高一英语重点词语用法 《6》(新课标版高一英语教案教学设计)

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篇1：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2：unit 6 language points(新课标版高一英语教案教学设计)

（一）Grammar

Restrictive Attributive Clause and Non-restrictive Attributive Clause

（二）Words and Expressions

1. Complete

（1）vt.

① The railway is not completed yet .

（2）adj.

② He is a complete stranger to me .

※ finish , end , completed

③ I have finished the book .

④ I have completed the book .

⑤ The highway hasn’t been completed yet .

2. for a moment

（1）For a moment I thought of playing truant .

※ at the moment

（2）I’m busy at the moment .

※ for the moment

（3）Stop discussing for the moment , please .

※ in a moment

（4）You go first . I’m come in a moment .

3. apologize

（1）He apologized for the relay in replying to the letter .

（2）The waiter was made to apologize to the guest .

4. fault

correct / mend / repair a fault

cover up faults

find fault（with）

（1）Don’t find fault with others .

※ fault , shortcoming , mistake , wrong

（2）It’s his own fault that he failed in the examination .

（3）Though he has a lot of shortcomings , he is a good student .

（4）I took your book by mistake .

（5）You should know right from wrong .

5. introduce

（1）make known by name

① She introduced me to her family .

（2）bring sth. into use or into operation for the first time .

② The boss introduced new ideas into the business .

6. none

（1）Trees were cut but none were planted .

※ no one , none

（2）No one wants to go .

（3）He gave me three books , but one of them is interesting .

7. for the first time , the first time

（1）The girl was criticized by her teacher for the first time .

（2）The first time I met her , I knew we would be friends .

※ time

I went to Zhang Jiajie , I was shocked by its beauty , I’d say it was the most beautiful place I saw .

A. The first time , for the first time B. For the first time , the first time

C. The first time when , at first D. A second time , for the second time

8. surprise

（1）n.

① He looked at me in surprise .

（2）vt.

② The stranger surprised us .

（3）adj.

③ He was surprised at the surprising news .

9. manner

（1）

① I don’t object to what she says , but I really don’t like her manner of saying it .

※ manner , way

（2）Is there a better manner of solving the maths problem ?

（一）本单元重点词汇及短语

apologize to sb. for sth. drink to …

make an apology to sb. for sth. mean to do sth

make / leave a good impression laugh at

a pair of stare at

on the left / on the right make jokes about sb.

start with leave out

keep silent / quiet wish sb. sth.

ask for may sb. do sth

all the time keep in mind

（二）本单元重点功能句

道歉 应答

Excuse me . Oh , that’s all night .

Forgive me . Oh , well, that’s life .

I’m / very / so / terribly /sorry . It’s OK .

I apologise for … No problem .

I’m sorry . I didn’t mean to … Never mind

Oops . Sorry about that .

（三）语言点：

1. *I’m sorry . I didn’t mean to …

A : mean to do ：有…意图，打算，想…

（1）I mean to go , and nothing is going to stop me .

（2）I’ve been meaning to write to you for weeks .

（3）I had me out to go on Monday but have stayed on .

*Having good table manners means knowing how to use knives , and forks , when to drink a toast and how to behave at the table .

B : mean doing 意味着……

Missing the train means waiting for another one hour .

2. Knowing them will help you make a good impression .

A. 动名词作主语

（1）Going to the movies is a popular pastime .

（2）Being lost can be an unforgettable experience .

B. make / leave / create a … impression on …留…印象

（1）I didn’t want to give you any false impression .

（2）The school made a bad impression on the parents .

3. It is polite to finish eating everything on your plate , so don’t take more food than you need .

这是一个不定式做主语的句型，其中to finish eating everything是主语，it是形式主语。

（1）It would be a pity to miss the opportunity .

（2）It was his duty to take care of the baby .

（3）It is necessary for a foreigner to get some knowledge about the country he is going to visit .

4. *When drinking to someone’s health , you raise your glasses .

*Although good manners always make you look good , you do not need to worry about all the rules while having dinner with your friends or family .

（1）While hading the apple on the top of the tree , you need to be careful .

（2）Once begun , the machine will run its own way .

5. I wish you all the best .

A. 用wish来表示祝福的结构是wish sb. sth

此外，还可以用may来表示：may sb. do sth.

Wish you good luck .

Wish you a safe journey .

May you succeed .

B. wish表意愿，希望

I don’t wish to leave my mother .

You know I wish you to be happy , don’t you ?

I wish you wouldn’t smoke any more .

6. After the starter you will get a bowl of soup but only one bowl of soup and never ask for a second serving .

ask for：要求得到或给予（常有灵活译法）

（1）May I ask for a photograph of the popular singer ?

（2）Did you get the post card I sent you asking for John’s address ?

（3）She entered it , asked for a cup of coffee and sat down .

ask sb. for sth. 向…要，请…给

（1）He asked the waiter for the bill .

篇3：高一unit13.6 integrating skills(新课标版高一英语教案教学设计)

Period 6

一、Teaching Content

Unit 13 Integrating skills

二、Teaching Goals

1. Review the words and phrases learnt in this unit.

2. Know about the way of cooking snacks through reading, practise writing the recipe.

三、Teaching Important Points:

1. How to master some words according to the given sentences.

Words: Ingredients, chop, peel, slice, dice, stir, mix, etc

2. Cooking is an art; try to enjoy the pleasure of cooking.

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

四、Teaching Difficult Points

1. How to help the students to master reading about snacks’ writing.

2. How to develop the students’ writing skills.

五、Teaching Methods:

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

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

六、Teaching Aids

1. A projector

2. The blackboard

七、Teaching procedures

Step 1 Greetings

T: Good morning! My boys and girls!

T: Sit down, please!

Step2 Warming up

T: We’ve learned something about diets. As I all know, you usually eat the snack at noon. Do you like these snacks?

T: Do you think they are good snacks or bad snacks? Why?

Step3 Reading

T: Ok. Please open your books on page 6. read through the text quickly and try to answer these questions.

1unit13.6. (2)

T: Why do you think fruits are good snacks?

What’s the difference between fruits and other snacks such as dumplings and roll-ups?

Ss: We can eat fruits just the way they are.

All we have to do is clean or peel them. But for other snacks, we should prepare and cook.

Step3 Learn to master the reading’ s writing

T: Do you want to know how to make Shaomai

T: Let’s see the recipe on the textbook. What shall we prepare in order to make shaomai?

Ss: pork, black mushroom, chopped green onions, Green beans, shaomai skin.

T: Who want to be the cook, and show us how to make shaomai?

1. (Invite two students, one reads it and the other acts it out.)T: Ok. Let’s

T: Now let’s see how the make chicken roll-ups. Please underline all the verbs. What’s the meaning of them?.

Step 4 Writing

1.Pre-writing

T: Before we write our recipes, let’s learn some words about cooking.

T:

The way of cooking: boil, steam, fry, stir-fry, bake

The way to put sth together: mix, stir, add

The way of cutting: chop, slice, dice, cut

Other words: peel, spoon, pound…into pieces

2. Writing

T:You can write the recipe foryour favourite dish, or you can write the recipe for corn salad.

Sample:

Corn salad

Ingredients:

Corn, rice, green pepper, chili, tomato, banana, peanut, the leaves of the celery, olive oil, lemon juice

Cook the corn and rice, and cool them down. Dice the green pepper and chili. Peel the tomato and dice it. Peel the banana and chop it small. Pound the peanut into pieces. Chop the leaves of the celery, stir the olive oil and the lemon juice for later use. Mix the corn, rice, and all the other things together in the plate, pour the mixture of the olive oil and the lemon juice on them. Put the chopped leaves of the celery above.

Unit13.6. (3)

3. Post- writing

T: Read your recipe again, correct mistakes in it.

Evaluate the student’s recipe

Evaluating (points) Score

Format (2)

Vocabulary: the correct use of cooking terms (2)

No mistakes in spelling (1)

Grammar: imperative sentence (3)

Content: contain all the steps (2)

Step5 Summary and homework

T: In this class, we’ve review the words and phrases. Specially , we’ve learned how to write a recipe.

T: We’ve also learned something about snacks and recipes. After class, go over all the important points learned in this unit and try to write more better recipes.

Homework

1. Copy your recipe into your exercise book.

2. Review unit 13

3. Do exercise on page 75

八．黑板板书设计Blackboard:

(L)

The way of cooking: boil, steam, fry, stir-fry, bake

The way to put sth together: mix, stir, add

The way of cutting: chop, slice, dice, cut

Other words: peel, spoon, pound…into pieces

(M)

Corn salad

Ingredients:

Cook method:

(R)

Evaluate the student’s recipe

九、Evaluation

篇4：新高一UNIT16 (新课标版高一英语教案教学设计)

-----By Michelle 李芳芳

Teaching Material :“Franklin’s kite experiment”in Unit 16, Senior English Book 1 B.

Teaching Aims:

1. Learn and master the following:

Words: thunderstorm, string, ribbon, condenser, handkerchief.

2. Read the passage and learn how the scientist Franklin found lightning and electricity are the same.

3. Improve the Ss’reading ability through reading activities.

Teaching Important Points:

1. Learn the words above.

2. Train the Ss to improve their reading comprehension.

Teaching Difficult Point:

How to help the Ss understand the passage better.

Teaching Methods:

1. Question-and –answer method to make Ss interested in what they will learn.

2. Fast reading to get the general idea of the text.

3. Careful reading to answer some detailed questions.

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

Teaching Aids:

1. A tape recorder 2. A computer

Teaching Procedures:

Step 1. Revision and Lead-in.

Ask the Ss whether they know some scientists and their discoveries, and then name who invented the plane?

Step 2. Pre-reading.

Get the Ss know some famous scientists and their discoveries.

Step 3. Presentation.

Tell the Ss that today we’re going to read a passage about Franklin’s famous kite experiment.

Step 4. Reading.

1. Learn the new words.

2. Ask the Ss to skim the passage for:

---- What does this experiment prove?

---- What materials are needed to do this experiment?

3. Get the Ss to scan the passage and finish Exx.1.( True or False ) in Post-reading.

4. Have the Ss read the passage in a low voice after the tape.

5. Get the Ss to finish Exx.3. Pick out the correct pictures.

6. Ask the Ss to make a report of the kite experiment.

Title Experimenter’s name Time

Purpose

Things needed

Process

Results

Conclusion

7. Let the Ss work in groups and discuss two questions on the screen.

----- Do you think Franklin’s experiment was dangerous? Explain.

----- What can you learn from the experiment and also Franklin?

Step 5. Summary and Homework.

1. Retell the experiment in your own words.

2. Write down the report of the kite experiment.

篇5：unit 6 Do you like bananas?教案(新课标版高一英语教案教学设计)

Ⅰ Teaching aims:

1. Learn to talk about likes and dislikes

2. Learn food names

3. Learn to concerned with others, formed a close friendship with others.

Ⅱ Topic: Food

Ⅲ Teaching guide:

1. Language goal:

Learn to talk about what they like and what they don’t like and remember food names.

2. Fuctions:

Talk about likes and dislikes

3. Language structures:

a. present tense to like

b. Yes/No questions and short answers

c. Affirmative and negative statements

4. Target languages:

Do you like hamburgers?

Yes,I do./ No, I don’t.

I like French fries.

I don’t like tomatoes.

5. Vocabulary

hamburgers, tomatoes, broccoli, French fries, oranges, ice cream, salad, banana, eggs, strawberries, carrots, apples, chicken

breakfast, lunch, dinner

fruit, vegetable

6. Recycling

Let’s

I, you, he, she

Personal names

7. Learning strategies:

Personalizing

Classifying

8. Emotion:

Learn to concerned with others, formed a close friendship with others.

Ⅳ Important and difficult points:

1. Grasp the new words and use them freely

2. Grasp the following pattens:

Do you like…? Yes, I do. / No, I don’t.

Does she like…? Yes, she does. / No, she doesn’t.

I like… I don’t like…

He likes… He doesn’t like…

3. Talk about the Ss’ favourite food.

4. The use of countable and uncountable nouns.

Ⅴ Teaching plan:

The first period: Page 31-32

The second period: Page 33-34

The third period: Page 35

The fourth period: self check

The First Period

Ⅰ Language fuctions:

Do you like…? Yes, I do./ No, I don’t.

I like…

I don’t like…

Ⅱ Vocabulary:

hamburgers, tomatoes, broccoli, French fries, oranges, ice cream, salad, banana, strawberries, chicken,egg

Ⅲ Procedures:

Step 1. Warm-up

1. Greeting

2. Review:

T: What’s this? ( It’s a soccer ball.

Can you use this word make sentences?

Ss: Do you have a soccer ball?

I have a soccer ball.

Let’s play soccer.

……

I like playing soccer. I don’t like playing soccer.

I like soccer balls. I don’t like soccer balls.

(Help Ss to answer)

Then write on Bb.

Step 2. Presentation

1. T: Are you free this Sunday?

Ss: Yes.

T: Well, let’s go to KFC.

Ss: That sounds interesting/fun…

T: In KFC, there are much food (Show pictures of food) , what do you like?

Ss: I like …

2. T: What ’s this?

S: It’s a hamburger.

T: What are they?

S: They’re hamburgers.

T: Do you like hamburgers?

S: Yes,

No, I don’t like

(Tell Ss the short answer: Yes, I do. /No, I don’t. )

3. Using the same way to teach other words.

Show the followings on the Bb.

4. Task 1 Food names.

Ask the Ss to write as many words as they can.Pay attention to the countable and uncountable nouns.

5. Do Part 2c

Step 3. Presentation

1. T: In KFC, I like apple pie. It’s very delicious. Do you like apple pie? (Yes./ No) There are many pies, which pies do you like?

(banana pie, strawberry pie, orange pie)

2. T: What ’s this?

S: It’s a /an ….(banana, orange, strawberry)

T: What are they?

S: They’re …. (bananas, oranges, strawberries)

Then Bb Teach

Fruit

Step 4. Presentation

1. T: Apple, banana… these fruit can make us keep healthy. Vegetable also can make us healthy. So I like broccoli. Broccoli is uncountable.

2. T: Do you kown tomato is a fruit or vegetable.(Vegetable)

3. Write on Bb

4. T: Do you like …( broccoli , tomatoes)

Yes, I do. / No, I don’t.

Step 5. Do excises

1. 1a Ask one student to read the words

Match the words with the things in the picture.

2. 1b Listen to the tape.

3. 1c Pairwork （say as 1b）

4. 2a Ask one student to read the words.

circle the food you hear.

2b Listen again.

Fill with the blank.

Read the conversation

Step 6. Pairwork

Make a coversation as Part 2b

Ask Ss act

Step 7. Homework

Copy the new words

Make a conversation with your partner as Part 1b

The Second Period

Ⅰ Language fuctions:

Do you like…? Yes, I do./ No, I don’t.

Do they like…? Yes, I do./ No, I don’t.

Does he / she like…? Yes, he/she does. / No, he/she doesn’t.

They like… They don’t like…

He/she likes… He/She doesm’t like…

Ⅱ Vocabulary:

carrot, ftuit, vegetable, breakfast, lunch, dinner

Ⅲ Procedures:

Step 1. Revision

1. Greetings.

2. Enjoy “the apple” song.

T: Do you like this song?

Ss: Yes, we do.

T: Do you like apples?

S1: Yes, I do.

T: Do you like…?

S2: ……

T: If I go to your home, what fruit will you show me?

( Help to say. )

Ss: Do you like pears/peaches/ grapes/bananas/…?

T: Yes, I do. / No, I don’t.

T: Can you write down my favourite fruit?

The Ss write them down.And see who write the faster and the best.

Step 2. Presentation

T: Does you like…? S1: Yes, I do. / No, I don’t.

T: Does S1 like…? S2: Yes, she/he like…

No, she/he doesn’t like…

Then the Ss pratise in group.

Teach the words: carrot,vegetable.

Step 3. Task 1.Food Survey

Do you like tomatoes,Li Lei?Yes, I do. / No, I don’t.

Name Like Dislike

Li Lei tomatoes hamburgers

Then report like this: Li Lei likes tamatoes, but he doesn’t like hamburgers…

Step 4.Task 2.

Show the pictures of the animals.

T: What’s the favourite food?

Ss: Cabbages/ bananas/ meat(chicken)/ fish…

Step 5.Presentation

T: Li Lei likes tomatoes. But do you know what he likes for breakfast/ lunch/ dinner…?

(Teach the new words: breakfast, lunch, dinner)

Ss:…

T: What about you? What do you like for breakfast/ lunch/ dinner?

Ss: I like … for …

Step 6. Task 3. Guessing game

Show the picture of Dave/ Helen/…

The Ss do like this, S1: Does Dave like apples for breakfast?

S2: Yes, he does./ No, he doesn’t.

Step 7. Pairwork (Do Part 3,4) SectionB 1b,2a,2b,2c

Step 8. Homework

Make a survey.( The bithday presents for your parents )

What should you give your parents for their birthdays? What’s the best gift you have ever received? Please make up a shopping list you could use to buy bithday presents for your parents.

Preparation: a. know about the parents’ birthday

b. know about their like and dislike food,then fill in the form

Prarents Like Dislike

mother

father

The Third Period

Ⅰ Language fuctions:

Learn to read and write a acticle about sb likes to eat for breakfast,lunch, dinner,and dessert.

Ⅱ Vocabulary:

run, runner, eat, star, lot, lots of, healthy, food, dessert, list

Ⅲ Procedures:

Step 1. Revision

a. Greeting

b. Free talk

Step 2. Presentation

a. Show the pictures of Liu Xiang / Xing Huina / Louis /….

T: Do you know them? Who’s this/ that?

What are they? ( Help to say )

Ss: They are running star. Liu Xiang and Xing Huina are the winners in the Olympic Games.

T: Do you like them? What do they have for breakfast/ lunch/ dinner?

Ss: …

b. Show another picture of Sandra Clark.

T: What does she like for breakfast/ lunch/ dinner? Please read the text of P35 3a quickly and find the answers.

Name breakfast lunch dinner ddssert

Sandra Clark

Ask several Ss to retell the text.

Tell Ss: One should eat well in breakfast, eat enough in lunch, eat less in supper.

Step 3. Writing ( 3b )

Show the picture.

T: What can you see in the picture? Who’s he? What does he like to eat for breakfast/ lunch/ dinner? Please read and fill in the blank. Then check the answers.

Step 4. Teaching “lots of, healthy”.

a. Liu Xiang is a running star ,Xing Huina is a running star, too.

In China we have a lot of running stars like them.

We also have lots of other stars like film stars,TV stars, singing stars,sport stars …

b. Show a picture of a strong man.

T: Does he look fine? Does he look healthy?

c. Show the pictures of Mr Fat and Mr Thin

T: Whom do you like better, why?

Step 5. Task 1. Discussion: What can make you healthy?

( Running, Playing sports, Eat fruit … )

Task 2. This week we have learned lots of food. Some of them

are healthy food, but some of them are unhealthy food. Please fill in the form.

Healthy Unhealthy

Step 6. Groupwork

T: Look, the sun in shining brightly, the weather is neither too hot nor too cold. It’s cool. It’s a good time for us to have a picnic. Do you want to have a picnic? What do you like/ have for the picnic?

Ss: I like …

T: Ah, so much food. OK, let’s go shopping. But before we go

shopping, we should make a list, a shopping list. Now, four

Ss a group to discuss, then write the shopping list.(4a)

Ask the Ss report their list.

Step 7. Homework

If you want to be healthier, which food do you think is the

best for breakfast/ lunch/ dinner?

The Fourth Period

Ⅰ Content: Self –check

Have a quiz

Ⅱ Procedures:

Step 1. Revise

1. Revise the food names. ( singular and plural )

2. Revise how to inquire sb’s like or dislike.

3. Revise how to write an article which is about sb likes for three meals at usual.

Step 2. Go through self-check

Step 3. Have a quiz.

篇6：高一英语Unit8教案(新课标版高一英语教案教学设计)

Teaching aims and demands

类别 课程标准要求掌握的项目

话题 1． Talk about sports

2． Talk about interests and hobbies

3． Talk about the Olympics

4． Write a sports star’s profile

功能 Interests and hobbies

Which do you like…or …?

What’s your favorite sport?

Which sport do you like best?

Which do you prefer…or…?

What about…?

Are you interested in…?

词汇 continent well-known athlete gold medal torch badminton tie final dive shooting

Greece competitor motto further rank gymnastics prepare preparation effect flame

compete flag weight position superstar point skill weigh title gesture facial

stand for because of speed skating track and field take part

in preparation for

语法 Future Passive Voice

The people of Beijing will plant more trees and build new roads.(陈述句)

More trees will be planted and new roads will be built by the people of Beijing.

Beijing will hold the 29th Olympic Games in the year 2008.（疑问句）

When will the 29th Olympic Games be held in Beijing.

Period Arrangements:

warming up reading materials

Period 1 listening Period 2,3

speaking language focus

listening (WB) complementary listening material

speaking

Period 4 speaking Period 5 complementary reading material

writing(WB)

integrating skill(writing) assessment

Teaching Procedures of Period 1:

Step1.Warming up (15 mins)

Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):

Q: What do you know about sports?

During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a

good chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible.

Possible response:

school sports meet

Sports meet the National Games

the Asian Games

the Olympic Games

the World Cup

etc

ball games: volleyball, basket ball, football, table tennis, tennis, ,golf

badminton, bowling, baseball, American football, ice hockey etc

Events of sports track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etc

gymnastic: rings, double bars, high and low bars, horse , free exercise

swimming/shooting/skiing/ ice sports/diving/aquatic sports etc

Sport stars : Beckham, Mike Owen, Michael Jordan etc

Purpose: This activity is designed to encourage students to think about sports and activate

relevant vocabulary.

Step 2. Speaking(15 mins)

Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)

Task2(pair work): A survey about physical fitness (See postscript 1)

Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.

1). Do you think your group is doing well or not? Why ?

2). How can you become fitter?

Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.

Step 3. Listening (15 mins)

Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)

Purpose: to work as a guide of listening part.

Task 2: Listen to three sports reports and fill in the missing information

Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.

Step 4. Homework Assignment

Task: Find out some background information about the Olympics. T will offer them some websites as well:

www.olympic.org www.specialolympics.org/

www.athens.olympics.org/ www.beijing-2008.org

Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.

Teaching procedures of period 2

Step1. Lead-in(10 mins)

Task 1. Collect the information Ss have found, and this is a good chance to present new words. If necessary, warming up Ex can work as a guide. At the same time T will display some relevant pictures.

Five rings Aisa Europe Africa America Oceania

IOC International Olympic committee

Headquater Lausanne Switzerland

Motto swifter higher stronger

Present President Jac ques Rogge

Official language English French Spanish Russian German

Host city of 2000 Olympics Sydney Australia

Host city of 2004 Olympics Athens Greece

Host city of 2008 Olympics Beijing China

Host city of the first Olympics Athens Greece

Sort Winter Olympics Summer Olympics

Purpose: to help Ss get as much background knowledge about the Olympics as possible

Task 2.Group work to discuss any of following questions:

1).Why do so many athletes want to take part in the Olympic Games?

2).Are the Olympic Games important to our society? Why or why not?

Purpose: the activity is designed to get Ss to think about the Olympics as a preliminary activity related to the reading material.

Step2. Reading(10 mins)

Task1.Skimming to find out what is the reading material going to talk about.

Possible answer: the Olympics

Task2. Scanning to find the topic words

Possible answer: the Winter Olympics , the Summer Olympics, the ancient Olympics,

the modern Olympics, the Olympic motto, the 2008 Olympics

Purpose: to train Ss to glance through the passage quickly to get a general idea.

Task3. Careful reading to find out the main idea of each paragraph.

Purpose: to train Ss how to find out the main idea of a paragraph.

Step3.Consolidation(10 mins)

Task1. Play the passage through once and ask Ss to underline some words and phrases they think useful.

Task2.Match the new words and their meanings(See WB Ex)

Task3.Fill in a form about the passage

Olympics Year Location China’s gold medals competitors

old Greece

no female competitors

1st in modern times

23rd

2000

2008 ? ?

Purpose: to have a better understanding of the passage and note some useful words and phrases.

Step4.Discussion(15 mins)

Task1: Group work (group of 4) to discuss the following topics and they can choose whichever they are interested in talking about.

Topic1. What is the spirit of the Olympic Games? What can you learn from it?

Topic2. Do you agree that” faster, higher, stronger” is a good motto not only for sports but also for life in general? Why?

Topic3.Is it important to win in a sports match? Why or why not?

Topic4.Discuss the causes and effects of some serious problems of the Olympics and think of the possible solutions.

Task2: Debate

Hosting the Olympic games is a great honour and a great responsibility. Since china has won the bidding

of hosting the 2008 Olympics, what will the Olympics bring to China, good effects or bad effects.

good effects bad effects

promote the economy costing a large amount of money

make china better known to the world cause disorder to our society

… …

Purpose: to have a further understanding about the Olympics.

Step5.Homework assignment

Write a report based on the debate carried out in class about the good effects and bad effects of the Olympics. And encourage Ss to express their own idea in the report.

Purpose: to cultivate them how to write discussed topics

Teaching procedures of period 3

Step1. Extensive reading (WB) (15 mins)

Task 1. Read the passage and have a discussion about some related questions.

1).What are some problems that unknown athletes have to deal with?

2).Why are the Olympic Games so important to many athletes?

3).Why do stars like Michael Jordan make more money than other athletes?

Task 2.Pair work Compare the sports listed. Are they popular in china? Why or why not?

Sports Popular /not very popular Reasons

Tennis

Soccer

Table tennis

Badminton

Purpose: to know more about sports and the Olympics.

Step2.Speaking(5 mins)

Task 1. China is going to host the 2008 Olympic Games. To make it the most wonderful and successful one, what will be done ? If necessary, T can display two pictures for contrast.

Task 2. As for Ss, Chinese, what will they do for the 2008 Olympics?

Purpose: to make Ss note the use of Future Passive Voice and Future Active Voice.

Step3. Language focus (25 mins)

Task1. Group work to get a conclusion of the Future Passive Voice and give T more examples.

Structure: Subject+ will be done

Task2. Show Ss a passage about the Olympics, and ask them to change it into passive voice.(See postscript 2)

Task3. Pair work to ask questions about the passage with what , when, where, how etc.

Task4. T has left a note to you ,asking you to write a notice for the students in Future Passive Voice. Work with their partners and write down the notice. Then report it to class orally.

Next week we are going to clear the school as follows:

Monday--- Classroom Building No.1

Tuesday--- Classroom Building No.2

Wednesday--- the computer center and language lab

Thursday--- the science labs

Friday--- the library

Purpose: to consolidate their understanding about the Future Passive Voice.

Step4.Homework assignment

Task1. Finish some consolidation Ex of the Future Passive Voice

Task2. Find out as much information as possible about their favourite sports stars

Purpose: to encourage Ss to do what they are interested in

Teaching procedures of period 4

Step1.Listening(5 mins)

Ss will hear something about some sports stars and make their own decision according to what they have heard.

Step2.Speaking (10 mins)

Guessing Game. Check what Ss have got about their favourite sports star.. Ask some Ss to come up to the front to tell what they have found while others guess the names of the sports stars.

Purpose: to work as a preliminary step of writing.

Step3.Writing (30 mins)

Task 1.Brainstorming. Ask Ss to think out information about Yao ming as much as possible.

Task 2. Read the profile about Yao ming and find out what are the useful information for writing a profile.

Purpose: This activity is to let Ss find out how to write a profile by themselves.

Task 3. Write similar profiles about their favourite sports stars and check some typical ones in class.

Step4.Homework assigment

Suppose the Chinese Olympic Committee is inviting applications for volunteer jobs for the 2008 Olympic Games and Ss want to apply for the job.Try to write a profile to introduce themselves.

Teaching procedures of period 5

Step1.Listening(10 mins)

Complementary listening material: It is important to be able to recognize and understand numbers quickly when listening to spoken English.Many sports listening tasks involve numbers.Listen to the speakers and extract the numbers which are needed to complete these tables.(See postscript 3)

Purpose: to make Ss get used to listening to English sports news in daily life.

Step2.Speaking(10 mins)

Imagine the world in the year 5,000. What will our life be like then? Make a list of the things that you think will be done differently. Try to use the Passive Voice as much as possible.

Example sentences:

Eating food I think all food will be turned into juice and chopsticks won’t be used.

Drinking water

Wearing clothes

Building houses

Driving cars

Reading books

Purpose: to revise the language focus in this unit.

Step3.Reading(10 mins)

Read a complementary reading material about sports and finish the relevant Ex.(See postscript 4)

Purpose: to offer Ss further information about sports so that they will have better understanding.

Step4.Writing(15 mins)

Task 1: Group work to talk about the sports as the sample. One member of the group write down what they have got during their discussion and another report what they have written down.

Sport: Soccer

Objective:

Shoot the ball into the other

Team’s goal

Number of players:

Two teams of eleven players:ten outfielders and a goalkeepers

Sports field:

Grass playing field

Equipment:

Football,two goals

Basic rules:

1. Players are not allowed to use their hands.

2. … Sport: Table tennis

Objective:

Number of players:

Sports field:

Equipment:

Basic rules: Sport:

Objective:

Number of players:

Sports field:

Equipment:

Basic rules:

Sport:

Objective:

Number of players:

Sports field:

Equipment:

Basic rules:

Task 2: Write a short essay in which you compare two sports

Step5.Homework Assignment

Task1: Since Ss have learned the whole unit, they must know more about sports. After class, ask Ss to find some scenes which have make them moved and tell us the reasons.

Purpose: This activity is designed to check what Ss have learned from this unit.

Task2: Assessment

Purpose: to help Ss to reflect on how and what they have learned from this unit.

Through the whole unit a good many different kinds of assessment have been presented in the form of listening,speaking,reading and writing.But as a whole unit, I design such two forms to let Ss clearly know their own performances.

Form 1: (total score 5)

listening speaking reading writing

Self assessment

Peer assessment

Teacher assessment

Form 2: set improvement goal

Your name Date

a. What were your goals for this unit?

b. Did you reach your goal?

c. What different ways of learning did you use?

d. Which did you like best?

e. What your goals for the next unit?

f. How do you plan to reach them?

g. Will you ask some of your classmates for ideas and try new ways of learning?

The Olympic Games

Our country will

篇7：高一 unit7 reading(新课标版高一英语教案教学设计)

Reading

Teaching aims:

Ⅰ. Knowledge:

1. Get some information about St Petersburg and how people recover the destroyed city and cultural relics.

2. Words and useful expressions. restore, replace, recreate, in ruins, under attack, give in, in pieces, bring…back to life, come true, under attack

3. Some grammar points. Word formation: re-; Present perfect passive voice.

Ⅱ. Feelings and attitudes:

1. Get the students to know that the cultural relics are rare. It is hard to recover if they are destroyed.

2. Get the students to realize that the power of the people is so great. They can overcome the difficulties and make something impossible possible.

3. We should do something in our daily life to stop the damage. Some damages are caused by human beings.

Ⅲ. Ability:

1. Enable the students to get key information after reading.

2. Develop students’ cooperation spirit.

3. Improve their reading and analyzing abilities.

Difficulties:

1. The understanding of the whole text

2. How to get the right answers in skimming.

Teaching procedures:

Step1 Greeting

Step2 Pre-reading. (7 minutes)

Review the topic: culture relics and sites students have learned in the previous lessons. Then raise some questions discussed by students of group four. Give them 3 minutes to prepare. Present some pictures of some famous cities, so the students’ attention is attracted on the topic

Questions: 1. As we all know, there are many great cities in the world, such as Beijing, Pairs, New York etc. in your opinion, what makes these cities great?

2. What’s your favorite city? Why?

3. What cultural relics are there in your hometown? How important are they?

Choose 3 or 4 students to answer each question. (4 minutes)

Hints: 1. The capital of a country/ centre of transportation/ with large population/ some important events happened in that city./ some great people have been there,etc.

2.The reason: nice weather/ beautiful scenery/ special custom/ hometown,etc.

3.Yue Temple, Bai Causeway, Su Causeway, Li Ying Temple, etc. They are important parts of Hangzhou’s history.

Goals: These questions are aimed at cultivating student’s speaking ability and the way of thinking and also spirit of teamwork.

Step3 Skimming (5 minutes)

Give students 3 minutes to go through the passage as fast as possible while the tape should be played in order to limit the time of reading. Students can underline or circle important words and sentences. After that, give them some simple questions to answer.

1. When was St Petersburg built and who built it?（300 years ago, Russian Czar Peter the Great.）

2. In 1941, who tried to destroy the city? ( Germans.)

3.When the Nazis had gone, what did the people of St Petersburg do? ( Rebuild the city.)

4.How can we describe the people of St Petersburg do? (Strong, proud and united.)

Then do the Exercise Two in post reading: True or False questions.

Goals: Train students’ reading speed and develop their ability of getting key information.

Teach some new words: the Neva River, the Russian Czar, Peter the Great, St Petersburg.

These words should be explained in accordance with certain background. That is to say, let student know something about Russian history.

Step4 Scanning (19 minutes)

Ⅰ Deal with the important words, expressions and some grammar points.(3 minutes)

Word: restore, replace, recreate, in ruins, under attack, give in, in pieces, bring…back to life, come true, under attack.

Sentences: where is a river, there is a city. It is true that…. Do everything we can to do something, be located in, be an important part of one’s history.

Grammar: the present perfect passive voice.

Goals: Grasp the useful expressions, language points, important sentence structures and grammar points. This can help students understand the text more easily.

ⅡAsk students to read the text carefully paragraph by paragraph in 5 minutes and find out topic sentence of each paragraph. Finally, encourage them to summarize the general idea of each paragraph. As for each question, give student 5 minutes to discuss in groups.

Questions:

1. Why do people think St Petersburg is a great city?

2. Why was it so difficult for people to rebuild the old palaces?

3. What did people use to help them rebuild the city?

4． Why are the people of St Petersburg heroes?

Choose several students to answer. (6 minutes)

Possible answers:

1. People think that St Petersburg is a great city because it was built by a great Russian Czar and has been the center of many important historic events. More importantly, it survived the Germans attack in 1941 and its people did everything they could to make it as beautiful as it once was.

2. The palaces were so badly damaged in the war that people thought it was almost impossible to rebuild them. Few modern Russian artists knew exactly what the palaces looked like and there were many missing parts and pieces. The project, restoring the former glory of the city, required hard work, patience and devotion.

3. The Russian artists used old paintings and photographs to rebuild St Petersburg.

4. The people of St Petersburg are heroes because they have made something impossible possible. They have successfully rebuilt the palaces without destroying their old beauty. With hard work, patience, devotion and love for their cultural relics, they have shown that dreams can come true.

Goals: These questions are raised to train students’ ability of summarizing, organizing and cooperation as well as to achieve the ethic aims

Step 5 free asking (3 minutes)

Give students 3 minutes to ask whatever they don’t understand after reading the text. Ask other students to give the answer if they can. If they can’t work out these problems, teacher helps them.

Goals: this step shows the students-centred principle. Students find out the problems and solve it actively.

Step6 Consolidation(3 minutes)

Fill in the blanks.

300 years ago, the Russian Czar Peter the Great built a new ________---St Petersburg. It has been the center of many important _________ in history. In 1941, it was under ______ for 900 days, but the people never ________ ________. After the Germans left, the city was almost in ________. People decided to ________ the city. It was ________ to save the palaces and buildings without _________ their old beauty. With the ______ of old paintings and photographs, people were able to _______ ________ the beauty of their culture and history. Strong, proud and _______, the people of St Petersburg are modern ________ of Russia.

Goals: Help students review the content of the text as well as some important words and expression.

Step7 Further discussion. (7 minutes)

Now, many cultural relics are destroyed by human beings. We know the power of people is great. So is their power of damaging. We should do our best to prevent this situation from going worse. For high school students, we should protect everything nearby, for example, at school or in the public place where we go. Think about what we can do to stop the damage. (4 minutes). Ask several students to express their ideas. (3 minutes).

Goals: Achieve the third aim of feelings and attitudes. At the same time, the ability of speaking, words organization and cooperation is trained.

Step 8 Conclusion. (2 minutes)

Through the discussion, we can see the importance of protection. We must do our best to stop damaging in our daily life. If everyone makes efforts, the world will be better and better.

Goals: Get the students to understand what our duties are. Achieve the ethic aims.

Step9 homework (1 minute)

1. Do exercise 2 and 4 in scanning part on the exercise book.

2. Say something about St Petersburg using your own words.

Goals: Consolidate the knowledge they’ve learned. Check their efficiency in class. Develop their ability of organization of sentences.

篇8：高一unit13.4 reading2(新课标版高一英语教案教学设计)

一、Teaching Content

Unit 13 Reading (2); Post-reading

二、Teaching Goals

1. Improve the students’ reading ability by catching detailed information.

2. Enable the students to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text.

三、Teaching Important Points:

1. Master the new words, phrases and useful expressions in the text.

Keep up with, too much, make a choice; be harmful to; lose weight; be prepared for

2. Train the students’ reading ability to develop healthy eating habits.

四、Teaching Difficult Points

1. How to train the students’ reading ability.

2. How to make the students understand the reading material better and answer some questions on the passage.

五、Teaching Methods:

Explanation and inductive methods to make the students master the new words.

六、Teaching Aids

1. A projector

2. The blackboard

七、Teaching procedures

Step 1 Greetings

T: Good morning! My boys and girls!

T: Sit down, please!

Step2 Reading

T: We’ve got a general idea about the reading. But I think the passage is very difficult.

T: Ok. Let’s read the passage carefully together.

1unit13.3. (2)

T: We listen to the tape paragraph by paragraph, and then explain the paragraph.

T: Listen to Para 1. and try to answer the questions.

(1)Para 1

1) Listen

T: It’s easier to choose what to eat in the past.

True or False? (T)

T: Why?

Ss: In the past, people didn’t have so many kinds of food to choose. People even can’t get enough food to eat. / Now, people take more care about their figures.

2) Explaining

Our eating habits have changed, as has our way of life.

T: What does the underlined part mean? = and our way of has changed too.

T: As has our way of life 是倒装结构

as + 助动词/ be + 主语 也一样

e.g. She’s unusually tall, as are her parents 她特别高, 她的父母也都那么高.

He’s a doctor, as was his wife before she had children.

3) Understand

T: What does the word “ fuel” mean?

Ss: original meaning:燃料

T: e.g. The machine needs fuels to go on work.

T: But you should pay attention to the word in the text. Here it means 营养物质

T: Listen to Paras. 2 and 3

(2)Paras. 2 and 3

T: Fill in the table.

Nutrients functions where can we get it?

Protein good for our muscles fish, meat and beans

Calcium for our bones and teeth eggs milk and other dairy products

Carbohydrate the main fuel for our body rice, bread, noodles

Fibre help keep our body function well

Mineral

vitamins help our body fight disease vegetables, fruit, fish, milk

1unit13.3. (3)

Questions

T: Why do some people become vegetarians?

T: What does the word “ green” mean? Does it mean the color of green?

Ss: Green: environment protecting

T: Green food is very popular nowadays. Can you find any other words with the same meaning as green food?

T: e.g. environmentally friendly food / eco-food

T: Can you find an example about green food in this paragraph?

Ss: Organic vegetables

(3)Paras 4 and 5

T: Listen to paras 4 and 5

T: You can find the word “diet” several times in para 4.

T: What’s the different meaning of them? Look at the blackboard.

A balanced diet 均衡的饮食

Crash diet 速成食疗

Diet food 减肥食品

Unhealthy diet 不健康的饮食

T: In order to keep fit, what shall we do and eat?

1) Buy good food and keep a balanced diet.

2) Eat healthy food in the right amount.

3) Eat less fat and sugar and exercise more.

Step3 Post-Reading

T: How have our eating habits changed? Why?

T: Discuss question 4 in pairs.

T: Retell the text according to some topic sentences.

Step4 Summary and homework

T: today we’ve learned the passage. The passage may be very difficult to you. After class, you’d better review the reading including some words and phrases.

1. Retell the text, try to get a summary of this text

2. Review words we have learnt in this unit

3. Preview grammar of this unit

4. Do the exercises the word study on page 5

1unit13.3. (4)

八．黑板板书设计Blackboard:

(L)

as + 助动词/ be + 主语 也一样

e.g. She’s unusually tall, as are her parents

(M)

Nutrients functions where can we get it?

Protein good for our muscles fish, meat and beans

Calcium for our bones and teeth eggs milk and other dairy products

Carbohydrate the main fuel for our body rice, bread, noodles

Fibre help keep our body function well

Mineral

vitamins help our body fight disease vegetables, fruit, fish, milk

(R)

A balanced diet 均衡的饮食

Crash diet 速成食疗

Diet food 减肥食品

Unhealthy diet 不健康的饮食

九、Evaluation

篇9：高一unit13.5 grammar(新课标版高一英语教案教学设计)

Period 5

一、Teaching Content

Unit 13 Word study; Grammar

二、Teaching Goals

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

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

三、Teaching Important Points:

1. How to guess the missing word according to the given sentence.

2. Let the students learn how to give advice or opinion about something, especially master how to use “ should, ought to , had better and their negative forms” to give advice.

四、Teaching Difficult Points

1. How to help the students to understand the Grammar.

2. How to correctly use “should, ought to , had better and their negative forms” to give advice.

五、Teaching Methods:

1. Review method to consolidate the words and phrases last 4 periods.

2. Explanation methods to make the students master the Grammar.

3. Individual, pair work to make every student work in class.

六、Teaching Aids

1. A projector

2. The blackboard

七、Teaching procedures

Step 1 Greetings

T: Good morning! My boys and girls!

T: Sit down, please!

Step2 Word study

T: We’ve learned something about diets. As we all know, we’d better eat healthy food and eat less junk food. In this way, we can keep up with the high pace of modern life.

T: Ok. Please open your books on page 5. On the top of it there are some words and phrases in the form. I am sure you have all finished the homework yesterday.

1unit13.5. (2)

Ss: …

T: Nutrient diet vitamin

Mineral fat sugar

Protein calory

Step3 Grammar

T: In the third period(the part of Speaking ), we’ve learned some useful expressions to express suggestions.

T: We suppose that you are a doctor, and you should give some advice to patients.

T: Ok. Let’s review these useful expressions about suggestions:

1. I advise you to…

2. You’d better …

3. I think you should…

4. Why not…? Why don’t you…?

5. I suggest you should …

T: Now I want you to translate these Chinese sentences into English. Maybe, you can use these expressions.

我们不应该怎么粗心。

We shouldn’t ought not to be so careless.

你应该尊敬爷爷。

You shouldought to respect your grandfather.

他最好别脱他的衣服。外面很冷。

It’s very cold outside. You had better not take off your coat.

我们最好还是穿上我们的大衣。天气很冷。

It is freeze. We had better put on our coat.

T: Very good. We often give some persons advice or our opinions about something. In such a situation, we often use these Modal Verbs.

T: go back to your textbook. Look at the grammar: Modal Verbs-----had better, should, ought to.

T: We have leant how to give advice by using the Modal Verbs. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “ had better(not)”, “ ought (not) to or should(not)”.

Step4 Summary and homework

T: In this class, we’ve review the words and phrases. Specially , we

Unit13.5. (3)

review the Modal Verb by giving some persons advice. After class, more exercises are necessary.

Homework

1. Review the new words and phrases, grammar.

2. Have a dictation about words (2)

3. Preview two Integrating skills on Page 6 and 74

4. Do the exercises the Grammar 1.2 3.on page74

八．黑板板书设计Blackboard:

(L)

Nutrient diet vitamin

Mineral fat sugar

Protein calory

(R)

I advise you to…

You’d better …

I think you should…

Why not…? Why don’t you…?

I suggest you should …

“ had better(not)”, “ ought (not) to or should(not)”.

九、Evaluation

篇10：高一unit13.3 reading1(新课标版高一英语教案教学设计)

Period 3

一、Teaching Content

Unit 3 Speaking; Pre-reading; Reading (1)

二、Teaching Goals

1. Improve the students’ speaking ability by talking about seeing doctors, and practise giving advice

2. To some extend, students develop the abilities of looking for main information through reading and summarizing the main idea of the text.

三、Teaching Important Points:

1. Master the new words and make the student use these words to make sentences.

2. Train the students’ speaking ability to give advice and make suggestions.

四、Teaching Difficult Points

1. How to finish the task of speaking and make the dialogue go on smoothly.

2. How to understand the text

五、Teaching Methods:

1. Individual, pair or group discussion before filling information in the blank.

2. Explanation and inductive methods to make the students master the new words.

六、Teaching Aids

1. A projector

2. The blackboard

七、Teaching procedures

Step 1 Greetings

Good morning! My boys and girls!

Sit down, please!

Step2 Speaking

(1) Warming up

1unit13.3. (2)

T: Yesterday we listened to a dialogue and know that Mike went to see the doctor because his stomach hurt. When do you usually go to see the doctor?

1. When I have a fever

2. When I have a bad cold

3. When I have a headache

4. When I have a stomachache

5. When I have a toothache

6. When I have a bad cough

7. When my leg is broken.

T: I have some problems these weeks. I need your help. Would you like to give me some advice?

Ss: Yes.

T: I’m not feeling well these days. I can’t sleep well at night.

(Lead the students to use these sentence patterns.)

1. I advise you to…

2. You’d better …

3. I think you should…

4. Why not…? Why don’t you…?

5. I suggest you should …

(2). Listening and speaking

1) Listen to the tape and answer the questions

T: Listen to the tape and get a general idea about the dialogue.

T: What’s wrong with Sharon?

Ss: She couldn’t sleep last night. She’s got a pain.

T: What did she eat yesterday?

Ss: Noodles, salad, a green peach

T: What does the doctor tell her to do?

Ss: Take the medicine three times a day. Don’t eat fruit that isn’t ripe in the future.

2) Open your book to page3, and read after the tape, try to imitate its intonation.

New words: ought to = should

be careful with

advise sb to do sth / advise doing

3) Practise the dialogue

(i) T: When you go to see the doctor, what will the doctor say to you

1. What can I do for you?

1unit13.3. (3)

2. What’s the matter?

3. What’s wrong with you?

4. Lie down and let me examine you.

5. Let me have a look

6. Where does it hurt?

7. It’s nothing serious.

8. Take this medicine three times a day.

9. You’ll be all right soon.

(ii) T: Turn to page2. There are 3 situations in the table.

T: Now, look at the table on the blackboard. This is a case history. If you are a doctor, what will you write?

Symptom:

Doctor’s advice:

Signature:

T: I’ll give several minutes to make the dialogue with your partner in one of the three situations, and then I will ask two pairs to act it out.

Step3 Pre-reading

T: Which of the following gives you the most energy:

A hamburger a bowl of noodles a cup of coffee

T: How do you think what we eat every day?

Step4 Reading

T: Look at the title. What’s the title of this text?

T: What’s the meaning of it? (A.)

A. What we eat makes us the persons we are.

B. We always eat what we like.

T: What is a healthy dieteating?

(1)Fast reading.

T: Read through the text quickly, and find out the topic sentence of each paragraph.

1unit13.3. (4)

T: Now, let’s listen to the tape paragraph by paragraph. And you tell me what is the topic sentence of each paragraph.( The topic sentences are on the textbook )

(2)Careful reading

1. What do traditional diets often have?(c)

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)

A. vitamins, fibre and minerals

B. pork and fish C. water D. calcium

3. What contains a lot of protein?(D)

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

4. Why do some people become vegetarians?(A)

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 they think meat will make them thin.

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

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.

Step5Summary and Homework

T: Today, we’ve learnt how to see a doctor and got a general idea about the reading. After class, I hope you would review the useful expression and phrases and understand the text deep.

1.Review the new words and phrases (2) in Unit 13.

2.Rreview the reading and Post-reading on Page5.

3.Do the exercise of Talking and vocabulary 1.2.on Page 72-73.

1unit13.3. (3)

八．黑板板书设计Blackboard:

(L)

When I have a fever

When I have a bad cold

When I have a headache

When I have a stomachache

When I have a toothache

When I have a bad cough

When my leg is broken.

(M)

I advise you to…

You’d better …

I think you should…

Why not…? Why don’t you…?

I suggest you should …

(R)

ought to = should

be careful with

advise sb to do sth / advise doing

九、Evaluation

篇11：高一英语Unit7 Reading教案(新课标版高一英语教案教学设计)

Teaching Aims:

1. Master the following words and expressions:

restore, replace, recreate, in ruins, under attack, give in ,in pieces, bring…back to life, come true

2. Improve the Ss’ reading ability.

3. Enable the Ss to be aware of the significance of protecting cultural relics.

Teaching key points:

How to improve the Ss’ reading ability.

Teaching difficult points:

1. How to grasp the main idea of a paragraph.

2. How to guess the meaning of new word in the context.

3. How to help the Ss understand the passage deeply.

Teaching aids:

1.a tape recorder

2.a laptop and OHP(overhead projector)

Teaching procedures:

Step 1 Revision and discussion

1.T shows some pictures of cultural relics in Jingmen and get them to talk about these cultural relics.

2.T shows more pictures of cultural relics in other cities such as New York, London, Beijing and help the students discuss the Qs in pre-reading.

Qs: What is your favorite city?/What are your favorite cities? Why?

Some cities are called great cities, what makes them great?

How important are the cultural relics?

Step 2 Lead-in

T shows pictures of St Petersburg and say Let’s look at some cultural relics in Russia. What can you see in the picture? (statue, a man on his horse)Do you know who may it be on the horse? (Maybe a very important person such as a king or hero) Tell Ss they are going to learn a passage called ‘a city of heroes.

Step 3 Reading

1. Fast-reading. Let Ss listen to the tape and try to find out the answers to the two Qs:

What does the city in the title refer to?

Who is the man riding the horse?

Teach the pronunciation of St Petersburg and the Russian Czar Peter the Great if necessary.

2. Intensive reading.

T shows pictures of St Petersburg in different times and get the Ss to give a title for them. In this way, Ss will know the structure of the passage .(4 parts including built, destroyed, rebuilt, today)

Para 1 The city was built

Qs: When and where was St. Petersburg built?

What kind of person was Peter the Great?

What did the palaces built look like?

Para 2 The city was destroyed

Qs: Who came to the city in 1941?

What did they do to the city?

What was the result?

What did people of the city determine to do at that time?

Para 3 The city was rebuilt

Qs: When did people begin to rebuild the city?

What did people use to help them rebuild the city?

What was difficult for the people to rebuild the city?

Is the city as beautiful as before after it was rebuilt?

Para 4 The city today

Qs: Who was the hero on his bronze horse?

Who are the modern heroes of Russia today?

3. In paragraph 4, T helps Ss have a deeper understanding of the title by comparing ‘ hero’ to ‘heroes’ ,’St Petersburg’ to ‘Peoplesburg’. If possible, ask them why St Petersburg is called ‘a city of heroes’ in order to make Ss understand the spirit of the people in St Petersburg----patience, devotion and love for cultural relics

Step 4 Practice

T ask the Ss to finish T or F exercise on their books.

T or F:

1. ( F ) The city of St Petersburg was rebuilt by Peter the Great.

2. ( F )The Germans attacked St Petersburg a hundred years ago.

3. ( T )A portait of Peter the Great was destroyed by the Germans.

4. ( T )It was difficult for people to rebuild the old palaces.

5. (T )Workers and painters used old photographs to help them rebuild the city.

6. ( F )St Petersburg will never be as beautiful as it was before.

Step 5 Interview

T gives Ss two situations and ask them to choose one of it to prepare an interview in pairs.

Situation 1: Suppose you are a foreign reporter and your partner is a citizen of St Petersburg. Prepare an interview talking about the city’s history.

Situation 2: Suppose you are Peter the Great. You come back to St Petersburg by time machine and want to know the changes of this city from your partner who is a citizen. Prepare an interview talking about the city’s development.

Step 6 Homework

T shows pictures of cultural relics in danger and ask Ss to write a passage about how to save or protect them.

Leaning Tower of Pisa( in Italy) Abu Simbel (in Egypt)

The Sphinx (in Egypt) Yuanmingyuan

篇12：Unit1-5 复习教案(新课标版高一英语教案教学设计)

广州南武中学

朱琼

I. Topics

Unit 1:

Friends and friendship; interpersonal relationships.

Unit 2:

English language and its development; different kinds of English

Unit 3:

Traveling; describing a journey

Unit 4:

Basic knowledge of earthquakes; how to protect oneself and help the others in disasters

Unit 5:

The qualities of a great person;

The lives of some great people.

II. Words and expressions

Unit 1:

add point upset ignore calm concern loose cheat reason list share feeling Netherlands German series outdoors crazy purpose nature dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit

add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in

Unit 2:

include, role, international, native, elevator, flat, apartment, rubber, petrol, gad, modern, however, culture, actually, present(adj.), rule(v.), vocabulary, usage, government, rapidly, candy, lorry, command, polite, request, boss, standard, Midwestern, southern, eastern, southeastern, northwestern, Spanish, recognize, accent, lightning, direction, ma’ma, block

play a role in, because of, come up, such as, give a command, play a part

Unit 3:

journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, rapid, valley, waterfall, plain, attitude, shorts, camp, record, afterthought, topic, familiar, brave

change one’s mind, give in

Unit 4:

shake, well (n.), rise, smelly, pond, pipe, burst, canal, steam, dirt, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, shelter, fresh, percent, speech, judge, honour, prepare;

right away, (be) at an end, dig out, bring in, a (great )number of

Unit 5:

hero quality willing active republic principle fight peaceful prison prisoner period law advise continue fee gold youth league stage vote position accept violence equal blanket degree guard educated terror fear cruelty reward right(n.) criminal leader president sentence(v.) sincerely

lose heart in trouble worry about out of work Youth League as a matter of fact blow up put… in prison come to power set up be sentenced to

III. Functional items

Unit 1:

Agreement and disagreement

I agree. I don’t agree.

I think so. I don’t think so.

Exactly. I’ m afraid not.

Unit 2:

1. Language difficulties in communication

Pardon?

I beg your pardon? I don’t understand.

Could you say that again, please?

Sorry, I can’t follow you.

Could you repeat that, please?

Can you speak more slowly, please?

Unit 3:

Good wishes：

Have a good day/time!

Have a good journey/trip!

Good luck!

Enjoy yourself!

Best wishes to you.

Happy New Year!

Merry Christmas!

Happy birthday!

Thank you.

You, too.

The same to you.

Means of transportation:

walking, cycling, horse riding, taking buses/trains/boats/planes

Unit 4:

Talking about past experiences:

I will never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road.

Unit 5:

A. Giving opinions:

Why do you think so?

What do you think of …?

What’s your opinion?

I agree/ don’t agree.

I think/don’t think….

I prefer….

In my opinion….

I’m afraid…

B. Making comments:

Good idea!

That’s an excellent idea.

IV. Structures

Unit 1:

Direct speech and indirect speech

Statements:

“I don’t want to set down a series of facts in a diary,” said Anne.

-- Anne said that she didn’t want to set down a series of facts in a diary.

Questions

“ When did you go to bed last night?” Father said to Anne.

-- Father asked Anne when she went to bed the night before.

Unit 2:

Imperative sentences and its indirect speech

Open the door.

Please open the door.

Would you please open the door?

He told me to open the door.

Unit 3:

现在进行表将来

Where are you going on holiday?

I am going to Hawaii on holiday.

When are we coming back?

Unit 4:

The attributive clause (I)

由that, which, who, whose引导的定语从句

The number of people who were killed or injured reached more than 400,000.

It was heard in Beijing which is one hundred kilometers away.

Workers built shelters for survivors whose homes had been destroyed.

Unit 5:

The attributive clause (II)

由where, when, why, 介词+ which, 介词+ when 引导的定语从句。

The school where I studied only two years was three kilometers away.

This was a time when you had got to have a passbook to live in Johannesburg.

The reason why I got a job was because of my hard work.

…we were put in a position in which we had either to accept we were less important, or fight the Government.

The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.

篇13：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

★ 高一unit13.3 reading1(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)

★ 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)

★ 高一英语Unit12教案(新课标版高一英语上册教案教学设计)

★ unit 1 Good friend教案(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)

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

★ 高一英语教案

★ unit21单元的词组和重要句型(新课标版高一英语教案教学设计)

高一英语重点词语用法 《6》(新课标版高一英语教案教学设计)（合集13篇）

欢迎下载DOC格式的高一英语重点词语用法 《6》(新课标版高一英语教案教学设计)，但愿能给您带来参考作用！

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