必修3Unit2Healthyeating 教学设计
人教版 必修三 Unit 2 Healthy eating(重点词汇 短语与句型) 教案
教学过程一、复习预习1. 检查上节课课后作业；2. Unit1语言知识运用诊断(1)．—I am afraid that my boss is not satisfied with my work.—________ Nobody’s saying you’re not good at your job.A．It doesn’t matter.B．Take it easy!C．Forget it! D．Go ahead.解析：选B考察交际用语。
句意：“我担忧老板对我的工作不满意。
〞“不要紧张。
没有人说你的工作没干好。
〞It doesn’t matter.“没关系〞，通常是对方抱歉时的应答用语。
Take it easy！“放松；不要紧张〞，通常用于抚慰别人。
Forget it！“算了吧〞，常用于否决别人的建议。
Go ahead.“开场吧〞，常用于同意某人的建议或恳求。
(2)．As the road to the airport is under reconstruction, we’d better _____ early to avoid the traffic jam.A．pay off B．set offC．put off D．take off解析：选B考察动词短语辨析。
句意：因为通向机场的道路正在重建中，我们最好早点出发以防止交通堵塞。
set off意为“出发〞，符合题意。
pay off意为“还清；成功〞；put off 意为“推延〞；take off意为“起飞；脱下〞。
应选B。
(3)．________ not to miss the flight at 15：20, the manager set out for the airport in a hurry.A．Reminding B．RemindedC．To remind D．Having reminded解析：选B考察非谓语动词作状语。
高中英语必修三unit2 Healthy eating 教学设计
高中英语必修三unit2 Healthy eating 教学设计作者：张微来源：《神州·中旬刊》2019年第08期一、教材分析这单元介绍的是饮食习惯，旨在让学生明白什么是健康的饮食習惯以及健康饮食的重要性。
鼓励学生检查日常饮食是否健康。
本篇文章词汇量较大，且大部分学生对饮食与健康关系了解较少。
因此，本文的学习难度较大。
二、学情分析本节课的授课对象是高一的学生。
他们能够读懂文章的大概意思。
但是，要恰当运用英语词汇表达自己的看法，以及通过英语文章的阅读获取相关信息对于高一学生有一定困难。
三、教学目标1.通过本课时的学习，学生能够读懂课文大意，掌握与将康饮食有关的重点词汇。
2.使学生学会通过略读，寻找文章的主题句，通过查读，捕捉文章的重要细节理解作者的写作意图，从而提高阅读理解能力。
3.使学生意识到健康饮食的重要性，只有饮食健康，才能有健康的身体，因此，我们要养成健康且平衡的饮食习惯。
四、教学重点及难点1.掌握有关营养成分与食物的词汇以及这些营养成分的来源和主要功能。
2.使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。
五、教学方法1.以任务型教学为主，强调教学方法的灵活性和多样性。
2.采取小组合作的方法，培养学生的合作精神。
六、教学过程Step 1.Leading-in and Warming-up1.First show the students some pictures of dishes to introduce the ; ; ; ; topic of this unit.2.T：What do you usually have for breakfast/lunch/supper？What is your favourite food？Can you give the reasons？3.Ask Ss to discuss with their partners and divide the food into three groups.Energy-giving food：Body-building food：Protective food：设计意图：通过谈论饮食，从而引入本单元的话题：Healthy eating。
高中英语-必修3_Unit_2_Healthy_Eating教学设计AqAHwH
必修3 Unit 2 Healthy Eating教学设计盂县三中张月英一、教材分析本单元的中心话题是Healthy Eating ，听说读写等语言知识和语言技能主要围绕这一话题展开叙述，反映了现代人对饮食的关注和时尚的追求。
文章里不断地提出问题，启发学生的逻辑思维，使学生互相合作，在交流活动中提高获取信息和处理信息的能力。
在教学活动中，教师力求使各项活动环环相扣，以符合学生的思维特点和认知水平。
在激发学生学习兴趣的基础上，培养学生在现实生活中处理矛盾和解决问题的能力。
二、教学理念“健康饮食”与学生的生活实际紧密相连，课文内容和练习都与食物有关。
在教学过程中要能够关注不同层次的学生，注重学生的个性发展，在课堂上让学生进行探究性的学习，培养学生的创新能力。
总之要体现以学生为本，教师高效引导的新课标理念。
三、教学目标知识目标：1. Enable the students to master some useful words and expressions.2. The students will have a better understanding of the meaning and structure of the text.3. Let students learn the knowledge of balanced diet and nutrition.能力目标1. Develop students’ reading ability and let them learn different reading skills.2. Enable students to talk about different kinds of food, problems with diet and balanced diet.情感目标1. Let students know the importance of healthy eating.2. Help others know more about healthy eating.四．教学过程Step ⅠRevision1. Check the homework2. Share the information the students have got form the Internet.Step Ⅱ Lead-inShow the students two pictures and ask them the following questions.1. What's your first impression on the boy and the girl in the pictures?2. Can you guess why they are so different?What do they usually eat? Try to list their menus.3.If we always eat these foods in menu one / two， what will happen to us? Step III Reading一．Fast reading1. Let the students look at the title Come and Eat Here and the pictures on P10 to guess the contents of the passage.2. Let the students read the passage quickly and then fill in thefollowing blanks.This passage mainly tells a story between ____ and ____. They serve different ____ in their restaurants. The foods in Wang Pengwei'smake people ____ while the foods in Yong Hui's make people ____.二. Careful Reading1. Let the students read the passage carefully and divide the passage into three parts, and then try to get the main idea of each paragraph.Paragraph 1: Wang Pengwei is worried because his restaurant is not full of people as usual.Paragraphs 2~3: He follows his friend to a newlyopened restaurant which is very popular.Paragraph 4: Worried, he does some research to win his customers back.Step IV :DiscussionWhat can we learn from the passage?What is a balanced diet?Step V: Language points1. earn /make one’s living by doing sth.=live by doing sth.2. after all 与all相关的短语。
必修3Unit2Healthyeating教学设计
Book 3 Unit 2 Healthy eating Ｉ．单元教学目标II．目口号言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类食物对人体的作用，引导学生关注平稳膳食，促使学生养成健康饮食的适应。
针对现实中碰到的实际问题发表自己的观点。
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 讲述王鹏伟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。
但王鹏伟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。
人教版必修三Unit2《Healthyeating》word教学设计1
Part 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for reading (COME AND EAT HERE <1>)IntroductionIn this period, after the warming up, students will first be guided to question and answer. Then they will be helped to read a n arrati on en titled COME AND EAT HERE. Readi ng can be done bythe following procedures: Looking and listening , Reading aloudto the recording , Reading and underlining ,Understandingdifficult sentences , Reading to decide on the type of writing and summary of the text. The period will end by students retelling the text.ObjectivesTo help stude nts un dersta nd the text s forms and contents and leearithybea t ingTo help stude nts com muni cate on the topic in focus with the words, expressi ons and structures lear ned in this un itWordsdiet, bala nee, barbecue, roast, stir, fry, slim, lie, con sult, digest, glare, spy, limit, ben efit, sigh, comb ineExpressionsought to, lose weight, get away with, tell a lie, win back, in debt, spy on, cut dow n, before long, put on weightPatterns1. Wang Pen gwei sat in his empty restaura nt feeling very frustrated .2. Nothing could have been better.3. He couldn ' t have ong Hui getting away with telling people lies!4. I thought you were a new customer and now I find you came only to spy on me and my menu.5. I do have to rest a lot .±4 X ■阳阳Fm Clk & &UttiMliaMaT—Hlih, llr^llwii3叶十 ■ tfriM El 生严ikj Fhw Safe 召统I 屮■! F*嗣筑AidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1.Warming upWarming up by learning vocabularyHello, every one. We shall read about healthy eati ng today. Everybody has to eat, but do you eat a healthy diet? Turn to page 95 and familiarize yourself with the words and expressi ons used in this un it. Try to make up a story based on the vocabulary, either in En glish or in Chin ese.Warming up by sharing opinionsIf you eat out a lot, find ways to follow your meal pla n as much as possible. Pick a restaura nt with a variety of choices to in crease your cha nces of finding the foods you want.When you eat out, order only what you n eed and want, know how to make cha nges in your meal pla n in case the restaura nt does n't have just what you want.2.Pre-reading by questioning and answeringFor 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 of the traditi onal 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 advaneed farming techniques. Moder n tech niq ues could be in troduced to in crease the rice output, and expa nd the area of fields.3.Looking and listeningLook at the sig n of a restaura nt. It reads:We Make It Easy!Accommodati ng up to 80 guestsSit dow n meals with a choice of three en treesBuffets available for parties of 38 or moreIn timate appetizer recepti onsBanqu ets are menu price plus tax & tipNo room charge for meal functionsNo adva need deposit requiredElega nt set-up, complete with table linens and fresh-cut flowersService staff dedicated to your partyDo you want to eat here at this restaura nt? Lets go!4.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 improv ing reading comprehe nsion. Now turn to page 10 and read aloud to the recording of the text COME AND EAT HERE. Pay attention to the thought groups in the senten ces while liste ning and readi ng aloud.5.Reading and underliningRead the text aga in and try to un derl ine all the collocati ons in the passage. You are going to copy them into your no tebook after class as homework.Collocations from COME AND EAT HERE （1）sit in an empty restaura nt 坐在空荡荡的餐馆里,feel frustrated 感至U沮丧,get up early 早起, prepare one '6.Understanding difficult sentencesIn groups of four，an alyze the structure of the difficult senten ces. If you have any problems which are too difficult for you to solve do not hesitate to put them to me.7.Reading and transferringIn pairs，read the text，find information to complete the following form.make …fat —fin—offer eno ugh in crease the fibre i（用原版）。
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。
人教版高中英语必修三Unit2HealthyEating词汇教学设计课件
人教版高中英语必修三Unit2 Healthy Eating 词汇教课方案教课目的：1.知识目标：掌握 Unit2的单词和词组的意思及其用法。
2.能力目标：创建语境，使学生不单能认识新单词的意义，更能再创建语境中使用并使其在口语表达和写作能力方面有所提高和拓展。
3.感情目标：加强学生学习英语的兴趣，并提高学生学习英语的信心。
经过任务，加强学生团结协作精神。
教课要点：掌握 Unit2的单词和词组的意思及其用法，及掌握怎样妙策单词的方法。
教课难点： benefit,ought to, curiosity, strength等单词的用法。
教法：任务型教课法；视听法；学法：概括比较法，联想法；教课工具：多媒体教课过程：Step1 Lead-inListen to an English poem“weare what weeat ”.Leaind the the new lesson.Step2 PresentationTask1 Ss read the new words in groups of four.Three minutes is permited.Task2 Teacher teaches Ss how to pronounce the words and phrases and explain the uses of them .1. use different pictures of food to inspire students to match the pictures with the English words.用法点滴1>.不及物动词 vi.受益,受惠[(+by/from)]We benefited greatly by this frank talk.此次爽快的讲话使我们获益匪浅。
2>.名词 n.利益,利处;优势[U][C]The new hospital will be a great benefit to the town.新建成的医院将给全城带来莫大利处。
人教版高中英语必修3Unit 2 Healthy eating教案The third period
一．内容及其解析1. 内容：“阅读”(Reading)部分介绍的是一篇关于“饮食习惯”的文章。
文章从传统饮食习惯的改变，学习本文的目的是让学生重新审视自己、审视食物，提高养成健康饮食习惯的意识，同时通过对该文章的阅读丰富有关这个主题的语言和信息。
2. 解析：在阅读文章前设置一些以阅读内容关系密切的问题。
可以启发学生预测课文的内容.让学生形成整体来处理,通过上下文来学习词汇和语法,应用各种方法来理解课文,提高阅读技能.读完后还应通过一些题目来检测对课文的理解与否.二．目标及其解析1.目标(1) 提高运用阅读策略预测课文内容和获取课文主要信息的能力；(2) 形成自主学习，合作学习和探究学习的意识。
2.解析⑴能够采用各种阅读技巧提高学生的阅读能力⑵能够掌握文中的词汇，句型，语法现象。
三．教学问题诊断分析课文有本单元要学的大部分生词,短语.句子以及语法这些都是阻碍学生理解课文大意的,教师应鼓励学生猜测然后再看生词表.阅读时画下自己不懂的句子,语法等四．.教学支持条件分析利用图片和录音机从听觉，视觉上激起学生学习兴趣五．.教学过程设计（一）教学基本流程读前——快速阅读——细读——读后——小结（二）教学情景“读前”(Pre-reading)部分设计了四个和健康饮食有关的问题，引导学生互相交流饮食喜好和对健康饮食的理解，激发阅读的欲望，为下一步的“阅读”自然地打下铺垫。
Step one: Pre-reading1. Language Input：no longer， keep up with, had better, make the right choices, base on, keep a balanced diet, lose weight, go on diets, keep fit2. Questions:1.How many meals do you eat every day?2. Which meal do you think is the most important? Why?3.What kind of snacks do you eat?4.Which of the following gives you the most energy :a banana, a soft drink ,a bar of chocolate?设计意图: 可以启发学生预测课文的内容师生活动:教师提问,学生讨论,教师整理StepTwo: Reading1.ScanningAsk the Ss to listen to the tape while looking at the sentences on the screen, makinga decision about whether the following statements are true or false.1. Choosing what to eat is an easy thing . (F)2．Traditional diets have a lot of fat and calories for 21st-century person. (T) 3．Protein is good for our bones. (F)4．We can get carbohydrates and fuel from rice. (T)5．Although vegans do not eat any animal products at all, they still eat some yoghurt or eggs. （F）6．organic vegetables contain some chemicals which is bad for people’s health (F) 7.We can get some information about what we can eat from magazine or TV. (T)设计意图: 快速阅读培养学生获取课文主要信息的能力.师生活动: 教师提问学生回答.2.:. SkimmingAsk the Ss to read the passage more carefully and find the topic sentence for each paragraph.. Para 1：（Choosing what to eat is no longer as easy as it once was）．. Para 2：（When we choose what to buy and eat，we had better think if the food will give us the nutrients we need）．Para 3：（ Many people today make choices about their eating habits based on what they believe．）Para4：（It is probably better if we spend our time and money on buying good food and keeping a balanced diet。
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~~ ~~~ Book 3 Unit 2 Healthy eating Ｉ． 单元教学目标 技能目标Skill Goals Talk about healthy diet Make suggestions or giving advice on diet Distinguish the meanings of Modal verbs Make a balanced menu
II． 目标语言
功 能 句 式 Practice talking about your ideas Yes, I think so. I don’t think so. I agree. I don’t agree. That’s correct. Exactly. That’s exactly my opinion. You’re quite right. I don’t think you are right. I quite agree with you. I’m afraid I don’t agree / disagree with you. Of course not. I’m afraid not. All right. That’s a good idea. Certainly. / Sure. No problem. Practice giving advice and suggestions You must / must not...
词 汇 1. 四会词汇 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, combine 2. 认读词汇 protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, cooperation 3. 词组 get away from, balanced diet, ought to, lose weight, tell a lie, win… back, earn one’s living, in debt, spy on, cut down, before long, put on weight
语 法 The use of ought to 1. Statements 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. 2. Difficulty Distinguish and summarize the usage of ought to and should.
Ⅲ. 教材分析与教材重组 1. 教材分析 本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作~~ ~~~ 用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。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 讲述王鹏伟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。但王鹏伟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。 2． 教材重组 2.1 精读 把Warming up作为Reading 的导入部分，把Pre-reading、Reading 和Comprehending整合在一起作为一堂“精读课”。 2.2 语言学习 把Learning About Language和Workbook中的Using words and expressions, Using Structures结合在一起上一节“语法课”。 2.3 听力 把Using Language 中的Listening和 Workbook中的 Listening， Listening Task放 在一起上一堂“听力课”。 2.4 泛读 Using Language中的Reading与Workbook中的Reading Task放在一起上一堂“泛读课”。 2.5 口语 将Page 13 Activity 3和Workbook中的Talking, Speaking Task放在一起上一堂“口语课”。 2.6 语言运用 将Speaking and Writing和Workbook中的Writing Task, Project整合在一起上一堂“写作课”。 3． 课型设计与课时分配 1st period Warming up and Reading 2nd period Using language 3rd period Learning about Language 4th period Listening 5th period Language study 6th period Revision ~~ ~~~ The First Period Warming up and Reading Teaching goals 教学目标 1. Target language目标语言 a. 重点词汇和短语 energy, fiber, digestion, bean, cucumber, mushroom, lemon, ham, mutton, roast, slim, curiosity, raw, lie, customer, muscle, cheese, protective, frustrated, drive, sugary, body-building, energy-giving， newly-opened, balanced diet, ought to, tired of, throw away, get away with, tell lies, take off, be amazed at, do some research b. 重点句子 His fried rice was hot but did not taste of fat. Tired of all that fat? Want to be thinner? Only slimming food served here. I will take all that fat off you in two weeks if you eat here every day. It was not giving its customers energy-giving food! Something terrible must have happened if Maochang was not coming to eat with him as he always did. He wondered if he should go to the library to find out. He couldn’t have Yong Hui getting away with telling people lies! 2. Ability goals 能力目标 a. Enable students to talk about their eating. In what ways the food you eat helps you? How can you have a healthy diet? What will happen if you don’t have a balanced diet? b. Understand the text and answer the following questions. What happened to Wang Pengwei’s restaurant? Why would his customers prefer to eat at Yong Hui’s restaurant? What did he do after leaving Yong Hui’s restaurant? c. Understand the details about the text and retell the text in the role of Wang Pengwei. 3. Learning ability goals 学能目标 Enable the students to learn how to talk about their eating. What does a healthy diet mean? Is what Yong Hui did right? Why? What will you do if you are Wang Pengwei? 4. Teaching important points 教学重点 a. Identify different groups of foods and talk about healthy eating. b. What kind of food did they provide for their customers, healthy or unhealthy? Why? 5. Teaching difficult points 教学难点 a. Understand the real meaning of healthy eating. b. How was the competition going on? Who would win? 6. Teaching methods 教学方法 a. Fast and careful reading. b. Asking-and-answering activity to check the Ss’ understanding of the text.