人教新课标高一英语必修三教案：Unit+2+Healthy+eating+难句解析.doc

Unit 2 Healthy eating Ｉ．单元教学目标II．目标语言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。

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。

1.1 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.1.2 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。

1.3 READING 讲述王鹏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。

1.4 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。

1.5 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。

1.6 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。

Unit 2 Healthy eatingＩ．单元授课目的技术目标 Skill GoalsTalk about healthy dietMake suggestions or giving advice on dietDistinguish the meanings of Modal verbsMake a balanced menuII．目口号言Practice talking about your ideas功Yes, I think so.能I don’t think so.句I agree.式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diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom,peach, 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.protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, cooperation3.get away from, balanced diet, ought to, lose weight, tell a lie,win ⋯ back, earn one’s living, in debt, spy on, cut down, beforelong, put on weightThe use of ought to1. StatementsYou ought to cook fresh vegetables and meat without too muchfat if you want to stay slim.法 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.教材解析与教材重组1.教材解析本单元以“健康饮食”为中心话题，经过单元授课让学生认识各种食品对人体的作用，引导学生关注平衡饮食，促使学生养成健康饮食的习惯。

普通高中课程标准试验用书英语必修三•Unit2 Healthy eating period two Reading 教案Teaching goals:Target language:Learn and master the new words and expressions in this period.Ability goals：Train the students’ reading and speaking ability.Train the students’ ability t o search for some useful information.Train the students’ ability to cooperate with others.Teaching important points:Train the students’ reading ability—skimming and scanning.Teaching difficult points:Find the key information from the passage and learn the eating culture.Teaching procedures:Step1. Review and check•T: keep both healthy and slim is every girl’s dream, so do I. In our society many people worry about their figure.•Boys and girls, yesterday I ask all of you try to give a menu of balanced diets. Now show me your healthy diet.•(Check two students’ homework and have a short discuss.)•Step 2: Lead in the text, guess the context.•T: Can you guess what the topic we will talk about today?•Ss：It’s about healthy food.•T: Yes, you got the answer. A balanced diet containing proper energy-giving food, body-building food and protective food so that you can keep both healthy and slim•How and where can you have it? Cook at home or buy at the restaurant •Let’s see the passage “Come and eat here”.Step 3: ReadingA: Skimming1. Reading strategies:Make a guess according to the title before reading.•Where can it happen? restaurant•Who will be there? customers•What food can be served there?Energy-giving food, Body-building-food or protective food?．T: Read as fast as you can and check your answer.2. T: What does the story tell us? (main idea)S: Two different owners: Wang Peng and Yong Hui serve two different food in their restaurants and have different results.B: scan1. Work out words from contextThe hostess, a very thin lady, came forward. “Welcome” she said.Even though her customers might get thin after eating Yong Hui’s food…Perhaps with a discount and a new sign, he could win ….…just rice,raw vegetables served in vinegar, fruit and water2. Reading for detailsAnswer true or false questions according to Reading•Usually Wang Peng’s restaurant was full of people.(T)•He provided a balanced diet in his menu.(F)•Yong Hui served a balanced diet. (F)•Yong Hui could make people thin in two weeks by giving them a good diet. (F)•Wang Peng’s customers often became fat after eating in his restaurant.(T)•Yong Hui’s menu gave them energy foods. (F)•Wang Peng’s menu gave them food containing fibre. (F)•Wang Peng’s admired Yong Hui’s restaurant when he saw the menu.(F)•Wang Peng decided to copy Yong Hui’s menu. (F)Step 4. summary1. Fill in the blanksWang Peng felt __1__ in an empty restaurant because no___2___have come to his restaurant ever since he got up early in the morning. He wanted to find out why. He hurried out and __3___Li Chang into a newly-opened restaurant. He found that the owner named Yong Hui was serving__4___foods to make people thin. Driven by___5___, Wang Peng came__6___to take a close look at the menu. He could not even__7__his eyes. He was ___8___at what he saw. He hurried outside and went to the___9__to do some___10___. After a lot of reading, he __11___that Yong Hui’s food made people become_12___quickly because there was no__13___ food. Arriving home Wang Peng rewrote his own sign. The__14___ between the two restaurants was on!2. Make a list of Wang Peng’s feelings in different places:Frustrated -----curious------amazed--------------------delightedEmpty restaurant friend Yong Hui’s restaurant library a way out •Step 5:Group discussion (chose one)1. Who will win the competition? Why?2. What will happen between two of them?Step 6: HomeworkDo the exercise on page 11 and 12.Step 7: Blackboard design“Come and eat here ( I )”Wang Peng’s feelings:Frustrated -----curious------amazed--------------------delightedEmpty restaurant friend Yong Hui’s restaurant library a way out。

新课标高一必修3Unit2HealthyEating--教案1人教版新课标高一必修3 Unit 2 Healthy Eating--教案1人教版新课标高一必修 3 Unit 2 Healthy Eating--教案1 Unit 2 Healthy Eating--教案 1 TITLE=人教版新课标高一必修3 Unit 2 Healthy Unit2 Healthy eating Teaching Aims of this unit 1. Talk about healthy eating 2. Making suggestions or giving advice on diet 3. Distinguish the meanings of Modal verbs 4. Make a balanced menu 5. Vocabulary: 6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,li mit,benefit,item,protective get rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on 7. Speaking: Practice talking about your ideas; practice giving suggestions and advice, practice seeing the doctor. Teaching importance: The use of ought to 1. Statements 2. You ought to cook fresh vegetables and meat without too much fat if you want to stay slim. You ought not to eat the same kind of food at every meal. 3. Difficulty 4. Distinguish and summarize the usage of ought to and should. 5. Teaching methods: skimming, scanning, discussing. 6. Teaching aids: a tape recorder, a projector and a computer. The first period Warming up and reading Step Ⅰ Warming up Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow. Step Ⅱ Pre-reading Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text. T:Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear? Which food contains more… Examples of foods Answer Sugar Chocolate or grapes Cakes or bananas Chocolate Fat Cream or rice Chocolate or chicken Cream Chocolate Fiber Peas or nuts Pork or cabbage Nuts Cabbage protein Potato crisps or ham Eggs or cream Ham Step Ⅲ Reading Get the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas. 1. Fast reading In this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text. a. The two restaurants supplied the healthy diet. b. The reason why Yong Hui’s restaurant was so popular with customers. c. Wang Pengwei found out why he had lost his customers and decided to win them back 2. Careful reading T: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences. a. Usually Wang Pengwei’s restaurant was full of people. (T ) b. Yong Hui served a balanced diet. ( F) c. Yong Hui could make people thin in two weeks by giving them a good diet. (F) d. Wang Pengwei’s customers often became fat after eating in his reataurant. (T) e. Yong Hui’s menu gives them energy foods. (F ) f. Wang Pengwei’s menu gives temfoods containing fiber. (F ) g. Wang Pengwei admired Yong Hui’s restaurant when he saw the menu. (F ) h. Wang Pengwei decided to copy Yong Hui’s menu. (F ) Step Ⅳ Comprehending By now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurant. T: Now please read the text again and fill in the chart together with your partner. disadvantages advantages Wang Pengwei’s restaurant Not giving enough foods containing fiber Provide plenty of energy foods Yong Hui’s restaurant Not giving enough energy foods Providing plenty of fiber foods T: Until now we have known what’s wrong wit h both restaurant. What does it matter if you only eat at one of the restaurant? T: You all have a point here. But what will they do? We will see it next period. Facing the serious competiton Wang wasn’t lost in sadness and he didn’t quarrel with his com petitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example? Ss: Yes. T: Now let’s deal with some language points. Turn to page 10, let’s look at the s entences: a. Wang Pengwei sat in his empty restaurant feeling very frustrated. This sentence means that the second action “ feeling very frustrated” happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action. b. Nothing could have been better. This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation. c. He couldn’t have Yong Hui getting away with telling people lies! This sentence means that he will punish Yong Hui for her telling lies. Step Ⅴ Homework 1. Try to retell the text. 2. Prepare for the language learning and do Using wordsand Expressions on WB (Page 49-50)。

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。

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。

Unit 13 Healthy eatingPeriod 1I. Teaching aims:1. Warming up to make the students love talking after a long time no see.2. Do some listening to improve the students listening ability.3. Making simple dialogues to train the students speaking ability.4. New words: junk, contain, vitamin, ripe, plenty of, a bit (of), etc..II. Important points:1.Train the Students’ listening ability.2.Master the new phrase and sentence pattern and make the students be free to talkabout eating habit and health.III. Difficult points:1. Learn the usage of the sentences pattern: I think that ---because---.2. Improve the students’ listening and speaking ability.IV. Teaching methods1 . Listening-and–answering activity to help the students go through with the listening material.2. Use both individual work and group or pair work to make every student work and think in class.V. Teaching procedures:Step 1 PresentationBegin the class with my own eating experiences. Encourage the students to tell about theirs. Make them say as many names of the food as possible. Get them totell their feeling about different kinds of food. Ask:What do you think are good eating habits?What will h appen if we don’t have good hab its?Conclusion: Every day we have food. Food makes us feel full and happy and italso helps to build our bodies. But have you ever thought what you eat is junk foodor healthy food? Today we re going to learn something about food.Step 2 Warming up1. Have the students open their books at Page 1 and look at the eight pictures of different kinds of food. Tell the names of the food first. Then discuss in pairs: which of them are junk foods? Why?Or which of them are healthy foods? Why?2. Ask your classmates what they like to eat. The students may have a discussion in pairs and then make a list of the food and decide whether what they like to eat is junk food or not.3. According to the discussion, fill in the table with real information.Step 3 Listening1. Tell the students they are going to have some listening training. Let them know that something is wrong with Mike. Make them listen to the tape once and tell what is the problem with Mike and what he did next.2. Look at Ex. 1 on P2 and listen to what happened to Mike. The students are to answer the questions in it after a short discussion.3. Listen to what Mike did next, and then answer the question in Ex. 2. A short discussion is allowed in pairs.Step 4 SpeakingEveryone wants to be healthy and strong. But sometimes we are not feeling well. Ask:What will you d o if you don’t feel well?Say: When we’re ill, we’d better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyday English used by doctors and patients. Go through the useful expressions on P3.Have the students look at the example above. Ask two students act as Dr Yang and Sharon and read the dialogue aloud. Have the other students underline some useful expressions they can find.Go through the three situations with the students on P2. Ask them to choose one of them and make up a dialogue in pairs according to the example given and then actit out.Step 5 ConclusionToday we’ ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.HomeworkPreview the reading passage in this unit.Period 2I. Teaching aims:1. 1. Learn and master the following words and expressions: make choices, pace, diet, nutrient, muscle, bean, keep up with, fibre, mineral, chemical balance, fit, be good for, function, and be harmful to, etc.2. Improve the students’ reading ability and study the language points connected with the text..II. Important points:1. Train the Students’ reading ability.2. Master the new phrases and wordsIII. Difficult points:How to make the students understand the reading text better.IV. Teaching method1 . Fast reading for the students get the general idea first.2. Discuss after reading to understand the text better.3. Careful reading to get the detailed information.V. Teaching procedures::Step 1 PresentationAsk the students what in their mind are healthy foods and what are junk foods. Help them to get a conclusion that we must develop healthy eating habits.Step 2 Pre-readingShow the students the pre-reading questions. Get them to discussion in groups. Ask individual students to give a report about their own answers to them. Ask: What do you think of your own eating habit? Is it healthy or not?Step 3 Fast ReadingSay: today we come to the Reading. It’ s abou t a healthy diet and tells the importance of keeping healthy eating habits. Read the text quickly and find the answers to the questions on the screen..1. What do traditional diets often have?A. too much waterB. too much proteinC. too much fat and too many caloriesD. nutrients we need2. What can help our body fight disease and give us energy?A. vitamins, fibre and minerals.B. pork and fishC. waterD. calcium3. What contains a lot of protein?A. vegetablesB. fruitsC. vitaminsD. fish, meat and beans4. Why do some people become vegetarians?A. Because they believe it is healthier not to eat meat or they think we shouldnot kill animals for food..B. Because they think meat is not "eco-foods".C. Because they think meat will make them Fat.D. Because riley think meat will make them thin.5. From the passage we can conclude that it is probably better, ifA. we eat less meatB. we have more fruitC. we have "eco-foods"D. we buy good food and keep a balanceddiet.参考答案：CADADStep 3 Careful reading1.Give enough time to let the students read the text carefully again, and tell themain idea of each paragraph.2.The students read the text paragraph by paragraph. The teacher ask as manyquestions as possible for the students to answer. Give the students someexplanations to some difficult sentences or phrases. Pay attention to the new words and expressions.3.Play the tape for the students to listen and follow.4.Give the students some time to ask questions about the points they don’tunderstand.Step 4 Post-reading1. Do post-Reading 1- 32. Discuss the questions below, first in pair, then with the rest of the class.(1)Why do people go to fast food restaurant?(2)Why is it not good for you to eat too much sugar and fat?(3)Why are crash diets and supplements so popular?(4)What can we do to keep a balanced diet?Step 5 ConclusionHave two top students to make a conclusion about what we have learned in this class and what we can learn from this text. The teacher should speak highly of their answers. If possible, add some necessary information.HomeworkGo through the whole text and retell it.Get prepared for next class.Period 3I. Teaching aims:1. Review the text learnt in the last period including useful words and expression.2. Learn how to use had better, should and ought to while giving advice.3. New words and phrases: ought to, column, gram, sticky, etc..II. Important points:1. Master the usages of had better, should and ought to.2. Remember the words from the text.III. Difficult points:How to use had better, should and ought to correctly in different situations.IV. Teaching methods:1.Group or pair work to get the students do better in class.e competition to make the students active in class.V. Teaching procedures:Step 1 PresentationIn this class we’re going to review the words we learnt and also learn how to give advice using had better, should, and ought to. Write them on the blackboard.Step 2 Word studyMake the students open their books at page 5 and look at this part.First make the students work out the words in pairs. Give them some time to remember the answers.A competition:Get the students to close their books. The teacher reads out the descriptions and the students are to speak out the words as quickly as possible. See which group get the most correct answers.Step 3 GrammarThe teacher can tell the students when people use had better or had better not,should or should not, ought to or ought not to. Write down one or two examples for each phrase and try to make sure that the students understand all the usages by asking them to give their own examples.Then have the students fill in the blanks in Ex. 1 on P5 in a right way.Step 4 PracticeRead through the title with the students and let them get clear about what they are going to do with this exercise. They will try to write letters giving advice. Read the letters asking for advice quickly, then write down four pieces of advice for each of them using had better (not) , ought (not) to or should (not) .Step 5 WorkbookBooks open at P72. Do Exx. 1-3.HomeworkGo over the grammar by finishing the exercises on P73 in grammar part.Period 4I. Teaching aims:1. Do some reading about Snacks.2. Do some writing to develop the students writing skill..II. Important points:1. Train the Students’ writing ability by getting to know how to write a recipe..2. Improve their reading ability by reading this passage.III. Difficult point:Improve the students’ integrating skills.IV. Teaching methods1 .Asking-and –answering activity to go through the reading material.2. Individual and pair work.V. Teaching procedures:Step 1 RevisionCheck the answers to the exercises on P73 wit h the studentsMake sure all the students understand the grammar we learned in last class. If possible, go over it with the students.Step 2 Reading1. Skim the reading text and answer:What can we do if we need more energy besides eating our main meals?2. Read the text again quickly, do the following True-or-False exercises.1) Our body doesn’t need to refuel if we choose nutritious food for our mainmeals.2) Good snacks should come from different food groups and should not havetoo much fat or sugar.3) Fruits and vegetables don’t give us any vitamins.4) Most fruits need cooking.5) Fruits and vegetables are the only healthy snacks.参考答案：1. F2.T3.F4.F 5F3. Give the students some explanations when necessary.4. Play the tape and have the students follow. Give them some time to askquestions.Step 5 WritingGo through the two recipes on P7 carefully.Read the tips to the students to let them know for sure how to write a recipe.Have the students work in pairs and write the recipe for their favourite dish.Step 6 CheckpointUse Checkpoint 13 to help the students go over the grammar and usefulexpressions they have learned in this unit.HomeworkFinish off the workbook exercises.。

教学准备1. 教学目标Talk about healthy dietMake suggestions or giving advice on dietDistinguish the meanings of Modal verbsMake a balanced menu2. 教学重点/难点Talk about healthy dietMake suggestions or giving advice on dietDistinguish the meanings of Modal verbsMake a balanced menu3. 教学用具课件4. 标签Unit 2 Healthy eating教学过程I. Warming upWarming up by learning vocabularyHello, everyone. We shall read about healthy eating today. Everybody has to eat, but do you eat a healthy diet? Turn to page 97 and familiarize yourself with the words and expressions used in this unit. Try to make up a story based on the vocabulary, either in English orin Chinese.Warming up by sharing opinionsIf you eat out a lot, find ways to follow your meal plan as much as possible. Pick a restaurant with a variety of choices to increase your chances of finding the foods you want.When you eat out, order only what you need and want, know how to make changes in your meal plan in case the restaurant doesn't have just what you want.Variety, Balance, and Moderation多样性，平衡性，和节制性There is no secret to healthy eating. Be sure to eat a variety of foods, including plenty of vegetables, fruits, and whole grain products. Also include low-fat dairy products, lean meats, poultry, fish, and legumes. Drink lots of water and go easy on the salt, sugar, alcohol, and saturated fat. Good nutrition should be part of anoverall healthy lifestyle, that also includes regular physical activity, not smoking, and stress management. If you drink alcoholic beverages, do so in moderation.II. Pre-reading1. Questioning and answeringRice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat?For reference: Then people in the south would have to change their eating habit. They could turn to potatoes, wheat flour, cow and sheep cheese, cabbage, onions and garlic for food. They are the bases ofthe traditional food in North China.If you had the chance to do one thing to help end hunger in the world, what would you do?For reference: I would try to end hunger by popularizing the advanced farming techniques. Modern techniques could be introduced to increase the rice output, and expand the area of fields.2. Looking and listeningLook at the sign of a restaurant. It reads:We Make It Easy!Accommodating up to 80 guestsSit down meals with a choice of three entreesBuffets available for parties of 38 or moreIntimate appetizer receptionsBanquets are menu price plus tax & tipNo room charge for meal functionsNo advanced deposit requiredElegant set-up, complete with table linens and fresh-cut flowersService staff dedicated to your partyDo you want to eat here at this restaurant? Let’s go!III. Reading1. Reading aloud to the recordingComprehension—understanding what you are reading—is important. To read in thought groups(意群) is an easy, yet effective, way of improving reading comprehension. Now turn to page 9 and read aloud to the recording of the text COME AND EAT HERE. Pay attention to the thought groups in the sentences while listening and reading aloud.Reading and underliningRead the text again and try to underline all the collocations in the passage. You are going to copy them into your notebook after class as homework.课堂小结学了这节课，你有什么收获？课后习题完成课后练习题。

Come and eat here 2教学目标知识目标：（1）通过段落搭配，完成对此篇阅读文章的猜测。

（2 ）掌握相关的阅读技巧与解题方法。

能力目标：通过本节课，学生能够自我摸索，相互学习，理解此篇短文，完成相关的阅读训练，掌握一定的阅读技能。

情感目标：学生能够在小组合作中了解学习方法，从而自如、自信的运用所学知识。

教学重难点：通过小组学习，完成相关的阅读训练，理解此篇文章。

教学方法：采用问答式、讲练形式、小组活动和探究相结合的方法.教学用具：导学案教学步骤Step 1, lead-inGet students know some pictures about Yong Hui and Wang Peng , ask them why they become a couple. Get students guess the reason.Step 2, match the main idea of every paragraph.Get students read the first and the last sentences, and match the main idea of every paragraph.Para.1 A.They had a meal and found the weaknesseseach other.Para2. B. They combined their menus, and got marriedfinally.Para3. C. Wang Peng’s restaurant was popular again,and Yong Hui wanted to know the reasonangrily.Step3, choose the right answerGet students read the passage, and choose the right answer.１.Yong Hui was very angry when she came to Wang Peng’s restaurant because ________.A. she thought he was a new customerB. she thought he had spied on her restaurantC. she was told he was a spyD. he was too fat２. what does the world “heavy”mean in the second paragraph？A. It means the food is delicious.B. It means the food is big.C.It means the food is weighty.D. It means the food is hard to digest.３. Wang Peng’s research showed __________.A. his menu was balancedB. both menus were balancedC. Yong Hui’s menu was balancedD. neither menu was balanced４. He suggested they provide a combined menu because ______.A. he liked Yong HuiB. he didn’t want to lose his customersC. he thought his menu was betterD. this would provide a balanced dietStep4 explanationGet students talk about the reasons that they choose the answer. Get students share the way of choosing the answer.Step5, homeworkThe next day, his restaurant was full of people again. He did not look forward to being __ ____. Suddenly Yong Hui walked in. She ______ him. She thought he came to her restaurant only to ____ ___ her and her menu. Wang Peng invited her to try a meal in his restaurant. They ________ the ice cream. And they had a good time. After that, they ________ their menus and ________ a balanced menu _____ food full of energy and fiber. At last, they ________ and lived happily.。