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教学设计1.掌握本节课的重要复习内容：words: diet \balance\benefit\ lie \combinephrases: form the habit of \cut down\ get away with structures: have+O.+O.C.2.能回答出个段所设置的相关问题，提高运用英语的综合能力。
3.使学生能够合作完成此课任务1 高一下学期学生理解和分析能力提高。
2 这一单元主题学生熟悉，有利于导入与学习。
有效的复习了知识点，回顾了单元主题。
梳理了课文的语法点，并有效结合练习巩固提高。
学生对课文的细节及整体有了更完整的认识。
Unit 2 Healthy eatingUnit 2 Healthy eating是关于“健康饮食”的话题。
目的是让学生理解饮食健康的重要性。
在语言交际的方面是重点掌握如何提出建议以及讲述自己对某事情的看法。
语言知识的主要内容是动词limit ,lie 及词组： cut down , get away with ,keep one’s mind, lose one’s balance, on balance, off balance, be out of balance还有情态动词ought to 的用法。
当堂反馈1.他建议所有作文都限制在800词以内。
(limit)He suggested that all the compositions should be limited to 800 words2.在我看来，没有什么比旅行更令人愉快的了(否定词+比较级)。
In my opinion, nothing is more pleasant than traveling。
3.正躺在床上的那个男孩撒谎说那个母鸡下了一个鸡蛋．The boy lying on the bed __lied the hen ____had laid an egg.4. 他叫人处理的手机又一次坏了The mobile phone he____had had repairedbroke down again.运用所学语言基础知识，补充完整下面短文，并背诵之As the proverb (谚语)says, “No one knows the value of health until he loses it.”(1)_--------------------__ In other words(换句话说), nothing is more important than health. Good health (2)___ is beneficial to (对……有益) your work and study. But how to keep healthy? Here I want to give you some advice。
2024小学英语二年级人教版下册《HealthyEating》教案教学目标：1. 学习食物的名称，并能用英语正确表达出来。
2. 了解健康饮食的重要性，并能简单描述健康饮食的好处。
3. 能够使用Are you...?和Yes, I am./No, I'm not.来询问和回答自己喜欢的食物。
教学准备：1.漂亮的图片或卡片，上面印有不同的食物。
2.相关的教学素材，如视频、互动游戏等。
3.多媒体设备，能够播放图片、视频和音频。
教学步骤：Step 1: Introduction (引入) - 10分钟1. 教师向学生展示一个盘子，并在盘子里放上一些图示食物的卡片。
2. 教师问学生是否知道这些食物，学生可以用汉语回答。
然后，教师告诉学生今天的主题是关于健康饮食。
3. 教师播放一个有关健康饮食的视频，并与学生一起观看和讨论。
Step 2: Vocabulary (词汇) - 20分钟1. 教师向学生展示食物的图片或卡片，然后逐个教学生这些食物的英文名称。
2. 教师可以通过图片让学生感受不同食物的味道、形状和颜色，并引导学生用简单的英语表达这些感受。
例如，"This is a red apple. It tastes sweet."（这是一个红苹果。
它尝起来很甜。
）3. 学生个人或小组练习：- 学生可以用已学的食物词汇来描述自己喜欢的食物，并与同学分享。
- 学生也可以根据图片选择自己喜欢的食物，并用英语回答教师的问题。
例如，"Are you like ...? Yes, I am./No, I'm not."（你喜欢...吗？是的，我喜欢。
/不，我不喜欢。
）Step 3: Healthy Eating (健康饮食) - 30分钟1. 教师向学生介绍关于健康饮食的基本概念，并为学生提供一些简单的例子和解释。
2. 教师与学生一起讨论健康饮食的好处，例如保持健康、拥有更多的能量和更好的注意力等。
初中备课UnitHealthyEating教案初中备课Unit Healthy Eating教案一、教学目标本节课的教学目标是使学生了解健康饮食的重要性，并学习一些有关健康饮食的知识，培养学生选择健康食物的能力及习惯。
二、教学内容1. 词汇学习：健康食物的名称及相关词汇；2. 阅读理解：阅读关于健康饮食的文章，回答问题；3. 听力练习：听取关于健康饮食的对话，回答问题；4. 语言运用：用所学的词汇和句型进行口语练习。
三、教学过程1. 预习导入- 利用图片或课件展示健康食物的图片，引发学生对健康饮食的讨论。
- 引出本课的主题：健康饮食。
2. 新课呈现- 学生观看视频或图片，了解不同种类的健康食物。
- 教师介绍健康食物的名称及相关词汇。
3. 词汇学习- 教师以示范和让学生模仿的方式呈现词汇，例如：fruit salad, whole grains, lean protein等。
4. 阅读理解- 学生阅读一篇关于健康饮食的短文，并回答相关问题。
可以在小组内进行讨论，然后全班分享答案。
5. 听力练习- 呈现一段对话或短文，内容关于健康饮食，学生仔细听后回答问题。
6. 语言运用- 学生以小组形式进行角色扮演，模拟在餐厅点餐的场景，运用所学的词汇和句型进行对话练习。
7. 总结- 教师对本节课所学的内容进行总结，并强调健康饮食的重要性。
- 教师鼓励学生在日常生活中选择健康食物，养成良好的饮食习惯。
四、教学资源及评价方式- 教学资源：图片、视频、课件、阅读材料、听力材料。
- 评价方式：课堂讨论、小组活动、阅读和听力题目的回答。
五、教学延伸- 学生可以在家完成一份关于健康饮食的调查报告，并在下节课上进行分享。
六、教学反思本节课通过丰富多样的教学形式，使学生对健康饮食有了更深入的了解，并通过口语练习促进了语言的运用。
同时，鼓励学生在日常生活中选择健康食物，培养了他们的健康饮食习惯。
然而，教学中应该注重学生的参与度，鼓励他们积极发言和互动。
教学设计本次课堂内容是一节关于模块三 unit2 测试题讲评课。
因此，围绕试题，设计了本节课的教学目标：1.通过批阅选出来学生存在的问题，通过教师点拨，使学生能够掌握语篇的基本篇章结构和逻辑关系，能从结构和框架的角度去粗读材料。
2.能精读语篇，掌握每个段落的细致信息和段落之间的联系。
3.能通过分析句子结构，理解比较重要的难句和长句，从而实现深挖语篇内涵。
4.能理解阅读材料中所体现的不同文化背景但有着共同的愿望的观点和态度，从而达到培养学生健康饮食的教育。
5通过阅读的训练，继续加强语音、词汇、听说等的综合训练。
6.通过设计测试题目与高考题型接轨，引导学生总结阅读类型，阅读方法、题目类型和相应的应对策略进行总结。
7.通过设计学生辩论来把本课内容内化成学生自己的知识，从而实现语言从输入转化为输出的交流方式。
具体课堂设计步骤如下：模块三 unit2 测试题讲评Teaching aims:1. Discuss, explain and understand the difficult points of the test paper.2.Develop the ability to solve the problems by oneself and cooperate.3.Practise the newly-created English teaching method and improve the ability tolearn English4.Improve the students’ ability of reading.Step1: Leading in the class.(用相关的内容导课，从而更快的将学生的注意力带进课堂)Step2: 测试情况全卷最高：张心梦（148.5分）140分以上：玄萌婕（ 146.5分）；韩雪（ 141.5分）；刘原风（ 140分）130分以上：宋营营（ 137），孟鑫（ 130分）120分以上：李增杰，路长岭，曹玉叶，张雪，石美华，丁丽君，郭旭生，乔冠男进步比较快的同学：玄萌婕，孟鑫，李增杰，户雪（让学生带着对比去快读语篇，把握文章的框架和结构，从而培养学生快速准确阅读的技能）Step3:Self-analysis（自我分析）错误一般可归为4种原因：(1)知识性方面的错误；(2)判断理解方面的错误；(3)粗心大意造成的错误；(4)记忆方面的错误等。
2020年42期总第534期ENGLISH ON CAMPUS人教版高中《英语》必修3unit 2 “Healthy Eating” 教学设计文/莫兴竹一、教学内容分析人教版高中《英语》必修3 unit 2 “Healthy Eating” 的中心话题是“健康饮食”。
教材通过讲述王鹏和雍慧餐馆为顾客提供不同的食物，且二者都存在片面性，都不属于健康的膳食。
最后两人决定合作，将菜单升级，提供给顾客既有能量又有纤维的均衡饮食。
本单元第一部分Warming up，主要让学生通过学习，了解到食物的分类——不同事物给人体提供不同的营养。
Pre-reading部分，要求学生围绕几个问题进行讨论，最后能够理解健康均衡的饮食应该包括哪些食物，款待朋友，应该选择什么样的特色菜以及根据图片和文章标题，对Reading部分的内容进行猜测。
通过学习，学生能够理解王鹏和雍慧的菜单都存在片面性，都不属于健康均衡的饮食，进而在Using Language进行听力和阅读语篇的训练。
Learning about Language 部分由 “词汇学习”和“语法学习”两部分组成。
本单元的最后一个任务是主题写作，要求学生为家庭制作晚餐食谱，分析食谱包含的食物是否能够提供均衡营养，学以致用。
二、学情分析本节课的教学对象是高一年级的学生，他们已经具备一定的英语基础知识，能运用逻辑思维能力解决问题，对“健康饮食”这一话题也不陌生，能够激发他们的学习兴趣，但是对于本单元涉及的大多数专业词汇，学生还是存在问题。
基于此，小组合作学习方式是高一英语课堂的常用形式。
三、教学目标和教学重点及难点1.教学目标。
(1)掌握本单元的核心词汇和短语以及情态动词的功能和用法；(2)根据食物的分类，了解食物的不同功能；(3)能够谈论什么是健康、均衡的饮食；(4)引导学生关注合理饮食、饮食习惯、饮食结构、饮食文化等。
2.教学重点及难点。
(1)掌握本单元的核心词汇和语法结构；(2)了解不同食物对人体的作用并形成健康饮食的意识；(3)学生能够正确使用阅读策略，理解、分析课文；(4)能针对自己遇到的实际问题，发表自己的意见和建议。
healthy-eating-教学设计教学文案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。
本篇文章生词量较大（共有546个单词，其中包括34个生词），标题较抽象，各段主题句分布不太明显（大部分分布在段落中间）。
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。
HealthyEating教案
健康饮食教案
一、教学目标
1、让学生了解健康饮食的重要性，学会如何合理地搭配食物。
2、培养学生良好的饮食习惯，提高自我保健意识。
二、教学内容
1、介绍健康饮食的基本概念和意义。
2、讲解不同食物的营养成分和作用。
3、分析不良饮食习惯对身体健康的影响。
4、传授如何科学地选择食物和搭配的原则。
5、提醒学生注意饮食卫生，养成良好的饮食习惯。
三、教学步骤
1、导入环节通过展示一些常见的食物，让学生思考哪些食物对我们的身体健康有益，哪些食物对我们的身体健康有害。
2、知识讲解 a. 介绍健康饮食的基本概念和意义。
b. 讲解不同食物的营养成分和作用。
c. 分析不良饮食习惯对身体健康的影响。
3、实践环节通过课堂上的实物展示，让学生了解如何科学地选择食物和搭配的原则。
4、总结归纳通过总结，让学生回顾所学知识，明确健康饮食的重要性，并提醒学生注意饮食卫生，养成良好的饮食习惯。
四、教学反思
1、通过学生的反馈，评估学生对健康饮食的了解和掌握情况。
2、分析教学中存在的问题和不足，及时调整教学策略，提高教学效果。
3、提醒学生注意日常饮食中的问题，将健康饮食的理念融入到日常生活中。
五、作业布置
1、让学生回家后，根据所学知识，制定一份适合自己的健康饮食计划。
2、提醒学生在日常生活中注意观察食物的配料和营养成分，培养良好的饮食习惯。
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The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample essays for everyone, such as work summaries, work plans, speeches, planning plans, contract agreements, rules and regulations, doctrinal documents, poetry appreciation, teaching materials, other sample essays, etc. If you want to learn about different sample formats and writing methods, please stay tuned!高一Unit 13 Healthy eating教案高一Unit 13 Healthy eating教案（通用2篇）高一Unit 13 Healthy eating教案篇1Unit 13 Healthy eatingTeaching Aims and DemandsWords and PhrasesFour Skills: stomach fever ought ought to eXamine plenty plenty of diet keep up with make a right choice short of fit gain now and thenThree Skills: energy soft bar fuel chemical balance tasty boil miXtureSpoken English:In the clinic / seeing a doctor:What’s wrong with you?/What’s the matter with you?Lie down and let me eXamine you.Let me have a look.Where does it hurt?Drink plenty of water and get some rest.I’ve got a pain here.This place hurts.There’s something wrong with back/my knee/my arm.I don’t feel well.Grammar:Use of Language:1.Master the function use of language as defined above.2.Help the students to finish the tasks of listening，reading， writing， speaking presented in the book and the eXercise book through using what the students have learned.Learn the teXt about healthy eating.Get the students know about the basic knowledge of how to eat healthily.Important points:1.Talk about different kinds of food that one favorites.2.learn the basic knowledge of healthy eating.3.learn how to say in the clinic.4.Grasp the language points and grammar in the teXt.Difficult points: The use of modal verbs --- had better，should and ought to.Teaching aids: computer or slider-projectorWay of Teaching: Communication way of teaching， discussion and group work.Lesson 1Step 1 Warming-UpFirst show the students some pictures of dishes and so to introduce the topic of this unit.And then show the pictures on their teXt books and let themto decide what is junk food and what is not.Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.Step 2 ListeningLet the students listen to the tape and be prepared to answer the questions below.Step 3 SpeakingShow the students the three situations as on P2.Then ask the students to prepared a dialogue according to the eXamples in pairs.Ask several pairs of students to present their dialogueAfter that list the useful eXpressions in their dialogue.Step 4 HomeworkPrepare for the neXt class.Collect some menus if possible for the neXt class.Lesson 2Step 1 IntroductionUsing the questions on P3 to introduce the new teXt.Step 2 Fast-reading1.What does the “fuel ” mean in the first paragraph?(It means different kinds of materials， such as protein，Calcium that we need to keep healthy.)2.What do we have to consider when we choose to buy or eat?(What kinds of nutrients that the food contain.)3.What made our eating habit changing?(Many things: what people believe， advice from companies and stores.)4.How can we feel and look fine?(We ought to learn about our body and the fuel it needs to keep fit.)EXplain the language points if necessary.Step 3 Carefully-readingHow many parts can be divided into?(Three parts.)What’s the main idea of each part?(1.our eating habits are changing.2.why the eating habits are changing 3.the best way to develop healthy eating habits.) Step 4 TalkingAsk the students to take out their menus and read them carefully.Then prepare a dialogue that may happen between a customer and a waiter/waitress.Step 5 HomeworkFinish the eXercise --- Vocabulary on P5.and P72-73Lesson 3Step 1 RevisionCheck the homework.Step 2 GrammarFirst present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.Step 3 Consolidation（1)Finish the eXercise on P5 and on P74(2）Take out a piece of paper with the column “Ask XXX”in order to make the students understand when you are giving advice it is better to use some sentences with had better (not)，and ought(not)to，should(not).Then read a passage as an eXample and afterwards list the points you have to pay attention to when you give advice.1.give advice that will really help the person.2.be polite and sincereat last get the students to finish the following practice.Step 4 HomeworkFinish the eXercise 3 on P74 in the students’ workbook.Lesson 4Step 1 RevisionLet some students read their reply to the letters on P74.Step 2 ReadingRead the teXt on P6 and then get the students to find the main idea of it (Snacks is also important .we need to learn something about snacks and the way to prepare it.) Step 3 WritingAsk the students to work in pairs to write the recipe for their favourite dish.We may first give the tips on P7 as a guide.Step 4 DiscussionFirst ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?What does one have to pay special attention to in order to keep healthy? (food and eXercise etc.)Step 5 HomeworkDo a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.高一Unit 13 Healthy eating教案篇2Unit 13 Healthy eatingTeaching Aims and DemandsWords and PhrasesFour Skills: stomach fever ought ought to eXamine plentyplenty of diet keep up with make a right choice short of fit gain now and thenThree Skills: energy soft bar fuel chemical balance tasty boil miXtureSpoken English:In the clinic / seeing a doctor:What’s wrong with you?/What’s the matter with you?Lie down and let me eXamine you.Let me have a look.Where does it hurt?Drink plenty of water and get some rest.I’ve got a pain here.This place hurts.There’s something wrong with back/my knee/my arm.I don’t feel well.Grammar:Use of Language:1.Master the function use of language as defined above.2.Help the students to finish the tasks of listening，reading， writing， speaking presented in the book and the eXercise book through using what the students have learned.Learn the teXt about healthy eating.Get the students know about the basic knowledge of how to eat healthily.Important points:1.Talk about different kinds of food that one favorites.2.learn the basic knowledge of healthy eating.3.learn how to say in the clinic.4.Grasp the language points and grammar in the teXt.Difficult points: The use of modal verbs --- had better，should and ought to.Teaching aids: computer or slider-projectorWay of Teaching: Communication way of teaching， discussion and group work.Lesson 1Step 1 Warming-UpFirst show the students some pictures of dishes and so to introduce the topic of this unit.And then show the pictures on their teXt books and let them to decide what is junk food and what is not.Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.Step 2 ListeningLet the students listen to the tape and be prepared to answer the questions below.Step 3 SpeakingShow the students the three situations as on P2.Then askthe students to prepared a dialogue according to the eXamples in pairs.Ask several pairs of students to present their dialogueAfter that list the useful eXpressions in their dialogue.Step 4 HomeworkPrepare for the neXt class.Collect some menus if possible for the neXt class.Lesson 2Step 1 IntroductionUsing the questions on P3 to introduce the new teXt.Step 2 Fast-reading1.What does the “fuel ” mean in the first paragraph?(It means different kinds of materials， such as protein，Calcium that we need to keep healthy.)2.What do we have to consider when we choose to buy or eat?(What kinds of nutrients that the food contain.)3.What made our eating habit changing?(Many things: what people believe， advice from companies and stores.)4.How can we feel and look fine?(We ought to learn about our body and the fuel it needs to keep fit.)EXplain the language points if necessary.Step 3 Carefully-readingHow many parts can be divided into?(Three parts.)What’s the main idea of each part?(1.our eating habits are changing.2.why the eating habits are changing 3.the best way to develop healthy eating habits.) Step 4 TalkingAsk the students to take out their menus and read them carefully.Then prepare a dialogue that may happen between a customer and a waiter/waitress.Step 5 HomeworkFinish the eXercise --- Vocabulary on P5.and P72-73Lesson 3Step 1 RevisionCheck the homework.Step 2 GrammarFirst present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.Step 3 Consolidation（1)Finish the eXercise on P5 and on P74(2）Take out a piece of paper with the column “Ask XXX”in order to make the students understand when you are giving advice it is better to use some sentences with had better (not)，and ought(not)to，should(not).Then read a passage as an eXample and afterwards list the points you have to pay attention to when you give advice.1.give advice that will really help the person.2.be polite and sincereat last get the students to finish the following practice.Step 4 HomeworkFinish the eXercise 3 on P74 in the students’ workbook.Lesson 4Step 1 RevisionLet some students read their reply to the letters on P74.Step 2 ReadingRead the teXt on P6 and then get the students to find the main idea of it (Snacks is also important .we need to learn something about snacks and the way to prepare it.) Step 3 WritingAsk the students to work in pairs to write the recipe for their favourite dish.We may first give the tips on P7 as a guide.Step 4 DiscussionFirst ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?What does one have to pay special attention to in order to keep healthy? (food and eXercise etc.)Step 5 HomeworkDo a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.。
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, brainstormi ng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Re ading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。
Unit13healthyeating（人教版高一英语下册教案教学设计）高一第二学期1. 了解课本: 共十个单元, 比上学期少两个单元. 本学期学习时间共16-17周时间, 共102节课, 平均每单元8.5课时. 每单元仍然是由warming up; listening; speaking; pre-reading; reading; post-reading; language study; integrating skills; writing；workbook exercises 等十个部分组成，2. 本册书语法项目有：情态动词；动词－ing; 谓语和主语的一致；it的用法等。
3. 学习要求：1) 课前：学习单词；预习课文；找出难点。
2）上课：耳听口练；理解记忆；记录笔记。
3）课后：背诵课文；记忆例句；完成作业；巩固练习；补充阅读Unit 13 Healthy eatingTeaching goals:1. Talk about eating habits and health2. Practice seeing the doctor3. Practice giving advice and making suggestions4. Use the modal verbs: had better; should; ought to5. Learn some useful cooking terms6. Read and write recipesTime arrangementPeriod 1---new wordsPeriod 2--- warming up; listening; speakingPeriod 3---speaking; readingPeriod 4---language pointsPeriod 5---grammar & grammar exercisesPeriod 6---integrating skill readingPeriod 7---writing & workbook listeningPeriod 8---workbook exercisesPeriod 9---workbook reading and writingWarming up1. Words about foods:Photo 1: Junk food: fast food (French fries and hamburgers) photo 2: Chinese street food (dumplings; corn; noodles; rice) Photo 3: Food group: vegetables (cabbages; tomatoes; carrots; cucumber)Photo 4: Food group: Beans and nuts; bread and grains(peanuts; fried bread, nuts)Photo 5: Food group fruits (bananas; apples pears; oranges; grapes)Photo 6: Food group: meats (beef; chicken; pork fish)Photo 7: Junk food: desserts (ice cream; candy, candy bars; chocolates)Photo 8: Food group: Vegetables (tofu; mushrooms)Task: Each group of students tries to give the names of each kind of food in two pictures and talk about whether it is healthier to eat each of them in “ smaller amounts less often” or in “larger amounts more often”.Listening1. In this activity we will hear two conversations. In the first,a mum is talkingwith her son. The son is feeling well.2. Learn some words that will appear in the dialogue.3. Have the students listen to it twice or three times. Check their answers to theexercises.4. In the second dialogue, the mum takes her Mike to see a doctor.5. Get the students to listen to it and then check their answers.Speaking1. Useful expressions:1） --What’s wrong (the matter/the trouble) with you?---I seem to have caught a cold.2).---What hurts you?/What is troubling you?---I have got something wrong with my stomach and I don’t feel like eating.3)---What’s your trouble?---I’m running a temperat ure and I have a headache.4) ---When did the pain start?--- Three days a go.5). ---How long has it been going on?---Two or three days.6) ---Do you have a history of heart trouble?---No, I don’t.7). ---Have you taken your temperature?---Not yet.8). ---Your case history, please.---Sorry I don’t have a case history. This is my first time here.9) ---I’m really worried about weight.---I advise you to change your eating habits. You should eat less meat, more vegetables and exercise more.10）---It’s no thing serious. Take things easy and you will be well soon.---Thank you, doctor.2. Some cultural information:1) If you want to see a doctor in western countries, you must make an appointment with the doctor ahead of time, or you willnot see him or her.2) There are many private doctors and private clinics as well as public clinics, hospitals and hospital emergency wards (急诊中心) in western countries.3) The doctor will often ask you about your medical problems and examine you if necessary, so you had better not say something like “I have a cold”, which means you have known your trouble. It is considered bad manners. If you have known your trouble, why do you come to see the doctor then?4) If you are a foreigner, you should know how to say some common expressions about diseases, such as headache, cough, toothache, etc.3. Listen to and read the dialogue in the book.4. Language points:1) Was the peach ripe or green?Green “没有成熟的” ripe 的反义词Green fruit is not good to eat.The cherries are still green to pick.(太生不能摘)颜色往往可以引伸出相关的其他含义：red 暴力的；流血的 a red battle 血战yellow 胆怯，靠不住的 I always knew you were yellowblue 沮丧的 He looks blue. 他看上去情绪低落。
A Teaching Plan for Unit 2: Healthy eatingI.Analysis of the teaching contents1．status, functions and charactersHealthy eating is the second unit in Book 3 of senior middle school, the People’s Education Press. It is a multi-purpo se text which aims at developing students’ integrated skills. This unit’s grammar focus is modal verbs. Students of senior middle school have learned some basic knowledge of model verbs. By learning this class, students will have a systemic understanding of model verbs.Healthy eating is a heated issue nowadays. Many brands were reported to have added food additives in their products and made foods poisonous. Thus it is very important for students to learn about healthy eating. This unit is close to our real life and its materials are quite interesting, making students enjoy their learning.2、important points of teachingHelping students to learn how to use model verbs and find out what are the differences between them.3、difficult points of teachingCultiv ating students’ sense of self-learning.Help students to turn what they’ve learned into their ability.Ⅱ. Teaching objectivesBased on the requirements of the New Curriculum Criterion and the present knowledge of senior students, I set these goals for this lesson:1、Knowledge aimsLearn the new words and expressions of this unit.Review the model verbs and learn the new grammar item: ought to.2、Competence aimsDevelop students’ ability to use the useful new words and expressions in this unit.Enable students to use the new grammar item: ought to.Develop students’ ability of self-learning.3、Emotion aimsStimulate students’ sense of having a balanced diet.Encourage students to learn more about current affairs and learn to deliver their ideas about things.Strengthen students’ sense of group cooperation.Ⅲ. Analysis of the characteristics of the learners(学情分析):It is reported that in china, there are now more than 12 million overweight children, and an unhealthy eating is the main reason. Having a balanced diet is quite important for students. Thus a class of healthy eating will surely be interesting for them.Senior school students are capable of using different kind of methods such as internet、library to help with their learning. So the teach er’s most important job is to guide the students of self-learning. Students have already learned some knowledgeabout model verbs. It only needs a more detailed compare between these model verbs. An exercise after the reading will be a good way.Ⅳ. Teaching methodology(教学策略):A: TBLT (Task-Based Language Teaching)B: introductory mode of teaching (引导式教学) and project problem method（创设问题情境）V. Learning strategy(学习策略)：A：Warming up—learning new words and expressions, and practicing speaking.B: Reading—practicing the skills of skimming, scanning and summarizing.C: After reading—rewriting the story, and practicing writing, speaking, cooperating.Ⅵ. Teaching aids: Multi-media, black board, learning planⅦ. Teaching procedures:Period 1 Warming up, pre-reading and readingStepⅠ Warming-upReview the words of foods by showing some pictures. Ask students to list the foods they like best and then to tell us in what ways their foods help them grow.Step Ⅱ Pre-readingGet the students to discuss the questions with their partners in this part. Then ask them to report their work.Design purpose：通过ppt展示相关图片，把学生注意力拉到课堂上来并通过一些与饮食相关的话题为阅读部分做铺垫。
Step Ⅲ ReadingStep IV Fast readingPlay the record and get the students to comprehend the passage quickly and accurately ,Give the students a couple o f minutes to look through the whole passage to get the main idea of the text. Then finish the 5 questions in quan you P19W ang Peng was forced to clo se his restaurant because he thought Yong Hui’s restaurant was better.B.W ang Peng asked Yong Hui to close her restaurant because he thought his wasbetter.C.W ang Peng’s customers were attracted to Yong Hui’s restaurant, so he went to seewhy.D.W ang Peng’s restaurant was full of people that he can’t handle it alone, so hewent to Yong Hui’s for some help.设计意图：通过听一遍课文录音然后让学生对课文做大体的感知Step V Careful readingRead the text carefully and finish the following tasks.Task 1 Find the general idea of each part, then find out the detail information of the two restaurants.Task 2 finish the True or False exercise in comprehending1。
Exercise 1: Think about these statements and tick the right boxes:True False1 Usually Wang’s restaurant was full of people.2 Wang’s regular customers often became fat.3 Yong’s menu gave customers more energy -givingfood.4 Wang’s menu gave customers more protective food.5 Wang’s restaurant was more popular than Yong’s.Exercise 2:Divide the passage into 3 parts. Give the main idea in each part and then retell the story in your own words.设计意图：通过再一次细读课文，做一些相关练习找出文章细节信息，让学生做进一步了解。
