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高二英语教案:Unit 7

来源:未知 2013-10-09 字体大小: 分享到:

  TEACHING PLAN FOR UNIT 7 (Book 2A)

  LIVING WITH DISEASE

  I. Brief statements Based on the Unit

  This unit mainly talks about deadly diseases and attitudes towards AIDS, cancers, etc. All the activities, including Warming up, Listening, Speaking, Reading and Writing, focus on this topic. Through this topic, the students not only get more information about diseases, but also learn how to keep a right and positive attitude towards disease and people with disease.

  In addition, the students can learn some useful language points through the materials provided in each part, especially a lot of words and phrases, which are very helpful for the students to build up vocabulary about diseases. The Grammar—the Subjunctive Mood is also important. The given materials and exercises give the students an opportunity to learn grammar by using it. It helps the students learn to talk about things that are not certain to happen as well as imaginary or unreal events and situations.

  All of the activities are helpful for the students to improve their knowledge about language and their skills to use language.

  II. Teaching Goals

  1. Talk about deadly diseases and attitudes towards AIDS, cancers, etc.

  2. Practise talking about imaginary situations.

  3. Practise supporting and challenging an opinion.

  4. Learn to use the Subjunctive Mood (1): If I were you, … I wish I could …

  5. Write a personal narrative.

  III. Teaching Plan: (Six Periods)

  1st period: Warming-up, Listening (WB) & Talking (Optional)

  2nd period: Speaking

  3rd period: Reading—Born Dying

  4th period: Integrating Skills (SB)

  5th period: Language Study—Word Study

  6th period: Language Study—Grammar

  The First Period

  GOALS:

  To focus on talking about deadly diseases (esp. AIDS) as warming up and listening practice.

   To learn some basic knowledge about AIDS.

   To help students build the right attitudes towards AIDS.

  TEACHING PROCEDURES

  I. Warming up

  1. Lead-in

  1) Show a picture of AIDS logo to lead in the subject—AIDS

   Are you familiar with this red ribbon?

   What’s it related to?

   What doesn’t it mean? Do you know?

  (Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)

  2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem.

   Do you know them?

   What is their job besides acting?

   Is it just the problem in China?

  (Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.) #p#分页标题#e#

  2. Brainstorming

  Q1: While talking about AIDS, what other diseases can you think of?

  Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhoea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc.

  (With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly disease.)

  3. How much do you know about AIDS?

  1) Pair work—questions for discussion

   What’s the full name of AIDS?

   Can AIDS be transmitted?

   In what ways can it be transmitted?

   What kinds of people are likely to get AIDS?

   Do people with AIDS look healthy at first?

   Is it safe or dangerous to stay or to be friends with them? Why?

  (Students don’t have to give the exact answers. These questions will help them think about this disease—AIDS.)

  2) AIDS QUIZ (individual work)

  1) AIDS quiz (p.49)—check students’ knowledge about AIDS.

  2) Picture quiz —Can the AIDS virus transmitted via the following routes?

  Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it’s safe to be friends with AIDS patients.

  II. Listening (WB)

  1. Pre-listening: Go through EX1&2 in Part1 and guess “What do the letters HIV and AIDS stand for?”

  2. While-listening: Listen to the tape and finish exercises in Part1&2.

  (Make good use of some pictures and a flash “HIV-cycle” in the PowerPoint)

  3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class.

  III. Talking (Optional)

  Role play: Work in groups. Imagine that the headmaster of a school has found out that one of the students has HIV. The student’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do.

  (Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)

  IV. Homework

  1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea.

  2. Learn the new words of this unit by heart.

  The Second Period

  GOALS:

   To practise supporting and challenging an opinion.

   To practise listening comprehension.

  TEACHING PROCEDURES

  I. Revision

  Do you still remember this logo? What can you learn from it?

  Q1: Do you remember what it means? #p#分页标题#e#

  Q2: In what ways is AIDS transmitted?

  II. Speaking

  1. Pre-speaking

  1) Do you agree that getting AIDS is a personal problem? Why or why not?

  (Through these questions—

   Raise the idea of social problem and come to Speaking part.

   Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students’ awareness.

  2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems?

  (Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment)

  3) Information input

  Give students some information about how seri

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