高一英语教案：《Looking good,feeling good》教学设计。
一位优秀的教师不打无准备之仗，会提前做好准备，作为高中教师就要在上课前做好适合自己的教案。教案可以让学生能够在教学期间跟着互动起来，帮助高中教师营造一个良好的教学氛围。怎么才能让高中教案写的更加全面呢？为满足您的需求，小编特地编辑了“高一英语教案：《Looking good,feeling good》教学设计”，供大家参考，希望能帮助到有需要的朋友。
高一英语教案：《Looking good,feeling good》教学设计
1．Which kind of food can we eat to keep fit in everyday life?
2．What will happen if you are caught in a little amount of sleep?
拥有健康的身体是一个人最大的财富。那么，在平时我们需要注意哪些问题呢？一起来听听健康专家的建议吧。
Good health is the most valuable possession (财富) a person can have, but one can't take health for granted. There are three things that a person can do to help stay in good shape: eat the right foods, get enough sleep, and exercise regularly.
Proper nutrition (营养) is important for good health. Your body cannot function well unless it receives the proper kind of “fuel”. Avoid foods with lots of sugar and fat. Eat plenty of foods that are high in protein (蛋白质), like lean meat, fish, beans, and nuts. Vegetables and fruits are especially important because they provide necessary vitamins and minerals. However, don't overeat. It is not healthy to be overweight.
Getting the proper amount of sleep is also important. If you don't get enough sleep, you will feel tired and have no energy. Over a long period of time, a little amount of sleep may even result in a change of personality. Be sure to allow yourself seven to nine hours of sleep each night. If you do, your body will feel strong, and your mind will be sharp.
Getting plenty of exercise is equally important. Exercise firms (使结实) the body, strengthens the muscles, and prevents you from gaining weight. It also improves your heart and lungs. If you follow a regular exercise program, you will probably increase your lifespan. Any kind of exercise is good. Most sports are excellent for keeping the body in good shape. They are not only good for your body, but they are enjoyable and interesting, too.
So, I would strongly advise you to keep a fitness program. There are many things you can do to exercise, such as: ride a bike, play basketball, play ping-pong or table tennis, go for long walks, dance, swim, play soccer, do exercises to music.
Everyone wants to be healthy, feel good and look good. The following is some advice on how to keep you healthy and more attractive. Look at the pictures and fill in the blanks.
Scan the text and choose the best answer.
1．Amy has managed to look slim by________.
A．going on a diet B．working out regularly
C．sleeping less D．taking weight-loss pills
答案：D
2．According to the passage, young women like Amy________.
A．care too much about their figures
B．are too lazy to take exercise
C．go to the gym regularly to keep fit
D．have difficulty in finding a job
答案：A
Ⅰ.Read the text again and decide whether the following statements are true (T) or false (F)．
1．Amy is dying due to being thin.(F)
2．Amy used to go to the gym to watch games.(F)
3．The weight-loss pills Amy has taken have side effects on her health.(T)
4．Worried about Amy's health, her mother keeps telling her not to take the pills.(T)
5．From the painful experience, Amy finally realised that one shouldn't be ashamed of the way he looks.(T)
Ⅱ.Read the text carefully and fill in the form.
MicrosoftInternetExplorer402DocumentNotSpecified7.8 磅Normal0
Letters
Content(内容)
One
Two
Exercise
·Usedtogotothe 1.gym·Stopworking2.outnow
At3.leasthalfanhouraday
Reason(s)
·Ashamedoffatness
·Wantingto
4.stayslim
·ActinginanewTVshow
5.Recoveringfromliverfailure
Way
6.Takingweightlosspills
Receivinggoodmedical7.treatment
8.Result
Notfeelingsoenergetic
Getting9.betterthanbeforeWWw.JAb88.coM
Conclusion
Healthismoreimportantthan10.figure.
Fill in the blanks according to the text.
Zhou Ling and Amy are friends.Amy is 1.preparing to act in a new TV show.Just like other young women, she wants a 2.slim figure, so she took some pills to lose weight.The pills really worked.However, they 3.contain a harmful chemical that caused Amy's liver to 4.fail.Her mother 5.insisted on sending her to the hospital, where she 6.received good medical treatment.After going through a 7.painful experience, she's feeling better now.She received a letter from Zhou Ling.In the letter she agrees with Amy that we shouldn't be 8.embarrassed about our weight.She also hopes that people who are going on a 9.diet or taking weight-loss pills in China can 10.learn from Amy's story.
What's more important, health or figure? How can a person both look good and feel good?
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高一英语教案：《Unit1 Good Friends 好朋友》教学设计（二）
高一英语教案：《Unit1 Good Friends 好朋友》教学设计（二）
the second period
teaching objectives
1. develop the students’ comprehension of explorative passages, especially their ability of analyzing the structure of such kind of articles.
offer the students chances of self-culture by working in groups and seeking information about the film out-
side the class.
3. infuse the students with basic knowledge about the friend and friendship
4. learn some words and useful expressions from the text.
teaching approach
1.communicative approach should be used throughout the class. stress should be laid on:
2.learner-centeredness; learning-centeredness 3.task-based learning
4.activity-based teaching (class work; individual work; group work)
teaching type: reading comprehension
teaching procedure
step 1. report in class a student is asked to report something interesting he or she picks up from newspaper or magazines.
step 2.review and check ss have a word dictation and check their homework in workbook
exercise 2 suggested sample sentences
1) my friend alan is brave. he once saved the life of a little girl who had fallen into a lake.
2) my friend bob is loyal. he wouldn’t talk to charles whom i don’t like at all.
3) my friend david is wise. he always gives me the best advice.
4) my friend george is a handsome boy, but he doesn’t like to study and always dreams of becoming a model.
5) my friend harry is a smart student. he always asks good questions in class.
step 3 pre-reading ss are asked to listen to the tape and find the things they are using or talking about.
practising on p87 vocabulary
1 “the books are too heavy! i think it’s going to break.”
2 “oh no! i forgot where i put it! i have written down all the important phone numbers.”
3 “yum! you have bought it at last. we can have fried fish for dinner. mmm … i can’t wait to put this fish in it. ”
4 “hands up! don’t move or i’ll shoot. give me all your money!”
5 “ooooh! i look very nice in this new dress!!!”
6 a: i think we’re lost. what should we do now? b: don’t worry. i have it here and i know how to use it.
7 “ouch! i hit myself with it.”
8 a: hurry up! it’s so dark here. i can’t see anything.
9 “it is shaking badly. am i going to die? help! … oh, thank god!”
10 “i feel sad when it comes to the part in which the two friends become enemies.”
answers 1 rope 2 notebook 3 pan 4 gun 5 mirror 6 compass 7 hammer 8 match 9 airplane 10 movie
get the students to think about what it would be like to be alone on a deserted island. the activity is not direct linked to a reading strategy or a structure in the reading, but is intended to be used as a preliminary activity related to the previous parts of the unit. the pre-reading exercise also gives the students an opportunity to practise giving opinions and making decisions.
explain the situation to the students and give them time to think about what they would bring. the activity should generate different choices and opinions, thus making it a good opportunity for discussion. tell the students to work in groups. ask them to describe the usefulness of each item in the box and then decide on the three most useful ones. make sure that each group member gets an opportunity to speak. encourage the students to use the structures i think… because…/ i could use it to…/ it could be used to …/ …would be more important than … because … ask one student from each group to write their answers on the blackboard. compare answers from different groups and have a short discussion. e.g. 1.i think a knife would be the most useful item, because i could use it to kill animals and cut the meat. it could also be used to cut wood. 2.i also think a box of matches would be useful because i could use the matches to make fire. if i had a fire, i could cook food, stay warm and keep wild animals away. more importantly, if someone saw the fire, they would come and save me. 3.i think a book would be more useful than a radio, because you don’t need batteries to read. and when i read, i would learn about life and the world and forget my loneliness.
extension 1: ask the students to think about how the things could help them in other situations, for example, if they were lost in a desert or a forest. extension 2: let the students talk about how they would feel in an extreme situation. how would they feel if they were alone on a deserted island? (angry, desperate, lonely, hungry, worried, hopeful, happy, afraid etc.) what would they do to try to overcome these feelings? extension 3: ask the students if they have read books or seen movies about island life, for example, robinson crusoe, cast away, six days and seven nights, etc. how did the main characters survive? how were they rescued? extension 4 after the discussion, you can ask the students to consider the similarities and differences between spiritual and materialistic needs, i.e. the thingswe need and the social interaction we need.
step 4 reading listen to tape and finish the following items
chuck’s ffriend
background information on the reading :the film cast away, starring tom hanks, depicts a man’s struggle with solitude and his journey towards self-knowledge. the film shows us how chuck, a busy manager who never has “enough time,” ends up on an island with nothing but time. he manages to survive on the island and he realizes the importance of friends and friendship. the text, summarized below, describes his experience and the lessons he learns from his unusual friend, a volleyball he calls wilson.
guess the meaning of a word or phrase in the text, tell them to mark the word or phrase. ask the students to list words or phrases that they don’t know. explain important ones if necessary, but try offering more context of certain words until the students can guess the meaning. don’t spend too much time going through the new words.
suggestion for teaching some of the vocabulary of the reading text:
genre
the reading passage is a sort of film review, so i can guess the text will use words about stories, characters, acting and perhaps unusual things that do not exist in the real world.
cast away
clues form) + skip + clues (context) +look up
the words are in italics, so i know that it must be the name of a film or a book. i can probably skip the word and look it up in the dictionary later. if i read the text i will learn that the film is about a man who has to live alone on an island, away from his friends, because of an accident, so i can guess that “cast away” refers to the man in the story and his situation. the dictionary says to be left alone on an island after your ship has sunk.
play
genre +
context
tom hanks is a famous actor. he “plays” a man named chuck noland in the film cast away. i can guess that plays means acts.
survive
context +worldknowledge
when airplanes crash (fall down), most people die. if, like chuck, they don’t die, they go on living, so i can guess that to survive means to go on living.
deserted
context
the text tells me that chuck lands on a deserted island. the text also tells me that there are no people on the island, so i can guess that a deserted place means a place where there are no people.
challenge
context
the text tells me that there are different challenges in chuck’s life — he has to collect water, hunt for food, and learn to survive without friends. i can guess that a challenge is something difficult that you have to do.
高一英语教案：《Good Manners. 文明礼貌》教学设计（一）
高一英语教案：《Good Manners. 文明礼貌》教学设计（一）
Period 5 Language Study and Grammar
Teaching Aims and Demands:
① To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-
② To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.
Step 1.
① Explain the formation of the word and the function of prefixes.
② Do exercise on P40 to point out which of the following words have negative prefixes.
Nonstop unfold incorrect important understand
Invite unlucky impossible uniform interesting
③ Matching exercise
Un- smoking
Non- possible
Dis- able
Im- like
Answer: unable, non-smoking, dislike, impossible
④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)
1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.
2). The boy who is unable to finish his work on time felt a bit sorry for himself.
3). Tom and Jack are the only ones in theirs class who dislike football.
4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.
Step 2. Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.
① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.
Non-restrictive:
Lijiang, where I was born , is beautiful. John, who speaks Spanish, works there.
Restrictive:
The village where I was born is beautiful.
People who speak Spanish work there.
② Explain the differences between Restrictive and Non-restrictive
Attributive Clauses.
③ Fill the blanks of this passage with Restrictive and Non-restrictive
In Great Britain today good manners at table include eating with the mouth closed; not letting any of the food fall off the plate; using the knife only for cutting; and not trying to take food across the table. In other parts of the world there are also rules⑴________, but they are not the same as those of Britain. Indeed, the things⑵________ are the things⑶________. In
Arabia, for example, the people at a feast（宴会）take pieces of food with their fingers and belch loudly⑷______.
In the Western countries there are differences between table manners⑸________. In North America it is polite to eat up meat and then put the knife down, take the fork in the right hand and eat with it. Most European people, like the British, keep the fork in the left hand and the knife in the right all the time when they are eating food⑹_____. In the British Isles and Scandinavia(Norway, Sweden, Denmark and Iceland)special knives and forks are used for eating fish. In France, Belgium and Italy, however, it is correct to keep the same knife for every course⑺______.
Table manners of course have changed with time. The earliest meals were also the simplest⑻_______, and everyone took his food from the animal or bird⑼______. The women waited on the warriors（武士）and afterwards ate the food⑽______.
Table manners did not always include quiet behavior. Quarrels often took place at table, an in the 17th century King Louis XIV of France ordered that only the knives⑾_______ should be used to prevent people from stabbing each other while they were eating.
Homework: Finish the exercise on P41 and grammar on P118.
高一英语教案：《Good Manners. 文明礼貌》教学设计（二）
高一英语教案：《Good Manners. 文明礼貌》教学设计（二）
period 6. integrating skills
teaching aims and demands:
① deepen the format of letter
② to know the structure of a thank-you letter
③ to enable the ss to write a thank-you letter by studying the samples.
step 1. warming-up
lead-in. writing a thank-you also conveys someone’s politeness or good manners, so when we receive other’s help or gifts, we should write him a thank-you letter.
step 2. reading
1. scanning
1). ask ss to read the text quickly, and then answer this question:
why does amy zhang thank sam and jenny?
2). ask one student to answer this question
2. carefully reading
1). ask ss to listen to the tape, and imitate the intonation
2). explain language points: (some important phrases and sentence structure)
think of: ①考虑，关心 ②想起，记得 ③想一想，想象
例：i thought of my hometown when i saw the beautiful scenery.
be busy with… 忙于做……
例： i am busy with drawing from monday to friday.
it is time to… 是时间做……（注意与it is time that…的区别）
例： it is time to go to bed.
after explanation, finish the exercises on p42
structure of a thank-you letter
paragraph 1
thank the people of what they did for you. give some details about what you liked.
paragraph 2
tell the people something about yourself and the things you are doing now.
paragraph 3
ask the people for some details about themselves and what they are doing now. close the letter by repeating your thanks.
step 3 listen to the tape with this question. how many countries are mentioned in this passage?
give ss five minutes to read the passage and fill the blanks on p119.
answer other questions.
homework:
read the information on p119-120. write a thank-you letter to the boy. pay more attention to the structure of the thank-you letter.
高一英语教案：《Good Manners. 文明礼貌》优秀教学设计（一）
高一英语教案：《Good Manners. 文明礼貌》优秀教学设计（一）
Period 2. Speaking and Talking
Teaching Aims and Demands:
① To use the expressions of apologies and possible answers freely through
some situations.
① To distinguish what good manners are and what bad manners are
Step 1 Speaking. Practice different expressions. For example:” Forgive me, I’m very sorry!” is quite formal. While “Oops, Sorry about that” is a very informal way. To help students understand that in what situations they should use formal expression and in what situations they should use informal
expressions.
In these exercise, Ss have to imagine themselves at a party. Everyone is very polite. They should talk to each other politely and make excuse when troubling others. Then ask Ss to work in groups and consider the following three situations.
Sample: Dialogue 1
A: Aren’t you going to introduce me to him?
B: Oh, forgive me. I didn’t know you hadn’t met. Danna, this is Alex.
A: Hi, Alex. Nice to meet you!
Choose three groups to reports.
Step2 Talking
1) Read the following situations carefully
2) Divide the whole class into 6groups. Every two groups make a dialogue. One is Pros and the other is Cons. Every group should list their opinions to try their best to persuade the other group. Discuss in groups.
3) According to their opinions, two groups make a dialogue. They should be against the opinions of the other group and give their opinions.
Ⅱ.Homework:
1) Choose one of the situations in Talking to write a dialogue
2) Preview Reading
