Healthy eating habits教学设计

Healthy eating habits教学设计

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说明：不一定是表格方式呈现。

(完整版)教学设计方案healthyeating

【课题】Book 3 Unit 2 Healthy Eating Reading 扶风高中张海娟 【教学目标】 Knowledge aims: Learn the usage of useful and important words and phrases. Ability aims: To develop Ss’ reading ability and ability to think and talk about healthy diet by using some phrases and structures. Emotional aims: To brainstorm students about the importance of healthy diet and encourage them to form the good habit of eating. 【教学重点】reading skills 【教学难点】how to look for important information efficiently. 【教学方法】 1.Task-based teaching and learning 2.Cooperative learning 3.Discussion 【课前准备】 PPT for teaching, some interesting proverbs about healthy diet. 【课时安排】 One period

【板书设计】I. Warming up Ⅱ. Pre-reading Ⅲ. Fast-reading (Scanning) Ⅳ. Retelling

人教版高中英语必修3Unit2Healthyeating全套教案

人教版高中英语必修3 Unit2 Healthy eating全套教案 Unit 2 Healthy eating Ｉ．单元教学目标 II．目标语言

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,

必修三 unit2 healthy eating 教学设计

一堂高中英语任务型阅读教学课的设计 —BOOK 3 Unit 2 Healthy eating 【教学内容介绍】 该课时是根据高一英语必修三第二单元Healthy eating学生用书中的阅读内容“come and eat here(1)”而设计的一节课，课文主要讲述了王鹏和咏慧这两家饭店之间的竞争，同时 阐述了所谓健康饮食的概念。通过整个单元的学习，学生将了解各种食物对人体的作用，与 此同时，教师也将引导学生关注平衡膳食，促使学生养成健康饮食的习惯。 【教学设计思路】 《全日制义务教育普通高级中学英语课程标准（实验稿）》把基础教育阶段英语课程的目标设定为以学生语言知识、语言技能、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。同时，也指出：“高中英语课程的设计与实施要有利于学生优化英语学习方式，是他们通过观察、体验、探索等积极主动的学习方式，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。”应《标准》的要求，我将在培养学生听说读写四个能力的基础上通过对教学情境的创设，采用role playing, quiz, discussion, brainstormi ng等多种方式来进行对本单元的教学。 【学习任务分析】 本单元的中心是围绕健康饮食展开的。该篇文章通过阐述两家饭店之间的竞争来引出健康饮食这一概念。本课题的学习不仅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。本堂课的教学内容为“come and eat here(1)”，是在学生掌握了该单元的词汇下展开的，这篇文章是整个单元的重点。这是一篇记叙文。学生可以以地点的转换为线索来进行对本篇文章的学习。考虑到单元的整体进度，我将Warming up作为Re ading的导入部分，把Pre-reading、Reading 和Comprehending整合在一起作为一堂“精读课”。【学习者分析】 本课的授课对象是瑞安中学高一（3）班的学生，作为省一级重点高中的学生，他们的英语基础普遍比较扎实。学生们也都具备一定的听说读写的能力和一定的词汇量，而且该班

Unit 2 Healthy eating Reading教案

Unit 2 Healthy eating Reading教案Unit2Healthyeating Reading---教案 Teachingaims: .Studentswillbeabletodeveloptheirreadingability ,learntousesomereadingstrategiessuchasguessing,skim mingandsoon; 2.Studentswillbeabletorealizetheimportanceofhavinga healthydiet 3.Tograspsomeusefulwordsandexpressionsinthispassage ,suchasbetiredof,curiosity,getawaywithetc. Teachingimportantanddifficultpoints: .Understandthetextwell. 2.Trytomastertheusefulnewwords&expressionsinthi speriod. Teachingprocedures: Step1 Revision T：

Goodhealthisveryimportantforallofus.Ifyouwanttolead ahappy life,youmustkeepgoodhealth.withgoodhealth,wecanenjo yacolorful、cheerfulandfruitfullife.Boysandgirls,whowouldliketo tellusthemostimportantthingstostayhealthy？ S1：Drinkenoughwatereveryday. S2：Eatfreshfruitandmanyvegetablesaday. S3：Earlytobedandearlytorise. S4：Takealotofexerciseeveryday. S5：Don’teattoomuchfatbuteatmorefish. T:Good！Pleaseinterviewyourpartneronhishealthyhabits. Ss:ok 在该情景中教师表述了对所有人来说拥有健康是非常重要的，如果你想生活幸福，你必须保持身体健康，才可以享受缤纷、愉快的、丰硕的生活。接着提问学生上一节课已谈论过的保持健康的几个要素。然后让学生访问同桌的生活饮食习惯。这样做是为了复习上一节课的内容，同时承上启下，又可以引出本课时的话题。在这个教学活动中，我非常关注基础差的学生，尽可能让他们开口讲英语，利用师生提

人教高中英语必修三unitHealthyeating教学设计

人教版高中英语必修三u n i t2H e a l t h y e a t i n g教学设计 （一）教学内容分析 这是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变日常饮食选择,旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前提。本篇文章生词量较大标题较抽象，各段主题句分布不太明显（大部分分布在段落中间）。且大部分学生对饮食与健康的关系（如人体每天必须摄入的六种基本营养成分的来源、健康饮食的重要性、什么是绿色食品等）了解较少。因此，本文的学习难度较大。 （二）教学目标 1. 语言知识目标： a)使学生了解protein, calcium等基本营养成分的来源和主要功能，健康的饮食习惯是健康的保证，以及素食主义等信息。 b)学习掌握有关营养成分与食物的词汇，如：protein、calcium 、carbohy drate 、fibre、 mineral、 vitamin 、vegetarian & vegan、 green food a nd clean food 、eco-food and organic food等，以及 keep up with ，The same goes for…以及as 和only 引导的倒装句的用法。 2. 语言技能目标： a)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。 b) 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。 c) 使学生能够运用所学知识，用英语为自己所熟悉的一个人设计一份“hea lthy diet”，并阐明设计的依据。 3.情感态度与文化意识目标： a）使学生学会审视自己、审视食物，提高养成健康饮食习惯的意识。 b）使学生懂得：健康是做好一切事情的根本。要想有强健的体魄，除了合理安排好一天的生活以外，还需要有科学、卫生的饮食习惯，每天一定量的体育活动和体力劳动。青少年必须有健康的身体，长大以后才能成为一位具有现代科学文化，适合时代要求的合格劳动者。 c）使学生学会关心他人，体贴他人，并养成较强的合作意识。 d）让学生了解一些不同的饮食观念及主张，加深对世界饮食文化的了解，弘扬中华民族饮食文化的精髓,培养爱国主义精神。 （三）教学重点和难点： 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，提高阅读理解能力和语言水平。

高一英语必修三unit2healthyeatingwearewhatweeat优质课说课教案

高一英语必修三 Unit2 Healthy eating WE ARE WHAT WE EAT 优质课说课教案 一、说教材教学内容分析 WE ARE WHAT WE EAT是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变，基于食物 营养和饮食信仰的日常饮食选择以及营养补充胶囊和减肥 食谱的必要与否。旨在让学生明白健康的饮食习惯的养成是 拥有健康体魄的前提，健康体魄是融人21世纪，面对社会 挑战的保证。本篇文章生词量较大，知识含量较高，标题较 抽象，各段主题句分布不太明显。且大部分学生对饮食与健 康的关系了解较少。因此，本文的学习难度较大。教学目 标根据新颁布的普通高中《英语课程标准》关于阅读课主 要教学目标的具体描述，结合本课教学内容，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： a)使学生了解protein, calcium 等基本营养成分的来源和主要功能，健康的饮食习惯是健康 的保证，以及素食主义等信息。 b)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， 以及 keep up with ，The same goes for…以及as 和only 引导的倒装句的用法。 2. 语言技能目标： a)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。 b) 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。 c) 使学生能够运用所学知识，用英语为自己所熟悉的一个人设计一份“healthy diet”，并阐明设计的依据。 3.情感态度与文化意识目标： a）使学生学会审视自己、审视食物，提高养 成健康饮食习惯的意识。 b）使学生懂得：健康是做好一切 事情的根本。要想有强健的体魄，除了合理安排好一天的生 活以外，还需要有科学、卫生的饮食习惯，每天一定量的体 育活动和体力劳动。青少年必须有健康的身体，长大以后才 能成为一位具有现代科学文化，适合时代要求的合格劳动 者。 c）使学生学会关心他人，体贴他人，并养成较强的合 作意识。 d）让学生了解一些不同的饮食观念及主张，加深 对世界饮食文化的了解，弘扬中华民族饮食文化的精髓,培养爱国主义精神。教学重点和难点：根据新颁布的普通高中《英语课程标准》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。

KEEPING HEALTHY教案

仁爱版初中英语八年级上册（课改教学模式）课题 unit 2 keeping healthy 教学时间 2课时 编写者 施金炼原稿 施荣贵修改 教学目标 2.学习情态动词must和must not的用法 3.帮助学生养成良好的生活习惯 评测点 (1) i must ask him to give up smoking. (2) you must put litter into the dustbin. 教学过程参考 第一课时 一．预习指导（先学） 1.告知学生本课的学习目标和重难点：

.学习情态动词must和must not的用法 讨论如何养成良好的生活习惯及其重要性 ２．检查学生自学情况  检查学生完成导学案情况（没完成的同学作为三清对象） ‚ 请几位同学朗读本课单词（每天所学单词在下午放学前组员找组长朗读过关） 二．预习交流与成果展示（判断） 1.请学生试着朗读p35 1a，然后听1a录音进行纠正，再听录音全班跟读。 2.让学生再次阅读p35 1a，并回答下列问题 ①找出文中有情态动词must的句子，并翻译 ________________________ ___________________________________________ ____________________________________________________________________②查找资料或讨论回答下列问题 must是______动词，意为_________________,无______和_______的变化。它的否定形式是_____________,缩写为_________,意为_______________,后面接动词_________。 在英语中，由“主语+must not+动词原形+其他”的句子结构 =____________________________________________(句子结构) 其一般疑问句的结构是：______+_______+动词______+其他 判断：否定回答是must not吗，如果不是的话可以用什么回答 ____________________________________________________________________ 翻译：你一定要准时完成作业。：________________________________________ 你晚上一定不能熬夜.:________________________________________________ ③找出文中表达对吸烟的看法的句子 ____________________________________________________________________ ____________________________________________________________________ 3.翻译1a, 然后完成1b 4.分角色再次朗读1a 5.朗读并翻译2a 6.想一想其他健康的生活习惯以及好处，用must与must not表达，完成2b的表格，然后 请代表作报告 三．发现问题，解决疑难（后教） 1.学生再次阅读1a，然后找出其他重要的句子

高中高一英语必修三UnitHealthyeating阅读学习方案教学设计教案

高中英语人教版必修三Unit2 Healthy eating 读学习方案的教学设计

课中学习方案 1．Guessing Reading strategies: Make a guess according to the title “ Come and eat here ”before reading. （1）.Where are you invited to go ? （2）.What foods are you offered there reading Read the text quickly and answer the two questions

(1)Who were mentioned in the story? ________________________________ (2)What did they do ? _________________________________ 3. Careful reding (1) Divide the whole passage into three parts, and give the general idea of each part. Part 1? ____________________________________________ Part 2? ____________________________________________ Part 3 ____________________________________________ （2）Fill the table

healthy eating 教案

Lesson plan Unit 2 Healthy Eating Background information: 1. Students: Grade 2 of senior high. They know some names of food. And they can tell the junk food and the healthy food easily. 2. Material: words and reading passage Come And Eat Here. The material is not too difficult for the students to understand. The point is to teach them to eat in a healthy way. 3. Type of class: words learning and reading 4. Time duration: 1period (40mins.) Teaching Aims: 1. Language Aims: (1) Students can know the names of food: barbecued mutton, roast pork, bacon, fried rice… (2) Key Words: curiosity, hostess, raw, vinegar, discount, win, customer, back, lose weight, get away wit, tell lies, win back… (These words are some basic words.) Students can use those words and phrases. (3) Students can tell which protective food is and which energetic food is. 2. Skills Aims:

How-to-keep-healthy-写作课(教案)

How to keep healthy Lesson Type：Writing Period：1st Date：Oct. 23,Designer：He An ◆Teaching contents Topic writing How to keep healthy. ◆Teaching objectives 1. Knowledge objectives (1) Review the words about food and describe different opinions about different food. (2) Make students learn how to make healthy diet and write a composition about keeping healthy. 2. Ability objectives (1) To t rain students’ listening, speaking abilities talking about health. (2) To t rain students’ writing skills about how to keep healthy. (3) To e nlarge students’ knowledge about keeping healthy. 3. Emotional objectives The students’feelings of solicitude to their food should be brought up by introducing the healthy food. Encourage the students to make healthier diets for their parents or friends and keep healthy habits. ◆Key points & difficult points To express the reasons of eating different kinds of food. To talk about healthy habits. To train students’ writing skills about how to keep healthy. ◆Task for this whole period How to keep healthy ◆Teaching steps Step 1 Preparation （5-8分钟） Activity 1: Lead-in (1) Enjoy a piece of music about keeping healthy. Let students listen and sing a song together. Activity 2: Show the task: How to keep healthy. (1) Lis ten to Tom’s letter The teacher will lift a letter and say to students: “There is a letter for you. It’s from Tom. Maybe he has some problems and wants to ask you for help. Let’s see what happened.” Then, the teacher will ask the monitor to read the letter for the whole class. And the other students will listen and fill in the chart about Tom’s problems. (2) Show the task The teacher will ask students: What should Tom do first according to the letter? The students may say Tom should keep healthy. Then we will show the task: Write a letter to Tom about how to keep healthy. 设计思路：模拟情境：假设本节课收到一封求助信，由班长读出信件内容，各同学认真听并记下该信件提出的问题。听完信件之后，老师给出本节课任务：希望大家根据信件内容给该同学写一封回信，在信中谈谈关于如何保持健康。 Step 2 Presentation & Practice （20分钟） Activity 1Review the words about food.

unit2Healthyeating教案

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）

healthyeating教学设计

A Teaching Plan for Unit 2: Healthy eating I.Analysis of the teaching contents 1．status, functions and characters Healthy eating is the second unit in Book 3 of senior middle school, the People’s Education Press. It is a multi-purpo se text which aims at developing students’ integrated skills. This unit’s grammar focus is modal verbs. Students of senior middle school have learned some basic knowledge of model verbs. By learning this class, students will have a systemic understanding of model verbs. Healthy eating is a heated issue nowadays. Many brands were reported to have added food additives in their products and made foods poisonous. Thus it is very important for students to learn about healthy eating. This unit is close to our real life and its materials are quite interesting, making students enjoy their learning. 2、important points of teaching Helping students to learn how to use model verbs and find out what are the differences between them. 3、difficult points of teaching Cultiv ating students’ sense of self-learning. Help students to turn what they’ve learned into their ability. Ⅱ. Teaching objectives Based on the requirements of the New Curriculum Criterion and the present knowledge of senior students, I set these goals for this lesson: 1、Knowledge aims Learn the new words and expressions of this unit. Review the model verbs and learn the new grammar item: ought to. 2、Competence aims Develop students’ ability to use the useful new words and expressions in this unit. Enable students to use the new grammar item: ought to. Develop students’ ability of self-learning. 3、Emotion aims Stimulate students’ sense of having a balanced diet. Encourage students to learn more about current affairs and learn to deliver their ideas about things. Strengthen students’ sense of group cooperation. Ⅲ. Analysis of the characteristics of the learners(学情分析): It is reported that in china, there are now more than 12 million overweight children, and an unhealthy eating is the main reason. Having a balanced diet is quite important for students. Thus a class of healthy eating will surely be interesting for them. Senior school students are capable of using different kind of methods such as internet、library to help with their learning. So the teach er’s most important job is to guide the students of self-learning. Students have already learned some knowledge

Unit 2 Healthy eating 教案2-公开课-优质课(人教必修3精品)

Unit 2 Healthy eating 教案2 (COME AND EAT HERE) Introduction You are advised to lead in by talking about healthy food. Then help students do exercises on the textbook. Objectives ■To learn more about a balanced diet and healthy eating ■To let students know how to give suggestions and advice ■To have students know how to write an advertisement Procedures I. Warming up 1. Ask students in groups to discuss the following questions: 1)What food must you eat to have a balanced diet? 2) How much should you eat each day? 2. Have some students report their ideas and share with the whole class. II. Speaking 1. Let students to review the expressions of giving suggestions and advice. Show them on the scre en and have students read them aloud. Make sure they understand them. 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. . .

UNIT2Healthyeating教案

Unit2Healthy Eating Period1Warming-up and Pre-reading Step1Warming-up 1.In Unit1we have learnt many festivals around the world.Can you list them?Can you tell us what we'll eat in these festivals? 2.Game: Let's have a check.Look who knows the most food.We'll name this food group by group. 3.Every one has his favorite food.Garfield like Spaghetti and collar of brawn best.What about you?What food do you like best? Do you know whether you eat a healthy diet or not? 4.Proverb: There is a proverb about food:"You are what you eat!"Please choose the best explanation for this proverb. A.You will become what we eat. B.Your health is decided by what you eat. C.You should buy and eat nutritious food. D.What you eat can make you healthy. Answer:B.吃什么长什么。人如其食。 5.Classify three kinds of food. Different food give us different nutrition.There are three kinds of foods which help us grow in different ways.Do you know what they are? food to give you energy----energy–giving food food to grow bones and muscle-------body-building food强身健体的食品 food that helps the body fight diseases------protective food防护食品 6.Read the form on P9Warming-up. Let's read the form of Warming-up to know detail food of the above three kinds of food. Which groups of food do you like best? Which do you eat most often? Important phrases: diet和food的区别： diet指的是习惯的食物或规定的食物，特指维持健康的食物，如病人的疗养食物,减肥者的食物;on a diet减肥 food是一般指凡能吃能喝的具有营养的东西。 She has been on a diet for a week,so she is very weak now. He is too fat.He has to go on a diet or he can't get out from the door. A balanced food:balance v.n. Everyone ought to have a balanced state of mind. 每个人都应该保持心态平衡。 Can you balance yourself while skating? 滑冰时你能保持身体平衡吗? Please gain a better balance between work and play.