M7 Unit 2 Fit for life

M7-U2 Fit For LifePeriod 2 Reading1I. Teaching aims:1. Encourage the Ss to grasp the main topics of the article.2. Arouse the Ss’ interest in le arning English by talking about their own opinions. II. Teaching important point:Develop the student s’ reading ability---how to guess the meanings of new words.III. Teaching difficult point:1. Find the main points and express them.2. Understand the text.IV. Procedures:Step1. Greeting and revisionAsk some Ss to name the treatments learnt in the last period.What other treatments do you know? Can you name them?Step2. Lead-inPeople may take medicines when they are ill. However, if they don’t t ake the right medicine in the right way, they may not get better and even get worse.Have you ever got a fever? And what medicine do you often take when you get a high fever? T: Yes, they are two important medicines which can reduce fever. What else do you know about these two medicines? Eg: How were they invented?Step3.Fast readingAsk Ss to scan the passa ge to answer the following questions:When was one of the medicines first sold as a tablet?What did Fleming, Florey and Chain share?Step4.Careful r eading1. Read the passage again and try to answer the questions in partC1.2. Ask the Ss to find out the development of the two medicines.Development of Aspirin:In 1900: sold in shops as a tabletIn 1950: as the best-selling painkiller recorded in the Guinness BookIn 1971: proved to be a blood-thinning medicineIn 1977: used to prevent a strokeIn 2003: used to reduce blood sugar levelsDevelopment of Penicillin:In 1928: discovered by Alexander FlemingWorld War II: found new chemical techniques to purify itIn 1945: all the scientists shared the Nobel Pr ize3. Look for the effects of the two medicines.Effects of aspirin:Reduce fever Help stop body painsReduce the risk of heart attacks Prevent a strokeReduce the risk of colon cancer Help with diabetesIncrease the length of people’s livesEffects of penicillin:Help in treating wounds and infectionsTreat other illnesses including pneumoniaStep5. Reading strategyHow can we understand medic al terms?Words coming form the sa me stem:Words that are compound words:Words with irregular plural forms:Step 6 discussion1. What do you think the world would be like if there were no medicines?2. Do you believe that ‘wonder drugs’ will be invented to treat diseases like AIDS in the future?3. Do you believe that someday people will invent some pills to keep us ener getic all day? Step7. HomeworkAsk Ss to find out some difficult sentences and important words in the passage.V. Design of writing on blackboard:2VI. Record after teaching:。

M7U2 Fit for life知识清单一、基础回顾外科医师surgeon 革命revolution 针头；指针needle咀嚼；咬chew 可能性potential 加速，加快accelerate症状；征兆symptom 结果，后果outcome 锋利的；严厉的sharp复杂的；情结complex 器官；团体organ 现象phenomenon药片；丸tablet 酸；酸性的acid 必不可少的vital橱柜；衣柜cupboard 循环；传播circulate 大规模的mass上瘾；入迷addicted 理论，学说theory 钝的；灰暗的dull二、词汇拓展1. chemist n. 化学家；药剂师→chemistry n. 化学→chemical 化学的2. beneficial adj. 有益的→benefit n. 利益；益处/ v. 对……有益/ 受惠3. possess vt. 拥有→possession n. 拥有；所有物4. abnormal adj. 不正常的→normal adj. 正常的5.astonish vt.使惊讶→astonished adj.惊讶的；惊愕的→astonishing 令人惊讶的→astonishment n. 惊奇；惊愕6. application n. 适用，应用；申请→apply vi.申请/ vt.涂抹→applied 适用的7. unable adj. 不能，无法→able adj. 有能力的→ability n. 能力→disable使残疾→disabled adj. 残疾的→disability 无能；残疾8. effective adj. 有效的；实际的→effect n. 效果；功效9. approval n. 批准；赞成→approve v. 赞成；批准10. sickness n. 病；恶心→sick adj. 有病的；恶心的→sicken 患病11. bleed vi. 流血→blood n. 血；血统→bloody adj. 流血的12. applaud v. 鼓掌；称赞→applause n. 拍手喝彩；赞扬13. reasonable adj. 合理的；懂得事理的→reason n. 原因14. arrangement n. 排列，整理→arrange v. 整理；安排15. swell v. 肿胀；鼓起→swelled 过去式→swelled/ swollen 过去分词16. relate v. 联系；叙述→relation n. 关系；人际关系→related adj. 相关的；亲戚的→relative 相关的；相对的；亲戚→relationship 关系；亲戚关系三、重要词组及表达方式1. 打开open up2. 在自然界in nature3.以……的形式in the form of …4. 咀嚼……chew on …5. 使筋疲力尽；使厌烦wear sb. out6. 在某人身上测试try out sth. on sb.7. 在当代社会in contemporary society 8. 被应用于……be applied in9. 对……谨慎的be cautious about 10. 对……感到满意be happy with11. 染上毒瘾be addicted to drugs 12. 肿胀swell up13. 赞成，同意subscribe to 14. 逐渐消失fade away15. 随着…的运用with the application of 16. 意识到……be aware of …17. 留意……look out for …18. 代替某人的位置take one’s place19. 发出，放出let out 20. 把……和……联系起来relate … to …21. 采取措施做某事take measures to do sth.22. 阻止某人做某事block sb. from doing sth.23. 治愈某人的……cure sb of …24. 有做某事的可能性have the potential to do sth.25. 加快……的进程accelerate the process for/ of …26. 提出一些相当合理的观点make some quite reasonable points四、重点句型1. It was in 1897 that a European chemist called Dr Felix Hoffmann produced aspirin form this chemical.2. Not only has aspirin proved vital for reducing fever and helping stop pain, but there are also other things that aspirin can help with.3. Today acupuncture has become popular round the world, as have other traditional Chinese medicines.4. One theory explaining this phenomenon suggests that acupuncture blocks pain signals from reaching the brain.五、单元话题A new kind of medicine has been invented, which is beneficial to heart attack. It should be taken three times a day and two tablets once. You can also take one or two more tablets if needed. But if you are not feeling well after taking the medicine, you should stop taking it at once. For your safety, it’s better to follow doctor’s advice before taking it.。

Unit 2 Fit for life Welcome to the UnitTeaching a ims:After this class, the students will be able to:1. learn more words about doctors;2. have general idea of the history of acupuncture;3. practise their spoken English.Teaching procedures:Step 1 Lead-in1. H ow can we keep fit?2. W hat will people do when they fell ill?3. Guessing game: What are the doctor s?Step 2 P ictures talking.In what way do doctors give patients treatment?S tep 3 Discussion1. Do you know any person related to invention or discovery of medicine?2. Can you imagine a day without any medicine in this world?S tep4 HomeworkS earch for more information about the history of medicine.ReadingP eriod oneTeaching a ims:After this class, the students will be able to:1. gain the gist through first and second reading;2. practice students’listening ability;3. improve students’ thinking ability through discussion;4. understand some medical terms.Teaching procedures:Step 1 lead-in1. Fill in the blanksA good _________ tastes bitter.Laugh is the best ____ in the worldThere is no ______ against death.2. QuestionsWhat medicines have you ever taken? And what do you know about them?How much do you know about the two medicines?Who invented the two medicines?What illnesses can the two medicines be used to treat?Step 2 First readingWhen was aspirin first sold as a tablet?What did Fleming, Florey and Chain share?Step 3 ListeningListen to the article and try to answer the questions in C1 on page 20.S tep4 Second readingDevelopment of aspirin:Development of Penicillin:Effects of aspirin:Effects of penicillin:S tep5 DiscussionDo you believe that “wonder drugs”will be invented to treat diseases like AIDS in the future?S tep 6 Reading strategyHow can we understand medical terms?Words coming from the same stem:Words that are compound words:Words with irregular plural forms:S tep7 ConsolidationFill in the blanks with proper words according to the reading material.S tep8 HomeworkReview the w hole article, underline the phrases and words you don’t know.ReadingP eriod twoTeaching a ims:After this class, the students will be able to:1. consolidate the gist of the article;2. learn some phrases such as focus on, open up, take place, etc；3. learn some words such as trial, thin(vt), note, etc.Teaching procedures:Step 1 ConsolidationFill in the blanks with correct the words.S tep 2 Useful phrasesfocus on, open up, take place, save one’s life, be made from, in powder form, carry out a study, be considered to be, manage to do, due to, dream come true, heart attack.Step 3 Difficult language pointsW ords:trial, thin(vt), risk, note, application, massS entence structure:1. However, it was not until World War II that two other scientists managed to use new chemical techniques to purify it.2. I t was over a decade before someone else turned penicillin into the great drug of the 20th century.S tep 4 Group discussionL et students discuss with partners about making up a story with the words and phrase we have just learned.S tep5 PresentationAsk students to present their story in front of the class.S tep6 HomeworkWord powerTeaching a ims:After this class, the students will be able to:1. Learn more words about common diseases such as chicken pots, influenza, cancer, etc.2. Learn some words about the ways we use medicine such as powders, liquid, cream and so on.3. Learn some words about the hospital department such as reception, ward, X-ray room, etc.Teaching procedures:Step1 Lead-inCan you tell the names of the diseases?Step2 Word gameWhat are the names of diseases according to the definition?S tep3 Diary entry readingTake notes down about the diseases mentioned in the entry.S tep4 Match gameM atch the words with pictures, learn some words about different ways we use medicine.S earch information about the history of medicine.S tep5 H ospital departmentI dentify the functions of each department in hospitalWord powerTeaching a ims:After this class, the students will be able to:1. Learn more words about common diseases such as chicken pots, influenza, cancer, etc.2. Learn some words about the ways we use medicine such as powders, liquid, cream and so on.3. Learn some words about the hospital department such as reception, ward, X-ray room, etc.Teaching procedures:Step1 Lead-inCan you tell the names of the diseases?Step2 Word gameWhat are the names of diseases according to the definition?S tep3 Diary entry readingTake notes down about the diseases mentioned in the entry.S tep4 Match gameM atch the words with pictures, learn some words about different ways we use medicine.S earch information about the history of medicine.S tep5 H ospital departmentI dentify the functions of each department in hospitalProjectTeaching aims:After learning this period, the students will be able to1. learn about two search services and what should be taken into consideration whileresearching on the Internet;2. use the Internet to do research on a topic by using the information andinstructions in the text;3. make a poster explaining how they have searched and what they have found.Step 1 Lead-in(PPT)Begin the class by asking students in what ways they get information. After the discussion, arouse students’ thinking by asking them, “What is the fastest growing source of information in the world today?”(PPT)Step 2 Skimming (PPT)Allow the students two or three minutes to go through the text quickly to find the answers to the questions on the screen: “When using the Internet to do research, you should keep some steps in mind…”(PPT)Answer:Step one: choosing a search serviceStep two: how to searchStep three: using your informationStep 3 Careful reading for detailed information (PPT)1. Step One: choosing a search service1）Ask the students the following questions:What are the two search services mentioned in the guide?What do they both give us?Can you set some examples of search engines?Answers:Search engines and subject directories.They both give us direct links.Google, Yahoo, Lycos and Excite.(2)True or false questions:Search engines are a type of computer program.Search engines present evaluated contents because the information has been checked by a person.You need to be patient when using subject directories because the links go to the full articles or pages.The links of the search engines are not classified by subject.Subject directories not only present correct information, but also are up to date.Answers:T F F T F2. Step two: how to search1）There are several things to take into consideration when you are searching…Answer:Information gets old.People put information on the Internet.The way you type your key words makes a difference.2）Find the right answer:（1）Where will many sites state the date?A. In the middle of the page.B. At the bottom of the page.C. At the front of the page.D. Usually on the right side.（2）According to the passage, why do we usually need to check the source of the information we find?A. Because the date is too old.B. Because we can’t surf on personal web pages.C. Because not everyone will proofread their own writing and correct errors thatthey made.D. Because we are afraid of virus.（3）Which of the following web pages is much better for doing research on the Internet?A. Personal web pages.B. Pages managed by organizations and companies you trust.C. Government pages.D. B,C and D.（4）According to the passage, if you want to learn about swimming but you don’t want any information about swimming, you should type______.A. sports swimmingB. “sports”- “swimming”C. “sports”+ “swimming”D. sports-swimming（5）If you are not sure about the information, you can consult other web pages to confirm the information, which is called______.A. cross-checkingB. proofreadingC. reviewD. careful readingAnswers:BCDBA3）Step three: using your informationFill in the blanks:To copy the words just as you found them is not only cheating, but also not legal.So remember to:Write an _______of the information you have found.Use your own _______and making your own __________about what it means.________a list of the ______ you got your information from.Answers:outline; words; decisions; Attach; sitesStep 4 Language points （PPT）A. Important phrases:1. do research on2. keep in mind3. be classified by4. be related to5. make a decision6. be divided into7. a bunch of8. up to date9.take into consideration10.as a general rule11. be careful about12. make a difference13. search for14. belong to15. make a list of16. follow these tipsB. Key words:1. keep ... in mind (= remember sth firmly)e.g. It’s a good idea. I will keep it in mind.Translation:你要牢记，你是否努力会影响你的成绩。

Unit 2Fit for life(对应学生用书89～92页)1. 针，针头；指针needle2. 医生；内科医师physician外科医生surgeon3. 革命；旋转revolution4. 橱柜cupboard5. 柜台；计数器；反驳；抵消counter6. 咀嚼，嚼碎；咬chew7. 酸，酸的acid8. 药片；匾tablet9. 畅销的best－selling10. 循环；传播circulate11. 不正常的，反常的abnormal12. 使十分惊讶；使吃惊astonish13. 应用；申请；涂抹(n.)application(v.)apply14. 批准，通过；赞成，同意(n.)approval(v.)approve15. 疾病；恶心，呕吐sickness16. 症状symptom17. 流血，失血(v.)bleed(—bled—bled)血；血液(n.)blood18. 合理的；明智的reasonable19. 结果，后果outcome20. 鼓掌；称赞(n.)applaud欢呼；喝彩(n.)applause21. 安排；约定；布置(n.)arrangement(v.)arrange22. 钝的；迟钝的；枯燥的dull23. 剑sword24. 锋利的；尖的；急转向的；尖锐的；敏锐的sharp25. 复杂的；建筑群complex26. 心跳heartbeat27. 手腕wrist28. 器官；管风琴；机构organ29. 理论，学说(n.)theory理论的(adj.)theoretical30. 现象phenomenon(pl.)phenomena1. 打开；开发；开业；倾诉open up2. 在药店at the chemist's3. 手术室operating theatre给某人动手术operate on sb.＝perform an operation on sb.操作电脑operate a computer4. 拥有possess sth.＝take possession of＝be in possession of＝be possessed of被……拥有in the possession of5. 对……至关重要be vital to/for sth.具有极其重要性be of vital importance起极其重要的作用play a vital role in…某人做某事是重要的。

Module 7 Unit 2Fit for life一、重点单词与短语：1. fit adj.适合的，恰当的，合理的；健康的，健全的vt.（使）适合/符合/配合；安装，配备，供应vi.适合，符合，配合；合身，合适；适应n.（与不定冠词和形容词连用）适合，合身This coat doesn’t fit me. 这件大衣不适合我。

Does the coat fit？这件大衣合适吗？The coat is a good fit. 这件大衣很合身。

①be fit for 适合……；胜任……②be fit to do sth. 适合/胜任干某事③think/see fit to do sth. 干某事认为是合理的④It is fit that + s + (should) + v. 干某事是恰当的。

⑤keep fit = keep healthy 保持健康▲fitly adv.适当地，恰当地▲fitness n.适合，恰当，合理；健康辨析：fit，suit与match的区别1) fit 多指大小、形状合适；引申为“吻合，协调”。

The new coat fits me well. 那件新外套很适合我。

2) suit 多指合乎需要、口味、性格、条件、地位等。

Does the time suit you? 那个时间适合你吗？No dish suits all tastes. 众口难调。

3) match 多指大小、色调、形状、性质等多方面的搭配。

Y our suit doesn’t match your tie. 你的西服与你的领带不搭配。

典题赏析：1) Her shoes _______ her dress; they look very well together.A. suitB. fitC. compareD. match2) —Mummy, can I put the peaches in the cupboard?—No, dear. They don’t _______ well. Put them in the fridge instead.A. keepB. fitC. getD. last3) I am afraid this jacket _______ you well.A. doesn’t fitB. isn’t fitC. fitsD. is fit for4) —What do you think of the color of my new blouse?—Very good. You look nice in green. Green _______ you.A. suitsB. fitsC. matchesD. meets2. life-saving adj.“救命的，救生的”，是复合形容词，仅用于名词之前。

M7U2 Fit for life教案背景：这是高二年级上学期的一节英语说明文类阅读理解课，文章内容主要为两种药品的发展史以及不断开发出的药效，文章涉及大量的医学术语与科学家的名字，对于学生来说生涩、难以理解与朗读。

要求学生课前做如下工作：1、初读课文，熟悉医学术语、科学家名字以及把握文章主旨大意；2、自学课文内出现的生词，注意词形、词性、词意；3、划分文章段落，确定文章的写作思路。

教学课题：M7U2 reading 1 Two life-saving medicines教材分析：首先，通过百度文库等媒体资源，学生自学了解以下几点与本文阅读相关的知识与背景信息：与药品相关的几条谚语、何时需要做皮试等医学知识、医生的种类等，通过这一环节的热身活动提升学生的学习兴趣。

其次，进行精泛阅读教学相结合，训练学生快速有效地筛选基本信息的能力，如阿司匹林与阿莫西林的基本信息、与之相关的科学家信息、全文的基本框架结构。

以时间与两种药品的药效为主线进一步挖掘文章信息。

再次，以高考新题型任务型阅读的形式对全文信息进行总结、巩固。

最后，提升学生的情感认知，以辩论的形式引导学生形成正确的药品使用价值观念。

教学方法：1、任务驱动法；2、3P教学法（presentation、practise、production）；3、小组合作学习法教学目标：After this class, the students will be able to:1. gain the some details, the main idea and the main structure through reading for four times;2. train the reading ability of the students and the skills of understanding the medical terms;3. understand the value and side effects of medicines and form a right attitude towards medicines through debate.4. learn to surf the internet for useful information for previewing and reviewing the class.教学过程：StepⅠlead-in1. We can keep fit for life through _____________________ and _____________________.2. However, when we fall ill, what should we do ?__________________________________________________________________________3. Do you known the following proverbs:A good ___________ tastes bitter. Laugh is the best ___________ in the world. There is no ___________ against death. Bed is a ___________Every ____________ has side effect/view/68a3c861783e0912a2162a8a.html/view/84b69c7c31b765ce050814a9.html/view/feb1f00790c69ec3d5bb750b.html4. ① Do you know what the doctor is doing?_____________________________________② Do you know when we need it?___________________________________________________________________________/i?ct=503316480&z=&tn=baiduimagedetail&word=%C6%A4%C A%D4&in=12319&cl=2&lm=-1&st=&pn=0&rn=1&di=24617523330&ln=1959&fr=&fm=&fm q=1331800579437_R&ic=&s=&se=&sme=0&tab=&width=&height=&face=&is=&istype=#pn 0&-1&di24617523330&objURLhttp%3A%2F%%2Fbaike%2Fpic%2Fitem %2Ff15e24290e4bbfbc98250a25.jpg&fromURLhttp%3A%2F%%2Fimage% 2Ff15e24290e4bbfbc98250a25&W300&H300&T8445&S12&TPjpgSte pⅡFirst reading2. The Greek physican Hippocrates: ________________________________________________A European chemist called Dr Felix Hoffmann: _____________________________________ Lawrence Graven from the USA: ________________________________________________ Smith and Willis from the UK: __________________________________________________ Dr Thun from the USA: ________________________________________________________ A Chinese doctor, Yuan Minsheng: _______________________________________________ A Scottish scientist named Alexander Fleming: _____________________________________ Howard Florey (Australian) and Ernst Chain (Gernman-born English): _____________________________________________________________________________________________ 3. Structure analysisPart I (para. 1) ______________________________________ to the topicPart II (paras. 2-3) ___________________________________ of aspirinPart III (paras. 4-5) ___________________________________ of penicillinSte pⅢSecond reading1. Development of aspirin:In 1900: ______________________________________________________________In 1971: ______________________________________________________________In 1977: ______________________________________________________________In 2003: ______________________________________________________________2. Development of Penicillin:In 1928: ______________________________________________________________In 1940: ______________________________________________________________In 1944: ______________________________________________________________In 1945: ______________________________________________________________Ste pⅣThird reading1. Effects of aspirin______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. Effects of penicillin______________________________________________________________Ste pⅥDebateWhen we catch a cold unfortunately, some think that we should be against the illness by our own immunity(免疫力) while others hold the opinion that we should be against the illness byExample：A：I’m in favor of using immunity to fight against the cold. I have the following three reasons. First,… ; Second, … ; Third, … . That’s all. Thank you.B:……/memberreport/18648.html/question/74268525.html?an=0&si=2/question/311579478.html?an=0&si=4/view/951b4a4e852458fb770b56d5.htmlSte pⅦHomework1. Surf the internet for more information and finish a writing about the debate above.2. Review the whole article, underline the phrases and words you don’t know.教学反思：1、本堂课紧扣本单元话题Fit for life（健康生活）进行问题导入We can keep fit for life through _____ and _____.；有健康就会有生病，那么when we fall ill, what should we do ?；给出与medicine相关的谚语，是课堂的导入，同样是建议与价值观的引导；以常见的皮试图片，引出本节课的标题Two life-saving medicines。

M7 Unit2 Fit for life (words)1.recipe: n. [c] 医生的处方;烹饪法;制作法,诀窍I’d like to have your recipe for cookies.我想知到你制作小甜饼的方法.He thinks the only success lies in hard work.他认为成功的唯一诀窍是勤奋.2.open up: v.打开展开,开发open up a medicine cupboard 打开一个药柜be open/opened to---对---开放The port will be opened to the foreign ships next month.The library has been open for 3 years.跟一段时间连用只能用be open.3.probability: n. There is a(high) probability/ possibility that---很有可能He worked too late last night. There is a possibility that he will be late today.Is there any of our getting there in time?我们有可能及时赶到那吗?It is possible for us to finish the job ahead of time.我们有可能提前完成工作.There is no doubt that--- there is no need for sb to do sthIt’s no use doing sth4.acid: adj. ( more acid, most acid) 酸的;刻薄的have an acid taste 有酸味an acid comment5.trial: n. 试验考验;审讯,审判We must put the machine to trial/ We must give the machine a trial.我们必须试行运转那部机器.He couldn’t stand the trial. 他无法忍受那种考验.A public trial 公审 a trial flight 试飞 a trial match 预赛On trial 试验性的trial and error 尝试错误(的做事方法) 6.standardize: 使标准化n. standardthe standard of living standardized tablets 标准片剂set high standard for sb 为---确立高的标准7.thin: vt.vi (thinned, thinning)使变薄，变稀，使淡You can thin down this paint with water.这油漆可以掺水稀释。