高中英语 Module 1 Our Body and Healthy Habits the 2ed Period教案 外研版必修2.docx

高中英语 Module 1 Our Body and Healthy Habits the 2ed Period教案 外研版必修2.docx

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高中英语Module1OurBodyandHealthyHabitsthe2edPeriod教案外研版必修2

Period2　VocabularyandReading整体设计

教材分析

Thereadingpassage,consistingoftwoparts,tellsussomethingaboutthelivingstyleofaschoolboy,ZhouKai.Inthereadingofthetwopassages,studentswilllearnquiteafewwordsabouthealth.Besides,severalexercisesrelatedtothereadingcontentsaswellasvocabularyaredesigned.Bycompletingtheexercises,studentswillsurelybeabletohaveabetterunderstandingofthereadingpassage.Thissectionisactuallyintendedtotrainthestudents’readingskills,whichareveryimportantforseniorstudents.Tomotivatethestudents’enthusiasmintakingpartintheclassroomactivities,theteachercanorganizeagroupcompetitiontodecidewhichgroupwilldothebestincompletingthetasks.

三维目标

1.知识与技能

1）Makestudentsmastersomewords,phrasesandsentencepatterns.

Words:

anxious,captain,injure,injury,pain,painful,normal,lifestyle,head,eye...

Phrases:

withoutajacketon,catchabadcold,atleast,makesure,takealotofexercise,crazyabout...

Sentencepatterns:

I’drathereatanicepieceoffruit.（wouldratherdo）

Butthat’sbecauseIwasstupidenoughtoplayfootballintherain.（Thatisbecause...）

I’mcaptainoftheclassteamatschoolandI’malsoamemberoftheSeniorHighteam.（captain）

Becauseofthis,ImakesurethatIhaveagooddiet...（becauseof）

2）Encouragestudentstoparticipateinclassactively.

3）Getstudentstoknowtheimportanceofthehealthyhabits.

4）Helpstudentstoimprovetheirreadingability.

2.过程与方法

1）Trainstudentsspeakingabilitythroughindividualandpairwork.

2）Explanationstohelpstudentstomakesenseofthepassagebetter.

3）Discussiontohelpstudentsprepareforreading

3.情感与价值

Thissectionprovidesanopportunityforstudentstolearnsomevocabularyabouthealth.Meanwhile,theycanknowmoreabouthealthyhabitsandthustrytoformhealthyhabitsintheirreallife.

教学重点

1.Encouragestudentstotalkabouthealth.

2.Trainstudents’speakingability.

3.Trainstudents’analyzingandcomprehendingabilitiesbyreadingapassage.

教学难点

1.Howtohelpstudentsimprovetheirreadingability.

2.Howtohelpstudentsmakesenseofthepassage.

3.Leadstudentstotalkinclassactively.

教学过程

→Step1Vocabulary

1.CompletingthetaskinActivity1

1）ReadthroughthewordsinActivity1andhavethestudentslistenandfollow.Thenreadthemagainandhavestudentsrepeatthemafteryou.Allmulti-syllablewordshavethestressonthefirstsyllable.

2）Makesuretheyunderstandthemeaningofthewordseitherbywholeclasselicitation,ordictionaryuse.

3）Askthemtocompletethetaskindividuallyandthencheckwithapartner.

Suggestedanswerstoactivity1:

1sweets　2break（anarm）,fever,injure,injury,pain,painful

3normal　4captain　5anxious

2.Pairworktotalkaboutapicture.Theyshouldtrytousethewordsinactivity1.

Youcanshowthefollowingpicturetostudentsthroughmultimedia.

Theycanbeginlikethis:

A:

What’sthematterwiththegirl?

B:

Ithinkshebrokehisrightleg.

A:

How?

B:

...

→Step2Reading

Therearetwooptionstochoosefrom.

Option1

1.ZhouKai

（1）.

1）Showthefollowingpictureonthescreenandaskstudentstoguessthecharactersoftheboy.

2）AskstudentstoreadZhouKai

（1）andtrytoanswerthefollowingquestionsindividually.Theycanthencheckwithapartner.Finally,youmaycollecttheanswers,havingonestudentreadaquestionandanotheranswerit.

（Showthefollowingonthescreen.）

1WhyisZhouKai’smotheranxious?

2Whatdoesshethinkwillhappen?

3Whatdoessheaskhimtodo?

Suggestedanswers:

1Becauseheisgoingouttoplayfootballintherain（withoutajacket）.

2Shethinkshewillcatchabadcold（getill）.

3Sheaskshimtoatleastwearajacket.

3）Theteacherprovidesthefollowingwordsandphrasesandencouragesstudentstocompletethreesentencesaccordingtothecontentsofthepassage.Youmaywritethefollowingwordsontheblackboard:

anxious,fever,catchabadcold,getone’sjacket.

4）Thestudentsarerequiredtodrawaflowcharttoshowtheprocessofhiscatchingthecold.Thefollowingisasample.

gooutintherain→playfootball→wetallthetime

2ZhouKai

（2）

1）Fastreading

Youcanaskstudentstoskimthepassageandtrytoanswerthefollowingquestions:

（Showthefollowingonthescreen.）

1）HowarePassages1and2connected?

2）DoesZhouKaihaveahealthylifestyle,inyouropinion?

Writethreeorfoursentencessayingwhyorwhynot.

Suggestedanswers:

1）TheyareconnectedbecausetheybothtalkaboutthewayZhouKai’smotherlooksafterhim,andbecausetheybothmentionthathegotillthroughplayingfootballintherain.

2）Open.Possibleanswer:

Yes,ZhouKaihasahealthylifestylebecausehismothergiveshimlotsoffreshfruitandvegetables.Heeatsfish,notfattymeatorsugarandsweets.Healsoexercisesregularly,playingalotoffootball.

2）Discussion

Askstudentstospotthetopicsentenceofeachparagraph.Theymaycheckfirstwithapartnerandthenwiththewholeclass.

Suggestedanswers:

Thefirstsentence:

Mymotherhasalwaysmadesureweeatveryhealthily,andfreshfruitandvegetablesareaveryimportantpartofourdiet.

Thesecondsentence:

I’mquitehealthy.

Thethirdsentence:

Butthere’sonethingIreallylove—I’mcrazyaboutfootball.

3）Scanning

Studentsareencouragedtoreadthepassageandchoosethecorrectanswerstothefollowingquestions.

（Showthefollowingexerciseonthescreen.）

1ZhouKai’sfamily___________.

（a）avoideatingtoomuchfatorsugar　（b）eatalotofvegetables,fruitandmeat

2ZhouKai___________.

（a）sometimesgetscoldsandflu　（b）seldomgetscoldorflu

3Aweekago,ZhouKai___________.

（a）caughtacold　（b）injuredhisarm

4Twoyearsago,ZhouKai___________whileplayingfootball.

（a）hurthisleg　（b）hurthisarm

5ZhouKaidescribeshimselfas___________.

（a）crazy　（b）someonewholovesfootball

Suggestedanswers:

1a　2b　3a　4b　5b

4）Activity5

Asthisactivityisquitesimple,itissuggestedthatstudentsfinishitindividuallyandthencheckwithapartner.

Suggestedanswers:

1broken　2cold　3diets　4injury　5Flu（Influenza）　6healthy

Option2

1.Jointhetwopassagesupandaskastudenttoreadthepassagesaloudtothewholeclass.

2.Otherstudentsareaskedtospeakouttheimportantwordsandphrasesheardinthismodulesuchas“anxious”“fever”“catchacold”,etc.

3.Theteachermayencouragestudentstoreadthepassagesquicklyandthencomeupwiththemainideaofthepassage.

4.StudentsworkingroupsorinpairstodescribeZhouKaiusingthefollowingwords:

anxious,playintherain,catchabadcold,sweets,haveagooddiet,nothaveasweetteeth,freshfruitandvegetables,crazyaboutfootball...Ifnecessary,theymayaddsomemorewords.

→Step3RelatedLanguagePoints

1.WhenZhouKai’smothersawhimheadingtowardsthefrontdoorwithoutajacketon...

当周凯的妈妈看见他没穿夹克衫就朝门外走去时……

1）headvi.朝……方向前进;领导;排在前面。

例如:

Thebusheadedtothesouth.公共汽车朝南方开去。

Whereareyouheadingfor?

你往哪儿去?

headn.头脑;才智;首脑

head的相关短语:

attheheadof在……的最前头/率领

haveagoodheadoverone’sshoulders头脑好，有才干;精明

holdone’sheadhigh昂首挺胸

keepone’shead保持冷静;不慌不忙

off/outofone’shead发狂的

haveanoldheadonone’sshoulders少年老成

2）withoutajacketon为without+复合结构，用法与with+复合结构相同，在句中作状语。

HongKonglooksmorebeautifulwiththousandsoflightsonatnight.

夜晚的香港万盏灯火，分外美丽。

with复合结构:

（1）构成形式:

with+宾语+宾补。

宾语由代词、名词、名词词组充当;宾补由分词、不定式、形容词、副词、介词短语、名词等充当。

（2）在with复合结构中，宾语和宾补之间形成逻辑上的主谓关系。

当这种关系表现为主动语态时，用现在分词;当这种关系表现为被动语态时，用过去分词;当这种主谓关系表示将来意义时，用不定式;当这种关系表示伴随意义时，用现在分词或副词。

Withthedooropen,theylefttheclassroom.他们离开教室，门还开着。

Thewomanwithababyinherarmismysister.抱孩子的那个妇女是我姐姐。

Withnothingtodo,hewentoutforawalk.

由于没有什么事情可做，他便到外边去散步。

及时反馈:

1）Inthereadingroom,wefoundher____________atadesk,withherattentiononabook.

A.sitting;fixing

B.tosit;fixed

C.seating;fixing

D.seated;fixed

答案:

D　seat意为“使……坐下”，宾语为人，此处应用被动式，也可用sitting。

第二空含有词组fixone’sattentionon/upon，因此fix用过去分词表示被动。

2）Iwatchedhergetsmallerandsmaller,thenturnedand____________shore.

A.cameup

B.headedfor

C.wentinto

D.ranfor

答案:

B　cameup表示“走过来”，后须接介词towards/for;gointo表示“进入”;headfor可作“向……走去”解释。

2....sheeyedhimanxiously.……她担心地盯着他。

eyev.&n.

1）eye在句中用作动词，意思是“看，注视”。

Heeyedherupanddown.他上上下下得打量她。

2）作名词时，表示身体的一部分用复数，但如表示视力、观察力、注意力或眼睛的某种表情、样子等抽象意义时用单数。

Hereyesweredimmedwithtears.泪水模糊了她的双眼。

Nothingescapedhiseye.他能洞察一切。

拓展:

eye的相关短语

aneyeforaneye以眼还眼，以牙还牙

intheeyesofsb./insb.‘seye从……的眼光来看/依照某人的看法

catchone’seye吸引某人的注意

keepaneyeon照料某人/某物

haveaneyefor能欣赏

keepaneyeoutfor留心/注意某人/某物

shut/closeone’seyesto视而不见/闭目不见

lookapersonintheeye（s）正面盯着看

3.ZhouKaiwentanddidashewastold.周凯走了，并按照告诉他的做了。

asconj.如同;按照（引导方式状语从句）

Youshoulddoastheteachertellsyouto.你应该按照老师告诉你的去做。

WheninRome,doastheRomansdo.入乡随俗。

Leavethetableasitis.那桌子就这样吧。

拓展:

1）as作连词还可以引导时间状语从句、原因状语从句、让步状语从句和比较状语从句。

让学生辨别下面各句中as引导的从句类型。

Ashesang,thetearsrandownhercheeks.他一边唱歌一边流泪。

Astimewenton,whatourteachersaidprovedright.

随着时间的推移，证明我们老师说过的话是对的。

Imuststopwritingnow,asIhavealotofworktodo.

我必须停笔了，因为我还有很多工作要做。

MuchasIlikedthecoat,Ican’taffordit.

尽管我很喜欢这件外套，但我买不起。

2）as用作副词，修饰形容词、副词。

Hecanspendasmuchas200dollarsamonth.他每月花费高达200美金。

3）as用作介词，作“例如”讲，相当于forinstance;作“如同”讲，相当于like;还可作“作为”讲。

Asstudents,weshouldstudyhard.作为学生，我们应该好好学习。

及时反馈:

—___________,Romewasnotbuiltinaday.

—Soyoum