Unit 2 Keeping HealthyTopic 1 You should brush your teeth twice a day.docx
《Unit 2 Keeping HealthyTopic 1 You should brush your teeth twice a day.docx》由会员分享，可在线阅读，更多相关《Unit 2 Keeping HealthyTopic 1 You should brush your teeth twice a day.docx（13页珍藏版）》请在冰豆网上搜索。
Unit2KeepingHealthyTopic1Youshouldbrushyourteethtwiceaday
Unit2KeepingHealthy
Topic1Youshouldbrushyourteethtwiceaday.
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’swrongwithyou?
Ihavea…，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.hadbetter（not）dosth…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：
（1）Youcantakehimhome.
（2）Youneedtorestathomeforaweek.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：
（1）You’dbetterdosth.
（2）Followthedoctor’sadvice.（3）Don’tworry.呈现了一些新的短语：
nothingserious,stayinbed,worryabout,followthedoctor’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-1a,1b,1c,2.
第二课时：
SectionA-3,SectionB-1a,1b,1c,2,3.
第三课时：
SectionC-1a,1b,1c,1d.
第四课时：
SectionC-2,3,SectionD-2,SectionB-4a,4b.
第五课时：
SectionD-1,GrammarandFunctions,Project.
第二课时（SectionA-3,SectionB-1a,1b,1c,2,3）
教学设计思路：
本节课主要活动为SectionB-1a，2。
首先教师展示图片，教学新单词terrible，flu等，由1b两个问题导入1a，学生通过对1a泛听完成1b。
接着学生通过精听1a对话完成1c正误判断，然后借助图片和句子完成任务２的排列句子。
最后根据３中例子运用所提供的素材编创自己的对话，让学生熟练掌握所学的有关身体病况以及相应建议的表达法和有用的句型。
Ⅰ.Teachingaims
１.Knowledgeaims：
（1）能正确运用以下短语进行书面表达：
feelterrible,havetheflu,takesomemedicine,haveagoodrest等。
（2）能正确地运用sb.hadbetter（not）dosth.和Whydon’tyou…?
提建议。
2.Skillaims:
（1）能听懂有关日常小病的名称、对病人的关心询问及提建议的话题。
（2）能熟练地运用sbhadbetter（not）dosth.和Whydon’tyou…?
针对日常小病提建议。
（3）能听懂建议性指令并作出适当反应。
3.Emotionalaims:
采用游戏、角色扮演等灵活多样的学习方式，激发学生学习英语的兴趣。
4.Cultureawareness:
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
feelterrible,havetheflu,takesomemedicine,haveagoodrest等短语的理解及运用。
2.Difficultpoints：
理解Howlonghaveyoubeenlikethis?
Ⅲ.Learningstrategies
1.巩固学生根据图片猜单词意思的能力。
2.培养学生借助图片帮助听力理解的能力。
3.更好地学习新单词和短语的方法就是能够用它们来造句。
Ⅳ.Teachingaids
计算机多媒体投影仪，教学新单词的图片。
V.Teachingprocedures
Stage1（3mins）：
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
（Classactivity）
Getstudentsreadyforlearning.
Askthestudentstodesignatopicofhealthandgivetheeverydayreport.
T:
Goodmorning,everybody!
The
firsttwominsisforyoutogivetheeverydayreport.Please!
T:
Goodreport!
Boysandgirls,Iwanttoknowhowmanypiecesofadvicehementioned?
Focustheirattentionontheteacher.
Reportinfrontofthewholeclass.Thetopicisrelatedtohealth.
Ss:
Goodmorning,Miss…
S1:
It’stimeformetododutyreport.Today,Iwanttotalksomethingabouthealth.Everyonewantstobehealthy.Thenhowtokeepingoodhealth?
Inmyopinion,Weshouldtryourbesttodothefollowing:
……
S2:
Three.First,takeexerciseeveryday.Second,eathealthyfood.Andthird,Dowhatwecantorelaxourselves.
该部分的目的在于进行师生间问候和常规活动，吸引学生注意力，以便进行本节课学习。
Remark：
值日生报告后可针对报告内容主动向学生进行提问。
Stage2（6mins）：
Revisionandleadingin
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Classactivity）
Playagame“Idoyouguess”toreviewthewordslearntlastlesson.
T:
Let’splayagametorelaxourselves.I’llmakeavarietyofunwellactionsandyoupleaseguesswhatkindofdiseaseIgot.
Prepareforguessingwhatkindofdiseasetheteachergotaccordingtohis/heractions.
Ss:
…….
该部分目的在于复习SectionA所学的单词和短语，检查学生的掌握情况。
2（Classwork）
PlaytherecordingofSectionA-3forthestudentstofinishAandBin3.
T:
Youwilllistentothreeshortconversationsaboutphysicaldiscomfort.YouneedtonumberthepicturesinAofSectionA-3first.Areyouready?
T:
Whatistherightorder?
Volunteer?
T:
Pleaselistenagainandwritedowntheadvice,using“should”or“shouldn’t”.
T:
Group3memberscanhaveatrytoreporttheanwers.
T:
Youreallydidagoodjob!
Listencarefullyandfinish3.
Ss:
Yes.
S1:
therightorderis2-1-3.
Listenandwritetheanswersontheirtextbook..
S2:
Youshouldn’treadinthesun.
S3:
Heshouldseeadoctor.
S4:
Youshouldn’teattoomuch.
该部分目的在于让学生重温上节课所学的对于给出他人建议的表达法。
Remark：
学生在听SectionA-３部分之前，教师引导学生观察图片，从而培养学生借助图片帮助听力理解的能力。
Stage3（4mins）：
Pre-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Classwork）
Introducethenewwordsbyshowingapicturewith“terrible,abadcold,aterriblecold”onit.
T:
lookatthepicture!
What’swrongwithher?
T:
Yes,shehasabadcold,shefeelsterrible.Maybeshehastheflu.“flu”means“abadcold,aterriblecold”.
Followwhattheteachersays,andlearnthenewwords.
Ss:
Shehasacold.”
该部分目的在于进行新的语言输入，引入本节课所要学习的新单词terrible,flu等为接下来的听力活动做准备。
2（Classwork）
Leadto1aandaskstudentstocomplete1b.
T:
SteveandBrucearetalkingaboutillness.Let’slistenandtrytochoosethecorrectanswersin1b.Lookthrough1bfirst.
T:
Whoknowsthemeaningof“suggestion”inthesecondquestion?
T:
Yes.Youareright.Nowyoucanguesstheanswers.
T:
PleaselistentotheconversationbetweenSteveandBruce.Youmaytellmewhetheryouchoosethecorrectanswersafterlistening.
Lookthroughthestatementsin1b,makingsuretheyknowwhattodo.
S1:
“suggestion”isthenounformof“suggest”.
S2:
Maybehehasaheadacheandacoughaccordingtothepicture.
S3:
PerhapsSteveadvisehimtoseeadoctor.
Remark：
教师可通过展示图片和创设语境的方式让学生预测和感知听力活动。
Stage4（12mins）：
While-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Classwork）
Finish1b
Playthetaperecordingof1aforthestudentstocheckiftheyhaveguessedcorrectly.
T:
Haveyougottherightanswers?
Juststandupandtellus.
Listengenerallyandchecktheprediction.
S1:
Hehasaheadacheandcough.
S2:
Steve’ssuggestionistakingsomemedicine.
该部分目的在于训练学生听音获取具体信息的能力。
2（Individualwork）
Askthestudentstolookthrough1candmakesuretheyunderstand
thestatements.
T:
I’llplaytherecordingforthesecondtimeandstopitwhennecessary.PleasegetreadytomarkTorFforthefourstatementsin1c.
T:
Whichgroupwouldliketoshowtheiranswers?
Ok!
Group2,please!
T:
Doyouagreewiththem?
T:
Welldone!
Lookthrough1candmakesurewhatthestatementsmean.Andthenlistento1aandtrytocomplete1c.
S1:
No.1istrue
S2:
No.2isalsotrue.
S3:
No.3isfalse.Brucerefusedtogotothehospital.
S4:
No.4istrue.
Ss:
Yes.
3（Classwork）
Askthestudentstoreadaftertherecording.
T:
I’llplaytherecordingsentencebysentence.Pleasereadandfollow.Payingattentiontoyourpronunciationandintonation.
Readaftertherecordingsentencebysentence,
Remark：
教师可引导学生推测听力内容，培养学生借助图片及听力任务推测对话大意的能力。
Stage5（10mins）：
Post-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Pairwork）
Askthreepairstoactoutthedialogueforthewholeclass.
Actoutthedialoginpairs.
2（Classwork）
Explainthefollowinglanguagepointsforthestudents.
Howlonghaveyoubeenlikethis?
Howareyoufeeling?
Feellikedoingsth.
You’dbettertakesomemedicine.
Feelterrible←→feelwell,bewell
Havetheflu
Takesomemedicine
Takeyoutothehospital
Havearest
Gotoseeadoctor
Underlinethepointsintheirbooks,makingsuretheyunderstandthemeanings.
3（pairwork）
Askthestudentstofinish2.
T:
Boysandgirls,Nikeisilltoo.Doyouwanttoknowwhat’swrongwithhim?
T:
Youwillgotitafterreadingadialoguein2.Butthedialogueisoutoforder.Youcanhelpnumberthesentencesandmakeitanewconversation.Ok?
T:
Whichpairwouldliketoactitout?
Read2silently,andthennumberthesentences.
Ss:
Yes
Ss:
Ok!
S1:
Howareyoufeeling,Nike?
S2:
Notsowell.Idon’tfeellikeeating.
S1:
what’swrong?
S2:
Ihaveaterriblecold.Icoughdayandnight.
S1:
I’msosorrytohearthat.Whydon’tyouhaveagoodrest?
You’dbetternotgotoschooltoday.
S2:
Ok.Thankyou.
该部分旨在让学生理解对话，并掌握一些句型。
4（Pairwork）
Starton3
Showapictureof“candy”.
T:
Candyissweet,andchildrenlikeeatingcandies.Oldpeopledon’tlikecandies,becauseeatingtoomuchcandyisn’thealthyandit’sbadforourteeth.
Showapictureof“brush”.
T:
Brushyourteethafteryoueatcandies.
T:
Let’sworkinpairsandmakenewconversationsliketheexamplein3,andeachgrouphastomakeupfivedifferentconversations.
Explain“liedown”byshowingtwopicturestocompare“stand”and“liedown”whilestudentsmakethedialog.
Asksixpairstoreadtheirconversations,
Trytounderstand“candy”bylookingatthepictureandunderstandingwhattheteachersays.
Trytounderstand“brush”by
lookingatthepictureandunderstandingwhattheteachersays.
Everystudentmakeshis/herowndialog,withthewordsandverbphrasesinthetableof3.
Remark：
教师可让学生利用造句来更好地掌握新单词和短语。
Stage6（5mins）：
SummarizingandassigningHMK
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Classwork）
Showthesummarytothestudents.
T:
OK.Classwillbeoversoon,Nowlet’ssummarizewhatwehavelearntinthislesson.
T:
Goodjob!
SummarizeSectionBtogetherwiththeteacher.
S1:
Welearnedhowtomakesuggestionswith“hadbetter（not）orshould/shouldn’t
S2:
Welearntsomeusefulphrases.Suchas:
feellikedoingsth;feelterrible;havetheflu;takesomemedicine;havearest;gotoseeadoctor……
2（Classwork）
AssigntheHMK.
Reviewthesummaryafterclass.
T:
afterclass,youneedtomakeasurveyaboutcausesofdiseasesproducedinourdailylife.Whatshouldwedo?
Whatshouldnotbedone?
thenreportaccordingtoyourownformsto
升级会员 