Unit 2 Healthy eating Reading教案

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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(ReadingⅡ)说课稿

Unit2HealthyEating（ReadingⅡ）说课稿作者：李健慧来源：《双语学习》2014年第08期【摘要】“说课”已经成为许多教学比赛的常见形式，说课稿的质量很大程度上决定了说课效果的好坏。

本文是人教课标版必修三第二单元第二阅读的说课稿。

【关键词】说课稿必修三第二单元阅读课学习者及教材分析：高一的学生已初步具有用英语获取信息、处理信息、分析问题和解决问题的综合能力，但需进一步提高。

本课话题题为均衡饮食，继续Reading部分的故事。

经过一段时间的磨合，王鹏和雍慧将菜单合并，决定合作，提供给顾客既有能量又有纤维的均衡饮食。

戏剧性的结尾及文章丰富的知识内涵不仅让学生在阅读中感受到故事的趣味性，还都会了他们如何改变饮食习惯，改善饮食结构，丰富饮食文化。

教法：任务型教学法、情景教学法。

学法：小组合作，阅读法，讨论法。

教学目标1 能力目标培养学生听、说、读的能力，使其能够运用不同的策略去对于所给材料获取相关信息，并对信息进行有效输出。

2 知识目标通过了解王雍二人竞争的经过和结果，使学生们学会如何健康饮食。

理解课文中出现的重点短语及句子。

3 情感目标通过本节课的学习，唤起学生改变饮食习惯，改善饮食结构，丰富饮食文化的意识，从而养成健康饮食的生活习惯。

教学重点1 培养学生的速读、细读、分析等阅读技能。

2 通过阅读让学生领悟健康的体魄来源于良好的饮食习惯。

教学难点如何运用不同的阅读技巧理解文章。

教学资源自制演示文稿、相关网络图片资源、学生用书、多媒体教室教学过程1 复习重点单词和短语的复习再现有助于理解文章。

对前文的复述有利于故事内容的衔接，有利于学生对语言进行综合运用，给出关键词提示学生进行复述。

2 导入新课对于两种食谱进行对比，提出两种食谱都需要改善，从而导入新课。

这种过渡符合人们的思考习惯。

提示学生对上节课出现词汇进行复习3 听此部分练习听的技能，并对此文做一个大体的了解。

4 速读各段大意比较明显，适合在速读中使用。

高中英语《Book3 Unit2 Healthy eating Reading》优质课教案、教学设计

高中英语教学设计课题: Module 3 Unit 2 Healthy eating (Reading)Book3 Unit2 Healthy Eating 教学设计Teaching aimsKnowledge aims:1.Get the students to master the useful new words and expressions.2.To try to realize the importance of healthy eating.Ability aims:1.T o develop the reading abilities and learn to use some reading methods to enjoy the text.2.To learn to order in a restaurant.Emotional aims:To help students to know what is a balanced diet.To stimulate students’ awareness of healthy eating.一、课前预习过程（一）学生搜集有关饮食的词汇或图片，进行营养健康分类。

（二）学生总结下列问题，例如：1）对于健康饮食，同学们有何了解？2) 你认为你吃的是均衡的饮食吗？二、课中学习过程（一）采用直观教学法，引入话题，激发学习兴趣，明确学习任务。

【设计思路：先播放舌尖上的中国视频，激发学生的兴趣。

紧接着引导学生复习所学词汇，并学会给食物分类，让学生在阅读过程中处于主动认知状态。

】（二）快读：迅速浏览课文，总结课文大意。

【设计思路：要求学生在4 分钟之内，略读文章内容，快速找出各段的主题句，理清文章的基本脉络。

抓住本文大意，理清段落的划分。

由于学生层次不同，在本环节中设置分层题，层次好的学生可以做填空题。

】（三）细读：仔细读课文，找出详细信息，完成填空、判断正误等练习。

人教版高中英语必修3《Unit2Healthyeating》教案

人教版高中英语必修3《Unit2Healthyeating》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 points1. Let students have a good understanding of the passage.2. Get students to learn different reading skills.◆ Difficult pointsGive 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 todo 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。

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。

高中英语_Unit 2 Healthy eating教学设计学情分析教材分析课后反思

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)[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 ideas=?Who_______________________________When______________________________Where______________________________What happened(main idea)Wang Peng and Yong Hui serve _________________in their restaurants. The foods in Wang Peng’s ___________________ while 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。

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。

Book3 Unit 2 Healthy eating

Book3 Unit 2 Healthy eating Reading学生学习设计方案Studying aims:1. Develop their reading ability, and learn to use some reading strategies such as guessing, skimming and so on;2. Realize the importance of having a healthy dietStep1. IntroductionShow some names of food,and find out the healthy diet.Step2. SkimmingDecide which sentences are true. Then correct the false ones.1. Usually Wang Peng’s restaurant was full of people.2. He provided a balanced diet in his menu.3. Yong Hui served a balanced diet.4. Yong Hui could make people thin in two weeks by giving them a good diet.5. Wang Peng’s customers often became fat after eating in his restaurant.6. Yong Hui’s menu gave them energy foods.7. Wang Pe ng’s menu gave them foods containing fiber.8. Wang P eng admired Yong Hui’s restaurant when he saw the menu.Step3.Careful readingDivide the whole passage into three parts, and find out the general idea of each part.Part 1 Part 2 Part 3 Step4. SummaryWang Peng felt 1____ in an empty restaurant because no eaters have came to his restaurant 2_____ since he got upearly in the morning. 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 slimmingfoods to make people thin. Driven by 5_____, Wang Peng came6____ to take a close look at the menu. He could not even7_____ his eyes. He was 8_____ at what he saw. He hurried outside and got 9_____ to do some 10_____. After a lot of reading, he 11_____ that Yong Hui’s food made people become 12_____ quickly because it was no 13_____ food. Arriving home Wang Peng rewrote his own sign. To his joy, people began coming to his restaurant 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 asked her to try a meal of his. Although enjoying the dumplings served there, Yong Hui looked ill and felt sick with the fatty pork and all those heavy food. They 17_____ about offering a 18 _____ diet and providing a balanced menu to cut down the fat and increase the 19_____ in the meal. They learned from each other. In the end they decided to turn the two restaurants into a big one. They got 20_____ and lived happily ever after! Step5.Discuss these questions in groups.1.What do you think Wang Peng will provide to win hiscustomers back?2.How do you think the story will end?。

高中英语-Unit2_Healthy_Eating-教案(共2课时)AlwPwK

Unit 2 Healthy EatingI．教学内容分析本单元的中心话题是健康饮食。

主要是为了使学生对与健康有关的问题得到更好的理解。

这一单元鼓励学生去检查自己的饮食行为，看一看它是不是健康的饮食习惯。

一种健康的饮食习惯应该是平衡的，既不在脂肪、糖和盐这些方面过剩，又不会在人体必需的营养元素方面匮乏。

通过本单元的学习，学生可以对健康饮食有一个清楚的概念，从而根据所学的知识去思考与健康有关的问题。

Warming Up部分通过问题向学生询问饮食构成，让学生对本单元的内容能有一个初步的了解，并使学生复习与有关饮食的单词和短语。

然后让学生回答一组问题，通过这些问题的讨论，引导学生参与表达自己的看法，激发学生兴趣和好奇心，让学生自然而然地进入下一部分的学习。

Pre-reading部分通过几个问题讨论，让学生认识平衡营养的重要性，为课文的学习做出铺垫。

Reading 部分主要讲述了王鹏和咏慧开饭店的故事，借此揭示了不同食物对人体有着不同的影响。

故事讲诉了王鹏和咏慧两家饭店的两种饮食都是不合理的，经常去王鹏的饭店容易发胖，这样会导致高血压和心脏病等疾病；而经常去咏慧的饭店的顾客则容易变瘦，这样容易导致厌食或是营养不良，让学生注意并避免走这两种极端。

这些距离学生自身生活很接近的问题很容易引起学生的思考。

在教授的过程中注意积极的引导学生不断的进行反思。

Comprehending第一部分通过True or False 第四部分通过Main idea的寻找，使学生对文章有了一个浅层的理解。

Learning about Language部分突出了词汇和语法的学习与训练。

本单元的语法是情态动词ought to等的基本用法。

Using Language部分中包括了听、说、读、写几个部分的内容。

学生可通过王鹏和咏慧的这一个事情，深入展开讨论与健康饮食有关的事情。

阅读后的习题及讨论不仅帮助学生加深对文章主旨大意的理解，更重要的是让学生学会用所学的知识，解决在现实生活中遇到的问题。

教学设计reading 必修三Unit2 Healthy eating

E.Wang Peng felt worried;he did some research to win his customers back.
Part 2
A.Yong Hui helped Wang Peng lose weight.
B.He followed his friend to a new restaurant,which was very popular.
Step 4 Reading
（24分钟）
1.Skimming
What different places are mentioned in the text?
2.Scanning
Choose the main idea in each part
Part 1
A.Yong Hui helped Wang Peng lose weight.
2. Enable students to talk about different kinds of food, problems with diet and balanced diet.
3)情感目标Emotional goal
1. Stimulate students’ sense to form a healthy eating habit.
To predict the passage according to the title and pictures on the book.
In order to guide students to independent positive thinking ,at the same time stimulate students interest in the content.

Unit 2 Healthy eating Reading quiz 教学设计

Unit 2 Healthy eatingReading quiz教学案I. Retell the text by filling in the following blanks.Wang Peng felt ___________ in his empty restaurant because no _________ had come to his restaurant ever since he got up early in the morning. He wanted to find out why. He hurried out and ________ Li Chang into a newly-opened restaurant. He found that the owner named Yong Hui was serving __________ foods to make people thin. Wang Peng was ________ at what he saw on the menu. He hurried outside and went to the ______ to do some ________. After a lot of reading, he realized that Yong Hui’s food made people become ______ quickly because people were not eating enough ____________ food. Arriving home Wang Peng rewrote his own sign. The ___________ between the two restaurants was on!II. Reading comprehension.Oranges — Health protectorWhen you have a cold, you may rush to the pharmacy (药房) at once and buy a whole packet of pills. In fact, you can change directions for supermarkets or fruit markets instead. If taken in large amounts, oranges can help you get rid of fever, headaches and fatigue. Oranges are also anti-infectious (抗感染的), they improve the immune system due to their being rich in vitamin C. Taking one glass of orange juice each day can help prevent the kidney (肾) stones. Or if the kidney stones are already there, they help the patients get better because the citric acid in oranges can help you with this kind of disease.Oranges are also quite efficient in the treatment of heart diseases. Because orange juice helps produce the good type of cholesterol (胆固醇) and it also helps reduce the bad type of cholesterol. Therefore, it is extremely effective in the treatment and prevention of heart diseases.Three or four oranges taken each day offer our body a huge quantity of the necessary vitamins. It has been demonstrated that the nutrients found in oranges are more easily absorbed by our body as compared to vegetables. Because of that, a daily intake of oranges can successfully fight anemia (贫血) or lack of energy.Choose the best answer for the question.Which of the following statements about oranges are NOT true?A. It’s the citric acid that can improve human’s immune system.B. Oranges can take the place of pills in helping to reduce fatigue.C. Having oranges can help prevent heart diseases.D. Oranges are not good for all kinds of illnesses.。

Unit-2-Healthy-eating教案

Unit-2-Healthy-eating教案Unit 2 Healthy eating教案Ｉ．单元教学目标技能目标Skill GoalsTalk about healthy dietMake suggestions or giving advice on dietDistinguish the meanings of Modal verbsMake a balanced menuII．目标语言功能句式Practice talking about your ideasYes, I think so.I don’t think so.I agree.I don’t agree.That’s correct. Exactly.That’s exactly my opinion.You’re quite right.I don’t think you are right.I quite agree with 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.Practice giving advice and suggestionsYou must / must not...1. 四会词汇diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach,词汇lemon, balance, barbecue, mutton, roast, fry, stir-fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, strength, consult, fiber, digest, carrot, debt, glare, spy, limit, benefit, breast, garlic, sigh, combine2. 认读词汇protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, cooperation3. 词组get away from, balanced diet, ought to, lose weight, tell a lie, win… back, earn one’s living, in debt, spy on, cut down, before long, put on weight语法The use of ought to1. StatementsYou 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.2. DifficultyDistinguish and summarize the usage of ought to and should.Ⅲ. 教材分析与教材重组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。