高中英語新課標外研版必修2教案（Module 1　Our Body and Healthy Habits the 4th　Period）

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1、 Period 4　Listening and Vocabulary; Pronunciation  整體設計 教材分析 This period includes two parts, Listening and Vocabulary as well as Pronunciation. The former offers students a chance to develop their listening skills through a conversation, which occurs between a doctor and his patient. Besides,

2、 they will also learn some words concerning human organs as well as those used when people go to see a doctor. It is strongly suggested that the words should be dealt with first, because they may prepare students for the listening material. Through the study of this part, not only will they be able

3、to develop their listening skills, but they also know how to describe the symptoms of some diseases in English. The purpose of Pronunciation is to teach students some knowledge about liaison, which plays quite an important role in spoken English, as it can simplify the language and beautify the lang

4、uage as well. The teacher may provide some tongue twisters for students to practice, which not only gets students to participate in class actively, but also a good way to improve their pronunciation. 三維目標 1. 知識與技能 1)To have students learn more words concerning symptoms of some diseases. 2)To tr

5、ain their listening skills 3)To train their speaking skills 4)To develop their pronunciation. 2. 過程與方法 1)Encourage students to speak in class through organizing some practice. 2)Teach students some listening strategies. 3. 情感與價值 Through the teaching of this period train students’ listening sk

6、ills. Meanwhile, they will learn to speak out or ask about the symptoms of some common diseases. 教學重點 1. To motivate students to work together. 2. To train their listening and speaking skills. 3. To make sure they know how to describe the symptoms of a certain disease. 教學難點 1. How to enable

7、students to listen effectively. 2. How to arouse their interest in taking part in classroom activities. 教學過程 →Step 1 Revision 1. Greet students as usual. 2. Have students revise the grammar they learned last period. (Show the following exercises on the screen and make them finish them individ

8、ually) 1. Chinese government has built new houses to__________ the homeless people in the flooded area. 2 / 13 A. save B. seat C. house　　　　　　 D. praise 2. The vast land__________ by the Yellow River. A. waters B. is watering C. is watered D. watered 3. —I thought I asked you to fix th

9、e radio. —Oh, I’m sorry, Madam. I __________ it right away. A. am to do B. will do C. was about to do D. am going to do 4. Look at the black clouds. It__________ soon. A. is raining B. is to rain C. will rain D. is going to rain 5. —Are you coming to the flower show? —I don’t think so,

10、but if I change my mind, I__________ you. A. tell B. will tell C. am going to tell D. am telling 6. The head of sheep were running towards the house, but we__________ them towards the field. A. headed B. ahead C. took D. brought 7. —You have left the light on. —Oh, so I have. __________ a

11、nd turn it off. A. I’ll go B. I’ve gone C. I go D. I’m going 8. The fish is__________ in the factory and sold to other countries. A. bought B. canned C. produced D. cook 9. __________ a few things you’d like for Christmas and I will go shopping now. A. Talk B. Name C. Call D. Spea

12、k 10. —Why did you buy this paint? —I__________ paint my bedroom tomorrow. A. will B. am about to C. am going to D. maybe Suggested answers: 1. C　2. C　3. B　4. D　5. B　6. A　7. A　8. B　9. B　10. C →Step 2 Listening and Vocabulary 1. Pre-listening—Vocabulary 1)Activity 1 (1)Have a brainst

13、orm of the body parts of human beings. (The teacher can draw a picture on the blackboard. ) (2)Read through the words in the box and have students repeat them after you, paying particular attention to the pronunciation of the final “ch” in stomach, which is like the “ck” in back. You should make su

14、re students understand the words. (3)Have students do this activity individually, then check in a whole class setting. Suggested answers: 1 lung　2 heart　3 throat　4 chest　5 stomach 2) Activity 2 (1)Read the words out while students listen and follow. (2)Read them again and have students repeat

15、them chorally and individually. Pay particular attention to the silent p, and the second syllable stress of pneumonia and the second syllable stress of prescription. (3)You may want students to use dictionaries to do this activity; otherwise make sure they understand the meanings of the words befor

16、e they start. (4)Ask them to do the activity individually, then check their answers with a partner. (5)Collect the answers from the whole class as full sentences, e. g. an X-ray is a photograph of inside body. Suggested answers: 1. X-ray　2. symptom　3. breathe　4. pneumonia　5. have a temperature　6

17、. prescription 3)Activity 6 （1）Read through the words in the box while students listen and follow. （2）Read them again and have the students repeat them. You should make sure they understand them all. （3）Ask them to complete the activity individually and then check with a partner. （4）Collect

18、 the answers in a whole class setting, having one student read the sentences and another student give the words in the box. Suggested answers: 1. toothache　2. broken　3. migraine　4. cough　5. stomach　6. sore throat 2. While-listening 1)Activity 3 (1)Read through the sentences while students liste

19、n and follow. Make sure that they understand the meaning of them all, either by elicitation, glossing or dictionary work. (2)Ask them to complete the activity individually, then check with a partner. (3)Collect the answers from the whole class, having students read the sentences out and then say w

20、ho says them. (4)Write A-I on the blackboard, as they give you the answers, write them on the blackboard (D or P next to the letters). If there is controversy, write both D and P. Do not comment on what is correct at this stage. (5)Students listen to the conversation and check up their answers. Pl

21、ay the recording again for a further check, especially if there are still disagreements. Suggested answers: A)P　B)P　C)D　D)P　E)D　F)D　G)D　H)D　I)P 2)Activity 4 (1)First read through the questions and make sure students understand what they have to do. (2)Play the tape recorder one more time, whi

22、le students listen. After that they should discuss their answers with a partner. (3)Play the recording once again for them to check. (4)Collect the answers in a whole class setting, having one student ask the questions and the other answer them. Suggested answers: 1 Mr. Chen’s chest hurts when h

23、e breathes and he has a temperature, a sore throat and a cough. 2 The doctor says she will examine Mr. Chen and write him a prescription. 3)Activity 5 (1)Show the following picture and ask students to come up with as many questions in such situations. For example: How long have you had the tem

24、perature? Do you have any other symptoms? Can you open your mouth and say “Ah. . . ”? (Show the following picture on the screen. ) (2)Students read through the sentences by themselves. (3)Play the tape and ask students to follow the sentences through and just underline any mistakes th

25、ey hear. (4)Play the tape again and ask them to correct the errors. Then check with their partner. (5)Collect the answers from the class, having one student read out the sentence in the book, and another just correct it. Suggested answers: 1 I’ve got a temperature of 38℃. 2 Can you take a deep

26、breath? 3 Well, I’m afraid you’ve probably got pneumonia. 4 My wife’s going to visit her this afternoon. 5 My wife’s going to pick me up in a quarter of an hour. 6 I should imagine about two weeks, at least. 3. Post-reading Group students to have a discussion of possible symptoms of pneumon

27、ia and then fill out the following table. (Show the following on the screen. ) Possible symptoms of pneumonia (flu, cold, broken arm. . . ) Symptoms Possible for pneumonia chest hurt yes cough fever toothache no stomachache infection of legs Tapescript Doctor: Hello, Mr. Che

28、n, how can I help you? Mr. Chen: I’m not feeling at all well, doctor. In fact, I feel awful. I’ve got a temperature of 38℃ and my chest hurts when I breathe. Doctor: How long have you had the temperature? Two or three days? Mr. Chen: About four days, actually. Doctor: Four days. Do you have an

29、y other symptoms? Mr. Chen: Yes, I’ve got a sore throat and a cough. Doctor: Can you lie down, please, and I’ll examine you? . . . Can you take a deep breath? . . . And another one? . . . Doctor: Well. I’m afraid you have probably got pneumonia. We’ll need to do an X-ray to be certain, and w

30、e may need to take you into hospital. Mr. Chen: Oh, dear! Doctor: Don’t worry. Nowadays, with the right drugs, people get better very rapidly. I’ll write you a prescription. Are you allergic to penicillin? Mr. Chen: No, I’m not. Doctor: Good. Is there someone who can take you to hospital? Mr.

31、 Chen: A friend of ours is in hospital at the moment and my wife’s going to visit her this afternoon. She can take me in at the same time. Doctor: That couldn’t be better. And how are you planning to get home now? Mr. Chen: My wife’s going to pick me up in a quarter of an hour. Doctor: Jolly goo

32、d. I’ll write a note for your employers saying that you’re sick. And I’ll ring the hospital and arrange that X-ray for you. Mr. Chen: How long will I be off work? About a week? Doctor: No. I should imagine about two weeks, at least. Mr. Chen: Two weeks!Well, thank you, doctor. Doctor: Goodbye,

33、Mr. Chen. →Step 3 Pronunciation—liaison 1. Ask students to read through the sentences silently to themselves and think about where words might be linked. You may give them an example such as “a cup of tea” , where “cup of” is linked to become one continuous sound. 2. Play the recording and ask t

34、hem to just listen and try to decide where the words are linked. Then play it one more time to have them underline the linked words. They may compare with their partner. 3. Finally collect the answers from the whole class, having students say the sentences in the correct way. You may wish to write

35、the sentences on the blackboard and underline where sounds are linked as they tell you. Suggested answers: 1 My chest_ hurts. 2 I’ve got_ a temperature. 3 I’ll write_ you_ a prescription. 4 Pick me_ up_ at the hospital. 5 I’ll be_ off work for_ a week. 6 She will visit_ you this_ afternoon.

36、 4. Add more sentences for students to practice. (Show the following on the screen. ) 1. Zhou Kai went and did as she was told. 2. A lot of my school friends eat sweets every day. 3. I think I don’t get these things because I take a lot of exercise and am very fit. 4. So as you can see from wh

37、at I’ve said, I’m a normal kind of person. 5. I’m captain of the class team at school and I’m also a member of the Senior High team. To arouse students’ interest in taking part in the activities, you can give them some tongue twisters. (Write the following on the blackboard. ) She sells se

38、ashells on the seashore. And the shells she sells are seashells I’m sure. ‘cause if she sells shells at the seashore, And the shells are seashells for sure. →Step 4 Summary and Homework The teacher summarizes the contents of this period and then assigns homework for them: Revise what they have

39、 learned; find more tongue twisters to practice liaison. 板書設計 Module 1　Our Body and Healthy Habits Period 4  A tongue twister: She sells seashells on the seashore. And the shells she sells are seashells I’m sure. ‘cause if she sells shells at the seashore, And the shells are seashells f

40、or sure. 活動與探究 Encourage students to make a dialogue, using the following words, which can also be assigned as their homework. What’s wrong with you? (What’s bothering you? ) 　　　　Patient　　　　　　　　　　　　　　　　　Doctor I’ve got a splitting headache. 　　　　　　　I’ll take your temperature. I’ve a runnin

41、g nose. Open your mouth. I’m running a fever. Is it serious? I feel dizzy and I’ve been throwing up. You’ve got the flu, but not serious. I hardly have any appetite. Avoid greasy food. How long will I be off work? You should lie in bed. Take one capsule every four hours.

42、 備課資料 高考英語聽力測試要點及應試技巧 高考英語聽力主要測試考生對英語口語的理解能力，測試的主要形式有對話理解和短文理解。對話理解是考查考生在一定語境中所表現出的快速反應及推理判斷能力; 短文理解則是在此基礎上考查考生對一個結構比較完整、意義相對連貫的語段的理解能力。聽力考查主要從以下四個方面進行: 理解主旨要義; 獲取事實性的具體信息; 推斷對話的背景、說話者之間的關系; 理解說話者的意圖、觀點和態(tài)度。 1. 理解對話的主旨和大意 要求考生對聽到的內容有一個整體的把握和全面的領會，清楚說話者究竟在說什么，體會說話者的語氣，聽懂關鍵詞，從語篇層面來理解。任何一段對話或獨

43、白都是圍繞一個中心展開的，有時主旨大意較明顯，有時則需要考生自己歸納、概括。例如: W: So， how long have you been here? M: Just a couple of days， actually， I am on a big journey. You know， I’m visiting all the places of interest here. Q: What’s the man doing? A. He’s working in a hotel. B. He’s visiting a young people. C. He’s trav

44、eling around. 答案為 C項。本題是一位男子談論到此地的各個名勝觀光的情況，其主旨大意貫穿整個對話，需要考生將所聽到的零碎信息進行整理和歸納。其中的 a big journey，visiting 和 places of interest here 是這位男子談話的關鍵，因此，通過對此進行歸納判斷就會馬上明白談話的主旨大意是旅行。 2. 獲取對話或獨白中的具體信息 準確地理解英語口語，獲取具體信息是一項十分重要的語言技能。為了說明和解釋主旨，對話或獨白中會透露出一些具體信息，如時間、地點、人物、年代、價錢、數量、原因、目的、結果等，這些信息對理解對話、把握主旨是非常有幫助的，且

45、在試題考查中占相當大的比例。這類題目要求學生在聽清、聽懂信息的同時，還要對所聽到的信息作簡單的處理。有的也需要考生在進行簡單的數字運算。例如: M: The plane for Chicago left 15 minutes ago. W: That’s right. Now it’s already five to twelve. Q: When did the plane take off? A. 12: 05. 　　　　B. 11: 55. 　　　　C. 11: 40. 答案是C項, 此題問的是飛機何時起飛的。飛機 15 分鐘前飛往芝加哥，現在是 12 點差 5 分，所以，

46、飛機應是 11: 40 起飛的。 3. 推斷對話發(fā)生的背景、地點及對話者之間的關系 對對話背景、地點、對話者之間關系的理解程度體現了考生對口語的理解能力。對話發(fā)生的背景、說話者之間的關系決定著談論的話題、內容、說話的語氣和措辭。反之，從說話的語氣、用詞和內容可以推斷出說話的背景、說話者之間的關系。這是高考聽力考查的一項重要內容。一般說來，此類對話一般都發(fā)生在一些公共場所，如: 商店、圖書館、課堂、飯店、郵局、銀行、飛機上等，而說話者之間的關系往往是下列關系，如: 售貨員與顧客、圖書管理員與借閱人、老師與學生、服務員與顧客、醫(yī)生與病人等?？忌鷳⒁獠蹲綄υ捴械年P鍵信息。 W: Six ai

47、rmail stamps and two regular stamps，please. M: Here you are. That will be one dollar and eighteen cents. Q: Where did the conversation most probably take place? A. At a station. B. At an airport. C. At a post office. 答案為C項。通過說話中出現的 stamps 及 one dollar and eighteen cents 知道顧客在購買郵票，所以，對話的地點最有可能

48、在郵局。 4. 理解領會說話者的觀點、態(tài)度及意圖 這類考題要求考生不但能理解錄音原文的主旨大意，而且還要通過文中的重要細節(jié)、具體事實來揣摩、推斷說話者的意圖、觀點和態(tài)度等，這類題目能考查考生在聽力方面的綜合素質。有時說話者的意圖、觀點和態(tài)度在對話中的表達較為含蓄，考生則更需注意體會、揣摩，并作一些簡單合理的推斷。例如: M: How many hours do you sleep a day? W: I need at least seven hours. I try to follow David’s example but it never works out for

49、me. M: If I sleep during the day， I can never wake up. W: Not everyone has the same as David’s， I guess. Q: What does the woman suggest at the end of the talk? A. People should develop a habit like David’s. B. People need longer hours of sleep. C. People have different sleeping habits. 答案為C

50、項。本對話內容是談話有關睡眠習慣的問題。對話結束時，女聲說“并非每一個人都有和戴維一樣的睡眠習慣”，言外之意是“每個人的睡眠習慣是不一樣的”。 提高聽力測試能力應多聽，這是增強語感、提高聽力之本。同時掌握必要的技巧和對策，有助于獲得事半功倍的效果。 1. 充分利用聽錄音前的這段時間和各段對話之間的停頓時間，通過閱讀和分析選項以幫助預測將要聽到的內容及其重點，做到心中有數，帶著問題去聽。預測短文或對話可能涉及的內容，使自己在聽之前就在心中設計了幾種可能的情景，這樣聽錄音材料時就會有的放矢，有所側重，從而提高答題的準確率。 2. 邊聽邊記，以自己明白的字符記下重要內容。要根據選項中提供的信息

51、，有選擇地做一些簡單的記錄。較長的對話或獨白所涉及的內容較多，尤其有一些關鍵詞語往往比較容易混淆，即使當時聽明白了，但是由于材料信息量較大，該記的東西較多，過后不能準確回憶起來，如表示時間、日期、年齡、價格、距離的數字，或是地名、人名等。這時可以用筆在試卷的空白處以字符的形式記下，以便加深印象，進行正確地判斷選擇。 3. 抓住關鍵詞和主題句。捕捉重要信息是聽力理解的首要任務，遺漏了重要信息就不可能聽清對話的基本含義。它們對整篇文章的內容起一個概括和提示的作用，是文章的中心論點或者是說話人對所談內容的觀點和態(tài)度。 4. 無論是聽對話，還是聽獨白，注意力一定要集中在對整體內容的理解上，抓住對話或文章主旨大意。切不可只停留在個別單詞或單句上，聽不清時應馬上放過，不要強迫自己聽清每一個詞，把重點放在聽關鍵詞（通常是實詞）以及與問題有關的內容上。 5. 在聽錄音或答題時必須專心致志。答下一題時，就要完全投入，哪怕沒有能夠順利回答前面的試題，也應暫時擱置一邊，否則就會影響整個聽力效果。 希望對大家有所幫助，多謝您的瀏覽！