the meals weigh the same Is it when you eat the same food in every meal Is it when you eat the same amounts of all foods Is it when you eat your meals balanced on a see-saw Step 3. While-reading Activity 1. Read for the main idea Read the passage and then match the subheadings with the paragraphs. Para.1 A. Slow Eating is Good. Para.2 B. Reducing Sweets is Key. Para.3 C. The Real Killer is Sugar. Para.4 D. The Way You treat food matters. Para.5 E. Keep It Fresh and Balanced. Activity 2. Read for structure According to the subheadings, draw the mind map of the passage structure. Activity 3. Read for language features What are the key details that support each point 2. Find the linking words in the passage that introduce another way of saying what was already mentioned in the previous sentence. 3. Find the linking words in the passage which show that contrasting ideas are being introduced. Activity 4. Group Discussion 1. Write down everything you eat and drank over the last three days. And share your ideas about your eating habits, whether they are healthy or not 2. Compare what you have had over the last three days with the advice written in the article, and any facts about diet and nutrition that you know to be true. Make two lists： ·A list of your good eating habits ·A list of your bad eating habits 3. If you have bad eating habits, make a list of things you can do to get rid of them. Observe the pictures and answer the questions. Brainstorm in groups the answers to the two questions and then show their answers. Read the passage and then match the subheadings with the paragraphs, and then work out the structure of the text. Discuss the questions in groups and then show their answers.
总结 In this period, we have learned a passage about healthy and unhealthy eating habits, we should keep a healthy eating habit in our daily life.
布置作业 1. Memorize the useful new words and expressions in the text. 2. Retell the healthy and unhealthy eating habits in the text.
板书设计 Period 6 Using Language The Real Killer is Sugar. Reducing Sweets is Key. Keep It Fresh and Balanced. Slow Eating is Good. The Way You treat food matters.
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Writing 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Guide the students to identify how to write a passage about eating habits. 2. Get the students to express the healthy and unhealthy eating habits as well as advice accurately. 3. Enable the students to grasp some writing polish skills to put them into use. 4. Guide the students to find out a life principle to carry it forward.
教学重点 1. Enable the students to polish a book report and write a recommendation. 2. Help the students to put the writing skills into use to write a recommendation.
教学难点 1. Guide the students to put the language materials into practical use. 2. Help the students find their life principles to carry through.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. lead-in Discuss the healthy eating habits in groups. fresh and balanced: consume fresh foods rather than processed foods; have some meat, beans, or dairy products; moderation is key consistent: three meals a day at the same time each day;eat a modest amount of food eat slowly: eat less food; digest food better; enjoy food more attitude: have a healthy attitude towards food Step 2. Pre-writing Activity 1. Read the following example writing and then sum up the features of this kind of writing. Healthy eating habits are very important for our health. We should build healthy eating habits. Under the care of my mother, my eating habit is very regular. I often eat porridge in the morning. Sometimes my mother will prepare some pickles for me. But sometimes I will put an egg into the porridge to have the egg porridge. At noon, I will eat in the school canteen.Sometimes I will have noodles. At night, my mother will prepare a big meal for me. After dinner, I will eat a little fruit. I hope you will pay more attention to your daily life and have a reasonable diet to be healthy. Tense: Present Tense Person: the First & Second Person Opening 引题——饮食习惯的重要性 Structure: Body 具体介绍自己一日三餐的饮食 Ending 提出希望 Activity 2. Learn some sentence patterns about diets. Healthy diet: 1. In my opinion,we should try to develop healthy eating habits to build up a strong body. 2. A healthy diet consists of eating a variety of foods rich in vitamins, fibre and mineral, and low in fat and calories. 3. People are beginning to attach much more importance to their health these days than ever before. Unhealthy diet: 1. The majority of people take in too much fat and not enough fibre, which does great harm to their health. 2. We must admit the fact that eating junk food is harmful to our health. Advice: 1. My advice is that you should cut down on sugar and fat. 2. I would strongly advise you to combine the balanced diet and exercise. Step 3. Writing Activity 1. Show the writing requirement and ask students to analyse it in groups. 假定你是李华，你校英文报正举办主题为“How to form healthy eating habits”的征文活动，请你写一篇短文并投稿。 Writing type: essay submission Tense: Present Tense Person: the First Person Opening 引题——健康饮食的重要性 Structure: Body 具体的健康饮食习惯 Ending 总结，呼应首段 Activity 2. Writing 1. Ask students to write the first and third paragraphs individually. 2. Ask some students to write down their sentences on the blackboard. 3. Invite several students to evaluate the writing on the blackboard and make some correction if necessary. Possible version Para1. As we all know, healthy eating is of great importance to our healthy. As far as I am concerned, we should form the following healthy eating habits. ...... Para3. By doing these, I firmly believed that there will be an increasing number of people leading a healthy life. Talk about the healthy eating habits in groups. Go through the example writing and sum up the features of it. Analyze the tense, person and structure of the passage. Learn some useful words and phrases as well as sentence patterns about diet. Work in groups to analyse the writing requirement. Write the first and third paragraphs individually. Write down their sentences on the blackboard.
总结 Summarize what we have learned in this lesson: useful expressions, useful sentence patterns, structure of the passage.
布置作业 1. Finish and polish the article on your own. 2. Memorize the useful expressions used to describe food and eating habit.
板书设计 Period 7 Writing sentence patterns about diets. Healthy diet: In my opinion,we should try to develop healthy eating habits to build up a strong body. Unhealthy diet: The majority of people take in too much fat and not enough fibre, which does great harm to their health. Advice: I would strongly advise you to combine the balanced diet and exercise.
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Revision 课 型 Revision
主备教师 使用教师
核心 素养 教学 目标 1. Get the students to have a good command of the usage of words and expressions in this unit. 2. Get the students to master the grammar rules of the past perfect tense and the past perfect passive voice. 3. Enable the students to master the sentence patterns and expressions to write about eating habit. 4. Enable the students to grasp some writing polish skills to put them into use
教学重点 1. Get the students to have a good command of the usage of words and expressions in this unit. 2. Get the students to master the grammar rules of the past perfect passive voice.
教学难点 3. Enable the students to master the sentence patterns and expressions about eating habit. 4. Enable the students to grasp some writing polish skills to put them into use
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Review the key expression of this unit together 1.Chinese cuisine culture 中国的饮食文化 2.a new recipe一个新的食谱 3.a bold move一个大胆的举动 4.pour all the vinegar down 把所有的醋都倒掉 5.Chinese green onion 大葱 6.lamb kebab 烤羊肉串 7.as a vegetarian 作为一名素食者 8.junk food 垃圾食品 9.eat raw garlic 吃生蒜 10.cook the bacon烤制熏肉 11.a slice of ham 一片火腿 12.be fond of pork sausage 喜欢吃猪肉香肠 13.bean curd豆腐 14.my favorite dessert 我最喜欢的甜点 15.allow the dough to rise让面团发酵 16.product category 产品类别 17.be rich in vitamin C 含有丰富的维生素C 18.take alcohol in moderation适量饮酒 Step 2. Review the important sentence patterns by filling the blanks 1.句型公式：形容词(短语)作状语 她自信而勇敢，生动地演绎了这个角色。 Confident and brave，she vividly brought the character to life. 2.句型公式：by the time引导时间状语从句 当他们到达湖泊时，简非常生气，她对汤姆说：“我要找一个更好的地方扎营。”然后走开了。 By the time they reached the lake，Jane was so angry that she said to Tom，“I’m going to find a better spot for us to camp” and walked away. 3.句型公式：倍数表达法 中国最近在太空探索方面取得的成就是十年前的好几倍。 China recently have made several times as many achievements in space exploration as those of one decade ago. Step 3. Review the grammar rules of the past perfect tense and the past perfect passive voice. Definition (定义) of the Past Perfect Tense Formula (构成) of the Past Perfect Tense 表主动： had + done (过去分词) 表被动：had + been + done (过去分词) Usage (用法) of the Past Perfect Tense 1. by，before，when，until, since+ 过去的动作或时间点 Dinner had been served by 6:00 p.m yesterday evening. 2. The context (语境):发生在过去某一时间或某一动作之前的动作 The Titanic sank because it had been badly damaged by an iceberg. 3. 用于固定结构 (1) had + hoped/wished/expected/thought/intended/meant/supposed: (2) It was the first/second/last… time + (that) sb had done sth (3) “刚……就……” sb had no sooner done than sb did sth sb had hardly/scarcely/barely done when sb did sth Step 4. Revision the expressions and sentence patterns about eating habits. Expressions: avoid overeating避免暴饮暴食 chew carefully and swallow slowly细嚼慢咽 skip breakfast不吃早饭 have a healthy attitude towards food对食物有健康的态度 eat out在外用餐 have consistent/regular eating habits有规律的饮食习惯 be choosy/particular about food 挑食 cut down on junk food少吃垃圾食品 consume healthy food吃健康的食物 keep a balanced diet保持均衡的饮食 Sentences: 1. In my opinion,we should try to develop healthy eating habits to build up a strong body. 2. A healthy diet consists of eating a variety of foods rich in vitamins, fibre and mineral, and low in fat and calories. 3. The majority of people take in too much fat and not enough fibre, which does great harm to their health. 4. I would strongly advise you to combine the balanced diet and exercise. Speak out the expression-s according to their Chinese meanings. Read the sentences loudly and then find out the sentence structures in them. Translate more sentences by using the sentence structures. Review the grammar rules of the past perfect tense and the past perfect passive voice. Summarise the useful expression-s and the structure about eating habits.
总结 In this period, we have reviewed the important expressions, sentence structures, grammar rules and the useful expressions about eating habits. You’re supposed to memorize after class.
布置作业 1. Finish the related exercises on the workbook. 2. Translate five sentences by using useful expressions.
板书设计 Period 8 Revision 过去完成时用于固定结构 (1) had + hoped/wished/expected/thought/intended/meant/supposed: (2) It was the first/second/last… time + (that) sb had done sth (3) “刚……就……” sb had no sooner done than sb did sth sb had hardly/scarcely/barely done when sb did sth
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Exercise 课 型 Exercise
主备教师 使用教师
核心 素养 教学 目标 By the end of this class, students will be able to 1. use the words and expressions in various practice correctly and accurately . 2. judge the results of practice true or false with the critical thinking. 3. improve students’ ability of finding problem and solving problem.
教学重点 To help students to apply the language in practice to considerate the usage.
教学难点 To enable students to use the words and expressions correctly and flexibly.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Revision 前缀over-的单词荟萃 ①overstudy v.& n. 过度用功 ②overwork v.& n. 过度劳累 ③overcrowded adj. 过度拥挤的 ④overlook vt. 忽略；未注意到 ⑤overcome vt. 克服 ⑥oversleep vi. 睡过头 “名词＋介词＋名词”短语聚焦 ①face to face 面对面地 ②heart to heart 心连心地 ③hand in hand 手拉手地 ④shoulder to shoulder 肩并肩地 ⑤back to back 背对背地 ⑥side by side 肩并肩地 Step 2. Check the answers to the exercises Check the answers to the exercises and give some explanations where necessary. Ⅰ.单句语法填空 1. There is no denying that fresh air is fundamental to good health, so we must regularly go outdoors. 2. Beyond this, you can keep healthy by consuming different categories (category) of fresh foods, especially fruit and vegetables, which are full of vitamins and fibre, rather than processed (process) foods. 3. Prior to coming (come) to China, my only experience with Chinese cooking was in America, which had been changed to suit (suit) American tastes. 4. Embarrassed (embarrass) and ashamed, I can’t concentrate on anything. 5. Many Chinese brands (brand), having developed their reputations over centuries, are facing new challenges from the modern market. 6. In summary, what you say should be consistent with what you do, otherwise others will not believe you. 7. Fast food is full of fat and salt; by eating (eat) more fast food people will get more salt and fat than they need in their diet. 8. What I have harvested most from the contest is not the award but the improvement of my pronunciation and the fun of acting. II. 根据括号内的汉语提示补全下面句子。 1. This exhibition was organized by the local government in association with several paper-cutting artists（联合一些剪纸艺术家）. 2. I’d like to recommend Chengdu as your travel destination, because Chengdu has a large quantity of tourist attractions（有许多景点）, such as Dujiangyan. 3. Maintaining a healthy weight and cutting down on smoking and drinking（减少吸烟和喝酒）are far better ways to keep off the disease. 4. Regardless of any difficulty I meet with on my way to success（无论我在通往成功的路上遇到什么困难）, I will never give up and go all out for my dream university. III. 利用本单元所学知识翻译句子。 ①现在很多学生不吃早餐是很普遍的。 。 ②一些学生认为早餐是一天中最不重要的一餐，而另一些人说他们早上没有时间吃早餐。 。 ③学生不吃早餐会感到疲倦，缺乏活力，学习成绩差，健康状况不佳。[形容词(短语)作状语] 。 ④吃早餐不仅是健康的基础，还可以帮助你保持专注和更有效地学习。 。 Keys: ① Nowadays it’s common for a quantity of students to skip breakfast. ② Some students think of breakfast as the least important meal of the day, while others say they have too little time in the morning to consume breakfast. ③ Tired and lacking in energy, students skipping breakfast can have poor academic performance and poor health. ④ Consuming breakfast is not only fundamental to health but it can also help you keep focused and study more efficiently.。 Students are guided to summarize the words according to their types. Discuss their answers with partners first and then show their answers. Listen to the teacher’ explanations about the answers and take notes. Discuss the answers in groups of four in order to learn from peers. Take note of the important language points in the exercises. Translate the sentences individually and then show their sentences.
总结 This period is mainly about helping students to apply the language in practice to considerate the usage.
布置作业 1. Finish off related exercise in exercise book 2. Memorize the useful words, phrases and sentence patterns.
板书设计 Period 9 Exercises 前缀over-的单词荟萃： 1. overstudy v.& n. 过度用功 2. overwork v.& n. 过度劳累 3. overcome vt. 克服 4. oversleep vi. 睡过头 “名词＋介词＋名词”短语聚焦： 1. face to face 面对面地 2. heart to heart 心连心地
第 3 单元：Food and Culture
教 材 地 位 及 作 用 The theme of this unit is the relationship between food, society, and the individual. Students will read about and discuss how various regional Chinese cuisines reflect the Chinese culture. They will then learn practical English phrases for ordering food in a restaurant. The topic of healthy eating will then be introduced so that students can consider their own diets. This knowledge will be activated by having students write about how they can improve their eating habits. Students will then plan a restaurant, learning practical business skills related to the food service industry. Finally, they will watch a video about some interesting ingredients used in a restaurant in Australia, so they can reflect on the question of what is and is not food. It is hoped that students will use the information in this unit to consider the role of food in society as a whole and in their own lives, and make better choices with their diets.
教学目标 Language Competence 1. Students can understand and use the key vocabulary, phrases, and sentence patterns related to food and culture accurately and appropriately. 2. Master the grammar knowledge of the past perfect tense and the past perfect passive voice. Cultural Awareness 1. Students can recognize and respect the diversity of food cultures around the world. 2. Students can also compare and contrast different food cultures and understand the importance of cultural exchange and integration in the global context. Thinking Quality Evaluate the impact of food culture on people’s lives and society. They can think about how food culture affects people’s health, social interactions, and economic development. Learning Ability 1. Use effective learning strategies to remember new vocabulary and grammar knowledge related to food and culture. 2. Independently search for information about food culture from various resources such as books, the Internet, and documentaries.
教学重点 1. Master the key vocabulary, phrases, sentence patterns and grammatical knowledge in this unit, especially the expressions related to food culture. 2. Cultivate students’ language skills in listening, speaking, reading and writing, so that they can use the learned knowledge for effective language communication and expression. 3. Guide students to deeply understand the connotations and characteristics of different food cultures and enhance cultural awareness.
教学难点 1. Help students understand and use attributive clauses to describe food culture-related content, making language expression more accurate and rich. 2. Guide students to be able to deeply analyze the reasons behind food culture differences in speaking and writing, conduct in-depth cultural exchanges and expressions, and avoid simple information listing. 3. Organize a variety of classroom activities to stimulate students’ interest and participation, ensure that each student can gain something in the activities and improve comprehensive language application ability.
单元课时安排 序号 课题 课时数 起止时间
1 Opening Page 1
2 Reading and Thinking 1
3 Learn about Language 1
4 Language Points 1
5 Discovering Useful Structures 1
6 Using Language 1
7 Writing 1
8 Revision 1
9 Exercise 1
授课时间 第 周 教案序号
课时 1 课 题 Opening Page 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Learn about the theme of this unit by observing and discussing the opening page. 2. Students can understand the key vocabulary and phrases related to food and culture. 3. Cultivate students' oral expression ability, enabling them to clearly express their views on the relationship between food and culture in group discussions. 4. Encourage students to learn new vocabulary and phrases by observing pictures and relating to real life.
教学重点 1. Guide students to observe and discuss the photo in the opening page. 2. Enable students to learn about the relevant vocabularies about food and culture.
教学难点 Guiding students to deeply think about the internal connection between food and culture and express their views accurately in English.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Observing and discussing Overview the Opening Page of the unit and answer the questions below. 1. What impressed you most in the picture (Hundreds of long tables are put together with hundreds of hot pots on them, winding their ways along the street like a dragon.) 2. What are the people doing (The guests are sitting at the tables sharing the food. A man is shooting a video. There are other people walking on the street .) 3. Where and when do you think this photo was taken (The buildings and lanterns show that it was taken in an ethnic minority area during a festival.) 4. Why do you think they are gathering together (They are probably celebrating a festival.) Step 2. Presentation Introduce the cultural background of the picture. The photo is of a 1,000-Person-Long-Table Banquet in the Miao Stockade Village of One Thousand Households in Leishan, Guizhou.（贵州雷山千户苗寨的"千人长桌宴") The Long-Table Banquet is popular in ethnic minority areas in Guangxi, Yunnan, Guizhou, Hunan, etc. Step 3. Thinking and discussing After going through the title of this unit and the quote, think about and discuss the following questions: ● What do you think of when you see the title “Food and Culture” ● Can you give an example to show the relationship between food and culture ● Can you give some examples of the different levels on which food brings people together Summary: ● So often people show and receive love through food. In this sense, food feeds both the body and the heart. ● In a traditional society, cooking food is a way to show love to the family. The memories of the food, the old recipes, and times spent together become treasured aspects of life . Step 4. Brainstorming Brainstorm some useful expressions related to food. Various food: appetisers n. 开胃菜； sweet/dessert n. 甜点； main course 主菜； main food 主食； meat n. 肉类； vegetarian food 素食； fast food 快餐； junk food 垃圾食品； takeout n. 外卖食品 convenience food 方便食品； Description of food: be rich/low in… 富含……/……含量低食物 mouth-watering adj. (食物)令人垂涎的 provide necessary protein提供必要的蛋白质 full of vitamins and fibre富含维生素和纤维 contain less nutrition含较少营养 Eating habits: avoid overeating避免暴饮暴食 chew carefully and swallow slowly细嚼慢咽 be choosy/particular about food 挑食 skip breakfast不吃早饭 eat out在外用餐 cut down on junk food少吃垃圾食品 consume healthy food吃健康的食物 keep a balanced diet保持均衡的饮食 have consistent/regular eating habits有规律的饮食习惯 have a healthy attitude towards food对食物有健康的态度 Students observe the photo of the opening page and try to answer some questions about it. Students work in group of four to discuss the examples to show the relationship between food and culture Students work in pairs to brainstorm the expressions about food and eating habits Take note of the useful expression.
总结 In this period, we knew the learning aims of this unit and have learned about the the relationship between food and culture as well as some expressions about food and eating habits.
布置作业 1. Memorize the expressions about food and eating habits. 2. Preview the reading passage on page26-27
板书设计 Period 1 Opening Page Various food: Description of food: Eating habits: appetisers n. 开胃菜； be rich/low in… 富含……/……含量低食物 avoid overeating避免暴饮暴食 sweet/dessert n. 甜点； mouth-watering adj. (食物)令人垂涎的 be choosy/particular about food 挑食 main course 主菜； provide necessary protein提供必要的蛋白质 consume healthy food吃健康的食物
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Reading and Thinking 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Students will be able to extract the main information of the text, summarize the general idea of the paragraph and sort out the structure of the text by skimming, combing, summarizing and other strategies. 2. Students will be able to Learn about Chinese cuisine that has been changed in American, and through this example, they will learn to perceive, understand, and briefly explain the relationship between cuisine and personality, quality, and culture. 3. Students will be able to develop their logical thinking by using “cause & effect”
教学重点 1.Comprehending the text content and learning about various food cultures.
2. Mastering the important language points and expressions in the text.
教学难点 1. Helping students understand the implied meaning and cultural connotations in the text.
2. Guiding students to make a connection between food and cultural identity and express their own understandings.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead in The teacher shows some pictures about Chinese cuisine and encourages students to talk about them. Q1:How many kinds of Chinese cuisine Q2:How can these cuisines be described Q3:What, if anything, do these cuisines tell you about the people who eat them Step 2. Prediction Before reading, students will be asked to focus on the title and the picture of the passage. Then, they need to make predictions about this passage. Q1: What content will this passage talk about Q2: Which information would you like to get keys: It is about various culture and cuisine about a place or some countries. Step 3. Reading Activity 1. Read to check Q1: What do you think the text is about The text mainly talks about ___________________________. Q2: How do you understand “You are what you eat” Activity 2. Read for structure Match the main idea with each paragraph and then work out the structure of the text. Question to think: How is the passage developed Activity 3. Read for information 1. Read Para.2 carefully and answer the following questions. Q1: What is America’s most popular Chinese dish Q2: And what can the dish tell us about Americans 2. Read Para.3-6 carefully and complete the table. 3. Read Para.7 carefully and answer the following questions. Q1: What can the food local people consume tell us Q2: What is the main idea of Para.7 How do you understand it Activity 4. Critical thinking Discuss the following questions in groups. Q1. Do you think “culture and cuisine go hand in hand” Give your reasons. Q2. Imagine that it is true that people's personalities are closely linked to the foods they eat. What does eating the following foods tell you about a person spicy food vegetarian food junk food seafood sweets chocolate rice noodles onion garlic bacon ham sausage cabbage mushroom bean curd Students talk about the Chinese cuisine in the pictures. Students can look at the pictures and make a prediction of the text. Read the text and match the main idea with each paragraph and then work out the structure of the text. Read the text carefully and then complete the table. Students discuss the questions in groups and then show their answers .
总结 In this period, we have learned to predict for the content of the text and some reading skills, such as skimming for main idea or paragraph meaning ans scanning for details.
布置作业 1. Memorize the important new words and phrases in the text. 2. Find out the expressions and sentences which are hard to understand.
板书设计 Period 2 Reading and Thinking
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Learn about Language 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. The students will be able to know the meaning and usage of the words in the text. 2. The students will be able to use these words correctly in writing and speaking. 3. The students will learn to analyse some long and difficult sentences in the reading passage. 4. The students will be more confident in writing and speaking and be able to talk about the relationship between food and culture.
教学重点 Enable the students to know the meaning and usage of the words in the text and use these words correctly in writing and speaking.
教学难点 Get the students to learn and master some basic methods of analyzing long and difficult sentences while learning about the elements of a sentence.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead in let students watch a video about China’s eight great regional cuisines and then learn more about the cuisines according to the following map. Step 2. Learn about language Activity1. Find words from the reading passage which have similar meaning to the words in italics. 1. We'll need ten months at least to have the restaurant decorated. 2. Some traditional Chinese dishes from before the Ming Dynasty are still popular today. 3. My grandpa's breakfast mainly includes wholegrain biscuits and a glass of milk. 4. People in this area would eat nearly a kilo of cheese per week. 5. We enjoyed a special dinner in a fancy restaurant where the waiters all wore attractive suits. 6. He prefers this brand of coffee which, as he said,has an unusually good flavour. Activity 2. Learn more about foods around the world by matching the first and second halves of the following sentences. 1. Italy, Greece, and Spain are famous for their olives, figs, and other ingredients 2. She sliced off 3. A traditional Western dinner can consist of A. a piece of sausage for her dinner B. an appetiser, a main course, soup, and dessert. C. which have all contributed to centuries of cuisine development. Activity 3. Classify some words according to word formation. 前缀over-的单词荟萃 ①overstudy v.& n. 过度用功 ②overwork v.& n. 过度劳累 ③overcrowded adj. 过度拥挤的 ④overlook vt. 忽略；未注意到 ⑤overcome vt. 克服 ⑥oversleep vi. 睡过头 一“字”之差，意差万里 ①chef n. 厨师→chief n. 首领 ②adapt v. 适应；改编→adopt v. 采纳 ③wonder v. 想知道→wander v. 漫步 ④place n. 地方→palace n. 宫殿 ⑤dessert n. 甜点→desert n. 沙漠 “名词＋介词＋名词”短语聚焦 ①face to face 面对面地 ②heart to heart 心连心地 ③hand in hand 手拉手地 ④shoulder to shoulder 肩并肩地 ⑤back to back 背对背地 ⑥side by side 肩并肩地 Step 3. Learn to analyse the long and difficult sentences 1. Tired, hungry, and not knowing a word of Chinese, we had no idea how to order, so the chef just began filling our table with the best food we had ever eaten.(形容词作状语) 2. The food was wonderful and different, but what was even more important was the friendship offered us.(what引导主语从句) 3. And in America, people who receive 25% of their daily calories or more through sugar are twice as likely to die from heart disease than people who receive less than 10% a day.(倍数表达法) Watch a video and talk about the China’s cuisines according the map. Work in pairs to find words from the reading passage which have similar meaning to the words in italics. Match the sentences individually. Brainstorm the words according to their classification . Students learn to analyse the long and difficult sentences under the guidance of the teacher.
总结 In this period, we have learned the useful new words in the text and to analyse the long and difficult sentences. You’d better memorizing these words after class.
布置作业 1. Finish the exercises 1&2 on page 25-26 in the exercise book. 2. Memorize the useful new words.
板书设计 Period 3 Learn about Language 前缀over-的单词荟萃 ①overstudy v.& n. 过度用功 ②overwork v.& n. 过度劳累 一“字”之差，意差万里 ①chef n. 厨师→chief n. 首领 ②adapt v. 适应；改编→adopt v. 采纳 “名词＋介词＋名词”短语聚焦 ①face to face 面对面地 ②heart to heart 心连心地
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Language Points 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Enable students to master the usage of such important words and expressions and learn to express themselves by using them. 2. Guide students to learn the method of constructing knowledge trees through self-study and cooperative exploration. 3. Have students to enjoy the fun of expressing themselves in English and participate in class with passion.
教学重点 1. Help students to learn the following key words and expressions: exceptional, tired, stuff, bold, consistent, hand in hand, refer to. 2. Exercises are expected to assist students to express themselves freely in English.
教学难点 1. Enable students to learn how to use the words and phrases in real situations. 2. Enable students to master the important language points in class.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Revision Ask students to talk about the useful expressions about food and translate some sentences about food. Step 2. Presentation of key words and expressions 1. association n.协会；关联→associate vt.把……联系起来；交往 adj.副的→associated adj.联合的；有关联的 【用法归纳】 ·in association with...与……合作；与……有关联 ·associate...with...把……和……联系在一起 ·be associated with...与……有关 【以练促学】 补全句子 ① people who think positively, it is certain that you are going to achieve success.只要你和思想积极的人交往，你一定会获得成功。 ②Health is frequently thought to and plenty of exercise.(健康生活) 人们常把健康和均衡的饮食和大量的锻炼联系起来。 2. quantity n.数量；数额 【用法归纳】 a large/small quantity of大/少量的 (large) quantities of大量的 in quantity/in large quantities大量地 【以练促学】 单句语法填空/补全句子 ①Large quantities of books (contribute) to the children in the countryside since then. ②As a result of destroying the forests, a large quantity of desert . (cover) the land in the last few years. [点拨] (1)“a quantity of＋名词”作主语时，谓语动词用单数形式； (2)“quantities of＋名词”作主语时，谓语动词用复数形式。 3. regardless of不管；不顾 【用法归纳】 ·regardless of the fact that...不顾……的事实 ·in spite of/regardless of/despite尽管(后常接名词，不接从句) 【以练促学】 一句多译 尽管他是个普通的门卫，但我很尊重他。(2020·全国Ⅰ卷) → the fact that he is an ordinary doorkeeper, I show great respect for him. → the fact that he is an ordinary doorkeeper, I show great respect for him. → the fact that he is an ordinary doorkeeper, I show great respect for him. 【佳句背诵】 Regardless of the fact that it was the first time that they had made breakfast，the food turned out tasty.(2021·新高考Ⅰ卷) 尽管这是他们第一次做早餐，饭菜却很好吃。 Step 3. Learn about the sentence pattern 1. 形容词(短语)作状语 【用法归纳】 形容词(短语)作状语可以表示方式、原因或伴随状况等，可位于句首、句末或句中，常用逗号与句子其他成分隔开。 【以练促学】 补全句子 ① , they were in tears.(兴奋心理描写) 既兴奋又感动，他们泪流满面。 ② , I looked at the miserable garden，wondering about my future here.(融情于景) 我又冷又饿，孤身一人，望着那凄凉的花园，思索着我在这里的未来。 2. by the time引导时间状语从句 【用法归纳】 ·by the time后的从句如用一般过去时，则主句用过去完成时；如从句用一般现在时，则主句用将来完成时。 ·“by＋表过去的时间”作状语时，谓语动词用过去完成时； ·“by＋表将来的时间”作状语时，谓语动词用一般将来时或将来完成时。 【以练促学】 单句语法填空/补全句子 ①By the end of 2020，Pruitt (repair) more than 140 for donation or to be returned to their owners. (2021·天津3月卷) ②By the time you come here, you (experience) our traditional Chinese culture. Students talk about the useful expressions about food. Student learn the usage of the new words by observing the example sentences and do the related exercises. Students can discuss the relevant phrases having the same meaning as “despite ”. Ask students to complete the sentence by using the sentence pattern one by one.
总结 In this period, you have learned the usage of some important words and expressions and you should learn to express yourself by using them.
布置作业 Finish off related exercises in the workbook and exercise book.
板书设计 Period 4 Language Points in association with...与……合作；与……有关联 a large/small quantity of大/少量的 associate...with...把……和……联系在一起 (large) quantities of大量的 be associated with...与……有关 in quantity/in large quantities大量地
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Discovering Useful Structures 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Enable students to identify and analyse the usages of the past perfect tense and the past perfect passive voice. 2. Master the usages of the past perfect tense and the past perfect passive voice through self-study and practice. 3. Use the past perfect tense and the past perfect passive voice to express your ideas. 4. Increase students' experience of grammar learning.
教学重点 1. Help students identify the usages of the past perfect tense and the past perfect passive voice 2. Lead students to use the past perfect tense and the past perfect passive voice to express their own ideas.
教学难点 Enable students to learn how to use the past perfect tense and the past perfect passive voice in real situations.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead in Look at the two sentences below. Both of them are in the past perfect tense. a. The chef had set up a farm-to-table restaurant before his new cookbook was published. b. They had finished their dinner by the time Sam joined them. Change the sentences into their past perfect passive voice. Keys: a. A new farm-to-table restaurant had been set up by the chef before his new cookbook was published. b. Their dinner had been finished by the time Sam joined them. Summary 1 1. The past perfect tense’s structure had done indicates the action happened before a certain past action. 2. The past perfect passive voice: had+been+done Step 2. Self-directed study Find more sentences using the past perfect tense or the past perfect passive voice from this unit. Step 3. Observe and analyse Activity 1. Observe the following sentences and summarize the function of the past perfect tense. (1) Before we got to the train station,the train had already left. (2) By the end of last term,we had learnt 2,000 English words. (3) They had lived there for ten years by then. (4) I had intended to meet him at the airport,but I had an important meeting to attend. (5) I had hoped to take a holiday this year but I was not able to get away. Summary 2 1. 表示在过去的某一时间或某一动作之前完成的动作或存在的状态。 2. 表示从过去某一时间开始,一直延续到过去的另一个时间的动作,常用的时间状语有by then, by the end of, by the time等。 3. 表示愿望、打算等的动词,如hope, want, expect, think, mean, suppose, intend, plan等后接从句时,一般用过去完成时表示原本打算实现而未实现的愿望和计划。 Activity 2. Observe and analyse the sentence patterns. (1) It was the first time that I had visited the Great Wall. (2) It was three years since he had joined the army. (3) Hardly had he got into his big office when the telephone rang. (4) No sooner had he arrived than he was asked to leave again. Summary 3 1. It/That was+the first/second...+time+that从句,从句谓语常用过去完成时。 2. It was+一段时间+since从句,从句谓语用过去完成时。 3. 在句型Hardly/Scarcely...when...和No sooner...than...中,主句常用过去完成时,从句用一般过去时,表示“一……就……”。 Step 4. Practice and promotion Complete the sentences using the correct forms of the words. 1. After being discovered by Dutch explorers in 1606, the eastern half of Australia. (claim) by the British in 1770. 2. His sister left home in 1998,and (hear of) ever since. 3. She returned home and found all her furniture (ruin) by the flood. 4. This Monday morning I was informed I (choose) as one of the three exchange students from our college. 5. Arthur was surprised when he (arrive) at home because the tornado (take) the feathers off his chickens. Keys: 1.was claimed 2.has not been heard of 3.had been ruined 4.had been chosen 5.arrived;had taken Read the sentences carefully and rewrite them with the past perfect passive voice . Observe the sentences and try to summarize the grammar rules. Discuss the sentences in pairs and summarize the grammar rule used in the sentences patterns. Do the exercises and then show their answers and reasons.
总结 In this period, you were guided to discover the grammar rules of the non-restrictive relative clauses by yourselves and you also increased your experience of grammar learning.
布置作业 1. Finish Ex.1&2 on page64 in workbook. 2. Memorise the grammar rules of the non-restrictive relative clauses
板书设计 Period 5 Discovering Useful Structures. 1. It/That was+the first/second...+time+that从句,从句谓语常用过去完成时。 2. It was+一段时间+since从句,从句谓语用过去完成时。 3. 在句型Hardly/Scarcely...when...和No sooner...than...中,主句常用过去完成时,从句用一般过去时,表示“一……就……”。
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Using Language 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Get the students to analyze the content, the structure and language features of the text; 2. Get the students to learn the writing techniques of the text, such as using numbers, and using linking words ; 3. Get the students to understand the importance of the healthy eating and write an essay about the healthy eating. 4. Get the students to learn the structure and related words and expressions.
教学重点 1. Guide students to know the writing techniques of the text, such as using numbers, and using linking words 2. Enable students to understand the importance of the healthy eating and write an essay about the healthy eating.
教学难点 1. Guide students to analyze the text from aspects such as content, structure, and language features. 2. Get students to understand how the author presents the theme of healthy eating through examples, data, and comparisons.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead-in Show students some pictures about three meals of a day in China and ask: Is it a healthy diet or not What do you think makes up a healthy diet What are some rules for healthy eating Step 2. Pre-reading When talking about healthy eating, what comes to your mind first Don’t eat too much. Eat slowly. Eat more fruits and vegetables. Drink plenty of water. Don’t skip breakfast. Don’t eat food high in fat and sugar. ... What is a balanced diet Is it when all the meals weigh the same Is it when you eat the same food in every meal Is it when you eat the same amounts of all foods Is it when you eat your meals balanced on a see-saw Step 3. While-reading Activity 1. Read for the main idea Read the passage and then match the subheadings with the paragraphs. Para.1 A. Slow Eating is Good. Para.2 B. Reducing Sweets is Key. Para.3 C. The Real Killer is Sugar. Para.4 D. The Way You treat food matters. Para.5 E. Keep It Fresh and Balanced. Activity 2. Read for structure According to the subheadings, draw the mind map of the passage structure. Activity 3. Read for language features What are the key details that support each point 2. Find the linking words in the passage that introduce another way of saying what was already mentioned in the previous sentence. 3. Find the linking words in the passage which show that contrasting ideas are being introduced. Activity 4. Group Discussion 1. Write down everything you eat and drank over the last three days. And share your ideas about your eating habits, whether they are healthy or not 2. Compare what you have had over the last three days with the advice written in the article, and any facts about diet and nutrition that you know to be true. Make two lists： ·A list of your good eating habits ·A list of your bad eating habits 3. If you have bad eating habits, make a list of things you can do to get rid of them. Observe the pictures and answer the questions. Brainstorm in groups the answers to the two questions and then show their answers. Read the passage and then match the subheadings with the paragraphs, and then work out the structure of the text. Discuss the questions in groups and then show their answers.
总结 In this period, we have learned a passage about healthy and unhealthy eating habits, we should keep a healthy eating habit in our daily life.
布置作业 1. Memorize the useful new words and expressions in the text. 2. Retell the healthy and unhealthy eating habits in the text.
板书设计 Period 6 Using Language The Real Killer is Sugar. Reducing Sweets is Key. Keep It Fresh and Balanced. Slow Eating is Good. The Way You treat food matters.
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Writing 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Guide the students to identify how to write a passage about eating habits. 2. Get the students to express the healthy and unhealthy eating habits as well as advice accurately. 3. Enable the students to grasp some writing polish skills to put them into use. 4. Guide the students to find out a life principle to carry it forward.
教学重点 1. Enable the students to polish a book report and write a recommendation. 2. Help the students to put the writing skills into use to write a recommendation.
教学难点 1. Guide the students to put the language materials into practical use. 2. Help the students find their life principles to carry through.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. lead-in Discuss the healthy eating habits in groups. fresh and balanced: consume fresh foods rather than processed foods; have some meat, beans, or dairy products; moderation is key consistent: three meals a day at the same time each day;eat a modest amount of food eat slowly: eat less food; digest food better; enjoy food more attitude: have a healthy attitude towards food Step 2. Pre-writing Activity 1. Read the following example writing and then sum up the features of this kind of writing. Healthy eating habits are very important for our health. We should build healthy eating habits. Under the care of my mother, my eating habit is very regular. I often eat porridge in the morning. Sometimes my mother will prepare some pickles for me. But sometimes I will put an egg into the porridge to have the egg porridge. At noon, I will eat in the school canteen.Sometimes I will have noodles. At night, my mother will prepare a big meal for me. After dinner, I will eat a little fruit. I hope you will pay more attention to your daily life and have a reasonable diet to be healthy. Tense: Present Tense Person: the First & Second Person Opening 引题——饮食习惯的重要性 Structure: Body 具体介绍自己一日三餐的饮食 Ending 提出希望 Activity 2. Learn some sentence patterns about diets. Healthy diet: 1. In my opinion,we should try to develop healthy eating habits to build up a strong body. 2. A healthy diet consists of eating a variety of foods rich in vitamins, fibre and mineral, and low in fat and calories. 3. People are beginning to attach much more importance to their health these days than ever before. Unhealthy diet: 1. The majority of people take in too much fat and not enough fibre, which does great harm to their health. 2. We must admit the fact that eating junk food is harmful to our health. Advice: 1. My advice is that you should cut down on sugar and fat. 2. I would strongly advise you to combine the balanced diet and exercise. Step 3. Writing Activity 1. Show the writing requirement and ask students to analyse it in groups. 假定你是李华，你校英文报正举办主题为“How to form healthy eating habits”的征文活动，请你写一篇短文并投稿。 Writing type: essay submission Tense: Present Tense Person: the First Person Opening 引题——健康饮食的重要性 Structure: Body 具体的健康饮食习惯 Ending 总结，呼应首段 Activity 2. Writing 1. Ask students to write the first and third paragraphs individually. 2. Ask some students to write down their sentences on the blackboard. 3. Invite several students to evaluate the writing on the blackboard and make some correction if necessary. Possible version Para1. As we all know, healthy eating is of great importance to our healthy. As far as I am concerned, we should form the following healthy eating habits. ...... Para3. By doing these, I firmly believed that there will be an increasing number of people leading a healthy life. Talk about the healthy eating habits in groups. Go through the example writing and sum up the features of it. Analyze the tense, person and structure of the passage. Learn some useful words and phrases as well as sentence patterns about diet. Work in groups to analyse the writing requirement. Write the first and third paragraphs individually. Write down their sentences on the blackboard.
总结 Summarize what we have learned in this lesson: useful expressions, useful sentence patterns, structure of the passage.
布置作业 1. Finish and polish the article on your own. 2. Memorize the useful expressions used to describe food and eating habit.
板书设计 Period 7 Writing sentence patterns about diets. Healthy diet: In my opinion,we should try to develop healthy eating habits to build up a strong body. Unhealthy diet: The majority of people take in too much fat and not enough fibre, which does great harm to their health. Advice: I would strongly advise you to combine the balanced diet and exercise.
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Revision 课 型 Revision
主备教师 使用教师
核心 素养 教学 目标 1. Get the students to have a good command of the usage of words and expressions in this unit. 2. Get the students to master the grammar rules of the past perfect tense and the past perfect passive voice. 3. Enable the students to master the sentence patterns and expressions to write about eating habit. 4. Enable the students to grasp some writing polish skills to put them into use
教学重点 1. Get the students to have a good command of the usage of words and expressions in this unit. 2. Get the students to master the grammar rules of the past perfect passive voice.
教学难点 3. Enable the students to master the sentence patterns and expressions about eating habit. 4. Enable the students to grasp some writing polish skills to put them into use
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Review the key expression of this unit together 1.Chinese cuisine culture 中国的饮食文化 2.a new recipe一个新的食谱 3.a bold move一个大胆的举动 4.pour all the vinegar down 把所有的醋都倒掉 5.Chinese green onion 大葱 6.lamb kebab 烤羊肉串 7.as a vegetarian 作为一名素食者 8.junk food 垃圾食品 9.eat raw garlic 吃生蒜 10.cook the bacon烤制熏肉 11.a slice of ham 一片火腿 12.be fond of pork sausage 喜欢吃猪肉香肠 13.bean curd豆腐 14.my favorite dessert 我最喜欢的甜点 15.allow the dough to rise让面团发酵 16.product category 产品类别 17.be rich in vitamin C 含有丰富的维生素C 18.take alcohol in moderation适量饮酒 Step 2. Review the important sentence patterns by filling the blanks 1.句型公式：形容词(短语)作状语 她自信而勇敢，生动地演绎了这个角色。 Confident and brave，she vividly brought the character to life. 2.句型公式：by the time引导时间状语从句 当他们到达湖泊时，简非常生气，她对汤姆说：“我要找一个更好的地方扎营。”然后走开了。 By the time they reached the lake，Jane was so angry that she said to Tom，“I’m going to find a better spot for us to camp” and walked away. 3.句型公式：倍数表达法 中国最近在太空探索方面取得的成就是十年前的好几倍。 China recently have made several times as many achievements in space exploration as those of one decade ago. Step 3. Review the grammar rules of the past perfect tense and the past perfect passive voice. Definition (定义) of the Past Perfect Tense Formula (构成) of the Past Perfect Tense 表主动： had + done (过去分词) 表被动：had + been + done (过去分词) Usage (用法) of the Past Perfect Tense 1. by，before，when，until, since+ 过去的动作或时间点 Dinner had been served by 6:00 p.m yesterday evening. 2. The context (语境):发生在过去某一时间或某一动作之前的动作 The Titanic sank because it had been badly damaged by an iceberg. 3. 用于固定结构 (1) had + hoped/wished/expected/thought/intended/meant/supposed: (2) It was the first/second/last… time + (that) sb had done sth (3) “刚……就……” sb had no sooner done than sb did sth sb had hardly/scarcely/barely done when sb did sth Step 4. Revision the expressions and sentence patterns about eating habits. Expressions: avoid overeating避免暴饮暴食 chew carefully and swallow slowly细嚼慢咽 skip breakfast不吃早饭 have a healthy attitude towards food对食物有健康的态度 eat out在外用餐 have consistent/regular eating habits有规律的饮食习惯 be choosy/particular about food 挑食 cut down on junk food少吃垃圾食品 consume healthy food吃健康的食物 keep a balanced diet保持均衡的饮食 Sentences: 1. In my opinion,we should try to develop healthy eating habits to build up a strong body. 2. A healthy diet consists of eating a variety of foods rich in vitamins, fibre and mineral, and low in fat and calories. 3. The majority of people take in too much fat and not enough fibre, which does great harm to their health. 4. I would strongly advise you to combine the balanced diet and exercise. Speak out the expression-s according to their Chinese meanings. Read the sentences loudly and then find out the sentence structures in them. Translate more sentences by using the sentence structures. Review the grammar rules of the past perfect tense and the past perfect passive voice. Summarise the useful expression-s and the structure about eating habits.
总结 In this period, we have reviewed the important expressions, sentence structures, grammar rules and the useful expressions about eating habits. You’re supposed to memorize after class.
布置作业 1. Finish the related exercises on the workbook. 2. Translate five sentences by using useful expressions.
板书设计 Period 8 Revision 过去完成时用于固定结构 (1) had + hoped/wished/expected/thought/intended/meant/supposed: (2) It was the first/second/last… time + (that) sb had done sth (3) “刚……就……” sb had no sooner done than sb did sth sb had hardly/scarcely/barely done when sb did sth
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Exercise 课 型 Exercise
主备教师 使用教师
核心 素养 教学 目标 By the end of this class, students will be able to 1. use the words and expressions in various practice correctly and accurately . 2. judge the results of practice true or false with the critical thinking. 3. improve students’ ability of finding problem and solving problem.
教学重点 To help students to apply the language in practice to considerate the usage.
教学难点 To enable students to use the words and expressions correctly and flexibly.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Revision 前缀over-的单词荟萃 ①overstudy v.& n. 过度用功 ②overwork v.& n. 过度劳累 ③overcrowded adj. 过度拥挤的 ④overlook vt. 忽略；未注意到 ⑤overcome vt. 克服 ⑥oversleep vi. 睡过头 “名词＋介词＋名词”短语聚焦 ①face to face 面对面地 ②heart to heart 心连心地 ③hand in hand 手拉手地 ④shoulder to shoulder 肩并肩地 ⑤back to back 背对背地 ⑥side by side 肩并肩地 Step 2. Check the answers to the exercises Check the answers to the exercises and give some explanations where necessary. Ⅰ.单句语法填空 1. There is no denying that fresh air is fundamental to good health, so we must regularly go outdoors. 2. Beyond this, you can keep healthy by consuming different categories (category) of fresh foods, especially fruit and vegetables, which are full of vitamins and fibre, rather than processed (process) foods. 3. Prior to coming (come) to China, my only experience with Chinese cooking was in America, which had been changed to suit (suit) American tastes. 4. Embarrassed (embarrass) and ashamed, I can’t concentrate on anything. 5. Many Chinese brands (brand), having developed their reputations over centuries, are facing new challenges from the modern market. 6. In summary, what you say should be consistent with what you do, otherwise others will not believe you. 7. Fast food is full of fat and salt; by eating (eat) more fast food people will get more salt and fat than they need in their diet. 8. What I have harvested most from the contest is not the award but the improvement of my pronunciation and the fun of acting. II. 根据括号内的汉语提示补全下面句子。 1. This exhibition was organized by the local government in association with several paper-cutting artists（联合一些剪纸艺术家）. 2. I’d like to recommend Chengdu as your travel destination, because Chengdu has a large quantity of tourist attractions（有许多景点）, such as Dujiangyan. 3. Maintaining a healthy weight and cutting down on smoking and drinking（减少吸烟和喝酒）are far better ways to keep off the disease. 4. Regardless of any difficulty I meet with on my way to success（无论我在通往成功的路上遇到什么困难）, I will never give up and go all out for my dream university. III. 利用本单元所学知识翻译句子。 ①现在很多学生不吃早餐是很普遍的。 。 ②一些学生认为早餐是一天中最不重要的一餐，而另一些人说他们早上没有时间吃早餐。 。 ③学生不吃早餐会感到疲倦，缺乏活力，学习成绩差，健康状况不佳。[形容词(短语)作状语] 。 ④吃早餐不仅是健康的基础，还可以帮助你保持专注和更有效地学习。 。 Keys: ① Nowadays it’s common for a quantity of students to skip breakfast. ② Some students think of breakfast as the least important meal of the day, while others say they have too little time in the morning to consume breakfast. ③ Tired and lacking in energy, students skipping breakfast can have poor academic performance and poor health. ④ Consuming breakfast is not only fundamental to health but it can also help you keep focused and study more efficiently.。 Students are guided to summarize the words according to their types. Discuss their answers with partners first and then show their answers. Listen to the teacher’ explanations about the answers and take notes. Discuss the answers in groups of four in order to learn from peers. Take note of the important language points in the exercises. Translate the sentences individually and then show their sentences.
总结 This period is mainly about helping students to apply the language in practice to considerate the usage.
布置作业 1. Finish off related exercise in exercise book 2. Memorize the useful words, phrases and sentence patterns.
板书设计 Period 9 Exercises 前缀over-的单词荟萃： 1. overstudy v.& n. 过度用功 2. overwork v.& n. 过度劳累 3. overcome vt. 克服 4. oversleep vi. 睡过头 “名词＋介词＋名词”短语聚焦： 1. face to face 面对面地 2. heart to heart 心连心地