MODULE 6 TEACHING PLAN
Module 6 Look at yourself!
一、題材內(nèi)容
本模塊的話題是“健康生活”，內(nèi)容涉及“出行安全”、“生活習(xí)慣”、“健康飲食”、“充足睡眠”、“樂(lè)觀心態(tài)”和“遠(yuǎn)離香煙和毒品”等，語(yǔ)言技能和語(yǔ)言知識(shí)都是依據(jù)中心話題展開的。第一單元從觀察圖片入手，引入本課主題。對(duì)話以長(zhǎng)途旅行中發(fā)生的事故為話題展開，內(nèi)容貼近學(xué)生的生活，對(duì)學(xué)生處理突發(fā)事故也有指導(dǎo)意義。對(duì)話中涉及了多種時(shí)態(tài)，突出了本模塊的語(yǔ)法內(nèi)容。第二單元通過(guò)閱讀健康生活六原則來(lái)引導(dǎo)教育學(xué)生珍愛(ài)生命以及如何安全、健康地生活，在完成閱讀活動(dòng)的過(guò)程中培養(yǎng)學(xué)生分析和推理的閱讀技能。本模塊的寫作是仿照閱讀文章并結(jié)合自身的經(jīng)歷，寫出自己的健康生活原則。第三單元主要復(fù)習(xí)本模塊的語(yǔ)法、詞匯，擴(kuò)大閱讀量并完成模塊任務(wù)。本模塊語(yǔ)法重點(diǎn)為復(fù)習(xí)學(xué)過(guò)的時(shí)態(tài)。使學(xué)生在無(wú)意識(shí)的情況下掌握語(yǔ)言結(jié)構(gòu),既學(xué)習(xí)語(yǔ)言知識(shí), 又感悟語(yǔ)言功能,真正做到了語(yǔ)法為語(yǔ)義表達(dá)服務(wù)。本模塊的Around the world欄目介紹了laughter for health, 通過(guò)討論可以加深對(duì)學(xué)習(xí)的興趣，既可學(xué)習(xí)語(yǔ)法，又可培養(yǎng)敘述能力。中教師應(yīng)隨時(shí)隨地靈活利用各種素材組織過(guò)程和內(nèi)容。充分調(diào)動(dòng)學(xué)生的積極性。
教學(xué)目標(biāo)
1）語(yǔ)言知識(shí)：
語(yǔ)音能朗讀不同時(shí)態(tài)的句子，注意意群的停頓。
詞匯Fever, flu, knee, wound, miss, trip, improvement, oncoming, couch, expert, require, fit, amount, weight, effect, cooker, shock, hit, glad, breathe, cancer, fix
語(yǔ)法復(fù)習(xí)學(xué)過(guò)的時(shí)態(tài)。
功能談?wù)摻】瞪睢?br />話題以“健康生活”為話題。
2）語(yǔ)言技能：
聽(tīng)能聽(tīng)懂有關(guān)事故發(fā)生的時(shí)間、地點(diǎn)、現(xiàn)場(chǎng)人物和事故發(fā)生的過(guò)程；能根據(jù)所聽(tīng)細(xì)節(jié)信息進(jìn)行推斷。
說(shuō)能敘述過(guò)去發(fā)生的事故，交代清楚時(shí)間、地點(diǎn)、原因及人員受傷情況等。
讀能讀懂有關(guān)健康生活的建議或原則；能根據(jù)文章內(nèi)容進(jìn)行簡(jiǎn)單的推斷和評(píng)價(jià)；能分析文章的結(jié)構(gòu)。
寫能根據(jù)生活經(jīng)歷寫出自己的健康生活規(guī)則。
演示與表達(dá) 能敘述健康生活的原則。
3)學(xué)習(xí)策略：
學(xué)習(xí)一定程度形成自主學(xué)習(xí)，有效交際、信息處理、英語(yǔ)思維能力。
認(rèn)知聯(lián)系，歸納，推測(cè)等技能。觀察并歸納現(xiàn)在進(jìn)行時(shí)的用法,提高自學(xué)能力。
調(diào)控從同伴處得到反饋，對(duì)自己在敘述及作文中的錯(cuò)誤進(jìn)行修改
交際學(xué)習(xí)運(yùn)用恰當(dāng)詞語(yǔ)介紹健康生活。
資源通過(guò)其他資源獲取更多健康生活的知識(shí)。
自學(xué)策略歸納、復(fù)習(xí)所學(xué)習(xí)過(guò)的時(shí)態(tài)。
合作學(xué)習(xí)策略交流健康生活的竅門和經(jīng)驗(yàn)。
4) 文化意識(shí)：
中外對(duì)比了解中西方不同的生活習(xí)慣和生活方式。
5) 情感態(tài)度：
教育學(xué)生要熱愛(ài)生命，培養(yǎng)積極樂(lè)觀的生活態(tài)度。
6) 任務(wù)：提供健康生活小指南。
教學(xué)重點(diǎn)和難點(diǎn)：
重點(diǎn)：1．通過(guò)健康生活題材培養(yǎng)學(xué)生的聽(tīng)、說(shuō)、讀、寫能力，進(jìn)一步鞏固時(shí)態(tài)的用法。
難點(diǎn)：運(yùn)用恰當(dāng)詞語(yǔ)介紹健康生活，培養(yǎng)積極樂(lè)觀的生活態(tài)度。
教學(xué)方法：
基于課程改革的理念及“第二語(yǔ)言習(xí)得論”,培養(yǎng)實(shí)現(xiàn)人的可持續(xù)發(fā)展和人的主體精神的自我完善和發(fā)展所必需的能力和素質(zhì)，運(yùn)用任務(wù)型教學(xué)途徑，圍繞核心任務(wù)，設(shè)定小任務(wù)，開展和諧愉悅的課堂活動(dòng)，強(qiáng)調(diào)興趣第一的原則,初步設(shè)計(jì)“P—T—P”自主學(xué)習(xí)立體模式：pre-task—task-cycle—post-task。
二、教材處理
核心任務(wù)：提供健康生活小指南，運(yùn)用所學(xué)句型結(jié)構(gòu)、運(yùn)用恰當(dāng)詞語(yǔ)介紹健康生活。三個(gè)環(huán)節(jié)如下：
pre-task：學(xué)生聯(lián)系生活實(shí)際，激活背景知識(shí)。
task-cycle：通過(guò)整個(gè)模塊的聽(tīng)說(shuō)讀寫的訓(xùn)練，強(qiáng)化運(yùn)用恰當(dāng)詞語(yǔ)介紹健康生活的表達(dá)能力，為完成任務(wù)做好鋪墊。
post-task：達(dá)成任務(wù)，展示成果，反饋學(xué)習(xí)情況。
三、教材安排
根據(jù)學(xué)生學(xué)習(xí)英語(yǔ)的特點(diǎn)和規(guī)律，我們把本模塊劃分為4課時(shí)：
Period 1: Listening and Vocabulary &Pronunciation and Speaking
Period 2: Reading and Vocabulary & Learning to learn
Period 3: Writing& Around the world &Module Task
Period 4: Language in use
注：教學(xué)時(shí)應(yīng)根據(jù)學(xué)生的學(xué)習(xí)水平、生活實(shí)際水平、接受程度及課堂出現(xiàn)的臨時(shí)狀況進(jìn)行運(yùn)用、調(diào)整及篩選。
『教學(xué)設(shè)計(jì)』
Title: Module 6 Look after yourself!
Period 1: Listening and Vocabulary &Pronunciation and Speaking
Teaching Content: Listening and Vocabulary and Pronunciation and Speaking
Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary: fever, flu, knee, wound, miss, trip
Key structure: structures of tenses (重點(diǎn))
2. To listen and understand sentences of everyday English;
3. to understand the conversation; to learn some rules of word formation through some words in the module. (難點(diǎn))
4. Attitudes: To protect ourselves from being hurt.
Learning strategies:
Bottom ?up approach and listening to the tape and do some exercises.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
Task: Recall what we have learned in the last Module.
Directions:
Step one: Label the pictures with the phrases.
(1) Read through the phrases in the box and have the Ss. Repeat them after you.
(2)Ask them to label them in the pictures on the screen.
(3)Make some sentences with the phrases. Ask students to speak out as many as they can.
Step Two: structures of tenses. E.g.
He often goes to the place in his spare time.
The building is being built.
It happened ten years ago.
I was doing my homework when there was a knock at the door.
He will go to the post office after school.
…
Ask students to speak out as many as they can.
Part II: Lead in
Task 1: Introduce to them the new words.
Directions:
Step One: Introduce the new words of this unit. And list them on the board.
Step Two: Read after the teacher.
Step Three: Practise reading the words.
Step Four: Ask the students to look at the pictures about healthy life. Elicit what they can see. If there are any new words, add them to the list on the board.
Step Five: Make some sentences using the new words from the whole class.
Task 2: Activity 1. Look at the picture and answer the questions.
Step One: Ask the students to think about the picture individually, then discuss it with a partner.
Step Two: Call back their ideas in a whole-class setting.
Part III: Listening
1.Task: Activity 2 on page 42: Listen and answer the questions. Use the words in the box to help you.
Directions:
Step One: Read through the words in the box and make sure they understand them
Step Two: Ask the students to read through the questions individually.
Step Three: Play the recording through once while the students just listen and focus.
Step Four: Play the recording again for the Ss to answer.
Step Five: Call back the answers from the whole class, having one student ask a question and another give the answer.
Answers:
1. No.
2. His finger, his knee and his shoulder.
3. One month for the finger; a long time for the knee and shoulder.
4. He gets flu.
5. Fever.
6. A stomachache from eating too much.
2. Task: Listen and read .
Directions: Ask the students to listen and follow the conversation.
3. Task: Activity 4 on page 49.
Directions:
Step One: Ask the students to do this individually, then check with a partner.
Step Two: Call back the answers from the whole class.
Answers:
Accident report
Where On the Great Wall
Who Daming
What happenedHe tripped and fell over the edge
How is the person hurt He’s cut his head and his knee, his leg hurts, and he feels cold.
4. Task: Activities 5on page 49.
Directions:
Step One: Ask the students to do this individually, then check with a partner.
Step Two: Call back the answer from the whole class, having one student ask a question and another answer it.
Answers
1) Because it is going to rain.
2) We don’t know but maybe not far away from where Tony met Mr Jackson.
3) About 10 minutes ago.
4) To check if he has broken his leg.
5. Task: Activity 6 Complete the sentences:
Directions:
Step One: Ask the students to do this individually, then check with a partner.
Step Two: Call back the answers from the whole class as complete sentences.
Answers:
1)they were walking more slowly than them
2)Tony came calling for help
3)He was running along the wall, and tripped and fell over the edge
4)Hasn’t broken his leg
5)says it is nothing serious
Part IV. Language points
1. Look after yourself!
Look after 意思是 “照顧，照料”，初中階段常見(jiàn)的look短語(yǔ)還有: look at, look for, look like, look up等。
2. They’ll catch up in a few minutes.
catch up 意思是 “追上，趕上”。如：
If you miss a lot of lessons, it’s very difficult to catch up.
Catch up還可以和with 連用，如：
Run fast, or you can’t catch up with him.
3. I’ll call for help on my mobile.
這里call指打電話，for表目的，即“打電話求助”。
4. There he is, lying on the ground!
現(xiàn)在分詞短語(yǔ)lying on the ground在本句中作狀語(yǔ)，對(duì)謂語(yǔ)表示的狀態(tài)起陪襯說(shuō)明的作用。
5. He’s got a wound in his leg and he may get a fever but it’s nothing serious.
這里nothing serious表示“不很嚴(yán)重，沒(méi)什么大事”。例如：
Don’t worry! Nothing serious!
Part V: Pronunciation and speaking
Task1: Listen and repeat in Activity 7
Directions:
Step One: Ask the students to read through the extract to themselves.
Step Two: Play the recording while they listen and follow.
Step Three: Play it again, pausing at the breaks for them to repeat chorally and individually.
Task 2: Activity 8. Say these sentences aloud. Make sure you pause in the correct places.
Step One: Ask the students to practise the sentences aloud to themselves.
Step Two: Play the recording. Pause it at appropriate places for them to repeat chorally and individually.
Task 3: Activity 9. Work in pairs.
● Read through the instructions and examples with the whole class.
● Ask the students to think about an accident they have had.
● Ask them to get into pairs and tell each other about the accidents.
● Circulate and monitor their production.
Part VI: Homework
Recite the short dialogue as fluently as possible.
Period 2 Reading and Vocabulary
Teaching Content: Reading and Vocabulary
Teaching Aims and Demands:
1. Language knowledge:
New words: improvement, oncoming, couch, expert, require, fit, amount, weight, effect
Key structures: When you’re out walking, you should always go with someone.
It’s comfortable to sit on the couch and watch. (重點(diǎn))
2. To understand the passage. (難點(diǎn))
3. To get the main idea of each paragraph.
Learning strategies: Interactive approach.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
1.Help students to revise what is learnt in Period one of this module.
Show them some pictures about the new words in last period. Have the Ss. spell them chorally and individually.
2.Retell the dialogue
Part II : Preparation
Task 1: Learn the new words.
Directions: Label the pictures with the words.
(1) Read through the words on the screen. Have the Ss. Repeat them after you.
(2) Read the words separately and have them remember them.
(3) Make some sentences with the words.
(4) Call back the answers from the whole class.
Task 2: Talk about the picture, saying what the advantages or dangers are.
Directions:
(1)Ask the students to think about the pictures individually, then compare ideas with a partner.
(2) Call back suggestions in a whole-class setting.
Part III: reading
Task 1: Read the passage. Which paragraphs describe what you can see in the pictures?
● Ask the students to think about the pictures individually, then check with a partner.
● Call back answers from the whole class.
Answers
Picture 1 — paragraph 2
Picture 2 — paragraph 3
Picture 3 — paragraph 1
Task 2: Decide who the passage id written for.
● Ask the students to do this individually, then check with a partner.
● Call back answer from the whole class.
Answer
2. teenagers
Task 3: Activity 4 Decide where these sentences go in the passage.
● Ask the students to do this individually, then check with a partner.
● call back answers from the whole class.
Answers:
a.)paragraph 2 (before the last sentence)
b.)paragraph 4 (at the end)
c.)paragraph 5 (before the last sentence)
Task 4: Answer the questions in activity 5.
● Ask the students to do this individually, then check with a partner.
● Call back answers from the whole class, having one student ask a question and another answer it.
Answers:
Students’ own answers
Part III: language points
1. Thanks to improvements in both health care and personal safety, most people are living healthier, longer lives.
Thanks to 意思是“由于，因?yàn)椤薄?br />It was all a great success — thanks to a lot of hard work.
2. The wrong diet means you’ll put on weight …
Put on weight 意思是“增加體重”
I can peat what I want, but I never put on weight.
3. Say no … to smoking and drug!
這里 say no / yes to …表示“向…… 說(shuō) 不 / 行”，即“拒絕 / 同意”。例如：
Did you say yes to (= accept) her invitation?
Their offer was so good that I couldn’t say no.
4. Think about the effect on your family and friends …
這里effect 是名詞，意思是“影響、結(jié)果、效果”，后面常接介詞on。例如：
The plan failed to achieve the desired effect of diverting traffic from the city.
The accident had a huge effect on her life.
Part IV: Writing
Task 1: Activity 6. Make notes about the rules you read in the passage.
Now think of one more example of what you should or shouldn’t do for each rule.
● Ask the students to do this individually, then compare their answers with a partner.
● Call back examples from the whole class.
Answers:
Students’ own answers
Task 2: Activity 7. Think of a situation when you broke one or more of the rules.
● Read through the instructions and the examples with the whole class.
● Ask the students to write their sentences individually, then compare with a partner.
● Call back examples from the whole class.
Answers: xkb1.com
Students’ own answers.
Part V: Homework
Write a passage: My rules for a safe and healthy life.
Period 3: Writing & Around the world &Module Task
Teaching Content: Writing & Around the world &Module Task
Teaching Aims and Demands:
1.Writing skill: To learn to make rules and give reasons. Improve the students’ writing ability (難點(diǎn)).
2. To learn about laughter for health.
3. To give health advice to people. (重點(diǎn))
4. Attitudes: To lead a healthy life.
Learning strategies:
Top-down and Interactive approach and do some exercises.
Teaching Aids: Multi-Media (Tape recorder , video, OHP, handout)
Teaching Procedures:
Part I: Revision
Task: Help students to revise what was learnt in last module.
Directions:
(1) Revise the words and phrases.
(2) Let the Ss. to retell the text.
Part II: Writing
Task 1: Activity 6 on page 51. Make notes about the rules you read in the passage.
Now think of one more example of what you should or shouldn’t do for each rule.
● Ask the students to do this individually, then compare their answers with a partner.
● Call back examples from the whole class.
Answers:
Students’ own answers.
Task 2: Activity 7 on page 51. Think of a situation when you broke one or more of the rules.
● Read through the instructions and the examples with the whole class.
● Ask the students to write their sentences individually, then compare with a partner.
● Call back examples from the whole class.
Answers:
Students’ own answers
Task 3: Write a passage: My rules for a safe and healthy life
Part III: Around the world
Task: Learn something about laughter for health.
Directions:
Step One: Ask the Ss. to read the passage individually.
Step Two: Ask a few general questions about it, such as “What effects does laughter have on parties?”(It makes them get better faster); “What effects does laughter have on the body?” (It relaxes the body and helps it to exercise and lose weight.)
Part IV: Module Task
Giving health advice to people.
Task 1: Activity 9 on Page 55. Work in groups. Make notes to give advice for the following problems.
Task 2: Activity 10. Have a class discussion about the problems.
Task 3: Activity 11. Write some advice for each problem on the board.
Part V: Recalling
Recall what we have learned today.
Part VI: A test
Do Ex. 3 on page 116 and hand in immediately.
Part VII: Homework: Do the Self-assessment on page 119.
Period 4. Language in use
Teaching type: Revision and application
Teaching approach: Formal and interactive practice
Teaching Aims and Demands:
1. To further review different tenses.
2. To consolidate the key vocabulary in this module.
Teaching Aids: Multi-Media (video, OHP, handout)
Teaching Procedures:
Part I Revision
Help students to revise what is learnt in 3 periods of this module.
Part II Language practice
Directions:
(1) Run through the sentences with the whole class.
(2) Discuss what the highlighted points indicate with the students (different tenses).
Task1: Read Jack’s diary and choose the correct answer to complete each sentence.
Directions:
(1) Ask the students to do this individually, then check with a partner.
(2) Call back the answers from the whole class as complete sentences.
Answers:
1. a 2. c 3. b 4. b 5. d 6. a 7. c
Task 2: Complete the passage with the correct form of the verbs in activity 2.
Directions:
(1)Ask the Ss. to do this individually, then check with a partner.
(2)Call back the answers from the whole class as complete sentences.
Answers
1. came 2. was shaking 3. noticed 4. was standing 5. was getting 6. hit 7. was lying 8. was making 9. dancing
Task 3: Activity 3. Work in pairs. Describe the pictures. Use the words in the box to help you.
Directions:
(1)Read through the words in the box with the whole class and have them repeat them chorally and individually.
(2)Ask the students to do this individually, then check with a partner.
(3)Call back the answers from the whole class.
Answers:
These are possible answers:
1.He has cut his finger and there is blood on it.
2.She looks as if she has flu, and has a fever.
3.The football player has been hurt while playing. He has wound in his knee and it is bleeding. He has also hurt his shoulder.
Task 4: Activity 4. Complete the conversation with the words and expressions in the box.
Directions:
1.Read through the words in the box with the whole class and have them repeat them chorally and individually.
2.Ask the students to do this individually, then check with a partner.
3.Call back the answers from the whole class as complete sentences.
Answers
1.steps 2. need 3. exercise 4. couch potato 5. put on 6. smoking 7. worst
Task 5: Activity 5. Listen and answer the questions.
Answers:
1.At the doctor’s (surgery)
2.The doctor and Mr Maxwell (a patient)
3.Mr Maxwell (The patient) wants to give up smoking.
Task 6: Activity 6. Listen again and complete the notes.
Answers:
Patient: Mr Maxwell
Problem: smokes about 20 cigarettes a day
He started smoking 25 years ago.
Has the patient tried to stop smoking before? Yes
General health: not fit
Has a cough and frequently gets colds
Advice: join a group to stop smoking
Task 7: Activity 7. Read the passage and match the sentences with the paragraphs.
Answer:
a ) Paragraph 4 b ) Paragraph 3 c ) Paragraph 1 d ) Paragraph 2
Part IV: A test
Do Ex 7 on page 118 in the WB. Let’s see who can finish it as soon as possible.
Part V: Homework
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