作为杰出的教学工作者，能够保证教课的顺利开展，作为教师准备好教案是必不可少的一步。教案可以让学生更容易听懂所讲的内容，帮助教师能够井然有序的进行教学。那么，你知道教案要怎么写呢？下面是由小编为大家整理的“高一英语教案：《No Drugs》教学设计”，欢迎您参考，希望对您有所助益！

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.jAB88.COM

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。

扩展阅读

高一英语教案：《Relaxing》教学设计

古人云，工欲善其事，必先利其器。教师要准备好教案为之后的教学做准备。教案可以让学生更好的消化课堂内容，有效的提高课堂的教学效率。那么，你知道教案要怎么写呢？下面是小编帮大家编辑的《高一英语教案：《Relaxing》教学设计》，相信能对大家有所帮助。

高一英语教案：《Relaxing》教学设计

Teaching aims:

To practise listening for specific information

To learn about ways of dealing with stress in everyday life

Teaching course:

Ⅰ Warm up

Work is very important in our life. We have to work, no matter what you are. With the development of modern society, people are fastening their steps of life. There is less time for relaxation. The problem is that more and more people feel stressed. How to get rid of the stress we are suffering from is what we are to talk about.

Ⅱ Talking

Task one

You are to do some listening, Before it think about your school life, list the things ( at least 3 ) you do and your feeling about them. ( A=Activity, F=Feeling )(目的是激发学生的兴趣，锻炼学生的口头表达能力，为听力内容做铺垫)

How do you get rid of the stress in your life?

Talk to each other about the activities you have listed. Say which is stressful and which is relaxing. Do it like this:

prepare for an exam; lie on the beach; wait for the result of; give a talk in English; do shopping with task two.

Interview your classmates to see what kind of stress they are suffering from and how they relax themselves or get rid of it.

Ⅲ Listening

Do the exercise 2

Do the exercise 3

Read through the Strategies with the class and see if they can use any of these Strategies already.

In pairs, students read the questions and try to predict the answers. Point out that more

than one answer is possible.

Students then exchange ideas to find out if they have made the same predictions if they have made different predictions, ask students to justify their opinions.

Do the exercise 5 and 6

Before listening the materials ask students to read the questions and first predict answers then listen the tape twice.

When students have checked their answers, ask them what advice they would give to Mark to help him be less nervous before exams and before going to parties.

Do the exercise 7

Students look at the exercise and see if they can remember or can guess any of the missing words.

Students listen to the cassette again and complete the sentences in the Function File.

Pronunciation

Do the exercise 9

In our oral language we often pause. Now listen to Mark again. Which words or sounds does he use to hesitate?

Students listen to the cassette. After each sentence, pause the cassette so that students can repeat the hesitation device.

Do the exercise 10

Before starting their talk, students can look at the sentences they wrote in Exercise 9

Students then put the exercise away and talk to their group without any notes, using as many hesitation words as possible.

Ⅳ Homework:

Writ a report about you interview in class. Write about the stress you and most of your classmates are suffering from. Find the causes of the stresses and give advice on how to relax yourselves.

高一英语教案：《Cultural corner》教学设计

一名爱岗敬业的教师要充分考虑学生的理解性，高中教师要准备好教案，这是高中教师需要精心准备的。教案可以让学生更好地进入课堂环境中来，帮助高中教师提高自己的教学质量。所以你在写高中教案时要注意些什么呢？下面是小编为大家整理的“高一英语教案：《Cultural corner》教学设计”，希望能对您有所帮助，请收藏。

高一英语教案：《Cultural corn

MicrosoftInternetExplorer402DocumentNotSpecified7.8 磅Normal0

教学目标及达成

Getsstotalk

abouttheadvantages

anddisadvantages

GettheSsto

learnsomewords&phrases.

Trytograspthenew

wordsandtheirusages.

教学重点

Makesurethe

studentscancommunicate

withpersons.

教学难点.

Howtoguidethe

studentstoperform

agooddebate.

教学方法(教具)

Read,

teach,explain

教学过程

备课

札记

教师活动

学生活动

Step1.Leading-inandIntroduction

Step2.Wordstudyandwarmingup

Direction:Thewayofactivating

thestudentstolistthenew

thingsabouttelecommunications

istodividethestudentsinto

twogroupsandchooseastudent

fromeachgroupwritedownthe

wordshis/hergroupmembers

mentionontheblackboardin

theformofcompetition.Themore,

thebetter.Andthewordsmust

becorrect.

Motivatethestudentstodoa

surveyabouttheuseofmobile

phonesaftersomewarming-up

activities.Thentextmessages

becomethetopic.

Direction:Encouragethe

studentstochoosefiveclassmates

totalkto,andtheycanstand

upandtalkaroundaslongas

theycanfinishthesurvey.And

thentheyshoulddrawaconclusion

aboutthemainuseofmobile

phones.Accordingtotheirsurvey,

askthemhowtowritetextmessages,

andthenleadinthepassageonpage59.

Readingcomprehensionwiththehelpof

somequestionsonthestudents’page.

Questionsarelistedasfollows:

Direction:Guidethestudentstoworkin

groupstosolvetheproblemstogether.

Moreexamplestoshowtothestudents

aboutthespecialwaysoftextmessages.

Thentellthestudentsthereisanother

wayofcommunication---abbreviation

withmoreexamples.Students’showtime

–toshowtheirowntextmessagewith

thewaysofshorteningthewordswith

emoticons,shorthand,andabbreviation

afterreading.

Step3.Extension

Encouragethestudentstofindout

whethertheChinesemobilephone

sersusethissimilarwayoftext

messagesornot,andlistsome

examplesintheformofdiscussion.

Encouragethestudentstodiscussin

groupsabouttheadvantagesand

disadvantagesofusingthiskindof

waytocommunicatewithothers.

Direction:Studentsdiscussina

group,buttheshypersonshould

bethereportertoreportthegroup’s

opinioninpublic.Encouragethe

studentstodebate,andguidethe

studentstorealizethatthebest

waytokeepusuptodateisto

studyandreadbooks.

Direction:Explaintherulesof

debatefirst,thenencouragethemto

statetheirownopinions.

Step4.Homework:Writeaorganized

argumentcomposition.

Step5.板书设计

Para1:Putforwardthetopicofthe

composition;Para2:Somethink……

Para3:However,othersthink/disagree…

Para4:Yourpointofview……

导学后记

高一英语教案：《Reading and Vocabulary》教学设计

一名爱岗敬业的教师要充分考虑学生的理解性，高中教师要准备好教案，这是教师工作中的一部分。教案可以让学生们能够更好的找到学习的乐趣，帮助授课经验少的高中教师教学。优秀有创意的高中教案要怎样写呢？为此，小编从网络上为大家精心整理了《高一英语教案：《Reading and Vocabulary》教学设计》，仅供参考，欢迎大家阅读。

高一英语教案：《Reading and Vocabulary》教学设计

教学目标及达成

Mastersomewordsand

expressions,readthetext

fluentlyandknow

somethingaboutthepassage.

Trainthestudents’

readingabilities.

Understandandgraspthe

vocabularyandknowledge

relatedtoInternetand

telecommunications.

教学重点

Trainthestudents‘

readingabilities.

教学难点.

Howtoreadapassage

andgraspthereadingways.

教学方法(教具)

Individual,pair

orgroupwork

教学过程

备课

札记

教师活动

学生活动

Step1.Lead-in

DoyoulikesurfingtheInternet?

WhatcanwedoontheInternet?

1.Lookatsomepicturesand

guesswhattheyaredoing.

TheInternetisthebiggestsource

ofinformationintheworldandit’s

accessiblethroughacomputer.

2.Lookatsomepicturesandlearn

somenewwordsaboutchemistry.

Step2.FastReading(Writeontheblackboard)

1.Readthepassagequicklyandsilently

in4mins，thenanswerthequestionsbelow.

1)WhatistheInternet？

2)Howdiditstart?

3)WhatistheWorldWideWeb?

4)Whoinventedit？

2.Matcheachparagraphwiththemainidea

ParagraphMainidea

Paragraph1a.ThepresentsituationofBerners-Lee

Paragraph2b.Berners-Leeinventedthe

WorldWideWeb

Paragraph3c.ThedefinitionoftheWorldWideWeb

Paragraph4d.EveryonecanusetheInternet

Paragraph5e.HowtheInternetstarted

Paragraph6f.ThedefinitionoftheInternet

Nowchoosethemainideaofthispassage.

A.IntroducetheinventorofWorldWideWeb.

B.TellussomethingabouttheInternetandWorldWideWeb.

C.TheInternetiswidelyusedallovertheworld.

Thepassageisdividedintoparts.

Part1(1-2):Part2(3-6):

Step3.Detailreading(Writeontheblackboard)

1.Para1Decideifthesesentencesaretrue.

1)Therearemillionsofpagesofinformation

ontheInternet.(T)

2)TheUSarmywerethefirstpeoplewho

usedanInternetsystem.(T)

3)UniversitiesstartedusingtheInternetat

thesametimeasthearmy.(F)

4)ThepercentageofwebsitesinEnglishis

gettingsmaller.(T)

5)TimBerners-Leemadeitpossible

forscientiststousetheInternet.(T)

6)Hehasmadealotofmoney

fromhisinvention.(F)

Step4.Homework

JWhatdoyouwanttosay

toyourfriends

whoareaddictedto

(对……上瘾)Cyberbars?

Writeashortpassageaboutthistopic

“KeepawayfromCyberBars”…

Step5.Thedesignontheblackboard

WriteStep2.FastReading&Step

3.Detailreadingon.

导学后记

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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