Unit 8 Keeping healthy and Seeing a Doctor
Period One Section I
Teaching time 第 1次/第15 周
1.14日 3、4节/5、6节——浆24班/浆23班
1.15日 1、2节热动班
Teaching aims:
1.Read, discuss and translate medications in English,
2.Learn some expressions used in showing concern and giving advice,
https://www.doczj.com/doc/6210797226.html,prehend the two passages and master the useful expressions in them, and
4.Finish the exercises by themselves or with some help.
Teaching important points:
1. The importance of health
2. Remember the patterns of making a timetable and schedule
Teaching difficult points:
Grammar and complex sentences
Teaching methods:
Task-based learning; Communicative approach
Teaching aids:
1. a radio player
2.the blackboard
3. pictures
Teaching procedures
Section I Talking Face to Face
1. Lead-in
First, the students are asked to discuss the topic—illness. Then their opinions are written down on the blackboard. Finally, the introductory remarks will be made by the teacher as follows: Everybody falls ill once in a while. When you are ill you may have to go to hospital to see the doctor. Illnesses range from skin troubles to cancers. Whatever you may be going to see the doctor for, you may often get a prescription for different medicines. In this unit we will learn how to express discomfort, show concern and give advice.
2. Presentation
Section I. Talking Face to Face
Step 1. Presentation:Read the following two Samples of Medicine Instructions Here are instructions for taking two different medications. Read and try to talk about them in English.
Sample 1
Throat Spray
The spray is made up of vitamins and mint. It is used for the relief of a sore and dry throat. It is also helpful for persistent cough.
Spray gently into open mouth, three times a day.
Don't drink or eat anything immediately after use.
Keep in cool dry place.
Sample 2
Vitamin E Skin Oil Capsule
Ingredients: Vitamin E and vegetable oil.
Functions: Smooth dry and rough skin.
Application: Squeeze capsule and apply contents to desired area.
Rub the lotion into your skin.
Caution: Do not allow the lotion to come into contact with eyes.
Keep out of reach of children. Store in a cool, dry place.
--The Way of Showing Concern
1.What’s the matter with you?
2.What’s the trouble with you?
3.What’s wrong with you?
4.Is there anything wrong?
5.Are you all right (Ok)?
6.You don’t look quite yourself.
7.You don’t look well.
--The Way of Expressing One’s Sickness
8.I’m feeling awful.
9.I’ve got a terrible headache.
10.I’ve got a sore throat.
11.I feel sick.
12.My whole body hurts badly.
13.I’m seriously ill and running a high fever.
14.I’ve just got a bad cold.
Step 2.Practice:
Dialogue 1 A Doctor Is Talking to a Patient
D: what’s wrong with you?
P: I’ve got a sore throat and a bad cough.
D: Try this throat spray. You should feel some relief soon.
P: That’s good. How should I use it?
D: Simply spray it in your throat three times a day. And remember not to drink or eat anything immediately afterward.
P: I understand. Thank you very much.
D: Oh, and keep it in a cool and dry place.
Dialogue 2 Talk About Skin Care
A: Why do you look so unhappy? Is there anything wrong?
B: It’s my skin. It’s so dry and rough.
A: You could try this skin oil capsule. Just rub the oil into your skin. It will smooth and soften your skin immediately.
B: Really? What is it made of?
A: Vitamin E and vegetable oil.
Step 3. Production:
Task: Imagine you are a doctor receiving a patient. The following dialogue is provided for your reference.
D: What’s wrong wi th you?
P: I’ve got a high fever.
D: Oh, it’s just a bad cold. I’ll give you an injection to bring your fever down. P: Do I also need to take some medicine?
D: Yes. Here is a prescription to take care of your cold and keep your temperature down.
Period One Section II
Teaching time 第 2次/第15 周
1.17日 1、2节/5、6节——浆24班/浆23班
1.18日 1、2节热动班
复习（详见教案）
Section II : Being All Ears
Dialogue 1：
Teaching Procedure (It aims to train the students with proper listening strategies.) Pre-listening: provide the students with the new words and expressions; read through
the questions and the chart in exercise 1 and 2, and make some
predictions as to the content of the dialogue.
While-listening: ask the students to listen to the dialogue for the first time and ask them just to understand the main idea of the dialogue not to finish the
exercises; listen to the dialogue again and ask them to finish exercise 1;
ask the students to repeat the dialogue sentence by sentence after the
tape while the teacher will press the button “pause” on the tape
recorder; listen to the dialogue as a whole for the last time.
Post-listening: ask the students to finish exercise 2, i.e. answering questions. This step aims to change listening to speaking.
Notes: The following dialogue and the passage listening can be done in a more or less similar procedure.
III. Assignment
1.Do ex.1-3
2. Preview section III.
Conclusion:
The second period
Section ⅢPassage 1 A Guide to Health for Tourists Teaching aims
1. Master some useful expressions in Passage I
2. Know the way how to keep health for tourists
Teaching important point
Make students know how to keep health in the trip
Teaching difficult point
Enable students to understand the passage
Teaching methods
1) Fast reading to train students’ reading ability
2) Careful reading to get some detailed information
3) Asking and answering activities to make every students active in class
Teaching aids
The radio player and the blackboard
Teaching procedures
Passage 1 A Guide to Health for Tourists
Step 1.Lead-in (In this step, some related information will be provided for the students.)
Health and Safety
In case of ill health, EU citizens can receive free treatment at National Health Service hospitals. While for non-EU citizens treatment within NHS accident and emergency units only is free - if a non-EU citizen needs to be admitted to a ward, they will be charged. If you are charged medical fees, keep
a record of you having paid in order to claim on your insurance.
Generally speaking, you will find few health hazards when traveling in England. The water is safe to drink unless a sign says otherwise (for example on trains), milk is pasteurized and you should find few problems with food if it is cooked properly. However, a change in climate, diet, and water supply in itself can cause problems such as an upset stomach, so take care, especially with your diet.
Doctors’ surgeries vary their hours, so do not count on them being ope n.
For example many close during the afternoons and then open again for a couple of hours in the evenings. Outside of hours，try a local hospital or in
emergencies, dial for an ambulance.
Step 2. Comprehension Questions (The students will be asked some compression questions after they have skimmed the passage to help them develop reading strategies.)
(1) What might/could happen to tourists while they are traveling around?
(2) What are some of the illness a tourist may usually suffer from?
(3) Why should a tourist bring a small first-aid kit?
(4) Why can some traditional medicines be suggested to foreign tourists?
(5) What is medicated oil good for?
Step 3. Explain the passage in detail
(1) Explanation of Difficult Sentences
1. -- Clearly, it is necessary to pack a small first aid kit with you if you go traveling. (Para. 2)
Analysis: “clearly” and similar adverbs like obviously, apparently, etc. express the author’s or the speaker’s idea and attitude; “go doing sth.” is a verb phrase often used in English, with “V-ing” giving the purpose of the verb go, meaning “干什么去”.
e.g. Obviously, it is important to know about the weather if you go swimming in the sea.
2. -- In addition to that, loose-fitting clothing, long dresses, long trousers and long-sleeved shirt fastened at the end are needed when traveling long distances outdoors. (Para. 2)
Analysis: “In addition to that” is used to further certain opinions or points; “fastened at…”
is used to modify long-sleeved trousers and shirts. “you are” is omitted in when traveling.
e.g. In addition to textbooks, stories and adapted for the beginners with Chinese versions are
also needed when learning a foreign language.
3. -- At all times, personal cleanness is of the biggest importance. (Para. 3)
Analysis: “o f the biggest importance” means “the most important”; in English, “be + of +
(a.) noun” is often used instead of “be + adjective”, with the former sounding more formal.
e.g. In any case, honesty as a principle is of the utmost importance.
4. -- What if your friends are reluctant to try them? (Para. 4)
Analysis: “What if”is used to make a supposition. It is an abbreviated form of “What would be the result if…”
e.g. Yes, he can play the main role. But what if he refuses to join us?
5. -- As with Western medicine, some Chinese herbal treatments could have a satisfactory result without any danger or side effects. (Para. 4)
Analysis: “As with ”is an abbreviated form of “as it is the case with…” It stresses the likeness between two things.
e.g. As with gold, some other metals are also very good conductors.
(2) Useful Words and Expressions
1. suffer v. feel or have pain, lose…
e.g. I’ll surely suffer from headaches if I stay up late.She is suffering from homesickness
since she’s never been away from home.
2. hurt v. cause bodily injury, cause pain
e.g. I hurt my toe when practicing ballet.
3. survive :幸存
e.g. The old lady was so lucky that she survived the accident.
It’s difficult for these plants to survive the cold climate in the north.
4. acclimatize v. acclimate 服水土、习惯
e.g. Don’t worry, you’ll soon get acclimatized to the life here.
It’s easier for some people to get acclimatized while very difficult for others.
5. fasten v. 系上、扎上、关上
e.g. Have you fastened all the doors and windows?
She fastened the box with a piece of string.
6 traditional adj. 传统的tradition n.
e.g. To fire crackers on the New Year Eve is a traditional custom in China.
Traditional ideas are not necessarily out-dated ones.
7. reluctant adj. 不情愿、不愿意
e.g. He is reluctant to go shopping with his wife.
I don’t think he is reluctant to accept our invitation.
8. convince v. b e c o n v i n c e d o f s o m e t h i n g,c o n v i n c e s o m e b o d y o f s o m e t h i n g
e.g. I’m convinced of his honesty.
We couldn't convince her of her mistake.
9. soothe v. 使(某人,其神经,其情绪)平静, 安慰, 使(痛苦,疼痛) 缓和或减轻
e.g. The mother is soothing her crying baby.
It’s difficult for him to soothe his anger.
Assignment:Read Passage 2 and complete Ex.7, P45.
Conclusion:
The Third Period
Passag eⅡ& Section Ⅳ Trying your hand
Passage II The Loving Heart Will Go On
Teaching aims:
1. Get the main idea of passage II;
2. Know some common signs;
3. Forming of plural nouns
4. know some useful sentences and grammar
Teaching important points:
Understanding and writing road and office signs;
Teaching difficult points: Mastering some useful expressions.
Teaching methods:
Task-based learning; Communicative approach
Teaching aids:
1. a radio player
2.the blackboard
Teaching procedures
Step 1.Warm up
First ask the stude nts the questions “Do you know the song My Heart Will Go On?” “What do you know about the song?” and then make some conclusions as follows:
The song is the theme song of the film Titanic. The film won several Oscar Academy Awards. The director Jams Gameron has made it a box office hit not only in America, but also in the whole world. The song, together with the touching love between Rose and Jack, strikes a chord with a large audience.
Today we’ll also read a touching story. It is very clear that the titl e of this passage The Loving Heart Will Go On is adapted from the song My Heart Will Go On.
Step 2. Ask the students to skim the passage and finish Exercise 6
Step 3. Explain the passage in detail
(1) Explanation of Difficult Sentences
1. --But her life was in constant danger without a heart transplant.
Analysis: The prepositional phrase in…danger refers to a state. The antonym is “out of danger.”
Translation但由于没进行心脏移植，她的生命还随时处在危险之中。
2. --However, things didn’t turn out as expected.
Analysis: As expected can be understood as an adverbial clause of manner, meaning “in the way in which things are expected to turn out to be”. The words omitted after as could be “they were”.
Translation: 然而，事情的发展并不像预期的一样。
3. --Cheryl went into a deep coma. Frank was told that there was only a million-to-one chance. Analysis: The conjunction that introduces an object clause. Million-to-one is a compound word, meaning “ one millionth, very small in this case.
Translation弗兰克被告知她康复的可能已微乎其微了。
4. --She had been very open about it and had checked “Yes” on her driver’s license. Analysis: It refers to the donation matter mentioned above. The fact that Cheryl checked “yes”…illustrates her openness and tells people that she was willing o donate her organs. Translation: 她对此事坦言无忌，并且在驾驶执照的这一栏里选取了“愿意”一项。
5., --On New Year’s Eve, Carmen stood by Frank’s family at Cheryl’s funeral, who were singing one of their favorite songs, “ My heart will go on”
Analysis: Who introduces an unrestricted clause, modifying Frank’s family. My Heart Will Go On is the title of the song they were singing at Cheryl’s funeral.
Translation除夕夜，在绮瑞尔葬礼上，卡门与弗兰克一家人站在一起唱起他们最喜爱的一首歌：“我心永恒”。
(2) Useful Words and Expressions
1. constant: going on all the time; frequently occurring
e.g. The computer center is kept at a constant temperature.
2 miracle: Something good or welcome, which does not follow the known laws of nature. e.g. The child’s life was saved by a miracle.
Section IV Trying Your Hand
Applied Writing
a.Explain the format of instructing different medicines
b.Learn to understand the instructions for taking medicine
c.Learn to write an instruction according to the samples
Sample 1
MOUTH REFRESHER SPRAY
The spray can make your breath fresh and sweet. It is also helpful for persistent offensive breath.
Spray directly into open mouth whenever needed. One bottle can offer 200 sprays.
Keep away from any fire and spark and don't use when smoking, since the content is combustible.
Sample 2
Aloe Lotion
for
Repairing and Soothing Sun-burnt Skin
Ingredients: Aloe Juice and Vitamin E
Functions: Soothe sun-burnt skin, protect skin from strong sunrays, and delay skin ageing.
Application: Squeeze a few drops to the palms, spread the lotion evenly
and apply it gently on the skin.
Sentence Writing
Grammar Rules: Conjunctions (Refer to the Workbook for Conjunctions.)
连词的基本用法
连词是一种虚词，它不能独立担任句子成分, 而只起连接词与词，短语与短语以及句与句的作用。连词主要可分为两类：并列连词和从属连词。
主要的连词有：and, or, nor, but, yet, however, therefore, so, for, hence, as well as, both…and, not only…but also, either…or, neither…nor, (and) then等。
并列连词与并列结构
1.并列连词引导两个并列的句子。
1) and 与or
判断改错：
(错) They sat down and talk about something. 改:They sat down and talked about something. (错) I saw two men sitting behind and whisper there.
改:I saw two men sitting behind and whispering there.
解析：
第一句：and 连接两个并列的谓语，所以talk 应改为talked。
第二句：and 连接感观动词saw 后面的用作的宾补的两个并列分词结构，因此whisper 应改为whispering。
注意：and 还可以和祈使句或名词词组连用表示条件。（or也有此用法）
e.g. Make up your mind, and you'll get the chance.
= If you make up your mind, you'll get the chance.
2) both …and两者都……
e.g. She plays (both) the piano and the guitar.
3) not only…but (also), as well as不但…而且
e.g. She plays not only the piano, but (also) the guitar.
注意：not only… but also 关联两个分句时，一个分句因有否定词not 而必须倒装。
e.g. Not only does he like reading stories, but also he can even write some.
4) neither…nor 意思为"既不……也不……"谓语动词采用就近原则，与nor后的词保持一致。 e.g. Neither you nor he is to blame.
2. 比较and和or
1) 并列结构中，or通常用于否定句，and用于肯定句。
2) 但有时and 也可用于否定句。请注意其不同特点：
e.g. There is no air or water in the moon. There is no air and no water on the moon.
在否定中并列结构用or 连接，但含有两个否定词的句子实际被看作是肯定结构，因此要用and。
典型例题
I don't like chicken ___ fish.
I don't like chicken, ___ I like fish very much.
A. and；and
B. and；but
C. or；but
D. or；and
答案C。否定句中表并列用or, but 表转折。
判断改错：
(错) We will die without air and water.
改为: We will die without air or water.
(错) We can't live without air or water.
改为:We can't live without air and water.
3. 表示选择的并列结构
1) or意思为"否则"。
e.g. I must work hard, or I'll fail in the exam.
2) either…or意思为"或者……或者……"。注意谓语动词采用就近原则。
e.g. Either you or I am right.
4. 表示转折或对比
1) but表示转折，while表示对比。
e.g. Some people love cats, while others hate them.
典型例题
--- Would you like to come to dinner tonight?
--- I'd like to, ___ I'm too busy.
A. and
B. so
C. as
D. but
答案D。but与前面形成转折，符合语意。而表并列的and，结果的so原因的as都不符合句意。
2) not…but… 意思为"不是……而是……" not 和but 后面的用词要遵循一致原则。
e.g. They were not the bones of an animal, but (the bones) of a human being.
5. 表原因关系
1) for
判断改错：
(错) For he is ill, he is absent today.
改为: He is absent today, for he is ill.
for是并列连词，不能置于含两个并列分句的句子的句首，只能将其放在两个分句中间。
2) so, therefore
e.g. He hurt his leg, so he couldn't play in the game.
although… yet…，但although不与but连用。
(错) Although he was weak, but he tried his best to do the work..
改为: Although he was weak, yet he tried his best to do the work.
6. 比较so和such
其规律由so与such的不同词性决定。such 是形容词，修饰名词或名词词组，so是副词，只能修饰形容词或副词.so 还可与表示数量的形容词many，few，much，little连用，形成固定搭配。
so + adj.such + a(n) + n.
so + adj. + a(n) + n.such + n. (pl.)
so + adj. + n. (pl.)such +n. (pl.)
so + adj. + n. [不可数]such +n. [不可数]
so foolish such a fool
so nice a flower such a nice flower
so many/ few flowers such nice flowers
so much/little money.such rapid progress
so many people such a lot of people
so many 已成固定搭配，a lot of 虽相当于many，但a lot of 为名词性的，只能用such搭配。so…that与such…that之间的转换既为so与such之间的转换。
III. Assignment
1. Do ex.7-9
2.Preview section III.
3. Do the grammar exercises in the workbook.
4. Recite the second paragraph from the bottom of passage II
5. Read and learn by heart the new words in Unit Eight
6. Prepare for the speaking activities in Section I of Unit Eight
Conclusion:
《新编实用英语》第一册教案 Unit One Greeting and Introducing People Teaching Objective In "Talking Face to Face",learn how to greet people and how to make introductions. In "Being All Ears", practice listening comprehension to greet and introduce people with various relationships. In "Maintaining a Sharp Eye",master the key words and structures and learn the way foreign people greet each other, particularly the way Americans meet and greet each other, both in informal and formal situations by reading through passage I; learn and practice how to introduce oneself by reading through passage II. In "Trying Your Hand", become knowledgeable on how to write a business card and fill in a passport with one’s personal information; review the basic sentence structure. Teaching Procedures Section I Talking Face to Face1.Warm- up: Expressions of greetings and responses to greetings： a. Greetings: 1) Hi! How do you do? 2) Hello, you must be Jack from America. 3) How are you? 4) Hello. How are things with you? How are you doing? 5) How is everything? 6) You are doing all right? 7) How it goes? 8) How is life, John? 9) Excuse me. Are you Kitty? b. Responses to Greetings: 1) How do you do? 2) Fine, just fine. 3) Fine, thank you. 4) Quite well. And you? 5) The usual. How about you? 6) So-so. And what about you? 7) Nothing particular. 8) Not too bad. 9) Nice to meet you.
Unit Seven Entertainments and Tourist Attractions I. Aims and Requirements 1. Some entertainment and tourist ads 2. How to write entertainment and tourist ads 3. How to introduce entertainment and tourist attractions 4. Some knowledge about opera 5. Useful words, expressions and language points II. Introduction 1. Entertainments are popular for the public, such as film, opera and so on. The unit will discuss different kinds of entertainments. 2. Entertainment ads are an important source of information for people to find out what entertainments are currently available. Now this unit will begin with an entertainment ad. III. Teaching Plans
Task 1 Talking face to face: Entertainment aids L istening comprehension Part 1 Read some entertainment and tourist ads Part 2 Read some dialogues about entertainment and tourist attractions, and learn how to introduce them to the visitors. Part 3 Useful expressions and sentence patterns about introducing entertainment and tourist attractions Part 4 Practices Part 1 Read some entertainment and tourist ads Sample 1 What Shall We See This Evening Sample 2 Go to see Chinese Acrobatics. Part 2 Read some dialogues about entertainment and tourist attractions, and learn how to introduce them to the visitors Sample1. What Shall We See This Evening 1，Asking programs of this evening: What are we going to see this evening? 2，Giving some selections: There are Beijing opera, a concert and Chinese acrobatics (杂技). What do you prefer? 3，Recommending Beijing opera: I’d recommend Beijing opera. It’s something special you’ve probably never seen before. 4，Discussing Beijing opera: I know. It’s unique to Chinese culture. But I had the chance to enjoy it during my last visit. 5，Discussing the meeting time：When shall we meet? Part 3 Useful expressions and sentence patterns about introducing entertainment and tourist attractions (1) There is a … performance here on these days.
郑州信息工程职业学院基础部 《新编实用英语Ⅰ》课程教学大纲 课程编码：61 总学时：72 学时 实验学时：无 学分：3学分 适用对象：一年级学生 先修课程：基础英语 一、课程的性质与任务 （一）本课程的性质 大学英语课程是非英语专业学生必修的一门基础课程。旨在培养学生的英语综合应用能力，使他们在今后工作和社会交往中能用英语有效地进行书面信息交流，提高综合文化素养，以适应社会发展和经济建设的需要。《新编实用英语Ⅰ》是我院高职一年级学生第一学期所有学生学习和掌握英语听，说，读，写基本技能的基础课。 （二）本课程的任务 本课程在高职高专院校中人才培养计划中是必修课程。该课程理论与技能培养并重，相互结合，培养各类高职高专的应用型人才。经过学习，使学生掌握一定的英语基础知识和技能，具有一定的听说读写译的能力，从而能借助词典翻译和阅读有关英语资料，使学生在今后的工作和社会交往日常活动中能用英语有效地进行口头和笔头交流，并为今后进一步提高英语的交际能力打下基础。为此，该课程将努力做到以下三个方面： 1、培养学生英语综合应用能力具有较强的阅读能力和良好的听、说、写、译能力，使他们能用英语交流信息。 2、增强学生的学习能力、特别是自主学习能力。 3、提高学生的综合文化素养。 （三）本课程培养人才的定位
该课程是我院各专业学生必修的一门公共基础课程，旨在培养学生的英语综合应用能力（听、说、读、写、译）；培养学生使用英语处理日常和涉外业务活动能力。使他们在今后工作中与社会交往中能用英语有效地进行信息交流，提高综合文化素养，以适应社会发展日益国际化的需要。 （四）本课程在人才培养过程中的作用 经过本课程的学习，使学生扎实语音、语法、词汇和基本句型等语言基本功，强化并提高听、说、读、写、译的综合能力，提高学生就业竞争力。 二、课程的基本要求 通过学习本课程，学生应该达到以下要求： 1、词汇 认知2500 个英语单词(包括入学时要求掌握的1000 个词) 以及由这些词构成的常用词组，对其中1500个左右的单词能正确拼写，能进行英汉互译。 2、语法 掌握基本的英语语法规则，在听、说、读、写、译中能正确运用所学的语法知识。 3、听力 能听懂涉及日常交际的结构简单、发音清楚、语速较慢(每分钟120 词左右)的英语对话和不太复杂的陈述，理解基本正确。能理解具体信息，理解所听材料的背景，并能推断所听材料的含义。 4、口语 掌握一般的课堂用语，并能模拟或套用常用口头交际句型，就日常生活和有业务提出问题或做出简单回答，交流有困难时能采取简单的应变措施。 5、阅读 能阅读中等难度的一般题材的简短英文资料，理解正确。在阅读生词不超过数3% 的英文资料时，阅读速度不低于每分钟50 词，能读懂通用的简短文字材料，如信函、产品说明等，理解基本正确。并且掌握以下阅读技巧： 1)理解文章的主旨或要点； 2)理解文章中的具体信息； 3)根据上下文推断生词的意思；
体育与健康耐久跑单元教学计划（水平五） 一、单元设计指导思想 根据新课程标准要求，树立“健康第一”的思想，以学生身心发展为核心，促进学生身体、生理、心理和社会适应能力的全面发展；通过各种教学方法和手段的运用，激发学生对耐久跑学习的兴趣，充分发挥学生主动性和主体性，搭建一个学生展示自我的平台，把学生的创新意识、创新能力和创新精神的培养作为重点来抓，使学生在宽松和谐的气氛中体验成功，享受快乐；为学生终身体育意识打下坚实的基础。 二、单元设计构想 该单元学习内容多，教学难度大，单一的耐久跑教学枯糙乏味。为解决该问题，我们发挥教研组集体智慧力量，深入地进行教学研究，采取集体备课的形式，共同探讨设计适合学生学习兴趣、能力提高的方法，通过多种形式的辅助教学，培养学生的学习积极性，树立自信心、进取心，养成良好的锻炼身体的习惯。 在设计教学流程时，以耐久跑教学内容为主线，辅以游戏、健身操、花样跑、台阶训练及测试等辅助教材进行练习；整个教学流程强调有趣性、多样性和实效性，注重学生能力培养，将合作意识、团队精神、保护帮助融入到课堂中；在教学的个别环节，进行小组间、学生间评价，鼓励优秀改进不足，形成和谐包容的课堂氛围，争取获得较好的教学效果。 三、学生情况分析 高中学生正处于分化与定形阶段，学生学习习惯、学习方式在交替更新时期，此时，学生精力旺盛，希望通过体育活动强身健体、调整情绪，提高运动成绩。教师如何把握这个教材，既要使学生主动学习，又要使学生乐意学习。通过学生情况分析认为：学生在学习耐久跑教材时，有一定的畏难情绪。一方面，教材本身就枯糙乏味，教师的教学方式简单缺泛创新，过去教学千篇一律，影响了学生学习兴趣；另一方面，学生吃苦耐劳精神欠缺，主动学习愿望不强。教师谈到学习耐久跑时，学生怨言多，意见分歧大。这些原因的产生与过去学校体育教学方法、手段、措施不力有很大的关系。那么，在新课程标准的指导下，教师要运用新的教学理念和现代教育手段，结合多种教学方法，激励学生主动学习，自觉参与的热情；培养学生运动兴趣，提高体育素养。要改变传统教学方式，力求教学的多样性、趣味性，把学生吸引到体育课堂中来。为学生终身体育奠定基础。 四、教材分析与处理 本单元主教材内容是耐久跑，从技术教学看包括起跑、途中跑、弯道跑、终点冲刺、呼吸方法、跑动节奏、体力分配等等；如果只是为了完成传授主教材的教学内容，让学生知道这些技术是远远不够的。在新课程标准的指导下，面向全体学生，树立“健康第一”的指导思想，在体育健康课教学中既要弘扬学生的主体性和主动性，又要充分体现体育健康课的价值，使学生身心全面发展,促进学生身心健康向上，为终身体育奠定坚实的基础。那么，如何调动学生的学习积极性，改变传统教学方法，提高教学效益呢？通过分析探讨，针对初二教材和学校、学生的实际，以耐久跑为主教材，结合教师的特长爱好来改变传统的教学方法。如：①确立主题《突破障碍、冲出封锁》，设计情景加以引导的模式，以红军长征为背景，通过各种动员、训练去完成主教材耐久跑的教学任务。②以趣味游戏的串联方式来激发学生的学习兴趣，在练习中不断灌输知识，提高学生的奔跑能力等。在辅助教材的选择上加以突破；如在辅助教材中选择了①复习自编操过度到主教材耐久跑的教学上；②从健身操练习过度到耐
Unit 7 Celebrating Holidays and Making Friends（略） The First Period Section I Teaching time 第次/第周 日 3、4节/5、6节——浆24班/浆23班 日 1、2节热动班 Teaching aims: 1. Read and discuss announcements, notices and posters in English, 2. Learn some expressions used in making announcements, notices and posters , 3. Comprehend the two passages and master the useful expressions in them, and 4. Finish the exercises by themselves or with some help. Teaching important point: Master the new phrases, sentence patterns and make the students be free to talk about a poster. Teaching difficult point: Individual, pair or group work to make everyone work in class Teaching methods: 1.Individual, pair or group work to make everyone work in class 2.Task-based learning https://www.doczj.com/doc/6210797226.html,municative approach Teaching aids: 1.a radio player 2.the blackboard 3. Picture s Teaching procedures I. Lead-in Notices and posters are very common in our daily life, and they are often used to offer information about social functions. Therefore, we should not only learn to read them, but also learn to write them. It’s very important to know how to make announcements, notices and posters. The following samples make it clear that we should first tell the general information like how attractive or interesting the thing you want to make known, then give definite information about time, place and price etc. II. Presentation Section I Talking Face to Face Step1. Read and translate the two samples of posters Notes: 1) The poster gives us a clear idea of the sponsor, time and place. 2) The poster uses some parallel sentences to catch its audience’s eye. 3) The body of the poster is like a Christmas tree, and the fonts are different. It aims to highlight the effect of the poster. Step 2 Practice:
Unit 4 Punctuality and Culture I.Teaching objectives 1.Enlarge your vocabulary related to timetables and schedules. 2.Make an appointment according to the timetables. 3.Practice writing timetables and schedules . 4.Appreciate passages and complete exercises well. 5.Get some tips about the use of verb tenses. II. Key points 1. Master the vocabulary about timetables and schedules. 2. Understand the passages 3. Practice writing timetables and schedules. 4. Practice making an appointment according to the timetables. III. Difficult points 1. Get some tips about the use of verb tenses. 2. Practice writing timetables and schedules. 3. Appreciate passages and complete exercises well. IV. Teaching methodology 1.Task-based language teaching 2.Direct method V. Teaching procedures Section I Talking Face to Face
Unit 1 Invitation Etiquette Unit Goals What you should learn to do Make an oral invitation to: Invite people to join daily activities Invite people to formal occasions Make a written invitation (write an invitation card or a letter) for: Personal invitation Official occasions Give a reply to: An oral invitation A written invitation What you should know about Invitation culture: western and Chinese Word order in a subordinate clause Requirements: After learning this unit, students should grasp: 1.Read and understand the meaning of invitation cards and letters 2.How to write invitation cards and letters and remember the patterns of invitation cards and letters 3.How to invite people to party or dinner, and how to accept and decline invitations 4.The customs of inviting people in different countries 5.Important words, phrases and language points in the passage In our daily life, we need to invite others to dinner or take part in all kinds of parties, so we should know about western custom about invitation. Foreign custom is much stricter than Chinese custom in the matter of replying to
Unit 5 Our weather and Climate I.Teaching objectives 1.Enlarge vocabulary related to weather and climate. 2.Get some tips about the use of basic sentence structures. 3.Practice writing: describe the weather in form of weather forecast. 4.Appreciate passages and complete exercises well. 5.Practice to understand easy weather forecast. 6.Practice to talk about the weather. II. Key points 1.Master the vocabulary about weather and climate. 2. Understand the passages 3. Practice writing: describe the weather in form of forecast. 4. Practice to talk about the weather and understand easy weather forecast. III. Difficult points 1. Get some tips about the use of basic sentence structures. 2. Practice writing a short weather forecast. 3. Appreciate passages and complete exercises well. IV. Teaching methodology 1.Task-based language teaching 2.Direct method V. Teaching procedures Section I Talking Face to Face Imitating Mini-Talks 1.Work in pairs. Practice the following mini-talks about greeting and introducing people. Acting out the Tasks 2.Work in pairs and act out the tasks by following the above mini-talks. Key for reference: 1.Task: Ask for Mark’s comments on the weather. 2.Task: Ask about and describe the weather at this time of year. 3.Task: Ask Mr. Green about the weather condition tomorrow and plan an activity. 4.Task: Talk about the change of the weather from long rainy days. 5.Task: Complain about a cold day.
分享运动分享快乐——水平二《快速跑》单元计划及课时设计
分享运动分享快乐 ——水平二《快速跑》单元设计 一、教材分析 水平二快速跑的教学，是在水平一走和跑的基础上发展而来的，教学中结合多种方式的游戏，使学生在活动中掌握基本的快速跑技能。通过教学，发展学生速度、耐力等身体素质，提高身体协调性和灵活性，培养学生的参与意识和锻炼兴趣，激发他们勇敢顽强的拼搏精神。本单元设计贯彻了课程标准的精神，通过引导学生主动参与学习，把获得新的知识经验，运用在实践中。因此，教学中我努力体现以教师为主导，学生为主体，启迪、导疑、创新为主轴，培养学生自主学习的意识，在反复学练的过程中，掌握浅易的知识，学会简单的技能，让学生在愉快的学习环境中发现问题，解决问题，自我挑战，自我超越，从而获得一种成功的喜悦。所以我把本单元分为4个课次来完成，让学生从各种突发信号的起跑、高抬腿跑、自然站立式起跑、30M全程跑等四个过程进行循序渐进的学习，有助于他们对快速跑能力的提高。 二、学情分析 三年级学生运动基础较为薄弱，侧重于感性。根据学生喜欢模仿的特性以及模仿能力强且好学的心理特征，在练习的过程中，一方面注意加强对学生错误动作的纠正（个别辅导），另一方面由动作掌握较好的学生作展示，让其余学生观察，以提高动作质量。通过表扬、榜样、直观示范、实践及比赛等方法进行教学，并采用激励性语言，激发学生的学习动机，以进一步促进学生的学习兴趣，努力提高动作质量，同时结合运动保健，观注学生素质与能力的培养，以达到保健与育人相结合。 三、单元教学目标 1、初步掌握快速跑的技能，发展学生速度、耐力等身体素质，提高身体协调性和灵活性。 2、通过跑的专门练习手段，帮助学生提高跑的能力，改进跑的姿势，发展腿部力量。 3、培养学生互相协作、合作学习的学习品质。 四、教学流程 第一课次——是为了进一步建立快速跑的概念，使学生在运动中掌握快速反应的能力。在这部分教学中，我采用“示范——模仿式”的教学模式，通过示范——参与性练习——自主练习的教学过程，使学生明确学习的目标。课的开始，通过教师的讲解，让学生先有一个起跑的概念，再从中导入各种突发信号跑的动作及要求。接着让学生在老师发出的信号下尝试做各种突发信号起跑的方法和姿势。之后让学生练习几次，教师有目的地请动作完成情况不同的几个同学上来演示，让他们自己发现问题，并且找出解决问题的具体办法，教师进行适当的纠正和补充，并有的放矢地对个别学生进行辅导。最后让学生再次进行练习，体验到了解决问题的成功与快乐，按不同信号做不同姿势与方向起跑5——10米。 第二课次——在这部分教学中，我采用“示范——模仿式”的教学模式，通过示范——参与性练习——自主练习的教学过程，使学生明确学习的目标。之间通过（1）原地高抬腿踏步（2）两人一组原地高抬腿走膝触同伴手掌（3）两人一组原地高抬腿走脚背触同伴手掌（4）原地高抬腿跑膝触同伴手掌（结合合作展示）（5）原地听节奏高抬腿跑(6)原地高抬腿跑（结合分组展示）（6）原地高抬腿跑接10-20米加速跑的练习，达到本课的要求。游戏的设计起了个巩固的作用，并为下一次课做铺垫。 第三课次——在这部分教学中，我通过与学生的交流了解学生对起跑姿势的掌握情况，并通过逐一起跑姿势的尝试让学生在练习中得出最快的一种起跑姿势，引出本节课学习的内容。在对技术动作的示范和讲解过程中，由学生两人一组的尝试学习，初步掌握“站立式起跑”的正确姿势，并在巡视观察中指导“学困生”，提高他们的学习能力和水平。 第四课次——在教学中采用自主动手、合作、讨论的学习方式。让学生在激烈的游戏竞争中学习。根据课堂设计的思路要求把本环节设为五部分：a．直线跑练习；b．跳过“小河”跑的练习；c．钻“山洞”跑的练习d．学生代表展示；e．“勇敢者”之路。（竞赛）接着运用游戏“播种抢收”把学生学习兴趣进一步推向高潮。 在整个单元的教学中，教师通过各项目与游戏紧密结合的形式对每项技术动作进行教授，同时通过偿试——质疑——解难——学练的步骤，鼓励并启发学生亲身去偿试学习快速跑的每个动作，发现问题、提
Unit 1 Hello, Hi Unit Goals 1.Greet people and give responses: first meeting and meeting again 2.Exchange personal information: name/address/telephone number/job/study 3.Introduce people to each other 4.Meet people at the airport 5.Say goodbye to others 6.Say hello in different languages 7.Write a business card What should you know about 1.Etiquette of meeting and introducing people 2.Etiquette of exchanging business cards 3.Basic sentence structures Section I Talking Face to Face 1.Imitating Mini-Talks 2.Acting out the Tasks 3.Studying Email Information on the Internet 4.Following Sample Dialogues 5.Putting Language to Use Section II Being All Ears 1.Learning Sentences for Workplace Communication 2.Handling a Dialogue 3.Understanding a Short Speech / Talk
Unit Three Communication by Phone Teaching Objective In "Talking Face to Face", learn how to make and receive phone calls. In "Being All Ears",practice listening comprehension to make and receive phone calls. In "Maintaining a Sharp Eye",master the key words and structures and learn to understand the author’s attitude towards the communications revolution by reading through passage I; learn and practice how to communicate by phone in the US through passage II. In "Trying Your Hand", learn to understand the telephone message in English and learn to write our own ; review the noun clauses. Teaching Procedures Section I Talking Face to Face 1.Warm- up: Expressions of telephone communication： 1).Person calling (打电话) (1) Can you put me through to 2355213? (2) Could I have extension 125? (3) Could you tell me the number of the English Department? (4) Hello, this is Jack. (5)Good morning, Jack speaking. (6)Let me talk to Jack. (7)I would like to talk to Jack. (8)When is he expected to be back? (9)What time could I reach her? (10)Sorry to have troubled you. (11)Would you tell her I called? (12)Can I contact him this morning? (13)Could you ask her to call me back? (14)I must have dialed the wrong number. (15)Please tell him to phone 856852? 2). Person called (接电话) (1) A moment, please. (2) The line is busy. (3) He is on another phone. (4) Just a minute. I will get the number for you. (5) May I ask who is speaking?
水平四快速跑单元教学 计划 TTA standardization office【TTA 5AB- TTAK 08- TTA 2C】
水平四快速跑单元教学计划 教材分析： 根据课标要求，快速跑教材的学习主要是： 1、发展学生反应速度、运动速度、和位移速度，发展学生快速奔跑的能力， 2、提高机体无氧代谢能力，发展腿部肌肉后蹬力量， 3、在练习和比赛中，培养竞争意识，体验快速跑的乐趣，促进身心的全面发展。 快速跑教材是初中体育教材的重点教学内容之一，主要任务是掌握一些跑的基本技术和锻炼方法。它是田径运动的基础项目，经常练习对增强体质，提高成绩，效果明显。特点是：距离短、强度大、速度快。所以在初中体育教学把快速跑作为学习的主要教材之一。 在教学中还要发掘教材的教育功能。培养学生的勇敢、果断、快速、敏捷的作风，团结合作和吃苦耐劳的精神。根据初中学生的生理和心理特征，教师在教法上采取多样性和竞赛性，提高学习和锻炼兴趣，增强竞争意识，促进身心的全面发展。 学情分析： 跑的内容在体育教学中是比较枯燥，乏味的课程。初中学生如果按部就班的教学，效果不是很好。所以在课堂教学过程中，要针对学生竞争意识强、模仿力强、有好奇心等特点，应该创设情境，创设环境采用生动活泼、形式多样、搭配新颖、实用且有挑战与配合于一体的教学模式来完成，实效性会更强一些。 单元计划
说明： 短距离跑教学中，应以提高学生快速奔跑的技能为主，着重培养跑的正确姿势，发展学生的奔跑能力，打好身体素质基础。该教学一般安排在春、秋季为宜。教学重点应放在途中跑练习上，待途中跑有了一定基础后再进行其他环节的教学。在途中跑的教学中，摆臂练习常被忽视，尤其是女生，在快速跑中臂腿动作很不协调，既影响跑动速度又缺乏美感。所以必须加强腿臂动作协调配合的练习。在跑的专门性练习中经常出现易犯错误，如小步跑直腿拍打式着地，踝膝紧张直腿前蹬；高抬腿和后蹬跑动作缺少一定的素质基础，高抬腿是臀部后坐，膝踝蹬伸不直；后蹬跑时前摆伸小腿，后蹬屈膝等，影响教学效果。要针对初学者的接受能力和身体条件，选择有效的教学措施，简化动作难度，使学生建立正确的跑姿。
Unit Four Punctuality and Culture Unit Goals: What You Should Learn to Do 1. Make / keep / postpone an appointment according to a work timetable 2. Make reservations according to the timetables of flights and trains 3. Understand and make up schedules for different purposes 4. Write: a timetable a schedule What You Should Know About 1. Punctuality in social activities 2. Planning a work day / week 3. Use of verb tenses Section ⅠTalking Face to Face Imitating Mini-Talks Acting out the Tasks Studying Timetables and Schedules Following Sample Dialogues Putting Language to Use Imitating Mini-Talks 1 Work in pairs. Practice the following mini-talks about schedules and timetables. 1) Asking for an Appointment with the Manager A: I'd like to make an appointment with your manager. Do you think I could see him sometime this morning? B: Sorry, he's fully booked this morning. A: How about tomorrow morning then? B: Yes, I think tomorrow morning would be fine. 2) Asking to Meet Mr. Peterson A: Mr. Peterson, I wonder if it would be convenient to meet you today. B: Let me see. I'm free this afternoon. Is that all right for you? A: Well, I've got a meeting from 2 to 4. Are you free tomorrow morning? B: No problem. Let's make it at 10 then. 3) Asking to Change the Appointment with Dr. Johnson A: I'd like to change the appointment with Dr. Johnson from Tuesday to Thursday. B: I'm afraid he won't be available on Thursday morning. A: What time would be convenient for him? Will 2 p.m. do?
《快速跑》教学设计 授课教师：邱锦华 学校：武平县东留中心学校
30米快速跑单元教学计划授课教师：邱锦华年级：二年级1班人数：42
水平一（二年级）快速跑教学设计 武平县东留中心学校：邱锦华一、指导思想 以新课程标准的理念为依据，遵循“以人为本，健康第一”的宗旨，以学生发展为本，培养学生创新精神与实践能力。师生共同创设愉悦的学习、活动氛围，通过多种手段激发学生参与体育活动的兴趣，充分感受自主与合作的快乐；培养团队合作意识和社会适应能力，形成积极主动的学习与生活态度，培养学生终身体育意识。 二、教材分析 水平二快速跑的教学，是水平一（二年级）的内容。快速跑是水平一田径教学的主要教材，其特点是奔跑距离短。教学中既要逐步发展速度，又要学会保持跑的正确姿势。本课设计轻松、自然的快速跑。为避免教材枯燥给学生学习兴趣带来负面影响，在教学中采用游戏的教学方法，通过多种跑的游戏活动，发展学生的奔跑能力，，并在跑中做到上体正直稍前倾，前脚掌先着地，屈臂自然前后摆。 三、学情分析 二年级学生对体育活动充满热情，但对体育活动的动作概念和方法了解甚少。他们有注意时间短，无意注意占主导作用，学生对教师枯燥无味的讲解和练习题会产生厌倦情绪。因此，根据学生已有的自然快速跑的经验，本课我选用自然快速跑的为教学内容，进行第二课时教学，在教学中通过游戏让学生掌握用前脚掌先着地这一教学重点，发展学生快速跑的能力。 四、教学目标 （一）知识和技能目标：通过游戏教学，激发学生的学习兴趣，大部分学生能掌握用前脚掌先着地的快速跑的方法，，并能在跑中保持上体正直稍前倾，屈臂自然后摆的动作。 （二）体能目标：发展学生灵敏及奔跑的能力。 （三）情感目标：激发学生乐于参与，积极向上的学习热情，培养学生遵守纪律、听从指挥的良好品质。 教学重点：前脚掌先着地 教学难点：跑的自然，协调。 五、教学程序 （一）开始热身部分 利用学生熟悉的音乐，调动学生学习的热情，并在欢快的音乐中进行热身操练习，充分活动各关节。 （二）学习提高部分 低年级的学生乐于模仿，喜欢游戏。因此在教学中我首先让学生体验本课的教学重点前脚掌先着地跑。然后进行“红队蓝队”的游戏进行快速跑的练习，在游戏中保持正确的姿势。最后利用辅助教材持轻物掷准发展学生投准的能力，培养学习遵守游戏规则的好习惯。 （三）整理恢复部分 1、听音乐进行身心放松活动 2、总结本次课的情况评价 六、教学效果预计 1、预计85%以上的学生能用前脚掌先着地的方法进行快速跑。 2、预计本课学生运动的强度为中等，最高心率140次/分左右，平均心率115次/分左右，练习密度为40%左右。 七、教学中可能出现的问题及解决预防的方法 1、学生在跑步的过程中头后仰、挺腹，针对这种情况进行前脚掌先着地的练习。 2、没有按规则进行游戏，用语言随时提醒学生遵守规则。