新生代英语基础教程2unit6电子教案Word下载.docx

新生代英语基础教程2unit6电子教案Word下载.docx

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教材《新生代英语基础教程2》

TeachingPlan

教学

单元

Unit6“You’dbettercallthedoctor.”

主题

Stayinghealthy

课时安排

8

教

学

内

容

ShowTime

“You’dbettercallthedoctor.”

Reading

Doyouknowthesehomeremedies

ChatTime

Atthedrugstore

Writing

Textmessages

Grammar

gerund/infinitive

MyStory

Stayinghealthy

教学目标

教学活动建议

Warm-up

Togetstudentstotalkaboutthemaintopicofthisunitinacomfortableandrelaxedmanner

Havestudentslookatthepictureandaskthemtotellyousomethingaboutitasmuchastheycan.

Then,gothroughthequestionsandcompleteeachanswer.Inaddition,youcanaskafewwarm-upquestionssuchas“Howoftendoyougotothedoctor”

“Haveyoubeenforacheckuprecently”

Youmayneedtoteachthewordthermometerifstudentsareunfamiliarwithit.Usethepictureinthebooktoteachthisvocabularyword.

VocabularyBuilder

AandB

Toteachstudentsnewvocabularyrelatedtohealth

Havethestudentslistenandrepeatthewords.Forthedefinitions,startbyteachingthephysicalsymptoms（dizzy,cough,fever,ache,etc.）.Youcanshowthesebyactingthemout.Thensayawordandhaveastudentactoutthesymptom.Tellstudentsthatthewordachecanbeappliedtohead,stomach,toothorback.

Afterthewarm-up,studentshavealreadyknowthewordthermometer.Youmayalsointroducethewordtemperature,andsay“Weuseathermometertotakeourtemperature.”（Thisisalsointroducingtheinfinitivetotake.）Forpainkillers,youcanexplainthattherearemanydifferentbrandsofthese.Askstudentstotellyousomewell-knownpainkillerbrands.Oncestudentsarecomfortablewiththenewwords,letthemdotheexercises,correctinganymistakes.Forthewordinfection,youcanexplainthemeaningandthenaskstudentswhatcausesandpreventsinfections.Forexample,ifyoucutyourself,cleaningthewoundandusingabandagecanpreventinfection.Youmayalsowanttoteachthewordgermwiththesentence,“Aninfectioniscausedbygerms.”Formorevocabularyrelatedtohealth,seeUsefulLinksonpage15.

CandD

Toimprovestudents’listeningandcomprehensionskills

TellthestudentstheywillhearaconversationbetweenJasonandhisdoctor.Thenlistentotheconversationandhavestudentscompletethesentences.Correctanymistakes.Formorevocabularyrelatedtothedoctor,seeUsefulLinks.

ForExerciseD,firstreviewthevocabularywordsaboutdifferentdiseaseslikecough,fever,etc.Thenletstudentsselectonediseaseanddescribeitssymptom.Youcansetupanexamplebysaying“ifIhaveafever,Ifeelveryhot….”Thenletstudentsreadeachclueofthediseases,andpredicttheirnames.Thefasteststudentwins.

ShowTime

A

Toteachstudents’speakingskillsthroughthevideo

First,havethestudentswatchthevideoinitsentirety.Askbasiccomprehensionquestionssuchas,“Whoarethemaincharactersinthisvideo”“Wherearethey”“Whataretheydoing”“Whyaretheydoingthat”“Howaretheydoingit”

Next,havestudentstaketurnsexplainingwhatishappeningineachpicture.Youcanmakeanexamplewiththefirstpicture,andthenhaveamoreconfidentstudenttrythesecondone.Tomakeitmorefun,youcouldchoosetwostudents,andthenhavethemracetoexplainwhatishappeninginthepicture.Thestudentwiththefastestandbestexplanationwins.

B,CandD

Toimprovestudents’listeningcomprehensionthroughthevideo

Watchthevideo.ThenlookatExerciseB,andaskstudentstocheckMr.Sanchez’ssymptoms.

Next,studentscancompletethedialogueinExerciseC.HaveagroupofstudentsreadoutthedialoguewithonestudentplayingtheroleofMrs.Sanchez,oneasthedoctor,oneasMr.SanchezandtheotherasHector.

Foranextensionactivity,youcanalsohavestudentsrewritetheconversation,usingdifferentnames.TochecktheanswersforExercisesB,C,andD,studentscanexchangebooksandlistenasyougothroughtheanswers.

Ifyouwouldliketoassignhomework,youcantellstudentsthattheymustrewriteeveryincorrectanswer5,10or20timesatyourdiscretion.

Reading

Toimprovestudents’readingcomprehensionandlearnaboutroutinecheckups

Explaintostudentsthemeaningofroutinecheckup.Then,askstudentshowoftentheyhavearoutinecheckuporwhentheirlastcheckupwas.

Beforereading,havestudentsbrainstormsomethingsthatmighthappeninaroutinecheckup.

Next,readandlistentothetextandhavethestudentsreadeachoftheTrue/Falsestatementsandchoosethecorrectanswer.Formoreinformationaboutmedicalcheckup,seeUsefulLinks.

Togetthestudentscomf