unit2 Healthy Eating_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。

Unit2 Healthy eating.jaoan

Unit2 Healthy eating教学目标：（Teaching aims）1. To enable the students to identify different groups of foods.2. To enable the students to learn about eating habits and health.3. To enable the students to form healthy eating habits.教学重点：（Teaching important points）1. The following useful words and expressions concerning foods: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balanced diet.2. To learn something about the nutrients of different foods.3. To introduce the function of different kinds of food to human beings.教学难点: ( Teaching difficult points)1. Talk about different kinds of food and know about the basicknowledge of how to eat healthily.2. In order to be healthy , pay attention to the balance of diet.教学方法: (Teaching methods)( Explanation, summarizing, individual and cooperative learning)教具准备：A multi-media computer, some slides and a blackboard.教学流程：(Teaching procedures)Step1. Leading-inAs we all know, health is very important for human beings. In order to be healthy, we should have a healthy and balanced diet. But do you know what is a healthy and balanced diet?Ok, in this class, we will talk about something about healthy eating.Step2.Words review.Let’s go over some new words.Diet n 日常饮食 cucumber n 黄瓜 peach n 桃子 nut n 坚果eggplant n 茄子 lemon n 柠檬 bean n 豆，豆科植物 pepper n 辣椒 balance vt平衡 n 天平 pea n 豌豆 mushroom n 蘑菇Step3. Name the fruits and vegetables.Grape (葡萄) pear cherry（樱桃） watermelon （西瓜） pineapple （菠萝） strawberry（草莓）Carrot cabbage green pepper(青椒) eggplant cucumber mushroomWhat are they?Corn, rice, noodles , dumpling , cake, chip, hamburger, hotdog, ice creamStep4. Learn about the kinds and the functions of food.These foods are pleasing to the eye and my mouth waters. What about you? Everybody has to eat, but do you know the food you eat helps you grow in different ways?Next we will talk about this question.The food is divided into three groups according to their functions. The first group is called Energy-giving food which can give us energy. They are rich in starch , fat, and sugar, such as noodles, rice, spaghetti, Potatoes, butter.The second group is Body-building food which can help us grow bones and muscles. They are rich in protein, such as meat, tofu, cheese, egg, milk.The third group is called Protective food which can help us fight the diseases. They are rich in fibre and vitamins, such as most vegetables and most fruits.Let’s summarize the functions of food.What are the functions of food?.Functions of food:1. provide energy2. grow bones and muscles3. help the body fight diseasesSome food can provide energy. (Energy-giving food) Some food can help grow bones and muscles. (Body-building food) Some food can help the body fight diseases .(Protective-food)Step5. DiscussionWhat is a healthy diet? 什么是健康膳食？A healthy diet =energy-giving food+body-building food +protective food（健康膳食） (能量食物) （健身食品）（保健食品）A healthy diet is one that has some energy-giving , body-building and protective foods every meal without too much fat, sugar and salt.What are the six essential nutrients for human beings?1. Protein (蛋白质)2. Carbohydrates (碳水化合物)3. Fat (脂肪)4. Vitamins5. Minerals6. WaterWhat can we get from the food?sugar, protein, fat, fiber, vitamin, minerals, etc.Step6. The dangers of an unhealthy diet.You know, our health is closely related to what we eat and how we eat. In fact, as a famous saying goes, “We are what we eat.” That means our health is decided by what we eat.What will happen to us if we don’t eat a balanced diet?不健康饮食的危害：饮食与健康有密不可分的关系。

人教版必修三Unit 2《Healthy eating》word教学设计

Warming Up教师选择使用提供的Warming up by learning vocabulary,或者Warming up by sharing opinions进行热身，激发学生的阅读兴趣，导入本课，为Reading部分的阅读做好铺垫。
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。

高中英语必修3Unit+2+Healthy+eating7+教案+

这一饮食的缺点是包含了太多的脂肪和糖分，优点是有很多能提供能量的食品。（diet; strength; weakness）
那个商店老板试图通过打折来赢回顾客。(win back, discount)
如果你不为自己的错误道歉的话，他们是不会放过你的。(get away with)
就在我等朋友时，突然发现有个男人在离我不远处正瞪眼看着我。（spy; glare at）
课题：Unit Two Healthy eating 课型：Reading &Writing
每日一言：First wealth is health. 健康是人生的第一财富
班级：姓名：日期：
学习目标
I will get the main idea of each paragraph by skipping the passage.
_________________________________________________________
_________________________________________________________
展示环节：
Display in class.
1. Members from each group stand in front of the whole class and read their writings to the rest students.
I can understand the passage by means of scanning and careful reading.
I’m able to write an advertisement for a certain restaurant with the languages given.

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。

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。

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。

高中英语试卷讲评课教案范文优秀

高中英语试卷讲评课教案范文优秀一、教学内容本节课的教学内容为人教版高中英语必修三的Unit 2 “Healthy eating”，重点讲解试卷中的阅读理解部分。

具体涉及的文章为“Eating fast food”，针对文章内容、结构和题目要求进行详细解析。

二、教学目标1. 让学生掌握阅读文章的主旨大意，理解文章中的细节信息，提高阅读理解能力。

2. 培养学生通过上下文推测词义的能力，扩大词汇量。

3. 培养学生分析、解决问题的能力，提高阅读策略。

三、教学难点与重点难点：文章中长难句的理解，题目中推理判断题的解答。

重点：文章主旨大意的把握，细节信息的查找和理解。

四、教具与学具准备教具：PPT、黑板、粉笔学具：试卷、笔记本、字典五、教学过程1. 导入：通过讨论生活中的饮食习惯，引出本节课的主题，激发学生的学习兴趣。

2. 阅读文章：让学生快速阅读文章，了解文章大意，找出文章的主题句。

3. 逐段讲解：针对文章的每个段落，进行详细讲解，分析句子结构，解答学生疑问。

4. 题目讲解：分析题目要求，讲解答题技巧，指导学生正确解答。

5. 随堂练习：针对本节课所学内容，设计练习题，让学生进行巩固。

六、板书设计1. 文章结构图：展示文章的主要内容和结构，帮助学生理解文章。

2. 答题技巧：列出解题步骤和技巧，方便学生记忆和运用。

3. 重点词汇和短语：列出文章中的重点词汇和短语，帮助学生积累词汇。

七、作业设计1. 作业题目：根据文章内容，设计阅读理解题，巩固所学知识。

2. 答案：提供详细的答案解析，帮助学生自查和改正错误。

八、课后反思及拓展延伸2. 拓展延伸：鼓励学生在课后阅读更多关于健康饮食的文章，提高阅读水平，关注生活实际。

重点和难点解析：1. 文章中长难句的理解2. 题目中推理判断题的解答3. 板书设计中的文章结构图和答题技巧详细补充和说明：一、文章中长难句的理解1. 分析句子结构：通过划分句子成分，让学生了解句子的基本结构，找出主谓宾、定状补等成分，从而理解句子。

Healthy eating教案

Healthy eating教案Unit 2 Healthy eating 锛╋紟鎶€鑳界洰鏍嘢kill Goals Talk about healthy diet Make suggestions or giving advice on diet Distinguish the meanings of Modal verbs Make a balanced menu II锛?鍔?鑳?鍙?寮?Practice talking about your ideas Yes, I think so. I don鈥檛think so. I agree. I don鈥檛agree. That鈥檚correct. Exactly. That鈥檚exactly my opinion. You鈥檙e quite right. I don鈥檛think you are right. I quite agree with you. I鈥檓afraid I don鈥檛agree / disagree with you. Of course not. I鈥檓afraid not. All right. That鈥檚a good idea. Certainly. / Sure. No problem. Practice giving advice and suggestions You must / must not...璇?姹?1. 鍥涗細璇嶆眹diet, energy, fiber, digestion, bean, cucumber, mushroom, lemon, balance, ham, mutton, roast, slim, curiosity, raw, lie, research, customer, weakness, strength, rid, amount, debt, glare, gently, limit, benefit, sigh, combine, item, packet, tin 2. protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, cooperation 3. 璇嶇粍get tired of, throw away, get away with, tell lies, get rid of, earn one鈥檚living, in debt, set out, run one鈥檚business, carry on璇?娉?The use of ought to 1. Statements You 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. Difficulty Distinguish and summarize the usage of ought to and should.鈪? 鏁欐潗鍒嗘瀽涓庢暀鏉愰噸缁?1. 鏁欐潗鍒嗘瀽鐢熷吇鎴愬仴搴烽ギ椋熺殑涔犳儻銆傞拡瀵圭幇瀹炰腑閬囧埌鐨勫疄闄呴棶棰樺彂琛ㄨ嚜?1.1 WARMING UP撶殑浣滅敤锛屼簡瑙ｉギ椋熶笌浜轰綋鍋ュ悍鐨勫叧绯汇€傞€氳繃鍑犱釜璁凡鏈夌殑鐭ヨ瘑缁忛獙鎬濊€冧粈涔堟槸Healthy Eating. 1.2 PRE-READING 閫氳銆?1.3 READING拰瀵规椂灏氱殑杩芥眰銆備絾鐜嬮箯浼熷拰鍜忔収閮芥病鏈夋彁渚涘钩琛＄殑ф€х殑缁撳熬澧炴坊浜嗘晠浜嬬殑瓒ｅ懗鎬с€?1.4 COMPREHENING 鍒╃敤鍒ゆВ?1.5 LEARNING ABOUT LANGUAGE Comprehendingх粌涔犮€傛敞閲嶈€冩煡璇嶆€х啛?1.6 USING LANGUAGEListening, Reading, Speaking, Writingуц? 2锛?鏁欐潗閲嶇粍2.1 鎶奧arming up浣滀负Reading嗭紝鎶奝re-reading銆丷eading 鍜孋omprehending鏁村悎鍦ㄤ竴璧蜂綔涓轰竴?2.2 鎶奓earning About Language鍜學orkbook Using words and expressions, Using Structures缁撳悎鍦ㄤ竴璧蜂笂?2.3 鎶奤sing Language Listening 鍜?Workbook Listening锛?Listening Task鏀?鍦ㄤ竴璧蜂笂涓€鍫傗€滃?2.4 Using Language Reading涓嶹orkbookReading Task?2.5 灏哖age 13 Activity 3鍜學orkbook Talking, Speaking Task鏀惧湪涓€璧蜂笂涓?2.6 灏哠peaking and Writing鍜學orkbook Writing Task, Project鏁村悎鍦ㄤ竴璧蜂笂涓€鍫傗€滃啓鈥濄€?3锛??1st period Warming up and Reading 2nd period Language study 3rd period Listening 4th period Extensive reading 5th period Speaking 6th period Writing鈪? ?The First Period Warming up and Reading Teaching goals 鏁1. Target language a. 閲嶇偣璇嶆眹鍜岀煭璇?energy, fiber, digestion, bean, cucumber, mushroom, lemon, ham, mutton, roast, slim, curiosity, raw, lie, customer, muscle, cheese, protective, frustrated, drive, sugary, body-building, energy-giving锛?newly-opened, balanced diet, ought to, tired of, throw away, get away with, tell lies, take off, be amazed at, do some research b. 閲嶇偣鍙ュ瓙His fried rice was hot but did not taste of fat. Tired of all that fat? Want to be thinner? Only slimming food served here. I will take all that fat off you in two weeks if you eat here every day. It was not giving its customers energy-giving food! Something terrible must have happened if Maochang was not coming to eat with him as he always did. He wondered if he should go to the library to find out. Hecouldn鈥檛have Yong Hui getting away with telling people lies! 2. Ability goals 鑳a. Enable students to talk about their eating. In what ways the food you eat helps you? How can you have a healthy diet? What will happen if you don鈥檛have a balanced diet?b. Understand the text and answer the following questions. What happened to Wang Pengwei鈥檚restaurant? Why would his customers prefer to eat at Yong Hui鈥檚restaurant? What did he do after leaving Yong Hui鈥檚restaurant?c. Understand the details about the text and retell the text in the role of Wang Pengwei. 3. Learning ability goals Enable the students to learn how to talk about their eating. What does a healthy diet mean? Is what Yong Hui did right? Why? What will you do if you are Wang Pengwei? Teaching important pointsa. Identify different groups of foods and talk about healthy eating.b. What kind of food did they provide for their customers, healthy or unhealthy? Why? Teaching difficult points a. Understand the real meaning of healthy eating. b. How was the competition going on? Who would win? Teaching methodsa. Fast and careful reading.b. Asking-and-answering activity to check the Ss鈥?understanding of the text.c. Individual, pair or group work to finish each task.d. Discussion. Teaching aids A recorder, a computer and a projector. Teaching procedures & ways ?Step I Warming up Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask students to tell us in what ways their foods help them grow. T: There are so many delicious foods. What鈥檚your favorite? S1: I love eating meat, sugar and bread. My mother is sure to cook meat for me every day. I enjoy all kinds of meat, such as roast pork, beef, mutton kebabs and fried chicken. I have been used to eating sweets or bread while watching TV. T: So what have happened to you? S1: I am getting fatter and fatter. They all call me a big couch potato. But I can鈥檛resist theattraction of them. S2: I often eat vegetables, fruits and noodles. In order to keep slim, I only have a bowl of noodles each time. My parents are worried about my health. But I think it is worth the loss. T: You have enough fiber. Would you mind me asking you a question? Do you often get tired while you are at school? S2: Very often.I feel I ought to get more energy. T: Now do you think we should eat each kind of food? S: Yes. We need every kind of food to give us energy, fiber, protein and minerals so as to grow healthily. T: So what does healthy eating mean? S: Healthy eating means a balanced diet. T: Right. Eating properly and maintaining a healthy weight are extremely important for us students, because we are growing and going through major changes to our body, mind and emotions. So remember the three groups of food: energy-giving, body-building and protective foods.Step II Pre-reading Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text. T: Please look at the slide show and discuss the questions with your partners. Then I鈥檒l ask you to report your work. Are you clear? Which food contains more...? Examples of foods Answer sugar chocolate or grapes cakes or bananas chocolate cakes fat cream or rice chocolate or chicken cream chocolate fiber peas or nuts pork or cabbage nuts cabbage protein potato crisps or ham eggs or cream ham eggsS: For the fattest food, the correct order I think is ice-cream, eggs, chicken, rice and peaches. T: Do you agree with her / him? S: Yes, I do.Step III Reading Get the Ss to comprehend the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives the Ss a couple of minutes to look through the whole passage. Tell the Ss to read the text silently and then ask for the main idea of the text on the slide show with their partners. Teacher encourages the Ss to express their ideas. T: What health problem do you know are connected with eating? S: Too fat, too thin, anorexia, heart attack and high bloodpressure. T: In the USA there are a lot of people who are fat or getting fat. They have health problems as a result of not eating properly. So the whole society is concerned about what people can do to help them lose weight and keep fit. In order to satisfy people鈥檚need and especially to continue to share the market, the famous fast food chain McDonald鈥檚restaurants develop a new kind of potato crisps and put a lot of cabbages into their hamburgers. Here we鈥檙e going to learn a story about a competition between two restaurants. Let鈥檚see what鈥檚the result. Fast reading In this part the teacher should ask the students to read the passage quickly for the first time to find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks on the screen and let the students read the sentences first. This task can help them have a good understanding about the text. 1. The two restaurants supplied the healthy diet. 2. The reason why Yong Hui鈥檚restaurant was so popular with customers. 3. Wang Pengwei found out why he had lost his customers and decided to win them back. T: At first I鈥檇like you to read the text quickly to get the general idea of the text. Pay attention to the sentences which contain modal verbs. (2 minutes later) T: Stop here. Which one do you prefer? Ss: We鈥檇prefer the third sentence. T: Why do you prefer it? S1: As far as I can see, it is the third sentence. The first one is not true because they didn鈥檛supply the healthy diet. And the second sentence is a piece of information about Yong Hui鈥檚restaurant we can get from the text. T: Do you agree with her/ him? S2: Yes. That鈥檚exactly my opinion. In this story Wang Pengwei is one of the leading characters. This part only tells us how the competition began and what Wang Pengwei would do next. T: Well done. Careful reading T: Now, it鈥檚the time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences. 1. Usually Wang Pengwei鈥檚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 givingthem a good diet. 5. Wang Pengwei鈥檚customers often became fat after eating in his restaurant. 6. Yong Hui鈥檚menu gave them energy foods. 7. Wang Pengwei鈥檚menu gave them foods containing fiber. 8. Wang Pengwei admired Yong Hui鈥檚restaurant when he saw the menu. 9. Wang Pengwei decided to copy Yong Hui鈥檚menu. Give the students 7 minutes to read the text and to think over or discuss the questions. The teacher should walk around the classroom to help those students who need help. Ss: a. Sentence 1 is true. We can see it from the sentence 鈥淗is restaurant ought to be full of people.鈥?b. It鈥檚false. He didn鈥檛provide a balanced diet in his menu, because his menu made people fat. c. It鈥檚false. Yong Hui didn鈥檛serve a balanced diet either, because her menu only served people with protective foods. d. It鈥檚false. I don鈥檛think Yong Hui gave them a good diet. She could make them not only thin but also unhealthy by only giving them raw vegetables, fruits and water. e. Sentence 5 is also true. Because people wouldn鈥檛go to Wang Pengwei鈥檚restaurant and his menu is full of fat and sugar. f. It鈥檚false. Yong Hui gave them protective foods. g. It鈥檚false. Wang Pengwei鈥檚menu gave them foods containing much fat and energy. h. It鈥檚false. Wang Pengwei didn鈥檛admire her when he saw the menu. He didn鈥檛believe what she said and planned to stop her from telling lies. i. It鈥檚false. He decided to improve his menu to compete against her.Step IV Comprehending By now, the students have had a further understanding about the text. Let the students read the text again and find out the differences between the two restaurants. T: Now please read the passage again and fill in the chart on the screen together with your partners. advantages disadvantages Wang Pengwei鈥檚restaurant Not giving enough foods containing fiber Providing plenty of energy foods Yong Hui鈥檚restaurant Not giving enough energy foods Providing plenty of fiber foods.Next discover whether the students have understood the ideas in the readingpassage. T: Until now we have known what鈥檚wrong with both restaurants. What does it matter if you only eat at one of the restaurants? S1: If we often eat at Wang Pengwei鈥檚restaurant we鈥檒l become too fat which can lead to illnesses such as heart attack or high blood pressure. S2: If we often eat at Yong Hui鈥檚restaurant, we鈥檒l become too thin and suffer illnesses such as anorexia or malnutrition. T: That sounds dangerous. How can they make a balanced diet? S3: I think both restaurants should supply all kinds of foods so that every customer can eat a little of each kind at the same time. As a result, we don鈥檛worry about what they will lack of. S4: I don鈥檛agree with you. It鈥檚not realistic. In my opinion, Yong only receives fat people and help them lose weight; Wang only receives slim people and help them to get enough energy. S5: I鈥檓afraid I can鈥檛agree with you all. I hope the two restaurants will join together as a new one which has all the advantages and avoids the disadvantages. T: You all have a point there. But what will they do? We will see it next class. Facing the serious competition, Wang wasn鈥檛lost in sadness and he didn鈥檛quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui 鈥檚menu. Do you think we should follow his example? S6: That鈥檚correct. Exactly. T: Good. What鈥檚your opinion of Yong Hui? Is what Yong Hui did right? Why? S7: I don鈥檛think she is right. Yong Hui didn鈥檛give us a good diet. She could make us not only thin but unhealthy if we often eat there. She made an unhealthy menu to agree with the fashion and her meal was too expensive. She cheated the customers and they didn鈥檛know they would become unhealthy if they often ate there. So I wouldn鈥檛go there to have a meal. Explanation T: Now let鈥檚deal with some language points. Turn to Page 10. Let鈥檚look at the sentences: Wang Pengwei sat in his empty restaurant feeling very frustrated. This sentence means that the second action 鈥渇eeling very frustrated鈥?happened together with the main action 鈥渟at鈥? Pay attention to the form (v-ing ) of thesecond action. Nothing could have been better. This sentence tells us that everything has worked out the way you would like. It is a sentence that we can use it in any situation. He couldn鈥檛have Yong Hui getting away with telling people lies! This sentence means that he will punish Yong Hui for her telling lies.Step V Key sentences The purpose of this step is to let the students know the meanings of the key sentences and let them repeat them fluently. T: We have known the text well. Now let鈥檚remember the key sentences and repeat them fluently. Ss: 1. His fried rice was hot but did not taste of fat. 2. Tired of all that fat? Want to be thinner? Only slimming food served here. 3. I will take all that fat off you in two weeks if you eat here every day. 4. It was not giving its customers energy-giving food!5. Something terrible must have happened if Maochang was not coming to eat with him as he always did.6. He wondered if he should go to the library to find out.7. He couldn鈥檛have Yong Hui getting away with telling people lies.Step VI Homework T: Today is the first class of the unit. You ought to preview this unit completely after the class. In this way you will make your study easy. Today鈥檚homework is: 1. Retell the text. 1)Use the first person to retell the story. 2)Try to use proper prepositions and conjunctions. 2. Prepare for the language learning and do Using Words and Expressions on WB (Page 49-50).。

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。

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。

必修_Unit_2_Healthy_eating[单元教案](杂项)

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。

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Micro—teaching Lesson PlanningCollege of foreign studies Class:0804Name :Unit 2 Healthy EatingThe First Period Warming up and ReadingTeaching goals 教学目标1. Target language目标语言a. 重点词汇和短语energy, fiber, digestion, bean, cucumber, mushroom, lemon, ham, mutton, roast, slim, curiosity, raw, lie, customer, muscle, cheese, protective, frustrated, drive, sugary, body-building, energy-giving，newly-opened, balanced diet, ought to, tired of, throw away, get away with, tell lies, take off, be amazed at, do some researchb. 重点句子His fried rice was hot but did not taste of fat.Tired of all that fat? Want to be thinner? Only slimming food served here.I will take all that fat off you in two weeks if you eat here every day.It was not giving its customers energy-giving food!Something terrible must have happened if Li Chang was not coming to eat with him as he always did.He wondered if he should go to the library to find out.He couldn’t have Yong Hui getting away with telling people lies!2. Ability goals 能力目标a. Enable students to talk about their eating.b. Understand the text and answer the following questions.What happened to Wang Pengwei’s restaurant?Why would his customers prefer to eat at Yong Hui’s restaurant?What did he do after leaving Y ong Hui’s restaurant?c. Understand the details about the text and retell the text in the role of Wang Pengwei.3. Learning ability goals 学能目标Enable the students to learn how to talk about their eating.What does a healthy diet mean?Is what Yong Hui did right? Why?What will you do if you are Wang Pengwei?Teaching important points 教学重点a. Identify different groups of foods and talk about healthy eating.b. What kind of food did they provide for their customers, healthy or unhealthy? Why?Teaching difficult points 教学难点a. Understand the real meaning of healthy eating.b. How was the competition going on? Who would win?Teaching methods 教学方法a. Fast and careful reading.b. Asking-and-answering activity to check the Ss’ understanding of the text.c. Individual, pair or group work to finish each task.d. Discussion.Teaching aids 教具准备blackboard 、chalk 、PPTTypes of the lesson: readingTeaching procedures & ways 教学过程与方式Step I Warming upShow some pictures (chocolate/ pears; hamburger/ banana; a soft drink/ fried chicken…ect),What will happen if you do not eat a balanced diet？DiscussionWhat 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.Step Ⅱ Pre-readingGet the students to discuss the questions with their partners in this part.1. 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. What special food of your place would you offer them? Plan a menu.3. Look at the title of the reading passage and the pictures. Predict what the passage is about.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.Key: 3Reading1. Usually Wang Peng’s restaurant was full of people.T2. Yong Hui could make people thin in two weeks by giving them a good diet.It would take longer than that. F3. Wang Peng’s regular customers often became fat.T4. Yong Hui’s menu gave customers more emery-giving food. FNo. it gave them protective food but no energy-giving or body-building food.5. Wang Peng’s menu gave customers more protective food. F16. Wang Peng decided to compete with Yong Hui by copying her menu. FHe decided to advertise the benefits of his menu.Post readingTo analysis the two restaurants from these aspects：menu strength weakness price compare them and find out the1. The weakness of the diet in Wang Peng’s restaurant was ______________________________________.2. The strength of the diet in Wang Peng’s restaurant was _______________________________________. What do you think Wang Peng will provide to win his customers back? Design a menu for him.Divide the whole passage into three parts, and give the general idea of each part.Part 1. Wang Peng felt frustrated because_______________________________________.Part2. Wang Peng found the reason why ______________________________Part 3. Wang Peng thought of a good idea to _______________________________Homework1. Retell the text.(1) Use the first person to retell the story.(2) Try to use proper prepositions and conjunctions.2. Prepare for the language learning and do Using Words and Expressions on WB (Page 49and 50).八、板书设计。