SectionA教学设计.doc

Section A
Ⅰ. Material analysis
本节课的主要活动为1a和2。
第二单元谈论如何保持健康。话题一介绍了感冒、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。通过Kangkang 和Betty的对话，呈现了询问生病情况的对话：What’s wrong with you? I have a … 等，以及表达关心所提的建议：You should… 和You shouldn’t…。本课的语法重点是You should… 和You shouldn’t…。语言功能方面要求学生学会用英语描述疾病并能就疾病征求他人意见、给他人提建议等。要求学生能在课后用英语写一篇描述疾病并提出有益建议的文章。
Ⅱ. Teaching aims
Knowledge 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, shouldn’t 提建议：
You should drink enough boiled water.
You shouldn’t 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，shouldn’t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, shouldn’t 结合本单元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，影响学生的自身品格，要学会信任他人、关心他人，为我们的健康生活创建友爱、和谐的氛围。
Ⅲ. The key points and difficult points
Key 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。
Ⅳ. Learning strategies
1. 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。
Ⅴ. Teaching aids
Computer multimedia projector, pictures of different illnesses
Everyday saying: Bitter pills may have wholesome effects. 良药苦口利于病。
Ⅵ. Teaching procedures

Step
Interaction pattern
Student activity
Teacher activity
Introduction
（7 minutes）
1.The whole class work
2.The whole class work

3. Individual work
and the whole
class work

4. Some students’
work

5. The whole class
work

1. Focus their attention
on the teacher.
2. Students sing together.

3. Monitor gives the
report while the
others listen and try to
understand.
4. Volunteers answer:
(1) He/She wants to
be beautiful;
(2) To be strong;
(3) To be healthy;
5. Students follow what
the teacher says, and
come into the new
topic unconsciously.

1. Get students ready for
learning.
2. Sing a song together.
(Clap your hands if you are happy. ) Teacher shows the Chinese words on the screen.
3. Daily report. Teacher asks monitor of English to give a report about “The Beijing Olympics”.
4. Teacher asks a question
“Why does … like sports?”

5. The teacher leads to the
new topic, “Yes, if we
exercise every day, we
will be more beautiful,
stronger and healthier. If
you don’t take part in any
sports activities, you will
be ill like the children
here.”

Presentation
(10 minutes)
1. The whole
class work

2. The whole
class work

3. Pair work

4. The whole
class work

5. The whole
class work
6. The whole
class work

7. The whole
class work

1. Students read the
words according to
the phonetic symbols
and guess the meanings
according to the pictures.

2. Students try to use the verb phrases to ask and answer together.

3. Students ask and
answer in pairs, using “have a cough”, “have a headache”, and
“have a toothache”.
4. Students look through 1b and make sure they know what to do.

5. Students listen carefully
and finish 1b.
6. Students say the
answers together and understand the meaning of “suggestion” with
the help of the
teacher’s explanation.
7. Students finish 1c.

1. Teacher presents some
pictures about the new
words: fever, cough,
headache and stomachache.
Guide students to learn the
words with the phonetic
symbols, showing the verb
phrases under the pictures.
2. Teacher asks and answers
about “have a fever” as a
model for the students to
imitate.
A: What’s the matter?
B: He has a fever.
3. Teacher introduces “What’s
wrong with him/her?” to
the students to do pair work.

4. Teacher leads to 1a for the
students to finish 1b,
saying “Betty and Kangkang
are talking about illness.
Let’s listen and finish 1b.
First, you should look
through 1b and make sure
you know what to do.”
5. Teacher plays 1a, and then
checks the students’ answers.
6. Teacher checks the answers
and teaches the word
“suggestion” by pointing
out its synonym “advice”.

7. Teacher plays 1c for the
students.
Consolidation
(10 minutes)
1. The whole
class work

2. The whole class
work and pair work

3. Group work

4. The whole
class work

5. The whole
class work

6. The whole
class work

7. The whole
class work

8. The whole
class work

1. Students read with the
recording, imitating it.

2. Students ask and answer
in pairs.

3. Students do chain practice
in groups, making sure
everyone can say the
dialogue correctly.
4. Students do chain practice
in their groups as
quickly as they can.
5. Students say the
conclusion with the
teacher.

6. Students look at the
pictures and know the
meanings of the new
words, and then
pronounce the new words according to the pictures.
7. Students catch the
meaning while doing
exercise 2.

8. Students say the
answers together after
discussion.
1. Teacher plays 1a for the
students to read without
stopping.
2. Teacher asks the students
to practice “What’s wrong
with you? I have a…” in
pairs according to 1c.
3. Teacher asks the students
to ask and answer according
to 1c in groups.

4. Teacher asks the six groups to
do chain practice, and the first three groups will win the game.
5. Teacher makes a conclusion,
“When we talk about illness,
we may use —What’ s
wrong with …? —…
have/has a…”
6. Teacher shows pictures of new words on the screen “coffee,
tea, boiled water ” with
phonetic symbols.

7. Teacher explains the word
“lift” by saying its synonym
“carry” and asks the students
to finish 2.
8. Teacher checks the students’
answers.
Practice
(10 minutes)

1. The whole
class work

2. Group work
and pair work

3. Two students’
work

4. The whole
class work

5. The whole
class work

6. Two students’
work

1. Students make up new
conversations and they
may discuss in groups.
2. Students prepare for the
performance in pairs, and
two representatives will
be chosen out.

3. The pair should do their
best to perform well.

4. Students know the
meanings and the ways
to express suggestions.
5. Students listen carefully
and finish 3.

6. Two volunteers write
the answers on the
blackboard.

1. Teacher asks the students
to make up new conversations
according to 1c and 2.
2. Teacher asks the groups
who have lost the game of
practicing 1c to practice
their new conversations in
pairs. Each group finishes
one pair.
3. Teacher asks the best pair
to show the conversation
to the whole class.
4. Teacher shows “You
should/You shouldn’t…”
on the blackboard.
5. Teacher plays 3 for the
students to finish A in 3,
and then plays for the
second time for the
students to finish B in 3.
6. Teacher checks the answers.
Production
(8 minutes)
1. The whole class work and
individual work

2. The whole
class work

3. The whole
class work

4. Individual work
1. Each student interviews
one student and writes
down the dialogue.

2. Students write their
interviews down after
class, preparing for
the report in the next
class.
3. Students summarize
Section A with the
teacher by doing
exercises shown on
the screen.
4. Students do the following
jobs:
(1) Memorize the
summary after class.
(2) Students write the
interview “What’s
wrong with you?”
after class, and then
prepare for the
report in the next
class.
(3) Students learn to
read vocabulary
with the help of
recording and the
phonetic symbols,
and read the
dialog after the
recording.
1. Teacher organizes an
interview according to 1c
and 2, and students will do it in their own groups.
2. Teacher asks the students
to write down their
interviews after class.

3. Teacher shows the
summary to the students.
(1) Vocabulary.
(2) The structure: will do.

4. Teacher assigns homework:

(1) Review the summary
after class.
(2) Report their interviews
to the whole class
tomorrow.

(3) Prepare Section B after
class.
Teaching Reflection
It’s a little hard for the students to give proper suggestions on illness. They may search more information about this topic after class.