高一英语试讲教案
Teaching Plan for Module 1, NSEFC Book 2
The Fifth Period: speaking and writing: “Our Body and Healthy Habits”
I. Teaching Objectives
1. Language Objectives
(1) Important words and phrases
1. Headache
2.Migraine
3. Symptom
4. Not…any more
5. Toothache
6. Take one’s temperature
7. Have a temperature
(2) Important sentence patterns
I don’t get migraine any more.
2. Ability Objectives
(By the end of the lesson, students should be able to :)
(1). Students can make use of these useful expressions to talk about health problems.
(2). Students can write a paragraph about a health problem.
3. Moral objectives
1. Enable students to have the motivation to keep healthy.
2. Enable students to have the team spirit.
II. Important Point
1. Master some important and difficult words, phrases and sentence patterns. such as: Migraine, Not…any more, Take one’s temperature, Have a temperature…
2. Know how to describe the symptoms of an illness.
3. Master how to put several sentences in the right order.
III. Difficult Points
How to write a paragraph about a health problem.
IV. Teaching Methods
1. Student-centered teaching method, Task-based teaching method.
2. Teaching Aids: blackboard, a projector and computer.
Ⅴ. Teaching Procedures
StepⅠLead-in(3mins)
(At first, the teacher greets students, and then asks all students to review these worlds that they have learned in the four parts this module. Especially, the words which relate to illness. such as: toothache, headache, flu, migraine, get a cold, have a temperature, sore throat…)
T: Good morning, girls and boys! Today, we continue to learn this module. Before starting our class, I want you to review these words which relate to illness we have learned in this module. What are them?
Ss: …
T: Of course, there are many other words relate to illness, you should pay attention to them maybe; we use them in the speaking and writing parts. Now please turn to page8, speaking 2. StepⅡPre-writing (whole class work)(20mins)
Speaking (pair-work) (8mins)
(Ask students to discuss with their partners to make a dialogue about a health problem. At first, ask two students to read and translate the example on the textbook to make sure the students understand it. Then tell students they can use the example on their textbook as a sample. Give them 4mins to prepare the dialogue. Then ask 2 groups to play for the whole class. At last, teacher makes a conclusion that students should pay more attention to how to describe the symptoms of an illness.)
T: We have learned much information about our body and illness. Now please look at the speaking two, the example on our textbook. Who want to read it for us?
Ss:（read the example）
T: OK. Who would like to translate it for us?
S: (ask one student to translate it)
T: Do you understand this example? Now please discuss with your partners to make a dialogue like the example. Of course, you can make a more integrated dialogue. But your dialogue must include the name of the illness and the description of the illness’s symptoms. Do it!
(4mins later)
T: Stop. Now, some volunteers share your dialogue with us?
S A and S B (hands up)
T: OK. Please!
Ss:…
T: Well done! Someone else? (Ask another pairs to do it)
Ss: …
T: OK. In this part, we have learned to how to describe the symptoms of an illness. If you like, you can make more dialogues to practice after class. OK, the following time we will deal with the ordering activity.
Ordering the sentences (8mins)
(First, the teacher lets the students skim these sentences themselves, and then the teacher deals with the difficulty that students can’t understand. Teacher gives students 3mins to order them in right order. Give one minute to students to check their answer with their partners. Then ask two or three students to give their answer to whole class. Teacher gives the right answer to students, and gives the reasons.)
T: there are eight sentences in this part, please skim these sentences yourselves to find out the difficulty that you can’t understand. (2mins later) Do you have any difficulty?
S: I can’t understand sentence “e”.
T: There is an important phrase“not …any more”in this sentence you can use another phrase “no more” to instead of it. Give you an example: if you tell lies again, I will not believe you any more. Do you understand now?
Ss: …
T: Who would like to share your answer with our classmates? How about your idea? (Ask a student to answer)
S1: …
T: Do you agree?
Ss: …
T: Look at them. We learn it together. From this paragraph’s main idea, we know it is about the boy’s experience form being sick to get well. Right? So we can order these sentences by the sequence of events, So the right answer is 6,3,5,2,8,1,7,4. Understand?
Ss: …
T: Now please read the paragraph together. “I am a sixteen-year-old boy.” Begins!
Ss: …
Show a simple（5mins）
T: Now, I show you one sample about this writing. Please look at it. Pay attention to the grammar and tense.
T: Generally, we should use the past tense not the present tense. You can arrange your compositions’ structure by the order of time. …
StepⅢWhile-writing (individual activity)(10mins)
(Teacher explains the four requirements to students and asks students to write a paragraph about a small health problem that they have had. Tell students they can use the activity one as a model when they arrange their paragraph’s structure. In another word, they
should start with the self-introduction, and then tell what’s wrong with her or him and what has she or he did to deal it with. Finally, give detail information about the ending.)
T: OK. We have learned how to describe the symptoms of the illness and have showed you the sample. Now, please turn to page9 to write a paragraph about a small health problem that you have had according to the four requirements. You can use the activity 1 as a model and arrange your paragraph’s structure like it. And you have 10mins to write. Do it now! If you have some questions about the writing, you can put your hands up. OK?
Four requirements:
1. Begin with Some information about yourself. (Your age, your sex)
2. What the problem was. (What’s wrong with you?)
3. Explain what you did or what happened. (What did you do to deal with your illness?)
4. Explain how things ended。（How about the ending?）
Step IV Post-writing (whole class work) (10mins)
(Give students 2mins to exchange their writing with their partners and correct its structure and language. Then give students 2 minutes to sort out and correct by themselves. Then ask some students to read his or her composition to classmates. Ask students correct their compositions after class and hand in next class)
T: Have you finished it?
Ss: Yes. (No)
T: Change your compositions with your partner and correct its grammar mistakes and language.
Ss: ( Do it) …
（2min later）
T：Please return the composition to its owner to sort out. 2mins later, I’ll ask some classmates to read his or her to us.
Ss: (Do it) …
T：OK. *** Please read your writing to us.
S2: …
T: On the whole, your writing is very good. But you have neglected the last part—the ending. Could you tell us now?
S2: …
T: To the writing part, I want to give two advices.
1. The language in one composition should be rich and colorful. You should avoid using the
same word or expression many times in one composition. For example: we can use “wonderful” or “terrific” to instead of “very good”. Also, you can use some beautiful sentences Such as: proverbs and celebrity quotes. For example: love me love my dog. Knowledge is power. Good medicine tastes bitter and so on. So please collect more beautiful sentences in your daily life and make full use of them when you write a passage.
2. Learn to use some transitional words and expressions. For instance: furthermore, moreover, besides, in addition; nevertheless, afterwards however; in brief, in a word, in general; really, indeed, surely, above all. These words and expressions can give your composition the stereovision.
Step V Summary（1min）
T: This class stops here. Now we make a conclusion about this class. At first, we reviewed some important words and phrases. Such as: headache, migraine, symptom, not…any more. Then, we have learned how to describe the symptoms of an illness and ordering some sentences. The most important thing, we learned how to write a paragraph about the health problem.
Step VI Homework assignments (1min)
Do more exercises about writing on students’ exercises-book after class.
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Making a call. (打电话) Good luck! (祝你好运) Goodbye! / See you! (再见) Stop! (停) I’m thinking! (我在思考) You are great! (太棒了) Come here! (到这里来) I’m tired! (我累了) 设计意图： 1.通过熟悉欢快的歌曲旋律，使课堂充满轻松愉悦的气氛，且Clap your hands ! Stamp your feet ! 与主题“Body language”密切相关。 2.游戏的方式极大地激发了学生参与课堂的热情，让学生了解“Body language”的传达信息的作用。 步骤2：Reading（30 minutes） 1.F ast reading（8 minutes） Which is the main idea of the text? A. There are different customs in different countries. B. Foreigners should follow the customs of the country where they are visiting. C. People use body language to send messages and different body language has different meanings. D. The importance of knowing customs. How many parts can this passage be divided into?
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高一上学期英语教学计划 如何激发学生学习英语兴趣呢?高一教师快来制定教学计划吧!下面是 我收集整理关于的资料，希望大家喜欢。 一. 教材分析 教材是“课标”的具体表现，是学生学习的“蓝本”。现在使用的人教版英语教材每一个单元都围绕一个主要话题开展听说读写活动，共九个部分，即热身，阅读，理解，语言学习，语言运用，小结，学习建议和趣味阅读。语言知识和技能的呈现与训练，以及语法和句型等重点循序渐进，循环反复，符合学生的认知规律，有利于学生构建知识系统。新教材打破了传统的体系，用新的理念、新的方式、新的体系呈现出来。我们应当以积极的态度去学习新教材，研究新教材，理解新教材各个栏目的编写意图，最大限度地发挥各个栏目的作用。一方面我们要努力去理解新教材、适应新教材、用好新教材，一方面我们又要努力站在新教材之上使用新教材，要根据教学目标和学生实际对其进行大胆的取舍和重组，是教材为我所用，而不是被教材牵着鼻子走。 二. 教学目标 1、使学生明确学习英语的目的性, 发展自主学习的能力和合作精神; 2、做好初高中的教学衔接工作，让学生了解和适应高中的英语学习; 3、在培养学生的语言知识、语言技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，培养学生在获取信息，处理信息，分析问题解决问题的能力，以及运用英语进行思维和表达的能
力。 4、优化学生的英语学习方法，使他们能通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。 三.学生现状分析 针对我所带的班级高一5，6班学生生员构成复杂，大部分来自农村，远到王坟，庙子，城区学生少，普遍英语底子差，基础薄，英语水平参差不齐，发音不标准的实际情况，打算在高一起始阶段的英语教学中，本着低起点，爬坡走，抓习惯的原则，长期不懈地抓好学生的学习英语的的兴趣和习惯养成。指导思想是坚持“狠抓双基，改进学法，激发兴趣，提高学习英语的能力”。 四. 工作措施 1、继军训后结合学生初中英语实际状况，用两个星期复习初中教材，为平稳向高中教材过度奠定基础，梳理初中知识，配发相应练习，通过习题讲练，激发学生对新知识的求知欲，顺利进入新教材的学习。 2. 为了使学生打牢基础不至于出现知识断层，本学期要有计划的把学生初中学过的但掌握不好的时态、句式、定语从句、状语从句、动词不定式以及部分掌握不好的词汇、短语、句型分插于新课教学中。 4、认真研究新课程标准，尤其与旧大纲不同的地方，清楚哪些内容是新增加的，哪些内容是已经删掉的，哪些内容初中已经学的。认真研究新教材，在集体备课的基础上认真备课、上课，认真进行自习辅导和批改作业。
大学英语选择题61道及答案讲课教案
1. The problem ________ when the students refused to do their homework. A. arose B. aroused C. rose D. raised 2. When he suddenly ________ up the subject of genetic engineering, there was an embarrassed silence. A. took B. brought C. showed D. came 3. ________ so many people in the United States been out of work as today. A. More than ever before B. In the past, there have never C. Never before have D. Formerly, there never were 4. It ________ as a shock to realize that I was not alone in the room. A. came B. appeared C. arrived D. reached 5. Since William had been seriously ill for several months, his parents were worried about ________ to return to school full-time. A. he wanted B. he wanting C. him to want D. his wanting 6. The association is ________ to raising funds to help the blind. A. conducted B. committed C. concentrated D. concerned 7. I won't ________ those children making a noise in my house! A. allow B. let C. have D. permit 8. The TV station, in ________ to massive popular demand, decided to continue the soap opera (肥皂剧). A. regard B. relation C. respect D. response
人教版高中英语教学设计
人教版高中英语必修三 unit 2 healthy eating教学设计 （一）教学内容分析 这是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变日常饮食选择,旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前提。本篇文章生词量较大标题较抽象，各段主题句分布不太明显（大部分分布在段落中间）。且大部分学生对饮食与健康的关系（如人体每天必须摄入的六种基本营养成分的来源、健康饮食的重要性、什么是绿色食品等）了解较少。因此，本文的学习难度较大。 （二）教学目标 1. 语言知识目标： a)使学生了解protein, calcium等基本营养成分的来源和主要功能，健康的饮食习惯是健康的保证，以及素食主义等信息。 b)学习掌握有关营养成分与食物的词汇，如：protein、calcium 、carbohydrate 、fibre、mineral、 vitamin 、vegetarian & vegan、 green food and clean food 、eco-food and organic food等，以及 keep up with ，the same goes for?以及as 和only 引导的倒装句的用法。 2. 语言技能目标： a)使学生学会克服生词障碍，通过略读，寻找文章的主题句，理清文章的总体框架与脉络；通过查读，捕捉文章的重要细节，理解作者的写作意图。 b) 使学生学会运用各种猜词技巧，猜测部分生词在具体的语言环境的含义。 c) 使学生能够运用所学知识，用英语为自己所熟悉的一个人设计一份“healthy diet”，并阐明设计的依据。 3.情感态度与文化意识目标： a）使学生学会审视自己、审视食物，提高养成健康饮食习惯的意识。 b）使学生懂得：健康是做好一切事情的根本。要想有强健的体魄，除了合理安排好一天的生活以外，还需要有科学、卫生的饮食习惯，每天一定量的体育活动和体力劳动。青少年必须有健康的身体，长大以后才能成为一位具有现代科学文化，适合时代要求的合格劳动者。 c）使学生学会关心他人，体贴他人，并养成较强的合作意识。 d）让学生了解一些不同的饮食观念及主张，加深对世界饮食文化的了解，弘扬中华民族饮食文化的精髓,培养爱国主义精神。 （三）教学重点和难点： 1．重点 1）让学生认识到饮食对健康的重要影响。 2）侧重培养学生对文章的整体性结构的把握，突出培养学生以下3个方面的能力： a.文章中心把握能力。 b.根据主题快速捕捉文章重点细节的能力。 c.猜词能力。 3）重点掌握有关营养成分与食物的词汇，特别是人体每天必须摄入的六种基本营养成分的词汇以及这些营养成分的来源和主要功能。 2．难点 1) 如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。 2) 如何使学生学会提取、筛选和重组文章中关于健康饮食的信息，并灵活运用于语言实践中，达到语言实践能力的扩展与提高。 二、教学方法与教材处理 1．任务型语言教学法
高一英语上册Unit1 Good Friends 好朋友教案一
高一英语上册Unit1 Good Friends 好 朋友教案一 www.5y kj.co m 高一英语上册Unit1GoodFriends好朋友教案一 unit1goodfriends teachingobjectivesanddemands: theactivityisdesignedtoencouragestudentstothinkabou tfriendsandfriendshipandtoactivaterelevantvocabular y. askthestudentstodescribeagoodfriendandgiveexampleso https://www.sodocs.net/doc/0219212514.html,etheactivit yasabrainstormingsessiondoneeitheringroupsorwiththe wholeclass. languageuse:manipulatelistening,speakingpractice keypoints: 1.everydayenglishforcommunication. 2.wordsandusefulexpressions
thefirstperiod step1.warmingup studentsareaskedtodescribethemselvesandafriend.youc anusethesequestionsinatleasttwodifferentways.onealt ernativeistoaskthestudentstothinkaboutthreewordstod escribethemselvesandthenleteachstudenttelltheclasst hethreecharacteristicstheyhavechosen.asecondalterna tivewouldbetoaskthestudentstowritedownthethreechara cteristicsandletotherstudentsguesswhoisbeingdescrib ed.aswiththefirstpart,theobjectiveistoelicitstudent languageandgetthestudentstothinkaboutfriendsandfrie ndship. whichwordscanbeusedtodescribethecharacteristic? brave:couragefearlessheroic scared:astonish fearful frightened horrified shockedterrifiedtimid loyal:devoted faithful
英语老师试讲10分钟材料定语从句关系代词
B．关系代词的用法1. that 既可以用于指人，也可以用于指物。 2.which用于指物，在句中作主语或宾语，作主语不可省略，作宾语可省略。例如： The building which stands near the train station is a supermarket.位于火车站附近的那座大楼是一家超市。（作主语） The film （which）we saw last night was wonderful. 我们昨天晚上看的那部电影很好看。（作宾语） 3.who，whom用于指人，who 用作主语，whom用作宾语。在口语中，有时可用who 代替whom，也可省略。例如：
The girl who often helps me with my English is from England.经常在英语方面帮助我的那个女孩是英国人。（作主语） Who is the teacher （whom）Li Ming is talking to？正在与李明谈话的老师是谁？（作宾语） 注意：（1）当定语从句中含有介词，介词放在句末时，who，that，which可省略，但介词在关系代词前时，只能用“介词+which/whom”结构。例如： This is the house in which we lived last year.这是我们去年居住的房子。 Please tell me from whom you borrowed the English novel.请告诉我你从谁那借的这本英文小说。 （2）含有介词的固定动词词组中，介词不可前置，只能放在原来的位置上。例如： This is the person whom you are looking for. 这就是你要找的那个人。 （3）that 作介词的宾语时，介词不能放它的前面，只能放在从句中动词的后面。例如： The city that she lives in is very far away.她居住的城市非常远。 （4）关系词只能用that的情况： a. 先行词被序数词或形容词最高级所修饰，或本身是序数词、基数词、形容词最高级时，只能用that，而不用which.例如： He was the first person that passed the exam. 他是第一个通过考试的人。 b.被修饰的先行词为all，any，much，many，everything，anything，none，the one等不定代词时，只能用that，而不用which.例如： Is there anything that you want to buy in the shop？你在商店里有什么东西要买吗？ c.先行词被the only，the very，the same，the last，little，few 等词修饰时，只能用that，而不用which.例如： This is the same bike that I lost.这就是我丢的那辆自行车。 d. 先行词里同时含有人或物时，只能用that，而不用which.例如： I can remember well the persons and some pictures that I saw in the room.我能清楚记得我在那个房间所见到的人和一些照片。 e.以who或which引导的特殊疑问句，为避免重复，只能用that.例如： Who is the girl that is crying？正在哭泣的那个女孩是谁？