高中英语Our Body and Healthy Habits优秀教案文档格式.docx
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I’vegotahightemperatureandmychesthurtswhenIbreathe.
Ohdear!
Whatareyougoingtodo?
I’mgoingtostayinbedandaskthedoctortovisitme.
I’llringthedoctorforyou.
EverydayEnglish
Terrific!
Tobeoffwork.
Oh,dear!
Thatcouldn’tbebetter.
Ihaveasweettooth.
I’mcrazyaboutfootball.
词
汇
1.四会词汇
diet,fat,fit,flu,rare,toothache,unhealthy,wealthy,rarely,proverb,anxious,injure,pain,lifestyle,head,eye,overweight,lung,throat,breathe,captain,injury,painful,normal,X-ray,awful,questionnaire,dentist,sweets,insurance,fever
2.认读词汇
pneumonia,prescription,symptom,migraine
3.词组
beconnectedwith,takeexercise,becrazyabout,haveatemperature,liedown,beginwith,put...into...,becomeill,get/catchacold
语
法
Nounsusedasverbs
WhenZhouKai’smothersawhimheadingtowardsthefrontdoorwithoutajacketon,sheeyedhimanxiously.
AndI’mnotoverweightsoIneverhavetodiet.
Will/begoingtoforfutureactions
Canyouliedown,please,andI’llexamineyou?
I’llwriteyouaprescription.
Mywife’sgoingtovisitherthisafternoon.
Mywife’sgoingtopickmeupinaquarterofanhour.
AndI’llringthehospital.
重
点
子
1.Itakeatleasttwohours’exerciseaweek.P1
2.Earlytobed,earlytorisemakesamanhealthy,wealthyandwise.P1
3.Anappleadaykeepsthedoctoraway.P1
4.WhenZhouKai’smothersawhimheadingtowardsthefrontdoorwithoutajacketon,sheeyedhimanxiously.P2
5.I’drathereatanicepieceoffruit.P3
6.Iwasstupidenoughtoplayfootballintherain.P3
7.SoasyoucanseefromwhatI’vesaid,Iamanormalkindofperson.P3
8.AsI’vesaid,thisisn’taproblem.P3
9.Gotobednoworyou’llbereallytiredtomorrow.P4
Ⅲ.教材分析与教材重组
1.教材分析
本模块以OurBodyandHealthyHabits为话题，旨在通过模块教学使学生通过讨论什么是健康，什么是健康的生活方式，如何才能获得健康和保持健康等问题，使学生树立正确健康观念，建立起一种健康的生活方式。
针对日常生活中经常遇到的对健康有害的坏习惯，指导学生发表自己的见解和看法，通过进一步讨论使学生明确什么样的生活习惯是健康的。
并能应用相关谚语就此写一篇文章。
1.1INTRODUCTION这一局部设计了四个活动。
第一个活动帮助学生复习和学习有关饮食、锻炼、健康和疾病的词汇；
第二个活动引导学生学会表达一些与饮食有关的句子；
第三个活动向学生们介绍一些有关健康的西方谚语；
第四个活动是前一个活动的延伸和深化，要学生说出一些有关健康的汉语谚语，并尝试把它们翻译出来。
总之，通过上述四个活动，使学生对起居和健康的关系有一个初步的了解。
1.2VOCABULARYANDREADING这一局部是本模块的主题局部。
首先是词汇的学习。
第一个活动就是帮助学生复习和学习一些介绍事物、身体和健康的词汇并答复有关的问题。
然后就是阅读活动，围绕周凯的生活方式，教材设计了四个活动，从细节到词汇，甚至也涉及到了文章的结构。
在能力上，主要是培养学生对词汇的应变力、理解力和分析问题的能力。
从情感态度上，通过周凯和妈妈的矛盾冲突和周凯对自己生活习惯的描述，帮助学生了解什么是健康的生活方式，如何树立健康的生活习惯，并在实际生活中，建立起自己的健康生活方式。
1.3SPEAKING1通过讨论怎样保持健康，并且决定哪些是生活中有关健康的重要事项，使学生养成良好的生活方式。
1.4FUNCTION讨论将来的表达方法，掌握will表示预测的用法。
1.5GRAMMAR1这一局部是有关构词法——名词动用的内容。
这局部不要求学生掌握具体的理论知识，只是使学生初步了解这种转化并使学生具体掌握一些转化的词例。
1.6LISTENINGANDVOCABULARY通过听医生和病人之间的对话掌握不同身份、职业的人说不同的话，学会询问病情和描述病症。
掌握有关疾病、病症和人体器官的单词。
1.7GRAMMAR2这一局部是介绍will和begoingto表示将来的用法，通过这局部教学，要使学生明确区分这两种表达的不同之处并在实际中运用。
1.8PRONUNCIATION听并跟读听力中出现的六个句子，注意音与音之间的连读。
1.9SPEAKING2通过讨论对话掌握对健康问题的描述，包括描述、询问病情及提供帮助。
1.10EVERYDAYENGLISH通过对话，掌握一些常用的表达方式。
1.11WRITING通过把多个句子按顺序排列组成一段，训练学生的逻辑思维能力，通过讨论掌握描述生病的整个过程，并就此写一篇文章。
1.12CULTURALCORNER通过阅读了解有关各国的医疗卫生体系。
1.13TASK通过作问卷调查使学生意识到自己是否有健康的生活习惯，并养成良好的生活方式。
1.14MODULEFILE对整个模块做出总结，稳固所学知识。
2.教材重组
2.1将INTRODUCTION的主要内容和VOCABULARYANDREADING整合成一节阅读课。
2.2将GRAMMAR1和GRAMMAR2整合成一节语法课。
2.3将LISTENINGANDVOCABULARY,PRONUNCIATION,EVERYDAYENGLISH与WORKBOOK（P71）中的Listening整合成一节听力课。
2.4将SPEAKING1,SPEAKING2和FUNCTION整合成一节口语课。
2.5将WRITING,TASK和WORKBOOK中的Writing整合成一节写作课。
2.6将CULTURALCORNER和WORKBOOK〔P69〕中的Reading整合成一节泛读课。
3.课型设计与课时分配
1stperiodReading
2ndperiodGrammar
3rdperiodListening
4thperiodSpeaking
5thperiodWriting
6thperiodExtensiveReading
IV.分课时教案
TheFirstPeriodReading
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
anxious,captain,injure,injury,pain,painful,normal,lifestyle,head,eye,toward,asweettooth
b.重点句式
WhenZhouKai’smothersawhimheadingtowardsthefrontdoorwithoutajacketon,sheeyedhimanxiously.P2
ZhouKaiwentanddidashewastold.P2
Ineverhavetodiet...P3
Iwasstupidenoughto...P3
AsyoucanseefromwhatI’vesaid,I’manormalkindofperson.P3
AsI’vesaid,thisisn’taproblem.P3
2.Abilitygoals能力目标
HelpthestudentstolearnZhouKai’shealthylifestylebyreadingthetexts.
3.Learningabilitygoals学能目标
Enablethestudentstolearnhowtotalkaboutpersonallifestyles.
Teachingimportantpoints教学重点
WhydoesZhouKaihaveahealthylifestyle?
Teachingdifficultpoints教学难点
Understandwhatahealthylifestyleis.
Teachingmethods教学方法
Skimming,scanning，askingandansweringactivityanddiscussion.
Teachingaids教具准备
Arecorderandmultimedia.
Teachingprocedures&
ways教学过程与方式
StepIWarmingup
T:
Goodmorning,boysandgirls!
IthinkyoumustknowthefamousChinesesaying:
Peopleregardfoodastheirprimewant.Eatingplaysanimportantpartinourdailylife.Now,Ihavesomequestionsforyou.Pleaseanswermyquestionswithcompletesentences.Doyouofteneatfish?
S.No,Idon’tofteneatfish.
Doyouofteneatfruit?
S:
Yes,Iofteneatfruit,almosteveryday.
Doyouoftencatchcold?
No,Idon’tquiteoftencatchcold.I’mveryfit.
Youeatalotofsweetthings,don’tyou?
Ilikeeatingsweetthings,butIdon’tofteneatthem.
Doyouoftentakeexercise?
Itakealotofexerciseeveryweek.Forexample,Idomorningexerciseseveryday.
Good!
That’swhyyouhaveastrongbody.Now,class,pleasegothroughthewordsintheboxofActivity1.ThendoActivity2andtickthesentencestrueforyou.AndthenmakeadialoguewithyourpartnersjustaswhatIdidwithyoujustnow.
Aftersometime,asksomepairstodotheirrole-play.
OK.Youdidanexcellentjob!
Now,let’slearnsomeEnglishproverbsinActivity3.Now,Iwantsomeonetoreadtheproverbsforus.OK,Mike,pleasereadthemout.
Mikereadstheproverbs.
Verygood!
Yourpronunciationisreallybeautiful!
Next,I’dlikeyoutoexplainthemeaningsoftheseproverbsinEnglish.Maybeit’salittledifficultforyou.Justhaveatry.
Thestudentsdiscusstheproverbs.
OK.Stophere.Whovolunteerstoexplainthefirstonetous?
Whatisthemeaningof“Youarewhatyoueat〞？
Itmeanswhatyoulikeeatingwillhaveaneffectonyourbody.
Welldone!
Whataboutthesecondone?
Itmeansthatifyouhaveahealthybody,you’llthinkclearlyandquickly.
Yes,astrongbodycanhelpyoumakeasuccess.Nextone?
Itmeansthatifyougotobedearlyandgetupearly,you’llhaveagoodrestatnight,andifso,you’llfeelfullofenergy.
That’sagoodexplanation!
OK,nextone?
Itmeansthatfruitandvegetableswillprotectyoufromillnesses.
Allofyoudidagoodjob!
Now,let’sdosometranslation.PleasetranslatetheseproverbsintoChinese.Haveadiscussionfirst!
Thestudentsworkinpairs.
OK.Thefirstone,whowantstohaveatry?
吃什么补什么。
Right!
身体健康，精神爽!
Nextone?
睡得早，起得早，聪明，富裕，身体好！
Excellent!
Thelastone?
每日一苹果，疾病远离我！
StepIIPresentationofthetext
Youdidagoodjob!
Next,let’slookatthephotoonthenextpage.Whatcanyouseeinthisphoto?
Ss:
Aboy.
Yes,aboy!
What’syourimpressionoftheboy?
Heisveryhandsome.Heistall.Heissmilingatus.Heiswearingawhiteshirt.
Canyouguesshishobby?
Helikesplayingfootball.
Yes,wecanseeheholdsafootballinhishand,right?
Doyouknowtheboy’sname?
ZhouKai.
Yes.Thisclasswe’lllearnsomethingaboutZhouKai’slifestyle.
StepIIIReading
Beforewecometothetext.We’lldealwithsomewordsinActivity1.Pleasedoitquickly.Afewminuteslater,we’llchecktheanswerstogether.
Thestudentsdotheactivity.
OK.No.1,whichwordisconnectedwithfood?
Sweets.
Right.Whichwordsareconnectedwiththebody?
Fever,injure,injury,pain,painful,break（anarm）.
Good.Whichwordmeansusualorordinary?
Normal.
Yes.Whichwordmeansleader?
Captain.
Right.Whichwordmeansworriedaboutsomethingthatmayhappen?
Anxious.
Now,let’scometoZhouKai
（1）.I’llplaytherecordingforyou.Whilelistening,pleasecatchthemainideaofthepassageanddothemultiplechoiceonthescreen.
Thestudentsdoitwhilelisteningtothetape.
OK.Stophere,pleaselookatthebigscreenandchoosethecorrectone.Whichoneisthebest?
ThepassageZhouKai
（1）mainlytellsusthat______.
A.ZhouKaiwantstoplayfootballintherain.
B.ZhouKaiisfitenoughtoplayfootballinallweathers.
C.ZhouKai’smothercaresabouthimverymuch.
D.ZhouKaidislikeshismotherverymuch.
Thethirdone.
Yes,good.WecanseethispointfromtheconversationbetweenZhouKaiandhismother.Next,let’slearnsomedetailsaboutthispassage.You’llbegivenafewminutestoreadthepassageagainandanswerthequestionsinActivity2.
Afewminuteslater.
Now,dothisactivitywithyourpartners.Oneasksandtheotheranswers.OK,Question1,whovolunteerstodoit?
WhyisZhouKai’smotheranxious?
Becauseheisgoingouttoplayfootballintherainwithoutajacketon.
Nextquestion?
Whatdoesshethinkwillhappen?
Shethinkshewillcatc
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