俗话说，居安思危，思则有备，有备无患。高中教师要准备好教案，这是高中教师的任务之一。教案可以让学生更好的吸收课堂上所讲的知识点，帮助高中教师提前熟悉所教学的内容。怎么才能让高中教案写的更加全面呢？急您所急，小编为朋友们了收集和编辑了“高一英语教案：《Unit 9 科技》教学设计（二）”，供您参考，希望能够帮助到大家。

高一英语教案：《Unit 9 科技》教学设计（二）

Unit 9 Techonlogy

2nd Period

Sub Topic: Problems and Solutions

Focus Speaking

Tasks 1. Role Play

2.A TV Chitchat Program

Teaching Aims: To learn phrases and sentences of expressing agreement and disagreement (Absolutely. That’s exactly what I was thinking. That’s a good point. That’s just how I see it. That’s worth thinking about. I disagree. I’m afraid I don’t agree. Well, it depends. Well, I don’t know. Well, I am not sure about that…)

Moral Focus: Communication and Cooperation

Teaching Aids:

a set of multi-media teaching system, some episodes from Family Album, USA and Mr Bean, some role cards…a toothpick, a sock, a plastic bag , chopsticks, a cell phone etc.…

Teaching Procedures:

Step one Warming up

1.Greetings

2. Quick Wits

Draw the students’ attention by identifying the following statements.

The word “boat” can be spelled using four letters from the word “automobile”.

11minutes past 5 o’clock is 48 minutes before 6 o’clock.

If you turn a left-handed glove inside out , it will fit on a right hand?

Step Two . . Problem Solving

3..Discuss in groups of three about the possible problems with things mentioned the previous day

Examples: chopsticks, car, air-conditioner etc.

4. Provide solutions to all these problems and share opinions with other groups

5.Tolerate different opinions from other groups

Step Three Listening and Speaking

6 .Describe one or two of the teacher’s stressful situations

7. Encourage students to give solutions

8 .Exchange ideas with other students

Step Four Speaking and Acting

9 Discuss about Jane’s problem and express opinions

Jane wants to buy a cellphone. Before she buys one, she asks her parents and her best friend what they think.

.Work in groups of four

.Decide which role each group member should play

Take a few minutes to prepare the role cards

Report your decision to the class when you have finished the discussion

Step Five Looking and Learning

10.Watch some episodes from Family Album, USA and Mr Bean

(《走遍美国》和《憨豆先生》的几组镜头)

11. Recognize more ways of expressing opinions

( Oh, I do so agree. Absolutely right. Definitely. I guess so. I can’t agree with you there. Not really. Not exactly. No way….)

Step Six Describing and Deciding

12. Encourage the students to disclose their problems by asking

What troubles you most?

What is your problem?

What is your worry?

What upsets you?…

13. Get them to know where to find help by asking

To whom do you usually turn for help?

Where can your problems be possibly solved?

Who can most probably serve as a helper?

(Possible answers: Psychology Center, Hotline Service, Chatting Room, A Radio or TV Chitchat Programs…)

Step Seven Participating and Producing

14. Class Work

A TV Chitchat Program: Help is on the Way

Suppose you are a host or hostess of a popular TV chitchat program.

The Topic of this program is Puppy Love

One student act as the host or hostess. Two students as the interviewees suffering from such problems and try to seek help from the host or hostess. Others as audience present at the program. They may be representatives of headmasters, teachers, parents, experts, administrators, policy-makers and students etc., who are supposed to express different opinions

Decide roles and prepare it for four minutes

Present the Chitchat Program

Step Eight Thinking and Judging

15. Lead the students gradually to the Unit Topic Technology by asking

What is the value of such programs? Name some other similar service-centers.

Is such service important?

What makes it possible?

What do you know about technology?

Why does the government pay so much attention to the development of technology?

Why is technology so important to people’s life?

In what way has it changed or promoted people’s life?…

Step Nine Topic Hunt

16. Homework

Profound understanding the positive effect of technology on individuals, nations and even the whole globe by surfing the internet and collecting related information

Hunt for caring stories hailed by technology and share the stories with other students in the next class.

相关阅读

高一英语教案：《Unit 9 科技》优秀教学设计（二）

高一英语教案：《Unit 9 科技》优秀教学设计（二）

unit 9 technology

6th period

sub topic: attitude towards technology

focus using english

tasks 1. a debate to be a technology-driven human or not to be

2. a letter love is the everlasting topic of the world

3. a short essay

teaching aims: 1. to use the following sentences to continue the debate (absolutely. that’s exactly what i was thinking. that’s a good point. that’s just how i see it. that’s worth thinking about. i disagree. i’m afraid i don’t agree. well, it depends. well, i don’t know. well, i am not sure about that oh, i do so agree. absolutely right. definitely. i guess so. i can’t agree with you there. not really. not exactly. no way……)to express opinions in real situations

2.to learn to write an essay

moral focus: global sense

teaching aids: a tape recorder, a set of multi-media teaching system

teaching procedures:

step one warming up

1.greetings

2.chatting

compare china and the western countries in terms of technology with the help of the multi-media teaching system.

talk about the relationship between the young generation and the future of china

work out the qualities that the new generation should have in order to make the nation more powerful

step two investigation report

3. announce the results of the investigation

4. personal comments on the results of the investigation

5.share opinions with other groups

6.read and refine the language of the report

7.submit the report to the related department of the local government

step three a design

8.work in groups of five.

9.work out some regulations for the communities to keep the teenagers away from the cyber cafe.

10.contribute the regulations to the communities

step four thinking and judging

11.. prepare the students for the on-coming debate by asking them the following questions.

what helps us a lot in our teaching and learning?

did i use the multi-media teaching system in every class?

should we use the multi-media teaching system in every class?

why yes or no?

how should we make good use of the advanced facilities?

step five a debate

12. a debate: to be technology-driven human or not to be

13. divide the whole class into two and debate whether humans should be controlled by technology or not

explain why humans should be technology-driven and why not

cite examples to support the idea

persuasive language is strongly suggested

a final speech from each is expected

step six discussing

14. discuss about the result of the ill use of technology

impress the students with the sharp contrast between the abusing use and hailing promotion of technology by showing some of the pictures like中国移动拯救海难主人翁照片，heart-transplanting operation, antarctica expedition, the iraq war, the atomic bombing ,the nuclear weapon competition etc.

step seven reflective thinking

what would happen if we go on abusing technology?

17. imagine a world that is controlled by robots?

step eight language input

18. read the passage and think what is missing in this future world

step nine imagination

19. imagine that you are one of the students chosen to solve the problem. write a letter to q 12 in which you explain love and friendship. remember that q12 is a computer that does not understand how human beings feel and what human life is like. tell q12 about how we think, how we feel about each other, and try to give examples of love and friendship

tell your classmates about the examples that you are going to use

a letter to q12 love is the everlasting topic of the world

the following may help you with the writing

tell q12 who you are and why you are writing this letter

tell q12 about love and friendship and explain how love and friendship will make the world better

tell q12 what the world will be like with love and friendship

22. exhibit the writings

step ten tips for life

23. give remarks to cultivate some virtues that will be of practical value to the students at school, for subsequent careers and in their personal lives. e.g.

高一英语教案：《Unit 9 科技》教学设计（三）

高一英语教案：《Unit 9 科技》教学设计（三）

unit 9 techonlogy

3rd period

sub topic: life in a technological era

focus reading

tasks 1. story sharing

2.a project design a new model of cell phone

teaching aims: 1. to have a general understanding of how technology has changed the way people live

2.to get a rough idea of the present continuous passive voice

words and images are being sent throughout the world.

they are being used as cameras and radios, and to sent e-mail or surf the internet.

new functions are being added to the phones….

moral focus: love & caring

teaching aids: a tape recorder, a reading cassette , the multimedia teaching system etc.

teaching procedures:

step one warming up

greetings

students’ description of some new inventions accompanied with photos downloaded from the internet

step two story sharing

share the caring stories hailed by technology

comment on such stories

step three presentation

comments on the great impact brought by technology and life in a technological time

discuss these questions with a partner before reading

have you ever used a cell phone? do any of your classmates have cell phones?

how is the way we live today different from life in the past?

how have inventions and new technology changed our way of life?

why are things like cell phones, computers and tv so popular?

what invention do you think is the most important in the human history?

step four pre-reading

7. predicting

read the headline and guess the meaning of “life on the go”.

what information do you expect to find in the text?

8.scanning

which country does the girl in the passage come from? how do you know?

what is the other example that is being used to support the idea?

step five reading

9. read the first paragraph and answer the following questions

what new invention is being discussed?

what kind of people are being talked about in this passage?

read the whole text for through understanding and fill out the outline of the text

an outline of the text

wang mei is an example of chinese teenagers who have cell phones.

cell phones can be used for many things.

for example:__________________________________________

cell phones also cause problems.

in school___________________________________

at home____________________________________

there are several reasons why teenagers like cell phones.

1)__________________________________________

2)__________________________________________

3)__________________________________________

wang mei explains why she likes her cell phone and what she uses it for.

step six post-reading

answer the following questions.

why do some schools not let students use cell phones? do you agree?

why do teenagers like cell phones so much?

wang mei says that cell phones are the most useful inventions ever. do you agree?

which invention do you think is the most useful? why?

what does the title “life on the go” mean?

what is the writer’s attitude toward this problem? how do you know?

step seven an activity

12.find out how many students have phones in the class

13.interview one of them and find out what his or her phone is like. these questions may help you do the interview

what type of phone do you have?

when and where did you buy it?

who gave you the financial support?

why do you want to have a phone?

what is your parents’ attitude?…..

14.describe the phone and explain the reasons to the whole class

step eight a project

15.design your own cell phone. you work for a company that makes cell phones. your manager wants you to design a new model to increase the sales among chinese high school students. work in groups and draw your model in the box below.

a new model

高二英语教案：《Unit 9 Saving the earth》教学设计（一）

高二英语教案：《Unit 9 Saving the earth》教学设计（一）

Teaching Aims

1. Ss will develop their inner "expectancy rules" that enable them to develop their schemata regarding the topic of pollution.

2. Ss will increase their understanding about problems with the earth in part.

3. Ss will develop their skills in the functional items of agreement and supposition.

Teaching Aids

1.a tape recorder 2.a projector 3.the blackboard 4. A set of multi-media equipment.

Teaching procedures

Step I Lead-in

1. T: What do you think damages the earth? Is it a machine that makes holes in the earth?

S: (No.)

T: What are they, then?

S: (...)

[Pictures: agriculture; nuclear waste; radiation; pollution and so on.]

2. T: (show: village and smoke.) Look! This is a beautiful mountain village. It‘s not polluted. But now there’s a chemical factory there. Look! What‘s happened?

S: (Cloud? Smoke. Pollution.)

T: Yes. If the village is so polluted, they have to live in such heavy smoke and breathe such bad air; they should not live there any longer. The village will no longer be good enough for them to live in. The village won’t be fit for them to live in.

3. Introducing the students to the new vocabulary items and more about the topic today.

StepⅡDialogue

1. Let the Ss listen to the tape or watch the video once or twice.

2. After listening and ask students to do the questions.

1.What do you think they are talking about?

2. Do you think this conferences is a good things?

Step Ⅲ Reading

1. Activity: Read the dialogue and tell how many kinds of damage are mentioned in the dialogue.

2. Read and answer. Read the part of the dialogue that you haven’t carefully read. Get yourselves prepared to answer my questions after you have finished reading.

1) What was the conference about?

2) What did Jackie do at the meeting?

3) What opinion did Jackie have after attending the conference?

4) What do we Chinese have to do for nature?

3. Language points explanation and study, including:

1) It was called that --- 2) damage 3)waste 4) fit 5) we’ve got to ---(we have to do ---) 　6) hear about 7) standing room 8) pay attention to

Step Ⅳ Practice

1. Ask Ss to try their best to give a passage using the expressions they learned as many as possible.

2. Divide the Ss into several groups which have different topics about the environment pollution. And discuss the methods to deal with these problems. (for example, one group about water pollution, one is about population etc). Everyone should take part in the discussion and show their opinions. And at last elect one representative to give and summary about their discussion.

Sentence Patterns like:1 ) Well, I think it is necessary for --- 2) I don’t agree with you. I think we need --- etc?)

2. Ask one group of the Ss to perform the discussion to the class. (if time permitting)

Step V Acting out

1.The teacher deposits a scene by showing a pollution scene. Divide the students into groups of 4. Make up a conversation, and then ask 1 or 2 groups for demonstration.

2.The 4 Ss in a group will act as head of a village, scientist, journalist and villager. The head of the village is planning to build/has already built a factory...

3.The Ss are encouraged to use the words and expressions like pollution, damage, be fit for, turn into, the if-clause and expressions of agreement, etc.

Step VI Summary

1)Vocabulary.

2)Comprehension (Ex. 1).

3)Functional items (a. Agreement; b. Supposition).

Step ⅥI Homework:

1.Revise the vocabulary items.

2.A good preparation of key words of Lesson 34.

高一英语教案：《Welcome to the Unit》教学设计

一名优秀的教师在教学时都会提前最好准备，作为高中教师就要根据教学内容制定合适的教案。教案可以保证学生们在上课时能够更好的听课，帮助高中教师缓解教学的压力，提高教学质量。高中教案的内容具体要怎样写呢？下面是小编为大家整理的“高一英语教案：《Welcome to the Unit》教学设计”，仅供参考，欢迎大家阅读。

高一英语教案：《Welcome to the Unit》教学设计

Teaching aims:

(1) Make students pay attention to their health, and how to keep healthy.

(2) Get the Ss to improve oral English by talking about the pictures.

Important points & difficult points:

(1) Students are expected to express their own opinions by comparing the importance of beauty and health.

(2) Encourage students to speak freely.

Procedure:

Step 1 Lead-in

(1) Look at pictures about some famous people, and think of the question “Is a person’s ability judged by their appearance?”

(2) Some questions about yourself:

?Do you think appearance plays an important part in your life?

?Which do you think is more important, looking good or feeling good?

Step 2 Talk about the pictures

“Wow! I think this blouse will make me look slimmer.”

“This is really difficult but I feel so strong.”

“You must get enough sleep to stay healthy.”

“Eating more fruit makes me feel better.”

Step 3 Discussion:

Choose one picture and have a free talk.

(1) Who is the person? (2) The reason why he/she does so as the picture shows

(3) Give some details about the picture

(An example： Jane is a high school student and she is extremely happy, because she has been admitted to university. Tonight her parents will hold a party to celebrate her success and achievements. All their friends and relatives are invited to share her happiness. However, now she is at a loss about the clothes she is going to wear tonight. She is confident about everything except her weight. She always worries about being too fat. At this moment, she has spent at least half an hour selecting clothes without success.)

Step4 Talk about questions on P41

(1) Do you think we can change our appearance by wearing different clothes?

(2) Which do you think is more important, eating well or doing exercises?

(3) What do you do to keep yourself looking good and feeling good?

Step 5 Further discussion:

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Lookinggood

Feelinggood

Advantages

Disadvantages

Step 6 Homework

1. Preview the reading text.

2. Choose one picture on P41, and write down the details about it.

3. Unit Revision: The first period.

Period 2

Reading(1)

Teaching aims:

(1) Encourage the Ss to grasp the main topics of the three letters written by two good friends---Amy’s problems, how she dealt with it and Zhou Ling’s concerns and advice to Amy.

(2) Stimulate the Ss’ interest in learning English by talking about their own opinions when it

comes to the topic “To be beautiful or to be healthy ”.

Important points & difficult points:

(1)Find the main points in the three letters and express them.

(2)Understanding the text.

Procedure:

Step 1 Lead-in

(1) Some people are overweight, some are a little fat, and some are slim. Find why people are fat.

(2) Discuss ways of losing weight.

a)going on a diet b) exercising in the gym

c) receiving surgical treatment d) taking weight-loss pills

(3) Talk about the advantages, disadvantages & examples of the ways of losing ways.

Step 2 Reading comprehension

(1) General questions: (1st reading)

Where does Amy come from?

What kind of pills did Amy take?

What caused Amy’s liver to fall?

(3)Ex C1 Choose the best answers. (2nd reading)

Questions: 1-6

Step 3 Further reading

(1) Ex C2 Find the main points in the three letters (3rd reading)

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Subjects

Mainpoints

1Dyingtobethin

2Recovering

3Re:Recovering

(2) Ex D1 D2 Detailed understanding and learning new words in the context.

Step 4 Develop reading ability through usage

(1) Ex E Complete the letter based on the text.

Step 5 Consolidation and Expansion (Choose one of the following.)

(1) Suppose you are Amy’s best friend. What advice or suggestions would you give to Amy?

(2) Do you think pictures of film stars and models cause young people to worry about their looks? Why or why not?

(3) What do you think is the best way to keep healthy? Why?

Step 6 Homework

1. Read the whole text (1) to know what Amy had to stay slim and how she recovered.

(2) to learn some language usages

2. Unit revision: The second period.

Period 3

Reading(2)

Teaching aims:

(1)Encourage the Ss to raise reading ability by focusing on language points.

(2)Get the Ss to grasp the new language usage in the text by learning them.

Important points & difficult points:

Language usage:

(1) used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth

(2) touching; exciting; moving; disappointing, interesting… (arouse the feeling…)

touched; excited; moved; disappointed, interesting… (be made to feel…)

Procedure:

Step 1 Revision

Check the language usage in the text

(1) words & phrases (2) Non-restrictive attributive clauses (3) ‘however/but’ (4) Question tags

Step 2 Language points (Learn and use)

(1) I used to go to the gym three times a week, but I don’t work out any more.

used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth 区别和用法

It used to be thought that the Earth was flat, but now everyone knows it is round.

Dr Ma used to work in a children’s hospital in Nanjing, usedn’t /didn’t he?

I never got used to going to bed so late.

Computers are used to do a lot of work in many companies.

(2) I used to go to the gym three times a week, but I don’t work out any more.

Many famous actors keep fit by working out in the gym every day.

The room smelled wonderful but they could not work out where the smell was from.

(3) I’m trying to lose weight because I’m so ashamed of my body.

be ashamed of sb./sth./doing.../ be ashamed to do.../ be ashamed that…

(4) Since I’m preparing to act in a new TV play, I’m taking weight-loss pills called Fat-less, which are quite popular among young women here.

Since you have a three-day holiday, why not go to the countryside to enjoy the quiet life there?

(5) They contain a harmful chemical that caused my liver to fail. contain / include区别和用法

To keep fit, we should always avoid food containing too much fat.

The price includes the postage charges.

My pet dog has caused me a lot of trouble. What caused him to fall off his horse?

(6)This is really a touching story-a stranger who donated part of his liver to a girl he doesn’t even know!

The son and his parents are parting at the station with tears in their eyes. What a touching scene!

touching; exciting; moving; disappointing, interesting… (arouse the feeling…)

touched; excited; moved; disappointed, interesting… (be made to feel…)

The excited children were opening their Christmas presents. (excite)

She was deeply moved when she watched the moving film. (move)

Step 3 Consolidation

Read the text and find the sentences containing the language usages we have just learned.

Step4 Homework

1. A1/A2(P102)

2. Learn the new words by heart.

3. Unit Revision: The third period.

Period 4

Word power

Teaching aims:

(1). Learn and master the new words about sports

(2). Enlarge the knowledge about sport

Important points & difficult points:

(1). Talk about sports to learn new words

(2). Remember some new names of sports

Procedure:

Step 1 Lead-in

Talk about the 10th National Sports in Nanjing:

(1) What have Nanjing people done for the 10th National Sports ?

(2) What can I do for this sports meeting?

(3) How many kinds of sports can you name ?

Free talk about yourself.

(1) Of all kinds of sports, which do you like most?

(2) Are there any school clubs in your school? Have you ever joined one? If not, are you planning to join one?

Step 2 Read and speak

(1) Part A on page 46

(2) Find all the names of clubs

Step 3 Further study

Talk about expressions of the pictures about sports:

badminton tennis boxing fencing

weightlifting squash shooting volleyball

basketball football aerobics triathlon

Step 4 Read and understand

(1) Complete the exercise of Part C on page 47.

(2) Some questions for you :

1) What suggestions does Zhou Ling give to Amy?

2) Zhou Ling gives specific advice to Amy about the exercise she can do after the operation: Firstly, if Amy wants to get strong and have some fun with friends,_________________.

If Amy just wants to build her strength up by herself, Zhou Ling advises her to__________________.

If Amy only wants to have some fun and exercise with some of her friends, she can try_________________.

(3) Types of sports Part D (P47)

Do you know which are indoor sports and which are outdoor sports? Think more!

boxing beach volleyball fencing

gymnastics skiing baseball…

Step 5. Homework

1. Learn all the new words by heart.

2. Make sure you know how to use it.

3. Unit Revision: The fourth period.

Period 5

Grammar and usage(1)

Teaching aims:

(1) Master the usage of non-restrictive Attributive Clause.

(2) Practice about all kinds of Attributive Clause.

Important points & difficult points:

(1) Non-restrictive Attributive Clause.

(2) The usage of “which” and “that” in Attributive Clause.

(3) Some special usage of “that” in Attributive Clause.

Procedure:

Step 1 Lead-in

(1) T shows a picture of Brad Pitt. T gives 3 blanks to be filled in using information from the picture involving restrictive Attributive Clauses

(2) T shows another picture of Zhang bozhi. T gives 2 blanks to be filled in using information from the picture involving non-restrictive Attributive Clause.

(3) Ask Ss to find out the differences between these sentences.

That is,

Comma;

The Non-restrictive Attributive Clause can be left out;

We can’t use “that” in this kind of sentence;

We can’t miss the relative words, either.

Step 2 Initial knowledge of Non-restrictive Attributive Clause

Find out the Non-restrictive Attributive Clause on page 42-43 (Reading).

Step 3 Non-restrictive Attributive Clauses

(1) T gives Ss some more examples and tells Ss that we can use “which” to refer to the whole main clause, and we can’t use “that”. Some exercises are available as well;

(2) T gives Ss some more examples and tells Ss that we can use most/ all/ some/ both/ part + of + whom/ which to express a complete or partial quantity. Some exercises are available as well;

(3) More exercises.

Step 4 Further study of the Attributive Clauses

“That” must be used in Attributive Clause in the following cases:

(1). the antecedent is all, few, little, much, something, nothing, anything, none, one, etc.

(2). The antecedent is modified by all, any, every, each, few, little, no, some, etc.

(3).The antecedent is modified by an ordinal or superlative

(4). The antecedent is modified by only, very, last, etc.

(5). The antecedent refers to people and things.

(6). A sentence begins with who or which.

(7).A relative pronoun functions as predicative.

More examples are available in each part.

More exercises are available as well.

Step 5 Summary and homework

1. A brief summary of the usage of Attributive Clauses

2. Complete the exercises on page 48-49.

3. Unit Revision: The fifth period.

Period 6

Grammar and usage(2)

Teaching aims:

(1) Master the usage of non-restrictive Attributive Clause.

(2) Review the usage of all kinds of Attributive Clause.

(3) Review the usage of intonation, and learn how to read question tags.

(4) Learn and master the form of question tags.

Important points & difficult points:

Some special forms of the question tags.

Procedure:

Step 1 Lead-in

T shows a picture, and tells a story of “shmily”. A old couple keep playing the “shmily” hide and seek game. They write “shmily” on a piece of paper, and hide it in their house. Sometimes, they hide it under a cup, sometimes they hide it under a book. And the meaning of “shmily” is ‘see how much I love you’.

T: Do you say “I love you” to your parents? And how do you say it?

S: …

T: Do your parents say “I love you” to you? If they are too shy to say “I love you” to you, you can ask them, “You love me, don’t you?” and remember, in a rising intonation. When we expect the other person to agree with us, the question tad has a falling intonation.

Step 2 Question tags

T introduces the definition of question tags and the basic usage of question tag.

(1) We use a negative question tag at the end of a positive statement; we use a positive question tag at the end of a negative statement;

(2) Words like neither, none, nobody, nothing, few, little, never, hardly or seldom are considered negative;

(3) We use a personal pron. like I, we, you, he, she, it or they in a question tag.

(4) We use an auxiliary verb, model verb or be in a question tag.

(5) After an imperative clause, we use will you. After Let’s, we use shall we.

Some exercises are available as well.

Step 3 Language points

T asks Ss to read out the answers and T introduces the important language points as well.

(1). consider

a.考虑consider sth./doing sth.

b. consider 认为 +that clause/ sb. to be

c. consider as 认为……是……

(2). be skinny= be very thin

(3). lift weights

(4). side effect

(5). achievement

(6). take the risk

(7). read your post

Step 4 Homework

1. P51, A, B;

2. P104, C1, C2

3. Unit Revision: The sixth period.

Period 7

Task(1)

Teaching aims:

(1) Practise students’ language skills of listening, reading, speaking and writing

(2) Help students to learn 2 skills of finding information

Important points & difficult points:

(1) Find and underline the main ideas

(2) Find and circle the key words

Procedure:

Step 1 Introduce two skills of finding information:

(1) Read the questions carefully before you begin.

(2) Skim the passage, and look for main points and key words.

Step 2 Practise

(1) Find the main ideas and key words in a passage:

Main idea: I think too many people take weight-loss pills without really knowing that they can damage their health.

Key words: cause liver failure; worried about her figure;

health is priceless; eat properly

(2) Read two pictures about “Better Body Gym”, and find the main points and key words.

(3) Passage understanding

Some questions about the above two pictures;

1.Membership fee:

__________________

2.Number of gyms in the city:

1.____ 2.____ 3.____

3.What do you get for free?__________________________________________

4. How big is each gym?

5.Can you get advice from a personal trainer?

Yes______ No______

6. How can you find out more?

____________________

Step 3 Practise listening

1.One in Jinshan Road; one near the King Hotel

2.No

3.Provide with your ID number

4.No

Step 4 Practise writing

(1) Complete a letter to your friend. Explain why you think he should join the gym by using the given information .

(2) Write a letter to recommend a gym to a friend

Step 5 Homework

(1) Find information about a club.

(2) Invite your friend to join it.

Period 8

Task(2)

Teaching aims:

(1) Get the Ss to focus on note-taking skills by studying and practising.

(2) Encourage the Ss to use abbr, key words and symbols in taking notes.

Important points & difficult points:

(1) Use abbreviations & contractions. (2) Write down the key words. (3) Use symbols

(4) Use punctuations (5) Interviewing classmates about exercise and taking notes

Procedure:

Step 1 Lead-in

Guess the meanings:

Mon Tues Wed Thur Fri Sat Sun Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec mor afn min sec hr ﹥ ﹤ ↑↓ A Q ABC BA circamara SOHO contd Art Fest

Step 2 Note-taking

1 use abbreviations & contractions:

PRC NO. Dept e.g. SH1 I’D shan’t won’t mfr Art Fest

2 Write down the key words.

(1)Model: Gym can be expensive = Gym memberships can sometimes be very expensive.

(2) Practice: Let’s try.

3 Use symbols

(1) Model: By swimming regularly, jogging, drinking lots of water and getting plenty of sleep, I can be healthier. swimming + jogging + water + sleep →healthier

(2) Practice: Let’s try.

Step 3 Listening practice:

1 The number seven bus is not on time. No. 7 bus isn’t on time.

2 Our department is increasing the number of teachers. Our dept is↑the no. of teachers.

3 I’d like to see the manufacturer. I’d like to see the mfr.

4 Senior High 1 has a bigger class than Senior High 2. SH1 has a ﹥class than SH2.

5 The People’s Republic of China was founded in 1949. PRC was founded in 1949.

Step 4 Interviewing classmates about exercise

(1) Listen to the speaker and take notes about the equipment available in the gym.

(2) Interview your partner. (3) Tell your class what exercise your partner does.

what

basketball/dancing/football/gym/running/swimming

Why

fit/fun/healthy/strong

When

Often/sometimes/seldom/never

Whom

classmates/family/friends

Step 5 Using punctuation

(1)Do you know these punctuation marks? , . ? ! : ; ‘ ’ ’ - —

(2) Practice: Let’s try:

Step 6 Consolidation

Write an e-mail to your friend recommending Better Body Gym.

Step 7 Homework

1. Exx D1 & D2

2. Unit Revision.

Period 9

Project(1)

Teaching aims:

(1)Get the Ss to know about proper health and fitness so that they can take care of themselves.

(2) Improve the students’ ability of making a survey and making a questionnaire.

Important points & difficult points:

(1) Read the passage about health.

(2) Make a survey about health.

(3) Complete a report about health.

Procedure:

Step 1 Lead-in

T shows two pictures, one is Nicole Kidman, and the other is Victoria Beckham. Ask the Ss whether they know them? What do they think about them? Do they think they’re beautiful? What is beauty in their eyes?

Step 2 Skimming

(1) Try to get the main idea of each paragraph.

(2) Try to get the general idea of the whole passage.

Step 3 Introducing the project

Make a booklet about how healthy the students in our school.

Step 4 The procedures of doing the project

(1)Planning:

Get into groups(4-6)

Clear assignments

Decide which group your group will survey.

(2)preparing:

Make a questionnaire.

Give out and collect the questionnaires.

Record and analyze the statistics.

Write the report.

(3) Producing:

a. You can make a questionnaire based on the following points: How many; How often; Have you; How much; Do you

A sample questionnaire is provided as a reference as well.

b. Remember to talk to the teacher to get enough time to give out and collect your Questionnaire.

c. Record and analyze statistics and remember to compare your figures with the numbers and percentages the reading article provides.

d. Report should include the following parts:

the class, grade;

how many Ss answered the Qs;

comparison

(3)presenting:

Present the reports to the class

Step 5 Homework

Complete the project

Period 10

Project(2)

Teaching aims:

(1) Improve the students’ ability and provide practice.

(2) Make a booklet about health.

(3) Master the usage of some useful words and expressions.

Important points & difficult points:

(1) Present a report about health to the whole class.

(2) Make a booklet about health.

Procedure:

Step 1 Lead-in

T shows Ss the rules of how to present.

1. Report should include the following parts:

the class, grade;

how many Ss answered the Qs;

comparison

2. Each group member should report on part of the results.

Step 2 Presentation

T values which group did a better job, and also invites the Ss to talk about which they like best, and why.

Step 3 How to make a booklet

A booklet will include…

?cover

?contents

?reports

?appendix

Step 4 Language points

T introduces some language points in the article to Ss.

(1) Word focus

life-style

regular

count

control

concentrate

(2)words to be learned from old words

energy, skip

(3)phrases to be noticed

along with

in the long term

a good amount of sleep

as a matter of fact

in no time

Step 5 homework

1. Make a booklet

2. Unit Revision: The ninth period.

Period 11&12

Exercises

Teaching objectives:

1.To develop listening ability through “Listening” on page 108

2.To consolidate the use of words in B1 & B2 on page 103

Teaching procedures:

I. Listening practice on page 108

II. Checking out B1 & B2 on page 103

III. Reading practice on page 106&107

IV. Writing practice on page 109 (optional)

V. Homework

Unit revision: The tenth Period.

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