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高一教案 unit 13

时间：2022年12月11日

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下面给大家分享高一教案 unit 13，本文共11篇，欢迎阅读!本文原稿由网友“nsk000”提供。

篇1：高一英语下册unit13教案-高一英语下册-

人教版高一英语下册unit13教案-人教版高一英语下册-

篇2：高一英语unit13课件

高一英语unit13课件

Teaching Aims and Demands

Words and Phrases

Four Skills:stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then

Three Skills:energy soft bar fuel chemical balance tasty boil mixture

Spoken English:

In the clinic / seeing a doctor:

What’s wrong with you?/What’s the matter with you?

Lie down and let me examine you.

Let me have a look.

Where does it hurt?

Drink plenty of water and get some rest.

I’ve got a pain here. This place hurts.

There’s something wrong with back/my knee/my arm.

I don’t feel well.

Grammar:

Use of Language:

1. Master the function use of language as defined above.

2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.

Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.

Important points:

1. Talk about different kinds of food that one favorites.

2. learn the basic knowledge of healthy eating.

3. learn how to say in the clinic.

4. Grasp the language points and grammar in the text.

Difficult points:The use of modal verbs --- had better, should and ought to.

Teaching aids: computer or slider-projector

Way of Teaching:Communication way of teaching, discussion and group work.

Lesson 1

Step 1 Warming-Up

First show the students some pictures of dishes and so to introduce the topic of this unit.

And then show the pictures on their text books and let them to decide what is junk food and what is not.

Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.

Step 2 Listening

Let the students listen to the tape and be prepared to answer the questions below.

Step 3 Speaking

Show the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue

After that list the useful expressions in their dialogue.

Step 4 Homework

Prepare for the next class.

Collect some menus if possible for the next class.

Lesson 2

Step 1 Introduction

Using the questions on P3 to introduce the new text.

Step 2 Fast-reading

1.What does the “fuel ” mean in the first paragraph?

(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)

2.What do we have to consider when we choose to buy or eat?

(What kinds of nutrients that the food contain.)

3.What made our eating habit changing?

(Many things: what people believe, advice from companies and stores.)

4. How can we feel and look fine?

(We ought to learn about our body and the fuel it needs to keep fit.)

Explain the language points if necessary.

Step 3 Carefully-reading

How many parts can be divided into?

(Three parts.)

What’s the main idea of each part?

(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)

Step 4 Talking

Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.

Step 5 Homework

Finish the exercise --- Vocabulary on P5. and P72-73

Lesson 3

Step 1 Revision

Check the homework.

Step 2 Grammar

First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.

Step 3 Consolidation

(1) Finish the exercise on P5 and on P74

(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.

1.give advice that will really help the person.

2. be polite and sincere

at last get the students to finish the following practice.

Step 4 Homework

Finish the exercise 3 on P74 in the students’ workbook.

Lesson 4

Step 1 Revision

Let some students read their reply to the letters on P74.

Step 2 Reading

Read the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)

Step 3 Writing

Ask the students to work in pairs to write the recipe for their favourite dish.

We may first give the tips on P7 as a guide.

Step 4 Discussion

First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?

What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)

Step 5 Homework

Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.

篇3： Unit13教案及同步练习

Unit13教案及同步练习

教学目标

1. To talk about where people are from .

2. To talk about countries , cities , and languages .

3. To get some knowledge about geography in English .

4. To get information about different cultures .

教学内容

A. 主要句型：

1. Where is your pen pal from ? 你的笔友来自哪里？

2. She is from Mexico. 她来自墨西哥。

3. Where does she live ? 她住在什么地方？

4. She lives in Mexico City . 她住在墨西哥城。

5. What language does she speak ? 她讲什么语言？

6. She speaks English and Spanish . 她讲英语和西班牙语。

7. Does she speak French ? 她讲法语吗？

B. 主要词汇：

Countries :

Brazil , South Korea , Japan , The United States , Canada , Australia , Mexico , Argentina , China , The United Kingdom , France , Germany , New Zealand

Languages : Chinese , Japanese , German , French , English , Spanish , Portuguese , Korean

Other words : pal , pen pal , south , country , New York , Rio de Janeiro , Tokyo , live , language , easy , step , beginner , advanced , conversational , introduce , written , world , Ottawa , place , physics , enjoy , frequency , nationality , dislike

难点解析

1. To ask about where people are from.

询问人们来自哪里。

a. be from “来自”

（1）Where is your pen pal from ? “你的笔友来自哪里？”

（2）Mary and Tony are from the United States .

“Mary 和Tony来自美国。”

（3）I’m / I am from China . “我来自中国。”

b. come from “来自”

（1）Where do you come from ? “你来自什么地方？”

（2）Where does your pen pal come from ? “你的'笔友来自哪里？”

（3）My pen pal comes from Korea . “我的笔友是韩国人。”

（4）They come from Russia . “他们来自俄罗斯。”

2. To ask about what languages people speak .

询问人们讲什么语言。

（1）What language do you speak ? 你讲什么语言？

（2）I speak Chinese . 我讲汉语。

（3）What language does your pen pal speak ?

你的笔友讲什么语言？

（4）He speaks Japanese and a little English .

他讲日语，也讲一点英语。

注意：“说”某种语言，要用“speak”. 不能用其他的动词。

3. To ask about where people live .

询问人们居住地。

（1）Where do you live ? 你住在哪里？

I live in Beijing . 我住在北京。

（2）Where does your pen friend live ? 你的笔友住在什么地方？

She lives in Washington . 她住在华盛顿。

注意：表示在某个城市，介词用“in”

如：in New York in Tokyo in Mexico City

4. I like going to the movies with my friends and playing sports .

like“喜欢”，后多跟动词ing形式。

如：I like listening to music !

My father likes watching TV.

Boys like playing balls.

5. Can you write to me soon ? 你可以快些给我写信吗？

write to sb . “给某人写信”

I write to my pen pal twice （两次）a month .

我每月给我的笔友写两次信。

Sometimes I write to my parents .

6. To get to know some countries , their capitals and languages .

Country

Capital

Language

China

Beijing

Chinese

Korea

Seoul

Korean

Japan

Tokyo

Japanese

Mexico

Mexico City

Spanish

U.S.A.

Washington

English

Brazil

Rio de Janeiro

Portuguese

France

Paris

French

Germany

Berlin

German

7. I enjoy physics class at school .

enjoy “非常喜欢”，指可以从中得到乐趣。

e.g. I enjoy listening to classical music .

听古典音乐是种享受。

He enjoys his meals . 他非常满意饭菜。

同步练习

Ⅰ.翻译词组

1.给……写信____________ 2.讲英语____________

3.从……来____________ 4.非常喜欢____________

5.教英语____________ 6.在星期三____________

7.玩游戏____________ 8.从……到……____________

9.谈论某事____________ 10.一个笔友____________

Ⅱ.选择填空

1.____________Mary from?

A.What's B.Where C.Where's

2.____________you speak English or Spanish?

A.Do B.Are C.How

3.I am from China.What ____________ you?

A.like B.about C.of

4.—Is he from America?

—____________.

A.Yes,he does B.No,he doesn't C.Yes,he is

5.Does he ____________ any brothers or sisters?

A.has B.have C.to have

6.They go to school ____________ Monday ____________ Friday.

A.to;to B.to;from C.from;to

7.His father is ____________ English teacher.

A.a B.an C./

8.Where is Tokyo?It's ____________ Japan.

A.in B.on C.from

9.Is she your friend ____________ your pen pal?

A.and B.or C.but

10.Do the students play games ____________ Monday and Thursday?

A.in B.from C.on

Ⅲ.句型转换

1.Simon is from Canada.(对划线部分提问)

2.I have a pen pal in Japan.(对划线部分提问)

3.I like going to the movie with my friends.(对划线部分提问)

4.Jim speaks English.(对划线部分提问)

5.She wants to join the music club.(对划线部分提问)

Ⅳ.汉译英

1.我喜欢和我的朋友们一起打篮球。

I like ____________ ____________ with my ____________.

2.他从加拿大来，他讲英语。

He ____________ ____________ Canada.He ____________ English.

3.我在周末帮妈妈洗衣服。

I help my ____________ wash clothes ____________ ____________.

4.我姐姐不喜欢物理，它太难了。

My sister ____________ ____________ physics.It's ____________.

5.你有兄弟姐妹吗？

Do you have ____________ or ____________?

6.我的生日在十一月。

My ____________ is in ____________.

7.你的笔友住在哪里？

Where ____________ your pen pal ____________?

Ⅴ.阅读理解

Tom and Jim are brothers.They are from Australia.Tom is 14 years old and Jim is 13 years old.

They speak English and French.Now they are in China.Their family is in China.There are five people in their family.They are their parents,their sister and them.Their mother is a teacher.Their father is a doctor.Their sister is very young.She doesn't go to school.She goes to a kindergarten(幼儿园).They say China is a very interesting place.They like China.

1.Tom is from ____________.

A.America B.Canada C.Australia

2.They speak ____________.

A.Chinese B.English C.Spanish

3.How many people are there in Tom's family?____________

A.3. B.4. C.5.

4.What's Jim's father?He's a ____________.

A.doctor B.teacher C.writer

5.Why do they like China?

A.Because they think Chinese food is nice.

B.Because they think China is an interesting place.

C.Because they like Chinese people.

参考答案

Unit 13 Where is your pen pal from?

Ⅰ.1.write to sb. 2.speak English 3.be from 4.like very much 5.teach English 6.On Wednesday 7.play games 8.from…to… 9.talk about sth. 10.a pen pal

Ⅱ.1~5 CABCB 6~10 CBABC

Ⅲ.1.Where is Simon from?

2.Who has a pen pal in Japan?

3.What do you like doing with your friends?

4.What does Jim speak?

5.What does she want to do?

Ⅳ.1.playing basketball,friends

2.is from,speaks

3.mother,on,weekends

4.doesn't like,difficult 5.brothers,sisters 6.birthday,November 7.does,live

Ⅴ.1~5 CBCAB

篇4：高二英语unit13教案

高二英语人教版unit13教案

Teaching Plan of Unit 13 The water planet Tasks which should be achieved in this unit: a. Achieve language skills and related knowledge about the topic of water and the ocean. b. Learn how to make suggestions and how to express opinions. The water is being used to /for…. We should/ could…. If we …, we can …. It would be better to … c. Vocabulary in this unit: benefit, disadvantage, range, available, pure, mass, float, absorb, stable, bottom; d. Useful expressions: benefit from, range from … to…., all the way, be made up of, that is, freezing point, break down, mix with, be measured in…, take advantage of…, keep … steady, manage to do. e. Grammar: Review Modal Verbs. 情态动词can, could, may, might, will, would, shall, should, must, can’t 等的用法。 1) can /could Jin can speak English well. (ability) Could you please show me the way to Beihai Park? (request) 2) may /might May we see the awards for the teams? (permission; request) She might give you some new clothing. (possibility) 3) will /would The Spring Festival is the most fun. The whole family will come for dinner. (promise; agreement) Often he would dress up like a rich man. (past habit; custom) 4) shall /should The harvest festival begins on Saturday. We shall be there with our friends. (promise; agreement) You should arrive at the airport two hours before he goes. (advice) 5) must /can’t Wang Feng wins an award every year. He must be very strong (speculation) You must be joking. That can’t be true. (guessing) Teaching procedure: Period 1. Contents: Warming up & reading comprehension Step 1.Warming up Aim: Make students get to know something about water. Step 2. Pre-reading 1.Show some pictures of making electricity, irritating in agriculture, transport by ships, etc,. 2. group work: How is the water being used? Step 3. While-reading 1.Scanning: Ss read scan the bold words in the passage and understand the structure of the passage. How many parts are there in the passage? 2.Ss read and get the main ideas of each part. Part 1(para1): the properties of water; Part2(Para2): chemical structure of water---H2O Part3(Para3): salinity----- the percentage of salt. Part4(Para4): Density Part5(Para5): heat capacity Part6(Para6-7) Ocean motion Step 4. After-reading Finish the post-reading Ex on P21. Step 5. Assignment 1. surf the internet and get more information about water and ocean using search engines like yahoo or baidu. ( or just input the key words like Jules Verne into the address column of IE) 2. discussion: What will you prepare for writing an explanation of corals? After discussion, work out an outline. Period 2. Contents: difficulties in the passage. Step 1. Warming up Ask some Ss to present their homework. Step 2. Learning about the language: Play the tape for students to follow. Teacher explain some language points in the text on page 19--20. 1. Who benefits from using water in this way? Benefit…from/ by… This song reminds me of France. Remind me to answer the letter. I reminded her that the book would cost her much. 2. Life in the oceans ranges from the tiniest plankton all the way to giant like sharks and whales. Range from… to…/ range between …. And…. 意为“从。。。。到。。。不等；在一定的范围内变化”，例如： Temperatures here range from 10 to 30 degrees centigrade. Prices range between ￡7 and ￡10. His interests ranged from chess to canoeing. 3. The two hydrogen atoms form a polar molecule, that is, one with a slightly positive end and one with a slightly negative end. That is 用作插入8，意为“那就是，即” My birthday is a week later, that is, March 1st. John is a New Yorker, that is , he lives in New York. 4. The nutrients in whatever falls into the ocean will quickly become available to other living creatures. Whatever 引导名词性从句作宾语。 Tell me whatever is troubling you. She is always succeeds in whatever she tries. 5. Marine animals and plants take advantage of the density of water. Take advantage of “利用，欺骗” Taking advantage of his friends, Mr. Li was scolded. He always takes advantage of mistakes made by others. Step 3. Practice Ss finish on page 14 by themselves and then check the answers. Step 4. Assignment 1. Learn the useful expressions by heart. 2. Finish Ex1 C3 on page 96-97 on WB 3. read the whole passage aloud. Period 3. Contents: Grammar; talking and speaking Step 1. Revision Check the answers of Ex 1 C 3 on page 96-97. Step 2. Review Modal Verbs. 1 情态动词的语法特征 1）情态动词不能表示正在发生或已经发生的事情，只表示期待或估计某事的发生。 2）情态动词除ought 和have 外，后面只能接不带to 的不定式。 3）情态动词没有人称，数的变化，即情态动词第三人称单数不加-s。 4）情态动词没有非谓语形式，即没有不定式，分词，等形式。 2 比较can 和be able to 1）can/could 表示能力；可能（过去时用could）, 只用于现在式和过去式（could）。be able to可以用于各种时态。例如： They will be able to tell you the news soon. 他很快就能告诉你消息了。 2）只用be able to的`情况： a. 位于助动词后。 b. 情态动词后。 c. 表示过去某时刻动作时。 d. 用于句首表示条件。 e. 表示成功地做了某事时，用was/were able to，不能用could。例如： He was able to flee Europe before the war broke out. = He managed to flee Europe before the war broke out. 他在战争爆发之前逃离欧洲。注意：could有时不表示时态 1）提出委婉的请求，（注意在回答中不可用could）。例如： --- Could I have the television on? 我能看电视吗？ --- Yes, you can. / No, you cant. 可以/不可以。 2）在否定句、疑问句中表示推测或怀疑。例如： He couldnt be a bad man. 他不大可能是坏人。 3 比较may和might 1）表示允许或请求；表示没有把握的推测；may 放在句首，表示祝愿。例如： May God bless you! 愿上帝保佑你！ He might be at home. 他可能在家。注意：might 表示推测时，不表示时态，只是可能性比may 小。 2）成语：may/might as well，后面接不带to 的不定式，意为不妨。例如： If that is the case, we may as well try.如果情况确实如此，我们不妨试一试。典型例题 Peter ___come with us tonight, but he isnt very sure yet. A. must B. may C. can D. will 答案B. 表可能性只能用may。此句意可从后半句推出。 4 比较have to和must 1）两词都是必须的意思，have to 表示客观的需要，must 表示说话人主观上的看法，既主观上的必要。例如： My brother was very ill, so I had to call the doctor in the middle of the night. 弟弟病得很厉害，我只得半夜里把医生请来。（客观上需要做这件事） He said that they must work hard. 他说他们必须努力工作。（主观上要做这件事） 2） have to有人称、数、时态的变化，而must只有一种形式。但must 可用于间接引语中表示过去的必要或义务。例如： He had to look after his sister yesterday. 他昨晚只得照顾他姐姐。 3）否定结构中：dont have to表示不必，mustnt表示禁止。例如： You dont have to tell him about it. 你不一定要把此事告诉他。 You mustnt tell him about it. 你不得把这件事告诉他。 5 must表示推测 1） must用在肯定句中表示较有把握的推测，意为一定。 2） must表对现在的状态或现在正发生的事情的推测时，must 后面通常接系动词be 的原形或行为动词的进行式。例如： You have worked hard all day. You must be tired. 你辛苦干一整天，一定累了。（对现在情况的推测判断） He must be working in his office. 他一定在办公室工作呢。比较：He must be staying there. 他现在肯定在那里。 He must stay there. 他必须呆在那。 3） must 表示对已发生的事情的推测时，must 要接完成式。例如： I didnt hear the phone. I must have been asleep. 我刚才没有听到电话，我想必是睡着了。 4） must表示对过去某时正发生的事情的推测，must 后面要接不定式的完成进行式。例如： ---Why didnt you answer my phone call? 为何不接我的电话？ ---Well, I must have been sleeping, so I didnt hear it.唉，肯定在睡觉，所以没有听见。 5）否定推测用cant。例如： If Tom didnt leave here until five oclock, he cant be home yet. 如果汤姆

篇5：九年级英语unit13教案

九年级英语unit13教案

一、说教材

(一)教材的作用和地位

“牛津英语”教材把语言结构、语言功能和主题内容有机地结合起来, 所以语言的信息输入量大, 选材广泛、主体有序、内容集中, 学习内容非常贴近学生的生活实际和思想实际。本节课的内容是：Unit 4 的综合技能训练(Integrated Skills)，是将听说读写糅合在一起进行综合训练，以提高学生综合应用英语的能力。我要求学生直接借助于网络进行查阅相关资料，并在此基础上进行归纳，使学生的信息量有了大大的增加，由学生的被动的接受变成了主动的学习.

(二)教学目标

1.知识目标：学会一些表示动物名称的单词，学会运用动词smell, understand, believe, remember等。能熟练运用所学句式描述、询问奇闻轶事，并对别人的描述作出反应。

2.技能目标：通过真实的语境，重点培养学生听、说及综合运用语言的能力。

3.情感目标：培养学生的参与意识、竞争意识和合作精神，激发学生对我们所处的世界的热爱和不断探索未知世界的兴趣。

二、说教法

(一)教学设计的原则

1 坚持“自主学习,合作学习”的教学原则

教师打破了以教师为中心, 单项灌输的陈旧模式, 在课堂教学中尽可能发挥学生的主动性和合作精神, 营造了良好的学习氛围, 更重要的是在频繁的交流中, 学生的语言表达能力提高了。

2 遵循英语教学的交际性原则

交际性原则是英语教学中的一个指导性原则, 教学最终的目的不仅要使学生掌握知识, 更重要的是使学生在理解的基础上, 在交际性练习中培养交际能力，而培养这种交际能力, 就是反映在课堂教学中学生以主人翁态度, 积极、主动、大胆地参与英语课堂练习活动的主体意识上。

3 追求和谐的课堂活动

学生主体性的发挥, 要在民主,平等的氛围中体现, 更要在科学, 和谐的教学活动中进行. 课堂教学不仅要处理好老师、学生、教材等关系, 还要尽可能地发挥三者各自的特长, 这就是教学的最优化。在课堂教学中, 既要有意识的让学生去感知、理解,又要让学生不断地感悟。

4 拓宽学生的视野

现代外语教学理论认为, 一定量的语言输入是语言输出的基础, 即语言的输出有赖于语言的输入。只有在大量吸收的基础上才能提高表达的技能, 也只有在吸收信息和表达自己意愿的过程中才能培养语言交际的能力。因此,教师根据教材做了很大的扩展, 要求学生尽可能用英语向同学展示你学习后的成果, 你的爱好及缘由等, 使教学更趋向真实。

(二)教学手段

1、教法：运用情景、听说、直观、游戏等方法，展开以教师为主导，以学生为主体的师生、生生多边的交互式活动。

2、学法：自主、合作学习。创设教学情景，使学生好学、会学、乐学。

3、主要以现代化电教手段--多媒体辅助教学，贯穿整个教学过程。以此期望增加直观性和趣味性，加大课堂密度，提高教学效果。

三、说教学程序 (Teaching procedures)

第一部分：听

Step 1：听前：(Pre-listening)

1. 热身(warming up): 以游戏“which is missing”让学生迅速根据图片说出动物的名称，将学生的热情调动起来，并了解了本课的主题与动物用关。

2. 呈现生词，为下一步听扫除障碍。

a. 通过free talk, 引出生词bone, smell.

b. 通过英文释义，图片连线的形式呈现表示动物的4个单词，同时链接了giraffe、tortoise和camel相关的信息，扫除听的过程中的障碍。

Step 2 听中。(while-listening)

1. 听整段对话，完成P66的notes。听前要求学生先阅读notes，让学生了解所缺信息，以便学生听时有重点的听。

2. 对话巩固。学生获取所缺信息后，大声朗读完整的句子，并进行一分钟的快读竞赛。然后通过对话形式进行pair work, 再次进行巩固。同时，在对话中自然呈现remember, believe, words等词，并且使他们在情境中得到了操练。

3. 精听。截取整段对话中的一个段落，提供给学生进行精听。听前先设疑：What's the use of camels' eyelids, do you understand?激发学生听的兴趣，培养学生通过听获得细节信息的能力。

Step 3 听后。(post-listening)

1. 运用所听信息完成书上短文，并熟练朗读。

2. 就短文中的细节展开讨论：

If you see ants on your dinner table,

what will you do?

How can you keep ants away?

并留以足够的时间让学生就这个开放型的问题发表自己不同的见解。

第二部分：说

Step 1 Present.

运用书上的对话先设计了一个听的任务：Listen and do T or F。并且在核对答案之后通过图片巧妙生动的呈现对话中的生词weight。

Step 2 Practise.

1. 开书跟读，训练语音语调。

2. 运用对话中的`结构：

Is there anything about...?

Yes, it says that....

That's ...

来谈论本课所出现过的amazing things.这样，既复习了本单元前一阶段的所学的奇闻趣事，又在情境中操练了上述新授句式。

Step 3 Produce.

1. 由书内延伸到书外，为学生提供一些useful expressions，并引导学生借助这些习惯表达谈论自己从电视、广播、因特网上所了解到的各种各样的奇闻趣事，这样，就为学生创造了真实的交际环境，并让学生通过自主的交流，享受了合作学习的乐趣。

2. 在学生小组自由交流并在全班汇报之后，让学生用信的形式描述自己了解的奇闻趣事。这时候，学生在前面的学习步骤中大量输入的基础上在进行笔头的输出，就是轻而易举、水到渠成了。

Step 4 Homework.

1.完成信,并展览。

2. 在“讲英语时间”与学习伙伴交流更多的奇闻趣事。通过这样的作业，旨在培养学生的竞争意识、合作精神及探索精神，为学生的终生学习打下基础。

7B Unit 4 Integrated skills

课堂教学评析要点

每一个教学环节的设计都从学生的兴趣出发，符合初中生的心理需求，贴近他们的生活，从而使他们整节课至始至终都兴趣盎然。学生和老师在整节课中都保持了学习的激情。对于学生的回答和表述，老师及时给以后续性的评价，拉近的师生间的距离，学生在获取知识技能的同时，也享受了用英语交流和被老师赏识的快乐。课堂活动丰富，通过生生互动、师生互动，学生合作、探究学习，达到了本课预定的知识、技能和情感目标。提高了学生的人文素养，培养了终身学习的能力。

本堂课采用任务型教学策略，让学生在完成任务的过程中体验、实践、参与、交流与合作，实现任务目标，主要呈现以下亮点：

注重发展学生学习策略，培养和提高学生的创新精神和语言运用能力。让学生走出课堂，从网上、报上寻找相关资料，直接接触地道语言，使他们有足够的空间和自由度，进行自主学习，促使学生个性发展。

2.利用小组讨论交流形式，使学生在活动过程中，互相学习，互相交流，培养他们团结合作精神。

3.这堂课注重学生听、说能力的培养，尤其能通过填表格回答问题形式让学生对自寻资料进行归纳，提高他们的语言理解能力。

4.教师本身教态自然大方，素养较好，整堂课结构合理，各环节目标明确，以学生为主体进行教学，体现了二期课改精神，是一堂较为成功的课。

篇6：高一英语unit13教案(人教版高一英语下册教案教学设计)

Ⅰ. Teaching Goals:

1. Talk about eating habits and health. Talk about seeing the doctor. Practise giving advice and making suggestions.

2. Use the modal verbs: had better, should and ought to.

3. Learn some useful cooking terms. Read and write recipes.

Ⅱ. Teaching Times: 5 periods

The First Period

§ Teaching Aims:

1. Learn and master the following words and phrases: sweet, mushroom, fried, junk food, fat, snack, stomach, fever, salad, peach, ripe, ought, examine, plenty, all the time, have a fever, be careful with, plenty of.

2. Sentence Patterns: (1) advise sb. (not) to do sth.

(2) There’s sth. wrong with…

3. Train the Ss’ listening ability.

4. Develop the Ss’ speaking ability by describing, talking and discussion.

§ Important Points & Difficult Points:

1. Trains the Ss’ listening ability.

2. Master the new phrases, sentence patterns and everyday English and make the Ss be free to talk about their favourite food and give reasons for their decisions.

3. How to finish the task of speaking.

§ Teaching Methods:

1. Listening-and-answering activity to help Ss go through with the listening material.

2. Individual, pair or group work to make every student work in class.

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Warming-up: Brainstorm (words about food)

* List the food we eat in the Spring Festival:

rice, porridge, noodle, dumpling, corn, big flatbread, steamed bun, fried twisted dough sticks, walnut, peanut, chestnut, bean cake, mushroom, fried chips, hamburger, ice cream, chocolate, apple, pear, banana, orange, grape, chicken, beef, fish, pork, cucumber, carrot, tomato, potato, cabbage.

* Fill in the table

Name Food Junk food / Healthy food

Breakfast

Lunch

Snack

Supper

* Talk: Are these food good for our health, or be harm to our health?

Model:

A: Do you like eating fried chips? B: Yes, I like it very much.

A: But I think it is junk food, because it has a lot of fat and sugar.

B: Really? So I’d better not eat too much.

Step 2. Speaking

T: There are so many food for us to eat, right? They are very delicious, but if you eat too much in a meal, or eat some raw food, you will be ill as Sharon. Turn to Page 3, read the dialogue and pay attention to the useful expressions.

* Useful Expression

I’ve got a pain here. This place hurts. I don’t feel well.

There’s sth. wrong with my back / my knee / my arm.

Lie down and let me examine you. Let me have a look.

* Make a short dialogue

Step 3. Listening

* First time, listen carefully and try to understand what does it talk about?

* Second time, answer the following questions

1. What’s wrong with Mike?

2. What did Mike have for breakfast?

3. Can you give Mike some advice? What should he eat less of?

* Third time, answer the next three questions

1. Which side of Mike’s stomach hurts?

2. Does Mike have a fever?

3. What does the doctor tell Mike to do?

Step 4. Homework

1. One reading exercise everyday

2. Ex1 & 2 on Page 72

3. Preview the reading part

§ The Design of the Writing on the Bb

Unit 13 Healthy eating (first period)

Brainstorm: Words & Phrases:

dumpling, all the time

corn, have a fever

noodle… be careful with…

The Second Period

§ Teaching Aims:

1. Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for

2. Improve the Ss’ reading ability.

3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text

§ Important Points & Difficult Points:

1. Improve the Ss’ reading ability.

2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.

3. How to make the Ss understand the reading material better and answer the questions on the passage.

§ Teaching Method:

1. Discussion before reading to make Ss interested in what they will learn

2. Discussion after reading to make Ss understand what they’ve learned better

3. Fast reading to get a general idea of each paragraph

4. Careful reading to get the detailed information in the text

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Review the words and phrases learnt last period

Step 2. Pre-reading

Q1. Which of the following gives you the most energy: a banana, a soft drink, a bar of chocolate? (a bar of chocolate)

Q2. How many meals do you eat every day? Which meal do you think is the most important? Why? (3, breakfast)

Q3. How much water do you drink every day?

Step 3. Reading

* Fast reading, what does the text mainly talk about?

* Details

Q1. What does the word “green” mean in the text above? What about the word “fuel”? Can you find any other words used in the same way?

A: unpolluted, unharmful and good for people’s health; other words used in the same way; fuel means all the things we eat for our bodies, it can help keep our body functioning and fighting disease.

Q2. The text gives examples of how people make choices about what they eat. List the examples and the reasons why people eat or don’t eat certain kinds of food.

A: Many people today make choices about their eating habits based on what they believe. Some people are vegetarians, because they believe it is healthier not to eat meat or because they do not think we should kill animals for food.

Q3. How have our eating habits changed? Why? Try to think of as many examples and reasons as possible.

A: People have experienced the processes from having no enough food to having enough food, and later from having enough food to having better food. Now people buy and eat sth. , we not only think about if the will give us the nutrients we need, but also if the food belongs to eco-foods.

Q4. Why do people go to fast food restaurants?

A: it is very convenient, and it can save time.

Q5. Why is it not good for you to eat too much sugar or fat?

A: If people eat too much sugar and fat, they put on weight very easily and some of them may have bad teeth.

Q6. Why are crash diets and supplements so popular?

A: Because people want to be smarter, healthier, in particular, young people want to be more beautiful. It goes with the need of the times.

Q7. What can we do to keep a balanced diet?

A: Buy and eat good, nutrient foods from all the food in the right amounts, and eat less sugar and take more exercise.

* More exercises: translate the sentences underlined on Page4 into Chinese

Step 4. Homework

1. Finish word study on Page5

2. Preview the integrating skill reading on Page74

3. One reading exercise every day

The Third Period

§ Teaching Aims:

2. Improve the Ss’ reading ability.

3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text

§ Important Points & Difficult Points:

1. Improve the Ss’ reading ability.

2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.

3. How to make the Ss understand the reading material better and answer the questions on the passage.

§ Teaching Method:

1. Discussion before reading to make Ss interested in what they will learn

2. Discussion after reading to make Ss understand what they’ve learned better

3. Fast reading to get a general idea of each paragraph

4. Careful reading to get the detailed information in the text

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Revision: What does the text mainly talk about?

Ask some Ss to try to say sth. about the text.

Step 2. Integrating Skills--Don’t be a Mouse Potato (on Page74)

* Fast Reading

Read the quickly in 5 minutes, and then answer the following questions.

Q1. What is a couch potato?

A: couch potatoes means people who spend too much time in front of the TV and eat too much junk food.

Q2. What is junk food according to this text?

A: It is food that has a lot of calories but few nutrients, vitamins and minerals.

Q3. Why are people becoming potatoes and what can people do to avoid it?

A: One reason is our modern way of life; we must make sure that our diet is varied and balanced.

* More reading exercises on extra materials from English Weekly.

Step 3. Important Points and Difficult Points

1. prepare (sth.) to do / for… 2. in the form of… 以…形式

prepare oneself for… 3. be short of 短缺…

be / get prepared for / to do… 4. go for 也如此，对…也适用，向…攻击

5. be based on / upon 以…为依据

6. exercise不可数，意为“运动” exercises可数，意为“练习，体操，演习”

7. not a bit一点儿也不 not a little非常

* Exercises

1. Bob is a diligent student and is ___ his coming examinations while his mother is ___ supper.

A. preparing for; preparing for B. preparing; preparing for

C. preparing for; preparing D. preparing; preparing

2. We should do more exercises, both __ for our health and __ for our knowledge.

A.exercise;exercise B. exercises;exercisesC.exercise;exercises D.exercises; exercise

3. ___ do you base your calculation?

A. On which B. On what C. About what D. For what

4. some stones weigh ___ fifteen tons.

A. as more as B. so more as C. as much as D. as many as

5. ---Are all the telephone numbers ___ in the directory? ---Yes, all __ Jane’s.

A. listed; included B. listing; includes C. listed; including D. being listed; includes

6. Before the election, the candidates(候选人) ___ each other in the newspaper.

A. went with B. went for C. went over D. went forth

7. The boy __ on the ground __ that he had seen a cock __ an egg.

A. laying; lay; lay B. lying; lie; lie C. lying; lied; lay D. lay; lying; lay

8. Jenny ___ have kept his word. I wonder why she changed her mind.

A. must B. should C. need D. would

9. We ___ last night, but we went to the concert instead.

A. must have studied B. might study C. should have studied D. would study

Answers: 1. C 2. C 3. B 4. C 5. C 6. B 7. C 8. B 9. C

Step 4. Homework

1. One reading exercise every day

2. Prepare a healthy diet and explain why it is healthy

3. Remember the first 15 words and prepare for the dictation.

The Forth Period

§ Teaching Aims:

1. Review the words learned in the last three periods.

2. Learn and master modal verbs: had better, should, ought to

§ Important Points & Difficult Points:

1. How to guess the missing word according to the given sentence.

2. Let the Ss learn how to give advice or opinion about sth. , especially master hoe to use “should, ought to, had better and their negative forms” to give advice.

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Revision---dictation about the first 15 words in this Unit

1. junk food 2. fat 3. stomach 4. salad 5. ought to 6. energy 7. peach 8. plenty of 9. examine 10. ripe 11. soft 12. fever 13. fuel 14. diet 15. keep up with

Step 2. Word Study

Give Ss 5 minutes to do the exercises on Page5, then ask some Ss to say the Chinese meaning of the sentences, and check the answers.

1. nutrient 2. diet 3. vitamin 4. mineral 5. fat 6. sugar 7. protein 8. calory

Step 3. Grammar

* Translate the following sentences into English

1. 外面很冷，你最好穿上你大衣。

It is cold outside, you’d better put on your coat.

2. 你最好别脱下你的衣服。

You had better not take off your clothes.

3. 我们应该尊敬老师和父母。

We should / ought to respect our teachers and parents.

4. 你不应该这么粗心。

You shouldn’t / ought not to be so careless.

* More exercises on Page5 and Page74

Step 4. Homework

1. One reading exercise every day

2. Remember the second 15 words

篇7：高二unit13

§2.1 词句贯通

1.benefit vt.使受益，得益

The rain will benefit the crops.

这场雨对庄稼会有好处的。

The new hospital will benefit the entire community.

这所新医院将使整个社区受益。

He will benefit from the new way of doing business.

他将从这种新的经营方式中获益。

I benefited from my father’s advice.

我从父亲的建议中获益良多。

Benefit n.利益，益处

I got a lot of benefit from learning a foreign language.

我从学习外语中得到很多益处。

Did you get much benefit from the book?

你从那本书中受益很多吗？

of benefit to…对……有益处

That experience was of great benefit to me.

那次经历对我很有益处。

It proved of great benefit to me.

它确实对我很有益处。

Moderate exercise will be of benefit to you.

适度运动对你有益。

for the benefit of…为了……的利益

She went there for the benefit of her health.

她为了健康而去了那里。

The city library is for the benefit of the public.

市立图书馆是供大众用的。

We did so for the benefit of society.

我们是为了社会而这么做的。

2.disadvantage n.不利，不利条件

His poor eyesight was a disadvantage to him.

视力不佳是他的弱点。

These early sailing ships had certain disadvantages.

这些早期的轮船有一定的缺点。

It is a disadvantage not to be able to drive a car.

不能开车是不利条件。

at a disadvantage处于不利地位

I feel rather at a disadvantage talking to her,because she is so clever.

同她交谈我感到很不利，因为她很聪明。

His inability to speak English put him at a disadvantage at the international conference.

他因为不会说英文，所以在国际会议上处于不利的地位。

to one’s disadvantage对某人不利

Her height will be very much to her disadvantage if she wants to be a dancer.

如果她想当舞蹈演员，那么她的身高对她很不利。

3.entertainment n.娱乐；招待

the entertainment business娱乐业

A cinema is a place of entertainment.

影院是娱乐场所。

The city offers all kinds of entertainment for the young and the old.

这个城市为年轻人和老年人提供各种娱乐活动。

Going to the zoo is exciting entertainment for the whole family.

去动物园是令全家人兴奋的活动。

The hotel is famous for its good entertainment.

这家宾馆因对客人招待周到而闻名。

She was busy preparing for the entertainment of the guests.

她忙着准备接待客人。

4.property n.特性，性质；财产，资产

This plant has the property of healing burns.

这种植物有治疗烫伤的特性。

Soap has the property of removing dirt.

肥皂有去污的特性。

Steal is a metal with the property of great strength.

钢的性质是具有坚韧性。

This is my private property.

这是我的私人财产。

Do you know who he left all his property to?

你知道他把全部财产留给谁了吗？

The police found some stolen property hidden in the thief’s house.

警察在那个窃贼的家里发现了一些偷来的财产。

5.range vi.(在一定范围内)变动，变化；分布；涉及

The prices of the dolls range from $5 to $100.

那些布娃娃的价格从5美元到100美元不等。

The pupils’ages range from seven to fourteen.

这些学生的年龄自7岁到14岁。

The temperature ranges from 15 to 35 degrees.

温度在15度到35度之间变化。

This plant ranges from France to Italy.

这种植物分布于法国至意大利。

The discussion ranged over various problems.

那次讨论曾谈到种种问题。

His studies range over several subjects.

他的研究涉及好几个科目。

n.(变动的)范围

the range of a thermometer温度计的升降幅度

the price range价格的变动幅度

The age range is from six months to twelve years.

年龄范围自6个月到12岁。

6.available adj.可用的，可得到的

We must employ all available means to save the boy.

我们必须使用一切可用的方法来拯救这个孩子。

That book is not available in Hong Kong.

那本书在香港买不到。

Is the library available during summer vacation?

图书馆暑假期间可用吗？

These facilities are available to members only.

这些设施仅供会员使用。

There is only a little money available for the trip.

这次旅行只有少量的钱可供花用。

These products are readily available for consumers.

这些产品消费者可轻易买到。

No suitable job is available.

没有适当的工作。

Are you available this evening?

今晚你有空吗？

She was not available for the interview.

她没空接受采访。

7.relationship n.关系，联系，亲属关系

There is a relationship between the moon and the tides.

月亮和潮汐有关系。

She has a very good relationship with her students.

她与学生的关系很好。

What is your relationship to the manager?

你跟经理是什么关系？

“What’s your relationship to Alice?”“She is my wife.”

“你与爱丽丝是什么关系？”“她是我太太。”

I have established a relationship with the president.

我与总裁建立了良好的关系。

8.float v.(使)漂浮；浮现

Wood floats on water.木头会浮在水上。

The balloon floated on high.

气球在上空漂浮。

Clouds were floating across the blue sky.

云正飘过蓝天。

They floated the logs down the river.

他们让那些木头顺河漂下。

The body was floated to shore by the current.

那具尸体被潮水冲到岸边。

The sight floated before my eyes.

那情景浮现在我眼前。

Strange ideas floated through my mind.

奇怪的念头浮现在我的脑海里。

9.absorb vt.吸收，吸取，理解

This paper absorbs ink well.

这种纸吸墨力很强。

Black cloth absorbs light.

黑色布料吸收光线。

Did you absorb everything the professor said?

教授说的你全部理解了吗？

absorb vt.使全神贯注，使专心(常用于被动语态)

The task absorbed all his energies.

他把全部精力投入在工作上。

be absorbed in…全神贯注于……

He was absorbed in the book.

他全神贯注于书本。

She was absorbed in deep thought.

她陷入深思。

10.bottom n.底面，物体的最低部位

There was some jam left in the bottom of the pot.

罐底还留下一些果酱。

The bottom of the glass is wet.

玻璃杯的杯底是湿的。

The ship sank to the bottom of the sea.

那艘船沉到海底了。

He is always at the bottom of the class.

他在班上总是垫底。

She started at the bottom of the company.

她从该公司的最底层干起。

from the bottom of one’s heart

衷心地，发自内心地

I congratulate you from the bottom of my heart.

我衷心地祝贺你。

§2.2 发散思维

1.massn.质量；团，块；大量

The mass of a piece of lead is not changed by melting it in theory.

理论上，铅被熔化后其质量不变。

Einstein studied the relation of energy and mass.

爱因斯坦研究了能量与质量的关系。

There were great masses of clouds in the sky.

天上有大块大块的云团。

Someone left a mass of rock in the yard.

有人在院子里放了一些岩石。

a mass of…/masses of… 大量的，许多

a mass of letters一堆信件

masses of books成堆的书

masses of money大量的钱

She has a mass of things to do.

她有一大堆的事情要做。

A mass of tourists came into the city.

大量的游客来到这个城市。

I have masses of work to do.

我有大量的工作要做。

the mass of… 大部分，大多数

The mass of modern people are influenced by television.

现代人大多受到电视的影响。

2.sensitiveadj.敏感的，灵敏的，容易生气的

Don’t be so sensitive;I was only joking.

不要那么敏感，我只是开开玩笑。

be sensitive to… 对……敏感

She is very sensitive to the cold.

她对冷非常敏感。

My leg is sensitive to changes in temperature.

我的腿对温度的变化很敏感。

The eye is sensitive to light.

眼睛对光很敏感。

be sensitive to/about… 介意……，在乎……

You should not be so sensitive to criticism.

你不该对别人的评价那么在乎。

She is very sensitive about her appearance.

她对自己的相貌很在乎。

Some students are especially sensitive about making mistakes.

有些学生对出错很是在意。

篇8：高二 Unit13 教案Period 2

The Second Period

Teaching Aims:

1.Learn and master the following words and phrases:

cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom,all the way,that is,add…to,mix with,take advantage of,manage to do

2.Improve the students’ reading ability.

3.Enable the students to realize that it is important to protect the water on our planet.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Master the following phrases:

all the way,that is,mix with,take advantage of,manage to do

Teaching Difficult Point:

How to make the students understand the reading passage better.

Teaching Methods:

1.Discussion before reading to make the students interested in what they will learn.

2.Fast reading to get a general idea of the text.

3.Discussion after reading to make students understand what they’ve learned better.

4.Careful reading to get the detailed information in the text.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

CStep Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learnt something about water.Now who can tell me what you learned yesterday?

S1:I learned that water is very important to all the living things on the earth.

T:OK,can you give me the reason why it is important?

S2:Water can be used to wash clothing,to made electricity,to water the farm and so on.Of course,every day we must drink enough water.So water is very important.

T:Anything else?

S3:I know something about water.For example,from the experiments we made yesterday,I know vegetable oil can’t be dissolved by water.

CStep Ⅱ Pre-reading and Reading

T:OK.Thank you for your answers to my questions.As we all know,we can’t live without water.But do you know what makes water so important to all the living things?

Ss:No,we don’t know.

T:Maybe we can get the answer to the question after reading the article for today.Before you read,first let’s learn the new words and phrases in the passage.

(Teacher deals with the new words with the whole class.)

T:Now please read the passage quickly to get the general idea and try to use the following structures to make six questions.

(Teacher uses multimedia to show the structures on the screen.)

1.What is/are ______?

2.What does ______ look like?

3.What are different parts of ______?

4.What can ______ be compared to?

5.How does ______ work?

6.What are some examples of ______?

(Teacher gives students five minutes to finish the fast reading and making questions.Five minutes later,teacher asks some students to write their questions on the blackboard.)

1.What are the properties of water?

2.What does the earth look like?

3.What are different parts of the ocean?

4.What can the ocean be compared to?

5.How does the special air-conditioner―the ocean work?

6.What are some examples of species in the ocean?

T:Well done.Who can tell me the general idea of the text?

S4:The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.

T:Good work.Next,let’s read the passage carefully to get more information about water.While you are reading,try to finish the chart in Post-reading on Page 21 and find out the answers to the questions on the blackboard.

(Teacher gives students enough time to read the text and collects their information for the chart.)

篇9：高二 Unit13 教案Period 2

高二 Unit13 教案（Period 2）

The Second Period

Teaching Aims:

1.Learn and master the following words and phrases:

cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom,all the way,that is,add…to,mix with,take advantage of,manage to do

2.Improve the students’ reading ability.

3.Enable the students to realize that it is important to protect the water on our planet.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Master the following phrases:

all the way,that is,mix with,take advantage of,manage to do

Teaching Difficult Point:

How to make the students understand the reading passage better.

Teaching Methods:

1.Discussion before reading to make the students interested in what they will learn.

2.Fast reading to get a general idea of the text.

3.Discussion after reading to make students understand what they’ve learned better.

4.Careful reading to get the detailed information in the text.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

CStep Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learnt something about water.Now who can tell me what you learned yesterday?

S1:I learned that water is very important to all the living things on the earth.

T:OK,can you give me the reason why it is important?

S2:Water can be used to wash clothing,to made electricity,to water the farm and so on.Of course,every day we must drink enough water.So water is very important.

T:Anything else?

S3:I know something about water.For example,from the experiments we made yesterday,I know vegetable oil can’t be dissolved by water.

CStep Ⅱ Pre-reading and Reading

T:OK.Thank you for your answers to my questions.As we all know,we can’t live without water.But do you know what makes water so important to all the living things?

Ss:No,we don’t know.

T:Maybe we can get the answer to the question after reading the article for today.Before you read,first let’s learn the new words and phrases in the passage.

(Teacher deals with the new words with the whole class.)

T:Now please read the passage quickly to get the general idea and try to use the following structures to make six questions.

(Teacher uses multimedia to show the structures on the screen.)

1.What is/are ______?

2.What does ______ look like?

3.What are different parts of ______?

4.What can ______ be compared to?

5.How does ______ work?

6.What are some examples of ______?

(Teacher gives students five minutes to finish the fast reading and making questions.Five minutes later,teacher asks some students to write their questions on the blackboard.)

1.What are the properties of water?

2.What does the earth look like?

3.What are different parts of the ocean?

4.What can the ocean be compared to?

5.How does the special air-conditioner―the ocean work?

6.What are some examples of species in the ocean?

T:Well done.Who can tell me the general idea of the text?

S4:The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.

(Teacher gives students enough time to read the text and collects their information for the chart.)

篇10：人教版新课程高三unit13教案

(_)主题任务(Core tasks)

任务一：短剧表演

活动时间：在学完本单元之后

活动形式：个人活动、两人小组活动、小组活动、全班活动

语言知识要求：本单元词汇与句型

语言技能要求：听、说、读、写

活动目的：以演感悟、以演促学

活动过程：

1．分配角色：把全班分成几个演出小组。每个小组由九人组成，分别担任导演、Rachel Verinder， Godfrey，Franklin Blake，Dr Candy，Sergeant Cuff， the Indians以及旁白等角色。导演负责总体规划，包括舞台设计、服装设计、排练等等。教师任顾问，对学生的语言、表情、动作要加以指导。

2．撰写剧本：由导演分配撰写剧本各部分任务，将小说改写成剧本。教师要指导学生写好剧本，要注意剧本所包含的要素等。

3．交流信息：检查各项工作落实情况，个人结合自己的角色，互相取长补短。

4．熟悉台词：各演员背诵自己的台词，体会角色的个性与心理，通过语言与动作表现人物的个性特征。演员熟悉台词、进行彩排。

5．道具准备：所准备的道具及服装要力求轻便、简易、逼真。

6．润色加工：就彩排的情况交流心得，逐步完善。

7．拍摄剧照：教师尽可能拍摄某个场面中的精彩片断，以便师生共同分享喜悦。

8．比赛演出：由老师和各组组长组成评委会，各组均登台演出，评委评分。

任务二：阅读侦探小说档案

活动时间：在学完本单元之后

活动形式：个人活动、结对活动、小组活动、全班活动

语言知识要求：本单元词汇与句型

语言技能要求：听、说、读、写

活动目的：培养学生课外阅读习惯

活动过程：

1．组织学生进行课外阅读，培养学生良好的课外阅读习惯。

2．教师可帮助学生制定课外阅读计划等，并有步骤地分阶段实施。

3．教师可以向学生推荐一些推理性小说供学生参考，例如：《福尔摩斯探案集》(The Adventures of Sherlock Holmes)，《三十九级台阶》(The Thirty-nine Steps)，《钢城》(The Caves of Steel)，《布朗神父探案集》(Father Brown Stories)等。

4．建议学生做好读书笔记，填入下列表格中。

5．有可能的话，进行讲故事比赛。

Reading Log Class_______ Name_______ Date_______

Reading material

Number of words Time taken to read(minute)

Comments

Impressive sentences

Level of

comprehension

Reflective reading

journal

(二)热身(Warming up)

创设情景，激趣导入

Everyone loves a good mystery story．Many people have read stories about Sherlock Holmes by Conan Doyle．Today we are going to read a story by another famous detective story writer Wilkie Collins．

1．Look at the title of this unit and try to guess what the text is about．

2．Do you know any detective stories?

3．What is most interesting about this mystery?

4．Do you like reading detective stories?

5．Wh0 is your favourite detective writer?

(三)听力(Listening)

1．利用插图，构建对话平台

在听前，教师须要求学生认真看图，构建师生对话的平台。例如：

T：What are the guests doing?

Ss：．．．

T：Are they happy right now?

Ss：．．．

T：What is Rachel Verinder thinking about?

Ss：．．．

2．培养问题意识，组织学生讨论

组织学生进行小组活动，针对图画展开想象，

提出更多的问题，激发思维。

3．完成课内题目，掌握听力要点

4．改写对话，培养学生的语言运用能力

要求学生把对话转述成一段叙述，培养学生的语言转换能力及概括能力。

学生可用如下开头：This is a picture of a birth． day party for a young woman called Rachel Verinder． There sits Miss Rachel at the table with a beautiful

diamond on her dress．．．

(四)口语(Speaking)

教师要鼓励学生在收集信息、处理信息和表达交流的过程中探索学习。要将自己置身于真实的环境中，将表演与真实情感有机地结合在一起。这样，有利于寓教于乐，激发学生的兴趣。

除课文的相关情景外，我们还可要求学生描绘当时的情形，如喧闹的声音等。例如，学生可能会使用如下的语句：

“The diamond is gone! Gone! Nobody knows how!”

“I myself saw Miss Rachel put the Diamond into the drawer last night!”

“We must call for the police!”

(五)读前(Pre-reading)

1．超前学习，体验探究

在学习《月亮宝石》时，有可能的话，鼓励学生自主提前学习这本书。学生可以上网下载或到图书馆借阅小说The Moonstone，这样可以培养学生自主学习的能力。

2．共同欣赏，集体解疑

教师要鼓励学生在阅读过程中相互学习，通过课外阅读，使学生加深对文学的感受、理解、欣赏，共同解决阅读中存在的问题，提高思维能力；在讨论中，学会欣赏他人的优点，让学生通过合作体会成功的喜悦。

(六)阅读(Reading)

1．巧妙设疑，激发思维

教师可设计如下问题：

What do you think is the most difficult part in the reading?

What do you think is the most interesting part in the reading?

2．克服困难，猜测词义

Write a definition，synonym，or description of the underlined words.

1)Godfrey is an elegant and successful bachelor with many lady admirers ___________

2)First of all，one of the guests，Godfrey，asks Rachel to marry him，but she declines．___________

3)Rachel’s mother hires the famous detective Sergeant Cuff to investigate the theft. ___________

4)Franklin，on the other hand，gives the detective as much assistance as he can． ___________

5)Sergeant Cuff has one vital clue．He has found a smear in the wet paint on the door of Rachel's sitting room that was not there during the party. ___________

答案：

1)unmarried man 2)refuses 3)look into

4)help 5)very important or necessary

(七)综合技能(Integrating skills)

1．阅读部分是本单元阅读课文的继续。这一部分解开了月亮宝石丢失的原因。教师可要求学生把小说梳理一遍。

Number the sentences to show the correct order.

( )B．Franklin had no memory of what he did with the diamond．

( )C．Godfrey asked Rachel to marry him and she accepted．

( )D．The diamond was set in the forehead of the God of the Moon once again。

( )E．But Rachel broke off the wedding for fear that Godfrey would marry her for her money．

( )F．Rachel，who had behaved strangely since the theft of the diamond，went to London．

( )G．Godfrey took the diamond from Franklin’s bedroom and decided to keep the Diamond to pay off his debts．

( )H．The Indians had followed Godfrey，killed him，and taken the Diamond．

( )I．Franklin read a letter written by Rosanna saying that she knew he had stolen the diamond．

答案：

(1)F (2)C (3)E (4)I (5)B

(6)G (7)H (8)D

2．写作部分提出了两个情景，让学生选择其中之一写一封信。教师要组织好合作小组，小组讨论，理清思路后再分别起草。写出草稿后可互相交换，进行评价和修改。教师可收几封信，向全班展示并进行评价。

3．若有可能，当学生完成了任务“Write a letter from Sergeant Cuff to Rachel apologising for his mistake．”可进一步要求学生以Rachel的口吻给Ser geant Cuff写封回信。

(二)测试性评价

1．Fill in the blanks with proper prepositions or adverbs．

1)Miss Verinder，my congratulations to you _______．your birthday gift．

2)It is no good falling _______ love with Godfrey．

3)I gave _______ smoking last week，but since I stopped I haven’t been able to sleep．

4)He is very kind；he shows much feeling _______ the weak．

5)He wanted to do the job，but he was so young that he was turned _______.

6) I don’t know the reason Rachel might have given _______ refusing him．

7)When the information was given to me，I was to pass it _______ to her．

8) He was tired--such a degree that he fainted．

2．Read the text again and study the sentences taken from the text，and then try to produce sentences of your own by using the underlined structure or expressions in the following sentences．

1)The novel The Moonstone is set in England in 1848，but the story really began 50 years earlier．

2)The diamond was cursed and the man! lived a sad，lonely life without friends or family．

3)When he died he left the Moonstone to his sister's daughter，Rachel，in an act of revenge， passing on his bad fortune to her．

4)Franklin，who is a smoker，is very considerate towards Rachel．

5)At the end of the party，everyone leaves except for Franklin and Godfrey，who are staying the night．

6)As the story develops，we discover some secrets about the people at the house that night，and the reasons why they might have stolen the diamond．

7)Whoever is guilty must have a stain on his or her clothes．

3．Fill in the blanks with proper words．

A formal letter is very 1) from an in for． mal letter．Formal letters are 2) to businesses． schools or government offices．Informal letters are for relatives or friends．You may write an informal letter 3) hand，but you should 4) a formal letter．An informal letter can be as 5) as you want it to be 6) a formal letter should be short, two or three paragraphs．You should 7) formal language in letters to businesses but informal language in letters to your friends．For example，in a formal letter you may say．“I would 8) your sending me the materials which I have requested．”In an informal letter you may say，“Please send me the papers I asked you 9) ．And formal and informal letters have different 10) ．

答案：

1．1 on 2 in 3 up 4 for 5 down

6 tor 7 on 8 to

2．1 The story is set in the Anti-Japanese War．

2 Since then they have lived a happy life．

3 Please read the note and pass it on to the monitor．

4 Jane likes Tom，because he is considerate towards others.

5 The classroom was silent，except for the scratching of pens on paper．

6 As-he grew up，he knew how to work for others．

7 Whoever does a good deed should be praised．

3．1 different 2 written 3 by 4 type 5 long

6 while 7 use 8 appreciate 9 for 10 forms

篇11：高二 Unit13 教案（Period 2）

作者：佚名

The Second Period

Teaching Aims:

1.Learn and master the following words and phrases:

cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom,all the way,that is,add…to,mix with,take advantage of,manage to do

2.Improve the students’ reading ability.

3.Enable the students to realize that it is important to protect the water on our planet.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Master the following phrases:

all the way,that is,mix with,take advantage of,manage to do

Teaching Difficult Point:

How to make the students understand the reading passage better.

Teaching Methods:

1.Discussion before reading to make the students interested in what they will learn.

2.Fast reading to get a general idea of the text.

3.Discussion after reading to make students understand what they’ve learned better.

4.Careful reading to get the detailed information in the text.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

CStep Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learnt something about water.Now who can tell me what you learned yesterday?

S1:I learned that water is very important to all the living things on the earth.

T:OK,can you give me the reason why it is important?

S2:Water can be used to wash clothing,to made electricity,to water the farm and so on.Of course,every day we must drink enough water.So water is very important.

T:Anything else?

S3:I know something about water.For example,from the experiments we made yesterday,I know vegetable oil can’t be dissolved by water.

CStep Ⅱ Pre-reading and Reading

T:OK.Thank you for your answers to my questions.As we all know,we can’t live without water.But do you know what makes water so important to all the living things?

Ss:No,we don’t know.

T:Maybe we can get the answer to the question after reading the article for today.Before you read,first let’s learn the new words and phrases in the passage.

(Teacher deals with the new words with the whole class.)

T:Now please read the passage quickly to get the general idea and try to use the following structures to make six questions.

(Teacher uses multimedia to show the structures on the screen.)

1.What is/are ______?

2.What does ______ look like?

3.What are different parts of ______?

4.What can ______ be compared to?

5.How does ______ work?

6.What are some examples of ______?

(Teacher gives students five minutes to finish the fast reading and making questions.Five minutes later,teacher asks some students to write their questions on the blackboard.)

1.What are the properties of water?

2.What does the earth look like?

3.What are different parts of the ocean?

4.What can the ocean be compared to?

5.How does the special air-conditioner-the ocean work?

6.What are some examples of species in the ocean?

T:Well done.Who can tell me the general idea of the text?

S4:The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.

(Teacher gives students enough time to read the text and collects their information for the chart.)