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 4th　Period）

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1、 Period 4　Listening and Vocabulary; Pronunciation  整體設(shè)計(jì) 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(biāo) 1. 知識(shí)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(guò)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(jià)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(xué)重點(diǎn) 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(xué)難點(diǎn) 1. How to enable

7、students to listen effectively. 2. How to arouse their interest in taking part in classroom activities. 教學(xué)過(guò)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(shū)設(shè)計(jì) 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(dòng)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(yǔ)聽(tīng)力測(cè)試要點(diǎn)及應(yīng)試技巧 高考英語(yǔ)聽(tīng)力主要測(cè)試考生對(duì)英語(yǔ)口語(yǔ)的理解能力，測(cè)試的主要形式有對(duì)話理解和短文理解。對(duì)話理解是考查考生在一定語(yǔ)境中所表現(xiàn)出的快速反應(yīng)及推理判斷能力; 短文理解則是在此基礎(chǔ)上考查考生對(duì)一個(gè)結(jié)構(gòu)比較完整、意義相對(duì)連貫的語(yǔ)段的理解能力。聽(tīng)力考查主要從以下四個(gè)方面進(jìn)行: 理解主旨要義; 獲取事實(shí)性的具體信息; 推斷對(duì)話的背景、說(shuō)話者之間的關(guān)系; 理解說(shuō)話者的意圖、觀點(diǎn)和態(tài)度。 1. 理解對(duì)話的主旨和大意 要求考生對(duì)聽(tīng)到的內(nèi)容有一個(gè)整體的把握和全面的領(lǐng)會(huì)，清楚說(shuō)話者究竟在說(shuō)什么，體會(huì)說(shuō)話者的語(yǔ)氣，聽(tīng)懂關(guān)鍵詞，從語(yǔ)篇層面來(lái)理解。任何一段對(duì)話或獨(dú)

43、白都是圍繞一個(gè)中心展開(kāi)的，有時(shí)主旨大意較明顯，有時(shí)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(xiàng)。本題是一位男子談?wù)摰酱说氐母鱾€(gè)名勝觀光的情況，其主旨大意貫穿整個(gè)對(duì)話，需要考生將所聽(tīng)到的零碎信息進(jìn)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(guān)鍵，因此，通過(guò)對(duì)此進(jìn)行歸納判斷就會(huì)馬上明白談話的主旨大意是旅行。 2. 獲取對(duì)話或獨(dú)白中的具體信息 準(zhǔn)確地理解英語(yǔ)口語(yǔ)，獲取具體信息是一項(xiàng)十分重要的語(yǔ)言技能。為了說(shuō)明和解釋主旨，對(duì)話或獨(dú)白中會(huì)透露出一些具體信息，如時(shí)間、地點(diǎn)、人物、年代、價(jià)錢(qián)、數(shù)量、原因、目的、結(jié)果等，這些信息對(duì)理解對(duì)話、把握主旨是非常有幫助的，且

45、在試題考查中占相當(dāng)大的比例。這類題目要求學(xué)生在聽(tīng)清、聽(tīng)懂信息的同時(shí)，還要對(duì)所聽(tīng)到的信息作簡(jiǎn)單的處理。有的也需要考生在進(jìn)行簡(jiǎn)單的數(shù)字運(yùn)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(xiàng), 此題問(wèn)的是飛機(jī)何時(shí)起飛的。飛機(jī) 15 分鐘前飛往芝加哥，現(xiàn)在是 12 點(diǎn)差 5 分，所以，

46、飛機(jī)應(yīng)是 11: 40 起飛的。 3. 推斷對(duì)話發(fā)生的背景、地點(diǎn)及對(duì)話者之間的關(guān)系 對(duì)對(duì)話背景、地點(diǎn)、對(duì)話者之間關(guān)系的理解程度體現(xiàn)了考生對(duì)口語(yǔ)的理解能力。對(duì)話發(fā)生的背景、說(shuō)話者之間的關(guān)系決定著談?wù)摰脑掝}、內(nèi)容、說(shuō)話的語(yǔ)氣和措辭。反之，從說(shuō)話的語(yǔ)氣、用詞和內(nèi)容可以推斷出說(shuō)話的背景、說(shuō)話者之間的關(guān)系。這是高考聽(tīng)力考查的一項(xiàng)重要內(nèi)容。一般說(shuō)來(lái)，此類對(duì)話一般都發(fā)生在一些公共場(chǎng)所，如: 商店、圖書(shū)館、課堂、飯店、郵局、銀行、飛機(jī)上等，而說(shuō)話者之間的關(guān)系往往是下列關(guān)系，如: 售貨員與顧客、圖書(shū)管理員與借閱人、老師與學(xué)生、服務(wù)員與顧客、醫(yī)生與病人等?？忌鷳?yīng)注意捕捉對(duì)話中的關(guān)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(xiàng)。通過(guò)說(shuō)話中出現(xiàn)的 stamps 及 one dollar and eighteen cents 知道顧客在購(gòu)買(mǎi)郵票，所以，對(duì)話的地點(diǎn)最有可能

48、在郵局。 4. 理解領(lǐng)會(huì)說(shuō)話者的觀點(diǎn)、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(guò)文中的重要細(xì)節(jié)、具體事實(shí)來(lái)揣摩、推斷說(shuō)話者的意圖、觀點(diǎn)和態(tài)度等，這類題目能考查考生在聽(tīng)力方面的綜合素質(zhì)。有時(shí)說(shuō)話者的意圖、觀點(diǎn)和態(tài)度在對(duì)話中的表達(dá)較為含蓄，考生則更需注意體會(huì)、揣摩，并作一些簡(jiǎn)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(xiàng)。本對(duì)話內(nèi)容是談話有關(guān)睡眠習(xí)慣的問(wèn)題。對(duì)話結(jié)束時(shí)，女聲說(shuō)“并非每一個(gè)人都有和戴維一樣的睡眠習(xí)慣”，言外之意是“每個(gè)人的睡眠習(xí)慣是不一樣的”。 提高聽(tīng)力測(cè)試能力應(yīng)多聽(tīng)，這是增強(qiáng)語(yǔ)感、提高聽(tīng)力之本。同時(shí)掌握必要的技巧和對(duì)策，有助于獲得事半功倍的效果。 1. 充分利用聽(tīng)錄音前的這段時(shí)間和各段對(duì)話之間的停頓時(shí)間，通過(guò)閱讀和分析選項(xiàng)以幫助預(yù)測(cè)將要聽(tīng)到的內(nèi)容及其重點(diǎn)，做到心中有數(shù)，帶著問(wèn)題去聽(tīng)。預(yù)測(cè)短文或?qū)υ捒赡苌婕暗膬?nèi)容，使自己在聽(tīng)之前就在心中設(shè)計(jì)了幾種可能的情景，這樣聽(tīng)錄音材料時(shí)就會(huì)有的放矢，有所側(cè)重，從而提高答題的準(zhǔn)確率。 2. 邊聽(tīng)邊記，以自己明白的字符記下重要內(nèi)容。要根據(jù)選項(xiàng)中提供的信息

51、，有選擇地做一些簡(jiǎn)單的記錄。較長(zhǎng)的對(duì)話或獨(dú)白所涉及的內(nèi)容較多，尤其有一些關(guān)鍵詞語(yǔ)往往比較容易混淆，即使當(dāng)時(shí)聽(tīng)明白了，但是由于材料信息量較大，該記的東西較多，過(guò)后不能準(zhǔn)確回憶起來(lái)，如表示時(shí)間、日期、年齡、價(jià)格、距離的數(shù)字，或是地名、人名等。這時(shí)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(jìn)行正確地判斷選擇。 3. 抓住關(guān)鍵詞和主題句。捕捉重要信息是聽(tīng)力理解的首要任務(wù)，遺漏了重要信息就不可能聽(tīng)清對(duì)話的基本含義。它們對(duì)整篇文章的內(nèi)容起一個(gè)概括和提示的作用，是文章的中心論點(diǎn)或者是說(shuō)話人對(duì)所談內(nèi)容的觀點(diǎn)和態(tài)度。 4. 無(wú)論是聽(tīng)對(duì)話，還是聽(tīng)獨(dú)白，注意力一定要集中在對(duì)整體內(nèi)容的理解上，抓住對(duì)話或文章主旨大意。切不可只停留在個(gè)別單詞或單句上，聽(tīng)不清時(shí)應(yīng)馬上放過(guò)，不要強(qiáng)迫自己聽(tīng)清每一個(gè)詞，把重點(diǎn)放在聽(tīng)關(guān)鍵詞（通常是實(shí)詞）以及與問(wèn)題有關(guān)的內(nèi)容上。 5. 在聽(tīng)錄音或答題時(shí)必須專心致志。答下一題時(shí)，就要完全投入，哪怕沒(méi)有能夠順利回答前面的試題，也應(yīng)暫時(shí)擱置一邊，否則就會(huì)影響整個(gè)聽(tīng)力效果。 希望對(duì)大家有所幫助，多謝您的瀏覽！