Healthy eating（精选3篇）
Healthy eating 第1篇
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>)
introduction
in this period, after the warming up, students will first be guided to question and answer. then they will be helped to read a narration entitled come and eat here. reading can be done by the following procedures: looking and listening，reading aloud to the recording，reading and underlining， understanding difficult sentences，reading to decide on the type of writing and summary of the text. the period will end by students retelling the text.
objectives
to help students understand the text’s forms and contents and learn about healthy eating
to help students communicate on the topic in focus with the words, expressions and structures learned in this unit
focus
wordsdiet, balance, barbecue, roast, stir, fry, slim, lie, consult, digest, glare, spy, limit, benefit, sigh, combine
expressionsought to, lose weight, get away with, tell a lie, win back, in debt, spy on, cut down, before long, put on weight
patterns1. wang pengwei sat in his empty restaurant feeling very frustrated.
2. nothing could have been better.
3. he couldn’t have yong 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.
6.pengwei followed li maochang into a newly-opened small restaurant at the end of the street.
7. if i had the chance to say one thing to healthy kids, it would be this: just having a disability doesn’t mean your life is not satisfying.
8. his restaurant ought to be full of people.
9. tired of all that fat?
10. the competition between the two restaurants was on!
11. i don’t want them to remind me of her.
aids
multimedia facilities, tape-recorder, photos, diagrams
procedures
1. warming up
warming up by learning vocabulary
hello, everyone. we shall read about healthy eating today. everybody has to eat, but do you eat a healthy diet? turn to page 95 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 or in chinese.
warming up by sharing opinions
if 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.
（用原版）
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 an overall healthy lifestyle, that also includes regular physical activity, not smoking, and stress management. if you drink alcoholic beverages, do so in moderation.
2.pre-reading by questioning and answering
rice 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 of the 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.
3. looking and listening
look at the sign of a restaurant. it reads:
we make it easy!
accommodating up to 80 guests
sit down meals with a choice of three entrees
buffets available for parties of 38 or more
intimate appetizer receptions
banquets are menu price plus tax & tip
no room charge for meal functions
no advanced deposit required
elegant set-up, complete with table linens and fresh-cut flowers
service staff dedicated to your party
do you want to eat here at this restaurant? let’s go!
4. reading aloud to the recording
comprehension—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 10 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.
5. reading and underlining
read 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.
collocations from come and eat here (1)
sit in an empty restaurant坐在空荡荡的餐馆里, feel frustrated感到沮丧, get up early早起, prepare one’s menu of mutton kebabs/roast pork准备（烤羊肉串/烤猪肉）菜肴, by lunchtime到午饭时间, ought to应该，be full of充满……，think of…想到……, cook…in the hottest oil用热油烹调, fried rice炒米饭, taste of fat吃起来油腻, hurry by匆匆走过, eat with sb.与某人吃饭, follow … into…跟随进入, a newly-opened small restaurant一个新开张的餐馆, at the end of the street在街道的尽头, a sign in the window窗子上的一个标牌, be tired of对……厌倦、厌烦, come inside to…走进去, serve slimming food提供苗条食品, make…thin使……变瘦, drive…inside驱使……进入 , a thin lady一位很瘦的女士 come forward向前, take…off…减掉, raw vegetables生菜, be amazed at…对……感到吃惊, cost more than…比……花费多, believe one’s eyes相信自己的眼睛, throw away扔掉；丢弃 hurry outside赶紧出去, on one’s way home在某人回家的路上, be on上演，进行，think about…考虑……, make…fat使……肥胖, find out找到；发现, get away with被放过；（做坏事）不受惩罚, tell lies/a lie说谎, do some research做研究, energy-giving food提供能量的食物, become/be tired变累, win… back赢回, feel fit感到健康
6. understanding difficult sentences21世纪教育网
in groups of four, analyze the structure of the difficult sentences. if you have any problems which are too difficult for you to solve do not hesitate to put them to me.
7. reading and transferring
in pairs, read the text, find information to complete the following form.
yong hui’s restaurantwang pengwei’s restaurant
selling pointselling point
menumenu
measures
for reference
yong hui’s restaurantwang pengwei’s restaurant
selling pointoffer slimming foodselling pointoffer energy-giving food
menuraw vegetables, fruit and watermenu21世纪教育网mutton kebabs, roast pork, fried rice, sugary cola, ice cream
measuresoffer balanced menus with food full of both energy and fibre
8. reading the text once again to decide on the type of writing and summary of the text
type of writingthis is a piece of narrative writing.
main idea of the passage
being driven by curiosity, wang pengwei, an restaurant owner, spied on yong hui’s restaurant and put on a competition with yong hui.
central idea of 1st part (before the word of “curiosity”) wang pengwei, frustrated, went into a newly-opened small restaurant at the end of the street and found a sign in the window advertising “slimming foods”.
central idea of 2nd part (after the word of “curiosity”)amazed, wang pengwei went to do some research and wrote his own sign starting a competition with yong hui.
9. listing a chain of events happening in come and eat here(1)(2)
read the text one more time to list a chain of events.
sit in an empty restaurant→ feel frustrated → get up early→ prepare one’s menu of mutton→ think of…→hurry by →eat with sb. →follow … into…→come inside to…→serve slimming food → make…thin → drive…inside →come forward →take…off →be amazed at…→cost more than…→believe one’s eyes →throw away…→hurry outside →think about…→ make…fat →find out →get away with →tell…lies →do some research →become tired →feel fit →feel happy →earn one’s living →look forward to ~ing →be in debt →walk in →look happy →glare at…→move round…→spy on…→advertise the benefits…→try a meal →enjoy the dumplings →serve sb. …→look ill →feel sick with…→heavy food →enjoy a second plate of dumplings →get tired →rest a lot →feel healthy →chat about…→offer a balanced diet →offer enough fibre →provide a balanced menu →serve fruit with ice cream →cut down the fat →increase the fibre in the meal →turn into…→get married →live happily
10. closing down by having a dictation
to end the period you will take a dictation. it is about how to order in a restaurant.
（用原版）
how to order in a restaurant?
*if you don't know what's in a dish or don't know the serving size, ask.
*try to eat the same portion as you would at home. if the serving size is larger, share some with your dining partner, or put the extra food in a container to go.
*eat slowly.
*ask for fish or meat broiled with no extra butter.
*order your baked potato plain, then top it with a teaspoon of margarine or low-calorie sour cream, and/or vegetables from the salad bar.
*if you are on a low-salt meal plan, ask that no salt be added to your food.
ask for sauces, gravy and salad dressings "on the side." try dipping your fork tines in the salad dressing, then spear a piece of lettuce. or add a teaspoon of dressing at a time to your salad. you'll use less this way.
*order foods that are not breaded or fried because they add fat. if the food comes breaded, peel off the outer coating.
*read the menu creatively. order a fruit cup for an appetizer or the breakfast melon for dessert. instead of a dinner entree, combine a salad with a low-fat appetizer.
*ask for substitutions. instead of french fries, request a double order of a vegetable. if you can't get a substitute, just ask that the high-fat food be left off your plate.
*ask for low-calorie items, such as salad dressings, even if they're not on the menu. vinegar and a dash of oil or a squeeze of lemon are a better choice than high-fat dressings.
*limit alcohol, which adds calories but no nutrition to your meal.
Healthy eating 第2篇
unit 2 healthy eating
part 1 teaching design
第一部分 教学设计
period 3 a sample lesson plan for using language
(come and eat here<2>)
introduction
language is learned to be used in and for communication. so in this period we shall have the students read, listen, write and speak in english, making use of the focused words, expressions, structures and topic ideas covered in this unit. warming up by listening and reading aloud is to be followed by reading and underlining，doing exercises and guided speaking. after the guided writing the period will be ended by students read ing more about eating.
objectives
to learn more about food and eating from the passage come and eat here (2)
to learn to use the language by reading, listening, speaking and writing
procedures
1. warming up by listening and reading aloud
why read aloud?
*develops a positive attitude toward books as a source of pleasure and information;
*increases vocabulary;
*expands the students’ knowledge base;
*stimulates imagination;
*sharpens observation skills;
*enhances listening skills;
*promotes self-confidence and self-esteem;
*offers many new friends since book characters can become quite real;
*contributes to the students’ problem-solving skills;
*satisfie s and heightens curiosity;
*encourages positive social interaction .
2. reading and underlining
you are to read and underline all the useful expressions or collocations in the passa ge. copy them into your notebook after class as homework.
collocations from come and eat here(2)
feel happy感到快乐, earn one’s living谋生, after all毕竟, look forward to doing期待做……, be in debt负债, no longer不再, look happy看上去高兴, glare at盯着看, only to do（出乎意料之外的结果）却……, spy on窥视, advertise the benefi ts of…宣传……的好处, enjoy the dumplings享用饺子, serve sb.伺候/服务/招待某人, look ill看上去有病, feel sick with…因……而感到恶心, heavy food难消化的食物, enjoy a second plate of dumplings再享用一盘饺子, get tired变累, rest a lot休息很久, feel healthy感觉健康, chat about…闲聊……, offer a balanced diet提供平衡膳食, offer enough fibre提供足够的纤维, body-building or energy-saving foods强健体魄或有能量的食物, provide a balanced menu提供平衡菜谱, cut down the fat减少油腻, increase the fibre增加纤维, turn into变成, get married结婚, live happily幸福地生活
3. doing exercises
now you are to do exercises following the text on page 15.
4. guided speaking——talking with foreigners about chinese food
suppose you are showing some american visitors around your city. tell them about chinese food.
youamerican visitors
there's a joke about cantonese food that is often told: they cook everything with four legs except the table and everything that flies except the airplane…the chinese people love to eat and spend a lot of time eating. it is surprising to us that people eat out so much—not only in restaurants, but in little shops for breakfast, lunch, and dinner. some of the little shops have a few chairs, some no t. many people set up shops on the sidewalk, often with facilities for simple cooking.
5. guided writing
in pairs, discuss what makes an enjoyable chinese meal. then make two chinese menu, the one from the south is given below. make one from north china.
an example：fried eggs with tomatoes
ingredients: 4 eggs, 2 tomatoes, 50 gram peanut oil, proper amount of salt, gourmet powder and chopped scallions.
cooking methods:
firstly break the egg shells, put ale egg white and yolk into a bowl and stir them with salt, gourmet powder and the chopped scallions. secondly wash the tomatoes carefully and cut them into dices of about 4 centimeters. then put the tomato dices into the mixture of eggs. finally when the ingredients are ready, put the frying oven on the gas-stove to heat the oil. when the oil is hot enough, pour the egg liquid together with the tomato dices into the oven. turn over the egg liquid and tomato dices as quickly as you can until the tomato dices are done.
this dish has three different colours: red, yellow and green. it is fragrant and delicious with a bit of sour flavour. it is rich in p rotein and vitamin c.
中餐英文菜谱
烤乳猪 roast whole suckling pig
葡国碳烧肉portuguese roast pork
金牌回香鸡golden tasty chicken
盐香脆皮鸡salty crispy chicken
蜜汁碳烧叉烧honey charcoal pork
碳烧靓排骨charcoal spare ribs
骨香乳鸽tasty baby pigeon
新派卤水拼盘new style soy sauce stewed meat
凉拌海蜇marinated cold jelly fish
日式海蜇japanese style jelly fish
凉拌青瓜marinated cold cucumber
凉拌粉皮marinated cold bean pasty
蒜香猪耳仔garlic taste pig’s ear
麻辣凤爪spicy hot chicken feet
琥珀核桃deep fried walnut in sy rup
6. further applying —acting a text play
turn either one of the two articles into a text play. rehearse it and play it in front of the class. the play shall last at least 10 minutes.
7. closing down by reading more about eating
eating in a healthy way
good dining habits are vitally important to a person’s health, chen zhonghui, a renowned nutritionist, told a large audience at the shenzhen grand theater on saturday.
according to chen, 60 percent of diseases are caused by an unhealthy life style, while only 15 percent are genetically based.
a human being’s main sources of nutrition are protein, fat, carbohydrate, mineral elements, salt, vi tamin and water. people should try to get nutrition from foods, instead of tonics, said chen, who worked as nutritionist for china’s state and provincial leaders for more than a decade and co-wrote a popular health guidebook.
when asked how he stays healthy, chen said he eats “everything.” one should not be choosy about food, he said. chen also pointed out several ordinary unhealthy dining habits, such as eating only flour and rice and refusing to eat coarse grains; eating only appetizers and refusing to eat entrees; and eating only fruit and refusing to eat vegetables.
chen said foods should be clean and fresh, and their nutritional elements should be preserved as much as possible while preparing and cooking them. for example, was h vegetables before shredding them so as to avoid washing vitamins away. northern chinese like to eat braised vegetables in the winter, but braising them robs the vegetables of their nutrition.
chen also stressed the importance of eating at proper time. shenzheners often have simple breakfasts, quick lunchs and large suppers. chen said these eating habits are unhealthy and a major cause of obesity.
it’s better to eat an early and nutritious breakfast and eat modest portions in the evening, said chen.
contrary to many calcium-supplement advertisements, chen said people will not suffer from insufficient calcium if they have enough soybeans, milk and sunshine.
Healthy eating 第3篇
学生情况分析
本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
单元话题
本单元的材料编排以健康饮食为核心话题，围绕这一话题主要谈论了4个次话题。各个话题之间衔接十分符合认知规律。如图所示：首先定性什么是健康食品，什么是垃圾食品，接着谈论不当的饮食对身体的影响，身体不佳就得看医生，那么看病的时候如何用英语与医生交流。大家都不想因为不良饮食而生病，于是接着从多个角度探讨我们平时的食物偏爱与营养结构，让我们进一步明白健康饮食的重要性。同时也谈论了我们实际饮食文化中不可忽视的一项---小吃以及如何写食谱，自己动手制作来解谗。
语言技能分布 当我们沉浸在第一单元五颜六色的美味佳中的时候，我们除了流口水之外，英语语言的各项技能----听说读写也不知不觉的被品味被消化。
教学理念
本单元在授课模式上尝试采用TBL任务型教学模式，其实用step 1.2..也没什么两样，问题是无论是那种形式，都要围绕所要达成的既定目标而设置任务或步骤，在实质上力争达到形散而神不散。
在课堂教学中倡导多层次多形式的对话，根据教育心理学家Kolb的体验式学习理论，高中学生的逻辑思维能力日益增强，同时具有了一定的社会阅历和知识基础。体验式学习更能达成有效的知识迁移。
在课堂教学中尝试进行对话的时候，尝试着关注以下三方面：师生对话中关注班级中最薄弱的那个学生。生生对话中关注团队协作互助的精神。通过这两点，试图促进知识的落实。
书本与生活的对话关注激发学生的学习兴趣，实现知识和技能的提升。
注重学习的绩效分享，以增强学生的自信心和社会责任感，分享形式可以是多角度的。如学生之间，师生之间，学生与家庭之间，朋友之间等。
以上所涉及的教学理念并非非用不可，或是最先进的。本人觉得在这个话题下可以尝试着渗透一些。
操作理念
在具体操作过程中重视学生个性和创新意识，给予学生充分表达的机会。例如在warming-up部分，让学生界定healthy food and junk food的概念，完全允许他们有不同的界定标准，我们英语课的主要目的还是想着招数，骗学生开口说话。我们是英语教师，毕竟不是营养学家。
类似情况如在阅读模块中的问题讨论部分。
大部分学校外语教学，不，英语教学是大班教学，学生层次不齐，因此任务的设置要有层次性，难问题碰到薄弱生，老师学生一起生气，容易题碰到好学生，老师学生都不过瘾。最后只好说，这书没法教了，不过想想一家老少。当然更要给不同的学生搭建达成目标的平台。
每一个任务的展开都设法先给予足够但不过量的输入，力争环环相扣，用我们在座的一位学长的话说：打假，不自己骗自己。
第三方面：在资料搜集时，不让可怜的英语老师一人都挑，学生老师一起动手，开学初，将各个单元的资料搜集分配到各个学习小组，在相应单元开工前上交。开展一些评比活动以激励学生的积极性。
教学任务 教学任务请大家自己看，限时20秒。教材上没有课外学习任务，但我觉得这个内容可以尝试。
Warming-up
由于昨天有些老师没有教材，特提一下教材内容：
1） 教材给出了一些食物图片，要求界定垃圾食品还是健康食品
2）给出一个空白饮食调查表
教学建议：
1、由于学生刚过完春节回校，添一下嘴唇，还很能回味到过年时的美味佳肴，因此何不充分利用这一事实。实现学生从压迫学习向主动学习的转变。激发他们交谈的兴趣，不仅实现了良好的过渡，而且借机呈现大量有关食物和饮料的词汇,实现知识的有效迁移。Brainstorm 是方法之一。
2、在回味美食的同时，引出话题healthy food,junk food，由学生给出不同的定义。允许众说纷纭，但尽量让英语作为课堂工作语言。
3、课堂上的学生饮食调查可作为更广泛的家庭饮食情况调查的铺垫 ，拟增加健康状况一览，使学生能直观的发现饮食对健康的影响，为后来的健康食谱的制定提供依据。
Listening
1.教材分析：
听力材料分为两部分：
1）母亲与Mike关于Mike胃痛与他一天饮食情况的对话
2）Mike前去就医与医生的对话
2、教学建议：
1、建议在听力开始前做pre-listening.
针对第一部分对话，可让学生以小组的形式互相询问一日三餐以及点心等。因为听力一是母亲与儿子有关一天饮食的询问式对话。
2、针对第二部分对话，由于就医问诊是大家共有的体验，让学生进行pair-work，根据以有的就医经历和听力一所获得的信息，假象Mike与医生的对话和医生可能给出的建议.比一比猜中率。
3、1&2的目的是为了训练学生听力中集中注意力的能力，同时进行文化背景知识的铺垫，从而能在听的过程中准确定位，捕捉到问题所需的信息点。
4、听力任务完成后建议复听，尝试再现听力中的情景（多种形式，如表演，单句复述，take notes然后完整复述或spot dictation等），为下一步的speaking做好务实而有效的准备。
Speaking
1.教材分析：
教材给出三种就医情景，和一个范例。目的是使学生能在常见的就医场景中运用英语进行交流。尤其是常用的表达方式。
2、教学建议：
1. 前面听力模块中通过听力训练得到了相关表达方式的输入，同时在最后的巩固性复述中对就医情
景作了充分的铺垫，在这里speaking模块开始前让学生精彩回放Mike的就医情景。为接下来的情景会话热身。
2、然后分别罗列病人和医生的常用的表达方式。 3、在有了热身对话和常用表达方式的支持，可以鼓励小组活动，创设更多的情景进行会话表演，让学生接触更多有关疾病的词汇（无意识的在情景中接受了词汇扩充）。
4、对基础薄弱的学生可以尝试：A.: 听力再现。B:范例复述或表演 5、时间允许，还可将对话落实到笔头。（供选择）
Reading阅读部分
1、教材分析：
教材在读前给出了4个有关饮食习惯的常识性调查问题，阅读材料是有关饮食习惯的议
论文体的文章，读后给出了5个拓展性的问题。
2、教学建议：
1、建议阅读部分的教学侧重学生对文章的整体性结构把握，培养他们的阅读技能。利用本文可突出学生3个方面的能力：
A：文章中心把握能力：设及高考题中作者意图推测，标题选择，段落大意确定。
B：信息归类，寻找规律：Eg.不同食物----不同的营养，给出未提及的食物作营养成分推测
C: 生词猜测。Eg.organic,eco-foods,supplement
为了更有效地进行以上3方面的技能训练，我个人不主张让学生对本文进行课前的预习。
2. 也在进行读前问答的时候，不仅关注他们的回答内容还可引出课文中或相关的新词，尤其是营养成分类的词汇以扫清文化背景障碍和语言障碍。
3、读后的发散性问题，如果时间紧迫，建议学生以小组任选一话题讨论，由小组发言人做汇报。建议敢于大胆取舍，调整教材，那出一点大家风范来，毕竟我们至少读了4年大学，在一线拼了那么多年。再说有新大纲明文规定，支持我们。
4、其它的语言难点可随机处理，若时间来不及，也可放到language study 模块中处理。
Language study
1.教材分析：
这一部分包括单词释意，had better,should and ought to表示给出建议的用法。教材给出单句补全，和根据2个情景给建议两种训练方式。这是本单元主要语法点。
2、教学建议：
1、在学生掌握情况比较好的情况下，可将word study大胆修改成：听教师读解释，学生写单词，而不是进行简单的搭配，事实上，在实际教学中，不少同学提前完成了，因此就需要根据学情及时调整内容或变换检测角度。
2、如果前面阅读模块中仍有部分语言问题未解决，可在这里弥补。毕竟语法和句型仍是测试的重要内容之一。说实在的，考试分数就是我们饭碗中的大米饭的颗粒数，领导可知道，我的碗中饭，粒粒皆辛苦。
3、澄清这些Modal Verbs 的否定形式。可以将SEFC II中first aid一课中提及的各种急救场景做为情景，训练学生运用这些Modal Verbs给建议。（供程度较好学生）分成dos and don’ts 呈现给学生，要求学生用本单元所学的情态动词来给出建议。不仅使学生在具体情景中体会了这些语法项目的功能，同时也学会了一些生存技能。
4. 根据所给情景写出可能性的建议这一任务中，可以创造性地尝试让学生以小组的形式编写更多的情景，然后相互交换，针对情景给建议。以便进一步发掘教材的内在价值。
Integrating Skills
1.教材分析：
提出了snacks这个话题，同时给出了两个snacks的recipes,要求学生能模仿写recipe.教材也给出了4条writing tips.
2、教学建议：
1）、建议从常规的三餐或我们实际的饮食习惯导入snacks时，进行头脑风暴，呈现我们国家丰富的小吃文化。通过文章的阅读和前面所学的知识，对所罗列的小吃进行判断（bad---good---better---best）简要说明理由,这个建议的设计其实是针对学生的阅读理解能力，因为小吃一文中提到了几种食物，并且作了优劣判断，那么可以利用这一素材培养学生的归类，推理能力，这也是学生在考试中主要的失分点。
例如：文章信息：orange>bread>chocolate,我们可推出strawberry>dumpling>icecream
2）、建议不同小组写不同的recipe, 在模仿范文写recipe之前，须经过讨论，用丰富的体态语言表演制作过程。通过活动的形式熟悉这些有关烹饪的词汇。因为本文中出现了大量的烹饪有关的词汇。
例如：A学生做一个动作，B学生说出对应的单词。或者表演一种SNACK的制作过程，有另一学生描述。
3)最后的recipe进行展示共享。有实物投影的可书面让学生和老师点评，没有的话，可口头表达点评
课后整理配上图片更佳，全班展示分享。
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