unit2Healthyeating教案
【33】Unit2 healthy eating教案设计
Unit 2 Healthy Eating一、教学目标根据《课程标准》，本单元要求依据高二年级学生特点确定以下“三维”目标：（一）知识与技能1、学生能理解和掌握新单词短语，尤其是与饮食相关的词汇，如：diet, barbecue,mutton, roast, fry, ought to, lose weight, slimming, win back, tell lies等等。
2、学生能掌握并灵活运用情态动词短语的肯定与否定表达：ought to-ought notto, have to-do n’t have to, mustn’t, needn’t.3、学生能够准确把握长句的复杂结构，精确理解文章含义，提升阅读技能与语言表达能力。
（二）过程与方法1、通过诵读法并结合例句呈现的方式来讲解使学生掌握新词与短语。
2、通过专题讲解和例句呈现的方式来引导学生掌握几组情态动词短语的用法与含义，同时用练习的方式加以巩固。
3、通过阅读训练与练习相结合的方式，帮助学生理解文章和提升阅读技能。
（三）情感、态度与价值观通过有趣生动的主题内容的学习增强学生对于英语学习的兴趣，同时养成健康饮食的生活观，有意识且知道如何Balance Your Diet.二、教学重点（一）学生能理解和掌握新单词短语，尤其是与饮食相关的词汇，如：diet, barbecue, mutton, roast, fry, ought to, lose weight, slimming, win back, tell lies等等。
（二）学生能够准确把握长句的复杂结构，精确理解文章含义，提升阅读技能与语言表达能力。
三、教学难点学生能掌握并灵活运用情态动词短语的肯定与否定表达：ought to-ought not to, have to-don’t have to, mustn’t, needn’t.四、说教法学法（一）说教法教学有法，教无定法，贵在设计，贵在创新。
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。
高二英语上册Unit2Healthyeating教案
以下是为⼤家整理的关于《⾼⼆英语上册Unit 2 Healthy eating教案》，供⼤家学习参考！Teaching PlanBackground information: 1. Objectives: 60 students of senior high Grade 2 2. Material: Reading passage Come And Eat Here from Unit 2 of Senior English in NSEC 3. Type of class: Reading 4. Time duration: 1period (40mins.) 5. Date: September 23, 2011 Teaching Aims: 1. Language Aims: (1) Students can tell which protective food is and which energetic food is (2) Names of Food: barbecued mutton, roast pork, bacon… (3) Key Words: curiosity, hostess, raw, vinegar, tell, discount, win, back…(These words are some basic words.) (4) Phrases: lose weight, get away with… (Because they are useful in our daily life and we often need to use them.) (5) Sentence patterns: ① Suggestions and advice What should we do? Shall we. . . ? How about. . . ? You must/mustn’t. . . . I think you ought to. . . . Perhaps you should. . . . You’d better. . . . You need/needn’t. . . . You have to/don’t have to. . . . My advice is/would be. . . . You might. . . . I suggest that you. . . . I would strongly advise you to. . . . It might be a good idea to. . . . ② Seeing the doctor What’s the matter? What’s wrong with you? What seems to be the trouble? How long have you been like this? It’s nothing serious, only. . . . I suppose you had better. . . . I think you ought to. . . . ③ Agreement and disagreement I’m not sure that! You could be right, but. . . . (I’m afraid)I don’t agree. I agree up to a point, but. . . . That’s an interesting idea, but. . . . Do you really think. . . ? Rubbish! /Nonsense! You can’t be serious! Actually/As a matter of fact, I think. . . . That’s not how I see it.(6) Grammar: Modal verbs: ought to/ought not to,have to/don’t have to/mustn’t/needn’t 2. Skills Aims: Reading Skills: skimming, scanning 3. Ability Aims: (1) Improve the reading ability of students (2) Improve the integral skills of students 4. Emotional Aims: (1) Students learn to be a good listener. (2) Students can express themselves confidently. Focal Points: 1. Students can understand the passage 2. Students can tell which protective food is and which energetic food is 3. Students can apply their reading skills to efficient reading under the guide of the teacher Difficult Points: Students can improve and apply their reading skills. Teaching Aids: Blackboard, chalk, computer, pptProcedure: Step 1: Lead-in (pre-reading) 8mins 1. Asking students the food they like 1mins 2. Show some pictures and let students tell which is healthy food and which is junk food 2mins 3. Predicting: Let students read the first paragraph, and predict why there is no customer in Wang Peng’s restaurant. 3mins 4. Pair Work: Let students discuss about their predicting. 2minsT: Good morning, class. Ss: Good morning, Miss Li. T: We all know that we need to eat every day, right? Ss: Yes. T: Now I want to ask you a question. What kind of food do you like? If you don’t know its Chinese name, you can speak in Chinese. Sa: French fries. Sb: I like barbecue. Sc: … T: Ok, now we will see some pictures of food. After seeing the pictures T: Do you know which is healthy food and which is junk food? Ss: … is healthy food, … is junk food. T: In fact, … is not healthy food but junk food. And …is healthy food. Ss: … T: Ok, today we’ll learn something about food. Now please open your book and look at the reading on page … Students open their books. T: Now, please read the first paragraph and try to find why there is no customer in Wang Peng’s restaurant. After that, three or four of you come into a group. And you can discuss your predicting with your partners. You have only three minutes for reading and two minutes for discussing. Students read and discuss. Step 2: While-reading 22mins 1. Skimming: Let student skim the whole passage and check their prediction. 3mins 2. Scanning: Let students find the menu of two restaurants and the features of them. And then let them scan to find the answer. 7mins 3. Teacher explains some language points. 12minsT: Ok, time is up. Have you finished discussing? Now you have 3mins to skim the whole passage and check your prediction. Ss read and check. T: Is your prediction right? Now please scan the passage. While scanning, write down the menu and the features of these two restaurants. Do you understand me? Ss: Yes. T: Have you found the answer? Ss: Yes. The menu of Wang Peng’s restaurant is…And its features are… The menu of Yong Hui’s restaurant is … Its features are … T: Since you have understood most part of the passage, now we will talk about some language points in this passage. …Step 3: Post-reading 8mins 1. Do true or false exercise 2mins 2. Retell the story 2mins 3. Using the key words to do the blank filling exercise (providing on the ppt) 4minsT: Now we will do some comprehending exercises. First, try to do the true or false questions. If it is wrong, please find the reason.True or false questions: Usually Wang Peng’s restaurant was full of people. Yong Hui could make people thin in two weeks by giving them a good diet. Wang Peng’s regular customers often became fat. Yong Hui’s menu gave customers more energy-giving food. Wang Peng’s menu gave customers more productive food. Wang Peng decided to compete with Yong Hui by copying her menu.T: How about the first? Is it true or false? Ss: True. T: The second? Ss: False. T: Yeah, it is false. But could you tell me the reason? Ss: Because …T: According to your answers, I know you have comprehended the passage. But could you retell the story? Now I will giveyou one minute to prepare. A minute later… T: Are you ready? Ss: Yes. T: Good. Any volunteer? How about Sc? Sc: … T: Excellent! You really did a very good job.T: Now, to check your understanding of some key words and phrases, please try to fill the blank.By lunchtime, Wang Peng’s restaurant _____ be full of people, but not today! When he was thinking what had happened, he saw his friend hurry by. He followed him into a new restaurant. He saw a sign: Want to _______? _____ drove him inside. The _____ is a very thin lady, name Yong Hui. She gave him a menu with only a few choices: _____ vegetables served in _____, fruit and water. On his way home, he thought about his own menu. He go to library to find his menu served _____ fat. Though customers _____ Yong Hui’s food, they are not giving enouth energy-giving food. And they would become tired very quickly. He thought with a _____ and a new sign he could _____ his customers back.Homework: 2minsIf you and your friends will go out to have a meal, which restaurant will you go? Will you go to Wang Peng’s restaurant or Yong Hui’s restaurant? And give me the reasons. Please think about it. And next time, we will have a debate.T: Ok, class is over, thank you for your listening. And next time, we will talk more about this reading passage. See you next time. Ss: See you.。
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.。
Unit 2 Healthy Eating教学设计
Unit 2 Healthy Eating教学设计Unit 2 Health Eating一、教法建议【抛砖引玉】单元双基学习目标Ⅰ四会单词和词组：pain , in (the) future , be rih in , ntain , fat ( n ) , sft drin , sre , sres f , disuss , disussin , at the end ( f )三会单词和词组：exaine , ripe , advise , patient , energ , eight , put n eight , esterner , ause , unhealth , lse eight , suggestinⅡ交际英语：人人都希望自己身体健康，工作顺利，生活愉快。
人体就像一部机器，机器需要经常保养才能不停地正常运转，不出故障；人也需要营养合理的饮食、充足的睡眠、必不可少的休息与娱乐。
倘若你为了省钱省时间而终日凑合着吃东西；倘若你为了挤出更多的时间对付艰苦的学习而挤掉了睡眠时间；倘若你为了多打工赚钱，几乎舍弃了所有的休息与娱乐。
那么，生病就在所难免。
万一人生了病就需要去医院诊断出出故障的原因，这时就需要和医生打交道，下面是常用到的语句。
医生用语：1 hat an I d fr u ? / hat as the atter ? / hat\’s the truble ?2 Des it hurt here ? / It\’s nthing serius / Let e exaine u / Tae this ediine three ties a da / And I advise u nt t d …3 Drin plent f ater and have a gd rest / u\’d better have a gd rest / u\’ll be ell sn4 Sh e ur tngue / Sti ut ur tngue / Did u ugh uh ? / Frtunatel , u nl have the flu (流感) / u\’ll have t be hspitalized (住院)H lng have u been lie this ? / ell , let\’s see pen ur uth and sa “ah ” / eep ar and dn\’t ath ld病人用语：1 I\’ve gt a pain ( ugh , headahe , tthahe ) / I dn\’t feel ell / There\’s sething rng ith … / This plae hurts / I feel a great pain here / I feel dizz (头晕) / I t se ediine last night , but the didn\’t help / Dtr , please give e an exainatin2 I\’ve had teperature taen I indeed have a fever / I as ht and ld b turns3 I dn\’t feel ell , dtr / I hpe it n\’t last lng / I dn\’t feel lie eating anthing4 I have a sre thrat ( 喉咙痛) and hest hurts / It started bthering e esterda afternn / I feel ht and feverish / I\’ ahing all verI\’ve been lsing sleep / hle bd feels ea / I\’ve lst vie / ears are ringing , and hees burning / I feel a pain in left legⅢ语法重点：进一步学习提出建议和忠告的句型。
人教版高中英语必修3《Unit2Healthyeating》教案
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。
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。
高中英语_Unit2 Healthy eating教学设计学情分析教材分析课后反思
教学设计学生课前活动设计：熟读课文，背诵重点句子。
教学过程设计（一）导入环节1. 出示教学目标Teaching Aims:● Help my students to know about several modal words by collecting some sentences with model verbs in from the passage.● Help my students to know about some functions of the modal words.● Help my students to try to use modal words freely by doing some practice.设计意图：用PPT的形式展示，学生可以很明确的了解这节课的教学任务。
2. 检查学生文本句子的背诵导入新课By now his restaurant ought to be full of people.Nothing could be betterHe could not have Yong Hui getting away with telling people lies.设计意图：文本中的重点句子或段落的背诵是学生学习英语的一种必不可少的学习手段。
这几个句子即是对上节课的语言学习课的复习，又是这节课的导入。
通过用红色标示这几个句子中的情态动词，使学生能发现它们的共同点—都含有情态动词。
这时给学生出示modal verbs 这一语法概念。
在这堂课的课堂语言中我会大量使用modal verbs这个词汇以扫清学生听的障碍，然后引导在文本中找出所有含有情态动词的句子。
（二）教学目标1 Help my students to know about several modal words by collecting some sentences with model verbs in from the passage.Task1 : Reread to discover and collect设计意图：引导学生找出所有含有情态动词的语句，并摘抄整理。
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Module 3 UNIT 2 Healthy eating
Period1 Warming up and Pre-reading
【Text Analysis：教材分析】
本单元的中心是围绕健康饮食展开的。
本课题的学习不但是能让学生了解什么是健康的饮食，同时也能引导其调整自身的饮食习惯做到健康饮食。
本节的教学内容为“Warming up and Pre-reading”，在学生掌握了该单元词汇的基础上展开的。
通过本节内容的学习，让学生了解健康饮食这个话题，也是为接下来的Reading Part“COME AND EAT HERE(I)”做铺垫。
考虑到单元的整体进度，我将Warming up and Pre-reading整合为一节课，为下节课Reading的学习奠定基础。
【Student Analysis：学情分析】
本课教学的对象是高一<4>、<9>班的同学。
4班为美术班，9班为重点班，两个班平时上课气氛活跃，能配合教师的教学指令，学习积极性好。
针对本单元内容，虽然学生对健康饮食方面的知识有一定的了解和兴趣，并且也养成了良好的学习习惯，但对我们日常生活中的相关健康饮食的知识了解还比较有限；而且他们的英语基础相对较为薄弱，在英语口语表达上往往出现难以张口、羞于张口的现状，并且在英语听力方面也出现听不懂的障碍等。
【Teaching aims：教学目标】
1. Enable students to acquire some vocabulary, especially some words relating with food.
2. Enable students to get useful information about healthy eating.
3. Enable students to know about problems with a diet,a balanced diet and nutrition. 【Teaching important points：教学重点】
There is a large number of vocabularies relating to food, so it is time-consuming and energy-consuming to acquire them.
【Teaching difficult points：教学难点】
1．How to express one’s opinion correctly in English.
2．How to stimulate student’s spirit of cooperation and teamwork,and then to finish the task effectively.
【Teaching methods：教学方法】
1.TBLT(任务型教学模式)
2.Cooperative Learning(合作学习)
3.Discussion(讨论)
4. Asking-and-answering activities（问答活动）
【Teaching Aids：教学用具】
Whiteboard,Multimedia courseware,and other normal teaching materials
一、自主预习
Activity1：本单元共71个词汇，熟练掌握54个，重点掌握21个。
diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, bacon, slim, raw, vinegar, lie, weakness, fiber, digest, carrot, debt, breast, garlic; get away from,balanced diet, lose weight, win back, put on weight等。
Activity2：自主学习，合作探究，熟记课标词汇。
Activity3：学习词汇，阅读课文，了解健康饮食的相关信息。
二、预习成果展示（略）
三、认知学习目标
1.Show the title on the screen----unit2 Healthy eating
2.学生自读学习目标
①Master some words relating with food.
②Talk about the useful information about healthy eating.
③Learn to express one’s opinion in English.
四、课堂研讨助学
Activity1：Lead in
Show the proverb：Health is the capital of all other things
Activity2：Warming up(小组竞赛)
Divided the Ss into 2 groups,Show some pictures about food one by one,look at the pictures on the screen,let Ss be free to answer.to see which group is the most?
Key words：
fruits,fish,corn,eggs,carrots,tomatoes,cucumber,cabbage,sweets,chocolates,
potato ships,rice ,noodles,dumplings,cake,pizza,hamburger....
Activity3：Decide which food is junk food or healthy food
Key words：bean,meat,pea,pepper,barbecue,chocolate,cucumber,pizza,peach hamburger,cola,potato….
Activity4：The division of food
The food is divided into three types,including energy-giving food,body-building food and protective food.they are rich in different nutrition.let Ss know about the division of food,such as rice,noodles,vegetables and fruits,meat,milk and so on,these food which types belongs to .
Activity5：My family and our diets
Introduce my family and our diets to students,and then introduce my family’s menus,let student decide if my family’s menus keep a balanced diet.
Activity6：Group work and Discussion(小组合作与讨论)
The restaurant’s introduction：Suppose my classmates open two restaurant,they introduce their menus and their restaurant’s special to you. (after a little while...) Discussion：If you had to choose a restaurant,which one would you choose? why? Activity7：summary
1.An apple a day keeps the doctor away. 一天一苹果，疾病远离我。
2.Radish and ginger keep away from doctor.冬吃萝卜夏吃姜，不劳医生开药方。
Activity8：Homework
1.Design a menu of balanced diet for yourselves ( breakfast/ lunch/ dinner).
2.Prepare for the lesson on page 10
附：Blackboard Design（板书设计）
Healthy Eating
a balanced diet
energy-giving body-building protective
food food food。