小學語文微課教案

Livingwithdisease（TheThirdPeriod）。

一名優(yōu)秀的教師在教學時都會提前最好準備，準備好一份優(yōu)秀的教案往往是必不可少的。教案可以讓學生更容易聽懂所講的內容，讓教師能夠快速的解決各種教學問題。你知道如何去寫好一份優(yōu)秀的教案呢？以下是小編為大家收集的“Livingwithdisease（TheThirdPeriod）”歡迎閱讀，希望您能夠喜歡并分享！

TheThirdPeriod

TeachingAims:

1．Learnandreviewsomeusefulwords.
2．LearntousetheSubjunctiveMood：
Iflwereyou．…
1wishIcould…

TeachingImportantPoints：

1．Mastersomeopposites．
2．Learntoguessthemissingwordsandusethemcorrectlyaccordingtothegivensentences．
3．Grammar：TheSubjunctiveMood

TeachingDifficultPoints：

Usetherightverb—formintheSubjunctiveMood．

TeachingMethods：

1．Practisingtomastereachlanguagepoint．
2．Individual，pairorgroupworktomakeeverystudentworkinclass．

TeachingAids:

1．aprojector
2．theblackboard

TeachingProcedures：

StepIGreetings
Greetthewholeclassasusual．
StepⅡRevisionandLead—in
T：Yesterday，wereadapassageaboutanAIDSpatientnamedXiaoHua．Canyoutellthestoryabouther?
Ss：Yes．
T：Anyvolunteer?
S：Iwi11try．XiaoHuaisfifteenandlivesinaprovinceinSouthernChina．HermothercontractedtheHIVviruswhenshewastwenty—eight，andshediedofAIDSonlythreeyearsafterXiaoHuawasborn．Unluckily，XiaoHuawasborndyingwithAIDS．Althoughshehasherfather，whoisalsoinfectedwithAIDS,totakecareofher,theycannotaffordthedrugstotreatherillness．XiaoHuaknowsthatshewilldiebeforeshehasachancetogrowo1d,butshedoesnotletthatknowledgediscourageher.Instead，shedecidedtousethelimitedtimeshehaslefttodosomethingtohelpothers．Shenotonlyhelppeoplelearnmoreabouthowtoprotectthemselves,butalsopersuadepeopletoshowcareandlovetoAIDSpatients．Shemakesherlifehappyandbeautiful．
T：Thankyou．Sitdown，please．Besides,we’velearntsomeusefulwordsandsentencestructuresinit．Todaywe’11practiseusingthem．Now，let’slearnthenewwordsinthisperiod．Lookatthescreen．
(Teachershowsthescreenanddealswiththewordsbriefly．)
△visible／′vIzbl／adj.
△defensive／dI′fensIv／adj．
identify／al′dentIfaI／vt．
stranger／′streIndз(r)／n．
meaningful／′mi：nIηfl／adj．
boyfriend／′boIfrend／n．
bi11ionaire／bIlj′ne(r)／n．
StepⅢWordStudy
T：Well，nowpleaseopenyourbooksatPage52,Lookatthefirstpart--Wordstudy．Choosetherightwordineachsentence．Turntonextpageandlet’sstudytheexample．“visible”and“invisible”，whichareoppositeinmeaning，aregiveninthebracket．Theprefix“in一”givesanegativemeaning．Accordingtothemeaningofthegivensentence．“invisible”ischosen.Haveyouunderstoodtheexample?(Bb：visible—invisible)
Ss：Yes．
T：Inthefollowingsentences，someotherpairsofoppositesaregiveninthebrackets．Nowpleaseworkinpairstochoosetheproperwordforeachsentence．Afterawhile,Iwillcheckyouranswers．
Suggestedanswers：
1．infectedwith2．incurable
3．imaginary4.defenseless
(Teacherwriteseachpairofoppositeontheblackboard．)
T：Welldone．Nowit’syourturntomakesentences．Lookatthenextpart．Fourpairsoroppositesarelisted．Youareaskedtouseoneofeachpairofthewordstomakeyourownsentences.Thenshowthemtoyourpartnerandcorrecteachother’serrors．Areyouclear?
Ss：Yes．
Suggestedsentences：
1．1nwinter,plantsshouldbeprotectedfromthecold．
Theso1dierswereunprotectedagainsttheenemy’ssurpriseattacks．
2．Hesaidsomethingproperfortheoccasion.Laughingandjokingareconsideredimproperbehaviouratafuneral．
3．Shewassufferingfromaheadache．
Sheenjoyslisteningtomusic．
4．OurteacherencouragedustospeakEnglishinclass．
Dontdiscourageher；she’sdoingherbest．
(Bb：protected／unprotected；proper／improper；suffer／enjoy；encourage／discourage)
T：Next，1ookatthethirdpart．Readthefollowingsentencesandtrytofindawordfromthetexttocompleteeachsentence．Studytheexamplefirst,Thenfinishyourworkindividually．Attheend，checkyouranswerswithyourpartnerandcorrectmistakes．
Suggestedanswers：
1．persuaded2．patients
3．drugs4．infected
5．suffering6．cure
7．contracted8．virus
StepIVGrammar
T：Well，somuchforWordstudy．1nthetextaboutXiaoHua,we’vealsolearntsomesentencesintheSubjunctiveMood．Nowpleaselookatthesentencesonthescreen．
l．IwishIcouldremembermoreaboutmymum．
2．Iwishshewereherewithmeandthatweweren’tsick．
3．IwishpeoplewouldfindoutthefactsandnotactasifIwereabadordangerousperson．
4．IfIwereyou，IwouldgiveanAIDSpatientahug．
5．IfIhadHIV，IwouldknowbecauseIwouldfeelsick．
Payattentiontotheunderlinedparts．WecanseetheSubjunctiveMoodineachsentenceisexpressedwithaspecialverb—form．Forexample，after“wish”and“asif”,apasttenseisusedtoexpressapresentmeaning，“would+aninfinitive”toexpressafuturemeaning．Isthatso?
Ss：Yes．
T：Thenwhatabouttheverbformafter“if”?
Ss：Thepasttenseisusedintheif—clauseand“would+aninfinitive”isusedinthemainclausetoexpressapresentorfuturemeaning．
T：Quiteright．AndweshouldremembertheSubjunctiveform“were”isoftenusedinsteadof“was”；“was”ispossiblemorecommoninconversationalEnglish．Areyouclear?
Ss：Yes．
(Bb：Iwish…；…asif…；lfIwere…，…)
T：A11right．Nowpleasewritesentencestoexplainthesentencesonthescreen．Forexample,thefirstsentence“IwishIcould…”means“ItisagreatpitythatIdon’tremembermuchaboutmymum．”Canyouunderstand?
Ss：Yes．
T：OK．Nowpleaseprepareforawhile.ThenI’llcheckyourwork．
Suggestedanswers：
2．ItisagreatpitythatsheisnotherewithmebutdiedofAIDSandthatI’msick，too．
3．Iwantpeopletofindoutthefactsandnotconsidermeasabadordangerousperson．
4．IsuggestthatyougiveanAIDSpatientahug．
5．ImaginethatIhaveHIV．IwillknowbecauseIwi11feelsick．
T：Welldone!Now，please1ookatthepicturesinourbooksandmakewishesusingtheSubjunctiveMood．
Suggestedanswers：
①IwishIwouldbecomeanengineer．
②IwishIwereoneofthestarsinthesky．
③IwishIcouldgetabighouse．
(ThenteacherasksthestudentstofinishtherestofthepartsinGrammar,Firstindividually．Thencheckinpairs．Attheend，teacheraskssomestudentstoreadtheiranswersandcheckwiththewholeclass．)
Suggestedanswers：
Part3：1．IwishIcouldsolvemyproblems．
2．IwishIhadnotbeenworkingsohard．
3．IwishIcouldforgettheterriblescene．
4．Iwishwehadenoughmoney．
5．Iwishtheperformancewouldgowell．
6．IwishIhadmanyfriends．
Part4：1．IfIhadenoughmoney，Iwouldwanttobuythesebooks．
2．Ifitwerenotco1dandwetoutside，wewouldletthechildrenplayinthegarden．
3．Ifyouwerenotwastingsomuchtimetoplaycomputergames，Iwouldbelikeyou．
4．1fhehadnottoworkhardallday1ong,hewouldhavetimetodotheshopping．
Part5：1．IfIwereafamouspersonforaday，IwouldhelptospreadknowledgeaboutAIDS．
2．IfIcouldbeinvisibleforaday,Iwouldbefreeandrelaxwithoutanystudyoppression．
3．IfIwereabillionaire,IwouldhelpchildrenlivingwithAIDSlikeXiaoHua．
4．IfIcouldchangeonethingaboutmyself，Iwouldbeveryhappytochangemyheight．
5．IfIweretheteacher，Iwouldlovemystudentsasiftheyweremychildren．
Part6：1．Sarahlooksatherhusbandasifhewereastranger．
2．Theyaretalkingasiftheywerefriends．
3．MrHammerspeakstomeasifIwereakid．
4．Irememberthewholethingasifithadhappenedyesterday．
StepVSummaryandHomework
T：Inthisclass,we’vemainlydonesomeexercisestopractiseusingoppositesandtheSubjunctiveMood．Afterclass，pleasepractisemoreandpreviewthecontentsofthenextperiod．
StepⅥTheDesignoftheWritingontheBlackboard
Unit7LivingwithdiseaseTheThirdPeriod
I．Opposites：
visible／invisible，infectedwith／immuneto
curable／incurable，imaginary／real
defensivedefenseless，protected／unprotected
proper／unproper，suffer／enjoy
encourage／discourage
II．Grammar：
were/did…(present)
Iwiththat
would+do…(future)
were/did…(present)
…asif
would+do…(future)
IfIwere…，…woulddo…
StepⅦRecordafterTeachingJAb88.COm

相關知識

Frighteningnature（TheThirdPeriod）

古人云，工欲善其事，必先利其器。高中教師要準備好教案為之后的教學做準備。教案可以讓學生更好的消化課堂內容，幫助高中教師提高自己的教學質量。那么如何寫好我們的高中教案呢？下面是小編幫大家編輯的《Frighteningnature（TheThirdPeriod）》，僅供您在工作和學習中參考。

TheThirdPeriod
TeachingAims:
1.Getthestudentstocompleteapassageaccordingtotheinformationgiven.
2.Getthestudentstoreviewtheusageofthepresentparticipleandthepastparticiple.
3.Getthestudentstolearnandmaster
Grammar:Ellipsis.
TeachingImportantPoints:
1.Enablestudentstolearnhowtochoosethepresentparticipleorthepastparticiple.
2.LearnaboutEllipsisofdifferenttypes.
TeachingDifficultPoint:
HowtouseElliipsistomakeasentencebriefandclear.
TeachingMethods:
1.Practisetomakethestudentsmasterwhattheyvelearned.
2.Inductivemethodtogivethestudentsaclearpictureoftheyshouldmaster.
3.Pairworkorgroupworktomakeeverystudentbeactiveinclass.
TeachingAids:
1.acomputer
2.aprojector
TeachingProcedures:
StepIGreetingsandRevision
Greetthewholeclassasusual.
(Teacherandstudentslearnthenewwordsofthisperiodtogether.)
T:Haveyoufinishedyourhomework?
Ss:Yes.
T:Whowillreadhiswordwebstous?
(Teacheraskssomestudentstoread.Atlastteachershowsthefollowingon
thescreen.)

StepIIWordStudy
T:(Showthescreen.)Nowletsdoanexercise.Readthenewsonthescreen
andfillintheblankswiththewordswevelearned.Pairworkorgroupwork.
Completethenews:
TheactivevonMontserratcausedmorethanUS3000damagetocropsandtheislandswatersystem,thegovernmentsaidThursday.
Theislandwascoveredwithdanda_________asdeepasfourinched.Fruittreesandcropswereseverelydamaged,butnoneofthepeoplewerereportedinjured,officialssaid.Somewildlifehabitatsweredamaged.
ThevolcanoonMontserratsprangtolifein1995.Morethanhalfofthe
populationf______andneverreturneda.Aneruptionin1997killed19
peopleandburiedthecapitalofPlymouth.
Althoughtherewasafeelingofp_________,peopletoldreportersthattheywouldnotleavetheirisland.
OfficialssaidcostsforcleaningupcouldreachUS8000.TheUNhasu________othercountriestohelp.Britainalreadygave2millionpoundslastaidTuesdays.
Suggestedanswers:
olcano,ust,sh,led,gain,anic,rged
T:Lookatthetwosentencesontheblackboard.
Thisisamovingstory.
Theboyisdeeplymovedbythestory.
Canyoutellmethedifferencebetween“moving”and“moved”,LiHua?
LiHua:Yes.Thepresentparticiple“moving”expressesanactionthathappensaroundthesametimeasthemainverbwithanactivemeaningwhilethepast
participle“moved”expressesanactionthatiscompletedwithanpassivemeaning.AmIright?
T:Yes,quiteright!PleaseopenyourbooksatPage78.LookatEx.2.Read
thesentencesandfillintileblankswiththeproperformsofthewordsin
brackets.Andthencheckyouranswerswithyourpartner.
Suggestedanswers:
1.frightening;frightened
2.upsetting;upset
3.terrified
4.scaring;seared
StepIIIGrammar
T:(Teacherwritesthetwosentencesontheblackboard.)
1.Uponarrival,myunclehuggedPompyand(?)triedtogivehimcourage.
2.Thencameasmellofsulphur,andthen(?)flames.
Lookatthetwosentencesontheblackboard.Theyarebothfromthetext.Readthemanddecidewhichwordswereleftoutateachplaceofthequestionmarks.Pairworkorgroupwork.
(Afewsecondslater.)
SA:Ithinkinthefirstsentencethesubject“heormyuncle”wasleftout.
SB:InthesecondsentenceIthink“came”shouldbeattheplaceofthequestion
mark.
(Teacherwritesthecompletedsentencesontheblackboard.)
T:Youareright.InmodernEnglishthereisatendencytoomitorleaveoutsome
wordsinasentenceforthesakeofconciseness.Thisomissioniscalledellipsis,andasentencecontainingsuchanomissioniscalledanellipticalsentence,Awordorwordsinasentencecanbeomittedonlyonconditionthattheomissionwouldnotcausethesentencetobeunderstoodinmorethanonewayortobeofunclearmeaningorwrong.Wemustkeepinmindthatweshouldnotomitwordsnecessaryforclearness.Areyouclearaboutthat?
Ss:Yes.
StepIVPractice
T:(Teachershowsthescreen.)Herearetensentencesonthescreenandthey
areallcorrect.Workwithyourpartneranddecidewhichwordshavebeenleft
out.
Decidewhichwordshavebeenleftout.
Example:(I)Begyourpardon.
1.Haventseenyouforages.
2.Somemoretea?
3.Soundslikeagoodidea.
4.Doesntmatter.
5.Sorrytohearthat.
6.Pityyoucouldntcome.
7.Thisway,please.
8.Terribleweather!
9.Joiningusforadrink?
10.Goingtothesupermarket?
T:(Afterawhile.)Haveyoufinished?Whowillgiveustheanswers?Onestudent,onesentence.Volunteers?
Suggestedanswers:
1.Ihaventseenyouforages.
2.Wouldyoulikesomemoretea?
3.Itsoundslikeagoodidea.
4.Itdoesntmatter.
5.Imsorrytohearthat.
6.Itsapityyoucouldntcome.
7.Youcomethisway,please.
8.Whatterribleweatheritis!
9.Doyouenjoyjoiningusforadrink?
or:Doyoufeellikejoiningusforadrink?
10.Areyougoingtothesupermarket?
StepVDiscussion
T:(Teachershowsthescreen.)Letsdoanotherexercise.Lookatthescreen.
Someofthewordsinthesentencesonthescreenareunnecessary.Crossthese
wordsout.
Dothefollowingaftertheexample:
Example:Itdidnttakemyunclelongtodecidewhethertogotosavehisfriends
ornottogotosavehisfriends.
1.ShecanholdherbreathlongerthanIcanholdnaybreath.
2.Theydiscussedwhethertheyshouldstayinthehouseortheyshouldtrytheopenair.
3.Theyhadameal,theywentoutforawalkandtheycamebacktosleep.
4.Dontbatheifyoudontwanttobathe.
5.IdontvisitmyparentsasmuchasIoughttovisitmyparents
(Afterawhile.)
Sa:Ithinkinthefirstsentence“holdmybreath”canbeomitted.
Sb:Theword“can”canbeomitted,too.
T:Whoisright?
Ss:Sb.
Sc:Inthesecondsentence,wecanleaveoutthewords“theyshould”.AmIright?
Ss:Yes.
Sd:Inthethirdsentencethesecondandthethirdsubject“they”canheomitted.
Se:Thefourthsentencecanhechangedlikethis:Dontbatheifyoudontwantto.
T:Cantheword“to”beomitted?
Ss:No,itcantbeomitted.
St:Inthefifthsentence,thelastfewwords“visitmyparents”canbeleft
out,cantthey?
Ss:Yes.
T:Youvegraspedthespiritofit.NowopenyourbooksonPage78.Letsdo
Ex.4.Readtherequirementandhaveadiscussionwithyourpartner.
Suggestedanswers:
M:Well,youdontlookatalllikeaseacaptain,sir.
C:Imafraidyoudontlikeverymuchlikeagoverness.Youturnaround,please!
M:Whatdoyoumean?
or:Forwhatdoyouaskmetoturnaround?
C:Youturn!Youtakeyourhatoff!Itsthedress.Youhavetoputonanother
onebeforeyoumeetthechildren.
M:ButIdonthaveanotherone.Iwouldhavemademyselfanewdress,but
therewasnttime.
C:Well,Illseethatyougetsomematerialtoday,ifpossible.1dontknowhow
muchthemotherhastoldyou.
M:Themotherhasnottoldmemuch.
C:Yourethetwelfthinalonglineofgovernesses,whohavecometolookaftermychildrensincetheirmotherdied.Ibelievethatyouwilldobetterthanlastone.Shestayedonlytwohours.
M:Whatswrongwiththechildren,sir?
C:Therewasnothingwrongwiththechildren,onlythegoverness.…
StepVISummaryandHomework
T:InthisperiodwevedonesomeexercisesaboutWordstudy.Andwevelearnedanewgrammaritem:Ellipsis.Indoingthis,wemustrememberthat…(PointingtothesentencesontheBb.)Afterclass,domoreexercisesaboutit.AndthendoEx.5onPage77.NextclassIllasksomestudentstotellthestoryintheirownwords.Thatsallfortoday.Classisover.
StepVIITheDesignoftheWritingontheBlackboard
Unit10Frighteningnature
TheThirdPeriod
Thisisamovingstory.
Theboyisdeeplymovedbythestory.
Grammar:Ellipsis
1.Uponarrival,myunclehuggedPompyand(?)triedtogivehimcourage.
2.Thencameasmellofsulphur,andthen(?)flames.
*1.Uponarrival,myUnclehuggedPompyand(he/myuncle)triedtogivehimcourage,*2.Thencameasmellofsulphur,andthen(came)flames.
StepVIIIRecordafterTeaching

Livingwithdisease（TheFourthPeriod）

TheFourthPeriod

TeachingAims：

1．Learnthefollowingwordsandphrases：weep，cell，chemical，radiation，fighter,agreatmany，onthecontrary
2．Trainthestudents’integratingskills,especiallyreadingandwritingskills．
3．Talkaboutcancerandthepatient’sattitudetowardscancer．

TeachingImportantPoints：

1．Mastersomeusefulwordsandexpressionsappearinginthetext．
2．Learntowriteapersonalnarrativeessay．

TeachingDifficultPoints：

1．Howtounderstandthereadingmaterialexactly．
2．Howtowriteapersonalnarrativeessaybetter．

TeachingMethods：

1．Asking—and—answeringactivitytocheckthestudents’understandingofthereadingmaterial．
2．Reviewmethodtoconsolidatethelanguagepointsinthisunit．
3．Individual，pairorgroupworktofinisheachtask．

TeachingAids：

1．ataperecorder
2．aprojector
3．theblackboard

TeachingProcedures:

StepIGreetings
Greetthewholeclassasusual.
StepIIRevisionandLead—in
T：Inthesecondperiod，we’vereadapassageaboutapersonlivingwithAIDS,WhatkindofdiseaseisAIDS?
Ss：AIDSisadieasethatbreaksdownthebody’sImmunesystemandleavesapersondefenselessagainstinfectionsandillness．
T：1nwhatwaydoesAIDSspread?
Ss：Throughb1oodandotherbodyliquids,Byhavingunprotectedsex,byreceivinginfectedbloodtransfusionandthroughbirth．
T：WhatattitudedoesXiaoHuahavewhenshefoundshehadgotAIDS?
Ss：ShewasnotdiscouragedbutdecidedtousethelimitedtimeshehaslefttodosomethingtohelpOtherAIDSpatientsandshedidso．
T：Well，todaywearegoingtoreadaboutanotherpersonwhogotcancer．Weallknowthatcancerdoesnotspreadfromonepersontoanother，thoughitisalsoakindofseriousdisease,Thetextinthisperiodwilltelluswhathashappenedtothecancerpatientandhowhislifehaschanged．Now，1et’s1earnthenewwords．Thenwe’11readthetext．Lookatthescreen．
(Teachershowsthescreenandthendealswiththenewwordsbriefly．)
△diagnose／′daIgnauz／vt．
agreatmany
weep／wi：p／vi．
△disrupt／dIs′rpt／vt．
chemical／′kemIkl／n．；adj．
fighter/′falt／n.
△Richards/′rIdz／
△sample／′sa：mpl／n.
cell／sel／n.
△contagious／kn′teId3s／adj.
radiation／reIdI′eIn／n.
contrary／′kDntrrI／adj.
onthecontrary
StepIIIReading
T：Well，nowpleaseopenyourbooksatPage55．Readthepassagequicklyandrindouthowcanceriscausedandhowcancerchangedthewriter’slife．
(Afewminuteslater，teachercheckstheanswers．)
T：OK．Haveyoufoundtheanswers?
Ss：Yes．
T：Howiscancercaused?WangLi，youtry，please．
S1：Cancerbeginsincells．Therearemanytypesofcellsinthebodyandeachhasaspecialfunction．Inahealthybody,cellsgrowanddividetoproducenewcellsonlywhenitnecessary．Iftheproductionofcellsisdiscupted，cellseitherdividetoofastoratthewrongtime，makingitdifficultforthebodytofunctionproperly．Thisway，peoplegotcancer．
T：Verygood．Sitdown，please．Howdidcancerchangethewriter’s1ife?Volunteer?S2：First，thewriterfeltemptyandhopeless．Thenhebegantoreceivetreatmentandfoughtagainstthei11ness,sufferinggreatpainanddifficulty．Later，hefoundthestrengthtorecoverwiththehelpofhisfamilyandfriends.Afterfourteenmonths’successfultreatment，hewasabletogohome．Butthecancerinhisbodyhasjustbeendefeatedforthemoment．Itcancomebackatanytimeandthestrugglewil1neverend，sohesayshislifehasnotyetendedbutreallybegun．Hehaschangedhisattitudetowardslife．Hehaslearnttoappreciateeveryminutesofeachday．
T：Welldone．NowpleaseListentothetapeofthepassageandfurtherunder—standit．Atthesametime,underlinealltheusefulexpressions．
(Teacherplaysthetapefirst．Thenshowsthefollowingonthescreen．)
1．Thenextstepistocarryouttheplan.
2．Wehavethingstodoatpresent．
3．一Areyounearlythrough?
一，I’veonlyjustbegun．
4．Theythebirdsthecages．
5．Heisbydrivinghiscarsofast．
6．Stopdiscussing，please．
7．HeisasoneoftherichestmeninEurope．
T：OK．Nowplease1ookatthescreenandfindtherightphraseinthetexttocompleteeachsentence．Doitquickly.ThenIllcheektheanswers．
Suggestedanswers：
1．tothefull
2．agreatmany
3．onthecontrary
4．freed…from
5．takingachance
6．forthemoment
7．thoughtof
T：Welldone．Nowpleasereadthetextforafewminutes，payingattentiontothelanguage．
StepⅣDiscussion
T：OK．NOWstopreadingandlet’shaveadiscussion．Lookatthequestionsonthescreenandthenworkingroupsoffour．
1．comparethewriter’ssituationwiththatofXiaoHuainthereadingpassage．Howaretheirexperiencessimilarordifferent?
2．Howdoyouthinkyourlifewouldchangeifyoufoundoutthatyouhadanincurabledisease?
(Afterthestudentsdiscussforawhile，teacheraskssomestudentstoanswerthequestions．)
T：OK．Stopdiscussing．Who’dliketotalkaboutthefirstquestion?Anyvolunteer?
S1：I’lltryit．BothXiaoHuaandthewritergotanincurabledisease．Neitherofthemgiveintothedisease．Theybothfoughtagainstitandtrytomaketheirlimitedlifetimemoremeaningful．Astothedifferencebetweenthem．XiaoHuagotAIDSthroughbirth．Shenotonlyhastosufferfromthedisease，butalsohavetodealwithpeople’sfearofthedisease，whi1ethewritergotcancerbecausetheproductionofcellsinhisbodyisdisrupted．Cancerdoesnotspreadfromonepersontoanother，soheistakengoodcareofbyhisfamilyandfriends．
T：Quitewell，whataboutthesecondquestion?Anyvolunteer?
S2：Letmehaveatry．IfIfoundoutthatIhadanincurabledisease，Ithinkmylifewouldchangeasthewriter’slife，Becausetheexistenceofourlifeishappinesstoourfamilyandfriends．
T：Welldone．Now，pleaseturntoPage56．LookatPart4．Youareaskedtodrawatimelineofyourlifeandmarkthebesttimes(thehighs)andtheworsttimes(thelows)．Thenwritedownsentencestotellwhatsomeeventsthatmadeyouveryhappywere,whatmadeyousosad，andwhatsomepointswereinyourlifewhenyoumadeachangeorlearntanimportantlesson．Youcanreferringtothefollowingexample．Areyouclear?
Ss：Yes．
(Thestudentsbegintodoit．Afterthat，teachersaysthefollowingtogoonwillthenextpart．)
StepVWriting
T：OK．Nowit’syourturntowriteanessayaboutanimportanteventinyourlifeoranotherperson’slife．FirstlookattheinstructiontoWritingonPage56．Thenwriteyourownessay．
FailureintheNationalExamination
Universityisnottheonlywaytosuccess．CaoYangwhoismyneighbour,willneverforgetthedaywhenheknewtheresultoftheNationalExamination,bywhichyoucouldgetthe“l(fā)icence”toentertheuniversity．However，helosttheopportunitytostepintothethresholdoftheuniversity．Atthatmoment，hefelthenearlycallapsedontothegroundandthoughttheroadtohisfuturelifewascompletelyb1ocked．
Hedidn’twanttotryitagain,becauseitwouldcosthisfamilyalotofmoney，whathemostwantedtodoatthatmomentwastogotoworkassoonaspossible．Thus，hecouldearnenoughmoneytosupporthisfamily．
Thedifficultiesheencountedinhisworkmadehimfeelthelackofenoughknowledge．Fromthenon，hemadeuphismindtocatchupwithupdatedtechnology．Byfullymakinguseofeveryminutehecouldgetafterwork，heimmersedhimselfintostudyandeventuallyhebecameanexpert．Lateron，whenhisworkmatesmetwiththeproblemsintheirwork，theyallcametohimandhecouldalwaysgetthemdoneproperly．
Throughhisefforts，hehasmadegreatachievementsinhislife．Henowfeelsthatuniversityisnottheonlywaytosuccess．ItwasthefailureintheNationalExaminationthattaughthimnobodyshouldshrinkbackinfrontofdifficulties.Onthecontrary，we’dbetterthinkofitasapreciousgiftthattheGodgivesustorealiseourgoals．
StepⅥCheckpoint
T：Inthisunit．we’vemainlytalkaboutdeadlydiseasesandattitudestowardsAIDSandcancer，etc,sowe’velearntalotofusefulwordsandexpressionsaboutthistopic．Howcanweremembersomanynewwords?Thefollowingtipsonthescreencanhelpyou．Lookatthescreenand1et’sgothroughthemtogether．
Waystorememberandunderstandnewwords：
Youcanputnewwordsintogroupstorememberandunderstandthemtogether．Forexample，somewordshavesimilarmeaning．1ikecureandheal，bothmeaning“tomakesomethingbetter”．Othersbelongtothesamecategory，likeAIDSandcancer，whicharebothdiseases．Trytothinkmorewaysthatyoucangroupnewwords．
(Afterthat)
T：Now，please1ookatthefollowingwordsandphrasesonthescreenandgrouptheminatleasttwodifferentcategories．
immune，defenseless，infection，cure,contract，virus，suffer，discourage,specialist，lonely，eventually,breakdown,dieof，cheerup，dealwith，asif,alackof
Suggestedanswers：
1．immune，defenseless，infection，cure，contract，virus，suffer
2．discourage，specialist,1onely，eventually，breakdown，dieof，cheerup，dealwith,asif,alackof
T：Well,now1ookatthesewordsonthescreen．WhatOtherwordsdotheymakeyouthinkof?
AIDS，immune，defenselessinfected,cure,contract,virus,suffer
Ss：Transmit，prevention,illness,treatment，defensive,diagnose,contagious，sick，hospital，(in)curable,spread，recover…
T：Yes．You’vecollectedsomanywordswhichcanbeusedtotalkaboutdisease．Next,pleaselookatthetwosentencesontheblackboardandrewritethemusing“Iwish…”and“If…”.
(Bb：1．Idon’tknowwherehelives．
2．PeopleareafraidofSARSbecausetheydontknowmuchaboutit．)
T：Who’dliketohaveatry?Pleasecometotheblackboardandwritedownyoursentences．Onestudent，onesentence．
Suggestedanswers：
1．IwishIknewwherehelives．
2．IfpeopleknewmuchaboutSARS，theywouldnotbeafraidofit．
StepⅦSummaryandHomework
T：Well．Howbusythisperiodis!We’venotonlypractisedlisteningandreading，butalsopractisedspeakingandwriting．We’vealsolearntmanyusefulwordsandexpressions．Afterclass,pleasereviewwhatwe’velearntinthisclassandpreviewwhatwe’lllearninthenextunit．
StepVⅢTheDesignoftheWritingontheBlackboard
Unit7LivingwithdiseaseTheFourthPeriod
I．Usefulexpressions：
tothefull，agreatmany，onthecontrary，free…from，takeachance，forthemoment，thinkof…as
Ⅱ．Wordsconcernedwithdiseases
AIDSimmunedefenselessinfectedcurecontractvirussuffertreatment…
III.TheSubjunctiveMood
1．Idon’tknowwherehelives．
→IwishIknewwherehelives．；
2．PeopleareafraidofSARSbecausetheydon’tknowmuchaboutit．
→IfpeopleknewmuchaboutSARS，theywouldnotbeafraidofit．
StepIXRecordafterTeaching

LivingWithdisease（TheFirstPeriod）

一名愛崗敬業(yè)的教師要充分考慮學生的理解性，高中教師要準備好教案為之后的教學做準備。教案可以讓學生更容易聽懂所講的內容，幫助高中教師能夠更輕松的上課教學。關于好的高中教案要怎么樣去寫呢？小編經過搜集和處理，為您提供LivingWithdisease（TheFirstPeriod），希望對您的工作和生活有所幫助。

Unit7LivingWithdisease

I．BriefStatementsBasedontheUnit
ThisunitmainlytalksaboutdeadlydiseasesandattitudestowardsAIDS，cancers，
etc．A11theactivities，includingWarmingup，Listening，speaking，readingandwriting，centeronthistopic．Throughthistopic，thestudentsnotonlygetmoreinformationaboutdiseases，butalsolearnhowtokeeparightandpositiveattitudetowardsdiseasesandpeoplewithdiseases．
Inaddition，thestudentscan1earnsomeusefullanguagepointsthroughthematerialsprovidedineachpart，especiallyalotofwordsandphrases，whichareveryhelpfulforthestudentstobuildupvocabularyaboutdiseases．TheGrammar--theSubjunctiveMoodisalsoimportant．Thegivenmaterialsandexercisesgivethestudentsanopportunitytolearngrammarbyusingit．Ithelpsthestudentslearntotalkaboutthingst}latarenotcertaintohappenaswellasimaginaryorunrealeventsandsituations．
Alloftheactivitiesarehelpfulforthestudentstoimprovetheirknowledgeabout1anguageandtheirskillstouselanguage．
Ⅱ．TeachingGoals
1.TalkaboutdeadlydiseasesandattitudestowardsAIDS，cancers，etc．
2.Practisetalkingaboutimaginarysituations．
3.Practisesupportingandchallenginganopinion．
4.LearntousetheSubjunctiveM00d(1)：lf1wereyou，…IWishIcould…
5.Writeapersonalnarrative．
Ⅲ．TeachingTime：Fourperiods
Ⅳ．BackgroundInformation
1．HealthOfficialsStruggletoUnderstandSARSSeveracuterespiratorysyndrome(SARS)hasterrifiedtheworld．Thequestiononeverybody’smindiswhetherSARSwillbecomeaglobalepidemic．
ResearchersworldwidehavegalvanizedtocombatSARS．Thechallengeforpublic
healthistodeterminethenatureandpotentialofanyviralthreatandtoframeabattleplan．
“Weareinanevolutionarystageofthisepidemic，”saidAnthonyFauci,directoroftheNationalInstituteofAllergyandInfectiousDiseasesinBethesda，Maryland.“Itcouldplateau，goupanddown，disappearofexplode．Thisvirusishighlyvirulent，potentiallylethalandhighlytransmissible--ithasthepotentialtocauseareallybadepidemic．”
ADeadlyCombination
SARSisaso—calledhybridvirus—thekindthatalwaystriggersaredalert．Traditionallyavirusaffectsasinglespecies．Butsometimestwovirusescombinetheirgeneticmaterialandformanewvirusthat“jumps”toanotherspeciesaltogether．
Hybridsaredangerousbecausethebodyhasneverencounteredthembefore，andtheimmunesystemisunprepared．
“FromstudyingthesequenceweseethattheSARSvirusisderivedfromamousecoronavirusandanaviancoronavirus，”saidMichaelLai，apioneerincoronavirusgeneticsattheUniversityofSouthernCaliforniainLosAngeles．
Ifthevirusexistsinawildwidespreadhost--liketheWestNileviruscarriedbymosquitoes—thenSARScouldbeaperennia11yrecurringproblem,accordingtoLai．
Ifthehostisadomesticanimal一likethechickenresponsiblefortheAvianF1uvirusof1997--thenthesourceoftheviruscouldbeeliminated．TheAvianFlueffectivelystoppedaftertheHongKonggovernmentorderedtheslaughterofchickensinthearea．
LaisuspectsthattheSARSviruslurksinawildanimals.“Itprobablydoesn’tbotherdomesticanimalsorwewouldhavecomeacrossitbefore，”hesaid．
1fpeoplearetheonlycarriersofSARS，“honestreportingofSARScasesandstringentquarantinescouldstopthevirusinitstracks,”Laisaid．
KnowingaVirus，PredictinganEpidemic
“Makingavaccinecouldbequitestraightforward，ifitisneeded?！盠aisaid．
Vaccinesalreadyexistforswineandchickencoronaviruses.Butitisn’teasytogaugewhetherSARS，oranyvirus．cantriggeranepidemic．
“We’vebeenworkingwithinfluenzaforover50yearsanditcansti1levadeourbestattempts．”
“Inmanycasesoftheinfluenzaviruswedon’tunderstandthemolecularpropertiesthatcausehighmortality，”saidNancyCox，chiefoftheinfluenzabranchattheCDC．
“Outbreaksarelikewildfires，”Morsesaid．“Somefiressmolderandareeasilyextinguished．Othersrageoutofcontrol，destroyingeverythingintheirpath．TheWHOandtheCDCarelikethefiredepartmentandtheyneedtoinvestigatealloutbreaksbecauseyouneverknowwhichwaytheycouldgo．”
Morsepointsoutourlonghistorywithinfluenza．SARSisonlyafewmonthsold．
Trackingandcontainingviruses，andpredictingwhattheywilldo，Morsesaid，“Itisasmuchanevolvingscienceasanevolvingart．”
2．FightContinuesAgainstHIV／AIDS
Apicture，acalendarorevenaballoonmaybethebestwayformillionsofpeoplelivinginChina’svastcountryareastolearnaboutAIDS，oneofthebiggestthreatstopublichealthintheworldtoday．
Chinahasdecidedtouseuser—friendlymethodsincludingexhibitions,VCDsandTVprogrammestospreadknowledgeofthediseaseacrossthenationtotrytokeepitincheck．
EducatingpeoplenationwideaboutAIDSisthetoppriority(優(yōu)先權)toprevent
thediseasefromgettingoutofhand．Thefarmerswil1begivenknowledgeintheeasiestwaythattheycanunderstand．
Arecentsurveyfromthecommission(調查團)ofmorethan7OOOpeopleinChina
showedthatnearly20percentofthemhadneverheardofAIDSbefore．Justover71percentsaidtheyknewAIDSwashighlyinfectious(傳染的),butmostofthemhadnoclearideaofhowthediseasecouldbespread．Justover62percentsaidtheyknewtheycoulddothingsinadvancetopreventthemcatchingAIDSbuttheydidn’tknowwhatthesemeasureswere．
Themonth—longsurvey，carriedoutlastDecember，talkedtopeopleinsevencountiesandcitiesacrossChinaincludingbothdevelopedcoastalareasandtheless—developedin—landareas．Theintervieweeschangedfrom15to49yearsold，andcountryresidentswereabout63％ofthetotalsurveyed．
Chineseresidents，especiallythoseinthecountry，haveverylittleknowledgeaboutwhatAIDSisallabout，nottomentionpreventionandtreatment．Bytheendoflastyear,therewere22517knownHIV／AIDScasesinChina．However，morethan6000000peopleinChinahavebeeninfected．
Since1985，Chinahasdiscovered880patientswithAIDS一466ofthemhavedied．
Sharingneedles，prostitution(賣淫)andcontaminatedbloodtransfusionsaremajorwaysforHIVtospread．AlackofeducationhasbeenthebiggestdifficultyagainstnationwideeffortstopreventAIDS，especiallyinthecountryside．
TheFirstPeriod
TeachingAims：
1．Learnandmasterthefollowing：
(1)Words：virus，via，mosquito，prevention,persuade
(2)EverydayEnglish：
a．Supportinganopinion
Ithinkthat…，because…
First．…
Onereasonisthat…
Forexample，…
Ifwe／theywereto…．we／theycould…
b．Challenginganopinion
Perhaps．butwhatif／about…?
Haveyouthoughtabout…?
Whatmakesyouthinkthat…?
couldyoupleaseexplain…?
If1wereyou,1would…
2．Trainthestudents’skilltouselanguage．
TeachingImportantP0ints：
1．Mastertheuseofthefollowingwordsandphrases：via，persuade，trytopersuade
2．Trainthestudents’listeningandspeakingabilities．
TeachingDifficultP0ints：
1．Howtohelpthestudentsunderstandthelisteningmaterialexactly．
2．Howtohelpthestudentsfinishthetaskofspeaking．
TeachingMethods：
1．Aquiztocheckthestudents’knowledgeaboutAIDS．
2．Listening—and-answeringactivitytocheckthestudents’understandingofthelisteningmaterial.
3．Oralpracticetotrainthestudents’speakingability．
4．Individual，pairorgroupworktomakeeverystudentworkinclass．
TeachingAids：
1．ataperecorder
2．aprojector
3．theblackboard
TeachingProcedures：
StepIGreetingsandLead—in
T：Goodmorning／afternoon,everyone.
Ss：Goodmorning／afternoon,teacher,
T：Sitdown，please．WeoftenseeprogrammesonTVandreadstoriesinnewspapersandmagazinesaboutpersonswhofightagainstdiseases．Whatdoyouthinkofthem?
Ss：Theyareunluckybutgreat．
T：Whodoyouthinkso?LiYing，giveusyouropinion．
S：Theyareunluckybecausethelifeishardforthemwithdiseases．andtheymaydieearlieriftheygetsomeseriousorevendeadlydisease．Theyaregreatbecausetheyhavecouragetofightagainstthediseasesandsti11trytomaketheirlifemeaningfu1．
T：Verygoodspeech．Sitdown，please.Howmanykindsofdeadlydiseasesdoyouknow?
Ss：AIDS，cancers…
T：Yes．AIDSandcancersaretwokindsofseriousdiseases．Today，wearegoingto1earnUnit7Livingwithdisease．
(Bb：Unit7Livingwithdisease)Thisunitwillhelpusknowmoreaboutdiseasesandpeoplelivingwithdisease．First，let’slearnsomenewwordsinthefirstperiod．Lookatthescreen．
(Teachershowsthescreenandthendealswiththenewwords．)
△deadly／′dedlI／adj．
△infect／In′fekt／vt．
△transmit/traenz′mIt/vt．
△route／ru:t／n.
△donation／du′neIn／n.
prevention／prI′venn／n.
△cocaine／ku′keIn／n.
△imaginary／I′maed3In?rI／adj.
virus／′vaIrs／n.
via／′vaI／prep．
mosquito／ms′ki：tu／n．
△stacy／′steIsI/
persuade／p′sweId／vt.
△heroin／heruIn／n.
(Bb：via，persuade／trytopersuade)
StepIIWarmingup
T：Aswea11know，AIDSisakindofdeadlydisease．Thegovernmenthaspaidspecialattentiontoitspreventionandtreatment．AndsomewaystospreadtheknowledgeaboutAIDShavebeenusedacrossthecountry．HowmuchdoyouknowaboutAIDS?Now，openyourbooksonPage49.HereisanAIDSQuizforyoutocheckyourknowledgeaboutAIDS．Firstfinishitindividually。ThenI’llprovidetherightanswersforyou．Youcanbeginnow．
(Afewminuteslater，teachershowsthefollowingonthescreenandchecks
theanswerswiththewholeclass．)
AIDSQUIZ
Decidewhichofthesestatementsaretrueandwhicharefalse．Tickthe
correctbox．
TrueFalse
1.OnlybadpeoplegetAIDS.□□√
2.IcanbecomeinfectedwithHIVbyswimminginapool，sittinginabath，holdinghandsorkissingsomeonewithHIV□□√
3.In2002，therewere42millionpeoplelivingwithAIDSintheworld．□□√
4.PeoplewhohavenotinfecteddrugsdonotneedtogettestedforHIV．
□□√
5.1fIhadHIV，IwouldknowbecauseIwouldfeelsick．□□√
6.HIV/AIDSisincurable．□√□
7.PeoplewhohaveH1Vlookdifferentfromeveryoneelse.□□√
8.ItissafetobefriendswithpeoplewhoarelivingwithA1DS．□□√
T：Wel1，nowlookatthepicturesbelowtheAIDSQUIZ．WhatinformationdotheytellusaboutAIDS?LiuYang,youtry，please．
S：ThepicturestellUSthattheAIDScan—notbetransmittedviathefollowing
routes；cups，glasses，toiletseat，swimmingpoo1s,mosquitoesorblooddonation．
T：Howdoyouknowaboutthat?
S：Thathasbeenshownbymedicalstudies．
T：Welldone．Thankyou．Sitdown,please．
StepⅢListening
T：Next，1et’scometothelisteningpart．Thelisteningmaterialwilltellus
aboutadiseasedetectiveattheCentreforDiseasecontrolandPrevention．Now，pleaseturntoPage50．Let’s1ookattheinstructionandthequestionsinPart1first．ThenIllplaythetape．Attheend，I’llasksomeofyoutoanswerthequestionsandwe’llcheckthemtogether．Areyouclearaboutthat?
Ss：Yes．
(Teachergoesthroughtheinstructionandquestionsfirst．Thenplaythetape．Finallychecktheanswers．Afterthat,teacherasksthestudentstodo
Part2．)
T：Well，nowpleaselistentothetapeonceagainandtakesomenotesofwhatyouhear．Thenuseyournotestotellyourpartnerabouthowstacyworks，howshefeelsaboutherjob，andwhatadviceshegives.Areyouclearaboutthat?
Ss：Yes。
T：Andifyouwereadiseasedetective.Whatwouldyoudotolearnmoreaboutanewdisease?Talkaboutitwithyourpartnerattheend．Doyouremember?
Ss：Yes．
T：OK．Now,pleaselistencarefully．Remembertotakenotes．
(Thestudentslistenandmakenotesfirst.Thentalkaboutthequestionswiththeirpartners．Attheend，teachermayaskssomestudentstoreportfortherestoftheclass．)
(Bb：adiseasedetective．theCentreforDiseasecontrolandPrevention．)
StepⅣSpeaking
T：Atthebeginningoftheclass，wetalkedaboutsomedeadlydiseases,andwealsohadaquizonAIDS．WeknowAIDSisnotonlyoneofthedeadlydiseasesbutalsoamostserioussocialproblemtoday．Couldyoupleaseexplainwhy?GuoLi，youtry,please．
S：Onereasonisthatitisincurable，anotheristhatpeopleknowlittleabouthealthcare,preventionandeducation．
T：Welldone．BesidesAIDStherearesomeothermostserioussocialproblemssuchasdrugs，smokinganddrinking．Whichdoyouthinkisthemostseriousone?Nowlet’scometothespeakingpart．Chooseoneoftheproblemslistedbeloworthinkofan—otherseriousproblem．Preparearolecardonwhichyouwritedownreasonswhyyouthinkyourproblemisthemostserious．Usetherolecardinthegroupdiscussionandtrytopersuadetheothergroupmembersthatyourproblemisthemostseriousone．Areyouclear?
Ss：Yes．
T：AndIllshowyousomeusefulexpressionsonthescreentohelpyouwithyourdiscussion．
(Teachershowsthescreen．)
Supportinganopinion
Ithinkthat…，because…
First…
Onereasonisthat…
Forexample，…
Ifwe／theywereto…,we／theycould…
Challenginganopinion
Perhaps，butwhatif／about…?
Haveyouthoughtabout…?
Whatmakesyouthinkthat…?
Couldyoupleaseexplain…?
IfIwereyou,Iwould…
(Teacherandthestudentsgothroughtheexpressionstogether.Thenthestudentsbegintodiscussingroups．Atlast．Teachermayasksomestudentstoreportfortherestoftheclass．)
StepVSummaryandHomework
T：Youalldidverywellinthisclass．Nowlet’slookatwhatwe’vedoneinthisperiod．First，we’vehadaquiztocheckyourknowledgeaboutAIDS，whichhelpsusknowmoreaboutAIDS．Second，we’velistenedtothetapeaboutadiseasedetectiveattheCenterforDiseaseControlandPrevention，whichhelpsusgetsomeknowledgeaboutdiseasedetectivesandtheirwork.Third，we’vediscussedwhatisthemostseriousproblemtoday．Thisnotonlymakesuscaremoreaboutsocialproblems，butalsotrainourspeakingability．What’smore，we’velearntsomeusefulwordsandphrases．Afterclass,pleasepractisemoreandprepareforthenextperiod．Somuchfortoday.Classisover．Seeyoutomorrow．
Ss：Seeyoutomorrow．
StepⅥTheDesignoftheWritingontheBlackboard
Unit7LivingwithdiseaseTheFirstPeriod
1.via
e.g.Wecansendhimanoteviatheinternalmailsystem．
2．persuadesb．todosth．；trytopersuadesb．todosth．
e．g.Thesalesmanpersuadedustobuyhisproduct．
Hetriedtopersuadehimtochangehismind．
StepⅦRecordafterTeaching

TheBritishIsles（TheThirdPeriod）