unit2Healthyeating教案
【33】Unit2 healthy eating教案设计
Unit 2 Healthy Eating一、教学目标根据《课程标准》，本单元要求依据高二年级学生特点确定以下“三维”目标：（一）知识与技能1、学生能理解和掌握新单词短语，尤其是与饮食相关的词汇，如：diet, barbecue,mutton, roast, fry, ought to, lose weight, slimming, win back, tell lies等等。
2、学生能掌握并灵活运用情态动词短语的肯定与否定表达：ought to-ought notto, have to-do n’t have to, mustn’t, needn’t.3、学生能够准确把握长句的复杂结构，精确理解文章含义，提升阅读技能与语言表达能力。
（二）过程与方法1、通过诵读法并结合例句呈现的方式来讲解使学生掌握新词与短语。
2、通过专题讲解和例句呈现的方式来引导学生掌握几组情态动词短语的用法与含义，同时用练习的方式加以巩固。
3、通过阅读训练与练习相结合的方式，帮助学生理解文章和提升阅读技能。
（三）情感、态度与价值观通过有趣生动的主题内容的学习增强学生对于英语学习的兴趣，同时养成健康饮食的生活观，有意识且知道如何Balance Your Diet.二、教学重点（一）学生能理解和掌握新单词短语，尤其是与饮食相关的词汇，如：diet, barbecue, mutton, roast, fry, ought to, lose weight, slimming, win back, tell lies等等。
（二）学生能够准确把握长句的复杂结构，精确理解文章含义，提升阅读技能与语言表达能力。
三、教学难点学生能掌握并灵活运用情态动词短语的肯定与否定表达：ought to-ought not to, have to-don’t have to, mustn’t, needn’t.四、说教法学法（一）说教法教学有法，教无定法，贵在设计，贵在创新。
高中英语《Unit 2 Healthy eating》优质课教案、教学设计
Unit 2 Healthy eating 教学设计教学程序：1.Warming-up：激发学习兴趣，明确学习任务weight (kg)= 0 ?[height (m)]²(1)Underweight ≤18.5(2)Normal weight = 18.5 —24.9(3)Overweight = 25 — 29.9(4)Obesity = BMI of 30 or greater通过计算身体质量指数，指出体重与日常饮食有关，从而引出“Why do we have to eat every day?” ，即食物的功能，“ keep healthy, satisfy hunger, prevent diseases, maintain life, supply energy” 。
通过食物的功能，继而引出食物的分类，energy-giving food ：food that provides energy，比如，body-building food：food that helps grow bones and musclesprotective food:food that helps the body fight diseases2.Task-cycle：课文主体内容的教学与操练，知识的掌握与能力的过渡指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。
2.1Fast reading to get general ideasWhoWhenWhereWhat happened(main idea)Wang Peng and Yong Hui serve in their restaurants. The foods in Wang Peng’swhile the foods in Yong Hui’s.【设计思路】：本环节针对课文的主旨，设计who,when, where,what 问题，理解故事发展的情节。
高二英语上册Unit2Healthyeating教案
以下是为⼤家整理的关于《⾼⼆英语上册Unit 2 Healthy eating教案》，供⼤家学习参考！Teaching PlanBackground information: 1. Objectives: 60 students of senior high Grade 2 2. Material: Reading passage Come And Eat Here from Unit 2 of Senior English in NSEC 3. Type of class: Reading 4. Time duration: 1period (40mins.) 5. Date: September 23, 2011 Teaching Aims: 1. Language Aims: (1) Students can tell which protective food is and which energetic food is (2) Names of Food: barbecued mutton, roast pork, bacon… (3) Key Words: curiosity, hostess, raw, vinegar, tell, discount, win, back…(These words are some basic words.) (4) Phrases: lose weight, get away with… (Because they are useful in our daily life and we often need to use them.) (5) Sentence patterns: ① Suggestions and advice What 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 doctor What’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 disagreement I’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.(6) Grammar: Modal verbs: ought to/ought not to,have to/don’t have to/mustn’t/needn’t 2. Skills Aims: Reading Skills: skimming, scanning 3. Ability Aims: (1) Improve the reading ability of students (2) Improve the integral skills of students 4. Emotional Aims: (1) Students learn to be a good listener. (2) Students can express themselves confidently. Focal Points: 1. Students can understand the passage 2. Students can tell which protective food is and which energetic food is 3. Students can apply their reading skills to efficient reading under the guide of the teacher Difficult Points: Students can improve and apply their reading skills. Teaching Aids: Blackboard, chalk, computer, pptProcedure: Step 1: Lead-in (pre-reading) 8mins 1. Asking students the food they like 1mins 2. Show some pictures and let students tell which is healthy food and which is junk food 2mins 3. Predicting: Let students read the first paragraph, and predict why there is no customer in Wang Peng’s restaurant. 3mins 4. Pair Work: Let students discuss about their predicting. 2minsT: Good morning, class. Ss: Good morning, Miss Li. T: We all know that we need to eat every day, right? Ss: Yes. T: Now I want to ask you a question. What kind of food do you like? If you don’t know its Chinese name, you can speak in Chinese. Sa: French fries. Sb: I like barbecue. Sc: … T: Ok, now we will see some pictures of food. After seeing the pictures T: Do you know which is healthy food and which is junk food? Ss: … is healthy food, … is junk food. T: In fact, … is not healthy food but junk food. And …is healthy food. Ss: … T: Ok, today we’ll learn something about food. Now please open your book and look at the reading on page … Students open their books. T: Now, please read the first paragraph and try to find why there is no customer in Wang Peng’s restaurant. After that, three or four of you come into a group. And you can discuss your predicting with your partners. You have only three minutes for reading and two minutes for discussing. Students read and discuss. Step 2: While-reading 22mins 1. Skimming: Let student skim the whole passage and check their prediction. 3mins 2. Scanning: Let students find the menu of two restaurants and the features of them. And then let them scan to find the answer. 7mins 3. Teacher explains some language points. 12minsT: Ok, time is up. Have you finished discussing? Now you have 3mins to skim the whole passage and check your prediction. Ss read and check. T: Is your prediction right? Now please scan the passage. While scanning, write down the menu and the features of these two restaurants. Do you understand me? Ss: Yes. T: Have you found the answer? Ss: Yes. The menu of Wang Peng’s restaurant is…And its features are… The menu of Yong Hui’s restaurant is … Its features are … T: Since you have understood most part of the passage, now we will talk about some language points in this passage. …Step 3: Post-reading 8mins 1. Do true or false exercise 2mins 2. Retell the story 2mins 3. Using the key words to do the blank filling exercise (providing on the ppt) 4minsT: Now we will do some comprehending exercises. First, try to do the true or false questions. If it is wrong, please find the reason.True or false questions: Usually Wang Peng’s restaurant was full of people. Yong Hui could make people thin in two weeks by giving them a good diet. Wang Peng’s regular customers often became fat. Yong Hui’s menu gave customers more energy-giving food. Wang Peng’s menu gave customers more productive food. Wang Peng decided to compete with Yong Hui by copying her menu.T: How about the first? Is it true or false? Ss: True. T: The second? Ss: False. T: Yeah, it is false. But could you tell me the reason? Ss: Because …T: According to your answers, I know you have comprehended the passage. But could you retell the story? Now I will giveyou one minute to prepare. A minute later… T: Are you ready? Ss: Yes. T: Good. Any volunteer? How about Sc? Sc: … T: Excellent! You really did a very good job.T: Now, to check your understanding of some key words and phrases, please try to fill the blank.By lunchtime, Wang Peng’s restaurant _____ be full of people, but not today! When he was thinking what had happened, he saw his friend hurry by. He followed him into a new restaurant. He saw a sign: Want to _______? _____ drove him inside. The _____ is a very thin lady, name Yong Hui. She gave him a menu with only a few choices: _____ vegetables served in _____, fruit and water. On his way home, he thought about his own menu. He go to library to find his menu served _____ fat. Though customers _____ Yong Hui’s food, they are not giving enouth energy-giving food. And they would become tired very quickly. He thought with a _____ and a new sign he could _____ his customers back.Homework: 2minsIf you and your friends will go out to have a meal, which restaurant will you go? Will you go to Wang Peng’s restaurant or Yong Hui’s restaurant? And give me the reasons. Please think about it. And next time, we will have a debate.T: Ok, class is over, thank you for your listening. And next time, we will talk more about this reading passage. See you next time. Ss: See you.。
Unit 2 Healthy eating教案
Unit 2 Healthy eatingReading-Come and eat hereⅠ. The analysis of the textbookThis is the first period of Unit 2.It is about healthy eating and it teaches us to have a balanced diets and some healthy food.Ⅱ.The analysis of the students1.They are ss of Grade 1.They have very good reading, writing, speaking ability.2.They are not familiar with the new learning environment and classmates so theteacher should make them corporate with others often.Ⅲ.Objectives1.Knowledge: some important words about food and sentences.2.Skills: reading and talking skills on a certain topic.3.Emotion:learn to improve the awareness of having a healthy eating.Ⅳ.Teaching focus and difficulties1.focus: some important food and how to design a good diet.2.difficulties: how to choose between good and healthy food and how to make goodhabits in life.Ⅴ.Teaching meansTBLE method, Situation learningⅥ. Teaching materialsPPT, textbook, blackboard etc.Ⅶ.Teaching process⒈Warm-up(3 min)Design:Step1: The teacher leads in the topic by talking about her breakfast.Step2: Teacher introduce some kinds of food ;The teacher askss to think of some kinds of food they like and ss tellthe class.Purpose: Talking daily things can close the ss and also lead to the topic easily.⒉Pre-reading(3 min)Design:The teacher asks two questions and then askss to pLook at title and pictures and predict what is the passage about.Purpose: excise the ss’spredicting ability.⒊While-reading(25 min)Design:1)Role-playThe ss are divided into two groups representing respectively Wang Peng and Yong Hui.The teacher is a customer and going to eat in a restaurant and he has tochoose between the two restaurants.The two restaurants show their menus to him andwants him to come.Step 1: Ask ss to find out their menu and states the reasons.Step 2: Ss present their menus and invite the customer to come.Step 3: The customerchooses one and states the reason2)skimmingAsk ss to skim and find the general idea of each para.Purpose:ss can learn much in a real situation.⒋Post-reading(10 min)Design: skss to compare the two restaurants and have a debate among them.Purpose: know more about them and do preparation for your design of your menu.⒌Homework(2 min)Design a healthy diet for family members and show it to the class next.。
Unit 2 Healthy Eating教学设计
Unit 2 Healthy Eating教学设计Unit 2 Health Eating一、教法建议【抛砖引玉】单元双基学习目标Ⅰ四会单词和词组：pain , in (the) future , be rih in , ntain , fat ( n ) , sft drin , sre , sres f , disuss , disussin , at the end ( f )三会单词和词组：exaine , ripe , advise , patient , energ , eight , put n eight , esterner , ause , unhealth , lse eight , suggestinⅡ交际英语：人人都希望自己身体健康，工作顺利，生活愉快。
人体就像一部机器，机器需要经常保养才能不停地正常运转，不出故障；人也需要营养合理的饮食、充足的睡眠、必不可少的休息与娱乐。
倘若你为了省钱省时间而终日凑合着吃东西；倘若你为了挤出更多的时间对付艰苦的学习而挤掉了睡眠时间；倘若你为了多打工赚钱，几乎舍弃了所有的休息与娱乐。
那么，生病就在所难免。
万一人生了病就需要去医院诊断出出故障的原因，这时就需要和医生打交道，下面是常用到的语句。
医生用语：1 hat an I d fr u ? / hat as the atter ? / hat\’s the truble ?2 Des it hurt here ? / It\’s nthing serius / Let e exaine u / Tae this ediine three ties a da / And I advise u nt t d …3 Drin plent f ater and have a gd rest / u\’d better have a gd rest / u\’ll be ell sn4 Sh e ur tngue / Sti ut ur tngue / Did u ugh uh ? / Frtunatel , u nl have the flu (流感) / u\’ll have t be hspitalized (住院)H lng have u been lie this ? / ell , let\’s see pen ur uth and sa “ah ” / eep ar and dn\’t ath ld病人用语：1 I\’ve gt a pain ( ugh , headahe , tthahe ) / I dn\’t feel ell / There\’s sething rng ith … / This plae hurts / I feel a great pain here / I feel dizz (头晕) / I t se ediine last night , but the didn\’t help / Dtr , please give e an exainatin2 I\’ve had teperature taen I indeed have a fever / I as ht and ld b turns3 I dn\’t feel ell , dtr / I hpe it n\’t last lng / I dn\’t feel lie eating anthing4 I have a sre thrat ( 喉咙痛) and hest hurts / It started bthering e esterda afternn / I feel ht and feverish / I\’ ahing all verI\’ve been lsing sleep / hle bd feels ea / I\’ve lst vie / ears are ringing , and hees burning / I feel a pain in left legⅢ语法重点：进一步学习提出建议和忠告的句型。
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。
高中英语 Unit 2(Healthy Eating)教案人教版必修三 教案
Unit 2Healthy Eating1.Topics:Problems with diet ;Balanced diet and nutrition2.Words and expressions3.Functions:1)Suggestions and adviceYou must /must not… ; What should I do?I think you ought to …; I suppose you had better…Perhaps you should…Do you think you could give me some advice?2)Seeing doctorsWhat’s the matter? What’s wrong?What seems to be the trouble?How long have you been like this?3)Agreement and disagreement.I don’t agree. Of cause not. I don’t think so.All right. T hat’s a good idea.No problem. Certainly /sureYes, I think so. I’m afraid not.4. Grammar: The use of ought toYou ought to cook fresh vegetables and meat without too much fat If you want to stay slim.You ought not to eat the same kind of food at every meal.Period 1.Step 1. warming up1. Do you eat a healthy diet? What kind of food do you usually have for meals? Are the food you usually eat healthy food or unhealthy food?(Discuss in pairs)2. Name some healthy food and unhealthy food.healthy food unhealthy food.All vegetables: cabbages, Fatty food: French friesPeppers tomatoes potatoes cream roast pork/lambAll fruits: apples, grapes sugary food:chocolateStrawberries bananas pears sweets/honey ice-creamDairy products:Milk cheese salty food:can biscuitSeafood: shrimp cookiesTofu eggs3. Do you know that the food you eat helps you grow in different ways? Some will make you fat/tall/thin.Look at the charm below,and see which kind of food they.FOOD TO GIVE YOU ENERGY FOOD TO GROW BONESAND MUSCLE Foods that fiber fordigestion and healthFast energy food Slow energy food Body-building food Protective foodsRice sugarNoodles potatoesSpaghetti breadCorn dumplings Butter creamOils ham nutsFried bread stickFried cake/chips Dairy products:Milk cheeseMeat eggs tofuSeafood shrimp All vegetables(eg.beans, Cucumbers,mushrooms,peas, Cabbage,…)all fruit(pears Apples, peaches, oranges,…)Questions:1.Which of these groups of food do you like best?2.Which of them do you eat most often?3.Do you think we should eat each kind of food?3.What will happen if you do not eat a balanced diet?Too much fatty/sugary/salty food will cause many diseases and get too fat.Only protective food will feel weak ,no energy and get too thin.Step 2. Pre-reading1. Discuss the questions in the chart.(Which food contains more…)2. Order the following food from which contains most fat to which contains less.Answer: ice-cream, eggs, chicken, rice, peachesStep 3 Fast reading and answer the following questions1. What does Wang Pengwei’s restaurant serve?2. What about Yong Hui’s restaurant?Step 4 Intensive reading and find the answers to prehending.Period 2 Language pointsStep 1.Lead-in: Listen to the tape to get a better understanding.Step nguage points1.Wang Pengwei sat in his empty restaurant feeling very frustrated.feeling very frustrated 现在分词在句中作伴随状语eg.She sat on the chair reading a newspaper.(表伴随)Walking in the street, she met her old friend. (表时间)Seeing no body at home, she decided to eat outside.(表原因)The child fell, striking his head against the ground. (表结果)2.His restaurant ought to be full of people.Ought to 1) to show a moral duty 表示一种道义上的责任，应该Eg.She ought to look after her child better.You ought to study hard to get a high mark.2)ought to have done 表示本应该…，而却没有…Eg.You ought to have e yesterday.3.He thought of his mutton kebabs, fatty pork cooked in the hottest oil. 过去分词短语作后置定语，表被动。
高中英语_Unit2 Healthy eating教学设计学情分析教材分析课后反思
教学设计学生课前活动设计：熟读课文，背诵重点句子。
教学过程设计（一）导入环节1. 出示教学目标Teaching Aims:● Help my students to know about several modal words by collecting some sentences with model verbs in from the passage.● Help my students to know about some functions of the modal words.● Help my students to try to use modal words freely by doing some practice.设计意图：用PPT的形式展示，学生可以很明确的了解这节课的教学任务。
2. 检查学生文本句子的背诵导入新课By now his restaurant ought to be full of people.Nothing could be betterHe could not have Yong Hui getting away with telling people lies.设计意图：文本中的重点句子或段落的背诵是学生学习英语的一种必不可少的学习手段。
这几个句子即是对上节课的语言学习课的复习，又是这节课的导入。
通过用红色标示这几个句子中的情态动词，使学生能发现它们的共同点—都含有情态动词。
这时给学生出示modal verbs 这一语法概念。
在这堂课的课堂语言中我会大量使用modal verbs这个词汇以扫清学生听的障碍，然后引导在文本中找出所有含有情态动词的句子。
（二）教学目标1 Help my students to know about several modal words by collecting some sentences with model verbs in from the passage.Task1 : Reread to discover and collect设计意图：引导学生找出所有含有情态动词的语句，并摘抄整理。
Unit2Healthyeating设计(2)
Unit 2 Healthy eating教学设计教学目标：1. to know the definition about the healthy eating.2. to master the important words and expressions about healthy eating and try to use them in the discussion.3. to improve the reading skills by skimming and scanning.4. to summarize the characters about Wang Peng according to the related sentences.5. To help students to form a good habit of balanced diet.教学重难点：Analysis of the material to help students understand the passage thoroughly and cultivate their abilities in reading and analyzing.教学课时：One period教学步骤：Step1. warming-up1. Everybody has to eat, but do you eat a healthy diet? Do you know the food you eat helps you grow in different ways?2. Food that provides energy (rice, noodles, spaghetti, bread, potatoes, chocolates, butter, cream, etc)Food that helps grow bones and muscles (meat, eggs, cheese, milk, tofu)Food that helps the body fight diseases(beans, peas, cucumbers, eggplants, peppers, mushrooms, cabbages) and fruit (apples, peaches, oranges, lemons)Which do you eat most?What will happen if you don’t eat a balanced diet?。
Unit 2 Healthy eating 教案1
Unit 2 Healthy eating教案1(COME AND EAT HERE<PART 1>) IntroductionIn this period, after the warming up, students will first be guided to imagine and share their views about the healthy food. They will then be helped to read a passage entitled COME AND EAT HERE.Examples of “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning.Objectives⏹To talk about healthy eating⏹To making suggestions or giving advice on diet⏹To distinguish the meanings of Modal verbs⏹To make a balanced menuFocusWords fiber, digestion, bean, slim, curiosity, lie, debt, glare, limit, benefit, item, protectiveExpressions get rid of, throw away, get away withPatterns By now his restaurant ought to be full of people.Want to lose weight?He could not have Yong Hui getting away with telling people lies!AidsMultimedia facilities, tape-recorder, photos, diagramsProcedure1. Warming 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 the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods helpthem grow.II. Pre-reading by talking and sharingGet 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 Chocolate CakesFat Cream or riceChocolate or chicken Cream ChocolateFiber Peas or nutsPork or cabbage Nuts Cabbageprotein Potato crisps or hamEggs or cream Ham eggsIII. Fast readingGet 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 of minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners.IV. Careful readingRead the text carefully and finish the following tasks.Task 1 Divide the whole passage into three parts, and give the general idea of each part.Task 2 True or False?ually Wang Pengwei’s restaurant was full of people.2.He provided a balanced diet in his menu.3.Yong Hui served a balanced diet.4.Yong Hui could make people thin in two weeks by giving them a good diet.5.Wang Pengwei’s customers often became fat after eating in his restaurant.6.Yong Hui’s menu gave them energy foods.7.Wan g Pengwei’s menu gave them food containing fibre.8.Wang Pengwei admire d Yong Hui’s restaurant when he saw the menu.9.Wang Pengwei decided to copy Yong Hui’s menu.Task 3 Find out the information of the two restaurants.V. Reading and translatingNext you are going to read the text COME AND EAT HERE and translate it into Chinese.VI. ListeningListen to the tape and pay attention to your pronunciation and intonation.VII. speakingIn pairs make up a dialogue about food you like or dislike using the expressions below and as many food, fruit or vegetables as possible and state your reasons.Useful expressions about likes and dislikesMy favorite food/fruit/meat is…VIII. Closing down by discussion1. What do you think Wang Peng will provide to win his customers back?2. How do you think the story will end?。
高中英语人教新课标必修三Unit2Healthy-eating教案
Unit2 Healthy eatingPeriod one Warming upTeaching aim:To appreciate what a balanced diet is.Teaching procedures:Step 1. Lead inHello, everyone! Today we are going to talk about an interesting topic---Health Eating. Before our beginning, please write down what you each think about making a healthy meal, whether you eat a healthy diet, and whether you know that the food you eat helps you grow in different ways. As you’re ready, compare your idea with your partner. And then, we’ll invite some pairs of you to give us your ideas.Classify food according to their functions and fill in the form.Step 2. DiscussionAsk Ss to work the following questions out in groups and let them become familiar with the contents of each one.Questions: 1. Why do you think the food is divided into different groups?2. How does this information help you make a healthy meal?Step 3. AnalysingNow, please design a meal which they enjoy. And then analyse your meal according to the categories of food set out in the textbook.1.Is their meal balanced?2.Does it include food from each of the three categories? What (if anything) is missing? Step 4. To examine the answers.The first three questions are all persons. But the forth question is not. (What will happen to you if you don’t eat a balanced diet?)Suggested answers: if you eat too much energy-giving foods you will become fat and suffer from high blood pressure; if you eat too much body-building food you will grow taller and stronger but not necessarily healthier; if you eat too much protective foods for every meal you may lack energy. However without protective food(over a long period of time) you can get serious illnesses like scurvy(lack of vitamin C) or rickets(lack of vitamin D); if you don’t eat enough food of any of the three kinds you may get anorexia(too thin).Step 5. Homework: Write down more you know about diet.Period two ReadingTeaching aims:1.Enable Ss to become more aware of the difficulties associated with prepared foods.2.Help Ss know the harms of unbalanced diets.Teaching procedures:Step 1. Pre-reading1. Discuss in groupsWork out what nutrition they have2. Thinking1) What do you think should go into a good meal?2) Imagine you and your partner are going to invite some friends for dinner. What special food of your place would you offer them? Plan a menu.Answers: 1) A good meal should contain some food from each of the three categories above.2) Sample dialogue:S1: Now our favourite dishes in my hometown involve noodles. What abut you?S2: Well, I like noodles too, so let’s use that for th e energy-giving part of our dinner.S1: What do you like to eat with noodles?S2: My favourite sauces are spicy ones. So let’s suggest noodles with spicy tofu. That’s very healthy and contains some of the body-building food too. Now we just need to include the protective food.S1: Yes, you’re right. Now what about vegetables? They’re protective food and I think beans are nice with some sour and spicy sliced potato.S2: Sounds fun to me. Let’s write it down…3. PredictingLook at the title of the reading passage and the pictures. Predict what the passage is about. Step 2. Reading1. Language points1) Wang Peng sat in his empty restaurant feeling very frustrated. 王鹏坐在他那空荡荡的餐馆里，感到很沮丧。
Unit 2 Healthy eating教学设计
提示：可从学习内容概述、知识点划分及其相互间的关系等角度分析
1.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.
2.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。
(1)What do people eat for breakfast?
(2)How about for lunch and supper?
Now, classify all these food according to their functions and fill in the form.”
1. Ask Ssto retell the text.
2. Ask Ss to preview Learning about Languageandthe exercises ofUsingWordsAnd Expressions onP49～50.
Ask Ss to answer the followingtwoquestions.
ricenoodlesbreadsugarspaghettipotatoesbuttercreamoilsnutsmeateggsmilkcheesetofubeans, cucumbers, mushrooms, peas, cabbageapples, peaches, pears, oranges, lemons
b. What kห้องสมุดไป่ตู้nd of food did they provide for their customers, healthy or unhealthy? Why?
Unit 2 Healthy eating 教学设计4
Unit 2 Healthy eating教学案4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 aloudWHY READ ALOUD?*develops a positive attitude toward books as a source of pleasure and information;*increases vocabulary;*expands the students’ knowledge base;*stimulates imagination;*sharpens observation skills;*enhances listening skills;*promotes self-confidence and self-esteem;*offers many new friends since book characters can become quite real;*contributes to the students’ problem-solving skills;*satisfies and heightens curiosity;*encourages positive social interaction.2. 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.Collocations from COME AND EAT HERE(2)feel happy感到快乐, earn one’s living谋生, after all毕竟, look forward to doing期待做……, be in debt负债, no longer不再, look happy看上去高兴, glare at盯着看, only to do(出乎意料之外的结果)却……, spy on窥视, advertise the benefits of…宣传……的好处, enjoy the dumplings享用饺子, serve sb.伺候/服务/招待某人, look ill看上去有病, feel sick with…因……而感到恶心, heavy food难消化的食物, enjoy a second plate of dumplings再享用一盘饺子, get tired变累, rest a lot休息很久, feel healthy感觉健康, chat about…闲聊……, offer a balanced diet提供平衡膳食, offer enough fiber提供足够的纤维, body-building or energy-saving foods强健体魄或有能量的食物, provide a balanced menu提供平衡菜谱, cut down the fat减少油腻, increase the fiber增加纤维, turn into变成, get married结婚, live happily幸福地生活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 one from 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 colors: red, yellow and green. It is fragrant and delicious with a bit of sour flavor. It is rich in protein and vitamin C.中餐英文菜谱烤乳猪Roast whole suckling pig葡国碳烧肉Portuguese roast pork金牌回香鸡Golden tasty chicken盐香脆皮鸡Salty crispy chicken蜜汁碳烧叉烧Honey charcoal pork碳烧靓排骨Charcoal spare ribs骨香乳鸽Tasty baby pigeon新派卤水拼盘New style soy sauce stewed meat凉拌海蜇Marinated cold jelly fish日式海蜇Japanese style Jelly Fish凉拌青瓜Marinated cold cucumber凉拌粉皮Marinated cold bean pasty蒜香猪耳仔Garlic taste pig’s ear麻辣凤爪Spicy hot chicken feet琥珀核桃Deep fried walnut in Syrup6. 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 eatingEating in a healthy wayGOOD dining habits are vitally important to a person’s health, Chen Zhonghui, a renowned nutritionist, told a large audience at the Shenzhen Grand Theater on Saturday.According to Chen, 60 percent of diseases are caused by an unhealthy life style, while only 15 percent are genetically based.A human being’s main sources of nutrition are protein, fat, carbohydrate, mineral elements, salt, vitamin and water. People should try to get nutrition from foods, instead of tonics, said Chen, who worked as nutritionist for China’s State and provincial leaders for more than a decade and co-wrote a popular health guidebook.When asked how he stays healthy, Chen said he eats “everything.” One should not be choosy about food, he said. Chen also pointed out several ordinary unhealthy dining habits, such as eating only flour and rice and refusing to eat coarse grains; eating only appetizers and refusing to eat entrees; and eating only fruit and refusing to eat vegetables.Chen said foods should be clean and fresh, and their nutritional elements should be preserved as much as possible while preparing and cooking them. For example, wash vegetables before shredding them so as to avoid washing vitamins away. Northern Chinese like to eat braised vegetables in the winter, but braising them robs the vegetables of their nutrition.Chen also stressed the importance of eating at proper time. Shenzheners often have simple breakfasts, quick lunches and large suppers. Chen said these eating habits are unhealthy and a major cause of obesity.It’s better to eat an early and nutritious breakfast and eat modest portions in the evening, said Chen.Contrary to many calcium-supplement advertisements, Chen said people will not suffer from insufficient calcium if they have enough soybeans, milk and sunshine.。
Unit2Healthyeating.doc教案
Unit 2 Healthy eatingPeriod 1 Warmingup Step 1. Revision (5 minutes) Review the following new words of Unit13 by Power Point. junk food, fat , stomach , fibre , mineral , energy , fuel , vitamin , snack , calcium ,protein , nutrient , calorie , carbohydrate (Press the left mouse button to show the students the Chinese meaning of every word and ask students to recite them one by one.) Step 2. Warming up (20 minutes)In order to arouse the students ' interests in study, show the students some photos of food on the Power Point. (Press the left key mouse button)1.First students must identify the kinds of food.(Tell students to write the names of food on the blackboard)⑴ hamburger ⑵ fried chicke n (3) French fries/potato chips⑷ Fries bread stick (5)chocolate ⑹ ice cream(7) wal nuts ⑻ sweet corn /cor n-on-the-cob (9) man goes⑽ all ki nds of fruit (11) tomato (12) fish (13) tofu (14) cabbage (15) candy (16) mushrooms (17) dump li ngs (18) meatday we must have food. Food makes us feel full and happy and it also helps us to build our bodies. But have you ever thought what ingredient the food contains (Press the left mouse button)Tell the students to summarize it. Ask the students to consider: What is junk food and what is healthy foodJunk food contains fat, sugar, energy, calories and so on.Healthy food contains calcium, carbohydrate, fibre, mineral, protein, vitamin, energy, nutrient, fuel and so on.students to look at the names of the food on the blackboard and say which is junk food and which is healthy food and give their reasons.They can do it like this:1)I think that ice cream is junk food because it has a lot of fat and sugar.2)I think that vegetables are healthy food because they contain lots ofvitamins.4. Free talkTell the students to ask their partners about their diets and give them some suggestions if necessary.Step 4. Summary ( 1 minute )Today we've done some listening and learnt how to talk about eating habits and health. I suggest you should eat more of healthy food and less of junk food. Step 5. Homework ( 1 minute )1.Finish the listening exercises on Page 71.2.Surf on the Internet and find more about junk food and healthy food.P eriod 2 P re-readi ng and Readi ngStep 1 RevisionWhat kind of food do we eatmeat vegetable seafood fruit snacks （零食小吃）sta pie food （主食） Give the n ames of Chin ese fast food & Wester n food to Ss.What substa nee do we get from each kind of food<sugar, p rote in, fat, fibre, vitam in, min erals, ete.>Ste p 2 diseussi onDiscuss and finish the exercise: which food contains more …Which food contains more …Exa mples of foodsA nswer sugarchocolate or grapes cakes or bananas fatcream or rice chocolate or chicke n fiber peas or nuts pork or cabbage p rote inpo tato cris p or ham eggs or creamStep 3 lead inShow a p yramid of food to the Ss.T : As we know, a healthy diet is very important to us. If we don ' t have the right diet in our daily life, there will be somethi ng wrong with us sooner or later. Now , let' s read a story related to the diet .Come & eat hereWhere WhatSte p 4 Skimmi ngReading strategies: Make a guess according to the title “ Come and eat here ” before readi ng.Where are you in vited to go What foods are you offered there（Collect some ideas from the class and put some of them on the Bb）strategies : Read fast to prove your guess Get the Ss to read the whole story fast to prove whether their guesses are right.Then ask the follow ing questi ons to finish the table :Qs : Where are you in vited to go Whose restaura nt What foods are offered there Do these foods make a healthy diet Why not What p roblems may these foods cause to customersRestaurantsFoods offered Problems with these foodsWang Pen gsmutt on kebabs, roastpork, fried rice, cola,ice crea mnot eno ughfibre foodYong Hu'fruit, waterraw vegetables not eno ughen ergy foodthe Ss 2 minu tes to summarize the main idea of the story with the hel p of the above table, using 2 or 3 senten ces.vWang Peng found out why he had lost his customer and decided to win them back.〉Ste p 5 careful readi ngDivide the whole p assage into three p arts, and give the gen eral idea of each p art. Part 1 Wang Peng felt frustrated because he found his customers had come to other pl aces to eatPart 2 Wang Peng found the reas on why Yon gHui s restaura nt was moreattractive Part 3 Wang Peng thought out a good idea to have a competition with YongHui' s restaura ntT : The story is mai niy about two persons, that is, Wang Peng and Yong Hui .Q : Who is the main character in the story ( Wang Peng ) Now let's read thestory aga in to get more about him.the Ss to read the story carefully to make a list of pl aces where he stayed & went and his feeli ngs in these p laces.2.Ask some questi ons to help the Ss have a better un dersta nding of the story.Qs : What did Wang Peng feel whe n he was in his own restaura nt Why did he so so Did his frie nd en ter his restaura nt as usual Where did he go in stead Did Peng go there too What made him do so What did he feel in Yong Hui' s restaurant Why Where did he go after he left Yong Hui' s restaura nt Why did he go there What did he feel after doing the research Why In this way, the comp etiti on betwee n them was on !Ste p 6 p ost read ingT: Now, it' s the time for us to read the text carefully and decide which senten ces are true. The n correct the false on es. First read the senten ces.ually Wang PenQ s restaura nt was full of people.2.He pro vided a bala need diet in his menu.3.Yong Hui served a bala need diet.4.Yong Hui could make people thi n in two weeks by giving them a good diet.5.Wang Peng s customers ofte n became fat after eat ing in his restaura nt.6.Yong Hui s menu gave them energy foods.7.Wang Peng s menu gave them foods containing fiber.8.Wang Peng admired Yong Hui s restaura nt whe n he saw the menu.9.Wang Peng decided to copy Yong Hui s menu.Ste p 7 discussi onthe Ss to discuss in p airs :Who will win the comp etitio n at last Give your reas ons.(Neither will, because n either of them p rovide their customers with a healthy diet. Foods in Wang Peng s makes people fat while foods in Yong Hui' s makes people tired easily.)think of a way to help them put an end to their comp etiti on. ( coop eration ) in groups of four to desig n a sig n for the coop eratedly-opened restaura nt.Ste p 8 summaryWang Peng felt 1 ____ i n an empty restaura nt because no eaters have came to his restaura nt 2 ___ since he got up early in the morning. He wan ted to find out why.He hurried out and 3 ___ L icha ng into a n ewly-opened restaura nt. He found that the owner 4 ___ Yong Hui was serv ing slimmi ng foods to make people thi n. Drive nby 5 _____, Wang Peng came 6 ______ t o take a close look at the menu. He could not eve n 7 ____ his eyes. He was 8 _____ at what he saw. He hurried outside and got 9 _____ to do some 10 ______ . After a lot of reading, he 11 that Yong Hui sfood made people become 12 _______ q uickly because it was no 13 _____ food.Arrivi ng home Wang Peng rewrote his own sig n. To his joy, people bega n coming to his restaura nt aga in. He was able to 14 _____________________________ his livi ng now. He looked 15 ________________ tobeing rich and he would n ' t be in 16 _any Ion ger. Then all of a sudde n Yong Huiwalked in with an ger. Wang Peng asked her to try a meal of his. Although enjoying the dump li ngs served there, Yong Hui looked ill and felt sick with the fatty pork and all those heavy food. They 17 _________ about offeri ng a 18 _________________________________ d iet and pro vidi ng abala need menu to cut dow n the fat and in crease the 19 in the meal. They learned from each other. I n the end they decided to turn the two restaura nts into a big one. They got 20 a nd lived happ ily ever after!(Key: )Homework :the story aloud and find out some beautiful senten ces questio ns1.Why did Wang Peng go to Yong Hui s restaura nt He wan ted to __ .A.know where his customers had goneB. spy on the slim lady Yong HuiC. have lunch with Li cha ngD. have someth ing sp ecial2.Wang Peng found the followi ng EXCE PT ___ in Yo ng Huis restaura nt.A. There were only raw vegetables, meat and water.B. There were a lot of customers.C. The p rices here were higher.D. The only drink here is water.3.What' s wrong with Yong Hui's menu The following statements are right EXCEPTA. The food here was too limited.B. It did n ' t give eno ugh en ergy-gi ving food.C. The food on the menu was more delicious.D. It offered slimmi ng food only.4.Which of the followi ng is TRUE accordi ng to the p assageA.Wang Peng s customers ofte n became fat after eat ing in his restaura nt.B.Wang Peng pro vided a bala need diet.C.Yong Hui could make people thin in 2 weeks by giving them a good diet.D.Wang Peng s menu gave people food containing eno ugh fibre.(Key: 3. C )P enod3 Lan guage studyStep I Revision1.Check the stude nts’ homework.2.Ask some of the stude nts to retell the text.Step n Word studyThis part is a consolidation of the words in the text. Ask the students to do the exercise in dividually.T: Now pl ease open your books and turn to p age 11. Fill in the chart using the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text. I necessary, you can discuss with your partners.P eriod4 GrammarStep1:The students will learn the usage of modal verbs. First try to make the stude nts clear the fun cti ons of modal verbs, with the help of the p ractice on p age 12. The n give them some exa mp les.T: PI ease p ick out the senten ces containing modal verbs in the text.a.By lun chtime they would have all be sold---It in dicates p ossibility.b.His restaura nt ought to be full of in dicates po ssibility.c.What could have happen ed--- It in dicates p ossibility.d.Nothi ng could have bee n It in dicates p ossibility.e.Somethi ng terrible must have happened if Maocha ng was not coming to eatwith him as he always 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 intension.Ste p2:Discussi on :先呈现例句给学生讨论，后老师总结其用法)情态动词1.ought to ／shouldYou ought to (should) follow your teacher 's advice.总结：should和ought to都为“应该”的意思，可用于各种人称。
Unit-2-Healthy-eating教案
Unit-2-Healthy-eating教案Unit 2 Healthy eating教案Ｉ．单元教学目标技能目标Skill GoalsTalk about healthy dietMake suggestions or giving advice on dietDistinguish the meanings of Modal verbsMake a balanced menuII．目标语言功能句式Practice talking about your ideasYes, I think so.I don’t think so.I agree.I don’t agree.That’s correct. Exactly.That’s exactly my opinion.You’re quite right.I don’t think you are right.I quite agree with you.I’m afraid I don’t agree / disagree with you.Of course not.I’m afraid not.All right.That’s a good idea.Certainly. / Sure.No problem.Practice giving advice and suggestionsYou must / must not...1. 四会词汇diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach,词汇lemon, balance, barbecue, mutton, roast, fry, stir-fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, strength, consult, fiber, digest, carrot, debt, glare, spy, limit, benefit, breast, garlic, sigh, combine2. 认读词汇protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, cooperation3. 词组get away from, balanced diet, ought to, lose weight, tell a lie, win… back, earn one’s living, in debt, spy on, cut down, before long, put on weight语法The use of ought to1. StatementsYou ought to cook fresh vegetables and meat without too much fat if you want to stay slim.You ought not to eat the same kind of food at every meal.2. DifficultyDistinguish and summarize the usage of ought to and should.Ⅲ. 教材分析与教材重组1. 教材分析本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。
Unit 2《Healthy Eating 》教案全面版
Unit 2《Healthy Eating 》教案Using language---教案Teaching 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 5Predicting: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 fo und 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。
healthy-eating-教学设计
unit 2 Healthy eating教学设计（一）教材分析这是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变日常饮食选择,旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前提。
且大部分学生对饮食与健康的关系（如人体每天必须摄入的六种基本营养成分的来源、健康饮食的重要性、什么是绿色食品等）了解较少。
因此，本文的学习难度较大。
（二）教学目标根据新颁布的普通高中《英语课程标准（实验稿）》关于阅读课主要教学目标的具体描述，结合本课教学内容，具体从语言知识、语言技能、情感态度和文化意识三个方面制定如下教学目标。
1. 语言知识目标：a)使学生了解protein, calcium等基本营养成分的来源和主要功能，健康的饮食习惯是健康的保证，以及素食主义等信息。
b)学习掌握有关营养成分与食物的词汇，如：protein、calcium 、carbo hydrate 、fibre、 mineral、 vitamin 、vegetarian & vegan、 green food and clean food 、eco-food and organic food等，以及 keep up with ，The same goes for…以及as 和only 引导的倒装句的用法。
2. 语言技能目标：a)使学生学会克服生词障碍，通过略读，寻找文章的主题句，理清文章的总体框架与脉络；通过查读，捕捉文章的重要细节，理解作者的写作意图。
b) 使学生学会运用各种猜词技巧，猜测部分生词在具体的语言环境的含义。
c) 使学生能够运用所学知识，用英语为自己所熟悉的一个人设计一份“h ealthy diet”，并阐明设计的依据。
3.情感态度与文化意识目标：a）使学生学会审视自己、审视食物，提高养成健康饮食习惯的意识。
b）使学生学会关心他人，体贴他人，并养成较强的合作意识。
（三）教学重点和难点：1．重点1）让学生认识到饮食对健康的重要影响。
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Module 3 UNIT 2 Healthy eating
Period1 Warming up and Pre-reading
【Text Analysis：教材分析】
本单元的中心是围绕健康饮食展开的。
本课题的学习不但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。
本节的教学内容为“Warming up and Pre-reading”，在学生掌握了该单元词汇的基础上展开的。
通过本节内容的学习，让学生了解健康饮食这个话题，也是为接下来的Reading Part“COME AND EAT HERE(I)”做铺垫。
考虑到单元的整体进度，我将Warming up and Pre-reading整合为一节课，为下节课Reading的学习奠定基础。
【Student Analysis：学情分析】
本课教学的对象是高一<4>、<9>班的同学。
4班为美术班，9班为重点班，两个班平时上课气氛活跃，能配合教师的教学指令，学习积极性好。
针对本单元内容，虽然学生对健康饮食方面的知识有一定的了解和兴趣，并且也养成了良好的学习习惯，但对我们日常生活中的相关健康饮食的知识了解还比较有限；而且他们的英语基础相对较为薄弱，在英语口语表达上往往出现难以张口、羞于张口的现状，并且在英语听力方面也出现听不懂的障碍等。
【Teaching aims：教学目标】
1. Enable students to acquire some vocabulary, especially some words relating with food.
2. Enable students to get useful information about healthy eating.
3. Enable students to know about problems with a diet,a balanced diet and nutrition. 【Teaching important points：教学重点】
There is a large number of vocabularies relating to food, so it is time-consuming and energy-consuming to acquire them.
【Teaching difficult points：教学难点】
1．How to express one’s opinion correctly in English.
2．How to stimulate student’s spirit of cooperation and teamwork,and then to finish the task effectively.
【Teaching methods：教学方法】
1.TBLT(任务型教学模式)
2.Cooperative Learning(合作学习)
3.Discussion(讨论)
4. Asking-and-answering activities（问答活动）
【Teaching Aids：教学用具】
Whiteboard,Multimedia courseware,and other normal teaching materials
一、自主预习
Activity1：本单元共71个词汇，熟练掌握54个，重点掌握21个。
diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, bacon, slim, raw, vinegar, lie, weakness, fiber, digest, carrot, debt, breast, garlic; get away from,balanced diet, lose weight, win back, put on weight等。
Activity2：自主学习，合作探究，熟记课标词汇。
Activity3：学习词汇，阅读课文，了解健康饮食的相关信息。
二、预习成果展示（略）
三、认知学习目标
1.Show the title on the screen----unit2 Healthy eating
2.学生自读学习目标
①Master some words relating with food.
②Talk about the useful information about healthy eating.
③Learn to express one’s opinion in English.
四、课堂研讨助学
Activity1：Lead in
Show the proverb：Health is the capital of all other things
Activity2：Warming up(小组竞赛)
Divided the Ss into 2 groups,Show some pictures about food one by one,look at the pictures on the screen,let Ss be free to answer.to see which group is the most?
Key words：
fruits,fish,corn,eggs,carrots,tomatoes,cucumber,cabbage,sweets,chocolates,
potato ships,rice ,noodles,dumplings,cake,pizza,hamburger....
Activity3：Decide which food is junk food or healthy food
Key words：bean,meat,pea,pepper,barbecue,chocolate,cucumber,pizza,peach hamburger,cola,potato….
Activity4：The division of food
The food is divided into three types,including energy-giving food,body-building food and protective food.they are rich in different nutrition.let Ss know about the division of food,such as rice,noodles,vegetables and fruits,meat,milk and so on,these food which types belongs to .
Activity5：My family and our diets
Introduce my family and our diets to students,and then introduce my family’s menus,let student decide if my family’s menus keep a balanced diet.
Activity6：Group work and Discussion(小组合作与讨论)
The restaurant’s introduction：Suppose my classmates open two restaurant,they introduce their menus and their restaurant’s special to you. (after a little while...) Discussion：If you had to choose a restaurant,which one would you choose? why? Activity7：summary
1.An apple a day keeps the doctor away. 一天一苹果，疾病远离我。
2.Radish and ginger keep away from doctor.冬吃萝卜夏吃姜，不劳医生开药方。
Activity8：Homework
1.Design a menu of balanced diet for yourselves ( breakfast/ lunch/ dinner).
2.Prepare for the lesson on page 10
附：Blackboard Design（板书设计）
Healthy Eating
a balanced diet
energy-giving body-building protective
food food food。