第第頁中職英語語文版（2023）基礎模塊2Unit2GrowingUpHealthyGrammar教學設計Unit2GrowingUpHealthy

Teachingplangrammar

課程Unit2GrowingUpHealthy建議學時About4

教學目標1.Teachershelpandcultivatestudentstodistinguishbetweenhealthyandunhealthylifestyles;2.Guidestudentstoformgoodhabitsandhaveahealthylifestyle;3.Helpstudentsmasterhowtodescribediseasesymptomstodoctors;4.InstructstudentstocorrectlyuseModalverbsuchascan,must,should,andmay;5.Providestudentswithtwopersonsgroupexerciseandmultipersongroupinquirylearning,establishtheawarenessofindependentlearning,andcultivatethegoodhabitofgroupCooperativelearningandinquirylearning.

教學重點重點詞匯和短語healthy,effort,lifestyle,habit,medicine,medical,balance,protect,gym,temperature;growup,stayup,fightagainst,bemadeupof

重點句型WhatseemstobetheproblemI’vehadatoothachefortwodays.Youshouldn’t...Rememberto...Takethismedicinethreetimesaday.

重點語法1.TheconceptofModalverb2.CommonModalverb:can,beableto,may,must,haveto,should

教法與學法1.GroupCooperativelearningmethod2.Taskbasedteachingmethod3.CompetitiveIncentiveLearningMethod4.Autonomouslearningmethod

教學手段PPT、Mp3

LanguageinUse

PartIGrammar1.Theteacherdemonstratesreadingandguidesstudentstoreadsentencesaloud.2.UnderstandtheconceptofModalverbanddeepentheconceptualunderstandingthroughExercise1.Modalverbmainlyexpressthespeaker'sattitudetowardsacertainactionorstate,andgenerallymeancan,can,need,must,should,etc.MostModalverbhavenochangeinpersonornumber,norcantheybeusedaspredicateverbsalone.Theymustbefollowedbytheoriginalformofactionverbs.3.UnderstandtheusageofcommonModalverb1)Canandcould①Table'ability',couldisthepasttenseofcan.Beingabletoalsomeansbeingable,strivingtobeabletobeusedinvarioustenses.HecanspeakEnglishWhenMikewasyoung,hecouldswimquicklyMarywillbeabletodriveintwomonths②Table"guess"(mostlyusedinnegativesentencesandInterrogative),andcouldexpresslesslikely.Markcan'tbehere,forhehasgoneabroad③Pleaseindicate'request'and'permission',andcould'stoneismoregentleatthispoint.Can/CouldIborrowyourbikeYoucanborrowsomebooksfromthelibrary④Sometimes.ItcanbequitecoldinearlyMay2)MayandMight①Thetoneof'request'and'permission'ismoretactful,andcanbeinterchangedwith'can/could'inthiscase.MayIaskyouaquestion②Whenmayisplacedatthebeginningofasentence,indicate"wish".Mayyousucceed!Mayhelivelong!③Thepossibilityofexpressing'guess'islesslikely.Hurryup!TheymaybewaitingforusI'mnotsure,butImightgotothecinemathisweekend

PartIIPronunciation1.Thepronunciationknowledgeinthisunitisaboutcontinuousreading.Theteacherfirstexplainsthetwoexamplesindemonstrationexercise1:turnoffandCanIhaveabitofeggLetstudentsunderstandthattheconsonantattheendofthepreviouswordshouldbereadinconjunctionwiththevowelatthebeginningofthefollowingword,andrepeatittounderstand.2.EachsentenceinExercise2canbereadtwicebytheteacher,oneslowandonefast.Afterwards,thestudentsmarkedtheconnectedpartsandreadthesentencesindependently.1)Getupandgotobedatapropertime2)Goingtothegymisalsooneofyourgoodchoices3)Thereisasmallholeinyourtooth4)LookattheoneonthecornerofthestreetFinally,youcanpracticetonguetwistersandhavestudentsreadinpairs,strivingtoreadquicklyandwell.

CultureCornerThebenefitsofdrinkinghotwater

Self-checkAftercompletingthecontentofthisunit,studentswillconductaselfcheckagainstthelanguageknowledgesuchasvocabularyandphrasesintheunittoassesstheirmastery.Basedonthetestresults,identifytheshortcomingsandlearntosummarize,self-evaluate,andreflectafterclass.Duringthisprocess,teacherscanrereadthelistedtestvocabularyandprovidenecessaryguidancebasedontheactualsituation,guidingstudentstocultivategoodlearninghabits,andpromotingthecontinuousimprov