教案可以讓學(xué)生更清晰地了解課程內(nèi)容和教學(xué)要求，提高學(xué)習(xí)效果，教師制定教案是備課不可或缺的一環(huán)，可以使教學(xué)更加生動有趣，范文社小編今天就為您帶來了必修4英語教案5篇，相信一定會對你有所幫助。
必修4英語教案篇1
一、動名詞做主語的用法
動名詞做主語往往表示經(jīng)常性、習(xí)慣性的'動作，在口語中也可以表示具體的動作。如：
seeing is believing. helping her is my duty. talking mends no holes.
空談無濟于事。
working with you is a pleasure.和你一起工作是一種樂趣。
動名詞做主語和不定式做主語一樣，也可以用it作形式主語。如：
it's rather tiring walking around in a city.
不定式做主語往往表示具體的特別是將來的動作。如：
it's no use crying over spilt milk.覆水難收。
he realized that to go on like this was wrong.
二、動名詞作賓語的用法
1.有些動詞或短語動詞后常用動名詞作賓語。如admit, appreciate, avoid,can't stand(不能忍受)，consider,delay, devote … to, dislike enjoy,escape, excuse, feel like, finish, forgive, get down to, give up,
imagine. insist on, keep (on), look forward to, mention, mind, miss(錯過)，pay attention to, practice, put off, stick to, suggest等等。
doing morning exercises is good for your health.做早操對你的健康有好處。
her shoes wants mending.她的鞋該修理了。
注意：當(dāng)need, want, require, worth后面接doing也可以表示被動。
your hair wants cutting.你的頭發(fā)該理了。
the floor requires washing.地板需要沖洗。
i have finished writing this book.我已經(jīng)寫完這本書了。
2.在allow, advise, forbid, permit后直接跟動名詞作賓語，如果有名詞或代詞作賓語，則構(gòu)成“allow/advise/forbid/permit +名詞/代詞+不定式(賓語補足語)”之形式。如：
we don't allow smoking here. we don't allow anybody to smoke here.
3.動詞need, require, want意為“需要”時，后跟動名詞的主動式或不定式的被動式作賓語，意義沒有區(qū)別。如：
the window needs/requires/wants cleaning/to be cleaned.
4.在begin, continue, love, like, hate, prefer, intend, start后用動名詞和
用不定式作賓語均可，意義沒有多大區(qū)別。
5.動詞forget, go on, mean, regret, remember, stop, try, be used to, can't help后跟動名詞和跟不定式區(qū)別較大，須注意。
forget, regret, remember后跟動名詞，動名詞表示已經(jīng)發(fā)生的動作;后跟不定式表示將要發(fā)生的動作。
period9-10 writing and checking the answers of the exercises.
必修4英語教案篇2
第一部分：熱身
快速應(yīng)答：
1.how are you going to school everyday?
2.thank you very much for your help.
3.would mind my opening the window?
4.what day was it yesterday?
5.what's the weather like today?
第二部分：朗讀
口語朗讀技巧：
1.聲調(diào)與降調(diào)
i have three english books, two chinese dictionaries and five pens. do you have a map in your hand? yes, i do.
2.連讀：將前一個單詞最后的輔音與后一個單詞開頭的元音連在一起朗讀。 half an hour ran out of not at all
3.失爆：當(dāng)相鄰兩個爆破音在一起時，往往給前面一個爆破音留一個位置，但不
爆破，稍停隨即發(fā)后面的爆破音，這種現(xiàn)象稱為“失爆”。 hot bath the next day a good deal of i don’t believe i don’t know i want to say
朗讀練習(xí)：
1. a smart housewife was told that there was a kind of stove which would only
consume half of the coal she was burning. she was very excited, and said: "that'll be terrific! since one stove can save half of the coal, if i buy two, no coal will be needed!"
2.the little boy did not like the look of the barking dog.
"it's all right," said a gentleman, "don't be afraid. don't you know the proverb: barking dogs don't bite?"
"ah, yes," answered the little boy. "i know the proverb, but does the dog know the proverb, too?"
必修4英語教案篇3
第三單元
1 ) bet
make a bet 打賭
place/put a bet on 在……下賭注
one ’ s best bet 最好的辦法
作動詞，表示“打賭，賭博”，后直接加賓語。
i bet ( that )表示“我敢肯定”，相當(dāng)于 i am sure 。
you bet 表示“肯定，沒問題”，相當(dāng)于 certainly 。
2 ) scene
scene 表示“(戲劇，電影中的)一幕 / 一場，出事地點，現(xiàn)場，情景;風(fēng)景，布景”。
behind the scenes 在幕后;秘密地。
on the scene 在現(xiàn)場。
set the scene ( for sth )作事前的現(xiàn)場描述，為……做準(zhǔn)備。
come on the scene 到現(xiàn)場。
3 ) stage
表示“舞臺，戲劇，階段”，可以表示“路程，一段路，(事故發(fā)生的)現(xiàn)場”。
be/go on the stage 當(dāng)演員，登臺演出
set the stage for sth 為某事做準(zhǔn)備。
4 ) tale
是可數(shù)名詞，表示“傳說，故事”。
tell its own tale 不言自喻，顯而易見。
5 ) permit
作動詞，后接名詞或者代詞，表示“允許，答應(yīng)”;也可以表示“使可能”。
后接不定式的復(fù)合結(jié)構(gòu)。
后接動名詞，不能直接跟不定式。
分詞短語作狀語。
后不能跟從句。
permit of sth 認(rèn)可，容忍。
作名詞，表示“許可證，執(zhí)照，許可”。
6 ) account
作名詞，表示“敘述，報道，理由，賬目，戶頭”。
by/from all accounts 根據(jù)大家所說的。
give an account of 敘述，報道，說明。
作名詞，表示“認(rèn)為”時，后接復(fù)合賓語。
account for 表示“做出解釋，導(dǎo)致，是……的原因”，還可以表示“占，捕獲”。
常見的詞組：
out of account 不考慮 on all accounts/on every account 無論如何 on no account 決不
take … into account/take account of … 對……加以考慮，顧及…… turn … to good account 利用
7 ) jealous
be jealous of sb 嫉妒，唯恐某人被他人奪走。
be jealous of sth 妒忌，精心守護。
8 ) issue
作動詞，表示“發(fā)行，出版，發(fā)布“。
issue sb with sth 將某物發(fā)給某人。
issue in 導(dǎo)致。
作名詞，表示“流出，發(fā)行，(出版物的)期號，爭端”。
at issue 要考慮的，意見不同的。
take issue with sb ( on/over/about )就某事論某人。
9 ) bow
bow at sb 朝某人鞠躬 bow to sb 鞠躬迎接某人
bow sb in/into 鞠躬迎入某人 bow sb out 鞠躬送走某人
bow to sth 順從某事
take a/one ’ s bow (演員)鞠躬謝幕( bow 作名詞)。
10 ) pretend
作及物動詞，后接動詞不定式， that 從句，名詞。
pretend to sth 表示“自以為有……”，后面接名詞，常指“學(xué)問，智慧，美德”。
11 )有關(guān) trouble 的詞組：
get into trouble 陷入困境，惹麻煩 ask for/look for/borrow trouble 自找麻煩，自討苦吃
be a trouble to sb 對某人是個麻煩 be a trouble to do 干某事是件麻煩事
be in trouble 處于困境 get sb into trouble 使某人陷入困境 get out of trouble 擺脫困境
have trouble doing sth 做某事很費力 make trouble 鬧事，搗亂 make trouble for sb 給某人帶來麻煩 take the trouble to do sth=take the troublein doing sth 不辭勞苦地做某事 trouble sb to do sth 麻煩某人做某事 trouble sb for sth 麻煩某人某事
3. 語法
名詞性從句
在句子中起名詞作用的句子叫名詞從句 (noun clauses )。 名詞從句的功能相當(dāng)于名詞詞組 , 它在復(fù)合句中能擔(dān)任主語、賓語、表語、同位語、介詞賓語等，因此根據(jù)它在句中不同的語法功能，名詞從句又可分別稱為主語從句、賓語從句、表語從句和同位語從句。
一、引導(dǎo)名詞性從句的連接詞
引導(dǎo)名詞性從句的連接詞可分為三類：
連詞： that (無任何詞意)
whether,if (均表示“是否”表明從句內(nèi)容的不確定性)
as if ,as though (均表示“好像”，“似乎”)
以上在從句中均不充當(dāng)任何成分
連接代詞： what, whatever, who, whoever, whom,
whose, which.whichever,whomever
連接副詞： when, where, how, why
不可省略的連詞：
1. 介詞后的連詞
2. 引導(dǎo)主語從句和同位語從句的連詞不可省略。
that she was chosen made us very happy.
we heard the news that our team had won.
比較：
whether 與 if 均為”是否”的意思。 但在下列情況下，whether 不能被 if 取代：
1. whether 引導(dǎo)主語從句并在句首
2. 引導(dǎo)表語從句
3. whether 從句作介詞賓語
4. 從句后有” or not ”
whether he will come is not clear.
大部分連接詞引導(dǎo)的主語從句都可以置于句末，用 it 充當(dāng)形式主語。
二 . 主語從句
作句子主語的從句叫主語從句。主語從句通常由從屬連詞 that ， whether ，if 和連接代詞 what ， who ， which ， whatever ， whoever 以及連接副詞 how ， when ， where ， why 等詞引導(dǎo)。 that 在句中無詞義，只起連接作用;連接代詞和連接副詞在句中既保留自己的疑問含義、又起連接作用，在從句中充當(dāng)從句的成分。
有時為避免句子頭重腳輕，常用形式主語 it 代替主語從句作形式主語放于句首，而把主語從句置于句末。主語從句后的謂語動詞一般用單數(shù)形式。常用句型如下：
( 1 ) it + be + 名詞 + that 從句
( 2 ) it + be + 形容詞 + that 從句
( 3 ) it + be + 動詞的過去分詞 + that 從句
( 4 ) it + 不及物動詞 + that 從句
另注意在主語從句中用來表示驚奇、不相信、惋惜、理應(yīng)如此等語氣時，謂語動詞要用虛擬語氣“ (should) +do ”，常用的句型有：
it is necessary (important, natural, strange, etc.) that …
it is a pity (a shame, no wonder, etc.) that …
it is suggested (requested, proposed, desired, etc.) that …
三、賓語從句
名詞句用作賓語的從句叫賓語從句。引導(dǎo)賓語從句的關(guān)聯(lián)詞與引導(dǎo)主語從句表語從句的關(guān)聯(lián)詞大致一樣，在句中可以作謂語動詞或介詞及非謂語動詞的賓語。
1. 由連接詞 that 引導(dǎo)的賓語從句
由連接詞 that 引導(dǎo)賓語從句時， that 在句中不擔(dān)任任何成分，在口語或非正式的文體中常被省去，但如從句是并列句時 , 第二個分句前的 that 不可省
注意：在 demand 、order 、suggest 、decide 、insist, desire, request, command 等表示要求、命令、建議、決定等意義的動詞后，賓語從句常用“( should ) + 動詞原形”。
2. 用 who ， whom, which, whose, what, when, where, why, how, whoever, whatever,whichever 等關(guān)聯(lián)詞引導(dǎo)的賓語從句相當(dāng)于特殊疑問句，應(yīng)注意句子語序要用陳述語序。
3. 用 whether 或 if 引導(dǎo)的賓語從句，其主語和謂語的順序也不能顛倒，仍保持陳述句語序。此外， whether 與 if 在作“是否”的意思講時在下列情況下一般只能用 whether ，不用 if ：
a. 引導(dǎo)主語從句并在句首時;b. 引導(dǎo)表語從句時; c. 引導(dǎo)從句作介詞賓語時;d. 從句后有“ or not ”時; e. 后接動詞不定式時。
4. 注意賓語從句中的時態(tài)呼應(yīng)，當(dāng)主句動詞是現(xiàn)在時，從句根據(jù)自身的句子情況，而使用不同時態(tài)。
當(dāng)主句動詞是過去時態(tài)( could, would 除外)，從句則要用相應(yīng)的過去時態(tài)，如一般過去時，過去進行時，過去將來時等;當(dāng)從句表示的是客觀真理，科學(xué)原理，自然現(xiàn)象，則從句仍用現(xiàn)在時態(tài)。
5. think, believe, imagine, suppose 等等動詞引起的否定性賓語從句中，要把上述主句中的動詞變?yōu)榉穸ㄊ?。即將從句中的否定形式移到主句中?/p>
四、表語從句
在句中作表語的從句叫表語從句。引導(dǎo)表語從句的關(guān)聯(lián)詞與引導(dǎo)主語從句的關(guān)聯(lián)詞大致一樣，表語從句位于連系動詞后，有時用 as if 引導(dǎo)。其基本結(jié)構(gòu)為：主語 + 系動詞 + that 從句。
需要注意的，當(dāng)主語是 reason 時，表語從句要用 that 引導(dǎo)而不是 because 。
?注意】 whether 可引導(dǎo)表語從句，但與之同義的 if 卻通常不用于引導(dǎo)表語從句。
五、同位語從句
同位語從句說明其前面的名詞的具體內(nèi)容。同位語從句通常由 that 引導(dǎo)，可用于同位語從句的名詞有 advice 、demand 、doubt 、fact 、hope 、idea 、information 、message 、news 、order 、problem 、promise 、question 、request 、suggestion 、truth 、wish 、word 等。
同位語從句和定語從句的區(qū)別：
that 作為關(guān)系代詞，可以引導(dǎo)定語從句，充當(dāng)句子成分，在從句中作賓語時可以省略; that 引導(dǎo)同位語從句時，起連詞的作用，沒有實際意義，不充當(dāng)句子成分，一般不能省略。
試比較下面兩個例句 :
i had no idea that you were here .( that 引導(dǎo)同位語從句，不能省略)
have you got the idea ( that ) this book gives you of life in ancient greece ?( that 引導(dǎo)定語從句，作賓語，可以省略)
六、名詞性 that- 從句
1 )由從屬連詞 that 引導(dǎo)的從句叫做名詞性 that- 從句。 that 只起連接主句和從句的作用，在從句中不擔(dān)任任何成分，本身也沒有詞義。名詞性 that- 從句在句中能充當(dāng)主 語、賓語、表語、同位語和形容詞賓語，例如：
主語： that he is still alive is sheer luck. 他還活著全靠運氣。
賓語： john said that he was leaving for london on wednesday. 約翰說他星期三要到倫敦去。
表語： the fact is that he has not been seen recently. 事實是近來誰也沒有見過他。
同位語：the fact that he has not been seen recentlydisturbs everyone in his office.
近來誰也沒有見過他，這一事實令辦公室所有的人不安。
形容詞賓語： i am glad that you are satisfied with your job.
你對工作滿意我感到很高興。
2 ) that- 從句作主語通常用 it 作先行詞，而將 that- 從句置于句末，例如：
it is quite clear that the whole project is doomed to failure. 很清楚，整個計劃注定要失敗。
it ’ s a pity that you should have to leave. 你非走不可真是件憾事。
用 it 作形式主語的 that- 從句有以下四種不同的搭配關(guān)系：
a. it + be + 形容詞 + that- 從句
it is necessary that … 有必要……
it is important that … 重要的是……
it is obvious that … 很明顯……
b. it + be + -ed 分詞 + that- 從句
it is believed that … 人們相信……
it is known to all that … 從所周知……
it has been decided that … 已決定……
c. it + be + 名詞 + that- 從句
it is common knowledge that ………是常識
it is a surprise that … 令人驚奇的是……
it is a fact that … 事實是……
d. it + 不及物動詞 + that- 分句
it appears that … 似乎……
it happens that … 碰巧……
it occurred to me that … 我突然想起……
七、名詞性 wh- 從句
1 )由 wh- 詞引導(dǎo)的名詞從句叫做名詞性 wh- 從句。 wh- 詞包括who, whom,. whose, whoever, what, whatever,which, whichever 等連接代詞和 where, when, how, why 等連接副詞。 wh- 從句的語法功能除了和 that- 從句一樣外，還可充當(dāng)介詞賓語、賓語補語和間接賓語等，例如：
主語： how the book will sell dependson its author. 書銷售如何取決于作者本人。
直接賓語： in one ’ s own home one can do what one likes. 在自己家里可以隨心所欲。
間接賓語： the club will give whoever wins a prize.
俱樂部將給得勝者設(shè)獎。
表語： my question is who will takeover president of the foundation. 我的問題是誰將接任該基金會主席職位。
賓語補足語： she will name him whatever she wants to. 她高興給他起什么名字就取什么名字。
同位語： i have no idea when he will return.
我不知道他什么時候回來。
形容詞賓語： i ’ m not sure why she refused their invitation. 我尚不能肯定她為什么拒絕他們的邀請。
介詞賓語： that depends on where we shall go.
那取決于我們?nèi)ツ膬骸?/p>
2 ) wh- 從句作主語也常用先行詞 it 做形式主語，而將 wh- 從句置于句末，例如：
it is not yet decided who will do that job.
還沒決定誰做這項工作。
it remains unknown when they are going to get married. 他們何時結(jié)婚依然不明。
八、if, whether 引導(dǎo)的名詞從句
1 ) yes-no 型疑問從句
從屬連詞 if, whether 引導(dǎo)的名詞從句是由一般疑問句或選擇疑問轉(zhuǎn)化而來的，因此也分別被稱為 yes-no 型疑問句從句和選擇型疑問從句，其功能和 wh- 從句的功能相同， 例如：
主語： whether the plan is feasible remains to be proved. 這一計劃是否可行還有等證實。
賓語： let us know whether / if you can finish the article before friday. 請讓我們知道你是否能在星期五以前把文章寫完。
表語： the point is whether we should lend him the money. 問題在于我們是否應(yīng)該借錢給他。
同位語： they are investigating the question whether the man is trustworthy. 他們調(diào)查他是否值得信賴。
形容詞賓語： she ’ s doubtful whether weshall be able to come. 她懷疑我們是否能夠前來。
介詞賓語： i worry about whether he canpass through the crisis of his illness. 我擔(dān)心他是否能度過疾病的危險期。
2 )選擇性疑問從句
選擇性疑問從句由關(guān)聯(lián)詞 if/whether … or 或 whether … or not 構(gòu)成，例如：
please tell me whether / if they are swedish or danish. 請告訴我他們是瑞典人還是丹麥人。
i don ’ t care whether you like the plan or not. 我不在乎你是否喜歡該計劃。
if 和 whether 的區(qū)別：
1 、在動詞不定式之前只能用whether 。
2 、在 whether …… ornot 的固定搭配中。
3 、在介詞后，只能用whether 。
4 、賓語從句放在句首表示強調(diào)時，只能用 whether 。
5 、用 if 會引起歧義時，只用 whether 。
九、否定轉(zhuǎn)移
1) 將 think,believe, suppose, expect, fancy, imagine 等動詞后面賓語從句的否定詞轉(zhuǎn)移到主句中，即主句的謂語動詞用否定式，而從句的謂語動詞用肯定式。注意：若謂語動詞為 hope, 賓語從句中的否定詞不能轉(zhuǎn)移。
2) 將 seem,appear 等后的從句的否定轉(zhuǎn)移到前面。
3) 有時將動名詞，介詞短語或整個從句的否定轉(zhuǎn)變?yōu)閷χ^語動詞的否定。
4) 有時狀語或狀語從句中否定可以轉(zhuǎn)移到謂語動詞前。
必修4英語教案篇4
教學(xué)準(zhǔn)備
教學(xué)目標(biāo)
1. ss will be able to master the following useful new words and expressions.
well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,useless,steel,shock,rescue,quake,electricity,army,shelter,
fresh, organize, bury, at an end, dig out, coal mine, in ruins
2. ss will be able to know the basic knowledge about earthquake
教學(xué)重難點
1. the usages of some words and expressions.
2. how to train the students’ reading ability in learning the text.
教學(xué)工具
課件
教學(xué)過程
step i lead-in
let students see a short video and answer the questions
1.what happened in the video? earthquakes
2.how do you feel seeing the plots(情節(jié))? students’ discussion.
step ii fast reading
1. what is the passage mainly about? in tangshan ,earthquakes happened on july 28th 1976
2. skim the text and answer the questions
the type of writing (寫作體裁)
narrative writing
topic sentence of paragraph 1
sentence 1
topic sentence of paragraph 2
sentence 2
topic sentence of paragraph 3
sentence 1
topic sentence of paragraph 4
sentence 1
step iii detailed reading
ask students to read the text carefully and answer the questions
task1: what were the nature signs of the coming earthquake?(選擇)para 1
1.water in well( g ) 2. well walls(d ) 3.chickens &pigs(f ) 4 .mice (a) 5.fish(e ) 6. bright lights( b) 7. water pipes(c )
a. ran out of fields b. in the sky c. cracked and burst d. deep cracks e. jumped out of ponds
f. too nervous to eat g. rose and fell, fell and rose
task 2 fill in the blanks
main idea
details
damage caused by
earthquake
para 2-3
at _____ am, the __________ earthquake of the 20th century began .
_______ burst from holes in the ground.
hard hills of the rock became rivers of ____.
________ covered the ground like red autumn leaves.
two _______ and most of the bridges fell.
the railway tracks were now _________pieces of _______.
______ now filled the wells instead of water.
water,food,and ______________ were hard to get.
the reconstruction(重建) after the earthquake
para 4
1. the army _____________
2. workers ____________for survivors.
3._____________was taken to the city.
details:
1. at 3:42 am, the greatest earthquake of the 20th century began.
2. steam burst from holes in the ground.
3. hard hills of the rock became rivers of dirt.
4. bricks covered the ground like red autumn leaves.
5. two dams and most of the bridges fell.
6. the railway tracks were now useless pieces of steel.
7. sand now filled the wells instead of water.
8. water, food, and electricity were hard to get.
step iv consolidation (當(dāng)堂鞏固)
let students fill the blanks according to the passage
strange things were happening in the countryside of northeast hebei. for three days the water in the village wells kept rising and 1_________(fall). farmers noticed that the well walls had deep cracks 2___________ them. a smelly gas came out of the cracks. in 3_________farmyards, the chickens and even the pigs were too nervous 4__________(eat). 5_________(mouse) ran out of the fields looking for places 6________(hide). fish jumped out
of their bowls and ponds. at about 3 am on july 28,1976, some people saw bright lights 7_________ the sky. the sound of planes could 8________(hear) outside the city of tangshan even 9_________ no planes were in the sky.
in the city, the water pipes in some buildings cracked and burst. but the one million people of the city, ________thought little of these events, were asleep as usual that night.
1 falling 2 in 3 the 4 to eat 5 mice 6 to hide 7in 8 be heard 9when 10 who
這部分目的是讓學(xué)生進一步鞏固課文的內(nèi)容。
step v post-reading-activity: news report group work(小組活動):
假設(shè)我們時光倒流到1976年這場災(zāi)難的現(xiàn)場。
小組討論出一篇關(guān)于唐山大地震的五句話新聞報道。
選出一名組員做新聞報道員。
向全班做一個新聞報道。
新聞報道要包括以下內(nèi)容:
寫作提綱 outline
新聞的標(biāo)題 headline 簡潔明了,吸引人
新聞的導(dǎo)語 introduction 新聞消息的第一句 揭示核心內(nèi)容
新聞的主體 main body 對導(dǎo)語進行展開和闡釋
結(jié)束語 conclusion 對全文概括總結(jié)
唐山地震發(fā)生的時間,地點
地震發(fā)生前的一些預(yù)兆
地震帶來的破壞和損失
地震后的救援工作
這部分主要是培養(yǎng)學(xué)生的小組合作能力和語言表達能力,進一步鞏固課堂所學(xué)的內(nèi)容。
step vi homework: write a news report about yushu earthquake.
必修4英語教案篇5
teaching aims and demands
words and phrases
four skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then
three skills: energy soft bar fuel chemical balance tasty boil mixture
spoken english:
in the clinic / seeing a doctor:
what’s wrong with you?/what’s the matter with you?
lie down and let me examine you.
let me have a look.
where does it hurt?
drink plenty of water and get some rest.
i’ve got a pain here. this place hurts.
there’s something wrong with back/my knee/my arm.
i don’t feel well.
grammar:
use of language:
1. master the function use of language as defined above.
2. help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.
learn the text about healthy eating. get the students know about the basic knowledge of how to eat healthily.
important points:
1. talk about different kinds of food that one favorites.
2. learn the basic knowledge of healthy eating.
3. learn how to say in the clinic.
4. grasp the language points and grammar in the text.
difficult points: the use of modal verbs --- had better, should and ought to.
teaching aids: computer or slider-projector
way of teaching: communication way of teaching, discussion and group work.
lesson 1step 1 warming-up
first show the students some pictures of dishes and so to introduce the topic of this unit.
and then show the pictures on their text books and let them to decide what is junk food and what is not.
here the students may have a short ask and answer in pairs to themselves more engaged in the topic.
step 2 listening
let the students listen to the tape and be prepared to answer the questions below.
step 3 speaking
show the students the three situations as on p2. then ask the students to prepared a dialogue according to the examples in pairs. ask several pairs of students to present their dialogue
after that list the useful expressions in their dialogue.
step 4 homework
prepare for the next class.
collect some menus if possible for the next class.
lesson 2
step 1 introduction
using the questions on p3 to introduce the new text.
step 2 fast-reading
1.what does the “fuel ” mean in the first paragraph?
(it means different kinds of materials, such as protein, calcium that we need to keep healthy.)
2.what do we have to consider when we choose to buy or eat?
(what kinds of nutrients that the food contain.)
3.what made our eating habit changing?
(many things: what people believe, advice from companies and stores.)
4. how can we feel and look fine?
(we ought to learn about our body and the fuel it needs to keep fit.)
explain the language points if necessary.
step 3 carefully-reading
how many parts can be divided into?
(three parts.)
what’s the main idea of each part?
(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)
step 4 talking
ask the students to take out their menus and read them carefully. then prepare a dialogue that may happen between a customer and a waiter/waitress.
step 5 homework
finish the exercise --- vocabulary on p5. and p72-73
lesson 3
step 1 revision
check the homework.
step 2 grammar
first present the students the modal sentences with modal verbs and ask the students to make some sentences with them.
step 3 consolidation
(1) finish the exercise on p5 and on p74
(2)take out a piece of paper with the column “ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.
1.give advice that will really help the person.
2. be polite and sincere
at last get the students to finish the following practice.
step 4 homework
finish the exercise 3 on p74 in the students’ workbook.
lesson 4
step 1 revision
let some students read their reply to the letters on p74.
step 2 reading
read the text on p6 and then get the students to find the main idea of it (snacks is also important . we need to learn something about snacks and the way to prepare it.)
step 3 writing
ask the students to work in pairs to write the recipe for their favourite dish.
we may first give the tips on p7 as a guide.
step 4 discussion
first ask the students to read the passage on p75 and then give the following questions as the topic for the students to talk: what is a couch potato?
what does one have to pay special attention to in order to keep healthy? (food and exercise etc.)
step 5 homework
do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.
