英语第二册（五年制高职） 教案 Unit2 Keeping Healthy

Unit2教案撰写：朱兰 审核：张俊单元名称Unit2KeepingHealthy授课内容Warm-UpReading授课课时2教学目标1.能够描述常见疾病与症状，结合自身实际，表达合理的应对方法和自我护理措施。2.能够知晓Hannah在中医院就诊的故事，理解Hannah的就医流程、病症描述、获得的医嘱和就医感受，并能够了解中医院就诊流程及中医院特色，理解和传播中医。3.能够识别故事类记叙文语篇的要素和写作特点；能够判断、区分客观事件和主观感受。4.能够了解疾病症状及应对方法，理解预防疾病、保持健康的重要性，树立健康生活理念。5.能够运用读前预测的策略，根据阅读导语预测故事类记叙文的六要素。运用扫读的阅读策略，获取Hannah就医流程和具体活动。6.能够掌握语篇中的重要语言点，在具体语境中运用单词和短语表达意义。教学重点1.阅读并理解Hannah的就医流程和感受，以及中医院特色的细节信息。2.阅读并分析语篇结构，区分客观事件和主观感受。3.阅读重点语句，理解掌握重要的语言点并能够在具体语境中运用。教学难点能够列举自己的优势，能正面、积极地进行自我评价。教学过程教学环节时间分配主要内容教学活动设计意图Step1

Warm-Up10’1.SymptomsDescribingQuestion:Doyoufeelanydiscomfortsinyourdailylife?Whatarethey?(1)Tshowspicturesaboutsomecommonsymptoms.(2)Ssdescribethesymptomsandusetheexpressionsinthebox.Toffershelpwhennecessary.(3)TaskssomeSstodescribethesymptoms.从日常疾病和症状出发，借助图文理解疾病症状及其应对方式的英文表达，并描述如何照顾好自己。Discussionontakingcareofthemselves(1)TasksSshowtheytakecareofthemselveswhentheyfeeldiscomforts.(2)Sshaveadiscussioninpairsandsharetheirtipsontakingcareofthemselves.Theycanalsointroducemoretipsifpossible.(3)Tprovidesguidanceandassistancewhenneeded.Step2Pre-reading3’IntroductionandPredictionSituation:Hannah,anexchangestudentfromGermany,hadabadcoughandaslightfever.Thankfully,herfriendSusannoticedandtookhertoatraditionalChinesemedicine(TCM)hospital.Hannahrecordedthisvisitinherdiary.TasksSstoreadthesituationandtitleofthetexttomakeaprediction:WhatarethemainelementsaboutherfirstTCMhospitalvisitstory?(when,where,who,why,what,how)引导学生通过已有信息预测Hannah就医故事中的六要素，即时间、地点、人物、起因、经过和结果，引发学生思考和阅读兴趣，引出课文主题。Step3While-reading36’1.SkimmingandPredictionCheckingSsskimthetextandcheckifthey’vemadetherightprediction.1.通过略读的阅读策略，检测读前预测。2.通过扫读的阅读策略，获取主要信息。3.通过精读的阅读策略，抓取细节信息。4.通过头脑风暴，引发学生思考中医的特色并能介绍中医。5.通过鼓励学生观察和总结，梳理故事类记叙文的语篇结构和文体特征。2.ScanningandChartFilling(1)TasksSstoscanthetextandfinishActivity1byfindingoutkeyinformationonHannah’sfirstTCMhospitalvisit.(2)TaskssomeSstogivetheanswersandmakesadiscussionandgivesexplanationswhenneeded.3.CarefulReadingandAnswersTicking(1)TasksSstoreadthetextcarefullyandfinishActivity2byfindingoutdetailsofHannah’sfirstTCMhospitalvisit.(2)TaskssomeSstogivetheanswersandmakesadiscussionandgivesexplanationswhenneeded.4.BrainstormandDiscussion(1)TasksSstotelltheirunderstandingofHannah’sfeelingaboutherfirstvisitinTCMhospitalandencourageSstodiscussaboutadvantagesofTCM.(2)SsroleplaytorecommendTCMtoHannah.(3)TinvitessomeSstosharetheiropinions.5.TextAnalysis—StructureandFeatures(1)TasksSstofindoutthestructureofthetextwiththehelpofthechartinActivity1andgiveexplanationswhenneeded.(2)Tintroducescommonfeaturesofadiary.(3)TencouragesSstosumupthefeaturesofthetextandprovidesnecessaryguidancewhenneeded.Step4Post-reading26’1.Retelling(1)TencouragesSstoretellthetexttotheirpartnersbyreferringtothechartinActivity1andthestatementsinActivity2.(2)Tinvitesavolunteertoretellthetexttothewholeclass.(3)Tevaluatesthevolunteerstudent’sretellingandasksSstomakecommentsonhis/herperformance.1.通过文章复述，检验学生对语篇结构和内容的掌握程度。2.通过例句和语法重点提示，学习生词的释义和用法，加深了解。3.通过选词填空，在语境中学习短语的含义。4.通过选词填空，在语境中学习短语的含义。5.通过范例，学习后缀“-ache”表达“……疼痛”含义。熟悉此类构词法。2.LanguageFocusesTexplainstheimportantwords,expressionsandgrammarfocusesinthetext.3.WordsFilling(1)TasksSstochoosetherightwordtocompleteeachsentence,changingtheformifnecessary.Tips:TcanaskSstolookforthekeywordsorphrasesinthesentence,whichwillhelpthemgettheanswer.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.4.WordsCircling(1)TasksSstocircletherightwordtoformaphraseandcompleteeachsentence.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.5.WordFormation(1)Tintroducesbasicrulesofadding“-ache”toexpress“paininthebody”.Sscompleteeachsentencebyfollowingtheexample.(2)TaskssomeSstogivetheanswers.(3)TasksSstothinkofotherverbsthatcanbeadded“-ache”to.Step5Summary3’1.HowtovisitaTCMhospital.2.HowtorecommendtraditionalChinesemedicine.3.Languagefocusesinthetext.Step6Homework2’1.Copyandrecitethenewwordsandexpressions.2.SupposeyouwereHannah’sfriend.TrytorecommendTCMtoHannah.Uploadyourrecommendationontotheplatform.单元名称Unit2KeepingHealthy授课内容GrammarandUsageIntegratedSkills授课课时2教学目标1.能够在具体语境中识别过去进行时,理解过去进行时的意义，正确、恰当地使用过去进行时。2.能够运用观察、归纳等学习策略，总结过去进行时在具体语境中的各种变化形式。3.能够听懂和说出表示身心健康问题、疾病症状、健康建议的表达方式，并在相关情境中恰当应用。4.能够读懂健康建议，理解如何保持健康的建议，补全完成健康建议的写作。5.能够通过描述身心不适并寻求建议的交流，思考如何保持健康，提出健康建议，树立健康生活的理念。教学重点1.观察并归纳过去进行时的形式、意义和用法，在具体语境中识别、运用过去进行时。2.听懂并掌握关于身心疾病症状和健康建议的表达方式，在相关情境中恰当地运用相关表达方式进行交流。3.读懂健康建议，理解完善健康建议，完成书面表达。教学难点1.能在相关情境中根据不同的身心疾病症状提出合适的健康建议。2.能根据图片提示信息，运用正确表达补充完成健康建议。教学过程教学环节时间分配主要内容教学活动设计意图Step1GrammarandUsage25’1.IntroductiontothePastContinuousTense(1)Tleadsinthepastcontinuoustensebygreetings.(2)TliststheexamplesentencesandhelpsSsobservethepastcontinuoustense.引导学生运用观察、归纳等学习策略，思考过去进行时的形式、意义与用法，在具体语境中识别和运用过去进行时。2.FormsofthePastContinuousTense(1)Tshowsmultiplechoicesofthepastcontinuoustense.(2)Ssunderstandthesentencesandchoosetherighttensetocompletethesentences.(3)TaskssomeSstogivetheanswers.3.ObservationandSummaryofthePastContinuousTense(1)Tshowssomeblank-fillingexercises.(2)Ssfillintheblankswiththeappropriateverbtenses.Observeandsummarizerulesofhowtousethepastcontinuoustense.(3)TasksSstoexplainthespecificrulesofthepastcontinuoustense.(4)TaskssomeSstogivetheanswers.Step2Listening(Conversation1)15’1.ListeningforMainIdea(1)TasksSstolookatthethreepicturesandgetreadytolistentotheconversationbetweenHelenandDr.Zhang.(2)TasksSstolistentotheconversationandchoosetherightpictureaboutHelen’shealthproblem.(3)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.从简单的听力对话入手，理解对话大意与关键信息，引导学生学习疾病症状及医嘱的表达方式，为后续进行谈论身心疾病和寻求及表达健康建议做好铺垫。2.ListeningforDetails(1)TasksSstoreadthestatementsandcirclethekeywordsineachsentence.(2)TasksSstolistentotherecordingagainandticktherightstatements.(3)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.Step3Listening(Conversation2)15’1.ListeningforDetails(1)Ssreadthelisteningmaterial.(2)TasksSstolistentoaconversationbetweenEmilyandDr.Johnsonandfillintheblanks.(3)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.通过对话语篇引出心理健康的话题，学习并运用表述心理问题和寻求帮助的表达方式。2.ListeningforUsefulExpressions(1)TasksSstolistentotherecordingagainandwritedownEmily’sproblemsandDr.Johnson’ssuggestionsintheconversationabove.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.3.LearningUsefulExpressions(1)TleadsSstolearntheusefulexpressionsforhealthproblemsandsuggestions.(2)ThelpsSstofindoutmoreexpressionstoprepareforthespeakingtask.Step4Speaking13’1.HealthProblemAsking(1)TasksSstoworkingroupsandusethequestioninthetextbookandgivenexpressionsandsentencepatternstoaskothermembersinthegroupaboutcommonhealthproblems.(2)Ssaskeachotheraboutthehealthproblemstheyortheirfamilymembershavehad.(3)TaskssomeSstosharethecommonhealthproblemsaroundusandmakeexplanationwhenneeded.通过互相询问和简单的对话应用表述身心健康问题和健康建议的相关表达方式。2.PairWork(1)TasksSstoworkinpairstogivesomesuggestionsonthehealthproblemsgatheredinActivity5.(2)Somepairsperformtheirconversationsinfrontoftheclass.(3)TandSsevaluatetheperformances.Step5Writing8’1.HealthTipsReading(1)Ssreadhealthtipsandgetthesuggestionsabouthowtostayhealthy.(2)ThelpsSstosummarizethefoursuggestionsaccordingtothepictures.通过阅读健康建议，获取有关如何保持健康的信息，利用图片信息填写健康建议。2.HealthTipsCompleting(1)Ssreadhealthtipsandcompletethetipswiththecontextinformation.(2)TaskssomeSstoexplainthelogicalconnectionbetweenthetipsandtherelativeparagraphs.Step6Summary2’1.Meaning,usage,andformationsofthepastcontinuoustense.2.Usefulexpressionsofdescribingsymptomsandhealthtips.3.Thesuggestionsonhowtostayhealthy.4.Howtowritehealthtips.Step7Homework2’1.Haveaconversationaboutdescribehealthproblemsandseekhelp.Uploaditontotheplatform.2.Writehealthtips.单元名称Unit2KeepingHealthy授课内容ExtendedReadingReal-LifeActivity授课课时2教学目标1.能够了解各种健康生活方式，获取保持健康的信息，理解健康的生活习惯对保持健康的重要性，从饮食、运动、社交、平衡工作和生活的角度提出如何健康生活，树立保持身心健康的生活理念。2.能够了解介绍类说明文语篇从举例到总括的语篇结构特征，能够分析说明文中的例子，提炼介绍的健康生活习惯及其益处的要点。3.能够运用速读策略迅速确定介绍类说明文的要点，运用精读策略获取文中提及的有关运动、食疗、调节生活节奏的相关健康生活信息。4.能够通过阅读和分析，了解三位年轻人的心理困惑，理解心理健康的重要性，掌握心理困惑的表述，以及如何针对各种心理问题寻求帮助。5.能够根据心理困惑，填写心理咨询预约单，寻求学校心理咨询帮助。教学重点1.阅读并了解健康生活方式，从饮食、运动、社交、平衡工作和生活的角度思考如何健康生活。2.阅读并分析介绍类说明文语篇结构和文体特征。3.阅读并帮助发现心理困惑，预约学校心理咨询的帮助，理解保持心理健康的重要性。教学难点1.关联个体经验开展分析，理解健康的生活方式对保持身心健康的重要性，表达健康建议。2.帮助发现心理困惑，预约学校心理咨询的帮助，理解保持心理健康的重要性。教学过程教学环节时间分配主要内容教学活动设计意图Step1Pre-reading4’SituationIntroductionSituation:Researchershavediscoveredthatsomepeoplehavehappy,healthy,andlonglivesfullofenergy.Whataretheydoingtoachievethis?Hannahreceivedsomeadviceonlivingahappyandhealthylife.Traisesquestionslike:Whycansomepeoplelivelongandhealthylives?Whataretheirhabits?Doyouknowthepathstoacheerfullife?导入阅读语篇，引导学生思考健康长寿的方法，学生发散性思维，结合日常生活，提出健康的生活方式。Step2While-reading20’1.FastReadingandInformationMatching(1)Ssreadthetextquicklyandtellthethreepeople’shealthhabits.(2)TasksSsgivetheanswersandmakesexplanationswhenneeded.1.训练速读、精读等阅读策略，获取篇章主旨大意，抓取篇章细节信息。2.通过梳理健康生活的例子，提炼健康生活方式，理解介绍类说明文语篇从举例到总结的结构，总结文体特征。2.CarefulReadingandDetailsFinding(1)TasksSstoreadthetextcarefully,findoutthespecificinformationaboutthehealthhabitsandbenefits.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.3.TextAnalysis—ExamplesandSummary(1)TasksSstothinkabout:Whatarethethreeexamplesofthehealthyhabits?Whatisthestructureofthetext?(2)Sstrytoconcludetheexamplesandsummaryofthetext.Step3Post-reading13’SummaryandDiscussion(1)TasksSstosummarizethethreehealthhabitsmentionedinthetext.(2)TaskstheSstothinkaboutandwritedownmorehealthtipsandfillinthetableaccordingtothefouraspects.(3)TencouragestheSstosharetheiranalysisandpresentinclass.通过讨论，引发学生结合自身生活经验，列举更多的健康生活习惯，比较、分析和总结如何应对各种健康问题改变生活方式。Step4RealLifeActivity39’1.MentalHealthReadin