Unit 2 Healthy eating
本单元的中心话题是“健康饮食”。教材通过讲述王鹏和雍慧开饭店的不同风格、经营的不同菜肴以及顾客对不同仪器的不同反应，反映了现代人对饮食的关注和对时尚的追求，让学生在趣味盎然的故事情节中轻松了解饮食与健康方面的有关知识并且能根据所学知识审视自己、审视食物，提高自己饮食方面的意识，领司膳食平衡对身体健康的作用。
1. Warming Up 部分通过图片和表格向学生展示食物的分类方法，探讨各种食物对人体的作用，然后通过询问学生的个人饮食习惯来引导学生关注膳食平衡。
2. Pre-reading部分设计题：What do you think should go into a good meal? 通过对不同食物的讨论，调动学生的相关知识背景，列出菜单。然后让学生根据文章标题和插图来预测内容。
3. Reading 部分主要讲述王鹏伟和咏慧开餐馆竞争的故事。文章结尾一句话The competition between the two restaurants was on! 给读者留下了悬念, 引起学生极大兴趣,使学生有继续阅读的欲望。
4. Comprehending设置六个练习， 帮助学生更好地理解阅读课文的内容。
5. Learning about Language 中的Discovering useful words and expressions主要让学生通过上下文在语篇中学习词汇，在语境中感悟其用法。Discovering useful structures让学生在文章中找出含有情态动词的句子并标出其功能，使学生不仅复习了情态动词的用法，更主要的是通过他们亲自动手、动脑、动笔，锻炼学生的鉴别能力和自主学习能力，克服了那些单纯学习英语结构的弊病。
6. Using Language分为三部分：
Listening 部分是主体阅读文章内容的继续，主要讲述鹏伟到图书馆查寻资料，发现他和咏慧的饭店提供的食物都存在片面性，从中学到许多有关健康食品的知识。通过听，学生了解到哪些是能量食品（energy-giving foods），哪些是健身食品（body-building foods），哪些是保健食品（protective foods），还有两家餐馆所提供食物的营养和作用。
Reading and discussing 部分继续讲述故事，经过一段磨合，鹏伟和咏慧将菜单合并，决定合作，提出为顾客提供既有能量又有纤维的食品。富有戏剧性的是, 最后两人结婚，共同经营这家饭店。整个故事不仅让学生在阅读中感受到故事的趣味性，还教会了他们如何改变饮食习惯，改善饮食结构，丰富饮食文化。
Speaking and writing 部分让学生就如何经营餐馆相互提出建议和意见，然后用英文写一篇宣传介绍新开的餐馆以及提供的服务。使学生将书本所学的知识运用到实际生活中，锻炼其口语和书面表达能力。
1. Language skills
(1) To be able to get the main idea from the text.
(2) To be able to use the different learning strategies for different reading purposes.
2. Emotion attitude
To have the correct emotion and purpose of learning English.
3. Learning strategies
(1) To be able to solve the problem by analysing.
(2) To communicate learning experience with teacher and classmates.
4. Culture awareness
To know the healthy eating by learning English.
1. Teaching important points
(1) To be able to get the main idea from the text.
(2) To be able to solve the problem by analysing.
2. Teaching difficult point
To be able to use the different learning strategies for different reading purposes.
Key words and phrases：
I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so Crazy about everything to do with nature.
diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, stir-fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, strength, consult, fibre, digest, carrot, debt, glare, spy, limit, limited, benefit, breast, garlic, sigh, combine, balanced diet, ought to, lose weight, get away with, tell a lie, win…back, earn one’s living, in debt, spy on, cut down, before long, put on weight
Analysis, brainstorm
Reading and discussion
Cooperative learning and speaking
A recorder, a computer, multi-media
Step One: Leading-in
Free talk: Something about breakfast, lunch, supper.
Let the Ss talk about it as many as they can.
Step Two: Warming up
Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.
Examine the questions after discussing the table. The first three questions are all personal ones so answers will vary. The fourth one requires knowledge. Suggested answers include:
If you eat too much energy-giving foods you will become fat and suffer from high blood pressure.
If you eat too much body-building food you will grow taller and stronger but not necessarily healthier.
If you eat too much protective foods for every meal you may lack energy. However without protective food (over a long period of time) you can get serious illnesses like scurvy (lack of vitamin C) or rickets (lack of vitamin D).
If you don’t eat enough food of any of the three kinds you may get anorexia (too thin).
Step Three: Pre-reading
Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.
T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear?
Which food contains more…
Examples of foods
Answer
Sugar
Chocolate or grapes
Cakes or bananas
Chocolate
Cakes
Fat
Cream or rice
Chocolate or chicken
Cream
Chocolate
Fiber
Peas or nuts
Pork or cabbage
Nuts
Cabbage
protein
Potato crisps or ham
Eggs or cream
Ham
eggs
Conclusion: A good meal should contain some food from each of the three categories above.
Step Four: While-reading
Fast-reading
Task1 main idea
In this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Finish exercise 4 on P11
Part 1: Wang Peng is worried because his restaurant is not as full as it usually is.
Part 2: He follows his friend to a newly opened restaurant which is very popular.
Part 3: Worried, he does some research to win his customers back.
Careful reading
Task1 answer the questions
1. What were the menus in the two restaurant?
2. What was the weakness of the diet in Wang Peng’s restaurant?
3. What was the strength of the diet in Wang Peng’s restaurant?
4. What was the weakness of the diet in Yong Hui’s restaurant?
5. What was the strength of the diet in Yong Hui’s restaurant?
Task2 Explain the following sentences or parts of sentences
Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.
He could not have Yong Hui getting away with telling people lies!
Perhaps with a discount and a new sign he could win his customers back.
Task2 Fill in the blanks
By lunchtime, Wang Peng’s restaurant ________ be full of people, but not today! When he was thinking what had happened, he saw his friend hurry by. He followed him into a new restaurant. He saw a sign: Want to __________? ________ drove him inside. The ______ is a very thin lady, named Yong Hui. She gave him a menu with only a few choices: _____ vegetables served in ______, fruit and water.
On his way home, he thought about his own menu. He go to library to find his menu served ____________ fat. Though customers _______after eating Yong Hui’s food, they are not giving enough energy-giving food. And they would become tired very quickly. He thought with a ________ and a new sign he could _____ his customers back.
Step Five: Post-reading
Task3: Discussion
What makes a balanced diet?
What is wrong with the diets of both Wang Peng and Yong Hui?
Why does it matter if you only eat at Wang’s or Yong Hui’s restaurant?
What do you think Wang Peng will provide to win his customers back?
How do you think the story will end?
Task 4: Retelling the story
A Sample:
Wang Peng is worried because his customers are not coming to his restaurant as they usually did. He follows his friend to a newly opened restaurant which offers to make people thin in two weeks. Worried, he does some research and tries to win his customers back.
Step Six: Language points
1. Wang Peng sat in his empty restaurant feeling very frustrated.
feeling very frustrated在这里是用动词的-ing形式做伴随状语。
Mary stood at the school gate waiting for Betty.
She stood by the door, not daring to say a word.
She walked in the street, singing softly to herself.
动词的-ing形式在句中作状语还可以表时间、原因、条件、方式等。
While crossing the street, you must be careful. (时间)
Having no place to go, he wandered in the empty street. (原因)
Most of us, being so excited, could not go to sleep last night. (原因)
Working hard, you will succeed. (条件)
The boy came running into he house. (方式)
frustrated adj. 灰心的, 沮丧的 (修饰人)
I felt frustrated at that time.
frustrating adj. 令人灰心的, 令人沮丧的 (修饰物、事件)
Watching the movie to learn English is frustrating because the people speak too quickly.
类似的还有:
interesting
disappointing
interested
disappointed
They all felt _____ after I told them the __B____ news.
A. frustrating, frustrated
B. frustrated, frustrating
C. frustrated, frustrated
D. frustrating, frustrating
2. His restaurant ought to be full of people.
ought to
1) 表示一种道义上的责任，应该
She ought to look after her child better.
You ought to study hard to get a high mark.
2) ought to have done 表示“本应该……，而却没有……”
You ought to have come yesterday.
3. He thought of his mutton, beef and bacon cooked in the hottest, finest oil.
cooked in the hottest, finest oil在这里是动词的过去分词短语做定语，相当于定语从句which were cooked in ……。
He is reading a novel written (= which was written) by Lu Xun.
Some of the people invited (= who have been invited) to the party can’t come.
4. Nothing could have been better.
比较级与否定词连用表示最高级。
= All his food could have been the best.
I have never seen a better film.
Your story is perfect. I’ve never heard a better one before.
I can’t agree more.
Mr. Stevenson is great to work for — I really couldn’t ask for a ___A__ boss. (2011大纲全国)
A. better B. good
C. best D. still better
解析：句意：为史蒂文森先生工作非常好 --- 我实在不能找到一位比他更好的老板了。比较级与否定词连用表示最高级含义。故选A。
— How’s your new babysitter?
— We __D__ ask for a better one. All our kids love her so much. （2011浙江）
A. should B. might
C. mustn’t D. couldn’t
解析：由All our kids love her so much.可知，前面的句子应表示肯定意义，又由于句中出现了better这一比较级的单词，所以空格处用否定形式，构成“形容词的比较级与否定词连用表示最高级含义”的结构。
5. Suddenly he saw his friend Li Chang hurrying by.
see / hear sb do sth. 看见或听见某人做了某事 (动作的全过程)
see / hear sb doing sth. 看见或听见某人正在做某事 (动作的一部分)
感官动词see、 hear、 notice、 watch、 feel 等用法相同。
I saw him put everything in his bag and go out.
我看见他把所有东西都装进了口袋走了出去。
I saw him putting something in his bag.
我看见他正向口袋里装东西。
1) We watched them ________ (get) off the bus, ________ (cross) the street and _________ (disappear) among the people.
2) Suddenly we heard someone ________ (cry) for help.
6. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.
must have happened是must + have + p.p.结构，表示对过去某事的肯定猜测。
Since the road is wet, it must have rained last night.
They must have arrived there by now, haven’t they?
Jack described his father, who ___D____ a brave boy many years ago, as a strong-willed man. (2010安徽)
A. would be B. would have been
C. must be D. must have been
解析：句意为“杰克把他的父亲描述为一个意志坚强的人，他的父亲多年前肯定很勇敢” 。用must have been表示对过去事情的肯定推测。答案选D。
— Guess what? I have got A for my term paper.
— Great! You ___C___ read widely and put a lot of work into it. (2007上海)
A. must B. should
C. must have D. should have
解析：由have got A可知是对过去发生事情的推测，故用“情态动词+have done”结构。must have done表示“必定做过某事”，C符合题意。
must / may / might + have done
表对过去动作、事实、状态的推测
He must have arrived already.
他一定已经到了。
They may / might have seen him.
他们可能见到过他。
could/can + have done 表埋怨, 能做的没做
You can have given me the book earlier.
你本来可以早点把书给我的。
should / ought to + have done 表埋怨, 该做的未做
He should/ought to have done the work himself.
这个工作他是应该自己做的。
7. Tired of all that fat? Want to lose weight?
完整的句子是：Are you tired of all that fat?
be / get tired of 对......厌倦
I’m tired of the food here.
He is tired of doing the same thing all year round.
tired out 筋疲力尽
I was tired out when I finally reached the top of the mountain.
tired from 因…而疲倦
I was very tied from running fast.
lose weight 体重减轻；减肥
put on / gain weight 增加体重
keep weight 保持体重
I don’t think you need to lose weight.
Have you put on weight recently?
8. Curiosity drove Wang Peng inside.
drive在这里是“驱使；迫使”的意思。
How can I drive away these feelings of sadness?
He drove her to admit it.
Loneliness almost drove her mad.
9. He could not have Yong Hui getting away with telling people lies!
have sb. doing sth.
让某人(一直)做某事
I won’t have you waiting long.
注意：
(1) have sb. do sth. 让某人做某事
If you have me stay, I will stay.
have + sth. (宾语)+ done 让/叫/使/请别人做某事
I had my hair cut yesterday.
(2) have sth. to do 有某事要做
I have a lot of homework to do tonight.
Practice:
1. 这个病人准备请 / 叫 / 让人量体温。
The patient is going to have his temperature taken.
2. 别让狗狂吠不停。
Don’t have the dog barking.
3.我要让王叔叔修理我的电视机。
I will have Uncle Wang repair my TV.
4.别整天让孩子整天学习。
Don’t have children studying all day.
get away with 侥幸逃脱(惩罚)
I won’t let him get away with that excuse.
How did she get away with cheating?
She can get away with anything.
I don’t see how you can get away with your duty to clean your bedroom.
Practice:
After that he knew he could _____ any emergency by doing what he could to the best of his ability.
A. get away with B. get on with
C. get through D. get across
答案：C
解析：分析四个选项的意思。get away with 侥幸逃脱； get on with 与……有好相处； get through接通，顺利通过，完成；get across 被理解，越过。
The competition between the two restaurants was on!
on作副词与be连用时，可以表示以下几个意思：
(1) (电灯、水等)开着
The lights were all on.
(2)正在进行，举行
The TV is always on in their house.
(3)上演，演出
What’s on at the movies?
The film had been on for five minutes when I got to the cinema.
运用
一、根据句意和所给单词或首字母提示, 用单词的正确形式填空。
1. Little Edison always asked various questions and his teacher found it was hard to satisfy his ________ (curious).
2. The boy was badly ill and had a poor ________ (digest).
3. I often buy food at the grocery, so I’m a regular c________ of the store.
4. No one is _______ (slim) than you in our class.
二、请从下面方框中选择适当的单词或短语, 并用其正确形式填空。
1. She’s starving herself trying to __________.
2. How can I __________ the things she has?given to the other person?
3. Young people usually have more ______ than the old.
4. They give 10% _________ for cash payment.
5. To live a long and healthy life, we must learn to have a(n) _________ diet.
三、翻译
1. 艾丽斯为她在中国所看到的一切感到吃惊。(be amazed at)
_______________________________________________________
2. 李磊想知道是否应该把前一天晚上发生的事告诉老师。(wonder)
_______________________________________________________
_______________________________________________________
3. 任何人违法都不能免于惩罚。 (get away with)
_______________________________________________________
4. 那名工人失去平衡，从墙上掉了下来。 (balance)
_______________________________________________________
参考答案：1. Alice was amazed at everything she saw in China.
Li Lei wondered if he should tell his teacher what had happened the night before.
Anyone who breaks the law can’t get away with it.
The worker lost his balance and fell off the wall.
Step Seven: Grammar
1. must和have to的用法
have to的含义与must相似，两者往往可以互换使用，但have to有各种形式，随have的变化而定。must与have to有下列几点不同： 1)?must表示的是说话人的主观看法，而have to则往往强调客观需要。如： The play is not interesting. I really must go now. 这戏没趣，我真的现在必须走了。 I had to work when I was your age.当我在你的年龄的时候，我就不得不工作了。 2) must一般只表现在，have则有更多的时态形式。 3) 二者的否定意义不大相同。如： You mustn’t go. 你可不要去。 You don’t have to go. 你不必去。 4) 询问对方的意愿时应用must。如： Must I clean all the room? 我必须打扫整个房间?
【经典考例】
1) You____ buy a gift, but you can if you want to.
A. must B. mustn’t C. have to D. don’t have to (2010湖南卷)
2) "You ____ have a wrong number," she said. "There’s no one of that name here."
A. need B. can C. must D. would (2010浙江卷)
3) You park here! It’s an emergency exit.
A. wouldn’t B. needn’t C. couldn’t D. mustn’t (2010重庆卷)
4) If you _____ go, at least wait until the storm is over.
A. can B. may C. must D. will （2011辽宁卷）
5) It _____ have been Tom that parked the car here, as he is the only one with a car.
A. may B. can C. must D. should (2009上海卷)
2.?ought to的用法 1）表义务，意为“应该”（因责任、义务等该做），口气比should稍重。? You?are?his?father.?You?ought?to?take?care?of?him.?你是他父亲，应当管他。? You?oughtn’t?to?smoke?so?much.?你不应该抽这么多烟。? 2）表推测，暗含很大的可能，语气较弱。? Han?Mei?ought?to?know?his?telephone?number.?韩梅该知道他的电话号码。? There′s?a?fine?sunset;?it?ought?to?be?a?fine?day?tomorrow.?今天有晚霞，明天应该是个好天。? 3)?表示推测。注意与must表示推测时的区别： He must be at home by now. （断定他已到家） He ought to be home by now. （不十分肯定） This is where the oil must be. （比较直率） This is where the oil ought to be. （比较含蓄） 4) “ought to + have + 过去分词”表示过去应做某事而实际未做。如： You ought to（should）have asked him (but you didn’t). 你应该问他的，但是你没有。 【指点迷津】ought to和should
ought to 和 should 意思大致相同，但有细微差别。 ① ought to 多反映客观情况，表示根据法律，义务＂应当＂，比should 语气强 should 表示主观看法，一种建议，劝说。
② ought to 当应该讲时，比should 语强，当必须讲时，没有must语气强。 ③ ought to的否定式needn’t表示某动作或事情没有必要做，oughtn’t to表示某动作或事情是错误的于，shouldn’t 大体一致，但语气更强。 ④ 表示可能性，推测）可能，该等意思时，两者的意思相同。如： I think they should/ought to be there by now. 我想他们现在改在那里了．
【经典考例】
1) He _____ be studying for his exam. He shouldn’t be spending all his time on the beach.
A. have to B. ought to C. may D. need
2) I_____ have watched that movie —it’ll give me horrible dreams.
A. shouldn’t B. needn’t C. couldn’t D. mustn’t (2010山东卷)
3) Tom ought not to _____ me your secret, but he meant no harm. ? A. have told?? B. tell?????C. be telling???? D. having told 4) There _____ be any difficulty about passing the road test since you have practiced a lot in the driving school.
A. mustn’t B. shan’t C. shouldn’t D. needn’t (2005上海卷)
5) 一Turn off the TV, Jack. ____ your homework now?
一Mum, just ten more minutes, please.
A. Should you be doing B. Shouldn’t you be doing
C. Couldn’t you be doing D. Will you be doing（2007辽宁卷）
3.?need 和 dare 的用法 1) need表示“需要”或“必须”，作情态动词时，仅用于否定句或疑问句中，在肯定句中一般用must, have to, ought to,或should代替。如： You needn’t come so early. 你不必那么早来。 —?Need I finish the work today? 我需要今天完成工作吗？ —?Yes, you must.是的，你必须。 2) needn’t + 不定式的完成式“表示本来不必做某事而实际上做了某事”。如： You needn’t have waited for me. 你本来不必等我的。 3) dare作情态动词时，主要用于疑问句、否定句和条件从句中，一般不用在肯定句中。如： How dare you say I’m unfair.你怎敢说我不公平。 He daren’t speak English before such a crowd, dare he? 你不敢在这么个人群前说英语，是吗？ 4) need 和 dare 作情态动词和其作实义动词用法的区别：
dare和need常用作实义动词，有时态、人称和数的变化，所不同的是，作实义动词时，在肯定句中，dare后面通常接带to的不定式，在否定和疑问句中，dare后面可接带to或不带to的不定式。如： I dare not go home alone at night.. He does not dare (to) answer. I wondered how he dared (to) say that. He needs to finish it this evening.
You needn’t worry. = You don’t need to worry.
[注意] needn’t = don’t have to 不必
【经典考例】
1) I _____ worry about my weekend—I always have my plans ready before it comes.
A. can’t B. mustn’t C. daren’t D. needn’t (2011上海卷)
2) Mark _____ have hurried. After driving at top speed, he arrived half an hour early.
A. needn’t B. wouldn’t C. mustn’t D. couldn’t(2010天津卷)
3) You ___ to the meeting this afternoon if you have something important to do.
A. needn’t to come B. don’t need come C. don’t need coming D. needn’t come.
4) I wonder how he ___ that to the teacher.
A. dare to say B. dare say C. not dare say D. dared say
4.?used to，had better，would rather的用法 1) used to表示过去的习惯动作或状态，现在已不存在，在间接引语中，其形式可不变。如： He told us he used to play football when he was young. 他告诉我小时候常踢足球。 【注意】
①在疑问句、否定句、否定疑问句或强调句中，可有两种形式： 疑问句?Did you use to go to the same school as your brother? ?Used you to go to the same school as your brother? 否定句?I usedn’t to go there. ?I didn’t use to go there. Usedn’t 亦可拼作usen’t，但发音皆为[ju:znt]。 否定疑问句?Usen’t you to be interested in the theatre? ?Didn’t you use to be interested in the theatre?
②其反意疑问句或简略回答中，也有两种形式： She used to be very fat, didn’t she? （正式）/ use(d)n’t she? （口语） Did you use to play chess? Yes, I did. Used you to get up early in the morning? Yes, I did. (Yes, I used to.) 2) had better意为“最好”，后接不带to的不定式。如： —?We had better go now. 我们最好现在走。 —?Yes, we had (we’d better / we had better).是的，我们最好是这样。 Hadn’t we better stop now? (Had we better not stop now?) I think I’d better be going. （用于进行时态，表“最好立即”） 【注意】You had better … 用于同辈或小辈，对长辈不可用。 3) would rather意为“宁愿”，表选择，后接不带to的不定式。如： Which would you rather do, go to the cinema or go for a meal? 你宁愿看电影还是去吃饭？
I’d rather not say anything.我宁愿不说什么。
Would you rather work on a farm? 你愿意在农场工作吗？
【归纳拓展】
①由于would rather表选择，因而后可接than。如： I would rather watch TV than go to see the film.我宁愿看电视，也不愿看电影。
They would rather die than surrender.他们宁死也不降。 ②would rather后可接宾语从句，表示和现在事实相反的愿望，从句中常用动词的过去式。
I’d rather you didn’t talk about this to anyone. （句中的’d rather不是情态动词，would在此是表愿望的实义动词）
【经典考例】
1) George is going to talk about the geography of his country, but I’d rather he_____ more on its culture.
A. focus B. focused C. would focus D. had focused (2010江苏卷)
2) —What do you think we can do for our aged parents?
—You _____ do anything except to be with them and be yourself.
A. don’t have to B. oughtn’t to C. mustn’t D. can’t (2007重庆卷)
3) In my opinion, life in the twenty-first century is much easier than _______.
A. that used to be B. it is used to C. it was used to D. it used to be (2007安徽卷)
4) It’s freezing outside. You ___ put on your overcoat.
A. had better to B. had better C. would better D. would better to
Step Eight: Writing
怎样写劝说性书信？
【写作指导】
本单元要求写劝说性书信（persuasive writing）。这类短文通常分为三部分：一、介绍文物的名称、年代、发现的时间、地点；二、描述文物的特征；三、介绍文物的主要作用。
劝说性书信的写作步骤：1. 呈现写作目的。2. 描述对方的问题、观点和态度。3. 给出劝说性的理由。4. 总结。
观点陈述类文章，一般是就某一话题或热点问题阐述自己的观点或看法。从文体上来讲属于议论文的范畴。因此，该类文章的写作，要符合议论文的要求和文体特点，即要有论点、论据和论证三大要素。写作时要做到：观点明确，态度鲜明，使读者一目了然；论据充分，确切，使人信服；论证合乎逻辑。
常用词汇： persuade; change; attitude; opinion; decide/decision; insist; personal; however; carious. benefit; stressed; therefore; realize; improve; stick to; give up; what’s more; on the contrary; be aware of; as a result。
这类短文的常用句型有：
1. I’m writing to persuade you to …
2. I’m more than glad to hear from you but surprised that you …
3. I hear you have decided to... and I’d like to express my own opinions.
4. First of all, I think it would be better if you … because …
5. If I were you, I wouldn’t hesitate to … and …
6. You’d better think it over before you make a final decision because …
7. On the other hand, you would probably suffer from …
8. I do hope you can take my advice into consideration and make a final decision.
9. I sincerely hope you can seize the chance and … because you have been looking forward to …
写作示例：
假设你是李华，在出国交流学习期间，到当地一家电影院看了一场精彩的电影，但在观影过程中发现了一些问题。请你根据下列提示用英语给影院经理写一封信。
因广告过多，影片放映晚点；
影片播放音量过大；
安全出口标识不明，存在安全隐患；
适当结尾。
注意：1.词数：80～120； 2.可适当加入细节，以使行文连贯；
3.信的开头已为你写好（不计入词数）。
参考词汇：安全出口－exit 安全隐患－potential safety hazard
Dear Manager,
I’m an exchange student from China. Yesterday, I went to your cinema to see a film. The film was very good, but
Yours faithfully,
Li Hua
写作指导：
一. 认真审题，确定写作要点和文章结构：
开头对提出的问题进行分析引论及提出观点：在观影过程中发现了一些问题。
运用足够的事实依据对所提出的论点进行论证。本文具体为那些问题，以及由此会产生的后果。
结论(Conclusion): 对文章整体进行概括、总结，得出自己的观点：希望经理对这些问题进行改进。
内容要点为：
1.观影过程中发现了一些问题；
2.因广告过多，放映晚点；
3.影片播放音量过大；
4.安全出口标识不明，存在安全隐患；
5.适当结尾。
二. 组词造句，组句成篇。
在明确了内容要点和文章结构之后，要考虑如何组织材料，也即是论证的方式，还应考虑文章的时态、语态等。述说过去的事实时，可用过去时态, 预测将来时，要用将来时态。
可根据行文的需要，必要时添加连词，增设过渡句，按适当的顺序将写好的句子组合成短文。
One Possible Version:
Dear Manager,
I’m an exchange student from China. Yesterday, I went to your cinema to see a film. The film was very good, but I did not enjoy it because there were some problems in the cinema.
First, the film was delayed as there were so many advertisements at the beginning. It was rather annoying. Second, the sound of the film was so loud that I could hardly bear it. Third, the EXIT signs could not be seen clearly, which presented potential safety hazards. And if something terrible should happen, it would be difficult for people to get out quickly.
As a visitor to your city, I’m disappointed with my experience in your cinema. I’m writing the letter in the hope that you can consider these problems and make some improvements.
Yours faithfully,
Li Hua
Step
Step Nine: Homework
1. Make a dialogue according to the expressions in Talking in Workbook.
2. Review the story and find out the sentences containing modal verbs.
3. Writing
If you and your friends go out to have a meal, which restaurant will you go? Will you go to Wang Peng’s restaurant or Yong Hui’s restaurant? And give the reasons.
略
Unit 2 Healthy eating
教学模式介绍
探究式教学模式是指在教学过程中，要求学生在教师指导下，通过以“自主、探究、合作”为特征的学习方式对当前教学内容中的主要知识点进行自主学习、深入探究并进行小组合作交流，从而较好地达到课程标准中关于认知目标与情感目标要求的一种教学模式。其中认知目标涉及与学科相关知识、概念、原理与能力的掌握；情感目标则涉及思想感情与道德品质的培养。
探究式课堂教学模式的教学环节：
创设情境——启发思考——自主（或小组）探究——协作交流——总结提高
设计思路说明
1.总体思路
以英语探究式教学为指导思想，将教学内容和学生实际及热点话题相结合，按照新课标对教学的要求来设计本节课的教学。教学中以智慧教学手段为辅助教学手段，以任务型教学法为主要教学方法进行教学。
所设计的任务主要有三个：
一是基本课文阅读任务———运用有效阅读技巧，充分理解课文，输入信息、整合信息；
二是语言交际任务———运用所学语言进行现实交际，选择信息，输出信息；
三是创造性任务———创造一个健康食谱，这个任务可延续到课外。
另外，通过课堂上的头脑风暴、个人阅读活动、猜图竞赛、双人活动和小组讨论等活动，激发学生学习兴趣和求知欲，开启学生思维之门，培养学生相互合作精神。让学生在真实的活动中，亲身体验、相互合作。所有活动的展开力求环环相扣，整节课生动流畅，从而实现本节课的各个教学目标。
本节课所用到的教学方法有：
1．自主探究法：从探究中发现问题，分析问题，从而提高学生解决问题的能力。
2．合作学习法：让学生在讨论交流中取长补短，培养学生的合作竞争意识。
3．自主学习法：对于一些内容，同学们通过思考老师提出的问题、观看微课视频自主学习。使学生由“学会”变为“会学”，通过这些方法，孩子们提高了自主学习和独立思考的能力，学会了总结。
【创设情境】
为了与饮食这样的话题内容相匹配，我特意为课件选择了鲜艳精美的图片，使课堂气氛瞬间活跃；而头脑风暴和讨论活动可以使学生的思维活跃，激发学生学习欲望和对阅读内容的期待。
【启发思考】
通过头脑风暴，通过和学生分享对食物的知识，鼓励学生对“healthy diet"进行思考，激发学生兴趣，为阅读做好充分准备。
教师可以通过各种方式启发学生不要拘泥现成答案，从多个角度思考问题，充分发挥思维的新颖性、创造性，只要合理、新鲜、有趣，或有其他任何独到见解，都给予鼓励。
【自主或小组探究】
这个环节是对整篇文章信息的归纳与梳理，进一步巩固学生对文章内容的把握，同时培养学生处理信息的能力，并为下一步讨论打下坚实的语言基础。
（1）培养学生运用skimming, scanning阅读技巧的能力；
（2）通过Discuss，Compare，Conlusion等激发学生深入理解课文的欲望，我们不应低估学生的能力。
（3）通过Pre-reading，detailed questions，Careful Reading部分虽然也是对文章细节的把握，但着眼于整个篇章的阅读。
【协作交流】
学生只有经过了认真的自主探究，积极思考后，才可能进入高质量的协作交流阶段。经过前几个环节，学生已经对文章有了深刻的理解，完成了信息的输入与理解。
这个环节设计了好几个任务型活动，通过双人活动和小组活动，如：Who will win the competition at last? What do you think Wang Peng will provide to win his customers back? In groups discuss how to run the business. 培养学生的批判性思维能力和创造性思维能力。
（如果时间不足，此活动可以延伸到课外或者作为课外作业完成）
【总结提高】
通过中介和复述，提升对全文信息和大意的理解。
【课外作业】
课外作业是课堂学习的深化、补充、和延伸。上述第一项作业完成了对课文内容的复习，让学生学反思自己的学习行为与学习效果，让其在写作过程中得到体现。第二项作业旨在督促学生课后再次阅读（或朗读）课文，通过再次阅读，近一步理解课文内容并试着“读而质疑”。
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. WARMING UP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Healthy Eating.
2. PRE-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。
3. READING 讲述王鹏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。
4. COMPREHENING 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。
5. LEARNING ABOUT LANGUAGE 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。
6. USING LANGUAGE 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。
教学目标
【知识与能力目标】
(1) Guide Ss to learn some new words and expression.
(2) Enable the students to talk about Chinese festivals and customs in English and get to know some information about foreign festivals.
【过程与方法目标】
本课围绕饮食的话题展开教学活动。它适用于培养学生获取信息、整合信息以及解决问题的能力，着重培养阅读能力，同时培养学生口头表达能力、创造性思维能力, 培养学生过一种健康的生活方式。
【情感态度价值观目标】
(1) Enable the students to learn how to live a healthy life. .
(2) Develop Ss’ sense of cooperative learning
教学重难点
(1) How to talk about the healthy diet.
(2) How to develop the reading ability.
(3) How to develop the critical and creative thinking ability.
课前准备
The facilities of snart teading、worksheet
教学过程
一、创设情境
Activity 1： Show the pictures on PPT
What is my favorite food?
Name the fruits & vegetables
What are they?
Name the fruits & vegetables
What are they?
Activity 2 Now do a survey.
How much do you know about food?
1. Which food gives us energy the most rapidly?
A. cereal (谷物) B. meat C. fruit and vegetable
2. Which food helps to build our bodies?
A. cereal B. meat C. fruit and vegetable
3. Which of the following is the most fattening?
A. brown bread B. boiled potato C. salted peanut
4. Which of the following can we get a lot of vitamins from?
A. cereal B. meat C. fruit and vegetable
5. People damage their health by eating too much ________.
A. cereal B. fatty food C. vegetables
6. Which of the following might be dangerous to our health?
A. salt B. tea C. milk
7. Vitamin C is good for you because it ______.
A. makes your hair grow B. helps to fight colds
C. helps you to see in the dark
How many questions did you answer correctly?
Result:
5-7 — healthy;
0-4 — not healthy enough.
Please remember: A healthy life is better than a wealthy life.
二、启发思考
Activity 1 Brainstorming：
What’s your favorite food?
Everybody has to eat, but do you eat a healthy diet?
Do you know the food you eat helps you grow in different ways?
Activity 2 Discussion
What is a healthy diet?
1. Energy-giving Food
They are rich in starch, fat and sugar.
Which are they?
2. Body-building Food
They are rich in protein.
Which are they?
3. provide energy
Conclusion:
A healthy diet 健康膳食
energy-giving food
body-building food
protective food
rice noodles spaghetti bread potatoes chocolate cream oils nuts
grow bones and muscles
meat eggs cheese milk tofu
help the body fight diseases
most vegetables most fruit
Activity 3 Brainstorming：
1. What are the six necessary nutrients for human beings?
2. What can we get from the food?
3. What are the six essential nutrients for human beings?
Protein (蛋白质) Carbohydrates (碳水化合物) Fat Vitamins Minerals Water
4. What can we get from the food?
sugar, starch, protein, fat, fiber, vitamin, minerals, etc.
5. What kind of food do they belong to?
protective food
energy-giving food
body-building food
自主或小组探究
Activity 1: Discuss
Do you have a balanced diet?
Fill in the chart below and then discuss in groups of four whether you have a balanced diet.
Name
Breakfast
Lunch
Supper
Favourite foods
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
1. What do you think should go into a good meal?
A good meal should contain some food from each of the three categories above.
2. Do you like eating out? Do you think restaurants can provide you with good meals?
3. Look at the title of the reading passage and the pictures is about.
Activity 2: Predict what the passage is about:
Tired of that fat? Want to lose weight?
Come inside Yong Hui’s slimming restaurant.
Activity 3: Pre-reading
Read the text very quickly and find out:
What different places are mentioned in the text?
Wang Peng’s restaurant Para 1
Yong Hui’s restaurant Para (2- 3)
At the library Para 4
Activity 4
Skim the passage and get the main idea of each parts
What is the main idea of each part?
Part. 1:
Wang Peng is worried because his restaurant is not as full as it usually was.
Part. 2:
He follows his friend to a newly opened restaurant which is very popular.
Part. 3:
Worried, he does some research to win his customers back.
Activity 5
Careful Reading
Read the passage carefully and think about these statements.
Tick the correct answers. Give reasons for your answers.
Part 1
1.How did Wang Peng feel at the restaurant? Why?
He felt very frustrated.
Because there’s no customer in his restaurant on that morning.
2.When Wang Peng thought “nothing could be have been better”, he means____
A. His food and drinks were the best.
B. His food and drinks were the worst.
C. His food should be improved.
D. He could do nothing with his food
Part 2
1. What made Wang Peng go into the new restaurant?
curiosity
2. What is Wang Peng’s impression(印象）on Yong Hui’s restaurant?
A. All the customers in it were very thin.
B. It was too small and too noisy.
C. The food in it was very nice and better
D. There was so little food but the price was much higher.
Part 3
1. What did Wang Peng find at the library?
He found his food had too much fat and Yong Hui’s too little.
2.True or False? Correct!
●Wang Peng felt hopeless after going out of the library.
●He decided to copy Yong Hui’s sign.
●The competition between the two restaurants would begin and continue.
Activity 6
Detail Reading Comprehension
Part 1 empty
feelings: He sat in his restaurant _______ very __________.
Foods: _____________, ____________and _________.
Li Chang: something _______ must have happened if he was not coming to __________ as he always did.
Part 2 full
a lady : Her name is ______________, she was standing in the front of restaurant to _________ her _________.
Food : There were only _____ kinds of food and ______, _____ vegetables, _____ and _______.
Prices : It costs ___________ a good meal in ____________ restaurant.
Part 3 wrong
realize: After reading, he realized what
was ______ with ___________
restaurant: after eating:
People would become _____ very ________.
competition: The competition between the two was ____.
Activity 6 Compare these two restaurants
?
Wang Peng’s
Yong Hui’s
menu
?
?
strength
?
?
weakness
?
?
price
?
?
Pair work
Step 1: List everything you ate yesterday.
My diet yesterday
Breakfast: _______________________
Lunch: __________________________
Supper: _________________________
Step 2: Discuss with your partner whether you had a healthy diet or not and give your reasons. Write down your partner’s suggestions.
2) My diet is ______.
A. a healthy one
B. a unhealthy one
3) Reasons: _________________________________________________________
4) My partner’s suggestions: _________________________________________
Step 3: Design a healthy eating plate for teenagers.
四、协作交流
1. Discuss these questions in groups.
(1). What do you think Wang Peng will provide to win his customers back?
(2). How do you think the story will end?
2. Discuss in pairs
Who will win the competition at last?
Think of a way to put an end to the competition.
3. Interview
Imagine you are planning to open a restaurant which will provide the best local dishes in your area and a balanced diet. In groups discuss how to run the business.
Now you are a reporter of the New York Health Magazine, and you are interested in chinese food .You find Li Chang and are ready to interview him for more information.
You can ask him like this:
● What’s your favorite food
● Which meal do you think is the most important?
● In which restaurant do you usually eat?
● why do you like eating in that restaurant?(food, price)
● Do you care about a balanced diet when choosing food to eat?
● …
五、总结提高
1. Summary:
ill in the blanks to finish the Summary of the text and then try to retell it.
Wang Peng ran a restaurant, but he felt frustrated in his empty restaurant this morning because no customers ___________ to his restaurant during the whole morning. He wanted to __________ why. He hurried out and followed one of his old customers __________ a newly-opened restaurant. The owner named Yong Hui was serving slimming foods __________ people thin. Wang Peng _____________ what he saw on the menu. He hurried outside and went to the library ____________________. Wang Peng ________________ find that Yong Hui’s food would make people become tired quickly because people were not eating enough ____________ food. __________ home Wang Peng rewrote his own sign. The competition between the two restaurants _________!
We Are What We Eat.
An apple a day keeps the doctor away. 一天一个苹果，医生远离我
First wealth is health. 健康是人生的第一财富
2. Homework
Read the text aloud and retell the text.
(1) Use the first person to retell the story.
(2) Try to use proper prepositions and conjunctions.
教学反思
本节课采用探究式教学模式来启发学生发现问题，解决问题，让学生体验科学探究活动的过程和方法。根据本节课的内容和学生的认知水平，采取联系生活，创设情境，自主探究，合作探究，归纳总结的教学手段，并充分发挥智慧课堂辅助教学作用。力争做到“授之以渔”，而不是“授之以鱼”。
（1）这堂课经过“创设情境——启发思考——自主（或小组）探究——协作交流——总结提高”的以探究式教学环节，实了语言学习与应用、信息的输入与整合的有机结合，达到了培养学生语言能力，重点培养阅读能力的目的。
（2）这堂课合理利用信息化智慧教学手段，使课堂更为生动，语言材料更加鲜活，较多的教学环节得以顺利进行。
总之，我认为语言学习与应用不应局限于语言本身，而应从大处入手，视语言为交流的工具，思维与文化的载体，因为这才是语言的本质。同时语言课堂应充分利用话题优势，深入挖掘文章内涵，重视对学生思维的训练，教学要以人为本，以学生为本。
