Unit 2 Healthy eating Part 1 Teaching Design 教案2。

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Unit2Healthyeating
Part1TeachingDesign
第一部分教学设计
Period3AsamplelessonplanforUsingLanguage
(COMEANDEATHERE<2>)
Introduction
Languageislearnedtobeusedinandforcommunication.Sointhisperiodweshallhavethestudentsread,listen,writeandspeakinEnglish,makinguseofthefocusedwords,expressions,structuresandtopicideascoveredinthisunit.Warmingupbylisteningandreadingaloudistobefollowedbyreadingandunderlining，doingexercisesandguidedspeaking.Aftertheguidedwritingtheperiodwillbeendedbystudentsreadingmoreabouteating.
Objectives
TolearnmoreaboutfoodandeatingfromthepassageCOMEANDEATHERE(2)
Tolearntousethelanguagebyreading,listening,speakingandwriting
Procedures
1.Warmingupbylisteningandreadingaloud
WHYREADALOUD?
*developsapositiveattitudetowardbooksasasourceofpleasureandinformation;
*increasesvocabulary;
*expandsthestudents’knowledgebase;
*stimulatesimagination;
*sharpensobservationskills;
*enhanceslisteningskills;
*promotesself-confidenceandself-esteem;
*offersmanynewfriendssincebookcharacterscanbecomequitereal;
*contributestothestudents’problem-solvingskills;
*satisfiesandheightenscuriosity;
*encouragespositivesocialinteraction.
2.Readingandunderlining
Youaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemintoyournotebookafterclassashomework.
CollocationsfromCOMEANDEATHERE(2)
feelhappy感到快乐,earnone’sliving谋生,afterall毕竟,lookforwardtodoing期待做……,beindebt负债,nolonger不再,lookhappy看上去高兴,glareat盯着看,onlytodo（出乎意料之外的结果）却……,spyon窥视,advertisethebenefitsof…宣传……的好处,enjoythedumplings享用饺子,servesb.伺候/服务/招待某人,lookill看上去有病,feelsickwith…因……而感到恶心,heavyfood难消化的食物,enjoyasecondplateofdumplings再享用一盘饺子,gettired变累,restalot休息很久,feelhealthy感觉健康,chatabout…闲聊……,offerabalanceddiet提供平衡膳食,offerenoughfibre提供足够的纤维,body-buildingorenergy-savingfoods强健体魄或有能量的食物,provideabalancedmenu提供平衡菜谱,cutdownthefat减少油腻,increasethefibre增加纤维,turninto变成,getmarried结婚,livehappily幸福地生活
3.Doingexercises
Nowyouaretodoexercisesfollowingthetextonpage15.
4.Guidedspeaking——TalkingwithforeignersaboutChinesefood
SupposeyouareshowingsomeAmericanvisitorsaroundyourcity.TellthemaboutChinesefood.
YouAmericanvisitors
TheresajokeaboutCantonesefoodthatisoftentold:Theycookeverythingwithfourlegsexceptthetableandeverythingthatfliesexcepttheairplane…TheChinesepeoplelovetoeatandspendalotoftimeeating.Itissurprisingtousthatpeopleeatoutsomuch—notonlyinrestaurants,butinlittleshopsforbreakfast,lunch,anddinner.Someofthelittleshopshaveafewchairs,somenot.Manypeoplesetupshopsonthesidewalk,oftenwithfacilitiesforsimplecooking.
5.GuidedWriting
Inpairs,discusswhatmakesanenjoyableChinesemeal.ThenmaketwoChinesemenu,theonefromthesouthisgivenbelow.MakeonefromNorthChina.
Anexample：Friedeggswithtomatoes
Ingredients:4eggs,2tomatoes,50grampeanutoil,properamountofsalt,gourmetpowderandchoppedscallions.
Cookingmethods:
Firstlybreaktheeggshells,putaleeggwhiteandyolkintoabowlandstirthemwithsalt,gourmetpowderandthechoppedscallions.Secondlywashthetomatoescarefullyandcutthemintodicesofabout4centimeters.Thenputthetomatodicesintothemixtureofeggs.Finallywhentheingredientsareready,putthefryingovenonthegas-stovetoheattheoil.Whentheoilishotenough,pourtheeggliquidtogetherwiththetomatodicesintotheoven.Turnovertheeggliquidandtomatodicesasquicklyasyoucanuntilthetomatodicesaredone.
Thisdishhasthreedifferentcolours:red,yellowandgreen.Itisfragrantanddeliciouswithabitofsourflavour.ItisrichinproteinandvitaminC.
中餐英文菜谱
烤乳猪Roastwholesucklingpig
葡国碳烧肉Portugueseroastpork
金牌回香鸡Goldentastychicken
盐香脆皮鸡Saltycrispychicken
蜜汁碳烧叉烧Honeycharcoalpork
碳烧靓排骨Charcoalspareribs
骨香乳鸽Tastybabypigeon
新派卤水拼盘Newstylesoysaucestewedmeat
凉拌海蜇Marinatedcoldjellyfish
日式海蜇JapanesestyleJellyFish
凉拌青瓜Marinatedcoldcucumber
凉拌粉皮Marinatedcoldbeanpasty
蒜香猪耳仔Garlictastepig’sear
麻辣凤爪Spicyhotchickenfeet
琥珀核桃DeepfriedwalnutinSyrup
6.Furtherapplying—Actingatextplay
Turneitheroneofthetwoarticlesintoatextplay.Rehearseitandplayitinfrontoftheclass.Theplayshalllastatleast10minutes.
7.Closingdownbyreadingmoreabouteating
Eatinginahealthyway
GOODdininghabitsarevitallyimportanttoaperson’shealth,ChenZhonghui,arenownednutritionist,toldalargeaudienceattheShenzhenGrandTheateronSaturday.
AccordingtoChen,60percentofdiseasesarecausedbyanunhealthylifestyle,whileonly15percentaregeneticallybased.
Ahumanbeing’smainsourcesofnutritionareprotein,fat,carbohydrate,mineralelements,salt,vitaminandwater.Peopleshouldtrytogetnutritionfromfoods,insteadoftonics,saidChen,whoworkedasnutritionistforChina’sStateandprovincialleadersformorethanadecadeandco-wroteapopularhealthguidebook.
Whenaskedhowhestayshealthy,Chensaidheeats“everything.”Oneshouldnotbechoosyaboutfood,hesaid.Chenalsopointedoutseveralordinaryunhealthydininghabits,suchaseatingonlyflourandriceandrefusingtoeatcoarsegrains;eatingonlyappetizersandrefusingtoeatentrees;andeatingonlyfruitandrefusingtoeatvegetables.
Chensaidfoodsshouldbecleanandfresh,andtheirnutritionalelementsshouldbepreservedasmuchaspossiblewhilepreparingandcookingthem.Forexample,washvegetablesbeforeshreddingthemsoastoavoidwashingvitaminsaway.NorthernChineseliketoeatbraisedvegetablesinthewinter,butbraisingthemrobsthevegetablesoftheirnutrition.
Chenalsostressedtheimportanceofeatingatpropertime.Shenzhenersoftenhavesimplebreakfasts,quicklunchsandlargesuppers.Chensaidtheseeatinghabitsareunhealthyandamajorcauseofobesity.
It’sbettertoeatanearlyandnutritiousbreakfastandeatmodestportionsintheevening,saidChen.
Contrarytomanycalcium-supplementadvertisements,Chensaidpeoplewillnotsufferfrominsufficientcalciumiftheyhaveenoughsoybeans,milkandsunshine.

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Unit 2 Healthy eating Teaching Aims and Demands 教案

Unit2Healthyeating
TeachingAimsandDemands
WordsandPhrases
FourSkills:stomachfeveroughtoughttoexamineplentyplentyofdietkeepupwithmakearightchoiceshortoffitgainnowandthen
ThreeSkills:energysoftbarfuelchemicalbalancetastyboilmixture
SpokenEnglish:
Intheclinic/seeingadoctor:
What’swrongwithyou?/What’sthematterwithyou?
Liedownandletmeexamineyou.
Letmehavealook.
Wheredoesithurt?
Drinkplentyofwaterandgetsomerest.
I’vegotapainhere.Thisplacehurts.
There’ssomethingwrongwithback/myknee/myarm.
Idon’tfeelwell.
Grammar:
UseofLanguage:
1.Masterthefunctionuseoflanguageasdefinedabove.
2.Helpthestudentstofinishthetasksoflistening,reading,writing,speakingpresentedinthebookandtheexercisebookthroughusingwhatthestudentshavelearned.
Learnthetextabouthealthyeating.Getthestudentsknowaboutthebasicknowledgeofhowtoeathealthily.
Importantpoints:
1.Talkaboutdifferentkindsoffoodthatonefavorites.
2.learnthebasicknowledgeofhealthyeating.
3.learnhowtosayintheclinic.
4.Graspthelanguagepointsandgrammarinthetext.
Difficultpoints:Theuseofmodalverbs---hadbetter,shouldandoughtto.
Teachingaids:computerorslider-projector
WayofTeaching:Communicationwayofteaching,discussionandgroupwork
Lesson1
Step1Warming-Up
Firstshowthestudentssomepicturesofdishesandsotointroducethetopicofthisunit.
Andthenshowthepicturesontheirtextbooksandletthemtodecidewhatisjunkfoodandwhatisnot.
Herethestudentsmayhaveashortaskandanswerinpairstothemselvesmoreengagedinthetopic.
Step2Listening
Letthestudentslistentothetapeandbepreparedtoanswerthequestionsbelow.
Step3Speaking
ShowthestudentsthethreesituationsasonP2.Thenaskthestudentstopreparedadialogueaccordingtotheexamplesinpairs.Askseveralpairsofstudentstopresenttheirdialogue
Afterthatlisttheusefulexpressionsintheirdialogue.
Step4Homework
Prepareforthenextclass.
Collectsomemenusifpossibleforthenextclass.
Lesson2
Step1Introduction
UsingthequestionsonP3tointroducethenewtext.
Step2Fast-reading
1.Whatdoesthe“fuel”meaninthefirstparagraph?
(Itmeansdifferentkindsofmaterials,suchasprotein,Calciumthatweneedtokeephealthy.)
2.Whatdowehavetoconsiderwhenwechoosetobuyoreat?
(Whatkindsofnutrientsthatthefoodcontain.)
3.Whatmadeoureatinghabitchanging?
(Manythings:whatpeoplebelieve,advicefromcompaniesandstores.)
4.Howcanwefeelandlookfine?
(Weoughttolearnaboutourbodyandthefuelitneedstokeepfit.)
Explainthelanguagepointsifnecessary.
Step3Carefully-reading
Howmanypartscanbedividedinto?
(Threeparts.)
What’sthemainideaofeachpart?
(1.oureatinghabitsarechanging.2.whytheeatinghabitsarechanging3.thebestwaytodevelophealthyeatinghabits.)
Step4Talking
Askthestudentstotakeouttheirmenusandreadthemcarefully.Thenprepareadialoguethatmayhappenbetweenacustomerandawaiter/waitress.
Step5Homework
Finishtheexercise---VocabularyonP5.andP72-73
Lesson3
Step1Revision
Checkthehomework.
Step2Grammar
FirstpresentthestudentsthemodalsentenceswithModalVerbsandaskthestudentstomakesomesentenceswiththem.
Step3Consolidation
(1)FinishtheexerciseonP5andonP74
(2)Takeoutapieceofpaperwiththecolumn“Ask###”inordertomakethestudentsunderstandwhenyouaregivingadviceitisbettertousesomesentenceswithhadbetter(not),andought(not)to,should(not).Thenreadapassageasanexampleandafterwardslistthepointsyouhavetopayattentiontowhenyougiveadvice.
1.giveadvicethatwillreallyhelptheperson.
2.bepoliteandsincere
atlastgetthestudentstofinishthefollowingpractice.
Step4Homework
Finishtheexercise3onP74inthestudents’workbook.
Lesson4
Step1Revision
LetsomestudentsreadtheirreplytothelettersonP74.
Step2Reading
ReadthetextonP6andthengetthestudentstofindthemainideaofit(Snacksisalsoimportant.weneedtolearnsomethingaboutsnacksandthewaytoprepareit.)
Step3Writing
Askthestudentstoworkinpairstowritetherecipefortheirfavouritedish.
WemayfirstgivethetipsonP7asaguide.
Step4Discussion
FirstaskthestudentstoreadthepassageonP75andthengivethefollowingquestionsasthetopicforthestudentstotalk:Whatisacouchpotato?
Whatdoesonehavetopayspecialattentiontoinordertokeephealthy?(foodandexerciseetc.)
Step5Homework
Doageneralsurveyinordertolearnaboutthedifferencesbetweenpeople’seatinghabitsandtrytofindwhichishealthier.

Unit 2 Healthy eating Period 1 教案

Unit2Healthyeating

单元要览类别课程标准要求掌握的项目话题Problemswithdiet;balanceddietandnutrition词汇dietn.日常饮食vi.节食rawadj.生的;未加工的nutn.坚果;果仁vinegarn.醋beann.豆;豆科植物lien.谎话;谎言vi.说谎pean.豌豆customern.顾客;消费者cucumbern.黄瓜discountn.折扣eggplantn.茄子weaknessn.缺点;虚弱;弱点peppern.辣椒;辣椒粉strengthn.强项;长处;力量mushroomn.蘑菇consultvt.咨询;请教;商量peachn.桃子fibren.纤维;纤维制品lemonn.柠檬digestvt.概要balancevt.平衡;权衡n.天平;平衡carrotn.胡萝卜barbecuen.烧烤;烤肉debtn.债;债务muttonn.羊肉baconn.熏咸肉;腊肉roastadj.烤制的vt.烤;烘;烘烤poisonousadj.有毒的fryvt.油炸limitvt.限制;限定n.界限;限度oughtv.aux.应当;应该limitedadj.有限的glarevi.怒目而视;闪耀n.怒视;炫目的光benefitn.利益;好处vt.有助于;受益slimvi.变瘦adj.苗条的;纤细的breastn.胸部;乳房curiosityn.好奇心garlicn.大蒜hostessn.女主人;女主持人sighvi.叹息n.叹息;叹息声spyvt.秘密监视n.间谍;侦探combinevt.（使）结合短语balanceddiet平衡膳食indebt欠债oughtto应该;应当spyon暗中监视;侦查loseweight体重减轻;减肥cutdown削减;删节getawaywith被放过;（做坏事）不受惩罚beforelong不久以后tellalie说谎putonweight增加体重win...back赢回;重新获得beamazedat对……感到吃惊earnone’sliving谋生competewith与……竞争重要句型1.WangPengsatinhisemptyrestaurantfeelingveryfrustrated.(presentparticipleusedasadverbial)2.Bynowhisrestaurantoughttobefullofpeople.(oughtto)3.Nothingcouldhavebeenbetter.(couldhavedone)4.SomethingterriblemusthavehappenedifLiChangwasnotcomingtoeatinhisrestaurantashealwaysdid.(musthavedone)5.HecouldnothaveYongHuigettingawaywithtellingpeoplelies!(can’t/couldn’thavesb.doing)功能1.SuggestionsandadviceWhatshouldwedo?Shallwe...?Howabout...?Youmust/mustn’t....Ithinkyououghtto....Perhapsyoushould....You’dbetter....Youneed/needn’t....Youhaveto/don’thaveto....Myadviceis/wouldbe....Youmight....Isuggestthatyou....Iwouldstronglyadviseyouto....Itmightbeagoodideato....2.SeeingthedoctorWhat’sthematter?What’swrongwithyou?Whatseemstobethetrouble?Howlonghaveyoubeenlikethis?It’snothingserious,only....Isupposeyouhadbetter....Ithinkyououghtto....3.AgreementanddisagreementI’mnotsurethat!Youcouldberight,but....(I’mafraid)Idon’tagree.Iagreeuptoapoint,but....That’saninterestingidea,but....Doyoureallythink...?Rubbish!/Nonsense!Youcan’tbeserious!Actually/Asamatteroffact,Ithink....That’snothowIseeit.语法Modalverbs:oughtto/oughtnottohaveto/don’thaveto/mustn’t/needn’t教学重点1.Getstudentstoknowaboutproblemswithadiet,abalanceddietandnutrition.2.Havestudentslearnusefulnewwordsandexpressionsinthisunit.3.Enablestudentstograspandusetheexpressionsofgivingsuggestionsandadvice.4.Letstudentslearnthenewgrammaritem:theuseofoughtto.5.Developstudents’listening,speaking,readingandwritingabilities.6.Havestudentslearnhowtodealwithandsolveproblemscorrectly.教学难点1.Enablestudentstomastertheuseofoughtto.2.Havestudentslearnhowtogivesuggestionsandadvice.3.Letstudentslearntowriteashortpassagetomakeanadvertisement.4.Developstudents’integrativeskills.课时安排Periodsneeded:7Period1WarmingupandreadingPeriod2Learningaboutlanguage:ImportantlanguagepointsPeriod3Learningaboutlanguage:GrammarPeriod4Usinglanguage:ListeningandspeakingPeriod5Usinglanguage:ExtensivereadingPeriod6Usinglanguage:SpeakingandwritingPeriod7Revision:Summingupandlearningtip

Period1Warmingupandreading

整体设计教材分析Thisisthefirstteachingperiodofthisunit.Atthebeginningoftheclass,theteachercanleadinthetopicoftheunitbyshowingstudentssomepicturesaboutfoodsandtalkingaboutthem.WarmingUpistotellstudentshowdifferentkindsoffoodaregrouped.Thisisimportantasitenablesustotalkaboutthevalueofparticularfoodstoourhealth.Wewantstudentstoappreciatewhatabalanceddietis.Toomuchfattyfoodwillmeantheystoreextraenergyintheirbodies.Toomuchbody-buildingfoodmaycauseproblemsfordigestionandleadtoillnessunlessenoughfibrefoodsareeatentoaiddigestion.Theteachercanhaveafreetalkwithstudents,letthemworkinpairstoreadthroughthechartanddiscussthequestions.Pre-readingcontainstwomoregeneralquestionsaboutfoodfordiscussion.Studentscanbeencouragedtodiscussthesequestionsinpairs.Thentheyareaskedtolookatthetitleofthereadingpassageandthepicturestopredictwhatthepassageisabout.ThispartisveryusefulforthenextpartReading.ThereadingpassageComeandEatHere(1)introducesstudentstotwounbalanceddietsthroughtherestaurantsofWangPengandYongHui.FoodatWangPeng’srestaurantcontainstoomuchfatwhileYongHui’srestaurantofferslittleenergy-givingfood.ThepersonwhoofteneatsatWangPeng’srestaurantwillbecometoofat.Thatcanleadtoillnessessuchasaheartattackorhighbloodpressure.ThepersonwhoofteneatsatYongHui’srestaurantwillbecometoothinandsufferillnessessuchasanorexiaormalnutrition.Itisimportantforstudentstoknowaboutthetwoextremesandavoidthem.Theteachercanencouragestudentstoskimforthegeneralideaandscanforfurtherunderstanding.Becausethispassageintroducesalotofnewwords,whichareonlyusedforfood,inordernottoletstudentsfeelmuchdifficult,theteachershoulddealwithanylanguageproblemswhiletheyarereading.Afterreading,studentsarerequiredtodotheexercisesinComprehendingtoseehowmuchtheyhaveunderstoodthereadingpassage.Theteachercanletthemworkinpairsoringroupstofindtheanswerscooperatively,andthenchecktheiranswerswiththewholeclass.Toconsolidatethecontentsofthereadingpassage,studentsshouldberequiredtoreadthepassageagainandthenretellit.Inordertoarousetheirinterest,theteachercanholdacompetition.Theteacheralsoneedstomakeasummaryonthepassageincludingthegeneralidea,writingcharacteristics,andsoontoletstudentsunderstandthepassagefurtherattheendoftheclass.教学重点1.Letstudentslearnmoreaboutproblemswithadiet,abalanceddietandnutrition.2.Getstudentstolearndifferentreadingskills.教学难点1.Developstudents’readingability.2.Enablestudentstotalkaboutdifferentkindsoffoodandbalanceddiet.三维目标知识目标1.Getstudentstolearntheusefulnewwordsandexpressionsinthispart:diet,nut,bean,pea,cucumber,eggplant,pepper,mushroom,peach,lemon,balance,barbecue,mutton,roast,fry,ought,bacon,slim,curiosity,hostess,raw,vinegar,lie,customer,discount,balanceddiet,oughtto,loseweight,getawaywith,tellalie,win...back.2.Letstudentslearntheknowledgeofbalanceddietandnutrition.能力目标1.Developstudents’readingabilityandletthemlearndifferentreadingskills.2.Enablestudentstotalkaboutdifferentkindsoffood,problemswithdietandbalanceddiet.情感目标1.Stimulatestudents’sensetoformahealthyeatinghabit.2.Developstudents’senseofcooperativelearning.

教学过程设计方案(一)→Step1Leading-inHaveafreetalkwithstudents.Askthemthefollowingquestions:1.Everybodyhastoeat,butdoyoueatahealthydiet?2.Whatdoyouusuallyhaveforbreakfast/lunch/supper?3.Whatkindoffooddoyoulikebest?4.Whyareyousostrong/weak/fat/thin?Doesithaveanythingtodowithyourdiet?5.Doyouthinkyouareeatingabalanceddiet?→Step2Warmingup1.LetstudentsturntoPage9.Askthemtolookatthepictures,namethefoodsinthemandthenfillintheform.HealthyfoodUnhealthyfood2.Showthefollowingonthescreen.Letstudentsreadthequestionandtheinformationaboutfoodintheformbelow.Doyouknowthatthefoodyoueathelpsyougrowindifferentways?Foodthatprovidesenergy(e.g.energy-givingfood)Foodthathelpsgrowbonesandmuscles(e.g.body-buildingfood)Foodthathelpsthebodyfightdiseases(e.g.protectivefood)ricenoodlesspaghettibreadpotatoeschocolatebuttercreamoilsnutsmeateggscheesemilktofuMostvegetables(e.g.beans,peas,cucumbers,eggplants,peppers,mushrooms,cabbages)andfruit(e.g.apples,peaches,oranges,lemons)3.Askstudentstoworkinpairstodiscussthefollowingquestionsandthenoneofthemtellstheirideastotheclass.Questions:1)Whichgroupsoffooddoyoulikebest?2)Whichdoyoueatmostoften?3)Doyoueatthethreekindsoffoodeachday?3)Whatwillhappentoyouifyoudon’teatabalanceddiet?→Step3Pre-reading1.Letstudentsdiscussthefollowingquestion:Whatdoyouthinkshouldgointoagoodmeal?2.Askstudentstoimaginetheyaregoingtoinvitesomefriendsfordinner.Letthemdiscussthequestion:Whatspecialfoodofyourplacewouldyouofferthem?Thenhavethemplanamenu.3.LetstudentsturntoPage10,lookatthetitleofthereadingpassageandthepicturesandpredictwhatthepassageisabout.Thenhavethemreadthepassagequicklytoseeiftheyareright.→Step4Reading1.FastreadingAskstudentstoskimthereadingpassageandthenanswerthefollowingquestions:1)Whoarementionedinthestory?2)Wheredidthestoryhappen?Threeminuteslater,checktheanswerswiththewholeclass.Suggestedanswers:1)WangPeng,YongHuiandLiChang.2)Ithappenedinthetworestaurants:WangPeng’srestaurantandYongHui’srestaurant.2.IntensivereadingAllowstudentstoreadthepassagecarefullythistimetounderstandthemainideaofeachparagraphandtheimportantdetails,andthenfinishthefollowing:1)Choosethebestanswertoeachquestionaccordingtothetext.(1)WhatdidWangPengthinkofthefoodinhisrestaurant?A.Verybad.B.Justso-so.C.Unpopular.D.Popular.(2)WhatdidWangPengdoafterhesawhisfriendLiChanghurryingby?A.Hejustsatinhisrestaurantfellingfrustrated.B.Hedidsomeresearch.C.HefollowedLiChangtoseewhyhedidn’teatwithhim.D.Hebegantoadvertisehisfood.(3)WhichofthefollowingwasnotmentionedonYongHui’smenu?A.Apples.B.Cola.C.Water.D.Cabbages.(4)WhichofthefollowingdidWangPengnotdotowinhiscustomersback?A.Heimprovedhisfood.B.Headvertisedhisfood.C.Hedidsomeresearch.D.HefoundtheshortcomingsofYongHui’sfood.Suggestedanswers:(1)D(2)C(3)B(4)A2)Usetheinformationfromthereadingpassagetotickoutthecorrectstatementsandgivereasonsforyouranswers.(1)UsuallyWangPeng’srestaurantwasfullofpeople.(2)YongHuicouldmakepeoplethinintwoweeksbygivingthemagooddiet.(3)WangPeng’sregularcustomersoftenbecomefat.(4)YongHui’smenugavecustomersmoreenergy-givingfood.(5)WangPeng’smenugavecustomersmoreprotectivefood.(6)WangPengdecidedtocompetewithYongHuibycopyinghermenu.3)Thepassagecanbedividedinto3parts.Givethemainideaineachpart.PartMainideaPart1Part2Part33.ReadinganddiscussionReadthepassageathirdtimeandthenworkinpairstodothefollowing:1)Writeoutyouranswers.(1)TheweaknessofthedietinWangPeng’srestaurantwasthatitdidnotgive______________.(2)ThestrengthofthedietinWangPeng’srestaurantwasthatitprovided______________.(3)TheweaknessofthedietinYongHui’srestaurantwasthatitdidnotgive______________.(4)ThestrengthofthedietinYongHui’srestaurantwasthatitprovided______________.2)Discussthesequestions.Writedownyourmainpointsandcomparethemwiththoseofanotherpair.(1)WhatdoyouthinkWangPengwillprovidetowinhiscustomersback?(2)Howdoyouthinkthestorywillend?(Letstudentshaveenoughtimetoreadthepassagecarefullyanddiscussthequestionswiththeirpartners.Encouragethemtoexpandtheiranswersaccordingtotheirownexperiences.)4.ExplanationHelpstudentsanalyzesomedifficult,longandcomplexsentencesandguessthemeaningsofsomenewwords.Encouragethemtotrytodealwiththelanguagepointsinthecontext.Discussandexplaininyourownwordsthefollowingimportantsentencesorpartsofsentencestakenfromthepassage.1)WangPengsatinhisemptyrestaurantfeelingveryfrustrated.2)Nothingcouldhavebeenbetter.3)SomethingterriblemusthavehappenedifLiChangwasnotcomingtoeatinhisrestaurantashealwaysdid.4)HecouldnothaveYongHuigettingawaywithtellingpeoplelies!5)Perhapswithadiscountandanewsignhecouldwinhiscustomersback.5.ReadingaloudandunderliningAskstudentstoreadthepassagealoudtothetapeandletthempayattentiontothepronunciationofeachnewwordandthepauseswithineachsentence.Tellthemtopickoutalltheusefulexpressionsorcollocationsfromthepassagewhilereadingandcopythemtothenotebookafterclassashomework.Collocations:sitinhisemptyrestaurant,feelveryfrustrated,averystrangemorning,preparehismenu,bylunchtime,bynow,oughtto,befullof,bemadeof,Nothingcouldbebetter.,hurryby,followsb.into...,loseweight,befit,beamazedat,morethan,agoodmeal,getawaywith,hadbetter,dosomeresearch,toomuch,eventhough,energy-givingfood,feelmorehopeful,win...back,beon→Step5ConsolidationAskstudentstotalkabouttheproblemswiththedietinWangPeng’srestaurantandYongHui’srestaurantintheirownwordsaccordingtothetext.Thenletthemretellthewholestory.→Step6Homework1.Learntheusefulnewwordsandexpressionsinthispartbyheart.2.Readthereadingpassageagainandtrytoretellthestory.设计方案(二)→Step1Leadinginthetopic1.Learningsomevocabularyconnectedwithfoodanddiet.2.Identifyingdifferentgroupsoffood.→Step2WarmingupbymakingasurveyLetstudentsinterviewtheirteachersandclassmatesontheirdietandfillinthetable.NameBreakfastLunchSupperFavoritefoodThereasonforbeingstrong/weak/fat/thin→Step3Predictingbylookinganddiscussing1.Lookatthepicturesandtitleofthereadingpassageanddiscussinpairswhatthepassagemightbeabout.2.Twoorthreestudentswillgivetheiropinions.3.Letthemreadthepassagequicklytoseeiftheyareright.→Step4Reading1.Givestudents2minutes,andaskthemtoskimthepassageforthegeneralideaofthepassage.2.Givestudents5minutestoreadthepassagecarefully,andanswerthefollowingquestions.1)Whatmakesabalanceddiet?2)WhatiswrongwiththedietofbothWangPengandYongHui?3)WhydoesitmatterifyouonlyeatatWangPeng’sorYongHui’srestaurant?3.Givestudents4minutestoreadthepassageathirdtime.Encouragethemtotrytodealwiththelanguagepointsinthecontext.Thenletthemanswerthefollowingquestions.1)Whatdoestheword“frustrated”meaninParagraph1?2)Howdoyouunderstandthesentence“Nothingcouldhavebeenbetter”?3)Whatdoesthephrase“getawaywith”mean?4.ListeningandreadingaloudPlaythetapeofthetextforstudentsandletthempayattentiontothepronunciationofeachnewwordandthepauseswithineachsentence.Thenaskthemtoreadthetextaloudtothetape.→Step5DiscussionAskstudentstoworkinpairstodiscussandcomparethetworestaurants.Trytofindoutthestrengthandweaknessofeachtofillinthechart.WangPeng’srestaurantYongHui’srestaurantStrengthWeakness→Step6ExtensionLetstudentsthinkaboutanddiscussthefollowingquestions.1)WhatdoyouthinkwillhappentoWangPeng’srestaurant?2)Inyouropinion,whatkindoffoodshouldweeat?3)Canyoumakeabalanceddietforyourself?→Step7Closingdownbyretellingthestory1.Havestudentsgetpreparedin3minutesorsoandthenaskthemtoretellthestory.2.Askasmanystudentsaspossibletohaveatryinfrontoftheclass.→Step8Homework1.Gooverthetextandtrytolearnalltheusefulwordsandexpressionsinthispartbyheart.2.FinishtheexercisesinComprehendingonPage11.

板书设计

Unit2Healthyeating

Comeandeathere(1)TrueorfalseKeysentences1.UsuallyWangPeng’srestaurantwasfullofpeople.2.YongHuicouldmakepeoplethinintwoweeksbygivingthemagooddiet.3.WangPeng’sregularcustomersoftenbecomefat.4.YongHui’smenugavecustomersmoreenergy-givingfood.5.WangPeng’smenugavecustomersmoreprotectivefood.6.WangPengdecidedtocompetewithYongHuibycopyinghermenu.1.WangPengsatinhisemptyrestaurantfeelingveryfrustrated.2.Nothingcouldhavebeenbetter.3.SomethingterriblemusthavehappenedifLiChangwasnotcomingtoeatinhisrestaurantashealwaysdid.4.HecouldnothaveYongHuigettingawaywithtellingpeoplelies!5.Perhapswithadiscountandanewsignhecouldwinhiscustomersback.

活动与探究Asweknowfromthestory,WangPengwantstoknowwhat’sthematterwithhismenuandhewonderwhatheshoulddotosatisfythedemandofthecustomerswhoenjoythetasteandalsowanttokeepfit.Supposeyouareanexpertwhoknowsnutritionverywell.WritearesearchreportforWangPengtogivehimsomesuggestionsandadviceondietandmakeabalancedmenuforhisrestaurant.

Unit 2 Healthy eating教案

一名优秀的教师就要对每一课堂负责，作为高中教师就要早早地准备好适合的教案课件。教案可以让学生能够听懂教师所讲的内容，使高中教师有一个简单易懂的教学思路。那么怎么才能写出优秀的高中教案呢？为了让您在使用时更加简单方便，下面是小编整理的“Unit 2 Healthy eating教案”，仅供参考，欢迎大家阅读。

Unit2Healthyeating教案

教学目标

通过本单元教学，使学生掌握有关提出建议或忠告的句型，对他人的一些具体问题提出自己的建议或忠告。复习有关看病的用语。通过对课文的学习，了解有关营养与卫生方面的基本常识，描写中国食谱与西方食谱之间的差异及优势。

1．重点词汇

examine；advise；contain；score；scoresof；discuss；cause；suggestion；in（the）future；berichin；putonweight；attheend（of）；loseweight

2．重要句型

1）Iadviseyounottoeatfruitthatisntripeinfuture.

2）Theresultisthatmanyofthembecomefat.

3）Thereisasmuchsugarinitaseightpiecesofsugar.

3．语法

学习英语中提出建议和忠告的句型

4．日常交际用语

a.Seeingthedoctor：

1）WhatcanIdoforyou？Whatwasthematter？

2）Liedownandletmeexamineyou.

3）Ivegotapain/cough/headache.

4）Idontfeelwell.

5）Theressomethingwrongwith……

6）Takethismedicinethreetimesaday.

7）Drinkplentyofwaterandhaveagoodrest.

8）Taketwopillsnowandtwomoreinfourhourstime.

b.Makingsuggestionsandgivingadvice

1）Youdbetterhaveagoodrest.

2）Iadviseyoutodosomething.

3）Iadviseyounottodosomething.

4）Isuggestthatyoudo…

5）Whynotdo…？

6）Whydontyoudo…？

教学建议
写作建议

1．首先让学生们写在练习本上，然后与同组讨论，互相交换议建议。

2．谈论书中所给出的几个题目，练习学生们看病的用语。如：

Ivegotapain/Theressomethingwrong，/Ifeelterrible./Idontfeelwell，soon.

课文建议

Step1本篇课文是有关健康饮食的话题，通过对比中西方饮食的对比，让学生们能够对课文的了解，教师列表写在黑板上。（略）

Step2通过阅读，让学生掌握一些饮食的名称，如Whatsyourfavoritefood？

duck/chicken/egg/peanuts/jiaozi/noodles/chocolate/cream/cakes/potatocrisps/butter，etc…

听力建议

Step1.Preparationforlistening

让学生们准备去听听力，首先让他们看P121页的练习，使学生们能够了解练习的大概内容。

Setp2.每一道题先放一遍，提问学生们是否听懂，大概的内容是什么。然后再放两遍，让学生们单独去做练习。

Setp3.让学生们能够重复每一段小故事。如：Ex1.

Iwasinachemistrylesson.Iwascarefullylookingatsomethingonthelabtableandmyhaircaughtfire.LuckilyIwasntbadlyhurt.NexttimeIlltiemyhairbackbeforeIgointothelab.Longhaircanbedangerous
重点难点讲解

辨析pain与ache

相同点：两者都表示疼痛。不同点：

pain要注意以下三个方面：

①表示身体某部位不适时，属于可数名词；

Iveapaininmyback.我后背有点疼。

②表示精神上的痛苦时，属于不可数名词；

Hegavehismothermuchpainbyfailingallthesubjects.他所有的考试不及格使他妈妈很痛苦。

③作“努力”、“辛苦”讲时，只用复数形式，但不能用many，few修饰。

Nopains，nogains.不劳则无获。

ache表“疼痛”时，其主语是身体的某部位，而不是“人”。

Mylegsache.=Ihavepainsinmylegs.我脚疼。

注：head，tooth，stomach（胃）与ache一起构成复合名词，如：headache（头疼），但leg，foot，hand，forehead不行。

辨析asleep，sleepy和sleeping

相同点：这三个词都具有形容词性质。不同点：

asleep意思是“睡着了，它是表语形容词，在句中只能作表语或宾语补足语，不能作定语。

TheteacherfoundTomasleepinclassandkepthimbehindafterschool.

老师发现汤姆在课上睡着了，放学后把他留了下来。

sleepy意思是“想睡了”但并没有睡着。它可以在句中作定语。

ImsleepyandIdliketogotobed.老想睡了，我去房间休息了。

sleeping意思是“正在睡觉”。它可以在句中作定语。

Theywokeupthesleepinggirlandaskedherwhereherparentswere.他们把那位正在睡觉的女孩叫醒，问她父母在哪儿。

辨析diet与food

相同点：diet，food都可作“食物”解。不同点：

diet指的是习惯的食物或规定的食物，特指维持健康的定量或定质的食物，如病人的疗养饮食。

Thedoctorhasorderedmeaspecialdiet.医生给我安排了特殊的饮食。

注意：diet是可数名词，常与不定冠词a连用，如：

food是一般用法，凡能吃喝的具有营养的东西都称food.food是不可数名词，但在表示食品的种类时，可以用复数。

Thedoctorputhimonadietafteroperation.手术之后，医生规定了他的饮食。

Toomanysweetfoodswillmakeyoufat.太多的甜食会使你发胖。

辨析inthefuture与infuture

相同点：这两个短语都表示“在将来”的意思，一般可以互换。不同点：

1）infuture（=fromnowon）强调“从今以后/今后”，如：

Dontdothatagain.Bemorecarefulinfuture.别再那样做了，今后更要注意。

2）inthefuture（=timethathasnotcomeyet）侧重表示“将来某个时候/将来”，不一定就是从今立即开始，与inthepast相对。

Mysisterwantstobeanactressinthefuture.我妹妹将来想当演员。

辨析toomuch与muchtoo

1）muchtoo具有副词功能，作程度状语，常用来修饰形容词或副词原级，意为“实在太，非常”。它不能修饰动词。

Itismuchtooexpensive.这实在太贵了。

2）toomuch具有形容词、名词和副词的功能，可用作主语、宾语、表语、定语或状语，意为“太多、过多、过分、太厉害”。中心词为much，too用于修饰much，表示程度，用以加强语气。其用法可以归纳为以下几种：

a.用作形容词，修饰不可数名词；

b.用作副词，修饰动词，作状语。

c.用作名词，后常与of连用。

d.用作代词；

e.一般不单独用在be动词之后，但可用在“betoomuchforsb.”结构中，表示“对某人来说太难了（受不了）”。例如：

1）Therewastoomuchnoise.（√）Thenoisewastoomuch.（×）噪音太大了。

2）Sheisafraidtheripwillbetoomuchforher.她怕受不了旅途的劳累。

3）Youareaskingfortoomuch.你要的太多了。

4）Jackthinkstoomuchofhimself.杰克太自以为是。

Itcosthimtoomuch.他付出的代价太大了。

辨析advise和suggest

相同点：这二个动词都是提出建议和忠告，后面同时可接如下用法：

1）可接名词：Headvised/suggestedarest.他建议休息一下。

2）代词：Theyadvised/suggestednothingtous.他们对我们没有什么建议。

3）动名词：Tomadvised/suggestedsendingforadoctoratonce.汤姆建议立即叫医生。

4）that引导的宾语从句（that从句中用should+动词原形，should可省略，意思相近）。

Iadvised/suggestedthathe（should）eatmorefruit.我建议他应多吃水果。

不相同点：

advise可以接宾语+不定式短语或疑问词引导的不定式短语，而suggest不能这样用。

Thedoctoradvisedmetorestforaweek.医生建议我休息一星期。

Isuggestedtoholdameeting（×）

Isuggestedholdingameeting.（√）

Johnsuggestedustogoforawalk.（×）

Johnadvisedustogoforawalk.（√）

辨析dieof与diefrom

相同点：两者含有“由于……而死”之意，后均接名词或动词-ing形式。在因外界环境影到体内或疾病，衰弱，年迈而造成的死亡时，两者可互换。

Hediedof/fromovereating/hunger/cold/illness.他因为消化不良/饥饿/寒冷/疾病而死亡。

不同点：

dieof可用来表示因内在感情而造成的死亡，或因直接原因导致死亡，常用于以下情况：

dieofcancer/acold/afever/oldage/sorrow/love

diefrom用来表示非人体的而是环境污染，事故等造成的死亡，或者说因间接原因导致死亡，常用以下情况：

diefrompollutedair/anaccident/drinkingtoomuch/awound因污染的空气/事故/饮酒过度/受伤而死
分析句型asmuch/manyas…

作“多达……程度”解。所涉及的数量如果是可数的，则用many，如果是不可数的，则用much，如：

Youcaneatasmuchasyoulike.你爱吃多少就吃多少。

Hereareplentyofmagazines.Takeasmanyasyouwant.这里有大量的杂志，你要多少拿多少吧。

分析discuss用法

vt.讨论，商量，商讨

1.+疑问词+todo

Welldiscusswhentoholdthesportsmeeting.我们将讨论什么时候开支运动会。

2.+从句

Wediscussedwhereweshouldgo.我们讨论了我们该上哪儿去。

n.讨论，议论

Wehadalongdiscussionaboutthequestion.关于这个问题我们讨论了很长时间。

causemuchdiscussion引起议论

beunderdiscussion在讨论中。

1．Whenplayingfootballorbasketball，youmightbeusing400caloriesanhour.

这句是状语从句中省略了主语和动词be.在表示时间、地点、条件、方式（比较）或让步等的状语从句中，如果谓语含有动词be，主语又和主句的主语一致，或其主语是it，那么从句中的主语和谓语的一部分（尤其是动词be）往往可以省略，如：

连词+V-ing

When（shewas）walkingalongtheriver，shemetthestranger.

连词+V-ed

Hewontcomeunless（heis）invited.

连词+adj/adv

Thenewswillchangeallourplan，if（itis）true.

另外，在比较状语从句或方式状语从句中，可根据需要省略相同的成份。

Youcanjumpmuchhigheronthemoonthan（youjump）ontheearth.

2．Whatfooddoyouthinkishealthyandwhichisunhealthy？

该句为“特殊疑问词+doyouthink+其他部分构成的，用以征询对方的看法或推测等。其中的doyouthink是插入语，并不影响全句结构。可以用于这一结构的动词还有believe，imagine，suppose等，如：

Whodoyouthinkhasgotthefirstprize？你认为谁获得了第一名？

Whichdoyousupposewillbetakenawaynext？你认为接下来被拿走的是哪一个？

但是当think，believe，imagine，suppose等用在“think+宾语+tobe”结构时，要慎重选择who（主格）或whom（宾格），试比较：

1）Whomdoyouthinktobethebestinourclass？你认为谁是我们班最好的学生？

2）WhodoyouthinkwillbeourEnglishteachernextterm？你认为下学期谁会当我们英语教师？

句1为“thinksb.tobe”结构，是对sb.表示疑问。

句2是对Ithink后宾语从句的主语表示疑问。

表示建议和提出忠告的方法

“建议”可以包括两个方面，即表示建议对方做某事和表示建议对方和自己一起做某事，第二种情况在现代汉语中可用“咱们”这个人称代词。“建议”有许多表达方法，有直接了当地提出自己的想法，也有转弯抹角地暗示自己的想法；有随时想起的提议，也有经过周密思考提出的建议。表达“建议”的常用方法有：

1）用“Lets”开头的祈使句后面接动词原形，建议对方和自己一起做某事，句尾常常加“shallwe？”，“OK”等用于征求对方看法的词语，从而使语气缓和得多。例如：

Letscrossoverherewhilethelightsgreen.

Letscallitadaynow，OK？

Letsgoupstairs，shallwe？

“Lets…，shallwe？”句型可以和“Shallwe…？”换用，肯定回答常用“Yes，lets…”.例如：

—Shallwelistentosomemusic？—Yes，letslistentosome.

2）用“Whydontyou…”句型建议对方做某事，可缩略为“Whynot…？”。例如：

Whydontyousellthecarifyouneedmoney？

Whynotlookinthelocalpaper？

3）用“How/Whatabout…？”句型，表达非正式的建议，征求对方意见，多数情况下建议对方和自己一起做某事。例如：

HowaboutatriptothebeachonSunday？

Whataboutcomingacrosstheroadforabreak？

4）用suggest，suggestion等词汇表示比较正式的建议，在会议和讨论中使用较多，也常用于书面语中。例如：

Isuggestameetingwiththenewmembers.

Isuggesttryingitoncemore.

Isuggest（that）we（should）takethenighttrain.

“劝告”偏重于为对方着想，替对方出主意、想办法，或者是长辈对晚辈、师长对学生、有经验的对无经验的人讲应该做什么或怎样去做。表达“劝告”的常用方法有：

1）“Youdbetter….”句型表达随便的劝告，口语中有时省略had和主语you.例如：

Youdbettertakeanumbrella.Itsgoingtorain.

Betterdoityourself.Itsnogooddependingonothers.

2）用should，oughtto，might，could等情态动词表达责任和义务。例如：

—Pleasetellmewhichcoursestotakeinthefirstterm.

—Well，youcouldtakeahistorycourse.Youmightalsotakeartcourse.Youshouldcertainlytakealanguagecourse.

3）用advise，advice等词汇。例如：

Istronglyadviseyoutoseethedoctor.

Myadviceis：Gotothedoctorrightnow.

Unit 5 Canada—“The True North” Part 1 Teaching Design教学设计

Unit5Canada—“TheTrueNorth”
Part1TeachingDesign
第一部分教学设计
Period3AsamplelessonplanforUsingLanguage
(“THETRUENORTH”FROMTORONTOTOMONTREAL)
Introduction
Languageislearnedtobeusedinandforcommunication.Sointhisperiodweshallhavethestudentsread,listen,writeandspeakinEnglish,makinguseofthefocusedwords,expressions,structuresandtopicideascoveredinthisunit.Warmingupbylisteningandwritingistobefollowedbyspeaking，readingandunderliningandacting.Theclassendsinclasshavingaguidedwriting.
Objectives
Toenjoythepassage“THETRUENORTH”FROMTORONTOTOMONTREAL
Tolearntousethelanguagebyreading,listening,speakingandwriting
1.Warmingupbylisteningandwriting
Turntopage37andlistentothetapeandcompletethesentenceswithcorrectinformation.
2.Speaking
Ingroupsoffour,talkaboutthe4questionsonthetopofpage38.
Bilingualism双语国家
UndertheOfficialLanguagesAct,Canadaisanofficiallybilingualcountry.ThismeansthatCanadianshavetherighttogetfederalgovernmentservicesinEnglishorFrench,nomatterwhatpartofCanadatheyarelivingin.
NewBrunswickistheonlyprovincethatisofficiallybilingual.NewBrunswickresidentsreceiveservicesinbothofficiallanguagesfromalloftheirprovincialgovernmentdepartmentsandagencies.
InQuebec,Frenchistheofficiallanguageandinmostcases,provincialandmunicipalservicesareprovidedinFrench.
Intheotherprovincesandterritories,Englishistheofficiallanguage,andtheavailabilityofprovincialservicesinbothofficiallanguagesvaries.
Atthemunicipallevel,theavailabilityofservicesinbothofficiallanguagesvariesgreatly.
Multiculturalism多元文化
Canadaispopulatedbypeoplewhohavecomefromeverypartoftheworld.ThroughtheCanadianMulticulturalismAct,thegovernmentencouragesCanadianstotakeprideintheirlanguage,religionandheritageandtokeeptheircustomsandtraditions,aslongastheydontbreakCanadianlaws.
3.Readingandunderlining
Nextyouaretoread“THETRUENORTH”FROMTORONTOTOMONTREALandunderlinealltheusefulexpressionsorcollocationsyou’vefoundinit.Copythemintoyournotebookafterclassashomework
Collocationsfrom“THETRUENORTH”FROMTORONTOTOMONTREAL
frostontheground（地上覆盖了一层薄霜）,aroundnoon（中午时分）,themostwealthyandbiggestcityinCanada（加拿大最大最富有的城市）,leavefor…（离开去……）,goonatourofthecity（继续在市内游览一番）,goupthetower（登上塔顶）,lookacrossthelake（俯瞰湖面）,flowinto…（流人……）,flowover…（流经……）,onone’swayto…（在去……的路上）,acoveredstadium（加顶的运动场）,walknorth（向北走）,phone…fromatelephonebooth（到电话亭给……打电话）,havedinnerindowntownChinatown（在市内的中国城吃晚饭）,moveto…（移居到……）,meet…at…（在……迎接……）,getgoodCantonesefood（吃到好吃的广东菜）,comefromSouthChina（来自中国南方）,goasfarasOttawa（去到远至渥太华）,aboutfourhundredkilometersnortheastofToronto（距多伦多东北大约有400公里）,taketoolong（花费的时间长）,atdawn（黎明）,atthetrainstation（在火车站）,haveEnglishwordsinsmallletters（有小字体的英文标注）,godowntown（到市区去）,becloseto…,（接近……）spendtheafternooninthelovelyshops（整个下午在可爱的商店）,visit…in…（在……拜访……）,sitinacafé（坐在咖啡馆）,lookover…（眺望……）,sitdownwith…（和……坐在一起）,onatraintripacross…（坐着火车上横穿……）,haveaFrenchculture（具有法国文化）,speedalongtherivertoward…（沿着河流驶向……）,dreamof…（梦想……）
4.Actingatextplay
Actingoutthetextisastrategyformotivatingustoreadoutloudthetext.Weneedoralpracticeandhelpwithpronunciationandsoactingoutthetextreallyhelpsus.
Nextwearegoingtoputthetext“THETRUENORTH”FROMTORONTOTOMONTREAL”onstage.
（用原版）
ATEXTPLAYOF“THETRUENORTH”FROMTORONTOTOMONTREAL”
(onthetrain)
LiuQian:Look!Themapletreesareredandgoldandorange.
LiDaiyu:Yes,thereisevenfrostontheground.
LiuQian:Isee.It’sfalltimeinCanada.
(aroundnoon)
LiDaiyu:WearecomingclosetoToronto,themostwealthyandbiggestcityinCanada.
LiuQian:Wonderful!IamsoexcitedthatIcan’twaittogoonatourofthecity.
(outofthetrainstation)
LiuQian:Whatcanwevisit?
LiDaiyu:WeshallgoupthetowerofCNorCNTowerwherewecanlookacrossthelakeandseethemistycloudrisingfromthegreatNiagaraFalls.
LiuQian:Wheredoesthewaterflow?
LiDaiyu:ItflowsintotheNiagaraRiverandoverthefallsonitswaytothesea.
LiuQian:Look!Thereisacoveredstadiumoverthere!
LiDaiyu:Ithasbeenhomeofseveralfamousbasketballteams.Oh,bytheway,let’sstophere.Iamgoingtophoneoneofmymother’sfriendsfromatelephonebooth.Helivesaroundhere,Ithink.
LiuQian:Wherearewegoingtotakeourdinner?Iamhungry,veryhungry.
LiDaiyu:Fordinner,weshallgotothedowntownChinatown.ButfirstwehavetomeetLinTaoatThePinkPearl.Hemovedheremanyyearsago.
(atThePinkPearl)
LinTao:Hi,LiDaiyu!Hi,LiuQian.NicetoseeyouhereinCanada.
LiuQian:Thankyouforcomingtomeetus.But,I…,Iamhungry.I’dliketohaveCantonesefood.Idon’tlikeCanadianfoodatall.
LiDaiyu:NeitherdoI.TherearemanypeoplewhocamefromSouthChina.TheycookniceCantonesefood.
(afterdinner)
LinTao:It’stoobadyoucan’tgoasfarasOttawa.
LiuQian:Whereisit?Isitabigcity?
LinTao:It’saboutfourhundredkilometersnortheastofToronto.ItisthecapitalcityofCanada.
(atdawnthenextmorning)
LinTao:HereweareatthetrainstationofMontreal.
LiuQian:TheyarenotspeakingEnglish!
LinTao:No,theyaren’t.PeoplearespeakingFrenchhere.Butdon’tworry.AlltheFrenchsignsandadshaveEnglishwordsinsmallletters.
LiDaiyu:Let’sgodowntowntoOldMontreal.It’sclosetothewater,Iguess.
LinTao:Iagree.Ilikespendingtheafternooninthelovelyshops,visitingartistsintheirworkplaces,sittinginacafé,lookingoverthebroadStLawrenceRiver.
LinTao:Areyoudreaming?
LiDaiyu:Goahead,let’sgetstarted!
5.Guidedwriting
SupposeyouareLiuQiannow.YouaregoingtowritehomeanimaginedreportonCanada.
Afteratotalflighttimeof11hoursIshouldbetiredIguess,butsomehowIwasinagoodshapeandstillwillingtohaveafirstsightseeingtouraroundCadada.
TodaywewenttoCapilanoSuspensionBridge,a13mlongand70mhighsuspensionbridge.Isawquitesometotemsthere,prettyimpressing.IcouldalsoseehowthosetotemsaremadebyIndians.
TodayImetmydistantcousinLiDaiyu.SheisfromBeijingandstudiesinVancouver.Untilwecouldfindarrangementstomeet,severalphonecallshadtogoallaroundtheglobefromCanadatoChinaandfromChinatoCanadaagain.