M7U2 writing

Read the entry about diseases.
Find out and underline the diseases mentioned in the text.
measles chickenpox Influenza/ flu diabetes malaria
cholera Yellow fever typhoid capsule spray
2. develop: verb
(1) [I or T] If you develop an illness or problem, or if it develops, you start to suffer from it:
最近她养成了一些奇怪的习惯.
She's developed some very strange habits lately. 研究表明十二个妇女中就有一个很可能会得 乳腺癌. The study showed that one in twelve women is likely to develop breast cancer.
共同的目标/兴趣 a common goal/interest
common knowledge: a fact that everyone knows 他们生活在一起这是大家都知道的. [+ that] It's common knowledge that they live together. commonly: adverb often or usually:
我们真正地并没有很多共同点.
We don't really have much in common.
(2) in common with sb./sth.: in the same way as someone or sth. 和许多母亲一样,她感到在家庭和工作之间 难以取舍. In common with many mothers, she feels torn between her family and her work.

The new medicine is effective.
4
(1). Words like seem, appear, prove, keep, stay and remain
can all be linking verbs.
(2). Words related to the five senses--sound, taste, feel, look, and smell---can also be linking verbs.g verbs like turn, go, fall, grow, get and become usually indicate a change of state.
(4). Linking verbs are most often followed by an adjective. Sometimes, they can also be followed by a noun or a prepositional phrase.
the functions and usages of Linking verbs.
1
Self-learning 1.Read the lines on page 24 Write all the linking verbs appearing on this page. 2.Underline all the sentences about the functions and usage of the linking verbs.
3
What are the functions and usage of the linking verbs?
A linking verb is a word used to connect the subject of a sentence to further information about its state. The most common linking verb is be ( am, is, are, was, were, been).

M7U2 Fit for life板块：Welcome to the UnitThoughts on the design:本节课以说、读为主，是一节导入课。

导入课教学应当遵循循序渐进的原则，按照学生温故知新—探索新知识—使用新知识—巩固新知识的客观规律进行设计，从简至难，话题逐渐引入本单元话题。

引入正文之前给予学生一定的词汇支撑，让学生有词汇可用，有内容表达，引入话题之后，通过活动设置帮助学生围绕话题进行充分讨论。

话题要逐渐升华，通过问题设置、作业布置引导学生进行深层次的思考。

Teaching aims: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. How can we keep fit?2. What will people do when they fell ill?3. Guessing game: What are the doctors?Step 2 Pictures talking.In what way do doctors give patients treatment?Step 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?Step4 HomeworkSearch for more information about the history of medicine.教学反思：________________________________________________________________________________________ _________________________________________________________________________________________________M7U2 Fit for life板块：Reading 1Thoughts on the design:本节课是一节阅读课，阅读课教学应当遵循循序渐进的规律教学，首先进行与话题相关的预热过程，其次进行精泛阅读教学结合，训练学生快速有效地寻找信息的能力，在阅读过程中穿插听力，训练学生捕捉细节的听力能力，在了解大意的基础上设置问题进行拓展性训练，培养学生思考问题的能力。

M7U21CW Writing a discursive essay
Period One: Reading &Writing
清华附中将台路校区高二年级王一
一、教材分析
本课是《北师大版高中英语教材模块7》第21单元的Communication Workshop，本单元的主题为Human Biology。

本课第一课时的课型为读写课，重点是通过阅读例文来学习写作一篇议论文。

学生通过阅读例文来学习议论文的结构，语言（重点是转折连词），以此培养学生的语言能力；通过对写作任务Should firecrackers be banned? 的课堂辩论及写作练习来培养学生善于思辨的思维品质。

二、学情分析
清华附中奥森校区高二理科一班。

1. 已有知识：学生已接触过课堂英语辩论。

2. 预测问题：阅读速度较慢；通过快速阅读提取篇章要点能力有待加强；口头产
出能力有待提高。

3. 学习特点：英语基础一般；大部分学生能够适应全英教学；思维比较活跃；
三、教学目标
通过本课学习，学生能够：
1.通过阅读例文，总结出议论文的结构；正确使用转折连词；
2. 针对Should firecrackers be banned?的话题进行批判性思维及评论；
3. 完成一篇关于Should firecrackers be banned?话题的议论文。

四、教学重难点
教学重点：议论文结构的总结；转折连词的使用；论题的观点表达。

教学难点：关于论题的观点表达想要形成文字需要老师适当的引导，包括帮助分析例文。