高中英語(yǔ)新課標(biāo)外研版必修2教案（Module 1　Our Body and Healthy Habits the 2ed　Period）

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1、 Period 2　Vocabulary and Reading 整體設(shè)計(jì) 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

2、contents 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 student

3、s’ enthusiasm 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(biāo) 1. 知識(shí)與技能 1)Make students master some words, phrases and sentence patterns. Words: anxious, captain, injure, injury, pain, p

4、ainful, normal, lifestyle, head, eye. . . Phrases: without a jacket on, catch a bad cold, at least, make sure, take a lot of exercise, crazy about. . . Sentence patterns: I’d rather eat a nice piece of fruit. (would rather do) But that’s because I was stupid enough to play football in the rain.

5、 (That is because. . . ) I’m captain of the class team at school and I’m 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 hea

6、lthy habits. 4)Help students to improve their reading ability. 2. 過(guò)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 reading 3. 情感與價(jià)值 This section provides an

7、opportunity for students to learn some vocabulary about health. Meanwhile, they can know more about healthy habits and thus try to form healthy habits in their real life. 教學(xué)重點(diǎn) 1. Encourage students to talk about health. 2. Train students’ speaking ability. 3. Train students’ analyzing and compr

8、ehending abilities by reading a passage. 教學(xué)難點(diǎn) 1. How to help students improve their reading ability. 2. How to help students make sense of the passage. 2 / 15 3. Lead students to talk in class actively. 教學(xué)過(guò)程 →Step 1 Vocabulary 1. Completing the task in Activity 1 1)Read through the wor

9、ds in Activity 1 and have the students listen and follow. Then read them again and have 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 t

10、hem to complete the task individually and then check with a partner. Suggested answers to activity 1: 1 sweets　2 break (an arm), fever, injure, injury, pain, painful 3 normal　4 captain　5 anxious 2. Pair work to talk about a picture. They should try to use the words in activity 1. You can sh

11、ow the following picture to students through multimedia. They can begin like this: A: What’s the matter with the girl? B: I think she broke his right leg. A: How? B: . . . →Step 2 Reading There are two options to choose from. Option 1 1. Zhou Kai (1). 1)Show the following picture on

12、 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 following 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. (Sho

13、w the following on the screen. ) 1 Why is Zhou Kai’s mother anxious? 2 What does she think will happen? 3 What does she ask him to do? Suggested 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 ask

14、s 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 contents of the passage. You may write the following words on the blackboard: anxious, fever, catch a bad cold, get one’s jacket. 4)The st

15、udents 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 rain→play football→wet all the time 2 Zhou Kai (2) 1)Fast reading You can ask students to skim the passage and try to answer the following questions: (Show the follow

16、ing 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. Suggested answers:  1)They are connected because they both talk about the way Zhou Kai’s mother looks after him, and b

17、ecause 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 and vegetables. He eats fish, not fatty meat or sugar and sweets. He also exercises regularly, playing a

18、lot of football. 2)Discussion Ask 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 mother has always made sure we eat very healthily, and fresh fruit and vegetables are a v

19、ery important part of our diet. The second sentence: I’m quite healthy. The third sentence: But there’s one thing I really love—I’m crazy about football. 3)Scanning Students are encouraged to read the passage and choose the correct answers to the following questions. (Show the following exerci

20、se on the screen. ) 1 Zhou Kai’s family ___________. (a)avoid eating too much fat or sugar　(b)eat a lot of vegetables, fruit and meat 2 Zhou Kai ___________. (a)sometimes gets colds and flu　(b)seldom gets cold or flu 3 A week ago, Zhou Kai ___________. (a)caught a cold　(b)injured his arm 4

21、 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 football Suggested answers: 1 a 　2 b 　3 a　 4 b 　5 b 4)Activity 5 As this activity is quite simple, it is suggested that stu

22、dents finish it individually and then check with a partner. Suggested answers: 1 broken　2 cold　3 diets　4 injury　5 Flu (Influenza)　6 healthy Option 2 1. 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 importa

23、nt words and phrases heard in this 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: anxio

24、us, play in the rain, catch a bad cold, 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 Points 1. When Zhou Kai’s mother saw him heading towards the front door without a ja

25、cket on. . . 當(dāng)周凱的媽媽看見(jiàn)他沒(méi)穿夾克衫就朝門(mén)外走去時(shí)…… 1)head vi. 朝……方向前進(jìn); 領(lǐng)導(dǎo); 排在前面。例如: The bus headed to the south. 公共汽車(chē)朝南方開(kāi)去。 Where are you heading for? 你往哪兒去? head n. 頭腦; 才智; 首腦 head 的相關(guān)短語(yǔ): at the head of 在……的最前頭/率領(lǐng) have a good head over one’s shoulders 頭腦好，有才干; 精明 hold one’s head high 昂首挺胸 kee

26、p one’s head 保持冷靜; 不慌不忙 off/out of one’s head 發(fā)狂的 have an old head on one’s shoulders 少年老成 2）without a jacket on 為without + 復(fù)合結(jié)構(gòu)，用法與with+復(fù)合結(jié)構(gòu)相同，在句中作狀語(yǔ)。 Hong Kong looks more beautiful with thousands of lights on at night. 夜晚的香港萬(wàn)盞燈火，分外美麗。 with 復(fù)合結(jié)構(gòu): （1）構(gòu)成形式: with +賓語(yǔ)+賓補(bǔ)。賓語(yǔ)由代詞、名詞、名詞詞組充當(dāng); 賓補(bǔ)由分

27、詞、不定式、形容詞、副詞、介詞短語(yǔ)、名詞等充當(dāng)。 (2)在with復(fù)合結(jié)構(gòu)中，賓語(yǔ)和賓補(bǔ)之間形成邏輯上的主謂關(guān)系。當(dāng)這種關(guān)系表現(xiàn)為主動(dòng)語(yǔ)態(tài)時(shí)，用現(xiàn)在分詞; 當(dāng)這種關(guān)系表現(xiàn)為被動(dòng)語(yǔ)態(tài)時(shí)，用過(guò)去分詞; 當(dāng)這種主謂關(guān)系表示將來(lái)意義時(shí)，用不定式; 當(dāng)這種關(guān)系表示伴隨意義時(shí)，用現(xiàn)在分詞或副詞。 With the door open, they left the classroom. 他們離開(kāi)教室，門(mén)還開(kāi)著。 The woman with a baby in her arm is my sister. 抱孩子的那個(gè)婦女是我姐姐。 With nothing to do, he went out fo

28、r a walk. 由于沒(méi)有什么事情可做，他便到外邊去散步。 及時(shí)反饋: 1）In the reading room, we found her ____________at a desk, with her attention on a book. A. sitting; fixing B. to sit; fixed C. seating; fixing D. seated; fixed 答案: D　seat 意為“使……坐下”，賓語(yǔ)為人，此處應(yīng)用被動(dòng)式，也可用sitting。第二空含有詞組fix one’s attention on/upon，因此fix 用過(guò)去分詞

29、表示被動(dòng)。 2）I watched her get smaller and smaller, then turned and ____________shore. A. came up B. headed for C. went into D. ran for 答案: B　came up 表示“走過(guò)來(lái)”，后須接介詞towards/for; go into表示“進(jìn)入”; head for 可作“向……走去”解釋。 2. . . . she eyed him anxiously. ……她擔(dān)心地盯著他。 eye v. &n. 1）eye 在句中用作動(dòng)詞，意思是“看，注視”。

30、 He eyed her up and down. 他上上下下得打量她。 2）作名詞時(shí)，表示身體的一部分用復(fù)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(shí)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(guān)短語(yǔ) an 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(lái)看/依照某人的看法 catch one’s eye 吸引某人的注意 k

31、eep 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 one’s eyes to 視而不見(jiàn)/閉目不見(jiàn) 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; 按照（引導(dǎo)方式狀語(yǔ)從句） You should do as the teacher tells you to. 你應(yīng)該按照老師告訴你的去做。 When i

32、n 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(dǎo)時(shí)間狀語(yǔ)從句、原因狀語(yǔ)從句、讓步狀語(yǔ)從句和比較狀語(yǔ)從句。讓學(xué)生辨別下面各句中as引導(dǎo)的從句類(lèi)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 proved right. 隨著時(shí)間的推移，證明我們老師說(shuō)過(guò)的話(huà)是對(duì)的。 I must stop writing now, a

33、s I have a lot of work to do. 我必須停筆了，因?yàn)槲疫€有很多工作要做。 Much as I liked the coat, I can’t afford it. 盡管我很喜歡這件外套，但我買(mǎi)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(fèi)高達(dá)200美金。 3）as 用作介詞，作“例如”講，相當(dāng)于for instance; 作“如同”講，相當(dāng)于like; 還可作“作為”講。 As students, we should study hard. 作為學(xué)生

34、，我們應(yīng)該好好學(xué)習(xí)。 及時(shí)反饋: —___________, Rome was not built in a day. —So you mean that it was not built at night. A. For the saying says B. When the proverb is said C. As the saying goes D. If the saying is read 答案: C　as the saying goes意為“常言道”。 4. My mother has always made sure we eat very healthil

35、y. 我的媽媽總是想方設(shè)法讓我們吃得健康。 make sure 確保; 查明; 核實(shí) Our staff will do their best to make sure you enjoy your visit. 我們的人員會(huì)竭盡全力使您訪問(wèn)愉快。 You’d better make sure of the exact time of the arriving train. 你最好弄清楚火車(chē)到達(dá)的確切時(shí)間。 拓展: 1)be sure to do表示說(shuō)話(huà)人的推測(cè)，表示“必定，一定”。 The book is sure to be popular. 這本書(shū)一定會(huì)受到歡

36、迎。 2)be sure to 用于祈使句還有“務(wù)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(wèn)好。 3)be sure of/about “確信，確知”，既可指說(shuō)話(huà)人的推測(cè)，也可是句子主語(yǔ)的確定。 I hope you are sure of your facts. 我希望你說(shuō)的事實(shí)。 You are always sure of warm welcome there. 到那里你一定會(huì)收到熱烈歡迎。 4)be sure that 是主語(yǔ)的確定。 I’m pretty sure that sh

37、e will agree. 她會(huì)同意的，我對(duì)此有相當(dāng)?shù)陌盐铡? 及時(shí)反饋: —Things are getting more expensive now. —It’s__________ that prices will continue to ____________. A. sure; go up B. certain; go up C. sure; raise up D. certain; raise up 答案: B　It is certain that. . . 是固定搭配，不可與sure 換用。 5. I’d rather eat a vice piece of

38、 fruit. 我更喜歡吃點(diǎn)水果。 would rather do sth. 意為“寧愿做某事”，后接動(dòng)詞原形。 She would rather 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(lái)么? —No. I’d 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

39、 sb. did sth. 寧愿某人做某事（用一般過(guò)去時(shí)表示現(xiàn)在和將來(lái)） would rather that sb. had done sth. 寧愿某人做過(guò)某事（用過(guò)去完成時(shí)表示過(guò)去情況） or rather 更確切地說(shuō) rather than 而不是 other than 除了 及時(shí)反饋: Nuclear science should be developed to benefit the people___________harm them. A. more than B. rather than C. other than D. better

40、 than 答案: B　rather than“而不是”，相當(dāng)于連詞，連接兩個(gè)并列成分。 6. And I’m 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(lèi)似的事情。 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; I’m dieting. 請(qǐng)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。

41、及時(shí)反饋: —Would you like some chocolate? —I’d like some, but I’m ____________. A. on diet B. in a diet C. on a diet D. in diet 答案: C　be on a diet/go on a diet表示“節(jié)食; 按規(guī)定進(jìn)食”。 7. I’m a normal kind of person. 我是一個(gè)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

42、苦的正常反應(yīng)。 It’s normal to feel tired after such a long trip. 這樣長(zhǎng)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(fù)了正常。 比較: ordinary/common/usual/normal 1)ordinary 普遍的，平常的，平凡的; 強(qiáng)調(diào)等級(jí)或類(lèi)屬方面普通，有“平庸無(wú)奇”之意。 2)common 普通的，常見(jiàn)的; 強(qiáng)調(diào)經(jīng)常發(fā)生、司空見(jiàn)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(qiáng)調(diào)依照慣例來(lái)判斷，有遵循常規(guī)之意。

43、 4)normal 正常的，合乎標(biāo)準(zhǔn)的; 強(qiáng)調(diào)在正常情況下應(yīng)有的。 及時(shí)反饋: Though he is an/a_____________ worker, he works hard. A. ordinary B. common C. usual D. normal 答案: A　ordinary “平常的，普通的”。指由于與一般事物的性質(zhì)或標(biāo)準(zhǔn)相同，因而顯得平常，無(wú)過(guò)人之處。 8. But there’s one thing I really love—I’m crazy about football. 我有一件真正喜歡的事——對(duì)足球非常著迷。 crazy adj. 熱

44、衷的，著迷的，瘋狂的。 She must be crazy to lend him money. 她把錢(qián)借給他一定是瘋了。 Rich is crazy about football. Rich 對(duì)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(shí)反饋: Tom has been__________over football since he was born. A. eager B. c

45、razy C. curious D. interested 答案: B　eager for; curious about; interested in。此題考查短語(yǔ)搭配。 9. I’m captain of the class team and I’m also a member of the Senior High team. 在學(xué)校里我是班隊(duì)的隊(duì)長(zhǎng)，同時(shí)也是校隊(duì)的隊(duì)員。 captain n. 隊(duì)長(zhǎng) 表示官銜職位的名詞作補(bǔ)足語(yǔ)或者是表語(yǔ)時(shí)，不用冠詞。 Lily is made chairman of the meeting. 麗麗被任命為會(huì)議主席。 及時(shí)反饋: He w

46、as elected___________monitor of our class. A. a B. am C. the D. / 答案: D　表示正式的獨(dú)一無(wú)二的職位前，不用任何冠詞修飾。 →Step 4 Summary and Homework The 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

47、life style of a schoolboy. Through the reading 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(shū)設(shè)計(jì) Module 1　Our Bod

48、y and Healthy Habits Period 2 Phrases concerning the word “head” at the head of 在……的最前頭/率領(lǐng) have a good head over one’s shoulders 頭腦好，有才干; 精明 hold one’s head high 昂首挺胸 keep one’s head 保持冷靜; 不慌不忙 off/out of one’s head 發(fā)狂的 have an old head on one’s shoulders 少年老成 Phrases related to “rath

49、er” 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(guò)去時(shí)表示現(xiàn)在和將來(lái)） would rather that sb. had done sth. 寧愿某人做過(guò)某事（用過(guò)去完成時(shí)表示過(guò)去情況） or rather 更確切地說(shuō) rather than 而不是 活動(dòng)與探究 Read the following dialogue and then

50、 recount the main idea of it. D: Now, what seems to be the problem? P: I’ve been under the weather for the last few days. I feel run-down. My whole body feels weak. I really feel terrible. D: Let me examine you. Open your mouth wide. Yes, it’s very red. It looks sore. I’ll have to give you an in

51、jection. 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 times a day after meal. Remember to drink more water. P: Yes, I will. Thank you. 備課資料 Background Information Work/Life Balance: Forming Healthy Habits

52、 A habit is an action or series of actions that we perform in a subconscious manner. We don’t have to consciously think about doing these things, they seem 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 dr

53、iven home or to work and then had no recollection of the ride? Or have you taken the wrong exit off a freeway because it’s the one you usually take, when in fact 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 th

54、em 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 every little thing you did, like washing dishes or taking out the garbage. Sounds exhausting, doesn’t it? However, negative actions

55、 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 give 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

56、 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 habit, it is usually helpful to substitute a good habit. Otherwise you’ll end up feeling restless and gravitate back to the bad habi

57、t 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 other activities you can use to busy yourself. At first, the new habit may not seem like an adequate substitute (especially if nico

58、tene 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 substituted. When trying to adopt a new habit, such as exercise, you may need to place visible reminders at your desk, on the

59、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 important to have patience with yourself as you work on changing your habits. Remember that they are habits because they are lar

60、gely 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 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 wel

61、l as show your progress from day to day. Don’t 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 have days when you don’t meet your goals. The most difficult aspect of forming new habits is becoming aware of the automa

62、tic actions we take each day, and making a conscious decision to change them. Students Need Mentally Healthy Mind Some college students have hidden mental problems. Without parents’ immediate help or teachers’ adequate guidance, a host of physical and emotional disorders touch them. They suffer fr

63、om 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 students can ever possess. On campus students learn to reason and act with wisdom, with a healthy mind in a healthy b

64、ody, they can challenge all hardships later in life. Today’s 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(jiān)定的)and have confidence in themselves. Therefore, all sides concerned (有關(guān)各方)should make joint efforts to help students solve their mental

65、 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(lè)觀)about the world. We believe those who have mental health can do great things in the future. 希望對(duì)大家有所幫助，多謝您的瀏覽！