Module 10 Fitness.doc

Teaching plansMoudle10 Fitness主备课人： 周丽红备课组成员：马翠珍 金秀芳 岳涛 马春燕 刘丽华 Module 10 Fitness教学目标1） 语言知识：语音能够掌握意群的语音、语调。词汇能够正确使用下列单词和词组：ache, exercise, weight, give up, interest, sugar, tasty, menu, behave, persuade, ban, educate, typical, diet理解下列单词和词组：fitness, running, weight lifting, unlikely, bump, bump into, junk food, chip, pasta, cooking, disadvantage, advertise 语法能掌握whose引导的定语从句。功能能够运用观点、态度的表达方式；能谈论保持身体健康的话题。话题以“谈论保持身体健康”为话题。2） 语言技能：听能够听懂对话中人物的情感以及解决问题的建议；找出原因。说能够询问有关健康的信息，表达态度，提供建议。读能够读懂有关健康食品的文章；了解什么是健康食品；理解奥利佛的主张，并发表评论。写能够叙述健康饮食，最好能在其中合理使用定语从句。演示与表达能够借助图片、生活情景谈论健康问题。3)学习策略学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。认知联系，归纳，推测等技能。学习查词典,阅读报纸,提高自学能力。调控从同伴处得到反馈，对自己在叙述及作文中的错误进行修改。交际学习运用恰当词语谈论健康问题。资源通过阅读报纸等其他资源获取更多简单英语的有关健康问题的信息。自学策略能够检索有关食品的信息，主动阅读报刊、杂志了解食品信息。合作学习策略能通过与同学交流获取相关信息。 4)文化意识： 文化意识通过本模块了解不同国家的饮食；了解不同国家的健康运动；了解不同文化对健康的看法。5)情感态度:通过了解托尼的经历，培养体谅、关爱以及移情的态度。6)任务:能够对健康问题进行调查研究，制作健康宣传作品。教学重点和难点 重点：1通过谈论健康问题训练学生的听、说、读、写能力。难点：掌握whose引导的定语从句。教学设计Unit 1 Ive got a friend whose brother is training for theOlympics.Teaching style: Listening and speakingTeaching objectives:1. To understand conversations about fitness2. To talk about the best way to keep fit.3. To grasp the key words and the key structures.Teaching points:1. Main points1) Key vocabulary: fitness exercise healthy running strong weight traininga bit ache give up Olympics allow nearly standard interest 2) Key structures:Ive got a friend whose brother is training for the Olympics.Theres a boy in our team whose parents want him to go to a sports school.2. Difficult points:How to use the attributive clauses which include the key word: “whose”.Teaching procedure:Step 1. 预习检测根据句意及所给首字母提示，完成句子。1. The doctor advised me to take moderate(适当的) e_. 2. Her tooth a_ all night. 3. I b_ into an old friend when I was in Tianjin.4. Have you ever done w_ lifting?Never.5. They are u_ to come since the weather is so bad. 1. exercise 2. ached 3. bumped 4. weight 5. unlikelyStep 2. 合作交流1. Show the students some photos about exercise such as Taijiquan, Weight training, Running.2. Ask them to talk about how the people keep fit.Step 3. Listening and reading1. Listen to the tape. Ask the students to listen carefully and check the words they hear.2. Play the tape once more and let the students to answer the questions in activity then check their answers.3. Play the tape again. Make students read and follow.4. Read the summary of the conversation and underline the wrong information. Listen again and correct the summary.Step 4. Answer the questions 1.Ask the students to complete the answers individually, and then check with a partner.2.Call back the answers from the whole class, having one student ask and another answer it.Step 5. 精讲解惑Read through the words with the whole class. Work in pairs. Ask and answer the questions. They can check in groups. At last, teacher has a check.Step 6. Pronunciation and speaking1. Listen and repeat. Play the tape and have the students read the sentences.2. Make sure the students understand the meaning of the expressionsStep 7. Learn the grammar points1.Have a revision of the grammar points about attributive clauses.2.Explain the attributive clauses used in this unit.Step 8. Work in pairsTalk about the best way that can keep fit for you.Step 9. 当堂训练. Listen and check the best ways to keep fit for Betty and Lingling.BttyLingingTaijiquanWeight trainingRunning. Answer the questions.1. How did Tony fine the basketball training?2. Why does Lingling say Tony is lucky compared with her friends brother?3. What will the boy in Damings team need to do?4. Why isnt Tony allowed to use his fathers camera any more?5. Who has Betty just seen and what does he want to talk about?Keys:It was OK, but he was a bit tired. His legs ached a bit.Because her friends brother was training for the Olympics.Hell need to take a lot of exercise.Because Tony nearly lost his fathers camera.She has seen the headteacher and he wants to talk about New standard.Part 10: Homework: Talk about the best way that can keep fit for you.Blackboard DesignSummaryUnit 2 Jamie is a cook whose ideas are changing school dinners. Teaching style: Reading and writingTeaching objectives:1.To get the general idea of the reading passage;2.To use the key words of this unit to answer the questions;3.To make notes about healthy eating and use the table Activity 3 to help them.Teaching points:1. Main points1) Key vocabulary: fresh cook hamburger chips pizza terrible healthy food junk food sugar tasty vegetables2) Key structures:Jamie is a cook whose ideas are changing school dinners.Jamie Oliver is a young cook who wants to improve school dinners.2. Difficult points: How to use the attributive clauses which were inducted by the word “whose”.Teaching method: Top-down approachTeaching aids: Video OHP, handouts, etcTeaching procedure:Step 1. 预习检测根据句意及首字母提示完成句子。1. Lets see what is on the m_ of this restaurant.2. He p_ her to go to school, even though she did not want to.3. The restaurant has a wide selection of t_ food.4. His bad health is a great d_ to him.5. Smoking is b_ in our school.B. 根据句意和汉语提示，完成句子。6. Some changes have taken place in peoples _ (日常饮食). 7. The children are _ （教育） in England.8. This is a _ (典型的) example.9. My son is trying to _ (表现) like a man.10. I would like a cup of coffee without _ (糖).A. 1. menu 2. persuaded 3. tasty 4. disadvantage 5. bannedB. 6. diet 7. educated 8. typical 9. behave 10. sugarStep 2. 合作交流Show flashcards to learn the words. Make the students read the words .have them repeat them chorally and individually. Ask the students to do the matching individually. Then have a check.Step 3. 质疑问难 精讲解惑 1. Ask the students to read the passage and answer the questions individually. First the teacher checks with a partner. Then teacher has a check. Then make students ask and answer in pairs.2. Read it again, ask the students to read the passage and answer the questions individually, and then check with a partner. Call back the answers from the whole class, having one student read a question and another answer it. 3. Explain the text. Make students pay attention to the important sentences and key words. If necessary, make students recite some part of the text.Step 4. Writing1.Make notes about healthy eating and use some words in text to help them.2.Write a short passage called “Feed me better”.Step5当堂训练: 根据所给汉语提示完成句子，每空一词。1. 我发现很多学生的午饭是不健康的。I find many students _ _ are unhealthy.2. 那个厨师返回学校来了解孩子们在吃什么。The cook went back to school to see _ _ _ _ _.3. 最后，他说服他们品尝一下他做的饭菜，大家都很喜欢吃。In the end, he _ _ _ _ his cooking, and they all liked it.4. 他决定教孩子们关于健康食品的知识。He decided _ _ the children _ _.5. 他发现那些孩子很难教。He found out that those children _ _ _ _.1. midday meals 2. what the children were eating 3. persuaded them to try 4. to teach, about healthy food 5. were difficult to teachHomework: Write a short passage called “Feed me better”Blackboard DesignSummaryUnit 3 Language in useTeaching style: Revision and applicationTeaching objectives:1. To practice using attributive clauses which induced by the word “whose”.2. To use the key words and expressions in new situations.3. To finish the module task: Discussing how to write a competition.Teaching points:Main points: sketch1) Key vocabulary: midday hobby break down hurt put on practice holiday think about traditional relax instead of discuss2) Key structures:Children whose midday meals were unhealthy were difficult to teach in the afternoon.Hes the person whose camera I nearly lost.Teaching method:Formal and interactive practiceTeaching aids: Tape recorder, video OHP, handouts, etcTeaching procedure:Step 1. 预习检测把下列各题的两句话合为一句。1. There are some students. They want to ask you some questions.There are some students _ .2. The student studies very hard. His father is a worker.The student _.3. Do you know Lucy? Her family is in the country.Do you know Lucy _?4. The girl is our English teacher. You met her yesterday. The girl _ .5. This is the girl. Her glasses are black. This is the girl _ .1. who / that want to ask you some questions 2. whose father is a worker studies very hard3. whose family is in the country 4. (who / that / whom) you met yesterday is our English teacher5. whose glasses are blackStep 2. 合作交流Ask the students to read the six example sentences. Ask them to explain what they illustrate. Step 3. 质疑问难 精讲解惑Complete the sentences with the correct forms of the words.1.Read the example with the whole class so they understand what to do.2.Ask them to complete the activity individually, then check with a partner.3.Call back the answers from the whole class as complete sentences.Step 4. Work in pairs合作交流1.Read the example with the whole class so they understand what to do.2.Ask them to work in pairs to ask and answer the questions.3.Circulate and monitor their production.4.Call back some examples from the pairs.Step 5. Complete the passage1.Read through the words in the box with the class, having them repeat chorally and individually.2.Ask them to complete the activity individually, then check with a partner3.Call back the answers from the whole class as complete sentences.Step 6. Listening1.Work in pairs, listen and say where the speaker is.2.Listen again and answer the questions.Step 7. 当堂训练1. 我们应该禁止学生在校使用手机。We should _ students _ using mobile phones at school.2. 他说服我买那本书。He _ _ _ buy the book.3. 我在考虑加入那个俱乐部。Im _ _ _ the club.4. 祝你好运。_ _ to you!5. 开始的时候你会感到疼，但最后你会感觉很好。Youll feel _ _ _, but youll feel good _ _ _.1. ban, from 2. persuaded me to 3. thinking about joining 4. Good luck 5. pain at first, in the endStep 8: Homework: 1.Work in groups. Choose an invention to discuss how to write a competition according to order.2.Discuss in groups and make notes about the discussions3.Present findings to the class.Blackboard Design要点解析1. Dont give up if you want to stay fit. 如果你想保持健康，不要放弃。【解析】 give up意为“放弃”。如：Please dont give up your dream. 请不要放弃你的梦想。give up doing sth. 意为“放弃做某事”。如：She gave up teaching only three years ago. 三年前她才离开教学工作的。stay fit意为“保持健康”；stay 后接形容词，意为“保持某种状态”。如：Its good for your health to stay happy. 保持愉快的心情对你的健康有益。2. Im not allowed to use it any more. 我不再被允许使用它了。【解析】 not any more 意为“不再”，多指数量上不再增加。如：He doesnt play computer games any more. 他不再玩电脑游戏了。拓展： not any more = no more, 但no more 多放在系动词、助动词后，实义动词之前。如：Im not a student any more. = Im no more a student. 我不再是一名学生了。3. He found out that they didnt know enough about food and health, and they didnt have very much money to spend. 他发现对于食品与健康他们知道的不够多，并且他们没有很多钱消费。【解析】 found out 后可接 that 从句，意为“查明，发现”，指通过观察、探索而发现事情的真相，多指发现无形的、隐秘的事情。如：Its not difficult to find out the information about the programmes. 要查明有关节目的情况并不难。4. What kind of things can help improve your health best? 哪种东西最能提升你的健康？【解析】 help do sth. 意为“帮忙做某事”，同义结构：help to do sth.。如: Doing sports can help keep healthy. = Doing sports can help to keep healthy. 做运动可以帮助保持健康。5. People either swim in it or even drink it . 人们可以在里面游泳甚至饮用它【解析】 either . or . 意为“或者或者”，用作并列连词，当连接两个并列的主语时，谓语动词应和邻近的主语保持一致。如：Either you or I am wrong. 或者是你或者是我错了。提示：英语中需运用就近原则的词组有：neither . nor . （既不也不），either .or . （或者或者），not only . but also（不但而且）及there be 句型。6. He cooked healthy meals for them including meat, rice, pasta and vegetables, but a lot of the teenagers refused to eat the new food. 他为他们烹调包括肉、米饭、意大利面及蔬菜在内的健康食品，但很多青少年拒绝吃新的食品。【解析】 refuse to do sth.意为“拒绝做某事”。如：We shouldnt refuse to help her. 我们不应该拒绝帮助她。He refused to accept my present. 他拒绝接受我的礼物。重要词汇1. ache可以用作动词和名词，作动词时，意为“疼，痛”。如：I ache all over. 我浑身疼。作名词时，ache常构成复合名词，即：身体部位 + ache，表示“某处疼”。如：toothache牙疼，headache 头疼，backache背疼，stomachache胃疼等。2. exercise 作名词，指“运动”时，用作不可数名词，表示“做运动”是take exercise。如：If you dont take more exercise, you will get fat. 如果你不多运动，你将会变胖。当表示“练习，习题”时，是可数名词。如：Look at Exercise 17 in your book. 请看课本内的练习17。当表示“做早操”时是do morning exercise。exercise还可以用作动词，意思是“（使）运动，操练”。如：You are getting fat, you should exercise more. 你胖了，应该多运动。3. weight 是名词，意思是“重量”。如：Can you guess the weight of the horse?你能猜出这匹马的重量吗？表示“变胖”是put on weight，表示“变瘦”是lose weight。【拓展】 weight的动词形式是weigh，意思是“重达，称的重量”。如：Did you weigh yourself? 你称过你自己的体重吗？ 4. interest 作动词时，意为“感兴趣”。如：The man interested his son in music. 这个人使他的儿子对音乐感兴趣。interest作名词时，意为“兴趣”，用作复数时，指不同的爱好，可以构成短语have (an) interest in sth.，意为“对感兴趣”。如：My sister has interest in music. 我姐姐对音乐感兴趣。with interest意为“感兴趣地”。如：He played the game with great interest. 他怀着极大的兴趣玩游戏。【拓展】 interest可以构成两个形容词，interesting（有趣的）和interested（感兴趣的），interested可以构成短语be interested in，意为“对感兴趣”。如：We are interested in the interesting film. 我们对这部有趣的电影很感兴趣。5. tasty 是形容词，意为“美味的，好吃的”。如：The fish is tasty and I like it very much. 鱼肉很好吃，我很喜欢。tasty的动词形式是taste，它是一个系动词，意为“尝起来”。如：The cake tastes delicious. 蛋糕尝起来很好吃。6. persuade 是动词，意为“说服，劝服”。persuade可以构成短语persuade sb. to do sth.意为“劝某人做某事”，其否定形式是persuade sb. not to do sth. 意为“劝说某人不做某事”。如：I persuaded him to give up smoking. 我劝他戒烟。He persuaded us not to go out at night. 他劝说我们晚上不要出去。persuade 后还可接 that 从句，表示“（使）相信”。如：He persuaded me that the book was not worth buying. 他使我相信那本书不值得买。重要短语1. bump into 意为“碰见”。如：I bumped into my friend on my way home. 在我回家的路上，我遇见了我的朋友。2. junk food 意为“垃圾食品”。如：Eating junk food makes you fat. 吃垃圾食品使你变胖。SummaryExercisesI. 用括号内所给词的适当形式填空。1. The more _ (exercise) you take, the healthier you will be.2. I think going _ (run) is the best way to keep fit.3. This storybook _ (interest) me very much when I was a little boy.4. Hey, Tony. What are you doing over there? Im reading a magazine on health and _ (fit).5. You must give up _ (smoke). Its bad for your health.II. 根据所给汉语提示完成句子，每空一词。1. 我的左腿有点儿痛。My left leg _ _ _.2. 杰克逊看上去不高兴，有什么事吗？Jackson looks unhappy. _ _?3. 不要同我谈那件事了，那太无聊了。Dont _ _ me _ that. Thats too _.4. 你的乒乓球训练怎么样？_ was your table tennis _?5. 你喜欢健身课吗？Do you like _ _?6. 不要放弃，继续努力。Dont _ _. Keep trying.7. 你最好不要吃垃圾食品。You _ _