Unit 2 Healthy eating 教案
英语：unit2《healthy eating》教案(2)(新人教版必修3).doc
英语：Unit2《Healthy eating》教案（2）（新人教版必修3）［教材优化全析］Reading:Come and Eat Here(Ⅰ)1.Wang Pengwei sat in his empty restaurant feeling very frustrated.王鹏伟坐在他空荡荡的餐馆里，感觉很失落。
feeling现在分词，作伴随状语。
e.g.Standing on the top of the hill，you can have a better view of the city.站在山顶上，你能更好地看到这个城市.Jeff shouted，seizing her arm.杰夫抓住她的胳膊，喊叫着。
Seeing from the top of the hill，we can see the whole city.从山顶上我们可以看到整个城市.2.He thought of his mutton kebabs and fatty pork cooked in the hottest，finest oil.他想到了他的在热的最好的油里炸出来的烤羊肉和肥肉。
cooked 过去分词短语，作后置定语(被动)。
e.g.I know a girl called Mary.我认识一个叫玛丽的女孩。
English is a language spoken all around the world.英语是全世界都说的一种语言。
3.His fried rice was hot but did not taste of fat.他的热而不腻的米饭。
taste of sth. 有某种味道e.g.It tastes strongly of mint.它有挺重的薄荷味。
taste 能辨别(味道）；尝出，品出。
(不用于进行时，常与can连用）e.g.I can’t taste.I’ve got a cold.我得了感冒，尝不出味来。
Unit2HealthyEating教学设计--贵州省织金县第四中学高一英语人教新课标必修三
Unit 2 Healthy EatingCome and eat here (1)Teaching designThree-demensional objectsKnowledge objectsTo help students learn about the balanced diet.To help students have a better understanding of the text.Ability objectsTo help students develop the reading skillsTo develop students sense of cooperative learning.Emotional ObjectsTo help students realize the importance of balanced diet and then form a good habit of eatingImportant points of teachingHelp students learn and practice different reading skillsHelp students master some expressions and phrases about healthy eating Difficult points of teachingThe usages of phrases about healthy eatingTeaching procedureStep1 Lead in(design intentions:Playing a short video about various foods with a exciting music to attracting students’ attention and inspire students’ interest)T:Hello,everybody.There are varieties of foods in our life.What’s your favorite food?S:....T:Do you know that the food you eat helps you grow in different ways? S:Food can help us become stronger and taller.T:Yes,different foods can help us grow in different ways. There are mainly three types food.They are energy-giving food,body-building-food and protective food) What food mainly provides energy?( show a picture)S:rice,noodles,spaghetti,bread,potatoes,chocolate,butter,cream,oils,nuts. T:What food can help us grow bones and muscles? ( show a picture)S:meat,milk,eggs,cheese,tofu.T:What food helps the body fight diseases.( show a picture)S:vegetables(beans,peas,peppers,eggplants,cabbages.)Fruits(apples,peaches,oranges,lemon sand so on)T:Yes.We need all types of food to help us grow properly.But if we don’t have a balanced food,what may happen?( show a picture)S:We may become too fat or too thin.T:Yes,you are right.There is an interesting story about a unbalanced eating in this passage.Let’s us learn about it together.Step 2 Reading skimming(design intentions:Skimming and scanning are efficient reading skills,the step can train students to grasp the basic information of the passage.) T:Read the text quickly and find out:What different places are mentioned in the passage?S1:Wang Peng’s restaurantS2:Yong Hui’s restaurantS3:libraryT:How many parts are there in this text?S:Three parts.T:Part1 includes para.1,part 2 includes para.2&3,part 3 includes para.4 Step 3 ScanningScan the passage and match the main ides of each part.Para.1 He follows his friend to a newly opened restaurant which is very popular.Para.2&3 He does some research to win his customers back. Para.4 Wang Peng is worried because his restaurant is not as full as it usually was.Step4 Carefully reading(design intentions:intensive reading is based on skimming and scanning,it is the further understanding to the passage,students can analyze and infer the passage,which train the ability of gaining information to improve their reading comprehension.)T:Now,please read the part1(para.1) and then answering the following questions.1.How did Wang Peng feel at the restaurant? Why?2.When W thought “nothing could be better”, he means______.His food and drinks were the best.His food and drinks were the worst.His food should have been improved.He could do nothing with his food and drinks.T:Now,please read the part2(para.2&3) and then answering the following questions.1.What made Wang Peng go into the new restaurant?2.What is Wang Peng’s impression on Yong Hui’s restaurant?A.All the customers in it were very thin.B.It was too small and too noisy.C.The food in it is very nice.D.There was so little food but the price was much high.T:Now,please read the part3(para.4) and then answering the following questions.Ture and false.Wang Peng felt hopeless after going out of the Library.Wang Peng decided to copy Yong Hui’s sign.The Competition between the two restaurants would begin and continue. Task 2 comparisonCompare the two restaurants and get the differences.Step 5 DiscussionHow do you think the story will end?Step 6 ConclusionHealthy diet: a diet that is balanced and neither too rich in fat, sugar and salt nor too poor and lacking in essential nutrients.Step 7 HomeworkUse the first person to retell the story.。
Unit 2 Healthy eating Reading---教案
Unit 2 Healthy eating Reading---教案Unit 2 Healthy eating Reading---教案Teaching aims:udents will be able to develading ability, learn to uading strategies such as guessingg and so on;2. Students will be able to realaaving a healthy dTo grauseful words and exassage, such as be tired of , cuget away wTeaching important and difficul:1.Understand the text well.2.Try to mauseful new words exd.Teaching procedures:RevWhat kind of food do we eat?meatvegetableseafoodfruitsnacks（零食小吃）staple food (主食)Give the naast food WdWhat substance do we gach kind of food?sugaat, fibre, vitaals, etc.2 discuDiscuss andxercise: wd cont a…?Wd conta…?ExampldsAnswugarchocolate or graakes or bananasfatcrealaberpeas or nuabbagaameggaleadw a pyramid of foodT : As we know, a healthy diet is vant to us. If we don’t havght dur daily lwill bg wrong with ulater. Now , let’s read alatedd eaWhere ? What ?gReading strategies: Make a guess accordingle “ Come and eat here ”bading.Where are you invited to go ? What foods are you offered there ?( Colldealass and puBb)1.Reading strategies : Read fave your guess Gad the wholave wguesses are rigThen allowing quable : Qs : Where are you invited to go ? Waurant ? What foods ad there ? Dds make a healthy diet ? Why not ? What problems mads cause to cu?RestaurantsFooddProblems wdsWang Peng’smutton kebabs, roadlaaugbre food Yong Hui’sfruit, waaw vegetabluggy food2.Giv2 minuummaain ideawlabove table, using2Wang Peng found out why he had lustomer and decidedto wback.areful readingDivide the whole passagarts, and give the general idea of each paPart 1 Wang Peng felt frustrated becauund his cuadlaatPart 2 Wang Peng found the reason why YongHui’s restaurant was more attractivePart 3 Wang Peng thought out a good idea to have awith YongHui’s restaurantT : Tainly about twat is, Wang Peng and Yong HuQ : Wain chara? ( Wang Peng ) Now let’s readagain to gabouGadarefully to make a llaces wayed went andlingla2. Aqulave a better understandingQs : What did Wang Peng feel when he wawn restaurant ?Why did? Diddaurant as usual ? Where did he go instead ? Did Peng g?What made him do so ?What did he feel in Yong Hui’s restaurant ? Why ?Where did he go aleft Yong Hui’s restaurant ?Why did he g?What did he feel after doingarch ? Why ? In this wabetwwas on !ading T: Now, it’us to read the text c arefully and decide ware true. TalFirst readUsually Wang Peng’s restaurant was fullle.2. He provided a balanced dug Hui served abalanced dg Hui could make peoplwo weeks by giving them a good dWang Peng’s cubecame fat after eatingaurag Hui’s menu gavgy foodWang Peng’s menu gavds containing fibWang Peng admired Yong Hui’s restaurant wawuWang Peng decidedg Hui’s menudiscuGdiscuss in pairs :Who will wat last ? Give your rea( Neither will, becauviduwith a healthy diet. Foods in Wang Peng’s male fat while foodg Hui’s male tired easily.)2.Pleaa way to helut an end( cooperation )3.Work in grouur to design a sigatedly-opened restauraummaryWang Peng felt 1____ in aaurant because no eaters have caaurant 2_____got up earlg. He wanted to find out why. He hurried out and 3____ Lichang into a newly-opened restaurant. He found that the owner 4____ Yong Hui was serving slimming foods to make peoplDriven by 5_____, Wang Peng came 6____ to take a close look au. He could not even 7_____He was 8_____ at what he saw. He hurried outside and got 9_____ to d0_____. After a lading, he 11_____ that Yong Hui’s food made people become 12_____ quickly because itwas no 13_____ food. Arriving home Wang Peng rewwn sign. Tle began comingaurant again. He was able to 14_____ his living now. He looked 15____ to being rich and he wouldn’t be in 16_____ any longer. Then all of a sudden Yong Hui walked in with anger. Wang Peng askeda mealAlthougg the dumplings servedg Hui looked ill and felt sick waand allavy food. They 17_____ aboug a 18 _____ diet and providing a balanced menu to cut down the fat and increa_____al. They learned from eaId they decided to tuwo restauraa big one. They got 20_____ and lived happily ever after!（Key：1.frustrated 2.ever 3.followed d 5.cuward 7.believe 8.amazed 9.online 10.reseaalized 12.tiredgy-giving 14.eaward 16.debt 17.chatted 18.balanced 19.fibre 20.married ）Homework :1.Readaloud and find out some beautiful2quWhy did Wang Peng gg Hui’s restaurant? He wanted to___.A. know wuad gone Blim lady Yong Huave lunch with Li chang D. havg special2. Wang Peng found the following EXCEPT ___ inYong Hui’s restauraA. There were only raw vegetables, meat and water. B. There were a lot of cuTwere higher. D. The only dw aWhat’s wrong with Yong Hui’s menu? The following staare right EXCEPT ___.A. The food here was too limited.B. It didn’t give enough energy-giving foodThe foodu was more delicious. D. Id slimming food onlWllowing is TRUE accordingassage?A. Wang Peng’s cubecame fat after eatingauraB. Wang Peng provided a balanced dg Hui could make peopl2 weeks by giving them a good dD. Wang Peng’s menu gave people food containing enough fib（Key：1.A 2.AA）。
必修三 Unit 2 Healthy eating 教学设计与反思
必修三 Unit 2 Healthy eating 教学设计与反思一、教学设计：（一）指导思想高中英语课程应根据高中学生认知特点和学习发展需要，在进一步发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力；逐步培养学生用英语进行思维和表达的能力；为学生进一步学习和发展创造必要的条件。
高中英语课程的设计与实施有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。
（二）学情分析饮食方面的话题是从实际出发、从自身体验出发的一个话题，学生应该非常感兴趣，而且就该话题让学生做Reading,Talking和Discussion等活动，学生们会有参与的热情、会有发言的冲。
Reading部分是一个故事性很强的叙事性文章，学生做起来并不会有太大的难度，而且Reading中富有戏剧性的变化让学生可以从中感受故事的趣味性。
（三）教学方法本单元的中心话题是“健康饮食”。
通过单元教学让学生了解饮食与健康方面的有关知识，并了解各种事物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯并能在生活中改善饮食结构，丰富饮食文化，从而保持身体健康。
另外，要引导学生针对现实中遇到的实际问题发表自己的看法。
通过合作式、探究式学习方式，激发学生的学习兴趣，使学生由被动变主动，积极参与学习过程。
（四）教材分析1. Warming Up is to tell students how different kinds of food are grouped. This is important as it enables us to talk about the value of particular foods to our health. We want students to appreciate what a balanced diet is. The teacher can have a free talk with students, let them work in pairs to read through the chart and discuss the questions.2. Pre-reading contains two more general questions about food for discussion. Students can be encouraged to discuss these questions in pairs. Then they are asked to look at the title of the reading passage and the pictures to predict what the passage is about. This part is very useful for the next part Reading.3. The reading passage Come and Eat Here introduces students to two unbalanced diets through the restaurants of Wang Peng and Yong Hui. Food at Wang Peng’s restaurant contains too much fat while Yong Hui’s restaurant offers little energy-giving food. After reading, students are required to do the exercises in Comprehending to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class.（五）教学目标知识目标1.Get students to learn the useful new words and expressions in this part: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie balanced diet, ought to, lose weight, get away with, tell a lie, win. . .back2. Let students learn the knowledge of balanced diet and nutrition.能力目标1. Develop students’ reading ability and let them learn different reading skills.2. Enable students to talk about different kinds of food, problems with diet and balanced diet.情感目标1. Stimulate students’ sense to form a healthy eating habit.2. Develop students’ sense of c ooperative learning.（六）教学重点与难点教学重点1. Let students learn more about problems with a diet, a balanced diet and nutrition.2. Get students to learn different reading skills.教学难点1. Develop students’ reading ability.2. Enable students to talk about different kinds of food and balanced diet.（七）教学过程→Step 1 Leading-inHave a free talk with students. Ask them the following questions:1. Everybody has to eat, but do you eat a healthy diet?2. What do you usually have for breakfast/lunch/supper?3. What kind of food do you like best?4. Why are you so strong/weak/fat/thin? Does it have anything to do with your diet?5. Do you think you are eating a balanced diet?→Step 2 Warming up1. Let students turn to Page 9. Ask them to look at the pictures, name the foods in them and then fill in the form.Healthy food Unhealthy food2. Do you know that the food you eat helps you grow in different ways?Food that provides energy(e. g. energy-giving food) Food that helps growbones and muscles(e. g.body-building food)Food that helps the body fight diseases(e.g. protective food)rice noodles spaghetti bread potatoes chocolate butter cream oils nuts meat eggs cheesemilktofuMost vegetables(e. g. beans, peas,cucumbers, eggplants, peppers,mushrooms, cabbages)and fruit(e. g.apples, peaches, oranges, lemons)→Step 3 Pre-readingLet students turn to Page 10, look at the title of the reading passage and the pictures and predict what the passage is about. Then have them read the passage quickly to see if they are right.→Step 4 Reading1. Fast readingAsk students to skim the reading passage and then answer the following questions:1)Who are mentioned in the story?2)Where did the story happen?Three minutes later, check the answers with the whole class.Suggested answers:1)Wang Peng, Yong Hui and Li Chang.2)It happened in the two rest aurants: Wang Peng’s restaurant and Yong Hui’s restaurant.2. Intensive readingAllow students to read the passage carefully this time to understand the main idea of each paragraph and the important details, and then finish the following:1)Use the information from the reading passage to tick out the correct statements and give reasons for your answers.(1)Usually Wang Peng’s restaurant was full of people.(2)Yong Hui could make people thin in two weeks by giving them a good diet.(3)Wang Peng’s regular cus tomers often become fat.(4)Yong Hui’s menu gave customers more energy-giving food.(5)Wang Peng’s menu gave customers more protective food.(6)Wang Peng decided to compete with Yong Hui by copying her menu.2)The passage can be divided into 3 parts. Give the main idea in each part.Part Main ideaPart 1Part 2Part 33. Reading and discussionRead the passage a third time and then work in pairs to do the following:1)Write out your answers.(1)The weakness of the diet in Wang Peng’s restaurant was t hat it did not give ______________.(2)The strength of the diet in Wang Peng’s restaurant was that it provided ______________.(3)The weakness of the diet in Yong Hui’s restaurant was that it did not give ______________.(4)The strength of the diet in Yong Hui’s restaurant was that it provided ______________.4. ExplanationHelp students analyze some difficult, long and complex sentences and guess themeanings of some new words. Encourage them to try to deal with the language points in the context.Discuss and explain in your own words the following important sentences or parts of sentences taken from the passage.1)Wang Peng sat in his empty restaurant feeling very frustrated.2)Nothing could have been better.3)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.4)He could not have Yong Hui getting away with telling people lies!5)Perhaps with a discount and a new sign he could win his customers back.→Step 5 Homework1. Learn the useful new words and expressions in this part by heart.2. Read the reading passage again and try to retell the story.（八）板书设计Unit 2Healthy eatingCome and eat here(1)True or false Key sentences1. Usually Wang Peng’s restaurant was full of people.2. Yong Hui could make people thin in two weeks by giving them a good diet.3. Wang Peng’s regular customers often become fat.4. Yong Hui’s menu gave customers more energy-giving food.5. Wang Peng’s menu gave customers more protective food.6. Wang Peng decided to compete with Yong Hui by copying her menu.1. Wang Peng sat in his empty restaurant feeling very frustrated.2. Nothing could have been better.3. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.4. He could not have Yong Hui getting away with telling people lies!5. Perhaps with a discount and a new sign he could win his customers back.二、教学反思：（1）自己对本课的反思：本课堂设计了若干活动及任务，并提供了一些必要的学习资料，旨在让学生积极参与学习活动，在活动中学习，在任务下进步。
2024小学英语二年级人教版下册《Healthy Eating》教案
2024小学英语二年级人教版下册《HealthyEating》教案教学目标：1. 学习食物的名称，并能用英语正确表达出来。
2. 了解健康饮食的重要性，并能简单描述健康饮食的好处。
3. 能够使用Are you...?和Yes, I am./No, I'm not.来询问和回答自己喜欢的食物。
教学准备：1.漂亮的图片或卡片，上面印有不同的食物。
2.相关的教学素材，如视频、互动游戏等。
3.多媒体设备，能够播放图片、视频和音频。
教学步骤：Step 1: Introduction (引入) - 10分钟1. 教师向学生展示一个盘子，并在盘子里放上一些图示食物的卡片。
2. 教师问学生是否知道这些食物，学生可以用汉语回答。
然后，教师告诉学生今天的主题是关于健康饮食。
3. 教师播放一个有关健康饮食的视频，并与学生一起观看和讨论。
Step 2: Vocabulary (词汇) - 20分钟1. 教师向学生展示食物的图片或卡片，然后逐个教学生这些食物的英文名称。
2. 教师可以通过图片让学生感受不同食物的味道、形状和颜色，并引导学生用简单的英语表达这些感受。
例如，"This is a red apple. It tastes sweet."（这是一个红苹果。
它尝起来很甜。
）3. 学生个人或小组练习：- 学生可以用已学的食物词汇来描述自己喜欢的食物，并与同学分享。
- 学生也可以根据图片选择自己喜欢的食物，并用英语回答教师的问题。
例如，"Are you like ...? Yes, I am./No, I'm not."（你喜欢...吗？是的，我喜欢。
/不，我不喜欢。
）Step 3: Healthy Eating (健康饮食) - 30分钟1. 教师向学生介绍关于健康饮食的基本概念，并为学生提供一些简单的例子和解释。
2. 教师与学生一起讨论健康饮食的好处，例如保持健康、拥有更多的能量和更好的注意力等。
人教版必修三Unit 2《Healthy eating》word教学设计
Pre-reading引导学生通过questioning and answering进行操作。
将Warming Up、Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。
将Learning ab out language和Workbook中的USING WORDS AND EXPRESSIONS、USING STRUCTURES整合在一起上一节“语言知识课”。
Learning about language主要突出本单元的重点词汇和主要语法项目。通过Warming up by having a dictation，Discovering useful words and expressions，Learning about grammar，Reading ready used materials for Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t和Closing down by doing a quiz等活动，帮助学生熟练掌握情态动词ought to / ought not to / have toቤተ መጻሕፍቲ ባይዱ/ don’t have to / mustn’t / needn’t的各种语用功能。
Unit 2 Healthy eating
本单元的中心话题是“健康饮食”。本单元将通过谈论健康饮食，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，提高健康饮食意识，并在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。
必修_Unit_2_Healthy_eating[单元教案](杂项)
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Ｉ．单元教学目标．目标语言Ⅲ. 教材分析与教材重组. 教材分析本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。
针对现实中遇到的实际问题发表自己的看法。
最后让学生运用所学知识，两人一组研究中餐，设计食谱。
是本单元一个重要的组成部分。
让学生看图讨论不同食物对人体的作用，了解饮食与人体健康的关系。
通过几个设问激发学生思考自己的饮食习惯是否合理，运用已有的知识经验思考什么是.通过一个表格和一个排序题引导学生对比不同食物中哪些食物富含脂肪、纤维素、维生素和糖份。
可添加讨论如何在烹饪中保持食物营养，从而有利于健康。
讲述王鹏伟和咏慧开饭店的不同风格和顾客对不同食品的反应，反映了现代人对饮食的关注和对时尚的追求。
但王鹏伟和咏慧都没有提供平衡的膳食，经过一段时间的磨合，他们决定合作，提供既有能量又有纤维的食品。
戏剧性的结尾增添了故事的趣味性。
通过阅读丰富学生的饮食文化，教会他们如何改善饮食习惯。
在现实生活中碰到麻烦时，如何正确处理矛盾，解决问题。
利用判断和回答问题的形式考查学生对课文细节的理解，对比两家饭店所提供膳食的优缺点。
是继之后的又一指导性练习。
注重考查词性的变化，课文中重点词汇在语篇中的熟练运用及情态动词的不同功能，并设计连线和情景对话两个题型予以巩固。
体现了学以致用的目的，从, , , 四方面训练学生，完成语言的输入性学习和输出性训练的过程，结合生活实际，让学生两人一组研究中餐设计食谱。
．教材重组精读把作为的导入部分，把、和整合在一起作为一堂“精读课”。
语言学习把和中的, 结合在一起上一节“语法课”。
听力把中的和中的，放在一起上一堂“听力课”。
泛读中的与中的放在一起上一堂“泛读课”。
口语将和中的, 放在一起上一堂“口语课”。
语言运用将和中的, 整合在一起上一堂“写作课”。
．课型设计与课时分配Ⅳ. 分课时教案教学目标. 目标语言. 重点词汇和短语, , , , , , , , , , , , , , , , , , , , , , ，, , , , , , , , ,. 重点句子.? ? ..!..’ !. 能力目标. .??’ ?. .’ ?’ ?’ ?. . . 学能目标.?? ??教学重点. .. , ? ?教学难点. .. ? ?教学方法. .. ’ .. , .. .教具准备, .教学过程与方式?, ,? ??？?: , ..… …… …( ; ). ?.. . ? . . . ...’ ..:. ’.. ... ’.. ’ .. ’.. ... ’ .. ’ .. .() .() .. ( )... 人如其食。
人教版高中《英语》必修3 unit 2 “Healthy Eating” 教学设计
2020年42期总第534期ENGLISH ON CAMPUS人教版高中《英语》必修3unit 2 “Healthy Eating” 教学设计文/莫兴竹一、教学内容分析人教版高中《英语》必修3 unit 2 “Healthy Eating” 的中心话题是“健康饮食”。
教材通过讲述王鹏和雍慧餐馆为顾客提供不同的食物，且二者都存在片面性，都不属于健康的膳食。
最后两人决定合作，将菜单升级，提供给顾客既有能量又有纤维的均衡饮食。
本单元第一部分Warming up，主要让学生通过学习，了解到食物的分类——不同事物给人体提供不同的营养。
Pre-reading部分，要求学生围绕几个问题进行讨论，最后能够理解健康均衡的饮食应该包括哪些食物，款待朋友，应该选择什么样的特色菜以及根据图片和文章标题，对Reading部分的内容进行猜测。
通过学习，学生能够理解王鹏和雍慧的菜单都存在片面性，都不属于健康均衡的饮食，进而在Using Language进行听力和阅读语篇的训练。
Learning about Language 部分由 “词汇学习”和“语法学习”两部分组成。
本单元的最后一个任务是主题写作，要求学生为家庭制作晚餐食谱，分析食谱包含的食物是否能够提供均衡营养，学以致用。
二、学情分析本节课的教学对象是高一年级的学生，他们已经具备一定的英语基础知识，能运用逻辑思维能力解决问题，对“健康饮食”这一话题也不陌生，能够激发他们的学习兴趣，但是对于本单元涉及的大多数专业词汇，学生还是存在问题。
基于此，小组合作学习方式是高一英语课堂的常用形式。
三、教学目标和教学重点及难点1.教学目标。
(1)掌握本单元的核心词汇和短语以及情态动词的功能和用法；(2)根据食物的分类，了解食物的不同功能；(3)能够谈论什么是健康、均衡的饮食；(4)引导学生关注合理饮食、饮食习惯、饮食结构、饮食文化等。
2.教学重点及难点。
(1)掌握本单元的核心词汇和语法结构；(2)了解不同食物对人体的作用并形成健康饮食的意识；(3)学生能够正确使用阅读策略，理解、分析课文；(4)能针对自己遇到的实际问题，发表自己的意见和建议。
HealthyEating教案
HealthyEating教案
健康饮食教案
一、教学目标
1、让学生了解健康饮食的重要性，学会如何合理地搭配食物。
2、培养学生良好的饮食习惯，提高自我保健意识。
二、教学内容
1、介绍健康饮食的基本概念和意义。
2、讲解不同食物的营养成分和作用。
3、分析不良饮食习惯对身体健康的影响。
4、传授如何科学地选择食物和搭配的原则。
5、提醒学生注意饮食卫生，养成良好的饮食习惯。
三、教学步骤
1、导入环节通过展示一些常见的食物，让学生思考哪些食物对我们的身体健康有益，哪些食物对我们的身体健康有害。
2、知识讲解 a. 介绍健康饮食的基本概念和意义。
b. 讲解不同食物的营养成分和作用。
c. 分析不良饮食习惯对身体健康的影响。
3、实践环节通过课堂上的实物展示，让学生了解如何科学地选择食物和搭配的原则。
4、总结归纳通过总结，让学生回顾所学知识，明确健康饮食的重要性，并提醒学生注意饮食卫生，养成良好的饮食习惯。
四、教学反思
1、通过学生的反馈，评估学生对健康饮食的了解和掌握情况。
2、分析教学中存在的问题和不足，及时调整教学策略，提高教学效果。
3、提醒学生注意日常饮食中的问题，将健康饮食的理念融入到日常生活中。
五、作业布置
1、让学生回家后，根据所学知识，制定一份适合自己的健康饮食计划。
2、提醒学生在日常生活中注意观察食物的配料和营养成分，培养良好的饮食习惯。
Unit 2 Healthy Eating教学设计
Unit 2 Healthy Eating教学设计Unit 2 Healthy Eating一、教法建议【抛砖引玉】单元双基学习目标Ⅰ. 四会单词和词组：pa(the) future , bain , fat ( n . )ddiscuss , discuad ( of )三会单词和词组： exaadvise , pagy , weight , put on weight , wause , unhealthy , lose weight , suggⅡ. 交际英语：人人都希望自己身体健康，工作顺利，生活愉快。
人体就像一部机器，机器需要经常保养才能不停地正常运转，不出故障；人也需要营养合理的饮食、充足的睡眠、必不可少的休息与娱乐。
倘若你为了省钱省时间而终日凑合着吃东西；倘若你为了挤出更多的时间对付艰苦的学习而挤掉了睡眠时间；倘若你为了多打工赚钱，几乎舍弃了所有的休息与娱乐。
那么，生病就在所难免。
万一人生了病就需要去医院诊断出出故障的原因，这时就需要和医生打交道，下面是常用到的语句。
医生用语：What can I du ? / What was the matter ? / What'uble ?2. Du? / It'g serious . / Let me examine you . / Tada day . / And I advise youdo …Drink plwater and have a good/ You'd better have a good/ You'll be wellw me your tongue . /ut your tongue . / Did you cough much ? / Fortunately , you only have the flu (流感) . / You'll have to balized (住院)How long have you been l? / Well , let'ur mouth and say “ah ”. / Keep warm and don't catch cold .病人用语：I've got a pain ( cough , headaache ) . / I don't feel well . / There'g wrong with … . / This place hurts . / I feel a great pa/ I feel dizzy (头晕) . / Idicine last night , but they didn't help . / Dlease give me an examina2. I've hadature taken .I indeed have a fever . / I was hot and cold by tuI don't feel well , d/ Iwon't last long . / I don't feel like eating anythingI have aat ( 喉咙痛) andurts . / It started botheringday a/ I feel hot and fev/ I'm aching all ovI've been losing sleep . / My whole body feels weak . / I've lost my voice . / My ears are ringing , andburning . / I feel a paleft leg .Ⅲ. 语法重点：进一步学习提出建议和忠告的句型。
高中英语 Unit 2(Healthy Eating)教案人教版必修三 教案
Unit 2Healthy Eating1.Topics:Problems with diet ;Balanced diet and nutrition2.Words and expressions3.Functions:1)Suggestions and adviceYou must /must not… ; What should I do?I think you ought to …; I suppose you had better…Perhaps you should…Do you think you could give me some advice?2)Seeing doctorsWhat’s the matter? What’s wrong?What seems to be the trouble?How long have you been like this?3)Agreement and disagreement.I don’t agree. Of cause not. I don’t think so.All right. T hat’s a good idea.No problem. Certainly /sureYes, I think so. I’m afraid not.4. Grammar: The use of ought toYou ought to cook fresh vegetables and meat without too much fat If you want to stay slim.You ought not to eat the same kind of food at every meal.Period 1.Step 1. warming up1. Do you eat a healthy diet? What kind of food do you usually have for meals? Are the food you usually eat healthy food or unhealthy food?(Discuss in pairs)2. Name some healthy food and unhealthy food.healthy food unhealthy food.All vegetables: cabbages, Fatty food: French friesPeppers tomatoes potatoes cream roast pork/lambAll fruits: apples, grapes sugary food:chocolateStrawberries bananas pears sweets/honey ice-creamDairy products:Milk cheese salty food:can biscuitSeafood: shrimp cookiesTofu eggs3. Do you know that the food you eat helps you grow in different ways? Some will make you fat/tall/thin.Look at the charm below,and see which kind of food they.FOOD TO GIVE YOU ENERGY FOOD TO GROW BONESAND MUSCLE Foods that fiber fordigestion and healthFast energy food Slow energy food Body-building food Protective foodsRice sugarNoodles potatoesSpaghetti breadCorn dumplings Butter creamOils ham nutsFried bread stickFried cake/chips Dairy products:Milk cheeseMeat eggs tofuSeafood shrimp All vegetables(eg.beans, Cucumbers,mushrooms,peas, Cabbage,…)all fruit(pears Apples, peaches, oranges,…)Questions:1.Which of these groups of food do you like best?2.Which of them do you eat most often?3.Do you think we should eat each kind of food?3.What will happen if you do not eat a balanced diet?Too much fatty/sugary/salty food will cause many diseases and get too fat.Only protective food will feel weak ,no energy and get too thin.Step 2. Pre-reading1. Discuss the questions in the chart.(Which food contains more…)2. Order the following food from which contains most fat to which contains less.Answer: ice-cream, eggs, chicken, rice, peachesStep 3 Fast reading and answer the following questions1. What does Wang Pengwei’s restaurant serve?2. What about Yong Hui’s restaurant?Step 4 Intensive reading and find the answers to prehending.Period 2 Language pointsStep 1.Lead-in: Listen to the tape to get a better understanding.Step nguage points1.Wang Pengwei sat in his empty restaurant feeling very frustrated.feeling very frustrated 现在分词在句中作伴随状语eg.She sat on the chair reading a newspaper.(表伴随)Walking in the street, she met her old friend. (表时间)Seeing no body at home, she decided to eat outside.(表原因)The child fell, striking his head against the ground. (表结果)2.His restaurant ought to be full of people.Ought to 1) to show a moral duty 表示一种道义上的责任，应该Eg.She ought to look after her child better.You ought to study hard to get a high mark.2)ought to have done 表示本应该…，而却没有…Eg.You ought to have e yesterday.3.He thought of his mutton kebabs, fatty pork cooked in the hottest oil. 过去分词短语作后置定语，表被动。
HealthyEating教案
Activity1. Warming up1.What are the three essential elements for us human beings to survive on the earth?Water, air , food2.Which one would you prefer? Western food or Chinese food?3.What do you usually have for breakfast / lunch /supper ?4.What will happen if you do not eat a balanced diet？5.What is healthy diet?Healthy diet: a diet that is balanced and neither too rich in fat, sugar and salt nor too poor and lacking in essential nutrients.6.Which food is junk food or healthy food and give reasons.I think …is junk food because…I think … is healthy food because…(be rich in; be low in)Activity2. Pre-reading1.What do you think should go into a good meal?A good meal should contain some food from each of the three categories above.2.Imagine you and your partner are going to invite some friends for dinner.3.What special food of your place would you offer them? Plan a menu.4. Look at the title of the reading passage and the pictures. Predict what the passage is about.Activity3. Fast readingRead the text quickly to find out which sentence is the main idea of the text.1.The two restaurants supplied the healthy food.2.The reason why Yong Hui’s restaurant was so popular with customers.3.Wang Pengwei found out why he had lost his customer and decided to win them back.Activity4. Post readingDiscuss the weakness and The strength of the diet in Yong Hui’s and Wang Peng’s restaurant. Activity5. HomeworkRead and retell the text.。
healthy-eating-教案
healthy-eating-教案Lesson plan Unit 2 Healthy EatingBackground information:1. Students: Grade 2 of senior high. They know some names offood. And they can tell the junk food and thehealthy food easily.2. Material: words and reading passage Come And Eat Here.The material is not too difficult for thestudents to understand. The point is toteach them to eat in a healthy way.3. Type of class: words learning and reading4. Time duration: 1period (40mins.)Teaching Aims:1. Language Aims:(1) Students can know the names of food: barbecued mutton, roast pork, bacon, fried rice…(2) Key Words: curiosity, hostess, raw, vinegar, discount, win, customer, back, lose weight, get away wit, tell lies, win back… (These words are some basic words.) Students can use those words and phrases.(3) Students can tell which protective food is and which energetic food is.Blackboard, chalk, computer, PPTProcedure:Step 1: warming up 2minsTeacher give students the pictures of barbecued mutton, bacon and vinegar and their Chinese names, ask students to speak out their English names.T: hi, guys, do you eat those food in your daily life? 烤羊肉串、腌肉、醋, but do you know how to say them in English ?S: …T: some students do know some expressions, ok, now let’s go to enjoy those delicious food.Step2: reading new words 2minsT：show them the words, pronunciation and Chinese meaning and let students read after teacher twice for each wordS：read after teacher twice for each wordroast [rəust] v. 烤，焙；烘，烘烤；adj. 烘烤的；烤过的barbecue ['bɑ:bikju:] vt&n . 烧烤；烤肉fried [fraid] adj. 油炸的，油煎的；ought [ɔ:t] aux. 应该，应当；大概bacon ['beikən] n. 咸肉；腌肉；熏猪肉slim [slim] adj. 苗条的；修长的；v. 减轻体重；变细curiosity [,kjuri‘ɔsiti] n. 好奇，好奇心；hostess ['həustis] n. 女主人，女老板；raw [rɔ:] adj. 生的；未加工的；vinegar ['viniɡə] n. 醋mutton [‘mʌtən] n. 羊肉discount [[‘diskaunt, dis’k-]] n. 折扣；vt. 打折扣；customer ['kʌstəmə] n. 顾客；[口]家伙lose weight : 减肥体重下降get away with: not to be punished for something 逃避惩罚tell lies : 说谎win back : 赢回Step3: memorizing the words quickly 3minsT: I will give you 3 minutes to memorize those words quickly. When time is up, I will invite some students to show your memory. Let us know who is the best one. Ready? Go!!Step4: check 4minsT：show them the picture of barbecued mutton, fried, bacon, raw, vinegar, discount，ask them what they are and let students spell them .Invite some students to do it.S：barbecued mutton, fried, bacon, raw, vinegar, discount…(if some students can’t do it, let him ask other students’help, and then let him say thank you to his classmate. Encourage them.)Step5: tell students how to use difficult words 4mins1.Curiosity: curiosity killed the cat.(一说猫有救命，但是死于自己的好奇心而说清蒸猫是什么味道？这个人的好奇心害死了猫)2. get away with （犯错）而未受惩罚He was lucky to get away with only a fine. 他算是万幸，只被罚款了事。
新人教版高中英语必修3Unit2 Healthy eating教案2
Unit 2 Healthy eatingThe Third PeriodContents: Reading (We are what we eat)Teaching Aims:1.Improve Ss’ reading skills and abilities.2. Learn how to read about the Argumentative Writing (types of the article).3.Talk about problems and solutions.Teaching procedures:Step 1. Warming up and Pre-readingToday we’ll learn the topic on “what we eat〞. Before we start the reading, I’d like you to answer some questions.1. Which of the following gives you the most energy: a banana, a soft drink or a bar of chocolate?2. How many meals do you have every day? Which meal do you think is the most important? Why?3. How much water do you drink every day?4. What kind of snacks do you take?Teach the new word: snack (an amount of food smaller than a meal; something eaten informally between meals like candies, fruit and so on.)Step 2. While-ReadingI. The first-time readingI.Get Ss to do skimming of the passage to get a general idea of the story. After a while, check their understanding by asking some simple questions: (Try to find the answers in the text and underline where they are, that is , in which paragraph .)1) Are traditional diets suitable for the 21st-century person?2) When we choose what to buy and eat, what should we think?3) Do vegans eat cream or eggs?vegans == strict vegetarian who neither eats nor uses any animal products, eg: eggs; silk; leather 纯素食主义者(既不吃也不用任何动物产品,如蛋/丝绸/皮革等)II. Do the following True-or-False exercises.1. Our body doesn't need to refuel if we choose nutritious food for our main meals. F2. Good snacks should e from different food groups and should not have too much fat or sugar. T3. Fruits and vegetables don’t give us any vitamins. F4. Most fruits need cooking. F5. Fruits and vegetables are the only healthy snacks. FIII. Get Ss to read the passage again and answer the following questions:1. What do traditional diets often have? CA. too much waterB. too much proteinC. too much fat and too many caloriesD. nutrients we need2. What can help our body fight disease and give us energy? AA. vitamins, fibre and minerals.B. pork and fishC. waterD. calcium3. What contains a lot of protein? DA. vegetablesB. fruitsC. vitaminsD. fish, meat and beans4. Why do some people bee vegetarians? AA. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..B. Because they think meat is not "eco-foods".C. Because they think meat will make them Fat.D. Because riley think meat will make them thin.5. From the passage we can conclude that it is probably better, if____. DA. we eat less meatB. we have more fruitC. we have "eco-foods"D. we buy good food and keep a balanced diet.II. The second-time readingI. What’s the main idea of each paragraph?Para1: Difficult to choose what to eat/ our eating habits are changing Para2: Different food has different functions / why the eating habits are changingPara3: Choosing according to what we believePara4: Keeping a balanced dietPara5: Developing healthy eating habits/suggestionsHow many parts can be divided into? --- (Three parts.)What’s the main idea of each part?Part1:our eating habits are changing. (提出问题)Part2:why the eating habits are changing 〔分析问题〕Part3:the best way to develop healthy eating habits.〔解决问题〕II. What types of the article ?--- It’s about Argumentative Writing议论文是阐明作者对人或事的好坏的立场观点。
healthy eating说课稿
说课稿: Unit 2 Healthy Eating一、说教材1. 教材分析：本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。
2. 教学目标：1．Knowledge aims:a. help Ss to understand and master the words and expressions in reading.b. Let the students know some basic information about the balanced and healthydiet.2．Ability aims:a. Train Ss to catch the key words or phrases in the reading.b. Encourage Ss to express their ideas about healthy eating.c. Enhance Ss’reading ability and develop Ss’ability and skills of guessingwords and reading comprehension.3．Emotional aims:a. Help Ss understand the importance of the healthy eatingb. Develop Ss’ sense of cooperative learning.二、说教法：Task-based Language Teaching(任务型语言教学法)Cooperative Learning Approach（合作学习教学法）Communicative Approach（交际教学法）三、说教学对象：本节课的教学对象是高中二年级的学生，他们已经初步掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。
UNIT2Healthyeating教案
UNIT2Healthyeating教案Unit2Healthy EatingPeriod1Warming-up and Pre-readingStep1Warming-up1.In Unit1we have learnt many festivals around the world.Can you list them?Can you tell us what we'll eat in these festivals?2.Game:Let's have a check.Look who knows the most food.We'll name this food group by group.3.Every one has his favorite food.Garfield like Spaghetti and collar of brawn best.What about you?What food do you like best?Do you know whether you eat a healthy diet or not?4.Proverb:There is a proverb about food:"You are what you eat!"Please choose the best explanation for this proverb.A.You will become what we eat.B.Your health is decided by what you eat.C.You should buy and eat nutritious food.D.What you eat can make you healthy.Answer:B.吃什么长什么。
人如其食。
5.Classify three kinds of food.Different food give us different nutrition.There are three kinds of foods which help us grow in different ways.Do you know what they are?food to give you energy----energy–giving foodfood to grow bones and muscle-------body-building food强身健体的食品food that helps the body fight diseases------protective food 防护食品6.Read the form on P9Warming-up.Let's read the form of Warming-up to know detail food of the above three kinds of food.Which groups of food do you like best?Which do you eat most often?Important phrases:diet和food的区别：diet指的是习惯的食物或规定的食物，特指维持健康的食物，如病人的疗养食物,减肥者的食物;on a diet减肥food是一般指凡能吃能喝的具有营养的东西。
healthy-eating-教学设计
unit 2 Healthy eating教学设计（一）教材分析这是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变日常饮食选择,旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前提。
且大部分学生对饮食与健康的关系（如人体每天必须摄入的六种基本营养成分的来源、健康饮食的重要性、什么是绿色食品等）了解较少。
因此，本文的学习难度较大。
（二）教学目标根据新颁布的普通高中《英语课程标准（实验稿）》关于阅读课主要教学目标的具体描述，结合本课教学内容，具体从语言知识、语言技能、情感态度和文化意识三个方面制定如下教学目标。
1. 语言知识目标：a)使学生了解protein, calcium等基本营养成分的来源和主要功能，健康的饮食习惯是健康的保证，以及素食主义等信息。
b)学习掌握有关营养成分与食物的词汇，如：protein、calcium 、carbo hydrate 、fibre、 mineral、 vitamin 、vegetarian & vegan、 green food and clean food 、eco-food and organic food等，以及 keep up with ，The same goes for…以及as 和only 引导的倒装句的用法。
2. 语言技能目标：a)使学生学会克服生词障碍，通过略读，寻找文章的主题句，理清文章的总体框架与脉络；通过查读，捕捉文章的重要细节，理解作者的写作意图。
b) 使学生学会运用各种猜词技巧，猜测部分生词在具体的语言环境的含义。
c) 使学生能够运用所学知识，用英语为自己所熟悉的一个人设计一份“h ealthy diet”，并阐明设计的依据。
3.情感态度与文化意识目标：a）使学生学会审视自己、审视食物，提高养成健康饮食习惯的意识。
b）使学生学会关心他人，体贴他人，并养成较强的合作意识。
（三）教学重点和难点：1．重点1）让学生认识到饮食对健康的重要影响。
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Unit 2 Healthy eating
阅读课
县七中罗晓美
一、教学内容
Warming Up; Pre-reading; Reading; Comprehending（pp.9-11）
二、教学目标
在本节课结束时，学生能够
1.用英语说出人们常用饮食的分类，说出不同类型饮食对人体的基本营养价值，知道
如何健康地饮食。
2.理解课文的大概意义，划分段落，说出并写出段落大意。
3.理解课文中的细节信息，判断细节信息的正确与否。
三、教学重点
1. 和食物相关的有用的单词和词组：diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balanced, balanced died, barbecue, mutton, roast, fry, stir-fry, ought, ought to, bacon, lose weight, slim, curiosity, hostess, raw, vinegar, get away with, lie, tell a lie, customer, discount, win…back weakness, strength, carrot, fibre
2. 介绍三种不同的食物对人体的功能。
四、教学难点
1. 谈论不同种食物中最喜欢的一种并且知道怎样吃才是健康的基本知识。
2. 为了自身的健康，注意平衡饮食。
3. 提高学生的阅读技巧：skimming, scanning, summarizing, and finding out detail.
五、教学方法
Skimming, scanning, summarizing, explaining, individual work and group work.
六、教具准备
A computer, a projector and some slides.
七、教学步骤
步骤一热身
学生看PPT片上的图片并说出它们的英文。
设计意图：使学生形象地记住英语单词或者单词的意义，对单词和词义产生一定的印象。
步骤二读前
1. 教师使用投影提供三类食物的表格，请学生把在上一步中说出的食物分到不同的食物类别中去。
设计意图：使学生了解食物在科学上的大致分类，便于学生了解平衡饮食规律。
学生在教师的引导下，自己进行食物分类的活动也会很好地调动他们的已有知识，而且分类之后，学生能够更加轻松地记住这些食物的英文。
2.教师询问学生的饮食习惯，询问他们的饮食是否平衡，是否健康。
教师用英语询问的同时投影出下列问题。
教师请单个学生回答这几个问题。
设计意图：学生了解了理论上的饮食平衡后，结合实际情况反思自己的饮食是否合理，激发了学生的思维和兴趣，同时也练习了常用的英语句子，为学生能够积极地阅读做了情感和知识方面的准备。
3. 教师指导学生分组讨论，并得出平衡饮食应包含三类不同的食物。
设计意图：进一步提高学生平衡饮食的意识，运用平衡饮食的规律，为学生更好地理解课文中所提到的饭店的饮食情况。
4.教师投影出两张课文插图，并对文章内容进行预测。
设计意图：进一步激发学生的思维，使得学生体会题目与文章内容的关系。
步骤三阅读（速读，略读，精读和讨论）
1．教师请学生先阅读课本中Comprehending中的练习1。
设计意图：学生先知道要回答的问题内容，就能够带着问题去阅读，阅读效果会更好。
2．教师请学生快速阅读理解文章，判断Comprehending中的练习1-6题正误。
（1T， 2F， 3T， 4F， 5F， 6F）
设计意图：给学生留出时间去理解课文，并判断那些说法是否正确。
3．教师请学生说出Comprehending中的1-6题正误，并指出文中的证据。
然后，教师投影出正确答案。
设计意图：学生能够交流他们的阅读理解和思考过程，提高他们口头表达能力。
4．教师提问学生课文分成几部分，请学生再阅读一遍课文，确定课文所分成的部分，思考每一部分的大概意思。
设计意图：提高学生分析语言信息和归纳信息的能力。
5．教师请学生说出课文分成的几部分，并说出每一部分的大概意思。
学生说出这个内容的同时，将标准的答案投影出来。
设计意图：让学生说出每一部分的大意，目的是提高学生的口语表达能力。
学生还可以参考标准答案，反思和修改自己的答案。
6. 让学生读课文，找出王鹏和咏慧的餐馆提供了哪些食物以及各存在什么问题，填表。
设计意图：王鹏和咏慧的餐馆提供的食物，能够直接从文中找到答案，既让学生能够体会到学习的成功感，提高英语学习的兴趣，又能巩固本节课的一些重点单词；同时，通过思考这些食物存在的问题，强化了学生平衡膳食的意识。
7. 教师请学生scan 课文，根据课文回答7个问题。
设计意图：通过回答这7个问题，学生能够更好地理解课文。
8. 让学生再读课文和找出两个餐馆的不同。
设计意图：培养学生把握文章事实细节以及对文章的综合理解能力。
步骤四读后
1．教师请学生听课文录音，并同时跟着录音朗读。
设计意图：学生学习和巩固所学的语言，特别是有声语言，为他们口头输出语言做准备。
2．教师请学生根据课文内容填空。
设计意图：帮助学生回忆课文的主要内容，为学生输出语言做准备。
3．教师请单个学生复述课文。
在学生遇到困难的时候，教师给予一些适当的提示。
设计意图：使学生对阅读过的文章进一步加工、内化，帮助他们能够及时提取已经吸收的语言知识，提高他们的语言输出的技能。
步骤五作业
1．教师要求学生朗读课文，读得要熟、要快、要准。
设计意图：使学生多练习有声语言，提高口语表达能力。
2．教师要求学生找出课文中自己难以理解的句子，和其他同学一起探究。
设计意图：使得学生更加深刻地理解课文，利用学生本身的资源来合作探究。
3．学生从下列三个题中选择一题，写出短文。
设计意图：在课堂上，学生写的内容较少，教师让学生课后进行写的练习是课堂训练的必要补充。
步骤六板书设计
Unit 2 Healthy eating
Reading
Come and Eat Here (1)
1.Look at the pictures and learn some new words about food
2.A balanced diet
Wang Peng frustrated Li Chang(customer)
步骤七反思（课后）Yong Hui
Slimming restaurant Library。