资源描述
Unit 2 Topic 1 Section A. Material analysis Section A 是本话题的第一课时。 Topic1介绍了感冒、头疼等常见病的名称，出现了疾病名称的词：toothache, backache, fever, cough, headache, stomachache等以及相对应的短语：have a cold, have a fever, have a cough, have a headache, have a toothache, have a backache, have a stomachache等。 Section A的主要活动为1a和Exercise 2。 1a 通过Kangkang 和Betty的对话，呈现了询问生病情况的对话: “Whats wrong with you?”/ “Whats the matter with you?”， “I have a ”等，以及表达关心所提的建议：“You should ”和 “You shouldnt”。本课的语法重点是You should 和You shouldnt。语言功能方面要求学生学会用英语描述疾病并能根据疾病征求他人意见、给他人提建议等。. Teaching aimsKnowledge aims:1. 能正确运用以下短语进行书面表达：have a cold, have a fever, have a cough, have a headache, have a toothache, have a backache, have a stomachache等。2. 能正确地运用should, shouldnt 提建议：You should drink enough boiled water.You shouldnt drink coffee or tea in the evening. Skill aims:1. 能听懂有关日常小病的名称及相关话题。2. 能熟练地运用should，shouldnt针对日常小病提建议。3. 能正确朗读介绍日常小病的对话或文章。4. 能用should, shouldnt 结合本话题短语描述日常生活小病并提出有益的建议。Emotional aims:通过语言学习，要学会关心他人，同时也要积极锻炼来远离日常疾病。. The key points and difficult pointsKey points:have a cold, have a fever, have a cough, have a headache, have a toothache, have a backache, have a stomachache等短语的理解及运用。 Difficult points:就日常小病用英语提建议。. Learning strategies1. 培养学生根据图片猜单词意思的能力。2. 培养学生模仿已有例句造句的能力。. Teaching aids Computer multimedia projector, pictures of different illnesses，textbooks, blackboard and so on. Teaching proceduresStep one: Lead-in1. Enjoy a song: to get “Now, come on, everybody! Lets stay healthy!” and all the students say it loudly again.2. Show picture of Mr. Lai( our Chinese teacher):He is healthy.He goes cycling everyday.He seldom falls ill.3. Show pictures of three students:Who is he? He fell ill, right? Whats wrong with him? (have a cold/ headache/ toothache.)Step two: Presentation1. New words/phrases: have a (backache/ stomachache/cough/ fever.)2. Sentences: Whats wrong with? / Whats the matter with? 3. Practice: Fill in the blanks ( to review different kinds of illnesses) Listen and number the picture. ( Deal with 1C on Page27) Guess: to ask and answer different kinds of illnesses. Memory games: “I say, you do” “I act, you guess” “One student acts, Others guess.”4. Sentences: I have a toothache: I should see a dentist at once. / I shouldnt eat too much candy. I have a headache: You should have a good sleep. / You shouldnt stay up late.5. Practice: Work alone. ( to finish Exercise2 on Page28) And show some pictures to strengthen the expressions: “boiled water, coffee, tea, lift heavy things.”Step three: Listening-task Listen to 1a carefully to finish 1bStep four: Reading-task Whole-class reading Role-play readingStep five: Production Ss work in groups , make a survey, and give advice Ss work in groups, make new conversations according to the survey, and then act out in front of class. Creative-work: Look at pictures and give suggestions to these classmates as more as possible.宋以后，京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习”。到清末，学堂兴起，各科教师仍沿用“教习”一称。其实“教谕”在明清时还有学官一意，即主管县一级的教育生员。而相应府和州掌管教育生员者则谓“教授”和“学正”。“教授”“学正”和“教谕”的副手一律称“训导”。于民间，特别是汉代以后，对于在“校”或“学”中传授经学者也称为“经师”。在一些特定的讲学场合，比如书院、皇室，也称教师为“院长、西席、讲席”等。Step six: Emotional Aim We should do more exercise to keep away from illnesses.Step seven: Summary/ Conclusion Summarize the key points on the blackboard. Conclude which group is the best one. Blackboard designUnit 2 Topic 1 Section ANew words Sentence Patterns Othershave a headache Whats wrong with you? drink coffee or teahave a toothache I have a toothache. lift heavy thingshave a backache drink enough boiled waterhave a stomachache Whats the matter with him/her? have a cold He/She has a toothache. get wellhave a cough have a fever You should see a dentist. You shouldnt lift heavy things. I hope youll get well soon. 我国古代的读书人,从上学之日起,就日诵不辍,一般在几年内就能识记几千个汉字,熟记几百篇文章,写出的诗文也是字斟句酌,琅琅上口,成为满腹经纶的文人。为什么在现代化教学的今天,我们念了十几年书的高中毕业生甚至大学生,竟提起作文就头疼,写不出像样的文章呢?吕叔湘先生早在1978年就尖锐地提出:“中小学语文教学效果差,中学语文毕业生语文水平低,十几年上课总时数是9160课时,语文是2749课时,恰好是30%,十年的时间,二千七百多课时,用来学本国语文,却是大多数不过关,岂非咄咄怪事!”寻根究底,其主要原因就是腹中无物。特别是写议论文,初中水平以上的学生都知道议论文的“三要素”是论点、论据、论证,也通晓议论文的基本结构:提出问题分析问题解决问题,但真正动起笔来就犯难了。知道“是这样”,就是讲不出“为什么”。根本原因还是无“米”下“锅”。于是便翻开作文集锦之类的书大段抄起来,抄人家的名言警句,抄人家的事例,不参考作文书就很难写出像样的文章。所以,词汇贫乏、内容空洞、千篇一律便成了中学生作文的通病。要解决这个问题,不能单在布局谋篇等写作技方面下功夫,必须认识到“死记硬背”的重要性,让学生积累足够的“米”。 Teaching Reflection:Its a little hard for the students to give proper suggestions on illnesses. They should practice more after class.第 3 页
展开阅读全文