Unit 2 教案新部编本.docx
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Unit 2 教案新部编本.docx
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Unit2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
Unit2What’sthematter?
一、知识目标
1)教学生掌握表达人体部位的词汇
2)教学生掌握表示健康问题的词汇
3)教学生掌握目标语言
二、能力目标
1)听:
能听懂谈论健康问题的对话材料。
2)说:
能谈论健康问题并提出建议。
3)读:
能读懂介绍如何保持健康的文章。
4)写:
能写出SectionA和SectionB中的重点单词和重点句型,并运用健康问题的词汇和情态动词should和shouldn’t描述怎样对待健康问题。
三、策略目标
1)教学生学会通过看、听、说和讨论来获取信息(看图作问答)。
2)通过扮演角色仿真练习,学生能体验语境,在语境中运用目标语言来学
会表达病痛和询问病情,提高模仿与创作的能力(个体与群体思维)。
3)通过本单元学习,使学生会通过讨论找出解决问题的方法并提出适当的
建议(个性化学习)。
四、德育目标
1)通过本单元的学习,教育学生通过关心他人的健康来促进同学之间友谊,
教育学生养成良好的生活习惯和饮食习惯,保持身体健康的理念。
2)通过pairwork和groupwork扮演角色仿真活动,学会互相关心和帮助。
五、重点与难点
1)重点:
a.掌握身体各部位的表达。
b.掌握健康问题表达。
c.掌握情态动词should和shouldn’t提出建议的表达。
2)难点:
a.表达患病所用的短语:
have/hasastomachache/headache
/toothache
b.辨析-ache和sore都表示疼痛:
-ache指持续地作痛,用作
后缀,如:
toothache,stomachache,headache;sore指一触就痛,用在部位前,修饰人体部位,如:
haveasorethroat/soreback/soreleg.
六、教学准备
1)Atape-recorder,multi-medium
2)教学课时为五课时
第一课时(TheFirstPeriod)ListenandspeakforSectionA
一、Teachingprocessdesign
Step1:
Warmingup
Greeting.
Accordingtothetargetlanguage,dosomeoralworkwithstudentstocreateanEnglishspeakingenvironmentabouthealthyproblems.Reviewthewordsandphrasesabouthealthylifestyleorunhealthylifestylewerelearntlastweek,especiallyunhealthylifestylecausesthehealthyproblem.PracticethePresenttense.
Step2:
Lead-in
Bringordrawapictureofaboymarkingdifferentpartsofhisbodyontheblackboard.Introducenewwordsbypointingtoeachpartofthebody.Askstudentstofollowtheteachertorepeatthewords.
Thenstudentspresentwhattheyhavegotfromthepicturebyplayingagame.“Touchyourhead….”
Theteacheraskstudentsworkinpairsandtouchtherightpartoftheirbodiesaccordingtotheirpartnerscommand.
Thentheteachermimeshavingaheadachewithagestureofaheadache,saying,“Ouch,ithurtsbadly.Ihaveaheadache.”Writing“headache”ontheblackboard,askstudentstoguessthemeaningof“headache”.Thesameforothernewwordsabouthealthyproblems.Suchastoothache,soreback….
Showthetargetlanguage:
A:
What’sthematter,Sarah?
B:
Ihaveaheadache.
Letstudentslookattheexampleandtrytounderstanditwithgesture.
Step3:
Look,writeandListen
Askstudentstolookatthepictureandwritethecorrectletter(fromatom)foreachpartofthebodyandfinish1a.Checktheanswers:
karm,cback,gear,ieye,mfoot,ahand,lhead,bleg,fmouth,
dneck,jnose,hstomach,etooth.
Teachstudentstoreadandunderstandthetargetlanguagefromthepicture.Thenfinishactivityof1b.Givetheinstructionstostudentsandaskthemtolistentothetapeandlookatthepicture.Thennumberthenames(1-5)basedonwhattheyhear.
Theteacherplaysthetape.Thenchecktheanswerswithstudents.
Step4:
Practicewithpairwork
Let’sgoonoralpracticeusingthetargetlanguagefrom1cwiththefollowingsample.Theteachermayaskastudenttobeapartner.Thestudentmimeshavingasoreback.Startadialoguelikethis:
T:
What’sthematterwithyou,David?
S:
Ihaveasoreback.
Thenaskstudentstoworkinpairsandmakeupnewdialogueslikethat.Whilestudentsareworking,theteacherismovingaroundtheroomgivingsomehelpasneeded.
Askpairsofstudentstoshowtheirworks.Praisethemfortheirgoodworks.
Step5:
Listenandtalkaboutproblem&advice
Theteacherexplainsthemeaningofthephrasesabouthealthyproblemsandadvicefromthisactivityof2a.Thenguidestudentstolistentothetapecarefullyandmatchtheproblemswithadvice.Playtherecorder.Thenchecktheanswers:
1.toothache(牙痛)—seeadentist(看牙医)
2.sorethroat(喉痛)—hotteawithhoney(加有蜂蜜的热茶)
3.stomachache(胃痛)—liedownandrest(躺下休息)
4.fever(发烧)—drinklotsofwater(多喝水)
Theactivityof2bprovideslisteningpracticewiththetargetlanguage.Firstdiscusswithstudentsthesolutionstotheproblems.Thenaskindividualstudentstoexpresstheirideas.Maybethesolutionstotheproblemsgivenbystudentsaredifferent.Theteachermayagreewiththemifreasonable.Nowaskstudentstolistentothetapeagainandwritedownthesolutionstotheproblemineachpicture.Playtherecorderagain.Checktheanswerswithstudents:
1.Ihaveasorethroat.Youshoulddrinksomehotteawithhoney.
2.Ihaveatoothache.Youshouldseeadentist.
3.Ihaveastomachache.Youshouldliedownandrest.
4.Ihaveafever.Youshoulddrinklotsofwater.
Theteacherstartstotrainstudents’oralpracticeusingthetargetlanguagefromtheactivityof2c.Firstasktwoofthestudentstoactoutoneofthepicturesin2blikethisinfrontoftheclass:
A:
What’sthematter(withyou)?
(Lookingattheotherstudentwhoistouchinghisstomachwithhishands.)
B:
Ihaveastomachache.Ouch!
A:
Maybeyoushouldliedownandrest.
B:
That’sagoodidea.Thankyou.(Heislyingdownwiththehelpoftheotherstudent)
Praisethemformockperformance.Thenremindstudentsnottoforgettouse“should/shouldn’t”whengivingsuggestions.Nowstudentsworkinpairsmakingdialoguesaccordingtothepicturesortheirownexperiences.Theteachermovesaroundtheroomandgivessupportasneeded.Thenaskpairsofstudentstoactouttheirdialogueinfrontoftheclass.Don’tforgettopraisethemfortheirexcellentperformance.
Step6:
Homework
1)Giveadvicetosickpeople.2)haveadictationofthenewwords.3)Preview3a,a3b&4onP9
二、WordExplanation
1.mattern.麻烦的事,What’sthematterwithyou?
=What’swrongwithyou?
=What’sthetroublewithyou?
v.有关系,Itdoesn’tmatter.
2.footn.其复数为feet,短语:
atthefootofthehill;onfoot;betwofeettall;atwo-foot-talltree.类似tooth—teeth,atoothbrush.
3.liev.躺,平放某处,位于,lie—lay–lain—lying;撒谎,lie-lied-lied-lying.
4.restv.休息,n.have/takearest.
5.advicen.建议,不可数名词givesb.someadviceon…;apieceofadvice
三、Exerciseforthefirstperiod
1)根据汉语写出单词。
1.眼睛________2.鼻子_______3.耳朵______4.腿______5.胳膊_____6.嘴________7.手_____8.脖子____9.脚______10.背_____11.牙_____12.痛______
2)英汉互译短语。
1.头痛____________2.牙疼___________3.胃疼____________4.喉疼___________
5.感冒___________6.发烧____________7.喝水____________8.躺下____________
9.看牙医_________10.加有蜂蜜的热茶____
Answers:
1)1.eye(s)2.nose3.ear(s)4.leg(s)5.arm(s)6.mouth7.hand(s)8.neck9.foot(feet)10.back11.tooth(teeth)12.sore
2)1.haveaheadache2.haveatoothache3.haveastomachache
4.haveasorethroat5.haveacold6.haveafever
7.drinkwater8.liedown9.seeadentist10.hotteawithhoney
四、Rethinkingforthefirstperiod1)SuccessfulWays:
2)FailedLessons:
第二课时(TheSecondPeriod)GrammarFocusforSectionA
一、Teachingprocessdesign
Step1:
Reviewandwarmup
Greeting.
Asksomeofthestudentstoclosetheireyesandguessthemeaningofwhattheyaretouchingonthebody.
Thenaskquestionsbeginningwith“What’sthematterwithyourfriend?
”Helpstudentstoanswerlikethis,“He/Shehasaheadache/toothache/stomachache,He/Sheshould….”Payattentiontothechangesofverbs“have”to“has”.
Leadin.Askstudentsfreelytotalkaboutillnessesandsolutionstotheproblemsthattheymet.
Step2:
Grammarnotes
RemindstudentstheyshouldbecarefulaboutthesingularthirdpersonwhenmakingastatementinthePresenttense.Theverbsshouldbechangedbythechangeofthesubject:
Ihaveastomachache.Hehasastomachache.Shehasastomachache.
Step3:
Read,WriteandAct
Askstudentstoreadthedialoguein3aandfillintheblanksin3awiththeproperwordsorphrasesaccordingtotheupanddownhint.Teachstudentshowtoseizethekeywordstoanalyzethemissingwordsaccordingtothedialogue.Thenchecktheanswerstotheexercise:
A:
What’sthematter?
B:
I’mnotfeelingwell.Ihaveabadcold.
A:
Whendiditstart?
(ExplainthePasttense)
B:
Abouttwodaysago.(Explain数+量+ago用于过去时态)
A:
Oh,that’stoobad.Youshouldhaveagoodrest.
B:
Yes,Ithinkso.
A:
Ihopeyoufeelbettersoon.
Askstudentsfreelytotalkaboutthepicturein3abythequestions:
1.Howmanypeoplearethereinthepicture?
Therearetwo.
2.What’sthematterwiththeboy?
Hehasabadcold.
3.Whatdoestheoldmanask?
Heaskstheboywhenitstared.
4.Whatistheoldmantellingtheboytodo?
Heshouldseeadoctor
Step4:
Pairwork
3bprovidesstudentstheoralpracticeusingthetargetlanguage.Theteachershouldleadinlikethis:
askstudents,“Whatshouldyoudowhenyoudon’tfeelwell?
”.Elicitsuchanswers“gotoseedoctororgototheschoolclinic”fromstudents.Nowyoucansay,“Lookatthepicturein3b”.Helpstudentstounderstandtheladyisadoctorinthepictureandthestudentsarenotfeelingverywell.Askfourofthestudentstomimetheillnessesinthepictureof3b,andletotherstoguesstheillnessesandgiveadvicewiththetargetlanguageandthekeywords.
Person
Illness
advice
Theboywithpurplehair
Headache
Gotobed
Thegirlwithblondhair
Soreback
Liedownandrest
Theboywithblondhair
Toothache
Seeadentist
Thegirlwithblackhair
Sorethroat
Drinkhotteawithhoney
Thenworkinpairstoimaginewhattheymaytalkabout.Thenmakeupadialogueaboutthepicture.
Onepossibledialogue:
D:
What’sthematterwithyou,youngkid,?
S:
Ihaveaheadache
D:
Youshouldliedownandrest.
Theteachermovesaroundtheroomandgivessupportasneeded.Thenchoosepairsofstudentstoactouttheirconversation.Remembertopraisethemfortheirbraveperformance.
Step5:
DiscussionandGroupwork
Askeachgrouptochooseadoctorandtheotherstudentstomimeillness.Themockdoctorguesstheillnessesandgiveadvice.Themockdoctorwritedownwhattohavebeendone.
D:
What’
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