下面小编为大家整理了高一第二学期13单元教案(人教版高一英语下册教案教学设计)，本文共17篇，欢迎阅读与借鉴!
篇1：高一第二学期13单元教案(人教版高一英语下册教案教学设计)
Type of lesson: New Lesson
Teaching aims: Learn to use functional sentences, key structures, and words to giving advice and making suggestions by listening, speaking, reading and writing.
Teaching contents:
1. Topic: Healthy eating
(1) Talk about eating and health.
(2) Practise giving the advice and making suggestions
(3) Use the modal verbs had better, should, ought
(4) Learn some useful cooking terms
(5) Read and write recipes
2. Functional Sentences: Seeing the doctor.
Giving advice and making suggestions
3. Vocabulary:
Words: pain, hurt, ache, examine , check, advice, advise , suggest, health ; healthy, diet, base, prepare,
Phrases: had better, ought to, be careful, take care
4. Grammar: Modal Verbs
Period 1: Warming-up & Listening
Type of lesson: Listening
Time: 40 minutes
Teaching aims: 1. Talk about eating and health.
2. Improve the students’ abilities of listening.
Teaching aids: computer
Teaching procedures:
Step 1: Lead in
Ask students to answer the following questions:
1. What do you often have for breakfast / lunch / supper?
2. What do you care most about your food?
Step 2: group discussion.
Ask every group to choose one picture on page 1 and finish the following tasks:
1. List out the names of the food.
2. Identify the healthy food, junk food and the food both good and bad for health, and then give out the reasons.
3. Fill in the form.
4. Each group choose one student to report the result of their discussion.
names of the food healthy food, junk food,
food both good and bad for health, reasons
Step 3 : Listening comprehension
1. Go through the task with the students and make sure what to do before the teacher plays the tape.
2. Play the tape for 3 or 4 times and give specific instructions of what to do each time.
Listening text 1
( 1 ) Answer the question 1, 2 on Page 2.
( 2 ) Filling the blanks.
Hmm, let me see, I had two _____________, two large orders of __________ ________, an _______ _________, and a large ____________.
( 3 ) Discuss the question 3 on Page 3.
Listening text I1
( 1 ) Answer the questions on Page 2.
( 2 ) Filling the blanks.
Now, let’s see. No, your temperature is ____. Your mum’s _________ ----- you probably ____ ate ____ _____. Here, take these pills tonight and tomorrow morning and see if you feel _____. If _______ changes or you don’t feel _____, give me a call.
3. Let students check their answers in pairs and then with the whole class.
Step 4: role- play
Ask the students to act as a doctor and a patient to make dialogues.
Homework:
Ask the students to discuss the following questions after class.
1. How important is it to control the amount of food for your meals?
2. How do we keep a balanced diet?
Period 2 Speaking
Teaching aims:
1. To train Ss’ speaking ability
2. The Ss are able to describe what’s wrong with him when seeing a doctor and practise a doctor’s suggestions.
Teaching procedures
Step 1. Leading in
Let the Ss read a short joke and answer some questions.
How old is she?
A woman was having some trouble with her heart, so she went to see the doctor. He was a new doctor and didn’t know her, so he first asked some questions, and one of them was “ How old are you?”
“Well”, she answered “I don’t remember, doctor, but I will try to think.” She thought for a minute and then said , “ Yes, I remember now, doctor. When I married, I was 18 ,and my husband was thirty. Now my husband is sixty, I know. And that is twice thirty. So I am twice eighteen. That is thirty-six, isn’t it?”
1) What was the relationship between two people?
2) What’s wrong with the woman?
3) What are the questions a doctor usually asks when you first meet him?
4) What other problems does the woman have besides heart trouble?
Step 2 Functional sentences learning
1. Ask the Ss to brainstorm on functional sentences about seeing the doctor and list them on a piece of paper.
1) What’s wrong/matter with you?
2) I don’t feel well./ I’ve got pain here.
3) There’s something wrong with my…
4) Let me have a look. Show me your …
2. Ask the Ss to go over the functional sentences on P3 by themselves.
3. Let the Ss read the situations and make up a dialogue in a pair or in group of 3 or 4.
4. Ask the Ss to sum up the functional sentences they have used in their dialogues.
Patient Doctor
I’ve got a pain here. This place hurts. Lie down and let me examine you.
There’s something wrong with … Let me have a look.
I don’t feel well. Drink plenty of water and get
some rest.
5. Read the sample dialogue and try to learn it by heart.
Step 3 . Task: Make up a dialogue by using the situations given on P72.
Sample: 1
A: Excuse me , waiter! Could I order, please? I’m very hungry!
B: Of course. What would you like?
A: Oh, I like all kinds of food. I’ll eat anything as long as I get a lot of it!
B: I see. Well, in that case, I recommend that you order a steak.
A: Well,yes, but I’m worried that it may not be enough. What does it come with.
B: It comes with two vegetables and your choice of French fries or bread rolls.
A: Can I have both fries and bread rolls?
B: Sure. And perhaps you’d like a salad?
A: Good idea! I’d like a regular house salad. Oh, and I’d like some dessert, too.
B: We have apple pie and ice cream.
A: Great. I’ll take the apple pie, please.
Step 4 Summarizing the functional sentences of giving advice and making suggestions they have used in their dialogues.
a. You’d better (not)…
You should /ought to …
You need (to )…
b. Shall we…?
Let’s…
What/How about…
Why not…?
Why don’t you …?
Period 3: Reading
Type of lesson: Reading
Time: 40 minutes
Teaching content: Text---We Are What We Eat
Teaching objectives: 1. Students can understand the whole passage by reading it.
2. Students will learn to know how to make the right choices about what and how we eat.
Teaching focus: Improving the students’ abilities of reading.
Teaching aids: computer
Teaching procedures:
Step Ⅰ: Pre-reading
Show students the following questions on the screen and let students discuss them in pairs.
1) Which of the following gives you the most energy: a banana, a soft drink or a bar of chocolate?
2) How many meals do you have every day? Which meal do you think is the most important? Why?
3) How much water do you drink every day?
4) What kind of snacks do you have?
Step Ⅱ: While-reading
1. Reading for general information.
Ask the students to read the passage quickly for the first time and find out the answers to the following questions.
1) Why should we learn to make the right choices about what and how we eat?
2） How will we be ready for the challenges and opportunities in life?
2. Reading for the meaning of the words.
Ask the students to read the passage for the second time and find the words that fit the following descriptions.
1) ________________ Found in food and necessary for good health.
2) ________________ The kind of food that someone eats each day.
3) ________________ Part of plants that you eat but cannot digest, which help food to move quickly through your body.
4) ________________ Found in food and are important for good health. They help to build our bones, teeth and blood.
5) ________________ Found under skin. Our body needs it for energy. It can keep us from feeling cold.
6) ________________ Bad for your teeth and can make you gain weight.
7) ________________ Found in milk and meat. Our body needs it to grow and keep healthy.
8) ________________ Unit for measuring how much energy the food can give us.
3. Reading for understanding specific information.
Let students do the T or F exercises.
1) Our eating habits have changed because we need more food than before.
2) We can buy all kinds of food in the stores, but we had better choose healthy food to buy.
3) Protein, Calcium, Vitamins and some other nutrients help to build up strong bodies.
4) Vegans don’t eat meat because they hate hunting.
5) More and more people realize that organic vegetables are good for health because the vegetables are grown without chemicals.
6) Supplements and crash diets can help people lose weight.
7) If we eat less fat, sugar and exercise more we will keep ourselves fit.
8) The passage mainly talks about what to do to make oneself healthy.
4. Reading for sentence problem solving
Let students read the passage with the tape on and underline the sentences that they can not understand. After the students finish reading, teacher should help them to solve their problems and make sure everyone can understand the following sentences.
(The explanations to the following sentences are on page 132)
1) Our eating habits have changed, as our way of life, and the fuel we need for our bodies is also different.
2) The same goes for “crash diets” that some companies say will make us lose weight fast.
3) We ought to learn more about our body and the fuel it needs to keep fit. Only in that way will we be ready for the challenges and opportunities in life.
Step Ⅲ: Post-reading.
1. Ask students to work in pairs to complete this table.
Nutrients functions Sources
2. Students work in groups of four and discuss the questions below. When they have finished, they can discuss their answers with the rest of the class.
1) Why do people go to fast food restaurants?
2) Why is it not good for you to eat too much sugar and fat?
3) Why are crash diets and supplements so popular?
4) What can we do to keep a balanced diet?
3. A task
Every student makes a balanced diet of one week for their families according to the passage and the chart on page 73
Period 4: Word Study
I. Type of lesson: Word Study
II .Teaching aim: Help the Ss understand the meaning of the given key words and phrases , learn to use the words by themselves.
III. contents: pain, hurt, diet, advice, advise, examine , prepare, health, , fit, offer
IV. Difficult point: write a passage with the words and expressions
V. Teaching aids: projector
VI. Teaching procedures:
一，pain
Step 1: learn to understand the word by asking the Ss to find out the sentences in the dialogue and try to explain the meaning in another way.
Situation 1:
Suppose you are a patient. You said, “I’v got a pain in the head”. But the doctor doesn’t understand the word “pain”. You have to express yourself in different ways.
I’v got a headache or my head hurts.
Step 2 : learn to use the word:
1). pain
1. I’v got a pain here.
2. His harsh words caused her much pain.
3. No pains, no gains.
4. She took great pains to keep the house clean.
5. Tom took great pains with his English lesson and got high marks.
6. My foot is still paining me.
pain 多用于名词，可数或不可数，指“肉体上的痛苦”也指“感情上的痛苦”；表示“辛劳，努力”时复数。
2).hurt 表示疼痛，只能用作不及物动词。如：
1.My leg still hurts.
2.Does it hurt here?
3. These shoes hurt --- they are too small.
hurt v.t make somebody or something feel pain:
4.He fell and hurt his leg.
5.You hurt her feelings (= made her unhappy ) when you said she was fat.
6.He was hurt in a traffic accident.
Step 3 Practise using the words.
1．战争中失去了儿子使他非常痛苦。
It gave him much ______ to have ______ his son in the war.
2. 你得了什么病？我头疼。
What’s wrong with you? My head_________.(hurts)/ I have a _______ in the head.
二，examine
Step 1: Lead in: learn to understand the word
Situation 2: T: After you tell the doctor what’s wrong with you, could you tell me what the doctor will probably do?
S : The doctor will say: “Let me examine you.”
Step 2 Learn to understand the word.
Match the explanations with the sentences on the right box.
examination (= exam ) n.
1.He went into hospital for an examination.
( for a medical examination.)
2.We’ll have an exam in English next week.
Step 3:Practise using the word.
Make sentences using the words “examine & examination” according to the following situation:
Situation 3 : You came back to school from the hospital to tell your English teacher why you went to see the doctor instead of having the examination in English.
三．advise
Step 1: learn to understand the word
Situation 4 : List the suggestions the doctor gives to the patient in the dialogue.
Step 2: 1. I advise you not to eat fruit that isn’t ripe in future.
2 I advised him not to smoke in the room.
3. I advised him against smoking in the room.
4. .The doctor advised the man to stop smoking, but he wouldn’t listen.
5.I advised that he ( should ) not smoke in the room.
Step 3: Ask Ss to rewrite the above five sentences using the word suggest.
Step 4. advice n.
a piece of advice
ask sb. for advice ;
give sb. some advice on how to do sth. ;
take advice
Our teacher always gives us some advice on how to learn English well.
Step 5 : right or wrong?
1. I suggested that he finished the work in an hour.
2. I advise you have a good rest after finishing the work.
3. The doctor suggests to eat ripe fruit in future.
Choices:
1. He advised us ___ there on such a rainy day.
a. not go b. going not c. not to go d. should not go
2. I suggest you ___by taking this medicine.
a. to lose weight b. will lose weight c. lose weight d. are losing weight
四， diet Learn to know something about the word
Step 1: lead in
Situation 5: Jane is a girl. She often feels hungry. She likes hamburger , potato chips and fried chicken. She can’t run fast because she weighs 90 kg. What do you think she should do?( She should know what a healthy and balanced diet is. Instead of eating expensive diet food, she can simply try to eat less fat and sugar and exercise more.)
Step 2:
1. What is a healthy diet?
2.It is probably better ,however, if we spend our time and money on buying good food and keeping a balanced diet.
3.Too rich a diet isn’t good for you.
4. The doctor put the patient on a special diet.医生给这个病人规定特别饮食
5.The doctor says I’ve got to go on a diet.医生说我得节食。
health ; healthy
1. Walking is good for your health.
2. She is in good (/ poor ) health.
3. Though 80 years old, my grandmother is still healthy.
Step 3: practise using the word by asking Ss to make sentences according to the above situation.
1. It’s important to have a healthy diet.
2.If you are too fat ,the doctor will advise you to go on a diet.
五，prepare
Step 1. learn to understand the word by asking the Ss to find out the sentence with “prepare” in it.
We can make sure that we are well prepared for the challenges and opportunities in life.
Step 2: Learn to understand the word
1. John is preparing a meal for us.
2. Will you help me prepare for the party?
Prepare vt. --get it ready
one’s lessons,
prepare the table
chairs for the meeting
the meeting
prepare for the exam
the struggle
the party
3.I am making preparations for the journey.
Step 3: Practise using the word.
1.They are busy _____lunch.(preparing)
2.He is well ______for the meeting.(prepared)
3.I’m not ________to listen to all your weak excuses.(prepared)
4.First __________the rice by washing it, then cook it in boiling water.(prepare)
5.Will you help me ___________the party?(prepare for)
六，fit
Step 1: Lead in learn to understand the word
Situation 6 : The teacher is wearing a new coat. Ask the Ss what it looks like on the teacher.
Step 2: Learn to use the word
1. The suit fits me nicely
2. We always fit our deeds to our words.
3. The door fits badly.
4. Mr. Wang fitted a new lock on the door.
5. We should exercise more to keep fit.
Step 3:Practise using the word
将划线部分词汇的中文意思写在该句子后面的括号内:
1.You look so good in the red dress- it fit you well.( )
2. I’m sure we’ll have something to fit your requirements(要求), Madam.( )
3.All the computers they sell all fitted free.( )
4.The person who has the experience in designing the software is fit for the post(职位) in the computer company.( )
5.The old man is as fit as a flea(十分硬朗)because he does a lot of exercise every day.( )
6.The shoes are a good /poor fit.( )
七.offer
Step 1: learn to understand the word by asking the Ss to find out the sentence in the text with “offer” in it.
Stores offer all kinds of food and snacks and we have to make many choices.
Step 2: Learn to use the word
1.The trees offered shade from the sun.
2.He offered to help me /he offered me his help.
3.Thank you for your offer of help.
4.The company has offered a high salary.
Step 3: Practise using the word
将划线部分词汇的中文意思写在该句子后面的括号内:
1. My father has very kindly offered to take us to the airport.( )
2. We feel really bad that we didn’t offer any food to the poor.( )
3. What are you offering for the painting if you would like to buy it?( )
4. It’s an organization that offers free legal advice to people on low incomes(收入).( )
5. I must say the offer of a weekend in Hainan quite tempts(吸引) me.( )
6. He’s a businessman…I’ll make him an offer he can’t refuse.( )
VII. Task 1: Suppose you are a doctor who answers questions about diets and nutrition for Food and Diet magazine. Read the following letter and write a reply.
Task 2:
Complete the following passage using the above words:
The Way to Keep Healthy
It is very important for us to keep healthy in our daily life. But how? Here is some____ for you to follow.(advice)
First, you ought to have a healthy_____. It is necessary to eat enough fruit with which you should be _______ because it contains all kinds of vitamin that you need every day. You had better not eat too much fat. Every day your parents _____ a rich meal for you. The amount of fat you can eat____ ____on your weight.(ought, diet, careful, had, prepare, is based)
Second, good habits can help you keep_____. I _______ doing regular exercise every day.(healthy, suggest)
Last, an eight-hour sleep is needed after a day’s hard work. Remember smoking can damage your______. If you really feel a _____ in your body , go to ask the doctor to ____ you to be cured in time.(health,pain,examine)
Period 4 Grammar
Teaching aims:
1. To train students to know the usage of the modal verbs “had better, should, ought
to, must, have to and have got to”.
2. To let students to know the differences between had better, should, ought
to, must, have to and have got to.
3. To train students to use these modal verbs skillfully in daily life.
Key and difficult points:
1. To let students to summarize the usages of these modal verbs after learning the
sentences with modal verbs.
2. To train students to use the modal verbs in daily life including spoken English and
written English.
3. To let students to use modal verbs in right condition.
Teaching procedures:
Step 1 ------ Leading in
1. Ask students to watch a flash which happens between a mother, a son and a guest.
2. Ask students why the guest is very angry.
Step 2 ------ Modal verbs learning
I. had better
1. Show students a picture of a doctor and a patient, and then tell students some background about the picture.
Teacher’s presentation ------ A man felt very badly and he thought he had a serious disease, so he decided to go to see a doctor. The doctor examined him and asked him some questions about his favorite food and hobbies. The patients told the doctor that he likes having junk food and liquor. His another hobby is always surfing the Internet overnight and getting up very late.
2. Ask students to suppose they are doctors, and ask them to discuss what advice
they can give the patient according to pictures in pairs.
3. Ask some students to present their discussion results buy using the word had
better.
(1) You had better eat more vegetable and fruits.
(2) You had better drink less wine.
(3) You had better not surf the Internet recently.
(4) You had better get up and go to bed early.
(5) You had better take more exercise.
4. Ask students to summarize the usage of had better.
When you give advice or your opinion about something, you can use had better or had better not.
Attention ------ You can say “had better do sth.” to the people who are older than you.
II. should & ought to
1. Show students a picture of western dinner table, and then tell students some
background about the picture.
Teacher’s presentation ------ Sammy and her Chinese friend Li Ming went to a formal Western dinner party one day. Unfortunately Li Ming does not know anything about table manners at a formal Western dinner party, so he made many stupid mistakes at the party. The next day Sammy told Li Ming his mistakes, and tried to advise Li Ming what to do or what not to do.
2. Ask students to suppose he or she is Sammy, discuss what Sammy is going to try to advise Li Ming according the given pictures in pairs. Tell Li Ming what to do or what not to do by using words should or ought to.
3. Ask some students to present their discussion results buy using the word should and ought to.
(1) You should/ought to keep the knife in your right hand and the fork in your left.
(2) You shouldn’t/ought not to ask a second bowl of soup.
(3) You should not/ought not to drink too much.
(4) You should/ought to finish everything on your plate.
4. Ask students to summarize the usage of should and ought to.
When you are trying to advise someone about what to do or what not to do, you can use should/ought to or should not/ought not to. Ought to is stronger than should in tone.
III. must & have to
1. Show students a picture of a master and a servant.
Teacher’s presentation ------ This master is going to her friend’s birthday party. Before leaving, she gives his servant a lot of work.
2. Ask four students a group to discuss what the master says to her servant, and then give them an example and some pictures.
3. Ask some students to present their discussion results buy using the word must.
(1) You must clean every room.
(2) You must take my dog to go for a walk after dinner.
(3) You must wash all the clothes.
(4) You must clean the garden.
(5) You mustn’t use my phone.
4. The servant feels very misunderstood and she complains to her friend. Ask students to suppose he or she is the servant, and ask four students a group to discuss what the servant is going to say to her friend.
5. Ask some students to present their discussion results buy using the word have to.
(1) I have to clean every room.
(2) I have to take my dog to go for a walk after dinner.
(3) I have to wash all the clothes.
(4) I have to clean the garden.
6. Ask students to summarize the usage of must and have to.
(1) When you want to say that it is necessary for someone to do something, you can use must.
(2) You can use must when you think it is necessary. Must can be only used in present tense and futures tense. The negative form of must is mustn’t which means 不许.
(3) You can use have to when someone else thinks it is necessary or there seems to be no other choice. Have to can be used in any tense. The negative form of have to is not have to which means needn’t.
(4) You can use have got to instead of have to.
Step 3 ------ Modal verbs practice
1. Show students some school rules and regulations. Ask students to say some of rules by using modal verbs according to their attitudes to some rules and regulations.
(1) Get to school on time.
(2) Wear school uniforms from Monday to Thursday.
(3) Wear school badge at school school.
(4) Don’t wear any jewelry at school.
(4) Don’t take cellphones to school.
(5) Turn off the light before leaving the classroom.
(6) Keep silent at noon from 12:50 to 1:50.
(7) Don’ t ride your bike at the campus.
2. Ask students to suppose they are teachers. At the first day of the new semester,
how the teachers say these rules and regulations to the new students by using the modal verbs.
3. Ask four students a group to discuss how the teachers say these rules. Then ask three students to present their results and let other students to judge who the best teacher is.
Homework ------
1. Ask students to fill in the blanks with must or have to.
(1) It’s later than I thought. I ________ go now.
(2) Jack left before the end of the meeting. He __________ go home early.
(3) In Britain many children ____________ wear uniform when they go to school.
(4) When you come to London again, you __________ come and see us.
(5) Last night Don became ill suddenly. We __________ call a doctor.
(6) You really _____________ work harder if you want to pass the examination.
2. Ask students to fill in the blanks with mustn’t or don’t/doesn’t have to.
(1) I don’t want anyone to know. You ________ tell anyone.
(2) I can stay in bed tomorrow morning because I __________ go to work.
(3) Whatever you do, you _____________ touch the switch. It’s very dangerous.
(4) There is a lift in the building, so we ___________ climb the stairs.
(5) You _______ forget what I told you. It’s very important.
(6) You _____________ be a good player to enjoy a game of tennis.
3. Ask students to fill in the blanks with had better or should.
(1) I have an appointment in ten minutes. I ________ go now or I will be late.
(2) It’s a great film. You _________ go and see it. You will really like it.
(3) I ________ get up early tomorrow. I have got a lot to do.
(4) When people are driving, they _________ keep their eyes on the road.
(5) Thank you for coming to see us. You __________ come more often.
(6) These biscuits are delicious. You _________try one.
Period 6: Integrating skills:
Type of lesson: Reading and writing
Teaching aim: Enable the Ss to improve the ability of reading and writing.
Teaching procedures:
Step I: Reading.
1. Ask the Ss to classify the foods in the box into different groups individually and then give reasons.
potato chips sandwich salad apples chocolate chicken roll-ups tomatoes shaomai oranges bananas
Healthy snacks:_______________________________________________
Unhealthy snacks:______________________________________________
Example:
I think that potato chips are unhealthy snacks because they are high in fat.
I think that apples are healthy snacks because they have lots of vitamins and fibre.
2. Ask the Ss to name some other snacks.
3. A game.(group work)
T: Snacks are usually easy to make, so sometimes we can prepare the snacks by ourselves. Are you good at cooking?
shaomai chicken roll-ups
_____the pork and the black mushrooms _____ pieces. _____ the chicken and ____ it into pieces.
_____all the ingredients _____ a bowl. _____ the bacon ____cut it into pieces.
_____ and ______ the skins. _____ the potato small,and _____ some lettuce and the cheese.
_____ the shaomai _____ boiling water _____7 or 8 minutes. ______ them all together in a bowl.
_____ some of the mixture _____ the bread and ____it up.
1) Ask the Ss to fill in the form without looking at the books.
2) Tell them to check their answers according to the passage and explain some new words.
3) Teach some new verbs with pictures or performance.
Group 1:chop,peel,slice,dice
Group 2:stir,mix,blend,add
Group 3:boil,steam,fry
Step II. Ask the Ss to learn to write a recipe.
1.A writing task.
Today is your birthday.You ‘re 18 now.You want to show your parents you are no longer a child.You are able to take good care of them and yourself.You’ve made a birthday cake (a salad,a pudding,etc.) by yourself . Look!
2.Ask the Ss to discuss the topic they want to write.
3.Ask the Ss to list the necessary information.(Work in groups of four)
1) What ingredients do you need?
2) How much is needed,a spoonful,a cup or a pound?
3) What should you do with the ingredients?
4) Which ingredients should be mixed together and how?
5) How should the ingredients be cooked?
4.Get the Ss to write the recipe .
5.Tell them to exchange their recipes in pairs.
6.Ask some pairs to present their recipes in front of the class.
(One of them gives the instruction while the other acts out.)
Possible version:
Fruit salad
Ingredients:
an apple, a pear, a banana, orange sections, grapes , melon balls, strawberries, nuts (1 cup),vanilla yogurt (1 cup),orange juice concentrate (2 spoons),lettuce
Cut the apple and the pear into pieces and the banana into slices(slice the banana).Mix together all the fresh fruits with nuts. Stir the yogurt with orange juice concentrate. Add the fruits and nuts, and mix them well. Serve on a bed of lettuce.
丰台一中
北京十二中
丰台分院 梁丽冰
篇2：高一英语第七单元完整教案(人教版高一英语下册教案教学设计)
Warming up & Listening
Type of lesson: Warming up & listening
Teaching aims: 1.Talk about cultural relics, their importance and ways to protect them.
2.To improve the ability of listening.
Teaching aids:Tape recorder, paper sheet, projector
Teaching procedures:
Step I. Warming up.
Task 1:Team work on the topic “cultural relics”.
Q1:What does the topic mean? Have you got any ideas of cultural relics?
Q2:Are there any cultural relics in Beijing? Name some.
Task 2:Talk about the given cultural relics.
Q1:What are they? Where are they?
Q2:Which one would you like to visit? Why?
I would like to visit _________ because ____________.
I think it’s famous for __________________________.
Q3:What do you think of the cultural relics ? What can we do to protect them? Let’s listen to a passage and see what are mentioned in it.
Step II. Listening.
1. Ask the students to read the chart on P43 before listening and find out what they are asked to fill in the chart.
2. Listen to the passage for the first time and then ask the Ss to tell the names of the sites orally.
3. Listen to the passage for two or three times and try to say something about the importance of each place.(Check in pairs and then in class)
1) _______,there is a statue of a horse._______, there is a large stone elephant.The main building is _______.This site is important because it tells us about what kind of buildings people had in the past.
A. On the left B .in the centre C. On the right
2) This beautiful temple stands between a lake and a mountain. The temple is an important part of our history; many important things happened here, and many poems have been written about the temple.
3) People come to Mt. Lu Shan to look at the beautiful mountains and waterfalls .Over there, between Red Sun Mountain and the lake is the Blue Waterfall ,one of the biggest in the area. Between the lake and the village is the Moon Tower. The mountain is an important part of China’s history and important people have been here.
4. Listen to the passage for another two times and try to find out the measures people take to protect the places.
(Do the matching exercise)
Protect the palace build a museum
walk around the house
Protect the temple limit the number of cars
build a wall
Protect the mountain move some to the museum
try to use buses
5. Ask the Ss to read the pictures on P44 and the instructions, too. And then listen to the passage again to complete the exercise.
6. Discuss the answers in pairs and then check them in class.
Step III. Ask the Ss to do talking exercise on P121 in a group of five. And two or three groups will present their decision in the next class. The other groups have to write down their decision.
( 教师应给每组评分。小组之间互评，每组每个人有口语成绩的一并积累。)
Speaking:
Type of lesson: Speaking
Teaching aims:1.To learn how to ask for and make suggestions.
2.To help the Ss make dialogues in proper situations.
3. To encourage the Ss to discuss in groups and develop their imagination and creativity.
Key point: To help them use the functional sentences correctly in proper situations.
Teaching aids: Tape recorder, pictures and some real objects.
Teaching procedures:
Step I. Ask the Ss to read the instructions.
Step II. Help the Ss understand the instructions.
. 1.Q1:What kind of box is the culture capsure? (about 2*2 metres / an imaginary large box)
Q2:Shall I put in a cat?(No, you can’t put any living things in the capsure.)
(No, the object you’ve chosen should represent Chinese culture.)
Q3:Shall I put a bowl?(Yes, but it should have some cultural value, For example,it was made in Qing Dynasty.)
2.Ss discuss in groups and fill in the form.
What do you want to put in? Why?
3..Ask the Ss to make up their own dialogue by using the functional sentences.
Step III. Ask the Ss to sum up some useful expressions.
Asking for suggestions:
1)What shall I do …?
2)Can’t we do …?
3)Should we do …?
Making suggestions:
1)What/How about…?
2)Why not…?
3)Why don’t you…?
4)I think you’d better do… .
5)I suggest you (should) do … .
6)Let’s do … .
7)I’d like to do… .
8)Maybe we could do … .
Step IV. Ask the Ss to present pairwork on the culture capsure.(Act out their dialogues).
Step V. Ask the Ss to make up a new dialogue with the useful expressions above in a group of four.
Situation:
You are going to hold an evening party. You haven’t decided the place, the time and the guests you’re going to invited. Now, you are talking about the party with your family.
Step VI. Ss present their decision.
Step VII. Homework .
Write down the dialogues they have made up.
Reading:
Type of lesson: Reading
Teaching aims:1.To help the students to have a good understanding of the text
2.To train the students’ reading ability
3.To solve their difficulties by reading, discussing and doing exercises
Teaching procedures:
Step I. Lead in.
1. Ask the Ss to say something about the standard of Great cities.
T: There are many great cities in the world. In your opinion, what makes a city great? Let’s take Beijing as an example.(见课件)
1) a long history
2) the capital of the country
3) a large population
4) Something important once took place there.
5) many places of interests
6) …….
2. Show the pictures of famous rivers in the world and introduce St.Petersburg.
T: Water is important for human beings ,here is a proverb saying,” Where there is a river, there is a city.” Maybe it’s not always true. But it’s true that many of the world’s greatest cities have been built on the banks of a river.
Now,I want to show some pictures of famous rivers in the world. And all of them flow through famous cities in the world.
1) The Yangzi River ------Nanjing
2) The Thames River ----- London
3) The Newa River----- St.Petersburg
1) The Yangzi River
2)The Thames River
3) The Newa River
T : Do you know the city of St.Petersburg? It’s the second largest city in Russia. And it’s 300 anniversaries of this city this year. The same as Beijing, St.Petersburg experiences many famous events in history. Until now St. Petersburg , as one of the oldest and the most well-known cities in the world, still keep making legends .So today let’s learn about this city,” A City of Heroes”, St. Petersburg.
Step II. Help the Ss to understand the passage.
1. Ask the Ss to read the title and find out what the passage is about.
The text must be about a city which has many heroes.
2. Do fast reading to find out the answers to the following three questions.
Q1:Which city will the text talk about?
Q2:Who are heroes?
Q3:Who is the man on the bronze horse?
3. Ask the Ss to read the text aloud with the tape, and then finish True or False Statements. (WB P68)
4.Help the Ss to deal with the difficult points.
1) Match the words on the left with their meaning on the right.
cave make something as good as it was before
project to build again; construct anew
ruin artist; person who paints pictures
ancient very old; from a long time ago
.portrait break or harm something
damage a picture that you take with a camera
rebuild a painting or picture of a person
restore a big plan to do something
painter a building that has been deadly damaged
photograph a large hole in the side of a mountain or under the ground
2) Help the Ss to understand the following sentences.
a. Pieces of the palaces that had been hidden before the Germans came could be used to rebuild the city and its culture.
b. With the help of old paintings and photographs, the people of St.Petersburg were able to bring back the beauty of their culture and history.
c. The palaces are large and beautiful, and they often look like something out of a fairy tale.
4. Ask the Ss to summarize each paragragh with one or two words.
St.Petersburg
Para 1: the building of the city
Para 2: the decline of the city
Para 3: the rebuilding of the city
Para 4: the present situation of the city
5. Ask the Ss to have a discussion on the chart in a group of four, and then ask some of them to fill in the chart.
Work sheet:
the building of the city
position
creator
personality of Peter the Great
the decline of the city (important historical events)
time
how long
intruder
the results of the Nazis’failure
the rebuilding of the city
materials
difficulties
the result of hard work
the present situation of the city
the modern heroes of Russia
the character of people of St.Petersburg
Step III. Ask the Ss to do post-reading exercises.
1.Discuss the questions in pairs.
Q1: Why are the people of St. Petersburg heroes?
Q2: Why do people think St. Petersburg is a great city?
2.Ss present their opinions in class and then the teacher makes a summary.
T: From the text we just learned, we can see that St. Petersburg, this great city, has a lot of history. In the past, Peter the Great was the hero of St. Petersburg. Now the people of St. Petersburg are keeping on making legend of St. Petersburg, even the legend of whole Russia. As a result, strong, proud and united, the people of St. Petersburg are the real modern heroes of Russia.
Step IV. Communication exercise.
Task: Talk about the celebrations of the city held in the city this July.
Step V. Homework.
1. Find out more information of the city on the Internet. Report it to the class in the written form.
2. Finish Ex.2 on Students’ Book P46.
Answer sheet:
the building of the city
position on the banks of the Newa River
creator the Russion Czar Peter the Great
personality of Peter the Great strong and proud
the decline of the city (important historical events)
time 1941
how long 900 days
intruder Germans (Nazis)
the results of the Nazis’failure 1.fires burned everywhere
2.buildings destroyed
3.paintings and stutues lay in pieces on the ground
the rebuilding of the city
materials 1.pieces of palaces that had hidden before the Nazis came
2.the old paintings and photograghs
difficulties save the buildings and palaces without destroying their old beauty
the result of hard work 1.Parts of statues have been put back together.
2.Missing pieces have been replaced.
3.Old paintings and the old palaces have been made as wonderful as in the past.
the present situation of the city
the modern heroes of Russia the people of St. Petersburg
the character of people of St.Petersburg strong, proud and united
Word Study
Type of lesson: Word study
Teaching aims:1. Help the Ss use some key words and expressions in this unit.
2.Help the Ss to know how to build a word with “re”.
Key point: Master how to use the key words and expressions in different situations.
Teaching procedures:
Sept I. Ask the Ss to find out the sentences with the words and expressions in the text and read them out.
Step II. Ask the Ss to read more examples and sum up the usage.
Step III . Ss do the exercises.
Step IV. Check the answers .
Step V. Homework.
1)Ask the Ss to make up a short passage with the words and expressions learnt in this unit.
2)Review the whole unit.
I.Word formation “re- “
1.Find out the words with “re-“ in the text and understand the meaning.
A prefix is a syllable that is added to the beginning of base word to change its meaning. In the text, prefix “re” means again .
2.Do Ex.1 on P46.
II. Word study.
1. use 的用法 (vt. & n.)
1) Are you using this knife or can I borrow it?
2) This glass has been used. Please fetch me a clean one.
3) Bamboo can be used to build houses.
4) These lights are used for illuminating the playing area.(赛场)
5) This grammar book can be used as a textbook..
6) A food processor has a variety of uses in the kitchen. (n.)
7) Don’t throw that cloth away. You’ll find a use for it one day.(n.)
8) It’s no use arguing with him any more. He won’t listen to you.(no use doing sth.)
9) If you don’t have enough money, You are able to buy a used car instead of a new one.
( A past participle can be used as an adjective.)
Exercise:
1. The old hospital _____________.( 已经不再使用了)
2. Computers should be designed for the people who _______________.(使用它们 )
3. It’s no use _________________( 帮助他学英语).He doesn’t want to learn it well at all.
4. She hurt her arm in the fall and _____________( 失去作用) of her fingers.
2. It is true that many of the world’s greatest cities have built on the banks of a river. (It + be + adj./n./p.p. +to do/ that ….)
It was difficult to save the palaces and buildings without changing their old beauty.
1)Is it true that the scientist will give us a lecture next week?
2)It is said that at least ten buildings will be built soon in our city.
3)It is easy to recite the text.
4)It’s a rule in our school to do a good cleaning on Friday.
Complete sentences.
1)据报道，一些外宾明天要到我校参观.( reported )
____ _____ _____ many foreign guests will visit our school.
2)行这次会议，意义重大。（ important; of great importance）
a. To hold the conference is ____ ____ ____.
b.___ ____ ____ to hold the conference.
3.give up /give in
1)She gave up her job to look after her sick mother.
2)He has to give up playing football because of his broken left leg. .
3)You can’t win the game ,so you may as well give in.
Exercise:
1) The doctor told him to _________ smoking because he had coughed for a long time.
2) The enemy is surrounded ,and will soon ____________.
3) He has to _______ drinking whisky because he suffers from heart attack.
4.
look out, look after, look at, look up, look for
1) If you have new words, you should ________ the words in your dictionary.
2) Peter _______ his pen , but he didn’t find it.
3) _________, a car may hit you!
4) A good doctor should _________his patients very carefully.
5) Mary _______ the blackboard , but she could see nothing .
5. try to do/ have to do/ be able to do
1)We ______ remember the useful words and expressions in this unit in five minutes, but we failed..
2)She wasn’t ____________ go to the games because she hurt her right knee a week ago.
3)The workers ___________ stay up all night in order to finish the work on time.
6.seem 的用法见教参P145
1) It seems that it’s more difficult for women to get to the top of a company.
2) It seems that he is lying.
3) I seem to have seen her before.
4) It seems that he is angry. =He seems to be angry.
5) It seems as if/though he were in a dream.
6) It seems (as if) there will be an election soon.
Rewrite the following sentences.
1) It seems that he is an expert. He seems _____________________.
2) He seems to know everything. It seems _____________________.
III. Complete the passage with the suitable phrases.
try to, be able to, use, it +be+ important, have to
Karl Marx was born in Germany and his mother tongue was German . When he was still a young man he _had to leave his mother land. In 1849,he started working hard to learn his English because it was widely used all around the world. He made such rapid progress that before long he was able to write articles in English for an American newspaper. When he was in his fifties, he found that it was important to study the situation in Russia. So he began to learn Russian. Half a year later, he could read articles and reports in Russian. “ When people use the language, they should try to forget all about their own.” Such was Marx’s suggestion on how to learn a foreign language.
Grammar
Type of lesson: Grammar
Teaching aim: Ss will be able to understand the meaning of the Present Perfect Passive Voice and its functions.
Teaching focus: Ss can use the voice in a proper situation.
Teaching aid: Paper sheet, pictures or projector
Teaching procures:
Step I. Lead in.
Show some pictures to help the Ss to understand the meaning of the voice.
1)The window has been broken .
2)A new school building has been built for a month.
3) Look, the dirty table has been cleared.
Step II. Ask the Ss to find out the sentences with the Present Perfect Passive Voice in the text and tell why the passive voice is used.
Explain these sentences are used :
1) When the doer is unknown (Sentence 1)
2) When the doer is not important (Sentence 2)
3) When we want to highlight the object of the active sentence(Sentence 3)
Step III. Observe the functions of the voice.
Ask the Ss to read more examples and sum up the structures.
1)All the tickets for the International Music Festival have been sold out.
2)Whose homework hasn’t been handed in?
3)Has the building been completed?
肯定式Have/has been done
否定式Have/has not been done
疑问式Have/has…been done
Step IV. Practise using the voice.
1) Do exercise on P49 (checkpoint) and then do Ex.1 on P47.
2) Do Ex.2 on P123.
3) Do Ex.2 on P47.
Step IV. Practise the voice.
1) I see a lot of trees on the street .The trees _____ _____ planted for years.
2) Anybody who cuts down young trees _____ ______ punished.
3) I can’t enter the building because it ______ _____ locked on Sunday morning.
4) A museum ____ ____ built for cultural relics in the village.
5) Many measures _____ _____ taken to protect cultural relics in China ,so we are able to see many places with their original (最初的) looks.
Step VI. Homework.
1. Finish Ex.2 on P63 in the workbook.
2. Do Ex.3 on P123.Observe the examples first and then do the exercise.
Integrating skills
Type of lesson: Reading and writing
Teaching aim: Enable the Ss to improve the ability of reading and writing
Teaching aid: projector, paper sheet, tape recorder
Teaching procedures:
Step I. Ask the Ss to fill in the form after reading the text.
1. Do it individually.
2. Discuss in pairs.
Location feelings problems suggestions
Step II. Ask the Ss to learn to write a letter to an editor.
1. Find out what they want to write about individually.
2.Write it by themselves.
3.Exchange their letters.
4.Present their letters in class.
Step III. A writing task.
The Yellow Mountain is a place of interests, a great many travelers visit it every day. You traveled there on National Day and had a pleasant time. However, you were not satisfied with some behaviors（行为）. Now, you are writing to the management office (管理处) according to the given information in the chart.
Problems Suggestions
throw about the rubbish take away
kill wild animals, catch birds stop hunting
pick flowers protect plants
do the cooking in the wood take meals, forest fire
Possible version:
Dear Editor,
I’m a visitor from Beijing. I traveled to the Yellow Mountain on National day and had a pleasant time there. However, I found some problems during my journey. Some tourists threw about waste paper, plastic bags and tins. Some killed wild animals, caught birds and picked up flowers. Some even did the cooking in the wood.
As we know, the Yellow Mountain is a place of interests. A great many travelers visit it every day. In my opinion, the travelers should take away rubbish with them when they leave. They should stop hunting and plants should be protected .What’s more, all the tourists should take their meals in order not to cause forest fire.
Yours sincerely,
Alice
篇3：Unit 13 snacks教案(人教版高一英语下册教案教学设计)
Period 3
Integrating skills ---- reading and writing (snack)
Step 1. Warming up (pre-reading)---watch a video and answer:
Show a tape and get the ss to discuss
1. Which diet is healthier, Chinese or western? Why?
Chinese, it’s high in ….. while the western diet contains …
2. why do some of the British have no teeth left at the age of thirty?
They eat too much sugar and fat in the form of chips and coke.
Although chinese diet is healthier ,we still feel hungry between meals. So what will we have to do?
Eat some snacks.
Ok. Now listen what snacks are mentioned in the listening materials?
Step 2 listen and speak out
To learn the structure of how to write a recipe. including two activities.
Activity One: read and learn what the 1st para talks about.
Para 1 1.Tick out what food is mentioned?
2. Read and answer
1) Which is healthier? Fruit
2) Why is fruit healthy?
It hasn’t too much fat and sugar. It gives us carbohydrates, which our body and brain use for energy? It also gives us fiber and Vitamin.
3) Why are the other two unhealthy food?
They have too much tat and sugar.
Activity Two
Para 2 Learn the outline of a recipe
Q1 : Besides these two snacks, the passage also mentions some other snacks. What are they?
Answer:---- Shaomai and Chicken roll-ups.
Q2 : How can we make Shaomai and Chicken roll-ups?.
Get Ss to give the outline of one of the two recipes (pair work)
Write an outline of a recipe:
Name:
Ingredients:
Directions:
Then deal with the recipe one by one.
Step 3: writing (group work) begin to write a recipe according to what you have learnt in the passage.
Discuss and write a recipe
Name Ingredients Directions
Key words:
Green onions, garlic, pepper, soy sauce, ginger, vinegar, sugar, wine, salt.
Peel, slice, dice, steam, fry, boil, stir, mix, add, chop, spoon., fill, cut… into pieces, fold, roll up
Discuss: 1) name your dish
2) talk about the ingredients of the dish and directions
3) list your steps of how to cook the dish.
Step 4 Evaluation
Share what the Ss have written in groups and in Class.
Teacher give some comments on the group works.
Sample 1 :
Golden delicious fish!
Ingredients:
a fish, green onions, garlic, ginger, red peppers, pepper sauce, salt, vinegar, soy sauce
Directions:
1. Cut the body of the fish.
2. Add salt to the fish before it is cooked.
3. Chop the bulb of green onions into small sections, and cut the green onions into pieces. Peel the garlic.
4. Mix the onions, garlic, ginger and red peppers. Fry them for a short time. Then get them all out.
5. Cook the fish and add vinegar and soy sauce.
6. Add onions, garlic, ginger and red peppers. Also add pepper sauce and water to boil the fish for some time.
7. Spoon the fish and add some fresh chopped green onions.
Sample 2:
Golden delicious fish!
Ingredients:
a fish, green onions, garlic, ginger, red peppers, pepper sauce, salt, vinegar, soy sauce
Directions:
First cut the body of the fish.and add some salt to the fish before it is cooked. Second chop the bulb of green onions into small sections, and cut the green onions into pieces. Peel the garlic. Mix the onions, garlic, ginger and red peppers. Next fry them for a short time. Get them all out. Cook the fish and add vinegar and soy sauce. Then Add some onions, garlic, ginger and red peppers. You can also add pepper sauce and water to boil the fish for some time. Finally spoon the fish and add some fresh chopped green onions. Now the golden fish is ready and you can enjoy it.
教后感:
篇4：高一英语第二单元教案
一.教学内容分析
本单元的中心话题是Good manners，这是一个亘古及今且永恒的话题。但在我们这一单元中，Good manners 都有些什么内容呢?中外文化中对Good manners 的理解、体现有什么异同?我们该怎么做、做什么才能成为一个受人欢迎、具有Good manners 的人呢?单元中十一个板块的相关话题的设计及语言材料的选编无不紧紧扣着这个中心。从日常生活中看似虽小但能触及心灵的情景及行为，如道歉、书面致谢;东西方餐桌礼仪;域外风俗礼节等，都作了详尽的诠释，所有这些为我们提供的不仅是充实的英语语言知识和综合语言运用技能训练的内容，更重要的是学生学习这一单元的整个过程也是他们陶冶情操、规范行为、发展心智的过程，这对他们身心的发展会产生较强的感染作用，有助于他们人文素养的整体提高和跨文化意识的加强。
“热身”(Warming up)部分设计了学生学习生活中及日常生活中经常发生的四幅画面：上课迟到、打断别人说话、排队买饭时不小心雨伞戳着别人、商店里排队付款一男士推开两顾客从他们中间穿过，顾客生气质问男士。让学生学会道歉，学会讲礼貌。这部分的目的是，引出中心话题Good manners，帮助学生明白讲礼貌会使我们人际之间关系和谐融洽，甚至会化干戈为玉帛;同时复习或学习一些致歉语和必要的答语。
“听力”(Listening)部分提供了一段两朋友间的对话，一朋友不打招呼骑走了另一朋友的自行车，并且把它弄丢了。怎么办?当然是道歉。这个听力练习要求学生通过听学会对发生了这种事情后的道歉表达和更高姿态的回响，使道歉者释然。以此了解英语国家人士语言的得体性、思维的方式与习惯表达方法，培养学生跨文化交际的意识。如 “I guess it wasn’t really your fault, was it?” , “ That’s OK. Forget it. It was an old bike anyway.”
“口语”(Speaking)部分提供的是三组文字情景，要求学生在前面“热身”和“听力”的基础上，以双人对话的活动形式体现情景，训练学生在比较真实的情景中口头表达能力和丰富他们有关道歉的语汇，包括词和句型。充分展示具备Good manners者解决问题、处理尴尬场面的风采。
“读前”(Pre-reading)部分设计了四个情景：1)At a dinner party, 2)Greeting your teacher, 3)Receiving your birthday present, 4)Paying a visit to a friend’s house, 以小组活动的形式讨论并写下在中国文化中以上情景有礼有节的一些规矩，这一活动的目的是不仅要调用学生已有的直接和间接的体现Good manners 的生活经验，加深对我们中国是文明礼仪之邦的认识，而且激活学生的思维，自然过度到下一步的 “Reading”--- 西方文化、餐饮礼仪。
“阅读”(Reading)部分是一篇说明文。主要介绍了西方的餐桌礼仪，并在字里行间渗透着和中国餐饮文化进行比较。东西方文化交织在一起，充满了跨文化交际的信息，体现了教材的国际性和民族性。
“读后”(Post-reading)部分的前三项任务是要求学生针对课文的理解完成的，可作为评价学生对文章理解的程度。如第一项：列出中西方餐桌上餐具及其摆放的位置;第二项：标出西方正式宴会上主要食物上桌的顺序;第三项：判断西方正式宴会上哪些就餐行为文明有礼，哪些行为显得无礼粗俗。第四项是回答问题，是一道联系中国实际的、开放性的一道问题：中国的餐桌礼仪也在变化吗?举例说说。可以小组讨论的形式进行，目的在于让学生对中西方餐桌礼仪的认同，以及培养学生的思辩能力。
“语言学习”(Language study)分词汇和语法两部分。词汇部分有构词法知识，前缀in-, im-, un-, non- 和练习部分词汇的一篇与课文主题相关的短文。引导学生通过短文提供的生动语境培养自己理解和记忆单词的能力。语法项目是定语从句，这是继前面两单元后第三次出现，不属新的语法知识。非限制性定语从句第一次介入。语法第一部分提供的限制性定语从句和非限制性定语从句的例句比较和说明，可供学生自主学习，让学生探究发现两种定语从句的不同形式和含义。第二部分着重检验学生运用两种定语从句拓展句子的能力。
“综合技能”(Integrating skills)设计了一个很实用的写作任务：写感谢信。这个设计包括读和写。阅读部分的内容是一封感谢信的范例;写作部分的任务是：对老师的帮助、父母的关心支持、朋友的真诚、收到生日礼物等写一封感谢信。通过这一活动，让学生明白对他人的帮助心存感激，无疑是一种美德，一种素养。
“学习建议”(Tips)部分提供了一些行为规范的名言警句，告戒学生随时随地讲文明、懂礼貌，从自身做起，从小事做起。
“复习要点”(Checkpoint)部分简要地总结了本单元的语法重点----限制性定语从句和非限制性定语从句，并且设计了一些最基本的语言练习，帮助学生自评。同时通过两个问题引导学生对本单元所学的词汇作一次小结。
二.课时安排：6 课时。
The First Period: Warming up and Listening
The Second Period: Speaking
The Third Period and Fourth Periods: Pre-reading, Reading and Post-reading
The Fifth Period: Language Study
The Sixth Period：Integrating Skills
三.分课时教学计划
The First Period
GOALS:
To focus on talking about good manners as warming up and listening practice.
To learn to express apologies and responses to apologies.
To arouse students’ interest in learning good manners through various activities in class.
TEACHING PROCEDURES:
I. Warming up
设计问题、语境，诱发学生打开话匣子，不作限制，更不当练习来完成。
1.以旧带新，先入为主，根据学生自己的体验和理解，列举Good manners 的事例。
2.知错并向人道歉是Good manners 的行为之一。引入道歉用语，借书中情景和额外补充的各种情景反复演练，使学生能将这些礼貌用语娴熟地运用于生活之中。
(这些情景的提供，也为最后让学生自己描述道歉场面作准备)
3.作为一个有礼貌的人，对他人的诚恳道歉怎么反映?说些什么让道歉者心里释然?(为下一步的听力做个铺垫)
4.你上次向人道歉的情景还记得吗?对方是否是个讲礼貌的人。请描述一下。
1. T: We like people with good manners. We don’t like people with bad manners.
Well, what are good manners in your opinions? For example,
Is it good manners to take your classmate’s bicycle without telling him?
Of course it’s ( not) good manners to do…./ that….
Group work: Make a list of at least four things which are good manners in our daily life.
2. What should we do at least to be good manners if we do something wrong?
Making an apology? And how to express your apologies? What expressions do you use to apologize?
(Excuse me/ I’m sorry./ I am terribly sorry/ Please forgive me...)
3. Look at the four pictures in the text. Complete the dialogues with proper words according to the situations given.
4. Here are some more similar situations. Please make similar dialogues in pairs to drill the expressions of apologies.
Situation one: You go to the teachers’ office to hand in your homework, but your teacher is talking with one of her colleague. You interrupt them.
Situation tw You are late for the school gathering and all your classmates are waiting for you at the bus station. You explain that you had a flat tyre. Your classmates forgive you and tell you not to worry.
Situation three: When you are walking in the streets, you step onto someone’s toes and this person is a bit angry. He reminds you to be careful next time.
Situation four: You are playing basketball and suddenly the ball hit someone passing by. The person is very angry with you.
5. In fact, if you can apologize probably after you do something wrong, others will still have a good impression of you. On the other hand, your proper response to an apology also shows you are a person with good manners.
Well, what’s your response to the following apologies?
1) I’m sorry, Sam. I stepped on your pen and broke it. I didn’t see it on the floor.
______________________________. ( It’s OK. I have another pen.)
2) I’m sorry, Mr. Tan, I didn’t complete my homework. I was not feeling well last night.
__________________________________________________________________.
(Are you feeling better now? You may hand in your homework tomorrow.)
6. Do you think it good manners to make an apology to people in time if you have done something wrong? Please describe the situation last time when you made an apology to others.
What did you say to express your apologies? What was the other’s response?
Did he / she accept your apology? Do you think him a person with good manners?
Why (not)?
II. Listening
1. Listening in SB.
遵循step by step 的原则，分听前(Pre-listening)、听时(While-listening)和听后(Post-listening) 三步走，并设计各个步骤的任务型活动，使整个听力目标明确，中心话题更为突出。
Pre-listening: Go over the six questions or sentences and guess in pairs if the persons in the listening have good manners or not. Why do you think so?
While-listening: Answer the questions and complete the six sentences.
Post-listening questions:
Has anything similar happened to you? What was the situation? How did you deal with it?
Do you think you’re a person with good manners? In what ways?
2. Listening in WB. P.115
Listen to the tape and finish the exercises in it.
The Second Period
GOALS:
To focus on oral practice --- Speaking.
The students are to use the expressions of apologies and possible answers freely through some situations.
They are enabled to solve some simulating problems about good manners and bad manners.
TEACHING PROCEDURES:
I. Elicit the expressions of apologies and possible answers through the situations which might happen to the teacher himself / herself.
The teacher is a bitl late for the class.
The teacher carelessly knocks down a student’s booksl on the table.
The teacher blames some student wrongly for not …l
1. T: I’m sorry. I didn’t mean to …. Now I apologize for my …
S: Oh, that’s all right.
创设真实情景与学生交流，既是以身示范，又自如、贴切地呈现教材中提供的常用道歉用语和回答方式。
2. T: What do you think of me since I made an apology for what I did?
What if I didn’t apologize to you for what I did?
就老师的行为让学生评说会更加激发学生说的兴趣，还会使学生具备一定的Good manners 的尺度标准。同时，为后面学生自己如何表现出文明礼貌、“问题”如何解决作准备。
3. T: What would you do in the following situations, so as to show you have good manners?
P.37l
II. Role-play: Problem solving
邻里之间的关系同样体现出文明礼貌的程度。有矛盾、有问题，原因是什么?居委会怎么解决?这项模拟活动跳出了课文，拓展了训练内容。要求学生将学过的表达方法与新的表达方法结合使用，对信息做各种合理的处理与加工，进行创造性的语言活动。充分体现口语教学突出话题和功能的双重要求。
Survey and Interview about relationship between neighbors.
In your group of four, one acts as a journalist, interviewing separately the other three who are neighbors about their relationship in between. Each neighbor talks about their good or bad relationship between each other and tells the reasons for it. One or two of the neighbors have some problems, and they can’t get on well with each other. The journalist reports it to the neighborhood committee and they try to solve it.
我们中国人用自己的Good manners的尺度标准，处理好邻里之间的关系。世界其他各国对Good manners 的尺度标准是否都一样?
III. Discussion P.116
IV. Conclusion:
Different countries have different standards of good manners. But people all over the world will appreciate those who are kind and helpful to others and the things that are beautiful and true.
The Third and Fourth Periods
GOALS:
To get to know the western table manners.
To learn some useful expressions about table manners.
To compare Chinese table manners with western table manners.
TEACHING PROCEDURES:
I. Pre-reading tasks:
其目的是激活学生已有的相关背景知识，启发学生思维和想象，活跃课堂气氛，使学生很快融入课堂教学内容。如借助图片或Powerpoint, 以小组竞赛的形式复习有关中外餐桌上食物、餐具的一些单词;以小组讨论的形式重温文明礼仪之邦的中国在待人接物、餐桌礼仪方面的独特习俗;最后聚焦于西方的餐桌礼仪。三项任务一步一步地扣上下一步的阅读内容。
篇5：高一英语第二单元教案
一.教材解读(Material Interpretation) 通常人们忌讳“只见树木，不见森林”，然而这里我们姑且就一个单元这只林片木来想象一下那片充满神奇的森林。从某种意义上说，这或许正是这套教材的编写者们的用意所在。高一英语新教材的编写依然以单元为单位，但每个单元打破了呆板的块状设计，换之于流畅的线型流程，为课堂教学的灵活组织留下了更大的空间。
整个教材体现了Communicative Curriculum的指导思想。每个单元以功能为主题，话题为支撑，结构为平台，任务为载体，意义交流为目的，充分体现了语言运用的基本思路，为任务型课堂教学构建了框架，注重提高学生用英语获取信息、处理信息、分析和解决问题的能力，发展学生与人沟通和合作的能力。
本单元的主题是Technology，中心话题为Hi-tech,话题本身具有强烈的时代气息，贴近学生的实际生活，符合学生的认知水平，在学生中有较强的认同感。这一单元的交际功能项目(Functional Item)有两个：
1. Describing things
2. Expressing agreement & disagreement。
结构项目(Structure)为The Present Continuous Passive Voice;主要能力项目为Reading 和Writing，其中一个阅读正篇，两个Language Input, 要求学生学会阅读并在阅读中培养根据上下文或构词法理判断词义的能力，同时学会写信并在信中阐述问题的症结，发表自己的观点。拓展项目为如何运用高科技获取更多英语信息，提升英语学习，并探究科技为人类带来便利的同时可能存在的负面影响以及消除这些影响的解决办法。
二 教学目标(Instructional Objectives) 通过教学，学生能描绘一些日常用品(如第一课时的A Guessing Game 和Describing and Drawing)，发现一些问题，发表个人观点，努力解决问题(如第二课时的Problems and Solutions，Role Play和A TV Chitchat Program: Help is on the Way);能学会与他人交流和合作(如第三课时中的Designing and advertising a new model of cell phone for Chinese high school students);能学会寻找适当渠道解决实际问题(如第四课时中的A Letter of Complaint to the Headmaster);能自己学会学习，在学习中建立输入假设，在实践中验证假设，并最后修正假设(如第四课时的对The Present Continuous Passive Voice的学习);能懂得基本的一些学习策略，并运用这些策略提高在一定的context 中对一些较难词义的推断能力(如第五课时中的Word and Strategy);能运用高科技获取更多英语信息，提升自己的英语学习(如第三课时中的Story Sharing和第六课时的Essay Writing);能探究高科技为人类带来文明和便利的同时可能存在的负面影响以及消除这些影响的解决办法(如第五课时中的Talk about the advantages and disadvantages of cellphones, robots, computers etc.);能在研究性的学习中进行自我反思，培养公民意识、社会责任感和全球观念(如第五课时中的A Probe into the Cause of Teenagers’ Addiction to Cyber Café和第六课时中的To Be a Technology-driven Human or not to Be);能在不断的反思中领悟并懂得人类追求高科技的根本目的，倡导人与人之间的友爱和真情(如第六课时中的写给未来控制了人类的巨能电脑Q12 的题为Love is the Everlasting Topic of the World的信)。
Unit 9 (SEFC 1A) Notion Technology Topic Hi-tech Functional Items 1. Describe things 2. Expressing agreement & disagreement Structure The Passive Voice (3) The Present Continuous Passive Voice Tasks 1.A Guessing Game Describing things and how they work 2. Describing and Drawing Topic Touch 2. Role play Solving problems by giving opinions 3. A TV Chitchat Program Help is on the Way 4. A Project Designing and advertising a new model of cell phone for Chinese high school students 5. An Investigation Teaching and Living Facilities of the School 6. A Discussion Damage That Is Being Done to the Earth 7. An Interview Voice of Students 8. A Letter of Complaint 9. A Hi-tech Show 10. A Survey A Probe into the Cause of Teenagers’ Addiction to Cyber Café 11. A Debate To Be a Technology-driven Human or Not to Be 12. A Letter to Q12 Love is the Everlasting Topic of the World 13. An Essay Big Thing Moral Goals 1. Creative Thinking 2. Communication and Cooperation 3. Love and Caring 4. Environmental Protection 5. Social Awareness 6. Global Sense 三.教学设想(Teaching Assumptions) 在整个单元的教学中我们突出以话题为纲，交际功能为主线，兼顾结构，适当拓展。在教学方法上坚持以Communicative Approach为主，辅以其他多种有效教学方法。充分运用任务型教学途径，精心设计各种任务，以任务为载体，搭建意义交流舞台，创设各种情景途径，创建各种情感体验机会。通过教学，进一步发展学生基本语言运用能力，激活学生的英语思维，保持英语的学习热情,使精心设定的Moral Goal 的完成能水到渠成。例如，提高用英语获取信息、处理信息、分析和解决问题的能力，发展学生与人沟通和合作的能力;激发学生对事物深入了解的探究心理，逐步养成研究性学习意识; 通过自主学习和社会调查，和与发展国家在科技方面的比较，了解社会，增强社会责任感((Social Responsibility)，强化祖国意识(National Awareness)，培养全球观念(Global Sense)。 1.话题拓展 (Extended Topics) 以Technology为主题，由中心话题衍生出六个Sub Topics, 分别是New Uses of Things, Problems and Solutions, Life in a Technological Era, Teaching & Living Facilities of the School, Controversy about Technology 和Attitude towards Technology。
高一英语第二单元教案
篇6：高二13单元教案(人教版高二英语下册教案教学设计)
The water planet
Tasks which should be achieved in this unit:
a. Achieve language skills and related knowledge about the topic of water and the ocean.
b. Learn how to make suggestions and how to express opinions.
The water is being used to /for….
We should/ could….
If we …, we can ….
It would be better to …
c. Vocabulary in this unit:
benefit, disadvantage, range, available, pure, mass, float, absorb, stable, bottom;
d. Useful expressions:
benefit from, range from … to…., all the way, be made up of, that is, freezing point, break down, mix with, be measured in…, take advantage of…, keep … steady, manage to do.
e. Grammar:
Review Modal Verbs.
情态动词can, could, may, might, will, would, shall, should, must, can’t 等的用法。
1) can /could
Jin can speak English well. (ability)
Could you please show me the way to Beihai Park? (request)
2) may /might
May we see the awards for the teams? (permission; request)
She might give you some new clothing. (possibility)
3) will /would
The Spring Festival is the most fun. The whole family will come for dinner. (promise; agreement)
Often he would dress up like a rich man. (past habit; custom)
4) shall /should
The harvest festival begins on Saturday. We shall be there with our friends. (promise; agreement)
You should arrive at the airport two hours before he goes. (advice)
5) must /can’t
Wang Feng wins an award every year. He must be very strong (speculation)
You must be joking. That can’t be true. (guessing)
Teaching procedure:
Period 1.
Contents: Warming up & reading comprehension
Step 1.Warming up
Aim: Make students get to know something about water.
Step 2. Pre-reading
1.Show some pictures of making electricity, irritating in agriculture, transport by ships, etc,.
2.group work:
How is the water being used?
Step 3. While-reading
1.Scanning: Ss read scan the bold words in the passage and understand the structure of the passage.
How many parts are there in the passage?
2.Ss read and get the main ideas of each part.
Part 1(para1): the properties of water;
Part2(Para2): chemical structure of water---H2O
Part3(Para3): salinity----- the percentage of salt.
Part4(Para4): Density
Part5(Para5): heat capacity
Part6(Para6-7) Ocean motion
Step 4. After-reading
Finish the post-reading Ex on P21.
Step 5. Assignment
1. surf the internet and get more information about water and ocean using search engines like yahoo or baidu. ( or just input the key words like Jules Verne into the address column of IE)
2. discussion:
What will you prepare for writing an explanation of corals?
After discussion, work out an outline.
Period 2.
Contents: difficulties in the passage.
Step 1. Warming up
Ask some Ss to present their homework.
Step 2. Learning about the language:
Play the tape for students to follow.
Teacher explain some language points in the text on page 19--20.
1.Who benefits from using water in this way?
Benefit…from/ by…
This song reminds me of France.
Remind me to answer the letter.
I reminded her that the book would cost her much.
2. Life in the oceans ranges from the tiniest plankton all the way to giant like sharks and whales.
Range from… to…/ range between …. And…. 意为“从。。。。到。。。不等；在一定的范围内变化”，例如：
Temperatures here range from 10 to 30 degrees centigrade.
Prices range between ￡7 and ￡10.
His interests ranged from chess to canoeing.
3. The two hydrogen atoms form a polar molecule, that is, one with a slightly positive end and one with a slightly negative end.
That is 用作插入8，意为“那就是，即”
My birthday is a week later, that is, March 1st.
John is a New Yorker, that is , he lives in New York.
4. The nutrients in whatever falls into the ocean will quickly become available to other living creatures.
Whatever 引导名词性从句作宾语。
Tell me whatever is troubling you.
She is always succeeds in whatever she tries.
5. Marine animals and plants take advantage of the density of water.
Take advantage of “利用，欺骗”
Taking advantage of his friends, Mr. Li was scolded.
He always takes advantage of mistakes made by others.
Step 3. Practice
Ss finish on page 14 by themselves and then check the answers.
Step 4. Assignment
1. Learn the useful expressions by heart.
2. Finish Ex1 –3 on page 96-97 on WB
3. read the whole passage aloud.
Period 3.
Contents: Grammar; talking and speaking
Step 1. Revision
Check the answers of Ex 1 – 3 on page 96-97.
Step 2. Review Modal Verbs.
1. 情态动词的语法特征
1）情态动词不能表示正在发生或已经发生的事情，只表示期待或估计某事的发生。
2）情态动词除ought 和have 外，后面只能接不带to 的不定式。
3）情态动词没有人称，数的变化，即情态动词第三人称单数不加-s。
4）情态动词没有非谓语形式，即没有不定式，分词，等形式。
2. 比较can 和be able to
1）can/could 表示能力；可能 （过去时用could）, 只用于现在式和过去式（could）。be able to可以用于各种时态。例如：
They will be able to tell you the news soon. 他很快就能告诉你消息了。
2）只用be able to的情况：
a. 位于助动词后。
b. 情态动词后。
c. 表示过去某时刻动作时。
d. 用于句首表示条件。
e. 表示成功地做了某事时，用was/were able to，不能用could。例如：
He was able to flee Europe before the war broke out. = He managed to flee Europe before the war broke out.
他在战争爆发之前逃离欧洲。
注意：could有时不表示时态
1）提出委婉的请求，（注意在回答中不可用could）。例如：
--- Could I have the television on? 我能看电视吗？
--- Yes, you can. / No, you can't. 可以/不可以。
2）在否定句、疑问句中表示推测或怀疑。例如：
He couldn't be a bad man. 他不大可能是坏人。
3. 比较may和might
1）表示允许或请求；表示没有把握的推测；may 放在句首，表示祝愿。例如：
May God bless you! 愿上帝保佑你！
He might be at home. 他可能在家。
注意：might 表示推测时，不表示时态，只是可能性比may 小。
2）成语：may/might as well，后面接不带to 的不定式，意为“不妨”。例如：
If that is the case, we may as well try.如果情况确实如此，我们不妨试一试。
典型例题
Peter ___come with us tonight, but he isn't very sure yet.
A. must B. may C. can D. will
答案B. 表可能性只能用may。此句意可从后半句推出。
4. 比较have to和must
1）两词都是'必须'的意思，have to 表示客观的需要，must 表示说话人主观上的看法，既主观上的必要。例如：
My brother was very ill, so I had to call the doctor in the middle of the night.
弟弟病得很厉害，我只得半夜里把医生请来。（客观上需要做这件事）
He said that they must work hard. 他说他们必须努力工作。（主观上要做这件事）
2）have to有人称、数、时态的变化，而must只有一种形式。但must 可用于间接引语中表示过去的必要或义务。例如：
He had to look after his sister yesterday. 他昨晚只得照顾他姐姐。
3）否定结构中：don't have to表示“不必”，mustn't表示“禁止”。例如：
You don't have to tell him about it. 你不一定要把此事告诉他。
You mustn't tell him about it. 你不得把这件事告诉他。
5. must表示推测
1）must用在肯定句中表示较有把握的推测，意为“一定”。
2）must表对现在的状态或现在正发生的事情的推测时，must 后面通常接系动词be 的原形或行为动词的进行式。例如：
You have worked hard all day. You must be tired. 你辛苦干一整天，一定累了。（对现在情况的推测判断）
He must be working in his office. 他一定在办公室工作呢。
比较：He must be staying there. 他现在肯定在那里。
He must stay there. 他必须呆在那。
3）must 表示对已发生的事情的推测时，must 要接完成式。例如：
I didn't hear the phone. I must have been asleep. 我刚才没有听到电话，我想必是睡着了。4）must表示对过去某时正发生的事情的推测，must 后面要接不定式的完成进行式。例如：
---Why didn't you answer my phone call? 为何不接我的电话？
---Well, I must have been sleeping, so I didn't hear it.唉，肯定在睡觉，所以没有听见。
5）否定推测用can't。例如：
If Tom didn't leave here until five o'clock, he can't be home yet. 如果汤姆五点才离开这儿，他此时一定还未到家。
6. 表示推测的用法
can, could, may, might, must 皆可表示推测，其用法如下：
1）情态动词+动词原形，表示对现在或将来的情况的推测，此时动词通常为系动词。例如：
I don't know where she is, she may be in Wuhan. 我不知道她在哪儿，可能在武汉。
2）情态动词+动词现在进行时，表示对现在或将来正在进行的情况进行推测。例如：
At this moment, our teacher must be correcting our exam papers. 这时，想必我们老师正在批改试卷。
3）情态动词+动词完成时，表示对过去情况的推测。例如：
The road is wet. It must have rained last night. 地是湿的，昨天晚上一定下雨了。
4）情态动词+动词的现在完成进行时，表示对过去正在发生事情的推测。例如：
Your mother must have been looking for you. 你妈妈一定一直在找你。
5）推测的否定形式，疑问形式用can't, couldn't表示。例如：
Mike can't have found his car, for he came to work by bus this morning.
迈克一定还没有找回他的车，因为早上他是坐公共汽车来上班的。
注意：could, might表示推测时不表示时态，其推测的程度不如can, may。
7. 情态动词+ have +过去分词
1）may（might） have + done sth, can （could） have + done sth 表示过去，推测过去时间里可能发生的事情。例如：
Philip may （might） have been hurt seriously in the car accident. 菲力浦可能在车祸中受了重伤。
Philip can （could） have been hurt seriously in the car accident.
2）must have +done sth，对过去时间里可能发生的事情的推测，语气较强，具有“肯定”，“谅必”的意思。例如：
---Linda has gone to work, but her bicycle is still here. 琳达已经去上班了，但她的单车还在这儿。
---She must have gone by bus.肯定乘巴士去的。
3）ought to have done sth, should have done sth表示本应该做某事，而事实上并没有做。否定句表示“不该做某事而做了”。例如：
You ought to （should） have been more careful in this experiment. 你当时在做试验时应该更仔细点。
He ought not to have thrown the old clothes away.他不该把旧衣服扔了。（事实上已扔了。）
ought to 在语气上比should 要强。
4）needn't have done sth表示本没必要做某事，但做了。例如：
I dressed very warmly for the trip, but I needn't have done so. The weather was hot.
旅行时，我衣服穿得较多，其实没有必要。那时天很热。
5）would like to have done sth表示本打算做某事，但没做。例如：
I would like to have read the article, but I was very busy then. 我想读这篇文章，但太忙了一直没读。
8. should 和ought to
除了上述的用法，两者还可表示“想必一定，按理应该”的意思。例如：
I ought to be able to live on my salary. 靠我的薪水，想必也能维持了。
It ought to be ready now. 想必现在准备好了吧。
They should be there by now, I think. 现在他们该到那儿了。
The poems should be out in a month at most. 诗集估计最多还有一个月就要出版了。
9. had better表示“最好”，相当于一个助动词，它只有一种形式，它后面要跟动词原形。例如：
It is pretty cold. You'd better put on my coat. 天相当冷。你最好穿上我的外套。
She'd better not play with the dog. 她最好不要玩耍那条狗。
had better have done sth表示与事实相反的结果，意为“本来最好”。例如：
You had better have come earlier. 你本该来得早一点。
10. would rather表示“宁愿”
would rather do
would rather not do
would rather… than… 宁愿…而不愿。
还有would sooner, had rather, had sooner都表示“宁愿”、“宁可”的意思。例如：
If I have a choice, I had sooner not continue my studies at this school. 如果有选择的余地，我宁可辍学离开这个学校。
I would rather stay here than go home. = I would stay here rather than go home. 我宁愿呆在这儿，而不愿回家。
典型例题
----Shall we go skating or stay at home?
----Which ___ do?
A. do you rather B. would you rather C. will you rather D. should you rather
答案B。本题考查情态动词rather的用法，would rather +do sth 意为“宁愿”，本题为疑问句，would 提前，所以选B。
11. will和would
注意：1）would like；would like to do = want to 想要，为固定搭配。例如：
Would you like to go with me? 想和我一块去吗？
2）Will you…? Would you like…? 表示肯定含义的请求劝说时，疑问句中一般
用some, 而不是any。例如：
Would you like some cake? 吃点蛋糕吧。
3）否定结构中用will，一般不用would, won't you是一种委婉语气。
Won't you sit down? 你不坐下吗？
12. 情态动词的回答方式
问句 肯定回答 否定回答
Need you…? Yes, I must. No, I needn't
Must you…? No, I don't have to.
典型例题
1）---Could I borrow your dictionary?
---Yes, of course, you____.
A. might B. will C. can D. should
答案C. could表示委婉的语气，并不为时态。答语中of course，表示肯定的语气，允许某人做某事时，用can和 may来表达，不能用could或might。will 与you连用，用来提出要求或下命令。should与you 连用，用来提出劝告。
2）---Shall I tell John about it?
---No, you ___. I've told him already.
A. needn't B. wouldn't C. mustn't D. shouldn't
答案A。needn't 不必，不用。 wouldn't 将不, 不会的。 mustn't 禁止、不能。 shouldn't 不应该。本题为不需要，不必的意思，应用needn't。
3）---Don't forget to come to my birthday party tomorrow.
---______.
A. I don't B. I won't C. I can't D. I haven't
答案B. will既可当作情态动词，表请求、建议、也可作为实义动词表“意愿、意志、决心”，本题表示决心，选B。
13. 带to 的情态动词
带to 的情态动词有四个：ought to, have to, used to, be to, 如加上have got to （=must）, be able to，为六个。它们的疑问、否定形式应予以注意：
Do they have to pay their bill before the end of the month?
She didn't use to play tennis before she was fourteen.
You ought not to have told her all about it.
Ought he to see a heart specialist at once.?
ought to 本身作为情态动词使用。其他的词作为实义动词使用，变疑问，否定时，须有do 等助动词协助。
典型例题
Tom ought not to ___ me your secret, but he meant no harm.
A. have told B. tell C. be telling D. having told
答案A。由于后句为过去时，告诉秘密的动作又发生在其前因，此地应用过去完成时，但它在情态动词 ought to 后，所以用have told。
14. 比较need和dare
这两词既可做实义动词用，又可做情态动词用。作为情态动词，两者都只能用于疑问句，否定句和条件句。need 作实义动词时后面的不定式必须带to，而dare作实义动词用时, 后面的to 时常可以被省略。
1）实义动词：need（需要, 要求） need + n. / to do sth
2）情态动词：need，只用原形need后加do，否定形式为need not。例如：
Need you go yet? 你要走了吗？
Yes, I must. / No, I needn't.是的，我要走了/不，不急着走。
2. Ss do the grammar ex. On p21-22 to see if they can use the modal verbs correctly.
3. More exercises to consolidate the Grammar.
.EX1-2 on page 98-99 of WB.
Step 3. Talking
1. Ss four in one group and have a discussion about the topics on page 96.
2. Ss make notes during the discussion, and try to report the topic to the whole class.
Step 4. Speaking
Learn how to make suggestions and how to express opinions.
The water is being used to /for….
We should/ could….
If we …, we can ….
It would be better to …
5. Assignment
Writing on page 94.
Period 4.
Contents: Integrating skills:
Step 1. Warming up
Ask Ss to scan the passage and raise some questions:
Explain some difficulties if necessary:
Step 2. Reading
1. Ss read the passage :
2. Help Ss to understand the passage entirely.
Step 3. Writing
Finish the writing task on p 24.
You can give Ss some strategies for writing a short essay, or give them an outline if necessary.
Period 5.
(Listening)
Step 1. Listening
1. Ss finish the listening task on page 18.
2. Ss listen to the tape again and check the answers.
Step 2. dealing with the Ex 1-4 on p 95 of Workbook.
Step 3. Listening skills
Give the students some tips on how to improve listening while checking the Ex.
a. make notes while listening;
b. grasp the most important information;
c. take some notes while listening.
Step 4. listen and reading:
First listen and then read the passage on p99.
Period 6.
Revision:
Go over the important points in this unit once again, and give Ss some additional reading materials if possible.
Period 7.
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 101. It is very important to improve their learning and let them have a sense of achieving gradually.
篇7：unit18整单元教案(人教版高一英语下册教案教学设计)
----- designed by Ju Weiyan
Gangdu Middle School
I. Teaching Goals
1. Talk about New Zealand
2. Talk about location and direction
3. Learn to use “It” as Subject
4. Write a description of a country or a region
II. Target Language
1. Daily Expressions in Communication : Space (Location & Direction)
It is to the east/west/south/north of…
It is in the east/west/south/north of…
It is on the east/west/south/north of…
It is in the eastern/western/southern/northern part of…
It is in/to the northeastern/northwestern/southeastern/southwestern Sichuan.
The East China Sea lies to the east of Zhejiang Province.
Hainan Island lies to the south of Guangdong Province.
He is from Weihai, a city in northeastern Shandong.
Weihai lies about 90 kilometers east of Yantai.
Wellington ,the capital city, lies on the North Island
2. Vocabulary
1) fisherman, great-grandfather, northeastern, great-grandmother, central, coast, surround, mild, bay, harbour, volcano, spring, heat, surface, rat, settle, settler, mainly, voyage, possession, bold, paragraph, grassland, mountainous, surprising, secretary, refer, percent, wedding, conference, relation, agricultural, cattle, export, lamb, ship, sail, cottage, seaside ,
camp,despite -----(four-skill words)
2) Winfield, Tasman Sea, Wellington, Auckland, Christchurch, Queenstown, subtropical, landscape, kiwi, Maori, Aotearoa, Polynesia, Dutchman, Abel Tasman, heading, location, grassy, rocky, sandy, hilly, marae, burial, region, ethnic ------(three-skill words)
3) in relation to, on your father’s side, take possession of, make up, go sailing, go camping, refer to, off the coast, be famous for, more than, stay with, turn to, of high quality, known to, honour sb. for sth. --------(expressions)
3. Grammar ------ The use of “It” as Subject
“It” can be used in the subject position to stand for the infinitive or a clause.
1) It is interesting to visit New Zealand.
2) It is too bad that you missed the train.
Impersonal “It” can be used to talk about time , date, distance or weather.
3) It rains a lot in New Zealand.
4) It is some 3,500 kilometers from Polynesia to New Zealand.
5) It was getting dark.
6) It is April 1st today.
4. Key sentences
1) New Zealand is an island that lies off …P38
2) It is made up of two large islands: … P38
3) It is about the same size as Japan. P38
4) The North Island is famous for…P38
5) New Zealand has a population of about…P41
6) Since the mid-1980s growing numbers of Asians…P41
7) New Zealand wine is of high quality…P42
8) Despite the fact that New Zealand is so far away, ties have existed …P104
9) He came to China in the 1920s and first worked in Shanghai where he worked on creating better working conditions in factories. P104
10) In 1977 the Chinese government honoured him for his work helping the Chinese people for more than 50 years. P104
III . Teaching Time:
Five periods
Period I
Teaching Aims:
1. Learn to describe location and direction.
2. Do some listening practice.
3. Improve the students’ speaking ability by talking.
Teaching Important Points:
1. Train the students’ listening ability.
2. Master the expressions describing location and direction.
Teaching Difficult Points:
1. How to improve the students’ listening ability.
2. How to finish the task of speaking.
Teaching Methods:
1. Listening-and-choice activity to help the students go through with the listening material.
2. Individual, pair or group work to make every student work in class.
Teaching Aids:
1. a tape recorder
2. a computer
Teaching Procedures:
Step I . Lead-in
Show a map of China on the screen and get the students to tell the locations of the regions on the map. Show the following notes on the screen.
There are 23 provinces, 5 autonomous regions,4 municipalities, and 2 special administrative regions in China. Some Chinese provinces have an English name. They are Inner Mongolia(Neimengu), and Tibet(Xizang). Other English names were: Peking, Canton ( both Guangdong and Guangzhou) and Amoy(xiamen). But these English names are no longer used.
Step II. Warming Up
Let the students look at the map of China with countries, seas, islands beyond China. Show the students the names of the countries neighbouring China as well as their directions in relation to China. And then get the students to describe the locations of them. Do the same with seas, islands beyond China. Show the following notes on the screen when the students describe the positions of the islands.
The English phrasal verb “ lie off ” is only used to say that a smaller island lies off the coast of a mainland. We can say that Taiwan lies off the coast of China or Fujian but we cannot say that China lies off the coast of Taiwan.
Show the students a map of the world on the screen and get them to find out at least five islands on it and describe where they are.
Step III . Listening
P37. Ask the students to listen to the tape and look at the map of Dolphin Island.Complete the map with information from the tape. Then listen to the tape again and choose the answers to complete the sentences. And then check the answers by letting the students do the listening exercises on the screen.
At last , show them the listening text on the screen with key sentences
emphasized.
Step IV . Speaking
Work in pairs and talk about the birthplaces of your family members. Go through with the useful expressions on the screen before talking about it. Get the students to make up new dialogues according to the one in the book. After a while, ask some pairs to act the dialogues out before the class.
Step V Consolidation
Do an exercise to consolidate what has been learnt so far. Ask the students to look at the screen, translate English into Chinese and Chinese into English. Write the answers on a piece of paper. Collect them a few minutes later.
Exercise
1.San Francisco lies in the west of the USA.
2.East of the mountain is a large lake.
3.Shanghai lies in the east of China.
4.There are fruit trees on the north bank of the river.
5.河北省在中国的北部。
6.这个城的北面有一条铁路。
7.中国位于亚洲的东部。
8.这湖的东边有两座城镇。
Step VI . Homework
Do Ex. (P102) Talking
Period II
Teaching Aims:1. Train the students’ reading ability.
2. Let the students learn something about New Zealand.Teaching Important Points:
1. Improve the students’ reading ability
2. learn about New Zealand’s geography, climate, natural beauty and history.
Teaching Difficult Points:
How to help the students understand the text better.
Teaching Methods:
1. .Fast reading to find out the general idea of the text.
2. Question-and-answer activity to help the students to understand the detailed information in the text.
3. Individual or pair work to make every student work in class.
Teaching Aids:
1. a tape recorder
2. a computer
Teaching Procedures:
Step I . Revision
Check the answers to the Ex. Talking on P102 .
Step II . Lead-in
Show the students the posters of The Lord of the Rings on the screen. Ask who the director is and where he is from.(Peter Jackson from New Zealand).
Step III . Presentation
Show the students a map of the world and ask them to point out New Zealand and find another island about the size as it. (Japan)
Tell the students something about New Zealand by showing information on the screen, including the national flag, the national emblem and anthem (God defend New Zealand ) let them listen to it.
Step IV . Fast Reading
Ask the students to read the passage quickly and find out the best heading of each paragraph. Check their answers by doing a matching exercise on the screen. Para. 1 ---Geography, Para. 2 --- Climate, Para. 3--- Natural beauty, Para. 4 --- History.
Step V . Reading
Read the passage carefully paragraph by paragraph.
Let the students read the first paragraph again carefully and find out detailed information. Help the students describe the location of the following lands, seas, and cities (Pacific Ocean, Tasman Sea, Wellington, Auckland, Christchurch) in relation to New Zealand on the map on the screen. And then show the students some pictures of the cities.
Go on with the second and third paragraph. Help the students to tell something about the climate and natural beauty in New Zealand by showing information on the screen. Show some beautiful pictures of seas, beaches, harbours, mountains, volcanoes, hot springs as well as equipment making electricity, a kiwi (the national bird), kiwi fruits and silver fern (the national flower).
Paragraph 4 , ask the students to read Paragraph 4 and find out the information about the following numbers on the screen : 1000,1421,1642,1769,1840,Feb.6.
Then get the students to tell the detailed information in relation to the numbers with the help of the hints on the screen.
Notes : An Agreement---Treaty of Waitangi (New Zealand’s Founding Document) It is an agreement between the British Crown and Maori. It established British law in New Zealand, while at the same time guaranteeing Maori authority over their land and culture.
National Day----February 6.
Step VI Consolidation
Let the students act as tour guides to introduce New Zealand by playing the powerpoint again as a guide. The students have a few minutes to prepare for it.
Then ask four students to introduce New Zealand in the four topics. The first student---geography, the second student---climate, the third student---natural beauty, the fourth student---history. After that, show the students a chart of the outline of the passage and get the students to retell the passage in their own words.
Step VII Homework
Do the exercises in Post-reading.
Read the passage.
Period III
Teaching Aims:
1. Practise and consolidate the words describing weather and land.
2. Revise and learn the use of “it”.Teaching Important Points:
1 The usage of “it” used in the subject position to stand for the infinitive or a clause.
2 The usage of “it” used to talk about time, date, distance, or weather.
Teaching Difficult Points:
1. Help the students master the following sentence structure: It is/was +n./adj.+ infinitive/clause.
2. How to use “it” correctly.
Teaching Methods:
1. Discussion method to help the students consolidate the words and combine them to form sentences.
2. Inductive method to help the students master the use of “it”
3. Individual or pair work to make every student work in class.
Teaching Aids:
1. a tape recorder
2. a computer
Teaching Procedures:
Step I . Revision
Check the answers to the Ex. in Post Reading.
Ask the students to retell the passage of New Zealand.
Step II .Word Study
Get the students to recall the nouns describing the weather. Then show them a word web on the screen.(rain/rainbow, sun/sunshine, wind, temperature, thunderstorm, ice, snow). Ask the students to make sentences with these words. Do the same with the adjectives describing the weather and the nouns /adjectives describing the land. Encourage the students to be as creative as possible
Step II . Grammar
Show the students the following sentences on the screen.
It is made up of two large islands.
It rains quite a lot.
It is New Zealand’s national bird.
It is about 3,500 kilometers from Polynesia to New Zealand.
It is April 21st today.
It is interesting to visit New Zealand.
It is a good thing that New Zealand helps the Maori to keep their own language and culture.
Ask the students to find out what “it” in each sentence refer to and the use of “it”.
Make a summary:
The use of “it” as subject.
“It “ can be used to stand for what’s mentioned above.
Impersonal “it” can be used to talk about time, date, distance or weather.
“It” can be used in the subject position to stand for the infinitive or a clause.Get the students to rewrite the sentences on the screen with it is …to do…and it is …that…
Example: To miss the train is too bad.
----- It is too bad to miss the train.
You missed the train? That’s too bad.
----- It is too bad that you missed the train.
Get the students to answer the question on the screen using the words in the brackets.
Example: How soon will they discover John has left? ( a matter of time)------ It is only a matter of time before they will discover that John has left.
Step III . Practice
Get the students to practise the use of “it” by playing a game so that the students will take an active part in practice. Let the students choose their lucky numbers on the screen and each number connects a sentence for the student to rewrite the sentence using “it”.
After that ask the students to discuss Ex. 1 and Ex.2 on Page 103 in the workbook with their partners. A few minutes later, check the answers with the whole class.
Step IV HomeworkDo Ex.3 on Page 104 in exercise books.
Prepare for Reading in Integrating skills.
Period IV
Teaching Aims:
1. Do some reading and writing practice to improve the students’ integrating skills.
2. Do some exercises to consolidate the use of “it”.
3. Learn how to write a description of a region or country.Teaching Important Points:
1. Improve the students’ integrating skills.
2. Help the students master the use of “it” better.
Teaching Difficult Points:
1. How to improve the students’ integrating skills.
Teaching Methods:
1. Asking-and-answering activity to go through with the reading material.
2. Individual or group work to train the students’ writing ability.
Teaching Aids:
1. a tape recorder
2. a computer
Teaching Procedures:
Step I . Revision
Check the answers to Ex.3 on Page 104 in Workbook.
Get the students to translate the sentences on the screen into English. The students have a few minutes to prepare it, and then ask some students to give the answers. Help them if necessary.
1.独自一人去森林旅游是危险的。It is dangerous to travel alone in the forest.2.他是否会接受那个工作还不知道。It is unknown whether he would accept the job.3.同他谈话没有用。 It is no use talking to him.4.很高兴再次见到你。It is nice to see you again.5.他没来很奇怪。It is strange that he didn’t come.
Step II Fast ReadingGet the students to read the text about life in New Zealand quickly, and then answer the following questions on the screen.
1.What is the official language in New Zealand?
2. For the Maori, what are special days called?
3. When someone dies, why does all the relations come to the marae?
4. Why is New Zealand thought to be an important agricultural country?
5. Why do New Zealanders love sports?
6 When are the school main holidays?
After that, get the students to find out the heading of each paragraph.
Paragraph 1 population and language
Paragraph 2 culture of the Maori
Paragraph 3 burial service o the Maori
Paragraph 4 agriculture and life style
Step III ReadingLet the students read the passage to get detailed information, and then do some exercises.
Choose the best answers.
1.From the passage we can figure out Maori people are about _____ more than Asians living in New Zealand.A. 532,000 B. 304,000
C. 340,000 D. 228,000
2. In New Zealand, a public servant may offer services ______ .A. in many languages B. only in English
C. only in Maori D. either in English or in Maori
3. Maori people believe that _____A. not all the people have spirits. B. one’s spirit will never leave his body.
C. one’s spirit will not die when he dies.
D. one’s spirit will disappear the moment he is dead.
Step IV Consolidation
Divide the class into groups of four and help the students to talk about New Zealand’s population, agriculture and sports. A group can choose one of the topics.
Step V Writing
Read the passage again. Then according to the passage, try to write a short description of the Chinese province or region in which you live. Look at the screen before writing.
How to describe a country or a region
First paragraph the population, ethnic groups and the languages
Second paragraph the culture of one or more ethnic groups that are nativeThird paragraph the agricultural products that the place is famous for.Fourth paragraph things people like to do in their free time in that place.
Get the students to work in groups and discuss what they will write about the region where they live according to the information on the screen. One of the group needs to take notes. Help them if necessary. Few minutes later, get some of the students to tell the class what they will write about. Then get the students to write a brief description of the region they live in by themselves, and then exchange the writing with others to correct the mistakes in it. At last, rewrite it in the exercise book.
Step VI Homework
Write a short passage about one of your favourite places in the exercise book.
Review useful expressions in this unit.Period V
Teaching Aims:
1. Do some exercises to consolidate useful expressions in this unit.
2. Do some listening to improve the students’ listening ability.
3. Do some reading practice to improve the students’ reading ability.Teaching Important Points:
1. Improve the students’ integrating skills.
2. Help the students master what we learnt in this unit.
Teaching Difficult Points:
How to improve the students’ listening and reading skills
Teaching Methods:
1. Listening-and-choice activity to help the students go through with the listening material.
2. Asking-and-answering activity to go through with the reading material.
Teaching Aids:
3. a tape recorder
4. a computer
Teaching Procedures:
Step I. Revision
Dictate some useful expressions: be made up of, be surrounded by, make electricity, take possession of, sign an agreement with …, refer to, in relation to, compare … with …, stand for, take place, turn to, prepare for. Teacher says them in Chinese, and the students write them in English.
Then get the students to look at the screen. Complete each sentence by filling the blank with a right phrase from the dictation. Some phrases may not be used.
Step II. Listening (workbook)
P101 Listening. Tell the students that a Chinese student named Lily who studies at Auckland University, a famous university in New Zealand. Listen to the tape carefully. The content is about the interview in which Lily is talking about her experiences and her life in New Zealand. Let the students look at the sentences on the screen and decide which is true after listening for the first time.
Play the tape again. This time get the students to answer the questions in Ex.2 as well as checking the answers in Ex.1. Then ask several students to read their answers. Show the correct answers on the screen.
Listen to the tape for the third time. Lily says that New Zealanders have a different way of enjoying themselves in their free time. Ask the students to make a list of different activities by filling in the chart (Ex.3) on the screen.
Step III. Reading
P104. Reading. Let the students guess the meaning of the title in Chinese(工合).Play the tape for the students to follow and find out what Gung Ho is. And then get the students to do the exercises (P105) on the screen.
Step IV. Carefully Reading
Get the students to read the passage again and for better understanding, ask the students to divide the history of friendly relations between China and New Zealand into periods, and make clear how Chinese people and kiwis benefited from the relation.Period 1 Gold rush: Chinese people went to New Zealand to make their fortune.
Period 2 War: New Zealanders came to China and helped Chinese people win the war.
Period 3 Past 10-15 years: Chinese people study in New Zealand
Notes:
China established diplomatic relations with New Zealand in December22,1972.
Ask the students to find out the difficult language points in the passage and explain them to the students.
Step V. Debate
Ask the students if any of their former classmates are studying abroad now. then get them to hold a debate.
Pros: It is good for teenagers to study abroad.
Cons: It is not good for teenagers to study abroad.
Encourage the students to express their opinions freely.
If time is limited, ask the students to do it as an extracurricular activity.
Step IV. Homework
Go over this unit.Preview Unit 19
篇8：高一英语unit13教案(人教版高一英语下册教案教学设计)
Ⅰ. Teaching Goals:
1. Talk about eating habits and health. Talk about seeing the doctor. Practise giving advice and making suggestions.
2. Use the modal verbs: had better, should and ought to.
3. Learn some useful cooking terms. Read and write recipes.
Ⅱ. Teaching Times: 5 periods
The First Period
§ Teaching Aims:
1. Learn and master the following words and phrases: sweet, mushroom, fried, junk food, fat, snack, stomach, fever, salad, peach, ripe, ought, examine, plenty, all the time, have a fever, be careful with, plenty of.
2. Sentence Patterns: (1) advise sb. (not) to do sth.
(2) There’s sth. wrong with…
3. Train the Ss’ listening ability.
4. Develop the Ss’ speaking ability by describing, talking and discussion.
§ Important Points & Difficult Points:
1. Trains the Ss’ listening ability.
2. Master the new phrases, sentence patterns and everyday English and make the Ss be free to talk about their favourite food and give reasons for their decisions.
3. How to finish the task of speaking.
§ Teaching Methods:
1. Listening-and-answering activity to help Ss go through with the listening material.
2. Individual, pair or group work to make every student work in class.
§ Teaching Aids:
1. a tape recorder
2. the blackboard
§ Teaching Procedures:
Step 1. Warming-up: Brainstorm (words about food)
* List the food we eat in the Spring Festival:
rice, porridge, noodle, dumpling, corn, big flatbread, steamed bun, fried twisted dough sticks, walnut, peanut, chestnut, bean cake, mushroom, fried chips, hamburger, ice cream, chocolate, apple, pear, banana, orange, grape, chicken, beef, fish, pork, cucumber, carrot, tomato, potato, cabbage.
* Fill in the table
Name Food Junk food / Healthy food
Breakfast
Lunch
Snack
Supper
* Talk: Are these food good for our health, or be harm to our health?
Model:
A: Do you like eating fried chips? B: Yes, I like it very much.
A: But I think it is junk food, because it has a lot of fat and sugar.
B: Really? So I’d better not eat too much.
Step 2. Speaking
T: There are so many food for us to eat, right? They are very delicious, but if you eat too much in a meal, or eat some raw food, you will be ill as Sharon. Turn to Page 3, read the dialogue and pay attention to the useful expressions.
* Useful Expression
I’ve got a pain here. This place hurts. I don’t feel well.
There’s sth. wrong with my back / my knee / my arm.
Lie down and let me examine you. Let me have a look.
* Make a short dialogue
Step 3. Listening
* First time, listen carefully and try to understand what does it talk about?
* Second time, answer the following questions
1. What’s wrong with Mike?
2. What did Mike have for breakfast?
3. Can you give Mike some advice? What should he eat less of?
* Third time, answer the next three questions
1. Which side of Mike’s stomach hurts?
2. Does Mike have a fever?
3. What does the doctor tell Mike to do?
Step 4. Homework
1. One reading exercise everyday
2. Ex1 & 2 on Page 72
3. Preview the reading part
§ The Design of the Writing on the Bb
Unit 13 Healthy eating (first period)
Brainstorm: Words & Phrases:
dumpling, all the time
corn, have a fever
noodle… be careful with…
The Second Period
§ Teaching Aims:
1. Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for
2. Improve the Ss’ reading ability.
3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text
§ Important Points & Difficult Points:
1. Improve the Ss’ reading ability.
2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.
3. How to make the Ss understand the reading material better and answer the questions on the passage.
§ Teaching Method:
1. Discussion before reading to make Ss interested in what they will learn
2. Discussion after reading to make Ss understand what they’ve learned better
3. Fast reading to get a general idea of each paragraph
4. Careful reading to get the detailed information in the text
§ Teaching Aids:
1. a tape recorder
2. the blackboard
§ Teaching Procedures:
Step 1. Review the words and phrases learnt last period
Step 2. Pre-reading
Q1. Which of the following gives you the most energy: a banana, a soft drink, a bar of chocolate? (a bar of chocolate)
Q2. How many meals do you eat every day? Which meal do you think is the most important? Why? (3, breakfast)
Q3. How much water do you drink every day?
Step 3. Reading
* Fast reading, what does the text mainly talk about?
* Details
Q1. What does the word “green” mean in the text above? What about the word “fuel”? Can you find any other words used in the same way?
A: unpolluted, unharmful and good for people’s health; other words used in the same way; fuel means all the things we eat for our bodies, it can help keep our body functioning and fighting disease.
Q2. The text gives examples of how people make choices about what they eat. List the examples and the reasons why people eat or don’t eat certain kinds of food.
A: Many people today make choices about their eating habits based on what they believe. Some people are vegetarians, because they believe it is healthier not to eat meat or because they do not think we should kill animals for food.
Q3. How have our eating habits changed? Why? Try to think of as many examples and reasons as possible.
A: People have experienced the processes from having no enough food to having enough food, and later from having enough food to having better food. Now people buy and eat sth. , we not only think about if the will give us the nutrients we need, but also if the food belongs to eco-foods.
Q4. Why do people go to fast food restaurants?
A: it is very convenient, and it can save time.
Q5. Why is it not good for you to eat too much sugar or fat?
A: If people eat too much sugar and fat, they put on weight very easily and some of them may have bad teeth.
Q6. Why are crash diets and supplements so popular?
A: Because people want to be smarter, healthier, in particular, young people want to be more beautiful. It goes with the need of the times.
Q7. What can we do to keep a balanced diet?
A: Buy and eat good, nutrient foods from all the food in the right amounts, and eat less sugar and take more exercise.
* More exercises: translate the sentences underlined on Page4 into Chinese
Step 4. Homework
1. Finish word study on Page5
2. Preview the integrating skill reading on Page74
3. One reading exercise every day
The Third Period
§ Teaching Aims:
1. Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for
2. Improve the Ss’ reading ability.
3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text
§ Important Points & Difficult Points:
1. Improve the Ss’ reading ability.
2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.
3. How to make the Ss understand the reading material better and answer the questions on the passage.
§ Teaching Method:
1. Discussion before reading to make Ss interested in what they will learn
2. Discussion after reading to make Ss understand what they’ve learned better
3. Fast reading to get a general idea of each paragraph
4. Careful reading to get the detailed information in the text
§ Teaching Aids:
1. a tape recorder
2. the blackboard
§ Teaching Procedures:
Step 1. Revision: What does the text mainly talk about?
Ask some Ss to try to say sth. about the text.
Step 2. Integrating Skills--Don’t be a Mouse Potato (on Page74)
* Fast Reading
Read the quickly in 5 minutes, and then answer the following questions.
Q1. What is a couch potato?
A: couch potatoes means people who spend too much time in front of the TV and eat too much junk food.
Q2. What is junk food according to this text?
A: It is food that has a lot of calories but few nutrients, vitamins and minerals.
Q3. Why are people becoming potatoes and what can people do to avoid it?
A: One reason is our modern way of life; we must make sure that our diet is varied and balanced.
* More reading exercises on extra materials from English Weekly.
Step 3. Important Points and Difficult Points
1. prepare (sth.) to do / for… 2. in the form of… 以…形式
prepare oneself for… 3. be short of 短缺…
be / get prepared for / to do… 4. go for 也如此，对…也适用，向…攻击
5. be based on / upon 以…为依据
6. exercise不可数，意为“运动” exercises可数，意为“练习，体操，演习”
7. not a bit一点儿也不 not a little非常
* Exercises
1. Bob is a diligent student and is ___ his coming examinations while his mother is ___ supper.
A. preparing for; preparing for B. preparing; preparing for
C. preparing for; preparing D. preparing; preparing
2. We should do more exercises, both __ for our health and __ for our knowledge.
A.exercise;exercise B. exercises;exercisesC.exercise;exercises D.exercises; exercise
3. ___ do you base your calculation?
A. On which B. On what C. About what D. For what
4. some stones weigh ___ fifteen tons.
A. as more as B. so more as C. as much as D. as many as
5. ---Are all the telephone numbers ___ in the directory? ---Yes, all __ Jane’s.
A. listed; included B. listing; includes C. listed; including D. being listed; includes
6. Before the election, the candidates(候选人) ___ each other in the newspaper.
A. went with B. went for C. went over D. went forth
7. The boy __ on the ground __ that he had seen a cock __ an egg.
A. laying; lay; lay B. lying; lie; lie C. lying; lied; lay D. lay; lying; lay
8. Jenny ___ have kept his word. I wonder why she changed her mind.
A. must B. should C. need D. would
9. We ___ last night, but we went to the concert instead.
A. must have studied B. might study C. should have studied D. would study
Answers: 1. C 2. C 3. B 4. C 5. C 6. B 7. C 8. B 9. C
Step 4. Homework
1. One reading exercise every day
2. Prepare a healthy diet and explain why it is healthy
3. Remember the first 15 words and prepare for the dictation.
The Forth Period
§ Teaching Aims:
1. Review the words learned in the last three periods.
2. Learn and master modal verbs: had better, should, ought to
§ Important Points & Difficult Points:
1. How to guess the missing word according to the given sentence.
2. Let the Ss learn how to give advice or opinion about sth. , especially master hoe to use “should, ought to, had better and their negative forms” to give advice.
§ Teaching Aids:
1. a tape recorder
2. the blackboard
§ Teaching Procedures:
Step 1. Revision---dictation about the first 15 words in this Unit
1. junk food 2. fat 3. stomach 4. salad 5. ought to 6. energy 7. peach 8. plenty of 9. examine 10. ripe 11. soft 12. fever 13. fuel 14. diet 15. keep up with
Step 2. Word Study
Give Ss 5 minutes to do the exercises on Page5, then ask some Ss to say the Chinese meaning of the sentences, and check the answers.
1. nutrient 2. diet 3. vitamin 4. mineral 5. fat 6. sugar 7. protein 8. calory
Step 3. Grammar
* Translate the following sentences into English
1. 外面很冷，你最好穿上你大衣。
It is cold outside, you’d better put on your coat.
2. 你最好别脱下你的衣服。
You had better not take off your clothes.
3. 我们应该尊敬老师和父母。
We should / ought to respect our teachers and parents.
4. 你不应该这么粗心。
You shouldn’t / ought not to be so careless.
* More exercises on Page5 and Page74
Step 4. Homework
1. One reading exercise every day
2. Remember the second 15 words
篇9：unit 13 Healthy eating(人教版高一英语下册教案教学设计)
Period 1
I. Teaching aims:
1. Warming up to make the students love talking after a long time no see.
2. Do some listening to improve the students listening ability.
3. Making simple dialogues to train the students speaking ability.
4. New words: junk, contain, vitamin, ripe, plenty of, a bit (of), etc.
.II. Important points:
1. Train the Students’ listening ability.
2. Master the new phrase and sentence pattern and make the students be free to talk about eating habit and health.
III. Difficult points:
1. Learn the usage of the sentences pattern: I think that ---because---.
2. Improve the students’ listening and speaking ability.
IV. Teaching methods
1 . Listening-and–answering activity to help the students go through with the listening material.
2. Use both individual work and group or pair work to make every student work and think in class.
V. Teaching procedures:
Step 1 Presentation
Begin the class with my own eating experiences. Encourage the students to tell about theirs. Make them say as many names of the food as possible. Get them to tell their feeling about different kinds of food. Ask:
What do you think are good eating habits?
What will happen if we don’t have good habbits?
Conclusion: Every day we have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we re going to learn something about food.
Step 2 Warming up
1. Have the students open their books at Page 1 and look at the eight pictures of different kinds of food. Tell the names of the food first. Then discuss in pairs:
which of them are junk foods? Why?
Or which of them are healthy foods? Why?
2. Ask your classmates what they like to eat. The students may have a discussion in pairs and then make a list of the food and decide whether what they like to eat is junk food or not.
3. According to the discussion, fill in the table with real information.
Step 3 Listening
1. Tell the students they are going to have some listening training. Let them know that something is wrong with Mike. Make them listen to the tape once and tell what is the problem with Mike and what he did next.
2. Look at Ex. 1 on P2 and listen to what happened to Mike. The students are to answer the questions in it after a short discussion.
3. Listen to what Mike did next, and then answer the question in Ex. 2. A short discussion is allowed in pairs.
Step 4 Speaking
Everyone wants to be healthy and strong. But sometimes we are not feeling well. Ask:
What will you do if you don’t feel well?
Say: When we’re ill, we’d better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyday English used by doctors and patients. Go through the useful expressions on P3.
Have the students look at the example above. Ask two students act as Dr Yang and Sharon and read the dialogue aloud. Have the other students underline some useful expressions they can find.
Go through the three situations with the students on P2. Ask them to choose one of them and make up a dialogue in pairs according to the example given and then act it out.
Step 5 Conclusion
Today we’ ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.
Homework
Preview the reading passage in this unit.
Period 2
I. Teaching aims:
1. 1. Learn and master the following words and expressions: make choices, pace, diet, nutrient, muscle, bean, keep up with, fibre, mineral, chemical balance, fit, be good for, function, and be harmful to, etc.
2. Improve the students’ reading ability and study the language points connected with the text.
.II. Important points:
1. Train the Students’ reading ability.
2. Master the new phrases and words
III. Difficult points:
How to make the students understand the reading text better.
IV. Teaching method
1 . Fast reading for the students get the general idea first.
2. Discuss after reading to understand the text better.
3. Careful reading to get the detailed information.
V. Teaching procedures::
Step 1 Presentation
Ask the students what in their mind are healthy foods and what are junk foods. Help them to get a conclusion that we must develop healthy eating habits.
Step 2 Pre-reading
Show the students the pre-reading questions. Get them to discussion in groups. Ask individual students to give a report about their own answers to them. Ask:
What do you think of your own eating habit? Is it healthy or not?
Step 3 Fast Reading
Say: today we come to the Reading. It’ s about a healthy diet and tells the importance of keeping healthy eating habits. Read the text quickly and find the answers to the questions on the screen..
1. What do traditional diets often have?
A. too much water B. too much protein
C. too much fat and too many calories D. nutrients we need
2. What can help our body fight disease and give us energy?
A. vitamins, fibre and minerals. B. pork and fish
C. water D. calcium
3. What contains a lot of protein?
A. vegetables B. fruits
C. vitamins D. fish, meat and beans
4. Why do some people become vegetarians?
A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..
B. Because they think meat is not “eco-foods”.
C. Because they think meat will make them Fat.
D. Because riley think meat will make them thin.
5. From the passage we can conclude that it is probably better, if
A. we eat less meat B. we have more fruit
C. we have “eco-foods” D. we buy good food and keep a balanced diet.
参考答案：CADAD
Step 3 Careful reading
1. Give enough time to let the students read the text carefully again, and tell the main idea of each paragraph.
2. The students read the text paragraph by paragraph. The teacher ask as many questions as possible for the students to answer. Give the students some explanations to some difficult sentences or phrases. Pay attention to the new words and expressions.
3. Play the tape for the students to listen and follow.
4. Give the students some time to ask questions about the points they don’t understand.
Step 4 Post-reading
1. Do post-Reading 1- 3
2. Discuss the questions below, first in pair, then with the rest of the class.
(1)Why do people go to fast food restaurant?
(2)Why is it not good for you to eat too much sugar and fat?
(3)Why are crash diets and supplements so popular?
(4)What can we do to keep a balanced diet?
Step 5 Conclusion
Have two top students to make a conclusion about what we have learned in this class and what we can learn from this text. The teacher should speak highly of their answers. If possible, add some necessary information.
Homework
Go through the whole text and retell it.
Get prepared for next class.
Period 3
I. Teaching aims:
1. Review the text learnt in the last period including useful words and expression.
2. Learn how to use had better, should and ought to while giving advice.
3. New words and phrases: ought to, column, gram, sticky, etc.
.II. Important points:
1. Master the usages of had better, should and ought to.
2. Remember the words from the text.
III. Difficult points:
How to use had better, should and ought to correctly in different situations.
IV. Teaching methods:
1. Group or pair work to get the students do better in class.
2. Use competition to make the students active in class.
V. Teaching procedures:
Step 1 Presentation
In this class we’re going to review the words we learnt and also learn how to give advice using had better, should, and ought to. Write them on the blackboard.
Step 2 Word study
Make the students open their books at page 5 and look at this part.
First make the students work out the words in pairs. Give them some time to remember the answers.
A competition: Get the students to close their books. The teacher reads out the descriptions and the students are to speak out the words as quickly as possible. See which group get the most correct answers.
Step 3 Grammar
The teacher can tell the students when people use had better or had better not, should or should not, ought to or ought not to. Write down one or two examples for each phrase and try to make sure that the students understand all the usages by asking them to give their own examples.
Then have the students fill in the blanks in Ex. 1 on P5 in a right way.
Step 4 Practice
Read through the title with the students and let them get clear about what they are going to do with this exercise. They will try to write letters giving advice. Read the letters asking for advice quickly, then write down four pieces of advice for each of them using had better (not) , ought (not) to or should (not) .
Step 5 Workbook
Books open at P72. Do Exx. 1-3.
Homework
Go over the grammar by finishing the exercises on P73 in grammar part.
Period 4
I. Teaching aims:
1. Do some reading about Snacks.
2. Do some writing to develop the students writing skill.
.II. Important points:
1. Train the Students’ writing ability by getting to know how to write a recipe..
2. Improve their reading ability by reading this passage.
III. Difficult point:
Improve the students’ integrating skills.
IV. Teaching methods
1 .Asking-and –answering activity to go through the reading material.
2. Individual and pair work.
V. Teaching procedures:
Step 1 Revision
Check the answers to the exercises on P73 wit h the students
Make sure all the students understand the grammar we learned in last class. If possible, go over it with the students.
Step 2 Reading
1. Skim the reading text and answer:
What can we do if we need more energy besides eating our main meals?
2. Read the text again quickly, do the following True-or-False exercises.
1) Our body doesn’t need to refuel if we choose nutritious food for our main meals.
2) Good snacks should come from different food groups and should not have too much fat or sugar.
3) Fruits and vegetables don’t give us any vitamins.
4) Most fruits need cooking.
5) Fruits and vegetables are the only healthy snacks.
参考答案：
1. F 2.T 3.F 4.F 5F
3. Give the students some explanations when necessary.
4. Play the tape and have the students follow. Give them some time to ask questions.
Step 5 Writing
Go through the two recipes on P7 carefully.
Read the tips to the students to let them know for sure how to write a recipe.
Have the students work in pairs and write the recipe for their favourite dish.
Step 6 Checkpoint
Use Checkpoint 13 to help the students go over the grammar and useful expressions they have learned in this unit.
Homework
Finish off the workbook exercises.
篇10：Unit 13 integrating skill(人教版高一英语下册教案教学设计)
Period 4 integrating skills (P74)
上课时间：2月24 日
Teaching procedures
1. watch the video and discuss to arouse the Ss’ interests in reading the article.
2. read the article < don’t be a mouse potato>
3. finish the exercises written on Page 75.
4. discussion
Step 1 Revision
Activity 1:
Check the homework--- recipe:
Golden delicious fish!
Ingredients:
a fish, green onions, garlic, ginger, red peppers,pepper sauce, salt, vinegar, soy sauce
Directions:
1. Cut the body of the fish.
2. Add salt to the fish before it is cooked.
3. Chop the bulb of green onions into small sections, and cut the green onions into pieces. Peel the garlic.
4. Mix the onions,garlic,ginger and red peppers. Fry them for a short time. Then get them all out.
5. Cook the fish and add vinegar and soy sauce.
6. Add onions,garlic,ginger and red peppers. Also add pepper sauce and water to boil the fish for some time.
7. Spoon the fish and add some fresh chopped green onions.
Activity 2
Phrases in reading
不再…… 饮食习惯 生活方式 赶上、跟上 最好
做出正确的选择 各种各样的 对……有好处
no longer
eating habits
way of life
keep up with
had better
make the right choices
all kinds of
be good for
基于 成为……的一部分 对……有害 保持平衡饮食
适用于、应用于 减肥 代替、而不是
保持健康 为……做好准备
base on
become / be part of
be harmful to
keep a balanced diet
go for
lose weight
instead of
keep fit
be ready for
时而、不时 按原来的样子 把……切碎
把……卷上 按正确的顺序
now and then
just the way they are
cut…into pieces
roll…up
in the right order
advise, now and then, plenty of, base on, make a choice, keep fit, examine
1. My bags were ______ when I entered the country.
2. Doctors _______ him to stay in bed for a week.
3. There are so many things in the store, so it is hard for me _____________________.
4. if you catch a cold, you need to drink _________ water.
5. I ______ my hopes _____ the news we had yesterday.
6. Many people have realized how important it is ___________.
7. Though he is busy, he calls on his parents
Examined/ advised/ to make a choice/ plenty of
Based/ on/ to keep fit/ now and then
Step 2 read and answer:
Activity 1
Number the paragraphs first and look at the title (guessing the meaning)
What potatoes are mentioned?
What is a couch potato?
What is a mouse potato?
What’s the key word of each paragrap? People/ reason/healthy food/junk food/right choices/
Activity 2 find the information(individually)
1. In this passage, “source” probably means:
A. where something comes from
B. what something is made of
C. where something is placed
D. what something has inside
2. What is the difference between junk food and healthy food?
3. What does “it is better to eat a potato than to be one” mean?
Activity 3 Details for your discussion
A healthy diet should give us the ________ we need but not contain too much _________________.
The best source for calories is _________, which are found in _______, ________ and ______________.
Calories/ Fat and sugar/ carbohydrates / grains/ vegetables/ fruit
Junk food is food that has a lot of ______
but few _______, __________ and ________
Some food does have _______, for example pizza, but because it contains too many _________, it is still called junk food.
A healthy diet should include a variety of ________, most of which should be rich in ______________
Calories/ nutrients/ vitamins/ minerals / nutrients/ calories/ food
/ nutrients
Ues what you have learnt to support your ideas.
Chinese fast food
Baozi
Is it healthy? Western fast food Is it healthy?
Step 3 Discussion
Give one example of Chinese food and western food and explain the reasons whether they are healthy or unhealthy.
Homework:
1. read the text twice and pick out the phrases.
2. write the discussion in the ex-book.
教后感:
篇11：Unit 13 Healthy eating (人教版高一英语下册教案教学设计)
Teaching Aims and Demands
Words and Phrases
Four Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then
Three Skills: energy soft bar fuel chemical balance tasty boil mixture
Spoken English:
In the clinic / seeing a doctor:
What’s wrong with you?/What’s the matter with you?
Lie down and let me examine you.
Let me have a look.
Where does it hurt?
Drink plenty of water and get some rest.
I’ve got a pain here. This place hurts.
There’s something wrong with back/my knee/my arm.
I don’t feel well.
Grammar:
Use of Language:
1. Master the function use of language as defined above.
2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.
Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.
Important points:
1. Talk about different kinds of food that one favorites.
2. learn the basic knowledge of healthy eating.
3. learn how to say in the clinic.
4. Grasp the language points and grammar in the text.
Difficult points: The use of modal verbs --- had better, should and ought to.
Teaching aids: computer or slider-projector
Way of Teaching: Communication way of teaching, discussion and group work.
Lesson 1
Step 1 Warming-Up
First show the students some pictures of dishes and so to introduce the topic of this unit.
And then show the pictures on their text books and let them to decide what is junk food and what is not.
Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.
Step 2 Listening
Let the students listen to the tape and be prepared to answer the questions below.
Step 3 Speaking
Show the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue
After that list the useful expressions in their dialogue.
Step 4 Homework
Prepare for the next class.
Collect some menus if possible for the next class.
Lesson 2
Step 1 Introduction
Using the questions on P3 to introduce the new text.
Step 2 Fast-reading
1.What does the “fuel ” mean in the first paragraph?
(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)
2.What do we have to consider when we choose to buy or eat?
(What kinds of nutrients that the food contain.)
3.What made our eating habit changing?
(Many things: what people believe, advice from companies and stores.)
4. How can we feel and look fine?
(We ought to learn about our body and the fuel it needs to keep fit.)
Explain the language points if necessary.
Step 3 Carefully-reading
How many parts can be divided into?
(Three parts.)
What’s the main idea of each part?
(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)
Step 4 Talking
Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.
Step 5 Homework
Finish the exercise --- Vocabulary on P5. and P72-73
Lesson 3
Step 1 Revision
Check the homework.
Step 2 Grammar
First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.
Step 3 Consolidation
(1) Finish the exercise on P5 and on P74
(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.
1.give advice that will really help the person.
2. be polite and sincere
at last get the students to finish the following practice.
Step 4 Homework
Finish the exercise 3 on P74 in the students’ workbook.
Lesson 4
Step 1 Revision
Let some students read their reply to the letters on P74.
Step 2 Reading
Read the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)
Step 3 Writing
Ask the students to work in pairs to write the recipe for their favourite dish.
We may first give the tips on P7 as a guide.
Step 4 Discussion
First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?
What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)
Step 5 Homework
Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.
篇12：Unit 13习语必会(人教版高一英语下册教案教学设计)
1. advise sth advise sb to do sth
advise doing sth advise that sb should do sth
2. be careful with 当心； 小心
3. in the future 将来 in future 今后
4. plenty of (+c.n. / u.n.) 大量的；足够的
5. as has our way of life 我们的生活方式也一样
6. keep up with 跟上；catch up with 赶上
7. the high pace of modern life
8. make a choice 做出选择
9. be good for 对…有好处;
do sb good/do good to sb
10. be harmful to 对…有害
do sb harm/do harm to sb/harm sb
be bad for
11.be based on 以…为基础
12.become/be part of 成为／是…的一部分
13.environmentally friendly food 与环保有利的食品
14.keep a balanced diet 保持平衡的饮食习惯
15.in the right amounts 适量的
16.go for 适应于； 应用于
17.go on a diet / on a diet 节食
18.keep fit; keep healthy 保持健康
19.Only in this way will we be ready for the challenges and opportunities in life.
只有这样，我们才会对生活中的挑战和机遇有充 分的准备。
20.gain weight/ put on weight 增加体重
21.be a little bit nervous about 有一点紧张
22.even if / even though 即使
23.now and then 不时的； 偶尔的
every now and then; from time to time 时常
24. in the right order 顺序正确
25. make a list of 列表
1. have a physical examination 体检
2. avoid doing sth 避免做某事
3. hand in 上交
4. think over 仔细考虑
5. lead a healthy life 过健康的生活
6. be filled with 充满了
7. not all of these 这些东西中并非都
8. vary one’s diet 是某人的饮食多样化
9. depend on 以…而定； 依靠
10. a variety of 多种多样的
11. be rich in ; be high in 含量丰富
be poor in ; be low in 含量低
12. be combined with 与…相结合
combine…with…
8.
篇13：人教版高一英语第三单元教案
一、教学内容分析
本单元话题为“地震”，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。本单元共分八个部分。
Warming-up 部分通过两张图片引出话题“一旦地震发生，将会造成怎样的危害”，为后面的主题作了一个热身运动。
Pre-reading 部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变能力。这部分为接下来的阅读作了很好的铺垫，学生可通过套乱，参阅有关地震的书籍并运用一些生活常识来回答这两个问题。Reading 部分具体描写了1976年唐山大地震的震前、震中和震后。作者详细描述了地震来临前的一些不正常的自然现象及动物的反常表现;地震的来势汹汹并在顷刻间将整座城市夷为平地;震后人们勇敢面对现实并及时实施抢救和重建工作。Comprehending 部分包括三组练习，主要目的是为了帮助学生更好地理解Reading部分的文章。
Learning about Language 部分分为两个部分：Discovering useful words and expressions 和Discovering useful structures.第一部分要求学生在把握文章的基础上，掌握重点词汇的词义及时用，这更注重培养学生运用上下文猜测词义的能力。其次还对一些复杂的数字读法进行了检测。第二部分则结合文章学习定语从句。
Using Language 部分分为Reading，Writing and Speaking;Listening和Writing。Reading，Writing and Speaking 包括读一篇邀请函，写一份演讲稿和关于一套新唐山邮票的Little talk。Listening 部分讲述了一位地震幸存者的故事，并根据听力材料进行正误判断和回答问题，旨在培养学生获取细节的能力，并通过听来模仿标准的语音和语调。Writing部分要求学生报纸写一篇新闻报道，学习如何按照规范的步骤进行写作，如选择适当地标题和组织语言等。另外这一部分也培养学生写作时注意标题、主旨大意和细节。
Summing up部分帮助学生整理、巩固本单元所学到的知识，包括学到的关于地震的知识，有用的动词、名词、表达方式和新的语法项目。Learning Tip部分就听英语方面给出了一些建议，建议学生多听广播或电视里的英语节目.
二.教学目标和要求
根据《英语新课程标准》关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面。
1.知识目标(Knowledge)
① 词汇(Vocabulary)：shake, rise, crack, burst, well, smelly, pond, steam, destroy, ruin, injure, survivor, brick, useless, shock, quake, rescue, electricity,
disaster, organize, bury, coal, mine, shelter, fresh, percent, honor, prepare.
② 短语(Phrases and expressions)：right away, at an end, lie in ruins, be trapped under sth, to the north of sp, put up, give out, wake sb up, prepare sth for sth., think little of sth.
③ 语法(Grammar)：定语从句(The Attributive Clause).能用英语描述任务的特征、行为等---- 由who/ whom/ whose/ that引导;能用英语描述事物、事件的性质、内容等---- 由which/ that/ whose引导。
2.能力目标(Ability)
能运用所学语言知识描述地震前兆、危害及震后援救;根据已知信息推测将要听取的材料的内容;提高阅读技能和用英语进行思维、推理、判断的能力; 掌握演讲稿的格式及新闻报道的写作步骤和要点。
3. 情感目标Affect
学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神;在教学活动中培养学生的合作精神和互助精神。
三.教学重点和难点
1重点词汇：injure，survivor, shock, rescue, disaster, fresh, judge, prepare
2语法：The Attributive Clause
3难点: 运用所学知识表达自己的想法; 较长句子成分的划分及意义的理解; 如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展;指导学生通过各种渠道如报纸、杂志、图书馆和网络等资源查找有关素材，培养信息社会收集查找资料的能力。
四.课时安排
本单元共分为四个部分，具体课时教师可根据自身教学实践进行适当地安排和调整。
Part1：Warming-up和listening.通过游戏、介绍和VIDEO等手段对地震知识进行适当了解的基础上，引入对San Francisco地震的学习，从而进入听力部分。
Part2：Pre-reading, Reading, Comprehending and Learning about Language.读前的两个问题：第一个问题问学生在危机情况下会带什么，有利于很好的激起学生的兴趣和调动课堂气氛，由此则可过渡到第二个问题对地震前兆的了解，从而自然地引入到对唐山大地震的学习。在对唐山大地震震前、震中和震后的学习中，可结合今年唐山大地震30周年的报道，使学生进一步了解唐山大地震和现今的唐山，形成对比和强烈的震撼，从而更好地了解学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神。其次，通过对文章的学习，了解新闻的特点，为后面的写作做准备。重点词汇和语法的学习可结合文章进行，并配以适当的练习。
Part3：Writing由提前让学生完成的关于唐山的新闻写作来引入对写作的学习。通过对学生习作的评析，来引出新闻写作中应注意的事项，并通过适当的练习来进行巩固，再让学生对自身的习作进行修改。
Part4：Using Language(Reading, Writing and Speaking),主要学习SPEECH演讲稿的写作。通过对演讲稿的了解、注意事项和名人演讲的感受，让学生学会如何恰当地写演讲稿。
五.教学步骤
Warming-up & Listening
Teaching goals:
1. Get a general idea of earthquakes and some other natural disasters;
2. Train students’ listening ability and try to improve their pronunciation;
3. Know the damage that an earthquake and other disasters could bring about and ways to reduce the losses of an earthquake.
Teaching important points:
Train the students’ listening ability and improve pronunciation.
Teaching aids:
A tape recorder; the blackboard; CIA课件
Teaching procedures:
Step1. Lead-in
----video of different natural disasters
T: Our hometown is a place full of a kind of disasters. What is it?
Typhoon, earthquake, hurricane tsunami, flood, tornado, drought…are all called natural disasters.
Q. what damage will they bring about?
---- everything in ruins/ death/ losses…
Step2. Introduction of Earthquakes (Let students get the general idea of earthquake)
Q: what do you know about earthquake? What causes quakes and where do they often happen? How to predict an earthquake?
Q: How to avoid being hurt?? ----through games
Q: Have you heard of any land earthquakes?
----Two pictures in warming-up: Tangshan Earthquake and San Francisco Earthquake.
Q: What do you know about these two earthquakes?
Step3: Listening
1. Pre-listening
----brief introduction of San Francisco Earthquake
Q: When did the quake happen?
---- 1906
Q: what damage did bring about?
---- About 700 people died in the earthquake and the fires. And as many as 250,000 people lost homes…
2. While-Listening
----according to the exercises in the text book
3. Post-listening
----How can we reduce the damage of earthquake? What can we do?
Step4: Homework
---- preview the reading “A Night the Earth didn’t Sleep” and learn new words of this unit
Reading
Teaching goals:
1. Target language 目标语言
Learn and master the new words and expressions in this period.
2. Ability goals 能力目标
Train the students’ reading and speaking ability.
Train the students’ ability to use the Internet to search for some useful information.
Train the students’ ability to cooperate with others.
Teaching important points:
Train the students’ reading ability—skimming and scanning.
Teaching difficult points:
Describe the disasters.
Teaching aids:
CIA课件
Teaching procedures:
Step1. Lead-in
T: We have a visit to the museum of natural disasters, and you have learned about some brief introduction of most disasters. Today, I want to show you round the earthquake department, and I hope you will like it and learn some useful knowledge. Now let’s go.
T: At the very beginning, I want to know how much you know about an quake.
Q1: What would you take with you if a quake happened?
Q2: The best way to save yourself is to know there will be a quake before it happens. What kind of signs can tell you that there is a quake?
Q3: What kind of damage can an earthquake cause?
S: buildings are destroyed; people are killed; families are broken…
T: Let’s have a look at some pictures of such terrible site. (Pictures of quakes)
T: (The last picture is monument of Tangshan quake.) Do you know what this is?
Step2. Pre-Reading
T: 30 years ago, on the day July, the 28th, a terrible disaster suddenly happened, and the beautiful Tangshan was removed from the map. This is Tangshan quake. Does any body know something about Tangshan quake?
T: Let’s read a news report about the famous quake.
Step3. While-reading
I. Skimming & scaring
Get the students comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading.
T: First please skim the passage fast to obtain/ get a general understanding of the whole passage. And underline the answers to the following questions.
II. While reading, divide the whole passage into 3parts and find out the main idea of each part.
Para.1 before the quake
Para.2-3 during the quake
Para.4 after the quake
II. Careful-reading
Read the passage again and try to get more detailed information.
T: Now let’s read the passage again and find more information. Join the correct parts of the sentences. (Turn to page 27, ex1)
T: Now you have read the passage carefully, please put the sentences in order. Number each of these things during the Tangshan quake.(Turn to page 27, ex2)
T: here are some more work for you. You can work in groups.
T: Let’s watch some pictures, and comparing the old Tangshan, the Tangshan after quake, and the new Tangshan we see today.
Step 4 Post-reading (discussing)
T: After read the news report, and see so many pictures, what impresses you most? Why?
Or what do you learn from such a disaster?
(Self-rescue, environment protection, rebuilt, love and help)
I: self-rescue (a video game)
T: When in a quake, if you know some self-rescue skills, you may probably save yourself. If you want to know some of the skills, click here. (Link to the index)
Let’s do little game to see how much you know about self-rescue.
II. What did they suffer and feel?
T: Can you understand what they suffer and what they feel after such a disaster?
T: If you were one of the rescuers 30 years ago, what could you say and what can you do to comfort them? Or how could you help them?
III. Rebuilding
T: we see that the new Tangshan has been set up. What is needed to rebuild Tangshan.
IV: environment protection
T: nowadays there are more disasters than before. One of the reasons is that we pay more attention to our economy development than the earth we live.
Look at these pictures. What can we students do to save the earth?
T: Though the disasters destroy buildings, people’s lives, but it can not destroy the love among us.
Step 5 Homework
1. Find more news reports about earthquake.
2. Write a piece of news about Tangshan. You can use the information in the passage.
News Writing
Teaching aims:
1. Get students to learn how to write news;
2. Train students the ability to cooperate with each other and to search for information;
3. Learn more about Tangshan earthquake and honor the people of Tangshan.
Teaching difficulties:
1. How to make students learn writing in a more practical and effective way;
2. How to help students understand the tips for writing.
Teaching procedure:
Step 1: Lead-in
----The 30th anniversary of Tangshan earthquake (news)
T: We have learnt the Tangshan earthquake. When did it happen? How many people died during the earthquake?
Step 2: Presentation of students’ news writing (homework of last class)
----point out the mistakes in news writing according to three aspects
T: You have finished the news writing of Tangshan earthquake, and now it’s time for you to show your project. Others have to point out the mistakes in his or her writing according to three aspects.
----Three aspects: headline; content and language
T: What do you think of his or her writing? Is it a proper news writing? What have you done before your writing?
Step 3: Tips for writing
1. Preparation ---- an outline
Preparation: Choose a topic; decide what you want to say about the topic; Organize your ideas and write clearly.
Outline: A headline; a list of main ideas; A list of important details
2. Headline
⑴ Appreciation of headlines
New business regulations;
New tax on housing sales A Night the Earth didn’t Sleep;
Cyclists Ready to Go on the Road for Blind Kids;
China Marks 30th Anniversary of Tangshan Earthquake;
Does Beijing snack change its flavor?
Memories of quake die hard for Tangshan survivors;
Chao Chien-ming released.
篇14：人教版高一英语第一单元教案
StepILeadin
Showthepicture，talkaboutthefollowingthequestions?
1)Whatmighthappeniftheoilgetstoohot?
2)Whatwouldyoudoifthepanofoilcatchesfire?
StepIIListening
PlaythetapeofthedialoguefortheSstolistenandfollow.GothroughthedialoguebrieflyandmakesuretheSsunderstandit.Afterthat，answerthefollowingquestion.
1)WhatdidJennyaskYangPeitodofirst?
2)DidYangPeicarrythepanoutofthekitchenatonce?
Key：
1)JennyaskedYangPeitoturnoffthegasandcoverthepan.
2)No，shedidn't.
StepIIIReading
AsktheSstoreadPart2tofindoutwhattodoiftheyhearthefirealarm.CheckcomprehensionbyaskingYes/Noquestions：
1.ShouldIstayinmyroom?(No)
2.ShouldIleavethebuildingatonce?(Yes)
3.ShouldItakemyroomkey?(Yes)
4.ShouldItakethelift?(No)
StepIVPlayarole
TheTlettheSspractisethedialogueinpairsafewminutes，TheTcanwritesomemainsentencesontheBb，forexample：
1)cookinginthekitchen;2)thepanofoil;3)catchfire)4)turnoffthegas;5)coverthepan;6)thefire(be)out
ThentheTasksonepairtoactthesceneinfrontoftheclass.
StepVLanguagefocus
1.Takecare：becareful.
2.Isthefireout?Iftherearenoflames，thefireisout.
3.Youmight…burningoil：Ifyoucarriedthepanoutofthekitchen，youmightgetburntbythefireandyoumightdropthepan.Mighthereindicatespossibility.
StepVIExamination
Completethedialogueswithsuitablewords.
1.A：Be_______!Thepanisvery_______.Youmightget_______.
B：Thanks，Mum.Butwhat_______Ido?
A：You'd_______turnoffthegasfirst.Leavethepanthere_______itgetscooler.
2.A：Look_______!Yourcoathas_______fire.
B：Ohdear!
A：Takeit_______andputit_______thewater.
3.A：Take_______!You_______throwthecigaretteend(烟头)here.Lookatthosenewspapers.Theymight_______fire.
B：Oh，I'mterribly________.
4.A：_______careful!Yourclothes_______getcaughtinthatmachine……
B：Thankyou.Ididn'tknowIwassoclose________it.
StepVIIHomework
1.FinishofftheWorkbookexercises.
2.PreparationtheLesson62.
篇15：人教版高一英语第一单元教案
教材内容分析;本单元的交际功能项目为“问路”及“路线的指引”。第61课是本单元的第一课，通过一幅地图，一段对话介绍了本单元的重点语法项目有关问路和指路的表达法，为后面的学习打下基础。
二、学情分析：
本课教学对象是职一年级两个班20多个聋生，学生掌握英语的水平参差不齐，三分之二同学经过初中三年的学习，在词汇、句型、语法方面都有了一定的基础，能够按着老师的教学进度进行学习活动，还有三分之一学生来自外地，初中时没有学过英语，因为单词量的匮乏，接受起新知识来有些困难，对英语表现兴趣不浓，主动性差，所以在教学中我特别注重以激发学生的学习兴趣为前提，充分发挥学生学习的主动性。
三、教学理念：根据新课程标准的目的和要求，结合教材内容和我班聋生的实际情况，设定适当的教学目标，本课教学遵循聋生认知规律和心理特点，从聋生已有的知识基础和认知能力出发，精心设计教学过程，整个教学过程以激发学生学习语言的兴趣为前提，鼓励学生进行自主创造性活动，尽量做到先学后教，以学定教，让教为学服务。
四、教学目标和重点、难点：基于以上教学理念，结合教材内容和我们班聋生的实际情况，制定以下教学目标和重、难点。
知识与技能：
A:学习、掌握下列新单词和词组:
kindladyladies’roomtelllibrarycrosscrossingacrossmisscurch
cafe
B:学习，理解并掌握“询问方向”(Askingfordirections)和“应答方向”(Givingdirections)的日常交际用语:
询问方向：
Excuseme.Canyoutellmethewaytothe…?
Whichisthewaytothe…
Istherea…nearhere?
Whereisthenearest…..
CanyoutellmehowIcangetthewayto…
…
指路：
Walk/Goalongthisroadand…
Goupthisroadtotheend./Goonuntil…
Turnleftatthe…crossing.
Goacrossthebridge…It’sbetweenthe…andthe…Youwillsee…infrontofyou.
…
过程与方法：教师通过图片，视频，创设情景，学生积极参与，通过师生、生生互动，使学生更快地理解和运用关于方向的询问和应答。
情感态度和价值观：通过本课的学习，培养学生的观察力，想象力，创造性和合作性，提高学生学习英语的兴趣，增加学生学习英语的自信心。鼓励学生敢于开口,团结合作,培养他们乐于助人的良好品质。
重、难点：
1.新词汇的熟练掌握。
2.询问方向”(Askingfordirections)和“应答方向”(Givingdirections)的日常交际用语的运用:
五、教学方法：
教法：基于新课程教学理念和我班聋生的实际情况，我在教学中采取启发式教学法、创设情景法、任务型教学方式和多媒体辅助教学。
学法：以教师为主导，学生为主体，学生自主分析，合作探究，师生，生生互动等方法。
六、教学过程：
Step1.Leading-in
1.Warmup.LetSsguesstheplaces.(教师准备好相关图片，教师提问，学生猜。)
A.Ifwewanttoseethefilms,wecangotothecinema.
B.Ifwewanttogoboating,wecangotothepark.
C.Ifweareill,wehavetogotohospital.
D.Ifwewanttoborrowbooks,wecangotothelibrary.
E.Ifwewanttodrinkcoffee,wecangotothecafe.
F.Ifwewanttopostletters,wecangotothepostoffice.
(创设情景，激发兴趣,同时利用这种方式，复习了建筑物的名词)
2.Pairwork:教师出示第六页第一部分的图片问：Whereisthe…?两个人一组对图片上建筑物的位置进行问答。
(通过问答练习，复习关于方位的词：behindbesidenexttooppositeinfrontofattheleftofontherightofinthemiddleofbetween…and…为后面的进一步学习奠定基础。)
Step2.Presentation
1、教师创设情景：假如我现在就站在图片上那个小人的位置上，Canyoutellmethewaytothelibrary?要求学生只需用汉语来描述即可，然后引导学生进入课文第二部分问路指路的句型。
(创设情景，激起学生的学习兴趣，因为本课问路指路的句型对于我们聋生来说太难，在教学中只能循序渐进，先要求其理解，能用汉语正确描述路线，再要求其掌握)
2、教师领读---生生合作探究---教师补充总结问路指路句型
教师先带领大家读一遍，学生合作探究每句的含义。达到理解并掌握，然后教师补充其他问路指路的句型，学生可将其放在一起来记忆。
(在教师指导下，学生合作探究理解并掌握问路指路的句型。体现了以教师为主导，学生为主体的教学方法，同时突破本课重点)
Step3.Practicing
Askformoredirections
使用方框里的句型，来对第一部分图片里的其他位置进行问答练习
Canyoutellmethewaytothechurch/thecafé/thevideoshop/thetheatre?
Goalongthisroadand…
Goupthisroadtotheend.
Goonuntilyoureachtheend.
Turnleftatthe…crossing.
Takethesecondturningontheleft.
Goacrossthebridge.
It’sbetweenthe…andthe…
Youwillsee…infrontofyou.
Youcan’tmissit.
人教版高一英语第一单元教案
篇16：人教版高一英语第三单元教案
(一) 明确目标
1. Get the students to know the importance of body language.
2. Train the students integrating skills.
(二)整体感知
Step 1
Show more gestures and let the students guess the meanings.
Step 2
Read the integrating skills.
(三) 教学过程
Step 3
Introduce Shuang huang.
Step 4
Work in pairs and make up a funny story.
Step 5
Practice Writing.
(四)总结扩展
Step 6
Compare the meanings of body language in China and the USA.
Meaning in China Body language Meaning in the USA
welcome a smile and a handshake welcome
Hello Goodbye ! waving one s hand Hello! Hi! Goodbye!
disagreement shaking the head disagreement
agreement nodding the head agreement
May I ask a question? putting up a hand May I ask a question.?
love kissing love
no such a gesture keeping ones fingers crassed hoping sth. good will happen
proud holding up ones head not afraid/proud
feeling sorry for having done hanging ones head feeling sorry for having done
feeling very happy waving ones arm feeling very happy
dislike, disagreement or pain making a face dislike, disagreement or pain
Im full/ I v eat stomachache touching ones stomach having a stomachache
(五)随堂练习
1. Choose the best answers according to the situations.
When you meet a foreign guest for the first time, you should say:
A. How do you do? B. How are you?
C. Hi! D. Hello! What can I do for you?
2. Yon are carrying some heavy boxes. Someone comes over to offer help. He may say “Can I help you?” If you need his help, you should say:
A. Of course, you can. B. Thats a good idea.
C. Yes, go ahead. D. Thanks. Thats very kind of you.
3. If you can carry the boxes yourself and don’t need his help, you should say to him:
A. No. I don’t need your help. B. Its none of your business.
C. No, thanks. I can manage it myself. D. Sorry, you can’t
4. When you see an old lady carrying a heavy bag and want to go over to help her, you should say:
A. Excuse me, madam. Would you like me to crazy it for you?
B. Hello! Let me carry the bag for you. It’s too heavy for an old lady like you.
C. Hi, Granny! Let me carry the heavy bag for you. You are old.
D. Excuse me. Is there anything else I can do for you?
2. Choose the right words for the blanks, using the right verb forms.
proud juice dining room realize were type comfortable.
(1) I hope you feel as __ as you are at home.
(2)The speaker ____ to the people in the hall before he left.
(3)You’d better make the apples into ____ for your baby; otherwise she can’t eat them.
(4) Before you send your article to the publisher, you’d better____ it out with a computer or a type-writer.
(5)The students neednt go home for lunch, because there is a _____ in the school.
(6)I didnt _____ they were a couple (夫妻) until the party was over.
(7) She looked so __ at the party that few people talked to her.
3. Make gestures and guess what they mean.
(1) Raise your hand. (5) Kiss your hand to someone.
(2)Put up your hands. (6)Thumbs (大拇指) up.
(3)Wave your hand. (7)Thumbs down.
(4) Cup your ear. (8) Bite your nails ( 指甲 ).
参考答案：
1. (1)A (2)D (3)C (4)A
2. (1)comfortable (2)waved (3)juice (4)type (5)dining-room (60realize (7)proud
3.
(1) To ask or answer a question. / To attract attention. / To say hello.
(2)To give up. / To surrender.
(3)To say goodbye.
(4)To say: “I beg your pardon. / Sorry, I can’t hear you.”
(5)To say “Goodbye” to a dear friend or relative.
(6)To say “Great! / Wonderful! / Well done! / Congratulations !”
(7)To say “No good! / Terrible!”
(8)To mean “thinking” or “worrying”.
人教版高一英语第三单元教案
篇17：人教版高一英语第三单元教案
Teaching aims：
1.improve the students’reading ability
2.let students learn to get the main idea of the text /each paragraph
3.improve the students’understanding of the history，the spirit of the Olympic Games and the relation between China and the Olympic Games.
Teaching important points：
1.how to improve the students’reading ability
2.how to let students join the class
Teaching difficult points
1.how to let students join the class
2.how to get the main idea
Teaching aids：
1. a recorder
2. pictures
Teaching procedure：
step 1. free talk
What is the English for“运动会”?
What is the greatest sports meeting in the world?
Step 2. lead-in
Ask students questions：
1. How many Olympic games have already been held ?
2. brain storms to think of something about the Olympic games.
Step 3 fast reading：
Make a list of the Olympic games mentioned in the text
1.the ancient Olympic games
2.the first Olympic games (the 1896 Athens Olympic games)
3.the 23th Olympic games in Los Angeles (the 1984 Los Angeles Olympic games)
4.the 27th Olympic games in Sydney (the 2000 Sydney Olympic games)
5.the 29th Olympic games in Beijing (the 2008 Beijing Olympic games)
step 4
Step 5 listen to the tape and get the main idea
Para 1. The Olympic games are held every four year
Para 2. It is about the ancient Olympic games
Para 3. It is about the first Olympic games
Para 4. The Olympic motto and the 1984 Olympic games
Para 5. It is about the 2008 Beijing Olympic games
The passage is about the development of the Olympic games
Step 6 homework：
In your free time，you can surf the internet . In order to prepare for the 2008 Beijing Olympic games， a lot of volunteers doctors，drivers，guides，translators are wanted. You can try!
★高一英语下册Unit13-22教案集(人教版高一英语下册教案教学设计)
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