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【篇一】:人教版高中英语选修6《Unit 3 A healthy life》教案
人教版高中英语选修6《Unit 3 A healthy life》教案【一】
教学准备
教学目标
Teaching aims:
a) to make students clear what a healthy life is about.
b) to enable students to use the grammatical structure “It”.
教学重难点
Teaching points:the skill Difficult points: how to make every student get involved in class learning actively and attentively.
Difficult points: how to make every student get involved in class learning actively and attentively.
教学过程
Teaching procedures:
Step 1: lead- in
After exchanging greetings, the student on duty gives a daily report based on the given topic “ a healthy life” which is also the title of this unit.
Step 2: learning tasks presentation:
Unit 3 A Healthy Life
Section 1: How to keep healthy in both body and mind?
(1). What is a healthy person?
(2). What is an unhealthy person?
(3). How to make some changes?
Section2: A Serious Problem ------ smoking
Why? Harmful effects? Ways to quit?
By presenting the above contents , the students can have a clear mind what we are going to learn in this class and it can greatly improve our teaching and learning efficiency.
Step 3: the detailed learning
This part includes not only vocabulary but also some useful expressions.
(1). A discussion topic is: what do you think is most important in your life and why?
Later a motto for students: Health is the first wealth.
(2).Words learning and further discussion:
By showing students some celebrities’ pictures and learning their lifestyles, the teacher inspires them to think about their own lifestyles and give them some tips to make some changes in the future life.
(3).Conclusion of section 1
This task is finished by individual in given time on the work sheet
Section Ⅰ：Conclusion:
1. What is a healthy person?
A healthy person is someone_____ is _______in both _____ and _______.
2. what are the healthy problems?
抑郁症___________ 癌症_________熬夜________肥胖_________
3.How to keep healthy in both body and mind?
①Doing sports ________.
②Keeping a _______diet: eat more________ and ______.
③Keeping a good___________.
④Avoid being __________.
⑤Early to bed and early to ____,makes a man_______,_____and______.
⑥Quit smoking and drinking.
( 4) .Section 2: A Serious Healthy Problem-----Smoking
This topic is discussed in three parts: why do people smoke?
What are the harmful effects? How to quit smoking?
After their discussion, each group should share with others their own sentences, which should contain “ it” structure. The purpose is to enable students to have a good knowledge of the grammar rules of this unit.
Grammar note: It + is + adj./ n./ p.p. + infinite/ clause/ -ing form
A serious healthy problem: smoking
(1). Why? (Examples)
①(why)It is true that your body becomes addicted to nicotine.
②(effects) It is a shame to harm the second-hand smokers.
③(ways to quit) It is hoped that you boys can make up your mind to quit smoking.
(2). Group work: making 3 sentences with the structure of “ It”
You are supposed to talk about the topic of “smoking” and your work should be interesting and impressive!
(3). sharing：
Step 4: conclusion of section 2
Smoking seriously harms you and others around you!
Step5: Homework
Make some sentences about the harmful effects of smoking and the ways to quit smoking with “it” structure.
①harmful effects of smoking:
(lungs and hearts/ babies/ second-hand smokers/ terrible smell/ yellow fingers/ run slowly, etc)
②ways to quit smoking:
(plan/ make one’s mind to/ break the habit / relax/ get help when it is necessary/ keep trying，etc)
Step6: Reflection:
On one hand, the design of this class contains very colorful pictures and some flash, which can make students greatly interested in class learning. Secondly, the combination of topic discussion and grammar learning is a new try and actually it works well, because it makes the tedious grammar learning easier and more practical.
On the other hand, we have so much work to do in the limited class time, so every minute should be used effectively, otherwise, the tasks can not be finished in time. Secondly, the new try is a challenge for teacher and students, so students should be informed of the importance of learning in advance, so that we can make it!
人教版高中英语选修6《Unit 3 A healthy life》教案【二】
教学准备
教学目标
Teaching content: A healthy life
1. Improve the students’ reading ability.
2. Get the students to understand the text fully.
3. To talk about the importance of health and the harmful effects of smoking.
教学重难点
Teaching important and difficult points:
How to help the students understand the text fully.
教学过程
Teaching procedures:
Step 1 Greetings. (Greet the Ss as usual.)
Step 2 Free Talk
1.What do you think is the most important in our life?(Show some pictures on the screen and get the students to answer the following questions：)
2. What is a truly healthy person?
3.What causes health issues?
4.Why do you think some adolescents start smoking?
5.Can you tell me the harmful effects of smoking?
Step 3 Reading
Scanning
1.Go through the first two paragraphs and the last one.And answer the following questions.
1)Who?
2)To whom?
3)Why?
2.Read and find out the main idea of each paragraph.
a.Grandad talks about James’ problem of smoking.
b.The harmful effects of smoking.
c.The life Grandad is living and the importance of his healthy life.
d.Grandad’s advice on stopping smoking.
e.Three different ways of becoming addicted.
Detail reading
1.Read the passage carefully and fill in the blanks.
2.Read the passage carefully and answer the following question.
How to stop smoking?
1)Prepare yourself.
2)Be determined.
3)Break the habit.
4)Relax.
5)Get help if you need.
6)Keep trying.
Step 4 Comprehending practice
Do some multiple choices
1.In what way did the old man try to persuade his grandson to give up smoking?
A. Using scientific theory B. His failure in love
C. His sports activity D. His own experience
2.The phrase “ withdrawl symptoms” in para3 probably means ______.
A. some bad effects of smoking. B. bad temper
C. feeling pain D. the discomfort when stopping smoking.
3.The reason why Grandad stopped smoking were the following EXCEPT that___.
A.his girlfriend didn’t like his bad smell
B.he had to leave the football team
C.he noticed that he became breathless
D.his parents asked him to stop smoking
4.What can we know from the passage?
A.Quitting smoking is very easy.
B.James managed to give up smoking finally.
C.It is difficult to give up smoking, and it needs great determination.
D.James’ grandad lives a healthy and active life because he didn’t become addicted to cigarettes during adolescence.
5.According to the letter, James’ grandad ______.
A.is lonely
B.didn’t give up smoking
C.used to be a member of the school football team
D.gave James some good advice that he thought of
Step 5 Summary (高考链接)
By the way, did you know that this is because you become addicted _1_______ cigarettes in three different ways? First, you can become physically addicted to nicotine,_2_______ is one of the hundreds of chemicals in cigarettes. This means that after a while your body becomes accustomed to _3__________ (have) nicotine in it. So when the drug leaves your body, you get withdrawal symptoms. I remember _4_________(feel) bad -tempered and sometimes even in pain. Secondly, you become addicted through habit. As you know, _5____you do the same thing over and over again, you begin to do _6___automatically. Lastly, you can become 7___________(mental) addicted. I believed I was happier and 8_____________ after having a cigarette, so I began to think that I could only feel good _9________ I smoked. I was addicted in all three ways, so it was very difficult to quit. _10______ I did finally manage.
Step 6 Discussion
What kind of person do you think James’ grandfather is?
Step 7 Proverbs
First wealth is health. —— Emerson 爱默生
(He who has health has hope, and he who has hope has everything.)
课后习题
Homework
1.Try to find some other useful ways to help smokers quit smoking on the Internet.
2.Read the passage again and find out the important words and structures.
教案设计频道小编推荐：高三英语教案 | 高三英语教学计划
【篇二】:人教版高中英语选修7《Unit 1 Living well》教案
人教版高中英语选修7《Unit 1 Living well》教案【一】
教学准备
教学目标
教学目标 (这部分谢3点，按照USE的目标写)
(1)学习建议信的结构、语言。
(2)讨论学校建筑物设计中行走不便的学生的需求。
(3)给校长写一封建议信。
(4)继续培养对残疾人的尊重和关爱意识。
教学重难点
教学目标 (这部分谢3点，按照USE的目标写)
(1)学习建议信的结构、语言。
(2)讨论学校建筑物设计中行走不便的学生的需求。01hn.com
(3)给校长写一封建议信。
(4)继续培养对残疾人的尊重和关爱意识。
教学过程
Step 1Warming-up and lead-in (5 mins)
(1)导入
用本单元的阅读文Marty’s story来导入，引出残疾人的话题。
T: Hello, class. Inthe last lesson, we learnt Marty’s story. What’s the problem with Marty?
(He has a raremuscle disease.)
Yes, he’sdisabled.
But is Martyleading a miserable life due to his disability?
(No.)
He is leading afulfilling life due to his own efforts. The disabled can live as good andcomfortable a life as we do. But it calls for more efforts.
(2)揭题
教师通过展示我们学校的图片以及通过采访班上一位曾经有行走困难的学生，点出学校有些地方可能对行走困难学生带来不便。然后说明教学目标：阅读一封建议信，讨论学校设施中可以改进的地方，以及写一封给校长的建议信。
T: We are lucky tobe able-bodied and study in such a beautiful school.
But every now andthen, I find such students in our school. What are their problems?
(They havedifficulty walking and they have to move around with walking sticks orwheelchairs.)
T: This is SongYaoguang, our classmate. Yaoguang, what happened to you?
Do you find itdifficult to walk around in our school with a walking stick?
Do you think itnecessary to have our school reconstructed for the students with walkingdifficulty?
(Yes.)
T：If you have some suggestions, you can write asuggestion letter to our headmaster. Have you ever written such a letterbefore?
So in today’slesson, we are going to
1. read asuggestion letter
2. discussproblems with the school facilities
3. write a suggestionletter to the headmaster
2 Reading (15 min)
本课是读写结合的综合语言实践课，遵循USE的模式，即Understanding(理解)→Sharing(分享)→Expressing(表达)的模式。没有优质的输入就没有优质的输出，因此通过阅读建议信来理解建议信的结构、目的和写作手法，是本节课的重要环节，是USE种的第一步U(Understanding)。
(1) 学习建议信结构。
建议信是正式信件，学生以前在课堂上没有接触过，因此要点出建议信的结构。
T: This is aletter to an architect. What information can we get in this part?
(receiver’s nameand address.)
What’s this partabout?
(sender’s name /signature)
From these twoparts, we learn that this is a formal letter. So a suggestion letter is aformal letter.
It is the mostimportant part in a suggestion letter, which is called the body.
(2) 通过阅读了解主旨大意。
T：The main body can be divided into three parts. Whatare they?
(1, 2-6, 7)
T: What's thepurpose of the 1st paragraph?
(To give thearchitect the purpose of writing the letter.)
What's the purposeof the last paragraph?
(To persuade thearchitect to adopt her suggestions.)
(3) 通过阅读学习写建议信策略
建议信的目的是让人接受所给的建议，一要让读者对你的建议一目了然，二要让读者觉得你的建议有道理，乐于接受你给出的建议。因此，通过阅读学习写作策略是非常重要的。
a) 数字和斜体的运用
T: Now, let’s cometo the concrete suggestions that Alice has made. How many suggestions doesAlice make?
Why do you thinkthe writer numbered her suggestions and used italics?
(Highlight the key points so as to make iteasier for the readers to remember and understand her suggestions.)
So when you writea suggestion letter, you should number the suggestions and use italics.
b) 具体写建议时要结合问题和解决办法
T: We are going tolearn some more writing strategies of writing suggestions.
How should wewrite suggestions? Let’s take a look at the first suggestion, what are theproblems for those who use wheelchair?
(the lifts are atthe back of the cinema in cold, unattractive places. As disabled people have touse the lifts, this makes them feel they are not as important as othercustomers.)
And what is thesuggested solution?
(It would be handyto have lifts to all parts of the cinema. The buttons in the lifts should beeasy for a person in a wheelchair to reach, and the doors be wide enough toenter. )
From this part, wecan see that a suggestion should consist of two parts, the problem and thesolution.
Let’s see two moreexamples. Find out the problems and suggested solutions in these two parts.
When you writesuggestions yourselves, don’t forget to write both problems and solutions.
c) 运用礼貌用语
T: The thirdwriting strategy is about the the language. Suppose you were the architect,which one of these two statements do you prefer?
(Screen) I hopeyou will not mind me writing to ask if you have thought about the needs ofdisabled customers.
You must thinkabout the needs of disabled customers.
Why? (It soundsmore polite and more acceptable.)
Exactly. When youwrite suggestions, you should use some polite forms to encourage the reader totake the ideas seriously and make your suggestions more acceptable.
Now let’s findsome more examples in the text.
(Screen)
It would be handyto have lifts to all parts of the cinema.
It would help tofit sets of earphones to all seats...
So I’d like tosuggest that the seats at the back be placed higher than those at the front …
For disabledcustomers it would be more convenient to place the toilets near…
And if the doorscould be opened outwards, disabled customers would be very happy.
I hope mysuggestions will meet with your approval.
Step 3Discussion(8 min)
小组讨论是USE中的第二部S(Sharing)，分享。各学习小组合作学习，讨论学校中哪些地方可能对行走困难学生带来不便，积累写作素材，为下一步的写作做准备。
T: Now let’s comeback to our topic today. Some parts of our school are not suitable for thosewith walking difficulty. Let’s discuss:
1. What parts ofour school may cause problems for those with walking difficulty?
2. What are yoursolutions?
Step 4 Writing(15 min)
写作是USE中的第三部E(Expressing)，表达。经过前面的阅读输入，学生们已经基本掌握了建议信的写作手法;通过分享，学生们积累了写作素材;因此，写作部分由学生完成一封给校长的建议信，指出学校设计中的不足。这也是本堂课的最终目标，实现学生从输入到输出的转化。老师在写作后进行必要的指导，指出学生写作中的优点和不足。
Now that we havediscussed the problems and solutions with some school facilities, we can writea suggestion letter to our headmaster. Take out your handouts. The first partand last part are already given to you. What you have to do is write 2-3suggestions on the reconstruction of our school. When writing, do remember towrite both problems and solutions, and use polite forms.
Step 4 Emotionalattitude and values(2 min)
通过本单元Reading和UsingLanguage部分的学习，学生们有了理解、尊重、关心、帮助残疾人的意识，因此在本节课的最后，做一个总结，也是培养学生情感态度价值观的一个环节。
In this unit, wehave learned the difficulty of the disabled and how they face and conquer thedifficulty. But as able-bodies people, just making some suggestions or donatingmoney is far from enough. What else should we do?
( Care aboutdetails in their life.
Don’t look down upon them or laugh at them. )
Accept them as one of us,and invite them to join us in avariety of activities.)
人教版高中英语选修7《Unit 1 Living well》教案【二】
教学准备
教学目标
知识目标
1.Get students to learn the useful words and expressions in this unit.
eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to
2.Help students to learn about disabilities and life of the disabled.
能力目标
1.Let students read the passage Marty's Story to develop their reading ability.
2.Enable students to know that people with disabilities can also live well.
情感目标
1.By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.
2.Help them understand more about how challenging life can be for the disabled.
3.Develop students' sense of cooperative learning.
教学重难点
教学重点
Get students inspired by positive stories of the people with disabilities.
教学难点
1.Develop students' reading ability.
2.Help students understand the difficulties the disabled have to overcome.
教学过程
?Step 1 Warming up
1.Warming up by discussing
First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then show some photos of people with disabilities. Students will be asked to discuss the following questions in small groups.
Do you know any famous people who are disabled?
What difficulties do they have to overcome in daily life?
What have they achieved?
Suggested answers：
Steven Hawking has a muscle disease，but he makes great contributions in science and puts forward his theory about black holes.
Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35，but he was a great composer.
Helen Keller was deaf and blind，but she was a great writer.
2.Warming up by talking
First，ask students to look at the pictures and read what these people have achieved even though they each have a disability. Next，work with partners to talk about what disability they might have according to each description below the picture.
Suggested answers：
Rosalyn is in a wheelchair. She has walking difficulty.
Richard has difficulty with eyesight，so he can't read the questions or write the answers for his college entrance exams.
Sally has hearing problems (though not deaf as she can still understand loud speech in the cinema).
Gao Qiang was born with Down's Syndrome，which is a mental disability. Some Doun's Syndrome Down's Sufferers have made a good career as actors.
?Step 2 Pre-reading
Ask students to read the short paragraph in Pre-reading carefully and find out the purpose of the website “Family Village”.
Suggested answers：
1.To give ordinary young people with a disability a chance to share their stories with others.
2.To inspire other disabled people.
3.To get non-disabled people to understand more about how challenging life can be for people with disabilities.
?Step 3 Reading
1.Skimming
Give students 2 minutes;ask them to read the passage fast to fill in the blanks：
Sum up the main idea of each paragraph：
Paragraph 1：A(n)______ to Marty and his muscle disease.
Paragraph 2：How the disease ______.
Paragraph 3：Marty met a lot of ______ at school.
Paragraph 4：How his life has become ______.
Paragraph 5：The ______ of his disease.
Suggested answers：
Paragraph 1：An introduction to Marty and his muscle disease.
Paragraph 2：How the disease developed/started.
Paragraph 3：Marty met a lot of difficulties at school.
Paragraph 4：How his life has bec ome easier.
Paragraph 5：The advantages of his disease.
2.Scanning for detailed information
Ask students to read the passage carefully to locate the detailed information.
(1)First ask students to read paragraph one and complete the chart below.
(2)Next read paragraphs two and three and choose the best answer.
Why did the doctors cut out a piece of muscle from Marty's leg?
A.Because they could cure the disease by cutting it out.
B.Because they wanted to use it as a specimen(标本).
C.Because they w ould transplant(移植) the new muscle.
D.Because they wanted to find out the cause of the disease.
Key：D
(3)Read paragraph four and answer the following questions：
①What is Marty's ambition?
②What is Marty's achievement?
③What is Marty's hobby?
Suggested answers：
①Marty's ambition is to work for a firm that develops computer software when he grows up.
②Marty invented a co mputer football game and a big company decided to buy it from him.
③As well as going to the movies and football matc hes with his friends，he spends a lot of time with his pets.He has two rabbits，a parrot，a tank full of fish and a tortoise.
(4)Ask students to find Marty's advice in paragraph five.
Suggested answers：
Don't feel sorry for the disabled.Don't make fun of them.Don't ignore them.Accept them for who they are.Encourage them to live as rich and full a life as healthy people do.
?Step 4 Consolidation
1.Ask students to read the whole passage and choose the best answers.
(1)Which of the following is false?
A.Although there are a few students who look down upon him，Marty never gets annoyed.
B.Marty leads a meaningful life and does not feel sorry for being disabled.
C.Marty only spends time with his pets and never with his friends.
D.Marty's disability has made him more independent.
(2)From the passage we can infer that ______ .
A.Marty asks others to feel sorry for him
B.Marty never loses heart
C.Marty is afraid of being made fun of
D.Marty will not accept any encouragement because he has grown stronger psychologically
Keys：(1)C (2)B
2.Ask students to work together to write a mini biography for Marty according to the text.
3.Discuss in pairs to get the main idea of the passage by filling in the blanks.
Though he is a ______ person，Marty never feels ______ for himself and he ______ his life.
Suggested answers：disabled;sorry;enjoys
?Step 5 Discussion
1.Ask students to discuss the following questions in small groups.
(1)How did Marty's feeling changed over time?
(2)What kind of person do you think Marty is?Can you use adjective words to describe him?
Suggested answers：
(1)The change of Marty's feeling over time：
hopeful→hopeless→stupid→not get annoyed→good/busy
(2)We can see Marty is optimistic/brave/independent/strong-minded.
2.Show a video of “Qianshou Guanyin” t o the students and encourage them to remember the famous saying：“Where there is a will，there is a way.”
?Step 6 Appreciation
Ask students to read two poems for appreciation when facing obstacles in the future.
Facing Obstacles (Two poems by Tom Krause)
The Heart of the Strong
Strong is the heart that knows not the way
of comfort and ease while living each day.
Yet continues to believe from the depths of its soul
that the future is destined to silver and gold.
Strong is the heart whose yearning is waned
by storms in life filled with heartache and pain.
Yet still gives its all—everything that it can
in search of a dream—God's ultimate plan.
When there is a victor y—when battles are won
when burdens are lifted and bright shines the sun—
when struggling souls gather—where heroes belong—
they find in themselves—the heart of the strong.
Carry On
At times when you feel troubled
when your happiness is gone
look to the heart within you
for the strength to c arry on.
In your heart you will find special virtues
such as faith and hope and love.
These gifts have been sent down to you
from a power up above.
It is faith that keeps the soul searching
for the joy the heart hopes for.
It is lo ve that heals the spirit
making it stronger than before.《A,healthy,life》,教案。
And if your heart be broken
if your strength should fade away
the power of these virtues
will still win out the day.
So remember when you are troubled
when your happiness is gone
look to the heart within you
for the strength to carry on.
课后习题
Homework
1.Retell Marty's Story according to the minibiography.
2.Surf the Internet to learn more about the life ofdisabled people.
教案设计频道小编推荐：高三英语教案 | 高三英语教学计划
【篇三】:人教版高中英语必修3《Unit 2 Healthy eating》教案
人教版高中英语必修3《Unit 2 Healthy eating》教案【一】
教学准备
教学目标
1. Get students to learn the useful new words and expressions in this part: cucumber, eggplant, pepper, mushroom, peach, lemon, nut, pea, spaghetti, diet, curiosity, customer, discount, ought to, lose weight, get away with, tell a lie, win…back.
2. Let students have a better understanding of the reading passage.
教学重难点
mportant points
1. Let students have a good understanding of the passage.
2. Get students to learn different reading skills.
◆ Difficult points
Give students some guidance about how to choose the correct answers of the multiple choices according to some key words and key sentences.
教学过程
一 学生课外学习活动设计：
任务一：学生调查问卷：
(1)What does a balanced diet should contain?
(2) Why are you so strong/weak/fat/thin? Does it have anything to
do with your diet?
任务二：Making a diet for yourdinner.
根据泛读学到的健康饮食的知识，为自己的家庭涉及晚餐食谱，分析食谱里包含哪些种类
的食物，判断其能否提供均衡的营养，并分析原因。
二.教师课堂教学活动设计：
Step I: warming-up
Step II : Further reading
Step III: Analyze the important sentence patterns
Step IV: Analyze long and difficult sentences.
Step V: Consolidate the knowledge by students themselves
Step VI: Retell the text.
三 . 学生课堂学习活动设计：
Learning aims:
1. To understand the passage further.
2. To master the words and expressions and the key sentence patterns in this passage.
3. To learn to keep a balanced diet.
Step I : Further reading
Answer these questions using sentences in the text.
1. Which sentence can describe Wang Peng’s feeling in the beginning?
________________________________________________________________
2. What did Wang Peng think of the diet in his restaurant?
________________________________________________________________
3. What’s Wang Peng’s feeling towards Yong Hui on his way home in para3? Which sentence shows the feeling?
_________________________________________________________________
Step II Sentence patterns
仿句自测：
望向窗外，Tom想：“没有什么比和一个好朋友一起旅游更让人感到愉快的(pleasant)了。” 但是，John却没有到来，Tom不能允许John不守诺言而不受到惩罚。
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Step III: long and difficult sentences
1. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.
2. I’ll help you lose weight and be fit in two weeks if you eat here every day.
3. At the library Wang Peng was surprised to find that his restaurant served far too much fat and Yong Hui’s far too little.
Demands:
1. Discuss with your deskmate.
2. Come onto the platform to analyze and translate for us.
Step IV：Consolidate your knowledge by yourselves
Assignments：
1.Write down the important and puzzled words and expressions.
2. Make up a short passage for others to fill in the blanks with your grammatical knowledge.
Arrangement：
Demands:
1. Six minutes to prepare by yourself.
2. Share your work in groups.
3. Share your work with all of us.
Step V Retelling
Now suppose you are Wang Peng, and you meet your friend Li Hua. You are ready to tell him the story about your experience.
You can begin like this:
● That morning, I sat in my empty restaurant feeling very frustrated…
Demands:
1. Four minutes to prepare by yourself.
2. Then tell the story to your partner.
You can refer to the following words and expressions.
In Wang Peng’s restaurant:
课后习题
Homework:
Write down the story of your experience with Yong Hui.
人教版高中英语必修3《Unit 2 Healthy eating》教案【二】
教学准备
教学目标
Talk about healthy diet
Make suggestions or giving advice on diet
Distinguish the meanings of Modal verbs
Make a balanced menu
教学重难点
Talk about healthy diet
Make suggestions or giving advice on diet
Distinguish the meanings of Modal verbs
Make a balanced menu
教学工具
课件
教学过程
I. Warming up
Warming up by learning vocabulary
Hello, everyone. We sha
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