(完整版)教学设计方案healthyeating
高一英语(Unit2 Healthy eating)教学设计(二) 教案
云南省陇川县第一中学高一英语《Unit2 Healthy eating》教学设计（一）Grammar (Learning about language and Using language)一、Teaching content1. Make suggestions or giving advice on diet.2. Distinguish the meanings of Modal verbs.二、Important words and phrases1. consult vt. 咨询，请教；商量；查阅Consult sb. 向某人咨询Consult with sb. 与某人商量Consult on/about 就….向某人请教、询问Eg. I have to consult the teacher about the problem.2. earn on e’s living 谋生Eg. I earned my living from teaching.earn one’s living=make one’s livingearn money = make moneyearn one’s praise 受到某人的表扬3. in debt 负债，欠债be in one’s debt 欠某人的情eg. I am in my parents’ debt.4. spy on 暗中监视，侦查Eg. From the little hole in the back door he could spy on the whole class.5. limit vt. 限制，限定 n. 界限，限度 a limit to……..是有限度的limit…..to…限制…..到…..set strict limits on…对…..作严格限制push/test sb./sth. To the limit 推、考查某人或某物达到限度6. benefit from 从……受益get benefit from/by (因……)得到利益，受益for the benefit of / for one’s benefit 为了……的利益eg. We benefit from our teachers.7. combine with 和…..联合Combine to do sth. 联合做某事Eg. Steel is produced by combining iron with carbon.8. cut down 削减；删节Cut in 插嘴Cut off 切断，中断，隔绝Cut up 切碎，割碎Cut down 砍倒Cut out 戒掉，改掉9. before long 不久以后long before 很久以前It be long before….. 没过多久，才….Eg. We will meet again before long.It will be long before I see you.三、Some useful expressions（finish the sentences）1.suggestions and adviceWhat should we do? Shall we…..? How about……? You must/mustn’t…….I think you ought to….. Perhaps you should….. You’d better…. You might….You need/needn’t…. you have to/ don’t have to…. I would strongly advise you to….. I suggest that you… my advice is/would be… It might be a good idea to…2. Seeing the doctorWhat’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, only…..I suppose you had better…. I think you ought to….I’ve got a pain in….. It comes and goes. I’m suffering from……I feel tired all the time. I’ve got a bad…. It hurts when I touch it.3. Agreement and disagreementYes, I think so. I don’t think so. I agree. I don’t agree.That’s correct.That’s exactly my opinion.You’re quite right.I don’t think you are right. I quite agreewith you. I’m afraid I don’t agree / disagree with you. Of course not. I’m afraid not. All right.That’s a good idea. Certainly. / Sure. No problem.四、Grammar pointsStep 1 Observationought to, have to, mustn’t，needn’t[寻规找矩] 观察下列三组句子，注意情态动词ought to， have to，mustn’t和needn’t的不同用法。
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。
高中英语《Unit 2 Healthy eating》优质课教案、教学设计
Unit 2 Healthy eating 教学设计教学程序：1.Warming-up：激发学习兴趣，明确学习任务weight (kg)= 0 ?[height (m)]²(1)Underweight ≤18.5(2)Normal weight = 18.5 —24.9(3)Overweight = 25 — 29.9(4)Obesity = BMI of 30 or greater通过计算身体质量指数，指出体重与日常饮食有关，从而引出“Why do we have to eat every day?” ，即食物的功能，“ keep healthy, satisfy hunger, prevent diseases, maintain life, supply energy” 。
通过食物的功能，继而引出食物的分类，energy-giving food ：food that provides energy，比如，body-building food：food that helps grow bones and musclesprotective food:food that helps the body fight diseases2.Task-cycle：课文主体内容的教学与操练，知识的掌握与能力的过渡指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。
2.1Fast reading to get general ideasWhoWhenWhereWhat happened(main idea)Wang Peng and Yong Hui serve in their restaurants. The foods in Wang Peng’swhile the foods in Yong Hui’s.【设计思路】：本环节针对课文的主旨，设计who,when, where,what 问题，理解故事发展的情节。
初中备课UnitHealthyEating教案
初中备课UnitHealthyEating教案初中备课Unit Healthy Eating教案一、教学目标本节课的教学目标是使学生了解健康饮食的重要性，并学习一些有关健康饮食的知识，培养学生选择健康食物的能力及习惯。
二、教学内容1. 词汇学习：健康食物的名称及相关词汇；2. 阅读理解：阅读关于健康饮食的文章，回答问题；3. 听力练习：听取关于健康饮食的对话，回答问题；4. 语言运用：用所学的词汇和句型进行口语练习。
三、教学过程1. 预习导入- 利用图片或课件展示健康食物的图片，引发学生对健康饮食的讨论。
- 引出本课的主题：健康饮食。
2. 新课呈现- 学生观看视频或图片，了解不同种类的健康食物。
- 教师介绍健康食物的名称及相关词汇。
3. 词汇学习- 教师以示范和让学生模仿的方式呈现词汇，例如：fruit salad, whole grains, lean protein等。
4. 阅读理解- 学生阅读一篇关于健康饮食的短文，并回答相关问题。
可以在小组内进行讨论，然后全班分享答案。
5. 听力练习- 呈现一段对话或短文，内容关于健康饮食，学生仔细听后回答问题。
6. 语言运用- 学生以小组形式进行角色扮演，模拟在餐厅点餐的场景，运用所学的词汇和句型进行对话练习。
7. 总结- 教师对本节课所学的内容进行总结，并强调健康饮食的重要性。
- 教师鼓励学生在日常生活中选择健康食物，养成良好的饮食习惯。
四、教学资源及评价方式- 教学资源：图片、视频、课件、阅读材料、听力材料。
- 评价方式：课堂讨论、小组活动、阅读和听力题目的回答。
五、教学延伸- 学生可以在家完成一份关于健康饮食的调查报告，并在下节课上进行分享。
六、教学反思本节课通过丰富多样的教学形式，使学生对健康饮食有了更深入的了解，并通过口语练习促进了语言的运用。
同时，鼓励学生在日常生活中选择健康食物，培养了他们的健康饮食习惯。
然而，教学中应该注重学生的参与度，鼓励他们积极发言和互动。
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。
必修三 unit2 healthy eating 教学设计
一堂高中英语任务型阅读教学课的设计—BOOK 3 Unit 2 Healthy eating【教学内容介绍】该课时是根据高一英语必修三第二单元Healthy eating学生用书中的阅读内容“come and eat here(1)”而设计的一节课，课文主要讲述了王鹏和咏慧这两家饭店之间的竞争，同时阐述了所谓健康饮食的概念。
通过整个单元的学习，学生将了解各种食物对人体的作用，与此同时，教师也将引导学生关注平衡膳食，促使学生养成健康饮食的习惯。
【教学设计思路】《全日制义务教育普通高级中学英语课程标准（实验稿）》把基础教育阶段英语课程的目标设定为以学生语言知识、语言技能、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。
同时，也指出：“高中英语课程的设计与实施要有利于学生优化英语学习方式，是他们通过观察、体验、探索等积极主动的学习方式，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。
”应《标准》的要求，我将在培养学生听说读写四个能力的基础上通过对教学情境的创设，采用role playing, quiz, discussion, brainstormi ng等多种方式来进行对本单元的教学。
【学习任务分析】本单元的中心是围绕健康饮食展开的。
该篇文章通过阐述两家饭店之间的竞争来引出健康饮食这一概念。
本课题的学习不仅是能让学生了解什么是健康的饮食，同时也能引导其调整自身的饮食习惯，做到健康饮食。
本堂课的教学内容为“come and eat here(1)”，是在学生掌握了该单元的词汇下展开的，这篇文章是整个单元的重点。
这是一篇记叙文。
学生可以以地点的转换为线索来进行对本篇文章的学习。
考虑到单元的整体进度，我将Warming up作为Re ading的导入部分，把Pre-reading、Reading 和Comprehending整合在一起作为一堂“精读课”。
【学习者分析】本课的授课对象是瑞安中学高一（3）班的学生，作为省一级重点高中的学生，他们的英语基础普遍比较扎实。
完整版教学设计方案healthyeating
Book 3 Unit 2 Healthy Eating【课题】Reading扶风高中张海娟【教学目标】Knowledge aims: Learn the usage of useful and important words and phrases. Ability aims:To develop Ss' reading ability and ability to think and talk about healthy diet by using some phrases and structures.Emotional aims:To brainstorm students about the importance of healthy diet and encourage them to form the good habit of eating.【教学重点】reading skills【教学难点】how to look for important information efficiently.【教学方法】1.Task-based teaching and learning2.Cooperative learning3.Discussion【课前准备】PPT for teaching, some interesting proverbs about healthy diet.【课时安排】One period【板书设计】I. Warming upⅡ. Pre-readingⅢ. Fast-reading (Scanning)Ⅳ. RetellingⅤ. Discussion: How do you think the story will end?Ⅵ. Homework【教学反思】1．课程的导入能贴近生活，让学生觉得有话可说并积极参与进来。
教学环节齐全紧凑，并能注意在结合文章理解的同时启发学生，调动发挥学生在学习过程中的主体作用。
Healthyeating教学设计人教版
引导学生思考这些案例对实际生活或学习的影响，以及如何应用健康饮食解决实际问题。
4. 学生小组讨论（10分钟）
目标： 培养学生的合作能力和解决问题的能力。
过程：
将学生分成若干小组，每组选择一个与健康饮食相关的主题进行深入讨论。
- 健康饮食视频教程：如在YouTube上搜索“健康饮食教程”，可以找到许多关于健康饮食的制作和搭配教程。
2. 拓展建议：
- 学生可以利用课余时间阅读健康饮食相关的书籍，深入了解更多的理论知识，并结合自己的实际情况进行实践。
- 学生可以关注一些健康饮食的网站和公众号，定期接收最新的健康饮食资讯，了解健康的饮食趋势和营养知识。
2. 作业评价
对于学生的作业，我进行了认真的批改和点评。首先，我会仔细阅读学生的作业，对其中的错误和不足进行标注。在批改过程中，我注重给出具体的修改建议，帮助学生提高作业质量。
在点评作业时，我会给予学生积极的反馈，鼓励他们继续努力。例如，如果学生在作业中能够正确回答问题并表达自己的观点，我会给予肯定和表扬，让他们感受到自己的进步和成功。同时，我也会指出作业中的不足之处，并提出改进的建议，帮助学生进一步提高。
4. 学习能力：在本节课的学习过程中，学生能够自主学习、合作学习、探究学习，培养良好的学习习惯和自主学习能力，为终身学习打下基础。
重点难点及解决办法
重点：
1. 学生能够掌握关于健康饮食的英语词汇和句型，如“healthy food”、“eat a balanced diet”等。
2. 学生能够运用所学知识，用英语进行简单的交流和表达。
目标： 让学生了解健康饮食的基本概念、组成部分和原理。
Unit2Healthyeating设计(2)
Unit 2 Healthy eating教学设计教学目标：1. to know the definition about the healthy eating.2. to master the important words and expressions about healthy eating and try to use them in the discussion.3. to improve the reading skills by skimming and scanning.4. to summarize the characters about Wang Peng according to the related sentences.5. To help students to form a good habit of balanced diet.教学重难点：Analysis of the material to help students understand the passage thoroughly and cultivate their abilities in reading and analyzing.教学课时：One period教学步骤：Step1. warming-up1. Everybody has to eat, but do you eat a healthy diet? Do you know the food you eat helps you grow in different ways?2. Food that provides energy (rice, noodles, spaghetti, bread, potatoes, chocolates, butter, cream, etc)Food that helps grow bones and muscles (meat, eggs, cheese, milk, tofu)Food that helps the body fight diseases(beans, peas, cucumbers, eggplants, peppers, mushrooms, cabbages) and fruit (apples, peaches, oranges, lemons)Which do you eat most?What will happen if you don’t eat a balanced diet?。
(高一英语教案)高一英语第十五单元Healthy Eating (健康饮食)-教学教案
高一英语第十五单元Healthy Eating (健康饮食)－教学教案科目英语班级高一文件high1 unit15.1.doc标题Healthy Eating (健康饮食)章节第十五单元关键词内容Healthy Eating (健康饮食)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：pain , in (the) future , be rich in , contain , fat ( n . ) , soft drink , score , scores of , discuss , discussion , at the end ( of )三会单词和词组：examine , ripe , advise , patient , energy , weight , put on weight , westerner , cause , unhealthy , lose weight , suggestionⅠ. 交际英语：人人都期望自己身体健康，工作顺当，生活开心。
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；人也需要养分合理的饮食、充分的睡眠、必不行少的休息与消遣。
倘假设你为了省钱省时间而终日凑合着吃东西；倘假设你为了挤出更多的时间应付艰苦的学习而挤掉了睡眠时间；倘假设你为了多打工赚钱，几乎舍弃了全部的休息与消遣。
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缘由，这时就需要和医生打交道，下面是常用到的语句。
医生用语：1. What can I do for you / What was the matter / What\s the trouble2. Does it hurt here / It\s nothing serious . / Let me examine you . / Take this medicine three times a day . / And I advise you not to do …3. Drink plenty of water and have a good rest . / You\d better have a good rest . / You\ll be well soon .4. Show me your tongue . / Stick out your tongue . / Did you cough much / Fortunately , you only have the flu (流感) . / You\ll have to be hospitalized (住院) .5. How long have you been like this / Well , let\s see . Open your mouth and say “ah 〞. / Keep warm and don\t catch cold .病人用语：1. I\ve got a pain ( cough , headache , toothache ) . / I don\t feel well . /There\s something wrong with … . / This place hurts . / I feel a great pain here . / I feel dizzy (头晕) . / I took some medicine last night , but they didn\t help . / Doctor , please give me an examination .2. I\ve had my temperature taken . I indeed have a fever . / I was hot and cold by turns .3. I don\t feel well , doctor . / I hope it won\t last long . / I don\t feel like eating anything .4. I have a sore throat ( 喉咙痛) and my chest hurts . / It started bothering me yesterday afternoon . / I feel hot and feverish . / I\m aching all over .5. I\ve been losing sleep . / My whole body feels weak . / I\ve lost my voice . / My ears are ringing , and my cheeks burning . / I feel a pain in my left leg .Ⅰ. 语法重点：进一步学习提出建议和忠告的句型。
healthy eating阅读教学设计
healthy eating阅读教学设计教学设计：健康饮食的重要性一、教学目标：1.了解健康饮食的概念和重要性。
2.能够辨别健康和不健康的食物。
3.培养学生良好的饮食习惯，提高身体健康水平。
二、教学内容：1.什么是健康饮食？2.健康饮食的益处。
3.如何选择健康食物？4.如何养成健康饮食的习惯？三、教学过程：导入：通过展示一些食物图片，引起学生对健康饮食的关注。
一、什么是健康饮食？在黑板上写下“健康饮食”的定义，并与学生共同探讨其意义和内容。
二、健康饮食的益处1. 通过幻灯片和图片展示，向学生介绍各种营养素对身体健康的影响。
2. 引导学生讨论并总结各种营养素对身体的作用，如维生素、矿物质、蛋白质等，以及缺乏这些营养素可能导致的健康问题。
三、如何选择健康食物？1. 通过图片展示和讨论，引导学生辨别健康和不健康的食物，如蔬菜水果和零食之间的区别。
2. 向学生介绍食物标签的含义，并教授如何阅读和理解标签上的营养信息。
四、如何养成健康饮食的习惯？1. 向学生介绍健康饮食的金字塔，并解释每个食物类别的建议摄入量。
2. 分组活动：要求学生根据金字塔的建议，设计一份一天的健康饮食计划。
3. 学生展示和讨论各自设计的饮食计划，并互相提出改进意见。
四、教学总结：通过回顾课堂内容，强调健康饮食对身体健康的重要性。
激发学生保持良好饮食习惯的动力，并鼓励他们将所学知识应用到日常生活中。
五、课后作业：要求学生写一篇关于健康饮食的短文，总结本节课所学内容，并提出自己的健康饮食建议。
六、教学反思：通过观察学生的参与度和回答情况，评估学生对健康饮食的理解程度。
如果有需要，可以提供更多练习和案例，巩固学生的知识和技能。
高一Unit 13 Healthy eating教案
高一Unit 13 Healthy eating教案Four Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and thenThree Skills: energy soft bar fuel chemical balance tasty boil mixtureSpoken English:In the clinic / seeing a doctor:What’s wrong with you?/What’s the matter with you?Lie down and let me examine you.Let me have a look.Where does it hurt?Drink plenty of water and get some rest.I’ve got a pain here. This place hurts.There’s somet hing wrong with back/my knee/my arm.I don’t feel well.Grammar:Use of Language:1. Master the function use of language as defined above.2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.Important points:1. Talk about different kinds of food that one favorites.2. learn the basic knowledge of healthy eating.3. learn how to say in the clinic.4. Grasp the language points and grammar in the text.Difficult points: The use of modal verbs --- had better, should and ought to.Teaching aids: puter or slider-projectorWay of Teaching: Communication way of teaching, discussion and group work.First show the students some pictures of dishes and so to introduce the topic of this unit.And then show the pictures on their text books and let them to decide what is junk food and what is not.Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.Step 2 ListeningLet the students listen to the tape and be prepared to answer the questions below.Step 3 SpeakingShow the students the three situations as on P2. Then ask the students to prepared a dialogue aording to the examples inpairs. Ask several pairs of students to present their dialogueAfter that list the useful expressions in their dialogue. Step 4 HomeworkPrepare for the next class.Collect some menus if possible for the next class.Step 1 IntroductionUsing the questions on P3 to introduce the new text.Step 2 Fast-reading1.What does the “fuel ” mean in the first paragraph?(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)2.What do we have to consider when we choose to buy or eat? (What kinds of nutrients that the food contain.)3.What made our eating habit changing?(Many things: what people believe, advice from panies and stores.)4. How can we feel and look fine?(We ought to learn about our body and the fuel it needs to keep fit.)Explain the language points if necessary.Step 3 Carefully-readingHow many parts can be divided into?(Three parts.)What’s the main idea of each part?(1.our eating habits are changing. 2.why the eating habitsare changing 3.the best way to develop healthy eating habits.) Step 4 TalkingAsk the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.Step 5 HomeworkFinish the exercise --- Vocabulary on P5. and P72-73Step 1 RevisionCheck the homework.Step 2 GrammarFirst present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.(1) Finish the exercise on P5 and on P74(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.1.give advice that will really help the person.2. be polite and sincereat last get the students to finish the following practice.Step 4 HomeworkFinish the exercise 3 on P74 in the students’ workbook.Step 1 RevisionLet some students read their reply to the letters on P74. Step 2 ReadingRead the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)Step 3 WritingAsk the students to work in pairs to write the recipe for their favourite dish.We may first give the tips on P7 as a guide.Step 4 DiscussionFirst ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)Step 5 HomeworkDo a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.模板,内容仅供参考。
Unit 13 Healthy eating全程精品教案
Unit 13 Healthy eatingPeriod 1I. Teaching aims:1. Warming up to make the students love talking after a long time no see.2. Do some listening to improve the students listening ability.3. Making simple dialogues to train the students speaking ability.4. New words: junk, contain, vitamin, ripe, plenty of, a bit (of), etc..II. Important points:1.Train the Students’ listening ability.2.Master the new phrase and sentence pattern and make the students be free to talkabout eating habit and health.III. Difficult points:1. Learn the usage of the sentences pattern: I think that ---because---.2. Improve the students’ listening and speaking ability.IV. Teaching methods1 . Listening-and–answering activity to help the students go through with the listening material.2. Use both individual work and group or pair work to make every student work and think in class.V. Teaching procedures:Step 1 PresentationBegin the class with my own eating experiences. Encourage the students to tell about theirs. Make them say as many names of the food as possible. Get them totell their feeling about different kinds of food. Ask:What do you think are good eating habits?What will happen if we don’t have good habbits?Conclusion: Every day we have food. Food makes us feel full and happy and italso helps to build our bodies. But have you ever thought what you eat is junk foodor healthy food? Today we re going to learn something about food.Step 2 Warming up1. Have the students open their books at Page 1 and look at the eight pictures of different kinds of food. Tell the names of the food first. Then discuss in pairs: which of them are junk foods? Why?Or which of them are healthy foods? Why?2. Ask your classmates what they like to eat. The students may have a discussion in pairs and then make a list of the food and decide whether what they like to eat is junk food or not.3. According to the discussion, fill in the table with real information.Step 3 Listening1. Tell the students they are going to have some listening training. Let them know that something is wrong with Mike. Make them listen to the tape once and tell what is the problem with Mike and what he did next.2. Look at Ex. 1 on P2 and listen to what happened to Mike. The students are to answer the questions in it after a short discussion.3. Listen to what Mike did next, and then answer the question in Ex. 2. A short discussion is allowed in pairs.Step 4 SpeakingEveryone wants to be healthy and strong. But sometimes we are not feeling well. Ask:What will you do if you don’t feel well?Say: When we’re ill, we’d better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyday English used by doctors and patients. Go through the useful expressions on P3.Have the students look at the example above. Ask two students act as Dr Yang and Sharon and read the dialogue aloud. Have the other students underline some useful expressions they can find.Go through the three situations with the students on P2. Ask them to choose one of them and make up a dialogue in pairs according to the example given and then act it out.Step 5 ConclusionToday we’ ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.HomeworkPreview the reading passage in this unit.Period 2I. Teaching aims:1. 1. Learn and master the following words and expressions: make choices, pace, diet, nutrient, muscle, bean, keep up with, fibre, mineral, chemical balance, fit, be good for, function, and be harmful to, etc.2. Improve the students’ reading ability and study the language points connected with the text..II. Important points:1. Train the Students’ reading ability.2. Master the new phrases and wordsIII. Difficult points:How to make the students understand the reading text better.IV. Teaching method1 . Fast reading for the students get the general idea first.2. Discuss after reading to understand the text better.3. Careful reading to get the detailed information.V. Teaching procedures::Step 1 PresentationAsk the students what in their mind are healthy foods and what are junk foods.Help them to get a conclusion that we must develop healthy eating habits.Step 2 Pre-readingShow the students the pre-reading questions. Get them to discussion in groups.Ask individual students to give a report about their own answers to them. Ask:What do you think of your own eating habit? Is it healthy or not?Step 3 Fast ReadingSay: today we come to the Reading. It’ s abou t a healthy diet and tells the importance of keeping healthy eating habits. Read the text quickly and find the answers to the questions on the screen..1. What do traditional diets often have?A. 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?A. vitamins, fibre and minerals.B. pork and fishC. waterD. calcium3. What contains a lot of protein?A. vegetablesB. fruitsC. vitaminsD. fish, meat and beans4. Why do some people become vegetarians?A. Because they believe it is healthier not to eat meat or they think we shouldnot 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, ifA. we eat less meatB. we have more fruitC. we have "eco-foods"D. we buy good food and keep a balanceddiet.参考答案：CADADStep 3 Careful reading1.Give enough time to let the students read the text carefully again, and tell themain idea of each paragraph.2.The students read the text paragraph by paragraph. The teacher ask as manyquestions as possible for the students to answer. Give the students someexplanations to some difficult sentences or phrases. Pay attention to the new words and expressions.3.Play the tape for the students to listen and follow.4.Give the students some time to ask questions about the points they don’tunderstand.Step 4 Post-reading1. Do post-Reading 1- 32. Discuss the questions below, first in pair, then with the rest of the class.(1)Why do people go to fast food restaurant?(2)Why is it not good for you to eat too much sugar and fat?(3)Why are crash diets and supplements so popular?(4)What can we do to keep a balanced diet?Step 5 ConclusionHave two top students to make a conclusion about what we have learned in this class and what we can learn from this text. The teacher should speak highly of their answers. If possible, add some necessary information.HomeworkGo through the whole text and retell it.Get prepared for next class.Period 3I. Teaching aims:1. Review the text learnt in the last period including useful words and expression.2. Learn how to use had better, should and ought to while giving advice.3. New words and phrases: ought to, column, gram, sticky, etc..II. Important points:1. Master the usages of had better, should and ought to.2. Remember the words from the text.III. Difficult points:How to use had better, should and ought to correctly in different situations.IV. Teaching methods:1.Group or pair work to get the students do better in class.e competition to make the students active in class.V. Teaching procedures:Step 1 PresentationIn this class we’re going to review the words we learnt and also learn how to give advice using had better, should, and ought to. Write them on the blackboard.Step 2 Word studyMake the students open their books at page 5 and look at this part.First make the students work out the words in pairs. Give them some time to remember the answers.A competition:Get the students to close their books. The teacher reads out the descriptions and the students are to speak out the words as quickly as possible. See which group get the most correct answers.Step 3 GrammarThe teacher can tell the students when people use had better or had better not, should or should not, ought to or ought not to. Write down one or two examples for each phrase and try to make sure that the students understand all the usages by asking them to give their own examples.Then have the students fill in the blanks in Ex. 1 on P5 in a right way.Step 4 PracticeRead through the title with the students and let them get clear about what they are going to do with this exercise. They will try to write letters giving advice. Read the letters asking for advice quickly, then write down four pieces of advice for each of them using had better (not) , ought (not) to or should (not) .Step 5 WorkbookBooks open at P72. Do Exx. 1-3.HomeworkGo over the grammar by finishing the exercises on P73 in grammar part.Period 4I. Teaching aims:1. Do some reading about Snacks.2. Do some writing to develop the students writing skill..II. Important points:1. Train the Students’ writing ability by getting to know how to write a recipe..2. Improve their reading ability by reading this passage.III. Difficult point:Improve the students’ integrating skills.IV. Teaching methods1 .Asking-and –answering activity to go through the reading material.2. Individual and pair work.V. Teaching procedures:Step 1 RevisionCheck the answers to the exercises on P73 wit h the studentsMake sure all the students understand the grammar we learned in last class. If possible, go over it with the students.Step 2 Reading1. Skim the reading text and answer:What can we do if we need more energy besides eating our main meals?2. Read the text again quickly, do the following True-or-False exercises.1) Our body doesn’t need to refuel if we choose nutritious food for our mainmeals.2) Good snacks should come from different food groups and should not havetoo much fat or sugar.3) Fruits and vegetables don’t give us any vitamins.4) Most fruits need cooking.5) Fruits and vegetables are the only healthy snacks.参考答案：1. F2.T3.F4.F 5F3. Give the students some explanations when necessary.4. Play the tape and have the students follow. Give them some time to ask questions.Step 5 WritingGo through the two recipes on P7 carefully.Read the tips to the students to let them know for sure how to write a recipe. Have the students work in pairs and write the recipe for their favourite dish.Step 6 CheckpointUse Checkpoint 13 to help the students go over the grammar and useful expressions they have learned in this unit.HomeworkFinish off the workbook exercises.。
高一英语(Unit2 Healthy eating)教学设计(一) 教案
某某省陇川县第一中学高一英语《Unit2 Healthy eating》教学设计（一）Warming up, Reading and prehending一、Teaching content1. Talk about the problems with diet.2. Talk about balanced diet and nutrition.二、Important words and phrases1. balance n. 天平；平衡 v. 平衡；权衡-------balanced adj. 平衡的；公平的；平和的Keep one’s balance 保持平衡Lose one’s balance 失去平衡Eg. We all appreciate a balanced outlook on life.2. diet n. 日常饮食；食物a balanced diet 均衡的饮食be on a diet 照规定饮食go on a diet 节食Eg. Do you eat a healthy diet?辨析：diet和food都可作“食物”解，它们的区别如下：diet指的是习惯吃的食物或规定的食物，特指维持健康的定量或定质是食物，为可数名词；food是一般用法，凡是能吃能喝的具有营养的东西都称为food，为不可数名词，但在表示食品的种类时，可以用复数。
Eg. I like Chinese food and drink very much.3. betired of sb./doing sth. 对........感到厌倦Eg. I am tired of eating the same food for lunch.be tired from 因........而疲倦be tired out 筋疲力尽的辨析：tired和tiring的用法区别：tired意思为“疲惫的，累的”，用于描述人，通常用be tired, look tired等结构；tiring意思为“令人厌倦的，使人疲劳的”，指某事或者某人使人厌倦，情感上不再予以理睬而回避。
healthy-eating-教学设计教学文案
healthy-eating-教学设计教学文案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。
本篇文章生词量较大（共有546个单词，其中包括34个生词），标题较抽象，各段主题句分布不太明显（大部分分布在段落中间）。
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。
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【课题】Book 3 Unit 2 Healthy Eating
Reading
扶风高中张海娟
【教学目标】
Knowledge aims: Learn the usage of useful and important words and phrases.
Ability aims:
To develop Ss’ reading ability and ability to think and talk about healthy diet by using some phrases and structures.
Emotional aims:
To brainstorm students about the importance of healthy diet and encourage them to form the good habit of eating.
【教学重点】reading skills
【教学难点】how to look for important information efficiently.
【教学方法】
1.Task-based teaching and learning
2.Cooperative learning
3.Discussion
【课前准备】
PPT for teaching, some interesting proverbs about healthy diet.
【课时安排】
One period
【板书设计】I. Warming up
Ⅱ. Pre-reading
Ⅲ. Fast-reading (Scanning)
Ⅳ. Retelling
Ⅴ. Discussion: How do you think the story will end?
Ⅵ. Homework
【教学反思】
1．课程的导入能贴近生活，让学生觉得有话可说并积极参与进来。
教学环节齐全紧凑，并能注意在结合文章理解的同时启发学生，调动发挥学生在学习过程中的主体作用。
整节课容量大，内容丰富，很不错。
2．时间安排上过于紧张，今后要注意把握上课节奏及时间的合理安排。