Unit2教案撰寫：朱蘭 審核：張俊單元名稱Unit2KeepingHealthy授課內容Warm-UpReading授課課時2教學目標1.能夠描述常見疾病與癥狀，結合自身實際，表達合理的應對方法和自我護理措施。2.能夠知曉Hannah在中醫院就診的故事，理解Hannah的就醫流程、病癥描述、獲得的醫囑和就醫感受，并能夠了解中醫院就診流程及中醫院特色，理解和傳播中醫。3.能夠識別故事類記敘文語篇的要素和寫作特點；能夠判斷、區分客觀事件和主觀感受。4.能夠了解疾病癥狀及應對方法，理解預防疾病、保持健康的重要性，樹立健康生活理念。5.能夠運用讀前預測的策略，根據閱讀導語預測故事類記敘文的六要素。運用掃讀的閱讀策略，獲取Hannah就醫流程和具體活動。6.能夠掌握語篇中的重要語言點，在具體語境中運用單詞和短語表達意義。教學重點1.閱讀并理解Hannah的就醫流程和感受，以及中醫院特色的細節信息。2.閱讀并分析語篇結構，區分客觀事件和主觀感受。3.閱讀重點語句，理解掌握重要的語言點并能夠在具體語境中運用。教學難點能夠列舉自己的優勢，能正面、積極地進行自我評價。教學過程教學環節時間分配主要內容教學活動設計意圖Step1

Warm-Up10’1.SymptomsDescribingQuestion:Doyoufeelanydiscomfortsinyourdailylife?Whatarethey?(1)Tshowspicturesaboutsomecommonsymptoms.(2)Ssdescribethesymptomsandusetheexpressionsinthebox.Toffershelpwhennecessary.(3)TaskssomeSstodescribethesymptoms.從日常疾病和癥狀出發，借助圖文理解疾病癥狀及其應對方式的英文表達，并描述如何照顧好自己。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)引導學生通過已有信息預測Hannah就醫故事中的六要素，即時間、地點、人物、起因、經過和結果，引發學生思考和閱讀興趣，引出課文主題。Step3While-reading36’1.SkimmingandPredictionCheckingSsskimthetextandcheckifthey’vemadetherightprediction.1.通過略讀的閱讀策略，檢測讀前預測。2.通過掃讀的閱讀策略，獲取主要信息。3.通過精讀的閱讀策略，抓取細節信息。4.通過頭腦風暴，引發學生思考中醫的特色并能介紹中醫。5.通過鼓勵學生觀察和總結，梳理故事類記敘文的語篇結構和文體特征。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.通過文章復述，檢驗學生對語篇結構和內容的掌握程度。2.通過例句和語法重點提示，學習生詞的釋義和用法，加深了解。3.通過選詞填空，在語境中學習短語的含義。4.通過選詞填空，在語境中學習短語的含義。5.通過范例，學習后綴“-ache”表達“……疼痛”含義。熟悉此類構詞法。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.單元名稱Unit2KeepingHealthy授課內容GrammarandUsageIntegratedSkills授課課時2教學目標1.能夠在具體語境中識別過去進行時,理解過去進行時的意義，正確、恰當地使用過去進行時。2.能夠運用觀察、歸納等學習策略，總結過去進行時在具體語境中的各種變化形式。3.能夠聽懂和說出表示身心健康問題、疾病癥狀、健康建議的表達方式，并在相關情境中恰當應用。4.能夠讀懂健康建議，理解如何保持健康的建議，補全完成健康建議的寫作。5.能夠通過描述身心不適并尋求建議的交流，思考如何保持健康，提出健康建議，樹立健康生活的理念。教學重點1.觀察并歸納過去進行時的形式、意義和用法，在具體語境中識別、運用過去進行時。2.聽懂并掌握關于身心疾病癥狀和健康建議的表達方式，在相關情境中恰當地運用相關表達方式進行交流。3.讀懂健康建議，理解完善健康建議，完成書面表達。教學難點1.能在相關情境中根據不同的身心疾病癥狀提出合適的健康建議。2.能根據圖片提示信息，運用正確表達補充完成健康建議。教學過程教學環節時間分配主要內容教學活動設計意圖Step1GrammarandUsage25’1.IntroductiontothePastContinuousTense(1)Tleadsinthepastcontinuoustensebygreetings.(2)TliststheexamplesentencesandhelpsSsobservethepastcontinuoustense.引導學生運用觀察、歸納等學習策略，思考過去進行時的形式、意義與用法，在具體語境中識別和運用過去進行時。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.從簡單的聽力對話入手，理解對話大意與關鍵信息，引導學生學習疾病癥狀及醫囑的表達方式，為后續進行談論身心疾病和尋求及表達健康建議做好鋪墊。2.ListeningforDetails(1)TasksSstoreadthestatementsandcirclethekeywordsineachsentence.(2)TasksSstolistentotherecordingagainandticktherightstatements.(3)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.Step3Listening(Conversation2)15’1.ListeningforDetails(1)Ssreadthelisteningmaterial.(2)TasksSstolistentoaconversationbetweenEmilyandDr.Johnsonandfillintheblanks.(3)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.通過對話語篇引出心理健康的話題，學習并運用表述心理問題和尋求幫助的表達方式。2.ListeningforUsefulExpressions(1)TasksSstolistentotherecordingagainandwritedownEmily’sproblemsandDr.Johnson’ssuggestionsintheconversationabove.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.3.LearningUsefulExpressions(1)TleadsSstolearntheusefulexpressionsforhealthproblemsandsuggestions.(2)ThelpsSstofindoutmoreexpressionstoprepareforthespeakingtask.Step4Speaking13’1.HealthProblemAsking(1)TasksSstoworkingroupsandusethequestioninthetextbookandgivenexpressionsandsentencepatternstoaskothermembersinthegroupaboutcommonhealthproblems.(2)Ssaskeachotheraboutthehealthproblemstheyortheirfamilymembershavehad.(3)TaskssomeSstosharethecommonhealthproblemsaroundusandmakeexplanationwhenneeded.通過互相詢問和簡單的對話應用表述身心健康問題和健康建議的相關表達方式。2.PairWork(1)TasksSstoworkinpairstogivesomesuggestionsonthehealthproblemsgatheredinActivity5.(2)Somepairsperformtheirconversationsinfrontoftheclass.(3)TandSsevaluatetheperformances.Step5Writing8’1.HealthTipsReading(1)Ssreadhealthtipsandgetthesuggestionsabouthowtostayhealthy.(2)ThelpsSstosummarizethefoursuggestionsaccordingtothepictures.通過閱讀健康建議，獲取有關如何保持健康的信息，利用圖片信息填寫健康建議。2.HealthTipsCompleting(1)Ssreadhealthtipsandcompletethetipswiththecontextinformation.(2)TaskssomeSstoexplainthelogicalconnectionbetweenthetipsandtherelativeparagraphs.Step6Summary2’1.Meaning,usage,andformationsofthepastcontinuoustense.2.Usefulexpressionsofdescribingsymptomsandhealthtips.3.Thesuggestionsonhowtostayhealthy.4.Howtowritehealthtips.Step7Homework2’1.Haveaconversationaboutdescribehealthproblemsandseekhelp.Uploaditontotheplatform.2.Writehealthtips.單元名稱Unit2KeepingHealthy授課內容ExtendedReadingReal-LifeActivity授課課時2教學目標1.能夠了解各種健康生活方式，獲取保持健康的信息，理解健康的生活習慣對保持健康的重要性，從飲食、運動、社交、平衡工作和生活的角度提出如何健康生活，樹立保持身心健康的生活理念。2.能夠了解介紹類說明文語篇從舉例到總括的語篇結構特征，能夠分析說明文中的例子，提煉介紹的健康生活習慣及其益處的要點。3.能夠運用速讀策略迅速確定介紹類說明文的要點，運用精讀策略獲取文中提及的有關運動、食療、調節生活節奏的相關健康生活信息。4.能夠通過閱讀和分析，了解三位年輕人的心理困惑，理解心理健康的重要性，掌握心理困惑的表述，以及如何針對各種心理問題尋求幫助。5.能夠根據心理困惑，填寫心理咨詢預約單，尋求學校心理咨詢幫助。教學重點1.閱讀并了解健康生活方式，從飲食、運動、社交、平衡工作和生活的角度思考如何健康生活。2.閱讀并分析介紹類說明文語篇結構和文體特征。3.閱讀并幫助發現心理困惑，預約學校心理咨詢的幫助，理解保持心理健康的重要性。教學難點1.關聯個體經驗開展分析，理解健康的生活方式對保持身心健康的重要性，表達健康建議。2.幫助發現心理困惑，預約學校心理咨詢的幫助，理解保持心理健康的重要性。教學過程教學環節時間分配主要內容教學活動設計意圖Step1Pre-reading4’SituationIntroductionSituation:Researchershavediscoveredthatsomepeoplehavehappy,healthy,andlonglivesfullofenergy.Whataretheydoingtoachievethis?Hannahreceivedsomeadviceonlivingahappyandhealthylife.Traisesquestionslike:Whycansomepeoplelivelongandhealthylives?Whataretheirhabits?Doyouknowthepathstoacheerfullife?導入閱讀語篇，引導學生思考健康長壽的方法，學生發散性思維，結合日常生活，提出健康的生活方式。Step2While-reading20’1.FastReadingandInformationMatching(1)Ssreadthetextquicklyandtellthethreepeople’shealthhabits.(2)TasksSsgivetheanswersandmakesexplanationswhenneeded.1.訓練速讀、精讀等閱讀策略，獲取篇章主旨大意，抓取篇章細節信息。2.通過梳理健康生活的例子，提煉健康生活方式，理解介紹類說明文語篇從舉例到總結的結構，總結文體特征。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.通過討論，引發學生結合自身生活經驗，列舉更多的健康生活習慣，比較、分析和總結如何應對各種健康問題改變生活方式。Step4RealLifeActivity39’1.MentalHealthReadin