八上仁爱版英语Unit 2 Topic 1 You’d better go to see a doctor Section D教学设计.doc

八上仁爱版英语Unit 2 Topic 1 You’d better go to see a doctor Section D教学设计
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some useful words and expressions:
sick, worry about, both … and, ice, ice cream, plenty, plenty of
2. Review the useful expressions:
(1)What’s wrong with you? /What’s the matter?
(2)I have a cold/a fever/a toothache/a sore throat/a headache/the flu …
(3)I’m feeling terrible.
(4)How long have you been like this?
(5)How are you feeling today?
(6)But my left leg still hurts when I move it.
3. Review how to give others advice:
(1)You should/shouldn’t …
(2)You’d better do …
You’d better not do …
(3)Why not …?
Why don’t you …?
4. Get to know the form of the e-mail.
Ⅱ. Teaching aids 教具
录音机/小黑板或幻灯片/小纸箱/卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (归纳总结Topic 1, 强化各Section重点知识。)
T: Boys and girls, today we will review the main knowledge, according to the words below.
(可挂小黑板。)
(运用头脑风暴，复习本话题所学有关疾病和建议的相关词、短语、句子。将学生分成四组，单词多的组为优胜组，全班同学击掌三下，以示鼓励。)
(可以在事先准备的小黑板上画出下面的表格。）
(第一块小黑板)
About
Illness
Group
A
B
C
D
Words
Expressions
Sentences

(第二块小黑板)
About
Advice
Group
A
B
C
D
Words
Expressions
Sentences

(将刚才零散的词、短语和句子，利用两人一组对话的形式，串编起来，进一步复习巩固，使学生能在实际交际中运用自如。)
(教师走到同学中间去。几分钟之后。)
T: Stop here. I’ll ask one student to say his feeling. The other student gives him some advice.
S1: I have a toothache.
S2: You should go to see a dentist.
S3: I have a headache.
S4: You’d better stay in bed and have a good rest.
S5: I’m feeling terrible.
S6: You’d better go to see a doctor.
S7: I have the flu.
S8: You should drink lots of boiled water.
S9: How are you feeling today?
S10: Much better.
…
2. (让学生利用本话题中重要语句，独立对话。采用接龙方式进行。)
T: Well done! Now, sum up the main language points in this topic by yourselves.
S11: What’s wrong with you?/What’s the matter?
S12: I’m afraid …
S13: You’d better drink a lot of boiled water. You’d better have a good rest.
…
T: Very Good.
(教师边听同学说边板书，然后总结语言点，适时讲解。)
Language points: What’s wrong with …?
What’s the matter …?
have a rest
take care of
a lot of/lots of/plenty of
take some medicine/take some pills
brush one’s teeth
Don’t worry!
nothing serious
too much/much too
3. (利用上面板书的内容造句子,将学生分成A、B两组进行竞赛。教师用汉语说出比赛规则，每组每说对一次，就得到一个“√”，看哪一组对号较多，哪组获胜。)
T: Then let’s have a competition. This side is Group A. That side is Group B. Let’s make sentences, OK?
Ss: OK.
T: Have a good rest.
(GA)S1: You should have a good rest.
T: Good. Take care of.
(GB)S1: You should take care of your eyes.
T: Take some pills.
(GA)S2: When I have a cold, I take some pills.
…
T: Good.
(同时板书)
Group A √ √ √ √
Group B √ √ √
T: Group A wins! Congratulations!
(GA)Ss: Yeah!
(全班同学共同击掌三下，教师给予表扬。在欢快的气氛中结束复习，激发学生学习新知识的兴趣。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (通过以上复习，引入新课。深化谈论疾病话题，教育学生关爱他人，并学会表达情感。利用e-mail进行交流，传递情感。)
(板书)
Section D
T: After learning this topic, we know how to take care of others and give them advice. Next, we’ll learn how to show our love to others by e-mail when they are ill.
2. (利用已学过的信的格式，来引导学生复习e-mail的格式。)
T: We can say e-mail is a letter sent by the Internet. First please open your books and look at 1a. Here is an e-mail from Peter to Lily, but some words are missing. Please listen to the tape and fill out the missing words.
(同学边听边写，必要时可重放一遍录音，并核对答案。)
(bad, sore throat, headache, cold, coughs, get well)
3. (让学生再读一遍1a，找出关键词。)
T: Now, read it again. Let’s find out the key words together.
(板书)
interesting, like, not … until, bad, last Friday, football, flu, sick, cough, day and night, worry about, best wishes
(找出关键词是为了提高学生抓取重点信息的能力。)
T: Now, let’s practice the key words on the blackboard. I say a word or a phrase. You make a sentence with it. OK, let’s begin.“not … until”
S1: I couldn’t read them until today.
T: “interesting”
S2: Thank you for your interesting books.
T: “like”
S3: I like them very much.
T: “bad”
S4: I had a bad weekend.
(可适当讲解下列的词和短语。)
like … very much/a lot
not … until
sick/ill (区别)
worry about
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (让学生根据1a关键词复述Peter’s e-mail。)
Example:
Peter thinks Lily’s book is very interesting. He likes it very much, but he couldn’t …
2. (让学生完成1b。)
T: Now suppose you are Lily. Write an e-mail back to Peter and give him some advice. Look at 1b. Finish the e-mail using the information in the box.
(如没有幻灯片，可在黑板上完成。注意take some cold pills, plenty of boiled water等。)
(板书)
take some cold pills, plenty of boiled water
(核对答案。)
Step 4 Practice 第四步 练习(时间:8分钟)
1. (通过听录音，完成2a语法训练及2b重点句子的听写。再次强化重点词汇和句子。)
T: Now, please listen to the tape. Then dictate some of the sentences.
(听写内容：)
What’s wrong with you?
I have a sore throat/the flu.
I’m sorry to hear that.
How are you feeling today?
But my left leg still hurts when I move it.
(听写完成之后，上交学习组长检查。)
2. (教师出示小黑板。让学生仿照1a和1b写e-mail。)
T: Now look at the small blackboard. Write an e-mail according to 1a and 1b.
Written work:
(1)假设你和同桌是一对相距遥远的朋友，你喜欢《哈利·波特》这部电影，但在当地买不到关于它的影碟。你的朋友送了你一张《哈利·波特》的影碟(DVD)，你非常喜欢。由于你最近患了重感冒，头痛、发烧、咳嗽，所以一直没看。出于礼貌，你给朋友发一份e-mail，告知近况。
(2)同桌写封回信。主要是针对病情给些好的建议。
(这一步需要两名同学合作，经过1a和1b的练习，这部分不会太难。)
Step 5 Project 第五步 综合探究活动(时间:7分钟)
1. (通过对话及听和写的训练，同学们基本掌握了保持健康这个话题。下面做一个游戏。)
T: Boys and girls, now let’s have an interesting game. We’ll choose “Dr. know-it-all” in our class. (解释Dr. know-it-all的意思)
T: Each student has one card. Please write down a kind of illness on your card. (必要时可作解释。)
(做完游戏后,教师收集每一个学生自制的卡片,然后把它们混合放在一个小纸箱里。)
T: Now, I call one student to come to the front of the classroom, get one card out of the box, then act as a patient. The others guess what’s wrong with him/her.
(学生以抢答方式进行，讲台上的学生表演卡片上所写的病症，如果下面的学生猜对了，表演病人的学生要喊Yes，然后猜对的学生继续给建议，若建议合理，教师要说Good idea；如果猜错了，表演病人的学生便说No，然后由其他学生来抢着猜。)
Example:
S1: Ouch! (手摸后背)
S2: Do you have a backache?
S1: Yes!
S2: Oh, you shouldn’t lift heavy things.
T: Good idea!
S1: Thank you!
(教师可以找一名学生帮助统计，选出Dr. know-it-all。)
2. (回忆本节开始时，第一步复习中的关于疾病和建议的头脑风暴。两人一组，将其记录下来，复习几遍选出几组，由两人分别将illness及advice复述给全班同学。说得流利且内容多的小组获胜。教师准备几份小礼物作为奖励。)
T: Well done! Congratulations to the winners.
(鼓掌，在愉快的气氛中结束本节课。)
3. Homework:
(给你的朋友发一份e-mail，告诉他/她你上一次生病的有关情况及医生的建议。)
板书设计：
You’d better go to see a doctor.
Section D
not … until … Thank you for the interesting book.
worry about I couldn’t read it until today.
sick/ill Don’t worry about us.
best wishes You should drink plenty of boiled water.
both … and …
plenty of …