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Module 4 Seeing the doctor Unit 2 We have played football for a year. What: ①Theme: human＆self ②Type: reading＆writing ③Topic: exercise choices＆health ④ Content: four characters choose different exercises to keep healthy Why： ①to understand the bebefits of exercise and not all types of exercise work well for all the individuals ② to promote health wareness and learn to care about others How: ①Linguistic Features: the first person ②Target languange: You should/should not...Do...or do not... （Model）：Reading and writing. （Lesson Period）：1 Teaching aimsAfter the class, students are expected to: 语言能力 1.Identify and sort out the facts of four people’s exercise experiences and percieve different ways of giving advice 学习能力 2.Summarize and integrate different problems,actions and results of the charcters’ experiences 思维品质 3.Infer and evaluate the personalities of the charcters with examples 文化意识 4.Design their own family exercise plans;express their own opinions about the most suitable for each family member and promote their health awareness Teaching Focus1.Identify and sort out the facts of the passage 2. Understand and summarize the thematic meaning Teaching DifficultiesDraw conclusions from the evidence to decide what the most suitable exercise might be.Teaching methodsSituational teaching approach，Cooperative approach, Communicative approachTeaching aidsPPT, OHP, video教学程设计 Design of Teaching Process教学环节 Teaching Steps设计意图 Design Intention教师活动 Teacher Activity学生活动 Students ActivityLeading-in 1.Have a free talk 2..Show a healthy test 3.Ask students how to keep healthy Pre-reading Describe four pictures and ask students which ones are healthy. Students do the test and talk about how to keep healthy Let the students discuss then answer: Picture b/c/d/e are healthy. 能进行问卷的填写，引发对自己生活方式的思考。 通过学生讨论，明确哪些行为是健康的。3.While-reading---read for literal meaning and inferial meaning Fast-reading Read the passage and match the pictures with the paragraphs. Careful reading (Act1)1.Literal meaning Ask stuedents five questions about Anna( who/what/how/how long/why) (Act1)2.Inferial meaning ①What’s a good relationship between parents and children ②Why does the writer use “him” (Act2)1.Literal meaning＆Inferial meaning ①Ask one question about Wang Wei ②Find the similarities and differences between Wang Wei and her teacher. (Act3)1.Literal meaning＆Inferial meaning ①Ask two questions,which the second one needs students to compare Richard’s past and now ②Ask two questions (Act4)1.Literal meaning＆Inferial meaning ①Ask students five questions about Richard ②Lead students to summarize the pattern of these experiences ③Lead students to compare Anna’s and Richard’s experiences 4. Post-reading 1.Show Ms Xiao’s problem some advice. 2.Ask students to write about the passage of Coline’s exercise experience as a group 1. Read the passage and match the pictures with the paragraphs. 2.Talk what four characters do to keep healthy 1.Students read the dialogue individually, then answer the questions. 2.Think about the inferial meaning of two questions Students answer the questions and make the contrast Answer the questions and think deeply about the way of exercising by riding ①Students answer the questions and make the contrast ②Give some advie to Richard ①Give Ms Xiao’ssome advice. ②Write about the passage of Coline’s exercise experience as a group 能准确匹配图片，把握文本大意。 运用by+doing句式 获取基本信息和事实 深层思考，进一步提高学生思维品质 培养学生理解与概括的综合能力 进一步培养学生获取事实信息能力以及理解和实际运用能力 进一步培养学生获取事实信息、理解概括、实际运用和批判思维能力 巩固所学，培养实际运用能力 培养学生合作精神 作业布置 Homework 1. Finish the mind map of 4 characters. 2. Make a healthy living plan for yourselves and your family. 进一步巩固所学，使自己所学可视化并培养学生解决实际问题的能力Blackboard Design

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