牛津译林版（2019）必修 第二册 Unit2 Be sporty,be healthy Reading2 教案（表格式）
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| 名称 | 牛津译林版（2019）必修 第二册 Unit2 Be sporty,be healthy Reading2 教案（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 50.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-04-09 23:29:41 | ||
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Book 2 Unit 2 Be sporty, be healthy
Reading 2
A beginner’s guide to exercise
教学目标
By the end of the section, students will be able to:
1. know the characteristics of a good guide;
2. appreciate the language and the writing techniques employed;
3. use cautious language to avoid over-generalizing.
教学重难点
1. To understand the techniques and apply them to writing;
2. To understand cautious language and apply it to writing.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Revision
Step 1 The teacher shows the students 4 pictures with the subtitle of each part of the passage and invites some of the students to retell the main point of each part. Understanding the benefits of exercise (The efficiency of your heart and lungs; better immune systems; mental health; brain functions) Planning your exercise routine (What you expect to improve: heart and lung efficiency, muscle strength or flexibility.) (Aerobic activities; strength training, flexibility training) Eating and drinking right (What to eat: carbohydrates and protein; when to eat: 1.5 to 2.5 hours before exercising) Avoiding injury (Wear proper clothes and equipment; start small; warm up before exercising; stretch at the end of your workout) 复习回顾，聚焦文本的具体内容，为后续探究文本的写作技巧做好铺垫。 5’ Class Work Individual Work
Appreciation
Step 2 After the students have gone through the content of the passage. The teacher asks students to discuss the writing strategies of a good guide in groups. Do you think the text is a good guide What techniques does the author employ Sample answers: Yes, it is a good guide. The author employs the following techniques: Plain English is used so that the readers can understand it more easily. The content is broken down into several sections. Subheadings are used at the very beginning of each section so that readers can skip to the section they’re interested in. Pictures are used for each section and they are consistent with the content of the sections respectively so that readers can understand the guide better. 引导学生评价指南的写作，聚焦指南这一文体的三个基本特征。 4’ Class Work Individual Work
Step 3 The teacher has students work in pairs and work out the first question in A3 on Page 18. What are the purposes of this guide What techniques does the guide use for these purposes Support your answer with examples from the guide. Sample answer: The purposes of the guide are to encourage readers to exercise and to inform them of the proper way of exercising. The guide asks questions at the beginning and at the end to give encouragement. In lines 16–21, it gives examples to explain how different types of exercise improve our health. In lines 25–26, it compares the human body to a car that needs to be fuelled to help the reader understand the role of carbohydrates. These techniques are very effective in presenting information. 从指南的写作目的出发，引导学生思考作者是怎样达成这一写作目的的。 学会用文中的例子来支撑自己的观点。 5’ Class Work Individual Work
Step 4 The teacher focuses students’ attention on collocations and has students finish Part B2 on Page 19. Students read the examples and add more collocations. 聚焦并赏析文本的语言。以exercise和health两个名词的搭配为例，介绍英语中的名词词块。 5’ Class Work Individual Work
Step 5 The teacher presents students with the following sentence: Like cars that run on petrol, your body burns carbohydrates for energy. The teacher asks the following questions: What rhetorical device is used in this sentence Why is this sentence better than “Your body needs carbohydrates to provide you with energy” Sample answer: The author uses “simile”, in which body is compared to cars and carbohydrates are compared to petrol. Body and cars have some characteristics in common, and so do carbohydrates and petrol. For example, both body and cars need to burn something for energy. When a simile is used, a concept is easier to understand. 聚焦并赏析文本的语言。介绍文本中明喻（simile）的使用。 3’ Class Work Individual Work
Step 6 The teacher introduces the concept of “cautious language” by inviting students to read the following. Cautious language is used to avoid overgeneralizing. Pay attention to the following words and phrases: Modal verbs: can, could, may, might, should, would Verbs and verb phrases: appear, look like, seem, tend to Adverbs and adverbial phrases: probably, usually, sometimes, mainly, in general Adjectives: likely, possible, probable, unlikely The teacher invites students to read the guide again and find the sentences with cautious language. Active people tend to have better immune systems and are at lower risk of diseases. Working out can help you reduce stress and get over negative feelings. Above all, choose activities you enjoy because, in this way, you’re more likely to stick with them. In general, you should have your meal an average of 1.5 to 2.5 hours before exercising. You should also start small and slowly work your way to a longer and harder exercise routine to avoid getting hurt. The teacher presents students with the sentences and then invites them to read and feel about the cautiousness. 聚焦文本的语言，引导学生体验和感悟文本谨慎的语言风格，提升学生用词达意的能力。 5’ Class Work Individual Work
Application
Step 7 The teacher then shows the following sentence for students to revise and read. People do not like getting up early for morning exercise in cold weather. They want to get as much sleep as they can. However, truly healthy people get their workout done anyway. They know they will feel great afterwards. Sample answer: Generally speaking, people do not like getting up early for morning exercise in cold weather. They usually want to get as much sleep as they can. However, truly healthy people probably get their workout done anyway. They know they will most likely feel great afterwards. 聚焦Cautious language 的运用，让学生在修改句子的过程中，体验英语语言表达的精准,提升学生的理解性技能以及表达性技能。 4’ Class Work Individual Work
Exploration
Step 8 The teacher introduces a common idea held by the public: As for exercise, more is always better. Teacher invites students to share their own ideas, answering the following questions: Do you agree Why or why not Students are welcome to express themselves freely. 引入一个普遍存在的谬误观点。引导学生就此发表观点，为后续学习做好铺垫。 3’ Class Work Individual Work
Step 9 The teacher has students finish B1 on Page 19 to consolidate the use of some vocabulary. Challenge students by asking them to figure out the main idea of passage. Keys: 1. assume 2. tend to 3. jogging 4. to make up for 5. over the long term 6. average 7. prevent 8. Moreover 引导学生在完成练习的同时，形成对于锻炼时长的正确观念。 5’ Class Work Individual Work
Step 10 The teacher has students compare their exercise habits with the false idea mentioned in B1 on Page 19. What do you think of the idea about exercise mentioned in B1—more is always better Reflect on your exercise habits. Sample answer: I love basketball very much. And I usually play basketball with my classmates the whole afternoon every Saturday. Now I know it does great harm to my health, as such an intense workout will put great pressure on my body. I plan to play basketball every other day, and each time for 40 minutes. 引导学生就健康锻炼的时长、强度等话题发表自己的看法，形成健康的锻炼观念。 4’ Class Work Individual Work
Homework 1. Put down your opinions on your exercise book with the title: Is more always better 2. Finish A and B on Page 63 in the workbook. 2’
Reading 2
A beginner’s guide to exercise
教学目标
By the end of the section, students will be able to:
1. know the characteristics of a good guide;
2. appreciate the language and the writing techniques employed;
3. use cautious language to avoid over-generalizing.
教学重难点
1. To understand the techniques and apply them to writing;
2. To understand cautious language and apply it to writing.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Revision
Step 1 The teacher shows the students 4 pictures with the subtitle of each part of the passage and invites some of the students to retell the main point of each part. Understanding the benefits of exercise (The efficiency of your heart and lungs; better immune systems; mental health; brain functions) Planning your exercise routine (What you expect to improve: heart and lung efficiency, muscle strength or flexibility.) (Aerobic activities; strength training, flexibility training) Eating and drinking right (What to eat: carbohydrates and protein; when to eat: 1.5 to 2.5 hours before exercising) Avoiding injury (Wear proper clothes and equipment; start small; warm up before exercising; stretch at the end of your workout) 复习回顾，聚焦文本的具体内容，为后续探究文本的写作技巧做好铺垫。 5’ Class Work Individual Work
Appreciation
Step 2 After the students have gone through the content of the passage. The teacher asks students to discuss the writing strategies of a good guide in groups. Do you think the text is a good guide What techniques does the author employ Sample answers: Yes, it is a good guide. The author employs the following techniques: Plain English is used so that the readers can understand it more easily. The content is broken down into several sections. Subheadings are used at the very beginning of each section so that readers can skip to the section they’re interested in. Pictures are used for each section and they are consistent with the content of the sections respectively so that readers can understand the guide better. 引导学生评价指南的写作，聚焦指南这一文体的三个基本特征。 4’ Class Work Individual Work
Step 3 The teacher has students work in pairs and work out the first question in A3 on Page 18. What are the purposes of this guide What techniques does the guide use for these purposes Support your answer with examples from the guide. Sample answer: The purposes of the guide are to encourage readers to exercise and to inform them of the proper way of exercising. The guide asks questions at the beginning and at the end to give encouragement. In lines 16–21, it gives examples to explain how different types of exercise improve our health. In lines 25–26, it compares the human body to a car that needs to be fuelled to help the reader understand the role of carbohydrates. These techniques are very effective in presenting information. 从指南的写作目的出发，引导学生思考作者是怎样达成这一写作目的的。 学会用文中的例子来支撑自己的观点。 5’ Class Work Individual Work
Step 4 The teacher focuses students’ attention on collocations and has students finish Part B2 on Page 19. Students read the examples and add more collocations. 聚焦并赏析文本的语言。以exercise和health两个名词的搭配为例，介绍英语中的名词词块。 5’ Class Work Individual Work
Step 5 The teacher presents students with the following sentence: Like cars that run on petrol, your body burns carbohydrates for energy. The teacher asks the following questions: What rhetorical device is used in this sentence Why is this sentence better than “Your body needs carbohydrates to provide you with energy” Sample answer: The author uses “simile”, in which body is compared to cars and carbohydrates are compared to petrol. Body and cars have some characteristics in common, and so do carbohydrates and petrol. For example, both body and cars need to burn something for energy. When a simile is used, a concept is easier to understand. 聚焦并赏析文本的语言。介绍文本中明喻（simile）的使用。 3’ Class Work Individual Work
Step 6 The teacher introduces the concept of “cautious language” by inviting students to read the following. Cautious language is used to avoid overgeneralizing. Pay attention to the following words and phrases: Modal verbs: can, could, may, might, should, would Verbs and verb phrases: appear, look like, seem, tend to Adverbs and adverbial phrases: probably, usually, sometimes, mainly, in general Adjectives: likely, possible, probable, unlikely The teacher invites students to read the guide again and find the sentences with cautious language. Active people tend to have better immune systems and are at lower risk of diseases. Working out can help you reduce stress and get over negative feelings. Above all, choose activities you enjoy because, in this way, you’re more likely to stick with them. In general, you should have your meal an average of 1.5 to 2.5 hours before exercising. You should also start small and slowly work your way to a longer and harder exercise routine to avoid getting hurt. The teacher presents students with the sentences and then invites them to read and feel about the cautiousness. 聚焦文本的语言，引导学生体验和感悟文本谨慎的语言风格，提升学生用词达意的能力。 5’ Class Work Individual Work
Application
Step 7 The teacher then shows the following sentence for students to revise and read. People do not like getting up early for morning exercise in cold weather. They want to get as much sleep as they can. However, truly healthy people get their workout done anyway. They know they will feel great afterwards. Sample answer: Generally speaking, people do not like getting up early for morning exercise in cold weather. They usually want to get as much sleep as they can. However, truly healthy people probably get their workout done anyway. They know they will most likely feel great afterwards. 聚焦Cautious language 的运用，让学生在修改句子的过程中，体验英语语言表达的精准,提升学生的理解性技能以及表达性技能。 4’ Class Work Individual Work
Exploration
Step 8 The teacher introduces a common idea held by the public: As for exercise, more is always better. Teacher invites students to share their own ideas, answering the following questions: Do you agree Why or why not Students are welcome to express themselves freely. 引入一个普遍存在的谬误观点。引导学生就此发表观点，为后续学习做好铺垫。 3’ Class Work Individual Work
Step 9 The teacher has students finish B1 on Page 19 to consolidate the use of some vocabulary. Challenge students by asking them to figure out the main idea of passage. Keys: 1. assume 2. tend to 3. jogging 4. to make up for 5. over the long term 6. average 7. prevent 8. Moreover 引导学生在完成练习的同时，形成对于锻炼时长的正确观念。 5’ Class Work Individual Work
Step 10 The teacher has students compare their exercise habits with the false idea mentioned in B1 on Page 19. What do you think of the idea about exercise mentioned in B1—more is always better Reflect on your exercise habits. Sample answer: I love basketball very much. And I usually play basketball with my classmates the whole afternoon every Saturday. Now I know it does great harm to my health, as such an intense workout will put great pressure on my body. I plan to play basketball every other day, and each time for 40 minutes. 引导学生就健康锻炼的时长、强度等话题发表自己的看法，形成健康的锻炼观念。 4’ Class Work Individual Work
Homework 1. Put down your opinions on your exercise book with the title: Is more always better 2. Finish A and B on Page 63 in the workbook. 2’