高二英语人教版unit7 living with disease 虚拟语气教学设计
高二英语 Unit 7(Living with diseases)说课稿 新人教版 教案
Unit 7 Living with diseasesReading Born DyingTeaching aimsKnowledge and skills1.Learn the followingWords defenseless, illness, treatment, unprotected, sex, lack, proper, discourage, network, specialistPhrases live with, break down, , be/become infected with, the totle number of, a lack of, cheer up, suffer from, deal with, persuade sb to do sthSentencesa. I wish I could remember more about my mum.I wish that she were here with me and that we weren’t sick.b. If I were you, I would give an AIDS patient a hug.2. Train the students’ reading abilities and skills.Methods and procedures1.Fast reading2. careful reading3. asking and answering4. pair work and groupworkEmotiom,attitude and view of valueLet the students know some knowledge about AIDS,and set up a right view of life. Enable the students to reduce their fear of the disease and show their love to AIDS patients. Teaching important points:1.Learn the following words and phraseslive with, break down, , be/become infected with, the totle number of, a lack of, cheer up, suffer from, deal with, persuade sb to do sth2.Understand the text.Teaching difficult points:How to help the students understand the text exactly, especially some sentences used in the Subjunctive mood.Teaching procedures:Step one: leading-inOpen your books at page 51 and look at the title Born Dying. Who can explain it in English ?( right) Scan the passage, who is mentioned in the passage?Step two: Careful readingRead this passage and answer these questions1.What kind of person is Xiaohua ? what happened to her ?2.What is AIDS ? How long do most people who have AIDS live?3.How do people transmit AIDS ? How does Xiaohua get AIDS ?4.What situation is AIDS spreading ?5.W hat has Xiaohua done after she knew her disease ?6.Is the disease the only thing that AIDS patients suffer from ? What else ?7.How is Xiaohua trying to change this ?8.What is Xiaohua’s attitude to her life ?Now read the passage again and tell me the main idea of each paragraphPara1 Introduce XiaohuaPara2 About AIDSPara3 The ways of transmitting AIDSPara4 The situation of children and AIDSPara5/6 Xiaohua’s actionPara7 Xiaohua’s attitudeStep three: Language pointsNow find out the following phrases1.live with Tom lives with his grandparents.2.break down This disease break down his health/body.3.be/become infected with Xiaohua is infected with AIDS since she was 3 years old.4.the totle number of The totle number of these books in the library is as manyas one hundred thousand.5. a lack of She cann’t buy the bike because of a lack of money.6.cheer up I encourged mary and cheeres her up.7.suffer from She is suffering from a bad cold.8.deal with AIDS patients must deal with people’s fear of the disease.9.persuade sb to do sth My mother persuaded me to work hard.Now please look at the two sentences1. I wish I could remember more about my mum.I wish that she were here with me and that we weren’t sick.2. If I were you, I would give an AIDS patient a hug.These are Subjunctive Mood which express an untrue situation. Please find their characteristics. (let the students say out)Step four: DiscussionWhat should we do for AIDS patients like Xiaohua ?Step five: PracticeDo exercises 1 and 2 in the workbookStep six: Summary and homeworkIn this class we’ve not only learnt more about AIDS but also learnt how to act towards people who have AIDS. We should call on all the people to fight against AIDS. After class please read the passage more times in order to understand it better.Step seven: The design of the writing on the blackboardStep eight: Record after teaching。
Unit7Livingwithdisease（人教版高二英语上册教案教学设计）
Unit7Livingwithdisease（人教版高二英语上册教案教学设计）首医大附中程东慧Teaching aims:1. Talk about deadly diseases and attitudes towards AIDS, cancer, etc.2. Practise talking about imaginary situations3. Practise supporting and challenging an opinion.4. Learn to use the Subjunctive Mood(1): If I were you… I wishI could…5.Write a personal narrative.Teaching contents:1. Topic: Talk about deadly diseases and attitudes towards AIDs, cancer, etc.2. Expressing opinions:3. Vocabulary: new words: false, blood, persuade, illness, treatment, sex, lack, proper, discourage, fierce, stranger, strength , recover, die of, suffer from, for the moment.2)Phrases:Grammar: the Subjunctive Mood(1): If I were you… I wi sh I could…Period 1 Warming up & ListeningTeaching aim: Talk about deadly diseases and attitudes towards AIDS, cancer, etc.Train the Ss listening abilityTeaching procedures:Step 1 Warming upI. Lead in: How much do you know about AIDS?II. Ask the Ss to fill in a chart to learn more about Disease.III. Ask the Ss to do T or F Quiz to check their knowledge about diseases.(Ss textbook of p49)Ⅳ. Teacher shows the Ss more pictures so that the Ss can learn more knowledge about AIDs and let the Ss knowledge how the AIDS virus be transmitted.Step 2 ListeningI. Pre- listening: Ask the Ss to read the sentences of p50 and thenask the Ss some questions to lead in listening:Jane works at the center for Disease Control and Prevention. She works as a disease detective.1. What does a disease detective do?2. Where does a disease detective often go to work?3. How does a disease detective work?II. . While-listening:1. Listen to the tape to fill in the blanksPart 11. They are trying to ______ and ______disease. (key: control , prevent)2. Jane usually asks people if they ____ ____ ______ ,______ or ____ ______. She also asks when they ___ ___(key: have a fever, headache, sore throat, got sick)3. She uses the information to find out___ ___ ___ ___.(key: what caused the disease)4. some works in _________ where they _____ tests and ______.Others travel to ____ or _____where there are diseases and ___ ___ people ___ ___ ___(key: laboratoties, examine tests, samples, towns , villages,talk to, who are sick)Part 2:1. How often does Jane go out to disease places?2. How does she feel about her job?3. What advice does she give to protect oneself”(key: 1. about every three months. 2. sometimes afraid but always careful. 3.washing hands, not going to crowded, wearing a mask if needed, see a doctor if you are sick )Ⅲ. Post- listeningDiscussion:1. Suppose there is a village, and many people there die of one cancer, You go there as a disease detective. What will you do”2. Suppose you are monitor or monitress and at this moment there is an infectious disease(.传染病) in you area, what will you do?Step 3 Do listening Exx, on P61 Ex 1 and Ex 2（丰台区册） if we have enough timeHomework:1． How HIV is transmitted?2． Write a short passage about what you have learned in this period.。
高二英语unit 7 living with disease新人教版
Unit 7 Living with disease一周强化一、本单元重点单词与短语1．persuade vt. 说服；劝服；使某人相信（常与into, to或out of连用）。
例如：Try to persuade him to let us go with him.试着说服他让我们跟他一起去。
（persuade sb. to do sth.）Nothing would persuade him.没有什么能够说服他。
(persuade sb.)He persuaded the piece of wood into the little crack.他把木头慢慢地插入裂缝。
（比喻）（persuade sth. into sth.）Who persuaded you into writing the letter?谁劝你写那封信的？（persuade sb. into doing sth.）She can persuade him out of his foolish plans.她能劝他放弃那些愚蠢的计划。
（persuade sb. out of sth.）She persuaded me that she was telling the truth.她使我相信她说的是真话。
（使相信）How can you persuade us of your honesty?你怎么才能使人们相信你是诚实的呢？（persuade sb. of sth.使某人相信某事）注意：persuade sb. to do sth. 指成功地劝说某人去做某事。
advise sb. to do sth. 指建议某人去做某事，并不意味着结果成功与否。
例如：He persuaded me to give up my plan.在他的劝说下，我放弃了那个计划。
He advised me to give up my plan.他劝我放弃我的计划。
高二英语教案：高二英语上学期第七单元Living with disease
教材指导人教版高二unit 7 Living with disease第七单元患病的生活【Part 1 Background Knowledge 背景知识】目前全球艾滋病病毒感染者总数为4200多万人，我国艾滋病病毒感染人数已达100万人。
触目惊心的数据表明，艾滋病的确已成“世纪之痛”。
联合国第15个“世界艾滋病日”提出了“相互关爱，共享生命”(liveand let live)的主题。
但只有了解有关艾滋病的知识，有效地防治艾滋病，才能享受健康快乐的人性。
The origin and spread of AIDSMany scientists think, the virus which causes AIDS did jump from theAfrican Green Monkey. While it is difficult to determine precisely whenand where the first case of Aids or HIV infection occurred in Africa,retrospective(追溯的) studies on the frequency of certain clinical diseasesas sentinel markers of AIDS indicate that there was a marked increase incases in Africa during the late 1970’s and early 1980’s. Africa in thelate 1970’s was a continent in social transition. Because of poverty in ofthe countryside and the growth of cities in the country at the same time,there was large shift in populations, which caused the fast spread of thedisease once it had arrived in the bloodstream of the first human being.Some of the very“earliest”cases of a disease, which became known in 1981as AIDS, were occurring in central Africa in the “AIDS Belt” of Uganda,Rwanda, Zaire(扎伊尔) and Tanzania.The most agreed-upon(一致同意的) date as to the identity of“Patient O”in Westis June 5, 1981. It was on that date that the Mortality(死亡率) andMorbidity(发病率) Weekly Report, published by the United States GovernmentHealth Statistics Branch of the Centers for Disease Control in Atlanta,Georgia, first published the identity of a disease in which “thepossibility of a cellular-immune(细胞免疫的) dysfunction(机能障碍) related to acomm on exposure” was printed. The disease came to be known within a fewmonths as AIDS.AIDS is truly a disease of modern times. Some say that it made itsappearance at this time in history mainly because the world has become somuch smaller due to transportation and the migration of people from oneplace to another. That proposal has a lot of truth to it. Especially indeveloping countries, great numbers of people are forced to travel fromtheir simple rural lives to the great cities where alcohol, drugs, andprostitution(卖淫) cause epidemics(流行) of certain illnesses, mostparticularly, AIDS.许多科学家认为，导致艾滋病的病毒来自非洲的青猴。
Unit7Livingwithdisease全部教案内容（新课标版高二英语教案教学设计）
Unit7Livingwithdisease全部教案内容（新课标版高二英语教案教学设计）Teaching plan for Unit 7Teaching goals:1. Talk about deadly diseases and attitudes towards AIDS, cancer,etc.2. Practise talking about imaginary situations3. Practise supporting and challenging an opinion4. learn to use the Subjunctive Mood(1) If I were you,… I wishI could..5. Write a personal narrativeImportant points:1. Master the uses of the following words and phrasesVia, persu ade, a lack of , cheer up, deal with ,….2. Try to understand the text exactly3. Master “the Subjunctive Mood”Difficult points:1. How to help the students understand the materials exactly, especially someSentences with special Verb-forms used in the Subjunctive Mood.2. How to train the Ss’ abilities of listening, speaking, reading and writing.Teaching Aids:1. a tape recorder2. the blackboardTeaching proceduresThe First Period of Unit 7Step I. GreetingsStep II. Lead-in and Warming-upT: Nowadays, the weather is becoming colder and colder, especially sometimesIt changes. So it is a period when we can easily catch cold. We all know thatThe feeling with diseases is so terrible, yes? So we’d better wear more andTake good care of ourselves. And from this lesson, we’ll learn somethingAbout diseases. First I want you to tell me some diseases you know. WhoCan?Ss: headache, toothache, stomachache, heart disease, shortsighted, blind, deaf,Dumb, cancer, and AIDS etc.T: Very clever. Now tell me which disease you think is the most frightening?S1: Cancer.S2: AIDS.T: Why?Ss: Because they are incurable.T: Yes, you are all right. And how much do you know about AIDS?Let’s look at AIDS Quiz in Warming up .(key: 3 and 6 are correct )Step III. ListeningWell, now please listen to the tape once again and take some notes of What youHear, then use your notes to tell your partner about how stacy works, how sheFeels about her job, and what advice she gives , Are you clear about that?Step IV. SpeakingT: At the beginning of the class, we talked about some deadly diseases, and we also had a quiz on AIDS. We know AIDS is not only one of the deadly diseases but also a most serious social problem today. Could you please explain why?S1: One reason is that it is incurable, another is that people know little about health care about health care , prevention and education.T: Well done. Besides AIDS there are some other most serious social problems such as drugs , smoking and drinking. Which do you think is the most s erious one? Now let’s come to the speaking part. Choose one of the problems listed below or think of another serious problem. Prepare a role card on which you write down reasons why you think your problem is the most serious. Use the role card in the group discussion and try to persuade the other group members that your problem is the most serious one. Are you clear? OK, let’s begin.Step V. Language points.1. deadly adj 致命的，致死的/ 不共戴天的，充满仇恨的adv （口）极其，非常a. Guns are deadly weapons .b. The disease is deadly.c. AIDS is a kind of deadly disease .d. He is my deadly enemy .e. His face is deadly pale. / I’m deadly tired .2. In 2002, there were 42 million people living with AIDS in the world.a. Yesterday the biggest store in town caught fire. And therewere a greatMany people watching the fire in the street.b. There is a train leaving at nine p.mLive with 与。
人教修订版高二英语UNIT 7 Living with disease period 4教案
S：Iwi11try．XiaoHuaistwelveandlivesinaprovinceinSouthern
China．HermothercontractedtheHIVviruswhenshewastwenty-eight，andshe
人教修订版高二英语UNIT 7 Living with disease
period 4教案
Period 4 Subjunctive Mood
Teaching Aims :
1．Learn and review some useful words.
2．Learn to use the Subjunctive Mood：
example,thefirstsentence“IwishIcould...“means“ItisagreatpitythatIdon’t
remembermuch about my mum．”
T：OK．Now please prepare for a while. ThenI’llcheck your work．
peoplelearnmoreabouthowtoprotectthemselves,butalsopersuadespeopleto
show care and love to AIDS patients．Shemakes her life happy and beautiful．
Step 2 Lead-in
If I were you．...
I wish I could...
Teaching Important Points：
1．Master someopposites．
Unit7Livingwithdisease（新课标版高二英语上册教案教学设计）
Unit 7 Living with disease(新课标版高二英语上册教案教学设计)The First Period -Born dying-Taught by Zeng JiebingⅠ.Teaching aims:1.Learn and master the following words and phrases:defenseless,illness,treatment,liquid,unprotected,sex,lack, proper, discourage,cheer up, network,specialist2.Train the students' reading ability.3.Practise talking imaginary situation.Ⅱ.Teaching important points:1.Master the following words and phrases: a lack of ,cheer up ,deal with ,wish,as if2.Understand the text exactly.Ⅲ.Teaching difficult points:How to help the students analyze the writing style of this unit.Ⅳ.Teaching methods:Skimming method,task-based method,role-play methodⅤ.Teaching aid:A recorder, the blackboard and a piece of paperⅥ.Teaching procedures:StepⅠ Lead inT: Good afternoon,everyone.Ss:Good afternoon,teacher.T: Sit down, please. Today,we are going to learn Unit 7 -Living with disease. As we know, everyone will get ill in his whole life. But most of time, the illness can be cured sooner or later. However, some disease can't be cured, such as AIDS ,cancer and so on.T: Are you afraid of these disease?Ss:Yes.T: In our society, there are many people, who got these deadly disease, But they did not give up, they tried their best to fight against the diseases and make their life meaningful.T: Do you think they are great?Ss:Yes.T: Very good , Now can you tell me how many kinds of deadly diseases you know?Ss:AIDS,cancer and so on.T:Right, Ok, now,Let's have a test to see how much you know about AIDS. Please open your books at Page 49,Here is an AIDS quiz.Try to finish it as quickly as you can.Maybe you don't know some of the answers. It doesn' -t matter.(Two minutes later)T: Have you finished it?Ss:Yes.T:But now we will not check the answer until we finish reading the text.StepⅡFast-readingT: So please open your books at Page 51.The text "Born dying" is about a person living with HIV. Before reading the text , I'd like you make a predictabout this passage. So please write down two questions you think will be answered in the text. I'll give you twominutes to prepare. OK?Ss:OK.(Two minutes later)T: OK,now tell me what are your questions.Ss:They are:Q1:What is AIDS?___________________________________________________Q2:How do people get AIDS?___________________________________________________T: Good , Now read the text quickly and try to find the answers to the questions you listed just now. At the same time you should think about the title "Born dying" . Are you clear?Ss: Yes .T: OK, now do it please.(Check the Ss's answers)Step ⅢCareful-readingT: OK ,Now, please read the text again , then try to find the right answers.1.Which of the following is true?A.People will die immediately after they get AIDS.B.HIV spreads only through blood.C.Xiaohua was three when her mother died.D.AIDS is a disease that breaks down the body's immune system and leaves a person defense against infection and illnesses.2.Which of the following is NOT true?A.In 2002, 3.2 million children in the world were infected with HIV.B.The disease is spreading faster in America and parts of Asia.C.Xiaohua knows she will die before she can grow up.D.Xiao hua wants to be a doctor to help AIDS patients.3.What are the means of being infected with AIDS ?A.Through blood and other body liquids.B.By havingunprotected sex.C.Through birth.D.All of the above.4.The passage mainly tells us ______.A.how terrible AIDS isB.how miserable Xiaohua isC.what we should do towards AIDS and AIDS patientsD.how to help Xiaohua5.From this passage ,we can infer that ____.A.we should avoid any contact with AIDS patientsB.Xiaohua wants to give a hug to an AIDS patientC.Xiaohua's life won't be as long as her clasmates' so she is unhappyD.people should try to know about AIDS(Check the students' answers)T:OK, now I think you must have known the AIDS very well , so let's turn back to the quiz about AIDS. let'scheck the answers together.(Check the students' answers)Step Ⅳ Language pointsT: Now let's listen to the tape. While listening, try to find out the important language points and difficult pointsthat you don't understand. Are you clear?Ss:Yes.T: Maybe the following language points can give you more help to understand the text. Now study by yourself ,then do the exercises.1.break down :使瓦解，毁坏eg:Someone broke the door down.2.die of 死于疾病、衰老、饥饿、情感等内部原因。
Unit 7 Living with disease reading(新课标版高二英语下册教案教学设
Unit 7 Living with disease reading(新课标版高二英语下册教案教学设计)整理--------ReadingTeaching aims: 1.Learn and master the following words and phrases:defenseless break down manage to illness treatment unprotected sex lack proper available discourage cheer up network as if specialist2.Improve the students reading ability.Teaching important points: Learn the following sentence structure: Her mother didn’t know … until Xiaohua was born.I wish I could remember more about my mum.If I were to live long enough to have a job, I would choose to be a doctor.Teaching difficult points：“if”和“wish”引导的虚拟语气Teaching aids: tape recorderTeaching methods: Fast reading .Careful reading; DiscussionTeaching procedures:Step 1 Revision1. Ask some Ss to act out their speaking dialogues.2. Ask the students to discuss things could be done to solve the problems they have discussed.Step 2 Reading1. Pre-reading Sample answers to the questions:(1) What is AIDS? What is HIV?(2) How do people get AIDS?(3) What happens to people who have AIDS?(4) What can be done to cure or help people who have AIDS?(5) How did the person get AIDS?(6) How does the person feel about having AIDS?(7) Is the person able to live a normal life?(8) How do her friends and family feel about her disease?(9) When did the person get AIDS?2. Fast-reading : Read the text as fast as possible and try to answer the questions in pre-reading.3. Careful-reading(1) Reading for detail and tell the main points of each paragraph.Parag1: Xiaohua is a person living with AIDS.Parag2: What is AIDS?Parag3: How do people get AIDS?Parag4: Many children become infected with AIDS.Parag5: Since there is little hope for Xiaohua, she decides to use the limited time to do something to help others.Parag6 and 7: Xiaohua helps AID patients and tries to change people’s attitude to them.(2) Retell the text using about 100 words.Step 3 Post-readingStep 4 Language points1. dying adj. 临死的，即将死亡的eg. I’m afraid she is dying.Generally speaking, women live longer than men.2. break down （机器等的）损坏，坏了；身体垮了，感情掌握不住；使…分解，瓦解eg. We are sorry to arrive late, but the car broke down.His health has broken down completely.She broke down with a sob.Chemicals in the body break our food down into useful substances.3. leave: cause or allow sb/sth to remain in a certain conditions, place, etc.使…处于某种状态eg. Don’t leave the window open.4. transmit 传播；传染eg. Rubber doesn’t transmit electricity.5. die of 因（疾病，情感，饥寒，年老等）而死die from 因（外伤，虚弱，过度劳累，饮食过度等）而死eg. The old man died of hunger and cold.Linda died of disappointed love.The engineer died from overwork.The child died from weakness.6. wish 后接宾语从句时，多用虚拟语气eg. I wish I were a bird.How I wish I had been to Beijing.I wish you would be back soon.7. lack n.缺乏，短缺v. 缺乏，缺少eg. The project had to be abandoned for lack of founds.She is lacking in common sense.8. available adj. of things that can be used or obtained.可用的，可得到的eg. Tickets are available at the box office.9. cheer sb up : cause ab to become happier or more cheerfuleg. Try and cheer up a bit; life isn’t that bad.10. if as if 引导的虚拟语气eg. If I were you, I would go at once.If you have come a few minutes earlier, you would have met him.She look after the boy as if he were her own son.随堂练习：translate the following phrases:1．票房有票Tickets are available at the box office.2．由你负责预防森林火灾Prevention of forest fires is up to you.3．我唯恐她要死了。
人教版备战2012年英语教材高二重难点梳理Unit7 Living with disease教案
Unit 7 Living with disease一、重难点解析意思是"经过"；"通过"。
例如:We went to America via Tokyo. 我们途经东京去美国。
The deaf and dumb people communicate via sign language. 聋哑人用手势语交流。
who see Xiaohua would never guess that she is one of the millions of children in the world living and dying with AIDS. 看见过小华的人都不会想到她是世界上患有艾滋病或因艾滋病而濒于死亡的几百万儿童中的一个。
句中的who see Xiaohua是个定语从句，修饰people一词，句中的that引导宾语从句；此外，句中living and dying with AIDS是现在分词短语作定语，修饰children，其作用相当于一个定语从句。
后面跟宾语从句时，从句多用虚拟语气。
例如:I wish you wouldn't smoke any more. 我希望你不再吸烟了。
I wish very much you could manage to come over. 我真希望你能度过这一关。
I wish you'd stop him from doing those useless things. 我希望你制止他去做那些无用的事。
4."If I were to live long enough to have a job, I would choose to be a doctor, helping these AIDS patients," Xiaohua says.小华说: "如果我能活到参加工作，我要选择医生这个职业，帮助这些艾滋病患者。
高二英语教案：高二英语上学期Unit 7 Living with disease
TEACHING PLAN FOR UNIT 7 (Book 2A)LIVING WITH DISEASEI. Brief statements Based on the UnitThis 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 Goals1.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: Speaking3rd period: Reading—Born Dying4th period: Integrating Skills (SB)5th period: Language Study—Word Study6th period: Language Study—GrammarThe First PeriodGOALS: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 PROCEDURESI. Warming up1. Lead-in1) Show a picture of AIDS logo to lead in the subject—AIDSAre 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 worldwideproblem. And besides some famous stars, some ordinary people alsowork very hard to tell others the harm of this disease.)2. BrainstormingQ1: 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 diseasescan be cured. But for now, AIDS is still incurable, so it’s a deadlydisease.)3. How much do you know about AIDS?1) Pair work—questions for discussionWhat’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 friendswith AIDS patients.II. Listening (WB)1.Pre-listening: Go through EX1&2 in Part1 and guess “What do the lettersHIV 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 oralreport 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. Homework1. P review Speaking (p. 50) and find some information about AIDS, drugs, smoking ordrinking to support your idea.2. L earn the new words of this unit by heart.。
高二英语Unit7 Living with disease The Third Period 人教版
高二英语Unit7 Living with disease The Third Period Teaching Aims :1．Learn and review some useful words.2．Learn to use the Subjunctive Mood：If l were you．…1 wish I cou ld…Teaching Important Points：1．Master some opposites．2．Learn to guess the missing words and usethem correctly according to the given sentences．3．Grammar：The Subjunctive MoodTeaching Difficult Points：Use the right verb—form in the SubjunctiveMood．Teaching Methods：1．Practising to master each language point．2．Individual，pair or group work to make every student work in class．Teaching Aids:1．a projector2．the blackboardTeaching Procedures：Step I GreetingsGreet the whole class as usual．StepⅡRevision and Lead—inT：Yesterday，we read a passage about anAIDS patient named Xiao Hua．Can you tell the story about her?S s：Yes．T：Any volunteer?S：I wi11 try．Xiao Hua is fifteen and livesin a province in Southern China．Her mother contracted the HIV virus whenshe was twenty—eight，and she died ofAIDS only three years after Xiao Huawas born．Unluckily，Xiao Hua wasborn dying with AIDS．Although shehas her father，who is also infectedwith AIDS, to take care of her, theycannot afford the drugs to treat her illness．Xiao Hua knowsthat she will diebefore she has a chanceto grow o1d, but she does not let that knowledge discourage her. Instead，she decided touse the limited time she has left to do something to help others．She not onlyhelp people learn more about how toprotect themselves, but also persuade people to show care and love to AIDSpatients．She makes her life happy andbeautiful．T：Thank you．Sit down，please．Besides, we’ve learnt some useful words and sentence structures in it．Today we’11pract ise using them．Now，let’s learnthe new words in this period．Look atthe screen．(Teacher shows the screen and dealswith the words briefly．)△vis ible／′vIz∂bl／adj.△defens ive／dI′fens Iv／adj．identify／al′dentIfaI／vt．stranger／′streIndз∂(r)／n．meaningful／′mi：nIηfl／adj．boyfriend／′boIfrend／n．bi11ionaire／bIlj∂′ne∂(r)／n．StepⅢWord StudyT：Well，now please open your books atPage 52, Look at the first part--Word study．Choose the right word in eachsentence．Turn to next page and let’s study the example．“visibl e”and“in visi ble”，which are opposite in meaning，are given in the bracket．T he prefix“in一”gives a negat ive meaning．Accordingtothe meaning of the givensentence．“inv isib le”is chosen. Have you understood the example?(Bb： visible —invisible)S s：Yes．T：In the following sentences，some otherpairsofoppositesaregiveninthe brackets．Now please work in pairs tochoose the proper word for eachsentence．After a while, I will check youranswers．Suggested answers：1．infected with 2．incurable3．imaginary 4.defenseless(Teacher writes each pair of opposite onthe blackboard．)T：Well done．Now it’s your turn to makesentences．Look at the next part．Four pairs or opposites are listed．You are asked to use one of each pair of thewords to make your own sentences. T hen show them to your partner and correct each other’s errors．Are youclear?S s：Yes．Suggested sentences：1．1n winter, plants should be protectedfrom the cold．The so1dier s were unprotected againstthe enemy’s surprise attacks．2．He said something proper for the occasion. Laughing and joking are considered improper behaviour at a funeral．3．She was suffering from a headache．She enjoys listening to music．4．Our teacher encouraged us to speakEnglish in class．Don't discourage her；she’s doi ng her best．(Bb：protected／unprotected；proper／improper；suffer／enjoy；encourage／discourage)T：Next，1ook at the third part．Read thefollowing sentences and try to find aword from the text to plete eachsentence．Study the example first, Then finish your work individually．Atthe end，check your answers with yourpartner and correct mistakes． Suggested answers：1．persuaded 2．patients3．drugs 4．infected5．suffering 6．cure7．contracted 8．virusStep IV GrammarT：Well，somuch for Word study．1n the text about Xiao Hua, we’ve also learnt some sentences in the SubjunctiveMood．Now please look at the sentences on the screen．Pay attention to the underlined parts．We can see the Subjunctive Mood in each sentence is expressed with a special verb—form．For example，after“wish”and“asif”, a past tense is used to express a present meaning，“would+an infinitive”to express a future meaning．Is that so?S s：Yes．T：Then what about the verb form after“if”?S s：The past tense is used in the if—clauseand“would+an infinitive”is used inthe main clause to express a present orfuture meaning．T：Quite right．And we should rememberthe Subjunctive form “were” is often used instead of“was”；“was”is possible more mon in conversational English．Are you clear?S s：Yes．(Bb：I wish…；…as if…；lf I were…，…)T：A11 right．Now please write sentencesto explain the sentences on the screen． Forexample, the first sentence“I wishI cou ld…”means“It is a great pity t hat I don’t remember much about mymum．”Can you understand?S s：Yes．T：OK．Now please prepare for a while. T hen I’ll c heck your work．Suggested answers：2．It is a great pity that she is not h erewith me but died of AIDS and that I’m sick，too．3．I want people to find out the facts andnot consider me as a bad or dangerous person．4．I suggest that you give an AIDS patienta hug．5．Imagine that I have HIV．I will knowbecause I wi11 feel sick．T：Well done!Now，please 1ook at thepictures in our books and make wishesusing the Subjunctive Mood．Suggested answers：①I wish I would bee an engineer．② I wish I were one of the stars in the sky．③ I wish I could get a big house．(Then teacher asks the students to finishthe rest of the parts in Grammar, First individually．Then check in pairs．At the end，teacher asks some students to readtheir answers and check with the wholeclass．)Suggested answers：Part 3：1．I wish I could solve my problems．2．I wish I had not been working so hard．3．I wish I could forget the terrible scene．4．I wish we had enough money．5．I wish the performance wouldgo well．6．I wish I had many friends．Part 4：1．If I had enough money，I wouldwant to buy these books．2．If it were not co1d and wet outside，we would let the children play in the garden．3．If you were not wasting somuch time to play putergames，I would be like you．4．1f he had not to work hard allday 1ong, he would have time todo the shopping．Part 5：1．IfI were a famous person for aday，I would help to spreadknowledge about AIDS．2．If I could be invisible for a day, I would be free and relax without any study oppression．3．If I were a billionaire, Iwouldhelp children living with AIDSlike Xiao Hua．4．If I could change one thing about myself，I would be veryhappy to change my height．5．If I were the teacher，I wouldlove my students as if they weremy children．Part 6：1．Sarah looks at her husband as ifhe were a stranger．2．They are talking as if they werefriends．3．Mr Hammer speaks to me as if I were a kid．4．I remember the whole thing asif it had happened yesterday．Step V Summary and HomeworkT：In this class, we’ve ma inly done someexercisesto practise usingopposites and the Subjunctive Mood．Afterclass，please practise more and preview the contents of the next period．StepⅥThe Design of the Writing onthe BlackboardIwith thatwould + do…(future)were/did…(present)…as ifwould + do…(future) If I were…，…wou ld do…StepⅦRecord a fter Teaching。
高二英语Unit7 Living with Disease教案 人教版
高二英语Unit7 Living with Disease教案人教版Period 1 Warming up & Speaking※Teaching aims:1.Get the students to talk about AIDS and other social problem2.Get the students to build correct attitude towards AIDS and other diseases3.Talk about personal opinions with the useful expressions of supporting orchallenging an opinion※Teaching important points:1.Improve the students’ speaking and listening ability2.Learn about how to use the useful expressions to support or challenge an opinion※Teaching difficult points:How to get the students to use the useful expressions to support or challenge an opinion※Teaching methods:1.Task-based;2.individual, pair, group or class work to get everyone work in class※Teaching aids:multimedia, projector※Teaching procedure:Step1. warming upT: (greeting as usual)Activity1: lead-inHow are you ?Ss: fine! Thank you! And you?T: I don’t feel well, because there is something wrong with my throat. I got flu these days. So these days I am living with flu. I think it is important for us to know about disease if we want to cure or prevent the disease. So today we will learn about diseases in UNIT 7 Living with diseaseT: Well, do you often live with disease? Do the people often live with disease? S: yes/no.T: could you tell me what kind of disease people often live with?S: flu, cough, headache, toothache etc.T: you are right. Well, do you know any deadly disease?(deadly means likely tocause death)S: SARS, AIDS, Cancer, heart disease…T: in the world , there are seven diseases that are considered as the deadly diseases. Let’s look at the screen and learn about them.Besides the deadly diseases, there are also some diseases that can make people frightened. Do you know what they are?S: AIDS, SARS…T: well, now let’s watch a short film and then tell me what makes people so frightened?(show a piece of video)S: AIDS!T: do you think it is frightful?◎How much do you know about AIDS?Activity2: Listening & class work1.What do the letters AIDS stand for?(1. circle the correct words from the list below; 2. listen again and get the information about the letters AIDS)2.AIDS quiz!3.Can the AIDS virus be transmitted via the following routes?4.How much do you know about the World AIDS Day?Activity3. pair work---discussion◎How to deal with the person with HIV?Suppose one of your classmates has HIV and only you know the secret.What’s your attitude?(get the students to discuss with his/her partners)Attitude § 1.I think he/she should be allowed to stay in school because__________________; and that I should keep it a secret because ______________.§2. I think he/she should not be allowed to stay in school because________________;I also think everybody must know about this because_______________.Step2. speakingActivity1. warming upT: now let’s release ourselves and enjoy a song. After watching the video, I’d like you to tell me what happened to the people..(play a video)S: they were hurt .T: yes. What caused hurt?S: WarT: yes. Wars always cause many social problems. Can you tell me some serious social problems caused by war?S: disease, death,T: maybe poverty …and can you tell me some other serious social problem in our society now.S: drugs, aids, smoking, drinking etc.Activity2. group workT: good. Now I’d like you to choose the most serious social problem you think and then discuss with your partners why it is the most serious one. Activity3. class work----debating Request:1.Write down the reasons why your problem is the most serious!2.Stand up and give your reasons.3.Try to use the useful expressions to support or challenging your opinion!!!Step3. homeworkSuppose your friend got cancer and the doctor said it was impossible for him/her to live one year.(You are talking with her/him about the disease)Perhaps, but what if/about…? Have you thought about…? What makes you think that…? Could you please explain…? If I were you, I would…I think that…because… First, … One reason is that… For ex ample,… If we/they were to…, we/they could… Challenging an opinionSupporting an opinion。
高二英语教案：Unit 7Living With Disease教案
Teaching plan of Unit 7Living With DiseaseTeaching aims and demands1.Goals: Talk about deadly diseases and attitude towards AIDS, cancer, etc..Practise talking about imaginary situationsPractice supporting and challenging an opinionLearn to use Subjunctive Mood：if I were you, I would …., I wish I could….Write a personal narrative2.Vocabulary and useful expressions:Virus, via, mosquito, prevention, persuade, defenseless, illness, treatment, liquid, unprotected, sex, lack, proper, discourage, cheer, network, specialist, meaningful, boyfriend, identify, billionaire, stranger, weep, cell, chemical, radiation, fighter, contrary.Cheer….up, a great many, on the contrary3.Function:Supporting an opinion:I think that …. Because ….First,….One reason is that…..For example, …..If we/they were to …. We/ they could …..Challenging an opinionPerhaps, but what if/ about….Have you thought about….What makes you think that ….?Could you please explain ….?If I were you, I would …..4.Grammar:Subjunctive Mood (虚拟语气)If everyone in the country knew first aid, many lives might be saved.I wish that she were here with me and that we weren’t sick.I wish I could remember more about my mum.We wish we could have arrived there two hours earlier.Teaching procedure:Period 1.Step 1.Warming up1.Brainstorming:Activity: a quiz to test the knowledge of first aid.2.Following the steps of the warming-up on page 57.Step 2. Pre-reading1.Show some pictures of people suffered from AIDS.2.group work: discuss the difference between HIV and AIDS.Step 3. While-reading1.Scanning: Ss read quickly and discussHow much do you know about AIDS?2.How HIV is transmitted?3.How HIV is not transmitted?Step 4. After-readingDiscussion: how to treat people who is suffering from AIDS?.Step 5. AssignmentSurf the internet and get more information about AIDS..Period 2.Step 1. Warming upAsk some Ss to retell the passage that they have learnt in last period.Step 2. Learning about the languageTeacher explain some language points in the text on page 59--60.1.People who see Xiaohua would never guess that she is one of millions of children in theworld living and dying with AIDS.Analyze the sentence structure to the students.2.AIDS is a disease that breaks down the body’s immune system and leaves a persondefenseless against infections and illnesses.Break downThey broke down a door.The car broke down on the way.He has broken down from overwork.The wind and waves can break the waste down.3.For some, medicine can help keep them alive, but the treatment is expensive and doesn’tcure them.Keep + object+object supplementaryI’m sorry to have kept you waiting for such a long time.He wants you to keep him informed of how things are going with you.Keep the door open, please.You’d better keep the child away from the fire.Once a cold kept him in bed for 3 days.4.“I wish I could remember more about my mum,” Xiaohua says, “I wish she were here withme and that we weren’t sick.”Wish 后接宾语从句时，从句多用虚拟语气。
高二英语教案：unit 7 living with disease
虚拟语气: 虚拟语气在条件状语从句中的应用时态：可以表示过去，现在和将来的情况。
它的基本特点是时态退后。
a.同现在事实相反的假设。
句型：条件从句主句一般过去时should( would) +动词原形If they were here, they would help you.If places _____ alike, there would be little need for geographers.A. beingB. areC. beD. were如果各地方都一样，就不需要地理学家了。
（Ｄ）b.表示于过去事实相反的假设。
句型：条件从句主句过去完成时should(would) have+ 过去分词If she had worked harder, she would have succeeded.The rice would not have been burnt if you had been more careful.If my lawyer had been here last Saturday, he would have prevented me from going.If he had come yesterday, I should / would have told him about it.含义：He did not come yesterday, so I did not tell him about it.If he had not been ill and missed many classes, he would have made greater progress.含义：He was ill and missed many lessons, so he did not make greater progress.If the policeman had arrived earlier, he would have seen the accident.If better material had been used, the efficiency of the machine would have been much increased. 如果使用更好的材料，机器的效率会大大提高。
高二英语Unit7 Live with disease教案
高二英语Unit7 Live with disease教案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.Teaching Plan: Six Periods1st period: Warming-up, Listening (WB) & Talking (Optional)2nd period: Speaking3rd period: Reading—Born Dying4th period: Integrating Skills (SB)5th period: Language Study—Word Study6th period: Language Study—GrammarThe First PeriodGoals:1.To focus on talking about deadly diseases (esp. AIDS) as warming up and listening practice.2. To learn some basic knowledge about AIDS.3.To help students build the right attitudes towards AIDS.Teaching procedures:I. Warming up1. Lead-in1) Show a picture of AIDS logo to lead in the subject—AIDSAre 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.)2. BrainstormingQ1: 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 discussionWhat’s the full name of AI DS?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-listen ing: 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 ke pt 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. Homework1. 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 PeriodGoals:1.To practise supporting and challenging an opinion.2.To practise listening comprehension.Teaching Procedures:I. RevisionDo you still remember this logo? What can you learn from it?Q1: Do you remember what it means?Q2: In what ways is AIDS transmitted?II. Speaking1. Pre-speaking1) 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 inputGive students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious.(Refer to the PowerPoint Proper explanation is needed).About AIDS1. How many AIDS patients all over the world? Where are they? And are they young or old?2. What kinds of social problems can AIDS cause?3. How about the situation in China?About drugs1. Is the use of drugs such as heroin, serious? Why do you think so?2. What should we do with it?About Smoking1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke?2. What kinds of danger can it cause to our body?3. Can you think of the other dangers of smoking?About drinking1. Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons.2. Can drinking cause some problem to our body? What are they?3. Will drinking cause some social problems? Give some example.T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society.2. While-speakingIf you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking?Role playGroup of fourEach acts as the expert on AIDS, drug, smoking and drinking.Use the expressions to support your opinion or challenging other’s opinion s. (p.50) Language input (Useful expressions)--Repeat it to strengthen students’ ability of use it.Supporting an opinion Challenging an opinionI think that …, because … Perhaps, but what if / about …?First, … Have you thought about …?One reason is tha t … What makes you think that …?For example, … Could you please explain …?If we / they were to …, we / they could … If I were you, I would …III. Post-speakingConclusion—Class discussionQ: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them?(Social problems are around us. They can’t disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. That’s why we youth are asked to get a way from AIDS, drugs, etc. That’s why we youth should develop good habits. That’s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.) Homework1. Finish Listening (P.50) exercises2. Read the passage “FIGHTING THE VIRUS: HIV/AIDS IN AFRICA” (P127) and finish the Pre-reading exercises (p. 51).The Third PeriodGoals:1.To learn more knowledge about AIDS.2.To help students understand the attitudes and spirits of living with disease3.To learn some useful language pointTeaching Procedures:I. Pre-reading1) Q1: What do they look?Show the picture of a father and his son.(The father looks caring, gentle and energetic and the son gives us an impression of being lovely and cute. They appear so healthy that you would never guess that they are living and dying with AIDS.)2) Q2: Have you ever seen an AIDS patient? How do they look?Show the students some pictures of AIDS patients.(If nothing is done, there is no doubt that all the people infected with AIDS will be like them, no matter how healthy they are now.)3) Q3: Are they bad people? Do they deserve it?Show more pictures of people infected with HIV or AIDS.(I’m afraid not. Like any father, “Jeremy is my whole life. Every dad dreams of watching his kid grow up and graduate from high school. I never thought that would happen for us because Jeremy and I are both HIV positive. But thanks to our new family clinic, we both have access to the treatments we need. Now maybe I will see Jeremy walk down the aisle with the class of 2017”.[Here give the students several minutes to chew and digest these words.] Like any 12-year-old child, Xiaohua is a happy girl who smiles a lot and likes to talk to her friends after school. However, she has lost her mother and will lose her father and she herself was born dying with AIDS.)4) Q4: Do you want to know more about their life?Our text is about Xiaohua’s life.What questions do you think will be answered in the text?1._______________2._______________3._______________4._______________II. While-reading1) Skimming:Q: What’s Xiaohua’s attitude towards her disease?2) Scanning:Q1: In what ways does AIDS spread?Q2: How many children were infected in 2002?3) Summary：1. Xiaohua is a 12 -year-old girl living and dying with AIDS. (para1)2. What is AIDS? (para2)3. How was Xiaohua infected? (para3)4. Thousands of children become infected with HIV every day. (para4)5. Xiaohua devotes much of her left time to helping others. (para5, 6, 7)III. Post-reading1) Questions(Much of the answers to these questions can be referred to the reading material on P127.) Q1: Why is AIDS a deadly disease?(Break down/ defenceless/treatment/not available/incurable)Q2: Why do the young suffer the most?(As with many diseases, children seem to suffer the most from AIDS, mainly because of a lack of proper health care, prevention and education. Even if they themselves are not infected, the disease can ruin their lives. They may have to care for sick relatives and are often unable to go to school. Living with a parent or parents who have AIDS is painful and difficult. Because the parents cannot work, the children may not have enough food and must help take care of the family.)Q3: What do they suffer from?(Not only the disease itself and inevitable death, but also people’s not knowing, misunderstanding and fear of the disease.)Q4: What can be done to improve the situation?(By the government:By specialist and doctors:By other people:By the patients themselves: )Q5: As an AIDS patient, what does Xiaohua do?(not discouraged/ encourage/ visit, support, cheer up/create a network, persuade/talk to people)Q6: What are her wishes?(I wish I could rememberIf I were to live long …I wish people could…If I were you …Q7: How do you find her?Q8: Next time if you meet an AIDS patient, will you regard him or her as a bad and dangerous person? What would you do?2) CreationAIDS Day is approaching, our school is planning some theme activities and it is collecting ideas from the students.Is it a good idea to invite Xiaohua to give us a lecture? If you were Xiaohua, what would you say to us? Please prepare a speech.IV. Homework1. Preview Integrating Skills—DI AGNOSED WITH CANCER: THE DAY MY LIFE ENDED … AND BEGAN! (p. 54)2. Learn the whole text by heart.The Forth PeriodGoals:1. To learn some information of cancer and the attitude towards it.2. To write a personal narrative.Teaching Procedures:I. Pre-readingLife is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question.Q: For example, if you found out that you had an incurable disease, how do you think your life would change? And how would you act towards the change?-- Born dying with AIDS, Xiaohua says, “My life may have to be short, but there’s no reason why it can’t be beautiful.”-- Diagnosed wi th cancer, ‘I’ also have something to say to you. Now let’s see what ‘I’ will say to you.II. While-readingQuestions:Q1: How did cancer change the writer’s life?Q2: Compare the writer’s situation with that of Xiaohua. In what way are their experiences similar or different?Q3: Do their experiences strike you?Q4: What have you learnt from them?(Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g.I remember having an empty feeling in my stomach and thinking that my life was going to end.There were days when I wished that I were dead so that I would not have to feel so sick.)III. WritingLife is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance…Steps to followStep one: think about your past days: what were some events that made you very happy? What made you very sad?Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows).Step three: talk about the happy and sad things to your partner, with reference to the timeline.Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down.Step five: work out an outline of what you are going to write.Step six: read an example.Step seven: begin to write.IV. Homework1. Write an essay about an important event in your life.The Fifth PeriodGoals:1.To learn about some antonyms2. To practice using some useful words and phrases in the textTeaching Procedures:I. Lead-inAsk students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this wayQ1. Do you still remember Xiaohua?Q2. What has happened to her?Q3. What is her attitude towards the disease?(She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.)II. Learn and practice using some antonyms1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms.2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly.defenceless -- defensiveinfect with -- immune toprotected -- unprotectedincurable -- curablediscourage -- encouragevisible -- invisible3) Practice using these antonyms through exercises.(Complete the sentences using the antonyms)1. In February 2003 some people got ____ a strange disease and died within a month.2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease.3. People think it a serious crime to attack _______ children.4. AIDS can be transmitted by having ______ sex.5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful. III. Practice using some useful words and phrases in the text.(Translate the following sentences with the help of Chinese or italic words.)1. The doctor ______ (诊断)my illness as a rare skin disease.2. He has _______ （恢复）from his bad cold and can go out tomorrow.3. The disease makes her realize how _______ （宝贵）life is.4. The doctor told him that the wound had been infected, and that the ___________ （受感染的伤口）become deadly if it is not properly treated.5. They are certain taht this virus has been transmitted through the air, yet they have not been able to identify the ___________（传播的病毒）6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the _______________（灰心丧气的病人）7. First the doctor takes a blood sample and has it tested. Then he will use the ________ （经过测试的血样）to find out if it is a serious disease.8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of ______________.（延误的治疗）IV. Complete the short summary of the text with the proper forms of the following words and phrases.break down the immune system leave defencelessinfect with live withlive life to the fullest die ofavailable deadlya lack of on the contraryAIDS is a disease that breaks down the body's immune system and leaves a person defenceless against infections and illnesses. People get AIDS after having been infected with HIV, the virus that causes the disease. There are millions of people who die of AIDS every year.So far, there is no treatment available for the disease and AIDS patients have to deal with the fact that they might die young. Unfortunately, a deadly disease such as AIDS also frightens others. Because of a lack of knowledge about how it gets transmitted, people often treat AIDS patients as if they were bad or dangerous.Xiaohua is a 12-year-old girl. Though she has been living with AIDS for 12 years, she is not discouraged by the disease. On the contrary, it makes her realize how precious life is and how important it is to live life to the fullest.V. Set a new situation, asking students to write down a short dialogue. In this way, they can review and use the words and phrases gagin.Situation: Two women are talking with an AIDS patient. Write a dialogue, using your imagination as well as the useful words and expressions taht have been mentioned above. VI. Homework1. Preview grammar2. Finish word study exercises on SB and WBThe Sixth PeriodGoals:1.To learn the Subjunctive Mood2. To make students get familiar with the Subjunctive Mood and master it by using it in different situationsTeaching Procedures:I. Lead-in1) Show students the picture of Xiaohua and ask them two questions:Q1. You must be quite familiar with this girl now, right?(Right. She is a Xiaohua, a girl who has been infected with AIDS.)Q2. How was she infected with AIDS?(She was infected by birth.)2) Xiaohua was born dying and she has no choices. But many people who really have many choices don’t realize how precious life is and do a lot of harms to themselves. 1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease.2. Based on the above talking, teacher raise the following questions:If they go on doing this, what would happen?If you were Xiaohua, what would you like to tell them?If you were a doctor, what would you do?If you were one of them, what would you do?3. Some people do not take Xiaohua or doctor's advices. Finally, they die.If they had not drunk so much wine, he would not have died at such an early age.If he had (not)..., he would (not) have...Ask students to make more similar sentences, using the Subjunctive Mood.II. More Situations1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make?2. It is said that a falling star can let your dream come true. If you saw a falling star, what kind of wishes would you make?3. Besides a falling star, a magic lamp can also let your dream com true. If you hada magic lamp, what would you ask it to do for you ?III. Homework1. Finish all the grammar exercises on SB and WB2. Review the whole unitUnit 6 Life in the futureTeaching Goals:1. Talk about life in the future2. Practise making predictions3. Learn about Noun Clauses(2).The First PeriodStep 1.Warming upWatch the pictures on the screen and tell what do you think the future life will be like.1. Communication2. Work3. Business and money4. The human body5. Language6. House and buildings7. EducationAsk students to imagine the future life in the fields above.Step 2.ListeningListen to the tape and answer questions.1.Ss finish the listening task on page 422.Ss listen to the tape again and check the answers.Give the students some tips on how to improve listening while checking the Ex.1. make notes while listening;2. grasp the most important informationStep 3. SpeakingTwice as good or double trouble? Work in pairs or groups to discuss. The year is 2089 and scientists have discovered how to make “double”, exact copies of a person that can do everything the original can do. The students are asked to decide whether the new technology should be used.The following structures are helpful to students:What will life be like in the future?How will people….Where will people work….It would be wonderful if …..It would be bad for …. If…….It’s possible/ impossible to …..No one can predict what /when…HomeworkFinish off the homework on Wb, warming up part.The Second PeriodStep 1.Warming up1.Brainstorming:Find as many words as the students can find about future lives.2.Following the steps of the warming-up on page 41.3.Activity:Discuss in groups about the following areas in the future:Communication/ housing/ transportation/ education/ hospitalStep 2. Pre-reading1.Show some pictures of highly-developped technology used in daily life.2.group work: describe the pictures.Step 3. While-reading1.Scanning: Ss read quickly and answer:What is the passage about?2.Ss read and get the main ideas of each paragraph.Step 4. After-readingComprehending by answering the following questions:What are the advantages of future transportation, smart card, online shopping and e-schools?What will happen in the field of health and medicine in the future?Why is it important to be lifelong learners?What should we do to make sure we will have a bright future?Step 5. Assignment1.surf the internet and get more information about the topic..2.find a few sentences in the passage which you like most, understand them entirelyand then explain them to your deskmates.Record after teaching:The Third PeriodStep 1. Warming upAsk some Ss to recite the sentences that they have learnt last period.Step 2. Learning about the languageTeacher explain some language points in the text on page 43--44.1.What life will be like in the future is difficult to predict.What’s….like?What’s the weather like today?What’s the picture like?2. E-commerce, or business done on the internet, is becoming more and more popularas people discover the advantages of online shopping.Done on the InternetThe Past Participle used as Attributive.3.Homework will always be homework, but the schools of the future will probably bequite different from what they are today.the Noun Clause here used as objectStep 3. Practice1.Ss finish Ex 1 and 2 on page 45 by themselves.2.check the answer.3.Teacher gives Ss suggested answer and tell them why if the Ss have any problem. Step4. Assignment1.Learn the useful expressions by heart.2.Finish Wb. Ex1 –3 focusing on vocabulary on page 117--118.Step 5. AssignmentFinish Wb Ex 2on page 117The Fourth PeriodStep 1. Pre-writing1.Ss read the passage onP47 and get a general idea about it.2.Explain the skills on how to organize a paragraph.Step 2. While-writing1.Ss write a short e-mail to an e-pal2.Ss exchange their writing and correct the mistakes.3.Ss rewrite the letter again.Step 3. After-writingChoose some samples and show them in class.Tips on writing:Pay attention to the form of writing a letter.Pay attention to the tense while writing.Pay attention to the structures of the sentences.Step 4. assignmentSs in group 3-5, discuss the life in 3044Record after teaching:。
人教高二英语教案unit7Livingwithdiseases.doc
Unit7 Living with disease主备课人：顾慧芹组员：时尚敏、吴慧敏、吴家军、李巧玲、刘芳、袁启燕、杨敏、刘治豪、吴小萍备课时间：2010年10月29日Brief introduction based on the unit：This unit focuses on deadly diseases such as AIDS, cancer and so on and attitudes to them. In warming up there is a quiz to test the students how much they know about AIDS・ Listening materials introduce the work people do at the Center for Disease Control and Prevention. Speaking deals with the most serious problems today ・ Reading and integrating skills tell the students what AIDS and cancer are and what attitudes we should choose to face the problems. The grammar—the Subjunctive Mood helps the students learn to talk about things that are unreal or imaginaiy・Teaching Goals1.Talk about deadly diseases and attitudes towards AIDS, cancer, etc.2.Practise talking about imaginary situations3.Practise supporting and challenging an opinion4.Learn to use the Subjunctive Mood （1）: If I were you... I wish I could...5.Write a proposalTeaching Time: 4 periodsRelated information1.The seven deadly diseases: heart disease, cancer, stroke, diabetes（糖尿病），osteoporosis （骨质疏松症）、arthritis （关节炎）and Alzheimer^ disease （老年痴呆症）.2.The slogans for World AIDS Day from 1995 to 20041995 Shared Rights, Shared Responsibilities 共享权利，共担责任1996 One World, One Hope 同一世界，同一希望1997 Children Living in a World with AIDS 生活在有艾滋病世界的儿童1998 Force for Change: World AIDS Campaign with Young People青少年…迎接艾滋病的生力军1999 Listen, learn, live! 关注青少年，预防艾滋病…倾听、学习、尊重2000 Man make a different 预防艾滋病男士责无旁贷2001 I care, do you? 预防艾滋病你我共参与2002 Live and let live 相互关爱共亨生命2003 Live and let live 相互关爱共享生命2004 Have you heard me today? 关注女性抗击艾滋Key points:1 • Learn and master the following（1） New words: quiz false virus via blood prevention persuade defenseless illness treatment un protected sex lack proper available discourage cheer network specialist meaningful fierce stranger cell radiation strength recover fighter contraiy category(2) New phrases: live with die of freefrom(3 ) Everyday English:cheer (...) up suffer from on the contrary for the momentSupporting an opinion:Challenging an opinion:I think that…,because...First...One reason is that …For example,...Perhaps, but what if? about...? Have you thought about...? What makes you think that...? Could you please explain...?If we/ they were to…，we/ they could… If I were you, I would・•• Train the students^ listening, speaking and reading abilities.Difficulties: (l)How to help the students understand the listening material(2) The Subjunctive MoodTeaching Methods: Brainstorm, quiz, pair work, group work and individuals Properties: pictures, recorder and blackboard・Period 1 New words and important expressions_____ 月_____ 日第_____ 周星期______ 总第_______ 课时Stepl: GreetingsGreet the whole class as usual.Step 2:Ask the students to read the new words in this unit by themselves・Step3:Ask the students to read the new words after the teacher.Step4: Explain the the usage of important words and expressions.1.deadly adj. & adv.(1)adj.极其危险的，致命的；极度的，非常的；像死了似的，死气沉沉的Cancer is a deadly disease.癌症是一种致命的疾病。
高二英语Unit7 Living with disease The First Period 人教版
高二英语Unit7 Living with disease The First PeriodI．Brief Statements Based on the UnitThis unit mainly talks about deadly diseases and attitudes towards AIDS，cancers， etc．A11 the activities，including Warming up，Listening，speaking，reading and writing，center 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 diseases andpeople with diseases．In addition，the students can 1earn some useful language points through the materialsprovided in each part，especiallyalotof words and phrases，which are very helpful forthe studentstobuildupvocabularyabout diseases．The Grammar--the SubjunctiveMood is also important．The given materialsand exercises give the students an opportunity to learn grammar by using it．It helps thestudents learn to talk about things t}lat arenot certain to happen as well as imaginary orunreal events and situations．All of the activities are helpful for thestudents to improve their knowledge about 1anguage and their skills to use language．Ⅱ．Teaching Goals1.Talk about deadly diseases and attitudestowards AIDS，cancers，etc．2.Practisetalkingaboutimaginary situations．3.Practise supporting and challenging an opinion．4.Learn to use the Subjunctive M00d(1)：lf 1were you，…I W ishI could…5.Write a personal narrative．Ⅲ．Teaching Time：Four periodsⅣ．Background Information1．Health Officials Struggle to Understand SARSSever acute respiratory syndrome(SARS) has terrified the world．The question on everybody’s m ind is whether SARS will bee a global epidemic．Researchers worldwide have galvanizedto bat SARS．The challenge for public health is to determine the nature and potential of any viral threat and to frame a battleplan．“We are in an evolutionary stage of thisepidemic，”saidAnthonyFauc i, director ofthe National Institute of Allergy and Infectious Diseases in Bethesda，Maryland. “It could plateau，go up and down，disappear ofexplode．This virus is highly virulent，potentially lethal and highly transmissible--it hasthe potential to cause a really bad epidemic．”A Deadly binationSARS is a so—called hybrid virus—thekind that always triggers a red alert．Traditionally a virus affects a single species．Butsometimes two viruses bine their geneticmaterial and form a new virus that“jumps”to another species altogether．Hybrids are dangerous because the bodyhas never encountered them before，and theimmune system is unprepared．“F rom studying the sequence we seethat the SARS virus is derived from a mousecoronavirus and an avian coronavirus，”sa idMichael Lai，a pioneer in coronavirus geneticsat the University of Southern California in Los Angeles．If the virus exists in a wild widespreadhost--like the West Nile virus carried by mosquitoes—then SARS could be a perennia11y recurring problem, according to Lai． If the host is a domestic animal一like thechicken responsible for the Avian F1u virus of1997--then the source of the virus could be eliminated．The Avian Flu effectively stoppedafter the Hong Kong government ordered theslaughter of chickens in the area．Lai suspects that the SARS virus lurksin a wild animals. “I t probably doesn’t botherdomestic animals or we would have eacross it before，”he said．1f people are the only carriers of SARS，“honest reporting of SARS cases and stringent quarantines could stop the virus in itstracks ,”Lai said．Knowing a Virus，Predicting an Epidemic“Making a vac cine could be quitestraightforward，if it is needed。
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学科:英语古城高级中学授课教师:李红梅班级:高二（6）
Unit 7 Living with disease
(SEFC Book 2B, Grammar The Subjunctive Mood (1)
一．设计思想：
本节课设计是以学生为出发点，采用任务型教学的方法，对学生进行知识与能力的培养。
“新课标”倡导任务型教学途径，即根据学习内容设计各种交际任务，让学生通过完成这些任务进行学习，学会用英语做事，以培养学生综合运用语言的能力。
任务型教学认为课堂教学要有真实的生活特征，本单元语法“虚拟语气”适合于创设各种情境，从而能够激发学生的兴趣和引起其主动参与语言实践活动的欲望。
基于这一特点可以把教材拓展到学生生活实际，实现教学的生活化，实用化。
因此在本节课中以虚拟语气的含义和构成为主线，创设不同的情境，在不同语境中使学生通过交流合作达到对虚拟语气的掌握。
二．教学分析：
1）教材分析：
本单元虚拟语气分为三部分分别是在wish后面的宾语从句;if 引导的非真实条件句以及as if 引导的从句中的应用。
我选取了前两部分作为本节课的教学内容，因为这两部分更容易创设贴近学生的生活情景，从而不至于使刚刚接触虚拟语气的学生因为其枯燥而不喜欢学。
2）媒体分析：
在本节课中，媒体起辅助教学的作用，贯穿整个教学活动，增加直观性，加大课堂密度，提高教学效果。
三．教学目标
知识目标：学生能够理解虚拟语气在wish后的宾语从句和if引导的非真实条件句中所表达的含义即说话人所说的话不是事实，而只是一种愿望，假设.
能力目标：学生能够在写作当中运用虚拟语气解决实际问题。
四.教学重点和难点。
1．学习并操练虚拟语气在wish 后的宾语从句和if引导的非真实条件句中的应用。
2. 在写作中运用虚拟语气解决实际问题。
五．板书设计：
2. If Lucy won the lottery ， she would buy a big house.
（动词过去式） （would/should +动词原形）
If I were you, I would study English hard. （
be —were ）
六．流程图
七．教学过程
1．总体思路
在本节语法课的教学设计中采用了多媒体等教学辅助手段。
在学生感知虚拟语气的过程中，教师通过设计展示个人愿望，采访，做游戏，写信等各项活动，不断提供各种运用虚拟语气的情境，使学生通过亲身体验和相互合作，在真实的交流合作活动中感受如何运用虚拟语气，提高语言运用能力。
2．教学过程
以简单的童话故事导入，不仅能调动学生兴趣，也能使课堂充满轻松和愉悦的气氛。
Step2任务呈现与练习（presentation and practice）
以阿拉丁童话故事为情境，同时附以小动画神灯精灵调节气氛，使学生在轻松愉快的气氛中运用I wish I would/could…来表达愿望，在具体运用中体会虚拟语气的含义及构成。
以学生熟悉的话题“彩票”作为导入，容易调动学生说的欲望。
1）学生组织采访,然后按照采访报告示例写出本组的采访报告，能够使学生在有趣的合作活动中初步了解虚拟语气在if 引导的非真实条件句中的应用。
2）学生在游戏中巩固if 引导的非真实条件句虚拟语气的构成形式。
学生在简单的语境中进一步运用虚拟语气解决实际问题。
Step6. Homework
Think about your trouble.
Th en write a letter to ask sb.’s help. Bring it to school tomorrow, and see if anybody can help you.。