Listening and vocabulary教案范文

高一Unit 13 (新课标版高一英语下册教学设计)

安达田中外语组: 徐丽娟

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 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. 备课资料

英美国家饮食文化习惯

关于dinner dinner 意为“正餐”(a big meal)，有时作为“午餐”，有时作为“晚餐”。英美国家由于工作学习习惯不同，中午休息时间短，人们通常不回家吃午饭，而在工作地点（workplace）或学校或快餐店（fast food restaurant）就餐，正如本单元的主题图背景所展示的人们在快餐店就餐的情景，只有一天工作学习结束后回到家里，一家人才能团聚一起吃比较丰盛正式的晚饭，所以一日三餐就称为breakfast, lunch, dinner。

补充材料

1.补充词汇

◎Food 食物

dumpling 饺子

noodles 面条

pizza 比萨饼

rice 大米

fish 鱼

bread 面包

chicken 鸡肉

cheese 奶酪

sausage 香肠

spring roll 春卷

soup 汤

meat 肉

potato chips 薯条

corn 玉米

chocolate 巧克力

cake 蛋糕

popcorn 爆米花

sandwich 三明治

◎Drink 饮料

coke 可乐

yogurt 酸奶

juice 果汁

beer啤酒

coffee 咖啡

◎Fruit 水果

pear 梨

pineapple 菠萝

watermelon 西瓜

peach 桃

grapes 葡萄

mango 芒果

◎Vegetable 蔬菜

cucumber 黄瓜

onion 洋葱

pumpkin 南瓜

cabbage 白菜

green pepper青椒

eggplant 茄子