Unit 13 Healthy Eating （教案）(新课标版高一英语教案教学设计)

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“林更新进度”通过精心收集，向本站投稿了17篇Unit 13 Healthy Eating （教案）(新课标版高一英语教案教学设计)，以下是小编为大家准备的Unit 13 Healthy Eating （教案）(新课标版高一英语教案教学设计)，仅供参考，欢迎大家阅读。

目录
第1篇：Unit 13 Healthy Eating （教案）(新课标版高一英语教案教学设计)第2篇：高一Unit 13 Healthy eating教案第3篇：高一Unit 13 Healthy eating教案第4篇：高一教案 unit 13 Healthy eating第5篇：unit 13 Healthy eating 4th(新课标版高一英语下册教案教学设计)第6篇：人教版高一Unit 13 Healthy Eating教学案例第7篇：unit 13 Healthy eating(人教版高一英语下册教案教学设计)第8篇：Unit 13 Healthy eating (人教版高一英语下册教案教学设计)第9篇：unit 13 healthy eating网络环境下的教学设计(人教版高一英语教案教学设计)第10篇：高一英语新教材(下)词组总汇Unit 13 Healthy eating(新课标版高一英语下册教案教学设计)第11篇：unit 13 healthy eating 语法及练习(人教版高一英语下册教案教学设计)第12篇：Unit 13 Healthy eating Teaching Plan(人教版高一英语上册教案教学设计)第13篇：高一unit 6单元教案(新课标版高一英语教案教学设计)第14篇：高一unit 7单元教案(新课标版高一英语教案教学设计)第15篇：unit 11 语法(新课标版高一英语教案教学设计)第16篇：高中英语绿色教案Unit 13 Healthy and Green eating(人教版高一英语下册教案教学设计)第17篇：Unit2 Healthy eating说课稿 (新课标版高一英语必修三教案教学设计)

篇1：Unit 13 Healthy Eating （教案）(新课标版高一英语教案教学设计)

一. 单元词语知识：

1. base

（1）n. [C]基础；底座；基地；根据地

In 1849, he went to England and made London the base for his revolutionary work.

在1849年，他去了英格兰并将伦敦作为他革命工作的基地。

（2）vt. 基于；把……建立在……上；以……为基础；根据

The story is based on a true story.

base one’s opinion（up）on the facts把自己的观点建立在真实的基础上

There’s a house the base of the mountain.

A. in B. over C. at D. by

2. however

1）（无比较级）adv.

（1）（作how的强调形式）怎么竟会

However did you make such a mistake? 你怎么竟会犯这样的错误？

（2）（作连接性副词）不管……如何；多么……（可修饰形容词、副词，后须紧跟形容词或副词，句子应该半倒装=no matter how）

However hard he tried, he couldn’t remember the text.

不论他多么努力，他也不能熟记课文。

（3）（起副词作用）但是；可是；不过（多插在句子中间，有时可放在句首或句尾，多用逗号与句子隔开）

① The Einsteins, however, couldn’t pay for the education that young Albert needed.

然而爱因斯坦夫妇付不起小阿尔伯特所需学费。

② I’d like to go with you, however, my hands are full.

我很想和你一块去，但是我忙不过来。

2）conj. 怎么样……都行（引起状语从句）

He can go however he likes. 他爱怎么去就怎么去好了。

however与but

（1）but是连词，连接两个并列的分句，常置于句中，在but与分句之间没有逗号。如：

① I like the film but I have no time to see it. 我喜欢这部影片，但是没有时间去看。

② I’d like to go, but I’m too busy. 我想去，但太忙。

③ Excuse me, but can you tell me how to get to the station?

打扰一下，请告诉我到车站怎么走好吗？

（2）however不能像but那样直接连接两个分句，必须另起一句。however在句中的位置非常灵活，可置于句首、句中或句末，常用逗号将however与句子隔开。如：

① She worked hard. However, she wasn’t successful.

她非常努力，（尽管如此）然而她没有成功。

② He was mistaken, however. 然而他弄错了。

③ There is, however, another side to this problem.

然而，这个问题还有它的另一面。

④ It’s raining hard. However, I decide to go out.

雨下得很大，然而我决定出去。

[例1] , Mother will wait for him to have dinner together.

A. However late is he B. However he is late

C. However is he late D. However late he is

[例2] However hard you , you will never succeed in pleasing her.

A. should try B. will try C. would try D. try

3. so that

so that既可引导目的状语从句，也可以引导结果状语从句。如：

（1）They stopped at Hangzhou so that they might visit the West Lake.

他们在杭州停留以便浏览西湖。（目的状语从句）

（2）She had a raincoat, so that she was not wet.

她穿了雨衣，因而没淋湿。（结果状语从句）

so that用来引导目的状语从句，从句中一般应该用may, can, will这类情态动词；当它们用来引导结果状语从句时，从句中有无情态动词，应根据情况而定：用陈述语气表示“实际结果”，一般不用情态动词；若表示“可能的结果”，要用may；若表示“不可避免的结果”，则用must。如：

（1）You are careless in your studies so that you may fail.

你在学习上粗心，可能会不及格。

（2）You are very careless in your studies so that you must fail.

你在学习上粗心，一定会不及格。

[例1] As a teacher, I don’t think children can be given homework to do.

A. so little; so much B. such little; so much

C. such little; such much D. so little; such much

[例2] I hurried I wouldn’t be late for class.

A. since B. so that C. as if D. unless

[例3] She spoke soft voice that we could hardly hear her.

A. such a B. in such C. in so D. in such a

4. in order to以便，为了

（1）He sat in front in order to look at the blackboard clearly.

他坐在前排，以便清楚地看见黑板。

（2）We started early in order to arrive before afternoon.

我们早早出发是为了在下午之前到达。

in order that / so that“以便”后跟从句；in order to与so as to在意思上是一样的，但so as to一般不放在句首。

（1）We must get up early in order that / so that we can have enough time to have breakfast.

我们必须早点起床，以便有充足的时间吃早饭。

（2）In order to arrive there in time, he started at 6 o’clock in the morning.

为了及时到达那里，他早上六点钟就出发了。

（3）I got up early in the morning in order not to / so as not to miss the first bus.

我们早晨早起，为了不错过头班公共汽车。

[例1] He got up early he could get there on time.

A. in order to B. in order that

C. so as to D. that

[例2] He started early catch the morning train.

A. in order to B. in order that

C. son as D. so that

5. measure

（1）n. 量度；尺寸

A meter is a measure of length. 公尺是长度的计量单位。

（2）措施

What measures are you going to take? 他们打算采取什么措施？

（3）vt. / vi. 测量；量

Please measure the baby. 请给小孩量一下身高。

to one’s measure 按照某人的尺寸

6. even if的用法

even if=even though即使；尽管。引导让步状语从句。如：

（1）They’ll stand by you even if you don’t succeed. 即使你不成功他们也会支持你。

（2）I am going to expose him, even if he is a friend of mine.

尽管他是我的朋友，我也要揭发他。

7. taste

taste的用法如下：

（1）taste作行为动词，表示“品尝”、“尝味”。

Taste the fish and tell me whether you like it or not. 尝尝这鱼，告诉我你是否喜欢。

（2）作连系动词，意为“尝起来……”，“有……味道”，后面接形容词作表语。

This kind of food tastes good. 这种食物尝起来味道不错。

（3）作名词，意为“味道”，“味觉”；“兴趣”，“爱好”。

① I’ve got a cold and so I have no taste. 我伤风了，尝不出味道。

② She has a taste for foreign travel. 她有到国外旅行的爱好。

③ Modern art is not to everyone’s taste. 现代艺术不见得合所有人的口味。

（1）能作连系动词后接形容词的还有：

sound听起来 look看起来 smell闻起来 feel摸起来

① The music sounds wonderful. 这音乐听起来美极了。

② The meat smells bad. 这肉变味了。

③ He looks quite strong. 他看起来很强壮。

④ The cloth feels soft. 这布料摸起来很柔软。

（2）这五个连系动词无被动语态，也不能用于进行时。

The music is sounded wonderful.

The music sounds wonderful.

[例1] Popular music is liked by many people, but it is not to everyone’s .

A. manners B. share C. smell D. taste

[例2] Apples, oranges and pears are famous, but which do you think tasts ?

A. most B. first C. best D. nicer

8. practise

vt. / vi. 实践，练习

（1）用作vt。后接名词或动名词（不能接不定式）作宾语

① You should practise your spoken English. 你应该练习英语口语。

② They practise singing a new song. 他们正练习唱新歌。

（2）用作vi.如：

The team is practising for the match on Sunday. 这个队正在为星期天的比赛训练。

（3）这两个词只有一个字母之差，都解作“实践”，“练习”，读音也相同。practice是不可数名词。例如：

You need more practice before you can play basketball for our team.

你需要更多的训练，才能为我们队打篮球。

（4）在美国英语里，practice也可用作动词。意义上相当于practise。

（5）practise是动词，可用作及物动词或不及物动词。用作及物动词时，后接名词，代词或动词-ing形式，但不能用动词不定式作宾语。

例如：

① You won’t become a good singer if you don’t practise. 如果你不练习的话，你不会成为一名好歌手。

② You must practise this movement more. 你们必须多练习这个动作。

③ He practises speaking English every morning. 每天早上他练习讲英语。

We have worked out the plan and now we must put it into .

A. fact B. reality C. practice D. deed

9. mix

（1）vt. / vi. 混和；搅和

The oxygen we breathe in mixes with our blood and gives us life. 我们吸入的氧气和我们的血液相结合，给我们以生命。

（2）mixture n.混和物

Air is a mixture of gases. 空气是多种气体的混和物。

mix up拌和；搅匀；混淆

You should mixed up flour and water. 你们应当把面粉和水搅匀。

You can’t mix oil water.

A. with B. and C. of D. A and B

10. deal with和do with

（1）deal with“对付……”，“处理……”其中deal为不及物动词

（2）do with“对付……”，“处理……”do是及物动词

比较：

What will you do with the mater?

How shall we deal with the problem?

此外：deal with还可以作“论述”，“与……打交道”之意。

① His lecture at the conference will deal with first aid.

他在医学会议上的发言将谈到有关急救的问题。

② We have dealt with that company for 10 years. 我们同那家公司打了的交道。

11. likely和possible

这两个词的意思相似，用法上稍有区别。

likely的逻辑主语可以是sb.也可以是sth.；possible的逻辑主语不可以是sb.，即不能用sb. is possible to do sth. 结构。如：

① I’m likely to be very busy tomorrow. 明天我可能很忙。

② He is likely to come（or: It is likely that he will come.）他或许会来。

③ Do you think it’s likely to rain? 你认为可能下雨吗？

④ It is possible that he will come soon. 他大概会来的。

It’s nearly ten o’clock and father walk in at any moment.

A. is possible to B. is maybe to

C. is likely to D. is able to

12. make+复合宾语

（1）make + 宾语+不带to的不定式。这一结构表示的意思是“使某人做某事”。如：

① Taking some medicine made me feel much better.

服了这些药使我感到好多了。

② In the old society, the landlord made the farmers work day and night.

旧社会地主让农民不分白天黑夜的干活。

上述例句若变为被动语态，补语要用带to的动词不定式：

① I was made to feel much better by taking some medicine.

② The boy was made to stand under a tree.

③ In the old society, the farmers were made to work day and night.

（2）make+宾语+过去分词。这一结构表示的意思是“使某人/某事被……”。例如：

① The speaker raised his voice in order to make himself heard.

发言人提高了嗓音以便别人听到他说的话。

② We should not make our plan known to everybody.

我们不应该使每个人都知道我们的计划。

③ She didn’t know French at all, so she couldn’t make herself understood.

她根本不懂法语，所以她不能表明自己的意思。

（3）make+宾语+形容词。这一结构表示的意思是“使某人/某事成为……”。如：

① The interesting story made him very happy. 这个有趣的故事使他很高兴。

② They have made the house clean and tidy. 他们把房子收拾得干净而整洁。

③ The smoke made the room dirty. 烟将房子弄脏了。

13. in future与in the future

in future“今后”，是from now on的意思。

in the future“将来”，与将来时态连用。试比较：

① Be more careful in future. 今后要多加小心。

② She will become an able scientist after her graduation in the future.

将来她毕业之后会成为一个能干的科学家。

14. happen vi.

eg .

（1）Whatever happens , we must keep clam .

（2）He happened to be out then .

（3）It happened that I had no money with me .

△ happen to sb. happen to do sth.

△ 判断正误：

The accident was happened last night .

The accident happened last night .

辨析：happen，take place，occur

（1）happen指事情的发生，往往带有“偶然”或“未能预见”的意思。

（2）take place指事先布置或策划好而后发生，没有“偶然”的意味，有时还有“举行”的意思。

eg .

Write about the changes which have taken place in China .

（3）occur常指意外或预料中的事情发生。当主体指具体或确实发生的事件时，occur可与happen换用。但在表示否定意义时，以用occur为好。

eg .

（1）Many happy events occured during their visit to their birthplace .

（2）The accident happened yesterday .

（3）It occured to me that I had forgot to bring money .

15. hurt

（1）She hurt my feelings .

（2）I hurt my back when I fell .

hurt，injure，wound

判断正误：

① He badly hurt .（） He was badly hurt .（）

（3）He fell and hurt his arm . 他摔一跤，摔坏了胳膊。

（4）He was injured in a fire .

（5）The bullet wounded him in the leg .

△

（1）身体内部的受伤不能用wound

① His internal organs were injured / hurt .

（2）hurt的过去分词能作表语，wounded和injured可以作表语和定语。

② I saw a hurt man . I saw an injure man .

（3）hurt可作为不及物动词，表示“疼，难受”，其他两词不能。

③ My left foot hurts .

（4）injure和wound也可能对感情的伤害。

④ What he said injured me deeply .

（5）hurt的名词是hurt，injure的名词是injury , wound的名词是wound。

16. a bit

（1）adv.

① My legs still hurt a bit .

② Jane thought she would lose weight by eating a bit less .

③ We like this model of TV , but its size is a bit too large for us .

（2）n.

④ There is no sugar in the box , but you may find a bit in the bag .

a bit of：

⑤ This is a bit of good advice .

⑥ She is not a bit tired though she works all day long in the office .

17. advise

（1）He advise an early start .

（2）The doctor advised me to take more exercise .

（3）I advise waiting till proper time .

（4）Will you advise me which one to buy ?

（5）I advise that he go at once .

（6）I will do as you advise .

△ advise sb.（not）to do sth. advise sb. against doing sth. advise sb. on sth.

注意：

（1）advise之后可接动名词作宾语或接带不定式的复合宾语；但不能接不定式作宾语。

（2）advise后接从句时，从句谓语要用虚拟语气。

18. diet

（1）Proper diet and exercise are both important for health .

△ ① be on a diet

② I mustn’t have Chocolate . I’m on a diet .

辨析：diet，food

diet和food都可用“食物”解，但diet指的是习惯或规定的食物，特指维持健康的定量或定质的食物，如病人的疗养饮食，而food是一般的用语，泛指所有可吃的东西。

eg .

① We must have food to eat and clothes to wear .

② Proper diet and exercise are both important to health .

19. main

（1）adj.

Can you follow the main points of his speech ?

（2）n.

The new house is not yet connected to the mains .

20. help

（1）n.

① Thank you for your help .

② The girl is now quite a help to her mother .

（2）vt.

① He often helps me .

② Help yourself to some fish .

③ The medicine helps a lot .

△ help out help sb. with sth. help yourself to … can’t help doing …

can’t help but do … with one’s help …

辨析：help sb.（to）do sth. 和help（to）do sth.

（1）help sb.（to）do sth. 帮助某人做某事

help“帮助”讲，接带to或不带to的不定式作宾语补足语，一般说来直接参与了帮助的行为，不定式前就省去to。

① He often helps me carry boxes .

② He helps my little son to learn English .

（2）help（to）do sth.

help接带to或不带to的不定式作宾语。

③ The book helps（to）learn your English .

篇2：高一Unit 13 Healthy eating教案

First show the students some pictures of dishes and so to introduce the topic of this unit.

And then show the pictures on their text books and let them to decide what is junk food and what is not.

Here the students may have a short ask and answerin pairs to themselves more engaged in the topic.

Step 2 Listening

Let the students listen to the tape and be prepared to answer the questions below.

Step 3 Speaking

Show the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue

After that list the useful expressions in their dialogue.

Step 4 Homework

Prepare for the next class.

Collect some menus if possible for the next class.

Lesson 2

Step 1 Introduction

Using the questions on P3 to introduce the new text.

Step 2 Fast-reading

1.What does the “fuel ” mean in the first paragraph?

(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)

2.What do we have to consider when we choose to buy or eat?

(What kinds of nutrients that the food contain.)

3.What made our eating habit changing?

(Many things: what people believe, advice from companies and stores.)

4. How can we feel and look fine?

(We ought to learn about our body and the fuel it needs to keep fit.)

Explain the language points if necessary.

Step 3 Carefully-reading

How many parts can be divided into?

(Three parts.)

What’s the main idea of each part?

(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)

Step 4 Talking

Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.

Step 5 Homework

Finish the exercise --- Vocabulary on P5. and P72-73

Lesson 3

Step 1 Revision

Check the homework.

Step 2 Grammar

First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.

篇3：高一Unit 13 Healthy eating教案

(1) Finish the exercise on P5 and on P74

(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.

1.give advice that will really help the person.

2. be polite and sincere

at last get the students to finish the following practice.

Step 4 Homework

Finish the exercise 3 on P74 in the students’ workbook.

Lesson 4

Step 1 Revision

Let some students read their reply to the letters on P74.

Step 2 Reading

Read the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)

Step 3 Writing

Ask the students to work in pairs to write the recipe for their favourite dish.

We may first give the tips on P7 as a guide.

Step 4 Discussion

First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?

What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)

Step 5 Homework

Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.

篇4：高一教案 unit 13 Healthy eating

Unit 13 Healthy eating

Period 1

I. Teaching aims:

1. Warming up to make the students love talking after a long time no see.

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

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

4. New words: junk, contain, vitamin, ripe, plenty of, a bit (of), etc.

.II. Important points:

1. Train the Students’ listening ability.

2. Master the new phrase and sentence pattern and make the students be free to talk about eating habit and health.

III. Difficult points:

1. Learn the usage of the sentences pattern: I think that ---because---.

2. Improve the students’ listening and speaking ability.

IV. Teaching methods

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

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

V. Teaching procedures:

Step 1 Presentation

Begin the class with my own eating experiences. Encourage the students to tell about theirs. Make them say as many names of the food as possible. Get them to tell their feeling about different kinds of food. Ask:

What do you think are good eating habits?

What will happen if we don’t have good habbits?

Conclusion: Every day we have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we re going to learn something about food.

Step 2 Warming up

1. Have the students open their books at Page 1 and look at the eight pictures of different kinds of food. Tell the names of the food first. Then discuss in pairs:

which of them are junk foods? Why?

Or which of them are healthy foods? Why?

2. Ask your classmates what they like to eat. The students may have a discussion in pairs and then make a list of the food and decide whether what they like to eat is junk food or not.

3. According to the discussion, fill in the table with real information.

Step 3 Listening

1. Tell the students they are going to have some listening training. Let them know that something is wrong with Mike. Make them listen to the tape once and tell what is the problem with Mike and what he did next.

2. Look at Ex. 1 on P2 and listen to what happened to Mike. The students are to answer the questions in it after a short discussion.

3. Listen to what Mike did next, and then answer the question in Ex. 2. A short discussion is allowed in pairs.

Step 4 Speaking

Everyone wants to be healthy and strong. But sometimes we are not feeling well. Ask:

What will you do if you don’t feel well?

Say: When we’re ill, we’d better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyday English used by doctors and patients. Go through the useful expressions on P3.

Have the students look at the example above. Ask two students act as Dr Yang and Sharon and read the dialogue aloud. Have the other students underline some useful expressions they can find.

Go through the three situations with the students on P2. Ask them to choose one of them and make up a dialogue in pairs according to the example given and then act it out.

Step 5 Conclusion

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

Homework

Preview the reading passage in this unit.

Period 2

I. Teaching aims:

1. 1. Learn and master the following words and expressions: make choices, pace, diet, nutrient, muscle, bean, keep up with, fibre, mineral, chemical balance, fit, be good for, function, and be harmful to, etc.

2. Improve the students’ reading ability and study the language points connected with the text.

.II. Important points:

1. Train the Students’ reading ability.

2. Master the new phrases and words

III. Difficult points:

How to make the students understand the reading text better.

IV. Teaching method

1 . Fast reading for the students get the general idea first.

2. Discuss after reading to understand the text better.

3. Careful reading to get the detailed information.

V. Teaching procedures::

Step 1 Presentation

Ask the students what in their mind are healthy foods and what are junk foods. Help them to get a conclusion that we must develop healthy eating habits.

Step 2 Pre-reading

Show the students the pre-reading questions. Get them to discussion in groups. Ask individual students to give a report about their own answers to them. Ask:

What do you think of your own eating habit? Is it healthy or not?

Step 3 Fast Reading

Say: today we come to the Reading. It’ s about a healthy diet and tells the importance of keeping healthy eating habits. Read the text quickly and find the answers to the questions on the screen..

1. What do traditional diets often have?

A. too much water B. too much protein

C. too much fat and too many calories D. nutrients we need

2. What can help our body fight disease and give us energy?

A. vitamins, fibre and minerals. B. pork and fish

C. water D. calcium

3. What contains a lot of protein?

A. vegetables B. fruits

C. vitamins D. fish, meat and beans

4. Why do some people become vegetarians?

A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..

B. Because they think meat is not “eco-foods”.

C. Because they think meat will make them Fat.

D. Because riley think meat will make them thin.

5. From the passage we can conclude that it is probably better, if

A. we eat less meat B. we have more fruit

C. we have “eco-foods” D. we buy good food and keep a balanced diet.

参考答案：CADAD

Step 3 Careful reading

1. Give enough time to let the students read the text carefully again, and tell the main idea of each paragraph.

2. The students read the text paragraph by paragraph. The teacher ask as many questions as possible for the students to answer. Give the students some explanations to some difficult sentences or phrases. Pay attention to the new words and expressions.

3. Play the tape for the students to listen and follow.

4. Give the students some time to ask questions about the points they don’t understand.

Step 4 Post-reading

1. Do post-Reading 1- 3

2. Discuss the questions below, first in pair, then with the rest of the class.

(1)Why do people go to fast food restaurant?

(2)Why is it not good for you to eat too much sugar and fat?

(3)Why are crash diets and supplements so popular?

(4)What can we do to keep a balanced diet?

Step 5 Conclusion

Have two top students to make a conclusion about what we have learned in this class and what we can learn from this text. The teacher should speak highly of their answers. If possible, add some necessary information.

Homework

Go through the whole text and retell it.

Get prepared for next class.

Period 3

I. Teaching aims:

1. Review the text learnt in the last period including useful words and expression.

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

3. New words and phrases: ought to, column, gram, sticky, etc.

.II. Important points:

1. Master the usages of had better, should and ought to.

2. Remember the words from the text.

III. Difficult points:

How to use had better, should and ought to correctly in different situations.

IV. Teaching methods:

1. Group or pair work to get the students do better in class.

2. Use competition to make the students active in class.

V. Teaching procedures:

Step 1 Presentation

In this class we’re going to review the words we learnt and also learn how to give advice using had better, should, and ought to. Write them on the blackboard.

Step 2 Word study

Make the students open their books at page 5 and look at this part.

First make the students work out the words in pairs. Give them some time to remember the answers.

A competition: Get the students to close their books. The teacher reads out the descriptions and the students are to speak out the words as quickly as possible. See which group get the most correct answers.

Step 3 Grammar

The teacher can tell the students when people use had better or had better not, should or should not, ought to or ought not to. Write down one or two examples for each phrase and try to make sure that the students understand all the usages by asking them to give their own examples.

Then have the students fill in the blanks in Ex. 1 on P5 in a right way.

Step 4 Practice

Read through the title with the students and let them get clear about what they are going to do with this exercise. They will try to write letters giving advice. Read the letters asking for advice quickly, then write down four pieces of advice for each of them using had better (not) , ought (not) to or should (not) .

Step 5 Workbook

Books open at P72. Do Exx. 1-3.

Homework

Go over the grammar by finishing the exercises on P73 in grammar part.

Period 4

I. Teaching aims:

1. Do some reading about Snacks.

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

.II. Important points:

1. Train the Students’ writing ability by getting to know how to write a recipe..

2. Improve their reading ability by reading this passage.

III. Difficult point:

Improve the students’ integrating skills.

IV. Teaching methods

1 .Asking-and –answering activity to go through the reading material.

2. Individual and pair work.

V. Teaching procedures:

Step 1 Revision

Check the answers to the exercises on P73 wit h the students

Make sure all the students understand the grammar we learned in last class. If possible, go over it with the students.

Step 2 Reading

1. Skim the reading text and answer:

What can we do if we need more energy besides eating our main meals?

2. Read the text again quickly, do the following True-or-False exercises.

1) Our body doesn’t need to refuel if we choose nutritious food for our main meals.

2) Good snacks should come from different food groups and should not have too much fat or sugar.

3) Fruits and vegetables don’t give us any vitamins.

4) Most fruits need cooking.

5) Fruits and vegetables are the only healthy snacks.

参考答案：

1. F 2.T 3.F 4.F 5F

3. Give the students some explanations when necessary.

4. Play the tape and have the students follow. Give them some time to ask questions.

Step 5 Writing

Go through the two recipes on P7 carefully.

Read the tips to the students to let them know for sure how to write a recipe.

Have the students work in pairs and write the recipe for their favourite dish.

Step 6 Checkpoint

Use Checkpoint 13 to help the students go over the grammar and useful expressions they have learned in this unit.

Homework

Finish off the workbook exercises.

篇5：unit 13 Healthy eating 4th(新课标版高一英语下册教案教学设计)

示范教案一(Unit13Healthy eating 4th)

The Fourth Period

Teaching Aims:

1.Review the useful expressions learnt in this unit by making sentences with them.

2.Review how to use some Modal verbs to give advice or opinion about something.

3.Let students know how to write recipes for their favourite dishes by reading“SNACKS”and two examples of recipes.

Teaching Important Points:

1.How to master Modal verbs-had better(not),should(not),ought(not)to.

2.How to let the students understand the text“SNACKS”better and learn to write a recipe.

Teaching Difficult Point:

How to improve the students' integrating skills.

Teaching Methods:

1.Asking-and-answering activity to go through the reading material.

2.Individual,pair or group work to make every student work in class.

Teaching Aids:

1.a projector 2.the blackboard

Teaching Procedures:

Step Ⅰ. Greetings

Greet the whole class as usual.

Step Ⅱ. Revision

T:Yesterday we learned the grammar-Modal verbs:had better,should,ought to and their negative forms.We know we can use them if we give advice or opinion about something.And we also know“had better”is less strong than“should”or“ought to”.Now let's do some exercises to see if you have mastered them.Look at the screen.

(Show the following on the screen.)

Translate the following into English.

1.你最好休息。

2.你最好不要吃不熟的水果。

3.对水果你应该认真些。

4.你不应该吃那么多垃圾食品。

5.你应该更努力地学习，取得更大的成绩。

T:You are given five minutes to translate them.Then I'll ask some of you to read your translation.

篇6：人教版高一Unit 13 Healthy Eating教学案例

（一）单元双基学习目标

Ⅰ. 四会单词和词组：

Pain , in (the) future , be rich in , contain , fat ( n . ) , soft drink , score , scores of , discuss , discussion , at the end ( of )

三会单词和词组： Examine, ripe, advice, patient, energy, weight, put on weight, westerner, cause, unhealthy, lose weight, suggestion

Ⅱ. 交际英语：

人人都希望自己身体健康，工作顺利，生活愉快。人体就像一部机器，机器需要经常保养才能不停地正常运转，不出故障；人也需要营养合理的饮食、充足的睡眠、必不可少的休息与娱乐。倘若你为了省钱省时间而终日凑合着吃东西；倘若你为了挤出更多的时间对付艰苦的学习而挤掉了睡眠时间；倘若你为了多打工赚钱，几乎舍弃了所有的休息与娱乐；那么，生病就在所难免。万一人生了病就需要去医院诊断出故障的原因，这时就需要和医生打交道，下面是常用到的语句。(设计意图：让学生会使用日常生活中的看医生的用语，提高学生语言交际能力，做到学以致用！)

医生用语：

1. What can I do for you? / What was the matter? / What's the trouble?

2. Does it hurt here? / It's nothing serious. / Let me examine you. / Take this medicine three times a day. / And I advise you not to do …

3. Drink plenty of water and have a good rest. / You'd better have a good rest. / You'll be well soon.

4. Show me your tongue. / Stick out your tongue. / Did you cough much? / Fortunately , you only have the flu (流感) . / You'll have to be hospitalized (住院) .

5. How long have you been like this? / Well, let's see. Open your mouth and say “ah ”. / Keep warm and don't catch cold.

病人用语：

1. I've got a pain (cough, headache, toothache) . / I don't feel well. / There's something wrong with. / This place hurts. / I feel a great pain here. / I feel dizzy (头晕) . / I took some medicine last night, but they didn't help. / Doctor, please give me an examination.

2. I've had my temperature taken. I indeed have a fever. / I was hot and cold by turns.

3. I don't feel well, doctor. / I hope it won't last long. / I don't feel like eating anything.

4. I have a sore throat (喉咙痛) and my chest hurts. / It started bothering me yesterday afternoon. / I feel hot and feverish. / I'm aching all over.

5. I've been losing sleep . / My whole body feels weak . / I've lost my voice. / My ears are ringing , and my cheeks burning . / I feel a pain in my left leg .

Ⅲ. 语法重点：进一步学习提出建议和忠告的句型。

1. I advise you (not) to do … / you'd better (not) do … / I suggest that you (should) do … / Why not do … / Why don't you do …

2. It's better to be absolutely sure , even if it does take a bit more time and trouble .

3. Well , if I were you , I would spend about four days sightseeing in Beijing and two or three days in Shanghai for shopping .

4. Let me give you a bit of advice , if you don't mind . Stop smoking or at least cut down on it . Watch your diet and …

5. How / What about doing some shopping here ?

6. I think we'd better send for a doctor .

7. Well , if you go on the way you have , you're only going to make things harder for yourself .

8. Yes , I suppose so . / Yes , I certainly will . / That's a good idea . / Yes , but don't you think … ?

（二）单元重点词汇点拨（设计意图：提高学生的词汇量以及使用能力）

1. Contain 作及物动词是“包含；包括；能容纳，能装入”

Seawater contains salt.

This auditorium will contain 3,000 people.

〖点拨〗

(1) contain 和 include 虽然都有“包含”的意思，但 contain 可用于表示包含所含之物的全部或部分，而 include 则只是包含一部分。试对比：

The parcel contained a dictionary . 那包裹里装的是一本字典。

The parcel included a dictionary . 那包裹里也包括了一本字典。

The tour includes a visit to Paris . 这次旅行包括游览巴黎。

The basket contains a variety of fruits . 这篮子装有各种水果。

(2) including 可以作介词连接介词短语。试比较：

Many women were waiting to buy that kind of cloth , including my mother .

Many women were waiting to buy that kind of cloth , my mother included .

可以这样说，include 着重“被包含者只是整体中的一部分”。contain 着重“内有”。

2. advise 作及物动词是“忠告、劝告、建议”

The doctor advised a soft diet . 医生建议进软食。〖点拨〗

(1) advise + doing

He advised getting plenty of sleep and eating good meals .

(2) advise sb to do 建议某人干……。advise sb not to do sth = advise sb against doing 建议某人不要干

The teacher advised us not to read carelessly . = The teacher advised us against careless reading .

对比：The teacher advised our reading carefully . (动名词复合结构)

(3) advise that + 主语 + (should) do

She advised that he spend his holidays in Heinan .

对比：（误）Sharon suggested me to ask Dr Yang for help .

（对）Sharon advised me to ask Dr Yang for help .

（对）Sharon suggested / advised that I should ask Dr Yang for help .

（对）Sharon suggested / advised my asking Dr Yang for help .

（对）I was advised to ask Dr Yang for help by Sharon .

(4) advice 是不可数名词，表达“一条建议”用：a piece / bit / word of advice 。

3. score (比赛的) 得分；（单复数相同）二十

The score at the end of the game was 5 to 4 against the visiting team. 比赛结果为 5 比 4 ，客队败北。

What's the score now? 现在比分是多少？

〖点拨〗

(1) scores of 许多，大批

The exhibition has scores of visitors every day .

(2) score 前有数词时，score 用单数，其后的 of 常省略。但在代词或者起定语作用的指示代词及物主掉次前的 of 不能省略。

Three score of them are League members.

Three score of those eggs are his.

She has two score (of) eggs. (这种情况下最好不用 of )

4. Discuss 作及物动词是“讨论，议论”。名词形式是 discussion 。

I've something of great importance to discuss with you.

After careful discussion the two parties reached an agreement on this matter.

〖点拨〗

(1) discuss 后直接接名词、疑问词 + to do ，不接 about / on 。但discussion 后可以接about 。

（错）We have discussed about the problem .

（对）We have discussed the problem .

（对）We have had a discussion about the problem .

(2) discuss sth with sb 和某人讨论……

We will discuss the changes of our school with them later .

(3) discuss freely 自由讨论，discuss fully / thoroughly 充分讨论，discuss keenly 激烈讨论，under discussion 在讨论中，have a long discussion about / on sth 对……进行长时间的讨论， a heated / hot discussion 热烈的讨论。

5. suggestion 建议

Your suggestion is very helpful .

〖点拨〗

(1) 含有suggestion 的主语从句、表语从句、同位语从句、定语从句中主句谓语用 should 型虚拟式。

We agree to his suggestion that the book (should) be published once more .

(2) suggestion 的搭配有：make a helpful / timely suggestion 作出有益（适时）的建议。act on / at one's suggestion = act on / at the suggestion of sb 按照某人的建议做。

(3) suggestion , advice 和 opinion

advice 多指根据自己的学识和经验提出来的供人参考的意见。suggestion 指为改进工作、解决问题而提出的建议，比 advice 委婉。opinion 是日常用语，指对某事的观点、想法。另外，advice 是不可数名词。

Advice is seldom welcome . (谚语) 忠言逆耳。

In our opinion , these trees must be cut down at once .

We have decided to pay more attention to their suggestions .

（三）单元词组思维运用

1. at the doctor's 在诊所

At the doctor's you can have your eyesight tested .

2. visit a doctor = see a doctor 看医生，看病，就诊

He had to visit a doctor because of his heart trouble .

3. a piece of bread 一块面包

4. a bit 有点儿（修饰形容词）

These apples are a bit green . 这些苹果有些生。

5. have a good rest 好好休息一下

6. in four hours' time 四小时后，四小时内

Take two pills now and two more in fours' time .

They will arrive in two hours' time .

7. a diet of 一种……的食物

Every person needs water and a diet of healthy foods .

8 . different kinds of 不同种类的

There are different kinds of moon cakes on Mid-Autumn Day .

Different kinds of book ( = Different kinds of books = Books of different kinds ) are on show in the book fair .

9. in calories 以卡来计算

The energy is measured in calories . 这种能量以卡来计算。

10. be asleep 睡者（强调状态）。fall asleep 睡着（强调动作）

11. burn up 烧掉，烧毁；消耗掉。

While you are walking , your body is burning up 100 calories an hour .

If the satellite returns to the earth too fast , it burns up on the way .

The house burned up before the firemen got there .

12. as much as 像……那样多；多达；到达……的程度。as much as 用于不可数的物体，而 as many as 则用于可数的物体。该结构还可以变化为：as much + 不可数名词 + as 或者 as many + 可数名词 + as 的形式。

Here is a bottle of ink . You may use as much as you need .

The average distance of the sun from the earth is as much as 150 million kilometres .

太阳与地球的平均距离达一亿五千万公里。

You should rest as much as possible .

In the countries of Black Africa , there are as many as 700 languages .

When working there , she could earn as much as 500 dollars a week .

He is strong enough to carry as much as 200 jin .

13. be considered (to be ) + 名词或者形容词“被认为是……”

14. be rich in 含有大量的；充满

This kind of fish is rich in vitamins A and D .

A large stretch of land rich in coal is called a coal field .

注意其反义词组是：be low in 含量低。be high in 含有大量的……

15. too much 过于多的（修饰不可数名词、作主语、作宾语、作表语）。而much too修饰形容词和副词。

She gets up much too early , because she has too much work to do every day .

16 . take exercise 运动；锻炼

You need to take more exercise if you want to keep healthy .

She ate too much and did not take any exercise .

17. put on weight 增加体重；发胖。lose weight 减少体重。

Too many sweets and not enough exercise will make you put on weight .

To the great joy of her , she has lost much weight .

18. in the form of 以……的形式

He made the suggestion in the form of a question .

All sounds travel in the forms of waves .

Water exists in the form of ice , snow , steam , etc.

19. one person in ten = one-tenth = one person out of ten 十分之一的人

注意区别：ten to one 十有八九，有可能

20. by the age of 在……岁前；不超过……岁。by 在这里相当于 before 。

She had had three children by the age of 35 .

He had been in the army for two years by the age of 18 .

注意：at the age of 在……岁时。试对比：

She married at the age of 30 .

She had been married by the age of 30 .

21. put … in order 把……按照顺序排列好

22 . value for money 合算，花钱值得

23 . scores of 几十的，大量的，许多的（修饰可数名词）

24 . value of money 合算，花钱值得

25 . lose weight 减少体重

26 . die from heart illnesses 死于各类心脏疾病

评价：

整体评价：这节英语课强调在进一步发展学生综合语言运用能力的基础上，着重提高学生用英语获取信息，处理信息，分析问题和解决问题的能力。特别注重提高学生用英语进行思维和表达的能力；以及日常生活用语能力。

本节课的中心话题是健康饮食，具体内容涉及健康饮食及饮食习惯，饮食与健康，知识与教育等，激发学生的思维，引起学生对健康人类饮食生活的了解。通过一系列的问题解决活动，促进和协调了学生多种智能的发展，使学生的语言运用能力，探究能力，创造能力，协作能力形成有机的整体，共同得到发展。

课后反思：

怎样让学生能够能积极参与问题的讨论，怎样让学生真正动脑筋，在兴趣中探索新的知识和掌握技能，改变以教师为主体的教学方式，是每个老师需要认真思考的问题。

篇7：unit 13 Healthy eating(人教版高一英语下册教案教学设计)

Period 1

I. Teaching aims:

1. Warming up to make the students love talking after a long time no see.

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

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

4. New words: junk, contain, vitamin, ripe, plenty of, a bit (of), etc.

.II. Important points:

1. Train the Students’ listening ability.

2. Master the new phrase and sentence pattern and make the students be free to talk about eating habit and health.

III. Difficult points:

1. Learn the usage of the sentences pattern: I think that ---because---.

2. Improve the students’ listening and speaking ability.

IV. Teaching methods

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

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

V. Teaching procedures:

Step 1 Presentation

What do you think are good eating habits?

What will happen if we don’t have good habbits?

Step 2 Warming up

1. Have the students open their books at Page 1 and look at the eight pictures of different kinds of food. Tell the names of the food first. Then discuss in pairs:

which of them are junk foods? Why?

Or which of them are healthy foods? Why?

2. Ask your classmates what they like to eat. The students may have a discussion in pairs and then make a list of the food and decide whether what they like to eat is junk food or not.

3. According to the discussion, fill in the table with real information.

Step 3 Listening

2. Look at Ex. 1 on P2 and listen to what happened to Mike. The students are to answer the questions in it after a short discussion.

3. Listen to what Mike did next, and then answer the question in Ex. 2. A short discussion is allowed in pairs.

Step 4 Speaking

Everyone wants to be healthy and strong. But sometimes we are not feeling well. Ask:

What will you do if you don’t feel well?

Have the students look at the example above. Ask two students act as Dr Yang and Sharon and read the dialogue aloud. Have the other students underline some useful expressions they can find.

Go through the three situations with the students on P2. Ask them to choose one of them and make up a dialogue in pairs according to the example given and then act it out.

Step 5 Conclusion

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

Homework

Preview the reading passage in this unit.

Period 2

I. Teaching aims:

2. Improve the students’ reading ability and study the language points connected with the text.

.II. Important points:

1. Train the Students’ reading ability.

2. Master the new phrases and words

III. Difficult points:

How to make the students understand the reading text better.

IV. Teaching method

1 . Fast reading for the students get the general idea first.

2. Discuss after reading to understand the text better.

3. Careful reading to get the detailed information.

V. Teaching procedures::

Step 1 Presentation

Ask the students what in their mind are healthy foods and what are junk foods. Help them to get a conclusion that we must develop healthy eating habits.

Step 2 Pre-reading

Show the students the pre-reading questions. Get them to discussion in groups. Ask individual students to give a report about their own answers to them. Ask:

What do you think of your own eating habit? Is it healthy or not?

Step 3 Fast Reading

Say: today we come to the Reading. It’ s about a healthy diet and tells the importance of keeping healthy eating habits. Read the text quickly and find the answers to the questions on the screen..

1. What do traditional diets often have?

A. too much water B. too much protein

C. too much fat and too many calories D. nutrients we need

2. What can help our body fight disease and give us energy?

A. vitamins, fibre and minerals. B. pork and fish

C. water D. calcium

3. What contains a lot of protein?

A. vegetables B. fruits

C. vitamins D. fish, meat and beans

4. Why do some people become vegetarians?

A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..

B. Because they think meat is not “eco-foods”.

C. Because they think meat will make them Fat.

D. Because riley think meat will make them thin.

5. From the passage we can conclude that it is probably better, if

A. we eat less meat B. we have more fruit

C. we have “eco-foods” D. we buy good food and keep a balanced diet.

参考答案：CADAD

Step 3 Careful reading

1. Give enough time to let the students read the text carefully again, and tell the main idea of each paragraph.

3. Play the tape for the students to listen and follow.

4. Give the students some time to ask questions about the points they don’t understand.

Step 4 Post-reading

1. Do post-Reading 1- 3

2. Discuss the questions below, first in pair, then with the rest of the class.

(1)Why do people go to fast food restaurant?

(2)Why is it not good for you to eat too much sugar and fat?

(3)Why are crash diets and supplements so popular?

(4)What can we do to keep a balanced diet?

Step 5 Conclusion

Homework

Go through the whole text and retell it.

Get prepared for next class.

Period 3

I. Teaching aims:

1. Review the text learnt in the last period including useful words and expression.

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

3. New words and phrases: ought to, column, gram, sticky, etc.

.II. Important points:

1. Master the usages of had better, should and ought to.

2. Remember the words from the text.

III. Difficult points:

How to use had better, should and ought to correctly in different situations.

IV. Teaching methods:

1. Group or pair work to get the students do better in class.

2. Use competition to make the students active in class.

V. Teaching procedures:

Step 1 Presentation

In this class we’re going to review the words we learnt and also learn how to give advice using had better, should, and ought to. Write them on the blackboard.

Step 2 Word study

Make the students open their books at page 5 and look at this part.

First make the students work out the words in pairs. Give them some time to remember the answers.

Step 3 Grammar

Then have the students fill in the blanks in Ex. 1 on P5 in a right way.

Step 4 Practice

Step 5 Workbook

Books open at P72. Do Exx. 1-3.

Homework

Go over the grammar by finishing the exercises on P73 in grammar part.

Period 4

I. Teaching aims:

1. Do some reading about Snacks.

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

.II. Important points:

1. Train the Students’ writing ability by getting to know how to write a recipe..

2. Improve their reading ability by reading this passage.

III. Difficult point:

Improve the students’ integrating skills.

IV. Teaching methods

1 .Asking-and –answering activity to go through the reading material.

2. Individual and pair work.

V. Teaching procedures:

Step 1 Revision

Check the answers to the exercises on P73 wit h the students

Make sure all the students understand the grammar we learned in last class. If possible, go over it with the students.

Step 2 Reading

1. Skim the reading text and answer:

What can we do if we need more energy besides eating our main meals?

2. Read the text again quickly, do the following True-or-False exercises.

1) Our body doesn’t need to refuel if we choose nutritious food for our main meals.

2) Good snacks should come from different food groups and should not have too much fat or sugar.

3) Fruits and vegetables don’t give us any vitamins.

4) Most fruits need cooking.

5) Fruits and vegetables are the only healthy snacks.

参考答案：

1. F 2.T 3.F 4.F 5F

3. Give the students some explanations when necessary.

4. Play the tape and have the students follow. Give them some time to ask questions.

Step 5 Writing

Go through the two recipes on P7 carefully.

Read the tips to the students to let them know for sure how to write a recipe.

Have the students work in pairs and write the recipe for their favourite dish.

Step 6 Checkpoint

Use Checkpoint 13 to help the students go over the grammar and useful expressions they have learned in this unit.

Homework

Finish off the workbook exercises.

篇8：Unit 13 Healthy eating (人教版高一英语下册教案教学设计)

Teaching Aims and Demands

Words and Phrases

Four Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then

Three Skills: energy soft bar fuel chemical balance tasty boil mixture

Spoken English:

In the clinic / seeing a doctor:

What’s wrong with you?/What’s the matter with you?

Lie down and let me examine you.

Let me have a look.

Where does it hurt?

Drink plenty of water and get some rest.

I’ve got a pain here. This place hurts.

There’s something wrong with back/my knee/my arm.

I don’t feel well.

Grammar:

Use of Language:

1. Master the function use of language as defined above.

2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.

Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.

Important points:

1. Talk about different kinds of food that one favorites.

2. learn the basic knowledge of healthy eating.

3. learn how to say in the clinic.

4. Grasp the language points and grammar in the text.

Difficult points: The use of modal verbs --- had better, should and ought to.

Teaching aids: computer or slider-projector

Way of Teaching: Communication way of teaching, discussion and group work.

Lesson 1

Step 1 Warming-Up

First show the students some pictures of dishes and so to introduce the topic of this unit.

And then show the pictures on their text books and let them to decide what is junk food and what is not.

Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.

Step 2 Listening

Let the students listen to the tape and be prepared to answer the questions below.

Step 3 Speaking

Show the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue

After that list the useful expressions in their dialogue.

Step 4 Homework

Prepare for the next class.

Collect some menus if possible for the next class.

Lesson 2

Step 1 Introduction

Using the questions on P3 to introduce the new text.

Step 2 Fast-reading

1.What does the “fuel ” mean in the first paragraph?

(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)

2.What do we have to consider when we choose to buy or eat?

(What kinds of nutrients that the food contain.)

3.What made our eating habit changing?

(Many things: what people believe, advice from companies and stores.)

4. How can we feel and look fine?

(We ought to learn about our body and the fuel it needs to keep fit.)

Explain the language points if necessary.

Step 3 Carefully-reading

How many parts can be divided into?

(Three parts.)

What’s the main idea of each part?

(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)

Step 4 Talking

Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.

Step 5 Homework

Finish the exercise --- Vocabulary on P5. and P72-73

Lesson 3

Step 1 Revision

Check the homework.

Step 2 Grammar

First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.

Step 3 Consolidation

(1) Finish the exercise on P5 and on P74

1.give advice that will really help the person.

2. be polite and sincere

at last get the students to finish the following practice.

Step 4 Homework

Finish the exercise 3 on P74 in the students’ workbook.

Lesson 4

Step 1 Revision

Let some students read their reply to the letters on P74.

Step 2 Reading

Read the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)

Step 3 Writing

Ask the students to work in pairs to write the recipe for their favourite dish.

We may first give the tips on P7 as a guide.

Step 4 Discussion

First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?

What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)

Step 5 Homework

Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.

篇9：unit 13 healthy eating网络环境下的教学设计(人教版高一英语教案教学设计)

姓名_ljbhn_日期___2004.04____ 课题_Healthy Eating_健康饮食

一、学习目标与任务

1、学习目标描述

（1）认知目标：掌握有关健康饮食的英语表达以及相关营养知识，如：junk food, plenty of, keep up with, make a choice, energy, fuel, fibre，function, keep fit等。

（2）能力目标：培养学生听、说、读、写，以及通过网络进行交际、交往、实践、合作的能力。还鼓励培养研究和创造精神。

（3）情感目标：让学生明白健康的饮食习惯的养成是拥有健康体魄的前提，提高学生养成健康饮食习惯的意识。

2、学习内容与学习任务说明

Healthy Eating健康饮食是高一英语13单元的内容。通过网络学习，学生将了解到比课本更加全面深入的关于健康饮食方面的内容。学生可以根据自己的能力水平、兴趣爱好来选择任务的数量与种类。根据内容共提出了四项综合研究性任务，从而培养学生的综合素质，检测他们通过网络获取知识的能力以及分析问题、解决问题、合作完成任务的能力。Quiz 和Game 的游戏分别是学前学后的一个游戏型的检测，让学生有个学习的前后对照，反馈学习成果，同时也寓教于乐，激发学生的学习兴趣。整个网络课的设计加大了学习内容的深度与广度，词汇量和信息量都大大增强，适合不同层次，有不同喜好的学生。

二、学习者特征分析

（说明学生的学习特点、学习习惯、学习交往等）

在平时的生活中健康饮食这个话题就一直受到关注，学生从生物课，自然科学课上已经学过许多这方面的内容，知识内容方面有一定的基础。但是由于健康饮食方面的词汇量较大，学生会有一定的困难，特意设计了一个词汇栏目。

学生已经掌握了电脑打字操作，简单编辑文字和图片，发送电子邮件以及网上浏览的方法。

总体来说，学生学习英语的兴趣很浓，学习的积极性和主动性也很高，能够运用网络进行自主的学习和小组的协作学习，能够踊跃的参与到课堂的每个教学活动中。

三、学习环境选择与学习资源设计

1、学习环境选择（打 √）

（1）Web教室√ （2）局域网（3）城域网

（4）校园网√ （5）internet√ (6)其它

2、学习资源类型（打√）

（1）课件（网络课件）√ （2）工具√ （3）专题学习网站√

（4）多媒体资源库（5）案例库（6）题库

（7）网络课程（8）其它√

3、学习资源内容简要说明

（说明名称、网址、主要内容等）

搜索引擎： www.google.com

www.baidu.com

Talk4teens: www.talk4teens.co.uk/

British Heart Foundation : www.bhf.org.uk/

youngpeople/index_home.asp?SecID=59

British Nutrition Foundation : www.nutrition.org.uk/

等等。

四、学习情境创设

1、学习情境类型（打√）

（1）真实情境√ （2）问题性情境 √

（3）虚拟情境√ （4）其它

2、学习情境设计

真实情境：让学生调查学校的食堂的饮食安排情况，根据所学知识分析其是否科学、健康。写出调查报告或者书信。

虚拟情境：给出很多种饮食搭配情况，分析并研究科学性。

问题性情境：用提问的方式引出思考：传统的饮食习惯的改变，及基于事物营养和饮食信仰的日常饮食选择到营养补充胶囊和减肥食谱的必要与否？

五、学习活动组织

1、自主学习设计（打√并填写相关内容）

类型相应内容使用资源学生活动教师活动

抛锚式√ 如何选择饮食做到健康的营养补充

网络课件

整个英特网

其他资料获得方式利用所学的知识进行调查、分析、总结、整合信息。完成调查、分析学校午餐调配情况等学习任务。引导学生进行学习，并提供适当帮助和指导，对学生学习中碰到的问题做个别辅导，对语言难点可考虑进行集体讲解。

支架式

√

单词学习

网络课件

整个英特网学生自主地利用网络课件的词汇网页进行单词的学习与巩固

示范指导，

答疑解难

随机

进入式

√ 课文内容的学习和其他相关内容的学习

网络课件学习利用网络课件中提供的游戏、动画、文字等对课文及相关内容进行有目的的自主的学习

示范指导，

答疑解难

其它

√

研究性学习任务

网络课件

整个英特网学生综合所学知识，运用调查、访问、资料查询等多种科学方法完成研究性学习的几项任务（可选的）。

指导、

监控、

交流、

点评

2、协作学习设计（打√并填写相关内容）

类型相应内容使用资源学生活动教师活动

竞争

√ Are you a healthy eater?

网络课件通过不同的答案选择，可以取得不同的分数。看谁可以得最高分

给予必要的提示

伙伴

√ 谈论彼此的饮食习惯，讨论减肥的必要性

网络课件

整个英特网

邻近的两位学生交流对话

指导、

检查

协同

√

健康饮食搭配

网络课件

&整个英特网&其他资料获得方式分组进行问卷调查、数据分析、整合报告等。指导、

交流、

点评

辩论

√ 减肥的必要性网络课件&

整个英特网全班同学一起分正反方进行辩论指导、

点评

角色扮演

3、教学结构流程设计

六、学习评价设计

1、测试形式与工具（打√）

（1）堂上提问√ （2）书面练习√ （3）达标测试

（4）学生自主网上测试√ （5）合作完成作品√ （6）其它√

2、测试内容

（1）根据所了解的知识选择饮食搭配。

（2）根据调查结果写相关文章。

（3）分析学校午餐配餐情况，做出综合报告，提出合理建议。

（4）相关测试游戏。

篇10：高一英语新教材(下)词组总汇Unit 13 Healthy eating(新课标版高一英语下册教案教学设计)

1. make choices about/make a choice about 做出选择

2. traditional diets 传统饮食

3. keep up with the high pace of modern life 跟上现代生活的快节奏

4. be good for /do good to 对…有好处

5. be harmful to/do harm to/do sb. harm 对….有害

6. help build our body 有助于构成我们的躯体

7. keep our body functioning well 使身体功能运转很好

8. choose …from/between/among 从…挑选出来

9. go for 可以适用于

10. in the right amounts 以合适的数量

11. weigh sth 称某物

12. be high/rich in 在…方面充足/含量高

13. be short of/be low in 在….方面缺乏/贫乏（含量低）

14. make sure 确信

15. fight disease 抵御疾病

16. go /be on a diet 节食

17. lose weight 减肥

18. keep a balanced diet 保持平衡饮食

19. not only/just 不仅仅

20. gain/put on weight 增重

21. be careful with 对…小心

22. in the future 将来

23. in future 以后

24. advise sb to do sth 建议某人做某事

25. base…on…/be based on 基于

26. I have a pain here. 我这里疼

27. give advice on 就……提(意见)建议

28. make suggestions 提建议

29. make a list of 列出一张……单子

30. have a fever 发烧

31. make up 编(拟定);创设

32. all the time 一直

33. be all right 正常;康复

34. lie down 躺下

35. plenty of 大量的

36. a bar of chocolate 一块巧克力糖

37. junk food 垃圾食物

38. ought to 应该

39. keep up with 赶上

40. no longer 不再

41. offer advice about 在……方面提供建议

42. keep fit 保持健康

43. in life 一生中

44. now and then 不时, 时而

45. cut…into pieces 把……切成一片片

46. roll up 卷起来

47. become part of 成为……的部分

Unit 14 Festivals

1. dress up 盛装、打扮

2. get together 聚会

3. have…(much, something, nothing, etc.)in common

（很多,一些，没有）共同点

4. used to 过去常常

5. believe in 信任

6. enjoy the spirit of the holidays 享受节日氛围

7. commercial activities 商业活动

8. in my opinion 在我看来

9. make a decision 作决定

10. as well as 也。。。

11. in fact 事实上

12. keep…alive 保持生机

13. compare…with… 与。。。做比较

14. give away 分发

15. play a trick on 耍伎俩

16. get off 下车

17. take off 起飞

18. care about 关心

19. the cycle of life 生命的轮回

20. take in 欺骗

21. send…away 分发

22. give thanks to 对。。。感恩

23. take place 代替

24. make others happy 使他人幸福快乐

25. learn about 了解

26. spend on 在……方面花费

27. so that 以便

28. speak for 为……说话

29. the spirit of ……的精神

30. by giving away 以放弃……的方式

31. have got to 必须

32. instead of 替代

33. get out of the car 下车

34. take off one's hat 摘下礼帽

35. look into the eyes 直视（某人的）眼睛

36. shake hands with sb. 与某人握手

37. a seven-day festival 一个七天的节日

38. get together 聚在一起

39. as…as one can 尽某人所能

40. allow sb.to do sth. 允许某人做某事

41. allow doing sth. 允许做某事

Unit 15 The necklace

1. fall asleep 人睡；睡着

2. a dark night in April 四月的一个黑夜

3. a scary place 一个恐怖的地方

4. create a short play 编一个短剧

5. on one’s way to school 在某人上学的路上

6. something unusual happened 发生了异常的事

7. another normal day 又一个普通的日子

8. walk towards sb. 朝某人走去

9. don’t look very well 看上去气色不好

10. look older than one’s age 看上去比年龄大

11. ten years of hard work 十年的辛劳

12. only a small cold room to live in 只有寒舍一间

13. for the past ten years 在过去的十年里

14. in a government office 在政府部门

15. accept an invitation 接受邀请

16. after all 毕竟

17. a man with a lot of money 有钱人

18. continue to do sth. 继续做某事

19. call on 访问；拜访

20. bring out 取出；拿出

21. a lovely diamond necklace 可爱的钻石项链

22. try it on 试戴

23. look wonderful on sb. 戴在某人身上看上去很美

24. the last moment of happiness 最后的快乐时光

25. look down 低头看

26. rush back to the palace 猛地跑回宫殿

27. without luck 不幸运，不凑巧

28. day and night 日日夜夜

29. pay off 还清

30. write a scene 写一个场景

31. precious stone 钻石

32. take up several jobs 找几份工作

33. wear a new ring 戴新戒指

34. animal products 动物制品

35. play different roles 扮演不同的角色

36. lines written like a dialogue 写得像对话的台词

37. of one’s own 某人自己的

38. come up with a very good story 编成很好的故事

39. give it a try 试一试

40. take sb. for a ride 带某人去兜风

41. a thousand years from now 从现在起一千年

42. be scared 害怕

43. do the same with 照……做

44. rehearse a play 排练话剧

45. have a hard time 过的很艰难

46. solve the mystery 揭开迷团

47. earn a lot of money 赚很多钱

48. at most 至多

49. act out 演出，实施

50. would rather do … 宁愿做……

Unit 16 Scientists at work

1. each field of science 每一个科学领域

2. car accident 车祸

3. in one’s opinion 在某人看来

4. a waste of money 浪费钱

5. in the future 在将来

6. spent money (in) doing sth. 花钱做某事

7. much too expensive 太贵

8. make noise 制造噪音

9. make use of 利用

10. advantages and disadvantages 利弊

11. be good for 对……有好

12. be bad for 对……有害处

13. be famous for 以……而闻名

14. make discoveries 发现

15. all over the world 全世界

16. conduct/do an experiment 做实验

17. a number of 许多

18. to attract lightning 吸引闪电

19. get/become charged 充电

20. a great deal of 许多

21. add…to… 往…上添加…

22. tie … to… 把…绑在…

23. protect…from… 保护……以防……

24. come on 过来

25. get wet 弄湿

26. take care 小心

27. pull…from… 把……吸引过来

28. stop…from doing… 阻止……做某事

29. pick out 挑选

30. tear down 拆毁

31. end in a tie 打成平局

32. be made up of 由……组成、构成

33. at least 至少

34. have…in mind 心里想到……

35. allow sb. to do sth. 允许某人做某事

36. test on 在…（身上）做实验

37. a way of doing /to do sth. 做某事的方法

38. work with 对……有效

39. work on 做工作；从事…

40. There is no doubt that… 毫无疑问……

41. take care of 照顾

42. have no right to do sth. 无权做某事

43. fight for 为……而战

44. the same…as… 和……一样

45. break the laws 犯法

46. be on one’s side 支持某人

47. in one’s own words 用自己的话说

48. go against 违背

49. fix…to… 把……固定在……

50. conduct the electricity 导电

50. sense of smell 嗅觉

Unit 17 Great women

1. become of sb 某人的情况(怎样)

2. get along well (with sb) 相处得好

3. make an impression on sb 给某人留下印象

4. as if 好象；似乎

5. be about to do 正要做某事

6. around the corner 即将来临

7. put up 搭起; 建起

8. blow away 吹走; 卷走

9. die down 变弱;平息

10. without warning 毫无预兆

11. drop out 陷下去; 掉落

12. in good health 身体好

13. give up 放弃

14. make a decision 作出决定

15. knock over 把某人撞倒

16. be thankful for 感谢……

17. take up 开始从事

18. be mean with 在…方面吝啬

19. run away 逃跑

20. take shelter 躲避(雨、灾难等)

21. highly value sb/sth 高度重视

22. thousands of 成千上万的

23. come to terms with 甘心忍受

24. be a good example for 成为某人的好榜样

25. rise to fame 成名,名声大振

26. hold no promise 毫无希望

27. so far 至今

28. in history 在历史中

29. within reach 够的着

30. work on 从事；做…工作

31. come true 成为现实

32. believe in 信任

33. all sorts of 各种各样的

34. no matter 无论

35. do well in 擅长

36. be interested in 对……感兴趣

37. in high position 地位很高

38. the South Pole 南极

39. the North Pole 北极

40. polar bear 北极熊

41. at the opposite end of 在……对面

42. pull one’s sled 拉雪橇

43. fall into 掉人

44. stand on one’s left leg 用左腿独立站好

45. solo travel 独自旅行

46. knock sb. over. 把某人撞倒

47. refer to 所指；参考

48. the host of a talk show 脱口秀主持人

49. fight for chances 设法寻找机会

50. best of luck to you 祝你好运

51. without a strong plan 没有详细的计划

52. always be the very best 总是做到最好

53. share with 与……分享

54. struggle to one’s knees 挣扎着站起来

55. on hands and knees 爬着，匍匐着, 伏在地上

56. self rescue 自救

篇11：unit 13 healthy eating 语法及练习(人教版高一英语下册教案教学设计)

Warming up / Listening / Speaking

1.happen vi. 发生

happen to sb./ sth. 发生在某人(某物)身上…

e.g. If anything happens to him, let me know.

happen to do (be, be doing ) 偶尔(碰巧)在做…

e.g. He happened to be out then.

注意: happen 作 “发生”讲时是不及物动词,不能用于被动语态,其过去分词不能用作形容词. The accident was happened last night.(F)

The accident happened last night.

happen, take place, occur都表示 “发生”,都不能用于被动语态.

1). happen 指事情的发生,往往带有 “偶然”或 “未能预见”的意思.

2). take place 指事先布置或策划好而后发生,没有 “偶然”意味.有时有 “举行”的意思.

e.g. Great changes have taken place in our school.

When will the football match take place?

3). occur 当主体指具体或确实发生的事件时, occur可与happen换用.但在表示否定时最好用occur.

e.g. The accident happened (occurred) yesterday.

注: occur 表示 “想起,产生”时,不可与happen互换.

e.g. It occurred to me that I had forgot to bring money.

2. It really hurts.

hurt, injure, wound 这三个词都表示 “使…受伤”. 作及物动词, 在表达 “受伤”时,一定要用被动语态.

e.g.他受伤很严重.

He badly hurt (injured, wounded ). (F)

He was badly hurt (injured, wounded).

1). hurt “伤” 可以指精神上的或肉体上的 “伤害”, 含较强的 “疼痛” 意味, 通常与badly, slightly, seriously 等连用,表示受伤的程度.

e.g. He fell and hurt his arm. 他摔了一跤,摔坏了胳膊.

2). injure “伤” (=hurt). 指在意外事故或事件中, “负伤, 受伤害”.

e.g. He was injured in a fire. 他在一场火灾中受伤.

3). wound “伤”指用外界暴力引起身体 “创伤”, 尤指刀伤, 枪伤, 剑伤等.

e.g. The bullet wounded him in the left leg. 子弹打伤了他的左脚.

用法上的区别:

1). 身体内部的受伤不能用 wound

e.g. His internal organs were injured/hurt .(不能用wound)

他的内部器官受伤了.

2). injure, wound 的过去分词可以作定语; hurt的过去分词不能.

e.g.他受伤很严重.

I saw an injured (a wounded) man.

I saw a hurt man.(F)

3). hurt 可作不及物动词, 表示 “疼”, “难受”. 其他两个词不能.

e.g. My left foot hurts. 我左脚疼.(可能是鞋夹脚的原因,不一定是伤)

3. It was a bit green.

a bit 一点点,有点 a bit of +不可数名词

a bit of salt= a little salt

a bit hungry (angry) 有点饿(生气)

e.g. I’m not a bit hungry. 我一点也不饿.

I’m not a little hungry. 我很饿了.

not a bit = not at all 一点也不

not a little= very 很,非常

4.Was the peach ripe or green?

桃子是成熟的还是生的？

句子中的green作“没有成熟的”解，是ripe（成熟的）的反义词。

e.g. Green fruit is not good to eat.

The cherries(樱桃)are still too green to pick.

表示常用颜色的形容词往往可以引申出与颜色有关联

的其它意思：

red（暴力的，流血的） black（邪恶的，不吉利的）

yellow（胆怯，靠不住的） blue（沮丧） white（幸运的，吉利的）

e.g. a red battle血战

I always knew you were yellow! 我早就知道你胆小怕事。

He looks blue. 他看上去情绪低落。

Things look black.

5. And I advise you not to eat fruit that isn’t ripe in the future.

我劝你以后不要吃不成熟的水果。

1）advise作“劝”、“建议”解，常用于下面两种结构：

（1）后面可以跟不定式构成的复合结构，即advise sb. (not) to do sth. ，意为劝某人干/不干某事。

e.g. The doctor advised me to take more exercise.

医生建议我多做运动。

He strongly advised me not to do so.

他坚决劝我不要那样做。

（2）后面可以跟that引导的宾语从句，从句用虚拟语气should do, should可以省略，即advise sb that sb (should) do sth.

e.g. I advised him that he should attend the meeting.

我劝他参加这次会议。

The teacher advised us that we read more books about English literature.

老师建议我们多读些英国文学方面的书。

Advise sth. 建议某事

~sb. (not )to do sth 劝告某人

~doing sth. 建议做某事

~sb+疑问词+不定式建议某人怎么样

~(sb.) that +主+(should) do sth 建议某人应该做某事

He advised an early start.

me to start early

starting early

(me) that I (should) start early

Could you advise me what to do next?

I ____ him to give up smoking, but I failed.(C)

A. preferred B. hoped

C. advised D. suggested

解析: prefer 与题意不合; hope to do sth/wish sb. to do sth. ; suggest (sb.) doing sth.

另注: advise sb. to do sth. “劝说某人做某事”但不一定劝说成功.

advise (v.) →advice (un.)

give (some) advice on sth/how to do…;

advice column;

advice line;

ask for (a piece of ) advice;

follow/take sb.’ s advice

2) in future (from now on) “今后”

in the future (in time yet to come)“将来”

e.g. You’d better not go out alone in future. 今后你最好不要单独外出。

No one knows what will happen in the future. 没人知道将来会发生什么事情。

Reading

1.Traditional diets often have too much fat and too many calories for the 21st-century person.

对21世纪的人来说，传统的饮食往往含有太多的脂肪和卡路里。

1)diet和food都可以作“食物”解

diet:习惯的食物或特定的食物，特指维持健康的定量或定质的食物，如病人的疗养饮食。

food是一般的词语，凡能吃喝的东西都可以称为food.

e.g. The doctor has ordered me a special diet. 医生给我安排了特殊的饮食。

They gave us plenty of food and drink. 他们给了我们大量食物和饮料。

Proper _diet___and exercise are both important for health.

适当的饮食和运动对健康都是很重要的。

This _diet___only allows you to eat fresh fruit.

按照这份指定食谱你可以吃新鲜水果。

Milk is the natural _food___for young babies.

奶是婴儿的天然食物。

We must have _food___to eat and clothes to wear.

2) too many +可数名词

too much +不可数名词

much too +形容词/副词

3）calorie= calory,指食物产生的热量，也可以作热量单位。

e.g. One thin piece of bread has 90 calories. 一片薄面包有九十卡路里的热量。

While you are at school, or walking home, your body is burning up 100 calories an hour. 你在学校上课或者走路回家的时候，你的体内每小时要消耗100卡路里。

2. Stores offer all kinds of food and snacks and we have to make many choices.

商店里有各种各样的食品和点心，我们得做出选择。

1）food一般用作不可数名词，表示“各种食品”的意思，在英语中，有些不可数名词也可以用复数形式，表示“许多种类”。

What fruits are in season now? 现在哪些水果上市了？

有些不可数名词的复数表示“大量的”意思。

e.g. the upper waters of Yangtze River 长江上游

on the sands在沙滩上

有的不可数名词的复数表示与原词不同的意思。

works of literature and art 文艺作品

Don’t put on airs with me.不要在我面前摆架子。

2）make a choice

篇12：Unit 13 Healthy eating Teaching Plan(人教版高一英语上册教案教学设计)

Teaching Aims and Demands

Words and Phrases

Four Skills: stomach; fever; ought to; examine; plenty of; diet; keep up with; make a right choice; short of; fit; gain; now and then

Three Skills: energy; soft; bar; fuel; chemical; balance; tasty; boil; mixture;

Spoken English:

In the clinic / seeing a doctor:

What’s wrong with you?/What’s the matter with you?

Lie down and let me examine you. Let me have a look. Where does it hurt?

Drink plenty of water and get some rest. I’ve got a pain here. This place hurts.

There’s something wrong with back/my knee/my arm. I don’t feel well.

Grammar:

Use of Language:

1．Master the function use of language as defined above.

2．Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.

Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.

Important points:

1．Talk about different kinds of food that one favorites.

2．learn the basic knowledge of healthy eating.

3．learn how to say in the clinic.

4．Grasp the language points and grammar in the text.

Difficult points: The use of modal verbs --- had better, should and ought to.

Teaching aids: computer or slider-projector

Way of Teaching: Communication way of teaching, discussion and group work.

The First Period

Teaching Aims:

1. Revise the vocabulary of some food by discussing pictures.

2. Talk about the features of junk food and healthy food.

3. Improve Ss’ speaking and listening ability by describing, talking and discussion.

Ss’ Activity:

1.Describe some food.

2.Decide if the food shown in the pictures belongs to junk food or healthy food.

Teaching Procedures:

Step 1 Warming-Up and lead-in

Every day we have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we're going to learn something about food.

Did you have a rich meal during the Spring Festival?

What did you eat? What’s your favorite food?

Some people get a bit fat after the vacation, do you know the reason?

Is the food easily making people grow for healthy food?

Step 2. Discuss the pictures (Ss’ Book Page 1)

1. Now look at the pictures on page 1. Here are some photos of some food. Please go over them quickly and I will ask some of you to express their names.

2. Now please describe the food and tell me if the food you describe is junk food or healthy food.

Do you know what junk food is ? ---- Junk food contains a lot of fat and sugar.

Healthy food contains lots of vitamins, protein, calcium and so on .

Remember to give me reasons for your decisions. If you like you may refer to the following samples:

I think that ________ is junk food because it has________. (幻灯片)

I think that ________ is healthy food because ________.

3. Get Ss to do oral work talking about it (Encourage them to show their reasons for their decisions and ask them to think of more junk food and healthy food) and then get them to complete the table on page 1.

Step 3 Listening text

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.

1. Pre-listening

By asking Ss the following questions to introduce the Ss the new task: Some students don’t treat breakfast seriously. Do you think breakfast important ?

What do you have for breakfast?

Do you think it junk food or healthy food?

What do you think we should have for breakfast? (Collect Ss’ answers.)

Learn some new words and expressions:

Stomach〔〕胃; cookies〔〕小糕点; milkshake〔〕冰冻牛奶或混合饮料; no wonder难怪; junk〔〕垃圾; temperature〔〕温度;

2. While- listening

Now we are going to listen to what happened to Mike. I will first play the tape of the first situation. Listen carefully and try to catch the necessary information for the first three questions.

A. Class work. Get Ss to listen carefully and answer the questions below.

1) What’s wrong with Mike ? ---He has a stomachache.

2) What did Mike eat for breakfast ?---Two pieces of chocolate, a glass of coke, and two cookies.

3) Can you give Mike some advice ? what should he less of ?

Group work. Get Ss to discuss their answers.

B. Listen carefully to what Mike did next, and then answer the questions below.

1) Which side of Mike’s stomach hurts ?---His left side hurts.

2) Does Mike have a fever ?---No, he doesn’t. His temperature is normal.

3) What does the doctor tell Mike to do ?---Take some pills and call him if there is a problem.

Group work. Get Ss to discuss their answers.

(After a while, check and review Ss’ answers. Then deal with the next situation.)

3. Post-listening

A. Class work. Get Ss to listen carefully again and fill in the missing words.

Part 1

Mike: Ohhh, ouch, my stomach _________?

Mum: What’s wrong, Mike ?

Mike: Oh, my stomach hurts. I must have _______ too much today.

Mum: Well, what did you eat ?

Mike: For ___________, I had two pieces of chocolate, ____ _______ _____ coke and two cookies.

Mum: That isn’t a very ___________ breakfast. What else did you eat ?

Mike: Around 8:00 I was __________ again, so I ate an apple and a bag of potato chips.

Mum: Uh-huh.

Mike: And then I had a cup of sandwiches _______ _______.

Mum: That’s a lot of food! Did you eat ________ else ?

Mike: Well, yes, I had lunch, too.

Mum: What did you have for ________ ?

Mike: Hmm, let me see, I had two humburgers, two ______ orders of French fries, an apple pie, and a large milkshake.

Mum: Oh, my! Well, _____ __________ your stomach hurts. But maybe we should go to see the doctor just to ____ _________.

Listening Text 2

Doctor: Hi, Mike, Mrs Peterson. How are you ?

Mum: I am fine, thanks. But Mike has a ________. He ate too much today. All junk food.

Doctor: Well, let’s _______ a look. Come here, Mike. Where does it hurt?

Mike: On the left side, ______ here.

Doctor: Here ?

Mike: Ouch! Yes 1

Doctor: Hmm. Let me ______ and see if you have a fever. Put this in your mouth.

Mike: Hmmffgg.

Doctor: Now , let’s see. No, your temperature is _________. Your mum’s right--- you probably just eat too much . Here, take these pills tonight and tomorrow morning and see if you ______ ________. If anything changes or you don’t feel better, give me a call.

Mum: Thank you, doctor.

Mike: Ouch, yeah, thanks, doctor.

B. After that list the useful expressions in their dialogue and learn them by heart.

What’s wrong, Mike ? --- my stomach hurts.

What did you have for breakfast ? --- let me see, I had… …

Where does it hurt? --- On the left side.

have a fever, take these pills,

C. Enlarge the information

医生用语：

1. What can I do for you ? / What was the matter ? / What's the trouble ?

2. Does it hurt here ? / It's nothing serious . / Let me examine you . / Take this medicine three times a day . / And I advise you not to do …

3. Drink plenty of water and have a good rest . / You'd better have a good rest . / You'll be well soon .

4. Show me your tongue . / Stick out your tongue . / Did you cough much ? / Fortunately , you only have the flu (流感) . / You'll have to be hospitalized (住院) .

5. How long have you been like this ? / Well , let's see . Open your mouth and say “ah ”. / Keep warm and don't catch cold .

病人用语：

1. I've got a pain ( cough , headache , toothache ) . / I don't feel well . / There's something wrong with … . / This place hurts . / I feel a great pain here . / I feel dizzy (头晕) . / I took some medicine last night , but they didn't help . / Doctor , please give me an examination .

2. I've had my temperature taken . I indeed have a fever . / I was hot and cold by turns .

3. I don't feel well , doctor . / I hope it won't last long . / I don't feel like eating anything .

4. I have a sore throat ( 喉咙痛) and my chest hurts . / It started bothering me yesterday afternoon . / I feel hot and feverish . / I'm aching all over .

5. I've been losing sleep . / My whole body feels weak . / I've lost my voice . / My ears are ringing , and my cheeks burning . / I feel a pain in my left leg .

提出建议和忠告的句型:

1. I advise you (not) to do … / you'd better (not) do … / I suggest that you (should) do … / Why not do … / Why don't you do …

2. It's better to be absolutely sure , even if it does take a bit more time and trouble .

3. Well , if I were you , I would spend about four days sightseeing in Beijing and two or three days in Shanghai for shopping .

4. Let me give you a bit of advice , if you don't mind . Stop smoking or at least cut down on it . Watch your diet and …

5. How / What about doing some shopping here ?

6. I think we'd better send for a doctor .

7. Well , if you go on the way you have , you're only going to make things harder for yourself .

8. Yes , I suppose so . / Yes , I certainly will . / That's a good idea . / Yes , but don't you think … ?

Step 4 Homework

1. Prepare for the speaking on page 2 and page 3.

2. Remember the useful expressions and communication sentences.

3. Workbook page71,part 1.

The Second Period

Contents: Listening and speaking (Ss’ Book Page 2)

Teaching Aims:

1. Develop Ss’ listening and speaking ability

2. Talk about seeing the doctor.

3. Practice giving advice and making suggestions.

Ss’ Task: learn to make suggestions and give advice.

Teaching procedures:

Step 1. Pre-listening

1. Learn some new words and expressions:

vegetarian〔〕素食者/ve; vegan〔vi:g〕严格的素食主义者 recommend〔〕介绍; regular; 规则的〔〕onion soup〔〕洋葱汤; cheeseburger〔〕干酪夹；牛肉三明治; Sprite〔〕

Step 2. While- listening

Task 1. Class work. Get Ss to listen carefully and answer the questions below.

1) Where are the people ? ---- They are in a restaurant.

2) What did they do ? ---- They asked for some food.

3) What did they order to drink ? ---- They would like to have a coke-a diet coke.

Group work. Get Ss to discuss their answers.

Task 2. Listen carefully and then answer the questions below.

1) Who’d like a vegetarian burger? ---- Nobody.

2) They like the small tomato salad, is that right ? (Yes)

3) They both like to have a coke, true or false? (No) (sprite and coffee)

Group work. Get Ss to discuss their answers.

Step 3. Post-listening

A. Class work. Get Ss to listen carefully again and fill in the missing words.

W: Hello, May I take your ________, please ?

P: Um, let me see. Ah, yes, I think I’d like to try the _______ 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 _______ ?

P: Well, maybe. What do you recommend ?

W: I would recommend the ______ salad. It’s light and fresh and we _________ it with bread.

P: That _______ good. S: I’d like the tomato salad, please.

W: Large or small ? P&S: Large, please.

W: And what would you like to ________ ? P: I think I’ll have a coke.

S: Me, too. W: Diet or regular ? P: ________, please. S: Same here.

Part 2

W: Good evening, sir. Are you ________ to order ?

K: Um, yes. Well, I haven’t quite _____ ______ _______. Oh, yes. I’d like the onion soup, please.

W: Oh, I’m sorry, we’re out of onion soup. Would like the soup of the day _________ ? K: What is the soup of the day ?

W: it’s _________ soup.

K: Oh, well, no thanks. I think I’ll take the ________ salad instead. Oh, a small one, please. W: One small tomato salad.

K: And then I’d like a cheeseburger, please. Does that _____ ______ French fries ?

W: Yes, it does. K: And could I have bread rolls with that, please ?

W: ______ _________. 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 ________.

W: Sprite and ________. Right.

B. Listen to the tape and write down the orders on page 71.

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.

C. Look at the menu and listen to the tape again . try to work out how much the customers in each part have to pay on page 71.

Customers 1 and 2 (Part 1) would have to pay $ 18.50 for their meal.

Customers 3 (Part 2) would have to pay $ 8.55 for the meal.

D. After that list the useful expressions in their dialogue and learn them by heart.

May I take your order, please ? let me see. I think I’d like to try … …

What do you recommend ? I would recommend … …Diet or regular ?

I’m sorry, we’re out of onion soup. Anything else. Sir ?

Pre-speaking. （P2）

In the listening part, we’ve learnt how to give patients advice. Now look at page 2, here we will meet more similar situations between patients and doctors. I will have you make up dialogues about giving advice according to these situations. Would you please first go over the situations?

Skimming: Get the Ss to go over the given situations.

While-speaking

Show the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue

I know you may have difficulty with the dialogue, so let’s first learn the example and some useful expressions you can use in your dialogue.

Scanning: Help the Ss go over the example and some useful expressions on page 3.

Now please discuss the three situations with your partner and then choose one to make up a dialogue. After a while, I will have some of you do pair-work.

2. Discussion. Get the students to discuss the situations and prepare a dialogue.

3. Pair-work. Get some pairs to act out their dialogues.

Homework.

1. Think out another situation and prepare a dialogue according to the situation.

2. Learn the important language points in the passage.

The Third Period

Contents: Reading (Ss’ Book Page 3-4)

Ss’ Task: Read the passage and finish some reading comprehension questions and activities.

Teaching Aims:

1. Improve Ss’ reading skills and abilities.

2. Explain some language difficulties.

Teaching procedures:

Step 1. Warming up and Pre-reading

Today we’ll learn the topic on what we eat. Before we start the reading, I’d like to do a survey with you (Please look at the slide):

1. Which of the following gives you the most energy: a banana, a soft drink or a bar of chocolate?

2. How many meals do you have every day? Which meal do you think is the most important? Why?

3. How much water do you drink every day?

4. What kind of snacks do you take? (Collect Ss’ answers.)

Teach the new word: snack (an amount of food smaller than a meal; something eaten informally between meals like candies, fruit and so on.)

Step 2. While-Reading

I. The first-time reading

Get Ss to do skimming of the passage to get a general idea of the story. After a while, check their understanding by asking some simple questions: (Try to find the answers in the text and underline where they are, that is , in which paragraph .)

1) Are traditional diets suitable for the 21st-century person?

2) When we choose what to buy and eat, what should we think?

3) Do vegans eat cream or eggs?

vegans == strict vegetarian who neither eats nor uses any animal products, eg: eggs; silk; leather 纯素食主义者(既不吃也不用任何动物产品,如蛋\丝绸\皮革等)

II. The second-time reading

I. 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

II. Get Ss to read the passage again and answer the following questions:

1. What do traditional diets often have?

A. too much water B. too much protein

C. too much fat and too many calories D. nutrients we need

2. What can help our body fight disease and give us energy?

A. vitamins, fibre and minerals. B. pork and fish C. water D. calcium

3. What contains a lot of protein?

A. vegetables B. fruits C. vitamins D. fish, meat and beans

4. Why do some people become vegetarians?

A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..

B. Because they think meat is not “eco-foods”.

C. Because they think meat will make them Fat.

D. Because riley think meat will make them thin.

5. From the passage we can conclude that it is probably better, if

A. we eat less meat B. we have more fruit C. we have “eco-foods”

D. we buy good food and keep a balanced diet.

参考答案：CADAD

III. The third-time reading

I. What’s the main idea of each part?

Part1: Difficult to choose what to eat/ our eating habits are changing

Part2: Different food has different functions / why the eating habits are changing

Part3: Choosing according to what we believePart4: Keeping a balanced dietPart5: Developing healthy eating habits/suggestions

II. What types of the article ?--- It’s about Argumentative Writing

议论文是阐明作者对人或事的好坏的立场观点。议论文有三要素：论点（the point of view ）、论据（evidence ）和论证（argumentation ）。议论文的论点是全文的中心。

议论文和说明文有个共同特点，那就是段落大多有主题句（topic sentence ）。主题句一方面是段落的中心议题，另一方面也表达一个侧面，说明该段与文章中心的关系。因此，主题句自然就是阅读的重点。

利用本文可突出学生3个方面的能力：A：文章中心把握能力：设及高考题中作者意图推测，标题选择，段落大意确定。

B：信息归类，寻找规律：Eg.不同食物----不同的营养，给出未提及的食物作营养成分推测

C: 生词猜测。Eg: organic, eco-foods, supplement

IV. The fourth-time reading

From these picture we can see the different foods have different functions, now try to fill in this chart.

Chart-filling

Sorts of nutrients Mainly lies in Function

Protein (fish, meat, beans) (good for our muscles.)

Calcium (eggs, milk and other dairy products) (good for our bones and teeth.)

Carbohydrates (bread ,rice and noodles) (main fuel for our body)

Fibre and minerals (help keep our body functioning well)

Step 3. Post-reading (P4)

Group work. Get Ss to discuss the questions after the text on Page 4.

I. Do post-Reading 1.2.

1．What does the “fuel ” mean in the first paragraph?

（It means different kinds of materials, such as protein, Calcium that we need to keep healthy.）

2．What do we have to consider when we choose to buy or eat?

（What kinds of nutrients that the food contain.）

3．What made our eating habit changing?

（Many things: what people believe, advice from companies and stores.）

4．How can we feel and look fine?

（We ought to learn about our body and the fuel it needs to keep fit.）

II. Discuss the questions below, first in pair, then with the rest of the class.

(1)Why do people go to fast food restaurant?

(2)Why is it not good for you to eat too much sugar and fat?

(3)Why are crash diets and supplements so popular?

(4)What can we do to keep a balanced diet?

Step 4 Listening to the tape

Play the tape for the students to listen and follow.

Step 5 Homework

1. Read aloud the passage.

2. Review the important language points in the passage.

3.Prepare for the grammar study on Page5-6.

附加材料： WHAT IS A HEALTHY DIET?

Every person needs water and a diet of healthy foods. These foods should contain some fat, some fibre, a little salt and so on.

People need energy to live. They eat different kind of food which change into energy. The energy is measured in calories. Even when you are asleep, you are using energy -about 65 calories an hour. While you are at school, or walking home, your body is burning up 100calories an hour. When playing football or basketball, you might be using perhaps as much as 650calories an hour.

The Chinese diet is considered to be the healthiest in the world. It contains a lot of fruit and green vegetables. It is rich in fibre and low in sugar and fat. The Chinese eat less sugar than many other countries in the world. That is why lots of people in China have healthy white teeth.

People in the Western world do not eat such healthy foods. They eat too much fat and sugar and don’t take enough exercise. Because of this, they put on weight very easily. Their diet contains a lot of fat in the form of potato crisps, potato chips, butter, cream and chocolate. They eat a lot of sugar in the form of cakes, soft drinks, sweets and so on. The result is that many of them become fat. And some have bad teeth. In some parts of Britain, one person in ten, by the age of thirty, has no teeth left!

文章标题提出论点(主题主旨)，WHAT IS A HEALTHY DIET?接着论证论点(证明是非)，通过中西方饮食习惯进行比较，Chinese diet contains a lot of fruit and vegetables; western diet contains a lot of fat and sugar. 最后得出结论(重点进一步阐明)；That they are fat and in some parts of Britain, one person in ten, by the age of thirty, has no teeth left!

The Fourth Period

Contents: Integrating skills and language learning (Ss’ Book Page6-7)

Teaching Aims: Develop Ss’ integrating skills

1. Do some reading about Snacks.

2. Do some writing to develop the students' writing skill.

Ss’ Task:

1. Learn the reading passage and write a recipe.

2. Solve the remained problems with the unit.

Teaching Procedures:

Step 1. Pre-reading

Get Ss to list the snacks they like to eat and talk about the methods and steps to prepare them. Many students like having snacks. Is the habit good or bad? Let's read “Snacks“.

Step 2. While-reading

T: Today, we are going to read a passage about snacks and recipes. It will help us to choose healthy snacks. After that we will also try to write a recipe for our favorite dish.

I. The first-time reading

First p

篇13：高一unit 6单元教案(新课标版高一英语教案教学设计)

Period 1. Warning –up and Listening

Teaching Aims and Demands:

1. To learn some expression of apologies and response properly to apologies.

2. To listen focusing on key words and important sentences

Step 1 warming up

1. To invite two pairs to play two short plays.

First, Situation 1

Because today is A’s birthday, she wants to invite B to her birthday party. In the morning, A meets B on the way to the school. A invites B, but B’s father have told B that he must look after B’s younger brother at night. So B can’t go to A’s party. B apologizes for it and wish A happy birthday.

Between class, A is running around the classroom. At that time, B drops his pen and A steps on it and breaks it.

Step 2 Talking

Look at the 4 pictures on the page 36.

1) What do you think is happening in every picture?

2) Can you make a dialogue for every picture?

Complete the dialogues with proper words according to the situation given.

Step 3 Discussion

Discuss in groups, What are good manners?

After discussion, fill in the next table

Good manners Bad manners

Ask Ss:

Do you think you are a person with good manners? Can you tell us a story as an example?

Step 4 Listening.

1) Listen to the tape with this question

How many times does Bill apologize?

2) Listen to the tape for the second time, summarize two problems

3) Listen to the tape for the last time and fill in the blanks. Check the answers and exercise the expressions of apology.

4) Workbook: Listening

Homework: Make two dialogues with your partner about apologies.

Period 2. Speaking and Talking

Teaching Aims and Demands:

1. To use the expressions of apologies and possible answers freely through some situations.

2. To distinguish what good manners are and what bad manners are

Ⅰ.Step 1 Speaking. Practice different expressions.

For example:” Forgive me, I’m very sorry!” is quite formal. While “Oops, Sorry about that” is a very informal way.

To help students understand that in what situations they should use formal expression and in what situations they should use informal expressions.

In these exercise, Ss have to imagine themselves at a party. Everyone is very polite. They should talk to each other politely and make excuse when troubling others. Then ask Ss to work in groups and consider the following three situations.

Sample: Dialogue 1

A: Aren’t you going to introduce me to him?

B: Oh, forgive me. I didn’t know you hadn’t met. Danna, this is Alex.

A: Hi, Alex. Nice to meet you!

Choose three groups to reports.

Step 2 Talking

1) Read the following situations carefully

2) Divide the whole class into 6groups. Every two groups make a dialogue. One is Pros and the other is Cons. Every group should list their opinions to try their best to persuade the other group. Discuss in groups.

3) According to their opinions, two groups make a dialogue. They should be against the opinions of the other group and give their opinions.

Homework:

1) Choose one of the situations in Talking to write a dialogue

2) Preview Reading

Period 3. Reading ⑴

Teaching Aims and Demands:

1 To get to know the western talk manners

2 To compare Chinese table manners with western table manners

3 Improve the reading ability of the Ss, especially the skills of summarizing and scanning.

Step 1 Warming up

1) Teacher tells a story of a Chinese at a western dinner party who made a fool of himself due to the lack of cultural background.

The story is: Once a Chinese was invited to an American dinner party. When he saw the napkin on the table, he tied it around his neck just as Chinese parents do to their children when they’re fed. As a result, he made a fool of himself.

2) Teacher then presents the tools on the table and shows how to put these knives and forks and how to use them. Then ask one student to imitate.

3) Brainstorming Judge these manners. Which are good and which are bad.

Can you speak with your mouth full?

Can you use your hand to take food from the plate?

Is it polite to touch the glasses when you toast?

Is it polite to persuade others to drink up after toasting?

Do Pre-reading, discuss in groups

Situations Rules for being polite in Chinese culture

At a dinner party

Greeting your teacher

Receiving a birthday present

Paying a visit to a friend’s house

Ask three Ss to finish this table.

Step 2 Reading

1. Ss do scanning for exercise 2( 3minutes for scanning)

In what order will the following dishes be served at a western dinner party

dessert drink main course starter soup

summarize the main idea of every paragraph

2. With following questions, listen to the tape and read carefully.

1). Instead of a hot, damp cloth, napkin is often seen at the Chinese dinner party nowadays. What sign do you think it implies? How can you use it?

2). What do soft drinks refer to? Is white or red wine a soft drink?

3). Do people say anything or keep silent when drinking to one’s health or drinking a toast? What do you usually do if you drink a toast?

Ask some Ss to answer these questions and do exercise 3

Homework:

1). Do practice on P116-117

2). Preview languages study and grammar

Period 4. Reading ⑵

Teaching Aims and Demands:

1. To learn some useful expressions about table manners.

2. To learn some useful words and sentences

Step 1 Carefully Reading

1). Explain some words and expressions( apologize, table manners, impression)

2). Analyze some complex sentences( In China, you sometimes get a hot, damp cloth, to clean your face and hands, which, however, is not the custom in Western countries).

3). Sum up the text

Finish the exercise 2 on P40

①custom A.. long, thing, curly strips of pasta; usually used in Chinese and Italian cooking

②toast B. a pair of thing sticks which people in China and Far East use to eat their food with

③breast C. slightly wet

④dishes D. center.

⑤middle E. a practice followed by people of a particular group or region

⑥damp F. a utensil consisting of a small, shallow bowl on a handle, used in preparing, serving, or eating food

⑦chopsticks G. the supper part of your chest; the front part of a bird’s body

⑧tender H. the hard parts inside your body and all the animals’ which together form the skeleton

⑨spirits I. Food that is prepared in a particular style

⑩noodles J. easy to cut or chew; sb.or sth that is tender expresses gentle and caring feelings

⑾spoon K. the act of raising a glass and drinking in honor of or to the health of a person or thing

⑿bones L. strong alcoholic drinks such as whisky and Chinese Maotai

Step 2 Post-reading

1. Discussion:

We are very familiar with table manners in China. But in those years, table manners are slowly changed. Can you point out which manners are also changed? Give some examples.

2. Ask some groups to report

Step 3 Workbook

1. Finish the exercise 2 on P40 and check the answer (ask one student to show his answer).

2. Check the answers on P116-117

Homework:

Write a short passage about the discussion.

Period 5 Language Study and Grammar

Teaching Aims and Demands:

1 To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-

2 To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.

Step 1. Word study

① Explain the formation of the word and the function of prefixes.

② Do exercise on P40 to point out which of the following words have negative prefixes.

Nonstop unfold incorrect important understand

Invite unlucky impossible uniform interesting

③ Matching exercise

Un- smoking

Non- possible

Dis- able

Im- like

Answer: unable, non-smoking, dislike, impossible

④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)

1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.

2). The boy who is unable to finish his work on time felt a bit sorry for himself.

3). Tom and Jack are the only ones in theirs class who dislike football.

4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.

Step 2. Grammar

Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.

① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.

Non-restrictive:

Lijiang, where I was born , is beautiful.

John, who speaks Spanish, works there.

Restrictive:

The village where I was born is beautiful.

People who speak Spanish work there.

② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.

③ Fill the blanks of this passage with Restrictive and Non-restrictive

In Great Britain today good manners at table include eating with the mouth closed; not letting any of the food fall off the plate; using the knife only for cutting; and not trying to take food across the table. In other parts of the world there are also rules⑴________,but they are not the same as those of Britain. Indeed, the things⑵________are the things⑶________.In Arabia, for example, the people at a feast take pieces of food with their fingers and belch loudly⑷______.

In the Western countries there are differences between table manners⑸________.In North America it is polite to eat up meat and then put the knife down, take the fork in the right hand and eat with it. Most European people, like the British, keep the fork in the left hand and the knife in the right all the time when they are eating food⑹_____. In the British Isles and Scandinavia(Norway, Sweden, Denmark and Iceland)special knives and forks are used for eating fish. In France, Belgium and Italy, however, it is correct to keep the same knife for every course⑺______.

Table manners of course have changed with time. The earliest meals were also the simplest⑻_______, and everyone took his food from the animal or bird⑼______.The women waited on the warriors and afterwards ate the food⑽______.

Table manners did not always include quiet behavior. Quarrels often took place at table, an in the 17th century King Louis XIV of France ordered that only the knives⑾_______should be used to prevent people from stabbing each other while they were eating.

Homework: Finish the exercise On P41 and grammar on P118.

Period 6 Language Study and Grammar

Teaching Aims and Demands:

1 To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-

2 To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.

Step 1.

① Explain the formation of the word and the function of prefixes.

② Do exercise on P40 to point out which of the following words have negative prefixes.

Nonstop unfold incorrect important understand

Invite unlucky impossible uniform interesting

③ Matching exercise

Answer: unable, non-smoking, dislike, impossible

④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)

1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.

2). The boy who is unable to finish his work on time felt a bit sorry for himself.

3). Tom and Jack are the only ones in theirs class who dislike football.

4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.

Step 2. Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.

① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.

Non-restrictive:

Lijiang, where I was born , is beautiful.

John, who speaks Spanish, works there.

Restrictive:

The village where I was born is beautiful.

People who speak Spanish work there.

② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.

③ Fill the blanks of this passage with Restrictive and Non-restrictive

Homework: Finish the exercise On P41 and grammar on P118.

Period 7. Integrating Skills

Teaching Aims and Demands:

1. Deepen the format of letter

2. To know the structure of a thank-you letter

3. To enable the Ss to write a thank-you letter by studying the samples.

Step 1. Warming-up

Lead-in. Writing a thank-you also conveys someone’s politeness or good manners, so when we receive other’s help or gifts, we should write him a thank-you letter.

Step 2. Reading

1. Scanning

1). Ask Ss to read the text quickly, and then answer this question:

Why does Amy Zhang thank Sam and Jenny?

2). Ask one student to answer this question

2. Carefully reading

1). Ask Ss to listen to the tape, and imitate the intonation

2). Explain language points: (some important phrases and sentence structure)

think of:

I thought of my hometown when I saw the beautiful scenery.

Be busy with…

I am busy with drawing from Monday to Friday.

It is time to…

It is time to go to bed.

After explanation, finish the exercises on P42

Structure of a thank-you letter

Paragraph 1 Thank the people of what they did for you. Give some details about what you liked.

Paragraph 2 Tell the people something about yourself and the things you are doing now.

Paragraph 3 Ask the people for some details about themselves and what they are doing now. Close the letter by repeating your thanks.

Step 3 Listening

How many countries are mentioned in this passage?

Give Ss five minutes to read the passage and fill the blanks on P119. Answer other questions.

Homework: Read the information on P119-120. Write a thank-you letter to the boy. Pay more attention to the structure of the thank-you letter.

篇14：高一unit 7单元教案(新课标版高一英语教案教学设计)

Period 1 warming up/ listening

Teaching aims and demands:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of listening

3. To help the Ss know something about cultural relics.

Step 1 Warming up

1. Questions:

1) What are cultural relics?

The Great Wall in China; The Pyramids in Egypt; Stonehenge in England

2) What do they have in common?

They are all very old and are all symbols of their countries and their cultures. They are very important to their countries. They once had a practical importance (burial site, defence, magic / superstition). Now people from all over the world go to visit these places.

3) What does the phrase Cultural relics mean?

relic: something that has survived the passage of time, especially an object or a custom whose original culture has disappeared; something cherished for its age or historic interest.

4) Do you know any other cultural relics in China or in the world?

2. Some information about:

1) The Pyramids in Egypt

2) The Great Wall in Chins

3) Stonehenge in England

When they were built?

What they were built for?

Stonehenge is a circle of large standing stones located near Salisbury, in Wiltshire, England. People began to build the site about 3,100 BC. It is not clear who built it.

Step 2 Listening

1. Listen to the description of the three cultural Lis sites and fill in the table.

2. Go over the listening exercise on Page 121 to make the Ss know what to do as homework.

Step 3 Homework

1. Go over listening exercise on Page 121.

2. Go over Speaking on Page 44 and fill in the table.

3. Think about cultural sites in Nanjing and what should be done to protect them.

Period 2 Speaking

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of speaking

3. To help arouse the Ss’ wide imagination and creative thinking

4. To foster the Ss’ ability to cooperate harmoniously

5. To learn ways of giving advice or making suggestions

Step 1 Warming up

1. Check the Listening exercise on Page 121.

2. Go over Part 2 by discussing in groups. Then check the answers with the class.

Step 2 Speaking

1. Work in Groups to discuss what to be put in the culture capsule. And give the reasons why these thing should be put in it.

Things that can be put in the culture capsule:

A Chinese painting, doll, the globe, a tool, a CD/DVD, a letter

2. Report to the whole class.

Step 3 Talking

1. Go over Talking on Pages 121 ~ 122.

2. Check the answer with the whole class.

Step 4 Homework

1. Go over the Pre-reading questions on Page 45

2. Read the text and finish Ex 2 in Post-reading on Page 46.

Period 3 reading (1)

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability and skills of guessing words and reading comprehension.

3. To help the Ss get into a good habit of reading.

Step 1 Pre-reading

1. Discuss the questions in pairs.

2. Check the answers to the questions with the whole class.

1) A great city has a long history;

usually the capital of a country;

has a large population;

something important once took place here;

some great people once lived here or are living here

2) the food, the people, the weather;

modern and beautiful;

the place where I was born and grew up

3) They tell us who our ancestors were and what their life was like;

They show the development of human civilization;

They help us better understand who we are and where we are from

3. More questions:

1) Do you know what cultural relics in our city are under the protection of the country? How are they protected?

2) How many cultural sites in China have been listed in the world Heritage List by

UNESCO?

3) If you were a UNESCO official and wanted to add some cultural sites in China onto the world Heritage List, which relics would you suggest? Why?

Step 2 Reading

1. Explain the title of the text:

What can we know from the title of the text

A CITY OF HEROES?

What is the text mainly about when we read

the title of it? About a city or about the

heroes of the city?

1) What is the name of the city? (St Petersburg)

2) Who are the heroes of the city? (Both Peter the Great and the people of St Petersburg.)

3) What is the difference between A City of

Heroes and Heroes of a City? ( A City of Heroes focuses on a city, where there are many heroes; while Heroes of a City focuses on heroes. Who live in a city. So the text mainly tells about the city of St Petersburg.)

2. Read the text and go over Part 2 in Post- reading. Ask the Ss to correct the false

sentences.

4. Listen to the tape of the text and go over Part 1 in Post-reading.

5. Ask the Ss to discuss the following questions in groups:

a. Why do people think St Petersburg is a great city?

b. Why was it so difficult for people to rebuild the old palaces?

c. What did people use to help them rebuild the city?

d. Why are the people of St Petersburg heroes?

Step 3 Homework

1. Read the text and find out useful phrases and sentence patterns in it.

2. Read the text and find out the topic sentence in each paragraph.

3. Finish Part 1 and Part 2 in Vocabulary on

Pages 122~123.

Period 4 Reading (2)

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability and skills of reading.

Step 1 Warming up

1. Ask the Ss to read the text paragraph by paragraph and point out the topic sentence in each paragraph.

Step 2 Reading

Paraphrase some phrases and sentences in the text.

1. Where there is a river, there is a city.

Where here is used to introduce an adverbial clause of place (= in / at / to + the place + where-clause)

Where there is a will, there is a way.

Where there is smoke, there is fire.

Where bees are, there is honey.

I like to live where the climate is warm.

I found your jacket where you had put it.

They marked the spot where the treasure was buried.

2. It was under attack for 900 days, but the people of the city never give in.

be under + n.

The road is under repair and is closed to motor traffic.

The woman injured in the car crash is still under treatment in hospital.

As the matter is under discussion, I can’t give you a definite answer now.

The police are under fire from all sides for failing to deal with the problem.

3. Restoring the city and its cultural relics seems impossible, but the people of this great city would not give up.

seem + adj. / n. / to be / to do / …

It seems that / as if + clause.

He seems quite pleased with your work.

It seems that he is quite pleased with your work.

They seem to have a high opinion of you.

It seems that they have a high opinion of you.

Tom came to see you this morning. He seemed (to be) tired. / It seemed that he was tired.

He seems to have been here before.

It seems that he has been here before.

Yesterday I met a man who seemed (to be) a famous director. / to be a director.

She doesn’t seem / seems not to be at home.

4. “We will not let our history and culture be destroyed, and we will do everything we can to save out city.”

5. Pieces of the palaces that had been hidden before the Nazis came could now be used to rebuild the city and its culture.

6. It was difficult to save the palaces without destroying their old beauty.

7. Old painting, including a portrait of Peter the Great which was found in the snow outside St Petersburg, have been carefully recreated, and the old palaces have been made as wonderful as in the past.

8. Today Peter the Great on his bronze horse can once again look out over the city he built.

9. Strong, proud, and united, the people of St Petersburg are the modern heroes of Russia.

Step 3 Homework

1. Read the text again and again.

2. Go over Language Study on Pages 46~47.

Period 5 Language study

Teaching goals:

1. To develop the Ss’ ability of analyzing, summing up language structures.

2. To enlarge the Ss’ vocabulary by means of word-formation.

3. To enable the Ss to use the Present Perfect Passive Voice freely.

Step 1 Word study

1. Go over Part 1 in Word Study.

More words that begin with re-:

replace, redo, recover, redouble, remarry, rejoin

2. Go over Part 2 in Word Study.

3. Go over Part 1 and Part 2 on Pages 122~123.

Step 2 Grammar

1. Go over Part 1 in Grammar on Page 123.

2. Go over the Passive Voice on Page 47.

3. Go over Part 2 and art 3 in Grammar on Pages 123 ~ 124.

Step 3 Homework

Preview the text on Pages 124 ~ 125 and

finish the exercises about the text.

Period 6 Integrating skills

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of writing sentences and passages.

3. To encourage the Ss to write a letter to the editor about the problems they come across.

Step 1 Warming up

1. Greetings.

2. Check the homework, giving some explanation if necessary.

Step 2 Reading

1. Language input:

Quite often in our daily life we may see or hear or read sth that make us feel happy, sad or even very angry. And we usually want to tell others about our own feelings. We have several ways of showing how we feel:

We can have a talk with our close friends or relatives; we can get a pen friend; we can make a phone call to the local radio or TV station; and we can also write to a newspaper, a magazine and so on. Now please read the letter and try to find out what is going on.

2. Questions:

a. Where does the writer live?

b. What is the writer worried about?

c. How does the air pollution come about?

d. What suggestions does the writer make?

Step 3 Writing

1. Questions and Answers:

a. Who are you?

b. Where do you live/study?

c. What problem do you want to talk about?

d. How does the problem come about?

e. How do you feel about the problem?

f. What about the other people around you?

2. Sentence writing----ask the Ss to write down the answers to the questions in form of sentences.

Homework

Finish the letter.

篇15：unit 11 语法(新课标版高一英语教案教学设计)

Step I Greeting

Step II Grammar

Word formation构词法

按照语言一定的规律创造新词的方法，叫构词法

International = inter + national

Telephone = tele- + phone

Mankind = man + kind

Broadband = broad + band

Extremely = extreme + -ly

Manned = man + -ed

Hi-tech = high + technology

e-school = electronic + school

IT = information technology

CSA = Chinese Space Agency

Study the ways of forming a word and explain their differences

Step III 构词法的分类

1、合成法

把两个或两个以上独立的词合成一个新词的方法叫做合成法，也叫合词法

(1)合成名词

Spaceship highway afternoon

(2) 合成形容词

Cold-blooded hand-made hard-working

(3)合成动词

Safe-guard ill-treat

(4)合成副词

However anywhere anyway

(5)合成代词

Some, any, no可以和 -thing, -one, -body合成代词

2、转换法

转换是指由一种词类转化为另一种词类。

(1)动词转化为名词

He visited the Summer Palace yesterday. 动词

He paid a visit to the scientist last week. 名词

英语中常用give, take, have, make 等动词构成这一累词组，表示一个动作。

give a a shout take a seat have a swim make a decision

(2)名词转化为动词

They have booked their plane tickets.

(3)形容词转化为动词

The room gradually quieted down.

(4)形容词转化为副词

How long is the line? 形容词

How long have you lived there? 副词

(5)形容词转化为名词

Something has gone wrong with the machine.

形容词

He didn’t know the difference between right and wrong. 名词

3、派生法

派生法是由词根加词后缀构成新词。构成的新词称为派生词。词缀分为前缀和后缀。除少数前缀外，前缀一般只改变词的意义，不改变词性；后缀一般只改变词性，不引起词义变化。

前缀

a- （形容词、副词） asleep

dis- （否定） discourage

in-i-im-ir- （不、非） impossible

en- (使可能) enable

mis- (误) mistake

re- ( 重复、再) return

tele- （远程） telephone

un-on- (不、非) unfair

后缀

名词

-er -ese -ian -ist -ment -ness -or -tion

形容词

-al -an -ern -ful -ble -ish -ive -y -less

动词

-ly -iza

副词

-ly -ward(s)

形容词

-teen -ty -th

4、缩略法

缩略法就是将原词缩短，在读音和写法上成为新的形式。

Bicycle ------- cycle

Examination-------- exam

Refrigeration-------- fridge

U.N------- the United Nations

USA------ the United States of America

Step Ⅳ Finish the exercises in the book.

Step V: Homework

篇16：高中英语绿色教案Unit 13 Healthy and Green eating(人教版高一英语下册教案教学设计)

Unit 13 Healthy and Green eating

-. 教学目的和要求 ( Teaching aims and demands )

I: Topics 1. Talking about healthy food and junk food.

2. Talking about eating habits and health.

II: Functions

看病 ( Seeing a doctor )

Patient Doctor

I’ve got a pain here. Lie down and let me examine you.

This place hurts. Let me have a look.

I don’t feel well. Where does it hurt?

There’s something wrong with my back/ knee/arm. Drink plenty of water and get some rest.

You’d better have more green food and take enough exercise in the green fields.

提出建议和忠告 (Giving advice and making suggestions)

What can I do for you ? Can I help you? What’s the matter?

I advice you to ….? You’d better…. I think you should…

Why not …? I suggestion you should… Why don’t you …?

III: Vocabulary

1.Words: fat stomach fever salad peach ripe ought examine plenty soft bar fuel diet pace bean fibre mineral function chemical balance of nature fit unit digest gain sleepy brain peel tasty mushroom steam boil bacon lettuce mixture spoonful slice

2.Phrases: junk food green food ought to plenty of keep up with make a choice now and then roll up

IV: Grammar

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)

You had better get some rest. or You’d better get some rest.

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

You should /ought to be careful with fruit.

You should not /ought not to eat so much junk food. or You shouldn’t /oughtn’t to eat so much junk food.

二. 能力训练 (Ability training )

1. Through the learning of Warming Up, Listening and Speaking, let Ss skillfully master and use the expressions of seeing a doctor, talking about eating habits and health.

2. Through the learning of the passage, develop the Ss’ knowledge of green food.

3. Master the patterns of giving advice and making suggestions.

三. 德育渗透 (Moral training teaching)

Through the learning and talking, let the Ss know the importance of balance eating and healthy eating and develop the good eating habits of having green food.

四. 美育渗透 (Art training teaching )

Develop the Ss’ good sentiment of loving their life and health and have good living habits.

Period 1 New words and Warming Up

Teaching Aims

1. Learn the new words and expressions.

2. Learn the Warming Up to arouse the Ss’ love in talking.

Important Points in Teaching

1. The use of some words: fat vitamin snack fever ripe plenty of

2. Sentence pattern: I think…

3.The sense of green food

Difficult Points in Teaching

1. the use of the words

2. talking in English

Teaching Methods

1. Reading and speaking

2. Pair/group work, individual work, class work

Teaching Aids: Textbook , blackboard tape-recorder, computer

Teaching Procedures

Step 1 Learning

1. Learn the new words and expressions.

Ask some Ss to read the new words and expressions, then correct some mistakes if there are any.

2.Explain some uses of the words.

Step 2 Presentation

Every day we have food. Green 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? Today we’re going to learn something about food, junk food and green food.

Step 3 Lead-in

Revise the names of different foods we eat.

Step 4 Warming Up

I. Talk about the pictures on Page 1 by asking and answering the following questions:

What food is it ?

What kind of food is it ? Is it green food or junk food? Why ?Which do you like better? Why ?

II: Ask your partner what they eat for breakfast, lunch, snack and supper and say if what they eat is junk food or green food ?

Step 5 Listening

Do the listening practice in Students’ book at Page 2.

Listening: Part One

1: What’s wrong with Mike?

A :He has a headache. B: He has a stomachache.

C :He has a toothache.

2: What did Mike have for breakfast?

A :Two pieces of chocolate. a glass of coke, and two cookies, which are not green food.

B : A couple of sandwiches.

C : Two hamburgers.

Part Two

Which side of Mike’s stomach hurts?

His left side hurts.

2. Does Mike have a fever?

No, he doesn’t. His temperature is normal.

3. What does the doctor tell Mike to do?

Take some pills and call him if there is a problem.

Step 6. Speaking

Do the speaking Practice of Speaking in Students’ book at Page 2 in pairs.

Situation 1

Student A (Doctor)

Ask the patient what is wrong and give him some advice.

Student B (Patient)

I cough all the time. I have a fever and a headache.

Situation 2

Student A (Doctor)

Ask the patient what is wrong and give him some advice.

Student B (Patient)

I can’t sleep at night, so I am always very tired.

Student A (Patient)

My left arm is broken. It really hurts.

Student B (Doctor)

Ask the patient what is wrong and give him or her some advice.

Situation 3

Student A (Doctor)

Ask the patient what is wrong and give him some advice about green food .

Student B (Patient)

I can’t sleep at night, so I am always very tired.

Step7. Discussion about green food

1. If you are to host a party for your family, what kind of food would you like to buy? Would you like to buy any green food? And why?

2. Is it important to keep the balance of nature?

Step 8 Homework

1.Read and recite the new words and expressions.

2.Get ready for the next period.

3.Introduce some idea about green food.

4.Finish off Period 1 Unit 13 in “Winner”.

教后感：

1、教学有法，但无定法，教要得法。这节课，我始终在教学中渗透绿色教育思想教育，作了这方面的尝试，使学生增长了关于绿色食品的知识，使学生明白了保护环境，促进国家可持续性发展的重要性。我没有故意做秀，很好地实现了自然渗透的原则，比较好地进行了绿色教育德育渗透的效果。

2、语言是交际的工具，我始终坚持听说课的交际性原则，让课堂的Warming-up部分成分热身，让学生的语言思维动起来；交流和讨论非常充分。

3、这节的语言重点：建议的表达法和情态动词的用法在实际的语境中让学生深刻领悟到学以致用产生的效益。

4、绿色和交际是这节课的主旋律，我一直让学生交流着，让绿色贯穿了教学的整个过程，包括教学课件和回家作业等。

篇17：Unit2 Healthy eating说课稿 (新课标版高一英语必修三教案教学设计)

Unit2 Healthy eating说课稿

Period1: new Words &warming up

Teaching procedures:

Step1: New words study

Step 2.Warming up

1)Show Ss some pictures of food and ask Ss to tell the names

2) Do you know the food you eat helps you grow in different way?

Do the warming up on p 9

Step 3 Speaking

1)Which one would you prefer? Western food or Chinese food?Why?

2)What do you usually have for breakfast / lunch /supper ?(group work, Ss ask and answer and collect information)

Discussion

What is healthy diet?

Healthy diet: a diet that is balanced and neither too rich in fat, sugar and salt nor too poor and lacking in essential nutrients.

Step4:Summary and homework.

HW: Preview the reading(Tor F on P 11)

EWVol.29 Topic reading

Period2 Reading

Step 1: Pre- reading

Look at the title of the reading passage and the pictures. Predict what the passage is about.

Step2:Fast reading

Read the text quickly to find out which sentence is the main idea of the text.

A .The two restaurants supplied the healthy food.

B. The reason why Yong Hui’s restaurant was so popular with customers.

C. Wang Pengwei found out why he had lost his customer and decided to win them back.

[C]

Step3: Second reading:

1) Compare the two restaurants:

WangPeng’s restaurant Yong Hui’s restaurant

Food

drink

price

strength of the diet

weakness of the diet

2) Divide the whole passage into three parts, and give the general idea of each part and then retell the story.

Para1: Wang Peng is worried because his restaurant is not as full as usually is.

Para2: He follows his friend to a newly opened restaurant which is very popular.

Para3: Worried, he does some research to win his customers back.

Step4: Post-reading

Do Ex1 and Ex3 on P11

Step 5 : Summary and homework

1.Preview the reading II on P 14-15

2.P12Exx1-3

3.EW Vol. 29 Reading task

Period 3 Reading II

Step 1 : Revision

Revise the reading I

Step 2: Prediction

Can you guess what will happen to Wang Pengwei and Yong Hui?

Step 3: Reading

Do the Ex1 on p15

Step 4 Discussion

What can we learn from the passage?

We can learn that it is never too late to change bad eating habits and begin afresh.

Step 5 : Sum up the whole story.

Step 6: Homework:

1. Retell the story in your own words.

2.学习两篇阅读的重点单词用法(EW Vol. 29第二版)

Periods 4-5 Language points:

Reading I

1. diet 2. balance 3.curiosity4. raw5. strength 6 be tired of 7. win… back8. consult

sentences:

1.Nothing could have been better

2 He couldn’t have Yong Hui getting away with telling people lies!

Reading 2

1. earn one’s living 2 in debt 3.glare 4spy on 5. limit 6. benefit

7. combine 8. before long 9. cut down 10 put on

HW: EW Vol. 29 checking corner Part 1

Period 6 Grammar

情态动词2

1. ought to／should

should 和ought to 都为“应该”的意思，可用于各种人称。ought to 的语气稍重一些。

You ought to (should) follow your teacher’s advice.

表示主语的义务或责任：

You should take care of your sister．

你应当去照顾你妹妹。

或指出-个正确、明智的动作：

They shouldn't allow parking here；the street is too narrow．

这儿不该允许停车；马路太窄了。

should 和ought to 后面跟动词不定式的完成式,其肯定句表示”过去应该做而未做”, 其否定句则表示”过去不该做但做了”。

You should/ought to have made the decision a week ago.

I shouldn't have made such a foolish mistake.

多数情况下，ought to 可与should互换使用。ought to的反意疑问句用shouldn’t替代。

2. must和have to

must的用法

1）表示主观的义务和必要, 主要用于肯定句和疑问句, 意思为 “必须……，得……，要……”；由must 引起的疑问句，肯定回答要用must或have to, 否定回答要用needn’t或don’t have to, 意思是“不必” ；

must的否定形式mustn’t表示禁止，意思是“不能，不许”。如：

- Must I finish the task right now?

我现在必须完成这个工作吗？

-Yes, you must. / Yes, you have to.

是的。

(-No, you needn’t. / No, you don’t have to. 不，不必。)

You mustn’t come here without permission.

未经允许，你不能来这儿。

have to 的用法

1）must表示一种主观的需要，而have to 表示一种客观的需要，意思是“不得不”。如：

I have to attend an important meeting this afternoon.

今天下午我不得不参加一个重要的会议。

Mother is out, so I have to look after the shop.

妈妈不在家，因此我不得不照看商店。

2）have to 的否定形式是don’t have to, 相当于needn’t。如：

They don’t have to buy a computer at present.

他们目前没有必要买电脑。

Period7 Listening (P48)and exercise checking

Period8 Reading task(p52) and writing

Writing 资料

基础写作练习:

洋快餐在中国深受欢迎,尤其是青少年及儿童的喜欢,但洋快餐是不是真的有益呢?下面是有关洋快餐利弊的图表.

利弊

方便,节约时间

店里干净舒适

服务周到

食品质量有保证营养方面不尽如人意,不符合平衡膳食的标准

参考词汇：保证guarantee

根据上表以”fast food”为话题写一篇英语短文,包括以下内容:

1. 洋快餐在中国十分流行

2. 洋快餐的利弊

3. 谈谈你的建议

[要求]用五个句子表达全部内容

[评分标准]、句子准确，信息完整，篇章连贯

Sample:

Fast food is becoming more and more popular in China, especially among children and teenagers. Because it is very convenient and save lots of time and the environment of fast food restaurant is both clean and comfortable. In addition, it has excellent service and the quality of food is guaranteed. However, fast food is far from satisfaction, for it is usually not a balanced diet. So in my opinion , fast food is only a good choice when you are in a hurry and turn to it for a while.

Period9 Revise the whole unit.

(讲Units1-2 exercises paper)

★ 高一教案 unit 13 Healthy eating

★ unit 1 Good friend教案(新课标版高一英语教案教学设计)

★ 高一英语 Unit 3 Going Places(新课标版高一英语教案教学设计)

★ unit 10 the world around us(新课标版高一英语教案教学设计)

★ 高一unit13.3 reading1(新课标版高一英语教案教学设计)

★ unit 4 A garden of poems(新课标版高二英语教案教学设计)

★ Unit 13 period 2英语教案

★ 第九单元教案(新课标版高二英语教案教学设计)

★ 高一新教材备课资料(U4)(新课标版高一英语教案教学设计)

★ 新教材unit1 Good Friends(新课标版高一英语教案教学设计)

Unit 13 Healthy Eating （教案）(新课标版高一英语教案教学设计)（精选17篇）

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