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Unit2KeepingHealthyTopic1Youshouldbrushyourteethtwiceaday.教学内容分析及课时分配建议本单元以KeepingHealthy为主题话题一主要学习情态动词should和hadbetter的用法,学会描述身体各部位病痛以及如何寻求和给出建议SectionA通过Kangkang和Betty的对话,呈现了询问病情的表达方式What’swrongwithyouIhavea…,以及表达关心所提的建议Youshould…和Youshouldn’t…,同时介绍了感冒、头疼等常见病的名称SectionB将生病、关心询问及提建议综合运用,呈现了提建议的另外两种说法sb.hadbetternotdosth…和Whydon’tyou…对话中还呈现询问对方病情的问句及对病情的描述SectionC讲述了Michael因运动不当受伤,同学们积极护送他到医院就医的故事巩固了提建议的说法Ithinkyoushouldseeadoctor.又呈现了两种提建议的说法1Youcantakehimhome.2Youneedtorestathomeforaweek.和一些新的短语SectionD讲述了Michael受伤在家休息,同学们到家看望他的过程对话巩固了本单元提建议的几种说法1You’dbetterdosth.2Followthedoctor’sadvice.3Don’tworry.呈现了一些新的短语nothingseriousstayinbedworryaboutfollowthedoctor’sadvice等最后以ChooseDr.Best的Project来综合运用本话题所学的情态动词、有用表达和表疾病的词汇Topic1的的内容可以用5个课时来完成第一课时SectionA-1a1b1c
2.第二课时SectionA-3SectionB-1a1b1c
23.第三课时SectionC-1a1b1c1d.第四课时SectionC-23SectionD-2SectionB-4a4b.第五课时SectionD-1GrammarandFunctionsProject.第三课时(SectionC-1a1b1c1d)教学设计思路本节课为本单元第三课时,主要活动为1a1d首先教师由问题“Whatshouldwedowhenourfriendshaveanaccident”导入对1a的泛读并完成短文前面的图片排序,接着学生通过略读文章在1a图片下面写上关键的动词短语,并根据这些短语描述图片然后细读1a,完成1b表格,再根据1a中图片和1b的表格合作复述文章,完成1c最后完成1d,用shouldnot/hadbetternot写下对Michael的建议,巩固并考查学生使用情态动词的能力Ⅰ.Teachingaims
1.Knowledgeaims
(1)能正确运用以下短语进行书面表达hurthislegfalldowncallataxigivesomepills,feelterribleseeadoctortakesb.to…restathomefeelbetterlookaftersb.等
(2)能正确地运用过去时描述小的意外事件
2.Skillaims:
(1)能读懂有关校园意外事件的文章
(2)能根据图文理解相关话题,抓住大意和具体信息,并根据要求进行学习活动
(3)能针对意外事故提出自己的建议,表示自己的关心,能用英语书面表达写出以上内容
3.Emotionalaims:通过学习,告诫学生要健康运动,保护自己的健康同时要学会关心他人,在意外事故发生时,要积极帮助,及时解决问题
4.Cultureawareness:对比中国和美国看病方式的异同Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:用以下短语进行意外事故的描写hurthislegfalldowncallataxigivesomepillsfeelterribleseeadoctortakesb.to…restathomefeelbetterlookaftersb.
2.Difficultpoints1while从句的出现MariaflewherkitewhileMichaelplayedonhisskateboard.2need提建议:Youneedtorestathomeforaweek.Ⅲ.Learningstrategies培养学生借助图片等非文字信息帮助理解的习惯Ⅳ.Teachingaids计算机多媒体投影仪,教授单词的图片V.TeachingproceduresStage1(3mins)GettingstudentsreadyforlearningStepTeacheractivityStudentactivityDesigningpurposeIndividualworkGreetandwarmup.T:goodmorningboysandgirls!T:BeforenewlessonIwanttocheckyourhomework.Pleasereadyoursurveyingroupsandeachonereadshis/herhomework.T:Ok!Who’dliketoreporthis/hersurveyaboutcausesofdiseasesproducedinourdailylifeOhYouplease!T:Thanksforyourintroductionandgreatideas.Focustheirattentionontheteacher.Ss:GoodmorningMiss…Eachstudentreadshis/herhomeworkfortheothersintheirgroupwhileotherscorrectthemistakes.S1:Inourdailylifeavarietyofmondiseasesareoftenimpossibletoguardagainst.ForexampleManypeoplemaycatchacoldinthespringtimebecausetheyoftenforgettochangeclotheswhentheseasonseandgo.Differentpeoplehavedifferentcuresforcolds.Ithinkweshouldtakemedicinetostopthefeverandrunningnose…….该部分目的在于进行师生间常规问候和日常任务,鼓励学生综合应用所学知识,为本节课的学习做好准备Remark教师可提前批改学生的作业,有针对性地对报告提出修改建议,并指导学生应该怎样做报告Stage2(4mins)Pre-readingStepTeacheractivityStudentactivityDesigningpurpose1ClassactivityShowsomepicturesandteachthenewwords.T:Lookatthesepictures.WhathappenedtothehouseandthebridgeT:Yesthehouse’sfallingdownandthebridgeisfallingdownaswellDoyouknowthemeaningof“falldown”nowTrytoguessthemeaningbylookingatthepictures.Ss:倒了.Ss:Yes!该部分旨在给学生讲解新短语,为接下来的阅读活动扫清障碍2ClassworkLeadin1a.T:Wegivesomesuggestionstoourfriendswhentheyareill.HowaboutanaccidentWhatshouldwedowhenourfriendshaveanaccident”T:Goodidea!Michaelhadanaccidentlastweekthenhowdidhisfriendshelphim.Pleaselookatthepicturesin1a.Trytoputthemintherightorder.GuesswhathappenedtoMichael.T:Maybeyouareright.Butyouneedtoreadthepassageandcheckyourguess.S1:Wecantakehimorhertothehospitalifheorsheishurt.S2:Wecanaskthepoliceforhelp.S3:Therightordershouldbelikethis:1-6-4-3-2-
5.S4:IthinkMichaelmightfalldownfromtheskateboard.Remark:教师可利用图片和动作让学生感知新词汇,理解其意义Stage3(15mins)While-readingStepTeacheractivityStudentactivityDesigningpurpose1ClassworkLetthestudentsread1asilentlyandcheckiftheyhavewrittenthecorrectorder..Read1asilentlyandthentheychecktheirpre-readingwork.S1:Therightorderis1-6-4-3-2-
5.该部分目的在于通过阅读短文,锻炼学生通过图片进行预测和寻找具体信息的能力2GroupworkAskthestudentstoread1aagainandwritetheproperverbphrasesundereachpicture.Meanwhileteachercanexplainsomethingtheydon’tunderstandwhentheyarewriting.T:Askforhelpifyoudon’tunderstand.T:“Cry”means“shoutoutwithtears!”.And“serious”means“toobadortooterrible”.AnymoreT:Nowyoucandescribethepicturesbyconnectingtheverbphrasestogetheringroups.VolunteersT:Wonderfuljob!Writedowntheverbphrases.Theymayasktheteachersomethingtheydon’tunderstand.S2:What’sthemeaningof“cry”and“serious”Ss:Nomore.Group2:S1:Michaelplayedonhisskateboardinthepark.S2:Michaelfelldownfromhisskateboardbecausehedidadifficultjump.S3:Theotherchildrenrantohimandaskhimifhewasallright.S4:KangkangwouldcallataxiJaneandMarialookedafterMichael.S5:TheytookMichaeltothehospitalandthedoctortoldthemwhattodo.S5:Thechildrenleftthehospital.3IndividualworkAskthestudentstoread1aforthethirdtimeandthenfinish1b.Read1asilentlyandfinish1b.该部分旨在让学生进一步学习有关日常活动的表达4ClassworkAskthestudentstoreadthewholepassageforthelasttimeandlookforsomethingtheydon’tunderstandyet.Showlanguagepointsontheputerscreenandhelpstudentsunderstand:While/atthesametimesomethingnewfalldownwithacryAreyouhurtMylegreallyhurts.YouneedtorestathomeTheX-raysshowthatit’snotserious.……Readandunderlinesomethingtheydon’tunderstandyet.Writethelanguagepointsinthebooksandtrytounderstandthewordsandsentences.该部分目的是让学生再次阅读文章画出语言点,让学生自己分享Remark读前教师应提醒学生在意识地使用阅读策略,提高阅读效率Stage4(14mins)Post-readingStepTeacheractivityStudentactivityDesigningpurpose1GroupworkAskthestudentstofinish1c.T:Icanshowyouthepicturesinthepre-readingpartonebyonetohelpyoudescribe.Studentsretellthestorywiththehelpofthepicturesin1aandtheverbphrasesin1b.Ss:…….该部分目的在于通过1b中所给的短语提示,描述图片,培养学生语言复述的能力2GroupworkAskthestudentstofinish1d.Teacherexplains“takecareof”byintroducingthesynonymousphrase“lookafter”.T:I’dlikeonegrouptoreportyoursentences.OhGroup3please!Theyunderstand“takecareofyourself”withthehelpofthesynonymousphrase“lookafteryourself”.Group3:S1:You’dbettergoandseeadoctor.S2:Youshouldrestathome.S3:You’dbetternotgotoschoolforaweek.S4:Youshouldtakecareofyourself.S5:Youshouldbecarefulwhenyouplay.S6:You’dbettertaketwopillsthreetimesaday.该部分旨在巩固情态动词shouldnot/hadbetternot用法Remark教师可根据学生的实际情况调整读后活动,使其为学生运用语言起支架的作用Stage5(4mins)SummarizingandassigningHMKStepTeacheractivityStudentactivityDesigningpurpose1(ClassactivityShowthesummarytothestudents:T:OK.ClasswillbeoversoonNowlet’ssummarizewhatwehavelearntinthislesson.T:That’sfine!StudentssummarizeSectionCwiththeteacher.S1:Welearnedhowtomakesuggestionswith“needtodo”.S2:Welearntsomeusefulphrases.Suchas:hurthislegfalldowncallataxigivesomepills,feelterribleseeadoctortakesbto…restathomefeelbetterlookaftersb……S3:Wealsolearnedtheclausewith“while”.S4:Wehaveknownhowtodescribeaminoraccident.通过总结本节课所学知识,让学生对本节课的重点有一个整体把握2ClassactivityAssigntheHMK.Askthestudentstoreviewthesummaryafterclass.Askthestudentstoretellthestoryof1aafterclassandprepareforreportinginthenextclass.AskthestudentstopreviewSectionB-4a4bSectionC-23andSectionD-
2.Dothefollowingtasks:Memorizethesummaryafterclass.Trytofinishretellingthestoryafterclass.Theyhavetoreporttheirhomeworktoothersinthenextclass.PreviewSectionB-4a4bSectionC-23andSectionD-
2.Remark VI.Blackboarddesign第三课时(SectionC-1a1b1c1d)
1.Mariaflew…whileMichaelplayed…While/atthesametimeis—was
2.Iamgoingtotrysomethingnew.fly—flewsomethingnewdo—did
3.falldownwithacrygo—went
4.Areyouhurtfall—fellDidyouhurtyourselfrun—ranAreyoubadlyhurthurt—hurt
5.Mylegreallyhurts.e—cameMylegshurt.take—took
6.TheX-raysshowthatit’snotserious.tell—told
7.Youneedtorestathome.leave—leftare—were。