MODULE 6  TEACHING PLAN

Module 6  Look at yourself!

1. 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。教学中教师应随时随地灵活利用各种素材组织教学过程和内容。充分调动学生的积极性。

教学目标

1. 语言知识：

1. 语言技能：

3)学习策略：

4) 文化意识：

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。

2. 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。

3. 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:       

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 新课 标第 一网

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