Unit 2Healthy eating
单元要览
类别课程标准要求掌握的项目
话题Problems with diet; balanced diet and nutrition
词汇diet n. 日常饮食vi. 节食raw adj. 生的; 未加工的nut n. 坚果; 果仁vinegar n. 醋
bean n. 豆; 豆科植物lie n. 谎话; 谎言vi. 说
谎
pea n. 豌豆customer n. 顾客; 消费者
cucumber n. 黄瓜discount n. 折扣
eggplant n. 茄子weakness n. 缺点; 虚弱; 弱点
pepper n. 辣椒; 辣椒粉strength n. 强项; 长处; 力量
mushroom n. 蘑菇consult vt. 咨询; 请教; 商量
peach n. 桃子fibre n. 纤维; 纤维制品
lemon n. 柠檬digest vt. & vi消化n. 摘
要; 概要balance vt. 平衡; 权衡n. 天平; 平衡carrot n. 胡萝卜
barbecue n. 烧烤; 烤肉debt n. 债; 债务
mutton n. 羊肉bacon n. 熏咸肉; 腊肉
roast adj. 烤制的vt. 烤; 烘; 烘烤poisonous adj. 有毒的
fry vt. & vi. 油煎; 油炸limit vt. 限制; 限定n. 界
限; 限度ought v. aux. 应当; 应该limited adj. 有限的
glare vi. 怒目而视; 闪耀n. 怒视;
炫目的光benefit n. 利益; 好处vt. &
vi有益于; 有助于;
受益
slim vi. 变瘦adj. 苗条的; 纤细的breast n. 胸部; 乳房curiosity n. 好奇心garlic n. 大蒜
hostess n. 女主人; 女主持人sigh vi. 叹息n. 叹息;
叹息声
spy vt. & vi窥视; 秘密监视n. 间
谍; 侦探combine vt. & vi. （使）联合;
（使）结合
短语balanced diet平衡膳食in debt欠债
ought to应该; 应当spy on暗中监视; 侦查
lose weight体重减轻; 减肥cut down削减; 删节
get away with被放过; （做坏事）不受
惩罚
before long不久以后tell a lie说谎put on weight增加体重
win. . . back赢回; 重新获得be amazed at对……感到吃惊
earn one’s living谋生compete with与……竞争
重要句型1. Wang Peng sat in his empty restaurant feeling very frustrated. (present participle used as adverbial)
2. By now his restaurant ought to be full of people. (ought to)
3. Nothing could have been better. (could have done)
4. Something terrible must have happened if Li Chang was not coming to eat in his
restaurant as he always did. (must have done)
5. He could not have Yong Hui getting away with telling people lies! (can’t/couldn’t
have sb. doing)
功能 1. Suggestions and advice
What should we do? Shall we. . . ? How about. . . ?
You must/mustn’t. . . . I think you ought to. . . . Perhaps you should. . . .
You’d better. . . . You need/needn’t. . . . You have to/don’t have to. . . .
My advice is/would be. . . . You might. . . . I suggest that you. . . .
I would strongly advise you to. . . . It might be a good idea to. . . .
2. Seeing the doctor
What’s the matter? What’s wrong with you?
What seems to be the trouble? How long have you been like this?
It’s nothing serious, only. . . . I suppose you had better. . . .
I think you ought to. . . .
3. Agreement and disagreement
I’m not sure that! You could be right, but. . . .
(I’m afraid)I don’t agree. I agree up to a point, but. . . .
That’s an in teresting idea, but. . . . Do you really think. . . ?
Rubbish! /Nonsense! You can’t be serious!
Actually/As a matter of fact, I think. . . . That’s not how I see it.
语法Modal verbs: ought to/ought not to
have to/don’t have to/mustn’t/needn’t
教学重点
1. Get students to know about problems with a diet, a balanced diet and nutrition.
2. Have students learn useful new words and expressions in this unit.
3. Enable students to grasp and use the expressions of giving suggestions and advice.
4. Let students learn the new grammar item: the use of ought to.
5. Develop students’ listening, speaking, reading and writing abilities.
6. Have students learn how to deal with and solve problems correctly.
教学难点1. Enable students to master the use of ought to.
2. Have students learn how to give suggestions and advice.
3. Let students learn to write a short passage to make an advertisement.
4. Develop students’ integrative skills.
课时安排Periods needed: 7
Period 1 Warming up and reading
Period 2 Learning about language: Important language points Period 3 Learning about language: Grammar
Period 4 Using language: Listening and speaking
Period 5 Using language: Extensive reading
Period 6 Using language: Speaking and writing
Period 7 Revision: Summing up and learning tip
Period 1Warming up and reading
整体设计
教材分析
This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by showing students some pictures about foods and talking about them.
Warming Up is to tell students how different kinds of food are grouped. This is important as it enables us to talk about the value of particular foods to our health. We want students to appreciate what a balanced diet is. Too much fatty food will mean they store extra energy in their bodies. Too much body-building food may cause problems for digestion and lead to illness unless enough fibre foods are eaten to aid digestion. The teacher can have a free talk with students, let them work in pairs to read through the chart and discuss the questions.
Pre-reading contains two more general questions about food for discussion. Students can be encouraged to discuss these questions in pairs. Then they are asked to look at the title of the reading passage and the pictures to predict what the passage is about. This part is very useful for the next part Reading.
The reading passage Come and Eat Here(1)introduces students to two unbalanced diets through the restaurants of Wang Peng and Yong Hui. Food at Wang Peng’s restaurant contains too mu ch fat while Yong Hui’s restaurant offers little energy-giving food. The person who often eats at Wang Peng’s restaurant will become too fat. That can lead to illnesses such as a heart attack or high blood pressure. The person who often eats at Yong Hui’s restaurant will become too thin and suffer illnesses such as anorexia or malnutrition. It is important for students to know about the two extremes and avoid them. The teacher can encourage students to skim for the general idea and scan for further understanding. Because this passage introduces a lot of new words, which are only used for food, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the exercises in Comprehending to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class.
To consolidate the contents of the reading passage, students should be required to read the passage again and then retell it. In order to arouse their interest, the teacher can hold a competition. The teacher also needs to make a summary on the passage including the general idea, writing characteristics, and so on to let students understand the passage further at the end of the class.
教学重点
1. Let students learn more about problems with a diet, a balanced diet and nutrition.
2. Get students to learn different reading skills.
教学难点
1. Develop students’ reading ability.
2. Enable students to talk about different kinds of food and balanced diet.
三维目标
知识目标
1. Get students to learn the useful new words and expressions in this part: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, balanced diet, ought to, lose weight, get away with, tell a lie, win. . . back.
2. Let students learn the knowledge of balanced diet and nutrition.
能力目标
1. Develop students’ reading ability and let them learn different reading sk ills.
2. Enable students to talk about different kinds of food, problems with diet and balanced diet.
情感目标
1. Stimulate students’ sense to form a healthy eating habit.
2. Develop students’ sense of cooperative learning.
教学过程
设计方案(一)
→Step 1 Leading-in
Have a free talk with students. Ask them the following questions:
1. Everybody has to eat, but do you eat a healthy diet?
2. What do you usually have for breakfast/lunch/supper?
3. What kind of food do you like best?
4. Why are you so strong/weak/fat/thin? Does it have anything to do with your diet?
5. Do you think you are eating a balanced diet?
→Step 2 Warming up
1. Let students turn to Page 9. Ask them to look at the pictures, name the foods in them and then fill in the form.
Healthy food Unhealthy food
2. Show the following on the screen. Let students read the question and the information about food in the form below.
Do you know that the food you eat helps you grow in different ways?
Food that provides energy(e. g. energy-giving food) Food that helps grow
bones and muscles(e. g.
body-building food)
Food that helps the body fight diseases(e.
g. protective food)
rice noodles spaghetti bread potatoes chocolate butter cream oils nuts meat eggs cheese
milktofu
Most vegetables(e. g. beans, peas,
cucumbers, eggplants, peppers,
mushrooms, cabbages)and fruit(e. g.
apples, peaches, oranges, lemons)
3. Ask students to work in pairs to discuss the following questions and then one of them tells their ideas to the class.
Questions:
1)Which groups of food do you like best?
2)Which do you eat most often?
3)Do you eat the three kinds of food each day?
3)What will happen to you i f you don’t eat a balanced diet?
→Step 3 Pre-reading
1. Let students discuss the following question:
What do you think should go into a good meal?
2. Ask students to imagine they are going to invite some friends for dinner. Let them discuss the question: What special food of your place would you offer them? Then have them plan a menu.
3. Let students turn to Page 10, look at the title of the reading passage and the pictures and predict what the passage is about. Then have them read the passage quickly to see if they are right.
→Step 4 Read ing
1. Fast reading
Ask students to skim the reading passage and then answer the following questions:
1)Who are mentioned in the story?
2)Where did the story happen?
Three minutes later, check the answers with the whole class.
Suggested answers:
1)Wang Peng, Yong Hui and Li Chang.
2)It happened in the two restaurants: Wang Peng’s restaurant and Yong Hui’s restaurant.
2. Intensive reading
Allow students to read the passage carefully this time to understand the main idea of each paragraph and the important details, and then finish the following:
1)Choose the best answer to each question according to the text.
(1)What did Wang Peng think of the food in his restaurant?
A. Very bad.
B. Just so-so.
C. Unpopular.
D. Popular.
(2)What did Wang Peng do after he saw his friend Li Chang hurrying by?
A. He just sat in his restaurant felling frustrated.
B. He did some research.
C. He followed Li Chang to see why he didn’t eat with him.
D. He began to advertise his food.
(3)Which of the following was not mentioned on Yong H ui’s menu?
A. Apples.
B. Cola.
C. Water.
D. Cabbages.
(4)Which of the following did Wang Peng not do to win his customers back?
A. He improved his food.
B. He advertised his food.
C. He did some research.
D. He found the shortcomings of Yong Hui’s food.
Suggested answers: (1)D(2)C(3)B(4)A
2)Use the information from the reading passage to tick out the correct statements and give reasons for your answers.
(1)Usually Wang Peng’s restaurant was full of people.
(2)Yong Hui could make people thin in two weeks by giving them a good diet.
(3)Wang Peng’s regular customers often become fat.
(4)Yong Hui’s menu gave customers more energy-giving food.
(5)Wang Peng’s menu gave customers more protective food.
(6)Wang Peng decided to compete with Yong Hui by copying her menu.
3)The passage can be divided into 3 parts. Give the main idea in each part.
Part Main idea
Part 1
Part 2
Part 3
3. Reading and discussion
Read the passage a third time and then work in pairs to do the following:
1)Write out your answers.
(1)The weakness of the di et in Wang Peng’s restaurant was that it did not give ______________.
(2)The strength of the diet in Wang Peng’s restaurant was that it provided ______________.
(3)The weakness of the diet in Yong Hui’s restaurant was that it did not give ______________.
(4)The strength of the diet in Yong Hui’s restaurant was that it provided ______________.
2)Discuss these questions. Write down your main points and compare them with those of another pair.
(1)What do you think Wang Peng will provide to win his customers back?
(2)How do you think the story will end?
(Let students have enough time to read the passage carefully and discuss the questions with their partners. Encourage them to expand their answers according to their own experiences. )
4. Explanation
Help students analyze some difficult, long and complex sentences and guess the meanings of some new words. Encourage them to try to deal with the language points in the context.
Discuss and explain in your own words the following important sentences or parts of sentences taken from the passage.
1)Wang Peng sat in his empty restaurant feeling very frustrated.
2)Nothing could have been better.
3)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.
4)He could not have Yong Hui getting away with telling people lies!
5)Perhaps with a discount and a new sign he could win his customers back.
5. Reading aloud and underlining
Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.
Collocations: sit in his empty restaurant, feel very frustrated, a very strange morning, prepare his menu, by lunchtime, by now, ought to, be full of, be made of, Nothing could be better. , hurry by, follow sb. into. . . , lose weight, be fit, be amazed at, more than, a good meal, get away with, had better, do some research, too much, even though, energy-giving food, feel more hopeful, win. . . back, be on
→Step 5 Consolidation
Ask students to talk about the problems with the diet in Wang Peng’s restaurant and Yong Hui’s restaurant in their own words accordi ng to the text. Then let them retell the whole story.
→Step 6 Homework
1. Learn the useful new words and expressions in this part by heart.
2. Read the reading passage again and try to retell the story.
设计方案(二)
→Step 1 Leading in the topic
1. Learning some vocabulary connected with food and diet.
2. Identifying different groups of food.
→Step 2 Warming up by making a survey
Let students interview their teachers and classmates on their diet and fill in the table.
Name Breakfast Lunch Supper Favorite
food The reason for being
strong/weak/fat/thin
→Step 3 Predicting by looking and discussing
1. Look at the pictures and title of the reading passage and discuss in pairs what the passage might be about.
2. Two or three students will give their opinions.
3. Let them read the passage quickly to see if they are right.
→Step 4 Reading
1. Give students 2 minutes, and ask them to skim the passage for the general idea of the passage.
2. Give students 5 minutes to read the passage carefully, and answer the following questions.
1)What makes a balanced diet?
2)What is wrong with the diet of both Wang Peng and Yong Hui?
3)Why does it matter if you only eat at Wang Peng’s or Yong Hui’s restaurant?
3. Give students 4 minutes to read the passage a third time. Encourage them to try to deal with the language points in the context. Then let them answer the following questions.
1)What does the word “frustrated” mean in Paragraph 1?
2)How do you understand the sentence “Nothing could have been better”?
3)What does the phrase “get away with” mean?
4. Listening and reading aloud
Play the tape of the text for students and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them to read the text aloud to the tape.
→Step 5 Discussion
Ask students to work in pairs to discuss and compare the two restaurants. Try to find out the strength and weakness of each to fill in the chart.
Wang Peng’s restaurant Yong Hui’s restaurant Strength
Weakness
→Step 6 Extension
Let students think about and discuss the following questions.
1)What do you think will happen to Wang Peng’s restaurant?
2)In your opinion, what kind of food should we eat?
3)Can you make a balanced diet for yourself?
→Step 7 Closing down by re telling the story
1. Have students get prepared in 3 minutes or so and then ask them to retell the story.
2. Ask as many students as possible to have a try in front of the class.
→Step 8 Homework
1. Go over the text and try to learn all the useful words and expressions in this part by heart.
2. Finish the exercises in Comprehending on Page 11.
板书设计
Unit 2Healthy eating
Come and eat here(1)
True or false Key sentences
1. Usually Wang Peng’s restaurant was full of people.
2. Yong Hui could make people thin in two weeks by giving them a good diet.
3. Wang Peng’s regular customers often become fat.
4. Yong Hui’s menu gave customers more energy-giving food.
5. Wang Peng’s menu gave customers more protective food.
6. Wang Peng decided to compete with Yong Hui by copying her menu.
1. Wang Peng sat in his empty restaurant feeling very frustrated.
2. Nothing could have been better.
3. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.
4. He could not have Yong Hui getting away with telling people lies!
5. Perhaps with a discount and a new sign he could win his customers back.
活动与探究
As we know from the story, Wang Peng wants to know what’s the matter with his menu and he wonder what he should do to satisfy the demand of the customers who enjoy the taste and also want to keep fit. Suppose you are an expert who knows nutrition very well. Write a research report for Wang Peng to give him some suggestions and advice on diet and make a balanced menu for his restaurant.
教学过程 一、课堂导入 学习下列谚语： You are what you eat. 人如其食。 First wealth is health. -----Emerson 健康是人生的第一财富。 An apple a day keeps the doctor away. 一天一个苹果，医生不来找。 二、复习预习 教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对情态动词具体用法的分析和扩展导入本节课所要学习的课本知识的学习。 三、知识讲解 考点/易错点1 重点单词与短语学习 balance n. 天平，平衡；余额，余数v. 平衡；权衡balanced adj. 均衡的 (回归课本P10)
What will happen to you if you don’t eat a balanced diet? Eg: 1). Try to achieve a better balance between work and play. 争取把工作和娱乐更好地结合起来。 2). I must check my bank balance (= find out how much money I have in my account). 我要核对一下我在银行的余额（看我的帐户上有多少钱）。 3). Try to balance your diet by eating more fruit and less protein. 多吃些水果，少摄入些蛋白质，使饮食均衡合理。 [归纳拓展] a balanced diet 均衡的饮食 keep the balance of nature保持生态平衡 keep one’s balance保持平衡 lose one’s balance (= be out of balance) 失去平衡 think of想，考虑 (回归课本P10) He thought of his mutton，beef and bacon cooked in the hottest，finest oil. （1）想起；记起Sorry，I didn`t think of your name just now. （2）考虑We should think of the matter carefully. （3）为…着想Chen is always thinking of the poor people in the poor areas. （4）想；打算I am thinking of giving up smoking. [归纳拓展] think about想；考虑think much of 对…评价很高think highly / well of 高度评价 think out 想出 think badly / little of认为不好think over 仔细考虑 tired of 厌倦 (回归课本P10) Tired of all that fat? 厌倦肥腻了吧？ be tired of 对……厌倦 eg. I’m tired of your conversation.你的讲话我听腻了. I grow tired of asking this，so it’ll be the last time. 我已厌烦了问这个问题，所以这是最后一次.
高中英语必修一教案Unit 1 Friendship
1.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition
教学设计说明 1.教材分析 外研版高中英语教材分为必修（1-5册）和顺序选修（6-11册）。本课选自外研版高中英语必修三（供高中一年级下学期使用）模块1，单元的核心主题是Europe，介绍了欧洲的一些城市。各个板块内容分别是topic& task, grammar/function, skills, vocabulary/everyday English, culture/learning to learn, work-book六部分组成。通过本单元的学习，学生可以具体了解欧洲的一些国家或城市的历史发展，著名建筑物以及历史上的著名人物。本单元第一部分是Induction，除了对单词的学习，还介绍了一些国家或城市的名字，并对其的地理方位进行了描述，通过一张map，对这些城市进行学习。第二部分是Reading and Vocabulary，是本节课的重点，重点分析课文： Great European Cities. Function部分，主要进行Describing Location的学习。 接下来是对Grammar 1 Passive voice: present and past forms 和Grammar 2 Subject and verb agreement的学习。还有一部分技巧训练，对听、说、读、写四个方面进行练习。下一部分是 Pronunciation and everyday English的练习，最后一部分是Culture corner部分的学习，增加对欧洲文化知识的了解。 本课选取本单元的Reading and Vocabulary 部分的文章Great European Cities作为教学重点内容，作为本单元的第二课时，但是阅读课的第一课时，该文章是分别对欧洲四个国家的著
龙文教育学科老师个性化教案 教师学生姓名上课日期 学科英语年级教材版本人教版 学案主题必修一unit 1 课时数量 （全程或具体时间） 第（1）课时授课时段 教学目标 教学内容 必修一unit 1个性化学习问题解决必修一unit 1 教学重点、 难点难点：词汇重点：词汇 教学过程一．词汇 单词用法讲解 survey 调查．测验 add up 合计 upset adj 心烦意乱的；不安的，不适的 ignore不理睬．忽视 have got to 不得不；必须 concern（使）担比：涉及；关系到n 担心；关注．（利害）关系be concerned about 关心．挂念 walk the dog 遇狗 loose adj 松的．松开的 vet 兽医 go through 经历；经受 Amsterdam 阿姆斯特丹（荷兰首都） Netherlands 荷兰（西欧国家）
German 德国的．德国人的.德语的. Nazi 纳粹党人adj 纳粹党的 set down 记下；放下.登记 series 连续，系列 a series of 一连串的．一系列；一套outdoors在户外．在野外 spellbind 迷住；疑惑 purpose 故意 in order to 为了 dusk 黄昏傍晚 at dusk 在黄昏时刻 thunder vi 打雷雷鸣n 雷，雷声 entire adj 整个的；完全的，全部的entirely ady. 完全地.全然地.整个地Power能力.力量．权力。 Face to face 面对面地 Curtain 窗帘；门帘．幕布 dusty adj 积满灰尘的 no longer /not …any longer 不再partner 伙伴．合作者．合伙人 settle 安家.定居.停留vt 使定居.安排.解决suffer vt &遭受；忍受经历
Unit 1 Friendship Ｉ．单元教学目标 II．目标语言
III. 教材分析和教材重组 1. 教材分析 本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。
Unit 3The Million Pound Bank Note 本单元的主要内容是根据马克·吐温的名著《百万英镑》改编而成的剧本中的几个片断以及马克·吐温的生平简介。学生通过感受百万英镑给亨利带来什么样的待遇而进一步理解作者诙谐讽刺的写作风格。该部分比较连贯，提出的一些问题有利于培养学生独立思考的能力和文学素养。其中写作部分是训练学生选取和组织材料的能力，通过前面的学习，结合独立的思考，写出形象鲜明且语言流畅的戏剧。 集宁一中2011年高一下学期第 1 页共11 页编制：李彦东 1
1. To talk about short stories and plays. 2. To develop S s’ reading skills. 3. To arouse Ss’ interest in acting out a play and writing a play 4. To get Ss to know how to use new words and phrases. 5. To get Ss to have the knowledge of this grammar point: A noun clause is used as the object; a noun clause is used as the predicative. 6. To enable Ss to develop their imagination to continue the story. 7. To develop S s’ ability in speaking and listening. 8. To give Ss the chance to finish a play or a story. 学案一： The first period W arming up and reading Aims To talk about short stories and plays. To develop S s’ reading skills. Step ⅠW arming up What do you know about Mark Twain? Do you know any of his works? Read the short passage quickly and fill in the chart. Then give an introduction of Mark Twain(1835—1910): 集宁一中2011年高一下学期第 2 页共11 页编制：李彦东 2
高一英语第十一次课----- 必修三module3 一、考点、热点回顾 （一）key words and phrases 1.experience vt.经历n(可数)经历n(不可数)经验 2.cause vt.引起，导致cause sb. to do sth.导致某人去做某事cause sb. trouble/problems 给某人带来麻烦/问题 cause n.起因，理由，事业-------指造成某事的直接原因，后常接of或to do reason n.原因，理由------指从逻辑推理上得出的原因，后常接for或定语从句。 3.bury vt.埋葬 bury oneself in =be buried in 专心于，埋头于bury one’s face in one’s hands 双手捂脸4.occur vi.发生-------指发生时，有计划无计划均可。脑海中出现某种想法。 happen vi.发生------指事先无计划偶然发生。碰巧作某事happen to do sth. take place 发生-------指事先安排，计划的事情。举行。 以上三词均无被动形式。 sth. Occurs sb. 某人想起=strike/hit eg: A good idea occurred to me . It occurs to sb. to do sth.某人想起It occurred to me to visit my teacher. It occurs to sb. that…某人想起It occurred to me that I should visit my teacher. 5.take off 去掉，脱掉，起飞，成功，休假，减去，移动 6.strike vt＆n.(雷电，暴风雨等）袭击=hit，击打，碰撞，罢工，想起=occur to,打动 (1)The miners went on strike for higher pay. (2)Does this clock strike twelve? (3)A good idea struck me while I was walking along the river. (4)He hit me ,so I struck him back. (5)A huge forest fire broke out after the lighting struck. (6)I am still struck by the native beauty of the lake. 7.ruin vt.毁坏，破坏，使堕落n.毁灭，崩溃，废墟in ruins 变成一片废墟 8.warn vt.警告，告诫，提醒注意warn sb. of/about sth.提醒某人注意某事 warn sb. not to do sth.= warn sb.against doing sth. 提醒某人不要做某事 give a warning 发出警告without warning 毫无预警 9.in all 总共，总计 above all 最重要的是after all 毕竟at all 确实，根本first of all首all of a sudden突然all in all从各方面考虑all along一直，始终 10.possibility n.可能性，可能发生的事 There is a/no possibility that… 有（不）可能There is a/no possibility of doing sth.有（没有）的可能 possible adj.可能的It is possible (for sb.)to do sth. It is possible that……. 11.set fire to =set….on fire 放火（焚烧）……. on fire着火（状态）catch fire 着火（动作）put out a fire扑灭火 12.put out 扑灭（火），伸出，出版 put off推迟put up张贴，建造put away放好，收好put on 穿上，上演put forward 提出 1．拿起；拾起；搭载；学会；收听2．平均 3．有史以来4．到……时为止 5．结束；告终6．扑灭 7．放火烧…… 8．总共 9．带来损害10．使某人无家可归 pick up on average of all time by the time end up put out set fire to in all do/cause damage make sb. homeless
Unit 1 Festivals around the world Ｉ．单元教学目标 II．目标语言
1. 教材分析 本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所 了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固运用请求和感
谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。 1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。 1.2 Pre-reading是Reading 的热身活动。主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。 1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。 1.4 Comprehending是考察对阅读内容的进一步理解。 练习一：六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。 练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。 练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。这就要求学生不仅要温习文章内容而且要结合实际，阐述自己的想法，挖掘学生的思维能力和语言表达能力。 1.5 Learning about Language 分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习和用文章中的词汇的适当形式填空；Discovering useful structures 是以文章内容为载体在语境中练习语法，掌握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交
Lesson plan --- reading course(Unit 4) Background information: School: Changshou senior middle school, Grade 1 Class: 4 Students: 50 Lesson duration: 45mins Time: 8:00—8:45am Date: March 14, 2014 Methods: setting the scene, predicting, skimming, scanning Teaching aids: black board, PPT. Type of lesson: reading Teaching objectives: 1.Instructional aims (language knowledge and language skills) 1) By the end of the class, students should be able to know some information about the beginning of universe at the end of the class. 2) By the end of the class, students should be able to learn some new words about the universe and animals and phrases. 2. Educational aims (affect, learning strategy and cultural awareness) 1)By the end of the class, students should be able to build up the interest of reading. 2) By the end of the class, students should be able to develop their ability to find and summarize main ideas and information through reading at the end of the class. 3) By the end of the class, students should be able to develop the ability to predict in pre-reading at the end of the class. 4) By the end of the class, students should be able to raise the awareness of protecting our earth. Teaching contents: 1.V ocabulary + phrase: astronomy, globe, atmosphere, atom, Solid, globe, nitrogen, vapour…. 2.Pre-reading, predicting exercise, reading, reading exercise, post-reading, homework. Presentation: T: Good morning, class! Ss: Good morning. T: How are you today? Ss: I’m fine, thank you! And you?
【今日任务知会于心】 1.检查上次作业，查漏补缺； 2.复习必修三Unit 2 词汇与课文； 3.复习英语词类——名词与冠词； 4.掌握英语词类——数词； 5.熟练语法填空题型与解题技巧。 【课前热身小试牛刀】 1、考查必修三Unit 1的词汇。 （见附页——测试题） 【知识精讲讲练结合】 一、数词（详见思维导图） 二、必修三Unit 2精讲： （见《中学教材全解》） 三、语法填空。 Cloze 1 A very tall, old tree had been growing quite slowly for a number of years. It was nearly the 1 (old) tree in the forest, and it raised its head high above the others toward the sky 2 a king of trees. One spring day the wind brought a 3 (pride) little seed and dropped it at the root of the tree. Soon it grew into a plant. “I’ll climb to the top of the tree,” said 4 little plant. “They’ll see how quickly I can grow.” So it held tightly to the tree and climbed 5 it was up to the top branch. It said to the tree, ”You have grown for a great many years, and I only 6 (begin) this summer and see where I have come to. ” But the old tree just said 7 at all. After a while a great storm
最新外研版高中英语必修一教案模板 学好英语之后，如果将来你想出国，就不会在语言方面花费很多的时间和精力，而是一站式通达国外，获得更多良好教育的机会，收到意想不到的效果。今天小编在这给大家整理了一些外研版高中英语必修一教案模板，我们一起来看看吧! 外研版高中英语必修一教案模板1 教学准备 教学目标 1). To learn the knowledge of the cultural relics. 2). Discuss how to protect our cultural relics. 3).Reading and understanding, catching the history and information of the Amber Room. 4). Functional item, how to tell the story about the Amber Room 5). Finish the comprehending exercises after the reading passage. 6). Use scanning; skimming and careful reading to learn the story of the Amber Room. 教学重难点 Key points To understand cultural relics. How to tell the story about the Amber Room Difficulties Talk about cultural relics at home and abroad in English freely. To learn the story of the amber room. 教学工具 课件 教学过程 导入 1). Guessing: Teacher present some pictures and statements ,let the students guess whtat or where it is.
Module V Unit 1 Great scie ntists Teach ing Aims Skill Goals ▲Talk about scie nee and con tributio ns of scie ntists ▲Practice express ing will, hope and suggesti ons ▲Practice express ing the stages in exam ining a new scie ntific i dea ▲Lear n to orga nize a scie ntific research ▲Lear n to use the past participle as the predicative & attribute ▲Practice describing people ' s characteristics and qualities ▲Develop the skills of persuasive and descriptive writi ng Key new words and expressi ons 1. Memorize engine, characteristic, theory, scientific, examine, conclude, conclusion, analyse, repeat, defeat, attend, expose, cure, control, absorb, test, severe, valuable, pump, pub, blame, immediately, han dle, additi on, link, announce, in struct, virus, con struct ion, con tribute, positive, strict, moveme nt, god, backward, complete, spin, en thusiastic, cautious, reject, view 2. Read up infect, in fectious, cholera, deadly, outbreak, clue, Cambridge, germ, certa in ty, creative, cooperative, Nicolas Coper ni cus, revoluti on ary, calculati on, loop, privately, bright-n ess, persuasive, logical 3. Expressions put forward, makea conclusion, in additi on, link .. to ..., apart from, be strict with, lead to, make sen se, point of view, expose to, absorb in to, be to blame, physical characteristic Procedures IPeriod 1 : Warming Up , Pre-reading, Reading 禾口Comprehending 2 Period 2 : Reading and difficulties 3 Period 3 : Read ing P7 4. Period4 : Lear ning about Lan guage,Workbook 5. Period 5 : Grammar 6. Period6 : Using Language,Listening and Speaking 7. Period 7 : read ing and writ ing The First Period Readi ng Step I Lead -in Ask the stude nts to think of some great inven ti ons and inven tors in history. T: Welcome back to school, every one. I guess most of you have enjoyed your holiday. Maybe I should say every one has enjoyed a scie ntific life. Why? Because you have enjoyed the results of the scienee and scientists. Nowcan you tell me the scientists who inven ted the lights, the gramoph one and the computer? S1: Edis on inven ted the lights and the gramoph one. S2: The first computer was inven ted by a group of America n scie ntists. Step n Warming up First, ask some questions about great scientists. Second, tell all the students to play the game called Guess Who I Am. T: You know our life is closely related to scie nee and scie ntists. We ben efit a lot from them. Can you n ame out as many scie ntists as possible?
eg: Many accidents occur in the home. Sth. occur to sb.→It occur to sb. that/to do eg: 1. It suddenly occurred to me that I hadn’t seen Peter all day. 2. I suppose it never occurred to you to phone the police. 2. pick up: eg: 1. She picked up Japanese when she was in Japan. 2. The bus stopped to pick up passengers. 3. A bite of something might pick you up. 4. The train was gradually picking up speed. 3. leave: vt leave+sb./sth. in/on… leave+sth.+adj./adv./doing/done eg: 1. Who left the door open last night? 2. You’d better leave things where you will find them again. 3. He left the TV on all night. 4. With these words, he went out, leaving the child crying there. was left undone. 4. cause: (1) vt cause+sth././sb./sth. to do eg: 1. Heavy traffic is causing long delays on the freeway. 2. This car caused me a lot of trouble. 3. His illness caused him to miss the game. (2) n.
高中英语必修一教案 Unit 1 Friendship 1.Teaching aims and demands
1.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by the Jewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German
高中英语必修一教案文档编制序号：[KKIDT-LLE0828-LLETD298-POI08]
Unit 1 Friendship Part One: Teaching Design Period 1: A sample lesson plan for reading (ANNE’S BEST FRIEND) Aims To talk about friendship To read about friendship Procedures I. Warming up 1. Warming up by assessing A lot of people have only few possibilities of getting feedback about their own personality. In this exercise you will have the opportunity to get some feedback and to discuss it with a partner. While comparing your mutual judgements, certain prejudices or misunderstandings may appear, as people often do not know each other thoroughly enough to judge others correctly. Try to be honest! Self assessment Of the following characteristics choose 5 that are particularly applicable to you personally. Partner assessment Now choose 5 characteristic features which you think are especially applicable to your partner.