Healthy eating（精選3篇）

Healthy eating 篇1

　　part 1 teaching design

　　第一部分 教學設計

　　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

　　words diet, balance, barbecue, roast,  stir, fry, slim, lie, consult, digest, glare, spy, limit, benefit, sigh, combine

　　expressions ought to, lose weight, get away with, tell a lie, win back, in debt, spy on, cut down, before long, put on weight

　　patterns 1. 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.

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　　variety, balance, and moderation多樣性，平衡性，和節制性

　　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坐在空蕩蕩的餐館里, feel frustrated感到沮喪, get up early早起, prepare one’s menu of mutton kebabs/roast pork準備（烤羊肉串/烤豬肉）菜肴, by lunchtime到午飯時間, ought to應該，be full of充滿……，think of…想到……, cook…in the hottest oil用熱油烹調, fried rice炒米飯, taste of fat吃起來油膩, hurry by匆匆走過, eat with sb.與某人吃飯, follow … into…跟隨進入, a newly-opened small restaurant一個新開張的餐館, at the end of the street在街道的盡頭, a sign in the window窗子上的一個標牌, be tired of對……厭倦、厭煩, come inside to…走進去, serve slimming food提供苗條食品, make…thin使……變瘦, drive…inside驅使……進入 , a thin lady一位很瘦的女士 come forward向前, take…off…減掉, raw vegetables生菜, be amazed at…對……感到吃驚, cost more than…比……花費多, believe one’s eyes相信自己的眼睛, throw away扔掉；丟棄 hurry outside趕緊出去, on one’s way home在某人回家的路上, be on上演，進行，think about…考慮……, make…fat使……肥胖, find out找到；發現, get away with被放過；（做壞事）不受懲罰, tell lies/a lie說謊, do some research做研究, energy-giving food提供能量的食物, become/be tired變累, win… back贏回, feel fit感到健康

　　6. understanding difficult sentences21世紀教育網

　　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 restaurant wang pengwei’s restaurant

　　selling point  selling point 

　　menu  menu 

　　measures 

　　for reference

　　yong hui’s restaurant wang pengwei’s restaurant

　　selling point offer slimming food selling point offer energy-giving food

　　menu raw vegetables, fruit and water menu21世紀教育網 mutton kebabs, roast pork, fried rice, sugary cola, ice cream

　　measures offer 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 writing this 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.

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　　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 篇2

　　unit 2 healthy eating

　　part 1 teaching design

　　第一部分 教學設計

　　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感到快樂, earn one’s living謀生,  after all畢竟, look forward to doing期待做……, be in debt負債, no longer不再, look happy看上去高興, glare at盯著看, only to do（出乎意料之外的結果）卻……, spy on窺視, advertise the benefi ts of…宣傳……的好處, enjoy the dumplings享用餃子, serve sb.伺候/服務/招待某人, look ill看上去有病, feel sick with…因……而感到惡心, heavy food難消化的食物, enjoy a second plate of dumplings再享用一盤餃子, get tired變累, rest a lot休息很久, feel healthy感覺健康, chat about…閑聊……, offer a balanced diet提供平衡膳食, offer enough fibre提供足夠的纖維, body-building or energy-saving foods強健體魄或有能量的食物, provide a balanced menu提供平衡菜譜, cut down the fat減少油膩, increase the fibre增加纖維, turn into變成, get married結婚, 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.

　　you american 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.

　　中餐英文菜譜

　　烤乳豬 roast whole suckling pig

　　葡國碳燒肉portuguese roast pork

　　金牌回香雞golden tasty chicken

　　鹽香脆皮雞salty crispy chicken

　　蜜汁碳燒叉燒honey charcoal pork

　　碳燒靚排骨charcoal spare ribs

　　骨香乳鴿tasty baby pigeon

　　新派鹵水拼盤new style soy sauce stewed meat

　　涼拌海蜇marinated cold jelly fish 

　　日式海蜇japanese style jelly fish

　　涼拌青瓜marinated cold cucumber

　　涼拌粉皮marinated cold bean pasty

　　蒜香豬耳仔garlic taste pig’s ear

　　麻辣鳳爪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 篇3

　　學生情況分析

　　本單元的設計與實施是建立在學生經過高一上半學期新教材學習基礎之上。學生已經逐步的適應了在活動與任務中學習英語以及如何處理語言知識與活動開展的關系。并且，他們也已經形成并培養了一定的小組合作學習及自主學習的能力。

　　單元話題

　　本單元的材料編排以健康飲食為核心話題，圍繞這一話題主要談論了4個次話題。各個話題之間銜接十分符合認知規律。如圖所示：首先定性什么是健康食品，什么是垃圾食品，接著談論不當的飲食對身體的影響，身體不佳就得看醫生，那么看病的時候如何用英語與醫生交流。大家都不想因為不良飲食而生病，于是接著從多個角度探討我們平時的食物偏愛與營養結構，讓我們進一步明白健康飲食的重要性。同時也談論了我們實際飲食文化中不可忽視的一項---小吃以及如何寫食譜，自己動手制作來解讒。

　　語言技能分布   當我們沉浸在第一單元五顏六色的美味佳中的時候，我們除了流口水之外，英語語言的各項技能----聽說讀寫也不知不覺的被品味被消化。

　　教學理念

　　本單元在授課模式上嘗試采用TBL任務型教學模式，其實用step 1.2..也沒什么兩樣，問題是無論是那種形式，都要圍繞所要達成的既定目標而設置任務或步驟，在實質上力爭達到形散而神不散。

　　在課堂教學中倡導多層次多形式的對話，根據教育心理學家Kolb的體驗式學習理論，高中學生的邏輯思維能力日益增強，同時具有了一定的社會閱歷和知識基礎。體驗式學習更能達成有效的知識遷移。

　　在課堂教學中嘗試進行對話的時候，嘗試著關注以下三方面：師生對話中關注班級中最薄弱的那個學生。生生對話中關注團隊協作互助的精神。通過這兩點，試圖促進知識的落實。

　　書本與生活的對話關注激發學生的學習興趣，實現知識和技能的提升。

　　注重學習的績效分享，以增強學生的自信心和社會責任感，分享形式可以是多角度的。如學生之間，師生之間，學生與家庭之間，朋友之間等。

　　以上所涉及的教學理念并非非用不可，或是最先進的。本人覺得在這個話題下可以嘗試著滲透一些。

　　操作理念

　　在具體操作過程中重視學生個性和創新意識，給予學生充分表達的機會。例如在warming-up部分，讓學生界定healthy food and junk food的概念，完全允許他們有不同的界定標準，我們英語課的主要目的還是想著招數，騙學生開口說話。我們是英語教師，畢竟不是營養學家。

　　類似情況如在閱讀模塊中的問題討論部分。

　　大部分學校外語教學，不，英語教學是大班教學，學生層次不齊，因此任務的設置要有層次性，難問題碰到薄弱生，老師學生一起生氣，容易題碰到好學生，老師學生都不過癮。最后只好說，這書沒法教了，不過想想一家老少。當然更要給不同的學生搭建達成目標的平臺。

　　每一個任務的展開都設法先給予足夠但不過量的輸入，力爭環環相扣，用我們在座的一位學長的話說：打假，不自己騙自己。

　　第三方面：在資料搜集時，不讓可憐的英語老師一人都挑，學生老師一起動手，開學初，將各個單元的資料搜集分配到各個學習小組，在相應單元開工前上交。開展一些評比活動以激勵學生的積極性。

　　教學任務 教學任務請大家自己看，限時20秒。教材上沒有課外學習任務，但我覺得這個內容可以嘗試。

　　Warming-up

　　由于昨天有些老師沒有教材，特提一下教材內容：

　　1） 教材給出了一些食物圖片，要求界定垃圾食品還是健康食品

　　2）給出一個空白飲食調查表

　　教學建議：

　　1、由于學生剛過完春節回校，添一下嘴唇，還很能回味到過年時的美味佳肴，因此何不充分利用這一事實。實現學生從壓迫學習向主動學習的轉變。激發他們交談的興趣，不僅實現了良好的過渡，而且借機呈現大量有關食物和飲料的詞匯,實現知識的有效遷移。Brainstorm 是方法之一。

　　2、在回味美食的同時，引出話題healthy food,junk food，由學生給出不同的定義。允許眾說紛紜，但盡量讓英語作為課堂工作語言。

　　3、課堂上的學生飲食調查可作為更廣泛的家庭飲食情況調查的鋪墊 ，擬增加健康狀況一覽，使學生能直觀的發現飲食對健康的影響，為后來的健康食譜的制定提供依據。

　　Listening

　　1.教材分析：

　　聽力材料分為兩部分：

　　1）母親與Mike關于Mike胃痛與他一天飲食情況的對話

　　2）Mike前去就醫與醫生的對話

　　2、教學建議：

　　1、建議在聽力開始前做pre-listening.

　　針對第一部分對話，可讓學生以小組的形式互相詢問一日三餐以及點心等。因為聽力一是母親與兒子有關一天飲食的詢問式對話。

　　2、針對第二部分對話，由于就醫問診是大家共有的體驗，讓學生進行pair-work，根據以有的就醫經歷和聽力一所獲得的信息，假象Mike與醫生的對話和醫生可能給出的建議.比一比猜中率。

　　3、1&2的目的是為了訓練學生聽力中集中注意力的能力，同時進行文化背景知識的鋪墊，從而能在聽的過程中準確定位，捕捉到問題所需的信息點。

　　4、聽力任務完成后建議復聽，嘗試再現聽力中的情景（多種形式，如表演，單句復述，take notes然后完整復述或spot dictation等），為下一步的speaking做好務實而有效的準備。

　　Speaking

　　1.教材分析：

　　教材給出三種就醫情景，和一個范例。目的是使學生能在常見的就醫場景中運用英語進行交流。尤其是常用的表達方式。

　　2、教學建議：

　　1.   前面聽力模塊中通過聽力訓練得到了相關表達方式的輸入，同時在最后的鞏固性復述中對就醫情

　　景作了充分的鋪墊，在這里speaking模塊開始前讓學生精彩回放Mike的就醫情景。為接下來的情景會話熱身。

　　2、然后分別羅列病人和醫生的常用的表達方式。 3、在有了熱身對話和常用表達方式的支持，可以鼓勵小組活動，創設更多的情景進行會話表演，讓學生接觸更多有關疾病的詞匯（無意識的在情景中接受了詞匯擴充）。

　　4、對基礎薄弱的學生可以嘗試：A.: 聽力再現。B:范例復述或表演  5、時間允許，還可將對話落實到筆頭。（供選擇）

　　Reading閱讀部分

　　1、教材分析：

　　教材在讀前給出了4個有關飲食習慣的常識性調查問題，閱讀材料是有關飲食習慣的議

　　論文體的文章，讀后給出了5個拓展性的問題。

　　2、教學建議：

　　1、建議閱讀部分的教學側重學生對文章的整體性結構把握，培養他們的閱讀技能。利用本文可突出學生3個方面的能力：

　　A：文章中心把握能力：設及高考題中作者意圖推測，標題選擇，段落大意確定。

　　B：信息歸類，尋找規律：Eg.不同食物----不同的營養，給出未提及的食物作營養成分推測

　　C: 生詞猜測。Eg.organic,eco-foods,supplement

　　為了更有效地進行以上3方面的技能訓練，我個人不主張讓學生對本文進行課前的預習。

　　2. 也在進行讀前問答的時候，不僅關注他們的回答內容還可引出課文中或相關的新詞，尤其是營養成分類的詞匯以掃清文化背景障礙和語言障礙。

　　3、讀后的發散性問題，如果時間緊迫，建議學生以小組任選一話題討論，由小組發言人做匯報。建議敢于大膽取舍，調整教材，那出一點大家風范來，畢竟我們至少讀了4年大學，在一線拼了那么多年。再說有新大綱明文規定，支持我們。

　　4、其它的語言難點可隨機處理，若時間來不及，也可放到language study 模塊中處理。

　　Language study

　　1.教材分析：

　　這一部分包括單詞釋意，had better,should and ought to表示給出建議的用法。教材給出單句補全，和根據2個情景給建議兩種訓練方式。這是本單元主要語法點。

　　2、教學建議：

　　1、在學生掌握情況比較好的情況下，可將word study大膽修改成：聽教師讀解釋，學生寫單詞，而不是進行簡單的搭配，事實上，在實際教學中，不少同學提前完成了，因此就需要根據學情及時調整內容或變換檢測角度。

　　2、如果前面閱讀模塊中仍有部分語言問題未解決，可在這里彌補。畢竟語法和句型仍是測試的重要內容之一。說實在的，考試分數就是我們飯碗中的大米飯的顆粒數，領導可知道，我的碗中飯，粒粒皆辛苦。

　　3、澄清這些Modal Verbs 的否定形式�？梢詫�SEFC II中first aid一課中提及的各種急救場景做為情景，訓練學生運用這些Modal Verbs給建議。（供程度較好學生）分成dos and don’ts 呈現給學生，要求學生用本單元所學的情態動詞來給出建議。不僅使學生在具體情景中體會了這些語法項目的功能，同時也學會了一些生存技能。

　　4.   根據所給情景寫出可能性的建議這一任務中，可以創造性地嘗試讓學生以小組的形式編寫更多的情景，然后相互交換，針對情景給建議。以便進一步發掘教材的內在價值。

　　Integrating Skills

　　1.教材分析：

　　提出了snacks這個話題，同時給出了兩個snacks的recipes,要求學生能模仿寫recipe.教材也給出了4條writing tips.

　　2、教學建議：

　　1）、建議從常規的三餐或我們實際的飲食習慣導入snacks時，進行頭腦風暴，呈現我們國家豐富的小吃文化。通過文章的閱讀和前面所學的知識，對所羅列的小吃進行判斷（bad---good---better---best）簡要說明理由,這個建議的設計其實是針對學生的閱讀理解能力，因為小吃一文中提到了幾種食物，并且作了優劣判斷，那么可以利用這一素材培養學生的歸類，推理能力，這也是學生在考試中主要的失分點。

　　例如：文章信息：orange>bread>chocolate,我們可推出strawberry>dumpling>icecream

　　2）、建議不同小組寫不同的recipe, 在模仿范文寫recipe之前，須經過討論，用豐富的體態語言表演制作過程。通過活動的形式熟悉這些有關烹飪的詞匯。因為本文中出現了大量的烹飪有關的詞匯。

　　例如：A學生做一個動作，B學生說出對應的單詞�；蛘弑硌菀环NSNACK的制作過程，有另一學生描述。

　　3)最后的recipe進行展示共享。有實物投影的可書面讓學生和老師點評，沒有的話，可口頭表達點評

　　課后整理配上圖片更佳，全班展示分享。