职高英语学案(高一Unit13)
高一上Unit 13 教案(9)
高一上Unit 13 教案（9）教学目标1.掌握本单元的重点词汇和短语；2.学会运用地道的口语表达方式描述现实生活中的情感和感受；3.培养学生的听力和口语表达能力；4.引导学生进行团队合作，提高他们的合作意识和实际操作能力。
教学内容1.生词和短语的复习巩固；2.使用情感词汇描述自己的情感和感受；3.听力训练和口语表达练习；4.分组合作完成任务。
教学准备1.教材《英语高一上册》第13单元的教材和教学辅助材料；2.多媒体投影仪和电脑；3.学生小组分组名单。
教学过程1. 复习和导入（10分钟）•回顾上一节课所学的单词和短语，并向学生复习相关的表达方式，例如：“hurt one’s feelings”、“be in a bad mood”、“cheer up”等。
•利用一些情境和图片让学生联想和描述相关的情感和感受。
2. 新课讲解（20分钟）•将生词和短语写在黑板上，并解释其含义和用法。
•利用多媒体投影仪展示相关的图片和情景，帮助学生更好地理解和记忆生词和短语。
3. 听力训练（15分钟）•播放相关的听力录音，并要求学生根据听力内容回答相关问题。
•根据学生的听力水平适当调整听力难度，帮助学生提高听力能力。
4. 口语练习（25分钟）•将学生分成小组，每组选择一个情景，例如“你在买东西时遇到不友好的服务员”，“你最喜欢的明星来到你的学校”，让学生使用本单元所学的情感词汇和句型来描述和表达自己的感受。
•让学生在小组内进行讨论和分享，并选出一个代表来进行口头汇报。
•引导学生使用地道的口语表达方式，帮助他们提高自己的口语表达能力。
5. 小组合作任务（30分钟）•安排一个小组合作任务，例如“学生们要根据自己的兴趣和爱好，设计一个创意广告宣传活动”，要求学生在小组内进行分工合作，充分发挥每个人的特长，最终形成一个完整的广告宣传方案。
•每个小组选择一个代表来进行汇报，其他小组成员做提问和评价。
•引导学生进行积极的合作和讨论，培养他们的团队合作和实际操作能力。
高一上Unit 13 教案(1)
高一上Unit 13 教案（1）1. Make the students be free to talk about their favorite food and give reasons for their decisions.Everyday, 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 are going to learn something about food.StepⅢ Warming-UpFirst show the students some pictures of dishes and so to introduce the topic of this unit.In this part, the students must first identify the kinds of foods showed in the photos and consider weather theyare healthy or not to eat.And then show the pictures on their text books and let them to decide what junk food is and what is not.Here the students may have a short ask and answer in pairs to themselves more engaged in the topic. Ask your partners what they like to eat. And fill in the table.In this class we’ve done some listening and speaking. And we know what food we eat is healthy food and what food is junk food.。
新教材高一Unit 13(period 2)教案_1
新教材高一Unit 13〔period 2〕教案新教材高一Unit 13〔period 2〕教案Teaching Plan——The second period of Unit13Abraham Lincoln___By:EagleI. Teaching Aims:i. Enable them to catch the gist of the story about Abraham Lincolnii. To learn the writing — in time orderiii. To learn to retell the passage with their own wordsiv. To master the useful expressionsII.Teaching emphases:1.Writing skill——in time order2. Oral position based on the main expressionsIII. Aids:Tape-recorder apparatus slideIV. PreceduresStep1. Revision1. Check up the HW2. Get them to tell the stories according to the pictures given in the last periodStep2.Preparation for reading 1. SB L50 Part1,Give a brief introduction to the life of Abraham Lincoln:T: Today we’re going to read about Abraham Lincoln. He was the Presidont of the USA from1860~1865. He came from Kentucky, When he was young, he studied law and be came a lawyer. Later he becamepresident .During his times over the country, there was a civil war between the Northern and Southern states. Lincoln was a great president, So he is still remembered today.2.Dismiss the blocks which will hinder their understandinga. as a child ——As/when he was a childb. no more than——onlyc. in all——intotal ..altogetherd. set up——start/founde. break out——(war, fire ,etc )appear,..start suddenlyf. break away from——go away fromg.consider……as ……regard …a /look on ……as.think of asStep3. Reading1. Skimming Try to find the general idea of the material.Ask them to find the answers to the question on top of P502. ScanningTry to locate specific informationAnswer the questions on P118,write what happened in the following years according to the text.Step4.Note making1. Speech cassette Lesson50, play the tape and Listen.2. While listening, they do part2 on P1183. Check up the answersStep5. Retelling1. Do part3,On P118, It’s a summary of the story of Lincoln, it will help them retell the text.2. Write the following clue words on the Bb for the Ss torefer to: be bornin a poor family used to work little school cducation study law be against slavery thecivil war break out be shot to death consider…as3. First get them to do it alone.Then divide the class into groups. Let them to tell the story one byone.Step8. Summary1. Go over the explanation of the words and expressions in this lesson.2. Dn part2 OnP119Step8. Homework1. Retell the story about Abrabam Lincoln.2. Make sentences with the expressions on Slide3.No more than, jonin up, break away from , consider as , spare time, beat…to death, sef…free, break outV. Writing on the Bb1809 born1818 his mother dide1818-1860 working in a store, then as a lawyer1860 presidont1864 president again1865 shot dead。
新教材高一Unit 13(period 2)教案
新教材高一Unit 13（period 2）教案教案标题：Unit 13（period 2）- The Environment教学目标：1. 学习并掌握有关环境保护的词汇和短语；2. 能够谈论环境问题并提出解决方案；3. 培养学生的团队合作与口语表达能力。
教学重点：1. 学习环境问题的相关词汇和短语；2. 学习谈论环境问题及提出解决方案的表达方式；3. 进行小组讨论与互动。
教学难点：1. 学会如何结合所学内容提出环境问题并提出解决方案；2. 进行小组讨论与互动。
教学准备：1. 环境问题及解决方案的图片或PPT；2. 小组讨论的题目；3. 板书：环境问题的常用表达和提出解决方案的表达方式。
教学过程：Step 1 自主学习（15分钟）学生们先自主阅读教材中的Unit 13（period 2）的相关内容，然后尝试回答一些与环境问题相关的问题，如：1. What are some environmental problems in your hometown?2. How do these environmental problems affect your daily life?3. What can you do to solve these problems?Step 2 分组讨论（10分钟）将学生分成小组，每组4-6人。
每个小组选择一个环境问题，然后讨论这个问题的影响以及可能的解决方案。
学生可以用英语进行讨论，鼓励他们使用课堂上学到的词汇和短语。
老师可以提供一些问题来引导讨论，例如：1. What is the environment problem you chose?2. How does this problem affect people's lives?3. What are some possible solutions to this problem?Step 3 小组呈现与互评（15分钟）让每个小组轮流呈现他们选择的环境问题以及他们提出的解决方案。
高一13单元第四课时教案
高一13单元第四课时教案一、教学目标1、知识与技能目标学生能够掌握本课时的重点词汇和短语，如“＿____”、“＿____”等。
学生能够理解并正确运用本课时涉及的重要句型，如“＿____”。
学生能够听懂与本课时主题相关的简单对话和短文。
2、过程与方法目标通过听力训练，提高学生获取关键信息的能力。
运用口语练习，培养学生的语言表达和交流能力。
借助阅读材料，增强学生的阅读理解和分析能力。
3、情感态度与价值观目标激发学生对英语学习的兴趣，培养积极的学习态度。
引导学生关注与本课时主题相关的社会现象，培养学生的社会责任感。
二、教学重难点1、教学重点重点词汇和短语的记忆与运用。
重要句型的理解和操练。
听力和阅读技巧的培养。
2、教学难点如何让学生在实际情境中灵活运用所学知识。
帮助学生克服对较难听力材料和阅读文章的理解障碍。
三、教学方法1、讲授法讲解重点词汇、短语和句型，使学生掌握基础知识。
2、操练法组织学生进行句型操练、对话练习，巩固所学内容。
3、任务驱动法布置听力、阅读和写作任务，培养学生的综合语言运用能力。
4、小组合作法安排小组活动，促进学生之间的交流与合作，提高学习效果。
四、教学过程1、导入（5 分钟）利用多媒体展示与本课时主题相关的图片或视频，引发学生的兴趣。
提出几个简单的问题，引导学生思考并展开讨论，如“＿____”。
2、词汇学习（10 分钟）展示本课时的重点词汇和短语，带领学生朗读，纠正发音。
通过例句和简单的语境，帮助学生理解词汇的含义和用法。
3、句型讲解（10 分钟）介绍本课时的重要句型，分析其结构和用法。
给出例句，让学生模仿造句，加强对句型的掌握。
4、听力训练（15 分钟）播放听力材料，让学生在听的过程中记录关键信息。
听后，与学生一起核对答案，并对听力材料中的难点进行讲解。
5、口语练习（10 分钟）组织学生进行小组对话练习，运用所学的词汇和句型。
请几组学生上台展示，给予表扬和鼓励。
6、阅读指导（15 分钟）分发阅读材料，让学生快速浏览，了解文章大意。
新高一英语教案Unit13Period1
新高一英语教案Unit 13Perid 1新高一英语教案Unit13Perid1（一）明确目标aringuptarusethestudents'lveintaling2Dselisteningtiprvethestudents'listeningabilit3aingsipledialguesttrainthestudents'speaingabilit 整体感知Step1PresentatinEverdaIhavefdFdaesusfeelfullandhappanditalshelpstbu ildurbdiesButhaveueverthughthatueatisunfdrhealthfd ?Tdae'regingtlearnsethingabutfd（三）教学进程Step2penurbsnPage1andlattheeightpituresinitDisussinpairs hatareunfdsrhealthfdsAsurlassateshatthelieteatAndfillthetableStep3Nlet'shaveselisteningtrainingStep4EverneantstbehealthandstrngButsetiesearentfeelingell hene'reill,e'dbettergandseeadtrandthedtrilllverusandgi veusseadvieNe’regingtpratieseeverdaEnglishusedbdtrsandpatientsHe rearethreesituatinsfruhseneftheandaeupadialgueithur partnerardingttheexaplegivenandthenatut（四）总结扩展StepTdae'vedneselisteningandspeaing,andlearnhtgiveadvie andseeverdaEnglishusedbeteendtrsandpatients （五）随堂练习用动词的适当形式填空：Trr Frida2Thegegraphteahertldetileearth arundthesun 3Hethinsit tallernextear4Heisalas fhiselfneverthiningfthersH ualngithurlassates?6L!There abus参考答案：is2ves3illgr 4thining aregetting 6esPerid2（一）明确目标Learnandasterthefllingrdsandexpressins:aehies,pae,die t,nutrient,usle,bean,eepupith,fibre,ineral,heialbalane,fit ,begdfr,funtin,andbeharfult2Develpthestudents'readingabilit（二）整体感知Step1PresentatinTdaeettheReadingIt'sabutahealthdietandtellsfileiprtan efeepingahal-ineddietReadthetextquilandanserthefllin gquestinsStep2hatdtraditinaldietsftenhave?AtuhaterBtuhprteintuhfatandtanalriesDnutrientseneed2hatanhelpurbdfightdiseaseandgiveusenerg?Avitains,fibreandineralsBprandfishaterDaliu3hatntainsaltfprtein?AvegetablesBfruitsvitainsDfish,eatandbeans4hdsepeplebeevegetarians?ABeausethebelieveitishealthierntteateatrthethineshuld ntillanialsfrfdBBeausethethineatisnt"e-fds"BeausethethineatillaetheFatDBeauserilethineatillaethethinFrthepassageeannludethatitisprbablbetter,ifAeeatlesseatBehaverefruitehave"e-fds"Debugdfdandeepabalaneddiet参考答案：ADADStep3Readthetextarefullagain,andgivethestudentsseexplana tinsStep4PlathetapefrthestudentstlistenandfllSteplDpst-Reading122Disussthequestinsbel,firstinpair,theniththerestfthelas shdpeplegtfastfdrestaurant?hisitntgdfruteattuhsugarandfat?harerashdietsandsuppleentssppular?hatanedteepabalaneddiet?（五）随堂练习单句改错lTheadesehinesefriendsinBeiingsastiprvetheirhinesebe tter2Headvisedgivingupsing3Thetrteepabalaningdiet4nlinthisaeillbereadfrthehallengesinlifeIfurdietinludingfdsfrallthefdgrups,ednthavetbuansupp leents参考答案：去掉better2giving改成etgive3balaning改成balaned4eill改成illeinluding改成inludesPerid3（一）明确目标Reviethetextlearntinthelastperidinludingusefulrdsande xpressin2Learnhtuse"hadbetter","shuld"and"ughtt"hilegivinga dvie（二）整体感知Step1PresentatinInthelasse’regingtrevietherdselearntandalslearnhtgiveadvieusing "hadbetter,shuld,andughtt"（三）教学进程Step2Pleasepenurbsnpagenthetpfitthereareserdsandphrase sinthefraththeiththeprperexpressinsStep3Afterfinishingtherd-athing,theteaherantellthestudents henpepleuse"hadbetterrhadbetternt","shuldrshuldnt", "ughttrughtntt"Thenhavethestudentsfillintheblansinar ighta（四）总结扩展Step4ehavelearnthtgiveadvieNlet’strtritelettersgivingadvieHereinurtextbtherearelettersa singfrseadvieReadthequil,thenritednfurpieesfadviefrea hftheusing"hadbetter',"ughttrshuld'（五）随堂练习完成句子Theteaheradvisedhi__2_________isiprtant3_________isnlngeraseasasitneas4Beausethethine_____________________eatingexpensivefds,thedidreexerises参考答案：nttplantherad2Develping/Tdevelpehealtheatinghabits3hsing/Thsehatteat4shuldntillanialsfrfdInsteadfPerid4（一）明确目标1DsereadingabutSnas2Dseritingtdevelpethestudents'r itingsill（二）整体感知Step1anstudentsliehavingsnasIsthehabitgdrbad?Let'sr ead“Snas"（三）教学进程Step2Afterfastreading,dthefllingTrue-r-Falseexerises1u rbddesn'tneedtrefuelifehsenutritiusfdfruraineals2Gdsn asshuldefrdifferentfdgrupsandshuldnthavetuhfatrsuga r3Fruitsandvegetablesdn’tgiveusanvitains4stfruitsneedingFruitsandvegetablesa rethenlhealthsnas参考答案：1F2T3F4FFStep3Givethestudentsseexplanatinshennees sarStep4Plathetapeandhavethestudentsfll（四）总结扩展StepHaveeevertiledtaesnasrseenurtheraesnasLet’strtritethereipefrurfavritedishBefreriting,ushuldreadTi psfirst。
高一英语学案Units13-14（B1）（人教版高一英语教案教学设计）
高一英语学案Units13-14（B1）（人教版高一英语教案教学设计）【知识网络】一、重点词汇与短语1．way: 在表示“方式，方法”的意思时，要注意其搭配：way of doing somethingway (for somebody) to do somethingin this way=by this meansby the way：顺便说说；顺便提起way of life：生活方式to my way of thinking：依我看来Some women like the older ways of doing things.有些女性喜欢处理事务的老办法。
Can you suggest a good way for us to ask people to send us the money, and let us buy the gift when we get to the mainland?您能不能给我们建议一个好办法,让我们请大家送钱给我们,然后让我们在回到大陆时再购买礼物?Stress is a natural part of everyday life and there is no way to avoid it.压力是日常生活中不可分割的一部分,无法逃避。
In this way, Americans 'send their climates' to people in other states.这样美国人把'本地的气候'传送给其它州的人。
In this way, he has begun his own private 'telephone' service.就这样,他开始了自己的私人'电话'业务。
Each successful manager has a way of his own in bringing his views to bear.每一个成功的经理都有他自己独特的方式使别人接受他的意见。
高一英语教案Unit-13
高一英语教案Unit-13高一英语教案Unit 13Period 1（一）明确目标1. Warming up to arouse the students'' love in talking.2. Do some listening to improve the students'' listening ability.3. Making simple dialogues to train the students'' speaking ability.(二) 整体感知Step 1 PresentationEvery day I have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we''re going to learn something about food.（三）教学过程Step 2(1) Open your books on Page 1 and look at the eight pictures in it. Discuss in pairs what are junk foods or healthy foods.(2) Ask your classmates what they like to eat. And fill the table.Step 3Now let''s have some listening training.Step 4Everyone wants to be healthy and strong. But sometimes we are not feeling well. When we'' re ill, we'' d better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyday English used by doctors and patients. Here are three situations for you. Choose one of them and make up a dialogue with your partner according to the example given and then act out.（四）总结扩展Step 5Today we''ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.（五）随堂练习用动词的适当形式填空：1. Tomorrow(be) Friday.2. The geography teacher told me tile earth(move) around the sun.3. He thinks it(grow) taller next year.4. He is always (think) of himself never thinking of others.5. How you (get) along with your classmates?6. Look! There (come) a bus.参考答案：1. is2. moves3. will grow4. thinking5. are getting6. comesPeriod 2（一）明确目标1. Learn and master the following words and expressions: make choices, pace, diet, nutrient, muscle, bean, keep up with, fibre, mineral, chemical balance, fit, be good for, function, and be harmful to.2. Develop the students'' reading ability.（二）整体感知Step 1 PresentationToday we come to the Reading. It''s about a healthy diet and tells file importance of keeping a hal- mined diet. Read the text quickly and answer the following questions.Step 21. What do traditional diets often have?A. too much waterB. too much proteinC. too much fat and too many caloriesD. nutrients we need2. What can help our body fight disease and give us energy?A. vitamins, fibre and minerals.B. pork and fishC. waterD. calcium3. What contains a lot of protein?A. vegetablesB. fruitsC. vitaminsD. fish, meat and beans4. 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, ifA. we eat less meatB. we have more fruitC. we have "eco-foods"D. we buy good food and keep a balanced diet.参考答案：CADADStep 3Read the text carefully again, and give the students some explanations.Step 4Play the tape for the students to listen and follow.Step 5l. Do post-Reading 1.2.2. 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?（五）随堂练习单句改错l. They made some Chinese friends in Beijing so as to improve their Chinese better.2. He advised my giving up smoking.3. They try to keep a balancing diet.4. Only in this way we will be ready for the challenges in life.5. If our diet including foods from all the food groups, we do not have to buy any supplements.参考答案：1. 去掉better2. my giving 改为me to give3. balancing 改为balanced4. we will 改为will we5. including 改为includesPeriod 3（一）明确目标1. Review the text learnt in the last period including useful words and expression.2. Learn how to use "had better", "should" and "ought to" while giving advice. （二）整体感知Step 1 PresentationIn the class we’re going to review the words we learnt and also learn how to give advice using "had better, should, and ought to".（三）教学过程Step 2Please open your books on page 5. On the top of it there are some words and phrases in the form. Match them with the proper expressions.Step 3After finishing the word-matching, 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". Then have the students fill in the blanks in a right way.（四）总结扩展Step 4We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using "had better (not)'', "ought (not) to or should (not)''.（五）随堂练习完成句子1. The teacher advised him __ (不要在马路上玩)。
高一英语unit13教案（人教版高一英语下册教案教学设计）
高一英语unit13教案(人教版高一英语下册教案教学设计)Ⅰ. Teaching Goals:1. Talk about eating habits and health. Talk about seeing the doctor. Practise giving advice and making suggestions.2. Use the modal verbs: had better, should and ought to.3. Learn some useful cooking terms. Read and write recipes.Ⅱ. Teaching Times: 5 periodsThe First Period§ Teaching Aims:1. Learn and master the following words and phrases: sweet, mushroom, fried, junk food, fat, snack, stomach, fever, salad, peach, ripe, ought, examine, plenty, all the time, have a fever, be careful with, plenty of.2. Sentence Patterns: (1) advise sb. (not) to do sth.(2) There’s sth. wrong with…3. Train the Ss’ listening ability.4. Develop the Ss’ speaking ability by describing, talking and discussion.§ Important Points & Difficult Points:1. Trains the Ss’ listening ability.2. Master the new phrases, sentence patterns and everyday English and make the Ss be free to talk about their favourite food and give reasons for their decisions.3. How to finish the task of speaking.§ Teaching Methods:1. Listening-and-answering activity to help Ss go through with the listening material.2. Individual, pair or group work to make every student work in class.§ Teaching Aids:1. a tape recorder2. the blackboard§ Teaching Procedures:Step 1. Warming-up: Brainstorm (words about food)* List the food we eat in the Spring Festival:rice, porridge, noodle, dumpling, corn, big flatbread, steamed bun, fried twisted dough sticks, walnut, peanut, chestnut, bean cake, mushroom, fried chips, hamburger, ice cream, chocolate, apple, pear, banana, orange, grape, chicken, beef, fish, pork, cucumber, carrot, tomato, potato, cabbage.* Fill in the tableName Food Junk food / Healthy foodBreakfastLunchSnackSupper* Talk: Are these food good for our health, or be harm to our health?Model:A: Do you like eating fried chips? B: Yes, I like it very much.A: But I think it is junk food, because it has a lot of fat and sugar.B: Really? So I’d better not eat too much.Step 2. SpeakingT: There are so many food for us to eat, right? They are very delicious, but if you eat too much in a meal, or eat some raw food, you will be ill as Sharon. Turn to Page 3, read the dialogue and pay attention to the useful expressions.* Useful ExpressionI’ve got a pain here. This place hurts. I don’t feel well.There’s sth. wrong with my back / my knee / my arm.Lie down and let me examine you. Let me have a look.* Make a short dialogueStep 3. Listening* First time, listen carefully and try to understand what does it talk about?* Second time, answer the following questions1. What’s wrong with Mike?2. What did Mike have for breakfast?3. Can you give Mike some advice? What should he eat less of?* Third time, answer the next three questions1. Which side of Mike’s stomach hurts?2. Does Mike have a fever?3. What does the doctor tell Mike to do?Step 4. Homework1. One reading exercise everyday2. Ex1 & 2 on Page 723. Preview the reading part§ The Design of the Writing on the BbUnit 13 Healthy eating (first period)Brainstorm: Words & Phrases:dumpling, all the timecorn, have a fevernoodle… be careful with…The Second Period§ Teaching Aims:1. Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease,environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for2. Improve the Ss’ reading ability.3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text§ Important Points & Difficult Points:1. Improve the Ss’ reading ability.2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.3. How to make the Ss understand the reading material better and answer the questions on the passage.§ Teaching Method:1. Discussion before reading to make Ss interested in what they will learn2. Discussion after reading to make Ss understand what they’ve learned better3. Fast reading to get a general idea of each paragraph4. Careful reading to get the detailed information in the text§ Teaching Aids:1. a tape recorder2. the blackboard§ Teaching Procedures:Step 1. Review the words and phrases learnt last periodStep 2. Pre-readingQ1. Which of the following gives you the most energy: a banana, a soft drink, a bar of chocolate? (a bar of chocolate) Q2. How many meals do you eat every day? Which meal do you think is the most important? Why? (3, breakfast)Q3. How much water do you drink every day?Step 3. Reading* Fast reading, what does the text mainly talk about?* DetailsQ1. What does the word “green” mean in the tex t above? What about the word “fuel”? Can you find any other words used in the same way?A: unpolluted, unharmful and good for people’s health; other words used in the same way; fuel means all the things we eat for our bodies, it can help keep our body functioning and fighting disease.Q2. The text gives examples of how people make choices about what they eat. List the examples and the reasons why people eat or don’t eat certain kinds of food.A: Many people today make choices about their eating habits based on what they believe. Some people are vegetarians, because they believe it is healthier not to eat meat or because they do not think we should kill animals for food.Q3. How have our eating habits changed? Why? Try to think of as many examples and reasons as possible.A: People have experienced the processes from having no enough food to having enough food, and later from having enough food to having better food. Now people buy and eat sth. , we not only think about if the will give us the nutrients we need, but also if the food belongs to eco-foods.Q4. Why do people go to fast food restaurants?A: it is very convenient, and it can save time.Q5. Why is it not good for you to eat too much sugar or fat?A: If people eat too much sugar and fat, they put on weight very easily and some of them may have bad teeth.Q6. Why are crash diets and supplements so popular?A: Because people want to be smarter, healthier, in particular, young people want to be more beautiful. It goes with the need of the times.Q7. What can we do to keep a balanced diet?A: Buy and eat good, nutrient foods from all the food in the right amounts, and eat less sugar and take more exercise.* More exercises: translate the sentences underlined on Page4 into ChineseStep 4. Homework1. Finish word study on Page52. Preview the integrating skill reading on Page743. One reading exercise every dayThe Third Period§ Teaching Aims:1. Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for2. Improve the Ss’ reading ability.3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text§ Important Points & Difficult Points:1. Improve the Ss’ reading ability.2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.3. How to make the Ss understand the reading material better and answer the questions on the passage.§ Teaching Method:1. Discussion before reading to make Ss interested in what they will learn2. Discussion after reading to make Ss understand what they’ve learned better3. Fast reading to get a general idea of each paragraph4. Careful reading to get the detailed information in the text§ Teaching Aids:1. a tape recorder2. the blackboard§ Teaching Procedures:Step 1. Revision: What does the text mainly talk about?Ask some Ss to try to say sth. about the text.Step 2. Integrating Skills--Don’t be a Mouse Potato (on Page74)* Fast ReadingRead the quickly in 5 minutes, and then answer the following questions.Q1. What is a couch potato?A: couch potatoes means people who spend too much time in front of the TV and eat too much junk food.Q2. What is junk food according to this text?A: It is food that has a lot of calories but few nutrients, vitamins and minerals.Q3. Why are people becoming potatoes and what can people do to avoid it?A: One reason is our modern way of life; we must make sure that our diet is varied and balanced.* More reading exercises on extra materials from English Weekly.Step 3. Important Points and Difficult Points1. pre pare (sth.) to do / for…2. in the form of… 以…形式prepare oneself for… 3. be short of 短缺…be / get prepared for / to do… 4. go for 也如此，对…也适用，向…攻击5. be based on / upon 以…为依据6. exercise不可数，意为“运动” exercises可数，意为“练习，体操，演习”7. not a bit一点儿也不 not a little非常* Exercises1. Bob is a diligent student and is ___ his coming examinations while his mother is ___ supper.A. preparing for; preparing forB. preparing; preparing forC. preparing for; preparingD. preparing; preparing2. We should do more exercises, both __ for our health and __ for our knowledge.A.exercise;exerciseB. exercises;exercisesC.exercise;exercisesD.exercises; exercise3. ___ do you base your calculation?A. On whichB. On whatC. About whatD. For what4. some stones weigh ___ fifteen tons.A. as more asB. so more asC. as much asD. as many as5. ---Are all the telephone numbers ___ in the directory? ---Yes, all __ Jane’s.A. listed; includedB. listing; includesC. listed; includingD. being listed; includes6. Before the election, the candidates(候选人) ___ each other in the newspaper.A. went withB. went forC. went overD. went forth7. The boy __ on the ground __ that he had seen a cock __ anA. laying; lay; layB. lying; lie; lieC. lying; lied; layD. lay; lying; lay8. Jenny ___ have kept his word. I wonder why she changed her mind.A. mustB. shouldC. needD. would9. We ___ last night, but we went to the concert instead.A. must have studiedB. might studyC. should have studiedD. would studyAnswers: 1. C 2. C 3. B 4. C 5. C 6. B 7. C 8. B 9. CStep 4. Homework1. One reading exercise every day2. Prepare a healthy diet and explain why it is healthy3. Remember the first 15 words and prepare for the dictation.The Forth Period§ Teaching Aims:1. Review the words learned in the last three periods.2. Learn and master modal verbs: had better, should, ought to§ Important Points & Difficult Points:1. How to guess the missing word according to the given sentence.2. Let the Ss learn how to give advice or opinion about sth. , especial ly master hoe to use “should, ought to, had better and their negative forms” to give advice.§ Teaching Aids:1. a tape recorder2. the blackboard§ Teaching Procedures:Step 1. Revision---dictation about the first 15 words in this1. junk food2. fat3. stomach4. salad5. ought to6. energy7. peach8. plenty of9. examine 10. ripe 11. soft 12. fever 13. fuel 14. diet 15. keep up withStep 2. Word StudyGive Ss 5 minutes to do the exercises on Page5, then ask some Ss to say the Chinese meaning of the sentences, and check the answers.1. nutrient2. diet3. vitamin4. mineral5. fat6. sugar7. protein8. caloryStep 3. Grammar* Translate the following sentences into English1. 外面很冷，你最好穿上你大衣。
高一英语教案Unit13
Speaking课题名称：Speaking教学目的与要求：Ss can use the dialogue in speaking.Ss can use the new words and expressions.教学内容：the dialogue on P126教学重点与难点：1. May I help you?2. I'd like ....3. What can I do for you?4. I'd like to...5. Here is/are...教学方法：teaching and practice教学工具：recorder授课类型：新授课课时：授课时间：教学进程：复习：被动语态的概念语态也是动词的一种形式，表示主语与谓语之间的关系。
英语有两种语态：主动语态和被动语态。
主动语态表示主语是谓语动作的执行者.主动形式表被动意义在下列情况中，谓语形式是主动的，但具有被动的含义。
1.转化为系动词的感官动词+表语The food tastes delicious.这种食物尝起来很可口。
The idea sounds good.这个主意听起来不错。
2.有少数及物动词转化而来的不及物动词，常见的有：cut, lock, open, read, sell, shut, wash, wear, write等。
此时句子的主语一般是物，而且这些动词常和表示行为的状语，如：well, easily或与否定词连用构成否定句。
如：The apples sell well.这些苹果很好卖。
The door won’t shut.这门关不上。
注：含有这类动词的句子也可写成被动语态的句子，但含义不同。
主动语态表示现状，被动语态则侧重某一动作的发生。
The clothes wash well.这些衣服很好洗。
The clothes aren’t well washed.这些衣服没好好洗。
3. 某些动词以物作主语时，其进行时也可表被动意义。
高一unit13.1warmingup（新课标版高一英语教案教学设计）
高一unit13.1 warming up(新课标版高一英语教案教学设计)Period 1一、 Teaching ContentUnit 1 Words and phrases; Warming up;二、 Teaching Goals1. Improve the students’ speaking ability by describing and discussion.2. Learn and master the new words and phrases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.四、 Teaching Difficult Points1. How to finish the task of speaking or discussion.2. How to master the words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 Aids1. A projector2. The blackboard七、 Teaching proceduresStep 1Words study (see Page162)Greetings and lead- inGood morning! My boys and girls!Sit down, please!T: First, let me look at two pictures. Who knows there is the important difference between the two pictures?Ss: Western dinner party and Chinese dinner Party.T: Sure. Last year, we’ve learned Unit6 Good manners.1unit13.1(2)1.How is the table laid ?(Western-style food)2. What are good table manners? (P.P.)Step2 Warming upT: Number the follow dishes be served at a Western dinner party with the right order.dessert drinks main course starter soupCORRECT: starter soup main course dessert drinksStep3.T: Look four kinds of food (Pictures)T: We found the two kinds of food are Chinese food. And the next are Western food.T: Tell me some names of Chinese food and Western food.Chinese food: Fruit, green vegetable, Jiaozi, noodles, spring rolls, etc.Western food: Potato crisps, butter, Cream ,sweets ,Chocolate, soft drinks and meatT: What is a healthy dieteating?1.Which is the better diet,the Chinese food or the Western food?2.What is a healthy diet?T: Chinese dieteating A lot of fruit and green vegetables, rich in fibre, Low in sugar.Western diet: Too much fat meat ,potato crisps/chips, butter, cream and chocolate)T oo much sugar (cakes,soft drinks,sweets and so on)Step4. SpeakingT: OK, let’s see the two language points.I think that…. because….. be rich high low poor inT: Ask your classmates what they like to eat. Make a list of the food and decide whether what they eat is junk food or not.name Breakfast snacks lunch Dinner1unit13.1(3)Step5 Listening and dictationT: Now write down your name, number and date. We’ll have a diction.T: I will read four times. First time, listen carefully and get the general idea. The second and third time, you can write down words by words or sentences by sentences. The forth time, check your writing.Material: 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. However, people in the Western world eat too much fat and sugar and don’t take enough exercise. Because of this, they put on weight very easily. Many people in the Western countries are fat and some have bad teeth.Step6 Summary and Homework1.Review the new words and phrases in Unit 13.2.Preview the Listening and Speaking on Page2.3.Do the exercise of Listening on Page 71.八．黑板板书设计Blackboard:Words and phrases explaining九、Evaluation。
(高一英语教案)英语教案-unit 13 healthy eating-教学教案
英语教案－unit 13 healthy eating－教学教案Unit 13 Healthy eatingTeaching Aims and DemandsWords and PhrasesFour Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and thenThree 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 youLie down and let me examine you.Let me have a look.Where does it hurtDrink 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-projectorWay of Teaching: Communication way of teaching, discussion and group work.Lesson 1Step 1 Warming-UpFirst 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 decidewhat 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 ListeningLet the students listen to the tape and be prepared to answer the questions below.Step 3 SpeakingShow 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 dialogueAfter that list the useful expressions in their dialogue.Step 4 HomeworkPrepare for the next class.Collect some menus if possible for the next class.Lesson 2Step 1 IntroductionUsing the questions on P3 to introduce the new text.Step 2 Fast-reading1.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-readingHow 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 TalkingAsk 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 HomeworkFinish the exercise --- Vocabulary on P5. and P72-73Lesson 3Step 1 RevisionCheck the homework.Step 2 GrammarFirst present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.Step 3 Consolidation(1) Finish the exercise on P5 and on P74(2)Take out a piece of paper with the column “Ask ###〞in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to,should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.1.give advice that will really help the person.2. be polite and sincereat last get the students to finish the following practice.Step 4 HomeworkFinish the exercise 3 on P74 in the students’ workbook.Lesson 4Step 1 RevisionLet some students read their reply to the letters on P74.Step 2 ReadingRead 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 WritingAsk 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 DiscussionFirst 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 potatoWhat does one have to pay special attention to in order to keep healthy (food and exercise etc.)Step 5 HomeworkDo a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.英语教案－unit 13 healthy eating一文。
高一Unit13教案（新课标版高一英语下册教案教学设计）
高一Unit13教案（新课标版高一英语下册教案教学设计）Type of lesson: New LessonTeaching aims: Learn to use functional sentences, key structures, and words to giving advice and making suggestions by listening, speaking, reading and writing.Teaching contents:1. Topic: Healthy eating(1) Talk about eating and health.(2) Practise giving the advice and making suggestions(3) Use the modal verbs had better, should, ought(4) Learn some useful cooking terms(5) Read and write recipes2. Functional Sentences: Seeing the doctor.Giving advice and making suggestions3. Vocabulary:Words: pain, hurt, ache, examine , check, advice, advise , suggest, health ; healthy, diet, base, prepare,Phrases: had better, ought to, be careful, take care4. Grammar: Modal VerbsPeriod 1: Warming-up & ListeningType of lesson: ListeningTime: 40 minutesTeaching aims: 1. T alk about eating and health.2. Improve the students’ abilities of listening.Teaching aids: computerTeaching procedures:Step 1: Lead inAsk students to answer the following questions:1. What do you often have for breakfast / lunch / supper?2. What do you care most about your food?Step 2: group discussion.Ask every group to choose one picture on page 1 and finish the following tasks:1. List out the names of the food.2. Identify the healthy food, junk food and the food both good and bad for health, and then give out the reasons.3. Fill in the form.4. Each group choose one student to report the result of their discussion.names of the food healthy food, junk food,food both good and bad for health, reasonsStep 3 : Listening comprehension1. Go through the task with the students and make sure what to do before the teacher plays the tape.2. Play the tape for 3 or 4 times and give specific instructions of what to do each time.Listening text 1( 1 ) Answer the question 1, 2 on Page 2.( 2 ) Filling the blanks.Hmm, let me see, I had two _____________, two large orders of __________ ________, an _______ _________, and a large ____________.( 3 ) Discuss the question 3 on Page 3.Listening text I1( 1 ) Answer the questions on Page 2.( 2 ) Filling the blanks.Now, let’s see. No, your temperature is ____. Your mum’s _________ ----- you probably ____ ate ____ _____. Here, take these pills tonight and tomorrow morning and see if you feel _____. If _______ changes or you don’t feel _____, give me a call.3. Let students check their answers in pairs and then with the whole class.Step 4: role- playAsk the students to act as a doctor and a patient to make dialogues.Homework:Ask the students to discuss the following questions after class.1. How important is it to control the amount of food for your meals?2. How do we keep a balanced diet?Period 2 SpeakingTeaching aims:1. To train Ss’ speaking ability2. The Ss are able to describe what’s wrong with him when seeing a doctor and practise a doctor’s suggestions.Teaching proceduresStep 1. Leading inLet the Ss read a short joke and answer some questions.How old is she?A woman was having some trouble with her heart, so she went to see the doctor. He was a new doctor and didn’t know her, so he first asked some questions, and one of them was “ How old are you?”“Well”, she answered “I don’t remember, doctor, but I will try to think.” She thought for a minute and then said , “ Yes, I remember now, doctor. When I married, I was 18 ,and my husband was thirty. Now my husband is sixty, I know. And that is twice thirty. So I am twice eighteen. That is thirty-six, is n’t it?”1) What was the relationship between two people?2) What’s wrong with the woman?3) What are the questions a doctor usually asks when you first meet him?4) What other problems does the woman have besides heart trouble?Step 2 Functional sentences learning1. Ask the Ss to brainstorm on functional sentences about seeing the doctor and list them on a piece of paper.1) What’s wrong/matter with you?2) I don’t feel well./ I’ve got pain here.3) There’s something wrong with my…4) Let me have a look. Show me your …2. Ask the Ss to go over the functional sentences on P3 by themselves.3. Let the Ss read the situations and make up a dialogue in a pair or in group of 3 or4.4. Ask the Ss to sum up the functional sentences they have used in their dialogues.Patient DoctorI’ve got a pain here. This place hurts. Lie down and let me examine you.There’s something wrong with … Let me have a look.展开全文阅读I don’t feel well. Drink plenty of water and get some rest.5. Read the sample dialogue and try to learn it by heart.Step 3 . Task: Make up a dialogue by using the situations given on P72.Sample: 1A: Excuse me , waiter! Could I order, please? I’m very hungry!B: Of course. What would you like?A: Oh, I like all kinds of food. I’ll eat anything as long as I get a lot of it!B: I see. Well, in that case, I recommend that you order a steak.A: Well,yes, but I’m worried that it may not be enough. What does it come with.B: It comes with two vegetables and your choice of French fries or bread rolls.A: Can I have both fries and bread rolls?B: Sure. And perhaps you’d like a salad?A: Good idea! I’d like a regular house salad. Oh, and I’d like some dessert, too.B: We have apple pie and ice cream.A: Great. I’ll take the apple pie, please.Step 4 Summarizing the functional sentences of giving advice and making suggestions they have used in their dialogues.a. You’d better (not)…You should /ought to …You need (to )…b. Shall we…?Let’s…What/How about…Why not…?Why don’t you …?Period 3: ReadingType of lesson: ReadingTime: 40 minutesTeaching content: Text---We Are What We EatTeaching objectives: 1. Students can understand the whole passage by reading it.2. Students will learn to know how to make the right choices about what and how we eat.Teaching focus: Im proving the students’ abilities of reading.Teaching aids: computerTeaching procedures:Step Ⅰ: Pre-readingShow students the following questions on the screen and let students discuss them in pairs.1) Which of the following gives you the most energy: a banana, a soft drink or a bar of chocolate?2) How many meals do you have every day? Which meal do you think is the most important? Why?3) How much water do you drink every day?4) What kind of snacks do you have?Step Ⅱ: While-reading1. Reading for general information.Ask the students to read the passage quickly for the first time and find out the answers to the following questions.1) Why should we learn to make the right choices about what and how we eat?2）How will we be ready for the challenges and opportunities in life?2. Reading for the meaning of the words.Ask the students to read the passage for the second time and find the words that fit the following descriptions.1) ________________ Found in food and necessary for good health.2) ________________ The kind of food that someone eats each day.3) ________________ Part of plants that you eat but cannotdigest, which help food to move quickly through your body.4) ________________ Found in food and are important for good health. They help to build our bones, teeth and blood.5) ________________ Found under skin. Our body needs it for energy. It can keep us from feeling cold.6) ________________ Bad for your teeth and can make you gain weight.7) ________________ Found in milk and meat. Our body needs it to grow and keep healthy.8) ________________ Unit for measuring how much energy the food can give us.3. Reading for understanding specific information.Let students do the T or F exercises.1) Our eating habits have changed because we need more food than before.2) We can buy all kinds of food in the stores, but we had better choose healthy food to buy.3) Protein, Calcium, Vitamins and some other nutrients help to build up strong bodies.4) Vegans don’t eat meat because they hate hunting.5) More and more people realize that organic vegetables are good for health because the vegetables are grown without chemicals.6) Supplements and crash diets can help people lose weight.7) If we eat less fat, sugar and exercise more we will keep ourselves fit.8) The passage mainly talks about what to do to make oneself healthy.4. Reading for sentence problem solvingLet students read the passage with the tape on and underlinethe sentences that they can not understand. After the students finish reading, teacher should help them to solve their problems and make sure everyone can understand the following sentences.(The explanations to the following sentences are on page 132)1) Our eating habits have changed, as our way of life, and the fuel we need for our bodies is also different.2) The same goes for “crash diets” that some companies say will make us lose weight fast.3) We ought to learn more about our body and the fuel it needs to keep fit. Only in that way will we be ready for the challenges and opportunities in life.Step Ⅲ: Post-reading.1. Ask students to work in pairs to complete this table.Nutrients functions Sources2. Students work in groups of four and discuss the questions below. When they have finished, they can discuss their answers with the rest of the class.1) Why do people go to fast food restaurants?2) Why is it not good for you to eat too much sugar and fat?3) Why are crash diets and supplements so popular?4) What can we do to keep a balanced diet?3. A taskEvery student makes a balanced diet of one week for their families according to the passage and the chart on page 73 Period 4: Word StudyI. Type of lesson: Word StudyII .Teaching aim: Help the Ss understand the meaning of the given key words and phrases , learn to use the words by themselves.III. contents: pain, hurt, diet, advice, advise, examine , prepare, health, , fit, offerIV. Difficult point: write a passage with the words and expressionsV. Teaching aids: projectorVI. Teaching procedures:一，painStep 1: learn to understand the word by asking the Ss to find out the sentences in the dialogue and try to explain the meaning in another way.Situation 1:Suppose you are a patient. You said, “I’v got a pain in the head”. But the doctor doesn’t understand the word “pain”. You have to express yourself in different ways.I’v got a headache or my head hurts.Step 2 : learn to use the word:1). pain1. I’v got a pain here.展开余文2. His harsh words caused her much pain.3. No pains, no gains.4. She took great pains to keep the house clean.5. Tom took great pains with his English lesson and got high marks.6. My foot is still paining me.pain 多用于名词，可数或不可数，指“肉体上的痛苦”也指“感情上的痛苦”；表示“辛劳，努力”时复数。
中职英语基础模块英语上教案unit13
教学设计总课时数 3课题Welcome to Our School讲课时间8月 31 日讲课班级16 级 6/7 班讲课种类New lesson教具准备PPT列席人数62缺席人数知识目标让学生掌握本节单词，并会娴熟运用要点单词造句教课目的能力目标让学会怎样联想式记忆单词感情目标让学生自主学习，更为踊跃参加到讲堂学习之中，成为讲堂的主人重点要点是本节课的重要短语教课剖析难点怎样使用短语进行造句关键要点是娴熟常握单词的记忆方式讲堂教课模式“合作研究式”教课模式一、创建情境、导向激趣二、目标引导、沟通互动三、拓展深入、共同研究教课流程四．组际沟通，成就报告五、延长目标、德育浸透六、部署任务、内化反省一、创建情境、导向激趣2 分Review new words and keyphrases and then lead in the new lesson .Step2教师检查复习状况，有激情的高声朗诵单词；找一部分学生用单词造句主动参加，踊跃配合二、目标引导、沟通互动5分To learn about the Words .To grasp the key and hardpoints.To solve the exercises of thetext .三、拓展深入、共同研究13分1.To read the words by themand the find key and difficultlanguage points.discuss in groups3.To added by the teacher and to explain.1.) welcome to sp. 欢迎到某地be welcome to do sth. 欢迎某教师说出课文中的要点句子在老师引导下参加讲堂互动，注意团队合作人做某事2.）on the third floor在第三层楼上3.）here we are !我们都在这。
重申地址状语。
高一上Unit 13 教案(4)
高一上Unit 13 教案（4）一、教学目标1.了解和掌握本课时的重点单词和短语；2.掌握使用谈论目标、计划和愿望的句式；3.通过听、说、读、写的活动提高学生的英语综合运用能力；4.培养学生的合作学习能力。
二、教学重点1.掌握使用谈论目标、计划和愿望的句式；2.培养学生的听说读写能力。
三、教学难点1.使用目标、计划和愿望的句式进行口语表达；2.运用所学知识进行写作练习。
四、教学过程1. Revision（5 minutes）•复习上一课时所学的重点句型，并对生词进行复习。
2. Presentation（15 minutes）•引导学生学习本课时的重点单词和短语，并帮助学生理解其用法和意义。
3. Practice（20 minutes）•配对练习：学生根据提示进行配对练习，使用目标、计划和愿望的句式进行对话交流。
•小组讨论：学生分组，讨论他们未来的目标、计划和愿望，并用英语表达出来。
4. Reading and Listening（20 minutes）•学生阅读一篇关于理想职业的文章，并回答相关问题。
•学生听一段关于理想职业的对话，并回答相关问题。
5. Speaking（15 minutes）•学生根据自己的理想职业，进行小组讨论。
讨论内容包括职业的要求、优势和劣势等。
6. Writing（20 minutes）•学生基于自己的理想职业，完成一篇短文。
短文要求包括理想职业的原因、对该职业的期望和计划等。
7. Summary（5 minutes）•教师对本节课的重点内容进行总结，并强调学生需要继续巩固所学知识。
五、教学反思本节课通过各种形式的练习，如配对练习、小组讨论、阅读和听力练习、口语表达和写作等，很好地激发了学生的英语学习兴趣。
通过这些形式的练习，学生不仅巩固了所学的知识，还提高了英语综合运用能力。
然而，在教学过程中，发现部分学生在听力和口语表达方面还存在一定的困难，需要进一步加强相关练习。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
职高英语“五环节”教学模式导学案
时间：第周星期20 年月日
课题Unit 1 Reading and Speaking 编写甘在芳审核
学习目标语言知识目标：1.了解加拿大这个国家和加拿大人民。
2.掌握以下词汇和短语：
say hello to...
be new to
talk to sb. like old friends
the cashier’s
at the same time
pay
give sb. a ride
feel warm
3.进一步感知形容词作定语和表语的用法。
语言技能目标：1.能介绍自己喜欢或熟悉的地方。
2.培养学生英语阅读技巧：skimming, scanning, inferring,
guessing, extracting specific information for summary,
note-taking, etc.
3.能运用简单的阅读策略获取信息。
4.能用英语写出名胜景点的简单介绍。
情感与策略： 1.对风景名胜及其地理位置话题感兴趣。
2.培养学生阅读兴趣和良好的阅读习惯。
3.学会与人合作的学习形式，建立良好的人际关系。
4.借助联想、预测策略建立相关知识之间的联系。
5.培养学生交际策略和资源策略。
6.了解异国文化习俗，培养跨文化意识。
重点难点1 掌握并运用英语阅读的各种技巧和技能；
2 培养积极参与合作学习的能力。
3 体会、掌握、运用英语阅读的各种技巧、技能和策略；
4 将“语言输入”有效转化成“语言输出”。
（教）、学过程
设情激趣一在听和说学了关于伦敦和西雅图两个城市及那里的人民。
请你们自己模仿刚学过的短文内容介绍一下我们丰都。
可用下列词或句子：
famous Gost City thousands of wide and clean named Cao Hua Part all kinds of nice and friendly
二提出问题：
1 What shall we learn today ?
2 What place does the passage talk about ?
3 How are the people there ?
自主学习一学习新词汇
A 学习15页①和⑤的单词，注意每个词的发音。
B．用中文解释词汇：Canadian, polite, party, get to, the cashier’s, at the same time, pay, give somebody a ride, winter, warm。
（有的词汇是学生以前学过的，难度不大，必要时可配合肢体语言）。
二根据新单词、书上的图片及问题和短文题目预测短文的大体内容，并回答问题：
1 What place does the passage talk about ?
2 How are the people there ?
3 What do you like there ?
交际互动一略读短文：
1 回答问题：
1) What do you know about Canadians ?
2) Do Canadians talk to strangers at a party ?
3) How does a foreigner feel in Canada ?
2 完成15页③。
3 落实短文主题句。
二精读精读短文，完成下列任务：
1 将描述加拿大人的形容词圈出来，并留意它们在句子中的位置。
2 在理解不了的词语或句子下划线并写下来。
3 完成16页④。
4 思考回答问题：Why does the writer think Canadians are nice, polite and
friendly?
三播放短文录音，听音并跟读，模仿语音语调。
四重点语言点：(英译汉)
1 say hello to sb. : greet sb. / say hi to sb
say goodbye / yes / no to sb
2 be new to : be a stranger in
3 talk to sb like old friends
4 give sb a ride
5 at the same time
五巩固练习
笔头练习16页⑤。
合作探究一分组学习
（将学生分为5组，让学生分组合作学习,教师深入小组观察、指导、答疑、监控、检测学生活动。
）
1 复述15页②短文。
2 就标注出的疑问进行讨论，解决问题。
3 讨论交流：用圈出的形容词描述加拿大人。
二the cashier’s 表示什么意思？是“收银的”，还是“收银台”？
类似的表达法有：
牙医诊所_____________医生诊所_____________理发店__________ 结论是有的名词后加’s 表_______________。
三完成16页6。
四讲评练习。
拓展提高一拓展阅读
任务：信息差阅读
1 全班分为四个大组，每组读Around the World的一个部分，要求按照前面所学方法进行阅读。
2 填写表格填写阅读短文的相关信息：
Tour Attraction Country City History Description the Leaning Tower Italy Pisa1173amazing
然后在组内讨论所读部分的内容和问题的答案。
3 重新组合，四人一组进行活动。
四个人来自不同的大组，阅读的内容不同，他们在一起讨论、交换信息。
4 各组选出的代表公布从短文中找到的相关信息。
二仿照⑤的文段描写中国人。
中国人自古以来有勤劳、勇敢、热情、好客的特点，在待人接物、为人处世等方面有着不同于西方国家的习惯。
布置作业：
一基础部分（必做）
1 识记单词和句型；
2 朗读短文。
3 预习Grammar，思考在听力材料和阅读材料中圈出的形容词及其在句子中不同位置的作用，在本单元对话、短文中所有的There be句型下划线。
二拓展部分（选做）
1 阅读For Better Performance部分内容，或者阅读自己喜欢或感兴趣的景点、城市的英语短文。
2 自编旅行社名称、设计旅游行程、旅行社导游旗、旅游活动口号、景点宣传资料等物品，完成对话表演（在本单元最后的学习成果展示课上展示）。
自我反思：学会了
不会。