高二英语下unit2 healthy eating
高二英语：Unit 2 Healthy eating教学设计
新修订高中阶段原创精品配套教材Unit 2 Healthy eating 教材定制 / 提高课堂效率 /内容可修改Unit 2 Healthy eating教师：风老师风顺第二中学编订：FoonShion教育Unit 2 Healthy eatingunit 2healthy eating单元要览类别课程标准要求掌握的项目话题problems with diet; balanced diet and nutrition 词汇dietn. 日常饮食vi. 节食rawadj. 生的; 未加工的nutn. 坚果; 果仁vinegarn. 醋beann. 豆; 豆科植物lien. 谎话; 谎言vi. 说谎pean. 豌豆customern. 顾客; 消费者cucumbern. 黄瓜discountn. 折扣eggplantn. 茄子weaknessn. 缺点; 虚弱; 弱点peppern. 辣椒; 辣椒粉strengthn. 强项; 长处; 力量mushroomn. 蘑菇consultvt. 咨询; 请教; 商量peachn. 桃子fibren. 纤维; 纤维制品lemonn. 柠檬digestvt. & vi消化n. 摘要; 概要balancevt. 平衡; 权衡n. 天平; 平衡carrotn. 胡萝卜barbecuen. 烧烤; 烤肉debtn. 债; 债务muttonn. 羊肉baconn. 熏咸肉; 腊肉roast教学资源下载，还有大量而丰富的教学相关资讯！"type="#_x0000_t75">adj. 烤制的vt. 烤; 烘; 烘烤poisonousadj. 有毒的fryvt. & vi. 油煎; 油炸limitvt. 限制; 限定n. 界限; 限度oughtv. aux. 应当; 应该limitedadj. 有限的glarevi. 怒目而视; 闪耀n. 怒视; 炫目的光benefitn. 利益; 好处vt. & vi有益于; 有助于; 受益slimvi. 变瘦adj. 苗条的; 纤细的breastn. 胸部; 乳房curiosityn. 好奇心garlicn. 大蒜hostessn. 女主人; 女主持人sighvi. 叹息n. 叹息; 叹息声spyvt. & vi窥视; 秘密监视n. 间谍; 侦探combinevt. & vi. （使）联合; （使）结合短语balanced diet平衡膳食in debt欠债ought to应该; 应当spy on暗中监视; 侦查lose weight体重减轻; 减肥cut down削减; 删节get away with 被放过; （做坏事）不受惩罚before long不久以后tell a lie说谎put on weight增加体重win. . . back赢回; 重新获得be amazed at对……感到吃惊earn one’s living谋生compete with与……竞争重要句型1. wang peng sat in his empty restaurant feeling very frustrated. (present participle used as adverbial)2. by now his restaurant ought to be full of people. (ought to)3. nothing could have been better. (could have done)4. something terrible must have happened if li chang was not coming to eat in his restaurant as he always did. (must have done)5. he could not have yong hui getting away with telling people lies! (can’t/couldn’t have sb. doing)功能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 need/needn’t. . . . you have to/don’t have to. . . .my advice is/would be. . . . you might. . . . i suggest that you. . . .i would strongly advise you to. . . . 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. . . .3. agreement and disagreementi’m not sure that! you could be right, but. . . .(i’m afraid)i don’t agree. i agree up to a point, but. . . .that’s an interesting idea, but. . . . do you really think. . . ?rubbish! /nonsense! you can’t be serious!actually/as a matter of fact, i think. . . . that’s not how i see it.语法modal verbs: ought to/ought not tohave to/don’t have to/mustn’t/needn’t教学重点1. get students to know about problems with a diet, a balanced diet and nutrition.2. have students learn useful new word s and expressions inthis unit.3. enable students to grasp and use the expressions of giving suggestions and advice.4. let students learn the new grammar item: the use of ought to.5. develop students’ listening, speaking, reading and writing abilities.6. have students learn how to deal with and solve problems correctly.教学难点1. enable students to master the use of ought to.2. have students learn how to give suggestions and advice.3. let students learn to write a short passage to make an advertisement.4. develop students’ integrat ive skills.课时安排periods needed: 7period 1 warming up and readingperiod 2 learning about language: important language pointsperiod 3 learning about language: grammarperiod 4 using language: listening and speakingperiod 5 using language: extensive readingperiod 6 using language: speaking and writingperiod 7 revision: summing up and learning tipperiod 1warming up and reading整体设计教材分析this is the first teaching period of this unit. at the beginning of the class, the teacher can lead in the topic of the unit by showing students some pictures about foods and talking about them.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 fo ods to our health. we want students to appreciate what a balanced diet is. too much fatty food will mean they store extra energy in their bodies. too much body-building food may cause problems for digestion and lead to illness unless enough fibre foods are eaten to aid digestion. the teacher can have a free talk with students, let them work in pairs to read through the chart and discuss the questions.pre-reading contains two more ge neral 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.the reading passage come and eat here(1)introducesstudents 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. the person who often eats at wang peng’s restaurant will become too fat. that can lead to illnesses such as a heart attack or high blood pressure. the person who often eats at yong hui’s restaurant will become too thin and suffer illnesses such as anorexia or malnutrition. it is important for students to know about the two extremes and avoid them. the teacher can encourage students to skim for the general idea and scan for further understanding. because this passage introduces a lot of new words, which are only used for food, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. 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.to consolidate the contents of the reading passage, students should be required to read the passage again and then retell it. in order to arouse their interest, the teacher can hold a competition. the teacher also needs to make a summary on thepassage including the general idea, writing characteristics, and so on to let students understand the passage further at the end of the class.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.三维目标知识目标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, customer, discount, balanced diet, ought to, lose weight, get away with, tell a lie, win. . . back.2. 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 cooperative learning.教学过程设计方案(一)→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 likebest?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 foodunhealthy food2. show the following on the screen. let students read the question and the information about food in the form below.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 grow bones 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 nutsmeat eggs cheese milktofumost vegetables(e. g. beans, peas, cucumbers, eggplants, peppers, mushrooms, cabbages)and fruit(e. g. apples, peaches, oranges, lemons)3. ask students to work in pairs to discuss the followin g questions and then one of them tells their ideas to the class.questions:1)which groups of food do you like best?2)whichdo you eat most often?3)do you eat the three kinds of food each day?3)what will happen to you if you don’t eat a balanced diet?→step 3 pre-reading1. let students discuss the following question:what do you think should go into a good meal?2. ask students to imagine they are going to invite some friends for dinner. let them discuss the question: what special food of your place would you offer them? then have them plan a menu.3. let 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 restaurants: 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)choose the best answer to each question according to the text.(1)what did wang peng think of the food in his restaurant?a. very bad.b. just so-so.c. unpopular.d.popular.(2)what did wang peng do after he saw his friend li chang hurrying by?a. he just sat in his restaurant felling frustrated.b. he did some research.c. he followed li chang to see why he didn’t eat with him.d. he began to advertise his food.(3)which of the following was not mentioned on yong hui’s menu?a. apples.b. cola.c. water.d. cabbages.(4)which of the following did wang peng not do to win his customers back?a. he improved his food.b. he advertised his food.c. he did some research.d. he found the shortcomings of yong hui’s food.suggested answers: (1)d(2)c (3)b(4)a2)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 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.3)the passage can be divided into 3 parts. give the main idea in each part.partmain 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 that 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 ____.2)discuss these questions. write down your main points and compare them with those of another pair.(1)what do you think wang peng will provide to win his customers back?(2)how do you think the story will end?(let students have enough time to read the passage carefully and discuss the questions with their partners. encourage them to expand their answers according to their own experiences. )4. explanationhelp students analyze some difficult, long and complex sentences and guess the meanings 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)somethingterrible 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.5. reading aloud and underliningask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.collocations: sit in his empty restaurant, feel very frustrated, a very strange morning, prepare his menu, by lunchtime, by now, ought to, be full of, be made of, nothing could be better. , hurry by, follow sb. into. . . , lose weight, be fit, be amazed at, more than, a good meal, get away with, had better, do some research, too much, even though, energy-giving food, feel more hopeful, win. . . back, be on→step 5 consolidationask students to talk about the problems with the diet in wang peng’s restaurant and yong hui’s restaurant in their own words according to the text. then let them retell the whole story.→step 6 homework1. learn the useful new words and expressions in this part by heart.2. read the reading pa ssage again and try to retell the story.设计方案(二)→step 1 leading in the topic1.learning some vocabulary connected with food and diet.2. identifying different groups of food.→step 2 warming up by making a surveylet students interview their teachers and classmates on their diet and fill in the table.namebreakfastlunchsupperfavorite foodthe reason for being strong/weak/fat/thin→step 3 predicting by looking and discussing1. look at the pictures and title of the reading passage and discuss in pairs what the passage might be about.2. two or three students will give their opinions.3. let them read the passage quickly to see if they are right.→step 4 reading1. give students 2 minutes, and ask them to skim the passage for the general idea of the passage.2. give students 5 minutes to read the passage carefully, and answer the following questions.1)what makes a balanced diet?2)what is wrong with the diet of both wang peng and yong hui?3)why does it matter if you only eat at wang peng’s or yong hui’s restaurant?3. give students 4 minutes to read the passage a third time. encourage them to try to deal with the languagepoints in the context. then let them answer the following questions.1)what does the word “frustrated” mean in paragraph 1?2)how do you understand the sentence “nothing could have been better”?3)what does the phrase “get away with” mean?4. listening and reading aloudplay the tape of the text for students and let them pay attention to the pronunciation of each new word and the pauses within each sentence. then ask them to read the text aloud to the tape.→step 5 discussionask students to work in pairs to discuss and compare the two restaurants. try to find out the strength and weakness of each to fill in the chart.wang peng’s restaurantyong hui’s restaurantstrengthweakness→step 6 extensionlet students think about and discuss the following questions.1)what do you think will happen to wang peng’s restaurant?2)in your opinion, what kind of food should we eat?3)can you make a balanced diet for yourself?→step 7 closing down by retelling the story1. have students get prepared in 3 minutes or so and then ask them to retell the story.2. ask as many students as possible to have a try in front of the class.→step 8 homework1. go over the text and try to learn all the useful words and expressions in this part byheart.2. finish the exercises in comprehending on page 11.板书设计unit 2healthy eatingcome and eat here(1)true or falsekey 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 hiscustomers back.活动与探究as we know from the story, wang peng wants to know what’s the matter with his menu and he wonder what he should do to satisfy the demand of the customers who enjoy the taste and also want to keep fit. suppose you are an expert who knows nutrition very well. write a research report for wang peng to give him some suggestions and advice on diet and make a balanced menu for his restaurant.FoonShion教育研究中心编制Prepared by foonshion Education Research Center第21页/ 总21页。
高考英语 Unit2《Healthy eating》知识与要点课件 新人教必修3
【答案】 A
4．strength n．[U]力气，力量；[C]强项，长处；优点 归纳拓展 (1)strong (adj.)强壮的→strength (n.)力量→strengthen (v.) 加强；增强→strengthless (adj.)无力的 (2)相关短语 build up one's strength增强实力/体力 at full strength满员，满额 in (great) strength人多势众地
He kept his balance with his arms on top of the wall. 他在墙上用双臂保持平衡。 I think on balance I prefer the new system. 总的说来，我觉得自己更喜欢新体制。 You should balance the advantages against the disadvantages before your final decision. 在作出决定之前，你一定要权衡利弊。
重点 短语
be/go on a diet，ought to，lose weight，get away with，tell a lie/lies，win...back，in debt，spy on，cut down，before long， earn one's living，put on weight，glare at，benefit from
【链接训练】
①The boy ________ on the ground ________ that he had
seen a cock ________ an egg.
A．laying；lay；lay
B．lying；lie；lie
高中英语必修课----Unit 2 Healthy eating语言点知识讲解及巩固练习题
高中英语必修课----Unit2Healthy eating语言点知识讲解及巩固练习题（含答案解析）目标认知重点词汇:balance,upset,benefit,diet,offer,serve,discount, consider,operate,combine,tired,hurry,frustrate,limit重点短语:cut down,in debt,earn one’s living,get away with，glare at重点句型1.nothing could be better…2.Why don't you do...？3.have sb.doing sth.知识讲解重点词汇【高清课堂：重点词汇】balance【原句回放】What will happen to you if you don’t eat a balanced diet？(P9)假如你的饮食不均衡会怎么样?【点拨】balance1.(n.)(1)[U]平衡lose/keep one’s balance失去/保持平衡be off balance不平稳的，摇摆的sense of balance平衡感(2)[U,sing]平衡;均衡Pesticides seriously upset the balance of nature.杀虫剂严重影响了大自然的平衡。
(3)[C]天平，秤Weigh it on the balance.在天平上秤一下重量。
(4)[C,usu sing]收支差额，余额My bank balance isn’t good.我银行存款不多。
2.(v.)(1)(vt./vi.)（使…)保持平衡How long can you balance on one foot?你单脚能保持平衡多长时间？Balancing my cup of coffee in one hand,I managed to open the door.我一只手拿稳咖啡杯，我设法打开了门。
高中英语高考Unit 2 Healthy eating
4.win...back赢回;重新获得 [教材原句] Perhaps with a discount and a new sign he could win his customers back.(Page 10)也许打点折、写个新的招牌,就能够赢 回他的顾客。 win (won,won) v.赢得;在……中获胜 winner n.获胜者 [辨析] defeat,beat & win
必修3
高频词汇 难点句型
Unit 2 Healthy eating
核心考点
随堂巩固
-10-
单句填空 ①New students are now aware that they are likely to leave university up to ￡15,000 in debt. ②The finest and happiest years of our lives were not when all the debts (debt) were paid,and all difficult experiences had
必修3
Unit 2 Healthy eating
核心考点
随堂巩固
-3-
高频词汇 难点句型
2.curiosity n.好奇心 [高考佳句] The people in the hall seemed very nosy(爱窥探 的),keeping their eyes on me with curiosity.(2018·天津卷)大厅里的 人似乎很好管闲事,好奇地盯着我。 out of curiosity出于好奇心 curious adj.好奇的;奇特的 be curious about对……感到好奇 单句填空 ①Although it doesn’t taste of anything special,it’s still worth a try,as is the knobbly(多疙瘩的) Cat’s Head which is more of a curiosity (curious) than anything else. ②In high school,I became curious about the computer,and
人教版高中英语必修二Unit2Healthy_eating
Making the customers
the diet customers to be fat become tired quickly
Task3 Further reading
1.Translate the following sentence :
Something terrible must have happened if Li Chang was
Part 3
Para 4
Wang Peng thought out a good idea to have a competition with
Yong Hui ，s restaurant .
Careful reading
Task 1 True or False?
T 1. Usually Wang Peng’s restaurant was full of people. F 2. Yong Hui could make people thin in two weeks by
nutrients
……
vitamin
minerals
carbohydrates
Which food contains more sugar?
chocolate
grapes
cakes
bananas
Which food contains more fibre?
peas
nuts
pork
cabbage
Which food contains more protein?
food.
a
lot of
Our bodies need _a__l_o_t _o_f energy-
giving food.
Unit2_Healthy_eating知识点
Unit2_Healthy_eating知识点Unit 2: Healthy Eating Knowledge PointsIntroduction:Healthy eating is essential for maintaining a balanced lifestyle and promoting overall well-being. Understanding the various aspects of healthy eating can help individuals make informed dietary choices. In this article, we will discuss key knowledge points related to healthy eating.I. Macronutrients:Macronutrients are the essential nutrients needed in large amounts by the body. They include carbohydrates, proteins, and fats.A. Carbohydrates:Carbohydrates are the body's primary source of energy. They are found in foods such as grains, fruits, and vegetables. It is important to consume complex carbohydrates, such as whole grains, for sustained energy release.B. Proteins:Proteins are essential for building and repairing tissues in the body. They can be obtained from sources such as meat, fish, dairy products, and plant-based foods like beans and legumes.C. Fats:While fats often have a negative connotation, they play a crucial role in the body. Healthy fats, such as those found in avocado, nuts, and olive oil,are important for brain function and hormone production. It is important to limit saturated and trans fats found in processed foods.II. Micronutrients:Micronutrients are essential nutrients needed in smaller amounts by the body. They include vitamins and minerals.A. Vitamins:Vitamins are organic compounds that contribute to various bodily functions. They can be obtained from foods such as fruits, vegetables, and fortified products. Examples of vitamins include vitamin C, vitamin D, and vitamin B12.B. Minerals:Minerals are inorganic compounds that are vital for maintaining bodily functions. They can be found in foods such as leafy greens, nuts, and seeds. Examples of minerals include calcium, iron, and potassium.III. Balanced Diet:A balanced diet involves consuming a variety of foods in appropriate portions to meet the body's nutritional needs.A. Food Groups:A balanced diet includes foods from all food groups, including fruits, vegetables, grains, protein sources, and dairy products. Each food group provides unique nutrients that contribute to overall health.B. Portion Control:Maintaining portion control is crucial to avoid overeating. Understanding appropriate serving sizes can help individuals consume a balanced diet without excess calories.IV. Dietary Guidelines:A. Daily Caloric Intake:Understanding one's daily caloric intake is essential for weight management and maintaining overall health. It is important to balance calorie intake with physical activity levels.B. Hydration:Staying hydrated is vital for optimal bodily functions. Drinking an adequate amount of water throughout the day helps maintain proper digestion, temperature regulation, and overall well-being.V. Benefits of Healthy Eating:A. Weight Management:Healthy eating plays a crucial role in weight management. Consuming a balanced diet can help individuals reach and maintain a healthy weight.B. Disease Prevention:A nutritious diet can lower the risk of various chronic diseases such as heart disease, diabetes, and certain types of cancer. Nutrient-rich foods can boost the immune system and promote overall health.Conclusion:Understanding the knowledge points related to healthy eating empowers individuals to make informed dietary choices. By incorporating a balanced diet, individuals can enhance their overall well-being and reduce the risk of chronic diseases. Remember, healthy eating is a lifelong journey that requires consistency and making mindful food choices.。
Unit2_Healthy_eating知识点
Unit2_Healthy_eating知识点一、健康饮食的重要性我们的身体就像一台精密的机器，而食物就是为这台机器提供能量和养分的燃料。
如果我们给身体提供的是优质的燃料，那么这台机器就能高效运转，保持良好的状态；反之，如果我们总是摄入不健康的食物，身体就可能会出现各种问题。
健康饮食对于维持身体的正常生理功能至关重要。
它有助于提供足够的能量，让我们能够充满活力地应对日常生活和工作。
比如，碳水化合物是我们身体获取能量的重要来源，但要选择复杂碳水化合物，如全麦面包、糙米等，而不是简单的精制糖。
同时，健康饮食对于免疫系统的正常运作也有着不可或缺的作用。
摄入富含维生素、矿物质和抗氧化剂的食物，如新鲜的水果、蔬菜、坚果等，可以帮助我们的身体抵抗疾病和感染。
二、食物的分类和营养成分在探讨健康饮食时，了解食物的分类和其所含的营养成分是基础。
首先是碳水化合物，它分为简单碳水化合物和复杂碳水化合物。
简单碳水化合物包括白糖、糖果等，它们能够迅速提供能量，但容易导致血糖的快速上升和下降。
复杂碳水化合物则如全麦食品、燕麦等，消化吸收相对较慢，能够提供更持久稳定的能量。
蛋白质是构建和修复身体组织的重要成分。
优质蛋白质的来源有鸡胸肉、鱼虾、豆类、蛋类等。
蛋白质对于肌肉的生长和维持、免疫系统的健康都起着关键作用。
脂肪并非都是坏的，我们需要区分好脂肪和坏脂肪。
不饱和脂肪，如橄榄油、鱼油中的脂肪，对心脏健康有益；而饱和脂肪和反式脂肪，常见于油炸食品和加工肉类中，过量摄入会增加心血管疾病的风险。
维生素和矿物质虽然需求量不大，但对身体的正常功能不可或缺。
维生素 A 有助于视力健康，维生素 C 可以增强免疫力，铁元素参与血红蛋白的合成等等。
三、合理的饮食搭配要实现健康饮食，合理的饮食搭配是关键。
每餐都应该包含碳水化合物、蛋白质和健康脂肪。
例如，早餐可以是一份燕麦粥加上鸡蛋和一小把坚果；午餐可以是一份鸡胸肉沙拉，搭配全麦面包；晚餐可以是清蒸鱼、蔬菜和少量的糙米。
高考英语 Unit 2 Healthy eatingl要点梳理+重点突破 新人教版必修3
必修3 Unit 2 Heath eating要点梳理高效梳理·知识备考●重点单词1．diet n．日常饮食 vi节食2．baance vt平衡；权衡 n．天平；平衡→baanced ad均衡的3．fr vt & vi油煎；油炸4．curioit n．好奇心→curiou ad好奇的5．raw ad生的；未加工的6．ie vi说谎；n谎话；谎言→iar n．说谎者7．cutomer n．顾客；消费者8．dicount n．折扣9．weane n．缺点；虚弱；弱点→wea ad虚弱的→weaen v．使变弱10．trength n．力；力量；强项；长处→trengthen v．加强，强化11．conut vt咨询；请教；商量12．diget v．消化，吸收 n．消化，吸收；文摘，摘要→digetion n．消化力，领悟13．debt n．债；债务14．gare vi怒目而视；闪耀n怒视；眩目的光15．imit n．界限；限度 vt限制；限定→imited ad有限的16．benefit n．利益；好处 vt & vi有益于；有助于；受益→beneficia ad 有利的，有益的17．igh vi叹息；叹气n叹息；叹息声18．combine vt & vi使联合；使结合→combination n．联合，结合●重点短语1．be/go on a diet 节食2．ought to 应当；应该3．oe weight 体重减轻；减肥4．get awa with 被放过；做坏事不受惩罚5．te a ie 说谎6．winbac 赢回；重新获得7．earn one’ iving 谋生8．in debt 欠债9．fortabe about it, but there' no need to fee too ad Our munit这所新医院将使整个社区受益。
2I __________ much ______ m father' advice我从父亲的建议中获益颇多。
Unit_2_Healthy_eating_知识点
Unit_2_Healthy_eating_知识点Unit 2 Healthy eating 知识点在我们的日常生活中，健康饮食是保持身体良好状态的关键。
这一单元，我们将深入探讨“Healthy eating”（健康饮食）的相关知识点，帮助大家更好地理解如何通过饮食来维持健康。
首先，让我们来了解一下什么是健康饮食。
健康饮食并不是指完全禁止某些食物或者过度限制饮食种类，而是一种平衡和多样化的饮食模式。
它包括摄入适量的各类营养素，如碳水化合物、蛋白质、脂肪、维生素和矿物质等。
碳水化合物是我们身体的主要能量来源。
但需要注意的是，并非所有的碳水化合物都是一样的。
复杂碳水化合物，如全麦面包、糙米和燕麦等，富含膳食纤维，消化吸收相对较慢，能够提供更持久的能量，并且有助于控制血糖水平。
相比之下，简单碳水化合物，如白面包、糖果和饮料中的添加糖，消化吸收迅速，容易导致血糖波动和能量的快速消耗。
蛋白质对于身体的生长、修复和维持正常功能至关重要。
优质的蛋白质来源包括瘦肉、鱼类、蛋类、豆类、坚果和奶制品等。
不同的蛋白质来源在氨基酸组成上有所差异，因此，多样化的蛋白质摄入可以确保我们获得身体所需的所有必需氨基酸。
脂肪在健康饮食中也扮演着重要的角色。
不过，我们应该选择健康的脂肪，如橄榄油、鱼油、坚果和种子中的不饱和脂肪，而尽量减少饱和脂肪和反式脂肪的摄入。
饱和脂肪常见于动物脂肪和某些植物油中，过量摄入可能增加心血管疾病的风险。
反式脂肪则主要存在于加工食品和油炸食品中，对健康的危害更大。
维生素和矿物质虽然在体内的需求量相对较少，但它们对于身体的正常生理功能却不可或缺。
维生素分为水溶性维生素（如维生素 C 和B 族维生素）和脂溶性维生素（如维生素 A、D、E 和 K）。
矿物质包括钙、铁、锌、镁等。
新鲜的水果、蔬菜、全谷物和奶制品是这些营养素的良好来源。
接下来，我们谈谈饮食的比例和分量控制。
一般来说，碳水化合物应占每日总热量摄入的45%－65%，蛋白质占10%－35%，脂肪占20%－35%。
人教版高二英语必修三《Unit2Healthyeating》评课稿
人教版高二英语必修三《Unit2Healthyeating》评课稿一、课程背景《Unit2 Healthyeating》是人教版高二英语教材中的一节课程，主要讲述了健康饮食的重要性以及如何保持均衡的饮食习惯。
通过本节课的学习，学生将了解到饮食对身体健康的影响，并学会做出明智的饮食选择。
二、教学目标1.语言目标：–学会运用正确的词汇和表达方式描述和讨论饮食习惯和健康问题。
–能够就饮食习惯和健康问题进行问答和讨论。
–能够使用正确的语法结构表达对饮食习惯和健康问题的建议。
2.知识目标：–了解不同食物对身体健康的影响。
–知道如何选择健康的食物和饮食习惯。
–掌握一些在饮食方面的常用词汇和表达方式。
3.能力目标：–能够根据所学知识，做出合理的饮食选择。
–通过团队合作，进行讨论和分享，并倾听他人观点。
–能够就自己的饮食习惯提出合理的改进方案。
三、教学重点和难点1.教学重点：–培养学生良好的饮食习惯和健康意识。
–提高学生的口语表达能力和听说能力。
2.教学难点：–如何让学生理解和运用正确的食物和饮食习惯相关的词汇和表达。
–如何引导学生进行有效的讨论和合作。
四、教学准备1.教师准备：–课程教材：人教版高二英语必修三教材中的Unit2。
–教学辅助工具：投影仪、黑板、幻灯片等。
–教学素材：与饮食习惯和健康问题相关的图片或视频资料。
2.学生准备：–预习教材中Unit2的相关内容，了解所学词汇和表达方式。
五、教学过程1. 导入引入（5分钟）教师通过提问或分享相关故事，引入本节课的主题——健康饮食。
可以使用以下问题进行引导：•你认为什么是健康的饮食？•你认为饮食对我们的健康有什么影响？•你能描述一下你的日常饮食习惯吗？教师引导学生进行讨论，并激发学生对健康饮食的兴趣。
2. 预习复习（10分钟）教师通过口头复述或幻灯片展示的方式，复习上节课所学知识，并提醒学生关注本节课的重点内容。
同时，教师还可以组织一些小组活动或问题挑战，帮助学生回顾相关知识点。
高中英语Unit2Healthyeating新人教版必修
③Back from s two－year medical service in Africa, Dr Lee was very happy to see his mother ________(take) good care of at home.
答案：①playing ②touched ③taken
[名师点拨]
在英语中，可接复合宾语，即“宾语＋宾语补足 语”(do/doing/done)结构的词常见的还有：(一感)feel；(二 听)hear, listen to；(三让)make, let, have；(四看)look at, see, notice, observe, watch。
即学即练
突然间，他看到自己的朋友李昌匆匆走过。
归纳拓展 本句中含有 see sb doing sth 结构，表示“看见某人 正在做某事”；若用 see sb do sth 则表示“看见某人做了 某事”，强调动作的全过程；若用 see...done 则表示“…… 被做”，表示被动。
①I saw a man enter the house secretly. 我看见一个人偷偷地进入这栋房子。 ②I saw a man entering the house secretly. 我看见一个人正偷偷地进入了这栋房子。 ③When we saw the road blocked with snow, we decided to spend the holiday at home. 当我们看到道路被大雪堵住的时候，我们决定在家 度假。
Unit2 Healthy eating
1．(教材原句 P9)Everybody has to eat，but do you eat a healthy diet?
[高中英语作文]健康 Unit2 Healthy eating
![[高中英语作文]健康 Unit2 Healthy eating](https://img.taocdn.com/s3/m/139fe0292e60ddccda38376baf1ffc4ffe47e288.png)
[高中英语作文]健康 Unit2 Healthy eating[高中英语作文]健康unit2healthyeating主题：第2单元健康饮食假设你是高一年级的学生李华，最近你们班就“保持健康的方式”组织了一次讨论。
请根据下面的提示将同学们的主要观点写成一篇5句话的英语总结报告。
1.保持均衡饮食，多吃水果和蔬菜，因为它们富含纤维和维生素；2.少吃含糖和脂肪的食物，含糖和脂肪的食物易增肥；3.养成良好的生活习惯，早睡早起，经常锻炼，睡眠充足；4.将好的生活和饮食习惯相结合，我们会受益无穷；5.保持积极的生活态度对我们的健康也有好处。
recentlytherehasbeenaheateddiscussionabouthowtokeephealthyinourclass.mostofush oldthathealthisofgreatimportance,andweputforwardthefollowingsuggestionstokeeph ealthy.首先，重要的是我们应该保持均衡的饮食，例如，我们应该吃更多的含有纤维和维生素的水果和蔬菜，也就是说，我们不应该吃含有脂肪和糖的食物。
secondly,we’dbettergotobedearly,getupearly,exerciseregularlyandhaveenoughslee p,whichisbeneficialtous.besides,keepingapositiveattitudetowardslifeisgoodforou rhealth.翻译：最近我们班上有一场关于如何保持健康的热烈讨论。
我们大多数人认为健康是非常重要的，我们提出以下建议来保持健康首先，我们应该保持均衡的饮食。
例如，我们应该多吃富含纤维和维生素的水果和蔬菜。
也就是说，我们不应该吃含有脂肪和糖的食物，因为它们会使我们容易发胖。
其次，我们最好早点睡觉，早起，经常锻炼，有充足的睡眠，这对我们。
高二英语下学期UNIT2healthy eating
Unit2 Healthy eatingTeaching Aims of this unit1. Talk about healthy eating2. Making suggestions or giving advice on diet3. Distinguish the meanings of Modal verbs4. Make a balanced menu5. Vocabulary:6. fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective get rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s b usiness ,carry on7. Speaking: Practice talking about your ideas; practice giving suggestions and advic e, practiceseeing the doctor.8. The use o f ought toThe first period Warming up and readingStep ⅠWarming upReview 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 th e three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.Step ⅡPre-readingGet 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’ll ask you to report your work. Are you clear?Which food contains more… Examples of foods AnswerSugar Chocolate or grapesCakes or bananas ChocolateCakesFat Cream or riceChocolate or chicken CreamChocolateFiber Peas or nutsPork or cabbage NutsCabbageprotein Potato crisps or hamEggs or cream HameggsStep ⅢReadingGet the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text sile ntly and then ask for the main idea of the text on the slide show with their partne rs. Encourage the students to express their ideas.1. Fast readingIn this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtai n some details. Before reading show the tasks and let the students read the tasks f irst. This text will help them have a good understanding of the text.a. The two restaurants supplied the healthy diet.b. The reason why Yong Hui’s restaurant was so popular with customers.c. Wang Pengwei found out why he had lost his customers and decided to win the m back2. Careful readingT: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.a. Usually Wang Pengwei’s restaurant was full of people. (T )b. Yong Hui served a balanced diet. ( F)c. Yong Hui could make people thin in two weeks by giving them a good diet. (F)d. Wang Pengwei’s customers often became fat after eating in his reataurant. (T)e. Yong Hui’s menu gives them energy foods. (F )f. Wang Pengwei’s menu gives tem f oods containing fiber. (F )g. Wang Pengwei admired Yong Hui’s restaurant when he saw the menu. (F )h. Wang Pengwei decided to copy Yong Hui’s menu. (F )Step ⅣComprehendingBy now, the students have had a further understanding of the text. Let the student s read the text again and find out the differences between the two restaurant.T: Now please read the text again and fill in the chart together with your partner. disadvantages advantagesWang Pengwei’s restaurant Not giving enough foods containin g fiber Provide plenty of energy foodsYong Hui’s restaurant Not giving enough energy foods Providing plenty of fiber food sT: Until now we have known what’s wrong with both restaurant. What does it matt er if you only eat at one of the restaurant?S1:…S2:…S3:…T: You all have a point here. But what will they do? We will see it next period. Facing the serious competiton Wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. He went to the library to learn more about healthy eating a nd made his menu better than Yong Hui’s menu. Do you think we should follow his example?Ss: Yes.T: Now let’s deal with some language points. Turn to page 10, let’s look at the sen tences:a. Wang Pengwei sat in his empty restaurant feeling very frustrated.This sentence means that the second action “ feeling very frustrated” happened tog ether with the main action “sat”. Pay attention to the form (v-ing) of the second ac tion.b. Nothing could have been better.This sentence tells us that everythi ng has worked out the way you would like. It’s a sentence that we can use in any situation.c. He couldn’t have Yong Hui getting away with telling people lies!This sentence means that he will punish Yong Hui for her telling lies.Step ⅤHomework1. Try to retell the text.2. Prepare for the language learning and do Using words and Expressions on WB (Page 49-50)The second period Language studyStep ⅠRevision1. Check the students’ homework.2. Ask some of the students to retell the text.Step ⅡWord studyThis part is a consolidation of the words in the text. Ask the students to do the ex ercise individually.T: Now please open your books and turn to page 11. Fill in the chart using the co rrect forms of the words which have the same root. Next activity is to match the d efinitions with the words we have learnt form the text. I necessary, you can discus s with your partners.…Step ⅢGrammarThe students will learn the usage of modal verbs. First try to make the students cl ear the functions of modal verbs, with the help of the practice 1on page 12. Then give them some examples.T: Please pick out all the sentences containing modal verbs in the text.a. By lunchtime they would have all be sold---It indicates possibility.b. His restaurant ought to be full of people.---It indicates possibility.c. What could have happened?--- It indicates possibility.d. Nothing could have been better.--- It indicates possibility.e. Something terrible must have happened if Maochang was not coming to eat with him as he always did.---It indicates guessing.f. He could not believe his eyes. ---It indicates intension.g. He wonder if he should go to the library to find out ---It indicates duty.h. He wouldn’t have Yong Hui getting away with telling people lies!---It indicates int ension.…Step ⅣHomework1. Review the rules of word formation and the meanings of modal verbs.2. Prepare the Using Structure on page 50 by making a dialogue in pairs.The third period ListeningStep ⅠRevision1. Check the using structure on page 50.2. Ask the students to make a short dialogue in pairs.Step ⅡListening( using language)The students will hear what Wang Pengwei did after leaving YongHui’s restaurant. Ask the students to finish the chart and answer the quest ions.T: OK. We have studied the text and know neither of the restaurant supplied a bal anced diet. Let’s listen to the tape and see how the story went on. Go through the text quickly on page 14.( Play the tape. Students write down the answers and check the answers with their partners.)T: Now listen to it again and try to make sure your answers are right.Energy-giving Body-building ProtectiveRice Meat FruitNoodles Fish vegetablesNuts TofubutterStep ⅢListening (WB P48)The students will heat a conversation between Hong Mei and the doctor. They are asked to do exercise according to the tape.T: Doctor know that there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to a dialogue. Hong Mei is going to see the doctor. Let’s see how the doctor gives her some advice. Listen carefully and do the exercises.Red foods: stop (Only a little) Orange foods: be careful( some every day) Green fo ods: go( more every day)Butter, cream, nuts, cakes, foods fried in fat Bread, noodles, rice, neat, cheese, egg, tofu All vegetables( potato, cabbage, carrots..)Step ⅣHomework1. Pre-view the reading(2) and reading task on Page 52. See how the story ended.2. Find some information about healthy eating on the Internet.The fourth period Extensive readingStep ⅠRevision1. Check the homework2. Share the information the students have got form the Internet.Step ⅡPre-readingAsk the students to read some proverbs and translate them into Chinese.T: Today we are going to see the end of the story. First, please look at the blackb oard and try to translate the proverbs into Chinese.a. You are what you eat.b. An apple a day keeps the doctor away.c. First wealth is health.The students discuss with their partners.a. 人如其食.b. 一天一个苹果,医生不来找我.c. 健康是人生的第一财富.Step ⅢReadingThe purpose of this reading is to complete the story of Wang Pengwei and Yong H ui and show the students that it is never too late to change bad eating habits and begin afresh. After the fast reading, let the students do the exercises on page 15. Then let them match the words with their definitions.T: Eating healthily means that no food in itself is good or bad. Eating properly dep ends on eating the right variety of foods in the right amountLet’s read the passage quickly and say what they did with their menu.Ask the students to report their work.What did they do? ResultCombine their menu and provide a balanced one1. raw vegetables with hamburgers2. the boiled potatoes, not fried3. fresh fruit with ice cream 1. cut down the fat2. increase the fibre3. a big successThen find the words from the text to match the definitions.Definitions wordsStare angrily or fiercely GlareTake a long deep breath SighKeep al ive in a certain style Earn one’s livingAdvantage or profit BenefitJoin or mix together to form a whole CombineOwe a lot of money In debtStep ⅣHomework1. Collect eating attitudes from the Internet2. Practice presenting reasons to support your ideas.The fifth period SpeakingStep ⅠRevisionCheck the students’homework.Step ⅡWarming upT: Work in pairs to act out the dialogue on page 13. One plays as the role of Jane and the other plays the role of Susan. You are shopping in a supermarket.First let the students make a good preparation themselves. Then ask several pairs t o act out the dialogue before the class. In this part the, try to make the class get active.Step ⅢTalkingIf young people are too thin or too fat, it shows that they are not eating a balanc ed diet. So this exercise is to encourage the students to discuss how their diets ma y affect their quality of life.( Divide the class into two groups: team A and team B.)T: Now team A will take the role o f the patient who is worried about being too fa t and has gone to the doctor for advice. Team B will take the role of the doctor a nd advise the patient how to change his or her diet. Here are some useful expressi ons. Imagine what you will say to the doctor or patient. Discuss with your group m embers.Doctor PatientWhat’s the matter? What should I do ?How long have you been like this? What seem to be the trouble?I think you ought to.. Do you think you could give me some advice?Perhaps you should…I suppose you had better…Step ⅣSpeaking taskThis is the opportunity for the students to discuss their reaction to the information they have received. It allows students to have their own point of view and to pract ice explaining why they think as they do.T: In the reading task we have read two speakers’arguments. Now it is your turn t o discuss what you have heard at the meeting in groups of four. Two of ou argue for and two against building the restaurant. The following is useful to you. Please l ook at the table.I don’t agree That’s a good idea.I’m afraid not Certainly/ Sure.Of course not. All right.I don’t think so. No problem.Yes, I think so.Step ⅤHomework1. Review the sentence structures, new words and expressions.2. Imagine the old local restaurant has gone. What do you think should be built th ere. Present the advantages of your idea.The sixth period Writing and re-viewingStep ⅠRevisionCheck the homework and take a dictation.Step ⅡWritingThis is an opportunity for students to practice their persuasive writing skills and try to encourage others to support their point of view. The idea of a new library is ch osen because it would be very useful in a town.T: You know, we have mad ea decision that we won’t build a Mcdonal’s. But what do you think should be built on the land? Can you write an article to support your idea? Give you 20 minutes and finish your articles. Pay attention to the orders.1. Describe the new design2. Draw a plan3. explain the advantages of your ideas。
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Unit2 Healthy EatingPeriod 1 Warming—upTeaching Aims:1.Through discussing the functions and nutrients of all kinds of foods, helpstudents to get the idea of healthy diet.2.Develop the students’ speaking ability by talking and discussion.3.Master the following words: bean cucumber mushroom energy fibre lemonbalance.Teaching procedures:Step1 PresentationDo you like eating KFC? Is KFC junk food or healthy food?What is junk food? What is healthy food?The differences between junk food and healthy food.Junk food: has a lot of fat, sugar or calories but few nutrients, vitamins and minerals.Healthy food: has a lot of nutrients like protein and fibre but doesn’t contain too much fat and sugar.Step 2:Practice1.which of the following foods contain the most fat?Put them in order from most fat to least fat.rice ice-cream eggs chicken peaches2.which food contains more sugar, fat ,fibre and protein?Finish Ex1 in pre—reading.Step 3 Discussion1.First present some foods that contain a lot of fat.Then, discuss : What will happen if people eat these food everyday?high blood pressure高血压heart diseasessome kinds of cancerdiabetes 糖尿病other chronic diseases 慢性疾病2.It is important to eat a healthy diet.Discussion: What is a healthy diet?A healthy diet = energy –giving food+ body- building food= protectivefoodStep 4 PracticeAsk students to classify the following foods:peaches cabbage rice ham cucumbers milk lemon noodles cheeses butter egg beans mushrooms tofu oilsHomework:According to what has been discussed in the class, design a healthy diet for your breakfast\lunch\supper.Unit2 period 2 (reading1)Teaching Aims:1.Through fast reading and careful reading , help students to develop the readingability.2.Through discussion to improve the students‟ speaking ability.3.Help students to eat a balanced diet.Teaching procedures:Step 1: PresentationWhat‟s your favourite food?Is it healthy food?What kinds of nutrients doesn‟t contain? ( sugar fat water fibre protein vitamin…_)Do you like eating mutton kebabs\ roast pork? Why or why not?If you are a boss of a restaurant which sells mutton kebabs and roast pork, will you have any trouble? What trouble?Step 2: Fast reading1.Read the first part and answer:Why did wang pengwei feel strange when he found his restaurant empty?2.Read the second part and answer:Do people like to go to the newly- opened restaurant? Why?Is there anything special in Yonghui‟s restaurant?3.Get the main idea of this text.Wang pengwei and Yonghui serve __different diets____in their restaurant. The food in Wangpengwei‟s____make people fat___while thefoods in Yonghui‟s_make people thin\slim.Step 3 Careful reading1.Read the text carefully and do the T or F questions in comprehendingEx1.2.Find out the information of the tworestaurantsStep 4: ImitationHave students read after the tape.Homework:1.Introduce Wang pengwei‟s restaurant and Yong hui‟s restaurant with yourwords.( write down in the exercise book)2.Read the text and prepare to retell the story.Unit2 period 3 ( reading2)Teaching Aims:1.Train the students‟ speaking ability.2.Through retelling the story, help students to master the text deeply.3.Through making sentences to master the following phrases: feeling, havesb. doing, get away with sth. throw away. weakness, strength.Teaching procedures:Step 1: Revision1.Answer the following questions:What is the menu of Wang pengwei‟s restaurant?What is the menu of Yonghui‟s restaurant?The weakness of the diet in Wang Pengwei‟s restaurant was:The strength of the diet in Wang pengwei‟s restaurant was:The weakness of the diet in Yonghui‟s restaurant was:The strength of the diet in Yonghui‟s restaurant was:2.Have several students introduce wang pengwei‟s restaurant and Yonghui‟s restaurant.( menu, strength, weakness, price)3.Fill in the blanks to retell the story.Wang Pengwei felt ___________inan empty restaurant because no __________have come to hisrestaurant ever since he got up early in the morning. He wanted to findout why. He hurried out and ________Maochang into a newly-openedrestaurant. He found that the owner named Yong Hui was serving____________foods to make people thin. Driven by________, WangPengwei came ________to take a close look at the menu. He could noteven ________his eyes. He was ________at what he saw. He hurriedoutside and went to the ________to do some________. After a lot ofread ing, he _______that Yong Hui‟s food made people become________quickly because it was no ___________food. Arriving homeWang Pengwei rewrote his own sign. The __________between the tworestaurants was on!( frustrated, customers, followed, slimming, curiosity , forward, believe,amazed, library, research, energy- giving, competition)Step2: Notes1.Wang pengwei sat in his empty restaurant feeling…feeling 做伴随状语eg.Mary stood at the bus stop, reading a newspaper.2. newly- opened 是副词加动词过去分词的合成形容词。