最新Unit2-Healthy-eating说课稿
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。
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.。
英语：必修3 Unit2 Healthy eating课件(人教新课标)
yours, Ben
homework
Written homework : write a reply letter to Ben. Oral homework : imagine you are planning to open a restaurant which will provide the best local dishes in our hometown and a balanced diet. Discuss how to run the business.
beans
meat
milk
potatoes
bread
butter cheese
rice
mushrooms spaghetti noodles sugar
nuts tofu cabbage
cucumber
eggs lemons
oranges
peas
peaches
Dear friend, Nowadays, I have a big problem. I always eat too much, and I like to eat fast food so much though I know it is junk food. As a result, I become fatter and fatter. What’s more, I have a poor appetite(胃口). I often feel tired. I have seen the doctor who said that is just because of my eating habit. I want to know your attitude to Chinese food and western food. Could you give me some suggestions and give me a healthy recipe for me? Look forward to receiving your reply.
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。
Unit2HealthyEating教案
Book 3 Unit 2 Healthy Eating执教：崇义中学吴玉梅Title: Reading, speaking and writingTeaching aims:knowing about what is a balanced diet and nutrition;Knowing how to run a restaurant;Learning how to offering suggestions;Learning how to make a poster;Teaching important points:Train reading, speaking and writing abilities;knowing the importance of a balanced diet;Teaching difficult points:How to make out pracitical and efficient tasks to trainthe students’ integrating skills;Teaching methods:Task-based method; cooperative Learning;Inquiry Learning; Planning; Producing; present; Teaching procedures:Step 1 Lead-in◊Introduce the topic：provide 2 groups of gifts( A: energy-giving food; B: protective food) for the students to choose from.◊Raise the question:If you just eat energy-giving or protective food, what will happen to you?too fat / too slim healthy? pretty?Problems caused by not eating properly;How to solve the problems?Various food + the right amount = a balanced dietStep 2 Reading◊A task: let’s open up a restaurant which offer people a balance menu.What should we consider to open up a restaurant?name; place; style(atmosphere);menu; flavor; service; price;◊Read a passage to find out the above information about a restaurant.If you will eat in the restaurant, what attract you most?Step 3 Speaking◊Planning:In groups make out your restaurant by using some sentence structures and the words and expressions found in the passage.◊Present:Introduce your restaurant orally.Step 4 Writing◊Producing:In pairs work out a poster to advertise your restaurant.◊How to make a poster:Share a sample poster and work out its outline and features.◊Outline: title(Name / type); the advantages;slogan; telephone/address; ◊Features:Put most attractive items;Language should be direct, concise;Using capital letters or bigger words to stress somethin;Using pictures or signs to make your poster more attractive;Offering some slogans:◊Assessment:Swap their posters to have a assessment.◊Presentation:Share several posters and their comments.Step 5 Summary◊Can we own health and beauty at the same time?Eat properly +Exercise regularly = Feeling good + looking goodIn this way, people can own health and beauty at the same time.。
Unit 2 Healthy eating教案
Unit 2 Healthy eatingPeriod1 Reading Come and eat hereIThe analysis of the teaching materialThe topic of this unit is healthy eating, including different kinds of food names, keeping a healthy diet, and the advantages of keeping a good diet. The reading passage mainly tells us an interesting story about two restaurants owners, who are first competitors in business. II The analysis of the studentsStudents in senior high are quite active and the have some basic abilities on listening, speaking, writing and reading. However, understanding the whole reading passage is still difficult for them so gaining some reading skills, such as skimming and scanning is necessary.III Teaching aims and demandsKnowledge:Students should master the vocabulary about different food and some expressions in the passage.Ability:A.Students can understand the main ideas of the readingpassage through skimming and scanning.B.Students can use some words or phrases to expresstheir ideas on healthy eating topics.Affections:A.Students can have their own critical thinking on thetopic ‘what is a healthy diet’.B.Students are positive in team work and to havediscussions with partners.IV Teaching proceduresStep1: Lead-in1.Greetings2.Question: what do you eat for breakfast and what do you thinkabout it?Step2: Presentatione pictures to present some kind s of healthy foodB.Introduce some names of food like energy-giving food,body-building food and protective food and specific food names as rice, noodles, nuts, meat, eggs, vegetables and fruits.Step3: ReadingA.Pre-reading1.Imagine there was a restaurant, what do you think shouldgo into a good meal?2.Predict the main idea of the passage by looking at the title.B.While-reading1.SkimmingWhat is the main idea of the passage?2.Scanning⑴How many characters are there in the passage?⑵Fill in the blanks3.Careful readingWhat are the disadvantages of the two menus?C．Post- readingWrite a short passage to give the story an ending in groups. Step4. HomeworkSearch the Internet for more information about how to keep a balanced diet.V Homework and summarySearch the Internet for more information about a balanced diet。
Unit2Healthyeating(1)
5. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did. What could have happened? 6. Tired of that fat? Want to be thinner? be/get tired of… 对…厌倦 be/get tired with / from… 因...而疲劳
pyramid?
rice, noodles ,bread, ……
only a little
oil,butter,s alt,sugar
…
vegetables,fruit ,…...
meat, eggs, tofu, milk,….
oil,butter,salt, sugar……
meat, eggs, tofu,milk…
The differences between junk food and healthy food?
➢Junk food垃圾食品 ➢Healthy food健康食品
—has too much fat, —has a lot of nutrients like
sugar or
protein（蛋白质）and
He followed his friend to a newly opened restaurant which is very popular.
Part 3 Worried, he did some research to win his customers back.
True or False?
高中英语必修3·Unit·2·Healthy·eating·PPT课件
sugar
cucumber nuts
tofu
eggs
oranges
cabbage
lemons
peas
peaches
2.Which foods can help us grow bones and
muscle?
beans
meat
potatoes
bread
milk
rice
butter
mushrooms spaghetti
……
vitamin
minerals
carbohydrates
Which food contains more sugar?
chocolate
grapes
cakes
bananas
Which of the following foods contain the most fat?
Put them in order from 1 (most fat) to 5 (least
Seeing the doctor& advice
I.My favorite food/fruit/meat is… I’m fond of… I prefer…to.. I don’t often eat... I really hate… I can’t stand 2.What’s the matter/wrong with you?What seems to be the trouble?How long have you been like this?It’s nothing serious,only… take it easy I’ve got a pain in… I’m suffering from…I feel tired all the time I’ve got a bad cough/cold/fever/headache…It hurts when I touch it. I suppose you’d better…I think you ought to… I ‘d strongly advise you to…It might be a good idea to… You mustn’t… How/What about… Why not…?
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Unit2 Healthy eating说课稿一、教材分析与教材处理Come and eat here是一篇围绕本单元的中心话题healthy eating展开的叙事性文章，主要讲述了王鹏和雍慧开餐馆竞争的故事，读起来通俗易懂，而悬念式的的结尾也增添了故事的趣味性，由此学生可以在趣味横生的故事情节中学习健康饮食的知识，促使自己养成健康饮食的习惯。
在驾驭教材方面，我根据本校学生实际情况在warming—up、Pre-reading和Post-reading部分根据学生的实际情况对教材内容进行了适当的补充和修改。
二、学情分析本节课的教学对象是高一年级的学生，他们经过高一上半学期新教材的学习，已经逐步形成了一定的小组合作学习及自主学习的能力，也具备了一定的阅读能力，但还有待提高。
此外，健康饮食这一话题比较贴近生活，很容易激活学生的已有知识，便于学生开展学习活动。
三、教学目标结合单元教学要求和本课特点，依据新课程标准，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：1)使学生了解protein, calcium等基本营养成分的来源和主要功能。
2)学习掌握有关营养成分与食物的词汇，如：protein、calcium 、carbohydrate 、fibre、 mineral、 vitamin 、vegetarian & vegan、 green food and clean food 、eco-food and organic food等2. 语言技能目标：1)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。
2)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。
3.情感态度与文化意识目标：1)使学生养成健康饮食习惯的意识,领悟膳食平衡对身体健康的作用。
2使学生学会关心他人，体贴他人，并养成较强的合作意识。
四、教学重点和难点根据新颁布的普通高中《英语课程标准（实验稿）》关于读的技能目标的具体描述，结合高一学生实际和对教材内容的科学分析，确定本环节的主要教学重点和难点是: 1．重点1）让学生认识到饮食对健康的重要影响。
2）侧重培养学生对文章的整体性结构的把握，突出培养学生以下3个方面的能力：a.文章中心把握能力。
b.根据主题快速捕捉文章重点细节的能力。
c.猜词能力。
3）重点掌握有关营养成分与食物的词汇，特别是人体每天必须摄入的六种基本营养成分的词汇以及这些营养成分的来源和主要功能。
2．难点1)如何使学生养成科学的阅读习惯，提高阅读理解能力。
2)如何使学生学会提取、筛选和重组文章中关于健康饮食的信息，并灵活运用于语言实践中，达到语言实践能力的扩展与提高。
五、教学方法结合文章具体内容，本节课主要采用任务型语言教学法(Task-based Language Teaching) 、合作学习教学法（Cooperative Learning Approach）和直观教学法，借助多媒体教学设备让学生相互交流、合作学习，鼓励学生用英语交流的机会，大胆发言。
六、教学过程Step1 Lead-in.(2m)“转轴拨弦三两声，未成曲调先有情”，一堂成功的英语课必然少不了导入环节。
好的导入可以调动学生的积极性，激发学生的学习兴趣，还能消除其它课程的延续影响,排除学生心里的杂念，让学生饶有兴趣地投入到新的学习情境中去，进而提高学习效率。
因此本课的导入环节我会采用图片导入法，因为用图片导入比视频导入省时，比言语描述更为直观，更容易激起学生的好奇心。
首先我会在屏幕上呈现两张人物图片，一个肥胖症患者和一个骨瘦如柴的模特，问学生是什么原因导致了他们一个肥胖过度，一个却以瘦得病态。
在此以直观的图片和鲜明的对比，拉开本课的序幕，旨在用这两个极端的反面教材凸显饮食对健康的重要性，从而自然地引出本课的话题——Healthy eating.Step2 Warming-up(6m)Warming-up部分先向学生展示六类事物的图片，这六类食物分别是五谷类、肉类、蔬菜类、水果类、油脂类，以及奶制品和豆类。
在此以竞猜的形式让学生抢答图片对应的单词。
随后让学生做一道简单的连线题，将这六类食物与他们富含的营养成分进行连线。
这个练习主要是针对学生的口语设计的，主要练习be rich in\be low in的用法。
最后，教师将这些食物按其对人体的作用进行分类。
分成：Energy-giving food, body-building food 和protective food 三类。
并向学生说明这三类食物的区别和具体作用，同时在PPT上呈现饮食金字塔，众所周知古埃及金字塔是世界上的奇迹，是智慧和科学的结晶，是最稳定最牢固的建筑形式。
接着问他们是否知道饮食金字塔，在他们疑问之余，告诉他们同样“饮食金字塔”也是膳食的最佳结构，我们可以根据塔的原理平衡营养需求，达到健康饮食的目的。
这样的安排为后面的阅读和听力理解提供了背景知识，扫除了学生的知识障碍和语言障碍。
最后设置一个填空题，让学生根据饮食金字塔给A balanced diet下个定义。
至此学生对a healthy eating已经有了清晰的认识，为接下来的Reading部分做了充分的铺垫工作。
Step3 Reading.a.b.Pre-reading. （2m）让学生看屏幕上的图片，介绍本文主人公王鹏和雍慧，随后设置一个情景，让学生想象他们分别在我们的镇上开了餐馆，我们要一起到他们的餐馆去看看他们是否能给我们提供“a balanced diet”。
这是第一个情景，目的是将文章的背景设计的较贴近学生，使学生产生读文章的欲望。
同时，也能够较自然地过渡到文章中。
c.d.While-reading.(20m)这部分是整堂课的重中之重，主要分两块——fast reading 和careful reading。
在fast reading中，旨在通过限时阅读训练，引导学生略读文章内容，归纳段落大意，理清文章脉络，侧重培养快速阅读理解能力和文章中心把握能力。
要求学生快速浏览文章，了解文章的结构，将文章分成三个部分，并找出每个部分的大意；操作过程中，将每部分大意以挖空的形式呈现，降低学生的做题难度。
每段大意概括出来以后，学生很容易就能获得整篇文章的中心内容。
在“careful reading”中，做“True or False”之前我会请学生齐读下6个“Statements”，然后再带着问题听课文录音、做题并找出理由，这样既可以对学生进行地道、纯正的语音输入，突破语音关。
又可以帮助学生加深对课文的理解，达到阅读与听力两种教学活动的良好结合，促进学生各方面语言能力的协调发展。
最后，抛出一个问题“Can you find th e differences between Wang Peng’s and Yong Hui’s restaurants?”，请学生填写表格，比较雍慧和王鹏的餐馆在食物、价格以及优缺点方面的不同，以培养学生快速寻找文章细节的能力。
通过这第三个步骤的教学，学生能够了解文章的结构、内容，学习一些关于健康饮食的知识，达到训练寻找文章细节信息的阅读能力。
e. Post-reading。
(8m)上个步骤中最后一步是寻找两个餐馆的不同，也显示了两个餐馆的食物是不平衡饮食的两个极端。
因此接下来问学生“Would you like to go to Wang Peng’s or Yong Hui’s restaurant? Why?”让学生做选择。
基于对a healthy diet 的理解，学生必然会说两个餐馆都不愿意去，那么我就会顺理成章地设计一个情景，“Suppose you will open a restaurant, which food will you offer to your customers?Why do you give them such food?” 假定你们四人一组合伙开饭馆，你们会给你们的顾客提供什么样的食物？你们会设计什么样的接着让每个小组合作设计出饭馆的名称、菜单和广告语，然后请一名小组成员代表上去扮演饭店的老板向同学和老师推荐自己的菜单。
用自己的口才说服同学和老师去光顾他们的店。
本环节还设计了小组间的设计成果竞赛与小组间的互相评价两个让学生互相交流学习成果的平台。
这个过程让学生将之前在文章阅读中输入的一些信息转换成自己的语言输出，激发学生养成健康饮食习惯的意识。
Step 4 Sum up and consolidation (5m)a.请学生对本节课所学内容做个小结。
b.c.通过“Prevention is better than cure.和The best physicians are Dr. Diet, Dr.Quiet, and Dr. Merry man.”这两句英语谚语，灌输学生防患于未然的思想，培养学生健康的生活习惯,进一步加深学生对本文主题的理解。
Step 5 Assignments.布置三个作业。
第一，请学生在文章中划出一些重要的词、短语和难句，并抄到笔记本上去。
这个作业是为接下来的语言知识课做准备的。
第二，根据教师提供的线索和关键词复述课文。
关键词有： Wang Peng； frustrated ；Li Chang(regular customer) ；Yong Hui ；Slimming restaurant library第三（二选一）1.预测故事的发展及结局，写一篇简短的后续故事。
2.作文：目前随着麦当劳、肯德基等西式快餐在中国的迅速扩张，很多人尤其是青少年对此类食物青睐有加而不知其害，请简要描述这一现象并针对这一现象发表自己的观点。
设计这个课后作业的目的就是让学生把本节课的语言输入转换成文字输出，这既是对课堂所学知识的延伸，也弥补了课堂时间上的不足。