外研版初三英语下册Module 6教案
MODULE 6 TEACHING PLAN
Module 6 Look at yourself!
一、题材内容
本模块的话题是“健康生活”，内容涉及“出行安全”、“生活习惯”、“健康饮食”、“充足睡眠”、“乐观心态”和“远离香烟和毒品”等，语言技能和语言知识都是依据中心话题展开的。第一单元从观察图片入手，引入本课主题。对话以长途旅行中发生的事故为话题展开，内容贴近学生的生活，对学生处理突发事故也有指导意义。对话中涉及了多种时态，突出了本模块的语法内容。第二单元通过阅读健康生活六原则来引导教育学生珍爱生命以及如何安全、健康地生活，在完成阅读活动的过程中培养学生分析和推理的阅读技能。本模块的写作是仿照阅读文章并结合自身的经历，写出自己的健康生活原则。第三单元主要复习本模块的语法、词汇，扩大阅读量并完成模块任务。本模块语法重点为复习学过的时态。使学生在无意识的情况下掌握语言结构,既学习语言知识, 又感悟语言功能,真正做到了语法为语义表达服务。本模块的Around the world栏目介绍了laughter for health, 通过讨论可以加深对学习的兴趣，既可学习语法，又可培养叙述能力。中教师应随时随地灵活利用各种素材组织过程和内容。充分调动学生的积极性。
教学目标
1）语言知识：
语音能朗读不同时态的句子，注意意群的停顿。
词汇Fever, flu, knee, wound, miss, trip, improvement, oncoming, couch, expert, require, fit, amount, weight, effect, cooker, shock, hit, glad, breathe, cancer, fix
语法复习学过的时态。
功能谈论健康生活。
话题以“健康生活”为话题。
2）语言技能：
听能听懂有关事故发生的时间、地点、现场人物和事故发生的过程；能根据所听细节信息进行推断。
说能叙述过去发生的事故，交代清楚时间、地点、原因及人员受伤情况等。
读能读懂有关健康生活的建议或原则；能根据文章内容进行简单的推断和评价；能分析文章的结构。
写能根据生活经历写出自己的健康生活规则。
演示与表达 能叙述健康生活的原则。
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。观察并归纳现在进行时的用法,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介绍健康生活。
资源通过其他资源获取更多健康生活的知识。
自学策略归纳、复习所学习过的时态。
合作学习策略交流健康生活的窍门和经验。
4) 文化意识：
中外对比了解中西方不同的生活习惯和生活方式。
5) 情感态度：
教育学生要热爱生命，培养积极乐观的生活态度。
6) 任务：提供健康生活小指南。
教学重点和难点：
重点：1．通过健康生活题材培养学生的听、说、读、写能力，进一步巩固时态的用法。
难点：运用恰当词语介绍健康生活，培养积极乐观的生活态度。
教学方法：
基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P―T―P”自主学习立体模式：pre-task―task-cycle―post-task。
二、教材处理
核心任务：提供健康生活小指南，运用所学句型结构、运用恰当词语介绍健康生活。三个环节如下：
pre-task：学生联系生活实际，激活背景知识。
task-cycle：通过整个模块的听说读写的训练，强化运用恰当词语介绍健康生活的表达能力，为完成任务做好铺垫。
post-task：达成任务，展示成果，反馈学习情况。
三、教材安排
根据学生学习英语的特点和规律，我们把本模块划分为4课时：
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：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
『教学设计』
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 (重点)
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. (难点)
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 “照顾，照料”，初中阶段常见的look短语还有: 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，赶上”。如：
If you miss a lot of lessons, it’s very difficult to catch up.
Catch up还可以和with 连用，如：
Run fast, or you can’t catch up with him.
3. I’ll call for help on my mobile.
这里call指打电话，for表目的，即“打电话求助”。
4. There he is, lying on the ground!
现在分词短语lying on the ground在本句中作状语，对谓语表示的状态起陪衬说明的作用。
5. He’s got a wound in his leg and he may get a fever but it’s nothing serious.
这里nothing serious表示“不很严重，没什么大事”。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. (重点)
2. To understand the passage. (难点)
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，因为”。
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“增加体重”
I can peat what I want, but I never put on weight.
3. Say no … to smoking and drug!
这里 say no / yes to …表示“向…… 说 不 / 行”，即“拒绝 / 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 …
这里effect 是名词，意思是“影响、结果、效果”，后面常接介词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 (难点).
2. To learn about laughter for health.
3. To give health advice to people. (重点)
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
MODULE 6 TEACHING PLAN
Module 6 Look at yourself!
一、题材内容
本模块的话题是“健康生活”，内容涉及“出行安全”、“生活习惯”、“健康饮食”、“充足睡眠”、“乐观心态”和“远离香烟和毒品”等，语言技能和语言知识都是依据中心话题展开的。第一单元从观察图片入手，引入本课主题。对话以长途旅行中发生的事故为话题展开，内容贴近学生的生活，对学生处理突发事故也有指导意义。对话中涉及了多种时态，突出了本模块的语法内容。第二单元通过阅读健康生活六原则来引导教育学生珍爱生命以及如何安全、健康地生活，在完成阅读活动的过程中培养学生分析和推理的阅读技能。本模块的写作是仿照阅读文章并结合自身的经历，写出自己的健康生活原则。第三单元主要复习本模块的语法、词汇，扩大阅读量并完成模块任务。本模块语法重点为复习学过的时态。使学生在无意识的情况下掌握语言结构,既学习语言知识, 又感悟语言功能,真正做到了语法为语义表达服务。本模块的Around the world栏目介绍了laughter for health, 通过讨论可以加深对学习的兴趣，既可学习语法，又可培养叙述能力。中教师应随时随地灵活利用各种素材组织过程和内容。充分调动学生的积极性。
教学目标
1）语言知识：
语音能朗读不同时态的句子，注意意群的停顿。
词汇Fever, flu, knee, wound, miss, trip, improvement, oncoming, couch, expert, require, fit, amount, weight, effect, cooker, shock, hit, glad, breathe, cancer, fix
语法复习学过的时态。
功能谈论健康生活。
话题以“健康生活”为话题。
2）语言技能：
听能听懂有关事故发生的时间、地点、现场人物和事故发生的过程；能根据所听细节信息进行推断。
说能叙述过去发生的事故，交代清楚时间、地点、原因及人员受伤情况等。
读能读懂有关健康生活的建议或原则；能根据文章内容进行简单的推断和评价；能分析文章的结构。
写能根据生活经历写出自己的健康生活规则。
演示与表达 能叙述健康生活的原则。
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。观察并归纳现在进行时的用法,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介绍健康生活。
资源通过其他资源获取更多健康生活的知识。
自学策略归纳、复习所学习过的时态。
合作学习策略交流健康生活的窍门和经验。
4) 文化意识：
中外对比了解中西方不同的生活习惯和生活方式。
5) 情感态度：
教育学生要热爱生命，培养积极乐观的生活态度。
6) 任务：提供健康生活小指南。
教学重点和难点：
重点：1．通过健康生活题材培养学生的听、说、读、写能力，进一步巩固时态的用法。
难点：运用恰当词语介绍健康生活，培养积极乐观的生活态度。
教学方法：
基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P―T―P”自主学习立体模式：pre-task―task-cycle―post-task。
二、教材处理
核心任务：提供健康生活小指南，运用所学句型结构、运用恰当词语介绍健康生活。三个环节如下：
pre-task：学生联系生活实际，激活背景知识。
task-cycle：通过整个模块的听说读写的训练，强化运用恰当词语介绍健康生活的表达能力，为完成任务做好铺垫。
post-task：达成任务，展示成果，反馈学习情况。
三、教材安排
根据学生学习英语的特点和规律，我们把本模块划分为4课时：
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：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
『教学设计』
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 (重点)
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. (难点)
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 “照顾，照料”，初中阶段常见的look短语还有: 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，赶上”。如：
If you miss a lot of lessons, it’s very difficult to catch up.
Catch up还可以和with 连用，如：
Run fast, or you can’t catch up with him.
3. I’ll call for help on my mobile.
这里call指打电话，for表目的，即“打电话求助”。
4. There he is, lying on the ground!
现在分词短语lying on the ground在本句中作状语，对谓语表示的状态起陪衬说明的作用。
5. He’s got a wound in his leg and he may get a fever but it’s nothing serious.
这里nothing serious表示“不很严重，没什么大事”。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. (重点)
2. To understand the passage. (难点)
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，因为”。
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“增加体重”
I can peat what I want, but I never put on weight.
3. Say no … to smoking and drug!
这里 say no / yes to …表示“向…… 说 不 / 行”，即“拒绝 / 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 …
这里effect 是名词，意思是“影响、结果、效果”，后面常接介词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 (难点).
2. To learn about laughter for health.
3. To give health advice to people. (重点)
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
