一名优秀负责的教师就要对每一位学生尽职尽责，作为高中教师就要精心准备好合适的教案。教案可以让学生更容易听懂所讲的内容，帮助高中教师缓解教学的压力，提高教学质量。那么怎么才能写出优秀的高中教案呢？下面是小编帮大家编辑的《高一英语教案：《Our Body and Healthy Habits》教学设计》，仅供您在工作和学习中参考。

高一英语教案：《Our Body and Healthy Habits》教学设计

Module 1 Our Body and Healthy Habits

1. Lead in.

Class, tell me. When you are ill in hospital for a few day，who will pay for it? Your parents? It’s very bad. The health insurance company? Good, it’s much better.

Today we are going to learn about the health care system in three different countries. Now listen to the tape and try to answer the question:

What are the three countries?

---Britain, America, and Canada.

2. Well, all of you have done a good job. Now read the passage quickly and try to find the answer to this question:

Which health care system do you think is the best? Give two or three sentences to explain why.

--I think Canada has a better system, because health care is free. When you become ill, medical fees are paid for by the government.

3. Answer some more questions:

What’s the problem with the American system?

The problem is that poorer people don’t have the money to pay for private health insurance. As a result, they often have both health and money problems.

Why have there been problems with the British health care system recently?

This is because the government has not put enough money into the health service.

What’s the result of the problems with the British health care system?

More people are using private health insurance. They see doctors and the health insurance pay the doctors.

4. Deal with some language points:

1) pay for sth.

pay sb

pay money for sth

pay sb for sth.

pay off the debts

pay back

pay a visit to

pay attention to

2) begin with= start with

The conference began with a song.

end (up) with

to begin with 首先，开始

3) the first country to have a free health care system

4) be free to do

free of charge

I’ll be free soon.

The seat is free.

for free

set sb free

free from

free of charge

5) as a result

as a result of

result in

result from

6) through the health insurance company

7) the problem with this system

8) medical fees

5. Read the passage again and try to say something about the three health care systems.

6. Ask some students to tell about the health care system in China.

7. Homework:

Write a short passage about the Chinese health care system.

相关阅读

高二英语教案：《Body Language》教学设计

作为杰出的教学工作者，能够保证教课的顺利开展，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，帮助高中教师营造一个良好的教学氛围。你知道怎么写具体的高中教案内容吗？下面是小编为大家整理的“高二英语教案：《Body Language》教学设计”，但愿对您的学习工作带来帮助。

高二英语教案：《Body Language》教学设计

一、教学目标与要求

通过本单元教学，使学生了解身势语在各国人民交往中的重要性。了解在各国不同身势语所表示的不同的交际含义，并以此来学习一些国家的风俗习惯和文化背景，学会如何礼貌待人；学生能运用所学语言，对不同的身势语及其含义进行介绍；复习动词不定式作宾语、定语、表语和状语的用法；复习表述提供帮助积应答的用语；正确完成练习册安排的练习。

二、教学重点与难点

1．重点词汇 manage；wave；nod；realize；agreement；disagreement；while；manners；

communicate；make sb．...；body language；one another；not all...

2．重要句型 1）Although we may not realize it，when we talk with others we make ourselves understood not just by words． 2）But not all body language means the same thing in different countries．3）In some Asian countries，you must not touch the head of another person．4）But English people do not like to be too close to one another unless there is a rea-son．

3．语法 复习动词不定式作宾语、定语、表语和状语。（The Infinitive） 1） They don't like to be too close to one another．2）They will move back to keep a certain distance away．3）Have you got anything to say？4） It's a pleasure to meet you．5）Waving one's hand is to say "Goodbye"．6）I don't know how to communicate with foreigners．

4．日常交际用语 提供帮助和应答（Offers and responses）1） Can I take those boxes for you？2）Thanks．Thst's very kind．3）What about your bag？Would you like me to carry it？4）No，thanks．I can manage it myself．5）Is there anything else I can do for you？6）No，thank you．Thanks for all your help．7）Shall I show you how to use this electrical typewrit-er？8）Thanks．I haven't used this one before．

三、课型

（一）对话课

Ⅰ．教具 录音机、投影仪。

Ⅱ．课堂教学设计

1．教师可通过以下句子导入正课：What do we do if we have something to tell others or if we want to learn something from the others？Yes，we use our language，that is，either spoken language or written language． But actually，there is another kind of language and it is also very important．Do you know what it is？Yes，that is it．That is the body language．Can you tell me something about body language？ For example，if you agree with what I said just now，what do you do？And if you don't agree with what I said，what do you do？

2．准备放对话录音，用投影仪打出听前提问：1）Do the speakers know each other？How do you know？2）If you want to refuse somebody's offer politely，what would you say？

放录音一至两遍，请一位同学回答上述问题。

Key：1）No，they don't． One is the organizer of a conference and the other is a speak-er and the dialogue takes place at the airport．2）No，thank you．Thanks for all your help．

3．再放录音，学生跟读一至两遍。

学生两个人一组，练习对话三至五分钟。教师请几组同学到前面表演。

4．教师指导学生归纳本课中所出现的有关提供帮助和应答（Offers and responses）的常用语（见日常交际用语部分）。要求学生能熟练掌握这些语句，并在编练新的对话时加以运用。

5．组织学生两个人一组，练习Oral practice所提供的问答练习。教师可请几组同学进行问答表演。

6．教师提供如下情景，组织学生编演新的对话：

Situation 1：Someone has got a broken bicycle．He asks for your help．And you offer to repair this bicycle．

Situation 2：You offer to fix one's TV set．

Situation 3：You offer to check one's computer．

学生可任选其中之一的情景编小对话。数分钟后，请两组同学到前面表演。

7．布置作业 1）预习第10课；2）完成练习册中所安排的练习。

（二）阅读理解课（Ⅰ）

Ⅰ．教具 录音机、投影仪。

Ⅱ．课堂教学设计

1．检查生词及短语。

2．教师给出读前提问：1）In which countries does nodding the head mean"No"？ 2）In which country do people touch each other very often？

教师给学生数分钟，要求学生快速阅读课文（默读），之后请同学回答上述问题。

Key：1）In some Asian countries nodding the head means"No"．2）In Puerto Rico people touch each other very often．

放课文录音，学生跟读一至两遍。教师就课文内容提问，检查学生的理解程度（可参阅练习册所列出的问题）。

3．教师用投影仪打出以下statements，要求学生判断其正误，并对错误的statements进行修改。

1）The only way to make others understand you is to use either spoken or written lan-guage．2）people who use their expressions and body movements cannot speak well．3）Ev-erywhere in the world nodding one's head means"Yes"．4）Some gestures mean the same thing in both China and English-speaking countries．5）You must never touch the head of an-other person in some Asian countries．6）In Arab countries，you use either hand when eat-ing．7）According to this passage，foreigners don't have to follow these customs when they are visiting other countries．8）The passage tells us that if you know a foreign language very well，it doesn't matter whether you know the meaning of gestures and movements in that country．

Key：1．F 2．F 3．F 4．T 5．T 6．F 7．F 8．F

4．教师要求学生再次默读课文，并用简洁的语言归纳本课大意。数分钟后，请几位同学交流。Model：This passage mainly talks about the following：

1）How do we make ourselves understood--we use words and body language，and ex-amples of this．（The first two paragraphs）

2）Kissing and shaking hands．（The third paragraph）

3）Touching．（The fourth paragraph）

4）Other things one has to follow when in a foreign country．（The fifth paragraph）

5．教师朗读以下结论，要求学生做出正确判断，并给予解释。

Which conclusion can you draw from this passage？

A．Body language is very important．You can use body language to communicate with people from foreign countries without any difficulty even if you don't know their language．

B．When you're in a foreign country，it's very important for you to know what they speak．It doesn't matter whether you know the meaning of gestures and movements of the people in their country．

C．When you are in a foreign country，using body language in a correct way is important even though you know the language they speak very well，for it can make your stay in the country easy and comfortable．Key：C6．课堂活动 组织学生进行以下活动： What other body language do you know？ First，show it to your classmates and then explain the meaning of the body language in communica-tion．

7．布置作业 1）复述课文，介绍不同身势语所表示的不同的交际含义；2）完成练习册中所安排的练习。

阅读理解课（Ⅱ）

Ⅰ．教具 录音机、投影仪。

Ⅱ．课堂教学设计

1．通过提问，温习第10课内容：1）When we talk to each other，do we send messages only by words？What other ways do we use？2）Does all the body language mean the same thing in the world？Please give an example to explain this．3）Do people from English-speak-ing countries often touch each other？ 4）Can you tell in which countries you must not touch the head of another person？5）Do you have to follow the customs when you are visiting a for-eign country？Why？

2．检查第10课课文复述。

3．准备阅读第11课，教师给出读前提问：1）What are good manners for an Arab to show when talking with a friend？ 2）What can make your stay in a foreign country easy and com-fortable？

教师给学生两三分钟，要求学生快速阅读课文，之后请同学回答上述问题。

Key：1）It is good manners for an Arab to stand close to his friend when talking with each other． 2）To use body language in a correct way will make your stay in a foreign country easy and comfortable．

放课文录音，学生跟读一至两遍。

4．教师用投影仪打出以下内容：1）in China 2）in some Asian countries 3）in Arab countries 4）in France 5）in English-speaking countries

教师口头形式给出以下各句，要求学生判断使用这些身势语的国家和地区。每个句子可有若干答案：

A．Waving one's hand is to say"Goodbye"．

B．Kissing each other is to say"Goodbye"．

C．Noddifig the head means disagreement．

D．Nodding the head means agreement．

E．Kissing each other is to say"Hello"．

F．Shaking hands is to say"Hello"．

G．Stand close to one another when talking．

H．Keep a distance away when talking．

I．Sitting with one's feet pointing at another person is bad manners．

J．Touching another person's head is bad manners．

Key：A，D，F-in China C，I，J-in some Asian countries E，G-in Arab countries B，E，F-in France 6）A，D，H-in English-speaking countries

5．布置作业 1）将两课内容结合，复述整篇课文，对不同的身势语及其含义进行介绍；2）完成练习册中所安排的练习。

（三）语言训练课

Ⅰ．教具 投影仪。

Ⅱ．课堂教学设计

1．教师检查课文复述。

2．教师从本单元词语中选择部分常用词语，配以例句介绍给学生。要求学生反复练习这些例句，并视学生情况，请同学造句，教师予以订正。词语：1）manage

It's heavy，but I can manage to carry it．

We can't manage with these poor tools．

She knows how to manage him when he is angry．

2）realize

She has made a mistake， but she doesn't realize it．

She suddenly realized that what she had said might have hurt the boy．

His wish was realized at last．

3） make sb...．

The chemistry teacher had a special way to make his students interested in chemistry．

What made them so frightened？

I think you should make your view known to others．4）nodHe nodded to me as he passed．

She greeted us with a nod of her head．5）whileI like tea while she likes coffee．

Some people waste food while many others haven't enough．

6）agreement/disagreement

You have broken our agreement by not doing the work you promised．

There has been serious disagreement between the two political parties over this ques-tion．

7）not all...．（部分否定）

Not all the birds can fly．

Not all English people like fish and chips．

8）communicate/communication

We can communicate with people in most parts of the world by telephone．

Radio and television are important means of communication．

The purpose of learning languages is communicate with each other．

3．书面表达练习

中文提示（用投影片打出）：班主任老师要求班长组织一次讨论，题目是良好礼貌的重要性。班长认为自己能独立承担。

但在讨论开始之前，班里产生了不同意见：女同学想先发言，就几位男生的举止发表看法；男生不同意，有人甚至不想参加讨论。

最后班长使大家认识到，如果讨论会开得成功，每人应先注意自己的举止。

英文提示（用投影片打出）：good manners；manage；disagree；disagreement；realize；mind one's manners

将首句给出：The form master asked the monitor to organize a discassion，which was about the importance of having good manners．

七八分钟后，请几位同学朗读自己的短文，教师予以讲评。Model：The form master asked the monitor to organize a discussion，which was about the im-portance of having good manners．The monitor agreed and thought he could manage it with-out the teacher's help．

But before the discussion was held，there was disagreement between the boys and the girls．The girls wanted to speak first，expressing their opinions on the behaviour of some of the boy students．The boys，however，strongly disagreed． Some didn't even want to take part in the discussion．Finally the monitor made his classmates realize that if they wanted to have a successful discussion on having good manners，everyone should mind his or her manners first．

4．布置作业 1）预习第4单元；2）完成练习册中安排的练习。

四、难句分析

1．No，thanks．I can manage it myself．不用了，谢谢。我自己能行。

动词manage意为：设法（终于）完成；能办到。可作及物动词，后面接名词或代词。例如：

Without your help I don't think I can manage it．没有你的帮助，我觉得我办不成这事。

Can you manage all those heavy bags？你拿得动那些重的袋子吗？

manage作及物动词时，后面常接动词不定式。表示：设法完成某事。例如：

I don't know how he managed to pass the maths test．我不知道他是怎么设法通过数学考试的。

We managed to get what we wanted， anyhow．不管怎样，我们设法得到了我们所需要的东西。

manage 还可表示："管理，经营"，这时它仍是及物动词。例如：

Though he is quite young，he can manage his company quite well．虽然他很年轻，但他能把他的公司管得很好。

manage还可作不及物动词，这时后面不跟特别结构，表示"能办到"等。例如：

I have a good deal of work to do at present，more than I can manage．眼下我有很多工作要做，多得我都做不完。

2．Although we may not realize it，when we talk with others we make ourselves under-stood not just by words．我们同别人谈话时，并不仅限于用语言来让人明白自己的意思，对于这一点我们可能并没有意识到。

这是一个主从复合句。主句是we make ourselves understood not just by words，它带有两个状语从句，although we may not realize it是让步状语从句；when we talk with others是时间状语从句。

make ourselves understood可以理解为：使我们自己被别人了解。 make在短语中意为："令/使......某人做某事"，后面可接形容词、名词、动词不定式、过去分词等构成复合结构。本句中的understood即是过去分词，与ourselves一起构成复合结构。请看以下例句：

1）Well，just sit down and make yourself comfortable．坐下吧，尽量让自己舒服些。

It will make me so happy if you'll accept it．如果你能接受这东西我将十分高兴。（带有形容词的复合结构）

2）She made herself the centre of the class．她使自己成为班里的中心。（带有名词的复合结构）

3）What makes you think so？什么东西使你有这种想法？（带有不定式的复合结构）

4）What made the children so frightened？什么让孩子们这么害怕？

He spoke in such a low voice that he could not make himself heard．他讲话声音很低，别人听不见。（带有过去分词的复合结构）

3．These gestures are accepted both by Chinese and English speakers as having the same meanings．这些姿势对说汉语的人和讲英语的人来说，都具有相同的意思。

动词accept在句中意为：接受；同意（某种看法）。accept...as表示"认为是......"。在介词as后可接名词或动名词，也可接形容词。例如：

1）Many scientists cannot accept this theory．很多科学家不能接受这种理论。

2）His explanation cannot be accepted as being satisfactory．他的解释不能认为是满意的。

3）The police accepted his story as true．警察认为他的讲述是真实的。

4．But not all body language means the same thing in different countries．但是，并非所有的身势语在不同的国家里都有着相同的意思。

这是一个部分否定句型，由 not all引导。例如：

Not all smokers can give up smoking．不是所有吸烟的人都能戒烟。

Not all the students are interested in English．不是所有的学生都对英语感兴趣。

在使用部分否定句型时，一般都用not all作主语，而不常用all作主语。例如：

All English people don't like fish and chips．不是所有的英国人都喜欢吃炸鱼和炸土豆片儿。

上面这个句子不能说错误，但往往讲英语的人用下面的方式表达：

Not all English people like fish and chips．

注意not all与no的区别。例如：

Not all birds can fly．不是所有的鸟都会飞。

No birds can play chess．鸟是不会下棋的。

5．In some Asian countries it means not"Yes" but"No"．

在有些亚洲国家，它（指点头）并不表示"是"，而是表示"不"。

本句中not...but意为：不是......而是......，连接两个并列的成分，表示意思的转拆。例如：

1）He is not a musician but a writer．他不是个音乐家而是个作家。（连接两个表语）

2）She can't read and write in English，but can speak English well．她不能读英语也不会写英语，但能流利地说英语。（连接两个谓语）

3）They need not money but time．他们需要的不是金钱而是时间。（连接两个宾语）

4）Not the students but the teacher wants to see the exhibition．不是学生而是老师想去看这个展览。（连接两个主语）

当not...but... 连接两个主语时，谓语动词要与紧靠它的主语在人称和数上保持一致。

高二英语教案：《Unit 3 Body language》教学设计（一）

高二英语教案：《Unit 3 Body language》教学设计（一）

teaching aims

know about offering help, accepting help and refusing help.

teaching procedures

step i lead-in

sign to the students to be quiet. then start a free talk with the students.

1.if you go to a shop, what does the shop assistant usually say to you?

can/may/shall i help you?

what can i do for you?

2.if you see your teacher carrying a pile of books, what should you say to her/him?

would you like some help?

would you like me to carry them for you?

3.when your mother is cooking, the salt happens to be used up, what would say to your mother?

would you like me to go downstairs to buy a pack of salt for you?

step ii dialogue

today we are going to listen to a dialogue between dr yang and mr. lee. dr yang is one of the speakers invited to a conference. mr. lee, an organizer of the conference, is meeting him at the airport.

ask the students to listen to the tape, with questions given before the listening.

the first listening:

questions

what does mr. lee do for dr yang?

he would like to help dr yang to carry the boxes and the bag.

the second listening

questions:

1. what does mr. lee say when he would like to off help to dr yang?

can i take these boxes for you?

would you like me to carry it?

is there anything else i can do for you?

2. what are the answers of dr yang?

thanks. that’s very kind.

no, thanks. i can manage it myself.

no, thank you. thank you for all your help.

reference:

to offer help:

can / may / shall i help you?

what can i do for you?

to accept help:

yes, please.

thank you for your help. .

that’s very kind of you.

to refuse help:

it’s all right, thank you.

it’s ok with me. i can manage.

step iii dialogue drills

1. play the tape the third time and let the students read after it.

2.let the students to practise the dialogue in pairs and encourage them to act it out.

step iv dialogue practice

practice 1.

ask the students to retell the dialogue in the third person form.

practice 2.

1. learn the dialogue in 2 practice on page 13.

2. work in pairs. follow the dialogue at the bottom of page 13 and offer to do things for each other..

step v dialogue practice

ask the students to make dialogues to practice offering help, accepting help or refusing help.

situation:

one of your classmates is a green hand in playing table tennis, football, volleyball, or basketball, and would like to offer some help.

situation 2:

one of your friends doesn’t know how to use the computer, copier, camera, and you would like to offer him/her dome.

step vi homework

1.finish off the workbook exercises.

2.prepare lesson 10.

高三英语教案：《Unit 4 Body language》教学设计

●说明文

(2009·上海卷C篇)“Get your hands off me, I have been stolen，” the laptop, a portable computer, shouted. That is a new solution to laptop computer theft: a program that lets owners give their property a voice when it has been taken.

The program allows users to display alerts on the missing computer’s screen and even to set a spoken message. Tracking software for stolen laptops has been on the market for some time, but this is thought to be the first that allows owners to give the thief a piece of their mind.[来源:Z*xx*k.Com]

Owners must report their laptop missing by visiting a website, which sends a message to the model: a red and yellow “lost or stolen” sign appears on its screen when it is started. Under the latest version(版本) of the software, users can also send a spoken message.

The message can be set to reappear every 30 seconds, no matter how many times the thief closes it. “One customer sent a message saying, ‘You are being tracked. I am right at your door’，” said Carrie Hafeman, chief executive of the company which produces the program, Retriever.

In the latest version, people can add a spoken message. For example, the laptop’s speakers will say: “Help, this laptop is reported lost or stolen. If you are not my owner, report me now.”

The Retriever software package, which costs $29.95 but has a free trial period, has the functions of many security software programs. Owners can remotely switch to an alternative password if they fear that the thief has also got hold of the access details.

If a thief accesses the Internet with the stolen laptop, Retriever will collect Information on the Internet service provider in use, so that the police can be alerted to its location.

Thousands of laptops are stolen every year from homes and offices, but with the use of laptops increasing, the number stolen while their owners are out and about has been rising sharply.

Other security software allows users to erase data remotely or lock down the computer.

72．The expression “to give the thief a piece of their mind” can be understood as “________”．

A．to give the thief an alert mind

B．to express the owners’ anger to the thief

C．to remind the thief of this conscience [来源:学科网ZXXK]

D．to make the thief give up his mind[来源:Zxxk.Com]

73．Different from other security software, Retriever can ________.

A．record the stealing process B．help recognize the lost laptop [来源:学科网ZXXK]

C．lock down the computer remotely D．send a spoken message

74．One function of the program is that it allows the owner to ________ at a distance.

A．change some access details for switching on the laptop

B．turn on the laptop by using the original password

C．operate the laptop by means of an alternative password

D．erase the information kept in the stolen laptop

75．Which of the following can best summarize the main idea of the passage?[来源:学§科§网]

A．With no Retriever, thousands of laptops are stolen every year.

B．A new software provides a means to reduce laptop theft.

C．Retriever has helped to find thieves and lost computers.

D．A new program offers a communication platform with the thief.

【答案解析】

72．选择B。根据上下文正确理解词语和句子。[来源:学+科+网]

73．选择D。由第二段第一句The program allows users to display alerts on the missing computer’s screen and even to set a spoken message.可得知。[来源:学&科&网]

74．选择A。由第二段第二句话．..but this is thought to be the first that allows owners to give the thief a piece of their mind.

75．选择B。归纳文章的主旨大意。由文章第一句话That is a new solution to laptop computer theft：...可知。

高一英语教案：《No Drugs》教学设计

高一英语教案：《No Drugs》教学设计

一、学生分析

班上的学生刚从初三升入高一的学习时，由于进行全英教学，有些学生还不是很适应，特别是从镇、农村考上来的学生，在听说方面有比较大的困难。由于初高中对学生的要求不同，学生普遍的问题是词汇量比较少，用中文思维，不知如何用英语表达等，但学生对英语学习的热情还是比较高涨，兴趣较浓。学生对本课时的话题No Drugs有所了解，在前一课的Reading and vocabulary中对吸毒及其危害的词汇接触了一些，但还是比较有限。因此在教此课前布置学生通过媒体网络上了解相关的背景信息。在课堂教学中，努力激发学生参与教学活动的热情，积极思考，相互讨论，共同协作。

二、教材分析

本课时所教的是外研版高一上学期使用的必修⑵Module2中的Listening and vocabulary和speaking部分的内容，是本模块的第三课时。要求通过听的活动了解和学习有关吸毒和犯罪的词汇，培养表达结果，作总结逻辑思维能力和获取信息的能力。Speaking讨论抽烟带来的危害，为了与听力部分的内容衔接，我对Speaking中的话题作个修改，把讨论吸烟的危害改编成毒品的危害。在这节听说课之前，学生学习了Reading and vocabulary，通过阅读文章，已经掌握了部分抽烟、吸毒及其危害的词汇，本课时由复习旧课入手，引入新课的新词汇，并以听说为主线，对吸毒这一主题进行延伸和拓展。

三、教学目标

本模块是通过学习表达吸毒及其危害的词语和其它语言形式，养成良好生活习惯，教育学生关爱社会，关爱他人，远离毒品。

语言知识目标：词汇有：burglary, connection, crime, criminal, illegal, ratio, shoplifting, treatment

语言技能目标：听懂有关吸毒及其危害的话语并获取信息，学会抓住关键意见，进行summarizing，并用英语讨论，表达吸毒的危害。

情感目标：提高自我保护意识，养成良好生活习惯，珍爱生命，远离毒品。

学习策略方面：通过组织学生预测问题、听辩问题，培养抓住和辨别信息要点的能力。通过拓展讨论问题，培养学生独立思考，自主学习的能力。以individual work, pair work, group work等形式加强合作学习，从网上或其它媒体了解吸毒危害，学会分析、归纳。

文化意识方面：通过听、说，还有一些补充材料加强学生为毒品危害的认识，提高自我保护意识。

四、教学策略

本课时主要以听说教学为主线，以导学式模式培养学生的听力理解策略。以听力技能训练和口语表达训练为主线，贯穿说、读、写综合技能的培养。针对学生听力理解障碍，在教学中遵循“循序渐进”的原则，进行知识的输入、技能的培养，和文化意识的渗透，良好学习策略的培养。本课时采用多媒体教学，给予学生更直观的感受，也加快教学的节奏。课前从网上或其它一些媒体上下载些与毒品以及其危害的图片和资料。

五、教学过程

I Organization for class

II Teaching of the new lesson

Part one： Listening and Vocabulary

Task1：学习新单词，扫除部分听力障碍

Step1：做Activity1，复习Reading and Vocabulary中有关Adam Rouse的内容，从而学习新单词，通过师生的问答方式引入。

T：What did Adam Rouse do when he didn’t have money to pay for his addiction?

S: He broke into a house to steal.

T: We call it burglary. So was it legal or illegal?

S: Of course it was illegal.

T: Sometimes some other addicts will not only break into people’s houses to steal , but also in small shops or shopping centers we call it shoplifting.

T: Do you think that burglary or shoplifting are good behavior, good for society and people?

S. Of course not.

T: They break the law when they do it. It is a crime and we call those people who break the law criminals.

Step2：通过稍微改编一下练习，巩固听学的新词汇。

领读单词让学生做下列填空练习：

l. ______ are the large places where you can buy things.

2. It is _____ to take drug as it is against the law.

3. ______ are people who break the law.

4. _______ is the crime of stealing from a shop.

5. _______ is the crime of stealing from a house.

6. ______ centers can help people to stop taking drugs.

Task2：听力练习，层层递进，获信息抓关键。

Step3：设疑、导读、预测：

T: According to the given vocabulary, can you guess what the listening material is about?(启发学生的想象思维)

T: Go through the questions in Activity 2 and predict the answers.(让学生讨论，培养学生的预测能力)

Step4：导听、释题、听辩交流：

T：For the 1st time， listen and try to get the answers to the 5 questions in Activity 2. Require that students should write down some related information.

Questions：1. Is the woman in the studio a police officer?

2. Is she sure about the number of people who steal to pay for drugs?

3. Do drug users only steal from shops?

4. Do all drug users attend treatment centers?

5. Are most drug users young men?

(在教师的引导下，学生开始听录音)

(针对听力练习的具体任务、目标)

T: For the 2nd time, listen and try to fill in the form below.

name of the interviewee

job of the woman

number of the people who use illegal drugs in Britain

number of the people who break the law to pay for drugs

number of the addicts who go to treatment centers

crimes they commit

After listening, check the answers.

(在教师的指导下，学生边听录音斩作摘记，养成边听边记边理解的良好习惯)

Step 5：浏览原文，检查核对，扫除疑问。

再播放一次录音，把录音材料编成完形填空的形式，让学生复习，核对检查所听内容)(individual work ---- pair work)

I==Interviewer P===Professor

I: Good evening, and welcome to the show. With me in the studio is Professor Marion Smith, who is an expert on the ___________ between ________ and ________. Good evening, Professor Smith.

P: Good evening.

I: First of all, how many people use _________ drugs in Britain?

P: Possibly four million people.

I: Really? Four million?

P: Yes.

I: How many of them ________________ in order to pay for their drugs?

P: It’s possible that a hundred thousand people ______ in order to pay for their ___________.

I: A hundred thousand?! That’s incredible. And what kinds of __________ do they commit?

P: Mainly _________----- in other words, stealing from shops---- and __________. Stealing from houses.

I: I see.

P: And there’s another problem. Drug users get into trouble with the police for other reasons as well.

I: What kinds of reasons?

P: Well., you often see drug users in public places, ---_______________ , railway stations, for example----- and some of the them behave so badly that members of the public _______________. Some people feel so _______ when they see drug users that they call the police anyway.

I: This is a really bad problem, isn’t it?

P: Absolutely, but the good news is that drug users who go to ______________ usually stop their ______________ activities.

I: How many addicts go to treatment centers?

P: Last year, about 30,000 people went to drug treatment centers.

I: Thirty thousand? That’s amazing.

P: Yes, there are such a lot of people that there isn’t time ________________.

I: What kind of people are they?

P: Well, the majority are young people in their twenties. And about 75 percent of the young people are men.

I: And do all these people live in cities?

P: Oh no. The ___________ of drug users in society is the same in cities and in the countryside. But they all have something in common.

I: What is that?

P: Drug users are more likely to ________________ at school.

I: Professor Marison Smith, thank you very much.

P: Thank you.

(发放录音材料，让学生核对检查所听内容)

Step 6: 给关键词,概括大意

The connection between crime and drug addiction

The illegal drug use-----the result

The public ‘s attitude towards drug users

The way to help drug users

T: Suppose you are the interview ,after you finish your interview with the professor, you realize that you still have got 2-3 minutes to end your program, now you are required to give a summary of your interview and call on the people to say no to drugs.

(Ask students to discuss with his group members first and later check.)

Part II Speaking

在学生完成听力的基础上，适当对听力材料进行拓展，通过提问引出相关的话题，让学生分组的讨论。

Task3：设置话题，组织讨论，交流信息。

Step7：教师根据听力材料，结合Speaking部分的内容略作调整。

给出以下话题：

1. Has anyone been to your school to talk about the danger of drugs? What are the dangers of using drugs?(to the drug addicts themselves, to the family and the society)

2. What do you think of those drug addicts? What is your attitude to those drug users?

3. What do you think are the reasons for those people to become drug addicts? What can the society do to help them?

Step8：学生分组讨论、自由讨谈，由每组的group leader负责记录信息，组织活动。

Step9：由教师主持，由各组代表发言、信息交流，用集体的智慧达到信息交流，解决问题的目的，培养学生口语表达能力。

Step10：Homework：(课后练习，延伸巩固)

1、口语练习(组成一个interview)group work。

Suppose you are going to have a program to make people realize the danger of taking drugs and you are going to interview the following people----a drug addict, a police officer, a clerk in the treatment centre. Give the proper questions to each of them and make them interested in your topic. And of course the interviewee please be co-operative and give the proper answer. The whole team should try to make the interview go smoothly.

The interview A police officer

A drug addict A clerk in the treatment centre

2、作文：My idea about drugs。

3. Evaluation about your performance in class. Make your marks out of ten

1. How attentive were you?

2. How much did you contribute to the lesson?

3. How much did you learn?

4. How much did you co-operate with your group members?

30---40 very good

20—30 ok

below 20 not very well and need improving

六、课后反思

这堂课所实施的听力教学策略，打破传统“测验式”听力教学模式(即教师放录音、学生听做答案、教师公布答案、学生核对)：遵循“循序渐进”的原则，由单词教学的引入→听力预测→细听找细节→再听扫障碍→口语训练的引导拓展，在潜移默化中培养听力理解和口语表达的策略。以听为主线，兼顾其它技能的培养。在技能训练的同时，输入相关的语言知识，进行情感教育，“珍爱生命，远离毒品”。在课堂教学中，激发学生的兴趣和学习积极性，共同参与，体验并协作完成任务，培养学生的合作学习态度。在听说教学的课堂教学中，需要教师良好的课堂驾驭和调控能力，预测学生可能出现的困难和错误，并对症下药，予以解决。

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