高一英语教案UNIT（通用8篇）
Unit 1 Good Friends
Teaching aims and demands:
a. Achieve language skills and related knowledge about the topic of friends and friendship;
b. Learn to express likes and dislikes and make apologies:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Direct and indirect speech
Lesson 1
Step 1 Presentation and discussion (warm-up)
Put some new words on the blackboard and tell them something about a friend.
Kind honest brave loyal happy wise strong
beautiful handsome rich smart funny
Then ask some questions around the class and discuss with them.
What should a good friend be like?
What qualities should a good friend have?
Should they be funny, smart and strong?
Step 2 Reading
Ask the students to read the dialogue in the part SPEAKING. Ask some questions:
1.What doesn’t John like?
2.What does Joe think of music and skiing?
And then fill in the form on page 3.
Then ask the students to express their ideas freely. Encourage the students to say more about friends.
Step 3
Listening
Ask the students to listen to the tape and fill in the blanks in the listening part.
Step 4 Talking/Practice
Ask the students to page 85. Make a similar dialogue as in exercise 2.
Some useful expressions :
Why did you…? Why didn’t you…? You said that you would…
Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.
Step 5 Homework
Finish Exercise 3 in the workbook.
Lesson2Step1 Revision
Ask several students to present a speech about friends as a revision.
Step 2 Pre-reading
Present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.
Step 3 Reading
Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.
Then students read the text, and answer the following questions.
1.How does Chuck Noland come to a deserted island?
2. In order to survive on the island alone, what does he need to learn?
3. What does he understand at last?
4. For us, what lesson we can learn from Chuck?
At the same time explain the language points if necessary.
Step 4 Post-reading
Discuss the following questions in the Part POST-READING.
Step 5 Homework
Prepare a talk about Tom Hanks or something about one of his film.
Lesson3
Step 1 Revision
Get the students to give a talk about Tom Hanks or something about one of his films.
Step 2 Language Study
Ask the students fill in the blanks with proper words.
Step 3 Grammar
Illustrate to the students the use of Direct and Indirect Speech.
Then ask the students to do the exercise in the Part Grammar on P5.
Step 4 Practice
Ask the students to act the exercise2 in the part Grammar out.
Step 5 Homework
Ask the students to finish the exercise2 in their workbook.
Lesson4Step 1 Revision
Check the homework.
Step 2 Presentation
Present simples of e-mail to get the students a general idea of e-mail.
Step 3 Explanation
Tell the students some tips of writing an e-mail by learn the above e-mail simple.
Step 4 Writing
Ask the students to write an e-mail message.
Step 5 Homework
Ask the students to try to write an e-mail to their e-pal.
Teaching aims and demands:
a. Achieve language skills and related knowledge about the language of English;
b. Learn to communicate when in language difficulties:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Direct and indirect speech
Lesson1
Step 1 Presentation
Get the students have an general idea about the differences between American and British English by playing a tape of various people’s talking. Ask them what countries they think these people come from.
Step 2 Warming Up
Get the students to look at the picture and ask the questions: What do you think Joe is looking for in the bathroom? Why can’t he find it?
Step 3 Reading
Ask the students to read the dialogue carefully in part 1. Then get the students to think: What is it that causes the misunderstanding between Joe and the landlady, Nancy? If necessary, explain some language points.
Step 4 Speaking
Ask the students to read the dialogue in the part SPEAKING to learn more differences between the British and American English. Then complete the following sentences as well.
Step 5 Practice
Ask the students to make a similar dialogue.
Step 6 Listening
Listen to the tape and fill the blanks in the part LISTENING.
Step 7 Homework
Finish exercise1 on page 91 in the TALKING part.
Lesson2
Step 1 Revision
Check the homework.
Step 2 Presentation
Show the students some pictures in different situations in order to get them know everywhere English is needed.
Step 3 Reading
Ask the students to read the text. And find the topic sentence in each paragraph.
Step 4 Post-Reading
Ask the students to answer the questions in the part POST-READING. If necessary, explain some language points. Then according to what they have read, get them to fill in the blanks in the following exerecise2.
Step 5 Homework
Finish exercise in the part PRACTISING in their workbooks..
Lesson 3
Step 1.Revision
Check the home work.
Step 2 Word Study
Ask the students to match the words on the left with their meaning on the right.
Step 3 Grammar
Ask the students to say something about the differences between a command and a request. Then tell which is a command and which is a request.
Step 4 Practice
Let the students to change the sentences into Direct Speech. And then finish exercise 3 in the same part.
Step 5 Workbook
If times permits, ask the students to finish the exercise2 in their workbooks in part Grammar.
Step 6 Homework
Review the last part what is Direct Speech and what is Indirect Speech.
Lesson 4
Step 1 Revision
Check the homework. by doing exercise 1 in part Grammar in the workbook..
Step 2 Presentation
Play a tape of various people’s talking. Ask which is from England and which from America. How do they tell? In this way draw the students’ attention to the difference on the pronunciation.
Step 3 Reading
Ask the students to read the text and be prepared for one question how come the difference between the American English and the British English. Explain some language points if necessary.
Ask the students to read the text again carefully and finish the exercise on page 13.
Step 4 Retelling
Ask the students to say something about the difference between the American English and the British English according to what they just learned.
Step 5 Specific Reading
Students read the paragraph about American English and fill in the chart on page 14.
Step 6 Homework
Ask the students to write a short passage about the dialects in Chinese. They can use the text as a simple.
Teaching aims and demands:
a. Achieve language skills and related knowledge about the language of English;
b. Learn to communicate when in language difficulties:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Direct and indirect speech
Lesson1
Step 1 Presentation
Get the students have an general idea about the differences between American and British English by playing a tape of various people’s talking. Ask them what countries they think these people come from.
Step 2 Warming Up
Get the students to look at the picture and ask the questions: What do you think Joe is looking for in the bathroom? Why can’t he find it?
Step 3 Reading
Ask the students to read the dialogue carefully in part 1. Then get the students to think: What is it that causes the misunderstanding between Joe and the landlady, Nancy? If necessary, explain some language points.
Step 4 Speaking
Ask the students to read the dialogue in the part SPEAKING to learn more differences between the British and American English. Then complete the following sentences as well.
Step 5 Practice
Ask the students to make a similar dialogue.
Step 6 Listening
Listen to the tape and fill the blanks in the part LISTENING.
Step 7 Homework
Finish exercise1 on page 91 in the TALKING part.
Lesson2
Step 1 Revision
Check the homework.
Step 2 Presentation
Show the students some pictures in different situations in order to get them know everywhere English is needed.
Step 3 Reading
Ask the students to read the text. And find the topic sentence in each paragraph.
Step 4 Post-Reading
Ask the students to answer the questions in the part POST-READING. If necessary, explain some language points. Then according to what they have read, get them to fill in the blanks in the following exerecise2.
Step 5 Homework
Finish exercise in the part PRACTISING in their workbooks..
Lesson 3
Step 1.Revision
Check the home work.
Step 2 Word Study
Ask the students to match the words on the left with their meaning on the right.
Step 3 Grammar
Ask the students to say something about the differences between a command and a request. Then tell which is a command and which is a request.
Step 4 Practice
Let the students to change the sentences into Direct Speech. And then finish exercise 3 in the same part.
Step 5 Workbook
If times permits, ask the students to finish the exercise2 in their workbooks in part Grammar.
Step 6 Homework
Review the last part what is Direct Speech and what is Indirect Speech.
Lesson 4
Step 1 Revision
Check the homework. by doing exercise 1 in part Grammar in the workbook..
Step 2 Presentation
Play a tape of various people’s talking. Ask which is from England and which from America. How do they tell? In this way draw the students’ attention to the difference on the pronunciation.
Step 3 Reading
Ask the students to read the text and be prepared for one question how come the difference between the American English and the British English. Explain some language points if necessary.
Ask the students to read the text again carefully and finish the exercise on page 13.
Step 4 Retelling
Ask the students to say something about the difference between the American English and the British English according to what they just learned.
Step 5 Specific Reading
Students read the paragraph about American English and fill in the chart on page 14.
Step 6 Homework
Ask the students to write a short passage about the dialects in Chinese. They can use the text as a simple.
Unit 1 Good Friends
Teaching aims and demands:
a. Achieve language skills and related knowledge about the topic of friends and friendship;
b. Learn to express likes and dislikes and make apologies:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Direct and indirect speech
Lesson 1
Step 1 Presentation and discussion (warm-up)
Put some new words on the blackboard and tell them something about a friend.
Kind honest brave loyal happy wise strong
beautiful handsome rich smart funny
Then ask some questions around the class and discuss with them.
What should a good friend be like?
What qualities should a good friend have?
Should they be funny, smart and strong?
Step 2 Reading
Ask the students to read the dialogue in the part SPEAKING. Ask some questions:
1.What doesn’t John like?
2.What does Joe think of music and skiing?
And then fill in the form on page 3.
Then ask the students to express their ideas freely. Encourage the students to say more about friends.
Step 3
Listening
Ask the students to listen to the tape and fill in the blanks in the listening part.
Step 4 Talking/Practice
Ask the students to page 85. Make a similar dialogue as in exercise 2.
Some useful expressions :
Why did you…? Why didn’t you…? You said that you would…
Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.
Step 5 Homework
Finish Exercise 3 in the workbook.
Lesson2Step1 Revision
Ask several students to present a speech about friends as a revision.
Step 2 Pre-reading
Present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.
Step 3 Reading
Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.
Then students read the text, and answer the following questions.
1.How does Chuck Noland come to a deserted island?
2. In order to survive on the island alone, what does he need to learn?
3. What does he understand at last?
4. For us, what lesson we can learn from Chuck?
At the same time explain the language points if necessary.
Step 4 Post-reading
Discuss the following questions in the Part POST-READING.
Step 5 Homework
Prepare a talk about Tom Hanks or something about one of his film.
Lesson3
Step 1 Revision
Get the students to give a talk about Tom Hanks or something about one of his films.
Step 2 Language Study
Ask the students fill in the blanks with proper words.
Step 3 Grammar
Illustrate to the students the use of Direct and Indirect Speech.
Then ask the students to do the exercise in the Part Grammar on P5.
Step 4 Practice
Ask the students to act the exercise2 in the part Grammar out.
Step 5 Homework
Ask the students to finish the exercise2 in their workbook.
Lesson4Step 1 Revision
Check the homework.
Step 2 Presentation
Present simples of e-mail to get the students a general idea of e-mail.
Step 3 Explanation
Tell the students some tips of writing an e-mail by learn the above e-mail simple.
Step 4 Writing
Ask the students to write an e-mail message.
Step 5 Homework
Ask the students to try to write an e-mail to their e-pal.
period 1 (一) 明确目标
1. learn to express the student’s everyday life, especially their life on science study.
2. train the student’s listening ability.
3. improving the students speaking ability by debating with each other and describing.
4. study the language points connected with the dialogue.
(二) 整体感知 step 1 1. presentation
when you are talking about studying, almost all of you think that studying can only happen in the classroom, and it only means listening to the teachers’ explanation. but there can be many means to study. for example, studying in the lab, reading the books by yourself. now turn to page 22. and try to describe the four pictures listed in your text book. 2. after describing the pictures, let the students answer the following question.
(1) what are the names of the school subjects in which you study sciences?
(2) give an example of what you learn about for each field of science.
(3) what are the rules when you do the experiments in the lab?
(三) 教学过程 step 2 listen to the tape and try to answer the exercises. step 3 tell the differences between the rules they have talked about and the one listed in the tape. then get to know the important to keep safe in the lab. step 4 talk about the effect of the science of technology. let the students know the application of science and technology does good to our society , at the same time , it also harm to the human beings or the environment. step 5 practice in pairs to talk about some advantage and disadvantage of the scientific discoveries and applications listed in the book. step 6 ask some pairs of students to act their dialogue out before their classmates. step 7 deal with the language points.
(四) 总结扩展 step 8 make a conclusion of their performance. step 9 do the exercise in the workbook.
(五) 随堂练习用适当的介词填空
1. _____ my opinion, we should do it at once.
2. _____ the future, there are fewer animals in the world.
3. it is a waste _____ time to talk to him.
4. we should make good use _____ every opportunity we have.
5. it is necessary ___ children to sleep 9 hours a day.
6. it is silly ____ you to ask such a question.
7. it wise ____ you to take his advice.
8. i’ll travel ____ beijing ____ shanghai by air. 参考答案：
1. in 2. in 3. of 4. of 5. for 6. of 7. of 8. from ，to period 2
（一）明确目标
1. language knowledge: conduct change prove tear control doubt much too
2. language ability: improving the student’s reading ability, especially their kimming and scanning ability.
2. enable the students to know the serious attitude to science.
（二）整体感知 step 1 pre-reading
we all know that it is the scientists’ great effort that makes the great achievement on science. could you name some scientists’names? and what are they famous for? try to fill in the blanks of the following form, if you。can’t, ask your classmate to help you.
form: in the 18th & 19th centuries scientists all over the world made many important discoveries.
give some example. /physics/medicine/chemistry/biology step 2：presentation
as we all know ,benjamin franklin is a famous politician.but today, we will read a passage about him as a scientist. his serious attitude to science .let’s see how franklin made his famous electricity experiment by flying a kite.
(三)教学过程 step 3
get the students read the test and then decide if the following statements are true (t) or false (f).
1.in 1752 scientists already knew what electricity is. ( )
2.franklin was helped by a friend to do the experiment. ( )
3.franklin made the kite of silk because wet silk does not conduct electricity. 4.a condenser was used in the experiment to store electricity.
5.the key tied to the string was put into the door to stop he kite from flying away.
参考答案 1.t 2.f 3.f 4.t 5.f step 4 read he passage and then find out the main idea.
paragraph 1 introduction of franklin’s experiment.
paragraph 2—3 the process of出e experiment.
paragraph 4—6 the tip of doing the experiment. step 5
deal with the language points. ask the students to pick out the useful expression from the text, give them more examples, and do some exercises to practice the language points. step 6
play he tape for the students to listen and follow.
(四)总结、扩展
step 7
students make a conclusion of de process of franklin’s experiment and retell the tips of doing the experiment. step 8
do the exercises in the post-reading.
(五)随堂练习单句改错
1.a great number of milk is produced in that factory every day.
2.paper is made of a certain in kind of grass.
3.this cloth is felt smooth.
4.use an umbrella to prevent you from the rain.
5.it is important of us to learn english.
参考答案 1.number改为deal 2.of改为from 3.is felt改为feels 4.prevent改为protect 5.of改为for
period 3
(一) 明确目标
1.language knowledge: know about some words that have different meanings.
2.language ability: learn one word formation—compounds.
3. moral teaching work with perseverance.
(二) 整体感知 step 1 presentation
after having learnt many words, we find that some words have more than one part or speech or a meaning. for example, bank can lean not only the ground near a river, but also the establishment for keeping money . it is one factor of words and we may find that if some words are combined, a new word come into being. today we’ll talk about these two phenomena.
(三) 教学过程 step 2 come to the word study, and finish the work. step 3 let the students think more examples of words that have more than one meaning. then make a conclusion to help them to decide word meaning in a specific situation. step 4 come to grammar, and finish to exercise. step 5 talk about the word formation, especially compounds. and the noun compounds and adjective compounds.
(四)总结，扩展 step 6 let the students talk about some compound words then conclude the conditions.
(五)随堂练习辨别词义及词性 1.ache
(1) he has an ache in his chest.
(2) i am aching all over. 2.shock (1) the shock of the blast shattered many windows.
(2) i was shocked at the news of her death.
(3) the result of the election came as a shock to us all. 3.order
(1) get your ideas into some kind of order before beginning to write.
(2) he gave his order to the waiter. 4. lie
(1) our school lies in anqing.
(2) he tells a lie to his teacher. 5. like
(1) i like the one on the left.
(2) they are not twins, but they’re very michael jackson.
参考答案： 1. (1) n continuous and dull pain 疼痛
(2) v suffer from a continuous dull pain 持续地隐隐作痛
2. (1) n violent blow or shake 强烈的冲击或震动
(2) v cause to feel surprised 震惊
(3) n. sudden violent disturbance of the mind and emotions 震惊
3. (1) n. condition in which everything is carefully and neatly arranged 整齐
(2) request to make or supply 订购，订单
(3) command 命令 4. (1) exist, be 位于
（2）statement one knows to be untrue 谎言
period 1
（一）明确目标 1. talk about the pictures and know something about festivals and customs. 2. compare a chinese festival with a festival from another country. 3. deal with the language points: dress up, go on trips, be allowed, and be celebrated
（二）整体感知 step 1 presentation do you know what is called the christmas of china? the spring festival. yes. the oldest and most important festival in china is the spring festival. each country and each nation has its own festivals. today we are going to learn something about the different festivals.
（三）教学过程 step 2 get the students to look at the pictures and discuss the questions. step 3 listen to the tape and finish the exercises. step 4 deal with the language points. step 5 work in groups of four and discuss why your holiday is the best one. four topics: 1. peace day 2. happiness day 3. friendship day 4. nature day
（四）总结、扩展 step 6 finish off the exercises in the workbook.
period 2
（一）明确目标 1. get the students to discuss something about the spring festival. 2. answer the questions according to the reading material and help them to know
（二）整体感知 step 1 presentation all chinese know something about the spring festival. all americans know something about christmas. both of them are important holiday in the world. do you want to know about some other festivals, such as kwanzaa? today your curiosity will be met.
（三）教学过程 step 2 read the text fast and find out why and when kwanzaa was born. get the students to read the text again and find the answers to the following questions. 1. when was kwanzaa born? 2. why did people celebrate kwanzaa? 3. what was the largest language in africa? 4. what are the seven principles of kwanzaa?
5. when do people celebrate kwanzaa?
参考答案： 1. in 1966 2. african-americans wanted to celebrate their history and culture. 3. swahili 4. unity, self-determination, living together, working together, purpose, creativity, faith 5. from december 26 to january 1 step 3 do post-reading. step 4 deal with the language points: hear about, give thanks for, as well as, do as much as sb. can, be lit by, each time, keep sth. alive, share hopes step 5 play the tape and ask the students to listen and follow.
（四）总结、扩展 step 6 finish wb. exercises.
period 3
（一）明确目标 1. get the students to know about modal verbs(2)--must, have to, have got to. 2. read the table in the integrating skills and know more about some festivals.
（二）整体感知 step 1 presentation in the spring festival, something is not allowed. for example, floors may not be swept on the first day of new year. anyone who breaks a dish or a glass on this day must quickly say "peace for all time" to avoid incurring misfortune. so if you want to say it is necessary for someone to do something, you use "must" or "have to". today we'll learn grammar—modal verbs: must, have to.
（三）教学过程 step 2 look at the table and decide which is necessary and which is not. make sentences using "must, have step 3 read the text quickly and work in pairs and ask the questions according to the table. one asks the question. the other answers. try to form as many questions as possible. step 4 deal with the language points: care about, the living and the dead, play tricks on, be taken in step 5 play the tape for the students to listen.
（四）总结、扩展 step 6 create your own festival. fill in the blank on page 14
period 1
（一）明确目标 1. talk about drama and theatre. 2. train the student’s listening and speaking abilities.
（二）教学过程 step 1 warming up say to the ss many of you must have heard of some good stories, including fairy tales. can anyone tell us an interesting one? (let the ss talk about some mysterious stories .look at the pictures and use them to make up a story.) today we are going to talk about some mysterious stories. look at the pictures and use them to make up a story. (let ss discuss it first, and then ask them to tell the class and act out their stories.) step 2 listening listen to the short play to the tape. ask the students to listen carefully and do the exercises of this part in their books. after listening, let the students discuss the mystery. step 3 speaking divide the class into several groups after going though the 3 different situations given in the book. help each group to choose one and discuss what will happen next. after the discussion, one student of each group is asked to report their imagined story. then the whole groups are required to act it out in class.
（三）总结扩展 step 4 the aim of this class is to foster the abilities of listening and speaking, as well as imagination. if time permits, let one student gives a situation in each group, and the others create a good story accordingly.
period 2
（一）明确目标 1. to learn something about the play. 2. to train the abilities of skimming and scanning the text.
（二）整体感知 step 1 presentation today we are going to read a play about a necklace. the play is based on a french story written by a writer called maupassant. there are 3 leading characters in the play: mathilde loisel, pierre and jeanne. we will come to 3 scenes given in the text.
（三）教学过程 step 2 reading
1. let’s the students read the first scene of the play as quickly as they can. try to answer the following questions.
(1) what‘s the matter with mathilde?
(2) why didn’t jeanne recognize her at first?
(3) why has she been working so hard?
(4) why did she need to borrow some jewellery?
2. the students are encouraged to find out more about the necklace in scene two. now, the story goes back to ten years earlier. some comprehension questions are also given.
(5) why was mathilde worried?
(6) what did pierre suggest?
(7) what did they decide to do? 3. in scene 3, we’ll find out the ending of the story. read it quickly and find what happened on the way home after the ball.(suggested answer: mathilde saw the necklace was no longer around her neck.)
参考答案：
(1) she has been working hard for 10 years.
(2) she looks older than her age and she doesn’t look well.
(3) because of the diamond necklace.
(4) she was invited to a ball at the palace so she needed to borrow some jewelley.
(5) she didn’t have an evening dress or any jewellery to wear.
(6) pierre suggested borrowing some jewellery from a friend who might lend her some.
(7) mathilde decided to go and borrow some jewellery from jeanne.
step 3 listen to the tape of the 3 scenes one by one, and make sure the students understand it, dealing with some language points.
（四）总结扩展 step 4 post-reading 1. mathilde returns to the palace where the ball was held to ask about the necklace .ask the students to make a dialogue between mathilde and another person in the palace. 2. ask the students:” how do you think mathilde felt when jeanne told her the stone in the necklace were made of glass, not diamonds?” let the students continue the story and write a similar scene.
period 3
（一） 明确目标
1. consolidate the important new words and phrases in this unit.
2. get students to know the use of the modal verbs: must, can /may /might
（二） 整体感知 step 1 presentation today we are going to deal with the part “language study”. first, let’s come to “words study”, and then we’ll talk about the grammar.
（三）教学过程 step 2 word study 1. let the students do the two exercises in their books. both of them can help to consolidate their learning of the new words and phrases. allow them to discuss in pairs. 2. grammar talks about possibilities when you are very sure of something, you use “must” in positive sentences and “can not” or “can’t” in negative sentences. when you think that something is very possible, you use “can”. when you think that something is possible, but you are not very sure, you use “could”, “may” or “might”. go through the sentences in the book with the whole class.
（四）总结扩展 step 3 practice p19 exercise 1. rewrite the sentences using modal verbs. lets the students work in pairs. p20 exercise 2. complete the dialogue. 1. when you are sure of something in the past, you use “must have done” or “can’t have done”. 2. when you think that something in the past is possible, you can see “may/might/could + have done”
新高一英语教案unit 13period 1
（一） 明确目标
1. warming up to arouse the students' love in talking.
2. do some listening to improve the students' listening ability.
3. making simple dialogues to train the students' speaking ability.
(二) 整体感知
step 1 presentation
every day i have food. food makes us feel full and happy and it also helps to build our bodies. but have you ever thought what you eat is junk food or healthy food? today we're going to learn something about food.
（三）教学过程
step 2
(1) open your books on page 1 and look at the eight pictures in it. discuss in pairs what are junk foods or healthy foods.
(2) ask your classmates what they like to eat. and fill the table.
step 3
now let's have some listening training.
step 4
everyone wants to be healthy and strong. but sometimes we are not feeling well. when we' re ill, we' d better go and see a doctor and the doctor will look over us and give us some advice. now we’re going to practice some everyday english used by doctors and patients. here are three situations for you. choose one of them and make up a dialogue with your partner according to the example given and then act out.
（四）总结扩展
step 5
today we've done some listening and speaking, and learn how to give advice and some everyday english used between doctors and patients.
（五）随堂练习
用动词的适当形式填空：
1. tomorrow (be) friday.
2. the geography teacher told me tile earth (move) around the sun.
3. he thinks it (grow) taller next year.
4. he is always (think) of himself never thinking of others.
5. how you (get) along with your classmates?
6. look! there (come) a bus.
参考答案：
1. is 2. moves 3. will grow 4. thinking 5. are getting 6. comes period 2
（一）明确目标
1. learn and master the following words and expressions: make choices, pace, diet, nutrient, muscle, bean, keep up with, fibre, mineral, chemical balance, fit, be good for, function, and be harmful to.
2. develop the students' reading ability.
（二）整体感知
step 1 presentation
today we come to the reading. it's about a healthy diet and tells file importance of keeping a hal- mined diet. read the text quickly and answer the following questions.
step 2
1. what do traditional diets often have?
a. too much water
b. too much protein
c. too much fat and too many calories
d. nutrients we need
2. what can help our body fight disease and give us energy?
a. vitamins, fibre and minerals.
b. pork and fish
c. water
d. calcium
3. what contains a lot of protein?
a. vegetables
b. fruits
c. vitamins
d. fish, meat and beans
4. why do some people become vegetarians?
a. because they believe it is healthier not to eat meat or they think we should not kill animals for food..
b. because they think meat is not "eco-foods".
c. because they think meat will make them fat.
d. because riley think meat will make them thin.
5. from the passage we can conclude that it is probably better, if
a. we eat less meat
b. we have more fruit
c. we have "eco-foods"
d. we buy good food and keep a balanced diet.
参考答案：cadad
step 3
read the text carefully again, and give the students some explanations.
step 4
play the tape for the students to listen and follow.
step 5
l. do post-reading 1.2.
2. discuss the questions below, first in pair, then with the rest of the class.
(1)why do people go to fast food restaurant?
(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?
（五）随堂练习
单句改错
l. they made some chinese friends in beijing so as to improve their chinese better.
2. he advised my giving up smoking.
3. they try to keep a balancing diet.
4. only in this way we will be ready for the challenges in life.
5. if our diet including foods from all the food groups, we do not have to buy any supplements.
参考答案：
1. 去掉better
2. my giving 改为 me to give
3. balancing 改为balanced
4. we will 改为 will we
5. including 改为 includes
period 3
（一）明确目标
1. review the text learnt in the last period including useful words and expression.
2. learn how to use "had better", "should" and "ought to" while giving advice.
（二）整体感知
step 1 presentation
in the class we’re going to review the words we learnt and also learn how to give advice using "had better, should, and ought to".
（三）教学过程
step 2
please open your books on page 5. on the top of it there are some words and phrases in the form. match them with the proper expressions.
step 3
after finishing the word-matching, the teacher can tell the students when people use "had better or had better not", "should or should not", "ought to or ought not to". then have the students fill in the blanks in a right way.
（四）总结扩展
step 4
we have learnt how to give advice. now let’s try to write letters giving advice. here in our textbook there are letters asking for some advice. read them quickly, then write down four pieces of advice for each of them using "had better (not)', "ought (not) to or should (not)'.
（五）随堂练习
完成句子
1. the teacher advised him __ (不要在马路上玩)
2. _________ (培养健康的饮食习惯) is my important.
3. _________(选择吃什么) is no longer as easy as it once was.
4. because they think we _____________(不该杀动物来做食物 ).
5. ________ (代替) eating expensive foods, they did more exercises.
参考答案：
1. not to play on the road
2. developing/to develope healthy eating habits.
3. choosing/to choose what to eat
4. should not kill animals for food.
5. instead of
period 4
（一）明确目标 1. do some reading about snacks. 2. do some writing to develope the students' writing skill.
（二）整体感知 step 1 many students like having snacks. is the habit good or bad? let's read “snacks".
（三）教学过程 step 2 after fast reading, do the following true-or-false exercises. 1. our body doesn't need to refuel if we choose nutritious food for our main meals. 2. good snacks should come from different food groups and should not have too much fat or sugar. 3. fruits and vegetables don’t give us any vitamins. 4. most fruits need cooking. 5. fruits and vegetables are the only healthy snacks.
参考答案： 1. f 2.t 3.f 4.f 5f step 3 give the students some explanations when necessary. step 4 play the tape and have the students follow. （四）总结扩展 step 5 have we ever tiled to make snacks or seen our mother make snacks. let’s try to write the recipe for your favorite dish. before writing, you should read tips first.
