高一英语必修三Unit2 Healthy eating阅读学习方案教学设计

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高中英语人教版必修3Unit2HealthyeatingReading教案(系列一)

必修三Unit 2 Healthy eatingPeriod1 Reading教学目的：1. 通过老师简述课文配合填空熟悉课文内容2. 掌握课文中的疑难句子和重点词汇3. 通过自主提问来培养学生的自主学习的能力教学重点：熟悉课文掌握疑难句子教学难点：学会跳读和快读课文教学步骤：STEP1：ReviewSTEP2: Reading1.Questions about two posts.There are two posts of Wang Peng’s and Yong Hui’s restaurant. Can you find out?Q1 : What is the advantage of Wang Peng or Yong Hui?Q2: How about their disadvantages?Q3: Who will win?2.Important phrases in the two posts: tired of, lose weight, slimming food, feel good, discountstired oflose weightslimming foodfeel gooddiscounts3.Introduce the story.One day, Wang Peng felt frustrated. Why does he feel so frustrated? Because by lunch time, his restaurant was __empty____, which ___ought to be__ full of people. (原句即疑难句一：line4. By now his restaurant ought to be full of people. But not today! )Let’s find out what happened to Wang Peng’s restaurant. This is the menu in his restaurant. There are barbecued mutton kebabs, roast pork, stir-fried vegetables, fried rice. (即疑难词汇之一Line2/3) （Who can be the waiter to explain the menu for us?）For this menu Wang Peng thought nothing could be better.(原句即疑难句二：Line7) That means Wang Peng thought his food and drinks were the best.One day, Li Chang hurried by. Li Chang was not coming to eat in Wang Peng’s restaurant __as__ he always did. So Wang ___followed__ himOh! My god! This restaurant is full of people. _curiosity___ drove him inside. (原句Line16)Yong Hui _came forward___ and gave a _menu__ to him, saying, “I’ll help you _lose weight___ and __be fit__ in two weeks.”(原句Line16-19) He found the menu in Yong Hui’s restaurant are only rice and raw vegetables. Even more, he was amazed at this and especially the price on the menu. (原句Line22 be amazed at=could n’t believe ) Why there are so many people in his high price restaurant? It cost more than a good meal in his restaurant.He could not believe his eyes.(疑难句：Line23)In order to find out the reason, he went to the library, because he could not have Yong Hui getting away with telling people lies!(疑难句：Line27)Wang thought out a good idea to win his customers back. what idea did he think out?Important phrases:barbecued mutton kebabs, roast pork, stir-fried vegetables, fried rice, hurry by, curiosity, drive…inside, come forward, be fit, be amazed at, customersCuriosity N. 好奇心Curiosity killed the cat. 好奇害死猫。

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。

高一英语人教版课标必修3unit2healthyeating教案2

Classify the foods your classmates usually eat in the wayas the chart on:
Food that provides energy (eg. Energy-giving food)
Food that helps grow bones and muscles (eg, body-building food)
2、语言目标（Language aim）
Learn some words andexpressionsabout healthy diet.
a healthy diet, energy-giving food, body-building food,protective-food,a balanced diet
1.Ask the students to listtheirfavorite foods on paperandcomparethemin groups.
2.Discuss whether the foodsdogood to health or not.
Step IV.Activity 3Classification
三．教学难点（Teaching difficult points）
To get the students to talk using their familiar words and expressions
四．教学方法（Teaching method）
Introduction, discussion, and competition.
StepVI. Activity 5 Competition
Let the students to take part in a competition of making up balanced meals to see which group can make the best meals for our daily life.The teacher also gives his/her choice of foods for a balanced meal.

人教版高中英语必修3《Unit 2 Healthy eating》教案2篇

人教版高中英语必修3《Unit 2 Heal thy eating》教案2篇Teaching plan of unit 2 healthy eating人教版高中英语必修3《Unit 2 Healthy eating》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文档下载后内容可按需编辑修改及打印。

本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语必修3《Unit 2 Healthy eating》教案2、篇章2：人教版高中英语必修3《Unit 2 Healthy eating》教案篇章1:人教版高中英语必修3《Unit 2 Healthy eating》教案教学准备教学目标1.Get students to learn the useful new words and expressions in this part: cucumber, eggplant, pepper, mushroom, peach, lemon, nut, pea, spaghetti, diet, curiosity, customer, discount, ought to, lose weight, get away with, tell a lie, win…back.2.Let students have a better understanding of the reading passage.教学重难点mportant points1.Let students have a good understanding of the passage.2.Get students to learn different reading skills.◆ Difficult pointsGive students some guidance about how to choose the correct answers of the multiple choices according to some key words and key sentences.教学过程一学生课外学习活动设计：任务一：学生调查问卷：（1）What does a balanced diet should contain?（2） Why are you so strong/weak/fat/thin? Does it have anything todo with your diet?任务二：Making a diet for yourdinner.根据泛读学到的健康饮食的知识，为自己的家庭涉及晚餐食谱，分析食谱里包含哪些种类的食物，判断其能否提供均衡的营养，并分析原因。

人教版高中英语必修3《Unit2Healthyeating》教案

人教版高中英语必修3《Unit2Healthyeating》教案人教版高中英语必修3《Unit 2 Healthy eating》教案【一】教学准备教学目标1. Get students to learn the useful new words and expressions in this part: cucumber, eggplant, pepper, mushroom, peach, lemon, nut, pea, spaghetti, diet, curiosity, customer, discount, ought to, lose weight, get away with, tell a lie, win…back.2. Let students have a better understanding of the reading passage.教学重难点mportant points1. Let students have a good understanding of the passage.2. Get students to learn different reading skills.◆ Difficult pointsGive students some guidance about how to choose the correct answers of the multiple choices according to some key words and key sentences.教学过程一学生课外学习活动设计：任务一：学生调查问卷：(1)What does a balanced diet should contain?(2) Why are you so strong/weak/fat/thin? Does it have anything todo with your diet?任务二：Making a diet for yourdinner.根据泛读学到的健康饮食的知识，为自己的家庭涉及晚餐食谱，分析食谱里包含哪些种类的食物，判断其能否提供均衡的营养，并分析原因。

必修3-Unit-2-Healthy-eating 教学设计

Book 3 Unit 2 Healthy eatingⅢ. 教材分析与教材重组1. 教材分析本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。

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。

WARMING UP 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Healthy Eating.PRE-READING 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。

READING 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。

COMPREHENING 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。

LEARNING ABOUT LANGUAGE 是继Comprehending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。

USING LANGUAGE 体现了学以致用的目的，从Listening, Reading, Speaking, Writing 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。

2．教材重组精读把Warming up作为Reading 的导入部分，把Pre-reading、Reading 和Comprehending整合在一起作为一堂“精读课”。

必修三-unit2-healthy-eating-教学设计

一堂高中英语任务型阅读教学课的设计—BOOK 3 Unit 2 Healthy eating【教学内容介绍】该课时是根据高一英语必修三第二单元Healthy eating学生用书中的阅读内容“come and eat here(1)”而设计的一节课，课文主要讲述了王鹏和咏慧这两家饭店之间的竞争，同时阐述了所谓健康饮食的概念。

通过整个单元的学习，学生将了解各种食物对人体的作用，与此同时，教师也将引导学生关注平衡膳食，促使学生养成健康饮食的习惯。

【教学设计思路】《全日制义务教育普通高级中学英语课程标准（实验稿）》把基础教育阶段英语课程的目标设定为以学生语言知识、语言技能、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。

同时，也指出：“高中英语课程的设计与实施要有利于学生优化英语学习方式，是他们通过观察、体验、探索等积极主动的学习方式，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。

”应《标准》的要求，我将在培养学生听说读写四个能力的基础上通过对教学情境的创设，采用role playing, quiz, discussion, brains torming等多种方式来进行对本单元的教学。

【学习任务分析】本单元的中心是围绕健康饮食展开的。

该篇文章通过阐述两家饭店之间的竞争来引出健康饮食这一概念。

本课题的学习不仅是能让学生了解什么是健康的饮食，同时也能引导其调整自身的饮食习惯，做到健康饮食。

本堂课的教学内容为“come and eat here(1)”，是在学生掌握了该单元的词汇下展开的，这篇文章是整个单元的重点。

这是一篇记叙文。

学生可以以地点的转换为线索来进行对本篇文章的学习。

考虑到单元的整体进度，我将Warming up作为Reading的导入部分，把Pre-reading、Reading 和Comprehending整合在一起作为一堂“精读课”。

【学习者分析】本课的授课对象是瑞安中学高一（3）班的学生，作为省一级重点高中的学生，他们的英语基础普遍比较扎实。

人教版必修三Unit 2《Healthy eating》word教学设计2

Unit 2 Healthy eatingPart 1 Teaching Design第一部分教学设计Period 2 A sample lesson plan for Learning about Language (Modal verbs: ought to / ought not to / have to / don’t haveto / mustn’t / needn’t)IntroductionIn this period students will be first helped by the teacher to warm up by having a dictation. Then they go on to discover useful words a nd expressions and learn about grammar. Some ready used materials for Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t will be offered.ObjectivesTo learn about Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’tTo discover and learn to use some useful words and expressionsTo discove r and learn to use some useful structuresProcedures1. Warming up by reading aloud the text COME AND EAT HERE (1)We promote reading aloud to students and by students in order to encourage a love of English books and a d esire to become a fluent English speaker. So Read aloud the text bef ore we learn about the grammar.2. Discovering useful words and expressionsIn pairs do the exercises on page 12. You must finish them in 5 minutes.3. Reading and identifyingRead the text COME AND EAT HERE (1), discovering all the sentences which contain any of the modal verbs: ough t to / ought not to / have to / don’t have to / mustn’t / needn’t.4. Consolidating by doing exercisesTo consolidate your understanding you will be given 10 minutes to go over exercises on page 13. You may just write in your text book. I mean the stude nt’s book you are working by.5. Reading the ready u sed materials for Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t（用原版）auxi liaryFor reference: （用原排版）f or a rule or situation.e.g. You don’t need to come t o the party if you don’t6. Closing down by doing a quizl ong flight.2. The book is optional. My professor said wethe most successful people I know haven't got aby flipping this switch.C. could not。

人教英语必修三Unit2Healthyeating教案2

Unit 2 Healthy EatingUsing languageTeaching aims:1.To develop the students’ reading ability, learn to use some reading strategies such as guessing, skimming and so on;2.To get the students to realize the importance of having a healthy diet3.To grasp some useful words and expressions in this passage, such as be tired of , curiosity , get away with etc.Teaching important and difficult points:1.Understand the text well.2.Try to master the useful new words & expressions in this period.Teaching procedures :Step 1 Revision1. Who is Wang Peng?2. What happened on that strange morning?3. How do you like the food in his restaurant?4. What did Wang see when he followed Li Chang?5. What kind of food was served in this restaurant?6.Who is Yong Hui?7.What amazed Wang in Yong Hui’s restaurant?8.What did Wang decide to do after he left there?9.What did Wang find out after reading?10.What did he do then ?Step 2 pre-listeningWhat makes a balanced diet?What these illnesses are?rickets:legs that do not grow straight佝偻病scurvy: teeth fall out, problems with skin and sores that will not heal坏血病obesity: much too fat 过度肥胖Step 3 listening1.Listen to the tape and then fill in the charts.2 Listen again and join the names of the illnesses to their causes.Scurvy too much rice, noodles and sugarRickets Not enough vitamin CObesity Not enough protein and vitamin D3. Listen to the whole dialogue between Wang Peng and an expert. Write down the main idea of the dialogue.<Wang Peng is doing research to find out how an unbalanced diet can affect your health, so you need to eat a balanced diet if you are to stay healthy.>Step 4 post listeningDiscuss with your partners.Step 5 Predicting:Look at the picture and answer the following questions:1.Who is the man in the picture?2.What is he doing?3.Can you guess what he will do after he comes into the restaurant?The competition between the two restaurants was on.Can you guess what will happen to Wang Peng and Yong Hui?Step 6. fast readingExercise about TRUE or FALSE1.Wang Peng won back his customers because he must make a living on the restaurant.2.Wang’s restaurant serves too much energy-giving food while Yong Hui’s is a healthy diet.3. At last, they combined their menus and cut down the fat and increase the fibre in the meal.4.Their balanced menu made Wang and Yong Hui slimmer.Step7 careful ReadingRead the text fast, then answer the following questions:1. Why did Yong Hui come to Wang’s restaurant the next day?<Because she was angry with what Wang did, and wanted to ask him to make an apology to her. > 2. How did Yong Hui feel when she had the meal in Wang’s restaurant?<She felt sick with all that fat and heavy food, and she missed her vegetables and fruit.>3. What did they find after their chat?<They found they didn’t offer balanced diets. Because Wang didn’t offer enough fibre and Yong Hui didn’t offer enough body-building or energy-giving foods.>4. Read the passage again and fill in the chart .Instead of completing with each other , what did they do to improve the diet , making it healthier ?5. How has their relationship changed ?( From competitors to lovers )6.Fill in the blanks.Wang Peng and Yong Hui combined their menu, they served______________ rather than_________. Before long, Wang Pengwei became ________.Yong Hui became________. Because of their cooperation, they ___________________________________.Finally, they ________________________.Step 8 language points1.earn his living 谋生earn one’ living (by…) =earn a living (by…)=make a living （by…）=make one’s living by=live by...2. He did not look forward to being in debt because his restaurant was no longer popular.be in debt: owe a lot of money 欠债3.glare vi.怒目而视glare at sb. 怒目注视某人glance:glance (at, over) 看一眼glimpse:catch／get a glimpse of 瞥见stare:stare at／into 盯着4.1) agree with sb./with one’s words2) be agreed（on /about sth.）agree to sth. 同意（某提议，计划，方案等。

高中：高一英语必修三Unit2 Healthy eating阅读学习方案教学设计(实用文本)

新修订高中英语教学教案英语教案( English Lesson Plans )学校：_______________________年级：_______________________教师：_______________________本文档文字可以自由修改高中：高一英语必修三Unit2 Healthy eating阅读学习方案教学设计(实用文本)高中英语人教版必修三unit2 healthy eating阅读学习方案的教学设计项目内容教学内容(1). train students to have better reading strategies such as guessing, skimming and develop reading ability.(2).help students to realize the importance of having a healthy diet.(3). grasp some useful words and expressions in this passage, such as be tired of, curiosity, get away with etc.课时学习目标从以下学习目标中确定两类、每类至少一项作为自己的本课时学习目标。

语言知识（1）learn the new words and expressions of this unit.（2）learn some knowledge about food nutrition and health.(3) learn some reading strategies such as guessing, skimming.语言技能(1)use words and expressions of this unit in daily life.(2)train students to express some ideas about healthy eating in english.情感态度(1). instruct the students to understand that developing healthy eating habits is the best way to keep fit.(2). enable the students to have an ability ofspreading some knowledge of healthy eating.学习策略（1）在新旧语言知识之间建立联系；（2）控制和调整英语学习过程中的情绪和情感；（3）根据语言使用环境，得体地使用语言。

高一英语新人教版必修三Unit 2 Healthy Eating 教案

Unit 2 Healthy eating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 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. 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 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)3. Ask students to work in pairs to discuss the following questions and then one of them tells their ideas to the class.Questions:1)Which groups of food do you like best?2)Which do you eat most often?3)Do you eat the three kinds of food each day?3)What will happen to you i f 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 Read ing1. 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 H ui’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.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 di et 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)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.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 accordi ng 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 passage 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.Name Breakfast Lunch Supper Favoritefood The 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 language points 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 restaurant Yong Hui’s restaurant StrengthWeakness→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 st ory1. 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 by heart.2. Finish the exercises in Comprehending on Page 11.板书设计Unit 2 Healthy 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.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.。

教学设计reading 必修三Unit2 Healthy eating

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

(完整)人教版高中英语必修三第二单元阅读课教学设计：B3U2Healthyeating

教学反思
自我反思并结合评委给出的评论进行如下总结
缺点：
1.板书的字不好看，而且板书写的太轻。
2.口语表达不流畅，一些地方有错误；发音不精准不优美。
3.指令应该更清晰更简洁，语速应该快慢结合有停顿。
4.老师的话不该多，应该把说话的机会多留给学生。
5.下课时间记忆有误差，课堂时间有待加强。
6.站姿不端正，音量不够大，气场不强。音量在402这样大的教室里应该比平时更大一些。
Suggested answer:
They have an positive attitude towards difficulties. Instead of fearing and giving up, they turn to experts for help and work hard together to overcome difficulties. The enemies are not forever. Learning to turn an enemy into a friend is a good way to grasp win-win strategy.
1. Pre-reading
Students guess what happened to Wang Peng and Yong Hui and why it happened.
Suggested answer: they got married. Business cooperation leaded to their marriage2. 2. While-reading
Book3 Unit2 Healthy eating
Period 5Using Language
课型

高一英语必修三Unit2Healthyeating阅读学习方案教学设计

高一英语必修三Unit2 Healthy eating阅读学习方案教学设计兰州三中高中英语张春玲Time:40 minutesGrade: Senior Grade OneTeaching Material:Unit2 Healthy eating (Using Language: listening, reading and discussing) Teaching Aims:1.Knowledge Objects:(1) Learn and master the new words and expressions in this unit.Key words: debt, glare, spy, limit, benefit, breast, garlic, sigh, combine Common words: calmly, cooperationPhrases: earn one’s living, in debt, spy on, cut down, before long, put on weight(2) Get students to read the story Come and Eat Here(2)(3) Let the students learn more about problems with a balanced diet andunbalanced diet.2. Ability Object:(1) Develop the students’ listening and reading ability.(2) Train the students’ ability of further understanding about the text.(3) Develop the students’ reading skills by extensive reading.3. Moral Objects:(1) Stimulate the students’ sense to form a healthy eating habit.(2) Develop the students’ sense of group cooperation and teamwork.(3) Develop the students’ability of dealing with the troubles met in their dailylife.4. Strategy Object:Get the students to learn different reading strategies. Cultivate the students’ability to skim and scan the passage.Teaching Important Points:Train the students’ listening and reading ability.Teaching Difficult point:How to improve the students’ listening and reading ability.Teaching Methods:1. Fast reading to get the general idea of the text.2. Questions to help the students learn the detailed information about the text.3. Pair work to make every student work in class. Discussion for cooperationstudy.Teaching Aids:1. a projector2.the blackboardTeaching Procedures:StepⅠGreetingsGreeet the whole class.StepⅡLead-inTalk about the topic of the unit—healthy eating.StepⅢListening1. Learn the new words about the diseases.2. Listen to the tape to finish Ex.3 and Ex.4.3. Find out the main idea of the dialogue.StcpⅣReading and Discussing1. Review the first part of the story Come and Eat Here(2).2. Skiming for general idea2. Scanning for detailsStepⅤConsolidationFill in blanksStepⅥDiscussionWhy was their cooperation a success? What can we learn from the cooperation?StepⅦSummaryHomework1. Write an advertisement for the new restaurant2. Try to retell the whole story.Blackboard Design评价原则(1).Learn a knowledge of balanced diet and health.(2). Master the reading skills of guessing and skimming.(3). Use words and expressions of this unit in daily life.(4). Express some ideas about healthy eating in English.第1-5分钟热身导入激活活动旳目旳性请学生简介自己一天饮食。

人教版高中英语必修三第二单元阅读课教学设计：B3U2Healthyeating

Book3 Unit2 Healthy eatingPeriod 5 Using Language课型新授课授课教师教知识与技能目标学生理解听力和阅读内容，并能够简单的用英文输出所学内容。

学1.在听力过程中锻炼提取关键信息的能力。

过程与方法目标2.提高学生略读、找读等能力，即形成快速获取信息和处理信息的能力。

目3.增强学生的语言表达能力和英语思维能力。

标情感态度价值观目标通过小组合作，加强学生的合作意识。

让学生明白健康饮食的重要性。

教学1.训练学生的听力技巧。

重点2.让学生理解第二篇故事。

教学1.运用不同策略激发学生的听力兴趣。

难点2.引导学生用英语表述自己观点。

本单元语言应用部分包含听、读、说、和写，其中听力部分并不难，着重用来训练学生的从整教材分析体到局部的听力技巧，所以对教材这部分的题型设置有所改编。

阅读的内容十分简单，所以从获取主旨大意到搜索细节再到篇章整合，时间不要过长，最多不超过半节课课时。

说的内容意在引起学生的共鸣，让学生有话可说，题目设置要发散要有趣，更要贴近生活，因此定为让学生小组讨论开设一家餐馆。

教学对象为高一年级下学期学生，智力发展趋于成熟。

他们的认知能力也比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，他们学习英语学情的方法由死记硬背转向实际应用上。

他们有自己的学习技能和策略，学会把语言学习与现实生分析活和兴趣联系起来。

通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。

课前准备阅读与饮食有关的材料，课前简单介绍与饮食有关的知识。

Step1 lead inStudents review what they have learnt during last lass.教Step2 listeningBefore listening, have students read three new words.学1.First-listeningTo grasp a whole understanding of the material, listen to the whole dialogue between WangPeng and an expert. Write down the main idea of the dialogue. Train students ’ability流to summarize a listening material.Suggested answer:Unbalanced diet affect health程In case that students can not summarize the main idea by themselves, the teacher hasa back-up to provide students with some clues.***4.Second-listeningListen to the tape again and join the names of the illnesses to their causes, to train students ’q uick response between foods and which kind they belong to.Suggested answer:Scurvy: not enough vitamin CRickets: not enough protein and vitamin DObesity: too much rice, noodles5.Third-listeningListen to the material and get the meaning of those illnesses. Train students ’a bilityto get key words.Suggested answer:obesity: this means your are too fatrickets: didn ’t grow straight legsscurvy: teeth fell out, spots on skin6.Post-listeningAccording to the listening, tell WangPeng and Yong Hui of what illnesses their customersmay get and what they can do with the problem.Suggested answer:Wang peng;obesity,scurvy;more fruit and vegetablesYong Hui; rickets; more meat, fish, cheese and eggs as well as rice and noodles.Step3 reading3. Pre-readingStudents guess what happened to Wang Peng and Yong Hui and why it happened.Suggested answer: they got married. Business cooperation leaded to their marriage2.4. While-reading1)Students read it quickly to check whether their guesses are right.Suggested answer: the competition between Wang Peng and Yong Hui resulted in a successful cooperation in business because they combined menus and provided a balancedone. At last they got married happily.2)Students read it carefully and judge the statements true or false in part 2, and answerthe questions in part 3.(1)Wang Peng could earn his living, but he would be in debt.(2)Yong Hui thought Wang Peng spied on her menu.(3)Yong Hui didn ’t like the food in Wang Peng ’s restaurant.(4)Wang Peng would miss his dumplings and fatty pork even if in his own restaurant.Suggested answer:(1)F(2)T(3)F(4)T(1) How did Yong Hui feel when she came to Wang Peng ’s restaurant? Why?(2) How did they solve their problems and become good friends?Suggested answers:(1)She felt angry because she thought Wang Peng had come into her restaurant to spyon her.(2)A. Wang Peng showed that he wanted to cooperate and not compete with Yong Hui.B. They succeeded in finding a menu that provided a balanced menu.5. Post-reading***In groups discuss what they have learnt from Wang Peng and Yong Hui when facingdifficulties.Suggested answer:They have an positive attitude towards difficulties. Instead of fearing and giving up, they turn to experts for help and work hard together to overcome difficulties. The enemies are not forever. Learning to turn an enemy into a friend is a good way to graspwin-win strategy.Step4 speakingGroup discussion: if they have a chance, as a group, to open their own restaurant, what would it be like? This is an open question, students would be allowed to say whateverthey have thought of.Unit 2 Healthy eatingPeriod 5 Using languageListening: consultation 板书设计Reading: cooperationSpeaking:Students write a passage about 150 words according to what they have discussed.作业布置自我反思并结合评委给出的评论进行如下总结缺点：7.板书的字不好看，而且板书写的太轻。

人教版高中英语必修3教案Unit 2Healthy eating教学设计3新人教必修3

Unit 2 Healthy eatingPart 1 Teaching Design第一部分教学设计Period 3 A sample lesson plan for Using Language(COME AND EAT HERE<2>)IntroductionLanguage is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, expressions, structures and topic ideas covered in this unit. Warming up by listening and reading aloud is to be followed by reading and underlining，doing exercises and guided speaking. After the guided writing the period will be ended by students reading more about eating.ObjectivesTo learn more about food and eating from the passage COME AND EAT HERE (2)To learn to use the language by reading, listening, speaking and writingProcedures1. Warming up by listening and reading aloud2. Reading and underliningYou are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook after class as homework.3. Doing exercisesNow you are to do exercises following the text on page 15.4. Guided speaking——Talking with foreigners about Chinese foodSuppose you are showing some American visitors around your city. Tell them about Chinese food.5. Guided WritingIn pairs, discuss what makes an enjoyable Chinese meal. Then make two Chinese menu, the onefrom the south is given below. Make one from North China.An example：Fried eggs with tomatoesIngredients: 4 eggs, 2 tomatoes, 50 gram peanut oil, proper amount of salt, gourmet powder and chopped scallions.Cooking methods:Firstly break the egg shells, put ale egg white and yolk into a bowl and stir them with salt, gourmet powder and the chopped scallions. Secondly wash the tomatoes carefully and cut them into dices of about 4 centimeters. Then put the tomato dices into the mixture of eggs. Finally when the ingredients are ready, put the frying oven on the gas-stove to heat the oil. When the oil is hot enough, pour the egg liquid together with the tomato dices into the oven. Turn over the egg liquid and tomato dices as quickly as you can until the tomato dices are done.This dish has three different colours: red, yellow and green. It is fragrant and delicious with a bit of sour flavour. It is rich in protein and vitamin C.6. Further applying —Acting a text playTurn either one of the two articles into a text play. Rehearse it and play it in front of the class. The play shall last at least 10 minutes.7. Closing down by reading more about eating。

Book3Unit2 Healthy Eating阅读课学习方案

Book3Unit2 Healthy Eating阅读课学习方案学习目标：通过本单元两篇阅读训练，使学生逐步实现以下预定目标学习目标：1）语言知识：学习健康饮食的相关词汇；了解健康饮食的知识2）语言技能：使学生学会克服生词障碍，让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。

通过略读，寻找文章的主题句，理清文章的总体框架与脉络；通过细读，捕捉文章的重要细节，理解作者的写作意图。

3)语言运用：学会正确使用情态动词，就健康饮食方面给别人良好的建议；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“healthy diet”，并阐明设计的依据。

4）文化意识：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。

5）情感态度：使学生懂得健康是做好一切事情的根本。

要想有强健的体魄，除了合理安排好一天的生活以外，还需要有科学、卫生的饮食习惯，每天一定量的体育活动和体力劳动；使学生学会关心他人，体贴他人，并养成较强的合作意识；让学生了解一些不同的饮食观念及主张，加深对世界饮食文化的了解，弘扬中华民族饮食文化的精髓,培养爱国主义精神；进一步形成对健康饮食健康生活的兴趣。

学习方案设计过程一、课前预习过程（一）学生搜集有关饮食的词汇或图片，进行营养健康分类。

（二）学生总结下列问题，例如：1）对于健康饮食，同学们有何了解？2）你知道食物可分为哪几种类型？3）你最喜欢哪种类型的食物？它们是健康食品还是垃圾食品？4) 你认为你吃的是均衡的饮食吗？二、课中学习过程（一）采用直观教学法，引入话题，激发学习兴趣，明确学习任务。

观看老师展示的学生收集的关于食物的图片，分类总结词汇，思考并回答老师提出的问题。

【设计思路：先播放一些生动、形象的动画、逼真的声音模拟效果及直观的图片flash，同时，教师可通过一个承上启下的问题“ Do you think it important to have good eating habits?”在学生肯定的回答声中,呈现文章的标题“We are what we eat”。

人教版高一英语必修三_unit2_healthy_eating_教学设计.doc

Unit 2 Healthy eating《Reading—Come and eat here(1)》张艳玲Teaching aims:1.Knowledge aims:1)To make the Ss learn some words and expressions.2)To make sure the Ss have a full understanding of the text.3)To guide the Ss have a discussion about the healthy eating.2.Ability aims:1) Enable students to talk about their eating.2)Understand the details about the text and retell the text in the roleof Wang Pengwei.3. Moral aims:Lean about what is healthy eating,and make the Ss develop thehabit of healthy eating.Teaching important points：1.Identify different groups of foods and talk about healthy eating.2.What kind of food did they provide for their customers, healthy or unhealty?Teaching difficult points：1. Understand the real meaning of healthy eating.;2. Understand the details about the text by skimming and scanningmethods.Teaching aids:Multi-media facilitiesTeaching methods:1.Asking-and-answering2.Coopration, discussionTeaching procedures:Step ⅠWarming upFirst,review the words of foods by showing their pictures. Second,ask students to list the foods they like best. Third, lead in the newlesson,Four, finish the chart about different foods.Remind the students to pay attention to a balanced dietT:A balanced diet is important.If you eat too much energy-givingfoods you will become fat ;If you eat too much body-building foodyou will grow taller and stronger but not necessarily healthier. If you eat too much protective foods for every meal you may lack energy. Ithink a good meal should contain some food from the three kinds. Step ⅡPre-readingT: If you invite your friends for lunch, what kind food would youoffer them? Where will you go for lunch?(Lead in the text)Step ⅢReadingGet the students to comprehend the passage quickly and meanwhilehelp the students to form a good habit of reading. Give the students a couple of minutes to look through the whole passage and listen to the tape. Then find out the main idea of the text .Encourage the students to express their ideas.Master the detailsabout the text.1.SkimmingIn this part ask the students to read the text quickly for the first time and find out the main idea of the text,meanwhile ,listen to the tape.Then divide the text into three parts.T:Who would like to tell me which one is the main idea?Please thestudents read the text again, and divide the passage into 3 parts and match the main idea of each part.Part 1 ：Wang Peng is worried because his restaurant is not as full as it usually is.Part 2 ：Wang Peng follows his friend to a newly opened restaurant which is very popular.Part 3 ：Worried, he does some research in the library to win hiscustomers back.2. ScanningTask 1.T: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First readthe sentences.( ask them to read the text again carefully toobtain some details.)ually Wang Peng’s restauran t was full of people.T2.Yong Hui could make people thin in two weeks by giving them agood diet. F3.Wang Peng’s regular cu stomers often became fat.T4.Yong Hui ’s menu gave custom ers more energy-giving food.F5. Wang Peng’s menu gave customers more protective food.F6. Wang Peng decided to compete with Yong Hui by copying hermenu.FTask2.T:let us analyse the story according to the places.Step ⅣSummaryT: Let us read the passage,and at the same time fill in theblanks.(make use of computer)Step V DiscussionT: Until now we have known what’s wrong with both restaurant.How should we keep us healthy? ( Get the students to discussthe questions in groups . )Then ask them to report their work.This part will help the students understand healthy eating.S:…Step VI HomeworkRead this passage over and over.。