高一下学期全册教案(人教版高一英语下册教案教学设计)（共6篇）
篇1：高一下学期全册教案(人教版高一英语下册教案教学设计)
Type of lesson: New Lesson
Teaching aims: Learn to use functional sentences, key structures, and words to giving advice and making suggestions by listening, speaking, reading and writing.
Teaching contents:
1. Topic: Healthy eating
(1) Talk about eating and health.
(2) Practise giving the advice and making suggestions
(3) Use the modal verbs had better, should, ought
(4) Learn some useful cooking terms
(5) Read and write recipes
2. Functional Sentences: Seeing the doctor.
Giving advice and making suggestions
3. Vocabulary:
Words: pain, hurt, ache, examine , check, advice, advise , suggest, health ; healthy, diet, base, prepare,
Phrases: had better, ought to, be careful, take care
4. Grammar: Modal Verbs
Period 1: Warming-up & Listening
Type of lesson: Listening
Time: 40 minutes
Teaching aims: 1. Talk about eating and health.
2. Improve the students’ abilities of listening.
Teaching aids: computer
Teaching procedures:
Step 1: Lead in
Ask students to answer the following questions:
1. What do you often have for breakfast / lunch / supper?
2. What do you care most about your food?
Step 2: group discussion.
Ask every group to choose one picture on page 1 and finish the following tasks:
1. List out the names of the food.
2. Identify the healthy food, junk food and the food both good and bad for health, and then give out the reasons.
3. Fill in the form.
4. Each group choose one student to report the result of their discussion.
names of the food healthy food, junk food,
food both good and bad for health, reasons
Step 3 : Listening comprehension
1. Go through the task with the students and make sure what to do before the teacher plays the tape.
2. Play the tape for 3 or 4 times and give specific instructions of what to do each time.
Listening text 1
( 1 ) Answer the question 1, 2 on Page 2.
( 2 ) Filling the blanks.
Hmm, let me see, I had two _____________, two large orders of __________ ________, an _______ _________, and a large ____________.
( 3 ) Discuss the question 3 on Page 3.
Listening text I1
( 1 ) Answer the questions on Page 2.
( 2 ) Filling the blanks.
Now, let’s see. No, your temperature is ____. Your mum’s _________ ----- you probably ____ ate ____ _____. Here, take these pills tonight and tomorrow morning and see if you feel _____. If _______ changes or you don’t feel _____, give me a call.
3. Let students check their answers in pairs and then with the whole class.
Step 4: role- play
Ask the students to act as a doctor and a patient to make dialogues.
Homework:
Ask the students to discuss the following questions after class.
1. How important is it to control the amount of food for your meals?
2. How do we keep a balanced diet?
Period 2 Speaking
Teaching aims:
1. To train Ss’ speaking ability
2. The Ss are able to describe what’s wrong with him when seeing a doctor and practise a doctor’s suggestions.
Teaching procedures
Step 1. Leading in
Let the Ss read a short joke and answer some questions.
How old is she?
A woman was having some trouble with her heart, so she went to see the doctor. He was a new doctor and didn’t know her, so he first asked some questions, and one of them was “ How old are you?”
“Well”, she answered “I don’t remember, doctor, but I will try to think.” She thought for a minute and then said , “ Yes, I remember now, doctor. When I married, I was 18 ,and my husband was thirty. Now my husband is sixty, I know. And that is twice thirty. So I am twice eighteen. That is thirty-six, isn’t it?”
1) What was the relationship between two people?
2) What’s wrong with the woman?
3) What are the questions a doctor usually asks when you first meet him?
4) What other problems does the woman have besides heart trouble?
Step 2 Functional sentences learning
1. Ask the Ss to brainstorm on functional sentences about seeing the doctor and list them on a piece of paper.
1) What’s wrong/matter with you?
2) I don’t feel well./ I’ve got pain here.
3) There’s something wrong with my…
4) Let me have a look. Show me your …
2. Ask the Ss to go over the functional sentences on P3 by themselves.
3. Let the Ss read the situations and make up a dialogue in a pair or in group of 3 or 4.
4. Ask the Ss to sum up the functional sentences they have used in their dialogues.
Patient Doctor
I’ve got a pain here. This place hurts. Lie down and let me examine you.
There’s something wrong with … Let me have a look.
I don’t feel well. Drink plenty of water and get
some rest.
5. Read the sample dialogue and try to learn it by heart.
Step 3 . Task: Make up a dialogue by using the situations given on P72.
Sample: 1
A: Excuse me , waiter! Could I order, please? I’m very hungry!
B: Of course. What would you like?
A: Oh, I like all kinds of food. I’ll eat anything as long as I get a lot of it!
B: I see. Well, in that case, I recommend that you order a steak.
A: Well,yes, but I’m worried that it may not be enough. What does it come with.
B: It comes with two vegetables and your choice of French fries or bread rolls.
A: Can I have both fries and bread rolls?
B: Sure. And perhaps you’d like a salad?
A: Good idea! I’d like a regular house salad. Oh, and I’d like some dessert, too.
B: We have apple pie and ice cream.
A: Great. I’ll take the apple pie, please.
Step 4 Summarizing the functional sentences of giving advice and making suggestions they have used in their dialogues.
a. You’d better (not)…
You should /ought to …
You need (to )…
b. Shall we…?
Let’s…
What/How about…
Why not…?
Why don’t you …?
Period 3: Reading
Type of lesson: Reading
Time: 40 minutes
Teaching content: Text---We Are What We Eat
Teaching objectives: 1. Students can understand the whole passage by reading it.
2. Students will learn to know how to make the right choices about what and how we eat.
Teaching focus: Improving the students’ abilities of reading.
Teaching aids: computer
Teaching procedures:
Step Ⅰ: Pre-reading
Show students the following questions on the screen and let students discuss them in pairs.
1) Which of the following gives you the most energy: a banana, a soft drink or a bar of chocolate?
2) How many meals do you have every day? Which meal do you think is the most important? Why?
3) How much water do you drink every day?
4) What kind of snacks do you have?
Step Ⅱ: While-reading
1. Reading for general information.
Ask the students to read the passage quickly for the first time and find out the answers to the following questions.
1) Why should we learn to make the right choices about what and how we eat?
2） How will we be ready for the challenges and opportunities in life?
2. Reading for the meaning of the words.
Ask the students to read the passage for the second time and find the words that fit the following descriptions.
1) ________________ Found in food and necessary for good health.
2) ________________ The kind of food that someone eats each day.
3) ________________ Part of plants that you eat but cannot digest, which help food to move quickly through your body.
4) ________________ Found in food and are important for good health. They help to build our bones, teeth and blood.
5) ________________ Found under skin. Our body needs it for energy. It can keep us from feeling cold.
6) ________________ Bad for your teeth and can make you gain weight.
7) ________________ Found in milk and meat. Our body needs it to grow and keep healthy.
8) ________________ Unit for measuring how much energy the food can give us.
3. Reading for understanding specific information.
Let students do the T or F exercises.
1) Our eating habits have changed because we need more food than before.
2) We can buy all kinds of food in the stores, but we had better choose healthy food to buy.
3) Protein, Calcium, Vitamins and some other nutrients help to build up strong bodies.
4) Vegans don’t eat meat because they hate hunting.
5) More and more people realize that organic vegetables are good for health because the vegetables are grown without chemicals.
6) Supplements and crash diets can help people lose weight.
7) If we eat less fat, sugar and exercise more we will keep ourselves fit.
8) The passage mainly talks about what to do to make oneself healthy.
4. Reading for sentence problem solving
Let students read the passage with the tape on and underline the sentences that they can not understand. After the students finish reading, teacher should help them to solve their problems and make sure everyone can understand the following sentences.
(The explanations to the following sentences are on page 132)
1) Our eating habits have changed, as our way of life, and the fuel we need for our bodies is also different.
2) The same goes for “crash diets” that some companies say will make us lose weight fast.
3) We ought to learn more about our body and the fuel it needs to keep fit. Only in that way will we be ready for the challenges and opportunities in life.
Step Ⅲ: Post-reading.
1. Ask students to work in pairs to complete this table.
Nutrients functions Sources
2. Students work in groups of four and discuss the questions below. When they have finished, they can discuss their answers with the rest of the class.
1) Why do people go to fast food restaurants?
2) Why is it not good for you to eat too much sugar and fat?
3) Why are crash diets and supplements so popular?
4) What can we do to keep a balanced diet?
3. A task
Every student makes a balanced diet of one week for their families according to the passage and the chart on page 73
Period 4: Word Study
I. Type of lesson: Word Study
II .Teaching aim: Help the Ss understand the meaning of the given key words and phrases , learn to use the words by themselves.
III. contents: pain, hurt, diet, advice, advise, examine , prepare, health, , fit, offer
IV. Difficult point: write a passage with the words and expressions
V. Teaching aids: projector
VI. Teaching procedures:
一，pain
Step 1: learn to understand the word by asking the Ss to find out the sentences in the dialogue and try to explain the meaning in another way.
Situation 1:
Suppose you are a patient. You said, “I’v got a pain in the head”. But the doctor doesn’t understand the word “pain”. You have to express yourself in different ways.
I’v got a headache or my head hurts.
Step 2 : learn to use the word:
1). pain
1. I’v got a pain here.
2. His harsh words caused her much pain.
3. No pains, no gains.
4. She took great pains to keep the house clean.
5. Tom took great pains with his English lesson and got high marks.
6. My foot is still paining me.
pain 多用于名词，可数或不可数，指“肉体上的痛苦”也指“感情上的痛苦”；表示“辛劳，努力”时复数。
2).hurt 表示疼痛，只能用作不及物动词。如：
1.My leg still hurts.
2.Does it hurt here?
3. These shoes hurt --- they are too small.
hurt v.t make somebody or something feel pain:
4.He fell and hurt his leg.
5.You hurt her feelings (= made her unhappy ) when you said she was fat.
6.He was hurt in a traffic accident.
Step 3 Practise using the words.
1．战争中失去了儿子使他非常痛苦。
It gave him much ______ to have ______ his son in the war.
2. 你得了什么病？我头疼。
What’s wrong with you? My head_________.(hurts)/ I have a _______ in the head.
二，examine
Step 1: Lead in: learn to understand the word
Situation 2: T: After you tell the doctor what’s wrong with you, could you tell me what the doctor will probably do?
S : The doctor will say: “Let me examine you.”
Step 2 Learn to understand the word.
Match the explanations with the sentences on the right box.
examination (= exam ) n.
1.He went into hospital for an examination.
( for a medical examination.)
2.We’ll have an exam in English next week.
Step 3:Practise using the word.
Make sentences using the words “examine & examination” according to the following situation:
Situation 3 : You came back to school from the hospital to tell your English teacher why you went to see the doctor instead of having the examination in English.
三．advise
Step 1: learn to understand the word
Situation 4 : List the suggestions the doctor gives to the patient in the dialogue.
Step 2: 1. I advise you not to eat fruit that isn’t ripe in future.
2 I advised him not to smoke in the room.
3. I advised him against smoking in the room.
4. .The doctor advised the man to stop smoking, but he wouldn’t listen.
5.I advised that he ( should ) not smoke in the room.
Step 3: Ask Ss to rewrite the above five sentences using the word suggest.
Step 4. advice n.
a piece of advice
ask sb. for advice ;
give sb. some advice on how to do sth. ;
take advice
Our teacher always gives us some advice on how to learn English well.
Step 5 : right or wrong?
1. I suggested that he finished the work in an hour.
2. I advise you have a good rest after finishing the work.
3. The doctor suggests to eat ripe fruit in future.
Choices:
1. He advised us ___ there on such a rainy day.
a. not go b. going not c. not to go d. should not go
2. I suggest you ___by taking this medicine.
a. to lose weight b. will lose weight c. lose weight d. are losing weight
四， diet Learn to know something about the word
Step 1: lead in
Situation 5: Jane is a girl. She often feels hungry. She likes hamburger , potato chips and fried chicken. She can’t run fast because she weighs 90 kg. What do you think she should do?( She should know what a healthy and balanced diet is. Instead of eating expensive diet food, she can simply try to eat less fat and sugar and exercise more.)
Step 2:
1. What is a healthy diet?
2.It is probably better ,however, if we spend our time and money on buying good food and keeping a balanced diet.
3.Too rich a diet isn’t good for you.
4. The doctor put the patient on a special diet.医生给这个病人规定特别饮食
5.The doctor says I’ve got to go on a diet.医生说我得节食。
health ; healthy
1. Walking is good for your health.
2. She is in good (/ poor ) health.
3. Though 80 years old, my grandmother is still healthy.
Step 3: practise using the word by asking Ss to make sentences according to the above situation.
1. It’s important to have a healthy diet.
2.If you are too fat ,the doctor will advise you to go on a diet.
五，prepare
Step 1. learn to understand the word by asking the Ss to find out the sentence with “prepare” in it.
We can make sure that we are well prepared for the challenges and opportunities in life.
Step 2: Learn to understand the word
1. John is preparing a meal for us.
2. Will you help me prepare for the party?
Prepare vt. --get it ready
one’s lessons,
prepare the table
chairs for the meeting
the meeting
prepare for the exam
the struggle
the party
3.I am making preparations for the journey.
Step 3: Practise using the word.
1.They are busy _____lunch.(preparing)
2.He is well ______for the meeting.(prepared)
3.I’m not ________to listen to all your weak excuses.(prepared)
4.First __________the rice by washing it, then cook it in boiling water.(prepare)
5.Will you help me ___________the party?(prepare for)
六，fit
Step 1: Lead in learn to understand the word
Situation 6 : The teacher is wearing a new coat. Ask the Ss what it looks like on the teacher.
Step 2: Learn to use the word
1. The suit fits me nicely
2. We always fit our deeds to our words.
3. The door fits badly.
4. Mr. Wang fitted a new lock on the door.
5. We should exercise more to keep fit.
Step 3:Practise using the word
将划线部分词汇的中文意思写在该句子后面的括号内:
1.You look so good in the red dress- it fit you well.( )
2. I’m sure we’ll have something to fit your requirements(要求), Madam.( )
3.All the computers they sell all fitted free.( )
4.The person who has the experience in designing the software is fit for the post(职位) in the computer company.( )
5.The old man is as fit as a flea(十分硬朗)because he does a lot of exercise every day.( )
6.The shoes are a good /poor fit.( )
七.offer
Step 1: learn to understand the word by asking the Ss to find out the sentence in the text with “offer” in it.
Stores offer all kinds of food and snacks and we have to make many choices.
Step 2: Learn to use the word
1.The trees offered shade from the sun.
2.He offered to help me /he offered me his help.
3.Thank you for your offer of help.
4.The company has offered a high salary.
Step 3: Practise using the word
将划线部分词汇的中文意思写在该句子后面的括号内:
1. My father has very kindly offered to take us to the airport.( )
2. We feel really bad that we didn’t offer any food to the poor.( )
3. What are you offering for the painting if you would like to buy it?( )
4. It’s an organization that offers free legal advice to people on low incomes(收入).( )
5. I must say the offer of a weekend in Hainan quite tempts(吸引) me.( )
6. He’s a businessman…I’ll make him an offer he can’t refuse.( )
VII. Task 1: Suppose you are a doctor who answers questions about diets and nutrition for Food and Diet magazine. Read the following letter and write a reply.
Task 2:
Complete the following passage using the above words:
The Way to Keep Healthy
It is very important for us to keep healthy in our daily life. But how? Here is some____ for you to follow.(advice)
First, you ought to have a healthy_____. It is necessary to eat enough fruit with which you should be _______ because it contains all kinds of vitamin that you need every day. You had better not eat too much fat. Every day your parents _____ a rich meal for you. The amount of fat you can eat____ ____on your weight.(ought, diet, careful, had, prepare, is based)
Second, good habits can help you keep_____. I _______ doing regular exercise every day.(healthy, suggest)
Last, an eight-hour sleep is needed after a day’s hard work. Remember smoking can damage your______. If you really feel a _____ in your body , go to ask the doctor to ____ you to be cured in time.(health,pain,examine)
Period 4 Grammar
Teaching aims:
1. To train students to know the usage of the modal verbs “had better, should, ought
to, must, have to and have got to”.
2. To let students to know the differences between had better, should, ought
to, must, have to and have got to.
3. To train students to use these modal verbs skillfully in daily life.
Key and difficult points:
1. To let students to summarize the usages of these modal verbs after learning the
sentences with modal verbs.
2. To train students to use the modal verbs in daily life including spoken English and
written English.
3. To let students to use modal verbs in right condition.
Teaching procedures:
Step 1 ------ Leading in
1. Ask students to watch a flash which happens between a mother, a son and a guest.
2. Ask students why the guest is very angry.
Step 2 ------ Modal verbs learning
I. had better
1. Show students a picture of a doctor and a patient, and then tell students some background about the picture.
Teacher’s presentation ------ A man felt very badly and he thought he had a serious disease, so he decided to go to see a doctor. The doctor examined him and asked him some questions about his favorite food and hobbies. The patients told the doctor that he likes having junk food and liquor. His another hobby is always surfing the Internet overnight and getting up very late.
2. Ask students to suppose they are doctors, and ask them to discuss what advice
they can give the patient according to pictures in pairs.
3. Ask some students to present their discussion results buy using the word had
better.
(1) You had better eat more vegetable and fruits.
(2) You had better drink less wine.
(3) You had better not surf the Internet recently.
(4) You had better get up and go to bed early.
(5) You had better take more exercise.
4. Ask students to summarize the usage of had better.
When you give advice or your opinion about something, you can use had better or had better not.
Attention ------ You can say “had better do sth.” to the people who are older than you.
II. should & ought to
1. Show students a picture of western dinner table, and then tell students some
background about the picture.
Teacher’s presentation ------ Sammy and her Chinese friend Li Ming went to a formal Western dinner party one day. Unfortunately Li Ming does not know anything about table manners at a formal Western dinner party, so he made many stupid mistakes at the party. The next day Sammy told Li Ming his mistakes, and tried to advise Li Ming what to do or what not to do.
2. Ask students to suppose he or she is Sammy, discuss what Sammy is going to try to advise Li Ming according the given pictures in pairs. Tell Li Ming what to do or what not to do by using words should or ought to.
3. Ask some students to present their discussion results buy using the word should and ought to.
(1) You should/ought to keep the knife in your right hand and the fork in your left.
(2) You shouldn’t/ought not to ask a second bowl of soup.
(3) You should not/ought not to drink too much.
(4) You should/ought to finish everything on your plate.
4. Ask students to summarize the usage of should and ought to.
When you are trying to advise someone about what to do or what not to do, you can use should/ought to or should not/ought not to. Ought to is stronger than should in tone.
III. must & have to
1. Show students a picture of a master and a servant.
Teacher’s presentation ------ This master is going to her friend’s birthday party. Before leaving, she gives his servant a lot of work.
2. Ask four students a group to discuss what the master says to her servant, and then give them an example and some pictures.
3. Ask some students to present their discussion results buy using the word must.
(1) You must clean every room.
(2) You must take my dog to go for a walk after dinner.
(3) You must wash all the clothes.
(4) You must clean the garden.
(5) You mustn’t use my phone.
4. The servant feels very misunderstood and she complains to her friend. Ask students to suppose he or she is the servant, and ask four students a group to discuss what the servant is going to say to her friend.
5. Ask some students to present their discussion results buy using the word have to.
(1) I have to clean every room.
(2) I have to take my dog to go for a walk after dinner.
(3) I have to wash all the clothes.
(4) I have to clean the garden.
6. Ask students to summarize the usage of must and have to.
(1) When you want to say that it is necessary for someone to do something, you can use must.
(2) You can use must when you think it is necessary. Must can be only used in present tense and futures tense. The negative form of must is mustn’t which means 不许.
(3) You can use have to when someone else thinks it is necessary or there seems to be no other choice. Have to can be used in any tense. The negative form of have to is not have to which means needn’t.
(4) You can use have got to instead of have to.
Step 3 ------ Modal verbs practice
1. Show students some school rules and regulations. Ask students to say some of rules by using modal verbs according to their attitudes to some rules and regulations.
(1) Get to school on time.
(2) Wear school uniforms from Monday to Thursday.
(3) Wear school badge at school school.
(4) Don’t wear any jewelry at school.
(4) Don’t take cellphones to school.
(5) Turn off the light before leaving the classroom.
(6) Keep silent at noon from 12:50 to 1:50.
(7) Don’ t ride your bike at the campus.
2. Ask students to suppose they are teachers. At the first day of the new semester,
how the teachers say these rules and regulations to the new students by using the modal verbs.
3. Ask four students a group to discuss how the teachers say these rules. Then ask three students to present their results and let other students to judge who the best teacher is.
Homework ------
1. Ask students to fill in the blanks with must or have to.
(1) It’s later than I thought. I ________ go now.
(2) Jack left before the end of the meeting. He __________ go home early.
(3) In Britain many children ____________ wear uniform when they go to school.
(4) When you come to London again, you __________ come and see us.
(5) Last night Don became ill suddenly. We __________ call a doctor.
(6) You really _____________ work harder if you want to pass the examination.
2. Ask students to fill in the blanks with mustn’t or don’t/doesn’t have to.
(1) I don’t want anyone to know. You ________ tell anyone.
(2) I can stay in bed tomorrow morning because I __________ go to work.
(3) Whatever you do, you _____________ touch the switch. It’s very dangerous.
(4) There is a lift in the building, so we ___________ climb the stairs.
(5) You _______ forget what I told you. It’s very important.
(6) You _____________ be a good player to enjoy a game of tennis.
3. Ask students to fill in the blanks with had better or should.
(1) I have an appointment in ten minutes. I ________ go now or I will be late.
(2) It’s a great film. You _________ go and see it. You will really like it.
(3) I ________ get up early tomorrow. I have got a lot to do.
(4) When people are driving, they _________ keep their eyes on the road.
(5) Thank you for coming to see us. You __________ come more often.
(6) These biscuits are delicious. You _________try one.
Period 6: Integrating skills:
Type of lesson: Reading and writing
Teaching aim: Enable the Ss to improve the ability of reading and writing.
Teaching procedures:
Step I: Reading.
1. Ask the Ss to classify the foods in the box into different groups individually and then give reasons.
potato chips sandwich salad apples chocolate chicken roll-ups tomatoes shaomai oranges bananas
Healthy snacks:_______________________________________________
Unhealthy snacks:______________________________________________
Example:
I think that potato chips are unhealthy snacks because they are high in fat.
I think that apples are healthy snacks because they have lots of vitamins and fibre.
2. Ask the Ss to name some other snacks.
3. A game.(group work)
T: Snacks are usually easy to make, so sometimes we can prepare the snacks by ourselves. Are you good at cooking?
shaomai chicken roll-ups
_____the pork and the black mushrooms _____ pieces. _____ the chicken and ____ it into pieces.
_____all the ingredients _____ a bowl. _____ the bacon ____cut it into pieces.
_____ and ______ the skins. _____ the potato small,and _____ some lettuce and the cheese.
_____ the shaomai _____ boiling water _____7 or 8 minutes. ______ them all together in a bowl.
_____ some of the mixture _____ the bread and ____it up.
1) Ask the Ss to fill in the form without looking at the books.
2) Tell them to check their answers according to the passage and explain some new words.
3) Teach some new verbs with pictures or performance.
Group 1:chop,peel,slice,dice
Group 2:stir,mix,blend,add
Group 3:boil,steam,fry
Step II. Ask the Ss to learn to write a recipe.
1.A writing task.
Today is your birthday.You ‘re 18 now.You want to show your parents you are no longer a child.You are able to take good care of them and yourself.You’ve made a birthday cake (a salad,a pudding,etc.) by yourself . Look!
2.Ask the Ss to discuss the topic they want to write.
3.Ask the Ss to list the necessary information.(Work in groups of four)
1) What ingredients do you need?
2) How much is needed,a spoonful,a cup or a pound?
3) What should you do with the ingredients?
4) Which ingredients should be mixed together and how?
5) How should the ingredients be cooked?
4.Get the Ss to write the recipe .
5.Tell them to exchange their recipes in pairs.
6.Ask some pairs to present their recipes in front of the class.
(One of them gives the instruction while the other acts out.)
Possible version:
Fruit salad
Ingredients:
an apple, a pear, a banana, orange sections, grapes , melon balls, strawberries, nuts (1 cup),vanilla yogurt (1 cup),orange juice concentrate (2 spoons),lettuce
Cut the apple and the pear into pieces and the banana into slices(slice the banana).Mix together all the fresh fruits with nuts. Stir the yogurt with orange juice concentrate. Add the fruits and nuts, and mix them well. Serve on a bed of lettuce.
丰台一中
北京十二中
丰台分院 梁丽冰
篇2：高一下学期全册教案(人教版高一英语下册教案教学设计)
Teaching procedures:
Period 1. Warming up, listening and speaking
New words: mystery, mysterious, footprint, ladder scary, dormitory
Teaching process:
Step 1:leading and lead-in
T: Morning class!
Ss: Morning, Miss Liang, (zhang)
T: What do you like doing in your spare time?
Ss: Playing computer games, seeing a film, watching TV/play?
T: Where do you watch a play?
S1: At the theatre.
T: What do e call the person who writes a play?
S: A playwright.
T: Do you like to be a playwright?
S2: Yes.
T: A playwright must be good at making up stories, is that so?
Ss: Yes.
T: Do you like making up a story?
S3: Yes, I do.
T: If you want to make up a story, what will you tell others?
S4: Who are the hero and heroine.
T: Yeah, so you mean the main character. Anything else?
S5: When and where does the story take place.
T: Good, time and place belong to the setting. Others?
S6: Why does the story happen?
T: You’re right. And the last point is the most attractive. So do you know what it is?
S7: How does the story come about?
T: Yeah, clever! This is about the plot, ××, why do you think plot is the most attractive?
S8: Exciting and interesting.
T: What’s your opinion?
S9: Mysterious.
T: Great, so if you want to be a good story teller, your story should include who--character, when, where--setting, why, how--plot. Besides, the plot ought to be mysterious. Would you please turn to page 15, look at these three pictures and use them to write a good story. You can work in group of four.
T: What can you see in picture1? Can you guess what the old man told the two to do?
What do the two young meet? What happened at last?
Step 2: Warming-up
T: Who will be willing to share your story? ××, will you have a try?
S10: ……
S11: ……
S12: ……
T: which group give us the best story? Why?
S13: ××’s group, because the story made up by them is mysterious.
T: I do agree. If you want to solve the mystery, what is the most important the to you?
S14: Clues.
T: Clues are important, especially to policemen and detectives.
Step 3: Listening
T: So let’s listen to the tape. Try to find out the mysteries and the clues.
T: Listen again and finish the exercises.
1. What is missing? (B)
A. A necklace and some money
B. A necklace and a cellphone
C. A necklace and a wallet
2. What did they find? (A)
A. footprints B. shoe prints C. fingerprints D. A shoe
1. What did John and Mary discover? (D)
A. The door is open B. The window is broken
C. The door is broken D. The window is open
2. What did John and Mary find on the floor? (C)
A. A shoe B. A key C. Some hair D. Broken glass
1.What did John and Mary find in the garden?
A. A ladder B. A banana peel C. A knife D. A necklace
2. Can you solve the mystery?
……….It’s monkey.
T: Suppose you’re the detective, a report from cow is going to interiors you. Could you show us the dialogue?
Ss: Well done. It seems that you’re not only good at telling stories but also excellent Performa. Just now we’ve mentioned that a playwright must be a good story teller. A play also indwells who, when, where, why .But is there anything difference between the story and play?
S15: Play is in the form of dialogue, but story is not.
T: Yes, story is usually narrated. Play has something with dialogue and also has several scenes.
Step 4: Speaking
T: Cat’s move to speaking on page16, first, we’ll have a look at situations. Find out who, when, where or ever why, how.
Character: three pieces
Time: dark night in April
Place: in the mountain
S16:
S17: Character: Four classmates
Time:
Place: in the dormitory
S18: Character: Four students
Time:
Place: on the way to school.
T: Adorning to the situations and the information given above, four in one group, try to create a short play. It can be more than one scene if necessary. Then act it out.
Step 5: homework
T: Time is up. So this is as your homework. Tomorrow we will hold a competition and see who will be the best playwright, who will be the best cotter and actress.
Period 2 Reading
The necklace
New words: Jeanne Mathilde Loisel, recognise, surely, diamond, explain. Pierre, ball, jewellery, franc, continue, call, lovely, being back, day and night, pay off, debt, precious, at most.
Teaching Process
Step1: Check the homework and lead-in
T: Yesterday, I asked you to create a play, would you please share your play with us?
Ss: ……
T: Well done. ××, what do you think of the role you’re played.
S1: ……
T: Next group.
Ss: ……
T: Great. The whole clan, what kind of play do you like: funny plays, serious plays or sad plays?
Ss: ……
T: Yes, I think so. Last chance, who will catch the last chance?
Ss: ……
T: Wonderful! ××, which script is the best one?
S2: I think ……
T: Who is the best actor and actress in your opinion?
Ss: ……
T: You think ×× and ×× performed really well. The same goes for me. And it seems that you know a lot about plays. Do you know any play in and out of China? Who is the playwright?
Ss: ……
T: Today, we are going to read a story written by Maupassant. Who was Maupassant? Was he an English writer or a French writer?
S3: A French writer.
T: Yes. He was a famous French short-story write in the 19th century-born in 1850 and died in 1893. Most of his works were about the everyday life of the simple people. His style was direct and simple with attention is realistic detail. All these can be seen from the story we are going to learn. What’s the title?
Ss: The Necklace.
T: Can you guess why the playwright chose. The Necklace as title?
S4: The play must talk about it.
T: I’m sure you will get a better understanding after reading it. Anyhow, let me introduce you the characters.
Pierre Loisel: a government worker (P)
Mathilde Loisel: P’s wife (M)
Jeanne: M’s good friend (J)
But ten years later, J couldn’t recognize her good friend M, why?
Please read the story quickly and see if you can tell me why.
Ss: She looked much older.
Step 2: Reading
T: Why did M look older than her age? What had happened to the couple? Let’s read the play carefully and then I’ll give you some information about it.
1. One day J was sitting at home and M went to see her. (F)
T: Where did they meet each other?
S4: In a park.
2. J didn’t recognize M because she was ill. (F)
T: Why did she look older than her age? What kind of life did she live?
S5: She looked older than her age because of ten years of hard work. Times were hard for M-Years of hard work, very little food, only a small cold room to live in and never, never a moment’s rest.
3. M married a man with a lot of money. (F)
T: Where did M’s husband work?
S6: He worked in a government office.
4. Ten years ago, the couple were invited to an important meeting.(F)
T: What were they invited to do?
S7: They were invited to a ball.
T: Did they accept the incitation? Why?
S8: Yes, they did. Because P was the only person in his office who was invited.
5. M didn’t think they could go because she had no evening dress or jewellery. (T)
6. P decided to buy some jewellery for his wife. (F)
T: What did he decide to buy for his wife?
S9: An evening dress.
T: How much was it?
S10: Four hundred francs.
T: Why did he decide to spend so much money on an evening dress?
S11: After all, the ball was very important.
7. At last, M decided to go to the ball with a flower. (F)
T: Why couldn’t she do that?
S12: Everybody else would be wearing jewellery. She couldn’t be the only woman who wasn’t wearing jewellery.
8. M would go to see J on Friday. (T)
T: Why did she want to see J on Friday after she got a new dress?
S13: Because J married a man with a lot of money. She could lend M some jewellery.
9. M called J and asked if she could borrow some jewellery. (F)
T: Was J kind?
S14: Yes.
T: How do you know?
S15: She brought out all her jewellery and she told M that she could take anything she liked.
T: What kind of necklace did M choose?
S16: She chose a lovely diamond necklace with a big blue store in the center.
10. M looked pretty and happy. (T)
11. M and P have been happy since the ball. (F)
T: What made their life change?
S17: They lost the necklace.
12. M and P bought a new necklace. (T)
T: How can they afford it?
S18: They borrowed the money. During the next ten years they both worked day and night to pay for it. At last, they paid off all their debts.
T: How much did the necklace they bought cost?
S19: It cost them thirty-six thousand francs.
T: Was J’s necklace as precious as this one?
S20: No, it was made of glass. It was worth five hundred francs at most.
Step 3: Task
1. If only M and P had found the necklace.
Can you imagine what happened when they returned to the ball and tried to find the necklace?
2. What would M do after she returned home from the park. Would she tell her about the real story? What would P say?
So would you please work with your group members, choose one of them and write a short play, then act it out.
* Post reading for reference.
Sample of task 2
M=Mathilde P=Pierre
M: You’ll never guess whom I met today in the park.
P: Oh, was it some important?
M: Why , yes, you could certainly say that. (looking at him.) I met Jeanne.
P: No, you don’t say!
M: Yes, she was sitting there when I walked by but she didn’t know it was me.
P: How could she forget? ( He sees his wife putting her hands to her face.) Oh, I’m sorry.
M: That’s all right. Anyway, we both know I did it to myself.
P: Did what, dear?
M: Made a fool of myself. I simply to be the lowest lady at the ball and look what it cost me -and you, I’m sorry.
P: Forget it, dear. What’s past is past. You mustn’t keep blaming yourself.
M: But you don’t know the worst part. Oh, I still can’t believe it! She told me that the diamond necklace wasn’t real!
P: What do you mean?
M: It wasn’t real. I was only worth a few hundred francs.
P: Oh, my goodness! And we worked so hard to pay for that necklace. Our whole life. But as least we did the right thing. We must forget about the past. At least we still have each other.
M: (not listening.) And to think she gets to keep the necklace now! (She shakes her head many times.)
P: Forget the necklace. It can only bring you as much as trouble as the old one.
Step 4: Homework
I’m for know a lot about M, P and J. Can you use one adj to describe each of them?
M: Pretty, vain.
P:
J: Vain, honest.
1.Rewrite the whole play in the time order. From boring the necklace. Losing the necklace looking for necklace, returning the necklace to knowing the tooth. Then act it out.
II. Discursion
1. Why did M have to borrow a necklace from Jeanne?
If you’re M, will you wear the flower instead?
2. What would Jeanne do after she met M in the park? Would that change M and P’s life?
3. Why did the another chose “The necklace” as title?
4. What do you think of M’s life? In your opinion, what made her life like that?
Period 3
Step 1. Check the homework
T: Today, we’ll go on to talk about=The necklace. What quarters did M, J and P have?
Ss: ……
T: So let’s have some discussion. I’m sure you can have better understanding of M, J and P, the title, or even the society after discussion.
1. Why did M have to borrow a necklace from Jeanne? If you’re M, will you wear the flower instead? Why or why not?
2. What would J do after she met M in the park? Would that change M’s life again?
3. Would M’s life be happy again? What do you think M’s life? In your opinion, what made M’s life miserable?
Step 2: Act out the play
T: You know better about M, J and P, and I asked you to retort the whole play, I have faith in you and you can do well. Any volunteer to have a performance?
Ss: ……
Step 3: Comment on the play
T: Which group give us the best performance? Which group has the best script? Who is the best actor? Who is the best actress?
Ss: ……
T: How to create a successful play?
Step 4: Homework
T: 1. I’m afraid time’s up, let’s leave it until tomorrow. Think over how to create a successful play? You can have a look at learning to act on page 86, it will help you. So will integrating skills on page 20.
2. Tomorrow we will have the programme “the life of Art”. One acts as Mr. ZhuJun. ×× and ×× are the best actor and actress we’ve chosen, so they will invited to the programme as distinguished guest. Others are the audience live. The main topic is “How do you two become famous actor and actress.”
Period 4
Step 1. Greeting and lead-in
T: Morning class. It’s time for us to entertain ourselves. The like of Art will begin soon. Who will be Zhujun? You can begin like this________ Hello, everybody, I’m your old friend Zhujun. Welcom to …… our programme______The life of Art. Today we’re lucky enough to invite the best acter and actress ×× and ××. Welcome! ……
S1: ……
S2 &S3:
Ss: ……
Step 2: Presentation (Fast reading)
T: Wonderful! They talked a lot about how to act well, how to be a successful performer. Do you want to know more?
Ss: Yes.
T: So let’s turn to page 86 skills “learning to act”. Look through the whole passage and find out: What is the first thing an actor or actress should do?
Ss: The first thing an actor must have is the desire to become an actor and the belief that he or she can act well.
Step 3: careful reading
T: Self-confidence, self-determination are of great important. But many skills need learning. Read carefully and tell me how do actors prepare for a performance besides self-confidence.
I. Learning how to act
1. The teacher asks students to image that they are a certain thing, close their eyes, concentrate on the object they have chosen and use their both to show their feelings.
2. The teacher may also ask student to think about a general topic and list situation or actions that belong to the topic.
eg: If the topic is friendship, students may list “a handshake”, “laughter”, “meeting” and so on.
II. trust each other and communicate
eg: one stud it may close his or her eyes and have another student lead him or her around.
III. learn the lines of the play, how to move, where to stand or walk and what expressions to us.
IV. understand the character they pay.
1. from appearance
2. from quality and character.
skill
Remember lives
speak clearly
understanding feelings
Team work On stage
Remember what to say
Speak to the audience
Playing a character
Act together with other actor In real life
Study, take exams
Give a speech, read poetry
Understanding our selves and our friends
Study together, work together
Step 4: Reading and writing (page 20)
T: The actors themselves are the most important. But if an actor wants to perfume successfully, what else will be needed?
Ss: A good director.
A good script.
T: Yeah, a good script plays an important in a successful play. So let’s learn to write and perform a short play. Would you please turn to page 21, and read the tips together?
Ss: ……
Step 5: listening
T: So I’d like you to listen to the tape, follow it and finish exercises on page 21.
1. The teacher says that TV shows and computer games are a bit like plays. Can you think of more similarities? What are the differences?
2. The text above has several roles in it --the teacher and the students. What other “roles” in real life can you think of? Do you “act” in different ways when you’re a “student” and when you are a “son or daughter” or a friend?
3. Life is like theatre, and theatre is like life. Do you agree? Compare life and theatre and try to think of similarities and differences.
Step 6: homework
1. Find out five beautiful sentences in this unit.
篇3：高一下学期全册教案(人教版高一英语下册教案教学设计)
关键词：三生,三生课堂,英语教学
明德中学 “三生”理念 ( 生命教育、生活教育和生态教育) 是在新一轮课程改革背景下引进的。其主旨是减负增效, 打造高效课堂。“中小学生命教育的理论和实践研究”首席专家肖川教授认为:“生命教育”作为教育的价值追求, 作为真正人道的教育, 其目的是帮助学生更好的理解生命的意义, 确立生命尊严的意识, 高扬生命的价值, 使他们能拥有一个美好的人生。1生活教育即从生活中学习, 教育在生活中进行。生态教育是指教育中的教师、学生、教学内容以及教学资源等各因素应该像自然界的生态系统一样, 相互联系、相互依存、相互作用, 最终实现人与人、人与自然以及人与社会的全面和谐、可持续发展的教育。
所谓英语 “三生课堂”, 是指让英语课堂 “生命化、生活化和生态化”。“三生课堂”要求老师关注学生个体的 “生命、生活、生态”, 创设优质高效课堂。要打造英语 “三生课堂”教师应明确学生才是学习的主体, 把课堂还给学生, 让学生自主学习、自主探究、自主发展、让教学结果自然生成, 从而提高课堂效率。下面笔者以 《人教版新目标七年级英语下册》为例, 分析如何有效实现英语 “三生课堂”。
1. 让学生自主, 打造生命化课堂
英语 “三生课堂”以学生终身发展、全面发展为本, 为学生的终身发展和幸福奠基。这就要求我们教师尊重每一个学生, 把自主性还给学生, 让每一朵花都能绽放。要营造出富有生命力的英语课堂氛围, 教师在设置教学环节时要难度适宜, 跳一跳就能够得着的目标才是适合学生的, 否则将大大挫伤学生的积极性, 让课堂沉闷无聊。以记英语单词为例, 很多学生畏难不愿记单词, 为此笔者将每单元单词按10个一组分配, 每天记10个, 大大降低了难度, 第二天课前笔者将花5分钟时间以学习小组为单位口头抽查单词记忆情况。每个学生抽查一个单词, 全对的小组可以加分。因为第一天回家抄写并默写了这10个单词, 第二天他们通常都很有信心来回答单词。学生们总是抢着预约第二天的单词抽查名单。再比如默写单词, 笔者先前一次默写一个单元, 学生得满分者甚少, 后来笔者把一个单元分两次默写, 全对者比先前多了, 学生也更喜欢默单词了。所以教师在设置任务时要充分考虑学生的水平, 布置难度适宜的练习, 这样效果或许更好。
2. 教育从生活中来, 到生活中去, 使学习生活化
陶行知先生说, “生活即教育, 在生活里找教育, 为生活而教育”, 这要求我们备课时不是从教材、教参出发, 而是从学生的生活实际出发, 课堂以生活为本。在讲授Unit 8 Is there a post office near here时, 笔者就先搜集了部分学生家庭附近的建筑物, 在课堂活动 “ A guessing game”中, 选择一些学生上讲台来, 其他学生猜测 “Is there a/an…near your home?”, 因为这些建筑物来自学生身边, 所以学生们积极性很高, 他们想知道自己同学家附近有些什么建筑物, 而那些上台的学生也很希望与大家分享自己家旁边有何种建筑物。再比如在讲授Unit 9 What does he look like? 时, 笔者预先搜集了学生家长的一些照片并设置了一个孩子用英语描述自己父母的长相的环节, 再出其不意地放出孩子们父母的照片, 家长的参与让孩子对本堂课印象十分深刻。当笔者问孩子们: “Do you love your mother / father?” 和 “I think your mother is the most beautiful woman /your father is the most handsome man” 时, 孩子们都给予了肯定回答。这样的环节取材于孩子们的生活, 同时还渗透着浓浓的亲情教育。
3. 小组合作, 人人参与, 教师巧设问题, 打造生态化的课堂
英语 “三生课堂”强调小组合作, 共同参与。生态化英语课堂强调把教学各要素看成一个教学的生态系统, 以实现教师和学生共同和谐发展。教师着眼于学生整体, 让学生小组合作探究问题, 自然生成。以Unit 4 Don’t eat in class为例, 这个单元重点是谈论规则, 笔者设置了一个环节, 小组合作为本班制定班规, 同时选出最酷班规。孩子们分组合作, 讨论热烈。最后纷纷要求展示自己小组制定的班规。再比如英语写作, 传统写作模式中老师把题目给定, 对题目做点简单分析, 让学生独立完成, 结果是一些学生总觉得无话可写。笔者的做法是对于一些难度较大的作文, 采取合作学习模式, 大家集思广益, 共同探讨完成作文。在这种模式下, 平时不爱写作文的学生在其他同学的带领下纷纷提出自己的观点或看法, 每个小组成员都会或多或少地贡献自己的力量。以小组合作形式写出文章, 再以小组合作的方式互相批改作文, 最后老师总结。随着合作机会的增多, 学生们的互帮互助意识增强了, 团队感也增强了。写作变得有趣味性了。要打造生态化课堂, 作为课堂组织者, 引领者的老师也要善于设置问题。
“三生”英语课堂要求老师以培养学生将来的生存能力为目标更加用心地去备课, 让自己的课堂符合基本的认知规律和教学规律, 不能破坏学生自然的生长过程, 让每一朵花都自然地开放。
参考文献
[1]汤罗英.明德三生课堂教学模式的实践与探索[D]湖南师范大学硕士论文2014.5
[2]许韶歆.创建三生课堂提高教学效益[J]基础教育参考2012.08
[3]汪小红, 刘忠政.论中学英语课堂教学的生态化[J]贵州师范学院学报2014 (11)
篇4：高一下学期全册教案(人教版高一英语下册教案教学设计)
1.知识目标与技能
理解掌握价格变动对生活、生产的影响，熟练运用价格变动的影响分析相关经济现象，提高学生参与经济生活的能力。
2.过程与方法目标
运用实例分析法，自主学习，合作探究总结应对价格变化的
措施。
3.情感、态度与价值观目标
形成对价格变动认识的科学态度，用具体、明确、可操作的行为语言，描述本课的知识、能力、方法、情感、态度、价值观等方面的教学目标。
二、教学重点、难点
价格变动对生活的影响、价格变动对生产的影响。
三、教学方法
创设情景、教师引导、学生讨论。
四、新课引导
枸杞是我们宁夏的特产，在宁夏，很多人靠生产枸杞生活，李大山就是一个代表，李大山有个爱好就是创作打油诗，这节课我们将通过大山的打油诗学习价格变动给人们的生产和生活带来的
影响。
五、新课讲授
1.对生产的影响
师：每年夏季是枸杞收获的季节，作为枸杞生产者，枸杞的价格时刻牵动着大山的心，影响着他的心情，2012年的夏天，大山怎么也高兴不起来。
李大山的喜和忧（一）
种植枸杞已多年，靠它吃来靠它穿，
卖高卖低不由咱，到底由谁说了算？
枸杞枸杞我爱你，就像老鼠爱大米。
师：原来是枸杞的价格让大山苦恼了，到底是什么因素导致了今年枸杞价格下滑呢？一起看看今年的枸杞行情。（看视频）
师：看来今年的枸杞行情确实不够乐观，是什么因素导致了枸杞价格下滑呢？
学生回答，教师总结：需求不足、质量不好。如果你是大山，面对这样的行情，面对外来枸杞的冲击，该怎么办呢？（生：讨论2分钟并交流）
师：下面我们一起把同学们的发言总结一下，看看价格变动对人们的生产会有哪些影响！
板书：价格变动对生产的影响：（1）调节生产规模；（2）提高劳动生产率；（3）生产适销对路高质量的产品。
教师总结：同学们的想法都非常好，我会把大家的想法带回去给大山，相信大山的腰包会越来越鼓，他的生活也会越来越红火。近些年，由于大山吃苦耐劳，再加上国家政策照顾，他的日子已经很红火了。
李大山的喜和忧（二）
感谢国家政策棒，我由温饱奔小康，
前年盖上大瓦房，去年买了电冰箱，
添了电脑连了网，城里农村一个样。
日子年年大变样，犹如心里吃了糖。
师：真为他的幸福生活感到高兴，此时，我们也发现大山的角色也由生产者转变成了消费者。那么，作为消费者会关注商品价格的变化吗？为什么？
学生讨论，教师总结：是的，商品价格的变化会对消费者的生活会产生重大影响，最直接的反应就是需求量的变化。一般情况下，商品价格变动会对消费者需求产生什么影响呢？
2.对生活的影响
板书：1.一般情况下，商品价格变化与需求的变化成反相关
教师：随着经济的发展，大山的日子确实好过了，可是物价的不断提高给大山增添了不少烦恼：
李大山的喜和忧（三）
老婆想要金手镯，粮油价涨不停歇，
老婆老婆听我说，生活计划还得做，
镯子咱再拖一拖，看看金价跌不跌。
师：金镯子之类的商品和食品有什么不同吗？这两类商品的价格变化对需求量的影响一样吗？（生：……）
板書：2.不同商品对价格的反应程度不同
学生活动：在同一区间画上对比函数图（对学生有点难度，教师可适当指导）
师：在人们收入一定的情况下，哪类商品的价格对人们生活水平和生活质量的影响比较大？（生：……）
教师总结：居民生活必需品的消费，尤其是食品的消费支出占家庭总支出的比例越小，越有利于居民生活水平的提高。经济发展带动物价上涨是正常的，但是，如果物价上涨的速度快于居民收入增长的速度，这就非常不利于居民，尤其是中低收入居民的生活水平的提高。因此，国家非常重视物价的稳定，在这方面也做了非常多的工作，当然，最重要的工作还是要发展经济，提高居民收入。
教师：近些年，我国经济发展的成就有目共睹，大山的收入确实增加了不少，今年大山又圆了自己一个梦，拥有了一辆汽车，可是，经历了短暂的喜悦，苦恼也随之而来：
李大山的喜与忧（四）
有了汽车真方便，买车容易养车难，
汽油改成天然气，谁知气价又翻倍，
电动汽车快普及，还是用电最实惠。
教师：大山为什么会有“买车容易、养车难”的体会？养车需要的东西和车是什么关系？
学生：互补品，概念，举例。
教师：如果两种商品为互补品，一种商品的价格会对另一种商品的需求量产生什么影响？（学生：……）
教师：大山为什么会油改气，甚至有换电动汽车的想法？油、气、电是什么关系？
学生：替代品，概念，举例。
教师：如果两种商品为替代品，一种商品的价格会对另一种商品的需求量产生什么影响？
板书：3.相关商品价格的变动对需求量的影响
互补品——反相关，替代品——正相关。（学生活动：举例说明，并画曲线图）
3.课堂总结（我们的收获……）
总之，价值决定价格，价格围绕价值上下波动这条经济规律是谁都无法改变的，若价格的变化在合理的范围内，只要人们能够按照价格的变化对他们的生产和生活做出科学的、合理的调整，那么，人们的生产效益和生活质量一定会像宁夏的枸杞一样越来越红！
篇5：高一下学期全册教案(人教版高一英语下册教案教学设计)
1 avoid eye contact避开目光交流 avoid doing sth 避免，逃避做
2 cover one’s mouth/ears 捂住某人的嘴，耳朵 be covered with sth 被…覆盖
cover (an area of )25 square meters占地25平方米 cover (a distance of )40 miles行程40英里
cover all aspects涵盖方方面面 cover a wide field涉及范围广cover an event 报道一件事情cover the cost of 够支付 cover one’s mistake遮盖，隐瞒自己的错误
a book with a hard cover精装书 read a book from cover to cover 从头到尾读完一本书
3 jump a queue/line插队
4 give/lend sb a hand(with sth)帮忙
5 body language体态语 sign language(聋人的)手语
verbal language/non-verbal language口头语言;肢体语言
6 communicate with sb与人交流 communicate/convey sth to sb向某人传递，传达(信息)
7 vary from A to B vary greatly/considerably/enormously大不相同
eg,Teaching methods vary greatly from school to school.各学校教学方法大不相同
vary in price/quality/character….在价格，质量，性格等方面不同
a wide variety of…各种不同的
8 look into one’s eyes 直视某人 look into a case调查一桩案件
9 a respectable man 一位可敬的人 respectful of others’ opinions尊敬他人的意见
eg,The teacher is respectable, so we are all respectful to him.
go on respective/separate ways走各自的路 have respective future dreams对未来各有梦想
10 as to how/what/who/whether……至于如何，什么，谁…
eg,I was at a loss as to how to explain it.
eg,I’d like you to give some advice as to what to buy for her birthday.
as to sb/sth=as for sb/sth关于，就…而言 eg,As to money,he is indifferent.关于钱，他漠不关心。eg,He can stay,but as for you,you can get out of my sight.
11 greet sb with a smile/kiss微笑地向某人打招呼，迎接某人
12 rest one’s head on one’s hand把头枕在手上
13 get through difficult situations度过艰难时期 get through an exam通过考试
How long does it take you to get through an essay?你写完一篇文章要花多少时间?
get through to sb电话联系上某人 get through money/food用完钱，吃光食物
对比：go through lots of hardships经历过困苦 go through the paper 通读，浏览
He went through the pocket looking for keys. 仔细查找go (=get)through all the money用光
14 tear/pull/knock down walls 拆除城墙
15 smile at oneself in the mirror在镜子里面对自己微笑
16 sb feel down=be in low spirits,feel depressed/frustrated 感到情绪低落,沮丧
对比：let sb down让某人失望
17 there is nothing better than/like…什么都比不上…，没什么比…更好的了
egThere’s nothing better than/like a long hot bath after a day’s climbing.
爬了一天山后，什么都比不上好好泡个热水澡。
have nothing to do with与…无关
nothing but:only 只不过 eg,He is nothing but a common person.他只不过是个普通人。
none other than(表惊讶)不是别人，正是…
eg,The coming guest turned out to be none other than Mr Wu himself.
18 shrug one’s shoulders耸肩膀
19 hold up/raise one’s head 抬头 反义：hang one’s head垂头，低头
Women hold up half of the sky.女性撑起半边天
be held up(delayed)by traffic/bad weather被交通，坏天气耽误
20 put up (raise)one’s hand举手 put up a tent 搭帐篷
put up a poster张贴海报 put up at a place在某地留宿
21 make a face/faces做鬼脸 make a gesture/sign作姿态,作手势
22 cross one’s fingers希望如愿，祈求好运
eg,Cross your fingers that I can be admmited to the university.为我祈求能被那所大学录取。
cross one’s legs/arms 跷着腿，双臂交叉eg,She was sitting on the chair with her legs crossed.
(idea,thought)cross one’s mind闪现，掠过
eg,The thought had crossed my mind,but I finally changed my mind.我曾经有过这念头，不过我最后改变了想法。
23 roll one’s eyes翻白眼
24 inviting (attractive)food 诱人的食物an inviting(charming) smile迷人的微笑
25 be(well)worth +n./doing eg,The book is worth 30 dollars. The book is worth reading.
注意：This painting is of little worth.(=value)这幅画没什么价值。
a dollar’s worth of cheese值一美元的奶酪
26 from beginning to end 从头到尾(强调时间) eg,You laughed from beginning to end.
对比：from top to toe/bottom从头到脚;完全彻底地(强调方位)
eg,She is in black from top to toe.
eg,I’ve cleaned the house from top to bottom in order to greet the New Year.
27 facial expressions面部表情
with an expression of thought/surprise/fear/disgust….
露出若有所思的表情，惊讶的表情，害怕的表情，厌恶的表情…
28 make up a funny story编一个有趣的故事 make sb up 给某人化妆
make up a team组成一只球队(be made up of 由…组成)
make up(for)the loss/ the time/the work弥补损失，补回时间，补做工作
Let’s make up (with each other.)让我们言归于好 make up one’s mind下定决心
29 put sth in order把…摆放整齐 the computer is in working order.电脑运作情况良好。
反义：out of order次序颠倒;情况反常，出故障eg,The computer is out of order.
place /make an order订货，下订单eg,Our school has placed a large order for laptops.
take one’s order 记下顾客点的饭菜
eg,The waiter came over to take my order.服务员过来请我点菜。
keep order维持秩序eg,The new teacher can’t keep order in class.
keep public order维持社会治安 eg,The duty of the police is to keep public order.
give orders发号施令 obey/take one’s orders服从某人的命令
in order to do/so as to do(表目的)为了in order that/so that…(表目的)为了(引导从句)
注意order动词的用法：
order sb to do/order that sb (should) do 命令，吩咐某人做
eg,The doctor ordered me to take a rest for a month.
=The doctor ordered that I (should) take a rest for a month.
order a book from the publisher.向出版社订购一本书 order a meal.订一份饭菜
Have you ordered yet?您点菜了吗?
30 make a list of 列清单 put one’s name on the list 把某人列入名单
take one’s name off the list把某人除名
31 pat sb’s stomach=pat sb on the stomach
32 It(suddenly) occurred to sb that…某人突然想起
重点句子：
1 No,thanks.I can manage it myself.
2 We use both words and body language to express our thoughts and opinions and to communicate with other people.
3 Just like spoken language,body language varies from culture to culture.
4 Making eye contact-looing directly into one’s eyes is in some countries a way to show interest.
5 There are also differences as to how often we touch each other.
6 While there are many different interpretations(解释，阐明) of our body language,some gestures seem to be universal.
7 If we are feeling down or lonely,there is nothing better than to see the smiling face of a friend.
Unit 22 A world of fun
重点短语：
1 an amusement park游乐园 a theme park 主题公园
2 be/get tired of sth/doing sth=be/get bored with sth对…厌烦
be tired out=be worn out =be exhausted筋疲力尽的
3 roller-coaster rides过山车 free-fall rides自由落体车乘 bumper car rides碰碰车
Ferris wheel 摩天轮 bungee jumping 蹦极跳 rock-climbing攀岩
4 tourist attraction=a place of interest 旅游景点
5 a collection of 一批收集的东西 eg,a collection of stamps
6 be based on/ on the basis of 以…为基础
7 China’s 55 minorities中国的55个少数民族
8 combine education with entertainment寓教于乐
9 What they have in common is that…他们的共同之处是
10 be divided into two sections被分为两部分 separate A from B
11 the winged insects有翅膀的昆虫 four-legged animals四条腿的动物
12 risk sth/doing sth 冒着…的危险 eg,risk injury/risk being injuried冒着受伤的危险
risk one’s life 冒着生命危险 take a risk/chance 冒险
at the risk of (doing) sth eg,He saved the boy at the risk of serious injury.
it’s (not)worth the risk(不)值得冒险eg,I never walk home alone at night-it’s not worth the risk.
13 feel like sth/doing sth:want to have sth 想要
eg,I feel like another glass of wine. 我想再喝一杯酒。
eg,He didn’t feel like going to work.他不想去工作。
feel like….感觉像，摸上去像
eg,What does it feel like to fall through the air?从空中坠落会感觉如何呢?
eg,The towel feels like sponge.这毛巾摸起来像海绵。
14 take off in a rocket坐火箭腾飞 fly a helicopter开直升飞机
15 send up/launch a rocket/a satellite into space发射火箭，卫星升空
16 make great achievements 取得成就make progress取得进步 make a breakthrough取得突破
17 live far from school住得离家远 far from satisfactory 远不能令人满
far from enough远远不够 far from pleased/happy 一点儿也不高兴
18 race against:compete against sb in a race与某人比赛
eg,She will race against some of the world’s top athletes.她将与世界顶尖运动员进行比赛。
19 special effects 特技
20 limit sth to/be limited to..限制，限定
eg,Mother limited us to one cake each. / eg,Each of us is limited to one cake.
there is a /no limit to …有，无限制 without limit无限地
eg,There is a limit to what I can do for you.我能为你做的事有限。
eg,There is no limit to what you can do if you try.如果你努力，成就无可限量。
eg,The task is too much for me .I know my limit(s).这工作对我来说太吃力，我知道能力有限。
eg,My patience has reached its limit.我的忍耐已到极限。
重点句子：
1 What they all have in common is that they combine fun with education.
2 New technology allows us to experience almost anything without actually being in danger or risking injury.
3 If you want to know what it feels like to fall through the air,take off in a rocket,fly a helicopter or fight alien creatures in outer space,visit one of the theme parks.
篇6：高一下学期全册教案(人教版高一英语下册教案教学设计)
1.跟上时代发展 6.迎接新年
2.强身健体 7.企盼未来
4.对环境有害 9.文化背景
5.有点发烧 10.欢聚一堂
Ⅱ.单词拼写
1.An ant has two (胃),one of which is for taking food home .
2.Would you like to have some water ?(矿泉水)
3.The doctors are busy (检查)the patient .
4．SARS is a terrible (疾病).
5.So far no (化学)weapons have been found in Iraq .
6.Different (代)have different understanding about culture and history .
7.There were flying (吻)and smiling face everywhere to welcome the hero back .
8.How (愚蠢)of him it is to say that !
9.Tears came down her (面颊).
10.It is a great honour to have our (尊敬的)guests here .
Ⅲ.单选
1. we will go camping tomorrow depends on the weather .
A. If B. Whether C. That D. Where
2.The paper parcel a clean shirt ,socks and a handkerchief .
A.covered B.contained C.including D.owned
3.Many young doctors , Dr zhang ,wanted to be sent to work in the new hospital .
A.included B.contained C.including D.containing
4.-Are you feeling tired after the game ?
-- ,In fact ,I can join in another one .
A. Not a little B. Not a bit C. Not one little D. Not one bit of
5.Allen had to call a taxi because the box was to carry .
A. much too heavy B.too much heavy C.heavy too much D.too heavy much
6.Either you or the head master the prizes to these gifted students at the meeting .
A.is handing out B.are to hand out C.are handing out D.is to hand out
7.There are five pairs ,but I am at a loss which to buy .
A.to be chosen B.to choose form C.to choose D.for choosing
8.This is Mr Smith, has something important to tell us .
A.Who I think B.I think who C.he thinks D.I think he
9.The tailor asked the girl to the new dress.
A.fit in B.try in C.dress D.try on
10.My parents don’t allow time nothing .
A.to waste;to do B.wasting;to do C.to waste;dong D.wasting;doing
11.Many students signed up for the race in the sports meeting to be held next week.
A.800-metre –long B.800-metres –long
C.800-metres-length D.800-metne –length
12.Dorothy was always speaking highly of her role in the play , of course ,made the others unhappy .
A.which B.who C.this D.what
13.When he was there ,he go to that coffee shop at the corner after work
every day .
A.would B.should C.had better D.might
14.-Please say “Merry Christmas ”to your family for me !
--sure,
A.My pleasure B.The same to you C.Thank you D.Thank you all the same
15.Do you have any idea how the accident ?
A.came about B.was happened C.was take place D.was created
IV.课文填空.
1.what is wrong Mike ?
2.I’ve got here.(我这儿疼)
3.Was the peach ripe or green? You ought to be careful fruit .
4.Take this medicine (一天服用3次).
5.Calcium,Which is found in eggs,milk and other dairy products,is good your bones and teeth ,(对……有好处).
6.We must do as much as we make our Community better and more beautiful.
7. (每次)we celebrate a festival it changes a little and in this may we keep our culture alive .
8.No Fighting or crimes (允许).
9.It is not a sad day , a time to celebrate the cycle of life .
Unit 13-14 参考答案
Keys
I.1.Keep up with the times .
2.Build one’s body
3.keep healthy
4.Be harmful to the environment
5.have a bit of fever
6.greet the new year
7.hope for a happy future
8.learn about history
9.culture back ground
10.get together
II .1.stomaches 2.mineral 3.examining 4.disease 5.chemical 6.generations 7.kisses 8.foolish 9.cheeks 10.respected
III .1.BBCBA 6.DBADD 11.AAACA
IV .1.with 2.a pain 3.with 4.three times a day 5.for 6.can to 7.Each time
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