healthy-eating-教案

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。

Unit 13 Healthy eating 教案unit 13 healthy eating 教案2teaching aims:1.review the words learned in the last two periods.2.learn and master modal verbs:had better,should,ought toteaching important points:1.how to guess the missing word according to the given sentence.2.let the students learn how to give advice or opinion about something,especially master how to use“should,ought to,had better and their negative forms”to give advice.teaching difficult points:how to correctly use“should,ought to,had better and their negative forms”to give advice.teaching methods:1.review method to consolidate the words learned in the last period.2.explanation method to make the students master how touse“should(not),ought(not)to,had better(not)”correctly.3.individual,pair work to make every student work in class.teaching aids:1.a projector2.the blackboardteaching procedures:step ⅰ. greetingsgreet the whole class as usual.step ⅱ. word studyt:in the last two periods,we have learned something about diets.as we all know,we'd better eat healthy food,eat less or junk food,and we should develop healthy eating habits.only in this way can we keepup with the high pace of modern life.of course,we have also learned some important words and phrases.now let's review them.open your books.let's look at word study in this unit.you are given five minutes to find the words that fit the following descriptions.read first,then fill in it according to the meaning of each sentence.is that clear?ss:yes.t:ok.first do it by yourself.then discuss them in pairs.after a while,i'll ask some students to read the words.(teacher goes among the students and the students begin to doit.after a while,teacher checks their answers.)suggested answers:1.nutrient2.diet3.vitamin4.mineral5.fat6.sugar7.protein 8.calorystep ⅲ. grammart:now i want you to translate several chinese sentences into english.look at the screen.(show the following on the screen.)1.外面很冷，你最好穿上你的大衣。

高一教案 unit 13 Healthy eatingUnit 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 talk about 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 to tell their feeling aboutdifferent kinds of food. Ask:What do you think are good eating habits?W hat will happen if we don’t have good habbits?Conclusion: Every day we have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or 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 weare not feeling well. Ask:What will you do 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 act it out.Step 5 ConclusionToday we’ ve done some listen ing 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 about 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 should not 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 balanced diet.参考答案：CADADStep 3 Careful reading1. Give enough time to let the students read the text carefully again, and tell the main idea of each paragraph.2. The students read the text paragraph by paragraph. The teacher ask as many questions as possible for the students to answer. Give the students some explanations 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’t understand.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.2. Use 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 andalso 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 students Make 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 main meals.2) Good snacks should come from different food groups and should not have too 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 ask questions.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 useful expressions they have learned in this unit.HomeworkFinish off the workbook exercises.~。

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。

Healthy eating 教案设计方案一、教材分析本节课通过讲述王鹏和永慧两家饭店的商业竞争，围绕健康饮食这个话题展开叙述。

通过谈论健康饮食，让学生了解饮食与健康方面的相关知识。

通过听力阅读丰富学生的饮食文化知识，教会他们如何改善饮食习惯，保持健康。

二、学生分析高一学生，具备了用英语沟通的基本水平。

但是，在阅读的速度、技巧方面还不足. 他们虽然对健康饮食有一定的了解，但是对他们来说流利的用英语表达自己的观点还是有一定困难的。

所以在阅读的设计上首先要激发学生学习的乐趣，层层铺垫。

其次阅读的设计要难度适中，让绝大部分学生都能够通过本堂课理解这篇文章并能够积极参与课堂。

三、教学目标使学生了解均衡饮食的重要性。

四、教学环节和效果在本堂课中，具体的使用环节和效果如下：1.在导入环节，利用图片引出本课主题，直观明了，有助于学生尽快进入话题氛围中，提升了课堂趣味性。

使用问题导入，能够从学生实际生活入手，使学生从一开始就感受到一种亲切感，能够很自然的导入文章主题。

2.在阅读环节，提前认真研读教材，将重要信息制作成PPT，使教学内容更加直观，课堂教学信息量增大，加快课堂教学节奏，同时补充了教学中的不足。

使用PPT能够很直观地表现文本阅读任务，引导学生一步步从skimming到detailed reading,学会阅读技巧，培养阅读水平。

由表及里，抓住本质，阅读问题的设计在内容上通过PPT，由浅入深，层次递进，由单一到发散，拓宽学生思维，在形式上，题型设计多样化，避免因题型单一而引起学生的厌倦心理。

五、教学设计Step 1. Lead-inWhat did you eat this morning? Do you want more choices?Step 2. Pre-reading1.PPT展示各种美食2．展示问题1)Tell what kind of food they are and how they can help us.2)Which kind of food do you like best? Which of them do you eat most often?3.听力听力任务1通过听一段对话连线每种疾病的原因1）Scurvy 2）Rickets 3）Obesitya.Too much rice, noodles, sugar and fat.b.Not enough vitaminc.Not enough protein and vitamin D听力任务2What is a balanced diet？A balanced diet needs __________like rice and______,_______________ like ______ and _______for protein and fat, and________________ like________ and _________for fibre and vitamins.4.Advertise your restaurant（通过这个话题导入课文）范例：Want to be fit and strong?Want to be slim and beautiful?Come and eat here.Our restaurant will give you a surpriseStep3. reading(阅读任务)1.Please read the text and fill in the chart2. Try to tell if these sentences are true or false.Step4. compositiondesign your balanced dietEverybody has to eat./Food plays an important role ……..From now on ,I will eat a balanced/healthy diet……I will eat…………… for breakfast/lunch/supper .Because it can help /make me……Keep fit/healthy /slim benefit /affect one’s health Step5. HomeworkPreview the language points and find out the difficult。

Unit13 Healthy eatingＩ．单元教学目标技能目标 Goals▲Talk about eating habits and health▲Practise seeing the doctor▲Practise giving advice and making suggestions▲Use the modal verbs had better, should and ought to ▲Learn some useful cooking terms▲Read and write recipesＩＩ．目标语言1． Practise seeing a doctor医生询问和提建议What can I do for you?What was the matter（with you ）？Lie down and let me examine you.Let me have a look.Where does it hurt?It is nothing serious.You’ d better have a good rest.Take this medicine three times a day.And I advise you not to do ...Drink plenty of water and have a good rest.You’ ll be well/ all right soon.病人描述病情I’ve got a pain/cough/headache.This place hurts.功I don’t feel well.能There is something wrong with ...句2． Giving advice and making suggestions 式劝告和建议You had better/ ought to /should ...I advise you(not) to ...3． Practise ordering foodMay I take your order?Yes. I’d like ... , please.What does that come with?It comes with ... and ...What would you like to drink?词汇结构重点句子What can you recommend?Anything else?I’d like to try ... , please.1.四会词汇fat, stomach, fever, salad, peach, ripe, ought to, ex-amine, plenty of, energy, soft, bar, fuel, diet, keep up with, pace, make a choice, bean, function, fiber, mineral, chemical, balance, short of, fit, digest, gain, sleepy, now and then, brain, peel, roll up, tasty, mushroom, steam, boil, bacon, lettuce, mixture, spoonful, slice2.认读词汇junk, vitamin, snack, Sharon, calorie, nutrient, nutrition, notorious, protein, muscle, calcium, dairy, product, carbohydrate, vegetarian, vegan, yoghurt, eco-food, organic, supplement, refuel, recipe, roll-up, ingredient, chop, dice, stir3.词组（略）4．重点词汇（略）情态动词had better, should 和 ought to 用来表示劝告和建议1． You ought to be careful with ...2． I think that might be the problem.3． I have got a pain here.4． We are well prepared for ...5． Choosing what to eat is no longer as it once was.6． Only in that way will we be ready for the challenges and opportunities in life . ．．III．学能目标在初中所学句型的基础上，进一步丰富学生的词汇，熟练掌握Seeing a doctor 以及 Advice 和 Suggestions的句型结构，积极和老师同学配合，认真完成教材的教学任务，达到新课标要求。

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。