unit18整单元教案(人教版高一英语下册教案教学设计)

2024-09-11

unit18整单元教案(人教版高一英语下册教案教学设计)（通用4篇）

unit18整单元教案(人教版高一英语下册教案教学设计) 篇1

Gangdu Middle School

I. Teaching Goals

1. Talk about New Zealand

2. Talk about location and direction

3. Learn to use “It” as Subject

4. Write a description of a country or a region

II. Target Language

1. Daily Expressions in Communication : Space (Location & Direction)

It is to the east/west/south/north of…

It is in the east/west/south/north of…

It is on the east/west/south/north of…

It is in the eastern/western/southern/northern part of…

It is in/to the northeastern/northwestern/southeastern/southwestern Sichuan.

The East China Sea lies to the east of Zhejiang Province.

Hainan Island lies to the south of Guangdong Province.

He is from Weihai, a city in northeastern Shandong.

Weihai lies about 90 kilometers east of Yantai.

Wellington ,the capital city, lies on the North Island

2. Vocabulary

1) fisherman, great-grandfather, northeastern, great-grandmother, central, coast, surround, mild, bay, harbour, volcano, spring, heat, surface, rat, settle, settler, mainly, voyage, possession, bold, paragraph, grassland, mountainous, surprising, secretary, refer, percent, wedding, conference, relation, agricultural, cattle, export, lamb, ship, sail, cottage, seaside ,

camp,despite -----(four-skill words)

2) Winfield, Tasman Sea, Wellington, Auckland, Christchurch, Queenstown, subtropical, landscape, kiwi, Maori, Aotearoa, Polynesia, Dutchman, Abel Tasman, heading, location, grassy, rocky, sandy, hilly, marae, burial, region, ethnic ------(three-skill words)

3) in relation to, on your father’s side, take possession of, make up, go sailing, go camping, refer to, off the coast, be famous for, more than, stay with, turn to, of high quality, known to, honour sb. for sth. --------(expressions)

3. Grammar ------ The use of “It” as Subject

“It” can be used in the subject position to stand for the infinitive or a clause.

1) It is interesting to visit New Zealand.

2) It is too bad that you missed the train.

Impersonal “It” can be used to talk about time , date, distance or weather.

3) It rains a lot in New Zealand.

4) It is some 3,500 kilometers from Polynesia to New Zealand.

5) It was getting dark.

6) It is April 1st today.

4. Key sentences

1) New Zealand is an island that lies off …P38

2) It is made up of two large islands: … P38

3) It is about the same size as Japan. P38

4) The North Island is famous for…P38

5) New Zealand has a population of about…P41

6) Since the mid-1980s growing numbers of Asians…P41

7) New Zealand wine is of high quality…P42

8) Despite the fact that New Zealand is so far away, ties have existed …P104

9) He came to China in the 1920s and first worked in Shanghai where he worked on creating better working conditions in factories. P104

10) In 1977 the Chinese government honoured him for his work helping the Chinese people for more than 50 years. P104

III . Teaching Time:

Five periods

Period I

Teaching Aims:

1. Learn to describe location and direction.

2. Do some listening practice.

3. Improve the students’ speaking ability by talking.

Teaching Important Points:

1. Train the students’ listening ability.

2. Master the expressions describing location and direction.

Teaching Difficult Points:

1. How to improve the students’ listening ability.

2. How to finish the task of speaking.

Teaching Methods:

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

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

Teaching Aids:

1. a tape recorder

2. a computer

Teaching Procedures:

Step I . Lead-in

Show a map of China on the screen and get the students to tell the locations of the regions on the map. Show the following notes on the screen.

There are 23 provinces, 5 autonomous regions,4 municipalities, and 2 special administrative regions in China. Some Chinese provinces have an English name. They are Inner Mongolia(Neimengu), and Tibet(Xizang). Other English names were: Peking, Canton ( both Guangdong and Guangzhou) and Amoy(xiamen). But these English names are no longer used.

Step II. Warming Up

Let the students look at the map of China with countries, seas, islands beyond China. Show the students the names of the countries neighbouring China as well as their directions in relation to China. And then get the students to describe the locations of them. Do the same with seas, islands beyond China. Show the following notes on the screen when the students describe the positions of the islands.

The English phrasal verb “ lie off ” is only used to say that a smaller island lies off the coast of a mainland. We can say that Taiwan lies off the coast of China or Fujian but we cannot say that China lies off the coast of Taiwan.

Show the students a map of the world on the screen and get them to find out at least five islands on it and describe where they are.

Step III . Listening

P37. Ask the students to listen to the tape and look at the map of Dolphin Island.Complete the map with information from the tape. Then listen to the tape again and choose the answers to complete the sentences. And then check the answers by letting the students do the listening exercises on the screen.

At last , show them the listening text on the screen with key sentences

emphasized.

Step IV . Speaking

Work in pairs and talk about the birthplaces of your family members. Go through with the useful expressions on the screen before talking about it. Get the students to make up new dialogues according to the one in the book. After a while, ask some pairs to act the dialogues out before the class.

Step V Consolidation

Do an exercise to consolidate what has been learnt so far. Ask the students to look at the screen, translate English into Chinese and Chinese into English. Write the answers on a piece of paper. Collect them a few minutes later.

Exercise

1.San Francisco lies in the west of the USA.

2.East of the mountain is a large lake.

3.Shanghai lies in the east of China.

4.There are fruit trees on the north bank of the river.

5.河北省在中国的北部。

6.这个城的北面有一条铁路。

7.中国位于亚洲的东部。

8.这湖的东边有两座城镇。

Step VI . Homework

Do Ex. (P102) Talking

Period II

Teaching Aims:1. Train the students’ reading ability.

2. Let the students learn something about New Zealand.Teaching Important Points:

1. Improve the students’ reading ability

2. learn about New Zealand’s geography, climate, natural beauty and history.

Teaching Difficult Points:

How to help the students understand the text better.

Teaching Methods:

1. .Fast reading to find out the general idea of the text.

2. Question-and-answer activity to help the students to understand the detailed information in the text.

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

Teaching Aids:

1. a tape recorder

2. a computer

Teaching Procedures:

Step I . Revision

Check the answers to the Ex. Talking on P102 .

Step II . Lead-in

Show the students the posters of The Lord of the Rings on the screen. Ask who the director is and where he is from.(Peter Jackson from New Zealand).

Step III . Presentation

Show the students a map of the world and ask them to point out New Zealand and find another island about the size as it. (Japan)

Tell the students something about New Zealand by showing information on the screen, including the national flag, the national emblem and anthem (God defend New Zealand ) let them listen to it.

Step IV . Fast Reading

Ask the students to read the passage quickly and find out the best heading of each paragraph. Check their answers by doing a matching exercise on the screen. Para. 1 ---Geography, Para. 2 --- Climate, Para. 3--- Natural beauty, Para. 4 --- History.

Step V . Reading

Read the passage carefully paragraph by paragraph.

Let the students read the first paragraph again carefully and find out detailed information. Help the students describe the location of the following lands, seas, and cities (Pacific Ocean, Tasman Sea, Wellington, Auckland, Christchurch) in relation to New Zealand on the map on the screen. And then show the students some pictures of the cities.

Go on with the second and third paragraph. Help the students to tell something about the climate and natural beauty in New Zealand by showing information on the screen. Show some beautiful pictures of seas, beaches, harbours, mountains, volcanoes, hot springs as well as equipment making electricity, a kiwi (the national bird), kiwi fruits and silver fern (the national flower).

Paragraph 4 , ask the students to read Paragraph 4 and find out the information about the following numbers on the screen : 1000,1421,1642,1769,1840,Feb.6.

Then get the students to tell the detailed information in relation to the numbers with the help of the hints on the screen.

Notes : An Agreement---Treaty of Waitangi (New Zealand’s Founding Document) It is an agreement between the British Crown and Maori. It established British law in New Zealand, while at the same time guaranteeing Maori authority over their land and culture.

National Day----February 6.

Step VI Consolidation

Let the students act as tour guides to introduce New Zealand by playing the powerpoint again as a guide. The students have a few minutes to prepare for it.

Then ask four students to introduce New Zealand in the four topics. The first student---geography, the second student---climate, the third student---natural beauty, the fourth student---history. After that, show the students a chart of the outline of the passage and get the students to retell the passage in their own words.

Step VII Homework

Do the exercises in Post-reading.

Read the passage.

Period III

Teaching Aims:

1. Practise and consolidate the words describing weather and land.

2. Revise and learn the use of “it”.Teaching Important Points:

1 The usage of “it” used in the subject position to stand for the infinitive or a clause.

2 The usage of “it” used to talk about time, date, distance, or weather.

Teaching Difficult Points:

1. Help the students master the following sentence structure: It is/was +n./adj.+ infinitive/clause.

2. How to use “it” correctly.

Teaching Methods:

1. Discussion method to help the students consolidate the words and combine them to form sentences.

2. Inductive method to help the students master the use of “it”

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

Teaching Aids:

1. a tape recorder

2. a computer

Teaching Procedures:

Step I . Revision

Check the answers to the Ex. in Post Reading.

Ask the students to retell the passage of New Zealand.

Step II .Word Study

Get the students to recall the nouns describing the weather. Then show them a word web on the screen.(rain/rainbow, sun/sunshine, wind, temperature, thunderstorm, ice, snow). Ask the students to make sentences with these words. Do the same with the adjectives describing the weather and the nouns /adjectives describing the land. Encourage the students to be as creative as possible

Step II . Grammar

Show the students the following sentences on the screen.

It is made up of two large islands.

It rains quite a lot.

It is New Zealand’s national bird.

It is about 3,500 kilometers from Polynesia to New Zealand.

It is April 21st today.

It is interesting to visit New Zealand.

It is a good thing that New Zealand helps the Maori to keep their own language and culture.

Ask the students to find out what “it” in each sentence refer to and the use of “it”.

Make a summary:

The use of “it” as subject.

“It “ can be used to stand for what’s mentioned above.

Impersonal “it” can be used to talk about time, date, distance or weather.

“It” can be used in the subject position to stand for the infinitive or a clause.Get the students to rewrite the sentences on the screen with it is …to do…and it is …that…

Example: To miss the train is too bad.

----- It is too bad to miss the train.

You missed the train? That’s too bad.

----- It is too bad that you missed the train.

Get the students to answer the question on the screen using the words in the brackets.

Example: How soon will they discover John has left? ( a matter of time)------ It is only a matter of time before they will discover that John has left.

Step III . Practice

Get the students to practise the use of “it” by playing a game so that the students will take an active part in practice. Let the students choose their lucky numbers on the screen and each number connects a sentence for the student to rewrite the sentence using “it”.

After that ask the students to discuss Ex. 1 and Ex.2 on Page 103 in the workbook with their partners. A few minutes later, check the answers with the whole class.

Step IV HomeworkDo Ex.3 on Page 104 in exercise books.

Prepare for Reading in Integrating skills.

Period IV

Teaching Aims:

1. Do some reading and writing practice to improve the students’ integrating skills.

2. Do some exercises to consolidate the use of “it”.

3. Learn how to write a description of a region or country.Teaching Important Points:

1. Improve the students’ integrating skills.

2. Help the students master the use of “it” better.

Teaching Difficult Points:

1. How to improve the students’ integrating skills.

Teaching Methods:

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

2. Individual or group work to train the students’ writing ability.

Teaching Aids:

1. a tape recorder

2. a computer

Teaching Procedures:

Step I . Revision

Check the answers to Ex.3 on Page 104 in Workbook.

Get the students to translate the sentences on the screen into English. The students have a few minutes to prepare it, and then ask some students to give the answers. Help them if necessary.

1.独自一人去森林旅游是危险的。It is dangerous to travel alone in the forest.2.他是否会接受那个工作还不知道。It is unknown whether he would accept the job.3.同他谈话没有用。 It is no use talking to him.4.很高兴再次见到你。It is nice to see you again.5.他没来很奇怪。It is strange that he didn’t come.

Step II Fast ReadingGet the students to read the text about life in New Zealand quickly, and then answer the following questions on the screen.

1.What is the official language in New Zealand?

2. For the Maori, what are special days called?

3. When someone dies, why does all the relations come to the marae?

4. Why is New Zealand thought to be an important agricultural country?

5. Why do New Zealanders love sports?

6 When are the school main holidays?

After that, get the students to find out the heading of each paragraph.

Paragraph 1 population and language

Paragraph 2 culture of the Maori

Paragraph 3 burial service o the Maori

Paragraph 4 agriculture and life style

Step III ReadingLet the students read the passage to get detailed information, and then do some exercises.

Choose the best answers.

1.From the passage we can figure out Maori people are about _____ more than Asians living in New Zealand.A. 532,000 B. 304,000

C. 340,000 D. 228,000

2. In New Zealand, a public servant may offer services ______ .A. in many languages B. only in English

C. only in Maori D. either in English or in Maori

3. Maori people believe that _____A. not all the people have spirits. B. one’s spirit will never leave his body.

C. one’s spirit will not die when he dies.

D. one’s spirit will disappear the moment he is dead.

Step IV Consolidation

Divide the class into groups of four and help the students to talk about New Zealand’s population, agriculture and sports. A group can choose one of the topics.

Step V Writing

Read the passage again. Then according to the passage, try to write a short description of the Chinese province or region in which you live. Look at the screen before writing.

How to describe a country or a region

First paragraph the population, ethnic groups and the languages

Second paragraph the culture of one or more ethnic groups that are nativeThird paragraph the agricultural products that the place is famous for.Fourth paragraph things people like to do in their free time in that place.

Get the students to work in groups and discuss what they will write about the region where they live according to the information on the screen. One of the group needs to take notes. Help them if necessary. Few minutes later, get some of the students to tell the class what they will write about. Then get the students to write a brief description of the region they live in by themselves, and then exchange the writing with others to correct the mistakes in it. At last, rewrite it in the exercise book.

Step VI Homework

Write a short passage about one of your favourite places in the exercise book.

Review useful expressions in this unit.Period V

Teaching Aims:

1. Do some exercises to consolidate useful expressions in this unit.

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

3. Do some reading practice to improve the students’ reading ability.Teaching Important Points:

1. Improve the students’ integrating skills.

2. Help the students master what we learnt in this unit.

Teaching Difficult Points:

How to improve the students’ listening and reading skills

Teaching Methods:

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

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

Teaching Aids:

3. a tape recorder

4. a computer

Teaching Procedures:

Step I. Revision

Dictate some useful expressions: be made up of, be surrounded by, make electricity, take possession of, sign an agreement with …, refer to, in relation to, compare … with …, stand for, take place, turn to, prepare for. Teacher says them in Chinese, and the students write them in English.

Then get the students to look at the screen. Complete each sentence by filling the blank with a right phrase from the dictation. Some phrases may not be used.

Step II. Listening (workbook)

P101 Listening. Tell the students that a Chinese student named Lily who studies at Auckland University, a famous university in New Zealand. Listen to the tape carefully. The content is about the interview in which Lily is talking about her experiences and her life in New Zealand. Let the students look at the sentences on the screen and decide which is true after listening for the first time.

Play the tape again. This time get the students to answer the questions in Ex.2 as well as checking the answers in Ex.1. Then ask several students to read their answers. Show the correct answers on the screen.

Listen to the tape for the third time. Lily says that New Zealanders have a different way of enjoying themselves in their free time. Ask the students to make a list of different activities by filling in the chart (Ex.3) on the screen.

Step III. Reading

P104. Reading. Let the students guess the meaning of the title in Chinese(工合).Play the tape for the students to follow and find out what Gung Ho is. And then get the students to do the exercises (P105) on the screen.

Step IV. Carefully Reading

Get the students to read the passage again and for better understanding, ask the students to divide the history of friendly relations between China and New Zealand into periods, and make clear how Chinese people and kiwis benefited from the relation.Period 1 Gold rush: Chinese people went to New Zealand to make their fortune.

Period 2 War: New Zealanders came to China and helped Chinese people win the war.

Period 3 Past 10-15 years: Chinese people study in New Zealand

Notes:

China established diplomatic relations with New Zealand in December22,1972.

Ask the students to find out the difficult language points in the passage and explain them to the students.

Step V. Debate

Ask the students if any of their former classmates are studying abroad now. then get them to hold a debate.

Pros: It is good for teenagers to study abroad.

Cons: It is not good for teenagers to study abroad.

Encourage the students to express their opinions freely.

If time is limited, ask the students to do it as an extracurricular activity.

Step IV. Homework

unit18整单元教案(人教版高一英语下册教案教学设计) 篇2

1. Talk about eating habits and health. Talk about seeing the doctor. Practise giving advice and making suggestions.

2. Use the modal verbs: had better, should and ought to.

3. Learn some useful cooking terms. Read and write recipes.

Ⅱ. Teaching Times: 5 periods

The First Period

§ Teaching Aims:

1. Learn and master the following words and phrases: sweet, mushroom, fried, junk food, fat, snack, stomach, fever, salad, peach, ripe, ought, examine, plenty, all the time, have a fever, be careful with, plenty of.

2. Sentence Patterns: (1) advise sb. (not) to do sth.

(2) There’s sth. wrong with…

3. Train the Ss’ listening ability.

4. Develop the Ss’ speaking ability by describing, talking and discussion.

§ Important Points & Difficult Points:

1. Trains the Ss’ listening ability.

2. Master the new phrases, sentence patterns and everyday English and make the Ss be free to talk about their favourite food and give reasons for their decisions.

3. How to finish the task of speaking.

§ Teaching Methods:

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

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

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Warming-up: Brainstorm (words about food)

* List the food we eat in the Spring Festival:

rice, porridge, noodle, dumpling, corn, big flatbread, steamed bun, fried twisted dough sticks, walnut, peanut, chestnut, bean cake, mushroom, fried chips, hamburger, ice cream, chocolate, apple, pear, banana, orange, grape, chicken, beef, fish, pork, cucumber, carrot, tomato, potato, cabbage.

* Fill in the table

Name Food Junk food / Healthy food

Breakfast

Lunch

Snack

Supper

* Talk: Are these food good for our health, or be harm to our health?

Model:

A: Do you like eating fried chips? B: Yes, I like it very much.

A: But I think it is junk food, because it has a lot of fat and sugar.

B: Really? So I’d better not eat too much.

Step 2. Speaking

T: There are so many food for us to eat, right? They are very delicious, but if you eat too much in a meal, or eat some raw food, you will be ill as Sharon. Turn to Page 3, read the dialogue and pay attention to the useful expressions.

* Useful Expression

I’ve got a pain here. This place hurts. I don’t feel well.

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

Lie down and let me examine you. Let me have a look.

* Make a short dialogue

Step 3. Listening

* First time, listen carefully and try to understand what does it talk about?

* Second time, answer the following questions

1. What’s wrong with Mike?

2. What did Mike have for breakfast?

3. Can you give Mike some advice? What should he eat less of?

* Third time, answer the next three questions

1. Which side of Mike’s stomach hurts?

2. Does Mike have a fever?

3. What does the doctor tell Mike to do?

Step 4. Homework

1. One reading exercise everyday

2. Ex1 & 2 on Page 72

3. Preview the reading part

§ The Design of the Writing on the Bb

Unit 13 Healthy eating (first period)

Brainstorm: Words & Phrases:

dumpling, all the time

corn, have a fever

noodle… be careful with…

The Second Period

§ Teaching Aims:

1. Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for

2. Improve the Ss’ reading ability.

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

§ Important Points & Difficult Points:

1. Improve the Ss’ reading ability.

2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.

3. How to make the Ss understand the reading material better and answer the questions on the passage.

§ Teaching Method:

1. Discussion before reading to make Ss interested in what they will learn

2. Discussion after reading to make Ss understand what they’ve learned better

3. Fast reading to get a general idea of each paragraph

4. Careful reading to get the detailed information in the text

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Review the words and phrases learnt last period

Step 2. Pre-reading

Q1. Which of the following gives you the most energy: a banana, a soft drink, a bar of chocolate? (a bar of chocolate)

Q2. How many meals do you eat every day? Which meal do you think is the most important? Why? (3, breakfast)

Q3. How much water do you drink every day?

Step 3. Reading

* Fast reading, what does the text mainly talk about?

* Details

Q1. What does the word “green” mean in the text above? What about the word “fuel”? Can you find any other words used in the same way?

A: unpolluted, unharmful and good for people’s health; other words used in the same way; fuel means all the things we eat for our bodies, it can help keep our body functioning and fighting disease.

Q2. The text gives examples of how people make choices about what they eat. List the examples and the reasons why people eat or don’t eat certain kinds of food.

A: Many people today make choices about their eating habits based on what they believe. Some people are vegetarians, because they believe it is healthier not to eat meat or because they do not think we should kill animals for food.

Q3. How have our eating habits changed? Why? Try to think of as many examples and reasons as possible.

A: People have experienced the processes from having no enough food to having enough food, and later from having enough food to having better food. Now people buy and eat sth. , we not only think about if the will give us the nutrients we need, but also if the food belongs to eco-foods.

Q4. Why do people go to fast food restaurants?

A: it is very convenient, and it can save time.

Q5. Why is it not good for you to eat too much sugar or fat?

A: If people eat too much sugar and fat, they put on weight very easily and some of them may have bad teeth.

Q6. Why are crash diets and supplements so popular?

A: Because people want to be smarter, healthier, in particular, young people want to be more beautiful. It goes with the need of the times.

Q7. What can we do to keep a balanced diet?

A: Buy and eat good, nutrient foods from all the food in the right amounts, and eat less sugar and take more exercise.

* More exercises: translate the sentences underlined on Page4 into Chinese

Step 4. Homework

1. Finish word study on Page5

2. Preview the integrating skill reading on Page74

3. One reading exercise every day

The Third Period

§ Teaching Aims:

2. Improve the Ss’ reading ability.

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

§ Important Points & Difficult Points:

1. Improve the Ss’ reading ability.

2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.

3. How to make the Ss understand the reading material better and answer the questions on the passage.

§ Teaching Method:

1. Discussion before reading to make Ss interested in what they will learn

2. Discussion after reading to make Ss understand what they’ve learned better

3. Fast reading to get a general idea of each paragraph

4. Careful reading to get the detailed information in the text

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Revision: What does the text mainly talk about?

Ask some Ss to try to say sth. about the text.

Step 2. Integrating Skills--Don’t be a Mouse Potato (on Page74)

* Fast Reading

Read the quickly in 5 minutes, and then answer the following questions.

Q1. What is a couch potato?

A: couch potatoes means people who spend too much time in front of the TV and eat too much junk food.

Q2. What is junk food according to this text?

A: It is food that has a lot of calories but few nutrients, vitamins and minerals.

Q3. Why are people becoming potatoes and what can people do to avoid it?

A: One reason is our modern way of life; we must make sure that our diet is varied and balanced.

* More reading exercises on extra materials from English Weekly.

Step 3. Important Points and Difficult Points

1. prepare (sth.) to do / for… 2. in the form of… 以…形式

prepare oneself for… 3. be short of 短缺…

be / get prepared for / to do… 4. go for 也如此，对…也适用，向…攻击

5. be based on / upon 以…为依据

6. exercise不可数，意为“运动” exercises可数，意为“练习，体操，演习”

7. not a bit一点儿也不 not a little非常

* Exercises

1. Bob is a diligent student and is ___ his coming examinations while his mother is ___ supper.

A. preparing for; preparing for B. preparing; preparing for

C. preparing for; preparing D. preparing; preparing

2. We should do more exercises, both __ for our health and __ for our knowledge.

A.exercise;exercise B. exercises;exercisesC.exercise;exercises D.exercises; exercise

3. ___ do you base your calculation?

A. On which B. On what C. About what D. For what

4. some stones weigh ___ fifteen tons.

A. as more as B. so more as C. as much as D. as many as

5. ---Are all the telephone numbers ___ in the directory? ---Yes, all __ Jane’s.

A. listed; included B. listing; includes C. listed; including D. being listed; includes

6. Before the election, the candidates(候选人) ___ each other in the newspaper.

A. went with B. went for C. went over D. went forth

7. The boy __ on the ground __ that he had seen a cock __ an egg.

A. laying; lay; lay B. lying; lie; lie C. lying; lied; lay D. lay; lying; lay

8. Jenny ___ have kept his word. I wonder why she changed her mind.

A. must B. should C. need D. would

9. We ___ last night, but we went to the concert instead.

A. must have studied B. might study C. should have studied D. would study

Answers: 1. C 2. C 3. B 4. C 5. C 6. B 7. C 8. B 9. C

Step 4. Homework

1. One reading exercise every day

2. Prepare a healthy diet and explain why it is healthy

3. Remember the first 15 words and prepare for the dictation.

The Forth Period

§ Teaching Aims:

1. Review the words learned in the last three periods.

2. Learn and master modal verbs: had better, should, ought to

§ Important Points & Difficult Points:

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

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

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Revision---dictation about the first 15 words in this Unit

1. junk food 2. fat 3. stomach 4. salad 5. ought to 6. energy 7. peach 8. plenty of 9. examine 10. ripe 11. soft 12. fever 13. fuel 14. diet 15. keep up with

Step 2. Word Study

Give Ss 5 minutes to do the exercises on Page5, then ask some Ss to say the Chinese meaning of the sentences, and check the answers.

1. nutrient 2. diet 3. vitamin 4. mineral 5. fat 6. sugar 7. protein 8. calory

Step 3. Grammar

* Translate the following sentences into English

1. 外面很冷，你最好穿上你大衣。

It is cold outside, you’d better put on your coat.

2. 你最好别脱下你的衣服。

You had better not take off your clothes.

3. 我们应该尊敬老师和父母。

We should / ought to respect our teachers and parents.

4. 你不应该这么粗心。

You shouldn’t / ought not to be so careless.

* More exercises on Page5 and Page74

Step 4. Homework

1. One reading exercise every day

unit18整单元教案(人教版高一英语下册教案教学设计) 篇3

Integrating skills ---- reading and writing (snack)

Step 1. Warming up (pre-reading)---watch a video and answer:

Show a tape and get the ss to discuss

1. Which diet is healthier, Chinese or western? Why?

Chinese, it’s high in ….. while the western diet contains …

2. why do some of the British have no teeth left at the age of thirty?

They eat too much sugar and fat in the form of chips and coke.

Although chinese diet is healthier ,we still feel hungry between meals. So what will we have to do?

Eat some snacks.

Ok. Now listen what snacks are mentioned in the listening materials?

Step 2 listen and speak out

To learn the structure of how to write a recipe. including two activities.

Activity One: read and learn what the 1st para talks about.

Para 1 1.Tick out what food is mentioned?

2. Read and answer

1) Which is healthier? Fruit

2) Why is fruit healthy?

It hasn’t too much fat and sugar. It gives us carbohydrates, which our body and brain use for energy? It also gives us fiber and Vitamin.

3) Why are the other two unhealthy food?

They have too much tat and sugar.

Activity Two

Para 2 Learn the outline of a recipe

Q1 : Besides these two snacks, the passage also mentions some other snacks. What are they?

Answer:---- Shaomai and Chicken roll-ups.

Q2 : How can we make Shaomai and Chicken roll-ups?.

Get Ss to give the outline of one of the two recipes (pair work)

Write an outline of a recipe:

Name:

Ingredients:

Directions:

Then deal with the recipe one by one.

Step 3: writing (group work) begin to write a recipe according to what you have learnt in the passage.

Discuss and write a recipe

Name Ingredients Directions

Key words:

Green onions, garlic, pepper, soy sauce, ginger, vinegar, sugar, wine, salt.

Peel, slice, dice, steam, fry, boil, stir, mix, add, chop, spoon., fill, cut… into pieces, fold, roll up

Discuss: 1) name your dish

2) talk about the ingredients of the dish and directions

3) list your steps of how to cook the dish.

Step 4 Evaluation

Share what the Ss have written in groups and in Class.

Teacher give some comments on the group works.

Sample 1 :

Golden delicious fish!

Ingredients:

a fish, green onions, garlic, ginger, red peppers, pepper sauce, salt, vinegar, soy sauce

Directions:

1. Cut the body of the fish.

2. Add salt to the fish before it is cooked.

3. Chop the bulb of green onions into small sections, and cut the green onions into pieces. Peel the garlic.

4. Mix the onions, garlic, ginger and red peppers. Fry them for a short time. Then get them all out.

5. Cook the fish and add vinegar and soy sauce.

6. Add onions, garlic, ginger and red peppers. Also add pepper sauce and water to boil the fish for some time.

7. Spoon the fish and add some fresh chopped green onions.

Sample 2:

Golden delicious fish!

Ingredients:

a fish, green onions, garlic, ginger, red peppers, pepper sauce, salt, vinegar, soy sauce

Directions:

First cut the body of the fish.and add some salt to the fish before it is cooked. Second chop the bulb of green onions into small sections, and cut the green onions into pieces. Peel the garlic. Mix the onions, garlic, ginger and red peppers. Next fry them for a short time. Get them all out. Cook the fish and add vinegar and soy sauce. Then Add some onions, garlic, ginger and red peppers. You can also add pepper sauce and water to boil the fish for some time. Finally spoon the fish and add some fresh chopped green onions. Now the golden fish is ready and you can enjoy it.