江苏省响水中学2015高一英语M1Unit3教案牛津译林版

Module1 Unit3 Look ing good， feeling goodPeriod 1 welcome to the unitTeaching aims:(1) Make students pay attention to their health, and how to keep healthy.(2) Get the Ss to improve oral English by talking about the pictures.Teaching important and difficult points:(1) Express their own opinions by comparing the importance of beauty and health.(2) Encourage stud ents to speak freely.Teaching methods:Cooperative learning, task-based learningTeaching procedure:Step 1 Lead-in(1) Look at pictures about some famous people, and think of the question “Is a person’s ability judged by their appearance?”(2) Some questions about yourself:•Do you think appearance plays an important part in your life?•Which do you think is more important, looking good or feeling good?Step 2 Presentation:Choose one picture and have a free ta lk.(1) Who is the person? (2) The reason why he/she does so as the picture shows(3) Give some details about the pictureStep 3 Discussion(1) Do you think we can change our appearance by wearing different clothes?(2) Which do you think is more important, eating well or doing exercises?(3) What do you do to keep yourself looking good and feeling good?Step 4 Further discussion:How can we both look good and feel good?1) Confident2) Healthy Physically3) Healthy mentally4) Exercise regularly5) Healthy dietStep 5 Homework(1) Preview the reading text.(2) Choose one picture on P41, and write down the details about it.Period 2 reading ITeaching aims:1 Enable the students to learn about the three letters2 Train the students’ reading ability：skimming, detailed reading, consolidationTeaching Important and difficult points:1 Find the main points in the three letters and express them.2 Understanding the text.Teaching methods:Cooperative learning, task-based learningTeaching procedure:Step 1 Lead-in(1) Some people are overweight, some are a little fat, and some are slim. Find why people are fat.(2) Discuss ways of losing weight.a) going on a diet b) exercising in the gymc) receiving surgical treatment d) taking weight-loss pills(3) Talk about the advantages, disadvantages & examples of the ways of losing ways.Step 2 Reading1.Fast readingRead the text fast and answer the three questions on page 42. and the meaning of the title “Dying to be thin……”1) The first is that Amy wanted to be thin very much.2) The second is that Amy was going to die because she had taken some weight-loss pills.2. Careful reading1) True or false2) Multiple choices on page 44 C13) Discuss the main point of each letter and the whole passageStep 3 Reading strategyfind out in the text the sentences using “ho wever” and “but”.Step 4 Consolidati on and Expansion1 What advice or suggestions would you give to Amy?2 Do you think pictures of film stars and models cause young people to worry about their looks? Why or why not?Step 5 Homework1. Read the text again to get a better understanding.2. Underline the important phrases and sentencesPeriod 3 Reading IITeaching aims:(1) Encourage the Ss to raise reading ability by focusing on language points.(2) Get the Ss to grasp the new language usage in the text by learning them.Teaching important and difficult points:useful words and expressionsTeaching methods:Individual and group workTeaching Procedure:Step 1 RevisionCheck the language usage in the text(1) words & phrases (2) Non-restrictive attributive clauses (3)‘however/but’Step 2 Language points1. be dying for something / to do something渴望……；极想……2. but I don’t work out any more.work out(1) 锻炼 (2) 算出 (3) 想出 (4) 理解，弄懂3. figure v. 计算，想象；计算出figure n. 数字，体形；身材；人物，图形figure out 想出；理解；计算出4 be ashamed of /be ashamed to dobe ashamed that /What a shame !5 work (vi) 计划等进行顺利；药等起作用；机器等运转，操作work (n) (U) 工作work (n) ( C) 著作，作品6 regret doing sth 后悔做过某事（该事已经做了）regret to do 后悔、遗憾将要做某事（动作尚未发生）7 They contain a harmful chemical that caused my liver to fail.辨析：contain / include8 sb. be embarrassed about sth.拓展：sth. embarrass sb. / sth. be embarrassing / embarrassmentStep 3 ConsolidationRead the text and find the sentences containing the language usages we have just learned.Step4 Homework1. Read the text again to get a better understanding.2. Finish Part A1, A2 on page 94.3. Recite the new words and phrases of ReadingPeriod 4 word powerTeaching aims:(1). Learn and master the new words about sports(2). Enlarge the knowledge about sportTeaching important and difficult points:(1). Talk about sports to learn new words(2). Remember some new names of sportsTeaching methods:Individual work, pair or group discussion, comparisonsTeaching procedure:Step 1 Lead-inTalk about the Youth Olympic Games in Nanjing:(1) What have Nanjing people done for the Youth Olympic Games ?(2) What can I do for this sports meeting?(3) How many kinds of sports can you name ?Free talk about yourself.(1) Of all kinds of sports, which do you like most?(2) Are there any school clubs in your school? Have you ever joined one? If not, are you planning to join one?Step 2 Read and speak(1) Part A on page 46 (2) Find all the names of clubsStep 3 Further studyTalk about expressions of the pictures about sports:badminton tennis boxing fencing, weightlifting squash shooting vol leyball, basketball football aerobics triathlonStep 4 Read and understand(1) Complete the exercise of Part C on page 47.(2) Some questions for you :What suggestions does Zhou Ling give to Amy?Firstly, if Amy wants to get strong and have some fun withfriends,______________.If Amy just wants to build her strength up by herself, Zhou Ling advises her to______.If Amy only wants to have some fun and exercise with some of her friends, she can try_________________.(3) Types of sports Part D (P47)Do you know which are indoor sports and which are outdoor sports? Think more!Step 5. Homework(1) Learn all the new words by heart.(2) Make sure you know how to use it.Period 5 grammar and usage ITeaching aims:(1) Master the usage of non-restrictive Attributive Clause.(2) Practice about all kinds of Attributive Clause.Teaching important and difficult points:(1) Non-restrictive Attributive Clause.(2) The usage of “which” and “as” in non-attributive Clause.Teaching methods:the observing---study---concluding method, individual and pair workTeaching procedure:Step 1. Lead-in and revision.1. The person _______ is standing there is my teacher.2. The person ________ you spoke just now is my teacher.3. This is the little girl ___________ parents were killed in the earthquake.Step 2 Non-restrictive attributive clauses1. Let the students read the five examples in point 1.2. Tell the students what a non-restrictive attributive clause is.A non-restrictive attributive clause is a clause that adds extra information to the main clause of a sentence. There is usually a comma (, ) before it.Similarities and the differences between the two kinds of attributive clauses1) Both of them are used after a noun.2) There is usually a comma before a non-restrictive attributive clause.3) We can never use “that” to begin a non-restrictive attributive clause.4) We can use which to refer to the whole of the main clause in the non-restrictive attributive clauses.3. Ask the students to point out the attributive clauses in reading.Step3. PractiseJoin each pair of sentences to form one sentence. (Part A)Step4. Complementas, which 用法Step5. HomeworkA brief summary of the usage of Attributive ClausesFinish Part C1 on page104 in workbook.Period 6 grammar and usage IITeaching aims:1. Review the usage of intonation, and learn how to read question tags.2. Learn and master the form of question tags.Teaching important and difficult points:Some special forms of the question tags.Teaching methods:Task-based method & Comm unicative methodTeaching procedure:Step 1 Lead-inshows a picture, and tells a story of “shmily”. A old couple keep playing the “shmily” hide and seek game. They write “shmily” on a piece of paper, and hide it in their house. Sometimes, they hide it under a cup, sometimes they hide it under a book. And the meaning of “shmily” is ‘see how much I love you’.T: Do you say “I love you” to your parents? And how do you say it?T: Do your parents say “I love you” to you? If they are too shy to say “I love you” to you, you can ask them, “You love me, don’t you?” and remember, in a rising intonation. When we expect the other person to agree with us, the question tag has a falling intonation.Step 2 Question tagsintroduces the definition of question tags and the basic usage of question tag.(1) We use a negative question tag at the end of a positive statement; we use a positive question tag at the end of a negative statement;(2) Words like neither, none, nobody, nothing, few, little, never, hardly or seldom are considered negative;(3) We use a personal pron. like I, we, you, he, she, it or they in a question tag.(4) We use an auxiliary verb, model verb or be in a question tag.(5) After an imperative clause, we use will you. After Let’s, we use shall we.Step3 practiceStep 4 Language points1. considera. 考虑consider sth./doing sth.b. consider sb. to bec. consider as 认为……是……2. take the riskrisk doing sth. 冒险做某事Step 4 HomeworkP51, A, B; P104, C2Period 7 TaskTeaching aims:1. Practise students’ language skills of listening, reading, speaking and writing2. Help students to learn 2 skills of finding informationTeaching important and difficult points:1. Find and underline the main ideas2. Find and circle the key wordsTeaching methods:Individual, pair or group practiceTeaching procedures:Step 1 Introduce two skills of finding information:(1) Read the questions carefully before you begin.(2) Skim the passage, and look for main points and key words.Step 2 Practise(1) F ind the main ideas and key words in a passage:(2) Read two pictures about “Better Body Gym”, and find the main points and key words.(3) Passage understandingStep 3 Practise listeningnote takingStep 4 Practise writing1. Complete a letter to your friend. Explain why you think he should join the gym by using the given information .2. Write a letter to recommend a gym to a friendStep 5 Homework1. Find information about a club.2. Invite your friend to join it.Period 8 project ITeaching aims:1. Get the Ss to know about proper health and fitness so that they can take care of themselves.2. Improve the students’ ability of making a survey and making a questionnaire.Teaching important and difficult points:1. Use abbreviations & contractions.2. Read the passage about health.3. Make a booklet on keeping fit.Teaching methods:Task-based learning and cooperative learningTeaching procedure:Step 1. Brainstorm1. How much do you know about proper health and fitness?2. What do you usually do in order to live a healthy life?Step 2. Reading1 Read the article and find out the main idea of each paragraph.● Let the students read the article themselves and find out the main idea and the key words of each paragraph.● Then check the answer with the whole class. The teacher can present the answer in the form of tables.● Let the students work in pairs and try to find out the main idea of the whole article.The main idea: Eating right food, drinking plenty of water, exercising regularly and having enough sleep will make a teenager look and feel better.Step 3 Detailed-readingLet the students read the passage again. Ask them to find out the numbers in the passage and tell what use these numbers in the passage.1. Approximately 20% of teenagers: going on a diet and skipping meals.2. Drinking 6 to 8 glasses of water a dayRegular exercise: at least 30 minutes a day, 5 times a weekHaving a good sleep: 8—10 hours of sleep each nightStep 4. ExercisesStep 5. Ho meworkPart D2 on Page 97Period 9 project IITeaching aims:1 Improve the students’ ability and provide pr actice.2 Make a booklet about health.3 Master the usage of some useful words and expressions.Teaching important and difficult points:1 Present a report about health to the whole class.2 Make a booklet about health.Teaching methods:Self-study and Task-based exerciseTeaching procedure:Step 1. Revision and check-upPart D2,Page 97Step 2. Language Focus1 words: skip; system; count; concentrate; amount; loss; approximately; skin; use;2 phrases:along with in the long term/runin no time as a matter of factloss of sleep take in3. Sentences(1) ….they have to tried going on a diet and skipping meals to control their weight.try doing sth / try to do sthtry one’s best to do sth = do one’s best to do sth(2) Walking and riding your bike count, and so do school sports.count vi. 算作；重要vt. 数数拓展： count on = rely on = depend onSo + 助动词 + sb./ sth. 另外一个人或者事也这样So + sb / sth + 助动词表示某人或某物的确如此如果有两种及两种以上的情况或既有肯定又有否定，则用: so it is / was with sb. / sth. 或 It is / was the same with sb. / sth.(3) If you take in the correct number of. . . , and feel great.take in “接受, 接待, 容纳, 吸收, 理解, 包括, 轻信, 欺骗, 注视”(4) …. And increase your ability to concentr ate when you study.拓展：concentrate one’s attention ( energies ) onStep 3 PracticeStep 4 Homework1. Review the whole text2. Page 105, Part D1Period 10 RevisionTeaching aims:1. grasp the vocabulary and phrases;2. learn some skills in writing a composition about health3. apply the target language to practical use and in certain contexts.Teaching important and difficult points:Useful language points and non-restrictive attributive clauseTeaching methods:discussion in groups and task-based activitiesTeaching procedures:Step 1 Revision1. Parts B1 and B2 on page 103.2. Parts D1 and D 2 on page 105.Step 2 Self-assessment1. Do some exercises to review useful words and phrases.2. Translate some sentences into English.3. Review non-restrictive attributive clause and question tags.Step 3 Practice1. Finish the consolidation exercises by discussing in groups.2. Check the answers and discuss some difficult questions.Step 4 writingWrite a short passage by using words and expressions in unit3 and attributive clauses.Step 5 Homework1. Review the unit after class.2. Do relative exercises after class.。