高一英語必修3教案全部

千里之行，始于腳下。第2頁/共2頁精品文檔推薦高一英語必修3教案全部1.Unit1Festivalsaroundtheworld

2.Teachingaimsofthisunit

Talkaboutfestivalsandcelebrations

TalkaboutthewaystoexpressrequestandthanksLearntouseModalverbs

Writeasimilarstorywithadifferentending

3.Sentencepatterns:

Request:

Could/Wouldyouplease…?

CouldIhave…?

Couldwelookat…?

Ilookforwardto…

MayIsee…?

Thanks:

It’sverykindofyou…

Thankyouverymuch/Thanksalot.

I’dloveto.

Itwasapleasure…

Don’tmentionit.

Youaremostwelcome.

4.Modalverbs:

Maymight,cancouldwillwouldshallshouldmustcan

ThefirstperiodSpeaking

1.Teachingaims:

Vocabulary:takeplace,lunar,festival,ArmyDay,Christmas,dressup

Phrases:Wouldyoulike…CouldIhave…?

MightIofferhelp…?MayIsee…?

Youshouldtry…Couldwelikeat…?

Canyousuggest…?Wemighttake…

TeachingProcedures

StepILeadingin

T:Hello,everybody!Welcomebacktoschool!Didyouhaveagoodtimeinyourwinterholidays?

Ss.Yes.Ofcourse!

T:Whendidyoufeelmosthappyandexcited?

Ss:AttheSpringFestival.

T:Whocantelluswhy?Anyvolunteers?

S1:Becauseitisthemostimportantfestivalinourcountry.

S2:BecauseIgotalotofluckymoneyfrommyparents.S3:BecauseIneedn’tstudyatfestivalsandtherewasalotofdeliciousfoodtoeat.Howgreat.

S4:BecauseImetmycousinsandfriendswhoIhadn’tseenforalongtime.

T.Veryfood!Iamgladtohearthat.Todaywewilltalkaboutfestivals,whicharemeanttocelebrateimportantevents.Pleasethinkaboutsomeotherfestivals.Canyounamejustafew?

Ss:Newyear,Yuanxiaofestival…

:T:Quiteright.That’scalledtheLantern’sFestival.

Howaboutsomeotherfestivals?

Ss:TheArmyDay,InternationalLabour’sDay,NationalDay,TombSweepingFestival,DragonBoatFestival,Mid-autumnDay…

T:Youhavedoneagoodjob,boysandgirls!.

StepⅡWarming–up

Festivalsaremeanttocelebrateimportantevents.

Differentcountrieshavedifferentfestivals.WorkingroupsandlostfiveChinesefestivalsthatyouknow.

Discusswhentheytakeplace,whattheycelebrateandonethingthatpeopledoatthattime.Thefirstoneisgiventoyouasanexample.

StepⅢPre-reading

Discussingroupsoffour

1.What’syourfavouriteholidayoftheyear?Why?

2.Whatfestivalsorcelebrationsdoyouenjoyinyourcity

ortown?Doyoulikespendingfestivalswithyourfamilyorwithfriends?Whatpartofafestivaldoyoulike

bestthemusic,thethingstosee,thevisitsorthefood?

StepⅣAssigXXXent

1.Consolidation

2.Listeningtothematerialagainafterclasstobe

familiarwithit.

3.Homework:Collectasmuchinformationaboutfestivals

aspossible.

ThesecondperiodReading

TeachingAims

1.Vocabulary:starve,starvation,plenty,satisfy

ancestorlampsleadfeastboneorigininmemory

ofdressuptrickpoetarrivalnationalgain

independencegatheragriculturalEuropean

customawardswatermelonhandsomerooster

admirelookforwardtoreligiousasthoughhave

funwithdaily

2.Toenablethestudentstoknowtheearliestfestivals

withreasonsforthemandfour

differentkindsoffestivalsthatoccurinmostpartsoftheworld

3.ToenablethestudentstomastersomeEnglishexpressionsandphrasesaboutfestivals.

4.Teachthebasicreadingskills:skimmingandscanning.

5.Trytocompareandmakeconclusionsofdifferent

festivals.

StepⅠRevision

1.Greetings.

2.Reviewthenewwordsofthispart.

3.Checkthestudents’homeworkfestivals

StepⅡReading

1.Scanning

T:Openyourbooksandturntopageone.I’dlikeyoutodothescanning.Readthetextquicklyandaccuratelytogetthemainideaandanswerthe6questionsonPage3.

(Askthestudenttolookthroughthequestionsandthenreadthetextsilently.)

(Fourminuteslater,checktheanswerswiththewholeclass.Showthesuggestedanswersonthescreen.)

2.Intensivereading

(Allowthestudentstoreadaloudandcarefullythistimetounderstandthemainideasofeachparagraphandtheimportantdetails)

T:ReadthetextloudlyforasecondtimeandthemtrytotellifthesesentencesareTrueorFalse.

3.Readinganddiscussion

T:ReadthetextathirdtimeandthenworkimpairstodoExercise2onPage3.

(Letthestudentshaveenoughtimetoreadthepassagecarefullyanddiscussthechartwiththeirpartners.Encouragethemtoexpandtheiranswersaccordingtotheirownexperiences.)

4.Explanation

(Inthisparttrytohelpthestudentsanalysethedifficult,longandcomplexsentencesandguessthemeaningofthenewwords;askthemtodealwiththelanguagepointsinthecontext.)

T:NowIwilldiscusssomeimportantsentencesandphrasesinthepassage.

a.Somefestivalsareheldtohonorthedead,orsatisfy

andpleasetheancestors,whocouldreturneithertohelportodoharm.

b.Inmemoryof

c.InIndiathereisanationalfestivalonOctober2to

honorMahatmaGandhi,theleaderwhohelpedgainIndia’sindependencefromBritain.

d.Peoplearegratefulbecausetheirfoodisgatheredfor

thewinter,andbecauseaseasonofagriculturalworkisover.

e.Themostenergeticandimportantfestivalsarethe

onesthatlookforwardtotheendofwinterandtothecomingofspring.

f.Thecountryiscoveredwithcherryflowerssothatit

looksasthoughitmightbecoveredwithpinksnow.

Thesuggestedexplanation:

a.Anattributiveclause.

Thesentencemeanspeopleholdsomefestivalseithertoshowrespecttothedeadortomaketheirancestorshappyincasetheymightcomebacktodoharm.

b.inmemoryof…servingtorecallsb,tokeephimfresh

inpeople’minds.

Hewroteapoeminmemoryofhisdearestwife,whodiedinanaccident.

inhonorof(showinggreatrespectorhighpublicregard)

inhopes/thehopeof(hoping)

indefenceof(defending)

c.anounphrasefollowedbyanattributiveclauseasthe

appositive

d.twoclausesforreason

e.energy→energeticadj.(fullofordonewithenergy)

lookforwardto(toisaprepositionhere.)

devoteto,be/getusedto,getdownto,stickto

e.g.I’mlookingforwardtohearingfromyou.

StepⅢListening

T:NowIwillplaythetapeforyou.Youcanjustlistenwithyourbooksclosedorlookatyourbooksorreadinalowvoicetogetherwiththetape.It’suptoyou.Afterlistening,pleasewritedownthreethingsthatmostfestivalsseemtohaveincommon.(ComprehendingEx.3onPage3).

ThethirdperiodLearningaboutlanguageTeachingaims:

1.Letthestudentsknowtheusageofmodalverbs.

2.Enablethestudentstorecognizethewordsand

expressionsinthereadingpassageaccordingtowhatmeanthesameasthem.

StepⅠGreetingandRevision

(Asksomestudentstoretellthetextwelearned.)

StepⅡ.Practicingtheusefulwordsandexpressions

T:Asweknow,therearetwoimportantkindsofverbstransitiveverbsandintransitiveverbs.Butmanyintransitiveverbshavethestructure“verb+preposition+objects”Canyougivemesomeexamples?

Ss:Sure.Suchaslookatthepicture,hearfrommyfriends,listentotheradioandsoon.

T:Ok.Nowturntopage4,Ex.4.Youaretomakesomesentencesofyourown,usingthewordsgiven.

S1.I’mlookingforwardtohearingformmyfriend

S2:Wearetalkingaboutverbs.

S3:Wouldyouliketotalkwithme?

S4:Whocanthinkofaneffectivesolutiontotheproblem?S5:Pleasethinkaboutmyproposal.

StepⅢUsefulStructures

T:Let’scometothenextpart.Thispartisaboutmodalverbs.YouaretoreadthesentencesinEx.1andthentofindoutandwritedowndifferentsentenceswithmodalverbsformthereadingpassageandtrytoexplaintheirmeanings.IfyouhaveanydifficultyinunderstandingthemyoucanrefertoGrammarinPages9294

StepⅣSummingupandhomework

T:Boysandgirls,todaywehavepracticedusefulwordsandphrasesofthisunitandtheusageofmodalverbs.Ithinkitisnoteasyforyoutomasterthem,afterclassyoushouldreviewthem.

Homework

1.PracticeofWBP42EX.1,2,3.

2.Pleasefindout10sentenceswithmodalverbs,andtry

togettheirmeanings.

ThefourthperiodListening

Teachingaims:

1.Vocabulary:gowith,thebigbands,musicians,overand

overagain,forsale,getusedto,thewinnersofthisyear’sawardsforthebestcostumes

2.Enablethestudentstoknowhowtogetthekeywordsto

understandtheconversationaboutthecarnivalparade,totalkaboutsthhappenedandexpressrequestandthanks.

StepⅠRevision

AftercheckingtheWBEx.1,2,3theteacheraskthestudentstogiveexamplesaboutmodalverbsandtrytoexplainthem.

StepⅡWarmingup

T:Bytheway,what’sthetopicofthisunit?

Ss:Festivalsaroundtheworld.

T:Wouldyouliketoknowsomethingmoreaboutfestivalsaroundtheworld?

Ss:Ofcourse.

T:NowIwillshowyouseveralpictures.What’sthefestivalcalled?

Ss:Carnival.

T:Yes.Thisclasswewilllistentoadialogueaboutcarnivals.Firstlookthroughthefourquestionsinlisteningparttofindoutthelisteningpoints.

StepⅢListening

T:Iwillplaythetapeforyoutwice.Pleaselistencarefullyandpaymuchattentiontothe

importantpoints.Forthefirsttimeyouareto

makenotesbesidethequestions.Forthesecond

time,youshouldwritedowntheanswersandthen

checkthemwithyourpartners.

(It’simportanttoencouragethestudentstoadapttheirpresentknowledgeany

skilltoavarietyofsituationswherevertheycan.Makesuretoallowvarious

expressionsoftheanswers.Donotdemandthesamewordsformallstudents.)

StepⅣSpeaking

Thispartisintendedtogivethestudentstheopportunitytopracticeatelephone

conversationusingthefunctionalitemsfor

requestsandthanks.ThepoliteformofEnglish

areimportantandshouldbepracticedina

varietyofsituations.

StepⅤListeningtask

T:Thereareabout10minutesleft.Let’scometolisteningtask.Turntopage43

andlookatthepictures.Theyhavesomethingincommon.

Canyoufinditout?

Ss:Theyareallaboutfestivalsboutthedead.

T:That’sright.Iwillplaythetapeforyou.Forthefirsttimeyoushouldtryto

writedownthenameofthecountrywherethefestivalareheld.ForthenexttwotimesyoushoulddoEx2.Youcanmakeabriefnotefirstandthencompletethechart,accordingtowhichyoucanmakeareport.

ThefifthperiodExtensivereading

Teachingaims:

1.Vocabulary:heart-broken,turnup,keepone’sword,

holdone’sbreath,drownone’ssadnessincoffee,setofffor,remindsomebodyofsomething,

2.LearntocomparethefestivalsinChinaandinwestern

countries.

StepⅠRevision

Checkhomework

StepⅡReading(1)

T:Asweknow,thereareallkindsoffestivalsaroundtheworld.WehavetalkedabouttwoChinesefestivalsforthedead.Todaywearegoingtireadasadstory,whichistointroduceacrossculturalviewoflovers’festival—QiQiaoandValentine’sDay.Nowpleasereaditquicklyandfindoutthesentencebelowaretrueorfalse.

T:Ithinkyouhavegotthegeneralideaofthepassage.NowpleasereadthepassageoncemoreandanswerthequestionsonPage8.

Somelanguagepoints:

StepⅢDiscussionandwriting

T:That’sforthereadingpartofthepassage.Pleasethinkabouttheendingofthestory.Areyousatisfiedwiththeending?Differentpeoplehavedifferentopinionstoa

matter.Nowanyoneofyouhaveanopportunitytomakeupanendingtothestory.Pleaseengageimaginativelyinthestoryanduseyourownideas.Trytousethevocabularyandstructuresyouhavelearnedofyoulike.

StepⅣReading(2)

T:Let’scometoanotherpassageaboutcarnivalinQuebec.PleaseturntoPage44,readitquicklyandanswerthequestionsinPage45.Fiveminutesforyou.

Addedmaterial:

ThanksgivingDay

FourthThursdayinNovemberiscelebratedas‘ThanksgivingDay’PeoplethankGodforhisblessings.Peoplecan‘Thank’friends,foesandanyonefortheexperiences,happinessandsunshinetheybringintotheirlives.PilgrimscelebratedthefirstThanksgivingDayinAmericaduringthesecondwinterinthenewworld.Thefirstwinterhadbeenbadasnearlyhalfofthepeoplehadperishedduetolackoffoodandbadweather.Butthefollowingyear,withthehelpofIndianswhoshowedthemhowtoplantIndiancorn,thepilgrimshadsuccessful

harvest.GovernorWilliamBradforddecidedthatDecember13,1621besetasideforfeastingandprayer.TheIndianswereinvitedtosharethefestival.Sincethan,ThanksgivingDayisbeencelebratedinAmerica.However,itwasonlyin1941,theCongressinajointresolutionnamedthefourthSundayinNovemberastheofficialThanksgivingDay.

Datingback,itisknownthattheCouncilthoughttoappointandsetapartthe29thdayofJune,asadayofSolemnThanksgivingandpraisetoGodforhisGoodnessandFavour.TheFirstThanksgivingProclamationwashoweveronJune20,1676.ThegoverningcouncilofCharlestown,Massachusetts,heldameetingtodeterminehowbesttoexpressthanksforthegoodfortunethathadseentheircommunitysecurelyestablished.ByunanimousvotetheyinstructedEdwardRawson,theclerk,toproclaimJune29asadayofthanksgiving,ItisalsoknownthatthePilgrimssetgroundatPlymouthRockonDecember11,1620.Theirfirstwinterwasdevastating.Atthebeginningofthefollowingfall,theyhadlost46oftheoriginal102whosailedontheMayflower.Buttheharvestof1621wasa

bountifulone.Andtheremainingcolonistsdecidedtocelebratewithafeast--including91IndianswhohadhelpedthePilgrimssurvivetheirfirstyear.ItisbelievedthatthePilgrimswouldnothavemadeitthroughtheyearwithoutthehelpofthenativesThefeastwasmoreofatraditionalEnglishharvestfestivalthanatrue"thanksgiving"observance.Itlastedthreedays.

Thanksgiving,asweknowittoday,hascomealongwayfromthePilgrim'sharvestfestivalin1621.Itisaneventthatseems,aseachyeargoesby,toreinventitselfandtoexpanditsmeaningtolargervistas.Maybethisistherealsignificanceoftheoccasion;foraswecontinuetochangeandgrowasapeople,thereareanincreasingnumberofthingsforwhichwecanbethankful.

Halloween

TheancientDruids督伊德教(古代高盧人與不列顛人的一種XXX)的教徒whoinhabitedwhatwenowcallGreatBritainplacedgreatimportanceonthepassingofoneseasontothenext,holding"FireFestivals"whichwerecelebratedfor

threedays(twodaysoneithersideofthedayitself).OneofthesefestivalswascalledSamhain(pronouncedSha-Von)andittookplaceonOctober31throughtoNovember1.Duringthisperiod,itwasbelievedthattheboundariesbetweenourworldandtheworldofthedeadwereweakened,allowingspiritsoftherecentlydeadtocrossoverandpossesstheliving.Inordertomakethemselvesandtheirhomeslessinvitingtothesewaywardspirits,theancientCelts（凱爾特人）woulddouse（插入水中,把弄熄,弄濕）alltheirfires.Therewasalsoasecondarypurposetothis,afterextinguishingalltheirfires,theywouldre-lightthemfromacommonsource,theDruidicfirethatwaskeptburningatUsinach,intheMiddleofIreland.

Samhainwasconsideredtobeagatewaynotonlyfromthelandofthedeadtothelandoftheliving,butalsobetweenSummerandFall/Winter.FortheDruids,thiswasthelastgasp（喘息,氣喘）ofsummer(itwasalsotheCelticNewYear),sothereforetheymadesureitwentoutwithabangbeforetheyhadtobuttondown（把...弄清晰）forthewinterahead.

Theywoulddressupinbizarrecostumesandparadethroughtheirvillagescausingdestructioninorderto

scareoffanyrecentlydepartedsoulswhomightbeprowling（游覽）forbodiestoinhabit,inadditiontoburninganimalsandotherofferingstotheDruidicdeities（神,神性）.Itisalsoapopularbeliefthattheywouldburnpeoplewhotheybelievedtobepossessed,butthishaslargelybeendebunked（揭穿,拆穿假面具,裸露）asmyth.

ThistraditionwaslaterbroughttotheNorthAmericancontinentbyIrishimmigrantswhowereescapingthePotatoFamineintheirhomeland.Inadditiontothefestivalitself,theimmigrantsbroughtseveralcustomswiththem,includingoneofthesymbolsmostcommonlyassociatedwithHalloween--theJack'OLantern.

AccordingtoIrishfolklore,thereoncelivedamannamedJackwhowasknownforbeingadrunkandaprankster（頑劣的人,愛開玩笑的人）.OnenightJacktrickedthedevilintoclimbingatree,andquicklycarvedanimageofacrossonthetrunk,trappingthedevil.Jackthenmadehimpromisethat,inexchangeforlettinghimoutofthetree,theDevilwouldnevertempthimtosinagain.Hereluctantlyagreed,butwasabletoexacthisrevengeuponJack'sdeath.Becauseofhismischievouswaysinlife,Jackwasbarredfromenteringheavenandbecauseofhisearliertrick,hewas

alsobarredfromhell.Sohewasdoomedtowandertheearthuntiltheendoftime,withonlyasingleember（灰燼,余燼）(carriedinahollowedoutturnip.[植]蕪箐,蕪箐甘藍(lán))towarmhimandlighthisway.

InIreland,theyoriginallyalsousedturnipsfortheir"JackLanterns",butuponarrivinginthenewworld,theydiscoveredthatpumpkinswereabundantandeasiertocarveout.

Easter

OnGoodFriday,JesusChristwasexecutedbycrucifixion.Hisbodywastakendownfromthecross,andburiedinacave.Thetombwasguardedandanenormousstonewasputovertheentrance,sothatno-onecouldstealthebody.OnthefollowingSunday,somewomenvisitedthegraveandfoundthatthestone

hadbeenmoved,andthatthetombwasempty.Jesushimselfwasseenthatday,andfordaysafterwardsbymanypeople.HisfollowersrealisedthatGodhadraisedJesusfromthedead.

HotCrossBuns

HotCrossbunsarestillmadealloverEnglandaroundEastertime.Atonetime,bunswithacrossonthemweremadeallthroughLent.TheywerebannedbyOliverCromwellandbroughtbackagainatthetimeoftheRestoration.ForatimetheywereonlyavailableonGoodFridaybutnowtheycanbeboughtduringthemonthleadinguptoEaster.Wholemealhotcrossbunsarebecomingmorepopulareachyear.TheEasterEgg

AswiththeEasterBunnyandtheholidayitself,theEasterEggpredatestheChristianholidayofEaster.TheexchangeofeggsinthespringtimeisacustomthatwascenturiesoldwhenEasterwasfirstcelebratedbyChristians.

Fromtheearliesttimes,theeggwasasymbolofrebirthinmostcultures.Eggswereoftenwrappedingoldleafor,

ifyouwereapeasant,coloredbrightlybyboilingthemwiththeleavesorpetalsofcertainflowers.

Today,childrenhuntcoloredeggsandplacetheminEasterbasketsalongwiththemodernversionofrealEastereggs--thosemadeofplasticorchocolatecandy.

O-bonFestival

BonDance

Duringo-bon,bonodori(folkdances)areheldalloverJapan.Thekindofdancevariesfromareatoarea.Peoplewearingyukata(summerkimono)gototheneighborhoodshrine,temple,orparkanddancearoundayagura(stage)setupthere.Anyonecanparticipateinthedance.Jointhecircleandimitatewhatothersaredoing.AwaodoriofTokushimaandbonodoriatYasukuniShrine,Tokyoareveryfamous.

Also,ToroNagashi(floatingpaperlanterns)areheldinsomeareas.Ontheeveningofthe15th,peoplesendoffancestor'sspiritswithapaperlantern,litbyacandleinsideandfloateddownarivertotheocean.Fireworksdisplays(Hanabi-taikai)areoftenheldduringo-bon.It

isatypicalJapanesesummerscenetoseehanabi.Sinceo-bonisanimportantfamilygatheringtime,manypeoplereturntotheirhometownsduringo-bon.Mostbusinessesareclosedduringthistime.Althoughitiscrowdedeverywhere,itiscommonformanypeopletaketripsduringo-bon,too.Thebeginningandendofo-bonaremarkedwithterribletrafficjams.Airports,trainstations,andhighwaysarejammedwithtravelers.Irecommendyoudonottravelaroundo-bon!

Unit2Healthyeating

TeachingAimsofthisunit

1.Talkabouthealthyeating

2.Makingsuggestionsorgivingadviceondiet

3.DistinguishthemeaningsofModalverbs

4.Makeabalancedmenu

5.Vocabulary:

6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,l

imit,benefit,item,protectivegetridof,throwaway,

getawaywith,telllies,earnone’slivingindebt,setoutrunone’sbusiness,carryon

7.Speaking:Practicetalkingaboutyourideas;practice

givingsuggestionsandadvice,practice

seeingthedoctor.

8.Theuseofoughtto

ThefirstperiodWarmingupandreading

StepⅠWarmingup

Reviewthewordsoffoodsbyshowingtheirpictures.First,askstudentstolistthefoodstheylikebest.Thentickoff3ofthemtheyeatmostoften.Second,showthethreegroupsoffoodsandseewhichgrouptheirfoodsbelongto.Third,askthestudentstotellusinwhatwaystheirfoodshelpthemgrow.

StepⅡPre-reading

Getthestudentstodiscussthequestionswiththeirpartnersinthispart.Thenaskthemtoreporttheirwork.Thispartwillhelpthestudentsunderstandthetext.

T:Pleaselookattheslideshowanddiscussthequestionswithyourpartners.ThenI’llaskyoutoreportyourwork.Areyouclear?

StepⅢReading

Getthestudentstocomprehendthepassagequicklyandaccuratelyandmeanwhilehelpthestudentstoformagoodhabitofreading.Givethestudentsacoupleofminutes

tolookthroughthewholepassage.Tellthestudentstoreadthetextsilentlyandthenaskforthemainideaofthetext

ontheslideshowwiththeirpartners.Encouragethestudentstoexpresstheirideas.

1.Fastreading

Inthispartaskthestudentstoreadthetextquicklyforthefirsttimeandfindoutthemainideaofthetext.

Thenaskthemtoreadthetextagaincarefullytoobtainsomedetails.Beforereadingshowthetasksandletthestudentsreadthetasksfirst.Thistextwillhelpthemhaveagoodunderstandingofthetext.

a.Thetworestaurantssuppliedthehealthydiet.

b.ThereasonwhyYongHui’srestaurantwassopopular

withcustomers.

c.WangPengweifoundoutwhyhehadlosthiscustomers

anddecidedtowinthemback

2.Carefulreading

T:Nowitistimeforustoreadthetextcarefullyanddecidewhichsentencesaretrue.Thencorrectthefalseones.Firstreadthesentences.

a.UsuallyWangPengwei’srestaurantwasfullofpeople.

(T)

b.YongHuiservedabalanceddiet.(F)

c.YongHuicouldmakepeoplethinintwoweeksbygiving

themagooddiet.(F)

d.WangPengwei’scustomersoftenbecamefatafter

eatinginhisreataurant.(T)

e.YongHui’smenugivesthemenergyfoods.(F)

f.WangPengwei’smenugivestemfoodscontainingfiber.

(F)

g.WangPengweiadmiredYongHui’srestaurantwhenhe

sawthemenu.(F)

h.WangPengweidecidedtocopyYongHui’smenu.(F)

StepⅣComprehending

Bynow,thestudentshavehadafurtherunderstandingofthetext.Letthestudentsreadthetextagainandfindoutthedifferencesbetweenthetworestaurant.

T:Nowpleasereadthetextagainandfillinthecharttogetherwithyourpartner.

T:Untilnowwehaveknownwhat’swrongwithbothrestaurant.Whatdoesitmatterifyouonlyeatatoneoftherestaurant?

S1:…

S2:…

S3:…

T:Youallhaveapointhere.Butwhatwilltheydo?Wewillseeitnextperiod.FacingtheseriouscompetitonWangwasn’tlostinsadnessandhedidn’tquarrelwithhiscompetitoreither.HewenttothelibrarytolearnmoreabouthealthyeatingandmadehismenubetterthanYongHui’smenu.Doyouthinkweshouldfollowhisexample?

Ss:Yes.

T:Nowlet’sdealwithsomelanguagepoints.Turntopage10,let’slookatthesentences:

a.WangPengweisatinhisemptyrestaurantfeelingvery

frustrated.

Thissentencemeansthatthesecondaction“feelingveryfrustrated”happenedtogetherwiththemainaction“sat”.Payattentiontotheform(v-ing)ofthesecondaction.

b.Nothingcouldhavebeenbetter.

Thissentencetellsusthateverythinghasworkedoutthewayyouwouldlike.It’sasentencethatwecanuseinanysituation.

c.Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies!

ThissentencemeansthathewillpunishYongHuiforhertellinglies.

StepⅤHomework

1.Trytoretellthetext.

2.PrepareforthelanguagelearninganddoUsingwordsand

ExpressionsonWB(50)

ThesecondperiodLanguagestudy

StepⅠRevision

1.Checkthestudents’homework.

2.Asksomeofthestudentstoretellthetext.

StepⅡWordstudy

Thispartisaconsolidationofthewordsinthetext.Askthestudentstodotheexerciseindividually.

T:Nowpleaseopenyourbooksandturntopage11.Fillinthechartusingthecorrectformsofthewordswhichhavethesameroot.Nextactivityistomatchthedefinitionswiththewordswehavelearntformthetext.Inecessary,youcandiscusswithyourpartners.

…

StepⅢGrammar

Thestudentswilllearntheusageofmodalverbs.Firsttrytomakethestudentsclearthefunctionsofmodalverbs,withthehelpofthepractice1onpage12.Thengivethemsomeexamples.

T:Pleasepickoutallthesentencescontainingmodalverbsinthetext.

a.BylunchtimetheywouldhaveallbesoldItindicates

possibility.

b.Hisrestaurantoug