Unit2Fitforlife教案设计.docx

1、Unit2Fitforlife教案设计Unit 2 Fit for lifePeriod 1 Welcome to the unitTeaching aims and demands:1. Enable students to think about people, places and treatments related to medicine. 2. Develop students listening, speaking, reading, writing and thinking ability.3. Help students to get more knowledge of me

2、dicine.Teaching Important and Difficult Point:Improve students speaking and thinking ability. Teaching Approaches:Task-based approachesForm of Activities:Individual, pair or group work and topic discussions.Teaching Aids:The multimedia and the blackboardTeaching Procedures:Step 1. Lead-in1. Ask and

3、answer the question:1) As we all know, health is very important to everyone. Do you know how to keep healthy?2) When people fall ill, what will they do?3) Can you list as many words as possible that relate to medicine.？ diseasespharmacy/drug store pills/tablets/capsulesChinese /Western medicineeffec

4、t/side effect .4) Can you list as many jobs as possible that relate to medicine?chemisteye doctor/opticiandentistphysiciansurgeonStep 2. Picture talkingA guessing game:1. a person who prepares and sells medicine2. a person who examines peoples eyes to see if they need to wear glasses3. a person who

5、takes care of peoples teeth4. a person who has general skill to treat physical problems5. a person who performs medical operations6. a person who helps doctors to look after patients Work in groups and discuss the four pictures on the screen.Picture 11. Show a picture of a chemists selling medicines

6、 on the screen.2. Questions:1） What is the man in white?2） What qualities does a person need to be a chemist? Picture 21. Show a picture of acupuncture treatment on the screen.2. Questions:1）What is on the womans ear?2）What can acupuncture do?Picture 31. Show a picture of an operation in an operatin

7、g theatre on the screen.2. Questions:1）What are the doctors and nurses doing?2）What happens during an operation?Picture 41. Show a picture a doctor testing a girls eyes of agriculture on the screen.2. Questions:1）What is the student doing?2）Do you have good eyesight? How can you protect your eyes?St

8、ep 3 Discussion 1. Have you ever seen a doctor? If so, what happened?2. Have you ever received medical treatments? What was it like?3. Would you like to do any of the jobs shown in the pictures? Why or why not? Step 4 Further discussion1. Do you think medicine only has good effects? Why?2. What do y

9、ou know about its side effects?Step 5 Homework 1. Surf the internet for more information about medicine.2. Write a short passage about your experience of receiving medical treatments. Period 2-3 ReadingTwo life-saving medicinesTeaching aims and demands:1. Enable the students to master the usage of n

10、ew words and phrases2. Enable the students to know development of the two medicines .3. To help the students to improve their reading , speaking abilityTeaching important and difficult points:1. Help the students to improve their listening ,reading and speaking ability.2. Help the students master th

11、e reading strategy .3. Inform them of more about the two medicines.Teaching aids: the multimedia and the blackboardTeaching methods:listening and speaking pair work and group workTeaching procedures:Step 1.Lead-in:A free talk with students:.Have you ever taken aspirin and penicillin?.How much do you

12、 know about the two medicines?.What other illnesses do they cure?Step 2.Fast readingRead the passage again and answer the following questions:1. What are the two medicines mentioned in the article?(Aspirin and penicillin)2. When was penicillin first discovered? (In 1928.)3. What award did Fleming, F

13、lorey and Chain share? (The Nobel Prize.)Step 3. Detailed readingAsk the students to read the passage again carefully and answer the detailed questions1. When did people find that drinking a special tea could reduce fever and pain? (About 2,500 years ago)2. When was aspirin first made? ( In 1897)3.

14、What other things can ASA help with besides reducing fever and pain?(It can also help reduce the risk of heart attacks by thinning blood, prevent a stroke, reduce the risk of colon cancer, increase the length of peoples lives and help with diabetes.)4. Where did Alexander Fleming find penicillin? (I

15、n the mould that killed bacteria)5. What illnesses can penicillin be used to treat? (It can be used to treat bacteria illnesses and other illnesses including pneumonia.)6. What difficulties did Fleming have in developing penicillin as a drug? (First he was unable to find a procedure to make penicill

16、in pure enough to work as a medicine. Second, it was difficult to produce penicillin in the ample quantities needed to be effective.)Step 4. Further reading and fill in the form.Effects of aspirinReduce feverHelp the body to stop painsReduce the risk of heart attacksPrevent a stroke and help diabete

17、sReduce the risk of colon cancerIncrease the length of peoples livesEffects of penicillinHelp in treating wounds and infectionsTreat other illness including pneumoniaStep 5. Learning reading strategyAsk the students to read the Reading Strategy of the article and ask them to focus on the three major

18、 skills of understanding medical terms.Step 6 Practice(1)Suppose you are aspirin or penicillin, tell us your development and what influence do you have on our lives according to the passage.(2)Suppose you are Fleming, describe how you found penicillin.Step 76. Discussion:.What would the world be lik

19、e if the two medicines had not been discovered ?.Do you believe that wonder drug will be invented to treat diseases like AIDs in the future?Period 4 Language points1. possess vt. 拥有，具有如：The province possesses rich mineral resources.该省拥有丰富的矿藏。2. trial n. 试验e.g. The trials show that smoking will do ha

20、rm to people. 试验显示抽烟对人体有害。短语inform/in the form of 意为“以形式”。如：Nowadays, many books are available in electronic form. 如今，很多书都有电子版。 3. vital adj. 极其重要的，必不可少的当它作表语并后接从句时，从句中的谓语要用“(should)+动词原形”的形式。如：It is vital that every piece of equipment (should) be checked before the experiment.实验之前检查所有设备是至关重要的。4. tr

21、y something out on 意思是“在上试验某物”。如：The drug has not been tried out on humans yet.这种药物尚未进行过人体试验。5. circulate vi. & vt. 循环；传播，散布；传递，传阅e.g. The document was previously circulated in New York at the United Nations. 这份文件先前在纽约的联合国总部传阅过。Cooking odors can circulate throughout the entire house. 做饭的香味可以传到家里的各个角

22、落 。6. effective adj. 有效的；实际的，事实上的；生效的Simple antibiotics are effective against this organism. 一般的抗生素能够有效对抗这种微生物。 They have had effective control of the area since the security forces left.自从安全部队撤离后，他们实际上控制了该地区。The new rules will become effective in the next few days.新规定将在几天后生效。Homework:1. Homework.Wr

23、ite a brief introduction to the two medicines.Finish the exercises in the workbookPeriod 5 Word powerHospital and medicineTeaching aims and demands:1. Enable the students to know some names of the diseases and the causes.2. Have then know different forms of medicines.3. Do some exercises to make the

24、 students be familiar with the new words and expressions.Teaching difficulties:1. The names and causes of the diseases.2. Different forms of medicine.Teaching methods:1. Review method to consolidate the words learned in the last two periods.2. To make the students master the words related to emotion

25、 correctly.3. Individual, pair or group work to make every student work in class.Teaching Aids:1. the multimedia2. the blackboardTeaching Procedures:Step 1. Brainstorming1. Can you name some common medicine? 2. What information do you know about them? Step 2. Get to know the names of the diseasesHav

26、e the students know about the Chinese meanings of the hospital.ward 病房emergency room 急诊室X-ray room X光室operating theatre 手术室consulting room 诊室reception 接待室ICU 重症监护室ENT department 耳鼻喉科pharmacy 药房Step 3. Part BMatch the words with the pictures.Step 4. Part C Complete the notes in Part C according to th

27、e information in Part A and Part B.Step 5. Part DMatch the places in a hospital with their purposes.Step 6. Homework1. Preview “Grammar and usage”.2. Consolidate the names of the medicine.Period 6 Grammar and usageLinking verbsTeaching Aims: To learn some basic information about linking-verbs. To su

28、mmarize common and important linking-verbs. To apply what they learn to practice by doing some multiple choices.Teaching Key Points:The usages of linking-verbsTeaching Procedure:Step One: Words like appear, seem, prove, keep, stay and remain can all be linking verbs.Words relating to the five senses

29、-sound, taste, feel, look and smell-can also be linking verbs.Linking verbs like turn, go, fall, grow, get and become usually indicate a change of state.Linking verbs are most often followed by an adjective. Sometimes, they can also be followed by a noun or a prepositional phrase.Step Two: Presentat

30、ionDeal with the usage of some linking-verbs.Step Three: PracticeDo some multiple choices.Step Three:Do some exercise in the students book.Step Four: HomeworkPeriod 7 TaskReporting on short-sightednessTeaching aims and demands:1. To train the students ability of listening and writing.2. To practise

31、writing a report for a programme on short-sightedness.Teaching procedure:Step 1 Brainstorming1. Do you often watch English news on TV?2. How much can you understand?3. What problems do you have in listening to the news about current affairs or situations?Skills building 1: listening for a present situationIf you are listening to a TV report about a present situation, you will need to listen for the following:1. The present situation (This may be a problem)2. An