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1、Period 2Vocabulary and Reading整体设计教材分析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. 三维目标1. 知识与技能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. 过程与方法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. 情感与价值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. 教学重点1. Encourage students to talk about health.2. Train students speaking ability.3. Train students analyzing and comprehending abilities by reading a passage. 教学难点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. 教学过程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. . . 当周凯的妈妈看见他没穿夹克衫就朝门外走去时1)head vi.
24、 朝方向前进; 领导; 排在前面。例如: The bus headed to the south. 公共汽车朝南方开去。Where are you heading for? 你往哪儿去? head n. 头脑; 才智; 首脑head 的相关短语:at the head of 在的最前头/率领have a good head over ones shoulders 头脑好，有才干; 精明hold ones head high 昂首挺胸keep ones head 保持冷静; 不慌不忙off/out of ones head 发狂的have an old head on ones shoulder
25、s 少年老成2）without a jacket on 为without + 复合结构，用法与with+复合结构相同，在句中作状语。Hong Kong looks more beautiful with thousands of lights on at night.夜晚的香港万盏灯火，分外美丽。with 复合结构:（1）构成形式:with +宾语+宾补。宾语由代词、名词、名词词组充当; 宾补由分词、不定式、形容词、副词、介词短语、名词等充当。(2)在with复合结构中，宾语和宾补之间形成逻辑上的主谓关系。当这种关系表现为主动语态时，用现在分词; 当这种关系表现为被动语态时，用过去分词; 当这
26、种主谓关系表示将来意义时，用不定式; 当这种关系表示伴随意义时，用现在分词或副词。With the door open, they left the classroom. 他们离开教室，门还开着。The woman with a baby in her arm is my sister. 抱孩子的那个妇女是我姐姐。With nothing to do, he went out for a walk. 由于没有什么事情可做，他便到外边去散步。及时反馈: 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 意为“使坐下”，宾语为人，此处应用被动式，也可用sitting。第二空含有词组fix ones attention on/upon，因此fix 用过去分词表示被动。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“走过来”，后须接介词
28、towards/for; go into表示“进入”; head for 可作“向走去”解释。2. . . . she eyed him anxiously. 她担心地盯着他。eye v. &n.1）eye 在句中用作动词，意思是“看，注视”。He eyed her up and down. 他上上下下得打量她。2）作名词时，表示身体的一部分用复数，但如表示视力、观察力、注意力或眼睛的某种表情、样子等抽象意义时用单数。Her eyes were dimmed with tears. 泪水模糊了她的双眼。Nothing escaped his eye. 他能洞察一切。拓展: eye 的相
29、关短语an eye for an eye 以眼还眼，以牙还牙in the eyes of sb. /in sb. s eye 从的眼光来看/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 能欣赏keep an eye out for 留心/注意某人/某物shut/close ones eyes to 视而不见/闭目不见look a person in the eye(s) 正面盯着看3. Zhou Kai went and did as he was told. 周凯走了，并按照告诉他的做了。as conj.
30、 如同; 按照（引导方式状语从句）You should do as the teacher tells you to. 你应该按照老师告诉你的去做。When in Rome, do as the Romans do. 入乡随俗。Leave the table as it is. 那桌子就这样吧。拓展: 1）as 作连词还可以引导时间状语从句、原因状语从句、让步状语从句和比较状语从句。让学生辨别下面各句中as引导的从句类型。As he sang, the tears ran down her cheeks. 他一边唱歌一边流泪。As time went on, what our teacher
31、said proved right.随着时间的推移，证明我们老师说过的话是对的。I must stop writing now, as I have a lot of work to do. 我必须停笔了，因为我还有很多工作要做。Much as I liked the coat, I cant afford it. 尽管我很喜欢这件外套，但我买不起。2）as 用作副词，修饰形容词、副词。He can spend as much as 200 dollars a month. 他每月花费高达200美金。3）as 用作介词，作“例如”讲，相当于for instance; 作“如同”讲，相当于lik
32、e; 还可作“作为”讲。As students, we should study hard. 作为学生，我们应该好好学习。及时反馈: _, 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意为“常言道”。4. My mother has always made sure
33、we eat very healthily.我的妈妈总是想方设法让我们吃得健康。make sure 确保; 查明; 核实Our staff will do their best to make sure you enjoy your visit.我们的人员会竭尽全力使您访问愉快。Youd better make sure of the exact time of the arriving train.你最好弄清楚火车到达的确切时间。拓展: 1)be sure to do表示说话人的推测，表示“必定，一定”。The book is sure to be popular. 这本书一定会受到欢迎。2
34、)be sure to 用于祈使句还有“务必，一定要”之意。Be sure to give my best regards to your family. 一定代我向你家人问好。3)be sure of/about “确信，确知”，既可指说话人的推测，也可是句子主语的确定。I hope you are sure of your facts. 我希望你说的事实。You are always sure of warm welcome there. 到那里你一定会收到热烈欢迎。4)be sure that 是主语的确定。Im pretty sure that she will agree. 她会同意
35、的，我对此有相当的把握。及时反馈: 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，不可与sure 换用。5. Id rather eat a vice piece of fruit. 我更喜欢吃点水果。would rather do sth. 意为“宁愿做某事”，后接动词原形。She wou
36、ld rather die than give a speech. 她宁死也不愿意演讲。Do you want to come with us? 你想跟我们一起来么? No. Id rather not. 不，我不想去。拓展:would rather. . . than. . . 宁愿也不would/prefer to . . . rather than. . . 宁愿也不would rather that sb. did sth. 宁愿某人做某事（用一般过去时表示现在和将来）would rather that sb. had done sth. 宁愿某人做过某事（用过去完成时表示过去情况）o
37、r rather 更确切地说rather than 而不是other than 除了及时反馈: 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”，相当于连词，连接两个并列成分。6. And Im not too heavy, so I never have to diet, or anything like that. 我不是很胖，所以我不必节食，也不必做其他类
38、似的事情。diet v. 节食; 吃限定的食物n. 日常饮食; 规定饮食No sugar in my coffee, please; Im dieting. 请不要在我的咖啡里放糖，我在节食。She has been on a diet for three weeks. 她已经节食三周了。及时反馈: 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“节食; 按规定进食”。7. Im a
39、 normal kind of person. 我是一个很平常的人。normal adj. 典型的; 正常的n. 常态; 通常水平Weeping is a normal response to pain. 哭泣是痛苦的正常反应。Its normal to feel tired after such a long trip. 这样长途旅行之后感到疲劳是很正常的。Things soon returned to normal. 事情很快恢复了正常。比较:ordinary/common/usual/normal1)ordinary 普遍的，平常的，平凡的; 强调等级或类属方面普通，有“平庸无奇”之意。
40、2)common 普通的，常见的; 强调经常发生、司空见惯。不显赫或不特别，也可指共同的、共存的。3)usual 通常的，惯常的，惯例的; 强调依照惯例来判断，有遵循常规之意。4)normal 正常的，合乎标准的; 强调在正常情况下应有的。及时反馈: Though he is an/a_ worker, he works hard.A. ordinaryB. commonC. usualD. normal答案: Aordinary “平常的，普通的”。指由于与一般事物的性质或标准相同，因而显得平常，无过人之处。8. But theres one thing I really loveIm cr
41、azy about football.我有一件真正喜欢的事对足球非常着迷。crazy adj. 热衷的，着迷的，疯狂的。She must be crazy to lend him money. 她把钱借给他一定是疯了。Rich is crazy about football. Rich 对足球着了迷。拓展:like crazy 拼命地，疯狂地be crazy for 渴望drive sb. crazy 逼得某人发狂be crazy about/over 热衷于某事go crazy 疯了及时反馈: Tom has been_over football since he was born.A. e
42、agerB. crazyC. curiousD. interested答案: Beager for; curious about; interested in。此题考查短语搭配。9. Im captain of the class team and Im also a member of the Senior High team.在学校里我是班队的队长，同时也是校队的队员。captain n. 队长表示官衔职位的名词作补足语或者是表语时，不用冠词。Lily is made chairman of the meeting. 丽丽被任命为会议主席。及时反馈: He was elected_moni
43、tor of our class.A. aB. amC. theD. /答案: D表示正式的独一无二的职位前，不用任何冠词修饰。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 re
44、ading 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. 板书设计Module 1Our Body and Healthy HabitsPeriod 2Phrases concerning the w
45、ord “head”at the head of 在的最前头/率领have a good head over ones shoulders 头脑好，有才干; 精明hold ones head high 昂首挺胸keep ones head 保持冷静; 不慌不忙off/out of ones head 发狂的have an old head on ones shoulders 少年老成Phrases related to “rather”would rather. . . than. . . 宁愿也不would/prefer to . . . rather than. . . 宁愿也不would
46、 rather that sb. did sth. 宁愿某人做某事（用一般过去时表示现在和将来）would rather that sb. had done sth. 宁愿某人做过某事（用过去完成时表示过去情况）or rather 更确切地说rather than 而不是活动与探究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 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 in