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1、Period 2Vocabulary and Reading整體設計教材分析The reading passage, consisting of two parts, tells us something about the living style of a school boy, Zhou Kai. In the reading of the two passages, students will learn quite a few words about health. Besides, several exercises related to the reading contents

2、as well as vocabulary are designed. By completing the exercises, students will surely be able to have a better understanding of the reading passage. This section is actually intended to train the students reading skills, which are very important for senior students. To motivate the students enthusia

3、sm in taking part in the classroom activities, the teacher can organize a group competition to decide which group will do the best in completing the tasks. 三維目標1. 知識與技能1)Make students master some words, phrases and sentence patterns.Words: anxious, captain, injure, injury, pain, painful, normal, lif

4、estyle, head, eye. . .Phrases: without a jacket on, catch a bad cold, at least, make sure, take a lot of exercise, crazy about. . .Sentence patterns: Id rather eat a nice piece of fruit. (would rather do)But thats because I was stupid enough to play football in the rain. (That is because. . . )Im ca

5、ptain of the class team at school and Im also a member of the Senior High team. (captain)Because of this, I make sure that I have a good diet. . . (because of)2)Encourage students to participate in class actively.3)Get students to know the importance of the healthy habits.4)Help students to improve

6、their reading ability.2. 過程與方法1)Train students speaking ability through individual and pair work.2)Explanations to help students to make sense of the passage better.3)Discussion to help students prepare for reading3. 情感與價值This section provides an opportunity for students to learn some vocabulary abo

7、ut health. Meanwhile, they can know more about healthy habits and thus try to form healthy habits in their real life. 教學重點1. Encourage students to talk about health.2. Train students speaking ability.3. Train students analyzing and comprehending abilities by reading a passage. 教學難點1. How to help stu

8、dents improve their reading ability.2. How to help students make sense of the passage.2 / 153. Lead students to talk in class actively. 教學過程Step 1 Vocabulary 1. Completing the task in Activity 11)Read through the words in Activity 1 and have the students listen and follow. Then read them again and h

9、ave students repeat them after you. All multi-syllable words have the stress on the first syllable.2)Make sure they understand the meaning of the words either by whole class elicitation, or dictionary use.3)Ask them to complete the task individually and then check with a partner.Suggested answers to

10、 activity 1: 1 sweets2 break (an arm), fever, injure, injury, pain, painful3 normal4 captain5 anxious2. Pair work to talk about a picture. They should try to use the words in activity 1.You can show the following picture to students through multimedia.They can begin like this: A: Whats the matter wi

11、th the girl? B: I think she broke his right leg.A: How? B: . . . Step 2 Reading There are two options to choose from.Option 11. Zhou Kai (1).1)Show the following picture on the screen and ask students to guess the characters of the boy.2)Ask students to read Zhou Kai (1)and try to answer the followi

12、ng questions individually. They can then check with a partner. Finally, you may collect the answers, having one student read a question and another answer it.(Show the following on the screen. )1 Why is Zhou Kais mother anxious?2 What does she think will happen?3 What does she ask him to do? Suggest

13、ed answers:1 Because he is going out to play football in the rain (without a jacket).2 She thinks he will catch a bad cold (get ill).3 She asks him to at least wear a jacket. 3)The teacher provides the following words and phrases and encourages students to complete three sentences according to the c

14、ontents of the passage. You may write the following words on the blackboard: anxious, fever, catch a bad cold, get ones jacket.4)The students are required to draw a flow chart to show the process of his catching the cold. The following is a sample.go out in the rainplay footballwet all the time2 Zho

15、u Kai (2)1)Fast readingYou can ask students to skim the passage and try to answer the following questions: (Show the following on the screen. )1)How are Passages 1 and 2 connected?2)Does Zhou Kai have a healthy lifestyle, in your opinion? Write three or four sentences saying why or why not. Suggeste

16、d answers: 1)They are connected because they both talk about the way Zhou Kais mother looks after him, and because they both mention that he got ill through playing football in the rain. 2)Open. Possible answer:Yes, Zhou Kai has a healthy lifestyle because his mother gives him lots of fresh fruit an

17、d vegetables. He eats fish, not fatty meat or sugar and sweets. He also exercises regularly, playing a lot of football. 2)DiscussionAsk students to spot the topic sentence of each paragraph. They may check first with a partner and then with the whole class.Suggested answers:The first sentence: My mo

18、ther has always made sure we eat very healthily, and fresh fruit and vegetables are a very important part of our diet.The second sentence: Im quite healthy.The third sentence: But theres one thing I really loveIm crazy about football. 3)ScanningStudents are encouraged to read the passage and choose

19、the correct answers to the following questions.(Show the following exercise on the screen. )1 Zhou Kais family _.(a)avoid eating too much fat or sugar(b)eat a lot of vegetables, fruit and meat2 Zhou Kai _.(a)sometimes gets colds and flu(b)seldom gets cold or flu3 A week ago, Zhou Kai _.(a)caught a c

20、old(b)injured his arm4 Two years ago, Zhou Kai _while playing football.(a)hurt his leg(b)hurt his arm 5 Zhou Kai describes himself as _.(a)crazy(b)someone who loves footballSuggested answers: 1 a 2 b 3 a 4 b 5 b4)Activity 5As this activity is quite simple, it is suggested that students finish it ind

21、ividually and then check with a partner.Suggested answers:1 broken2 cold3 diets4 injury5 Flu (Influenza)6 healthyOption 21. Join the two passages up and ask a student to read the passages aloud to the whole class. 2. Other students are asked to speak out the important words and phrases heard in this

22、 module such as “anxious”“fever”“catch a cold”, etc.3. The teacher may encourage students to read the passages quickly and then come up with the main idea of the passage.4. Students work in groups or in pairs to describe Zhou Kai using the following words: anxious, play in the rain, catch a bad cold

23、, sweets, have a good diet, not have a sweet teeth, fresh fruit and vegetables, crazy about football. . . If necessary, they may add some more words. Step 3 Related Language Points1. When Zhou Kais mother saw him heading towards the front door without a jacket on. . . 當周凱的媽媽看見他沒穿夾克衫就朝門外走去時1)head vi.

24、 朝方向前進; 領導; 排在前面。例如: The bus headed to the south. 公共汽車朝南方開去。Where are you heading for? 你往哪兒去? head n. 頭腦; 才智; 首腦head 的相關短語:at the head of 在的最前頭/率領have a good head over ones shoulders 頭腦好，有才干; 精明hold ones head high 昂首挺胸keep ones head 保持冷靜; 不慌不忙off/out of ones head 發(fā)狂的have an old head on ones shoulder

25、s 少年老成2）without a jacket on 為without + 復合結構，用法與with+復合結構相同，在句中作狀語。Hong Kong looks more beautiful with thousands of lights on at night.夜晚的香港萬盞燈火，分外美麗。with 復合結構:（1）構成形式:with +賓語+賓補。賓語由代詞、名詞、名詞詞組充當; 賓補由分詞、不定式、形容詞、副詞、介詞短語、名詞等充當。(2)在with復合結構中，賓語和賓補之間形成邏輯上的主謂關系。當這種關系表現(xiàn)為主動語態(tài)時，用現(xiàn)在分詞; 當這種關系表現(xiàn)為被動語態(tài)時，用過去分詞; 當這

26、種主謂關系表示將來意義時，用不定式; 當這種關系表示伴隨意義時，用現(xiàn)在分詞或副詞。With the door open, they left the classroom. 他們離開教室，門還開著。The woman with a baby in her arm is my sister. 抱孩子的那個婦女是我姐姐。With nothing to do, he went out for a walk. 由于沒有什么事情可做，他便到外邊去散步。及時反饋: 1）In the reading room, we found her _at a desk, with her attention on a

27、book.A. sitting; fixingB. to sit; fixedC. seating; fixingD. seated; fixed答案: Dseat 意為“使坐下”，賓語為人，此處應用被動式，也可用sitting。第二空含有詞組fix ones attention on/upon，因此fix 用過去分詞表示被動。2）I watched her get smaller and smaller, then turned and _shore.A. came upB. headed forC. went intoD. ran for答案: Bcame up 表示“走過來”，后須接介詞

28、towards/for; go into表示“進入”; head for 可作“向走去”解釋。2. . . . she eyed him anxiously. 她擔心地盯著他。eye v. &n.1）eye 在句中用作動詞，意思是“看，注視”。He eyed her up and down. 他上上下下得打量她。2）作名詞時，表示身體的一部分用復數(shù)，但如表示視力、觀察力、注意力或眼睛的某種表情、樣子等抽象意義時用單數(shù)。Her eyes were dimmed with tears. 淚水模糊了她的雙眼。Nothing escaped his eye. 他能洞察一切。拓展: eye 的相關短語a

29、n eye for an eye 以眼還眼，以牙還牙in the eyes of sb. /in sb. s eye 從的眼光來看/依照某人的看法catch ones eye 吸引某人的注意keep an eye on 照料某人/某物have an eye for 能欣賞keep an eye out for 留心/注意某人/某物shut/close ones eyes to 視而不見/閉目不見look a person in the eye(s) 正面盯著看3. Zhou Kai went and did as he was told. 周凱走了，并按照告訴他的做了。as conj. 如同;

30、 按照（引導方式狀語從句）You should do as the teacher tells you to. 你應該按照老師告訴你的去做。When in Rome, do as the Romans do. 入鄉(xiāng)隨俗。Leave the table as it is. 那桌子就這樣吧。拓展: 1）as 作連詞還可以引導時間狀語從句、原因狀語從句、讓步狀語從句和比較狀語從句。讓學生辨別下面各句中as引導的從句類型。As he sang, the tears ran down her cheeks. 他一邊唱歌一邊流淚。As time went on, what our teacher said

31、 proved right.隨著時間的推移，證明我們老師說過的話是對的。I must stop writing now, as I have a lot of work to do. 我必須停筆了，因為我還有很多工作要做。Much as I liked the coat, I cant afford it. 盡管我很喜歡這件外套，但我買不起。2）as 用作副詞，修飾形容詞、副詞。He can spend as much as 200 dollars a month. 他每月花費高達200美金。3）as 用作介詞，作“例如”講，相當于for instance; 作“如同”講，相當于like; 還

32、可作“作為”講。As students, we should study hard. 作為學生，我們應該好好學習。及時反饋: _, Rome was not built in a day.So you mean that it was not built at night.A. For the saying saysB. When the proverb is saidC. As the saying goesD. If the saying is read答案: Cas the saying goes意為“常言道”。4. My mother has always made sure we e

33、at very healthily.我的媽媽總是想方設法讓我們吃得健康。make sure 確保; 查明; 核實Our staff will do their best to make sure you enjoy your visit.我們的人員會竭盡全力使您訪問愉快。Youd better make sure of the exact time of the arriving train.你最好弄清楚火車到達的確切時間。拓展: 1)be sure to do表示說話人的推測，表示“必定，一定”。The book is sure to be popular. 這本書一定會受到歡迎。2)be

34、sure to 用于祈使句還有“務必，一定要”之意。Be sure to give my best regards to your family. 一定代我向你家人問好。3)be sure of/about “確信，確知”，既可指說話人的推測，也可是句子主語的確定。I hope you are sure of your facts. 我希望你說的事實。You are always sure of warm welcome there. 到那里你一定會收到熱烈歡迎。4)be sure that 是主語的確定。Im pretty sure that she will agree. 她會同意的，我對

35、此有相當?shù)陌盐铡＜皶r反饋: Things are getting more expensive now.Its_ that prices will continue to _.A. sure; go upB. certain; go upC. sure; raise upD. certain; raise up答案: BIt is certain that. . . 是固定搭配，不可與sure 換用。5. Id rather eat a vice piece of fruit. 我更喜歡吃點水果。would rather do sth. 意為“寧愿做某事”，后接動詞原形。She would r

36、ather die than give a speech. 她寧死也不愿意演講。Do you want to come with us? 你想跟我們一起來么? No. Id rather not. 不，我不想去。拓展:would rather. . . than. . . 寧愿也不would/prefer to . . . rather than. . . 寧愿也不would rather that sb. did sth. 寧愿某人做某事（用一般過去時表示現(xiàn)在和將來）would rather that sb. had done sth. 寧愿某人做過某事（用過去完成時表示過去情況）or ra

37、ther 更確切地說rather than 而不是other than 除了及時反饋: Nuclear science should be developed to benefit the people_harm them.A. more thanB. rather thanC. other thanD. better than答案: Brather than“而不是”，相當于連詞，連接兩個并列成分。6. And Im not too heavy, so I never have to diet, or anything like that. 我不是很胖，所以我不必節(jié)食，也不必做其他類似的事情

38、。diet v. 節(jié)食; 吃限定的食物n. 日常飲食; 規(guī)定飲食No sugar in my coffee, please; Im dieting. 請不要在我的咖啡里放糖，我在節(jié)食。She has been on a diet for three weeks. 她已經(jīng)節(jié)食三周了。及時反饋: Would you like some chocolate? Id like some, but Im _.A. on dietB. in a dietC. on a dietD. in diet答案: Cbe on a diet/go on a diet表示“節(jié)食; 按規(guī)定進食”。7. Im a nor

39、mal kind of person. 我是一個很平常的人。normal adj. 典型的; 正常的n. 常態(tài); 通常水平Weeping is a normal response to pain. 哭泣是痛苦的正常反應。Its normal to feel tired after such a long trip. 這樣長途旅行之后感到疲勞是很正常的。Things soon returned to normal. 事情很快恢復了正常。比較:ordinary/common/usual/normal1)ordinary 普遍的，平常的，平凡的; 強調(diào)等級或類屬方面普通，有“平庸無奇”之意。2)co

40、mmon 普通的，常見的; 強調(diào)經(jīng)常發(fā)生、司空見慣。不顯赫或不特別，也可指共同的、共存的。3)usual 通常的，慣常的，慣例的; 強調(diào)依照慣例來判斷，有遵循常規(guī)之意。4)normal 正常的，合乎標準的; 強調(diào)在正常情況下應有的。及時反饋: Though he is an/a_ worker, he works hard.A. ordinaryB. commonC. usualD. normal答案: Aordinary “平常的，普通的”。指由于與一般事物的性質或標準相同，因而顯得平常，無過人之處。8. But theres one thing I really loveIm crazy

41、about football.我有一件真正喜歡的事對足球非常著迷。crazy adj. 熱衷的，著迷的，瘋狂的。She must be crazy to lend him money. 她把錢借給他一定是瘋了。Rich is crazy about football. Rich 對足球著了迷。拓展:like crazy 拼命地，瘋狂地be crazy for 渴望drive sb. crazy 逼得某人發(fā)狂be crazy about/over 熱衷于某事go crazy 瘋了及時反饋: Tom has been_over football since he was born.A. eager

42、B. crazyC. curiousD. interested答案: Beager for; curious about; interested in。此題考查短語搭配。9. Im captain of the class team and Im also a member of the Senior High team.在學校里我是班隊的隊長，同時也是校隊的隊員。captain n. 隊長表示官銜職位的名詞作補足語或者是表語時，不用冠詞。Lily is made chairman of the meeting. 麗麗被任命為會議主席。及時反饋: He was elected_monitor

43、of our class.A. aB. amC. theD. /答案: D表示正式的獨一無二的職位前，不用任何冠詞修飾。Step 4 Summary and HomeworkThe teacher summarizes the contents of this class. In this class the students mainly learned some new words about health. In addition, they read two passages about the life style of a schoolboy. Through the readin

44、g passages, not only are their reading skills developed, but they also know more about healthy habits. Their homework is as follows: 1. Memorize the words about health.2. Try to retell one of the passages in their own words. 板書設計Module 1Our Body and Healthy HabitsPeriod 2Phrases concerning the word

45、“head”at the head of 在的最前頭/率領have a good head over ones shoulders 頭腦好，有才干; 精明hold ones head high 昂首挺胸keep ones head 保持冷靜; 不慌不忙off/out of ones head 發(fā)狂的have an old head on ones shoulders 少年老成Phrases related to “rather”would rather. . . than. . . 寧愿也不would/prefer to . . . rather than. . . 寧愿也不would rat

46、her that sb. did sth. 寧愿某人做某事（用一般過去時表示現(xiàn)在和將來）would rather that sb. had done sth. 寧愿某人做過某事（用過去完成時表示過去情況）or rather 更確切地說rather than 而不是活動與探究Read the following dialogue and then recount the main idea of it.D: Now, what seems to be the problem? P: Ive been under the weather for the last few days. I feel

47、run-down. My whole body feels weak. I really feel terrible.D: Let me examine you. Open your mouth wide. Yes, its very red. It looks sore. Ill have to give you an injection.P: I hate injections.D: An injection is very effective.P: OK. Do I have to take some pills? D: Yes. One tablet each time, three

48、times a day after meal. Remember to drink more water.P: Yes, I will. Thank you. 備課資料Background InformationWork/Life Balance: Forming Healthy HabitsA habit is an action or series of actions that we perform in a subconscious manner. We dont have to consciously think about doing these things, they seem

49、 to happen on their own. Habits can be good or bad, depending on how they enhance our quality of life, or detract from it. Have you ever driven home or to work and then had no recollection of the ride? Or have you taken the wrong exit off a freeway because its the one you usually take, when in fact

50、you had intended to keep on to another exit? Our minds become conditioned to doing things in a certain way, simply because we have done them over and over again in that exact way. This can be a good thing, as it makes much of our daily routine somewhat effortless. Imagine having to focus intently on

51、 every little thing you did, like washing dishes or taking out the garbage. Sounds exhausting, doesnt it? However, negative actions can also become habits, and that makes them extremely difficult to change. How many times have you tried to adopt an exercise program, quit smoking, lose weight, or giv

52、e up junk food? It takes between 21-30 days to form a new habit. This means you must perform your new actions repeatedly, day after day, for up to 30 days before your subconscious mind will begin to do them automatically. Until then it takes consistent effort and focus.When trying to break a bad hab

53、it, it is usually helpful to substitute a good habit. Otherwise youll end up feeling restless and gravitate back to the bad habit again to fill the void. For example, when quitting smoking, take up gum chewing, exercise, deep breathing, knitting, etc. When the urge for a cigarette hits, you have oth

54、er activities you can use to busy yourself. At first, the new habit may not seem like an adequate substitute (especially if nicotene withdrawal is part of the equation!), but with consistent reinforcement, your mind will begin to let go of the old habit of smoking and adopt the newer habits you have

55、 substituted.When trying to adopt a new habit, such as exercise, you may need to place visible reminders at your desk, on the refrigerator door, or the bathroom mirror. Remember that your mind is accustomed to not thinking about exercise. It will take some focused attention to change that.It is impo

56、rtant to have patience with yourself as you work on changing your habits. Remember that they are habits because they are largely subconscious. As you focus your conscious mind repeatedly on your new actions, they will also become subconscious, just like the negative actions did. Print out this handy

57、 Habit Forming Chart and hang it up where you will see it every day. It can serve as a great reminder for your goals, as well as show your progress from day to day.Dont beat yourself up if you have “failures” here and there as you work on forming new habits. No one is perfect, and you will probably

58、have days when you dont meet your goals. The most difficult aspect of forming new habits is becoming aware of the automatic actions we take each day, and making a conscious decision to change them.Students Need Mentally Healthy MindSome college students have hidden mental problems. Without parents i

59、mmediate help or teachers adequate guidance, a host of physical and emotional disorders touch them. They suffer from depression, sleep disorders or poor academic performance. Anxious hearts, hopeless minds and even nervous breakdowns chase them.Mental health is part of the most valuable wealth stude

60、nts can ever possess. On campus students learn to reason and act with wisdom, with a healthy mind in a healthy body, they can challenge all hardships later in life. Todays competitive world needs more versatile talents (多面手，多才多藝的英才), especially those who are firm willed(意志堅定的)and have confidence in

61、themselves.Therefore, all sides concerned (有關各方)should make joint efforts to help students solve their mental problems. Parents, teachers and classmates could encourage them to have a balanced view of life. Students must develop a positive mental attitude and be more optimistic (樂觀)about the world. We believe those who have mental health can do great things in the future. 希望對大家有所幫助，多謝您的瀏覽！