Unit 2 Healthy Eating Using Languag
unit2-healthy-eating-using-language
(2)When Jason failed to pay his bill, the
network company____A____ his Internet
connection.
A．cut off
B．cut in
C．cut across
D．cut down
10. before long 不久以后
点拨 : before long 相当于 soon，常用于将来 或过去时态。
for their fence is the limit of the schoolyard. 那堵围墙是校园的界线。 I'll help as much as I can, but there is a limit to what I can do. 我会尽力帮忙，但我所能做的也是有限的。
4. glare (1) vi. 怒目而视; 闪耀
She didn't look happy but glared at him. 她怒视着他，看上去不高兴。
The sun glared on the sea. 太阳在海上发出令人目眩的光芒。 (2) n. [C]怒视，瞪眼；[U]炫目的光
The fierce glare on his face stopped me from talking. 他面带怒色，使我不能说话。
拓展 benefit from... 从……受益 be of (great/much/no) benefit to
_对__…__…_(_很__/_没__)有__好__处____
for the benefit of ___为__了__…__…__的__利__益____
beneficial adj.有益的，有利的
很早以前
unit2healthyeating教学设计
教学设计：《普通高中课程标准实验教科书英语》Model 3Unit2 Healthy eating张富民（大厂第一回民中学）教学内容：语言的运用（Using language）中的Listening ，Reading，Speaking and writing一、设计思路：1.指导思想及依据：本部分教学内容是围绕中心话题进行听说读写的综合性练习。
通过本单元话题学习，要实现语言知识、语言技能、学习策略、和价值观四个方面的有机结合。
⑴在英语教学中要努力使基础知识转化为言语技能，并发展成用英语进行交际的能力。
⑵注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力。
⑶发展学生的自主学习能力和合作精神。
⑷根据学生的个性特征和发展需求，为他们提供充分展现的空间，拓宽视野，增强社会责任感，培养创新精神和实践能力，发展与人沟通和与人合作的能力。
二、教材分析与学情分析1.教材内容分析及教材处理：本单元的中心话题是“健康饮食”，探讨各种食物对人体的作用，让学生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，日常生活中少吃汉堡、薯条等高热量低营养食品，多吃水果、蔬菜和谷物，远离肥胖和亚健康状态。
丰富饮食文化。
为了围绕此中心话题开展听、说、读、写活动，本单元安排了八个部分：热身（Warming Up）、读前(Pre-reading)、阅读(Reading)、理解(Comprehending)、语言学习(Learning about language)、语言运用(Using language)、小结(Summing Up)和学习建议(Learning Tip)其中语言运用(Using language) 部分的目的是让学生运用本课所学的语言知识与课文内容分进行听、说、读、写的综合训练。
包括三项活动：⑴.听（Listening）⑵读与讨论（Reading and discussion）⑶.说与写（Speaking and writing 表面是一些单项技能训练，比如Speaking或Writing，但其实是两项或三项技能的综合训练。
Unit2 Healthy Eating-Using Language公开课课件
• C Wang peng is doing research to find out how an unbalanced diet affect your health.
Welcome!
Unit2 Healthy Eating
Revision
• Is Yong Hui’s diet a balanced diet? How about Wang Peng’s diet?
Pre-listening
• Wang Peng wondered if his menu make people fat, he could not have Yong Hui getting away with telling people lies. Thus he decided to go to the library and do the research!
What these illnesses are?
Rickets: legs that do not grow straight 佝偻病 Scurvy:
teeth fall down, problems with skin and sores that will not heal 坏血病 Obesity: not enough protein and vitamin D 过度肥胖
The following expressions may help you:
• What should we do? • You must/ mustn’t… • You’d better… • I would strongly advise you to… … You can find more on page15.
初中英语-Unit 2 healthy eating Using
balance n 平衡 v.平衡
孩子骑在他的自行车上不能保持平衡．
The child couldn’t keep his balance on his ＿n＿e＿w＿＿b＿ic＿y＿c＿l＿e＿. ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
5. glare, stare, gaze
glare: 怒视，表示愤怒地看 eg. They stopped arguing and glared at each other.
Yong Hui was very angry when she came to Pengwei’s restaurant because _S_h_e_t_h_o_u_g_h_t _h_e_h_a_d__s_p_ie_d__o_n_h_e_r_r_e_s_ta_u_r_a_nt.
Wang Peng explained that he found her menu so limited that he stopped worrying and started advertising the benefits of h_i_s_f_o_o_d_. _______________________.
The competition between the two restaurants was on.
A week later:
…Wang Peng’s restaurant was _n_e_a_r_ly__fu_ll_ . He felt happy because he was able to _e_a_r_n_h_i_s_li_v_in_g_ and did not look forward to _b_e_in_g_i_n_d_e_b_t.. He smiled as he w__e_lc_o_m_e_d_ some customers warmly at the door.
初中英语-Unit 2 Healthy eating using language课件
What is the main idea for each paragraph?
Para.1: Para.2:
Tfcihnoeayollcypogemorbt iamnteadrirotihenedi.r menu and
Wang Peng’s restaurant was full of
Taking exercise is of great benefit to our health. beneficial adj.
be beneficial to… (见学英语报）
Para. 2
7. I feel sick with all this fat and heavy food.
吃了这么多油腻的、难消化的食物,我 都觉的恶心了。
She misunderstood him / thought he spied on her and her menu.
Wang peng explained that
_H_e_f_o_u_n_d_h_e_r_m_e_n_u__so__li_m_i_te_d_t_h_a_t _h_e_s_to_p_p_e_d_worrying
2) vi. 结合，混合
Hydrogen combines with oxygen to form water. = Hydrogen and oxygen combine to form water.
9. cut down 减少，削减，砍倒
1) We need to cut the article down to 1,000 words. 2) They have cut down a tall tree.
B3 unit 2 healthy eating using language
序数词与the连用表示“第几”，与a / an连用表示
“又一，再一”。
You are the second to tell me the news. 1)_________________________________ 你是第二个告诉我这个消息的人。
2) ____________________, He failed a second time but he said he would go on trying until he succeeded. 他又失败了一次，但他说他会继续努力直到成 功。 3) He said that he would pay ________ second visit to Australia ________ next month. A. the, / B. the , the C. a, the D. a, /
in debt 欠债 •out of debt 不欠债
•get into debt 负债
•in debt to sb/in one's debt 欠某人的钱，欠某人的人情
•pay one's debts 偿付债款
•即学即练
•现在我欠债很多，但希望发工资后能付清。
•I’m heavily in ____________ at the moment, but I hope debt to _____________ when I get paid. be out of debt
agree with what he said. 1. I ______ agreed on 2. After a further discussion, both sides_____
the date for the wedding. agree with each other on that point. 3. They didn’ t _______ to give him another 4. At last the teacher agreed ________ chance. agree on this point. 5. You and I _________ with his opinions. 6. They might not agree ________ to your demands. 7. She can’t agree _________
高中英语 Unit 2 Healthy eating《Using Language》课件 新人教版必
Ⅱ.完成句子 1．Nobody, including your parents, has the right to ________ ________ (监视)
you. 答案：spy on 2．I tried so hard to stay awake, but ________ ________ (不久) I fell a not easy to ________ ________ ________ (谋生) in modern society if
one doesn't have any skills. 答案：earn his/her living 或 make a living 4．Don't eat too much fat, or you will ________ ________ ________ (长胖)． 答案：put on weight
5．The company produces computers in ________ (cooperate) with a German firm.
答案：cooperation 6．“Well, there's nothing we can do about it now，” Jenny ________ (sigh)． 答案：sighed 7．What would you do with your life if you did not need to work to earn a ________ (live)?
答案：in debt
Ⅲ.语法填空 There have always been a lot of commonly believed but false ideas about being fat and doing exercise. Some people believe that they can't help 1.__________(put) on weight as they get older, while others think that if they stop exercising, their muscles will turn 2.__________ fat. Here are some more myths： I'll never lose weight — I come from a fat family Wrong! While we can't change the body type we are born with, we can't blame our genes for making 3.__________ fat. There's plenty of 4.__________ (evident) that fatness runs in families, and the main reason is 5.__________ they share the same habits of eating too much and exercising too little.
Unite 2 Healthy Eating
Unite 2 Healthy Eating Unite2HealthyEatingUsinglanguage---教案Teachingaims:.Todevelopthestudents’readingability,learntousesomereadingstrategiessucha sguessing,skimmingandsoon;2.Togetthestudentstorealizetheimportanceofhavingahe althydiet3.Tograspsomeusefulwordsandexpressionsinthispassage ,suchasbetiredof,curiosity,getawaywithetc.Teachingimportantanddifficultpoints:.Understandthetextwell.2.Trytomastertheusefulnewwords&expressionsinthi speriod.Teachingprocedures:Step1Revision.whoiswangPeng?2.whathappenedonthatstrangemorning?3.Howdoyoulikethefoodinhisrestaurant?4.whatdidwangseewhenhefollowedLichang?5.whatkindoffoodwasservedinthisrestaurant?6.whoisyongHui?7.whatamazedwanginyongHui’srestaurant?8.whatdidwangdecidetodoafterheleftthere?9.whatdidwangfindoutafterreading?0.whatdidhedothen?Step2pre-listeningwhatmakesabalanceddiet?whattheseillnessesare?rickets:legsthatdonotgrowstraight佝偻病scurvy:teethfallout,problemswithskinandsoresthatwil lnotheal坏血病obesity:muchtoofat过度肥胖Step3listening.Listentothetapeandthenfillinthecharts.Energy-givingfoodsBody-buildingfoodsProtectivefoodsRice,noodles,meat,fishFruitandvegetables2Listenagainandjointhenamesoftheillnessestotheircau ses.Scurvytoomuchrice,noodlesandsugarRicketsNotenoughvitamincobesityNotenoughproteinandvitaminD3.ListentothewholedialoguebetweenwangPengandanexper t.writedownthemainideaofthedialogue.<wangPengisdoingresearchtofindouthowanunbalanced dietcanaffectyourhealth,soyouneedtoeatabalanceddiet ifyouaretostayhealthy.>Step4postlisteningDiscusswithyourpartners.ownerofrestaurantProblemswithfoodsofferedFoodstobeofferedwangPengyongHuiStep5Predicting:Lookatthepictureandanswerthefollowingquestions: .whoisthemaninthepicture?2.whatishedoing?3.canyouguesswhathewilldoafterhecomesintotherestaur ant?Thecompetitionbetweenthetworestaurantswason.canyouguesswhatwillhappentowangPengandyongHui?Step6.fastreadingExerciseaboutTRUEorFALSE.wangPengwonbackhiscustomersbecausehemustmakeal ivingontherestaurant.2.wang’srestaurantservestoomuchenergy-givingfoodwhileyongH ui’sisahealthydiet.3.Atlast,theycombinedtheirmenusandcutdownthefatandi ncreasethefibreinthemeal.4.TheirbalancedmenumadewangandyongHuislimmer.Step7carefulReadingReadthetextfast,thenanswerthefollowingquestions: .whydidyongHuicometowang’srestaurantthenextday?<Becauseshewasangrywithwhatwangdid,andwantedtoas khimtomakeanapologytoher.>2.HowdidyongHuifeelwhenshehadthemealinwang’srestaurant?<Shefeltsickwithallthatfatandheavyfood,andshemis sedhervegetablesandfruit.>3.whatdidtheyfindaftertheirchat?<Theyfoundtheydidn’tofferbalanceddiets.Becausewangdidn’tofferenoughfibreandyongHuididn’tofferenoughbody-buildingorenergy-givingfoods.>4.Readthepassageagainandfillinthechart.Insteadofcompletingwitheachother,whatdidtheydotoimprovethediet,makingithealthier?whatdidtheydo?Resultcombinetheirmenuandprovideabalancedone.Rawvegetableswithhamburgers2.boiledpotatoes,notfried3.freshfruitwithicecream4.cutdownthefat5.increasethefibre6.abigsuccess5.Howhastheirrelationshipchanged?6.Fillintheblanks.wangPengandyongHuicombinedtheirmenu,theyserved_____ _________ratherthan_________.Beforelong,wangPengwei became________.yongHuibecame________.Becauseoftheircooperation,they___________________________________.Finally,they________________________.Step8languagepoints.earnhisliving谋生earnone’living=earnaliving=makealiving（by…）=makeone’slivingby=liveby...2.Hedidnotlookforwardtobeingindebtbecausehisrestaur antwasnolongerpopular.beindebt:owealotofmoney欠债3.glarevi.怒目而视glareatsb.怒目注视某人glance:glance看一眼glimpse:catch／getaglimpseof瞥见stare:stareat／into盯着4.1)agreewithsb./withone’swords2)beagreed（on/aboutsth.）agreetosth.同意（某提议，计划，方案等。
高中英语Unit 2 Healthy eatingUsing language课件第三课时
3. Pengwei’s research showed__________. A. his menu was balanced B. both menus were balanced C. Yong Hui’s menu was balanced D. neither menu was balanced
Listen carefully !
Owner of restaurant
Problems with foods offered
Foods to be offered
Wang pengwei
Too much fat
More protective foods
Yonghui
Not enough fat
what are energy-giving, body-building and protective foods.
Energy-giving foods__h_e_l_p_y_o_u__w_o_r_k__a_n_d__p_la_y__ __a_l_l_d_a_y_._They are rice, noodles, nuts, butter and etc. Body-building foods_m__a_k_e__st_r_o_n_g_b__o_n_es _a_n_d__m_u_s_c_l_e_s _and they are meat, fish and tofu. Protective foods__h_e_l_p_a__p_e_r_s_o_n_d_i_g_e_s_t _fo_o_d__a_n_d k_e_ep__t_h_e_b_o_d_y__h_e_a_l_th_y_. They are fresh fruit and vegetabods
Unit 2 Healthy eating Post-reading & Using language
熟背课文长难句并理解要点
1. ［Perhaps］ he would be able to earn his living ［after all］ and not have to close his restaurant. =and would not have to close his restaurant
熟背课文长难句并理解要点 neither... nor... “既不……也不……”， 其含义 是否定的， 可以连接两个并列的成分。 2) 其反义词组为both...and...， 表示 “两者 都”， 谓语动词用复数形式。 e.g. Both New York and London have traffic problems. 纽约和伦敦都存在每空一词） 1) An unknown reason behind the behavior? ____________ Is there/ Is it/ Is___________ this/ Is that an unknown reason behind the behavior? 2) Do you have any questions? If not, let’s go home. you _____, don’t Do you have any questions? If _____ haven’t let’s go home.
( F ) 3. After using the new menu, Yong Hui became slimmer and Wang Peng put on more weight.
Come and Eat Here(2)
Task 1
True or False.
( F ) 4. Finally Wang Peng and Yong Hui got married because they need each other’s money to develop their own restaurants.
高中英语 Unit 2 Healthy eating Period 4 Using language
Unit 2 Healthy eatingPeriod 4 Using language: Listeningand speaking整体设计教材分析This is the fourth teaching period of this unit. As usual, the teacher will first get students to review what they learned in the last period, and then lead in the new lesson.We will mainly deal with listening and speaking in this period. At the beginning, students listen to a dialogue between Wang Peng and an expert. Make sure students go through the exercises before they listen to the tape. This is to sharpen their attention and listen for the answers. This will also help them get the gist of the listening text. The teaching procedures may be as follows: First, let students go through the exercises and guess the listening text may be about. Play the tape for students to listen to and decide whether their guessing is right. Second, ask them to listen again for them to do Exercise 3. Third, let them listen a third time to check their answers. While they are listening, the teacher should pause and repeat the key sentences to help students understand. After listening, let them work in pairs and finish Exercise 4. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further. Perhaps some students will find it hard to listen to and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it bees.As we know, young people can show that they are not eating a balanced diet in a number of ways—by being too thin, too fat or sick. So the exercise Talking is to encourage students to discuss how their diets may affect their quality of life. It gives them the opportunity to practice a dialogue using the functional items forseeing the doctor, suggestions and advice. So they should learn some expressions of seeing the doctor, suggestions and advice first. Then they are required to create such a dialogue. During the course, encourage them to use vocabulary from the reading and listening passages.This period places emphasis on developing students’ listening and speaking ability. We should try our best to encourage students to say something. Don’t always correct the mistakes they have made while they are speaking. Otherwise, they would feel reluctant and not say anything more.教学重点1. Develop students’ listening and speaking abilities.2. Enable students to master different listening skills.3. Let students learn the expressions of seeing a doctor, suggestions and advice.教学难点1. Get students to listen and understand the listening materials.2. Let students’ make a dialogue using the functional items for seeing the doctor, suggestions and advice.三维目标知识目标1. Get students to learn some useful new words and expressions in the listening passages.2. Let students learn the expressions of seeing the doctor:What’s the matter?What’s wrong with you?What seems to be the trouble?How long have you been like this?It’s nothing serious, on ly. . . .I suppose you had better. . . .I think you ought to. . . .能力目标1. Enable students to catch and understand the listening materials.2. Develop students’ ability to get special information and take notes while listening.3. Get students to learn and use the expressions of seeing the doctor, suggestions and advice.情感目标1. Enable students to know more about healthy eating and improve their quality of life.2. Develop students’ sense of group cooperation and teamwork.教学过程设计方案(一)→Step 1 Revision1. Check the homework exercises.2. Ask some students to translate some sentences using ought to.1)有些事情我应该在你走之前告诉你。
Unit2Healthyeatingusinglanguage词汇句型
Unit2 Healthy eating using language 词汇句型Step1 Revisionthe homeworklook at the blackboard and try to translate the proverbs into Chinese.a.You are what you eat.b.An apple a day keeps the doctor away.c.First wealth is health.The students discuss with their partners.a.人如其食.b.一天一个苹果,医生不来找我.c.健康是人生的第一财富.T: As we know, Wang Pengwei and Yong Hui host two different styles of restaurants, and Yong Hui’s slimming restaurant attracted all the customers from Wang Peng’s. wangPeng was very angry and decided to do a research to compete against Yong Hui. What could the competition be on?Step 3 .Readingread the passage within 5 minutes and answer the questions given.Question: How do they provide a balanced menu?again and let the students do the exercises on page 15.: Eating healthily means that no food in itself is good or bad. Eating properlydepends on eating the right variety of foods in the right amount. Let’s read thepassage quickly and say what they did with their menu.Ask the students to report their work.Then find the words from the text to match the definitions.Step 4 Language pointshe would be able to earn his living after all and not have to close his restaurant. earn one’s living by… =live by…=make a living by…靠…谋生eg. He earned his living by begging from door to door.didn’t look forward to being in debt because his restaurant was no longer popular. Be in debt 欠债。
初中英语-Unit 2 Healthy eatingUsing language课件(人教版必修3)
WP: Then what about fruit and
E:
You ought to eat about five big
spoonfuls of different fruit and
vegetables every day.
WP: Really? I didn’t know that .
E: Yes. In the 18th century sailors at sea
didn’t grow straight legs. They got
an illness called rickets.
WP: Oh dear! Do people still have the
problem?
E:
Sometimes. vegetables? How much should I eat?
WP: Thank you very much. You have given me a lot to think about.
Predicting:
Look at the picture and answer the following questions:
1.Who is the man in the picture?
WP: Hello. Can you help me ,please? I
want to find out more about
balanced diets. E: Of course . A balanced diet needs energy food like rice and noodles, body-building food like fish and meat for protein and fat ,and protective food like fruit and vegetables for fibre and vitamins.
Unit 2 Healthy eatingPeriod 5 Using language Extensive reading
Unit 2 Healthy eating(Period 5 Using language Extensivereading)Unit 2 Healthy eating Period 5 Using language: Extensive reading 整体设计教材分析 This is the fifth teaching period of this unit. As usual, the teacher should check students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class. Then lead in the new lesson. In this period, the teaching emphasis will be put on developing students’ reading ability by reading extensively. We will deal with two parts: Come and Eat Here(2)in Using language on Pages 14-15 and Reading Task on Page 52. While reading, get students learning to use some reading strategies such as skimming, scanning. As to new words and phrases, the teacher can first find those students feel most difficult and help them to understand. That’s enough h ere. The purpose of this reading Come and Eat Here(2)is to complete the story of Wang Peng and Yong Hui and to show students that it is never too late to change bad eating habits and begin afresh. The teacher can first ask some students to retell the passage Come and Eat Here(1)to lead in the topic and then ask students to read the passage Come and Eat Here(2)and do some comprehending exercises. While checking their answers with the whole class, deal with language problems students can’t work out by themselves. This is an extensive reading lesson, so the teaching steps should be simple. As to the part Reading Task, the two passages provide the information on which each student can decide his/her point of view. Two opposite opinions are examined with ideas for and against the building of the restaurant. Ask students to read through the passages and learn more about the opinions and the reasons given by both sides.At the end of the class, ask students to retell the whole story of Wang Peng and Yong Hui, discuss the two opposite opinions and give their own ones. In order to arouse students’ interest, the teacher can hold a competition among them. 教学重点 1. Develop students’ reading skills by extensive reading. 2. Let students read and understand the story and the two passages. 教学难点 1. Enable students to learn to use reading strategies such as skimming, scanning. 2. Get students to understand and discuss the two opposite opinions and give their own point of view. 三维目标知识目标 1. Get students to learn some useful new words and expressions in this part. 2. Get students to read the story Come and Eat Here(2). 3. Let students know about McDonald’s. 能力目标1. Develop students’ reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials. 2. Have students tell the whole story of Wang Peng and Yong Hui. 3. Enable students to understand two opposite opinions and give their own point of view. 情感目标 1. Let students know more about western and Chinese food to form good eating habit. 2. Develop students’ sense of group cooperation and teamwork.教学过程设计方案(一) →Step 1 Revision 1. Check the homework exercises. 2. Ask some pairs of students to come to the front and act out their dialogue to review and practice the expres sions of seeing the doctor. →Step 2 Warming up Talk with students about the story of Wang Peng and Yong Hui. As we know, Wang Peng and Yong Hui manage two different styles of restaurants, and Yong Hui’s slimming restaurant attracted all the customers from Wang Peng’s. Wang Peng was frustrated and decided to do a research to compete against Yong Hui. How could the competition be on? We are going to read the next part of the story Come and Eat Here(2). →Step 3 Reading 1. Ask studentsto read the passage and then choose the best answer to complete each sentence. 1)Wang Peng was worried when he thought his restaurant would be no longer popular because ______________.A. he would be in debtB. he could no longer earn his livingC. he would lose his jobD. his friends would not visit him2)Yong Hui was very angry when she came to Wang Peng’s restaurant because ______________. A. she thought he was a new customer B. she thought he had spied on her restaurant C. she was told he was a spy D. he was too fat 3)Wang Peng’s research showed ______________. A. his menu was balanced B. both menus were balanced C. Yong Hui’s menu was balanced D. neither menu was balanced 4)He suggested they provide a combined menu because ______________. A. he like Yong Hui B. he didn’t want to lose his customers C. he thought her menu was better D. this would provide a balanced diet Keys for reference: 1)B 2)B 3)D 4)D 2. Ask students to read the passage aloud to the tape and underline all the useful expressions or collocations in the passage. Let students read them aloud and copy them down in their exercise books after class as homework. →Step 4 Discussion 1. After students’ reading the passage, ask them to work in groups and discuss the following questions: 1)How did Yong Hui feel when she cam e to Wang Peng’s restaurant? Why?2)How did they solve their problems and become good friends?3)Why was their cooperation a success? 2. Have students start their discussion. Make sure that every student has a chance to express his/her ideas. 3. Ask each group to choose one student as their representative. Let as many group representatives as possible come to the front and give a report of what their group has discussed. →Step 5 Important language points 1. Perhaps he would be able to earn his living after all and not have to close his restaurant. 也许他仍然能够谋生, 而不至于关闭自己的餐馆。
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Using Language: Come and Eat here(2)
The more a man learns, the more he sees his ignorance.
目录
Checking Previewing
Language Points Exercises Summary
Page 7
6.bebefit n.\v. be对 of...... benefit to..=be beneficial to 有好处 ha处
for the benefit of...=for one's benefit A benefit B
走捷径，抄近路 穿过，穿透 中止，切断，剪断 插话 切除，剪掉 删除 切碎
Page 9
cut in
cut away
cut out
cut up
He was in hospital for six months. He felt as if he was from the outside world. A. cut out C. cut up B. cut off D. cut through
Page 4
3. debt pay off one's debt 偿清债务 欠某人的钱\人情 =be be in sb's debtdebt to sb. 不欠债 out of debt 偿还债务 pay one's debt get\run\fall\go\slip 负债 into debt
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4.glare glance
look
stare students
The teacher glared at cheating in the exam. He glanced at his watch. Have a look at this book.
He stared at the word trying to remember its meaning.
Page 6
5.limit n.\v. within limits 适度地，节制地 without limit 无限地 超过限度 beyond\over the limit 达到（......的） to the limit(of...) 限度 设定......限度 set a limit to\on...
为了......的利益
A对B有益 B benefit from\by A B从A中获益
The fresh air will benefit you. We will benefit from her good example.
Page 8
7.cut down 砍到；削减；缩小 cut across cut through cut off
Page 11
earn one’s living, get away with, cut down, tell lies, full, frustrate, glare, be tired of, debt, be amazed at
full of people when 4. The concert hall is__ I got there. cut down on your intake 5. You ought to _________ of rich foods in order to keep healthy. 6.Telling _____ lies is a bad habit especially for the young. in debt 7. The couple who are _____ to their relatives have gone to another city.
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earn one’s living, get away with, cut down, tell lies, full, frustrate, glare, be tired of, debt, be amazed at
8. If I thought I could ___________ get away with it, I wouldn’t pay any tax at all. be amazed at how calm she felt 9. She __________ after the accident. 10. He doesn’t listen to what I say and frustrating it’s so ________.
Page 13
Homework 1.Learn all the important wordsand expressions by heart. 2.Preview the grammar item of this unit.
Thank you
14
Page 2
1. earn a\one's living=make a\one's living 补全句子：
He is a novelist and he earns his living
by writing.
Page 3
2. after all 毕竟 考点：同义词辨析，in all, at all, above all Exercise: Why are you so anxious? It isn't your problem . A. above all B. at all C. in all D. after all
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earn one’s living, get away with, cut down, tell lies, full, frustrate, glare, be tired of, debt, be amazed at
glaring at each other for several 1. After __________ minutes, the two men began to fight fiercely. 2. When life was difficult in the past, she ______________________ by singing in a earned her living nightclub. 3. I have eaten the same food for a month — am tired of it and I will never try it any now I ___________ more.