unit 3 Going Places(新课标版高一英语教案教学设计)

unit 3 Going Places(新课标版高一英语教案教学设计)（精选6篇）

unit 3 Going Places(新课标版高一英语教案教学设计) 篇1

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 .(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 Olympics Sydney Australia

Host city of 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

新课标下高一英语起点教学探讨 篇2

关键词：新课标；高一英语；教学探讨

中图分类号：G632 文献标识码：B 文章编号：1002-7661（2014）18-109-01

普通高中英语课程要在义务教育英语课程的基础上，帮助学生打好语言基础，为他们今后升学、就业和终身学习创造条件，并使他们具有作为21世纪公民所应有的基本英语素养。

我校属于基层农村普通中学，高一学生全部来自周围各乡村，学生学习英语的积极性相对于其他学校较低，更无法与重点中学相比，且初高中知识断层严重，学生“厌学”甚至“弃学”的现象普遍存在。因此，现就我校学生不良学习心态的表现以及造成此种现状的原因加以分析，并就高一英语起点教学与大家作以下探讨。

一、我校高一学生不良学习心态的表现

1、学习动机缺乏

大部分学生对英语学习的目的、意义认识不到位，不是真正想学英语知识。部分学生即使想学，也都是迫于高考压力。

2、学习上有畏难心理

部分学生缺乏信心，尤其是在遇到语言困难或单词记不住时，就会畏难不前，甚至厌烦以致放弃学习英语。

3、学习兴趣不浓

有些学生因为一开始没有打下良好基础，因而对英语学习缺乏应有的兴趣，更别说持之以恒，尤其是考试成绩不理想时，这种情绪反应更加强烈。

二、造成学生不良学习心态的原因分析如下

1、家庭教育方面。有些家长对于孩子学英语没有正确的认识。认为我们是中国人，又不出国，学那洋玩意没有什么用处。

2、学生方面。大部分学生怕动嘴，害羞、怯于与人交流。认为学习英语是一种负担。常常以听不懂～记不住为由厌学～弃学，形成恶性循环。

3、教学条件差。大部分教师迫于高考压力，上课追求知识容量，教授多，活动少，对学生没有吸引力，激发不起学生兴趣。

4、大班额现象存在。由于农村高中校舍、师资等原因的存在致使农村高中有大班额现象。我所带的两个班级，每班超过了51人。学生数人为造成众多学生无法进行广泛的英语交际训练。

5、母语干扰大，很难突破母语的影响。山区的学生没有学习英语的良好环境，对于英语的学习只有英语课本，除此再无其他英语读物、英语影视等英语学习辅助物。

6、单词记忆与语言交际脱节。不会在具体的语言情境下记单词、用单词。

在这样的情况下，如何做好高中英语起点教学？笔者在在教学中发现要使学生在高中三年中能较多地、更好地掌握并运用英语，为以后学习打下坚实基础，高一英语起点教学就显得尤为重要。因此，针对以上的不良表现及主观或客观原因，我认为应做好以下几点工作：

1、重视学生的情感因素

身为英语教师，我们要及时帮助学生尤其是学困生克服心障碍。面对高一新生，教师应尽快进入执导角色，去认真了解、掌握学生的个性心理、学生学习情况，让学生感到新老师有一双敏锐而亲切的眼睛在注视着他们，从而对老师产生亲近感和信赖感，帮助学生树立自信心。另外，学生在初中阶段存在的不足之处，教师应及时发现，并耐心指出，让学生真正感受到高中老师的尊重与体谅，保护每一个学生的自尊心，并及时加以鼓励和肯定，从而重新唤起学生的学习兴趣。

2、掌握学生现有的知识现状

高一英语教师自己首先要对初中阶段的教学目标、要求及内容有系统的了解和掌握，才能做好初高中英语教学的有机衔接，才能做到有针对性的教学。在教学中要心中有数以新代旧。同时培养学生良好的学习习惯，尽量让学生学会用英语去交流、去思维，让学生自己去归纳句型、总结语法现象，提高学生学习效率。

3、确定补差目标，逐步提高能力

教师要在平常教学中留心学生的知识缺陷，并根据具体情况，确定补差的内容和目标，一定做到对症下药，让学生在较短的时间内看到光明，看到成绩，激发他们的学习积极性。

4、改进教学方法，发挥学生的主体作用

平时的教学活动中，教师要尽量创设课堂气氛，让学生积极参与其中，可通过口头复述、对话、角色扮演、自由谈论、上网查询信息等多种方式方法鼓励学生大胆学习。

5、进行具体而有效的学法指导

古人说：“授人以鱼不如授人以渔”。高一起始年级老师要耐心矫正学生以前的不良学习习惯，并不断介绍好的学习方法，教给学生记忆、阅读、听写、听音、写作等方法和技巧。

unit 3 Going Places(新课标版高一英语教案教学设计) 篇3

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.

unit 3 Going Places(新课标版高一英语教案教学设计) 篇4

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.

unit 3 Going Places(新课标版高一英语教案教学设计) 篇5

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

unit 3 Going Places(新课标版高一英语教案教学设计) 篇6

1. base

（1）n. [C]基础；底座；基地；根据地

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

在1849年，他去了英格兰并将伦敦作为他革命工作的基地。

（2）vt. 基于；把……建立在……上；以……为基础；根据

The story is based on a true story.

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

There’s a house the base of the mountain.

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

2. however

1）（无比较级）adv.

（1）（作how的强调形式）怎么竟会

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

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

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

不论他多么努力，他也不能熟记课文。

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

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

然而爱因斯坦夫妇付不起小阿尔伯特所需学费。

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

我很想和你一块去，但是我忙不过来。

2）conj. 怎么样……都行（引起状语从句）

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

however与but

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

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

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

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

打扰一下，请告诉我到车站怎么走好吗？

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

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

她非常努力，（尽管如此）然而她没有成功。

② He was mistaken, however. 然而他弄错了。

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

然而，这个问题还有它的另一面。

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

雨下得很大，然而我决定出去。

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

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

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

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

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

3. so that

so that既可引导目的状语从句，也可以引导结果状语从句。如：

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

他们在杭州停留以便浏览西湖。（目的状语从句）

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

她穿了雨衣，因而没淋湿。（结果状语从句）

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

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

你在学习上粗心，可能会不及格。

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

你在学习上粗心，一定会不及格。

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

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

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

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

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

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

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

4. in order to以便，为了

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

他坐在前排，以便清楚地看见黑板。

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

我们早早出发是为了在下午之前到达。

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

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

我们必须早点起床，以便有充足的时间吃早饭。

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

为了及时到达那里，他早上六点钟就出发了。

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

我们早晨早起，为了不错过头班公共汽车。

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

A. in order to B. in order that

C. so as to D. that

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

A. in order to B. in order that

C. son as D. so that

5. measure

（1）n. 量度；尺寸

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

（2）措施

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

（3）vt. / vi. 测量；量

Please measure the baby. 请给小孩量一下身高。

to one’s measure 按照某人的尺寸

6. even if的用法

even if=even though即使；尽管。引导让步状语从句。如：

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

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

尽管他是我的朋友，我也要揭发他。

7. taste

taste的用法如下：

（1）taste作行为动词，表示“品尝”、“尝味”。

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

（2）作连系动词，意为“尝起来……”，“有……味道”，后面接形容词作表语。

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

（3）作名词，意为“味道”，“味觉”；“兴趣”，“爱好”。

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

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

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

（1）能作连系动词后接形容词的还有：

sound听起来 look看起来 smell闻起来 feel摸起来

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

② The meat smells bad. 这肉变味了。

③ He looks quite strong. 他看起来很强壮。

④ The cloth feels soft. 这布料摸起来很柔软。

（2）这五个连系动词无被动语态，也不能用于进行时。

The music is sounded wonderful.

The music sounds wonderful.

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

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

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

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

8. practise

vt. / vi. 实践，练习

（1）用作vt。后接名词或动名词（不能接不定式）作宾语

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

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

（2）用作vi.如：

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

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

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

你需要更多的训练，才能为我们队打篮球。

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

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

例如：

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

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

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

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

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

9. mix

（1）vt. / vi. 混和；搅和

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

（2）mixture n.混和物

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

mix up拌和；搅匀；混淆

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

You can’t mix oil water.

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

10. deal with和do with

（1）deal with“对付……”，“处理……”其中deal为不及物动词

（2）do with“对付……”，“处理……”do是及物动词

比较：

What will you do with the mater?

How shall we deal with the problem?

此外：deal with还可以作“论述”，“与……打交道”之意。

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

他在医学会议上的发言将谈到有关急救的问题。

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

11. likely和possible

这两个词的意思相似，用法上稍有区别。

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

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

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

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

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

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

A. is possible to B. is maybe to

C. is likely to D. is able to

12. make+复合宾语

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

① Taking some medicine made me feel much better.

服了这些药使我感到好多了。

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

旧社会地主让农民不分白天黑夜的干活。

上述例句若变为被动语态，补语要用带to的动词不定式：

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

② The boy was made to stand under a tree.

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

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

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

发言人提高了嗓音以便别人听到他说的话。

② We should not make our plan known to everybody.

我们不应该使每个人都知道我们的计划。

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

她根本不懂法语，所以她不能表明自己的意思。

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

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

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

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

13. in future与in the future

in future“今后”，是from now on的意思。

in the future“将来”，与将来时态连用。试比较：

① Be more careful in future. 今后要多加小心。

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

将来她毕业之后会成为一个能干的科学家。

14. happen vi.

eg .

（1）Whatever happens , we must keep clam .

（2）He happened to be out then .

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

△ happen to sb. happen to do sth.

△ 判断正误：

The accident was happened last night .

The accident happened last night .

辨析：happen，take place，occur

（1）happen指事情的发生，往往带有“偶然”或“未能预见”的意思。

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

eg .

Write about the changes which have taken place in China .

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

eg .

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

（2）The accident happened yesterday .

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

15. hurt

（1）She hurt my feelings .

（2）I hurt my back when I fell .

hurt，injure，wound

判断正误：

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

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

（4）He was injured in a fire .

（5）The bullet wounded him in the leg .

△

（1）身体内部的受伤不能用wound

① His internal organs were injured / hurt .

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

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

（3）hurt可作为不及物动词，表示“疼，难受”，其他两词不能。

③ My left foot hurts .

（4）injure和wound也可能对感情的伤害。

④ What he said injured me deeply .

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

16. a bit

（1）adv.

① My legs still hurt a bit .

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

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

（2）n.

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

a bit of：

⑤ This is a bit of good advice .

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

17. advise

（1）He advise an early start .

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

（3）I advise waiting till proper time .

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

（5）I advise that he go at once .

（6）I will do as you advise .

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

注意：

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

（2）advise后接从句时，从句谓语要用虚拟语气。

18. diet

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

△ ① be on a diet

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

辨析：diet，food

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

eg .

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

② Proper diet and exercise are both important to health .

19. main

（1）adj.

Can you follow the main points of his speech ?

（2）n.

The new house is not yet connected to the mains .

20. help

（1）n.

① Thank you for your help .

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

（2）vt.

① He often helps me .

② Help yourself to some fish .

③ The medicine helps a lot .

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

can’t help but do … with one’s help …

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

（1）help sb.（to）do sth. 帮助某人做某事

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

① He often helps me carry boxes .

② He helps my little son to learn English .

（2）help（to）do sth.

help接带to或不带to的不定式作宾语。