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

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1、 Module 1　Our Body and Healthy Habits Period 1　Introduction; Speaking 1; Speaking 2; Everyday English 整體設(shè)計(jì) 教材分析 This period is made up of four parts, that is, Introduction, Speaking 1, Speaking 2 and Everyday English. As the topic is healthy habits, the teacher can lead the lesson in by askin

2、g them what they understand by “healthy habits” and elicit what they do in their lives which they consider to be “healthy”. Then they may compare their own healthy habits with the sentences listed in activity 2, Introduction, in which the last two activities are designed to learn more about the Engl

3、ish and Chinese proverbs about healthy habits. Focused on healthy habits, the two speaking tasks aim at developing students’ speaking ability. To achieve this goal, the teacher may organize all kinds of activities, including pair work, group work and individual work. In Everyday English the students

4、 will learn some daily expressions concerning healthy habits. At the same time, they are also offered a chance to learn how these daily expressions are used in our daily life. Through the study of this module, not only will the students’ speaking skills be fostered, but also they will learn to refle

5、ct on their habits often so that they will form healthy habits. 三維目標(biāo) 1. 知識(shí)與技能 1)Make students master some words about healthy habits. 2)Encourage students to participate in class actively. 3)Know more about some proverbs in relation to healthy habits. 2. 過程與方法 1)Train students speaking abili

6、ty through individual and pair work. 2)Learn some daily expressions concerning healthy habits. 3. 情感與價(jià)值 Through the study of this period, not only will the students’ speaking ability be improved, but also they can reflect very often on their own living habits so as to form healthy habits in life.

7、 教學(xué)重點(diǎn) 1. Encourage students to talk about healthy habits. 2. Train students’ speaking ability. 3. Teach students some new words: dentist, diet, fat, fit, flu(influenza), get/catch a cold, health, rare, toothache, unhealthy, wealthy. . . 4. Learn some daily expressions about healthy habits.

8、教學(xué)難點(diǎn) 1. Lead students to talk in class actively. 2. Help students to sum up the symptoms of some diseases. 教學(xué)過程 →Step 1 Introduction—Vocabulary and Speaking 1. Activities 1 & 2 2 / 16 There are three options for the teacher to choose from. Option 1 1)The teacher asks students a few ques

9、tions related to the vocabulary given orally and quickly, while students give their complete answers. The questions you may use: (1)Do you often eat fish? (2)Are you fond of vegetables? (3)Which do you prefer, meat or vegetables? (4)You eat a lot of sweet things, don’t you? (5)How much exe

10、rcise do you take a week? (6)Do you often get colds? 2)Read through the words in the box while students listen and follow. 3)Students asking and answering questions concerning diets and health in pairs, using the words listed. 4)Time permitting, you may ask a pair to present each other’s infor

11、mation to the whole class. For example: She/He likes chocolate, but she/he gets toothache. She/He does exercise very often, so she/he doesn’t get flu very often. Option 2 1)Activity 1 (1)Read through the words in the box while the students listen and follow. Pay particular attention to the stre

12、ss on the third syllable of influenza and the second syllable of unhealthy. Make sure that they understand what all the words mean, either by eliciting the meaning in a whole class or by asking them to use their dictionaries to look up unknown words. (2)Ask them to complete Activity 1 individually

13、, and then check with a partner. (3)Collect the answers from the whole class, and list their responses on the blackboard. 2)Activity 2 (1)Read through the sentences while students listen and follow. (2)Check that they understand them all. You may need to elicit/gloss “portions” and “fit” for the

14、m. (3)Pair them to ask and answer. Elicit model questions (Do you sometimes get colds or flu? )and short answers (Yes, I do. /No, I don’t. ). (4)You may then wish to have some general whole-class feedback. You might do this by asking “ Who sometimes get colds and flu? ” and having the students rai

15、se their hands. You may wish to elicit which statements they think represent healthy and which unhealthy living. (5)Finally ask students to write two more sentences about their own diet or healthy habits. Individually and share the sentences with the whole class. If necessary, you can collect some

16、of the sentences and write them on the blackboard. Option 3(Suitable for a class of high level) 1)Allow students a few minutes for activity 1. You may ask them to read the words and ask them to memorize the words in the box. If they can’t memorize all the words, it doesn ’t matter. 2)Student

17、s work in pairs and introduce their own information to each other. For example: I sometimes get colds and flu. I don’t get much fat. I eat an apple almost every day. I often take exercise. As I eat a lot of sweets, I sometimes get toothache. . . 3)The teacher shows some sketches to students expre

18、ssing different diets, exercise and physical conditions of different students. For example, it may be a fat boy who is eating chocolates, or it may be a patient who is being examined by the dentist. Students are required to work in groups to describe the sketches to the whole class. In order to arou

19、se the students’ interest, you may carry out a competition to decide which group does the best and award them accordingly. Suggested answers to activity 1: flu (influenza), get/catch a cold, toothache, unhealthy 2. Option 1 Activity 3 Before Activity 3, encourage students to think of the Chin

20、ese old proverbs related to health. 1)Read through the four proverbs while the students listen and follow. 2)If you wish, you may have them repeat the proverbs after you. And then put them into groups of four to discuss what the proverbs mean. 3)Elicit the meanings of the proverbs from the whole

21、 class. Suggested answers:  1. You are what you eat means that your body and even mental state is affected by the type of food you eat. If you eat lots of sweets and cakes, you may be soft in character as well as fat; if you eat lots of meat, you may be aggressive and tough. 2. Healthy mind in a

22、 healthy body means that if you are clear about eating healthily and follow a sensible diet, you are likely to be clear thinking in other areas of life. 3. Early to bed, early to rise makes a man healthy, wealthy and wise means that late nights and sleeping in the morning are not good for the body

23、, the mind or for business. 4. An apple a day keeps the doctor away means that it is important to eat good fresh fruit every day in order to stay healthy. Additional proverbs (1)病從口入。 A close mouth catches no flies. (2)健康勝于財(cái)富。 Health is over wealth. (3)飯后百步走，延年又益壽。 After dinner sit a while

24、; after supper walk a mile. (4)冬吃蘿卜夏吃姜， 不用醫(yī)生開藥方。 Carrots in winter and gingers in summer keep the doctor away. (5)冬天動(dòng)一動(dòng)，少鬧一場(chǎng)病。 Exercise in winter makes a man healthier. (6)不吸煙，不飲酒，病魔見了繞道走。 No smoking and none alcoholic keeps the doctor away. Activity 4 1)You may ask students to work in gr

25、oups of four and answer the following two questions: (1)Can you think of any Chinese proverbs connected with health? (2)Can you translate them into English? 2)Circulate and help with translations if they are having problems. 3)Elicit answers from the groups in a whole class setting. Option 2

26、 To use activity 4 as a lead-in, and then carry on with Activity 3 is also practical, for the students may be familiar with the Chinese old proverbs. →Step 2 Speaking 1 1. Activity 1 Students are encouraged to work in pairs and talk about their answers to Vocabulary and Speaking Activity 2 in In

27、troduction. 1)Pair the students with a different partner and ask them to refer back to activity 2 on page 1. They should ask and answer as before. ( Do you sometimes get colds and flu? Yes, I do. /No. I don’t. ) 2)Collect answers in a whole class situation, asking individuals to say what their pa

28、rtner answered. For example: My deskmate sometimes gets colds but never gets flu. 2. Activity 2 Have students work in groups of three or four and decide on the five most important things they should or shouldn’t do in order to stay healthy. Then put them in order of importance. 1)First, group s

29、tudents to make their lists. Tell them to appoint one member as a secretary to write down their suggestions. 2)Encourage students to brainstorm ideas first, note what the members say, finally select the five most important ideas and put them in order. 3)Collect suggestions from the groups in a who

30、le class setting. 4)If you wish, list them on the blackboard, and try to make a whole-class list. Or you may divide the class into two groups and make them debate each other on the following topic: A lot of exercise is the most important thing for staying healthy. →Step 3 Speaking 2 Encourage

31、 students to work in pairs. Student A chooses a health problem and describes the symptoms. Student B asks about it and offers help. 1. The teacher asks students some questions concerning some diseases and their symptoms, while the students try to make answers. This step is a preparation for the stu

32、dents’ making dialogues. The following is a sample conversation between the teacher and the student: T: What’s the matter with you? S: I think I’ve got a bad cold. T: Do you cough? S: Yes, I do. T: Any other symptoms? S: I’ve got a temperature of 38℃. 2. Ask students to work in pairs

33、and produce their own dialogue. The teacher may give them a sample dialogue first. (Show the following dialogue on the screen. ) Student B: What’s the matter? Student A: I think I’ve got pneumonia. Student B: Why? What are your symptoms? Student A: I’ve got a high temperature and my chest hurt

34、s when I breathe. Student B: Oh, dear. What are you going to do with it then? Student A: I’m going to stay in bed and ask the doctor to visit me. Student B: I’ll ring the doctor for you. If you wish, ask some pairs to perform their dialogues for the rest of the class. →Step 4 Everyday Engli

35、sh 1. Ask students to do the following activity individually. (Show the following on the blackboard. ) Choose the right answer. 1 Terrific means________ . (a)wonderful (b)quite good 2 To be off work means ________. (a)not to go to work (b)to stay longer at work 3 Oh dear! means ________. (a

36、)That’s bad news (b)My good friend 4 That couldn’t be better means ________. (a)That’s excellent news (b)Well done 5 I’ve a sweet tooth means ________. (a)I like sweet things (b)I’ve toothache 6 I’m crazy about football means________ . (a)I love football (b)Football is crazy 2. Collect the

37、answers in a whole-class setting, asking students to say the whole correct sentence. Suggested answers: 1 a　 2 a 　3 a 　4 b 　5 a　 6 a →Step 5 Summary and Homework This period is actually an oral class, through which students’ speaking skills will be developed. In the course of study, all kinds

38、 of activities are organized, including pair work, group work and individual work, so that their interest will be aroused. Besides, they will learn some proverbs concerning health and they also learn some vocabulary about health and diseases. Altogether, through the study of this period, not only wi

39、ll their speaking skills be improved, but also their vision may be broadened. 板書設(shè)計(jì) Module 1　Our Body and Healthy Habits Period 1 Words and expressions: dentist　diet　fat　fit　flu(influenza)　get/catch a cold　health　rare　toothache　unhealthy　wealthy English proverbs: You are what you eat.

40、 Healthy mind in a healthy body. Early to bed, early to rise makes a man healthy, wealthy and wise. An apple a day keeps the doctor away. 活動(dòng)與探究 1. Show the following picture through the multimedia to the class and elicit what they can see. ( There are five men running a marathon through the

41、 streets of a city. A marathon is a race which is 42. 195 kilometers long, and is often run in big cities—London, New York—and is also part of the Olympic Games and other major athletic meetings. ) 2. Ask students what kind of health and fitness they need to run a marathon. 備課資料 Related L

42、anguage Points: 1. Early to bed and early to rise makes a man healthy, wealthy and wise. 早睡早起使人健康、富有、聰明。 make sb. +adj. 是make 的復(fù)合結(jié)構(gòu)，表示“使某人處于什么狀態(tài)”。 make 的復(fù)合結(jié)構(gòu)的常見的形式: make +賓語+n. /pron. make +賓語+adj. make +賓語+動(dòng)詞原形 make +賓語+v. -ed make +賓語+介詞結(jié)構(gòu) make it +n. /adj. +從句/to do sth. 例句: W

43、ho would like to make yourself known first? 誰愿意第一個(gè)作一下自我介紹? Mother makes Tom clean his room every day. 母親讓湯姆每天自己打掃房間。 Too much food made him ill. 沒有節(jié)制的飲食使他病倒了。 We made him monitor. 我們選他做班長(zhǎng)。 拓展: make 的相關(guān)短語如下: make up 組成，構(gòu)成; 虛擬，捏造 make sure 確保 make use of 利用 make fun of 取笑 ma

44、ke for 朝……進(jìn)行; 對(duì)……有好處 make the most of 充分利用 make sense 講得通; 合理; 有意義 make out 辨認(rèn)出; 理解 及時(shí)反饋: 1)What the speaker said at the meeting __________. A. doesn’t have sense　　　　　　　 B. doesn’t make sense C. doesn’t make meaning D. doesn’t mean 2)I could just see a car in the distance, but I co

45、uldn’t____________ what color it is. A. make out　　　　 B. look to　　　　　 C. look out　　　　 D. take in 答案: 1）B　make sense“有意義; 有道理”相當(dāng)于have meaning/be meaningful. 2)A　句意為“我只能看到遠(yuǎn)處有一輛汽車，但我分辨不出汽車的顏色”。make out “辨認(rèn)出; 理解”，符合句意。 2. Not many people are fit enough to do this. 并不是很多人能足以健康到做這樣的運(yùn)動(dòng)。 fit 1)adj.

46、 合適的; 健康的; 稱職的 Your car isn’t fit to be on the road. 你的車子不適合上路。 The children seem to think I’m only fit for cooking and washing. 孩子們似乎認(rèn)為我只配做飯洗衣服。 2)v. 適合; 合身; 安置; 一致; 相稱 I tried the dress on but it didn’t fit (me). 我試穿了那件連衣裙，但不合身。 The facts certainly fit your theory. 這些事實(shí)和你的說法絲毫不差。 比較:

47、 fit/suit/match 這三個(gè)詞都有“合適”之意，但含義有所不同。 1）指衣著、鞋帽“合適”時(shí)，fit 強(qiáng)調(diào)大小、形狀、寬松舒適度的合適，而suit 則強(qiáng)調(diào)顏色、款式、色調(diào)方面的合適。例如: The suit fitted him nicely. 這身衣服他穿正合適。 The color doesn’t suit her. 那種顏色不適合她的膚色。 2）如果衣著使某人看上去有吸引力，不能用fit, 而用suit。用于比喻意義也多用suit。例如: I love you in that dress; it really suits you. 我很喜歡你穿

48、的這件衣服，它使你看上去很有吸引力。 3）match 著重顏色、式樣的搭配，也可指“相一致”。例如: The doors were painted blue to match the walls. 門被漆成了藍(lán)色，為的是與墻的顏色相配。 As a couple they were not very well matched. 作為夫妻，他們并不十分般配。 及時(shí)反饋: —Will Saturday or Sunday ___________you? —Either will ___________. A. suit; do B. fit; be C. fit. OK

49、 D. suit; all right 答案: A　suit 除了表示服裝顏色，款式等合適，還有“對(duì)……方便”的意思。后句中要用OK或all right，前面需用be。do 用來代替前面的suit。 3. Can you think of any Chinese proverbs connected with health? 你能想起一些與健康有關(guān)的中國(guó)諺語嗎? 1)connect v. 連接; 聯(lián)想; 認(rèn)為有關(guān); 接電源 I was connected to the wrong person. 我的電話接錯(cuò)人了。 2)be connected with與……有聯(lián)系/關(guān)系 Sh

50、e was connected with the crime. 她被認(rèn)為與犯罪事件有關(guān)。 3)connection n. 連接; 聯(lián)系; 連接物 in connection with 關(guān)于 In connection with your request of March 18th, we are sorry to tell you . . . 關(guān)于你3月18號(hào)的詢問，我們只能抱歉的告訴您…… 及時(shí)反饋: After you have___________the wires up, the machine will begin to work smoothly. A. united

51、 B. connect C. joined D. added 答案: C　join . . . up 表示“把某物連起來”，其他選項(xiàng)無此用法。 備課資料 Proverbs about life and health Health is not valued till sickness comes. 有病方知無病福。 Business is the salt of life. 事業(yè)是生命之鹽。 Business makes a man as well as tries him. 事業(yè)可以考驗(yàn)人，也可以造就人。 Business may be troublesome,

52、but idleness is pernicious. 事業(yè)雖擾人，懶惰害更大。 An idle brain is the devil’s workshop. 懶漢的頭腦是魔鬼的工廠。 An idle youth, a needy age. 少壯不努力，老大徒傷悲。 A work ill done must be twice done. 首次做不好，必須重新搞。 Better master one than engage with ten. 會(huì)十事，不如精一事。 Deliberate slowly, execute promptly. 慢慢酌量，快快行動(dòng)。 Dexterity co

53、mes by experience. 熟練來自經(jīng)驗(yàn)。 Diligence is the mother of success. 勤奮是成功之母。 Diligence is the mother of good fortune. 勤勉是好運(yùn)之母。 Do business, but be not a slave to it. 要做事，但不要做事務(wù)的奴隸。 Everything has its time and that time must be watched. 萬物皆有時(shí)，時(shí)來不可失。 Experience is the best teacher. 經(jīng)驗(yàn)是最好的教師。 Experien

54、ce is the father of wisdom and memory the mother. 經(jīng)驗(yàn)是知識(shí)之父，記憶是知識(shí)之母。 Finished labours are pleasant. 完成工作是一樂。 It is not work that kills, but worry. 工作不會(huì)傷身，傷身乃是憂慮。 Learn wisdom by the follies of others. 從旁人的愚行中學(xué)到聰明。 Living without an aim is liking sailing without a compass. 生活沒有目標(biāo)等于航行沒有指南針。 Make ha

55、y while the sun shines. 曬草要趁太陽好。 One’s life is limited, but learning is endless. 生命有限，學(xué)海無涯。 Opportunity seldom knocks twice. 好運(yùn)不重來。 Out of sight, out of mind. 眼不見，心不煩。 Wisdom is to the mind what health is to the body. 知識(shí)之于精神，一如健康之于肉體。 Where there is life, there is hope. 留得青山在，不怕沒柴燒。 Great minds think alike. 英雄所見略同。 希望對(duì)大家有所幫助，多謝您的瀏覽！