牛津高中英语模块一Unit 3教案

Period 1 Welcome to the unit

Teaching aims:

1. Enable the students to describe people’s current situations

2. Train the students’ speaking ability by expressing their opinions on looking good and feeling good

Teaching important & difficult points

1. Enable the students to express opinions about how to look good and feel good.

2. Enable the students to tell different ways about how to both look good and feel good. Teaching methods

Cooperative learning, task-based learning Teaching aids

A computer and a projector. Teaching procedures Step 1 Brainstorming 1. Greeting

2. Let the students enjoy some pictures about some beauties and some handsome young men..

Then activate students' imagination by asking the following questions: T: Everybody likes beauties, so let’s enjoy some pictures. Are the girls beautiful?

Will you fall in love with them when you first see them? Are the young men very handsome? Are they very famous? Where can you find them?

Do you want to be as beautiful and attractive as them?

3. Ask Ss to say something about some unpleasant pictures and answer:

Do they look good and feel good? Why? Step 2 Further discussion

1. Ask Ss to discuss two questions:

1). Do you think looking good is as important as feeling good? Why? 2). What makes one look better and feel better? 2. Get the Ss look at some pictures and give the answers Step 3 conclusion

After the discussion is finished, the teacher sums up the balance of how to look good and feel good.

How can we both look good and feel good? 1) Confident

2) Healthy Physically 3) Healthy mentally 4) Exercise regularly

5) Healthy diet Step 4 Advice

Ask the Ss to work in groups to discuss the advice about how to keep fit. The teacher give some suggested measures for the students to stay healthy:

● Don’t eat junk food. Try and eat a healthy diet.

● Don’t go to bed too late. Make sure you get sufficient sleep. ● Get regular exercise.

● Go to see the doctor if you’re not feeling well.

● Don’t spend too much time using computers or watching TV, as it is bad for your eyes. Step 5 Homework

1. Find more information about how to keep fit.

2 . Write a passage about “health and beauty” or “healthy eating and exercise”.

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Periods 2-5 Reading

Teaching aims:

1. Enable the students to learn about the three letters 2. Train the students’ reading ability

(skimming, detailed reading, consolidation) Teaching important and difficult points:

1. Get the main points about the three emails.

2. Enable the students to identify the main topic of each email and understand sentences with “however” and “but”. Teaching methods:

Cooperative learning, task-based learning Teaching Aids:

1. A tape recorder.

2. A multimedia. Teaching procedures: Step 1 Lead-in 1. Greetings

2. Ask Ss to talk about the pictures and answer Do they look good and feel good?

Then show some pictures including some fat persons Students may laugh

T: Do you feel it’s interesting? Why?

S: In the picture, there’re women models. Women models means they have good figures. But there’s a fat man among them

T: What kind of person do you like better, the fat or the slim.?

3. Ask the students to look at the picture about a fat man being treated by a doctor and ask: What is he trying to do? Step 2 Pre-reading

1 Discuss about this question:

If you are the person who is a little over-weight, how would you lose weight? Please discuss with your partner. Suggested answers

Going on a diet Exercising in a gym

Receiving surgical treatment Taking weight-loss pills

2. Talk about the ways to lose weight and discuss which methods they prefer, including the advantages and disadvantages. Finally fill in the form. 3. Prediction

Look at the title and predict what will be talked about in the text (Who, , what, how, why, the results…) Step 3 Reading 1. Fast reading

Read 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 reading

1) True or false

2) Multiple choices on page 44 C1

3) Discuss the main point of each letter and the whole passage Step 4 Further Discussion

Ask the Ss to work in groups to discuss the following questions. 1. What lessons has Amy learnt from her experience? 2.What kinds of advice would you give to Amy? Step 5 Reading strategy

1. Explain the differences in meaning between the sentences with “however” and “but”. 2. find out in the text the sentences using “however” and “but”. Step 6 language points

(1) I used to go to the gym three times a week, but I don’t work out any more.

used to do sth. be/get used to sth./ doing sth. use sth. to do sth. be used to do sth. 区别和用法

It used to be thought that the Earth was flat, but now everyone knows it is round. Dr Ma used to work in a children’s hospital in Nanjing, usedn’t /didn’t he? I never got used to going to bed so late.

Computers are used to do a lot of work in many companies.

(2) I used to go to the gym three times a week, but I don’t work out any more. Many famous actors keep fit by working out in the gym every day.

The room smelled wonderful but they could not work out where the smell was from. (3) I’m trying to lose weight because I’m so ashamed of my body.

be ashamed of sb./sth./doing.../ be ashamed to do.../ be ashamed that…

(4) Since I’m preparing to act in a new TV play, I’m taking weight-loss pills called Fat-less, which are quite popular among young women here.

Since you have a three-day holiday, why not go to the countryside to enjoy the quiet life there? (5) They contain a harmful chemical that caused my liver to fail. contain / include区别和用法 To keep fit, we should always avoid food containing too much fat. The price includes the postage charges.

My pet dog has caused me a lot of trouble. What caused him to fall off his horse? Step 7 Homework

1. 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 Reading 4. Preview the Word Power .

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Periods 6-7 Word power

Teaching aims:

1. Learn and master the new words about sports 2. Enlarge the knowledge about sport Important and difficult points:

1. Talk about sports to learn new words 2. Remember some new names of sports Teaching methods: 1. Individual work

2. Pair or group discussion 3. Comparisons

Teaching aids:

A blackboard and Multimedia. Teaching procedures: Step 1 Greetings Step 2 Brainstorming

1. Are there any school clubs in your school? Have you ever joined one?

2. Are you interested in sports clubs? Are you planning to join one? Step 3 Practice Part A

1. Read the diary by Zhou Ling and summarize the types of sports she mentioned

2. Talk about which school clubs Zhou Ling can join and list some of the reasons. Discussion 1. Are you interested in sports? What’s your favorite? 2. Can you name some types of sports you know? Part B

1. Look at the following pictures and describe the sports

2. Decide which sports in the pictures you would like to play. Words focus

Fill in the blanks with the names of sports

1. ___________ is a game which is usually played in the us by 2 teams of 9 people. Each player tries to hit the ball and then around in the field.

2. Sang Lan is a happy girl, even after she got hurt seriously in a ___________ competition. 3. The first gold medal that China won in the Olympics is in Men’s ___________. 4. _________ is a sport in which people play on lakes which have a thick layer of ice.

5. You will be attracted by the traditional music and ________ in Tibet or in Yun’nan Province. 6. Wushu, which is a Chinese _________, is trying to get into the Olympics.

7. In _________, people will compete in three different sports, usually swimming, cycling and running.

8. When doing ________, you will not only enjoy the beautiful music, but also strengthen the heart and lungs. 9. ________ is a sport in which the athletes run 42,195 meters.

10. When playing _________, you kick a ball and there are 10 other people in your team. 11. Wang Liqin is one of the best __________ players in the world.

12. In a game, there are 6 players in each team. They try to pat a ball over a net. It is a _____ game.

13. Tiger Woods is one of the best _______ players in the world. He is from the US. 14. Michael Jordan, O’neal and Yao Ming are _________ players.

15. Tian Liang and Guo Jingjing won gold medals for _________ in the 10th National Games. Key: 1. baseball, 2.gymnastics, 3.shooting, 4.skating, 5.folk dance,

6.martial art, 7.triathlon, 8.aerobics, 9.marathon, 10.football, 11.table tennis, 12.volleyball, 13.golf 14.basketball, 15.diving

Part C

1. Read and complete the e-mail to Amy. 2.What are the advantages of the sports according to Zhou Ling? Part D

1. Look at the pictures above again and talk about whether the sports are played indoors or outdoors.

2. Fill in the columns on page 47. Step 4 Topics for discussion Work in groups

group 1: What can we benefit from sports?

group 2: Say something about your favorite sport.

group 3: Look at the body movements and guess the names of the sports. group 4: Talk about some indoor sports Step 5 Homework

1. Try to find more names of sports.

2. Do exercises on P100 in your workbook.

3. Talk about different kinds of indoor and outdoor sports.

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Periods 8-11 Grammar and usage

The Attributive Clause (3)

Teaching 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 “that” in Attributive Clause. 3. Some special usage of “that” in Attributive Clause. Teaching methods:

1. Presentation and team work. 2. Practice.

3. Comparison. Teaching aids:

A blackboard and Multimedia. Teaching procedures:

Step 1 Revision and lead in

1. Ask the students to recall what they’ve learned about the attributive clauses 2. Ask them practice finishing some sentences using attributive clauses 3. Conclusion of what has been learnt about the attributive clauses

4. make a comparison to introduce the non- restrictive attributive clauses Step 2 work on the non- restrictive attributive clauses

1. Ask the Ss to find out the restrictive and non- restrictive attributive clauses in the text. 2. tell the differences between the two kinds of attributive clauses by giving examples and making conclusions

3. Ask them to summarize what has been learnt and practice using the non- restrictive attributive clauses

4. The important points of attributive clauses

1) non- restrictive attributive clauses led by “as” and “which”

2) non- restrictive attributive clauses led by “some/ any of which/ whom…” 5. practice (correction, multiple choices, comparison)

Step 3 Homework

1. Go over the restrictive and non-restrictive attributive clauses. 2. Finish the exercises of Part A and B on p48-49 in your textbook 3. Finish Part C1 on P96 in your workbook. Step 4 work on question tags 1. ask questions and lead in

2. discuss what question tags are

3. discuss the situations in which question tags are used according to examples 4. practice finding out the question tags in the text and explain them 5. ask questions about the types and formations of question tags 6. give examples and conclude the formation of question tags 7. tips on how to use the question tags 8. practice time

Step 5 Language points

Explanation and practice

1) consider

2) affect/ effect/ effort/ offer 3) recognize/ realize

Step 6 practice and consolidation of the grammar points Step 7 Homework

1. Go over the question tags.

2. Finish Part A and B on P51 in your textbook as well as Part C2 on P96 in your workbook. 3. Preview Task.

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Periods 12-14 Task

Task skills building 1: asking for and giving advice

Teaching aims:

1. Practise students’ language skills of listening, reading, speaking and writing 2. Help students to learn 2 skills of finding information Teaching important points:

1. Find and underline the main ideas 2. Find and circle the key words Teaching methods:

1. Listening-and-answering activities to help students practice asking for and giving advice 2. Individual, pair or group practice Teaching aids:

A blackboard and Multimedia. Teaching 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) Find the main ideas and key words in a passage:

Main idea: I think too many people take weight-loss pills without really knowing that they can damage their health.

Key words: cause liver failure; worried about her figure; health is priceless; eat properly

(2) Read two pictures about “Better Body Gym”, and find the main points and key words. (3) Passage understanding

Some questions about the above two pictures;

1.Membership fee: __________________

2.Number of gyms in the city: 1.____ 2.____ 3.____

3.What do you get for free?__________________________________________ 4. How big is each gym?

5.Can you get advice from a personal trainer? Yes______ No______ 6. How can you find out more? ____________________ Step 3 Practise listening

1.One in Jinshan Road; one near the King Hotel 2.No

3.Provide with your ID number 4.No

Step 4 Practise writing

1. 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 friend Step 5 Homework

1. Find information about a club. 2. Invite your friend to join it.

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Periods 15-16 Project

Teaching aims:

1. Get the Ss to focus on note-taking skills by studying and practising. 2. Encourage the Ss to use abbr, key words and symbols in taking notes. 3. Make a booklet about health.

Teaching Important and difficult points: 1. Use abbreviations & contractions. 2. Write down the key words. 3. Use symbols

4. Use punctuations

5. Interviewing classmates about exercise and taking notes 6. Present a report about health to the whole class. Teaching methods:

Task-based learning and cooperative learning Teaching aids:

A blackboard and Multimedia. Teaching procedures: Step 1 Lead-in

T shows two pictures, one is Nicole Kidman, and the other is Victoria Beckham. Ask the Ss whether they know them? What do they think about them? Do they think they’re beautiful? What is beauty in their eyes? Step 2 Skimming

(1) Try to get the main idea of each paragraph.

(2) Try to get the general idea of the whole passage.

Step 3 Introducing the project

Make a booklet about how healthy the students in our school. Step 4 The procedures of doing the project (1) Planning:

Get into groups(3) Clear assignments

Decide which group your group will survey. (2) preparing:

Make a questionnaire. Give out and collect the questionnaires.

Record and analyze the statistics.

Write the report. (3) Producing:

a. You can make a questionnaire based on the following points: How many; How often; Have you; How much; Do you

A sample questionnaire is provided as a reference as well.

b. Remember to talk to the teacher to get enough time to give out and collect your Questionnaire. c. Record and analyze statistics and remember to compare your figures with the numbers and percentages the reading article provides. d. Report should include the following parts:

the class, grade; how many Ss answered the Qs; comparison (3) presenting:

Present the reports to the class Step 5 Lead-in

T shows Ss the rules of how to present.

1. Report should include the following parts: the class, grade;

how many Ss answered the Qs;

comparison

2. Each group member should report on part of the results. Step 6 Presentation

T values which group did a better job, and also invites the Ss to talk about which they like best, and why.

Step 7 How to make a booklet A booklet will include… cover contents reports appendix

Step 8 Language points

T introduces some language points in the article to Ss. (1) Word focus life-style regular

count

control concentrate

(2) words to be learned from old words energy, skip

(3) phrases to be noticed along with in the long term

a good amount of sleep as a matter of fact in no time Step 9 homework 1. Make a booklet

2. Unit Revision: The ninth period.

Teaching Post-description:

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