2022年高中英语新课标外研版必修2教案 .pdf

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1、1 / 18 Module 1Our Body and Healthy Habits Period 1Introduction; Speaking 1; Speaking 2; Everyday English 整体设计教材分析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 asking the

2、m 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 English a

3、nd 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 will

4、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 studentsspeaking skills be fostered, but also they will learn to reflect on th

5、eir habits often so that they will form healthy habits. 三维目标精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 1 页，共 18 页2 / 18 1. 知识与技能1Make students master some words about healthy habits.2Encourage students to participate in class actively.3Know more about some proverbs in relation to healthy habits.

6、2. 过程与方法1Train students speaking ability through individual and pair work.2Learn some daily expressions concerning healthy habits.3. 情感与价值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 t

7、o form healthy habits in life. 教学重点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

8、healthy habits. 教学难点1. Lead students to talk in class actively. 2. Help students to sum up the symptoms of some diseases. 教学过程精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 2 页，共 18 页3 / 18 Step 1 IntroductionVocabulary and Speaking 1. Activities 1 & 2 There are three options for the teacher to choo

9、se from.Option 1 1The teacher asks students a few questions related to the vocabulary given orally and quickly, while students give their complete answers. The questions you may use: (1Do you often eat fish? (2Are you fond of vegetables? (3Which do you prefer, meat or vegetables? (4You eat a lot of

10、sweet things, don t you? (5How much exercise do you take a week? (6Do you often get colds? 2Read through the words in the box while students listen and follow.3Students asking and answering questions concerning diets and health in pairs, using the words listed.4Time permitting, you may ask a pair to

11、 present each other s information 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 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 3 页，共 18 页4 / 18 1Activity 1 (1Read through the words in

12、 the box while the students listen and follow. Pay particular attention to the stress 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 dicti

13、onaries to look up unknown words. (2Ask them to complete Activity 1 individually, and then check with a partner.(3Collect the answers from the whole class, and list their responses on the blackboard.2Activity 2 (1Read through the sentences while students listen and follow.(2Check that they understan

14、d them all. You may need to elicit/gloss “portions” and “fit” for them.(3Pair 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. .(4You may then wish to have some general whole-class feedback. You might do this by asking “ W

15、ho sometimes get colds and flu? ” and having the students raise their hands. You may wish to elicit which statements they think represent healthy and which unhealthy living.(5Finally ask students to write two more sentences about their own 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 4 页，共 18 页5 /

16、 18 diet or healthy habits. Individually and share the sentences with the whole class. If necessary, you can collect some of the sentences and write them on the blackboard.Option 3(Suitable for a class of high level 1Allow students a few minutes for activity 1. You may ask them to read the words and

17、 ask them to memorize the words in the box. If they can t memorize all the words, it doesn t matter.2Students 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

18、I eat a lot of sweets, I sometimes get toothache. . .3The teacher shows some sketches to students expressing 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

19、. Students are required to work in groups to describe the sketches to the whole class. In order to arouse 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

20、, unhealthy 2. Option 1 Activity 3 Before Activity 3, encourage students to think of the Chinese old 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 5 页，共 18 页6 / 18 proverbs related to health. 1Read through the four proverbs while the students listen and follow.2If you wish, you may have them repeat

21、 the proverbs after you. And then put them into groups of four to discuss what the proverbs mean.3Elicit the meanings of the proverbs from the whole 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

22、 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 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. Ea

23、rly 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, 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. Addit

24、ional proverbs (1病从口入。 A close mouth catches no flies. (2健康胜于财富。 Health is over wealth. (3饭后百步走，延年又益寿。After dinner sit a while; after supper walk a mile.(4冬吃萝卜夏吃姜，不用医生开药方。Carrots in winter and gingers in summer keep the doctor away.(5冬天动一动，少闹一场病。精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 6 页，共 1

25、8 页7 / 18 Exercise in winter makes a man healthier. (6不吸烟，不饮酒，病魔见了绕道走。No smoking and none alcoholic keeps the doctor away.Activity 4 1You may ask students to work in groups of four and answer the following two questions: (1Can you think of any Chinese proverbs connected with health? (2Can you transl

26、ate them into English? 2Circulate and help with translations if they are having problems.3Elicit answers from the groups in a whole class setting.Option 2 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 prover

27、bs. Step 2 Speaking 11. Activity 1 Students are encouraged to work in pairs and talk about their answers to V ocabulary and Speaking Activity 2 in Introduction. 1Pair 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

28、you sometimes get colds and flu? Yes, I do. /No. I don t. 2Collect answers in a whole class situation, asking individuals to say what their partner answered. For example: 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 7 页，共 18 页8 / 18 My deskmate sometimes gets colds but never gets flu.2. Activity 2

29、 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.1First, group students to make their lists. Tell them to appoint one member as a secretary to write down their sugges

30、tions.2Encourage students to brainstorm ideas first, note what the members say, finally select the five most important ideas and put them in order.3Collect suggestions from the groups in a whole class setting.4If you wish, list them on the blackboard, and try to make a whole-class list. Or you may d

31、ivide 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 students to work in pairs. Student A chooses a health problem and describes the symptoms. Student B asks about it and

32、 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 students making dialogues. The 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 8 页，共 18 页9 / 18 following is a sample conver

33、sation 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 and produce their own dialogue. The teacher may give them a sample dialo

34、gue 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 hurts when I breathe. Student B: Oh, dear. What are you going to do with it then? Stu

35、dent 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 English1. Ask students to do the following activity individually.(Show the following on the blac

36、kboard. Choose the right answer. 1 Terrific means_ . (awonderful (bquite good2 To be off work means _. (anot to go to work (bto stay longer at work3 Oh dear! means _. (aThat s bad news (bMy good friend精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 9 页，共 18 页10 / 18 4 That couldn t be better means _.

37、 (aThat s excellent news (bWell done5 I ve a sweet tooth means _. (aI like sweet things (bI ve toothache6 I m crazy about football means_ . (aI love football (bFootball is crazy 2. Collect the answers in a whole-class setting, asking students to say the whole correct sentence.Suggested answers: 1 a

38、2 a 3 a 4 b 5 a 6 a Step 5 Summary and HomeworkThis period is actually an oral class, through which students speaking skills will be developed. In the course of study, all kinds of activities are organized, including pair work, group work and individual work, so that their interest will be aroused.

39、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 will their speaking skills be improved, but also their vision may be broadened. 板书设计Module 1Our Body and Healthy Habits Perio

40、d 1 Words and expressions: dentistdietfatfitflu(influenzaget/catch a coldhealthraretoothacheunhealthywealthyEnglish proverbs: 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 10 页，共 18 页11 / 18 You are what you eat. Healthy mind in a healthy body. Early to bed, early to rise makes a man healthy, wealt

41、hy and wise. An apple a day keeps the doctor away. 活动与探究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 streets of a city. A marathon is a race which is 42. 195 kilometers long, and is often run in bi

42、g 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. 备课资料Related Language 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、聪明。make sb

43、. +adj. 是 make 的复合结构，表示“ 使某人处于什么状态” 。make 的复合结构的常见的形式: make +宾语+n. /pron. make +宾语+adj. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 11 页，共 18 页12 / 18 make +宾语+动词原形make +宾语+v. -edmake +宾语+介词结构make it +n. /adj. +从句/to do sth. 例句: Who would like to make yourself known first? 谁愿意第一个作一下自我介绍? Mother m

44、akes Tom clean his room every day. 母亲让汤姆每天自己打扫房间。Too much food made him ill. 没有节制的饮食使他病倒了。We made him monitor. 我们选他做班长。拓展: make 的相关短语如下 : make up 组成，构成 ; 虚拟，捏造make sure 确保make use of 利用make fun of 取笑make for 朝进行; 对有好处make the most of 充分利用make sense 讲得通; 合理; 有意义make out 辨认出 ; 理解及时反馈 :1What the speake

45、r said at the meeting _. A. doesn t have senseB. doesn t make sense 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 12 页，共 18 页13 / 18 C. doesn t make meaning D. doesn t mean 2I could just see a car in the distance, but I couldn t_ what color it is.A. make outB. look toC. look outD. take in 答 案 : 1 ）

46、 Bmake sense“ 有 意 义 ; 有 道 理 ” 相 当 于have meaning/be meaningful.2A句意为 “ 我只能看到远处有一辆汽车，但我分辨不出汽车的颜色 ” 。make out “辨认出; 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这样的运动。fit 1adj. 合适的 ; 健康的; 称职的Your car isn t fit to be on the road. 你的车子不适合上路。The children seem to think I m only fit

47、for cooking and washing.孩子们似乎认为我只配做饭洗衣服。2v. 适合; 合身; 安置; 一致; 相称I tried the dress on but it didn t fit (me. 我试穿了那件连衣裙，但不合身。精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 13 页，共 18 页14 / 18 The facts certainly fit your theory. 这些事实和你的说法丝毫不差。比较: fit/suit/match这三个词都有 “ 合适” 之意，但含义有所不同。1）指衣着、鞋帽 “ 合适” 时，fit

48、 强调大小、形状、宽松舒适度的合适，而 suit 则强调颜色、款式、色调方面的合适。例如:The suit fitted him nicely. 这身衣服他穿正合适。The color doesn t suit her. 那种颜色不适合她的肤色。2）如果衣着使某人看上去有吸引力，不能用fit, 而用 suit。用于比喻意义也多用suit。例如 : I love you in that dress; it really suits you. 我很喜欢你穿的这件衣服，它使你看上去很有吸引力。3）match 着重颜色、式样的搭配，也可指“ 相一致” 。例如 : The doors were pain

49、ted blue to match the walls. 门被漆成了蓝色，为的是与墙的颜色相配。As a couple they were not very well matched. 作为夫妻，他们并不十分般配。及时反馈 :Will Saturday or Sunday _you? Either will _. A. suit; do 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 14 页，共 18 页15 / 18 B. fit; be C. fit. OK D. suit; all right 答案: Asuit 除了表示服装颜色，款式等合

50、适，还有“ 对方便” 的意思。后句中要用OK 或 all right，前面需用 be。do 用来代替前面的 suit。3. Can you think of any Chinese proverbs connected with health? 你能想起一些与健康有关的中国谚语吗? 1connect v. 连接; 联想; 认为有关 ; 接电源I was connected to the wrong person. 我的电话接错人了。2be connected with与有联系 /关系She was connected with the crime. 她被认为与犯罪事件有关。3connectio