人教版高一下英语教案高一第二十一单元(人教版高一英语下册教案教学设计)

时间：2022-11-24 23:55:44 作者：奔波儿灞教案收藏本文下载本文

“奔波儿灞”通过精心收集，向本站投稿了18篇人教版高一下英语教案高一第二十一单元(人教版高一英语下册教案教学设计)，下面是小编整理后的人教版高一下英语教案高一第二十一单元(人教版高一英语下册教案教学设计)，欢迎您能喜欢，也请多多分享。

目录
第1篇：人教版高一下英语教案高一第二十一单元(人教版高一英语下册教案教学设计)第2篇：人教版高一下英语教案高一第二十单元(人教版高一英语下册教案教学设计)第3篇：人教版高一下英语教案高一第十九单元(人教版高一英语下册教案教学设计)第4篇：人教版高一下英语教案高一第十八单元(人教版高一英语下册教案教学设计)第5篇：人教版高一下英语教案高一第十五单元(人教版高一英语下册教案教学设计)第6篇：人教版高一下英语教案高一第十三单元(人教版高一英语下册教案教学设计)第7篇：人教版高一下英语教案高一第十七单元(人教版高一英语下册教案教学设计)第8篇：人教版高一下英语教案高一第十六单元(人教版高一英语下册教案教学设计)第9篇：人教版高一下英语教案高一第十四单元(人教版高一英语下册教案教学设计)第10篇：新教材高一下unit15教案(人教版高一英语下册教案教学设计)第11篇：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)第12篇：高一下16单元语言点详解(人教版高一英语下册教案教学设计)第13篇：高一下15单元语言点详解(人教版高一英语下册教案教学设计)第14篇：高一英语unit13教案(人教版高一英语下册教案教学设计)第15篇：unit18整单元教案(人教版高一英语下册教案教学设计)第16篇：unit 5 教案(人教版高一英语教案教学设计)第17篇：人教版高一英语第三单元教案第18篇：人教版高一英语第一单元教案

篇1：人教版高一下英语教案高一第二十一单元(人教版高一英语下册教案教学设计)

Body Language

I. Teaching aims and demands 教学目标和要求:

1.Topics 话题

Talk about body language

2.Function: 交际功能

提供和请求帮助(Making offers and requests)

Can/Shall I help you with that? Could you help me with...? Would you like me to...?

Do you need some help with that? Could you please...? No,thank you.Thanks for all your help.

Would you like some help? No,thanks.I can manage it myself. Could you give me a hand with this?

That's very nice of you. Is there anything else I can do for you?

3.Vocabulary 重点词汇和短语

unfair; customer; avoid; suitcase; ahead; manage; fold; vary; crazy; part; firm; handshake; bow; fist; bend; tap; gently; anger; useless; occur; focus; specific

ahead of; give sb a hand; get through; tear down ;hold up; make a face; in order

4.Grammar:语法

动词-ing形式作主语、宾语和表语（2）

1.用英语表达‘做某事如何的’---动词-ing形式作主语

2.有些及物动词后面需跟动词-ing形式作宾语

3.绝大多数介词后面需跟动词-ing形式作宾语

4.用英语表达'什么事是某事' ---动词-ing形式作表语

II. Difficult points

III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法：

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

2. Listening-and–answering activity to help the students go through with the listening material.

3. Use both individual work and group or pair work to make every student work and think in class

V. Teaching procedure：

Period 1第一节

（一）明确目标

1. Learn body language. Warming up to arouse the students love in talking.

2. Do some listening to improve the students listening ability.

3. Making simple dialogues to train the students speaking ability.

(二) 整体感知

Step 1 Presentation

Ask some students to the front and act out the correct emotions.

2. Ask students to make a dialogue in pairs using body language.

（三）教学过程

Step 2 Warming up

Go through warming up and make sure the students understand it and can match each picture with the correct emotion and the correct sentence.

Answers (From left to right):

1 Picture 1: Confused I don't know what to do.

2: Angry I can't believe she said that! That is so unfair!

3: Sad I've lost my wallet!

4: Happy I got anA in my exam!

5: Tired It's been a long day. I can't keep my eyes open.

2 Various answers are possible but explanations for choices should refer to details in the pictures.

3 Various answers are possible.

Step 3 Listening comprehension

Now let s have some listening training.

LISTENING TEXT:

Part 1

Which of the following is a form of communication?

A Speaking to someone.

B Standing in a comer at a party with your arms crossed.

C Avoiding eye contact with the salesman when you are buying something.

D All of the above.

Speaking, or using language to communicate, is probably the best known form of communication. However, the body language used in answer B and the lack of eye.contact in answer C can say as much or more as speech.

Let's take a closer look at answer B. You are at a party and see your friend Tom standing alone in a comer with his arms crossed. When you ask him if he is enjoying the party, he says, “Yes, I'm having a great time.” Do you believe him? Probably not, because his body language is telling you that he doesn't like being there. If someone asks you later whether you think Tom liked the party, you might say “He said he enjoyed it, but it didn't look like it.”

Now let's look at C. Imagine that you are a salesman at a store. You always greet your customers with a smile and then talk for a while. But what if one of your customers avoids making eye contact with you? Do you still speak to her? Probably not. By not looking at you, she has told you that she doesn't want to talk to you.

Part 2

Body language can help you decide whether a person is telling the truth or not. If a person covers his or her mouth with his or her hand, or if he or she puts his / her finger over his / her mouth, he or she may be lying. If the person you are talking to touches his or her ears or neck, this is also a sign that he or she may not be telling you the truth. How can you tell if the person you are talking to is interested in what you are saying? Watching his or her body language will give you a good idea. Someone who is interested will lean forward in their seat and will look at you when you are speaking. They may also nod their head to show that they are listening and agree with what you are saying.

1 Answers to Part 1 : ID 2B 3A

Answers to Part 2: IB 2B

2 Answers will vary but here are a few appropriate ways to communicate each feeling using body language.

Enjoying sth

smiling, opening eyes wide, rocking one's head from side to side

Liking someone

smiling, hugging oneself, leaning one's head to one side, lowering with one's eyes, leaning forward or closer

Interested in sth

staring a lot, putting a hand 10 your chin as in thought, leaning forward, opening eyes wide, shaping your mouth with a big 0, responding with the same expressions as the person who you're listening to

Disagreement

looking away, putting one's head down into one's arms, talking to oneself, whistling, frowning, folding one's arms

Not enjoying sth

yawning, sighing, complaining, frowning, looking away

In a hurry

sighing, biting down with one's teeth, not standing still, tapping one's toes on the floor, looking toward the door

Not interested

same as not enjoying

Wanting to talk to others

raising one's hand to be called on, trying to speak up, waving one's arms over one's head to }&et attention, jumping up and down, shaping one's mouth in a big 0

Step 4 Speaking practice

Situation 1: An old man is carrying a very heavy suitcase.

Asking for help

(0 = Old man; P = Paul)

0: Excuse me, young man. Could you give me a hand with this, please? It's very heavy.

P: Oh, of course, I'd be happy to. There we go.

0: Thank you.

P: You're welcome.

0: Oh my, this is heavy. Excuse me, sir, could you help me with this bag?

P: Certainly. Where should I put it?

0: Thank you. Just put it over there, please.

P: There you are.

0: Thank you, that's very nice of you.

P: Dh, not at all.

Offering help

P: That bag looks very heavy. Do you need some help with that?

0: Oh, thank you. Could you please put it over there? P: No problem. There you are. Is there anything else I can do for you?

0: No, thank you. Thanks for all your help.

P: Woultl you like some help?

0: Oh, yes, please. This bag is simply too heavy for me. Could you give me a hand with it?

P: Sure. My, this bag is heavy! Ah, there we go. Where shall I put it'?

0: Over there, please. Thank you so much!

P: You're welcome.

Situation.2:..Someone is late for a flight and wants to go ahead of the queue.

(J = Jim; A = Passenger A; B = Passenger B)

J: Excuse me, but I'm late for my flight. Could I please go ahead of you?

A: Why sure. My flight doesn't leave for another hour. Are these bags yours? Shall I help you with that?

J: No, thanks. I can manage it myself. (To the passen ger standing at the check-in counter.) Hi. May I cut

in front of you? I don't want to miss my plane.

B: Go right ahead. I'm still looking for my ticket. Do you need some help with that bag?

J: Yes. Could you please help me put it up here? Thank you.

B: You're welcome.

J: Oh no! I'm late for my flight.

A: Excuse me, but did you say that you were late? Would you like to-go ahead of me? My flight doesn't leave for another hour.

J: Thank you, that's very nice of you! Could you help

me with this bag, please?

A: Sure. There you are. Would you like me to bring it up to the counter?

J: Oh, no, thank you. I can manage it myself now.

Situation 3: An old and sick person is on a crowded bus and wants to sit down.

(0 = Old person; P = Passenger)

0: Oh my, this bus is crowded. Excuse me, could you please help me with this bag?

P: Certainly. There you are. Here, please take my seat, you look a bit tired.

0: Thank you. Yes, I'm not feeling well today. I think I have a bit of a cold. Could you please tell me when we reach Long Street? I'm afraid I can't see where we are when the bus is this crowded.

P: Sure. I'll let you know when we get there.

P: Shall I help you with that?

0: No thanks. I can manage it myself. But could you please let me sit down for a while? I'm not feeling well.

P: Oh, of course. Please take my seat.

0: Thank you. That's very nice of you.

P: Not at all.

（四）总结扩展

Step 5 Necessary language points

Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

Listening and speaking听说要点

1>What if a customer avoids making eye contact with you?

What if ...? [用法]假使...呢?;若是...又怎么样?

[举例]What if he doesn't come (What shall we do if he doesn't com)? 如果他不来，我们怎么办呢？

What if it's true (Even if it's true, does it mattere)? 即使这是真的，又有什么关系吗？

avoid [用法]vt. 避免

[举例]They all avoided mentioning that name. 他们都避免提及那名字。

She braked suddenly and avoided an accident. 她紧急刹车,避免了一场车祸。

contact [用法]n.1. 接触,触碰[U](+with) 2. 交往;联系,联络[U](+with)

[举例]He tried in vain to get into contact with the local branch.

他试图与当地分部取得联络,但没有成功。

2>No,thanks.I can manage it myself.

manage [用法]vt.设法做到;勉力完成[+to-v]

[举例]How did you manage to get their approval? 你怎么得到他们的同意的?

3>Could you give me a hand with this?

give (sb) a hand [用法]提供帮助

[举例]He would always give a hand to anyone in difficulty. 他总是给任何有困难的人提供帮助。

4>Somebody is late for the flight and wants to go ahead of the queque.

ahead of [用法](1) 在…之前 (2) 胜过；强于

[举例]The production plan was fulfilled ahead of time. 生产计划提前完成了。

He is ahead of his class in English. 他的英语居全班第一。

Step 6 Summary小结:

Step 7 Homework

Period 2第二节

（一）明确目标

1. Develop the students reading ability, especially their reading comprehension.

2. Read the reading passage and know about body language

3. Learn to communicate with body language.

（二）整体感知

Step 1 Presentation

Today we come to the Reading. It’s about body language. Read the passage “Body Talk”, and let the students know people from different parts of the world use different body language.

（三）教学过程

Step 2 Pre-reading discussions

Get the students to read the text and discuss pre-reading and post reading questions.

(1) How is body language different from spoken language? What do they have in common?

(2) Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples?

Answers:

1 Various answers are possible. Ask the students to give reasons and examples to support their answers. Possible answers include:

YES: A person's body language can tell us what he or she is feeling. For example, if someone is nervous, his or her hands may shake. If a person smiles but his or her eyes don't look happy, we can guess that there is something wrong.

NO: It is difficult to tell what a person is thinking by looking at their body language. People use body language in different ways and gestures may have different meanings in different areas. People don't always think about their body language, so we may misunderstand them if we try to guess what they are thinking or feeling. It is also possible for people to learn to use their body language to hide what they are really feeling or thinking.

2 Yes, they do, but not always. Some body language is the same in any culture. That is also the case in China. Various answers are possible as China is a multicultural country.

3 Answers may vary but Ss should give a reason why they communicate the way they do.

Introduction Learning a foreign language requires more than knowledge of its vocabulary, grammar, idioms, and informal expressions. It also requires awareness of its gestures and facial expressions since they can differ so much from culture to culture.

Summary

1 Both words and body language can express how we think and feel.

2 Gestures, a kind of body language, have different meanings in different cultures.

3 The way people greet each other varies from culture to culture.

4 Some gestures, however, have the same meaning in most cultures.

5 Smiles may be the most commonly understood fa cial expression in the world.

Step 3 Reading

Read the text carefully again, and give the students some explanations.

Step 4 Listening to the reading passage

Play the tape for the students to listen and follow. Pay attention to the pro- nunciation and intonation.

Step 5 Post-reading

Answers:

1 Various answers are possible. Situations where body language is important include: a job interview, a visit to a foreign country, a meeting, a speech, etc.

2 Various answers are possible. Body language is in some ways more limited than spoken language. Some things would be very difficult to express using body language (See Integrating Skills in the WB). It is perhaps easier to misunderstand body language. Body language tends to support and add to spoken language. Both body language and spoken language use symbols to represent meaning; in the case of spoken language, we use sounds and sound combinations to represent words and meanings. Both depend on our ability to interpret what we see or hear.

3 Various answers are possible. The listening exercise describes lying, but there are several other situations where a person's body language may not match what he or she is saying: a speaker who is trying to sound confident but whose hands are shaking; a person who says that he or she is interested in what we are saying but who looks away or taps his or her feet, etc. It probably happens because it is more difficult to control one's body language than to control what one says.

4 Gestures in China:

Waving one's hand(s); shaking one's head or hand; same as in the US; open one's eyes and mouth wide; same as in the US; no Chinese gesture; no Chinese gesture; moving one's hand up and down with the palm facing down

（四）总结扩展

Step 6 Summary 小结

Step 7 Homework

Period 3第三节

（一）明确目标

1. Learn about the useful words and expression in the reading text.

2. Learn how to use “had better”, “should” and “ought to” while giving advice.

3. Discuss the answers to all the exercises in the Students’Book.

（二）整体感知

Step 1 Presentation

In this class we’ll first go through the text and learn to use some language points. And then we’ll discuss the exercises together with each other.

（三）教学过程

Step 2 Language points in the reading text

1>Like spoken language,body language varies from culture to culture.

vary [用法]vt.1. 使不同;变更;修改 2. 使多样化 vi.1. 变化;呈多样化[(+in/on/with)]

[举例]He never varied his habits. 他从未改变过自己的习惯。

Teachers should vary their lessons to make them more interesting.

为了增加趣味,教师应该使自己的课多样化。

That sort of thing varies from person to person. 那种事因人而异。

2>Pressing one's palms together and resting one's head on the back of one's hand while closing the eyes as if sleeping means 'I'm tired'.

while closing as if sleeping [用法]分词前有时会加上连词，使之在句中的意思、作用更加明确。

3>While there are many different interpretations of our body language,some geatures seem to be universal.

while [用法]然而；尽管

[举例]He was not able to hatch chickens while the hen could. 母鸡能孵出小鸡来，而他却不能。

While I like the color of the hat,I do not like its shape.

我虽然喜欢这顶帽子的颜色，但却不喜欢它的样式。

4>A smile can help us get through difficult situations.

get through [用法]1. 通过,穿过 2. (工作)完成 3. (测验)合格 4. 接通电话

[举例]When you get through with your work, let's go out. 你完成工作后,我们出去吧。

Tom got through. 汤姆考试及格了。

I rang you several times but couldn't get through.

5>And if we are feeling down or lonely,there is nothing better than to see the smiling face of a good friend.

feel down [用法]感到不愉快

6>That's incredible!I can't believe it.

incredible [用法]a. 惊人的，不可思议的，难以置信的

[举例]Michael told us an incredible story about his grandmother catching a thief.

迈克尔给我们讲了一个他祖母抓小偷的令人难以置信的故事。

7>Bending your arm and making a fist is to say that you are angry.

Bend [用法]v. 1.（使）弯曲 2.（使）屈服

n. 弯曲；弯曲处；转弯处

[举例]He bent the iron bar as if it had been of rubber. 他把铁棒象胶一般地弄弯了。

She bent her head and hurried on. 她低下头匆匆往前走去。

Alan bent down and kissed the child. 阿兰俯下身亲了亲孩子。

8>He bought a new cellphone,but then he ended up receiving a lot of short messages.

end up doing [用法]以 ... 为结局

[举例]A: Didn't you go shopping for a computer? 你不是去买电脑吗？

B: Yes, but I ended up buying a TV instead. 对啊，但最后我却买了电视回来。

Step 3 Practice: Vocabulary

Some suggested answers to Part 1:

1 fist: See examples on page 61 in the. SB.

2 hip: Swinging your hips is a way of saying you're happy or in a good mood. Pushing your hips to the left or the right can be a way to push people out of your way.

3 thumb: Putting your thumb up to express that you like something.

Biting your thumb to show strong dislike.

Sticking your thumb out from an extended arm to ask for a ride.

4 index finger: Pointing your finger to scold someone. Turning your palm up and bending your finger toward you to ask someone to come to you or follow you.

Tapping your finger to your head to tell ' someone to think carefully.

Putting your finger to your lips to ask someone to be quiet or whisper.

5 cheek: Kissing you on the cheek to' show affection or to greet someone.

Slapping someone' s cheek to express your anger at being insulted.

Scratching your cheek with your fingers to show that you're confused.

6 palm: Putting your hands out in front of you with 'your palms up to beg or ask for something.

Putting both your hands out at your sides and palms up to show you don't know something.

Putting palms against your cheeks to show surprise or shock.

Answers to Part 2: IE 2A 3B 4F 5C 6D

Step 4 Practice: Grammar

Answers to Part 1:

1 Waving one's hand is to say “Goodbye”

2 Shaking someone's hand is to say “Hello.”

3 Shaking one's fist is to show anger.

4 Holding up one's head is to say “I'm not afraid.” 5 Putting up one's hand is to say “Let me try.”

6 Making a face is to show you are unhappy.

Answers to Part 2:

1 amazing 2 disappointing 3 inviting 4 encouraging 5 shocking 6 exciting

Answers to Part 3:

1 That big supermarket was always crowded, so she stopped going there.'

2 I feel like taking a rest. Would you mind my sitting down for a while?

3 He likes going to the mountains every weekend.

4 My grandfather is nearly seventy and still enjoys playing tennis (a game of tennis).

5 I can't go to the cinema today. I must finish doing my homework.

6 He bought a new cellphone, but he ended up receiving a lot of useless short messages.

（四）总结扩展

Step 5 Summary

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

Step 6 Homework

Period 4 第四节

（一）明确目标

1. Review the language points learnt last period.

2. Get the students to know the importance of body language.

3. Do some writing to develop the students writing skill.

(二) 整体感知

Step 1 Presentation

Show more gestures and let the students guess the meanings. Introduce Shuang huang.

（三）教学过程

Step 1 Question the students on some language points

Step 2 Integrating skills

We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “had better (not) , ”ought (not) to or should (not) .

Many students like having snacks. Is the habit good or bad? Let s read “Snacks“.

Step 3 Listening to the Passage

Step 4 Reading comprehension

After fast reading, do the following True-or-False exercises.

Give the students some explanations when necessary.

Step 5 Writing

Now let s have some listening training.

Sample story

The following story is an example of a comedy. It is meant to be especially silly and therefore requires Ss to really use their imagination to accept it.

A mother gave her son a piglet as a pet for his l0th birthday. Soon her son and the pig became best friends. Sometimes they would be very naughty and play in the mud.

But as the boy grew up, he forgot about the pig. First, he got a dog that chased after him everywhere. Then the boy took a strong interest in playing basketball. Finally, as a young man, he saw the film Titanic and began to dream of finding true love on a sailing ship at sea.

Over the years, the pig became more and more jealous. Finally, the pig, which was very clever, got an idea. It had found a way to get the young man's attention again. One day it left its pen and stood under the tree where a terrible snake lived. Then the pig squealed all day and all night. The young man's mother heard the pig and went outside to look for it. When she saw the pig she guessed what it was thinking and felt pity for it. So she got her camera and took a photo of the pig under the tree with the snake looking down at it. She called her son on her mobile phone and put it near the pig's mouth. The pig gave a great performance. It cried and cried for help. Then the mother sent the photos to her son, who was at college. During Spring Festival, he came home and ran to the pig to hold it tight. Oh, he thought, how terrible for his poor pig to be frightened by the snake!

（四）总结扩展

Step 6 Necessary language points

Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

1>Make up a funny story and perform your story in the form of Shuanghuang.

in the form of [用法]以某种形式

2>When you write a story,you should give as many details as possible and put things in order.

detail [用法]vt. 详述，详细说明

n. 1.细节，详情 2.枝节，琐事

[举例]Don't omit a single detail. 一点细节也不要漏掉。

I like your plan, now tell me all the details. 我喜欢你的计划，请把全部细节告诉我。

Step 7 Homework

Period 5 第五节

（一）明确目标

1. Do some listening to improve the students listening ability.

2. Making simple dialogues to train the students speaking ability.

（二）整体感知

Step 1 Presentation

Today we come to the Workbook and do the listening comprehension and also do some talking practice.

（三）教学过程

Step 2 Listening comprehension

LISTENING TEXT:

Part 1

P: Hi, Mary.

M: Hi, Pete.

P: Listen, Mary, I need your help. You know that girl that I like?

M: The one you met at the picnic?

P: Yes, that's her. Her name is Jenny. Yesterday, we had lunch together and we talked for about twenty minutes.

M: That's great!

P: Well, maybe. That's what I want to ask you about. How do I know if she is interested in me?

M: Oh, I see. Well, you can look at a person's body language. It can tell you a lot about what a person is thinking. For example, was she smiling when you talked to her?

P: Yes, yes, she smiled a lot, actually. And she made eye contact with me several times. That's good, isn't it?

M: Yes. Now, did she look down first and then look away?

P: Yes, sh_ did. Is that bad?

M: Mm, not always. But it's not good. Did she play with her hair? P: What do you mean? . M: Did she push her hair back, or throw her hair back off her shoulder?

P: Yes, I think she did.

Part 2

M: Tell me more about what she did. Did her hands touch her face?

P: No, she didn't. She didn't move about that much. She sat quite still and when we stood up she didn't vary the way she stood.

M: Are you sure about that? That she didn't move?

P: Yes. Why? Is, it important?

M: It could be... Were there any other people there?

P: Yes, Jack and Tom were there, too.

M: I see. Did she talk to them?

P: Of course she did.

M: No, I mean, did she talk 'to them a lot or did she focus her attention on you? .

P: Oh, on me. She talked to me most of the time. In fact, I think she only said a few words to Jack and Tom.

M: I see. Well, let's see what we can learn from her body language.

Suggested Answers:

Sentence 1, 3, 5 and 7 are true according to the tape. The score is 3 x 2 = 6, minus 1 = 5.

Step 3 Talking practice

Sample descriptions

Various answers are possible.

1 Policemen catching a criminal: Three men ran towards the man who was carrying the bag. One of the three men pointed something at the man and moved his left arm up and down. The man with the bag dropped the bag and put his hands in front of him, palms forward. His mouth was open and he closed his eyes. The man who had been pointing at him reached out and grabbed one of the man's arms. He turned the man around and held both of the man's arms behind his back. Then he took out something from his pocket and put it on the man's wrists. Two of the three men put their hands on the man's shoulder and led the man away. The man hung his head.

2 A person getting a taxi: A man was standing on the sidewalk. He was looking very carefully at the cars on the street. When a red car with a light on its roof came, he stepped forward, stretched out his right arm and waved it up and down. He kept his hand open, , the palm of his hand facing down. The car stopped, he opened the door, sat down, put on his seat belt and the car drove off.

3 Tai qi: This morning, I saw a group of people standing in a park. One of them stood in front the others and the rest were all watching him. He lifted one of his feet off the ground and moved his arms in a big circle. All the others did the same. Then the man lifted his foot higher and bent his knee. He put his left arm over his head and stretched out the other one. The others followed.

Additional actions:

Two people hugging each other: Two people saw each other on the street. They both stopped, made a strange noise, and then ran towards each other. They put their arms out and it looked like they were going to fight each other. When they got close, they put their arms around each other and jumped up and down.

A person tying his or her shoes: I saw a girl walking. She stopped and bent down. She put her hand on each side of her foot and lifted two strings. Then she moved her hands in circles and crossed her arms. When she was finished, she stood up and walked away.

Step 4 Sample talking

Step 5 Summary 小结

Step 7 Homework

Period 6 第六节

（一）明确目标

1. Discuss all the answers to the exercises in the Workbook.

2. Learn to use the grammar knowledge

3. Further develop the students’ writing skills.

（二）整体感知

Step 1 Presentation

In the class

（三）教学过程

Step 2 Vocabulary

Answers to the exercises:

1 occur, avoid, contact, fold, part, vary, focus

2 1 get through 2 in detail 3 give you a hand 4 hold up 5 ahead of 6 tom down 7 in order

8 made a face

Step 3 Grammar

Answers to the exercises: 1

BODY LANGUAGE MEANING IN CHINA

Waving one' hand Hello! / Goodbye!

Shaking the head Disagreement

Nodding the head Agreement

Putting up a hand, May I ask a question?

Kissing Love

Holding up one' head Not afraid / proud

Hanging one's head feeling sorry for having done something wrong

Waving one's arms Feeling very happy

Touching one's stomach I'm full. / I've a stomachache.

Cupping one's ear I can't hear you.

Various answers are possible. The students should use one or more of the sentence patterns below.

In China, waving one's hand means ”Hello“ or ”Goodbye“.

In China, shaking the head is a way to show disagreement.

In China, nodding the head means ”I agree.“

In China, a person who puts up his or her hand wants to ask a question.

In China, kissing is a way to show that you love someone.

In China, holding up one's head means ”I am not afraid“ or ”I am proud.“

In China, a person who hangs his or her head usually feels sorry for having done something wrong.

In China, waving one's arms means ”I am very happy.“

In China, touching one's stomachache mean either ”I am full“ or ”I have a stomach ache.“

In China, cupping one's ear means ”I can't hear you.“

2 1 singing 2 to pass 3 phoning 4 working, to give

3 1 Waiting in a long queue is a waste of time (and I don't like it).

2 Filling in long forms takes a lot of time and few people like it.

3 Getting up early every morning is a good habit.

4 Getting all the materials ready before the end of this month is your homework.

5 Knowing the students' needs and interests is part of a teacher's job.

4 1 Ok. 2 Stop. 3 Be quiet.4 Very good / Well done.

Step 4 Integrating skills

We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using ”had better (not) , “ought (not) to or should (not) .

Many students like having snacks. Is the habit good or bad? Let s read “Snacks”.

Step 5 Listening to the Passage

Step 6 Reading comprehension

After fast reading, do the following True-or-False exercises.

The text describes how dogs, elephants and dolphins use body language to communicate.

Dogs

Dogs use facial expressions, sounds, body movements and their tail to communicate. A happy dog may: raise its ears; open its eyes wide; bark excitedly; wag its tail; i run around in circles; jump up and down. A dog that is afraid may: lay its ears back; close its eyes; show its teeth; lower its body; shiver or tremble; put its tail between its legs. An angry dog may: stare at you; show its teeth and snarl; keep its body upright; try to look as big as possible; hold its tail straight out from its body.

Elephants

Elephants communicate with sounds the movement of their ears, their trunks and body. Elephants can smell if another elephant is sick and even sometimes guess how it is feeling. The elephant uses its trunk to make noises that can mean “I am hungry,” “I am angry” or “Good to see you.” To say “Watch out!”, an elephant may spread its ears; to show friendship elephants will touch each other with their trunks and stand close together.

Dolphins

Dolphins show anger by slapping their tail on the surface of the water. If a dolphin jumps high in the air and lands on its side, making a big splash, it is either sending a message over a long distance or simply showing its strength. Happy dolphins swim in groups, play with each other and make small jumps into the air. Tired dolphins will swim in small groups close to the surface.

篇2：人教版高一下英语教案高一第二十单元(人教版高一英语下册教案教学设计)

Humour

I. Teaching aims and demands 教学目标和要求:

1.Topics 话题

Talk about humour and comedians

2.Function: 交际功能

表达打算和计划(Expressing intensions and plans)

I will... I'm going to... I intend to... I hope to...

I plan/want to... I wish to... I've decide (not) to... I hope not...

We have to make a choice...

3.Vocabulary 重点词汇和短语

humour; humourous; bitter; chalk; couple; minister; circus; intend; stage; nationality; certain; amuse; laughter; accent; actually; typical; tradition; rapid; appreciate; exist; phrase; suffer; operate; direction; brake; cyclist; fortunately; bicycle; silence; rude; confused

4.Grammar:语法

动词-ing形式做定语和宾语补足语（1）

1.能够用动词-ing形式描述人或物品的特性、状态或用途;

2.能够用动词-ing形式描述感官动词后动作或状态.

II. Difficult points

III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法：

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

2. Listening-and–answering activity to help the students go through with the listening material.

3. Use both individual work and group or pair work to make every student work and think in class

V. Teaching procedure：

Period 1第一节

（一）明确目标

1. Practice saying some tongue twisters. Warming up to arouse the students love in talking.

2. Do some listening to improve the students listening ability.

3. Making simple dialogues to train the students speaking ability.

(二) 整体感知

Step 1 Presentation

Everyone wants and needs to learn how to speak well if we can talk fluently and humorously, we feel we have friendly conversation. Today we will learn to say some tongue twisters and talk about the pictures on the book.

（三）教学过程

Step 2 Warming up

Go through the twisters on the book and ask students to follow.

Deal with the points and talk about the skills of speaking.

Practice the tongue twisters in pairs and then act them out.

Here is another nice tongue twister to practise with the students.

A tutor who tooted a flute

Tried to tutor two tutors to toot

Said the two to the tutor

“Is it harder to toot or

To tutor two tutors to toot?”

Step 3 Listening comprehension

Now let s have some listening training. Ask the students to listen and member, and then talk about the pictures on the book.

Do the exercises after the pictures and then practice them. Make up short dialogues according to the questions.

LISTENING TEXT:

In the dialogue, D = Granddaughter, G = Grandmother

D: Grandmother. How did you meet grandfather? G: Oh well, that's quite a funny story. In fact, we met

several times. You see, I met grandfather in England, where we lived before we came to Australia. We only lived about eight kilometres from each other. Your grandfather was a minister in the church, three villages away.

D: And when did he ask you to marry him?

G: Well, it was really funny. We were having dinner in a restaurant one evening, and we were talking about people getting married, and so on. As a minister in the church it was your grandfather's job to marry couples. We talked about all kinds of different people, sometimes families we both knew. We were having a very enjoyable conversation and laughed a lot. So I asked him, “And will you marry me?”

He went a little red in the face, and couldn't say anything for a few minutes. He looked rather surprised. Finally, he said, “Well, this is very sudden and unexpected!” I immediately realised that he had not understood 11lecorrectly. So I laughed and said “No! What I mean is, when I get married in church, will you be the minister who marries me and my husband?” He laughed, and seemed to feel much better after I had said that. We continued our dinner in much the same way as before. We had a very nice evening together.

However, as he later told me, our talk put an interesting idea into his head. He considered what I had said and realised that he had always loved me. He did not understand me because I asked him the question that he had wanted to ask me for some time. So, a few days later he came to visit me at home. It was then that he asked me to marry him. This time it was my turn to feel honoured. But I immediately accepted!

Answers to Exercise 1:

Or in the order of appearance in the book:

Page 50: 6 5 4

Page 51: 3 1 2

Answers to Exercise 2:

1 He was a minister in the church.

2 A minister.

3 About eight kilometres from each other. 4 In a restaurant.

5 A few days later.

Answers to Exercise 3:

There once was a minister who lived three villages away from a young lady. One evening they had dinner together in a restaurant. They talked about people getting married, and the lady asked the minister whether he would marry her in church. The minister was very surprised and said that her question came very unexpected. The lady realised that he had not understood her correctly. What she meant was whether he would marry her and her husband. However, their conversation put an interesting idea into the minister's head. He realised that he wanted to marry her. So a few days later he visited her at home and asked her to marry him. The lady felt honoured and immediately accepted.

Step 4 Speaking practice

Sample interview:

J: For which age do you write your show?

c: I write my show for children but often the parents like my shows too. Some jokes are funny for the children but their deeper meaning is even funnier to the parents.

J: What do you do as a clown?

C: Well, I act funny. I make strange faces and run after animals in the circus. Sometimes I just smile and greet people to our show. I also tell jokes.

J: What are you doing at this moment?

C: Why, I'm talking to you! Hahaha. You mean in my show? I have an act with a donkey. It's very funny really. Many children told me afterwards they think. I'm even more stupid than my donkey. And that is of course just what I want them to feel!

J: What are your plans for your next show?

C: I plan to jump out of a big box that looks like a birthday present and throw candy to the children in the audience. I have decided my next show to be all about happiness. I intend to give my audience a show of about an hour which are all fun. I hope people will go home feeling happier than when they came to the circus.

J: How do you make children laugh?

C: I do funny things and wear clothes of bright colours. The make-up on my face makes my face look funny even though I don't do anything! I have a big red ping-pong ball as a nose, and when I act as if I'm crying, water shoots out of my eyes like rain. Of course the children can't see the little tubes hidden under my hair.

J: When will you stop working as a clown?

C: I will stop working as a clown when my audience no longer thinks I'm funny. But I hope that will never happen.

Sample of a short xiangsheng dialogue in English: (adapted from Guan Lin)

Things that leave you in the dark

A: My kid brother's a sharp little fellow for his age.

He says things that leave you in the dark.

B: That's what you say.

A: We can try it out if you don't believe me.

B: All right. You be him, and I'll ask the questions. A: Fine.

B: Tell me, boy.

A: Yup!

B: How old are you?

A: (in his brother s voice): One year older than last year. B: And how old were you then?

A: One year younger than now.

B: Well, I can see you know a few tricks. How many people are there in your family?

A: As many as there are toothbrushes.

B: And how many toothbrushes are there?

A: One each.

B: It's not easy, is it? Where do you go to school, young fellow?

A: On the north side of the road.

B: Which road?

A: The one outside the south gate of the school.

B: OK. I give up.

（四）总结扩展

Step 5 Necessary language points

Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

Listening and speaking听说要点

1>In England, who can marry couples in church?

marry [用法]此处意为‘(牧师等)为...证婚’

couple [用法]n.[C]1. (一)对,(一)双(+of) 2.夫妇;未婚夫妻; 3. 【口】几个,三两个(+of)

[举例]The young couple decided to start their tour immediately.

那对年轻夫妇决定立即开始旅游。

They walked a couple of miles. 他们步行了几英里。

2>Still, I don't think everybody will find my kind of humour funny.

Still [用法]ad. 尽管如此,然而;(虽然...)还是

[举例]He is good-natured；still，I don't like him. 他脾气很好,可是我还是不喜欢他。

3>I intend to do...

intend [用法]想要;打算[+to-v][+v-ing][+(that)]

[举例]Let's ask her what she intends us to do. 让我们问她要我们做什么。

What do you intend to do today? 你今天打算做什么?

Step 6 Summary小结:

Step 7 Homework

Period 2第二节

（一）明确目标

1. Develop the students reading ability, especially their reading comprehension.

2. Read the reading passage and know about Laughing Matter.

3. Learn to interview a person.

（二）整体感知

Step 1 Presentation

Today we come to the Reading. It’s about some laughing matter. Today we are going to learn how to interview somebody. Give an example to the students by asking an excellent student to help.

（三）教学过程

Step 2 Pre-reading discussions

Get the students to read and practice the dialogue in the text.

Work in pairs. Ask one student play the part of a journalist the other a circus down. Make up a dialogue referring to the questions and pictures.

Practice the useful expressions in pairs first, and then act out at class using dialogues or making sentences.

Sample answers for Question 1

Photo 1: The comic duo of the 1930s “Laurel and Hardy.” (The thin one is called Stan Laurel, while the stout one is called Oliver Hardy.) They are funny because they are each other's opposites: one fat and one thin; one is clever and one is silly etc.

Photo 2: Mr Bean. Although Mr Rowan Atkinson acts as different comic characters he is most famous around the world as Mr Bean. Mr Bean is funny because he makes funny faces, he acts silly, he seems to be quite stupid, and the things he does are strange.

Photo 3: Dustin Hoffman in the film Tootsie (1982). In this film Hoffman acts the role of a woman, and many . people agree that his performance was so good that you often can't tell the difference. But in the film of course there all kinds of funny moments.

Photo 4: Ma Ji is a well-known artist of crosstalk shows in China. His numerous crosstalk shows always make his audience roar with laughter. Ask the students to talk about Ma Ji themselves in pairs or groups.

Sample answers for Question 2:

Photo 1: Other comic duos are for example, Abbott and Costello, French and Saunders, Wallace.& Gromit or Beavis and Butthead.

Photo 2: Other comedians acting as clowns are for example, Charlie Chaplin, Buster Keaton or Austin Powers.

Photo 3: Other famous comedians who dressed up as women are for example, Dame Edna (Australia), Milton Berle (USA) and Eddy Izzard (UK).

Photo 4: Other famous crosstalk artists are Jiang Kun, Hou Yuewen, Feng Gong, Ma Sanli, Tang Jiezhong, etc.

Sample answers for Question 3:

1 I have seen some films of Laurel and Hardy and I think that they are very funny.

2 I find Mr Bean always very funny.

or: I know some people think it is funny, but I think Mr Bean is very silly.

3 I don't think I ever saw this comedian. I am not sure if I would like it.

4 I once heard Hou Yuewen on the radio and I had to laugh so much that my stomach hurt and I had tears in my eyes.

Step 3 Reading

Read the text carefully again, and give the students some explanations. Do a little quiz by speaking.

1. ----John sends his best wishes. ----________.

A. That’s nice of him B. Oh, he is too police

C. It’s kind of him to say so D. You are really kind to me

2. ---- What do you think sally is like? ----She______

A. isn't in good health B. doesn’t’ like eating too much

C. likes to eat fish D. is very pretty

3. ---- Do you mind my taking this seat? ---- _______

A. Yes, sit down please B. No, of course not

C. Yes, take it please D. No, you can't take it

4. -----Leaving for Chicago? ------_______.

A. Soon B. Lately C. Late D. Sooner

5. -------Excuse me, have you got a light? ______. I don’t smoke.

A. Don’t mention B. Never mind C. I'm afraid not D. Thanks a lot

1. A 2.D 3.B 4.A 5.C

Ste Para. 1: - Ask students about famous Chinese and Western comedies.

Comedies:

- Ways of dressing or behaving.

- Stereotypes of people from different countries (including China)

- Funny accents (foreign, local or in certain jobs)

- Examples of word play.

Para. 2: Clowns: - Ask about different Chinese and Western clowns

- Ways of dressing, make-up

- Examples of jokes, fun

Para. 3: Comedians: - Ask about different Chinese and Western comedians.

- Mime, body language, facial expressions

- Retell famous sketches for comedy shows.

Para. 4: Crosstalk: - Ask about different crosstalk shows.

- In which way do crosstalk artists make people laugh?

- Ask students to give some famous ex amples of rhyme, rhythm and tongue twisters from

Chinese crosstalk shows (in Chinese).

p 4 Listening to the reading passage

Play the tape for the students to listen and follow. Play the tape for the students to listen and follow. Pay attention to the pronunciation and intonation.

Step 5 Post-reading

Answers to Exercise 1:

1 The tradition of crosstalk has existed in China for more than 2,000 years.

2 1 cross-dressing 2 stereotypes 3 word play

3 Some of Shakespeare's plays are not so funny for us because we don't understand the language and word play that Shakespeare used.

4 A clown is a funny person, usually dressed up in wide clothes of very bright colours, such as red and yellow. They often wear a big coloured wig. Their face is covered with white make-up, and their mouth and eyes are made to look very big using red and other coloured make-up. Clowns often have a big red nose. All of their clothes, including their shoes are usually over-sized.

5 The show of a comedian is more like a comedy than like a clown. A comedian doesn't wear any of the funny clothes and make-up of clowns. The humour of clowns is often very silly. Clowns often don't speak at all. Their jokes are almost all body language, mime, and silly things like falling down. The comedian, on the other hand uses all the richness of the language to create fun, just as in comedies. In fact, comedians often act out little sketches which make us think of acting on the stage in comedy.

6 Various answers are possible.

Answers to Exercise 2:

Sample TV show format:

One way to do this is by creating a show for CCTV-9 about a faJIrily from Australia living in Beijing. The family comes from a little town near a huge desert in western Australia. The father grew up in the “bush.” The mother grew up in Sydney. But neither of their children has ever visited a city and now they are living in a very large one in China. So the humour is in how this family tries to adjust to both big city life and life in a foreign culture. The husband and wife are managers for a company that produces milk. They have two children: a son of 14 and a daughter of 9. Neither child likes to drink milk but they must pretend to enjoy it every time they'

go somewhere to promote their product. Also, neither child likes vegetables but many Chinese dishes include vegetables. Their mother tries to get them to like vegetables but, unfortunately, their father doesn't like them much either. To make matters worse, none of them speaks Chinese. The son's hobby is throwing a boomerang around, but this causes problems whenever he goes to a park where kites are flying. The daughter's hobby is riding a moped but she always does it in the bicycle lanes. The other family is Chinese. Both the father and mother are also managers at the same milk company. It is a Joint-Venture, or a JV company. The father comes from a farmer's family in Inner Mongolia. The mother comes from a professor's family in Shanghai. They often argue about whether life is better in the city or the countryside, just like the Australian parents. They also have a boy who only likes milk in ice cream drinks and refuses to drink it warm. His hobby is skateboarding.

The first episode, or part, of the show is about the day that the Australian family arrives in Beijing and is greeted at the airport by the Chinese family.

（四）总结扩展

Step 6 Summary 小结

Step 7 Homework

Period 3第三节

（一）明确目标

1. Learn about the useful words and expression in the reading text.

2. Learn how to use “had better”, “should” and “ought to” while giving advice.

3. Discuss the answers to all the exercises in the Students’Book.

（二）整体感知

Step 1 Presentation

In this class we’ll first go through the text and learn to use some language points. And then we’ll discuss the exercises together with each other.

（三）教学过程

Step 2 Language points in the reading text

1>The actors makes us laugh by making fun of somebody's way of dressing or telling an amusing story.

make fun of [用法]取笑

[举例]They made fun of his funny voice. 他们拿他的怪嗓音取笑。

amusing [用法]a.1. 有趣的,好玩的 2. 引人发笑的

[举例]It was amusing to watch the trained elephants perform.

观看受过训练的大象表演很有趣。

He told amusing jokes after dinner. 他在饭后讲了几则令人捧腹的笑话。

2>It sounds funny to hear foreigners speak with an accent.

accent [用法]n.1. 重音;重音符号 2. 口音,腔调 3. 语调,声调 4. 强调,着重(+on)

[举例]Judging by her accent, she must be a Southerner. 从她的口音判断,她准是南方人。

The Government put the accent on light industry. 政府注重轻工业。

3>It is their clothes, make-up and the way they walk that makes people laugh.

make-up [比较]n.1. 构成;构造 2. 性格;气质;体质 3. 化妆;装扮;化妆品 4. [美][口]补考

[举例]the make-up of a committee 委员会的结构

He has a stolid make-up. 他性情执拗。

She seldom puts on make-up. 她很少化妆。

4>A few minutes later everybody is quiet, listening and thinking about the comedian's words.

listening and thinking [用法]动词的-ING形式做伴随状语,表示同步于句子谓语的动作.

[举例]Singing a pop song in a low voice, the girl came into the yard.

这姑娘低声哼着流行歌曲,走进院子.

5>Typical for China is the crosstalk show, where a pair of comedians entertain the audience with word play.

Typical for China is the crosstalk show,...

[用法]此为倒装句,表语提前了。主要是因为主语比较长,为了保持句子平衡才倒装的。

entertain [用法]vt.1. 使欢乐,使娱乐 2. 招待,款待(+with/at/to) vi.1. 款待,请客

[举例]We were all entertained by his humorous stories. 他的幽默故事使我们大家都很开心。

They often entertained their friends at weekends. 他们常在周末招待朋友。

6>Dating back to the Qin Dynasty, the traditional crosstalk shows have made people roar with laughter for centuries.

date back to [用法]固定短语，解释为‘可追溯到...；是...时代开始有的'

[举例]The manuscript dates back to the 18th century. 这个手迹是十八世纪的.

7>Skilled artists make use of all the richness of the spoken language to creat a rapid flow of fun.

a rapid flow of [用法]某事物的连续或持续供应

[举例]cut off the flow of oil 切断石油输送

the constant flow of information 源源不断的信息

8>Their talk includes rhythm and rhyming word as well as tongue twisters, which often make the audience applaud.

applaud [用法]vt.1. 向...鼓掌;向...喝彩 2. 称赞;赞成 vi.1. 鼓掌欢迎;喝彩

[举例]The audience applauded the singer for three minutes. 观众向歌唱家鼓掌喝彩达三分钟。

We applauded him for his courage. 我们称赞他的勇敢。

Everyone stood up to applaud. 全体起立鼓掌。

9>If you are not fluent in Chinese, you will not catch all of it.

catch [用法]理解;听清楚

[举例]Robbie didn't catch what the teacher said. 罗比没有听清楚老师说的话。

10>How long has the tradition of crosstalk existed in China?

exist [用法]vi.1. 存在 2. 生存;生活[(+on)]

[举例]That word doesn't exist in English. 英语中没有这个字。

She existed only on milk. 她只靠牛奶生存。

Step 3 Practice: Vocabulary

1 Bitter 2 Intend 3 Western, Tradition

4 Certain 5 Type / Typical / Stereotype 6 Art / Artist 7 Rapid 8 Richness

1 这位喜剧演员讲笑话时 , 不难从他的声音中感受到一丝苦涩。

2 我来时是准备留下的 , 不过现在我已决定离开。

3 越来越多的西方人迷上了传统中药。

4 目前我们还不能肯定地说这是否会成为一部成功的电影。

5 相声一般由两个人表演 , 在中国很受欢迎

6 南希来自艺术氛围很浓厚的家庭 , 是一位很棒的画家。

7 这本书的作者在奥普拉的访谈节目中接受了采访, 之后他的书很快便售完了。

8 学说外语能丰富人生经历。

Step 4 Practice: Grammar

Answers to Exercise 1:

激烈的争论激动人心的夜晚拐杖咆哮的暴风雨冉冉升起的太阳手术台笑脸受苦的农民建筑材料放飞的风筝下周更衣室有趣的相声跳舞的女孩饮用水

Note:In English the words boy and gid are no mIally only used when spe 政 ing about children under the age of 18.People in the age above that do not talk about themselves as boys or girls.Therefore,all sentences d the type “the boy getting married,,are incorrect,because people usually get married at m age when they are no longer called boys and girls.

Answers to Exercise 2:

There are more than 100possible sentences combining the words and phrases into sentences.Below,only a few samples are given.

1 The boy coming to dinner this evening is a classmate of mine.

2 The boy singing now can play four musical instruments.

3 The person getting married is a friend of my mother's.

4 The person getting married is in his forties.

5 The comedian getting married can play four musical instruments.

6 The comedian performing the show is a friend of my mother’s.

7 The comedian singing now can play four musical instruments.

8 The woman performing the show writes her songs herself.

9 The woman singing now writes her songs herself.

10 That tourist coming to dinner this evening is in his forties.

11The couple getting married are famous film stars.

Answers to Exercise 3:

1 breaking 2 laughing 3 dropping 4 performing 5 shouting 6 cycling 7 burning 8 sharing

Notes:

1 Despite the fact that the identity of the car driveris

already revealed in Paragraph 2,that is not the cli- max.Paragraph 2raises the readers expectations to the highest possible summit:what will happen next? So,the function of Paragraph 2is still building up towards the climax.

Besides beingamny,the story also shows us 由 atdif- ficult or awkward situations cm sometimes be over- come through humour.

（四）总结扩展

Step 5 Summary

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

Step 6 Homework

Period 4 第四节

（一）明确目标

1. Review the language points learnt last period.

2. Get the students to know about comedies and humor.

3. Get the students to know more about the funny plays.

3. Do some writing to develop the students writing skill.

(二) 整体感知

Step 1 Presentation

Questions: Do you know some comedians?

Do you know some comedy plays?

Today we are going to read a text about language matter.

（三）教学过程

Step 1 Question the students on some language points

Step 2 Integrating skills

We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using ”had better (not) , “ought (not) to or should (not) .

Many students like having snacks. Is the habit good or bad? Let s read “Snacks”.

Step 3 Listening to the Passage

Step 4 Reading comprehension

After fast reading, do the following True-or-False exercises.

Answers to Exercise 1:

1 The car driver was careless and caused an accidenl.

2 The writer next met the driver at ajob interview.

3 The writer means that she shouted at the car ddvef without giving Mm a chance to say anything. She means that she once told her manager exactly what she thought of him,but she doeskt admit thai it was before he became her boss.

4 Instructions:Ask the students to read the story and explain in their own words what happened. Next ask them about the stmcture of the story-Which paragraphs keep the reader in suspense?(Paragraph 1).Which p 旺 a- graph contains the climax?(Paragraph 3).What is the function of Paragraph 4?(Extending the funny e 旺 ect and success of the previous paragraph).

Give the students some explanations when necessary.

Step 5 Writing

Now let s have some listening training.

（四）总结扩展

Step 6 Necessary language points

Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

1>The story of how I got my new job and came to be on such good terms with my boss is a funny one.

came to be on such good terms [用法]1. come to 终于...,开始...[+to-v]

2. be on good terms (with sb) 和某人关系好

[举例]I came to realize that he was right. 我终于认识到他是对的。

2>A yellow car passed me and suddenly cut in right in front of me, as there was another car coming in the other direction.

cut in [用法]1. 插话 2. 超车

[举例]Don't try to cut in while others are talking. 别人谈话时不要插嘴。

in the other direction [注意]朝...方向,本短语的介词用in, 而不是to.

3>I was still so angry that I went up to tell him what I thought of him.

what I thought of him [用法]what和think of搭配,用来询问对某人或某事的看法

[举例]What did you think of the film we saw yesterday? 你对昨天看的电影怎么看?

4>I cycled in front of him, got off my bicycle and laid it down in front of his car so that he couldn't drive off.

cycle [用法]见高一上册unit 14

drive off [用法]开车走

[举例]Would you drive her off in your car? 你能否开车送她走?

5>I told him that he had knocked two people off their bicycles and had nearly caused a bad accident.

knock...off [用法]撞倒;打掉

[举例]The little girl knocked the glass off by accident. 小女孩不小心碰落了玻璃杯。

6>Then I pick up my bicycle and rode on.

pick up [用法](1) 拾起；抱起 (2) （无意中）学会 (3)见到；听出，收听到 (4) 搭载

[举例]The children picked up many sea shells at the seashore. 孩子们在海边捡到许多贝壳。

In that way I'll be able to pick up some theoretical knowledge too.

这样我也能学到一些理论知识。

7>Fortunately, I was on time for the interview.

on time for [用法]刚好赶上,类似in time for

8>We looked at each other for a moment in great surprise and total silence.

in surprise and silence [用法]in surprise: 诧异地 in silence: 默默地

[举例]“A farmer?” said the Frenchman in surprise. “农夫？”法国人惊奇地说。

9>I decided to look on the whole matter as a great joke.

look on...as [用法]把...看作

[联想]类似意思的用法

11>I remember that the last time we met I did most of the talking, so...

the last time [用法]在这里做连词使用

12>Two days later I received a letter offering me the job.

offering me the job [用法]现在分词短语做定语。分词的内容将是高一最后几单元的重点也是难点，所以，课文中的的相关实例都要特别留意。

13>I was pleased that the manager had decided not to be angry with me for having been so rude.

having been so rude [用法]ing形式的完成式，表示动作先于谓语动词发生。

14>Now I make jokes about it and say to everyone that I dare tell my manager exactly what I think of him.

dare tell [用法]dare做情态动词用时，通常不用于肯定句，除了dare say。dare tell的用法并不多见。

[举例]I dare say it will rain today. 我认为今天要下雨。

I dare say you're thirsty after all that tennis. 打了这么半天网球，你也许渴了吧。

I dare say he will arrive tonight. 我想他今晚会到达。

Step 7 Homework

Period 5 第五节

（一）明确目标

1. Do some listening to improve the students listening ability.

2. Making simple dialogues to train the students speaking ability.

（二）整体感知

Step 1 Presentation

Today we come to the Workbook and do the listening comprehension and also do some talking practice.

（三）教学过程

Step 2 Listening comprehension

LISTENING TEXT:

In the dialogues, I = Interviewer A = Mr Atkinson

I: Mr Atkinson, you are most famous for two comedies. In one of them you playa smart official in old England, while in the other you playa very silly man called Mr Bean. The first programme is very popular in England and America, but not much in other countries. Why?

A: The programme Blackadder in which I play the official in old England, is very interesting. That is the time of Shakespeare. It helps if you have some idea of English history when you watch it. And you need a good understanding of English because it's full of jokes and funny ways of saying things in English. Language is very important. If you are not English, I think it is sometimes quite difficult to follow. The Spanish don't like it so much.

I: But they love Mr Bean. Why is that?

A: Mr Bean is very popular worldwide. I don't know why that is. In Mr Bean hardly any words are spoken. But only leaving out the words does not make it . an international success. You cannot say “Ob he's not saying anything, therefore the French will love it.” But, for some reason the French, the Spanish, and the Canadians or whatever do like Mr Bean. They recognise something of themselves in him. Mr Bean is as popular around the world as he is in Britain“ I never thought I could make Germans laugh, but Mr Bean has done it. Even the Japanese find him funny.”

I: Well, thank you for Mr Bean and thank you for talking with us.

A: My pleasure. Thank you very much for your time.

Thank you.

Answers to Exercise 1:

1 comedies, audience, language, culture, success, Germans

Answers to Exercise 2:

1 The title of the comedy that almost everybody likes is Mr Bean.

Blackadder

1 Set in England at the time of Shakespeare.

2 You need to understand English very well.

3 You need to know quite a lot about English history.

Mr Bean

1 Set in present day England.

2 You don't need to understand English.

3 You don't need to know much about England.

2 Spanish people don't like Blackadder very much because it is difficult for them to follow.

Or: Because they don't know enough about English history.

Or: Because their English is not good enough.

3 Even the Germans and Japanese like to watch Mr Bean because they recognise something of themselves in him.

Answers to Exercise 3:

1 Mr Atkinson is most famous for his roles in two popular comedies.

2 One of them is set in the time of Shakespeare, while the other is set in present day England.

3 To understand the first you need to have good En glish and some idea of English history.

4 While in the first show language is very important, in the other hardly any words are spoken.

5 But that is not the only reason why it is an international success.

6 It is popular around the world because anyone can recognise something of himself in Mr Bean.

Step 3 Talking practice

Sample reactions:

I A woman falls over a banana peel. I think that isn't very funny, because she could hurt herself.

2 Two boys are hiding 'behind some low trees. They have put a wallet on the street, which is tied to a string. When somebody walks by and sees the .wallet, he or she will be very happy to find money. They will bend to pick up the wallet. Then, the boys will pull the string a little, so the man just cannot reach the wallet. He must take another step and bend again to pick up the wallet. Of course, he can never get it because the boys will each time pull the string. I think although this is quite funny for young boys to play, it is im--P,olite to others.

3 Three young boys have tied some empty cans and tins to the tail of a dog. When the dog starts running, the cans make a lot of noise, so the dog will be afraid and start running even harder. It also makes a lot of noise. I don't think this is very funny. It is teasing the dog.

Step 4 Sample talking

Step 5 Summary 小结

Step 7 Homework

Period 6 第六节

（一）明确目标

1. Discuss all the answers to the exercises in the Workbook.

2. Learn to use the grammar knowledge

3. Further develop the students’ writing skills.

（二）整体感知

Step 1 Presentation

In the class

（三）教学过程

Step 2 Vocabulary

Answers to Exercise 1:

1 couple 2 laughter 3 confuse 4 circus 5 stage 6 humour 7 accent 8 brake

Answers to Exercise 2:

I How could the man drive off after hitting the school

girl that walked across the street?

2 You would feel better about failures if you look on

every one of them as a lesson in your life to teach you how to get better.

3 Don't make fun of me when I'm not feeling well.

4 In tonight's all-star concert, we'll see a couple of singers from Hong Kong or Taiwan.

5 He intended to go to Hainan for the holiday, but then he changed Ms mind and went to Qingdao instead.

Answers to Exercise 3:

1Funny 2mostly 3amuse 4typical 5existed 6entertainment 7laughter 8humour 9attractive 10Actually 11nationa1ities12appreciate

Step 3 Grammar

Answers to Exercise 1:

1 正在台上表演的两位喜剧演员来自辽宁。

2 那个正在河边走的女孩是谁 ?

3 拉小提琴的这些孩子下星期将举行一次表演。

4 站在小车旁边那个戴太阳镜的人是一位相声表演艺术家。

5 正在和孩子们谈话的那位老太太是一位著名的音乐家。

6 我看见一队警察从一部绿色的吉普车中出来 , 跑向那栋房子。

7 我看见一只嘴里衔着一块肉的狗进了你的花园。

8 我昨晚在晚会上听到她唱了一首动听的歌。

9 在公园看到有人在玩蛇时 , 我吓坏了。

10 有几个男孩子在我的窗户底下又喊又叫 , 弄得我睡不成觉。

Answers to Exercise 2:

Part A:

a washing machine a swimming pool a writing desk a waiting room a dancing hall reading materials writing paper an opening speech a dressing mirror building materials a bathing cap drinking water a dressing/changing room a training class a sleeping car an operating table smiling face a hiding place

Part B:

1 It is bad manners to make fun of/laugh at somebody's appearance and his or her way of dressing.

2 Dating back to the Oin Dynasty, the traditional xiangsheng show is still one of the main Chinese art forms to entertain people.

3 It is very interesting to watch these o1d men playing cards.

4 I heard the couple next door quarelling all the night.

5 I saw a boy picking flowers in your garden.

Sample answer for Exercise 3:

I noticed a young lady climbing out of the window. I saw her jumping over the fence. Then I saw her asking a passer-by where the post office was. I followed her and saw her entering the post office and writing a message. I saw her paying with a ring and then leaving the post office. I kept following her. I saw her coming to a bridge, leaving her bag on the road and start fishing. Then I saw the Emperor coming that way in a carriage. I saw her swinging her fishing rod and her fishhook catching in the Emperor's coat. To my horror, I saw her taking out a knife and trying to cut the hook. But to my even greater surprising, I saw the Emperor talking and walking with the girl five minutes later, as if they had been old friends.

Step 4 Integrating skills

Many students like having snacks. Is the habit good or bad? Let s read “Snacks“.

Step 5 Listening to the Passage

Step 6 Reading comprehension

After fast reading, do the following True-or-False exercises.

Answers to the Exercises:

1 The pairs of rhyming words are as follows. For each pair two more rhyming words are suggested.

1 house & mouse bows, cows

2 mouse & house blouse, greenhouse

3 honey & money funny, sunny

4 dinner & thinner inner, winner

5 muffin & stuffin' roughin' , bluffin'

6 well & tell smell, bell

7 town & down brown, clown

8 found & around sound, pound

9 west & rest . test, best

10 sage & page age, stage

11 sits & bits spirits, visits

12 small & all ball, fall

13 time & climb rhyme, crime

14 look & book took, hook

15 in & stuffin' coughin', bluffin'

16 shook & book cook, shook

17 down & town brown, clown

18 stuffin' & muffin roughin', bluffin'

19 door & more floor, before

2 The writer plays a joke on the word sage. In the beginning of the poem, the word sage means spice, a plant used when cooking, to make food tastier. But later in the poem, the word sage means an old wise man. The funny thing in the poem is that the two old friends want to get some sage, to cut it or him into pieces and serve that for dinner.

Step 7 Sample writng

Many humourous poems, and many of the poems Edward Lear is famous for are nonsense verses. The things that happen in the poems are very funny, but none of it is true or could happen in reality. With the right choice of words, choosing original combinations of nouns and verbs, nonsense can be very funny. The funny poem in the writing is a simple type of funny nonsense poem. The poem is based on a very famous English nursery rhyme.

I saw a fishpond all on fire;

I saw a house bow to a squire;

I saw a parson twelve feet high;

I saw a cottage near the sky;

I saw a balloon, made of lead;

I saw a coffin drop down dead;

I saw a sparrow run a race;

I saw two horses making lace;

I saw a girl just like a cat;

I saw a kitten wear a hat;

I saw a man who saw them too,

And says, though strange, they all are true.

（四）总结扩展

Step 5 Summary

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

4. Workbook

1>One of the films is set in the time of Shakespeare.

set [用法]为(小说、舞台等)设置背景

[举例]The play is set in 15th-century Italy. 这出戏以十五世纪的意大利为背景。

2>Apart from rhyme, the writer plays a joke with a word that has two different meanings.

Apart from [用法]除开;除...之外

[举例]There are ten people in the queue, apart from me. 除了我，还有十个人在排队。

This is a good composition, apart from a few grammar mistakes.

除了几处语法错误，这篇作文很好。

Step 7 Homework

Period 7 第七节

1．检查本单元单词、短语及相关句型。

2．讲评统一布置的课外基础练习。

篇3：人教版高一下英语教案高一第十九单元(人教版高一英语下册教案教学设计)

Modern Agriculture

I. Teaching aims and demands 教学目标和要求:

1.Topics 话题

Talk about modern agriculture and its effects on people s life

2.Function: 交际功能

提建议和做决定(Giving advice and making decisions)

In my opinion, you should... I think he is right...

If I were you... Wouldn’t it be better if...?

We cant t do both, so... The other idea sounds better to me...

As far as I can see the best thing would be to...

We have to make a choice...

3.Vocabulary 重点词汇和短语

protection; technique; irrigation; pump; seed; technical; import; production; root;insect; tobacco; golden; method; tie; discovery; garden; gardening; gardener; wisdom; practical; guide; firstly; sow; condition; soil; weed; remove; sunflower; generation

depend on; and so on

4.Grammar:语法

It的用法(2)---强调句中某一成分

能够运用英语的强调句型，引起他人对下列内容的关注：

1.事情的执行者---强调句子的主语

2.动作的对象或内容---强调句子的宾语)包括介词宾语)

3.事情发生的时间或地点---强调句子的时间或地点等状语

II. Difficult points

III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法：

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

2. Listening-and–answering activity to help the students go through with the listening material.

3. Use both individual work and group or pair work to make every student work and think in class

V. Teaching procedure：

Period 1第一节

（一）明确目标

1. To learn to read statistical graphs. Warming up to arouse the students love in talking.

2. Do some listening to improve the students listening ability.

3. Making simple dialogues to train the students speaking ability.

(二) 整体感知

Step 1 Presentation

With the time passing by, people’s living standard is becoming higher and higher. As a result their eating habits have charged a lot. Today we are going to know some details about it by watching the graphs.

（三）教学过程

Step 2 Warming up

Go through the questions by discussing in small groups with the help of the graphs. Learn with language point at the same time. Present the results form each groups.

Sample answers for question 1:

1 People are earning more money, so they want to buy and eat more meat.

2 People learn more about healthy food, so they want to eat more fruit.

3 Fruit-based alcohol such as wine is better for your health than spirits, so people want to drink more

wine and less spirits.

4 Fruit juices are healthier than soft drinks such as cola or sprite, so people want to drink more juices.

5 Eating fish doesn't make people as fat as eating meat, so people like eating more fish.

6 When people have more money, they start buying more candy and soft drinks such as cola and sprite; there is a lot of sugar in these products.

7 When people eat more fish and meat, they need more oil to fry fish and meat, so more oil need to be made.

8 As the population of China grows, more grain (rice and wheat) will be needed, even though each person eats less of it. Some of the grain produce is also used to feed pigs, sheep and cattle.

Sample answers for question 2:

Agricultural produce has changed over the past 20 years. China now produces almost 80% more fish and fruit than twenty years ago. The produce of meat over the same period is up about 60%. Oil and sugar are up about 30% each. Grain and cotton are up 10 and 15% respectively. For further sample answers see introduction to this exercise. These changes happen for different reasons.

1 People want to buy different products, so farmers need to grow different things. (Changes in demand)

2 Farmers want to make more money. When they can grow extra crops or other crops on their land or land which they can't use to grow grain, they will for example plant fruit trees. In the end, they will bring more fruit to the market. (Changes in supply)

3 Some crops bring in more money than other crops, so some farmers change their produce from growing grain to for example fish farming or growing fruit. In the end, they will bring more fish or fruit to the market. (Changes in supply)

4 If farmers produce more meat (pigs or chickens) they , need more animal feed. Besides grass, they will also feed them grain products. So they need to buy more grain, which other farmers need to grow more. (Changes in demand)

Sample answers for question 3:

Changes in eating habits and diets will cause changes to agriculture and may also have both good and bad effects for nature.

1 First, Chinese people are eating more meat. Next, farmers have to raise more pigs, sheep and cattle. So, more grass is needed to feed more sheep and cattle. So, farmers need more grassland. Possibly, they will cut down trees to take more land on which to grow grass.

2 If farmers need to raise more pigs, they need to feed the pigs more food. Next, farmers need to buy more grain to feed the pigs. So, other farmers need to grow more grain. They need more land to grow more grain or they must grow more grain on their land. They would destroy nature if farmers want to use more land. They may need to use methods that are harmful to the environment.

3 If farmers want to grow different crops they would plant them together. This can be very good for the soil.

4 First people start eating more fish. Then, farmers have to start fish farms and produce more fish. So, farmers have to choose land they can use to turn into fishponds. If farmers use land for fishponds that could not be used for farming, they create more farmland. If in this way farmers can make more and better use of the land, this will help to develop the economy.

5 When people want to eat more fruit, farmers will have to produce more fruit. Many farmers plant fruit trees beside their fields or in places where they cannot grow other crops. In this way farmers make better use of the land, and this will help to develop the economy.

6 First farmers want to grow more different products, because in this way they can make more money. Next, they will plant fruit trees around their fields or around their fishponds. Also, they will plant trees or crops in places where nothing grew before. Sometimes, they will also change barren land into fishponds. In the end, there will be more variation. The flowers on the fruit trees will attract bees and other insects. Next, the trees will protect the crops from strong winds and hot sunshine. As a result, the environment will benefit from farms with more variation in crops and land use.

Step 3 Listening comprehension

Now let’s have some listening training.

LISTENING TEXT

Farming and nature are like two flowers on the same tree. When farming goes against nature, all kinds of environmental problems are the result. In ancient times, when people began using the land, farming was not as it is today. Early farmers moved around the country. They burnt a part of a forest and used this land for one or two years. When they could no longer grow crops on the land they moved on and repeated this somewhere else. Agriculture in this way destroys nature and results in floods and droughts. Some people in South America still practise this kind of farming.

Over the past twenty to twenty-five years, farmers have recognised some old truths, already known to ancient Chinese farmers. Farming should not go against nature. If the soil is too poor, chemicals can help improve it and grow better crops, but this may damage or destroy land surrounding the farms. Instead, farmers should look for other methods. In the early 16th century, brothers Tan and Xiao Zao of Jiangsu Province cheaply bought fields along lakes nobody wanted because they were too wet. They built dikes around the fields turning the fields into fish ponds and they became fish farmers. They also planted fruit trees on the dikes and kept chickens and ducks. They were very successful farmers.

Answers to Exercise 1:

History of farming farmers in China Protection of nature trees Environmental problems dikes

Answers to Exercise 2:

1 True 2 False 3 False 4 True 5 False

Answers to Exercise 3:

1 (all kinds of) environmental problems 2 destroyed 3 floods 4 droughts 5 farming

6 go against nature 7 too wet8 farming / growing wheat / growing crops 9 fishponds

10 fish / ducks / chickens ll fruit trees

Step 4 Speaking practice

Sample dialogue:

A: Here we have a nice piece of land, and I think the best we could do is grow rice. Rice is an important product and we can make good money growing rice. Another reason why I think we should grow rice is that the soil is very good for rice and there is plenty of water for irrigation.

B: Well, I disagree. I think it would be wrong to grow rice. We should grow more sugarcane in our area, because sugarcane is easier to grow. There are plans to build a sugar factory near the town and that would bring many jobs to this region. Sugarcane can be grown without much work. There are already many rice farms in the area. Adding another sugarcane farm may make the factory owner decide to build his new factory here. .

A: Yes. I have heard about these plans, but it's far from sure that the factory will be built here. If not, then the sugarcane must be transported to the next town, which would not be very good. As far as I can see the best thing to do would be to plant that field with rice.

D: Well, I don't think any of you is right. We have to make a choice, and in my opinion we should raise pigs. Agricultural products such as sugarcane and rice are produced by many farmers around here. Therefore the prices are low. We'd better use the land to raise pigs.

C: Wouldn't it be better to plant trees on the land because a lot of wood has been destroyed over the past forty years and we have to protect the environment. We should give something back to nature. Besides, we could cut down some bf the trees after a few years and sell the wood.

D: No. That would be a, waste of ground and money. We have to make use of the land. The land area is too small for any real crop growing, and you would only be able to plant just a few trees. We have to make a choice. Pig raising doesn't need a lot of space and it can be a way to make a lot of money.

A: You are right about the size of the land. There isn't much we can do with it because it's too small. But I agree with C that the environment in our province has had a lot to suffer. Wouldn't it be better_ as C suggests to just leave that piece of land as it is, or as she says plant some trees on it.

….

（四）总结扩展

Step 5 Necessary language points

Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

Listening and speaking听说要点

1>How are people s eating habits changing over the years?

over the years [用法]此处over意为‘在...期间’

[举例]My grandchildren will stay over Christmas. 我的孙儿孙女们圣诞节期间将呆在这儿。

2>How has agricultural produce changed during these years?.

produce [用法]n.[U] 农产品

[举例]The farmer brought his produce to the market. 农民把他的农产品带到市场。

My cousin sells her garden produce in the market. 我表姐在市场上卖自己菜园里的蔬菜。

This shop sells native produce. 这家商店出售土特产品。

3>Next, farmers have to raise more pigs, sheep and cattle.

raise [用法]vt. 饲养;

[举例]They increased their income by raising silkworms and so on. 他们靠养蚕等增加了收入。

He is a farmer and raises horses. 他是农民，又养马。

cattle [用法]n. 牛；牲口；家畜

[举例]Cattle feed on grass. 牛以草为食。

They keep a large herd of cattle. 他们饲养着一大群牛。

That is a cattle farm. 那是畜牧场。

beef(=feeder) cattle 肉牛 dairy cattle 奶牛

[注意]cattle是复数含义.几头牛可以说: three head of cattle

4>Listen carefully to all the group members,take notes of the reasons they give and help to make a good decision.

note [用法]笔记

[举例]I must look at my notes. 我得看看我的笔记。

Please take notes of the lecture. 请做听课笔记。

compare notes 对笔记；交换意见

Step 6 Summary小结:

Step 7 Homework

Period 2第二节

（一）明确目标

1. Develop the students reading ability, especially their reading comprehension.

2. Read the reading passage and know about the differences between traditional agriculture and modern one in china meanwhile any necessary common knowledge about fertilization and irrigation.

3. To encourage the students to learn more for the future of our country.

（二）整体感知

Step 1 Presentation

Today we come to the Reading. It’s about the differences between traditional agriculture and modern one in china meanwhile any necessary common knowledge about fertilization and irrigation. Let’s look at the pictures and reconstruct the text by comparing traditional and modern farming.

（三）教学过程

Step 2 Pre-reading discussions

Answers to Exercise 1:

The first picture shows a farmer sitting in the courtyard, in front of the house. There is a basket in front of her and two chickens that eat from the basket. On this farm, chickens can walk freely in the yard.

The picture below shows a large building in which thousands of chickens sit in small cages. On this farm, chickens sit in cages inside a building.

The second picture shows a pile of animal shit (manure). The picture below shows a bag of chemical fertiliser.

The third picture show a farmer working on the land with two animals. The animals pull the plough to work the land.

The picture below shows a tractor. In this picture, the farmers use the tractor to work the land.

The fourth picture shows dry, barren land. The earth is so dry that nothing can grow there.

The picture below shows a greenhouse, where plants grow in a building .made of glass.

Answers to Exercise 2:

Ask the students to discuss the advantages and disadvantages of modern farming; they can also think of the advantages and disadvantages of the old ways of farming.

Raising chickens

Small scale Large scale

The farmer can keep only a few chickens. The farmer can keep thousands of chickens.

It does not cost a lot to keep the chickens. It costs a lot of money to keep the chickens.

It is not a lot of work to keep the chickens. It's a lot of work to keep the chickens: feeding, cleaning etc.

The chickens don't have many problems. If chickens get ill, many die or must be killed.

The chickens are not so fat. The chickens are big and fat.

The eggs and meat taste very good. The meat and eggs do not taste so good.

The chickens are free. The chickens are not free.

The farmer can sell the chicken dung

Fertilisers

Natural fertiliser (manure; also dung) Chemical fertiliser

It's free or can be bought at low prices.

It is a lot of work to mix it with the soil.

It has a bad smell.

It takes a lot of place to store.

It is difficult to transport. It's expensive.

It is not a lot of work to mix it with the soil. It has no smell.

It takes little place to store.

It is easy to transport.

Animals (buffalo; also ox) Machines (Tractor) Horsepower

They are not so expensive. They are expensive.

The ”fuel“ is cheap (grass, hay etc). The fuel is expensive (gasoline).

They don't pollute the air. They pollute the air.

They can be used on different terrain; eg hill slopes or They can only be used on flat (level) and dry terrain.

wet ground. They don't need to rest.

They need to rest sometimes. You can use them for 5-20 or more years if you can get

You can use them for about 10-20 years. enough spare (repair) parts.

If they get young ones, you get more for free.

If they totally ”break down“, you can eat them.

Climate control

Open air Greenhouse

If the weather conditions are bad you can loose the crops.

The landscape is more beautiful.

The land must be good for farming (arable land).

Weather conditions are controlled, so they cannot damage crops.

It is expensive to build and operate (gas, water, electricity) a greenhouse.

If there is a power failure, you may lose crops.

The landscape is ugly:

Greenhouses can be built where the land is not suitable for farming.

1950s - 1980s 1980s - present

The use of machines eg tractors The use of greenhouses

The use of electric pumps for irrigation To make vegetables bigger or better

The use of chemical fertilisers To change vegetables so they can grow on poor

The use of insect killers soil

The use of special seedbeds Knowledge from abroad

IT technique and technical are words that mean something with

technology FORM machines, then technology must be the noun to match these two

words meaning new machines or doing things that are based on

modem knowledge.

agricultural FORM IT cultural is the adjective for culture, then agricultural must be

the adjective for agriculture, meaning to do with agriculture.

Step 3 Reading

Read the text carefully again, and give the students some explanations. Skimming the reading material as soon as possible and then finish the past reading, some more questions may be designed by teachers. Read the passage again and find out the main idea to each paragraph.

Step 4 Listening to the reading passage

Play the tape for the students to listen and follow. Pay attention to the pro- nunciation and intonation.

Step 5 Post-reading

Answers to Exercise 1:

1 D 2 A 3 C 4 C 5 C

Answers to Exercise 2: Sample:

Kind How would you change it? Why do you want to change it in this way?

Fruit Watermelon Grow them like blocks instead of balls Easier to store, takes less space

Vegetable Onion Make sure they don't hurt your eyes anymore EasIer to peel, and cut

Animal Sheep To have red wool Looks funny and then we don't need to dye wool to make clothes

（四）总结扩展

Step 6 Summary 小结

Step 7 Homework

Period 3第三节

（一）明确目标

1. Learn about the useful words and expression in the reading text.

2. Learn “Word formation”.

3. Grammar focus: the use of “it” for emphasis

4. Discuss the answers to all the exercises in the Students’Book.

（二）整体感知

Step 1 Presentation

In this class we’ll first go through the text and learn to use some language points. And then we’ll discuss the exercises together with each other.

（三）教学过程

Step 2 Language points in the reading text

1>It is on this arable land that the farmers produce food for the whole population of China.

It is...that... [用法]此为强调句型,该句型虽是本单元重点,但在高一上册unit 2; unit 6;

以及高一下册unit 16皆有出现, 本站也有详细解释.请另行查看.

2>Farmers have long used techniques to make their land produce more.

technique [用法]n. 技术；技巧

[举例]Dick Fosbury had a new technique for doing the high jump.

迪克福斯贝里有一种跳高的新技术。

the mastery of technique 掌握技术

3>Over time, many farming techniques have been modernized.

modernise [比较](1) vt. 使现代化 (2) vi. 现代化

[举例]modernize a hospital by installing the latest equipment 安装最新设备使医院现代化

[拓展]modernization n. 现代化

[举例]plans for modernization of existing factories 使现有工厂现代化的计划

4>To make as much use of the land as possible, two or more crops are planted each year where possible.

make use of [用法]利用，使用，采用

[举例]We make use of electricity every day. 我们每天使用电力。

She makes good use of her time. 她善于利用时间。

5>More advanced technical information was brought in from abroad in the 1980s.

bring in [用法]1) 从外提供；带入 (2) 引入；提出 (3) 生产出；生出…作为收益

[举例]The commune is expected to bring in more rice this year. 今年公社可望收获更多稻谷。

This will bring them in several thousand yuan. 这将使他们得到几千块钱的收益

[链接]本单元出现该短语的句子:

To the villagers great joy, the tree and tea crops are also bringing in money to them.

6>Import of technology and machines, and the international exchange of delegations have helped Chinese farmers improve their production.

Import [用法]v. 进口，输入 n. 进口；进口商品；含意

[举例]You must pay duty if you want to import wine. 如果你要进口酒，你就必须纳税。

None of the machines on display here are imported. 这里展出的所有机器没有一件是进口的。

delegation [用法]n. 代表团

[举例]Our delegation left Korea for home last Friday. 我国代表团于上星期五离开朝鲜回国。

a delegation from Japan 日本代表团

send a large delegation 派遣一个大的代表团。

7>Future agriculture should depend on high technology as well as traditional methods.

as well as [用法](1) 既…也（又）；不仅…而且 (2) 同样；同样好地

[举例]He has experience as well as knowledge. 他既有学识又有经验。

She s clever as well as beautiful. 她不但漂亮，而且聪明。

Scott has a flat in London as well as a house in Edinburgh.

斯科特不仅在爱丁堡有座房子，而且在伦敦有个套间。

I, as well as you, know that. 我和你一样，也知道那件事。

8>Not only is food production important but also taking care of the environment.

Not only...but also [用法]not only...but also...在连接句子时,not only后面的句子要使用倒装结构.

详见高一上册unit 2

9>The biggest problem of Chinese farmers is the shortage of arable land.

shortage [用法]n. 不足；缺少

[举例]After the hot summer, there was a shortage of water. 炎热的夏天过去后，出现缺水现象。

The school has a shortage of teachers; it needs three more.

那个学校的教师不够，还缺三位。

10>Many vegetables are grown in greenhouses where they are protected from the wind, rain and insects.

protect...from... [用法]见高一上册unit 3

11>In 1993,a kind of tomato was developed that was different from any grown before.

any grown before

[用法]此处的grown before为过去分词短语充当定语,和any之间有逻辑上的动宾关系.

12>G stands for genetically from the word genes.

stand for [用法]见高一上册unit 8

13>In other words, the way tomatoes grow from natural seed is changed.

In other words [用法]也就是说；换句话说

[举例]Joe doesn’t like work -- in other words, he s lazy! 乔不爱劳动--换句话说，他懒惰！

14>A variety of GM watermelons will be seedless.

variety [用法]见高一上册unit 10

Step 3 Practice: Vocabulary

Answers to Exercise 1:

Noun Verb Adjective

Fertiliser Fertilise Fertile

Production Produce Productive

Protection Protect Protected

Modification Modify Modified

1 modified 2 Protecting, protection 3 fertile, ferilisers 4 produce, productive

Step 4 Practice: Grammar

Answers to Exercise 1:

1 It is the children who often help their parents do the farm work.

2 It was in 1993 that a tomato was developed that was very different from any grown before.

3 It is the shortage of arable land that is the biggest problem for Chinese farmers.

4 It is the plants grown in the greenhouses that are protected from the wind, rain and insects.

5 It is high technology as well as traditional methods that future agriculture should depend on.

Answers to Exercise 2:

1 It was Henry who gave George a new tie for his birthday last year.

It was to George that Henry gave a new tie for his birthday last year.

It was a new tie that Henry gave George for his birthday last year.

It was last year that Henry gave George a new tie for his birthday.

2 It was during that period of time that they made three important discoveries.

It was three important discoveries that they made during that period of time.

It was they who made three important discoveries during that period of time.

3 It is in South America that some people still practise this kind of farming.

It is some people in South America who still practise this kind of farming.

It is this kind of farming that some people in South America still practise.

（四）总结扩展

Step 5 Summary

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

Step 6 Homework

Period 4 第四节

（一）明确目标

1. Review the language points learnt last period.

2. Get the students to realize the great contribution Chinese

3. Do some writing to develop the students writing skill.

(二) 整体感知

Step 1 Presentation

TaskⅠ have you heard the name Jia SiXie before?

What was he famous for? What was the great (work) book he wrote? Do you know what it was about?

TaskⅠ encourage the students to find out any popular problems about the weather or farming they have know。

（三）教学过程

Step 1 Question the students on some language points

Step 2 Integrating skills

We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using ”had better (not) , “ought (not) to or should (not) .

Many students like having snacks. Is the habit good or bad? Let s read “Snacks”.

Step 3 Listening to the Passage

Step 4 Reading comprehension

After fast reading, do the following True-or-False exercises.

Answers to Exercise 1:

Some of the advice that Jia Sixie gave to farmers in his book Qimin Yaoshu was as follows:

1 Fanners should do things at the right time of the year. 2 Fanners should examine the soil carefully. .

3 If the condition of the soil is not good, farmers should improve it.

4 Before sowing or planting crops, farmers should clean rough ground and remove weeds.

5 Farmers should let sheep or cattle (cows) walk on the land before sowing or planting crops.

6 Farmers should plough the land, so weeds ate destroyed.

7 When ploughing the land, farmers should plough deep the first time and less deep the second time.

8 Farmers will get the best results if they change crops in their fields.

9 If farmers plant rice in a field one year, and wheat in that field the following year, they will harvest good

crops.

10 If farmers plant wheat close together, they will have better results than when 'they plant wheat leaving space between the plants.

11 It is good to grow different plants next to each other in the same field.

Suggested plan:

Students may need to visit the library or go on the Internet to find out more information about how to make a vegetable garden. They can enter the keyword search “planning a vegetable garden” or “growing a vegetable garden” or “tips for a successful garden.”

Month What will be done

November It's in November when we have to plough the land for the fIrst time. The ploughing has to be

done deep. Spread manure and old leaves on the land and plough them under.

December It's in December when we should make a plan for our vegetable garden for next year. Check

the seeds left over from last year. Repair tools and make a list of new tools to buy.

It's in January when we should buy enough seed to plant for two or three crops. Check the

January condition of the soil. If the soil is not good, you should improve it. Put manure and dead leaves

on the land if you did not do this in November. You can also use fertilisers to the soil. Get the

seedbeds or seed boxes ready for growing plants such as tomato, pepper and eggplant.

It's in February when you should plant the seedbeds. Prepare the land for planting. Let sheep

February or cows walk on the land. Their manure will improve the soil and they will destroy weeds or

eat them. Also prepare seeds for planting in April.

It's in March when you should give some attention to the early-planted crops. Add a little

March fertiliser to young crops. Thin the young plants to give them mqre room to grow. Plough the

land a second time to prepare it for the warm-season vegetables.

April It's in April when you should plant beans, corn, eggplant, peas, peppers, tomatoes and

watermelons. Remove weeds and grass.

May It's in May when you have to watch out for insects. Fight insects and disease when you see them.

Water the plants when needed. Build a frame of wood or bamboo for beans to climb on.

It's in June that you have to harvest vegetables such as beans and peas, onions and potatoes.

June Store onions and potatoes dry and cool. Prepare the land for planting new crops. Take care of

Irrigation.

It's in July when you should make a plan for the crops you want to plant in autumn. Fight

July drought with enough irrigation of the land. Remove weeds. Plant second crops for tomatoes,

corn and beans. In July it's also the time to plant big pumpkins for Halloween!

August It's in August when we have to plant broccoli, cabbage, carrots and onions. Make sure to water

the plants enough. Harvest ripe fruit and vegetables.

September It's in September when we harvest green peppers and tomatoes before the cold of winter comes.

Water and weed the crops that were planted in August.

It's in October when the last crops are harvested. Put dead plants, old leaves and other materials

October together. Store animal manure for use as fertiliser next year. Start thinking about your garden

plans for next year.

Give the students some explanations when necessary.

Step 5 Writing

Now let s have some listening training. After the team work, read the passage carefully to search more details about the topic.

Step 3 writing skill

TaskⅠwrite a brief introduction to Yia SiXie and his work.

TaskⅡ imagine you own a vegetable garden on something like that try to write a plan for it.

Step 4 check the writing

Sample essay:

It is less than a hundred years ago that the vast majority of farmers was unable to read and write. They learnt the work on the farm from their parents. Sometimes, they were told about ways in which they could improve their farming. But if they lived in far off places or in the mountains, there were few opportunities to learn about better ways of farming.

During the second half of the twentieth century, this situation was improved. Farmers were taught how to read and write. Books and magazines were published for farmers so that they could read about new methods of farming and improve their own situation. It also became possible for some farmers to experiment and share their results and discoveries in written reports with others. Still, not all farmers can read and write, but their number is getting smaller.

To modernise and use new techniques, farmers have to be able to read and write. They must be able to read what is written on bags of fertilisers they buy, to know how to use them and how to use them safely. They also have to be able to read the instructions on how to use new tools and machines. In the future, farmers will have to learn more to be able to use modem techniques such as greenhouses and GM.

Many farmers take courses where they learn about new technologies in agriculture. They learn to accept and how to use the new technologies. The government and local agricultural organisations have developed a special programme for farmers, called the “Green Certificate” project. Already more than ten million farmers have completed this course and many farmers are becoming grain-growing expert

（四）总结扩展

Step 6 Necessary language points

Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

1>Much of the wisdom discovered by early Chinese scientists is still useful for farmers today.

wisdom [用法] n.[U] 聪明，才智

[举例]I am struck by Annie s wisdom. 安妮的智慧使我惊叹不已。

He is a man of wisdom. 他是个聪明人。

Let us consider the wisdom of following his advice. 让我们考虑按他的意见做是否明智。

2>Jia Sixie s book is a practical guide to farming.

practical [用法]a.实践的；实用的

[举例]Earning a living is a practical matter. 谋生是一实际问题。

He is a practical man and doesn’t like empty talk. 他是一个注重实干的人，不喜欢空谈。

Rowing across the Atlantic is not a practical idea. 划船横渡大西洋不是个明智的想法。

guide [用法]vt. 1.指导 2.导游 n.1.指南，指导 2.手册 3.向导

[举例]He guided us through the forest. 他领我们穿过了森林。

He flashed a torch to guide me. 他打手电给我引路。

3>But if you go against nature and do things at the wrong time of year, you will have to do more work and the results will not be so good.

go against [用法]见高一下册unit 16

4>If the condition of the soil is not so good, you should improve it.

condition [用法]n.1.状况 2.[复]环境 3.（先决）条件

[举例]the condition of affairs (世界的) 局势 [事态] ,社会动向

my financial condition 我的经济状况 [收支情形]

the condition of weightlessness 无重力状态

not...on any condition=on no condition 无论在什么条件 [任何状况] 下都不…,绝不…

What are your conditions for accepting the offer? 在什么条件下你才会接受这个提议？

I will let you go only on one condition. 只有在一种条件下我才会让你走。

make it a condition that... 以…为条件

5>Before sowing or planting crops, rough ground must be cleaned and weeds removed.

remove [用法]vt.脱掉;去掉,消除(+from)

[举例]She saw he had removed his glasses. 她看到他摘下了他的眼镜。

[举例]Students removed several desks to another classroom.

学生们把几张书桌搬到另外一间教室。

She removed the painting to another wall. 她把画搬到另一面墙上。

He was removed from the post. 他被解雇了。

6>The best harvest is reached when farmers change the crops in the fields.

reach [用法]vt. 获得；占有；收到

[举例]Your letter reached me the day before yesterday. 你的信我前天收到。

Part of the reply reached my ears. 有几句答话传到我的耳朵里了。

The news only reached me a moment ago. 我刚刚得到这个消息。

The two parties reached on an agreement. 双方达成了协议。

7>For example, do not plant rice year after year in the same field.

year after year [用法]一年又一年;年复一年

[比较]The university gets bigger, year by year. 这所大学每年都在扩大。

Tens of thousands of men, year after year, have travelled southwards to find work.

每年都有好几万人去南方找工作。

8>Other scientists said that wheat should be planted with space between the plants.

with space between the plants [用法]with的复合结构.详见高一上册unit 2; unit 11

9>He also said that it is good to grow different plants next to each other in the same field.

next to [用法](1) 在…的旁边；贴近；紧挨着

(2) 仅次于那个，这个，它，我，等 (3) 几乎

[举例]Our house is next to the Post Office. 我们的家在邮局旁边。

You can sit next to Roger at dinner. 吃饭时你靠着罗杰坐。

In one room next to him I found a lot of good books.

在他隔壁的一个房间里我发现很多好书。

the shop next to the corner 路口第二家商店

the largest city next to London 仅次于伦敦的最大的城市

It is next to impossible. 这简直是不可能的。

10>The wisdom of farmers about the weather and farming is collected and passed on from generation to generation.

pass on [用法]1) 转告；带信儿 (2) 把…传递给另一人

[举例]Please pass on the message to your classmates. 请把消息告诉你的同学。

Please pass on my regards to your parents. 请代我向你的父母问好。

Step 7 Homework

Period 5 第五节

（一）明确目标

1. Do some listening to improve the students listening ability.

2. Making simple dialogues to train the students speaking ability.

（二）整体感知

Step 1 Presentation

Today we come to the Workbook and do the listening comprehension and also do some talking practice.

（三）教学过程

Step 2 Listening comprehension

LISTENNIN G TEXT:

Helen talks about her job.

Hello, my name's Helen and I live on the west coast of Canada. I work on a fish farm.

Right now I'm feeding the fish, which are kept in cages in the sea. The cages are tied to the rocks on the j bottom of the sea. It can get very windy here. Twice a ! day I put the fish food in the boat and go out to the cages. The fish are always hungry!

When the fish have grown to the right size, we pull the cages out of the water. The fish are killed and cleaned. Our fish farm is a long way from the nearest market. So we either freeze the fish or smoke them. We don't salt any fish here. Some fish farms do, but we don't.

Three of us work here and there's always a lot to do. Inside that building over there we have tanks for the young fish. We produce all our own fish from eggs. The fish start to grow in fresh water. Then, when they are bigger they go into the sea, which is salty, of course.

There's always a lot of work to do: feeding the fish, cleaning the tanks, getting eggs out of the best of the large fish, harvesting the fish, cleaning them and smoking them. We burn our own wood and that way we get a very good strong smoke. It's more work, but we get higher prices for our smoked fish.

Answers to Exercise 1:

1 She is (probably) a fisherwoman.

2 I think she is going to open the boxes and feed the fish. Or: I think she is on her way to the market to sell the fish.

3 Without listening to the tape, you may have various answers. Sample answer:

If you are a fisherman / woman you have to get up early every morning. The first thing to do is to go out in the boat and see if anything is caught in the nets. Next, you have to bring in the fish and throw out the nets for the next catch. Then, the fish must be brought to land. The fish should be kept in big boxes full of water, so they don't die.

Answers to Exercise 2:

1 We feed the fish twice a day.

2 We produce our own fish from eggs in the tanks.

Or: We clean the tanks.

3 We get the eggs out of the best of the large fish.

4 When the fish are big enough, we put them in cages in the sea.

S When the fish have grown to the right size, we harvest them, clean them, freeze them or smoke them.

6 We take them by truck to the nearest market.

Answers to Exercise 3:

1 The cages have to be tied to the bottom of the sea because it is windy.

2 They freeze or smoke all the fish because the fishfarm is a long way from the nearest market.

3 They bum their own wood because in that way they get a good strong smoke.

4 They smoke their fish themselves, because they get higher prices for smoked fish.

Step 3 Talking practice

Sample dialogues:

Dialogue 1:

SI = Student 1: Pro because he/she thinks this is the best way to do it.

S2 = Student 2: Con because he/she is a vegetarian S3 = Student 3: Pro because he/she is a farmer who thinks this is the best way.

S4 = Student 4: Con because he/she thinks the animals should not suffer.

SI: Well, I don't know so much about factory farms, but the fact is that more and more people want to eat meat, so we have to raise more and more farm animals for food. We must have factory farms to raise these animals.

S2: People should eat less meat or should even try to eat as little meat as they can. Meat is not very healthy for people anyway. That's why so many people get too fat in China.

S3: I like eating meat; but I don't like the idea that the animals have a terrible life before they are killed for food.

S4: It is not so easy. Raising farm animals takes up a lot of space. It is cheaper to have the animals close together, on what you call a factory farm. I need less land and fewer people to take care of the animals. Can you imagine how much time it would take us to look for eggs if I had 1O, OOO chickens running loose in my yard?

S3: China is a very big country. We have enough space and it would be better if more people found jobs feeding, taking care of the animals and collecting the eggs.

S4: That's just what you think. But you don't know much about farming, or you don't understand.

S4: I'm sorry. What I wanted to say is that it is true that China is a big country, but we can't build these buildings just about everywhere and besides, they should not be too far away from the farm. As a farmer I must be able to manage everything myself.

SI: I agree. Farming is important to our economy, and China should not be dependent on foreign countries for food. What S2 says is not true. Of course we could eat other products instead of meat to get the protein we need. But then, farmers would have to grow more soy beans to produce tofu. Our country is big, but only 7% of the land can be used for growing crops. So it is better to use land that is not arable to build factory farms that produce animal meat. That is our best source for protein.

S3: But still we must find a solution for the factory farms. Too many animals suffer. When the animals suffer, the meat will not be as tasty as that from farm animals. Everyone knows that farm chickens are tastier than factory chickens.

S2: Besides, the bio industry produces too much manure that is harmful to the environment.

Dialogue 2:

SI = Student 1: Will take over farm business but doesn't believe in progress.

S2 = Student 2: Wants to take over farm business and believes in progress.

S3 = Student 3: Believes in progress, but doesn't want to take over the farm.

S4 = Student 4: Won't take over the farm business and doesn't believe in progress.

S4: No. I don't want to take over the farm of my parents. I have seen enough of it. It is hard work and you can't earn much money. Even if modem ways of farming made farming easier or better, success always depends on the weather. And a lot of hard work can be lost because of a dry summer, a storm or some other disaster. I want to study more so I can look for another job.

S1: What S4 says about the weather is true. But there aren't many other jobs in our village. I don't want to move to a big city. I want to stay in our province, where all my friends and family are. I will take over the farm from my parents. It is hard work, but I know how to do it. Maybe learning something can help a little, but not much.

S2: Well, I want to take over the farm from my parents. But before that, I want to study more agricultural science. My father took a short course about new ways of fertilising and crop rotation a few years ago, and he learnt a lot from that. He also always reads the local magazine about new seeds and new kinds of fruit trees and so on. My uncle wrote a book about growing grapes and my cousins are now making wine. They were the first in our village to do that, and now some other farmers want to try that as well.

S3: I agree with that, but for myself I think farming is a job that is too hard. I think a lot of improvement can be made, but still the work will be dirty and heavy, and you have to get up too early every day.

S2: I don't think the work is dirty. Most materials are natural and you can take a shower when you are finished. It is much healthier than working in a factory where you get dirty with oil and breathe in dangerous smoke and gases.

S1: Yes, but the work is heavy and there is always so much to be done. It's terrible. Sometimes you must work in the burning sun and sometimes in the rain, or worse.

S2: But all that will improve. Growing crops in greenhouses is not only better for the plants, but also for the farmers. And much of the work can be done using machines.

Dialogue 3:

SI = Student 1: Is optimistic and thinks there are many opportunities.

S2 = Student 2: Is pessimistic and thinks there are too many farmers in China.

S3 = Student 3: Believes that farmers in China have no other choice. They must develop new products.

S4 = Student 4: Traditional. Thinks new product don't fit in with Chinese culture.

S1: Welcome everybody to the discussion. Over the past 15 years many farmers have started new businesses growing different crops or doing other things on their farms. Many of them have been very successful.

I think it is great. Farmers have had traditional ideas about farming for too long. There was a time when everybody had the same type of life, and there were only few things to be bought in the shops. But as people have more money to spend, they like buying different products. So now, farmers can grow whatever they like.

S2: Well, that's not true. They can't just grow whatever they like. Farmers can only grow products that people will buy. You can't start growing something that nobody wants.

S4: True. Besides, in many places the land can only be used for some crops. And of course the climate does not always allow growing what you want.

S3: But farmers will have to. If everybody is growing the same few crops, the price will go down and farmers have no opportunity to make more money. Farmers must take a risk. You can't do any business without risk. Farmers will have to read newspapers and magazines to find out what people will want to buy. They should know enough about the land and agriculture to know whether they can grow new crops with success. Then, when they are the first to do something new, they must grab the opportunity.

S2: Haha. That is only for the farmer who starts doing something. As soon as his neighbours see that he is successful, many others will follow. And very soon everybody in the region will be growing that crop. And what happens then? The prices will drop.

SI: Well, farmers must know when to take risks. Many people think that there are no chances in farming, but there are. In fact, there are many. The important thing is to make use of the opportunities.

S3: Yes. Chinese farmers have many opportunities to grow new crops and produce new products, not only for changing markets in China, but also for the export market.

SI: Yes. And that creates even more opportunities.

Step 4 Sample talking

Step 5 Summary 小结

Step 7 Homework

Period 6 第六节

（一）明确目标

1. Discuss all the answers to the exercises in the Workbook.

2. Learn to use the grammar knowledge

3. Further develop the students’ writing skills.

（二）整体感知

Step 1 Presentation

In the class

（三）教学过程

Step 2 Vocabulary

Answers to Exercise 1:

1 against 2 of 3 In 4 Over 5 on 6 of 7 from 8 as 9 from 10 with 110f 12 into

Answers to Exercise 2:

1 Future agriculture should depend on high technology as well as traditional methods.

2 Not only food production, but taking care of the environment is also important.

3 The farmers are working hard to improve the quality as well as the quantity of the crops.

4 The book does not only talk about farming but also about gardening.

Answers to Exercise 3:

1 ploughed 2 fertilisers 3 sown / sowed 4 weed / remove weeds 5 irrigation

6 kill insects 7 harvest

Step 3 Grammar

Answers to Exercise 1:

1 No, it is the shortage of arable land that is the biggest problem of Chinese farmers.

2 No, it is in greenhouses that many vegetables are grown today.

3 No, it is with GM technique that these tomatoes are grown.

4 No, it is the ones that have the best colour that are the best seed-heads.

5 No, it was from farmers that Jia Sixie learnt.

Answers to Exercise 2:

1 It was to find happiness that a pretty princess from Heaven secretly came to earth. .

2 It was' her excellent waving skills that the villagers admired.

3 It was for a few years that the family lived peace- fully and happily.

4 It was her grandmother who ordered her to leave at once.

5 It is ,each year on the seventh day of the seventh month that all the magpies in the world form a bridge so that Niu Lang and Zhi Nu may enjoy a short get-together.

Answers to Exercise 3:

1 A 2 D 3C 4D 5 C 6A 7 B 8 C 9 C 10 B

Step 4 Integrating skills

Many students like having snacks. Is the habit good or bad? Let s read “Snacks“.

Step 5 Listening to the Passage

Step 6 Reading comprehension

After fast reading, do the following True-or-False exercises.

Answers to Exercise 1:

The correct order of the pictures is: 3,4, 1,2 (or 4, 1,2,3).

Sample sentences:

1 The hills surrounding the villages are green and covered with trees and grasslands. Farmers use the land, but also take care of the environment.

2 The trees are cut down in large numbers. The whole forest has disappeared, and no new trees are lanted.

3 When it rains, the soil is washed away. The barren hills cannot be used for agriculture.

4 Local people start to repair the damage that was done to the environment. By planting trees, the barren hills will be turned green again.

Answers to Exercise 2:

Five rules of what people should do in the woods.

1 WALK on the paths or roads.

2 PLANT new trees when cutting down any.

3 PROTECT young trees from being eaten by deer or rabbits.

4 WATER young trees and give left-over fertiliser to trees near the village.

5 RESPECT nature and care for the trees.

Five rules of what people should not do in the woods.

1 DON'T make any fires in the wood.

2 DON'T throw away any cigarettes.

3 DON'T damage or cut down young trees.

4 DON'T throw away any rubbish.

5 DON'T kill birds or other animals in the wood.

Step 7 Sample writng

Sample writing:

Jackapple from Southern China

The Jackapple (木波罗 ) also known as Jackfruit, grows in southern China. It is the largest fruit in the world that grows on trees. It looks a bit like a melon, and is very heavy. The biggest ones can reach a length of 3 feet, and weigh up to 100 pounds, though most are smaller. The skin is thick and hard. The uncut ripe fruit has a strong smell. On the inside, the ripe fruit looks like a collection of yellow fruit parts, each with a large light brown seed of up to 2.5 cm long. There may be as many as 100 to 500 seeds per fruit.

The green unripe fruit flesh can be cooked as a vegetable and used in dishes and salads. The ripe fruit is cream-coloured or yellow and quite soft. It can be eaten raw as fruit, boiled or fried. The flavour is strong and sweet like that of pineapple or banana, sweet but less juicy. The large seeds can be roasted and have a flavour similar to chestnuts or large white beans.

Jackapple fruit makes an excellent dessert. It is healthy and full of Vitamin C. The seeds can be eaten after cooking. They can be boiled in salted water, or roasted like chestnuts. Jackapple juice tastes wonderful.

（四）总结扩展

Step 5 Summary

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

4. Workbook

1>Soon the princess fell in love with Niu Lang.

fall in love with [用法]爱上（某人）

2>The time has come to repair the damage that was done to the environment.

to repair the damage that was done to the environment

[用法]此处的不定式短语应理解为The time的定语.

3>Cutting down trees and selling the wood was the only way for poor families to make some money and feed their families.

feed [用法]供养

[拓展]feed的其他用法: vt. 1.喂养，饲养 2.向…供给 n. 饲料

vi. (牛、马等）吃东西；以…为食物

4>As a result, all the hills surrounding their village are now covered with green trees.

surrounding... [用法]1.现在分词短语做定语,和all the hills有逻辑上的主谓关系.

2.surround:v. 围；围绕；包围

[举例]Trees surrounded the lake. 湖的周围长满了树。

The pupils surrounded the teacher. 学生们围着老师。

5>New Zealand kiwi fruit growers decided to introduce the new fruit to the rest of the world and it was a great success.

success [用法][C] 成功的事 ; 取得成就的人 [U] 成功

[举例]I wish Jill success with her studies. 我祝愿吉尔在学习上取得成功。

He has had great success in life. 他的事业很成功。

I tried to find him in the crowd, but had no success. 我试图在人群中找到他，但是没有找到。

Mary is a great success as a singer. 玛丽唱歌，红极一时。

He was not a success as a governor. 作

Step 7 Homework

Period 7 第七节

1．检查本单元单词、短语及相关句型。

2．讲评统一布置的课外基础练习。

篇4：人教版高一下英语教案高一第十八单元(人教版高一英语下册教案教学设计)

New Zealand

I. Teaching aims and demands 教学目标和要求:

1.Topics 话题

1.Talk about New Zealand

2.Function: 交际功能

描述方位和方向(Describing location and direction)

It s in the east of...

It is to the north of...

It is in the northern part of...

northeastern/northwestern Sichuan...

3.Vocabulary 重点词汇和短语

fisherman; great-grandfather; northeastern; central; coast; surround; mild; bay; harbour; volcano; spring; heat; surface; rat; settle; settler; mainly; voyage; possession; bold; paragraph; grassland; mountainous; surprising; secretary; percent; wedding; conference; relation; agricultural; cattle; export; lamb; ship; sail; cottage; seaside; camp

take possession of; make up; turn to; go sailing; go camping

4.Grammar:语法

1>能够用英语表达做某事的重要性、难易程度、可能性或个人感受---形式主语It

It is interesting to visit New Zealand.

It is a good thing the New Zealand helps the Maori to keep their own language and culture.

2>能够用英语谈论时间、距离和天气---无人称代词It

It is winter here but summer in New Zealand.

It was getting dark.

It is 3,500 kilometres from Polynesia to New Zealand.

It is April 1st today.

II. Difficult points

III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法：

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

2. Listening-and–answering activity to help the students go through with the listening material.

3. Use both individual work and group or pair work to make every student work and think in class

V. Teaching procedure：

Period 1第一节

（一）明确目标

1. Warming up to arouse the students love in talking.

2. Do some listening to improve the students listening ability.

3. Making simple dialogues to train the students speaking ability.

4. Learn the useful expressions to talk about location and direction.

(二) 整体感知

Step 1 Presentation

Show the students a map of china and ask them to find out several places and tell the others the location of these places.

（三）教学过程

Step 2 Warming up

Ask the Ss to list the names of countries neighboring China in four directions according to the map of Asia printed in the book. Then let the Ss say the positions of the different places and waters in relation to China like the examples on page 36.

North: Mongolia, Russia, Kazakhstan

South: India, Vietnam, Myanmar, Laos, Nepal,

East: North Korea, South Korea, The Philippines

West: Afghanistan, Pakistan, Kyrgyzstan, Tajikistan Other: Thailand, Malaysia, Singapore, Indonesia, Japan

Seas: Bohai Sea, Yellow Sea, East China Sea, South China Sea. The Pacific Ocean is off the eastern shore of Taiwan Island

Islands: Taiwan Island, Hainan Island, Nansha Islands

Sample answers:

Mongolia lies to the north of Inner Mongolia.

Russia lies to the north of China.

India lies to the south of Tibet.

Vietnam lies to the south of China.

Myanmar lies to the west of China.

North Korea lies to the east of China.

South Korea lies to the east of China across the Yellow Sea.

The Philippines lie flies to the southeast of Guangdong Province in China.

Afghanistan lies to the west of China.

Pakistan lies to the west of China.

Thailand lies to the south of Yunnan Province in China. Malaysia, Singapore and Indonesia lie to the south of China.

Japan lies to the east of China.

The Bohai Sea lies to the north of Shandong Province. The Yellow Sea lies to the east of Shandong and Jiangsu Province.

The East China Sea lies to the east of Zhejiang Province.

The South China Sea lies to the south of Hainan, Guangxi and Guangdong Provinces.

The Pacific Ocean lies to the east of Taiwan.

The Pacific Ocean is off the eastern coast of Taiwan Island.

Taiwan (Island) lies to the east of Fujian Province.

Taiwan (Island) lies off the coast of Fujian Province / the mainland of China.

Hainan (Island) lies to the south of Guangdong ProvInce.

Hainan (Island) lies off the coast of Guangdong Province ! South China.

Step 3 Listening comprehension

Now let s have some listening training. Ask the students to look at the map on page 37.this is the map of Dolphin island. Play the tape for the first time for the students to finish exercise 1. Play the tape again. This time the students are required to do Exercise 2.

LISTENING TEXT

Dolphin Island is a small country that lies about 1,500 kilometres off the coast of Japan, in the middle of the Pacific Ocean. From the beaches in the north, to the rocks on the coast in the south, the island is less than a hundred kilometres long, and from the west coast to the east coast the island is nowhere more than 80 kilometres wide. Seven small islands, some of them only large rocks, lying off the eastern coast, also belong to Dolphin Island. Winfield, the capital city, lies on the southwestern coast.

The highest mountain on Dolphin Island, Mount Ashton in the west, is a dead volcano. It is part of a range of mountains, running from north to south along the western coast. The beaches in the north and on the eastern coast are covered with fine white sand. Dolphin Island has a mild sea climate. Most of the land can be used as farmland. The south of the island is covered with forests.

Dolphin Island has only four cities: The town of Ashton Creek lies in the north, Winfield in the southwest, Turnpike in the centre and Epsom on the eastern coast, about forty kilometres from Ashton. A railway line connects these cities. There is a small river that runs from the foot of Mount Ashton, through the northern town into the ocean. Dolphin Island is popular with tourists both from East Asia and the United States. Most of them stay in the seaside town of Ashton Creek, where many hotels have been built over the past five years. Most of the people on the island make a living from farming. In the summer months, some people get a nice, extra income out of tourism, while in winter fishing is also important.

Answers to Part 1:

Answers to Part 2:

1 D 2 C 3 A 4 C

Step 4 Speaking practice

The teacher asks one of the students “where are you from?” “Can you tell me the position of your hometown?” encourage the students to use “in the north/south/east/west of” or “to the north/south/east/west of “

Read the example dialogue. Then get the students to talk about the birthplaces of their grandparents. Parents and them selves in pairs. At the edn ask one or two pairs to act out their dialogues in front of the class.

（四）总结扩展

Step 5 Necessary language points

Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

Listening and speaking听说要点

1>What are the positions of the waters in relation to China?

waters [用法](国家的)海域,领海;大片水域

[举例]The ship was in European waters. 船在欧洲水域航行。

in relation to [用法]关于；和...有关

[举例]I have a lot to say in relation to that affair. 关于那件事我有好多话要说。

In relation to London, our town is very small. 和伦敦相比，我们这个城市小得很。

2>Weihai lies about 90 kilometres east of Yantai.

east [用法]n. 东,东方[the east] a. 东的,东方的,东部的 ad. 向东方;在东方;来自东方

[举例]China faces the Pacific on the east. 中国东临太平洋。

Japan is in the east of Asia.

3>What about your great-grandfather on your father s side?

on one s side [用法]这里指‘家系,血统’

[举例]The grandfather on his mother s side is still living. 他外祖父还健在。

Step 6 Summary小结:

Step 7 Homework

Period 2第二节

（一）明确目标

1. Develop the students reading ability, especially their reading comprehension.

2. Read the reading passage and know about New Zealand.

（二）整体感知

Step 1 Presentation

Today we come to the Reading. It’s about New Zealand. Today we are going to read about New Zealand, as we know, New Zealand is an island. Do you know where it is? Now, well look at the map and New Zealand and the seas surrounding it, (the Pacific and Tasman Sea)

（三）教学过程

Step 2 Pre-reading discussions

Get the students to look at the map of the world and write down the names of five islands and describe where they are. Then ask the students to compare the notes with the partners. At the end collect the answers from some of the students.

Answers to Exercise 1:

Name of the island Location

Taiwan Taiwan Island lies off the east of the mainland of China.

Hainan Hainan Island lies off the southern coast of the mainland of China, in the” South China Sea.

The Philippines The Philippines lie(s) in the South China Sea, southeast of Hong Kong.

Hawaii “Hawaii lies in the middle of the Pacific Ocean.

New Zealand New Zealand lies off the east coast of the mainland of Australia.

Great Britain Great Britain lies off the northwest coast of Europe. The nearest countries are France and Ireland, which is also an island.

Answers to Exercise 2:

The capital of Taiwan is Tapei, which lies in the north of the island.

The capital of Hainan is Haikou City, located in northern part of the island.

The capital of the Philippines is Manila, which lies in the south on the second largest, northern island. Honolulu, in the northwest, is the capital of Hawaii. Wellington, on the southwest coast of the North Island, is the capital of New Zealand.

London, the capital city of Great Britain, lies in the southeast.

Answers to Exercise 3:

For all destinations, students may answer that they can be reached by air from the nearest city with an airport. However, the exercise will be more interesting if students describe in detail how they would travel, which cities they would pass through and the exact locations of these cities. Instead of air travel, encourage students to describe journeys over land and sea voyages.

Step 3 Reading

Read the text carefully again, and give the students some explanations. Ask the students to read the text silently and fast to get general idea of each paragraph

Paragraph 1 geography

Paragraph 2; climate

Paragraph 3: natural resource

Paragraph 4 history

Paragraph About Title

Paragraph 1 Location Geography

Paragraph 2 Climate Climate

Paragraph 3 Landscape Nature

Paragraph 4 History History

Step 4 Listening to the reading passage

Play the tape for the students to listen and follow. Pay attention to the pronunciation and intonation.

Step 5 Post-reading

Answers to the exercises:

1 I It refers to New Zealand.

2 which refers to hot springs.

3 this heat refers-to the heat near the earth's surface.

4 these settlers refers to European I British settlers.

5 it refers to England.

2 I History I Fourth paragraph

2 Climate I Second paragraph

3 Natural beauty I Third paragraph

4 Geography I First paragraph

3 A New Zealand lies in the Pacific Ocean.

B The Tasman Sea lies to the west of New Zealand.

C Wellington, the capital of New Zealand, lies in the southeast of the North Island.

D Auckland lies on the northeastern coast of New Zealand.

E Christchurch lies to the east, on the South Island of New Zealand.

4 I B 2 B 3 D 4 D

5 New Zealand has mild summers with lighter rain and cold winters with heavier rain. Nights in both seasons are cooler than days but not so much cooler. The graphs don't give any information about the climate and weather in autumn and spring. The graphs also don't give any information about the number of hours that the sun shines.

6 The climate on the North Island in New Zealand is like the warm climate in Southern China although the rainfall is less. The climate of the South Island can still be called mild, and is like the climate in southwestern China although it does not get as much rainfall. Perhaps on the whole, China is a bit warmer in summer and a bit colder in winter.

（四）总结扩展

Step 6 Summary 小结

Step 7 Homework

Period 3第三节

（一）明确目标

1. Learn about the useful words and expression in the reading text.

2. To master some basic vocabulary and use the proper words to describe the land.

3. To learn the grammar: the use of “it” as subject

4. Discuss the answers to all the exercises in the Students’Book.

（二）整体感知

Step 1 Presentation

In this class we’ll first go through the text and learn to use some language points. And then we’ll discuss the exercises together with each other.

1. Revise the text “New Zealand” asks the students to describe the location of the island and the natural beauty.

2. When we describe the land, we usually use some use some nouns and some adjectives

（三）教学过程

Step 2 Language points in the reading text

1>New Zealand ia an island that lies off the eastern coast of Australia.

off [用法]prep. 离开...,隔着...;在(离岸边不远的)海面

2>It is made up of two large islands.

be made up of [用法]由什么组成

[例句]They make up about six percent of the total population.（该句来自本单元）

3>The oceans and seas surrounding the islands are deep blue and many of its cities lie on the bay.

surrounding the islands [用法]现在分词短语做定语。surround vt. 包围,围绕;圈住

[举例]Trees surround our house. 我们房子的四周都是树。

The police surrounded the house. 警察包围了这幢房子。

deep [用法](颜色)深的,浓的

[举例]I like that suit of deep colour. 我喜欢那套深颜色的衣服。

on the bay [用法]此处的on为 prep. 在…之旁；接近

[例句]Paris is on the Seine. 巴黎位于塞因河边。

He lives in a house on the main road. 他住在大路边的一栋房子里。

4>The sand beaches in New Zealand are also very clean.

beach [用法]n. 海滩

[例句]In summer people often go to the beach and swim. 夏天人们常到海滩游泳。

The children are playing on the beach. 孩子们在海滩上玩。

5>They settled mainly on the North Island where the weather was warmer.

settle [用法]vt/vi 1. 安放;安顿;安排; 2.使(心情)平静下来

[举例]He settled his child in a corner of the compartment. 他把孩子安顿在车厢的一个角落里。

After the excitement I tried to settle myself. 激动过后,我设法平静下来。

The family has settled in Canada. 这家人已定居加拿大。

6>Caption Cook took possession of the island in 1769.

take possession of [用法]占领;占有

[联想]1/possession

[用法]n.1. 拥有;占有[U] 2. 所有物;财产[P] 3. 领地,属地,殖民地[C]

[举例]The possession of a degree does not guarantee you a job.

拥有一个学位不能保证你找到工作。

Her possessions could fit in one suitcase. 她的全部财物可以装在一个手提箱内。

Some Caribbean islands are still French possessions.

一些加勒比岛屿至今仍是法国的领地。

7>The Maori signed an agreement with the settlers.

sign an agreement [用法]签署协议

[联想]sign his name 签名 reach an agreement 达成协议

8>What do the words in bold refer to?

refer to [用法]提到;指;参照

[举例]Don t refer to this matter again, please. 请别再提这件事。

refer to a dictionary 查字典

Step 3 Practice: Vocabulary

Let the students look at the word webs. Make sure the students know the meaning of these words. Then let them talk in pairs about the different kinds of land. Allow them enough time to write down the sentences in their notebooks.

A sample version:

Some parts of southwestern China has a very beautiful landscape with green hills and mountains, some parts of northeast are covered with thick forests. In the west there is a large area of deserts. But in cities, there is not enough grassland because of a large population.

Sample sentences

Nouns:

1 The jungles of South East Asia are the natural habitat to many different kinds of subtropical animals and plants.

2 Canada is covered by very large forests.

3 The Chinese province of Inner Mongolia is famous for its grasslands.

4 Some of the mountains in Southwest China belong to the highest in the world.

S The Summer Palace is built on the hills to the west of Beijing.

6 Sand from the deserts in Northwest China is carried over hundreds of kilometres and causes terrible sand storms in spring.

Adjectives:

1 By the end of spring, our schoolyard has turned into a grassy field.

2 The best swimming and sunbathing is along the sandy beaches on Hainan Island.

3 The river flows through flat land between the mountains.

4 Most of the countryside in Southeast England is hilly.

5 There is only a rocky path that leads to the top of the mountain.

6 In the past the hillsides and most of the land was wooded.

7 Coming. from a mountainous country; the girl likes climbing mountains very much.

Combinations:

I The USA is famous for the Rocky Mountains.

2 The mountainous jungles of Central and South America are among the most dangerous areas for tourists.

3 Where once green forests could be seen, there are now only sandy hills.

4 Many young travellers choose a hiking trip on the wooded hills and mountains on the South Island.

5 Over a period of millions of years, high mountains are turned to hilly, and finally into flat lands.

6 Sheep farming is found everywhere on the grassy hills in the east.

Step 4 Practice: Grammar

1. Write the following sentences on the blackboard;

A it is April 1st today.

B it is raining heavily

C it is interesting to visit New Zealand

2. Tell the function of “it” in each sentence.

A) Impersonal “it “can be used to talk about time, date, distance, conditions or weather.

B) “It” can be used in the subject position to stand fro the infinitive or a clause. We usually call it “formal subject”

Do first one together with the whole class to make sure the students know what to do. Then let them do the exercise individually. Check the answers with the students.

Answers to Exercise 1:

1 It is very exciting to receive a letter from a foreign friend.

2 It is not a good habit to eat too much junk food.

3 It is dangerous to drive too fast.

4 It is bad manners to talk with your mouth full.

5 It is a pleasure to see you again.

6 It has always been her dream to study abroad.

Answers to Exercise 2:

1 It is strange that you don't know where New Zealand

2 It is wonderful that they are going to invite me to dinner.

3 It was not surprising that he failed his maths exam.

4 It was a shock to all that his secretary stole the money.

Answers to Exercise”3:

1 It is always sunny in Hainan.

2 It takes about 20 minutes to get to the airport.

3 It is the third of April today. or: Today, it is the third of April.

4 It is a good idea to bring something to eat on the train.

（四）总结扩展

Step 5 Summary

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

Step 6 Homework

Period 4 第四节

（一）明确目标

1. Review the language points learnt last period.

2. Do some reading about Snacks.

3. Do some writing to develop the students writing skill.

(二) 整体感知

Step 1 Presentation

Every day I 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.

（三）教学过程

Step 1 Question the students on some language points

Step 2 Integrating skills

Many students like having snacks. Is the habit good or bad? Let s read “Snacks“.

As mentioned in relation to the main reading passage, articles that describe countries or regions follow a certain fixed pattern. Paragraphs need not be very long, but give the most important facts about a country. It is very important that these. facts are correct. Ask students to read the passage, and just as for the main reading, ask the students to write down key words that indicate what each paragraph is about or invent a title for each paragraph. That could look as follows:

Paragraph 1: People Population

Paragraph 2: Culture Culture, language

Paragraph 3: Economy Farming, industry and economy

When students should write a description of a country or region, the paragraph structure of their essay or article may be as follows:

Paragraph 1: Location and area

Paragraph 2: Boundaries and neighbours

Paragraph 3: Landscape and rivers

Paragraph 4: Climate

Paragraph 5: Nature and environment Paragraph

Paragraph 6: History

Paragraph 7: Population

Paragraph 8: Language and religion

Paragraph 9: Economy

10: Life and culture

Step 3 Listening to the Passage

Step 4 Reading comprehension

After fast reading, do the following True-or-False exercises.

Give the students some explanations when necessary.

Step 5 Writing

Now let s have some listening training.

CHINA

Geography

China is a very large country. From the north to the south is more than 5,500 km, and from the east to west more than 5,000 km. Covering an area of 9.6 million square km, which is about one-fifteenth of the earth's land area or about the same size as Europe, China is the world's third largest country behind Russia and Canada.

China's borders are about 20,000 km in length, so it has many neighbours in all directions. To the east, China shares borders with Korea and Russia. Russia also borders on China in the north and northwest. Mongolia lies to the north. To the east are a number of smaller countries. In the south China also has several southeast Asian neighbours such as Myanmar and Vietnam.

China has a more than 18,000-km-long coast. To the , east, there are the Bohai Sea, the Yellow Sea, the East China Sea and the South China Sea. The Pacific is off the eastern shore of the Taiwan Island. There are more than 5,000 islands of different sizes, the largest of which are Taiwan and Hainan Island. Countries separated from China by the sea are, from north to south, South Korea, Japan and the Philippines.

The total length of China's rivers is more than 220,000 km. Most rivers flow from the west to the east. The Yangtze River and the Yellow River are among the biggest rivers in the world. 65 % of the Chinese mainland is covered by mountains and hills. The 8,848-metre-high Mount Qomolangma is the highest mountain in the world. Beijing is the capital of the People's Republic of China and the nation's political, economic and cultural centre.

Climate and nature

Being such a big country, China has different climates in parts of the country. Winter in the north is very cold and dry from October to March and April the following year. The northern part of Heilongjiang Province in the northeast has long winter but no summer, while Hainan Island in the south has a long summer but no winter. The western part of Qinghai and Tibet are covered by snow all year round. On the other hand, the southern part of Yunan and Guizhou are spring-like in all seasons. Along the southeastern coast, the rainfall can be as much as 1,500 millimetres a year, while the northeast may only get as little as 50 millimetres over a whole year.

Because of its size, different environments and differences in climates, China is home to the largest number of wild plants and animals in the world. Many animals only live in China, such as the giant panda, golden monkey and the Chinese alligator.

Population, language and religion

China has a population of over 1.3 billion. The density is highest in the east along the coast, where there are about 550 people per square km. The population density in West China is low, having no more than 50 people per square km. More thaJ? 300 million Chinese people live in cities, and more than 800 million live in the countryside.

There are 55 different cultural minorities in China. By far the largest are the Han. The majority of the people speak Putonghua, while various local dialects are spoken by people all around China. Many of the ethnic minorities speak their own languages. They have also kept their own culture.

Each ethnic group has its own habits and customs, and believes in one religion or another. Besides Taoism, Buddhism and Islam there are also Christian churches in China.

（四）总结扩展

Step 6 Necessary language points

Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

1>New Zealand has a population of about 3.8 million people.

population [用法]n. 人口;人口数

[举例]What is the population of London? 伦敦的人口是多少？

London has a population of ten million. 伦敦有一千万人口。

The population of this country rose by 10 percent. 这个国家的人口增长了百分之十。

2>The happier events are marked with speeches, singing and dancing.

be marked with [用法]1.做记号于; 2.标志;表示...的特征

[举例]The box of eggs was marked ”With Care“. 这个鸡蛋盒标上了”小心“字样。

3>New Zealand is an agricultural country,with cattle farming on the North Island.

cattle [用法]n. 牛；牲口；家畜（复数含义）

[举例]Cattle feed on grass. 牛以草为食。

They keep a large herd of cattle. 他们饲养着一大群牛。

That is a cattle farm. 那是畜牧场。

4>The main exports of the country are wool,lamb and forest products.

export [用法]vt. 输出，出口 n.1.输出品 2.输出，出口

[举例]Many raw materials are exported to foreign countries. 许多原料输出国外。

Both imports and exports continue to grow in volume. 进出口量继续增长。

5>Some farmers turned to keeping deer.

turn to [用法]转向

[举例]After he left the university,he became a teacher,but later turned to journalism.

大学毕业后,他先当了老师,但后来转了行,干新闻工作了.

keep [用法]vt. 赡养，供养；饲养

[举例]We were forbidden to keep a single bird of our own.

我们哪怕只喂养一只鸟儿也不允许。

6>New Zealand wine is of high quality and is sold all over the world.

of high quality [用法]of加抽象名词，相当于形容词的作用

[举例]of great value 很有价值; of no use 没用; of a size 一样大小; of an age 年龄一样大;

Step 7 Homework

Period 5 第五节

（一）明确目标

1. Do some listening to improve the students listening ability.

2. Making simple dialogues to train the students speaking ability.

（二）整体感知

Step 1 Presentation

Today we come to the Workbook and do the listening comprehension and also do some talking practice.

（三）教学过程

Step 2 Listening comprehension

LISTENNING TEXT

Lily is a Chinese student who now studies at Auckland University. Listen to the interview in which she is asked about her experiences and her life in New Zealand. In the dialogues, I = Interviewer, L = Lily

I: Why did you come to New Zealand?

L: My dream was to go to England. However, New Zealand is also an English-speaking country. I was told that kiwis are very friendly and honest. My parents also liked the idea of my going to New Zealand. It's safer here. Life is easier than in cities such as London or New York. It's also cheaper.

I: What was you first impression of Auckland?

L: When I first arrived here, two years ago, I thought ”wow! This place is so beautifu1.“ Just imagine, if you look around and most of what you see is the most beautiful blue and the most beautiful green, the ocean and the hills, that you've ever seen.

I: And how do you feel about Auckland now?

L: During the three months, I felt quite lonely. Auckland has a population of about 1.3 million, so when you come from China, you feel it's a very small city. I: Wasn't it easy to make friends with other Chinese students?

L: I met some of them, and of course 'also made some friends. But my teachers told me I'd better make friends with other international students or kiwis. I'd have more fun, and it would be better for my English.

I: So what do you do after school?

L: Everyone who first comes to New Zealand will feel that life is very boring here. You have to discover the way kiwis enjoy their life.

I: How's that?

L: Kiwis look for fun that is close to nature. They go with friends, hiking in the mountains, or looking for all kinds of fun in and around the water: sailing, diving or swimming in the ocean or building a fire on the beach.

Answers to Exercise 1: 1T 2F 3F 4F

Answers to Exercise 2:

1 Lily decided to go to New Zealand because it is an English-speaking country, and life is safer, easier and cheaper than in England or America.

2 No. During the first three months Lily felt quite lonely.

3 Lily was advised to make friends with international students and kiwis, so she would have more fun and could practice

her English more.

4 When she talks about ”kiwis“, Lily means the people from New Zealand.

Feeling good about Feeling bad about

Auckland is very beautiful. Auckland is quite a small city.

New Zealand is safe. Life in New Zealand seemed boring.

Life in Auckland is easy. (

Life in Auckland is cheap.

Answers to Exercise 3:

Fun close to nature Fun in the big city

Hiking in the mountains. Go to the cinema.

Sailing. Go to a bar.

Diving. Go to a dancing (discotheque).

Swimming in the ocean. Go to a shopping centre.

Building a fire on the beach.

Step 3 Talking practice

Sample dialogue: O = British official, M = Maori leader, F = British farmer, J = Judge

J: Welcome everybody. Today, we'll discuss the claim of the Maori leader that a piece of land should be returned to the Maori. I hope we can have a quiet and peaceful discussion about this matter and that all arguments will be listened to and respected by everyone. Let's first listen to what the Maori leader has to say.

M: Our ancestors allowed the British to use the land in the Agreement, but the time has come to return the land because the Maori families in the village want to use it.

F: We will not give back the land. My great-grandfather bought this piece of land, so it now belongs to our family. Our family has lived here for three generations, so. we feel the right to stay on the land.

M: But our ancestors lived on the land for many generations before your family arrived in New Zealand. It is true that we allowed them to share the land with us, but we never meant to give the land away.

O: But you can't come and ask us to give the land back after such a long time. The farmer's family have lived there for many years. Besides, the Maori have given us the land, so we sold it to the farmer's family. In the Agreement it was agreed that the British would rule the country and that all people, the Maori as well as the British settlers would have the same rights. Therefore, the farmer's family have the right to stay on the land.

M: We have waited 'for too many years: In the past, we have often asked the government to give the land back to us. But they never did. This piece of land is important to the Maori families. It needs to be given back, so they can honour their ancestors. The Maori family have agreed to let the farmer have another piece of land on the south side of the town.

F: No. We understand that Maori culture is important, but we feel we have a right to stay here. We don't want another piece of land. Besides, if the Maori family wants to honour their ancestors on my land, they are welcome to do so.

Step 4 Sample talking

Step 5 Summary 小结

Step 7 Homework

Period 6 第六节

（一）明确目标

1. Discuss all the answers to the exercises in the Workbook.

2. Learn to use the grammar knowledge

3. Further develop the students’ writing skills.

（二）整体感知

Step 1 Presentation

In the class

（三）教学过程

Step 2 Vocabulary

Answers to Exercise 1:

Across: 1 island 3 harbour 4 climate 7 surface 8 volcano 9 hilly

Down: 2 seaside 3 hot spring 5 bay 6 region

Answers to Exercise 2:

is taking off / will take off / takes off; took possession of; have taken place; have been taken in; takes off; takes out

Step 3 Grammar

Answers to Exercise 1:

1 ”It“ is used as subject, referring to ”to run a business successfully in this area“.

2 ”It“, used as impersonal subject, refers to the weather.

3 ”It“ is, used as impersonal subject, referring to ”some children crying in the burning house“.

4 ”It“, used as impersonal subject, refers to the distance.

5 ”It“, used as impersonal subject, refers to time.

6 ”It“ is used as subject, referring to ”to know about the history of the islands“.

7 ”It“ is used as the subject of the object clause, refer ring to ”to walk alone in the forest near the coast“,

8 ”It“, used as impersonal subject, refers to the weather.

Translation for the sentences

1 在这个地区很难把生意做红火。

2 广播里说今天晚些时候的天气会是阴有小雨。

3 失火的房子里有孩子在哭叫，这太可怕了。

4 从这儿到那个岛屿，路途遥远。

5 抢劫者大约是下午四点入银行抢劫的。

6 了解这个岛屿的历史一定很有意思。

7 有人告诉我，在海岸附近的树林里独自行走是很危险的。

8 我们只能等到雨停了以后才能离开。

Answers to Exercise 2:

1 It is moving that the PLA soldiers rescued the villagers from the flood.

2 It has been three months since the villagers came to settle in their new homes.

3 It would be impolite to attend a wedding without bringing a gift.

4 It is April 30 today. I have asked leave to attend my grandfather's burial.

5 It is challenging to do import and export business.

6 It is only a two hours' bicycle ride from the city centre to the cottage where a party is being held.

Answers to Exercise 3:

Sample sentences:

Mexico City is the capital of Mexico. It is the largest city in Mexico. It is also one of the largest cities in the world with a population of 20 million people. The city lies 2,240 metres above sea level and it is surrounded by mountains. The climate there is very pleasant. During the hottest months, it is about 21°C, while during the coldest months it is about 10°C. It never gets too hot or too cold. It is a cultural centre not only in Mexico but in all of Latin American.

There are some things you have to bear in mind when travelling in Mexico City. First of all, drink only bottled water. It is important to wash fruit and vegetables with bottled water before eating them. It would be better if you peel them. It is polite to greet each other with a handshake. It is a usual practice to tip those who have offered you their services. The tip is 10_ 15% of the bill. It is not necessary to wear a heavy coat; comfortable and light clothes will do. But since it's cool in the evening, you'd better bring a warm jacket. If you want to use public telephones, then it is necessary to buy a phone card. It would cause unnecessary danger if you wear expensive jewellery or carry a lot of money on you.,

Step 4 Integrating skills

We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using ”had better (not) , “ought (not) to or should (not) .

Many students like having snacks. Is the habit good or bad? Let s read “Snacks”.

Step 5 Listening to the Passage

Step 6 Reading comprehension

After fast reading, do the following True-or-False exercises.

Answers to Exercise 1:

1 A 2 C 3 C 4 B and D 5 B

Answers to Exercise 2:

1 Chinese people moved to New Zealand during the 1850 to look for gold.

2 The early Chinese settlers were more skilled at set ting up and running businesses than settlers from other countries.

3 Suggested answers for the chart:

Name country job

James Bertram New Zealand writer

Edgar Snow USA writer

Kathleen Hall New Zealand nurse

Norman Bethune Canada doctor

Rewi Alley New Zealand teacher/writer

Sydney Shapiro USA writer

George Hatem USA doctor

Agnes Smedley USA writer

Step 7 Sample writng

With the reading materials presented in this unit and the materials collected by the students during the project, students should have a lot of material to choose from for writing a short essay about New Zealand.

Sample essay:

New Zealand lies in the southwest Pacific Ocean, nearly 2,000 km from Australia. New Zealand is over 1,600 kilometres long, and its widest part is 450 kilometres. The capital city is Wellington, with a population of about 360,000. Wellington's central position was the most important reason to make it the capital in 1865. Before 1865, Auckland had been the capital.

Auckland is the largest city with a population having just reached 1.3 million. The total population of New Zealand is 3.8 million. Maori make up about 15% of the population, and are the native people of New Zealand. Most Maori live in the North Island.

New Zealand is an island nation. The three main islands which make up New Zealand are the North Island, the South Island, and Stewart Island, but a number of smaller offshore islands are also included. About 23% of the country is covered by forest. Most forests are now protected areas. New Zealand is a very mountainous country. Among them are a number of volcanoes. Small earthquakes are quite common.

New Zealand has a sea climate. The North Island has a mild climate, while winter conditions in certain areas of the South Island may drop to near arctic conditions. New Zealand's weather is very changeable. A sudden rain shower will give way just as suddenly to sunny skies, or a strong wind. In general, the country experiences high rainfall, especially in winter. The east coast of New Zealand is the driest area, while the west coast of the South Island has one of the highest rainfalls a year in the world. January and February are the warmest months in New Zealand; July and August are the coolest.

Agriculture is the most important economy of New Zealand. New Zealand has 13 times as many sheep as people. Since the 1970s, New Zealand tourism has developed.

New Zealand's creative culture has grown from a magic mix of cultures - Maori, Polynesian, Asian and every kind of European. Many New Zealand artists are now enjoying success around the world.

（四）总结扩展

Step 5 Summary

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

4. Workbook

1>Despite the fact that New Zealand is so far away,ties have existed between the nations from early on.

Despite [用法]见高一上册 unit 1

the fact that... [用法]that引导的是同位语从句，表示fact的内容。

exist [用法]vi.存在；生存，生活

[举例]We cannot exist without air. 没有空气，我们就不能生存。

Does life exist on other planets? 别的行星上有生命吗？

2>The first wave of Chinese settlers arrived around the middle of the 19th cenrury.

wave [用法]n. 波，波浪，浪潮

[举例]A big wave swept the man off the boat. 巨浪把那个人卷下船去。

3>Among the first settlers, the Chinese were more skilled at setting up and running business.

skilled [用法]adj. 熟练的,老练的,有技巧的 (+at/in/with)

[举例]A skilled technician takes years to train. 一个熟练的技师需要数年时间才能培训出来。

Welding is a highly skilled job. 焊接是一个非常技术性的工作。

4>In Hubei Province, Kathleen, known to Chinese people as Nurse Ho ran a small hospital.

known [用法](无比较级、最高级)所知的; 已知的

[举例]He is known to the public. 他的名字为大众 [警察当局] 所知晓。

5>Over the past 10-15 years, large numbers of Chinese students have travelled to New Zealand to study.

over the past 10-15 years [用法]prep. 在…期间

[例句]Over the years,he read widely. 在那些年中，他博览群书。

He came to town over the weekend. 周末他进城了。

large numbers of [用法]同a large number of,修饰复数名词.

Step 7 Homework

Period 7 第七节

1．检查本单元单词、短语及相关句型。

2．讲评统一布置的课外基础练习。

篇5：人教版高一下英语教案高一第十五单元(人教版高一英语下册教案教学设计)

The Nechlace

I. Teaching aims and demands 教学目标和要求:

1.Topics 话题

1>Talking about drama and theatre

2>Talking about the play The Necklace

2.Function: 交际功能

征求许可(Ask for permission)

Could we/I...? May/Can I...? Shall we...? Is it possible...? Do you mind...?

讨论可能(Talk about possibilities)

It can t be... It could... He might... They must...

3.Vocabulary 重点词汇和短语

dormitory; recognise; surely; diamond; explain; ball; jewellery; franc; continue; lovely; debt; precious; positive; attend; earn; lecture; silly; mosquito; bat; besides; outline; plot; quality

call on; bring back; day and night; pay off; at most; act out

4.Grammar:语法

情态动词(3)---must, can/could, may/might

1 能够用英语有把握地猜测某人或某事物现在的情况---must/can t

2 能够用英语不十分有把握地猜测某人或某事物现在的情况---can/may/could/might

II. Difficult points

III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法：

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

2. Listening-and–answering activity to help the students go through with the listening material.

3. Use both individual work and group or pair work to make every student work and think in class

V. Teaching procedure：

Period 1第一节

（一）明确目标

1. Warming up to arouse the students love in talking.

2. Do some listening to improve the students listening ability.

3. Making simple dialogues to train the students speaking ability.

(二) 整体感知

Step 1 Presentation

Say to the Ss many of you must have heard of some good stories, including fairy tales. Can anyone tell us an interesting one?

(Let the Ss talk about some mysterious stories .look at the pictures and use them to make up a story.)

Today we are going to talk about some mysterious stories. Look at the pictures and use them to make up a story. (Let Ss discuss it first, and then ask them to tell the class and act out their stories.)

（三）教学过程

Step 2 Warming up

Step 3 Listening comprehension

Now let s have some listening training.

Listen to the short play to the tape. Ask the students to listen carefully and do the exercises of this part in their books.

After listening, let the students discuss the mystery.

LISTENING TEXT 1:

Scene 1

John and Mary are in their apartment.

Mary: John, I can't find my necklace and my cellphone.

John: Maybe you just forgot where you put them?

Mary: No, I'm sure they were here on the table.

John: Look at this! There are footprints on the floor.

Mary: Hmm, the footprints look strange. They're so small! Let's follow the footprints and see where they go.

Scene 2

John and Mary follow the mysterious footprints.

John: Aha! The window is open. Someone must have climbed up the tree, gone in through the window, and stolen your cellphone and necklace.

Mary: I think you're right. Oh, and look at this – there is something on the floor here.

John: What is it?

Mary: I'm not sure. It's red and it looks like ... hair! Yes, it is hair. Very thick red hair.

John: This is getting more and more mysterious.

Scene 3

John and Mary have gone into the garden to look for more clues.

Mary: Look, here are more footprints.

John: And what is this? A banana peel.

Mary: A banana peel? What's it doing in our garden? John: I think I know who stole your cellphone and necklace.

Answers:

Scene 1 1 B 2 A Scene 2 1 D 2 C Scene 3 1 B 2 It's a monkey.

Step 4 Speaking practice

Divide the class into several groups after going though the 3 different situations given in the book. Help each group to choose one and discuss what will happen next.

After the discussion, one student of each group is asked to report their imagined story. Then the whole groups are required to act it out in class.

Model play of The Secret of the Black Tower

NOTE: (Scene 1 should consist of dialogue based on the description in the SB)

Scene 2

NARRATOR: ... The three friends have gone to bed and are trying to fall asleep when suddenly they hear a sound they'd never heard before.

LI RONGll: (raising his head from the pillow) My God! What was that?

ZHANG FEI: Oh, my, what was that indeed?

BAO NAN: Who cares? Get some sleep!

LI RONGll: Huh? Get some sleep? How can you sleep when you know that --

BAO NAN: Know what? That a terrible monster is about to eat us? 11

ZHANG FEI:. Or maybe it's a dragon that will breathe fire on us!

BAO NAN: Or maybe it's an old rat that ran into a wall and hurt itself.

ZHANG FEI: There are rats in this tower? Li Rongji, you told me this tower had no rats?

LI RONGll: Of course, there are no rats.

BAO NAN: Li Rongji is probably right.

LI RONGll: (wearing a big smile) Ah, so you agree it could be a monster.

BAO NAN: I didn't mean that. I mean it's got to be a mouse. Now go back to sleep, silly.

LI RONGll: I am not silly!

NARRATOR: Suddenly they hear the noise again, only this time it is louder.

LI RONGll: Does that sound like a mouse to you? Huh? Huh?

ZHANG FEI: Yeah, mice squeak, they don't roar.

BAO NAN: OK. Then go have a look and find out for yourself.

LI RONGll: What? Are you crazy? I'm not climbing down those stone stairs by myself in the dark. Oh, no!

BAO NAN: Then take Zhang Fei with you. And let me get some sleep.

NARRATOR: After making some plans, they take off their shoes to beat the monster, they climb down the stairs. Just as they are passing a small window in the tower they hear the sound again.

LI RONGll: Oh, my! There it is again!

ZHANG FEI: (looking out the window) Look! A rainstorm!

TOGETHER: And lots of lightning. (They look at each other, feeling ridiculous. For a moment, the lightning stops and it becomes very quiet. )

BAO NAN: Zzzzz….Zzzzz

LI RONGJI: What was that? That noise came from inside this tower.

ZHANG FEI: You're a great detective, Li Rongji. (He yawns.) That's Bao Nan having a good rest.

LI RONGJI: Huh? Get some sleep? How can you sleep when you know that

BAONAN: Know what?

（四）总结扩展

Step 5 Necessary language points

The aim of this class is to foster the abilities of listening and speaking, as well as imagination. If time permits, let one student gives a situation in each group, and the others create a good story accordingly.

Listening and speaking听说要点

1>Each scene will give you a clue that you can use to solve the mystery..

clue [用法]n.[C] (解决疑案、问题等的)线索,迹象,提示[(+to)]

[举例]“Do you know the time of the next train?” “I don t have a clue.”

“您知道下一班火车的时间吗?” “我一无所知。”

The police have no clue to his identity.

警察没有可以确定他的身份的任何线索。

mystery [用法]n. 神秘的事物;难以理解的事物;谜[C]]

[联想]mysterious a. 神秘的;不可思议的

2>The black tower is a scary place.

scary [用法]a.1. 引起惊慌的 2. 胆小的;提心吊胆的

[联想]scare vt. 惊吓,使恐惧

scared a. 吃惊的, 吓坏的; 恐惧的

Step 6 Summary小结:

Step 7 Homework

Period 2第二节

（一）明确目标

1. Develop the students reading ability, especially their reading comprehension.

2. Read the reading passage and know about the play.

（二）整体感知

Step 1 Presentation

Today we come to the Reading. It s about a necklace. The play is based on a French story written by a writer called Maupassant. There are 3 leading characters in the play: Mathilde Loisel, Pierre and Jeanne. We will come to 3 scenes given in the text.

（三）教学过程

Step 2 Pre-reading discussions

Questions 1-3: answers will vary.

Step 3 Reading

Read the text carefully again, and give the students some explanations.

1. Let’s the students read the first scene of the play as quickly as they can. Try to answer the following questions.

(1) what‘s the matter with Mathilde?

(2) Why didn’t Jeanne recognize her at first?

(3) Why has she been working so hard?

(4) Why did she need to borrow some jewellery?

2. The students are encouraged to find out more about the necklace in scene two. Now, the story goes back to ten years earlier. Some comprehension questions are also given.

(5) Why was Mathilde worried?

(6) What did Pierre suggest?

(7) What did they decide to do?

3. In scene 3, we’ll find out the ending of the story. Read it quickly and find what happened on the way home after the ball.(suggested answer: Mathilde saw the necklace was no longer around her neck.)

参考答案：

(1) She has been working hard for 10 years.

(2) She looks older than her age and she doesn’t look well.

(3) Because of the diamond necklace.

(4) She was invited to a ball at the palace so she needed to borrow some jewelley.

(5) She didn’t have an evening dress or any jewellery to wear.

(6) Pierre suggested borrowing some jewellery from a friend who might lend her some.

(7) Mathilde decided to go and borrow some jewellery from Jeanne.

Step 4 Listening to the reading passage

Play the tape for the students to listen and follow. Pay attention to the pro- nunciation and intonation. Listen to the tape of the 3 scenes one by one, and make sure the students understand it, dealing with some language points.

Step 5 Post-reading

1. Mathilde returns to the palace where the ball was held to ask about the necklace .ask the students to

make a dialogue between Mathilde and another person in the palace.

2. Ask the students:” how do you think Mathilde felt when Jeanne told her the stone in the necklace

were made of glass, not diamonds?”

Let the students continue the story and write a similar scene.

Answers to Part 1:

1 E 2 C 3 B 4 F 5 A 6 D

Sample story for Part 2:

Scene 4

M = MATHILOE P = PIERRE

M: You will never guess whom I met today in the park. P: Oh, was it someone important?

M: Why, yes, you could certainly say that. (Looking at him.) I met Jeanne.

P: No, you don't say?

M: Yes, she was sitting there when I walked by but she didn't know it was me.

P: How could she forget? (He sees his wife putting her hands to her face) Oh, I'm sorry.

M: That's all right. Anyway, we both know I did it to myself.

P: Did what, dear?

M: Made a fool of myself. I simply had to be the loveliest lady at the ball and look what it cost me and you. I'm sorry.

P: Forget it, dear. What's past is past. You mustn't keep blaming yourself.

M: But you don't know the worst part. Oh, I still can't believe it! She told me that the diamond necklace wasn't real.

P: What do you mean? M: It wasn't real. It was only worth a few hundred francs.

P: Oh my goodness! And we worked so hard to pay for that necklace. Our whole life... But at least we did the right thing. We must forget about the past. At least we still have each other.

M: (not listening) And to think she gets to keep the necklace now! (She shakes her head many times)

P: Forget the necklace. It can only bring you as much trouble as the old one.

（四）总结扩展

Step 6 Summary 小结

Step 7 Homework

Period 3第三节

（一）明确目标

1. Learn about the useful words and expression in the reading text.

2. Learn how to use “had better”, “should” and “ought to” while giving advice.

3. Discuss the answers to all the exercises in the Students’Book.

（二）整体感知

Step 1 Presentation

In this class we’ll first go through the text and learn to use some language points. And then we’ll discuss the exercises together with each other.

（三）教学过程

Step 2 Language points in the reading text

1>But I don t think I know you.

[解释]本句包含否定转移现象。一般说来，think, believe, suppose, expect, fancy, imagine

等动词后面宾语从句的否定词要转移到主句中，即主句的谓语动词用否定式，而从句的谓语动词用肯定式。（更多解释请到语法专栏）

2>But you may not remember me..

may [用法]v.aux.1. (表示可能性)可能,也许

2. (表示许可或请求许可)可以

3. (表示希望、祝愿等)祝,愿

4.may not表示可能不或不可以

[举例]She may be a nurse. 她可能是个护士。

“May I come in?” “Yes, please.” “我可以进来吗?” “请。”

May you succeed! 祝你成功!

3>I would rather not tell you..

would rather [用法]1.would rather+动词原形，表示宁愿做什么

2.否定形式为would rather not do

3.would rather加句子常用虚拟语气形式，从句动词用过去式

4>So I need to borrow some jewellery..

jewellery [用法]珠宝之总称 [联想]jewel [c]

5>And a new dress costs over four hundred francs..

cost [用法]vt.1. 花费 2. 使付出(时间、劳力、代价等),使丧失

[举例]The car cost him around ten thousand US dollars. 这车花去他一万美元左右。

The error cost the company one million pounds. 这错误使公司损失了一百万英镑。

6>Does that matter?

matter [用法]vi. (常用于否定句和疑问句)有关系,要紧

[举例]All these things do not matter now. 所有这一切现在都无关紧要了。

7>She married a man with a lot of money.

marry [用法]见高一上册 unit 2

8>So I called on you and asked if I could borrow some jewellery..

call on [用法]拜访某人 [联想]call at 访问某地

9>You tried it on and it looked wonderful on you.

try...on [用法]试穿

10>Well, after all these years we ve at last paid off all our debts

pay off [用法]还清 [联想]pay for 付钱买什么；为什么付出代价

11>It was worth five hundred francs at most.

worth [用法]a.1. 有(...的)价值,值... 2. 值得(做...)

[举例]This necklace is worth 1,000 US dollars. 这条项链值一千美元。

That novel is not worth reading. 那部小说不值得一读。

The exhibition is worth a visit. 这展览值得一看。

[联想]be worthy to be done; be worthy of being done

Step 3 Practice: Vocabulary

1. Let the students do the two exercises in their books. Both of them can help to consolidate their learning of the new words and phrases. Allow them to discuss in pairs.

Answers to Exercise 1:

1 continue 2 ball 3 recognise / recognize 4 diamond 5 jewellery / jewelry

Answers to Exercise 2:

1 payoff 2 any more 4 call on 5 at the most 7 at all

Step 4 Practice: Grammar

2. Grammar talks about possibilities

When you are very sure of something, you use “must” in positive sentences and “can not” or “can’t” in negative sentences.

When you think that something is very possible, you use “can”.

When you think that something is possible, but you are not very sure, you use “could”, “may” or “might”.

Go through the sentences in the book with the whole class.

Answers to Exercise 1:

1 He can't be at home. / He must be out.

2 They must earn a lot of money.

3 They must be poor. / They can't be very rich.

4 He must be terribly busy.

5 It must be very interesting.

Answers to Exercise 2:

1 must / may be 2 can't be 3 must / may be 4 can't be 5 must / may be

（四）总结扩展

Step 5 Summary

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

Step 6 Homework

Period 4 第四节

（一）明确目标

1. Review the language points learnt last period.

2. Do some reading about Snacks.

3. Do some writing to develop the students writing skill.

4. Get students to know the use of the modal verbs: must, can /may /might

(二) 整体感知

Step 1 Presentation

Today we are going to deal with the part “language study”. First, let’s come to “words study”, and then we’ll talk about the grammar.

（三）教学过程

Step 1 Question the students on some language points

Step 2 Integrating skills

Many students like having snacks. Is the habit good or bad? Let s read “Snacks“.

Step 3 Listening to the Passage

Step 4 Reading comprehension

After fast reading, do the following True-or-False exercises.

Answers to comprehension

1 TV shows have plots, that is, they tell stories just like a play. Computer games don't really tell stories but they do have a beginning, middle, and end to their action, like plays and characters.

2 The roles we play in life may be real or fake. We may act the way we truly think and feel or pretend to be someone we are not-just like an actor does. Often the role we play depends on our relationship to others, especially how we feel about them.

3 Shakespeare once wrote, ”All the world's a stage,“ If life is like theatre, then we are all actors on its stage. Some of us have big roles to play while others have small roles. But each role is important to the success of the play, just like in the real life.

4 The task here is for Ss to take one of the two prompts from the reading and create a play around it. One deals with a student who meets an alien on her way to her grandmother's home. The other involves a student who meets a girl on her way to school who looks exactly like her.

Give the students some explanations when necessary.

Step 5 Writing

Now let s have some listening training.

Sample plays:

1 A strange encounter

Cast of characters

Jane, a teenage girl

Jane 2 (”Girl“), Jane's clone

J = lane; G = Girl

(Jane is walking down the street. She is on her way to school and is carrying a book bag. She is smiling and singing a song. Suddenly another Girl comes towards her. Jane looks at her and seems surprised.)

J: (to herself): Hmm, that's strange. That girl looks familiar.

(The Girl comes closer. Both girls stare at each other. They look shocked. After a brief silence, they start speaking at the same time.)

J and G: Oh my! It's me!

J: You look just like me!

G: No, you look like me!

J: I'm Jane. What's your name?

G: My name is Jane 2.

J: We have the same name!

G: No, my name is Jane 2, you know, the number two, not also too.

J: What do you mean?

G: I'm not sure, but I think that you must be my clone.

J: Your what?

G: Your clone. You know, like a twin, or a copy.

J: I didn't know I had a twin.

G: Well, I only found out yesterday. That's why I came here, to find you and try to find the scientists that made me. We must find him!

J: This can't be true! There are no human clones. They must have been lying to you.

G: Think about it. Look at us. We are the same. We must be clones.

J: If you are right, then why didn't my parents tell me about you?

G: They must not have known. But we can't keep it a secret anymore. We must go and tell them at once.

J: OK, let's go. (Girl moves towards exit.) No, wait. I have a better idea. If we are the same, and if nobody knows it, maybe we should try to have some fun before we tell people. Let's go to my school and play a trick on my classmates.

(They laugh and walk off stage.)

2 You must believe me!

Cast of characters

Mary Smith, a teenage girl

Peter Scoles, one of Jane' s classmates

Steven Smith, Mary's father

Angela Smith, Mary's mother

Ploink and Bzoink, aliens from the planet Hummdrumm

M = Mary; J = Jeff; S = Steven; A = Angela

Scene 1

(Mary is sitting at home. She is reading a book. Suddenly a strange red light shines from a corner of the room. There:S- a loud crash and suddenly Jeff is standing in Mary’s room.)

M: Jeff! Where did you come from?

J: (Looks around.) Where am I? Is that you Mary? M: Yes, of course it's me.

J: Quick, tell me what year it is!

M: What do you mean? It's 20O4! What a strange question.

J: ! Thank goodness! Oh, Mary, I'm back!

M: What do you mean ”you're back?“ Where have you been?

J: I've been to the future!

Scene 2

(Jeff and Mary are talking to Steven and Angela, Mary’s parents.)

A: Now, that's a strange story, Jeff. You say you were on your way to your grandmother and then some ...

J: Small green men.

A: Small green men took you to the year...

M: 4089.

S: That's ridiculous, Jeff. Your story can't be true. You must be lying or trying to play a trick on us. You mustn't lie to people, Jeff!

J: I'm not lying, Mr. Smith! It's true. I know it must seem strange, but I am telling you the truth. You must believe me. The people in the future warned me about something terrible that will happen next month. We must stop it from happening!

A: You must understand that it is difficult for us to believe you, Jeff.

J: Please listen to me! Here's what they told me...

(Scene ends. The next scene is set in the future. The aliens are telling Jetf what will happen.)

Scene 3

(The year 4089, aboard an alien spaceship. Ploink and Bzoink are showing Jeff what the Earth looks like in the future. They are wearing speaking devices that translate what they say into English.)

P: Look, Jeff, I know this is difficulty to believe, but you must listen to us. It's for your own good. Look at the earth down there. Do you see any people or animals?

J: No, no... it's all... empty and quiet. And there are no trees or planet. And why is the water black?

B: That's what we are trying to tell you. All life on earth will die unless you start thinking about the environment.

J: Oh my! What happened? How did the earth end up like this? It was such a beautiful planet!

P: Yes, it was. But it's not too late. That's why we have been sent here. You can save the earth!

J: Me? Save the earth? No, that can't be right. I'm just a middle school student. I can't do anything about this.

B: You're wrong, Jeff. There is something you can do, in fact must do if you want to keep the future from looking like this.

J: But what can I do? '

P: It's simple. We have looked at what happened in the past and we know that what you did...

B: Or rather what you didn't do!

P: That's right, what you didn't do caused all this.

J: What, me? How?

P: Next month, there will be a special program about the environment in your school. You and your classmates were asked to take part in a speech competition.

J: Yes, but I'm not going to give a speech ...

B: That's the problem! We have looked at another possible future...

J: What do you mean ”another future“?

P: We can do that. We saw another future where you gave the speech together with your friend Mary. You won the speech competition and were chosen to give: your speech on TV. People listened to your speech and started thinking about the environment. You and f your classmates learned more about the environment, as did students all over the world. Because so many people thought about the environment and made small changes in their life, the earth was saved. Look at this. (They show Jeff another future, where the earth is green and blue again and full of life and happiness.)

J: (With tears in his eyes.) That's beautiful.

P: Now go back and give that speech, Jeff. The future of this planet depends on it.

J: Yes, I must. I will. Let's go!

（四）总结扩展

Step 6 Necessary language points

Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

1>I don t like plays that much..

that [用法]ad.【口】那样,那么

2>I act as one of the heroes in the game..

act as [用法]充当；担任

3>Why don t we try writing a play of our own?

try writing [用法]见高一上册 unit 12

4>And Besides, we have to start somewhere if we want to learn how to write plays..

Besides

[用法]ad. 此外,而且,加之

[举例]The driver couldn’t see either. Besides, the roads are nearly impassable.

刚才司机也看不清楚。而且这些路简直无法通行。

Besides, I want you to promise me one thing. 此外,我要你答应我一件事。

5>If we work together, we might come up with a very good story.

come up with [用法]见高一上册 unit 3和unit 9

Step 7 Homework

Period 5 第五节

（一）明确目标

1. Do some listening to improve the students listening ability.

2. Making simple dialogues to train the students speaking ability.

（二）整体感知

Step 1 Presentation

Today we come to the Workbook and do the listening comprehension and also do some talking practice.

（三）教学过程

Step 2 Listening comprehension

LISTENING TEXT

W: Woman P: Policeman

W: Excuse me, please. I've lost a necklace. I wonder if anyone has brought it in here.

P: When did you lose it?

W: I lost it in the street yesterday when I was on my way home from a party.

P: Are you sure you lost it in the street?

W: Yes, I’m sure. I had it on when I put on my coat to leave the party. When I got home and took my coat off, it was gone. I’ve looked in the hall of my house, but I can’t find it.

P: Right. I’d better write down the information. Then if anyone hands it in, we can return it to you. May I have you name, please?

W: Mrs. Roome. That’s R-double oh-M-E.

P: And the address?

W: 40 Spring Gardens, Knotley. That’s K-N-O-T-L-E-Y.

P: And is there a telephone number?

W: Yes, it's 0993 464392.

P: Where did you lose the necklace?

W: Somewhere between High Street and Spring Gardens.

P: Could you describe the necklace to me?

W: Yes. In the centre there's a large light blue stone, rather like an egg. And on either side there are small round stones and long thin ones; they are light green in colour.

P: Right, Mrs. Roome. If it comes in here, we'll ring you.

Answers:

Ex. 1: Picture 4

Ex. 2: Mrs Roome 40 Spring Gardens, Knotley 0993 464392 Between High Street and Spring Gardens

Ex. 3: 1 lose 2 sure you lost it 3 May I have your 4 And the 5 is there a telephone

6 Where did you lose the 7 Could you describe the necklace

Step 3 Talking practice

Situation 1

(Mathilde and her husband are sitting at the breakfast table. They both look sad and shocked.)

M = Mathilde H = Husband

M: Oh my! I can't believe I lost the necklace. What are we going to do? (She starts crying.)

H: There, there, don't cry. We'll think of something. Maybe someone has found it.

M: Oh, if only that were true! That necklace is very expensive. We must find it so we can return it.

H: Well, if we don't find it, we'll have to tell your friend that you lost her necklace.

M: That's impossible! I couldn't live knowing that I had lost my friend's necklace. No, if we don't find it, we'll have to buy a new one.

H: How can we buy a necklace like that? We don't have that much money?

M: I don't care what we'll have to do, as long as we return the necklace. (She is getting upset again.)

H: Ok, calm down. I suppose we could try to borrow some money at the bank. Of course, it would take us many years of hard work to pay back the loan.

M: Oh darling, we must! Please help me! We can make it if we both try our best.

H: I know we can. Let's go to the bank tomorrow and see about that loan.

M: Thank you!

Situation 2

(Mathilde returns after talking to her friend. She looks tired. Her husband is sitting in his chair. He is old and tired.)

M: Oh, Pierre! Pierre!

H: What is it?

M: I just talked to the friend whose necklace I lost. You can never guess what she told me!

H: What?

M: The necklace ...

H: Did she discover that we had bought a new one?

M: No. Oh, the necklace I lost, it, it ... it wasn't real!

H: Not real? What do you mean?

M: It was made of glass.

H: Oh my! And we... we worked so hard to pay back that loan. All those years.

M: I was angry at first and I felt so stupid, but now I think we still did the right thing. We may have worked hard and ...

H: At least we did what we had to do.

M: Yes. But, if only...

H: Yes, if only...

Step 4 Sample talking

Step 5 Summary 小结

Step 7 Homework

Period 6 第六节

（一）明确目标

1. Discuss all the answers to the exercises in the Workbook.

2. Learn to use the grammar knowledge

3. Further develop the students’ writing skills.

（二）整体感知

Step 1 Presentation

In the class

（三）教学过程

Step 2 Vocabulary

Answers to Exercise 1:

1 I except / besides 2 except (for) 3 besides

2 I called off 2 called on 3 calls... up

3 I brought back 2 bring about 3 brought up

Answers to Exercise 2:

1 dormitory 2 beautiful 3 precious 4 outline 5 qualities 6 lecture

Answers to Exercise 3:

1 come on 2 call on 3 hold on 4 kept on 5 went on 6 try on 7 turned on 8 put on

Step 3 Grammar

Answers to Exercise 1:

ID 2A 3B 4C

Answers to Exercise 2:

in, to, at, on, for, for, from, at, after, for, as, After, for, When, that, until, of, at

Answers to Exercise 3:

Various answers are possible.

1 I think the tiger must be in the box on the right because the princess doesn't want the young man to many the young woman. OR.. on the left because the princess wants to save the young man's life.

2 I think the tiger can't be in the box on the left because the princess doesn't want the young man to many the young woman. OR .. on the right because the princess doesn't want the young man to die / be eaten by the tiger.

3 I think the princess may wan_ to help the young man marry the beautiful young woman because she doesn't want the young man to die / be eaten by the tiger.

4 I think the princess may not want to see the young man go into the box with the young woman in it because she does not want the man to many the young woman.

Step 4 Integrating skills

We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using ”had better (not) , “ought (not) to or should (not) .

Many students like having snacks. Is the habit good or bad? Let s read “Snacks”.

Step 5 Listening to the Passage

Step 6 Reading comprehension

After fast reading, do the following True-or-False exercises.

1 Various answers are possible. Actors prepare for a performance by learning the lines of the play, but they also need to understand the character they are going to play. They may change the way they look or watch how a person like their character lives. (Students may also answer the question by describing how actors develop their basic skills, as outlined in the reading passage.)

2 I-Paragraph 2; 2-Paragraph 1; 3-Paragraph 5; 4-Paragraph 3; 5-Paragraph 4.

4 Various answers are possible.

Skill On stage In real life

Remember lines Remember what to say Study, take exams

Speak clearly Speak to the audience Give a speech, read poetry

Understanding feelings Playing a character Understanding ourselves and our

friends

Team work (Various answers Act together with other actors Study together, work together

are possible)

Step 7 Sample writng

Dear Fantastic Films,

My name is Song Lin and I am fifteen years old. I live in a town in western China. I read your ad and decided to send you a letter. I have always wanted to be an actor. When I was five years old, I used to sing songs and read poems to my family. In school, I have acted in many plays and I have also taken some classes in acting. Last year, I was given an award by our town for my performance in the play Let's Dance. I think I could be a good actor, because I am interested in people and the way they think. If I can study acting in your school, I am sure that I can learn the things I still need to become _ good actor. Becoming a star is not so important to me, but I would love to spend my life working in the film industry. I want to make films that show people how beautiful life can be and that make people smile and happy. Thank you for giving me this chance, I hope you will choose me as one of the students for your school.

Yours sincerely,

Song Lin

（四）总结扩展

Step 5 Summary

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

4. Workbook

1>Have you ever dreamed of becoming an actor?

dream of [用法]1. 梦见 2. 梦想;渴望

[举例]I dreamt of seeing her last night. 我昨晚梦见了她。

Many boys dream of becoming pilots. 许多男孩梦想成为飞行员。

2>The first thing an actor must have is the desire to become an act and the belief that he can act well.

desire [用法]见高一上册 unit 11

belief that... [用法]that引导的是同位语从句。高一上册就多次出现，如高一上册 unit 1以及unit 9等。

3>Students are then asked to close their eyes, concentrate on the object...

concentrate [用法]vt.1. 集中;聚集,集结(+on/upon)

vi.1. 集中;聚集,集结 2. 全神贯注;全力以赴(+on/upon)

[举例]We must concentrate our attention on efficiency.

我们必须把注意力集中在效率上。

Our population is concentrated in the big cities. 我国人口集中在大城市里。

She couldn’t concentrate on a book very long. 她不能长时间专心读一本书。

4>When Tom Hanks shot the film, he had to lose a lot of weight to look like someone.

shoot [用法]拍摄

[举例]The new movie was shot in Africa. 这部新的影片是在非洲拍摄的。

Step 7 Homework

Period 7 第七节

1．检查本单元单词、短语及相关句型。

2．讲评统一布置的课外基础练习。

篇6：人教版高一下英语教案高一第十三单元(人教版高一英语下册教案教学设计)

Healthy eating

I. Teaching aims and demands 教学目标和要求:

1.Topics 话题

1>Talk about healthy food and junk food

2>Talk about eating habits and health

2.Function: 交际功能

看病(seeing a doctor)

Patient: I’ve got a pain here. This place hurts. I don t feel well. There is sth. wrong with...

Doctor: Lie down and let me examine you. Let me have a look. Where does it hurt?

Drink plenty of water and get some rest.

发表意见 (giving advice and making suggestions)

What can I do for you? Can I help you? What’s the matter? I advise you to... You d better...

I think you should... Why not... I suggest you... Why don’t you...?

3.Vocabulary 重点词汇和短语

fat; stomach; fever; salad; peach; ripe; ought; examine; plenty; energy; soft; bar; fuel; diet; pace; bean; fibre; mineral; function; chemical; balance; fit; digest; gain; sleepy; brain; peel; tasty; mushroom; steam; boil; bacon; lettuce; mixture; spoonful; slice; junk food; ought to; plenty of; keep up with; make a choice; now and then; roll up

4.Grammar:语法

情态动词(1)---had better; should; ought to

1 就某事向某人提出建议或发表自己的观点---使用had better(not)

2 劝说某人做某事或不要做某事,向某人提出忠告---使用should(not)或ought (not) to

II. Difficult points

III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法:

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

2. Listening-and–answering activity to help the students go through with the listening material.

3. Use both individual work and group or pair work to make every student work and think in class

V. Teaching procedure:

Period 1第一节

（一）明确目标

1. Talk about eating habits and health.

2. Practise seeing the doctor, giving advice and making suggestions.

3. Warming up to arouse the students love in talking.

4. Do some listening to improve the students listening ability.

5. Making simple dialogues to train the students speaking ability.

(二) 整体感知

Step 1 Presentation

（三）教学过程

Step 2 Warming up

(1) Open your books on Page 1 and look at the eight pictures in it. Discuss in pairs what are junk foods or healthy foods.

Answers：

Photo 1: Junk food: fast food (French fries and hamburgers)

Photo 2: Chinese street food (dumplings, corn, noodles, and rice)

Photo 3: Food group: vegetables (cabbages, tomatoes, carrots, cucumbers)

Photo 4: Food group: (peanuts, fried bread, nuts)

Beans and nuts; bread and grains

Photo 5: Food group: fruits (bananas, apples, pears, oranges, grapes)

Photo 6: Food group: meats (beef, chicken, pork, fish)

Photo 7: Junk food: desserts (ice cream, candy, candy bars, chocolates)

Photo 8: Food group: (tofu, mushrooms)

Vegetables; beans and nuts

(2) Ask your classmates what they like to eat. And fill in the table.

Step 3 Listening comprehension

Now let’s have some listening training. In this activity Ss will hear a conversation between a mother and her son. Mike, the son, is trying to recall everything he had to eat earlier that day. Instructions Have Ss listen to the tape script carefully and then answer the questions.

LISTENING TEXT 1

Part 1

MIKE: Ohhh, ouch, my stomach hurts!

MUM: What's wrong, Mike?

MIKE: Oh, my stomach hurts. I must have eaten too much today. .

MUM: Well, what did you eat?

MIKE: For breakfast, I had two pieces of chocolate, a glass of coke and two cookies.

MUM: That isn't a very healthy breakfast. What else did you eat?

MIKE: Around 8:30 I was hungry again, so I ate an apple and a bag of potato chips.

MUM: Uh-huh.

MIKE: And then I had a couple of sandwiches at ten. MUM: That's a lot of food! Did you eat anything else?

MIKE: Well, yes, I had lunch, too.

MUM: What did you have for lunch?

MIKE: Hmm, let me see, I had two hamburgers, two large orders of French fries, an apple pie, and a large milkshake.

MUM: Oh, my! Well, no wonder your stomach hurts. But maybe we should go to see the doctor just to be sure.

Answers:

1 He has a stomachache.

2 Two pieces chocolate, a glass of coke, and two cookies.

3 Answers will vary since Ss are asked their opinions.

LISTENING TEXT 2:

DOCTOR: Hi, Mike. Hi, Mrs. Peterson. How are you?

MUM: I'm fine, thanks. But Mike has a stomachache. He ate too much today. All junk food.

DOCTOR: Well, let's take a look. Come here, Mike. Where does it hurt?

MIKE: On the left side, right here.

DOCTOR: Here?

MIKE: Ouch! Yes!

DOCTOR: Hmm. Let me check and see if you have a fever. Put this in your mouth.

MIKE: Hmmffgg.

DOCTOR: Now, let's see. No, your temperature is normal. Your mum's right - you probably just ate too much. Here, take these pills tonight and tomorrow morning and see if you feel better. If anything changes or you don't feel better, give me a call.

MUM: Thank you, doctor.

MIKE: Ouch. Yeah, thanks, doctor.

Answers:

1 His left side hurts.

2 No, he doesn't. His temperature is normal.

3 Take some pills and call him if there is a problem.

Step 4 Speaking practice

Everyone wants to be healthy and strong. But sometimes we are not feeling well. 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. Here are three situations for you. Choose one of them and make up a dialogue with your partner according to the example given and then act out.

Sample dialogue 1:

D= Doctor; L = Lily

D: What seems to be the trouble, Lily?

L: I'm not sure. My back hurts but so do my legs.

D: Oh? Let's have a look. Does your back hurt here?

L: No, a little lower.

D: How about here?

L: Ouch. Yes, right there. Ohhh.

D: Show me where your legs hurt.

L: They hurt behind my knees and here on this part. D: That's called the calf of your leg. Well, you might have two problems.

L: Two problems? Oh no, is that serious?

D: I don't think so. Have you done any heavy lifting recently?

L: Why, yes. Last night I helped my cousin carry some boxes of books to her room. We had to walk all the way from her school.

D: I see. Well, you have a sore back from lifting too much. Have your mum rub it for you.

L: OK. But what about my legs?

D: Nothing to worry about them. They're just tired from so much walking! So take a rest today.

L: Oh, great! No housework! Thanks, Doctor.

Sample dialogue 2

D = Doctor; P = Patient

D: Good morning. How are you feeling today?

P: Good morning, doctor. Oh, I'm not feeling so good. D: What's the matter?

P: I'm coughing all the time.

D: I see. And do you have a fever?

P: Yes, I think I do. And I have a terrible headache.

D: OK. Lie down and let me examine you. Let's check your temperature. (The doctor takes the patient's temperature.) Well, you have a bit of a fever, but nothing to worry about. Let's listen to your cough. (The doctor asks the patient to cough and listens to the patient's chest and breathing.) It sounds ok. You have a cough, but your lungs sound fine. Do you have difficulty breathing?

P: No. I just have a cough.

D: I think you have a cold. I will give you some medicine for your cough. Drink lots of water and get plenty of rest. Stay in bed until your fever goes down. If the fever doesn't go down, or if it goes up, please call me immediately.

P: Thank you, doctor.

Sample dialogue 3

D = Doctor; P = Patient

P: Ouch! Doctor, doctor, please help me. Ow, it hurts!

D: Calm down. Where does it hurt?

P: My arm hurts, right there. I fell off my bike and hurt my arm.

D: Let me have a look. Hmm, that's a big bruise. Can you move your fingers?

P: Yes, but it hurts.

D: It looks like your arm might be broken. We are going to have to x-ray it to make sure. Please go with the nurse.

（四）总结扩展

Step 5 Necessary language points

Listening and speaking听说要点

1>Does Mike have a fever?

fever [用法]发烧,发热;热度;狂热,高度兴奋

[举例]He had a slight fever. 他有点发烧。

Everyone was in a fever of excitement. 所有的人都兴奋之极。

[联想]feverish a.1. 发热的,发烧的 2.狂热的,兴奋的

[举例]You re a bit feverish, you should go to bed. 你有点发烧,你该上床去。

They worked with feverish haste to finish the job.为了完成此事他们以狂热的速度工作着。

2>My left arm is broken. It really hurts.

hurt [用法]vt.1. 使受伤 2. 使疼痛 3. 伤...的感情;使(感情)受到伤害 4. 损害,危害

vi.1. 疼痛 n.1. (精神上的)创伤 2. 伤;痛

[举例]No one was seriously hurt in the traffic accident. 在这次交通事故中没有人受重伤。

The tight shoe hurt my foot. 这只鞋太紧,把我的脚挤疼了。

He inadvertently hurt her feelings. 他无意中伤了她的感情。

3>---What s the matter?---I have a pain here.

Ask the patient what is wrong and give him some advice.

What's the matter [用法]怎么啦？有什么毛病？

pain [用法]n.1. 疼痛;痛苦 2.辛苦,努力[-s] vt.1. 使烦恼,使痛苦 2. 使疼痛

vi.1. 引起疼痛,感到疼痛

[举例]It pained me to see my child suffer like that.看到我的孩子受这样的罪,我心里非常难过。

My arm is paining. 我手臂疼痛。

4>Was the peach ripe or green? You ought to be careful with fruit.

ought to [用法]1.应当,应该 2. (表示可能性、期望)该

[举例]Students ought to study hard. 学生应该努力用功。

You ought to read his novels. 你应该读读他的小说。

It ought to be a fine day tomorrow. 明天该是好天气。

careful [用法]a.1. 仔细的;小心的[(+of/about/with)][+to-v][+v-ing][+Wh-][+(that)]

[举例]John was careful not to say anything about this to her.

约翰小心翼翼,避免向她提及此事。

Be careful with the dynamite. 当心这炸药。

5>You d better get some rest.

had better [用法](劝告、建议说)最好做某事;比较有用的办法是...

[注意]否定、疑问、反意问句的使用.

6>I advise you not to eat fruit that isn’t ripe in the future.

advise [用法]vt. 劝告,忠告[(+ sb + to do)][+doing][+that+(should)do]

[举例]We advised her that she (should) wait. 我们劝她等。

We advised him not to act in haste. 我们劝他不要匆忙行事。

7>Lie down and let me examine you.

examine [用法]vt.1. 检查;细查;诊察 2. 审问;盘问[(+on)] 3. 测验[(+in/on)]

[举例]The doctor examined the boy and found there was nothing the matter with him.

医生检查了男孩的身体发现他是健康的。

Step 6 Summary小结:

Today we’ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

Step 7 Homework

1. Please practice talking about going to the doctor.

2. Please preview the reading text.

Period 2第二节

（一）明确目标

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.

2. Develop the students reading ability.

（二）整体感知

Step 1 Presentation

Today we come to the Reading. It s about a healthy diet and tells the importance of keeping a balanced diet. Read the text quickly and answer the following questions. Remember that this activity is intended to get Ss to begin thinking about the topic of the reading. As such, its purpose is more to spark discussion than to find facts.

（三）教学过程

Step 2 Pre-reading discussions

Answers to the exercises:

1 No correct answer: all three choices can provide energy, but at different levels depending on when they are eaten (consumed) and how much (quantity) is consumed.

2 Three meals is common but answers may vary. The second part requires self-reflection.

3 Water is consumed in different liquids. Encourage Ss to consider this fact in their responses.

4 In the “Warming Up,” the Ss had to consider what is and isn't a snack. Their response to this question should reinforce, or add to, their understanding of just what a snack is.

Step 3 Reading

Read the text carefully again, and give the students some explanations.

① Reading

1. What do traditional diets often have? too much fat and too many calories

2. What can help our body fight disease and give us energy? vitamins, fiber and minerals

3. What contains a lot of protein? fish, meat and beans

4. Why do some people become vegetarians?

Because they believe it is healthier not to eat meat or they think we should not kill animals for food.

5. From the passage we can conclude that it is probably better, if___________.

we buy good food and keep a balanced diet

② How many paragraphs are there in this reading passage? 5

And What’s each paragraph about?

Para. 1 Keeping a balanced diet Para. 2 Choosing what to eat is difficult

Para. 3 Developing healthy eating habits

Para. 4 Choosing what to eat based on nutrients

Para. 5 Choosing according to what we believe

Step 4 Listening to the reading passage

Play the tape for the students to listen and follow.

Step 5 Post-reading

Answers:

1 It means the food we need to keep our bodies healthy and active. Green foods are organic foods, that is, foods that are grown and produced naturally. But not all green foods are actually green in color.

2 Any food that tastes good; any food that is healthy; any food that is a vegetable; any food that is organic; any food that is safe.

3 We have more foods to choose from and many of the foods are not produced organically; We are busier than in past years so we now have less time to eat than before; More snack foods are available since more people like to eat between meals; now many people are paying more attention to their health because others remind them to; some people refuse to eat foods produced with chemicals because they believe they are unsafe; some people care as much about the health and safety of animals as people so they refuse to eat meat; people today expect food to taste good and still be healthy, and they now have more choices when they go to market; many people don’t get enough nutrition from their food so they take supplements, especially vitamin pills.

4.Sample answers:

●People go to fast food restaurants because they are quick and convenient.

●Too much sugar and fat will make you as big as a whale.

●Some people start crash diets because they are in too much of a hurry to lose weight naturally.

●To keep a balanced diet, we must first make a list of the foods we most often eat.

（四）总结扩展

Step 7 Summary 小结

Step 8 Homework

1. Please read the reading text clearly and fluently.

2. Try to know and remember all the language points in it.

3. Please get well prepared for the exercises.

Period 3第三节

（一）明确目标

1. Learn some useful words and expressions in the reading passage.

2. Learn how to use “had better”, “should” and “ought to” while giving advice.

3. Do some reading about Snacks.

4. Do some writing to develop the students writing skill.

（二）整体感知

Step 1 Presentation

In this class, we’ll first go through the language points in the reading text. And then we’ll finish all the exercises in the Students’ Book.

（三）教学过程

Step 2 Necessary language points

Reading language points 课文要点：

1>Our eating habits have changed, as has our way of life.

as+倒装句 [用法]...也一样,即...and our way of life too.

2>If we want to keep up with the high pace of modern life, we d better make the right choices about what and how we eat.

keep up with [用法]1. 跟上 2. 和...保持联系

[举例]They walked so fast that I could not keep up with them. 他们走得那么快,我没法跟上。

She has kept up with some of her friends since her retirement.

她退休后一直同一些朋友保持着联系。

3>Some nutrients help build our body and make it stronger.

build [用法]vt.1. 建筑;造 2. 建立;发展;增进[(+up)]

4>Fish, meat and beans contain a lot of protein.

contain [用法]见高一上册 unit 11

5>Other nutrients help keep our body functioning well.

function [用法]n.[C]1. 功能,作用 2. 职务,职责

vi.1. (机器等)工作,运行 2. 起作用[(+as)]

[举例]The teacher did not explain its grammatical function.老师没有解释它的语法功能。

The sofa functions as a bed at night.这沙发在夜里可以当床。

6>Vitamins help our body fight disease.

fight [用法]vt.1. 与...作战;与...斗争

[联想]fight with 和...斗争;fight for 为争取...而斗争

7>But the choice we make are not just about nutrition..

not just [用法]同not only

8>Many people make their choices about eating habits based on what they believe.

based on [用法]见高一上册 unit 7; unit 9，此处为过去分词短语做定语。

9>Organic vegetables are those that are grown without chemicals that can be harmful to human beings or the environment.

chemical [用法]a.1. 化学的,化学上的,化学用的 n.1. 化学制品;化学药品[C]

[举例]He devoted his life to chemical research.他一生从事化学研究。

He is experimenting with a new chemical.他正在实验一种新的化学制品。

10>Because we have so much to choose from, many companies offer advice about what we eat.

to choose from [思考]动词不定式做定语什么时候要加‘尾巴’介词？

11>It is probably better if we spend our time and money on buying keeping a balanced diet.

probably [用法]ad. 大概,或许,很可能（比可能性大，而且常有一定依据）

[举例]He will probably refuse the offer.他很可能会拒绝这一提议。

spend [用法]spend...(in)doing; spend...(on)doing; spend...on/for sth

12>The same goes for crash diets that some companies say they will make us lose weight fast.

go for [用法]适合于；对...适用

[例句]What he said about you goes for me too.他关于你的一席话对我也适用。

lose weight [用法]体重减轻

[例句]I think she might have lost a bit of weight.我想她体重可能减轻了一些。

13>We ought to learn more about our body and the fuel it needs to keep fit.

fit [用法]此处：健康的;强健的

[例句]You look very fit, Mike.麦克,你看上去很健康。

14>Only in this way will we be ready for the challenges and opportunities in life.

Only in this way will we... [用法]only+状语放在句子开头要引起主句倒装

[例句]Only when you grow up will you understand the importance of learning.

Only then could he thought of me.

Step 3 Vocabulary

Answers to the exercises:

1 nutrients 2 diet 3 fibre/fiber 4 minerals 5 fat 6 sugar 7 protein 8 calories

Step 4 Grammar

Ss must use one of the modal verbs listed in the directions but expect the advice they provide in their answers to vary greatly. The important thing is for Ss to use each of the modal verbs (and their negative forms) listed at least once and to add different kinds of advice which a doctor might give to a patient. Encourage Ss to be specific and detailed in their advice.

Sample answers to Grammar Exercise 1:

1 You have a bit of a fever. You should stay home today.

2 You had better change your diet if you want to stay healthy.

3 If you are sick, you had better not go outside in the rain.

4 Before you eat an apple, you should make sure it is ripe.

5 You don't look well. You ought to get some rest.

6 You have a bad cough. You had better take this cough medicine twice a day.

7 This medicine will make you sleepy. You had better not drive your car until this afternoon.

8 There's nothing seriously wrong with your knee, but you should try not to run on it.

Note: In American English, had better and had better not are used much less often because it is considered stronger than should. Indeed, it can sometimes be taken as a threat, as in you had better do it ... or else, indicating that negative consequences will result from inaction.

Instructions to Grammar Exercise 2:

The purpose of this exercise is to provide Ss with practice in applying grammar to a real-life situation, in this case a newspaper advice letter. Have Ss read and discuss the model before doing it themselves. Remind Ss to follow a logical sequence when giving their advice to Xiao Lin.

Sample advice for Grammar Exercise 2:

1 First, you ought to talk to your friend about it before the dinner.

2 But if you don't want to ask her, then you had better do what she does at the table.

3 Of course, you should try all the food you are offered.

4 However, you shouldn't be too nervous. After all, you're her guest and she will try her best to make you feel comfortable.

（四）总结扩展

Step 5 Summary

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

Step 6 Homework

1. Learn the language points by heart.

2. Finish all the exercises in the book.

Period 4 第四节

（一）明确目标

1. Review the language points learnt last period.

2. Do some reading about the junk food “Don’t be a mouse potato”.

3. Do some writing to develop the students writing skill.

(二) 整体感知

Step 1 Presentation

Today we’ll first check up your words and expressions in the reading text learnt the other days. Then we’ll develop some reading and writing skills.

（三）教学过程

Step 2 Revision

Now let’s have a short dictation of words and expressions.

Step 3 Integrating skills

Many students like having snacks. Is the habit good or bad? Let s read “Snacks“.

Step 4 Listening

Now please listen to the passage, and pay attention to the pronunciation and intonation.

Step 5 Reading comprehension

After fast reading, 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

Suggested Answers:

Instructions Point out to Ss that a good snack doesn't have to be something you buy at the grocery store and eat out of a bag. As the article says, it can be a piece of frui_ or something simple you make like a salad. Ask Ss to 'rank their favourite snacks from ”most healthy“ to ”least healthy“ on the blackboard and try to reach an agreement about their list of rankings.

Extension Have small groups of Ss go on the Internet and do a word search with the phrase ”snack recipes.“ Ask them to write down or print out a recipe they find interesting. Now have each group present their list to their classmates by writing the ingredients on the board along with the name of the dish and either a photo or sketch of what it should look like when it is ready to eat. Then ask each group leader to give you the recipe for how to use the ingredients step-by-step. Now invite another group to guess how the ingredients should be prepared and have them write their recipe on the blackboard. This can be a competition to see which group can come closest to writing the correct recipe.

Sample recipe:

Crispy Beef Roll

Ingredients:

300 grams (0.66 lb) ground beef 350 grams (0.77Ib) bread crumbs 2 eggs

1 gram (1/4 tsp) MSG 2 grams (1/3 tsp) .salt 10 grams (2 tsp) cooking wine

5 grams (1/6 oz) finely cut scallions 5 grams (1/6 oz) chopped ginger

10 grams (1 1/2 tbsp) dry cornstarch 300 grams (3/5 cup) cooking oil

Directions:

1 Add to the ground beef the” salt, MSG, cooking wine, scallions, ginger and 5 g (1 tbsp) of the dry corn starch, and mix well until it becomes sticky.

2 Whip the eggs in a bowl.

3 Divide the ground beef into 3 portions and shape into long rolls 5 cm (2 inches) in diameter and 15 cm (6 inches) in length. Steam over strong fire for 10 minutes. When the rolls cool off, cover them with the whipped egg and bread crumbs.

4 Heat the oil in a wok to 110-135 °C (230-275 OF) and deepfry the beef rolls until they are a golden color. Drain off the oil.

5 Cut in a slanting way to divide the rolls into sections 3 cm (1.2 inches) long each. Put on a plate and serve.

Features: Golden in color.

Taste: Crispy outside and tender inside, the rolls are really delicious.

Give the students some explanations when necessary.

Step 6 Necessary language points

Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

1>Even if we choose nutritious food for our main meals, we probably still need to refuel now and then.

Even if [用法]同even though，即使；尽管

now and then [用法]同a little now and a little then; every now and then，有时候

2>Most fruits are naturally sweet and we can eat them just the way they are.

just the way they are [用法]意同in the way that they are

3>There are many recipes for simple and healthy snacks that taste great and keep us going.

taste [用法]连系动词，相关用法见高一上册 unit 12

Step 7 Writing

Ask the students to think about the question. They may work in pairs and make a list of reasons for or against eating meat, and then use the list to write their paragraph. You may also discuss the question with the whole class before the students write the paragraph.

Sample 1

DON'T EAT MEAT!

We should not eat meat or use animal products. A vegetarian diet is healthier than a diet with lots of meat. Vegetables and fruits contain more minerals and vitamins than animal products, so we should eat bananas instead of bacon. In the past, we had no choice, but today we know better. It is not right to kill animals for food or clothing and animals should not be kept in small boxes or cages. We must stop treating animals in this way. Finally, we must stop eating meat if we want to survive. Animal farms use up too much of our resources. We should use that land for other kinds of farming that

give us more food. If we stop eating meat, we will treat our animals better, protect our planet and use our resources in a better way. So please don't touch that hamburger, steak or sausage and don't buy that fur coat-help make the world better!

Sample 2

DON'T TOUCH MY STEAK!

Animal meat is delicious and nutritious and it should be part of everyone's diet. We should eat vegetables too, of course, but we should not become vegetarians or vegans. Meat tastes good and is healthy. It contains many of the nutrients we need to keep our body going. A good steak, for example, is an excellent source of protein. If we don't eat meat, we will get weak and sick. A lot of people would go hungry if we stopped eating meat.

Eating meat is natural. We are part of nature and animals are meant to be eaten. Some people may think that it is cruel to kill animals for food or clothes. But they forget that we are all part of nature. It is not cruel to kill animals, as long as we treat them well and only kill the animals we need for food. We must not kill them for fun and we should not treat them badly. It is true that some animals are kept in small cages and have a very bad life, but that doesn't mean that it is wrong to eat meat.

If we treat our animals well, we can enjoy a good steak when we are hungry and wear a leather jacket when we are cold. So please, all you vegans and vegetarians, don't touch my steak!

（四）总结扩展

Step 8 Summary

Step 8 Homework

1 Write a nice and correct passage according to the sample.

2 Get ready for the exercises in the Workbook.

Period 5 第五节

（一）明确目标

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.

2. Develop the students reading ability.

（二）整体感知

Step 1 Presentation

Today we come to the Workbook. First we’ll do some listening comprehension, and then we’ll do some talking practice.

Step 2 Listening comprehension

Now let s have some listening training.

LISTENING TEXT:

Part 1

W: Hello. May I take your order, please?

P: Urn, let me see. Ah, yes. I think I'd like to try the fried rice with egg and ham.

S: I'd like a vegetarian burger, please.

W: One fried rice and a vegetarian burger. Would you like a salad?

P: Well, maybe. What do you recommend?

W: I would recommend the house salad. It's light and fresh and we serve it with bread.

P: That sounds good.

S: I'd like the tomato salad, please.

W: Large or small?

P& S: Large, please.

W: And what would you like to drink?

P: I think I'll have a coke.

S: Me too.

W: Diet or regular?

P: Diet, please.

S: Same here.

Part 2

W: Good evening, sir. Are you ready to order?

K: Urn, yes. Well, I haven't quite made up my mind. Oh, yes. I'd like the onion soup, please.

W: Oh, I'm sorry, we're out of onion soup. Would you like the soup of the day instead?

K: What is the soup of the day?

W: It's chicken soup.

K: Oh, well, no thanks. I think I'll take the tomato salad instead. Oh, a small one, please.

W: One small tomato salad.

K: And then I'd like a cheeseburger, please. Does that come with French fries?

W: Yes, it does.

K: And could I have bread Tolls with that, please?

W: Of course. Let me see, a small tomato salad, a cheeseburger with fries and bread rolls. Anything else, sir?

K: No, thank you. .

W: And what would you like to drink?

K: I'd like a Sprite, please, and a cup of coffee after the meal. .

W: Sprite and coffee. Right.

Suggested Answers:

Part 1: one fried rice with egg and ham, one vegetarian burger, one large house salad, one large tomato salad, two diet cokes

Part 2: one small tomato salad, one cheeseburger with fries and bread rolls, one Sprite and coffee after the meal

Customers 1 and 2 (part 1) would have to pay $18.50 for their meal. Customer 3 (part 2) would have to pay $8.55.

Step 3 Speaking practice

Sample Dialogue1

A: Good evening, ma' am. May I take your order?

B: Yes. I'm a vegetarian, so I don't want to eat any meat. Do you have any vegetarian dishes?

A: Yes, we do. We have onion soup and two salads. We also have spicy tofu and a vegetarian burger.

B: Hmm. Well, I do like spicy food. Maybe I'll try the tofu. You said you had two salads, what are they?

A: We have a house salad and a tomato salad.

B: What's the house salad?

A: It's lettuce, tomato, onion, mushrooms and corn.

B: That sounds good. I'd like a house salad, please.

A: OK, so one spicy tofu and one house salad. What would you like to drink?

B: Orange juice, please.

Sample Dialogue2

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.

Sample Dialogue 3

A: Good evening. May I take your order?

B: Yes, please. I'm ordering dinner for three friends and I need your help. One of them is a vegetarian.

A: Well, we have a vegetarian burger. Do you think your friend would like that?

B: Yes, that's a good idea. My other friend does not like spicy food.'

A: In that case, I'd recommend either a BLT sandwich or a chicken roll-up.

B: I think a BLT sandwich will be fine. She likes sandwiches. What does it come with?

A: It comes with a choice of French fries or potato crisps.

B: Potato crisps. Now, my third friend loves Chinese food. What do you recommend?

A: The Sichuan-style pork is very popular.

B: OK, let's try that. Oh, and I'd like a vegetarian burger, too.

A: Right, so that's two vegetarian burgers, a BLT with crisps and a Sichuan pork. What would you like to drink?

A: Ah, that's easy: four diet cokes.

Step 4 Summary 小结

Step 5 Homework

1. Please Learn all the language points by heart in this unit.

2. Finish all the exercises in the Workbook.

Period 6 第六节

（一）明确目标

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. Do some reading about Snacks.

4. Do some writing to develope the students writing skill.

（二）整体感知

Step 1 Presentation

In this class, we’ll discuss the answers to the exercises in the Workbook and then do the Integrating skills. Write a

（三）教学过程

Step 2 Vocabulary

Answers to Exercise 1:

A mushroom grows in nature. Chocolate, sweets and ice-cream are made in factories.

We use calories to measure energy. Fibre, vitamins and minerals are nutrients.

A diet is a list of food you should eat. Peaches, salads and French fries are different kinds of food.

Steam, fry and boil are all cooking terms. Peel is not a cooking term.

Answers to Exercise 2:

1 fried, steamed 2 balanced 3 refuel 4 examination 5 ripe 6 chemicals 7 digested 8 taste

Answers to Exercise 3:

Various answers are possible.

A bowl of cooked rice contains very little fat while a plate of fried rice has 20 grams of fat.

There is very little fat in a plate of leafy vegetables, but there are 15 grams of fat in a small order of French fries. 100 grams of deep-fried chicken contains almost twice as much fat as 100 grams of cooked chicken.

Fruit and salad contain very little fat, while roast duck and chocolate contain a lot of fat.

Bread, steamed bread, cooked dry beans, vegetables and fruits are low-fat foods. Fried and roasted food, such as French fries, fried rice, deep-fried chicken and roast duck are high in fat.

Step 3 Grammar

Answers to Exercise 1:

1 should 2 should / must 3 mustn't 4 mustn't 5 must 6 should / could 7 May / Can 8. must / have to 9 will 10 must

Answers to Exercise 2:

1 The doctor tells Jane that she should exercise more.

2 If you are trying hard to lose weight, you ought to avoid eating too much oil and fat.

3 You ought to take exercise while you are trying to lose weight. You'd better take a walk for about half an hour at least once every day.

4 Boys need about 2,800 calories a day, and girls need about 2,200 calories a day.

S You'd better not eat more than 65 grams of fat every day. Answers to Exercise 3: Various answers are possible.

Chinese fast food Is it healthy? Western fastfood Is it healthy?

Baozi I think baozi made of fried pork is junk food because it contains too much fat and does not give us the nutrients we need. However, baozi made of vegetables is healthy food. Pizza I think pizza is junk food because

it contains too much fat and not

enough nutrients.

French fries

French fries are not good for you.

It is true that vegetables are full of

minerals, but French fries contain

too much fat.

Hamburgers We should not eat hamburgers too

often. They contain lots of fat and

do not give us the nutrients we need.

（四）总结扩展

Step 2 Integrating skills

Many students like having snacks. Is the habit good or bad? Let s read “Snacks“.

（三）教学过程

Step 3 Listening

I’ll play the tape for you to listen and follow.

Step 4 Reading comprehension

Suggested Answers:

1 A couch potato is a person who spends too much time in front of the TV and eats too much junk food.

2 Junk food gives us too much fat, sugar and other unhealthy things but not enough nutrients, vitamins and minerals. Healthy food, like vegetables and fruits, gives us few calories but lots of vitamins and minerals.

3 A

4 ”It is better to eat a potato than to be one“ means that we should eat vegetables - for example potatoes and not spend too much time in front of our TV or computer and eat too much junk food.

5 Various answers are possible.

Give the students some explanations when necessary.

Step 5 Writing

Sample 1

Dear Emily,

The best way to lose weight is to exercise and eat healthy food. Don't try to lose weight fast, because that can be dangerous. Try to make small changes in your eating habits: eat fruit instead of sweets and don't eat too much fast food. You should also try to get more exercise. Why not try going for a walk every day? A long walk with a friend is fun and is also a good way to improve your health.

Yours,

Sample 2

Dear Peter,

People who play basketball and other sports ought to eat food that gives them a lot of energy. Try to eat lots of carbohydrates and protein. Keep a balanced diet and make sure to eat noodles, vegetables and fruit. You should eat a healthy meal and rest before you train or play a game. You must also remember to drink lots of water. You needn't worry too much about your size and strength; good players come in all sizes.

Yours,

Sample 3

Dear Steve,

It sounds like you need to take a look at your diet. You probably need to eat a better breakfast and you should eat fruit instead of sweets. You have to make sure that your diet is balanced and that you get enough exercise. By eating right and keeping fit, you will have more energy and you won't feel tired.

Yours,

（四）总结扩展

Step 5

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

Sample 1

DON'T EAT MEAT!

Sample 2

DON'T TOUCH MY STEAK!

If we treat our animals well, we can enjoy a good steak when we are hungry and wear a leather jacket when we are cold. So please, all you vegans and vegetarians, don't touch my steak!

4. Workbook

1>May I take your order, please?

take your order [用法]餐馆常用语，order：叫(菜或饮料)

2>What do you recommend?

recommend [用法]vt.1. 推荐,介绍[(+as/for)]

Can you recommend me some new books on this subject?

你能推荐一些有关这个学科的新书给我吗?

3>A hamburger is a dish while the others are not.

while [用法]而，强调对比关系

4>You should avoid eating vegetables that are grown with too many chemicals.

avoid [用法]避免，后接ing形式

5>You must pass your driving test next time you take it.

next time [用法]连词用法

6>There is a species of inactive people, namely the mouse potato.

namely [用法]ad. 即,那就是

[举例]Only one person can answer the question namely you.

只有一个人能回答这个问题,那就是你。

7>The best source for calories is carbohydrates.

source [用法]n.[C]1. (河的)源头;水源 2. 根源;来源 3. 提供消息(或证据)者;消息(或证据)来源 4. 出处;原始资料

[举例]Do you know the source of Amazon River? 你知道亚马逊河的源头吗?

They are required to publish the sources of their campaign funds.

他们必须公布自己竞选经费的来源。

8>A healthy diet should include a variety of food, most of which should be rich in nutrients.

include [用法]见高一上册 unit 7

variety [用法]见高一上册 unit 11

be rich in [用法] 富于...的,有很多...的

[举例]The country is rich in resources. 这个国家资源丰富。

Step 6 Summary

Step 7 Homework

Period 7 第七节

1．检查本单元单词、短语及相关句型。

2．讲评统一布置的课外基础练习。

篇7：人教版高一下英语教案高一第十七单元(人教版高一英语下册教案教学设计)

Great Women

I. Teaching aims and demands 教学目标和要求:

1.Topics 话题

1>Taling about great women

2.Function: 交际功能

描述人物 Describing people

She seems to be the king od woman who...

The impression she makes on me is...

I think she is the kind of person who...

She could be... She looks as if...

She might be... You can see that...

People like her... She doesn't seem...

3.Vocabulary 重点词汇和短语

inspire; admire; generous; cheerful; mean; tense; dull; dishonest; champion; mile; stormy; threaten; bottom; optimistic; workday; somehow; shelter; regret; extremely; climate; value; pianist; bother; fame; promise; kindergarten; hardship; bear; scholarship; graduation

around the corner; die down; come to terms with

4.Grammar:语法

主谓一致 (Subject-Verb Agreement)

特别关注：集体名词做主语时的数的问题。

II. Difficult points

III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法：

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

2. Listening-and–answering activity to help the students go through with the listening material.

3. Use both individual work and group or pair work to make every student work and think in class

V. Teaching procedure：

Period 1第一节

（一）明确目标

1. Warming up to arouse the students love in talking. Learn how to describe people in English.

2. Do some listening to improve the students listening ability.

3. Making simple dialogues to train the students speaking ability.

(二) 整体感知

Step 1 Presentation

People often admired great persons, especially great women. Why? It has often said that life is difficult as it is. For women it sometimes twice as difficult. That is, it is more difficult t for women to become famous or get jobs in high positions. What do you think?

（三）教学过程

Step 2 Warming up

1. Ask the students to look at the pictures of the four great women and tell who they are?

2. Divide the students into small groups to discuss the questions given.

Show the students pictures on the text. Ask some questions about those women, or give some clues for them to guess who they are.

Note: Song Qingling (1893-1981) married Dr Sun Zhongshan in 1915. she was the vice-president of the People’s Republic for many years. She busied herself with various welfare activities, ranging from heading the Women’s Federation to a number of committees involving children.

Maria Curie (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radio-active materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.

Pearl S. Buck (1892-1973) was born in the USA but grew up in Zhejiang Province after her parents moved to China in 1895. she first learnt Chinese and was later taught English. From 1910 to 1914 she studied in America and then returned to China. In 1931 she wrote her best-known novel, The Good Earth. She won the Nobel Prize for Literature in 1938.

Mother Teresa of Calcutta (1910-) was a world-famous Catholic nun. For more than 30 years she took care of people who were often mentally or physically disabled. She was awarded the Nobel Peace Prize in 1979. In , she was honoured with the name of Blessed Teresa.

Sample answer to Question 2:

Of the four women, I admire Song Qingling most. She is one of the greatest women of China. At that time, it wasn't normal that women could get a good education. I think Song Qingling was a woman with a very strong will. She always worked for her ideas that the power must go to the people. She was very brave. In the early 1920s she escaped from Guangzhou and in later years she did many dangerous things helping the communists win the war. As a woman, she had a number of important positions. She was already a minister in the government of the first republic. Later she was the vice president of the People's Republic of China. She always had the good of the people in mind and opened her heart for many simple people. I think we can learn a lot from Song Qingling.

Instructions for Question 3:

In a discussion of this statement, students will bring forward any number of arguments along the following lines:

1 In the past it was unusual for women to get the chance to go to school. After high school, very few women could go on to university. It is a good thing that this has now changed.

2 Society expects different things from men and women. People also have different ideas about the things that men are good at and women are good at. As a result, it is more difficult for women to get jobs in high positions. For example, many people think that:

A Men should get a job and make money for the family; women should stay at home and take care of the children and the house.

B Men are strong and good leaders; women are weak and cannot be leaders.

C Families give boys better opportunities to study than girls. .

D Companies prefer to give more good jobs to men than to women.

E In companies men usually get more money than women, even when they do the same job.

F Some people think women can do some jobs very well (e.g. in schools, hospitals etc) but other jobs not.

Sample answer to Question 3:

I think it is true that it is more difficult for women to get jobs in high positions than it is for men. Look how few women have jobs as leaders and managers. It is not because women are less intelligent, but because men always choose other men. They don't look at the qualities of women, they just prefer to give the job to a man.

Step 3 Listening comprehension

Now let s have some listening training.

1. Listen to the tape and fill in the form.

2. Listen to the tape again and do true-or-false exercises.

LISTENIN G TEXT

In the dialogue, L = Lucy, A = Alice

L: Hi Alice, what are you doing?

A: I am looking at some old school photographs. L: Can I have a look? When was this photo taken?

A: That photo was taken more than seven years ago. L: Who's that smart girl?

A: That's Lily. At first I didn't like her because I thought that she was too serious. She always had high marks for maths. One day, I found out that she was very friendly and helpful. Then we became good friends.

L: What has become of her?

A: I heard she went back to Sichuan and now she is a teacher in a small town.

L: Who were the other girls you used to be friends with?

A: Er...Rose, Jane and Sandra. Rose used to be quite fat. She used to sing very well. Everybody liked her because she was loyal and very honest. I see her quite often. We're still the best of friends. She's married and has a lovely daughter.

L: Hm. I think you told me about her and the fights she used to have with other girls. Who's that girl over there. Isn't she the girl that Rose hated? Weren't they always fighting?

A: That girl? No, you've got it all mixed up! Sandra and Lily were like fire and water. This here is Jane. She and Rose could get along alright. Jane has always been very quiet, warm and kind. I always thought she wanted to become a painter, just what you would expect from such a gentle person. But now she works in a department store in Dalian.

L: I see. And who is the pretty girl there?

A: Now that is Sandra. She has changed a lot. It isn't true to say that she was lazy as a student, but she did not do too much if she could help it. She was also always in trouble. But now she's a strong and hardworking woman. She has her own company, together with a friend of hers.

Answers to Part 1 :

What was her name? Lily Rose Jane Sandra

What was she like? serious smart

friendly helpful loyal honest

fat quiet warm

kind pretty strong

hardworking

What was she good at? maths Singing painting nothing

What has become of her? She's now a

teacher. She's married &

has a daughter. She works in a

department store. She has her own

company.

Answers to Part 2:

1 serious 2 fire, water 3 get along 4 has changed, company, friend

Step 4 Speaking practice

Look at the pictures and tell what kind of people they are by using the words and useful expressions given.

Photo 1: There is a woman in an office. She's about middle-aged and _essed in a gray jacket. She's talking on the phone. She is holding a pen in her right hand to write down some information from the phone call. The desk she is working at is perhaps a reception desk. There's a pile of papers on her left. There's also a bag with sunflower seeds. There's an empty chair beside her with what looks like a computer. There are some plants on the window sill. The woman seems to be a hardworking person. You can see that she's very careful, because she is listening attentively, and has a pen and writing pad ready to make notes. I don't think people like her are unfriendly, but she may be a bit cold. She could be a manager or an office worker.

Photo 2: There's a girl using a mobile phone. She's wearing a red jacket. I can't see her face very well. From the way she's dressed, I think she's perhaps a cheerful and friendly person. She might be a student.

Photo 3: In Photo 3, there's a mother feeding her baby. The baby is sitting in a special chair. The impression that she makes on me is that of a woman who is friendly, caring and warm.

Read the sample dialogue in the book and make sure the students understand the game. Ask the students to practise the game in groups of four or five students. You can later practise the game with the class as a whole. The student or group that need the lowest number of . questions wins.

（四）总结扩展

Step 5 Necessary language points

Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

Listening and speaking听说要点

1>Do you know a woman who really inspires you?

inspire [用法]vt.1. 鼓舞,激励,驱使(+to) 2. 赋予...灵感,给...以启示

3. 激起,唤起(感情,思想等)(+in/with)

[举例]His speech inspired us to try again. 他的演讲鼓舞了我们再作尝试。

2>It has often been said that life is difficult as it is.

as it is [用法]固定结构。意思是‘根据现在情况看；就现在的样子’，常用于句子的开头或结尾。

[举例]I thought things would get better, but as it is they are getting worse.

我原以为情况会好转，但照现在的样子，只会更糟。

3>What has become of her?

become of [用法]发生于,发生...情况

[举例]What will become of the children now the parents are dead?父母去世了，孩子们会怎样呢？

4>The impression she makes on me is ...

impression [用法]n.[C] 感想；印象

[举例]I had a very good impression of him. 我对他的印象极好。

What are your impressions after reading the book? 你看完那本书后有什么印象？

Step 6 Summary小结:

Step 7 Homework

Period 2第二节

（一）明确目标

1. Develop the students reading ability, especially their reading comprehension.

2. Read the reading passage and know about the great woman Helen Thayer.

（二）整体感知

Step 1 Presentation

Today we come to the Reading. It is freezing cold in the North Pole and the South Pole. Few people, in the world have ever been there. However, there was a brave woman who had traveled alone to the North Pole and the South Pole. Do you know who she was? Right, Helen Thayer. She was the first woman who traveled alone there. Today we are going to read about the great woman the great woman, Helen Thayer.

（三）教学过程

Step 2 Pre-reading discussions

篇8：人教版高一下英语教案高一第十六单元(人教版高一英语下册教案教学设计)

Scientists at Work

I. Teaching aims and demands 教学目标和要求:

1.Topics 话题

1>Talking about science and scientists

2>Talking about experiments

2.Function: 交际功能

1.发出指令(Giving instructions)

Build the frame of the kite by making...

Tie the corner of the handkerchief to the points of the cross...

Add a tail to the frame and tie a long string to the cross...

First, fix a sharp piece of metal...

Second, fasten a key to the end of the long string.

Third, tie a silk ribbon to the string...

Fly the kite when...

2.讨论和评估赞成与反对(Discussing and evaluating pros and cons)

Advantages

It s good for the ceremony.

It can help many people in the future.

It is cleaning and does not pollute the air.

It is important for science.

It brings people more comfort.

Disadvantages

It is too expensive.

It is dangerous or bad for your health.

It is bad for the environment.

It is unnecessary.

Some people will use it for other things.

3.Vocabulary 重点词汇和短语

experiment; glove; gas; liquid; advantage; disadvantage; engine; nuclear; comfort; unnecessary; successful; conduct; lightning; thunderstorm; string; charge; electric; shock; prove; tear; frame; handkerchief; control; sharp; foot; fasten; sense; test; shampoo; skin; drug; activist; doubt; cruel; view; conclusion

a number of; a great deal of; pick out; test on

4.Grammar:语法

构词法-----合成词 foot + ball=football up + stairs=upstairs

under +storm=thunderstorm hide + and + seek=hide-and-seek

II. Difficult points

III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法：

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

2. Listening-and–answering activity to help the students go through with the listening material.

3. Use both individual work and group or pair work to make every student work and think in class

V. Teaching procedure：

Period 1第一节

（一）明确目标

1. Warming up to arouse the students love in talking.

2. Do some listening to improve the students listening ability.

3. Making simple dialogues to train the students speaking ability.

4. Learn to express the student’s everyday life, especially their life on science study.

(二) 整体感知

Step 1 Presentation

When you are talking about studying, almost all of you think that studying can only happen in the classroom, and it only means listening to the teachers’ explanation. But there can be many means to study. For example, studying in the lab, reading the books by yourself. Now turn to page 22. And try to describe the four pictures listed in your text book.

2. After describing the pictures, let the students answer the following question.

(1) What are the names of the school subjects in which you study sciences?

(2) Give an example of what you learn about for each field of science.

(3) What are the rules when you do the experiments in the lab?

（三）教学过程

Step 2 Warming up

篇9：人教版高一下英语教案高一第十四单元(人教版高一英语下册教案教学设计)

Festivals

I. Teaching aims and demands 教学目标和要求:

1.Topics 话题

1>Talking about festivals and customs

2.Function: 交际功能

表达和支持某意见(Expressing and supporting an opinion)

In my opinion we should... I believe we should... I don t think it s necessary to...

We must decide... I hope we can make a decision. If we do this,we can...

I think that...should...

3.Vocabulary 重点词汇和短语

theme; parade; holy; Easter; symbol; conflict; argument; opinion; major; probably; honour; ancestor; principle; nation; purpose; creativity; faith; commercial; joy; light; similar; generation; salute; kiss; cheek; nod; celebrate; respect; gift; cycle; fool; invitation

dress up; in one s opinion; play a trick on sb; take in

4.Grammar:语法

情态动词(2)---must, have to and have got to

1 能够用英语表达做某事的重要性或必要性---must/have to/have got to

2 能够用英语表达做某事不重要或不必要---don t have to/haven t got to

3 能够用英语坚决表达某事不可接受或不可取---must not

II. Difficult points

III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法：

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

2. Listening-and–answering activity to help the students go through with the listening material.

3. Use both individual work and group or pair work to make every student work and think in class

V. Teaching procedure：

Period 1第一节

（一）明确目标

1. Warming up to arouse the students love in talking.

2. Do some listening to improve the students listening ability.

3. Making simple dialogues to train the students speaking ability.

(二) 整体感知

Step 1 Presentation

Do you know what is called the Christmas of China? The Spring Festival. Yes. The oldest and most important festival in China is the Spring Festival. Each country and each nation has its own festivals. Today we are going to learn something about the different festivals.

（三）教学过程

Step 2 Warming up

1 Get the students to look at the pictures and discuss the questions. There will be some festivals together with their pictures to be shown. You just try your best to introduce these festival to us.

Answers: Picture 1: Halloween USA and Europe Trick or treating?

Picture 2: Obon Japan Floating paper lanterns

Picture 3: Day of the Dead Mexico Lighting candles for prayers to the dead

2 Work in pairs. Compare a Chinese festival with one from another country. If you don’t know of any festivals from other countries, you can ask me for ideas. And then fill in the form

Step 3 Listening comprehension

Now let s have some listening training. Listen to the tape and finish the exercises.

LISTENING TEXTS:

1 “Throw me something, Mister! Throw me something, Mister!” Thousands of people are waiting for the parade to pass them by and for someone to throw them a cup, some beads, or some candy. Welcome to New Orleans, USA. Welcome to Mardi Gras. Mardi Gras is a holiday celebrated in the South of the U.S. The name of the festival, Mardi Gras, is French and means “Fat Tuesday”. Mardi Gras is celebrated on a Tuesday between February 3 and March 9, always 47 days before Easter Sunday. During Mardi Gras, people like to dress up in colourful and unusual costumes, and of course, watch parades in the streets. The official colours of Mardi Gras are purple, green and gold. Mardi Gras is celebrated for two weeks before Fat Tuesday and people from all over the world come to watch the festival.

2 Ramadan is one of the most important festivals for Muslims. The name of the festival comes from the Arabic month in which it is celebrated. Ramadan is celebrated in countries all over the world, especially in Africa and the Middle East. The time for celebrating Ramadan varies each year. People celebrate it in the ninth month of the Arabic lunar calendar. During Ramadan, people must not eat during the day: from when the sun comes up to when the sun goes down, people celebrating Ramadan will not eat or smoke. When the sun has gone down, however, the celebration begins. People often stay up all night eating, singing and dancing.

3 In late spring, many people around the world celebrate Easter. The festival is a celebration of spring and it is also a religious holiday. It is the time for Easter bunnies and egg hunts, and of course for eating lots of delicious foods. Easter is celebrated in late March or early April but the exact dates are different from year to year. People celebrate Easter in different ways: in some countries, the Easter Bunny - a big rabbit - will visit and children will go on egg hunts, looking for eggs and candy that have been hidden by their parents. In other countries, Easter is a time for children to dress up like witches and go from door to door asking for candy __ much like Halloween in the US. The Easter Bunny and Easter Egg are popular symbols of the festival.

Answers for Mardi Gras: 1B 2 A 3 A for Ramadan: 1B 2 A 3 A for Easter: 1B 2 B 3 C

Step 4 Speaking practice

Work in groups of four and discuss why your holiday is the best one.

Sample discussion

A: OK, I will begin. We need to decide what the new holiday will be. I think that the new holiday should be a Peace Day. On this day, no fighting or conflicts are allowed. People will learn and talk about peace. The holiday will be celebrated on the second Sunday in January. I think this is the best idea because nothing is more important than peace.

B: That's a good idea, but I think we should create a Happiness Day instead. If people are happy, there won't be any wars or fights. We should celebrate Happiness Day on the shortest, darkest day of the winter, because many people feel unhappy when it's cold and the sun doesn't shine. People will celebrate by doing something that makes another person happy, for example, helping them do something or giving them a card or a small gift. Most important, people should smile and laugh a lot on Happiness Day.

C: I like your ideas, but I would like to suggest something different. Why don't we have a Friendship Day? If people have friends and are friendly to each other, they will be happy and they won't fight. I think that we should celebrate Friendship Day the first day of every- month. If we do this, we will start each month in a friendly way. We can learn about how to make and keep friends and how to solve problems together. People will celebrate Friendship Day by making new friends and spending the day together with their friends.

D: Well, perhaps we shouldn't be so selfish. Peace, happiness and friendship are important to us, to human beings, but what about the rest of the planet? We mustn't forget about nature, the environment and the animals. On this day, which we will celebrate on the first day of spring, people will not pollute and they will learn more about nature. We should also plant trees and do something for our animal friends. I think that we will be happier, friendlier and more peaceful if we learn to take better care of our planet. Why not have a Nature Day? (The discussion continues.)

（四）总结扩展

Step 5 Necessary language points

Today we’ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

Listening and speaking听说要点

1>If you don t know of any festivals, you can ask your teacher for help.

know of [用法]知道;了解,懂得(同know about)

[举例]There is one or two things I d like to know about.

有一两件事我很想知道。

ask for [用法]1. 要,要求 2. 找(人)

[举例]The miners are asking for another increase in pay. 煤矿工人正在要求再次加薪。

There s an old man at the door, asking for you. 门口有一位老人找你。

2>When is the festival celebrated?

celebrate [用法]vt. 庆祝 vi. 庆祝,过节

[举例]We held a party to celebrate our success. 我们举行宴会庆祝我们的成功。

Today is his birthday, so we re going to celebrate.

今天是他的生日,所以我们要庆祝一下。

[联想]celebration n. 1.庆祝 2.庆祝活动,庆典[C]

[举例]The party was in celebration of Mother s silver wedding.

聚会是为庆祝母亲的银婚。

A Fourth of July celebration includes a display of fireworks.

七月四日独立纪念日庆典包括燃放烟火。

3>What are some important themes, for example family and peace ?

theme

[用法]n.[C]1. 论题,话题,题目 2. 主题,主题思想;题材 3. (学生的)作文,文章

[举例]The main theme of discussion was press censorship. 讨论的主题是新闻审查制度。

The theme of the poem is love and peace. 这首诗的主题是爱与和平。

Our school themes must be written in ink and on white paper.

我们学校的作文要用墨水写在白纸上。

4>The two main popular symbols of Easter are the Easter Bunny and Easter egg.

symbol [用法]n.[C]1. 象征,标志[(+of)] 2. 记号,符号[(+for)]

[举例]The white bird is a symbol of freedom. 这白色的鸟是自由的象征。

We use x as the symbol for an unknown quantity. 我们用x表示一个未知数。

5>No fighting or conflicts are allowed on Peace Day.

conflict [用法]n.[C]1. 冲突,抵触,不一致,分歧(+between) 2. 斗争,争执,战斗(+between)

[举例]This is an irreconcilable conflict. 这是一个不可调和的矛盾。

Armed conflict is likely to break out between the two countries.

这两国间有可能发生武装冲突。

Step 6 Summary小结:

Step 7 Homework

Period 2第二节

（一）明确目标

1. Develop the students reading ability, especially their reading comprehension.

2. Read the reading passage and know about some festivals.

3. Get the students to discuss something about the Spring Festival.

4. Answer the questions according to the reading material and help them to know

（二）整体感知

Step 1 Presentation

Today we come to the Reading. It’s about the Spring Festival. All Americans know something about Christmas. Both of them are important holiday in the world. Do you want to know about some other festivals, such as Kwanzaa? Today your curiosity will be met.

（三）教学过程

Step 2 Pre-reading discussions

Answers to the questions:

1 Various answers are possible. Ask the students to describe what their families do, what they eat, how they decorate the house, who they invite and where they go / celebrate the festival. Try to get as many specific details as possible and encourage the students to compare and contrast answers.

2 Various answers are possible. You can help the students answer the question by breaking down the question into smaller parts, e.g. We celebrate the Spring Festival to get together with our family. Why is that important? or We celebrate the Spring Festival to welcome the new year. Why is the new year important to us? Try to compare the Spring Festival with at least one other festival to point out that there are similarities.

3 Various answers are possible. Ask the students to think of examples of historical or cultural parts of the Spring Festival - the students can use their answers from question 1. Examples include the Spring Festival poems, the Spring Festival colours, the Spring Festival food etc. The students can also think about Christmas and try to find any historical / cultural elements. The students are free to guess and provide very general (even slightly incorrect) answers; the point is to make them think about the relationship between festivals and culture/ history.

4 Various answers are possible. If the students are familiar with Christmas, ask them to give examples of gifts they have gives or received; you can also ask them what people buy for the Spring Festival.

Step 3 Reading

Read the text carefully again, and give the students some explanations.

What is the festival about?

It is a seven-day festival celebrating the culture and history of African Americans.

Read Para.1 carefully and answer the questions.

What’s Kwanzaa?

It is a seven-day festival celebrating the culture and history of African Americans.

2.When do people celebrate Kwanzaa?

The week following Christmas Day.

Read Para.2 carefully and answer the questions.

1. When was Kwanzaa born? In 1966

2.Why did people create Kwanzaa?

People created the festival so that African Americans would be able to celebrate their history and culture.

3.What did the African first-fruit festivals have in common?

1.People would get together to celebrate their harvest;

2.They used to give thanks for their harvests and for life;

3.They used to honour their ancestors, celebrate their past, and the group or society they live in.

Read Para.3 carefully and answer the questions.

1.What are the principles of Kwanzaa?

1.Unity 2.Self-determination 3.Living together 4.Working together 5.Purpose 6.Creativity

7.Faith

Which one do you think is the most important? Why?

Are there any other festivals which have one or more of the same principles?

Read Para4 carefully and answer the questions.

1.When does Kwanzaa begin and end?

It begins the day after Christmas Day and ends on New Year’s Day.

2.Why did people choose that dates?

Because people who celebrate Kwanzaa can enjoy the spirit of the holidays without all the commercial activities of Christmas.

3.How do people celebrate Kwanzaa?

People celebrate it by lighting a candle each day and discussing one of the seven principles of Kwanzaa. On the last day of Kwanzaa, family and friends gather to enjoy a large meal and to celebrate the new year.

Step 4 Listening to the reading passage

Play the tape for the students to listen and follow. Pay attention to the pronunciation and intonation.

Step 5 Post-reading

Answers:

1. People created the festival so that African Americans would be able to celebrate their history and culture.

2. Each time we celebrate a festival it changes a little and in that way we keep our culture alive. The Spring Festival, Christmas, Ramadan, Kwanzaa and all the other holidays and festivals help us understand who we are, remember where we come from and share our hopes for a happy future.

Festivals celebrate history and keep our culture alive. To celebrate a new season or a new harvest

3. All three reunite families. Christmas and Kwanzaa also bring together friends and members of the community. Spring Festival is tied to the lunar calendar while Christmas and Kwanzaa are fixed days. Christmas is both a religious and popular celebration while Kwanzaa also honors a specific group of people.

4. Make the students express themselves.

True or False: 1 F 2 T 3 T 4 F 5 F 6 T

（四）总结扩展

Step 6 Summary 小结

Step 7 Homework

Period 3第三节

（一）明确目标

1. Learn about the useful words and expression in the reading text.

2. Get the students to know about Modal Verbs(2)--must, have to, have got to.

3. Read the table in the integrating skills and know more about some festivals.

（二）整体感知

Step 1 Presentation

In this class we’ll first go through the text and learn to use some language points. And then we’ll discuss the exercises together with each other.

In the Spring Festival, something is not allowed. For example, floors may not be swept on the first day of New Year. Anyone who breaks a dish or a glass on this day must quickly say “Peace for all time” to avoid incurring misfortune. So if you want to say it is necessary for someone to do something, you use “must” or “have to”. Today we ll learn Grammar-Modal Verbs: must, have to.

（三）教学过程

Step 2 Language points in the reading text

2. Reading

1>The day following Christmas Day, many African-American families get together to greet the new year.

get together [用法]聚集

[联想]get-together n. 聚会;联欢会

2>The African-American festivals had many things in common: people would get together to celebrate their harvest.

have sth in common [用法]见高一上册 unit 11

would [用法]此处：(表示过去的习惯)总是,总会，常常

[举例]He would sit silent for hours. 他常常接连好几个小时默默地坐着。

3>They used to honour their ancestors, celebrate their past, and the group or society they lived in.

honour [用法]n.1. 荣誉;名誉,面子 2.光荣的事或人(+to) 3. 敬意

vt.1. 使增光;给...以荣誉 2. 尊敬

[举例]We fight for the honor of our country. 我们为祖国的荣誉而战。

He is an honor to our school. 他是我们学校的光荣。

4>The festivals were a way to celebrate history and culture, as well as the new year.

as well as [用法]见高一上册 unit 3

5>We should believe in our family, our people, our teachers and our leaders.

believe in [用法]1. 信仰 2. 信任 3. 相信...的效用

[举例]Christians believe in Jesus. 基督徒信仰耶稣。

Jim believes in fresh air and morning exercises.

吉姆坚信新鲜空气及早****有益处。

6>People celebrate Kwanzaa can enjoy the spirit of their holidays without all the commercial activities of Christmas.

commercial [用法]a.1. 商业的;商务的 2. 营利本位的;商业性的

n. (电视、广播中的)商业广告[C]

[举例]a commercial traveller 旅行推销员 commercial records 商业性的唱片

The TV show was interrupted by too many commercials.

那档电视节目插进的商业广告太多了,不断被打断。

7>People celebrate it by lighting a candle each day and discuss one of the seven principles of Kwanzaa.

light [用法]vt.1. 点(火);点燃(+up) 2. 照亮(+up) 3. 使容光焕发(+up)

vi.1. 点着 2. 变亮

[举例]He lit a match. 他划着了一根火柴。

The room is brilliantly lighted up and full of guests. 房间里灯火辉煌,宾客济济。

principle [用法]n. 原则;原理[C]

[举例]I take this seriously. It s a matter of principle. 我对此很认真。这是原则问题。

8>Each time we celebrate a festival it changes a little and in that way we keep our culture alive.

Each time [用法]这里，同 every time，在句中做连词。类似的用法还有一些，请大家注意积累。

9>Our ancestors celebrated the birth of children by giving away red eggs.

give away [用法] 赠送;分发

[举例]She gave away all her money to the poor. 她把钱都送给穷人了。

Step 3 Practice: Vocabulary

Answers to the exercise:

1 theme, faith, purpose 2 nations, determination 3 joy, ancestors, birth 4 peace, treated

Step 4 Practice: Grammar

Sample answers to Exercise 1:

1 A soldier must know how to salute.

2 You don't have to kiss every baby on the cheek.

3 Must we look into the eyes of a man to see if he is telling the truth?

4 Must I give my cousin a hug when I meet her if I don't like her?

5 You don't have to nod when you see someone you know.

6 You don't have to shake hands when you greet your best friend.

7 You don't have to get off the bike when you greet someone.

8 You must bow when you are introduced to others. 9 You must take off your hat when you go inside.

Sample answers to Exercise 2:

1 you have got to apologise to your grandma

2 you have got to stay with us

3 you have got to save some of it

5 you have got to do it over again

6 you have got to get up very early

Note: The modal ought, as in You ought to do your homework first, is used more often in British than American English, which prefers should.

（四）总结扩展

Step 5 Summary

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

Step 6 Homework

Period 4 第四节

（一）明确目标

1. Review the language points learnt last period.

2. Do some reading about some festivals.

3. Do some writing to develop the students writing skill.

(二) 整体感知

Step 1 Presentation

Many students like having festivals. But how many festivals do you know in the world? Today we are going to learn about some other festivals and then we should learn how to make our own festivals.

（三）教学过程

Step 1 Question the students on some language points

Step 2 Integrating skills

After fast reading, 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

Step 3 Listening to the Passage

Now Listen to the reading passage.

Step 4 Reading comprehension

After fast reading, discuss these questions with your partner.

1. We can do a lot of things or organize some activities that improve or protect the environment, for example cleaning up the school yard, picking up trash, planting trees etc.There are several similar festivals or days in China that are devoted to the environment and helping people in the community, e.g. tree-planting day and Lei-Feng Day

2. Have a short discussion.

3. Have a short discussion.

4. Have a short discussion

5. To have “a day off” means to stay at home from work for a day, usually to relax. A “day on” means that although an American doesn’t work that day, they should do something serious to honour the man for whom the holiday is given.

It is not a time for us to rest, but a time to think about and do something important and great.

Give the students some explanations when necessary.

Step 5 Writing

Sample festival creations:

Name of the festival Space Flight day

Date October 15th

Meaning Remembering the unforgettable day when the first manned space flight was successfully made

Principles Creativity collective work unity love

How is the festival celebrated Making model spaceship

The symbol Wearing clothes with five stars

Name of the festival Grandparent’s Day

Date April 15

Meaning To honour the hard work and caring

Principles Respect dignity

How is it celebrated? Children vist or call their grandparents

The symbol The Chinese character for long life

（四）总结扩展

Step 6 Necessary language points

Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

3. Integrating skills

1>It is the reminder that we need to care about the world we live in.

reminder [用法]n.[C]1. 提醒者,提醒物,令人回忆的东西

2. 提示,帮助记忆的记号

2>The festival honours both the living and the dead.

the living and the dead [用法]the+形容词表示一类

3>It is not a sad day, but rather a time to celebrate the cycle of life.

cycle [用法]n.[C]1. 周期;循环;一转 2. 整个系列;整个过程 3. 脚踏车;摩托车

vi./vt. (使)循环,轮转 vi. 骑脚踏车(或摩托车)

[举例]The seasons of the year make a cycle. 一年四季构成一个循环。

I cycled to the beach. 我骑车去海滩。

4>Our friends play tricks on us and try to fool us.

trick [用法]n. 1. 诡计;骗局;谋略;花招 2. 恶作剧 3.戏法,把戏;特技,妙计

vt./vi.1. 哄骗

[举例]He got into the castle by a trick. 他耍了个花招混进了城堡。

Daily practice is the trick in learning a foreign language.

每天练习是学会一门外语的诀窍。

No one understood how I did the card trick.

谁也没有看出来我是怎样玩纸牌戏法的。

5>If a person is taken in, he or she is called April Fool .

take in [用法]1. 让...进入;接受 2. （此处）欺骗

Step 7 Homework

Period 5 第五节

（一）明确目标

1. Do some listening to improve the students listening ability.

2. Making simple dialogues to train the students speaking ability.

（二）整体感知

Step 1 Presentation

Today we come to the Workbook and do the listening comprehension and also do some talking practice.

（三）教学过程

Step 2 Listening comprehension

LISTENING TEXT:

Part 1

It was two days before the Christmas holiday. Our teacher asked us to write about the best Christmas we had ever had. Before we started writing, we discussed the ,topic in groups.

MIKE: The best thing about Christmas is the gifts! I always write a long wish list. This year I want a new basketball, a pair of shoes, a CD, a guitar, a ...

SHAWN: Oh, come on Mike, that's not what Christmas is about. It's true we like to get and give gifts, but don't you like to get together with your family?

MIKE: Oh, yeah, I love the dinner. We always have lots of great food: turkey and chocolate pie. Oh, and...

LAURA: Mike! That's enough. I think what SHA WN means is that Christmas is a time to be together with your family and friends. Now, SHAWN, what's your favourite Christmas memory?

SHAWN : My favourite Christmas was when I was eight years old. My grandparents came two days before Christmas Day and we went skating on the lake together. On Christmas Eve, we had a picnic in the snow by the lake. It was great!

Part 2

SHAWN: What about you, LAURA? What's your favourite Christmas memory?

LAURA: My favourite Christmas was last year. My dad had been away for three months, working in another city. Mum and I were very sad, because he had called and told us that he wouldn't be able to come home for Christmas. We tried to make the best of it. Mum and I invited our grandparents and we had dinner together. In the evening, we called dad and talked for a long time. I could hear that. dad was very sad, too, though he tried to sound happy.

SHAWN: That doesn't sound like a good Christmas at all. Why do you say that it's your favourite Christmas?

LAURA: Well, because of what happened later. My dad returned in March. I was in school the day he arrived, and mum hadn't told me that he was coming. When I got home from school, our house was decorated with Christmas lights and even some snow. I ran into the house and there was a big Christmas tree in the living room. Mum and Dad were waiting for me and we had a great Christmas party that evening. That was the best Christmas ever - even if it wasn't really Christmas at all.

MIKE: Now I understand what you mean when you say that Christmas is not just about getting gifts.

篇10：新教材高一下unit15教案(人教版高一英语下册教案教学设计)

By Flora, Michell

Teaching procedures:

Period 1. Warming up, listening and speaking

New words: mystery, mysterious, footprint, ladder scary, dormitory

Teaching process:

Step 1:leading and lead-in

T: Morning class!

Ss: Morning, Miss Liang, (zhang)

T: What do you like doing in your spare time?

Ss: Playing computer games, seeing a film, watching TV/play?

T: Where do you watch a play?

S1: At the theatre.

T: What do e call the person who writes a play?

S: A playwright.

T: Do you like to be a playwright?

S2: Yes.

T: A playwright must be good at making up stories, is that so?

Ss: Yes.

T: Do you like making up a story?

S3: Yes, I do.

T: If you want to make up a story, what will you tell others?

S4: Who are the hero and heroine.

T: Yeah, so you mean the main character. Anything else?

S5: When and where does the story take place.

T: Good, time and place belong to the setting. Others?

S6: Why does the story happen?

T: You’re right. And the last point is the most attractive. So do you know what it is?

S7: How does the story come about?

T: Yeah, clever! This is about the plot, ××, why do you think plot is the most attractive?

S8: Exciting and interesting.

T: What’s your opinion?

S9: Mysterious.

T: Great, so if you want to be a good story teller, your story should include who--character, when, where--setting, why, how--plot. Besides, the plot ought to be mysterious. Would you please turn to page 15, look at these three pictures and use them to write a good story. You can work in group of four.

T: What can you see in picture1? Can you guess what the old man told the two to do?

What do the two young meet? What happened at last?

Step 2: Warming-up

T: Who will be willing to share your story? ××, will you have a try?

S10: ……

S11: ……

S12: ……

T: which group give us the best story? Why?

S13: ××’s group, because the story made up by them is mysterious.

T: I do agree. If you want to solve the mystery, what is the most important the to you?

S14: Clues.

T: Clues are important, especially to policemen and detectives.

Step 3: Listening

T: So let’s listen to the tape. Try to find out the mysteries and the clues.

T: Listen again and finish the exercises.

1. What is missing? (B)

A. A necklace and some money

B. A necklace and a cellphone

C. A necklace and a wallet

2. What did they find? (A)

A. footprints B. shoe prints C. fingerprints D. A shoe

1. What did John and Mary discover? (D)

A. The door is open B. The window is broken

C. The door is broken D. The window is open

2. What did John and Mary find on the floor? (C)

A. A shoe B. A key C. Some hair D. Broken glass

1.What did John and Mary find in the garden?

A. A ladder B. A banana peel C. A knife D. A necklace

2. Can you solve the mystery?

……….It’s monkey.

T: Suppose you’re the detective, a report from cow is going to interiors you. Could you show us the dialogue?

Ss: Well done. It seems that you’re not only good at telling stories but also excellent Performa. Just now we’ve mentioned that a playwright must be a good story teller. A play also indwells who, when, where, why .But is there anything difference between the story and play?

S15: Play is in the form of dialogue, but story is not.

T: Yes, story is usually narrated. Play has something with dialogue and also has several scenes.

Step 4: Speaking

T: Cat’s move to speaking on page16, first, we’ll have a look at situations. Find out who, when, where or ever why, how.

Character: three pieces

Time: dark night in April

Place: in the mountain

S16:

S17: Character: Four classmates

Time:

Place: in the dormitory

S18: Character: Four students

Time:

Place: on the way to school.

T: Adorning to the situations and the information given above, four in one group, try to create a short play. It can be more than one scene if necessary. Then act it out.

Step 5: homework

T: Time is up. So this is as your homework. Tomorrow we will hold a competition and see who will be the best playwright, who will be the best cotter and actress.

Period 2 Reading

The necklace

New words: Jeanne Mathilde Loisel, recognise, surely, diamond, explain. Pierre, ball, jewellery, franc, continue, call, lovely, being back, day and night, pay off, debt, precious, at most.

Teaching Process

Step1: Check the homework and lead-in

T: Yesterday, I asked you to create a play, would you please share your play with us?

Ss: ……

T: Well done. ××, what do you think of the role you’re played.

S1: ……

T: Next group.

Ss: ……

T: Great. The whole clan, what kind of play do you like: funny plays, serious plays or sad plays?

Ss: ……

T: Yes, I think so. Last chance, who will catch the last chance?

Ss: ……

T: Wonderful! ××, which script is the best one?

S2: I think ……

T: Who is the best actor and actress in your opinion?

Ss: ……

T: You think ×× and ×× performed really well. The same goes for me. And it seems that you know a lot about plays. Do you know any play in and out of China? Who is the playwright?

Ss: ……

T: Today, we are going to read a story written by Maupassant. Who was Maupassant? Was he an English writer or a French writer?

S3: A French writer.

T: Yes. He was a famous French short-story write in the 19th century-born in 1850 and died in 1893. Most of his works were about the everyday life of the simple people. His style was direct and simple with attention is realistic detail. All these can be seen from the story we are going to learn. What’s the title?

Ss: The Necklace.

T: Can you guess why the playwright chose. The Necklace as title?

S4: The play must talk about it.

T: I’m sure you will get a better understanding after reading it. Anyhow, let me introduce you the characters.

Pierre Loisel: a government worker (P)

Mathilde Loisel: P’s wife (M)

Jeanne: M’s good friend (J)

But ten years later, J couldn’t recognize her good friend M, why?

Please read the story quickly and see if you can tell me why.

Ss: She looked much older.

Step 2: Reading

T: Why did M look older than her age? What had happened to the couple? Let’s read the play carefully and then I’ll give you some information about it.

1. One day J was sitting at home and M went to see her. (F)

T: Where did they meet each other?

S4: In a park.

2. J didn’t recognize M because she was ill. (F)

T: Why did she look older than her age? What kind of life did she live?

S5: She looked older than her age because of ten years of hard work. Times were hard for M-Years of hard work, very little food, only a small cold room to live in and never, never a moment’s rest.

3. M married a man with a lot of money. (F)

T: Where did M’s husband work?

S6: He worked in a government office.

4. Ten years ago, the couple were invited to an important meeting.(F)

T: What were they invited to do?

S7: They were invited to a ball.

T: Did they accept the incitation? Why?

S8: Yes, they did. Because P was the only person in his office who was invited.

5. M didn’t think they could go because she had no evening dress or jewellery. (T)

6. P decided to buy some jewellery for his wife. (F)

T: What did he decide to buy for his wife?

S9: An evening dress.

T: How much was it?

S10: Four hundred francs.

T: Why did he decide to spend so much money on an evening dress?

S11: After all, the ball was very important.

7. At last, M decided to go to the ball with a flower. (F)

T: Why couldn’t she do that?

S12: Everybody else would be wearing jewellery. She couldn’t be the only woman who wasn’t wearing jewellery.

8. M would go to see J on Friday. (T)

T: Why did she want to see J on Friday after she got a new dress?

S13: Because J married a man with a lot of money. She could lend M some jewellery.

9. M called J and asked if she could borrow some jewellery. (F)

T: Was J kind?

S14: Yes.

T: How do you know?

S15: She brought out all her jewellery and she told M that she could take anything she liked.

T: What kind of necklace did M choose?

S16: She chose a lovely diamond necklace with a big blue store in the center.

10. M looked pretty and happy. (T)

11. M and P have been happy since the ball. (F)

T: What made their life change?

S17: They lost the necklace.

12. M and P bought a new necklace. (T)

T: How can they afford it?

S18: They borrowed the money. During the next ten years they both worked day and night to pay for it. At last, they paid off all their debts.

T: How much did the necklace they bought cost?

S19: It cost them thirty-six thousand francs.

T: Was J’s necklace as precious as this one?

S20: No, it was made of glass. It was worth five hundred francs at most.

Step 3: Task

1. If only M and P had found the necklace.

Can you imagine what happened when they returned to the ball and tried to find the necklace?

2. What would M do after she returned home from the park. Would she tell her about the real story? What would P say?

So would you please work with your group members, choose one of them and write a short play, then act it out.

* Post reading for reference.

Sample of task 2

M=Mathilde P=Pierre

M: You’ll never guess whom I met today in the park.

P: Oh, was it some important?

M: Why , yes, you could certainly say that. (looking at him.) I met Jeanne.

P: No, you don’t say!

M: Yes, she was sitting there when I walked by but she didn’t know it was me.

P: How could she forget? ( He sees his wife putting her hands to her face.) Oh, I’m sorry.

M: That’s all right. Anyway, we both know I did it to myself.

P: Did what, dear?

M: Made a fool of myself. I simply to be the lowest lady at the ball and look what it cost me -and you, I’m sorry.

P: Forget it, dear. What’s past is past. You mustn’t keep blaming yourself.

M: But you don’t know the worst part. Oh, I still can’t believe it! She told me that the diamond necklace wasn’t real!

P: What do you mean?

M: It wasn’t real. I was only worth a few hundred francs.

P: Oh, my goodness! And we worked so hard to pay for that necklace. Our whole life. But as least we did the right thing. We must forget about the past. At least we still have each other.

M: (not listening.) And to think she gets to keep the necklace now! (She shakes her head many times.)

P: Forget the necklace. It can only bring you as much as trouble as the old one.

Step 4: Homework

I’m for know a lot about M, P and J. Can you use one adj to describe each of them?

M: Pretty, vain.

J: Vain, honest.

1.Rewrite the whole play in the time order. From boring the necklace. Losing the necklace looking for necklace, returning the necklace to knowing the tooth. Then act it out.

II. Discursion

1. Why did M have to borrow a necklace from Jeanne?

If you’re M, will you wear the flower instead?

2. What would Jeanne do after she met M in the park? Would that change M and P’s life?

3. Why did the another chose “The necklace” as title?

4. What do you think of M’s life? In your opinion, what made her life like that?

Period 3

Step 1. Check the homework

T: Today, we’ll go on to talk about=The necklace. What quarters did M, J and P have?

Ss: ……

T: So let’s have some discussion. I’m sure you can have better understanding of M, J and P, the title, or even the society after discussion.

1. Why did M have to borrow a necklace from Jeanne? If you’re M, will you wear the flower instead? Why or why not?

2. What would J do after she met M in the park? Would that change M’s life again?

3. Would M’s life be happy again? What do you think M’s life? In your opinion, what made M’s life miserable?

Step 2: Act out the play

T: You know better about M, J and P, and I asked you to retort the whole play, I have faith in you and you can do well. Any volunteer to have a performance?

Ss: ……

Step 3: Comment on the play

T: Which group give us the best performance? Which group has the best script? Who is the best actor? Who is the best actress?

Ss: ……

T: How to create a successful play?

Step 4: Homework

T: 1. I’m afraid time’s up, let’s leave it until tomorrow. Think over how to create a successful play? You can have a look at learning to act on page 86, it will help you. So will integrating skills on page 20.

2. Tomorrow we will have the programme “the life of Art”. One acts as Mr. ZhuJun. ×× and ×× are the best actor and actress we’ve chosen, so they will invited to the programme as distinguished guest. Others are the audience live. The main topic is “How do you two become famous actor and actress.”

Period 4

Step 1. Greeting and lead-in

T: Morning class. It’s time for us to entertain ourselves. The like of Art will begin soon. Who will be Zhujun? You can begin like this________ Hello, everybody, I’m your old friend Zhujun. Welcom to …… our programme______The life of Art. Today we’re lucky enough to invite the best acter and actress ×× and ××. Welcome! ……

S1: ……

S2 &S3:

Ss: ……

Step 2: Presentation (Fast reading)

T: Wonderful! They talked a lot about how to act well, how to be a successful performer. Do you want to know more?

Ss: Yes.

T: So let’s turn to page 86 skills “learning to act”. Look through the whole passage and find out: What is the first thing an actor or actress should do?

Ss: The first thing an actor must have is the desire to become an actor and the belief that he or she can act well.

Step 3: careful reading

T: Self-confidence, self-determination are of great important. But many skills need learning. Read carefully and tell me how do actors prepare for a performance besides self-confidence.

I. Learning how to act

1. The teacher asks students to image that they are a certain thing, close their eyes, concentrate on the object they have chosen and use their both to show their feelings.

2. The teacher may also ask student to think about a general topic and list situation or actions that belong to the topic.

eg: If the topic is friendship, students may list “a handshake”, “laughter”, “meeting” and so on.

II. trust each other and communicate

eg: one stud it may close his or her eyes and have another student lead him or her around.

III. learn the lines of the play, how to move, where to stand or walk and what expressions to us.

IV. understand the character they pay.

1. from appearance

2. from quality and character.

skill

Remember lives

speak clearly

understanding feelings

Team work On stage

Remember what to say

Speak to the audience

Playing a character

Act together with other actor In real life

Study, take exams

Give a speech, read poetry

Understanding our selves and our friends

Study together, work together

Step 4: Reading and writing (page 20)

T: The actors themselves are the most important. But if an actor wants to perfume successfully, what else will be needed?

Ss: A good director.

A good script.

T: Yeah, a good script plays an important in a successful play. So let’s learn to write and perform a short play. Would you please turn to page 21, and read the tips together?

Ss: ……

Step 5: listening

T: So I’d like you to listen to the tape, follow it and finish exercises on page 21.

1. The teacher says that TV shows and computer games are a bit like plays. Can you think of more similarities? What are the differences?

2. The text above has several roles in it --the teacher and the students. What other “roles” in real life can you think of? Do you “act” in different ways when you’re a “student” and when you are a “son or daughter” or a friend?

3. Life is like theatre, and theatre is like life. Do you agree? Compare life and theatre and try to think of similarities and differences.

Step 6: homework

1. Find out five beautiful sentences in this unit.

2. Go through what we have learnt and try to find something important and difficult.

篇11：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.

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12：高一下16单元语言点详解(人教版高一英语下册教案教学设计)

I. Words and expressions:

1. experiment n. ＆ vi.

(!) n. 实验，试验

do/ carry out/ perform/ make/ try an experiment

learn by experiment 通过试验学习

for experiment 供试验

an experiment report 实验报告

（2）vi. 进行实验

experiment on /upon sb./ sth. 用……做实验

experiment in sth. 做某方面的实验

2. advantage n. 优势，长处，有利条件

e.g. Her teaching experience gave her a big advantage.

One of the advantage of this method is that it saves a lot of time.

※ take advantage of 利用；欺骗

e.g. You should take advantage of the fine weather to paint the fence.

The shopkeeper took advantage of the customers.

3. comfort n.＆ v.

n. 舒适，安慰

His kind words gave me comfort.

This new type of car brings people more comfort.

vt. 安慰

She came up the to child and comforted him.

adj. comfortable 舒服的

4. successful adj.成功的

success n. succeed v. successfully adv.

e.g. The experiment is very successful.

Wish you success!

He succeeded finishing the task.

They held the sports meeting successfully.

5. conduct v. ＆ n.

6. charge

7. shock n. ＆v.

n. 电击，打击，震动

An electric shock can kill you.

It was a great shock for him when his wife died.

vt. 使……震惊

I was shocked when I heard about your accident.

The accident shocked the whole world.

8. a great deal of 大量的

只能修饰可数名词的：a large/ great/ good number of, a good/ great many, dozens of, scores of, quite a few

只能修饰不可数名词的：a great deal of, a large amount of, quite a little

既可修饰可数也可修饰不可数名词的：plenty of, a lot of, lots of, a large quantity of, a good supply of

9. prove vt.

10. tear vt. ＆ v. (tore, torn)

(1) 眼泪

Tears rolled down her cheeks.

The little girl was in tears for she couldn’t find her mother.

(2) 撕扯，撕裂

He tore the letter after he read it.

The magician tore up a 5-pound note and then made it whole again.

The material tears easily, so be careful when you wear it.

11. control n. ＆ v. 控制

The machine is controlled by this button.

Try to control yourself no matter what you see.

※ in control of 控制住，管理

out of control 失去控制

under control 被控制住，状态良好

under the control of 受……的控制

lose control of 失去对……的控制

12. fasten vt. 拴，系，绑，捆

Have you fastened all the doors and windows?

Fasten your seat belts!

※ fasten … to… 把……拴在……上

He fastened his bag to the bike.

A horse was fastened to a tree.

13. sense n. 感觉，意识，常识，意义

The five senses are sight, hearing, smell, taste and touch.

He has a poor sense of direction.

I have no sense of business.

※ there is no sense (in) doing sth. 做某事是没有意义的

There was no sense in making a child suffer like that.

I don’t think there is much sense in asking him to come here.

※ make sense 讲得通，有意义，能被理解；有道理

No matter how you read it, the sentence doesn’t make any sense.

It doesn’t make any sense to let children play with matches.

14. doubt n. ＆ v.

n. I have some doubt about her honesty.

She had her doubts whether Jim could come.

I had no doubt that he will succeed.

※ beyond /without a doubt 毫无疑问地；确实地

I’ll be back on Friday without a doubt.

v. 怀疑，不相信

I doubt the truth of the news.

I don’t doubt that he will come.

I doubt whether he will come.

※ doubt为肯定时，后面的宾语从句用whether引导；doubt有否定词修饰时，后面的

从句用that引导。

15. conclusion n. 结论

conclude v. 使……结束

draw / reach a conclusion 得出结论

jump to a conclusion 冒然断定，过早下结论

II. Keys points in each part:

§ Warming up

1. Give an example of what you learn about for each field of science.

※give an example of 举出……的例子

follow one’s example 以……为榜样

set sb. an example = set an example to sb. 给……树立榜样

for example 例如

e.g. The monitor likes to arrive early at school to set an example to others.

Let me give you an example of Eskimo’s life.

I have many hobbies--- fishing, for example.

§ Speaking

2. Well, in my opinion, it’s a waste of money.

※ It’s a waste of money/ time to do sth. 做某事是浪费钱/时间

e.g. It’s a waste of time to argue further.

※ 当waste做“废料、废弃物”讲时，是[U] n.

e.g. With the growth of population, more and more waste is produced every day.

There is some dogs’ waste in your garden.

※ waste vt. 浪费

waste time/ money on sth. 在……方面浪费时间/钱

waste time/ money in doing sth. 浪费时间/钱做某事

e.g. He wasted a log of money on horse racing.

You shouldn’t waste time playing computer games.

3. We should make more use of this new technology.

※ make good/ full/ little use of 好好/充分/不充分利用

e.g. We must make full use of our spare time to study.

Waste materials must be made full use of.

§ Reading

4. Having realized that I could use a kite to attract lightning, I decided to do an experiment.

having done 是现在分词的完成式，在句子中做时间状语或原因状语，表示动作发生在谓语动词所表示的动作之前。此句相当与After I had realized that I could use a kite to attract lightning, I decided to do an experiment.

e.g. Having finished the work, they went home happily.

Having had a lot of food, he didn’t want to eat anything.

Having lived in this city for many years, he knows it very well.

5. I was beginning to think that the experiment would not work.

work vi. 奏效，起作用

The medicine worked.

Your idea won’t work in practice.

The clock hasn’t been working since I dropped it on the floor.

6. The string was getting charged!

get + 过去分词（done）有些动词的过去分词和get连用，多表示某件事意想不到地、突然地、或偶然地发生。

They got trapped in the heavy snow on the way home.

The group of people got lost in the forest.

If you go after dark, you must be careful not to get attacked and robbed.

7. Tie the corners of the handkerchief to the points of the cross, and you will have a nice strong kite.

(1) “祈使句+and/ or + 陈述句”中，祈使句表示条件，陈述句表示结果。

Learn to respect others and you will also win others’ respect.

Think the question over, or/ otherwise you can’t work it out.

(2) tie… to… 把……拴在……上

He tied his horse to the tree and had a rest.

8. Add a tail to the frame and tie a long string to the cross so you can control the kite.

add… to…把……加到……中

add to 增加

add up 总计，加起来

add up to 总计是

Add up these figures, please.

The music added to our enjoyment.

The bad weather added to their difficulties.

These figures add up to 365.

9. This ribbon, which must not get wet, will protect you from the electricity.

protect A from/against B 保护A免受B的伤害

阻止……做……的短语有：

stop…(from) doing…

prevent … (from) doing…

keep … from doing … (from不能省略)

e.g. Put on more clothes to prevent yourself from the cold.

I must do something to stop/ prevent the ceiling falling down.

Nothing can stop/ prevent/ keep us from doing it once we have decided to do so.

§ Integrating skills

10. British law says that every new drug must be tested on at least two different kinds of animals, such as mice or dogs.

test sb. on sth.. 测试某人某方面的能力

The teacher tested the whole class on the Attributive Clause.

11. Choose one or two arguments from the reading that go against your view.

go against sb. 对某人不利，反对

go against sth. 违背

The war is going against the people in the two countries.

Don’t go against your parents’ wishes.

Unit 16

Useful expressions:

1. pros and cons 2. give an example of

3. in ones’ opinion 4. a waste of money

5. much too expensive 6. in the future

7. make a noise 8. make use of

9. conduct/ do an experiment 10. a number of

11. just then 12. get charged

13. close to 14. be made of

15. tie…to… 16. the next three steps

17. fasten…to… 18. protect… from…

19. conduct electricity 20. around the world

21. be tested on 22. there’s no doubt that

23. have no right to do sth. 24. make clear

25. in one’s own words 26. be made up of

27. be of great help 28. take on the American nationality

29. leave A for B 30. take an/ no interest in

Sentences:

1. Have realized that I could use a kite to attract lightning, I decided to do an experiment.

2. I was beginning to think that the experiment would not work.

3. Tie the corners of the handkerchief to the points of the cross, and you will have a nice strong kite.

4. Fly the kite when a thunderstorm appears to be coming soon.

5. There is no doubt that 100 years ago animal testing was cruel but today animals are very well take care of.

Unit 16

1．赞成和反对 2. 给出……的例子

3. 在某人看来 4. 浪费钱

5. 太贵了 6. 在将来

7. 发出噪音 8. 利用

9. 做个实验 10. 大量的

11. 就在那时 12. 被充上电了

13. 靠近14. 由……做成的

15. 把……捆在……上 16. 接下来的三步

17. 把……拴在……上 18. 保护……免受

19. 导电 20. 在全世界

21. 被测试…… 22. 毫无疑问……

23. 没有权利做某事 24. 弄清楚

25. 用某人自己的话 26. 由……组成

27. 有很大的帮助 28. 加入美国的国籍

29. 离开A地到B地去 30. 对……有/没有兴趣

句子:

1. 在我意识到可以利用风筝来吸引闪电以后，我决定做个试验。

2. 我开始思考这个试验不会有作用。

3. 把手帕的角拴在十字架的顶端。

4. 当暴风雨看起来快来的时候，就放风筝。

5. 毫无疑问，1以前的动物测试是很残忍，但今天它们都受到很好的照顾。

篇13：高一下15单元语言点详解(人教版高一英语下册教案教学设计)

I. Words and expressions:

1. recognize vt. 认出，识别；认可

e.g. I recognized my old friend at once.

I couldn’t recognize him at the beginning for he has changed a lot.

※ be recognized as 被承认是

e.g. Tom is recognized as the best footballer in the school.

2. explain vt. ＆ vi. 解释；说明

explanation n.

e.g. Can you explain the reason for the failure?

She explained that she couldn’t come because she was ill.

He explained why he was late.

I don’t understand it. Can you explain?

※ explain 不能接双宾语，即不能说explain sb. sth. ，只能说explain sth. to sb.

e.g. He explained the reason to me.

不能说：He explained me the reason. (╳)

有这样用法的单词还有introduce/ suggest等

3. continue vt. ＆ vi. 继续

（1）vt.

※ continue + doing/ to do 继续做某事

e.g. They continued to work/ working after a short rest.

continue + that 继续说道

e.g. “We must finish the task tomorrow.” he continued.

(2 ) vi.

e.g. The fighting continued for a week.

4. call on 访问；号召

e.g. An old friend called on me the day before yesterday.

The government called on everyone to help those who need help.

※ 常考的关于call的短语搭配

call for call off call at (some place) call up

需要，要求取消访问（某地）打电话；召集；使想起

call back call in call out

回电话；回想起；召回召集大声喊叫

5. bring back 带回来；使恢复

e.g. The music brought us back to the old happy days.

The doctors’ careful attendance brought him back to health.

※ 常考的关于bring的短语搭配

bring about 造成；带来（变化等）

bring down 使降低；使倒下

bring in 收获（庄稼等）；提出，引进

bring out 出版，生产；使显现

bring up 抚养；提出（议题等）；（船等）停下；呕出

6. at most= at the most 最多，至多

at least= at the least 最少，至少

e.g. I can pay you 10 pounds at (the) most.

It will at least five hundred francs.

7. attend vt. ＆ vi. 出席，参加；照顾，护理

attendance n. 出席；出席人数；护理，照料

attendant n. 出席人；服务员

e.g. attend school/ class 上学/上课

attend a meeting 参加会议

attend a lecture 听报告

Did you attend the meeting yesterday?

She was sick so she didn’t attend her classes.

※ attend on sb. = take care of sb.

8. besides （注意区分beside）

（1）adv. 此外，而且（=what’s more; in addition）

e.g. I am very busy. Besides, I don’t want to go.

He helped me to find an apartment; besides, he lent me some money.

（2）prep. 除……之外

e.g. Besides us, there were twelve people in the garden.

I bought some novels besides a Chinese-English dictionary.

※ besides 表示“除……之外（还有）”

except 表示“除……之外”

e.g. They all went there besides me. （除了我以外，他们也都去了那里。）

They all went there except me. （除了我以外，他们都去了那里。）

II. Key points in each part

§Warming up

1. act out 把……表演出来

act as 充当……角色；担任……工作

e.g. Act out the dialogue with your partner.

I don’t understand their language; you’ll have to act as the interpreter.

§Listening

2. What is missing?

辨析missing, lost ＆ gone

三者的共同点：都是adj.，都有“丢失”的意思。

不同之处：

missing 强调“失踪了、不见了”，有可能还找得回来。

lost 强调“失去的，丧失的”，一般指找不回来了。

gone 强调“过去的，不见了”，但只能做表语。

e.g. My English-Chinese dictionary is missing.

They have found the missing child in the forest.

It’s no use crying over the lost chance.

My pen was lost so I had to buy a new one.

My fever is gone but I still have a cough.

The days are gone when the workers lived a hard life.

§Speaking

3. It seems that it is going to be just another normal day.

But suddenly something unusual happens.

Seem用法总结::

(1) Seem + (to be )+形容词 / 名词 / 介词短语 / 分词(to be可以省略)

e.g. You seem to be in a great hurry. 你好像非常匆忙.

(2) Seem + 不定式(一般式,完成式或进行式)

e.g. He did not seem to have changed. 他似乎没有变。

Several people in the crowd seemed to be fighting.

人群中好像有好几个人在打假。

(3) It seem that ……

It seemed that everyone was satisfied.=Everyone seemed to be satisfied.好像人人都很满意。

（4）It seems as if/as though …

It seems as if you are the first one hear. 看起来你是第一个来这儿的。

（5）There seems (to be) …

There seems (to be ) no reason for believing him.

似乎没什么理由相信他。

There does not seem to have been any difficulty over the money problem.

在钱的问题上似乎已没什么困难。

※ 辨析seem , look 与 appear

seem 表示有某种根据的判断，这种判断往往接近或符合事实。

look 强调视觉上的印象。

appear 表示从外表或表面上看“似乎”，“好像”，有时暗含“事实上并非如此”之意。

注意 ①三个词都可以后接形容词.名词.分词等。

②appear与 seem 后可接to do，而look 后只可接to be.

③look 后可接as if 引起的从句，而不能接 that 从句。

It appears a true story.

这故事似乎是真的。

He looked a perfect fool.

他看起来是个十足的傻瓜。

She appears to have many friends.

她好像有很多朋友。

It looks as if it is going to rain.看起来要下雨了。

It appears that the plane did not land at Rome.

看起来飞机没在罗马降落。

§Reading

4. I am sorry, but I do not know you.

(1)句中I do not think I know you.是否定转移的用法，

不能说：I think I do not know you.

主语为第一人称，谓语动词为 believe, expect, guess, imagine, suppose, think且含宾语从句的复合句，在变否定句时要进行否定转移。

I do not believe he has worked out the difficult problem.

我相信他还没有解出这道难题。

I do not suppose they’ll be back tonight.

我像他们今晚不会回来了。

But I do not think we can go.

但是，我想我们不能去。

I did not imagine that they would say anything.

我想他们不会说什么。

(2) but

but 永在表示歉意的话语后，可引导一个句子，常不能译作“但是”，可以不翻译。

e.g. I am sorry, but I do not agree with you. 不好意思，我不同意你所说的。

※ 以上句子在变反意疑问句时，疑问句部分中的动词和主语应和宾语从句中的动词和主语保持一致，若陈述部分的主句的主语是第二，三人称，则疑问句部分应与陈述部分的主句一致。

I did not think he was happy, was he?

我认为他并不幸福，是不是？

I do not suppose that he cares, does he?

我认为他并不关心，是不是？

You did not think he can finish the work, do you?

你不认为他能完成工作，是吗？

5. Sorry, I didn’t recognize you.

注意该句中的didn’t的用法。此句的意思是“我刚才没有认出你来。”即现在已经认出来了，所以用的一般过去时，不能用一般现在时或现在完成时。

6. Well, I would rather not tell you.

would rather do sth. 宁愿，愿意做某事

would rather not do sth. 不愿意做谋事，宁可不做谋事

would rather + 从句（常用一般过去时表示现在或将来的情况）

would rather do A than do B 宁愿做A而不愿做B

would do A rather than do B 宁愿做A而不愿做B

e.g. I would rather stay here and have a good rest.

I’d rather you started off right away.

I would rather go skating than stay at home.

=I would go skating rather than stay at home.

=I prefer to go skating rather than stay at home.

=I prefer going skating to staying at home.

7. But, just this one. After all, this ball is important.

after all

(1) 毕竟，终究

It has turned out to be a nice day after all.

So you see I was right after all.

(2) 记着，记住

I know he hasn’t finished, but, after all, he is very busy.

I know he hasn’t done his work, but, after all, he’d done his best.

辨析 after all, first of all, in all ＆ at all

1) after all 毕竟，终究

He is certain to come. After all, he’s already accepted the invitation.

2) first of all 首先

First of all, let me introduce myself to you.

3) in all 总共，总计

There are thirty in all at the party who will travel to Lanzhou.

4) at all 常和否定词连用，表示“根本（不）”

I don’t understand it at all.

8. It was worth five hundred francs at most.

worth adj. 值得的

be worth + 价格值……钱

be worth + doing 值得做

e.g. This book is worth 20 dollars.

The film is (well) worth seeing.

※ 注意比较worthy adj. “值得的，配得上的”的用法

be worthy + of sth. 值得，配得上

be worthy + of being done 值得做

= be worthy to be done

e.g. The teacher is worthy of respect.

These old churches are worthy of being visited.

= These old churches are worthy to be visited.

§Integrating Skills

9. I don’t like plays that much.

this/ that 可用作副词，表示“这么”“那么”（=so），常用与口语中。

e.g. The weather there isn’t that bad.

It’s about this high.

Unit 15 Useful expressions

1. act out 2. act as

3. know each other well 4. look older than one’s age

5. ten years of hard work 6. be invited to

7. accept the invitation 8. after all

9. wear jewellery 10. call on sb.

11. try sth. on 12. rush back to

13. day and night 14. pay for

15. pay off 16. at most

17. in dark 18. come up with

19. rehearse the play 20. in front of the class

21. call off 22. call up

23. bring about 24. bring back

25. bring up 26. belong to

27. give a lecture 28. dream of

29. build up one’s self-confidence 30. concentrate on

Sentences:

1. It seems that it is going to be just another normal day.

2. I’m sorry, but I don’t think I know you.

3. Where have you been all these years?

4. I would rather not tell you.

5. In those days I may have been pretty.

Unit 15 短语和句子

1．把……演出来 2. 扮演

3. 彼此很熟悉 4. 某人看上去比实际年龄大

5. 十年的艰苦工作 6. 被邀请到

7. 接受邀请 8. 毕竟

9. 戴珠宝 10. 拜访某人

11. 试穿 12. 赶回到

13. 日日夜夜 14. 偿还

15. 还清 16. 最多

17. 在黑暗中 18. 想出

19. 排练话剧 20. 在同学面前

21. 取消 22. 给……打电话

23. 带来, 造成 24. 带回来

25. 抚养 26. 属于

27. 做报告 28. 梦到, 梦想

29. 建立某人的自信心 30. 集中注意力在

句子:

1. 看起来又是很平常的一天。

2. 对不起，我不认识你。

3. 这些年你上哪儿去了？

4. 我宁愿不告诉你。

5. 在那些日子里，我可能是很漂亮。

篇14：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:

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15：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16：unit 5 教案(人教版高一英语教案教学设计)

一、教学内容分析

(一)、知识背景及新课程、新教材

本单元围绕the Silver Screen(影视) 这一主题开展听、说、读、写多种教学活动。影视作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可挖掘性的教学主题。

本单元所选的语言素材涉及中外名片、著名演员、著名导演，具有典型的时代气息，有利于学生了解外国文化，增强世界意识。正如新课程标准中的教学建议所提：学习中文影视文化有利于“拓展学生的文化视野，发展他们跨文化交际的意识和能力”；在利用现代教育技术观看影视片断、影视海报的教学过程中，“拓宽了学生学习和运用英语的渠道”；同时本单元的教学对教师本身的中外文化修养、广阔的知识面等方面有非常高的要求。

（二）、教学重点难点

1. 语言知识重点与难点

（1）.关系副词引导的定语从句和介词+关系代词引导的定语从句

（2）与影视相关的词汇

（3）有关发表个人观点的句型、结构

2. 综合知识重点与难点

（1）.对国外著名影星、导演及他们作品的了解。如教材中涉及的Meryl Streep，Keanu Reeves，Steve Spielberg等，以扩大学生知识面、文化视野。如何填补学生这方面知识缺乏的信息沟。

（2）.对国内著名影视导演及他们代表作品的了解。如何设计任务让学生从课内知识到课外知识的链接。

（3）.对影视界名人及电影的评价（comments）如何写影评（review）。

二、教学目标

（一）.知识技能

1. 学习、掌握关系副词when，where.，why 引导的定语从句及介词+关系代词引导的定语从句。

2. 学习掌握一些有关影视的词汇：

如： career, director, script, play a role in ,Oscar, award, studio, scene, follow-ups等。

掌握其他一些课文中涉及的词汇：

如：graduate, attack, creature, owe…to…, take off等。

3. 学习掌握一些用于讨论、评价电影的结构句式：

如：What’s the film about?

What do you think about the story of the film?

How do you feel about the film?

I like / don’t like the film because…

The film is about… I think the ending of the film is …

4. 提高学生语言听、说、读、写的能力及扮演角色、编写剧本、撰写影评等的综合语言运用能力?

（二）. 情感态度

1. 学习几位著名影星、导演执著于艺术、献身于艺术的敬业精神和对人类艺术的巨大贡献。

2. 从Keanu Reeves 艰辛的成功途中（In the begin did many small jobs, then played in many cheap films.）我们可以学习到：要成就事业需付出辛勤劳动，要有持之以恒、坚持不懈的恒心与毅力。

3. 通过学习国外著名影视界人物，培养学生了解、尊重异国文化，体现国际合作精神。

4. 通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。

（三）.学习策略

1. 认知策略

能总结定语从句的结构规律，并加以应用；在学习中借助电影海报图画、图表等非语言信息进行理解或表达。

2. 调控策略

利用影视资源，主动拓宽英语学习渠道，创造和把握学习英语的机会；积极参与采访、表演、调查等英语学习活动。

3. 交际策略

充分利用采访、表演等真实交际活动提高用英语交际的能力，在其过程中能借助手势、表情等非语言手段提高交际效果，能克服语言障碍，维持交际。

4. 资源策略

通过了解影视知识，获得更广泛的英语信息，拓展所学知识。

（四）.文化意识

1. 了解英语国家影视界艺术家的成长经历、成就和贡献。

2. 通过学习，了解世界著名影视文化，培养世界意识。

3. 通过中外影视文化对比，加深对中国影视文化的理解。

三、教学步骤

(一) Warming up

这部分的重点是引出本单元的话题---电影，了解学生对电影的熟悉程度并充分发挥学生的想象力。同时训练学生说的能力。

活动步骤：

1．师生互动：教师提一些问题如Do you like seeing films? How often? Favorite actor? Actress? Film? 在此过程中教师可展示一些学生熟悉并喜欢的名演员、名片的海报，从视觉上激发学生对本话题的兴趣。

2．小组活动：教师选取几副不同题材的电影画面（可选取教材外的其它画面），要求学生进行小组合作，每小组选一幅画面进行讨论What is happening in this scene? What happens before/after the scene? 要求学生不拘泥于已知的电影内容，发挥自己的想象力，给出各种不同的观点。

3．班级活动：向班级其它同学描述本小组所选图片，其他同学可给出不同意见。

（二）listening

本单元的听力是培养学生捕捉特定信息的能力，并让学生熟悉interview这种形式。Task: To discuss what questions the reporters will ask when interviewing famous directors.

活动形式：

1．师生互动：教师设置开放性的问题，进一步启发学生思考，并为过渡到听力部分做准备。问题可设置为：Of course these films now are very popular and successful, and what does the success of the films bring to the actors? 学生各抒己见，金钱、荣誉、名气，成为公众人物后带来一个问题They received a lot of interviews。

2．小组活动：教师引出问题What questions will you ask when interviewing an actor?通过小组讨论，收集尽可能多的问题，一方面让学生预测听力中可能会出现的问题，同时也对interview这种形式有所了解。

3．班级活动：完成听力练习

（三）Speaking

本单元说的任务是利用阅读所得信息开展对名演员的interview,从而提

高学生在真实语境中的交际能力。教师还可让学生尝试当演员，从而对

演员的职业有所了解并增加学习趣味。

Task: To interview famous actors and directors in different ways.

活动形式：

1、师生互动：教师可设置问题了解学生对电影大奖及获奖演员的了解程度，为接下来的两位演员的介绍作好铺垫。问题可为Can you tell me some famous awards to the films in the world? Try to tell the famous actors, actresses and the films you know that have won the Oscar.

1．班级活动：教师可为学生播放分别由Meryl streep和Keanu Reeves主演的电影Out of Africa《走出非洲》和 speed《生死时速》片段，并可展现他们主演的其它电影的海报，让学生在视觉上对这两位演员及他们的表演有所了解。

2．个人活动，但先把学生分成两组，分组阅读，然后完成下面表格中的信息。

Birth (time/place)

schooling

Beginning of the acting career

films

family

3．小组活动：选两位学生，一位当主持人，一位当Meryl streep/Keanu Reeves，其他同学充当观众，模仿央视“艺术人生”的形式作一访谈，要求主持人留一些时间给观众提问。

4．师生互动：教师可引导学生讨论下列问题：

1） Why are they so popular and successful?

2） What is needed to be an actor/actress?

3） Would you like to be an actor/actress one day? Why(not)?

6. 小组活动：教师播放电影“home alone”《小鬼当家》片段，将原声消去，让学生分组给出对白及表演，最后可让学生互评哪一组做得最好。

(四) Word Study(提前)：

本单元词汇学习的目的主要是让学生掌握一些与电影有关的词语如studio、follow-ups、award、script等，对学生而言，有些生疏，因此教师可给出一些视觉上的帮助。

教学形式：

师生互动

在教学过程中，先利用图片，实物等教具对学生进行直观的教学，使之有更清晰的认识后，再辅之以语境，利用语境来推测词义，达到猜词的效果。如给出The Matrix和The Matrix Reloaded的电影海报，学生很容易得出：The Matrix Reloaded is the follow-up of The Matrix。通过这样的铺垫，学生在做第七小题时，只要利用好文中的线索Speed II, Jurassic Park III就可以轻而易举的得出follow-ups。

（五）Pre-reading

此部分的关键在于让学生了解如何制作电影，尤其是通过了解电影的制

作而突出导演的重要作用。Task: To experience being a director (write one scene of the film and act it out).

活动形式

1．师生互动：教师提问If you want to make a film, who do you

need to invite?通过此问题引出电影制作过程中所需的各种角色，如photographer, actor/actress, editor, director等等

2．小组活动：

1）教师可设置这样的讨论题：What part would you like to play in making a film?根据选择分组，让他们讨论选择各角色的理由。同时讨论各角色在电影制作中所做的不同工作。通过讨论，学生不难发现，在电影的制作过程中，导演起了非常关键的作用。

2）根据所选的各种角色交叉分组，发挥各自的作用。

Think of one scene you are quite familiar with and act it out.

a. What would the scene be like and what happens in it?

b. Who are the main actors in that scene and what do they do?

c. Write a short dialogue and act it out

（六）reading

本篇阅读材料是人物传记，介绍了著名导演Steven Spielberg 的成长经历以及他的主要成就和作品。通过文章的学习，旨在了解西方的电影文化背景以及学习名导Steven Spielberg的那种对自己的事业坚持不懈、孜孜以求的精神。

活动形式：

1．小组活动

分别给出阅读材料中提到的五幅电影（Jaws, E.T., Jurassic Park, Schindler’s List, Saving Private Ryan）的图片，把学生分成不同的小组，对图片进行预测，各个小组根据不同的图片猜想影片的大概内容及主题。

2．个人活动

快速阅读课文的Para3-5 , 查找出有关这5部电影内容和主题的信

息，并核对与自己猜想是否相符。

3．个人活动

阅读并查找有关Spielberg的信息：

1） When and where was he born?

2） When did he start making films?

3） What did he use to make films at first? and later?

4） What was his dream?

5） What did he study?

6） When and with what did his career take off?

7） What does Spielberg owe his success to?

（七） Post-reading

该部分可分成两块，其中第二块内容可以提前到阅读中去完成，也可在读后总结，当学生读完影片内容时，可以根据自己的理解写出五部影片的内容是什么（写尝试应用定语从句，体验定语从句的结构）。第一块（Questions）中第1，3，5三个问题比较难，从文中直接找不到答案，也是学生理解上需要升华的部分。可以通过分组，让学生讨论来理解这几个问题。让学生领会以下几点：1）、英语作为工具的重要性 2）、不懈努力、持之以恒 3）、成功需要家人的支持，合作、互助精神。

（八）Language study

这部分的重点是学习掌握关系副词when，where，why 引导的定语从句及介词+关系代词引导的定语从句。Task: To talk about some famous directors in China and some of their most famous and popular films, using attributive clause.

活动步骤：

1．师生互动：教师提一些问题如What Chinese directors do you know?

What are their well-known films? 在此过程中教师可展示一些学生熟悉的国内知名导演的海报，从视觉上激发学生的兴趣。然后谈论某个导演及他的代表作品，引出定语从句。

如Zhang Yimou is the famous director who successfully directed the film Hero.

2．小组活动：教师选取几副大家熟悉的国产大片的电影画面，要求学生进行小组讨论，分别来自什么电影，他们的男、女主角（main actor/actress）分别是谁。然后用定语从句知识来谈论。如：Shaolin Soccer is a funny film in which Zhou Xingchi plays the main role.

3．班级活动：给出几副图片及几个关键词（key words），用所学定语从句来描述图片。如：

北京申奥成功图 Beijing the city Beijing is the city where/in which the 2008 Olympic Games will be held.

4．大组活动：全班以座位为单位分4大组，开展竞赛。1）小组讨论，两人一组，一学生创设一个情景并给出2-3个关键词，另一名同学用定语从句进行描述。2）班级活动；结果汇报，教师记录，看哪个大组能正确描述的情景最多。教师给出评价。

（九）Integrating Skills

该部分主要阅读张艺谋的影片Not One Less并学习如何评价电影及写影评。Task: Make comments on films and write reviews about them.

1. 师生互动：教师可设置问题了解学生对张艺谋及其主要作品的熟悉情况，为接下来阅读Not One Less 作铺垫。问题可为 What does he do? What is famous for? What films has he directed? What is his recent film? What else do you know about him? 同时呈现张的有关信息表格，为后面的Survey 作铺垫。通过提问谈论《一个也不能少》有关情节，为阅读作铺垫。

2．个人活动：阅读Not One Less ；回答问题，填写信息表。

3．班级活动：学习写review 的有关建议。并以Not One Less 作为例子写影评一篇。

4．个人活动：Survey--Your favorite director and his film in china

5．小组活动：讨论关于Your favorite film What’s it about? What kind of story do you think it is? How do you think of the actors/ actresses?...

6．个人活动：模仿前面所学，写一篇影评 My Favorite Film

7．两人活动：交换作文，从影评内容、时态、单词拼写、所用词汇等方面相互交流、修改。

8．班级活动：推荐一名学生在班上交流所写影评。

篇17：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18：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.

★ 人教版高一英语教案

★ Unit21Body language Grammar(人教版高一英语下册教案教学设计)

★ The Revision of Units 19-22(人教版高一英语下册教案教学设计)

★ 高一语文教学设计人教版

★ 人教版高一数学教学设计

★ 高一上册人教版英语课本教学设计

★ 高二19单元教案(人教版高二英语下册教案教学设计)

★ Unit 19 必会习语(人教版高一英语下册教案教学设计)

★ 人教版高一unit 2全单元教案

★ unit 1 phrases(人教版高一英语上册教案教学设计)

人教版高一下英语教案高一第二十一单元(人教版高一英语下册教案教学设计)（集锦18篇）

欢迎下载DOC格式的人教版高一下英语教案高一第二十一单元(人教版高一英语下册教案教学设计)，但愿能给您带来参考作用！

推荐度：

点击下载文档文档为doc格式

猜你喜欢

人教版高一历史教案2022-12-06
高一历史教案人教版2022-12-16
新目标八年级英语下册第二单元教学设计 (人教版英语八年级)2023-05-10
高一英语教案2022-12-15
人教版高一历史必修一教学设计2022-12-12
Unit 15 The necklace单元教案(人教版高二英语下册教案教学设计)2023-02-13

人教版高一下英语教案高一第二十一单元(人教版高一英语下册教案教学设计)

篇1：人教版高一下英语教案高一第二十一单元(人教版高一英语下册教案教学设计)

篇2：人教版高一下英语教案高一第二十单元(人教版高一英语下册教案教学设计)

篇3：人教版高一下英语教案高一第十九单元(人教版高一英语下册教案教学设计)

篇4：人教版高一下英语教案高一第十八单元(人教版高一英语下册教案教学设计)

篇5：人教版高一下英语教案高一第十五单元(人教版高一英语下册教案教学设计)

篇6：人教版高一下英语教案高一第十三单元(人教版高一英语下册教案教学设计)

篇7：人教版高一下英语教案高一第十七单元(人教版高一英语下册教案教学设计)

篇8：人教版高一下英语教案高一第十六单元(人教版高一英语下册教案教学设计)

篇9：人教版高一下英语教案高一第十四单元(人教版高一英语下册教案教学设计)

篇10：新教材高一下unit15教案(人教版高一英语下册教案教学设计)

篇11：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)

篇12：高一下16单元语言点详解(人教版高一英语下册教案教学设计)

篇13：高一下15单元语言点详解(人教版高一英语下册教案教学设计)

篇14：高一英语unit13教案(人教版高一英语下册教案教学设计)

篇15：unit18整单元教案(人教版高一英语下册教案教学设计)

篇16：unit 5 教案(人教版高一英语教案教学设计)

篇17：人教版高一英语第三单元教案

篇18：人教版高一英语第一单元教案

人教版高一下英语教案高一第二十一单元(人教版高一英语下册教案教学设计)（集锦18篇）

高一期末复习Units 3-4(人教版高一英语上册教案教学设计)

人教版美术单元教学设计

人教版九年级英语第二单元教学设计

人教版高一语文下册《故都的秋》教案

人教版音乐下册教学设计

人教版初一英语下册教学设计

初中英语人教版下册教学设计

高一unit 2 学案(人教版高一英语上册学案设计)

unit19 sentence(人教版高二英语下册教案教学设计)

再说定语从句 (人教版英语高一)

人教版高一物理精选知识点

人教版高一生物说课稿

人教版高一数学教学计划

人教版高一物理知识点精选

集中学习高一单词(人教版高一)

高一历史知识点人教版

高一英语上册unit3教案（全）-人教版[全套]

人教版九年级英语教案

《荆轲刺秦王》教学设计(人教版高一必修一)

人教版高一Unit 12 Art and literature单元整体教案