英语2Unit6三三五教案新部编本.docx

1、英语2Unit6三三五教案新部编本教师学科教案 20 20 学年度 第_学期 任教学科：_任教年级：_任教老师：_xx市实验学校保康县中等职业技术学校 Book2 Unit6第12课时教学设计 课题Unit 6 Tell me when the pain started.(Lead-in & Listening and Speaking)课型新授课课时2课时学习目标1. 知识目标:（1）帮助学生掌握以下词汇：stomachache, toothache, fever, cough, headache, back pain, runny nose, sore throat, appointmen

2、t等。（2）帮助学生掌握就医时使用的基本句型，如：Whats wrong with you?Ive a headache / a sore throat / a runny nose / fever / cough, ect.How long have you felt this way? I feel cold. I think I have a fever.Id like to make an appointment with the doctor.The doctor is free at .Will be OK for you?Take this medicine times a da

3、y. / Stay in bed for . / You should have a good rest.Thank you very much.2. 能力目标:（1）学生能听懂关于描述病情的基本信息。（2）学生能根据就医基本句型开展病人和医生之间的对话。3. 情感目标:学生能用积极的人生态度、健康的生活方式面对生活。重点能够听懂就医的常用语，掌握叙述病症、接受医生建议的常用表达方式。难点有关就医的词汇和句型。问题导入1. The teacher greets the Ss with the following sentences: How are you, boys and girls?I

4、didnt sleep well last night.Ive had a cold because .Im not myself today.Explain Im not myself today and get the Ss to say something about themselves.（设计意图：在和学生轻松的相互问候中适当地描述教师个人健康状况，进而引入本单元的话题。激发学生进一步了解的欲望，为下面的词汇和对话学习做好铺垫。）2. Activity 1: Put in the right words for the pictures. Look at the pictures a

5、nd describe whats the matter with the person in the picture, using the sentence structure: He / She has a .The teacher check the answers and explain any new words.3. Activity 2: Listen and order the pictures. Order the pictures whiling listening to the radio. Ss discuss the answer in pairs and then

6、check the answers.5分钟自主探究1.自行完成Lead-in 中活动1中的练习；2.活动2和活动35分钟互动质疑Listening and speaking 1. Before listening, ask the Ss to look at the picture and answer the question: Whats wrong with the boy in the picture? 2. Activity 3: Listen and answer the questions. Listen to the tape and answer the questions.

7、 Listen again and then check the answers.3. Activity 4: Listen again and complete the card.Go through the appointment report card first. Then listen again and complete it. Check the answers in class.（设计意图: 在做听力之前，先让学生通过阅读图片和卡片大致了解听力内容。在听的过程中训练学生抓住细节信息的能力。）4. Activity 5: Read and underline. Read alou

8、d after the tape and then practice the dialogue in pairs. Get some pairs to act it out.Underline the sentences about illness and check in class. （设计意图：培养学生归纳总结的能力。通过两人练习对看病就医的句型进行模仿操练，为下一个活动做好铺垫。）5. Activity 6: Work in pairs to make dialogues about appointment. （设计意图: 模拟真实情景，两人小组就有关就医话题展开对话训练。)20分钟检

9、测反馈Activity 7: Role play.Role play a patients meeting with the doctor. Prepare in pairs. Then ask some pairs to act it out. If some Ss have difficulties, the teacher can give them some hints. （设计意图：通过创设情境，让学生分角色进行对话表演，既操练了语言知识，又锻炼了学生的胆量和口语表达能力。同时教师也可借此检查学生的掌握情况，以便教师在下一活动中进行调整。)10分钟总结提升Make a short s

10、ummary of what weve learned today.(1) Useful expressions: have a stomachache / toothache / fever / cough / headache / back pain / runny nose / sore throat, make an appointment, etc.(2) Everyday English:Whats wrong with you?Ive a headache / a sore throat / a runny nose / fever / cough, ect.How long h

11、ave you felt this way? I feel cold. I think I have a fever.Id like to make an appointment with the doctor.The doctor is free at .Will be OK for you?Take this medicine times a day. / Stay in bed for . / You should have a good rest.5分钟 保康县中等职业技术学校 Book2 Unit6第34课时教学设计 课题Unit 6 Tell me when the pain st

12、arted.课型新授课课时2课时学习目标1. 知识目标 帮助学生理解并掌握以下词汇：hurt, exercise, pill, symptom, cause, treatment, clinic, prescription, etc； 能够看懂教材中描述三位病人病情的小短文。2. 能力目标 学生能够根据病情写出病历和英文请假条； 学生能够在理解短文的前提下，根据所给提示词语，复述病人病情。3. 情感目标学生能用积极的人生态度、健康的生活方式面对生活。重点能够看懂描述病人病情的短文，并根据短文写出医生和病人之间的对话。难点根据病情描述，能写出英文病假条问题导入1. The teacher gre

13、ets the Ss with the following sentences. How are you?When did you go to bed last night?How do you feel now?It seems that youre not yourself. Why?.2. Ask and answer.What do you often do when there is something wrong with you?What do you say to the doctor when you are in hospital?（设计意图：通过日常的师生问候让学生对一课

14、时所学语句作简单回顾，然后借由两个提问导入本课话题就医，并对该话题表达自己的观点，为阅读内容的学习做好准备。）5分钟自主探究Activity 8: Discuss the possible illnesses in pairs. BehavioursIllnessesPlay computer games for the whole nightEat sweets before going to bed.Drink too little water.Eat a lot of icecream right after a meal.Never brush teeth.Wear only a T-

15、shirt in a cold day.10分钟互动质疑1Reading1. Activity 9: Read and fill in the forms.Fast reading. Get the Ss to read the letters as quickly as they can and fill in the forms. Then check the answer with the whole class. The teacher explains any language points if necessary.（设计意图：通过阅读病人的病情描述，培养学生快速阅读、捕捉信息的能

16、力。）2. Activity 10: Read and complete the dialogue. Read the text again and complete the dialogue between Doctor Linda Smith and her patients. （设计意图：让学生对短文再作细读，并完成与之相应的对话，借此训练学生在阅读中查找细节信息的能力。）2Writing1. Activity 11: Complete the following sentences to describe the pictures.Students work in pair and d

17、iscuss the pictures. Get some pairs to complete the sentences to describe the pictures. The teacher explains any language points.（设计意图：先通过小组活动，让不同程度的学生都参与讨论。然后教师让个别同学发言，再全班校对，最后让学生把句子写下来。这种循序渐进的做法有助于克服学生写作上的心理障碍，为下一步的英文请假条的书写做好铺垫工作。）2. Activity 12: Complete the note for sick leave.Suppose you were J

18、ack, complete the note for sick leave. Get the Ss to finish it individually first, then check the answer with the whole class. （设计意图：在上一活动中连词成句的基础上，让学生将请假条内容填写完整，这样既可锻炼学生的转述能力，也初步学会了英文请假条的书写格式。)20分钟总结提升BehavioursIllnessesPlay computer games for the whole nightEat sweets before going to bed.Drink too

19、 little water.Eat a lot of ice cream right after a meal.Never brush teeth.Wear only a T-shirt in a cold day. headahce toothache cold stomachache roothache cold, fever, headache .5分钟检测反馈Homework1. Suppose youve caught a bad cold and have a high fever. You want to see the doctor tomorrow. Write a note

20、 for sick leave to your headteacher Mr Fox. 2. Read the text fluently.（设计意图：通过创设情境，让学生运用课堂所学知识结合实际写出一篇英文请假条，培养学生在生活中运用英语的能力。流利朗读课文，可增加学生的英语语感，巩固课堂学习效果。）5分钟保康县中等职业技术学校 Book2 Unit6第56课时教学设计 课题Unit 6 Tell me when the pain started 课型新授课课时2课时学习目标1. 知识目标 学生能够理解并掌握带有疑问代词和疑问副词的宾语从句的结构； 学生能够理解并识记感叹句的两种结构： Wh

21、at +（形容词）+ 名词 + 主语 + 谓语；How + 形容词 / 副词 + 主语 + 谓语。2. 能力目标 学生能在口头及书面表达中正确运用带有疑问代词或疑问副词的宾语从句，表达意愿和观点； 学生能用感叹句表达个人情感。3. 情感目标学生能用积极的人生态度、健康的生活方式面对生活。重点a. 学习带有疑问代词和疑问副词的宾语从句的用法；b. 学习感叹句的两种表达方式。难点带有疑问代词和疑问副词的宾语从句的用法。问题导入1. Have a comment on the Ss writings. Read some good examples in class. Then ask and an

22、swer. （设计意图：教师对于上一课时的家庭作业进行讲评，帮助学生及时查漏，找出学习中的不足。对于范文的朗读，则有助于激发学生学习的积极性，对其他学生也是一种促进。）2. Compare the two sentences and tell the difference between them. “What do you eat every day, Sam?” the doctor asked. The doctor asded Sam what he ate every day.The teacher get some students to tell their answer, an

23、d then check with the whole class. Present the basic structure of the object clauses starting with how, where and what, ect. （设计意图：带有疑问代词和疑问副词的宾语从句的用法学习是本课的难点。通过句子比较，让学生能对宾语从句和简单句的区别有直观的认识。然后教师再帮助学生归纳出疑问词引导的宾语从句在以下几个方面的特点：引导词、语序、人称和时态变化等等。）5分钟自主探究Grammar focus：1. Activities 13: Read and underline.Re

24、ad the following sentences and underline the clauses that are similar to those in the box above.（设计意图：通过比较，让学生明确疑问词引导的宾语从句的结构特点，认清它与简单句之间的区别。）2. Put in the missing word.Get the students to Put in the missing word and complete the following sentence.I dont know _ Helen will come to my party.Discuss t

25、he answer and check. Then show the answers and translate the sentences.I dont know whether / if Helen will come to my party.I dont know when Helen will come to my party.I dont know why Helen will come to my party.I dont know how Helen will come to my party.（设计意图：通过启发式的练习，让学生对宾语从句的引导词的用法产生兴趣，并有初步的认识。

26、）3. Activity 14: Complete the sentences with the words in the box.Get the Ss to finish it individually. Then discuss with the partner. The teacher ask some Ss to read and translate the sentences. Check the answers. The teacher explains any difficult language points. （设计意图：通过练习，训练学生掌握和运用带有疑问词的宾语从句的用法

27、，尤其是重点掌握宾语从句的引导词的用法。）4. Activity 15: Complete the dialogue with proper phrases or clauses from the box. Then act it out.（设计意图：通过创设具体语境，帮助学生进一步掌握和运用疑问词引导的宾语从句。）5. Activity 16: Write the exclamatory sentences according to the pictures.The teacher shows the usage of the exclamatory sentences with some

28、examples. Students look at the pictures and write down the sentences individually. The teacher asks some Ss to tell their answers and then check. （设计意图：通过教师作示范讲解，让学生对感叹句的用法产生系统的认识，然后利用练习训练进行知识点的巩固。）20分钟互动质疑 学生能够理解并掌握带有疑问代词和疑问副词的宾语从句的结构； 学生能够理解并识记感叹句的两种结构：What +（形容词）+ 名词 + 主语 + 谓语；How + 形容词 / 副词 + 主语

29、 + 谓语。10分钟检测反馈Homework (2 mins)1. Do Part 14 on the exercise book and then translate into Chinese.2. Rewrite the following sentences with exclamatory ones. a. Its really a lovely day. b. Youre crazy to have drunk some much beer. c. Sophie has caught a bad cold. d. The patient was very glad to learn

30、that he could leave hospital the next week. e. The teacher left us quite a lot of homework.（设计意图：通过练习巩固本课所学的语法知识：疑问词引导的宾语从句和感叹句。）5分钟总结提升Make a short summary of what weve learned today. a. The object clauses starting with how, where and what, ect;b. The exclamatory sentences.5分钟保康县中等职业技术学校 Book2 Unit 6第78课时 教学设计 课题Unit 6 Tell me when the pain started.课型新授课课时2课时学习目标1. 知识目标 学生能够take / catch / have / get等动词搭配有关疾病名称并用其做病情描述；2. 能力目标学生能够通过小组合作，运用本单元所学的语言材料完成一个真实的交际任务。3. 情感目标能通过小组合作解决问题，增强学生之间的协作精神；能用积极的人生态度、健康的生活方式面对生活。重点a. 通过创设情境，帮助学生使用和练习本单元重点词汇，以达到巩固的目的；b. 制作一份墙报来宣传健康的生