《最新Book-2-Unit-6--tell-me-when-the-pain-started-----课时.doc》由会员分享，可在线阅读，更多相关《最新Book-2-Unit-6--tell-me-when-the-pain-started-----课时.doc（223页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、Four short words sum up what has lifted most successful individuals above the crowd: a little bit more.-author-dateBook-2-Unit-6-tell-me-when-the-pain-started-课时Book 2 Unit 6 tell me when the pain started 课时：2课时Book 2 Unit 6 tell me when the pain started 课时：2课时一. 教学内容授课内容为课本包括Lead-in & Listening and
2、 speaking两部分，具体内容为：部分疾病名称、描述身体状态的短语及看病等信息的简单对话。二. 教学重点、难点 教学重点通过与疾病和看病的相关的词汇和句型的学习，学生看病场景并展开相应对话。 教学难点学生了解词汇记忆的策略之一分类记忆。三. 教学目标1. 知识目标掌握部分疾病的短语及词汇，如stomachache toothache fever cough headache back pain掌握询问和提供看病时所使用的句型，如：1) 询问个人疾病状况，原因等信息时:Whats wrong with you?How long have you felt this way?2)提供个人疾病状
3、况，原因等信息时:I have a runny nose. And I cough all the time.For about one day.2. 能力目标学生能听懂关于个人疾病状况，原因，看病等信息的简单对话。学生能熟记并表演关于个人疾病状况，原因，看病等信息的简单对话。3. 情感目标在模拟情景交流中，教育学生正确对待自己的身体状况。四教学步骤Step One Lead-in （20 mins）A game. We play a game first. Students guess what kind of illness is with the help of the action a
4、nd expression- sb felt, sb can not . “cold! cold!” Students will always shout with great interest. Then com stomachache toothache fever cough headache back painFor example: A person cough and feel cold all the time. Possible answer: bad cold1. Play computer games for the whole night. ( )2. Eat sweet
5、s before going to bed. ( )3. Drink too little water. ( )4. Eat a lot of ice cream right after a meal. ( )5. Wear a short skirt in winter. ( )（设计意图:由学生表演动作和表情入手，采用猜谜游戏形式，利用多媒体图片呈现，引发学生对疾病话题的兴趣和开口欲望，并初步接触本单元关键词汇。）Step Two speaking (25 min) Brainstorm. Students are encouraged to list the vocabulary of
6、illness they have learned as many as they can. Medicine pain temperature headache fever toothache cold stomachache cough（设计意图:通过头脑风暴，我们可以快速呈现尽可能多的疾病相关词汇和句型，自然而然拓展学生词汇量。）Step Three Listening and speaking（30 min） 1. Activity 3. Listen and tick the right picture for the question. Listen to the dialogue
7、 and answer the questions2. Activity 4. Listen again and fill the blanks. Make sure students understand the meaning of each sentence and highlight the key words in the following sentences （设计意图:通过听说练习，帮助学生初步了解疾病信息和看病表达句型。）3. Activity 5. Read and underline. Read the dialogue and underline the seeing
8、a doctors questions and answers. Tell me when the pain started.I want to know what is wrong with you.I dont know what I should do.I wonder how you caught the cold.Tell us where you broke your leg.4. Read the key sentences after the teacher. Make sure that students can say them out fluently and their
9、 pronunciation of the words is correct.5. Activity 7.Practice the dialogue in pairs. Use Activity 6 as an example. (设计意图:从词到句，从句到对话，每一步骤都要确保学生能扎实掌握。从领读到齐读到互相读再到个别读，教师要确认学生能正确掌握发音和语音语调。)Step Four summary (10 mins) Make a short summary of what weve learned today.(1)key vocabulary：Medicine pain tempera
10、ture headache fever toothache cold stomachache cough(2) expression about asking and answering the information of ones illnessTell me when the pain started.I want to know what is wrong with you.I dont know what I should do.I wonder how you caught the cold.Tell us where you broke your leg.Step five Ho
11、mework (5 mins) 1. Copy and memorize the new words and expressions.2. Practice dialogue with your classmates after class.3. Make a similar dialogue, talking about seeing a doctor（设计意图:该步骤有助于学生巩固单元词汇，提高综合语言运用能力。）学案：1. Copy and memorize the new words and expressions.2. Practice dialogue with your clas
12、smates after class.3. Make a similar dialogue, talking about seeing a doctor五板书设计Unit 6 tell me when the pain started.Ask for information : Provide information :Tell me when the pain started. Play computer games for the whole night. I want to know what is wrong with you. Eat sweets before going to b
13、ed. I dont know what I should do. Eat a lot of ice cream right after a meal. I wonder how you caught the cold. Wear a short skirt in winter. Book 2 Unit 6 tell me when the pain started 课时：2课时一. 教学内容授课内容为课本Language in use & Unit task部分，具体包括：Grammar focus and practice。二. 教学重点、难点 教学重点能正确理解和运用现在完成时态。 教学
14、难点理解运用现在完成时态的情境并在具体情境中运用现在完成时态。三. 教学目标1. 知识目标学生能理解并掌握现在完成时态的意义和构成。2. 能力目标学生能用现在完成时态描述生活经历。3. 情感目标学生通过讨论校园生活，更热爱学校，珍惜生活。四教学步骤Step One Lead-in （20 mins）Teacher shows some pictures in different places of famous resorts or scenic spots, and tells the travelling experience in the past year. I have been t
15、o I have tasted the famous dishes in, such asI have seen a kind of strange animal/ bird/ custom（设计意图: 教师用现在完成的句子谈论自己的旅行经历，新鲜有趣的见闻和新奇的异地美食，引起学生兴趣。）Step Two speaking (25 min) Talk about the students school life from the following topics:Have you joined any club in the school? What activities have you
16、taken part in?Have you made any new friends in the school? Have you gone shopping together?Have you had a new-year party? .Have you improved your spoken English? .Have you seen the movie called Titanic? Have you been to the Disneyland in Hong Kong? Have you taken a part-time job? （设计意图: 运用学生亲身参与的生活提
17、出设问，设置情境真实可信，学生有话可说也愿意说。）Step Three Language in use （30 min）1. Activity 14. Read and decide whether the statements are true and false.（设计意图:该步骤帮助学生正确理解现在完成时态的含义。） 2. Activity 15. Work in pairs and take turns to ask and answer questions.（设计意图:该步骤帮助学生掌握现在完成时态的一般疑问句的正确结构、动词的正确变化形式以及正确的肯定否定回答。） 3. Activ
18、ity 16. Answer the questions with the words given. （设计意图:该步骤帮助学生学会构成正确的现在完成时态的肯定句。）4. Activity 17. You are writing to a friend. Use the present perfect tense of the words given tofinish the letter. （设计意图:该步骤帮助学生学会用正确的现在完成时态的句子描述学习生活。）Step Four summary (10 mins) Have you joined any club in the school
19、? Have you made any new friends in the school?Have you had a new-year party? Have you improved your spoken English? Have you seen the movie called Titanic? Have you been to the Disneyland in Hong Kong?Have you taken a part-time job?Step five Homework (5 mins) Students finish all exercises in workboo
20、k and get ready for dictation.（设计意图:该步骤有助于学生拓展单元知识，提高综合语言运用能力。）学案：Students check what they have learnt by ticking the items.（学生整理笔记）Students finish all exercises in workbook and get ready for dictation.五板书设计Unit 6 tell me when the pain started.Have you joined any club in the school? Have you made an
21、y new friends in the school?Have you had a new-year party? Have you improved your spoken English? Have you seen the movie called Titanic? Have you been to the Disneyland in Hong Kong?Have you taken a part-time job?现在完成时结构，一般疑问句，否定形式。Book 2 Unit 6 tell me when the pain started 课时：2课时一. 教学内容授课内容为课本包括R
22、eading and writing 部分，具体内容为：读懂简单的病例，并能找出关键信息点；根据关键信息点，完成练习题。二. 教学重点、难点 教学重点读懂简单的病例，并能找出关键信息点。 教学难点根据关键信息点，完成练习题。三. 教学目标1. 知识目标学生能掌握描述疾病名称、看病经历等词汇及短语。学生能掌握简单病例中的典型句型2. 能力目标读懂简单的病例，并能找出关键信息点；根据关键信息点，完成练习题。3. 情感目标帮助学生发现生病原因，帮助克服不良生活习惯。四教学步骤Step One Lead-in （20 mins）Vocabulary memory: the teacher shows
23、a group of pictures about illness on ppt and asks the students to describe each picture.What kind of illness it is?Why he/ she got the illness?How to deal with the illness?（设计意图:复习词汇，锻炼学生的短时记忆能力，看图说话能力。）Step Two speaking (25 min) interview the students experience of illness from the following questi
24、ons: (work in groups)1) Do you often catch colds?2) Do you often have sore throats?3) Do you often cough?4) When you catch colds, do you go to the doctor for medicine?5) Does anyone in your family have high blood pressure?6) Do you often exercise?7) Do you have any bad habits?（设计意图: 运用学生真实生活经历提出设问，设
25、置情境真实可信，学生有话可说也愿意说。）Step Three Reading and writing （30 min）1. Make a wallpaper to introduce healthy living habits.Your class is going to make a wallpaper about healthy living habits to help your classmates develop a healthy living style. Please work in groups and prepare the wallpaper.1）Work in grou
26、ps. Make a list of bad living habits in your daily life.2）Discuss what health problems these bad habits might bring about.3）Discuss what good habits should be developed to solve the health problems.4）Take out a piece of paper. Write your discussion into the following table and add some pictures to m
27、ake it look more attractive.Bad living habitsHealth problemsSolutionsNo.1（设计意图: 课堂活动的重点阶段。从具体病例中找到相应关键信息点，再把关键信息点还原到学生生活中的病例去，模仿教材中出现的病例，设计病例。）Step Four summary (10 mins) 1) Do you often catch colds?2) Do you often have sore throats?3) Do you often cough?4) When you catch colds, do you go to the doc
28、tor for medicine?5) Does anyone in your family have high blood pressure?6) Do you often exercise?7) Do you have any bad habits?Step five Homework (5 mins) 1. Copy the new words and expressions.2. Suppose you are ill. Design ill history for yourself.3. Collect as many ill and feeling words as possibl
29、e.（设计意图:该步骤有助于学生拓展单元知识，提高综合语言运用能力。）学案：1. Copy the new words and expressions.2. Suppose you are ill. Design ill history for yourself.3. Collect as many ill and feeling words as possible.五板书设计Unit 6 tell me when the pain started.1) Do you often catch colds?2) Do you often have sore throats?3) Do you o
30、ften cough?4) When you catch colds, do you go to the doctor for medicine?5) Does anyone in your family have high blood pressure?6) Do you often exercise?7) Do you have any bad habits?Book 2 Unit 7 so much to do before we travel 课时：2课时一. 教学内容授课内容为课本包括Language in Use和Unit Task两部分，具体内容包括了语法知识（宾语从句）和疑问代
31、词。二. 教学重点、难点 教学重点通过在情境中学习，学生能正确使用宾语从句。通过句型操练，熟练掌握有关疑问代词的词汇和句型用法。 教学难点(1)学生能辨别清楚由that 引导的宾语从句。(2)学生能在情境中正确使用宾语从句。三. 教学目标1. 知识目标学生能识别并熟练运用宾语从句来转换话语。学生能掌握疑问代词中的典型句型2. 能力目标(1)学生能辨别清楚由that 引导的宾语从句。(2)学生能在情境中正确使用宾语从句。3. 情感目标学生能在活动中意识到自己的任务，有责任心，积极配合小组工作，共同完成任务。四教学步骤Step One Lead-in （20 mins）Teacher shows
32、some exercises on the blackboard, and solve the answers with the students.1.Can you see_?A. what hes reading B. what is he readingC. what does he read D. he reads what2.Does Jack come from Japan? Do you know?(合并成一个句子)Do you know_Jack _from Japan?3._What did your son say in the letter?_He told me tha
33、t he_ the Disney would the next dayA.will visit B. has visitedC. is going to visit D. would visit4.He didnt know_A.whats the matter B.what the matter isC. what was the matter D. what the matter was5.Somebody called you just now,but I didnt know_A.who were they B. who they wereC. who was it D. who it
34、 wasStep Two speaking (25 min) Students are required to raise as many questions as possible about themselves using the 疑问代词who( 谁，问人）whose（谁的，问所有者）, whom（谁，问人，是who的宾格）, which（哪一个）, what(什么，问东西）Examples:Whom are you looking for? 你在找谁? (宾格) Whose bike is this? 这是谁的自行车?(定语) What is that? 那是什么?(表语) Who
35、was here just now? 刚才谁来过这儿? (主格) Which one do you like, this one or that one? 你喜欢哪一个,这个还是那个?(定语)Step Three Language in use （30 min）Playing a gameSs are divided into groups of 6 and stand in a line , then teacher tells something(such as: I want to eat an apple which is red. ) to the first student of
36、each group , and then let Ss to tell each other the sentence to the last student, and then the last student write down this sentence on the blackboard, and let teacher decide the winner group. The teacher said _（设计意图: 在游戏中进一步巩固宾语从句的用法，寓教于乐。）Step Four summary (10 mins) 疑问代词who( 谁，问人）whose（谁的，问所有者）, w
37、hom（谁，问人，是who的宾格）, which（哪一个）, what(什么，问东西）宾语从句连接词1从句为陈述句，常选择连接词that或将that省略，直接与主句相连。 2从句为一般疑问句，常选择连接词if或whether。在 whether or not 结构中不能用 if 替换。 3从句为特殊疑问句，常选择what,when,where,which,who,how等的疑问代、副词作连接词。 Step five Homework (5 mins) finish off the following exercises .He told me that he_ the Disney the n
38、ext dayA. will visit B. has visited C. is going to visit D. would visit Miss Liu said _ she would leave the message on the headmasters desk.A. that B. where C. which D. WhatExercise-book page 64-66.（设计意图:完成练习册中有关宾语从句的习题，在练习中提高语法“宾语从句”的运用能力。）学案：finish off the following exercises .He told me that he_
39、the Disney the next dayA. will visit B. has visited C. is going to visit D. would visit Miss Liu said _ she would leave the message on the headmasters desk.A. that B. where C. which D. WhatExercise-book page 64-66.五板书设计Unit 7 so much to do before we travel.疑问代词who( 谁，问人）whose（谁的，问所有者）, whom（谁，问人，是wh
40、o的宾格）, which（哪一个）, what(什么，问东西）宾语从句连接词1从句为陈述句，常选择连接词that或将that省略，直接与主句相连。 2从句为一般疑问句，常选择连接词if或whether。在 whether or not 结构中不能用 if 替换。 3从句为特殊疑问句，常选择what,when,where,which,who,how等的疑问代、副词作连接词。Book 2 Unit 7 so much to do before we travel 课时：2课时一. 教学内容授课内容为课本包括包括Vocabulary Practice和Self -Check两部分，具体内容包括了词汇
41、复习巩固（关于旅游景点和建议等方面的词汇）和本单元的语法宾语从句的复习及运用。二. 教学重点、难点 教学重点通过本单元的学习，学生能对所学词汇及用法进行分析并归类。通过单元任务的学习， 提高学生综合运用语言的能力。 教学难点学生能谈论自己的旅行计划，并就别人的旅行计划给出合理建议和评价。三. 教学目标1. 知识目标1）学生能掌握本单元所学描述性形容词，如：cash bathing suit life ring camera sunglasses food for animals medicine comfortable shoes umbrella tent etc.2）学生能就本单元所学名词
42、call a travel agency, book the hotel , make a shopping list 等与动词 take, go, eat ,play 进行合理搭配。2. 能力目标学生能在口头和书面上正确表达自己的旅行计划并就别人的旅行计划给出合理建议和评价。3. 情感目标学生能养成及时巩固、复习和总结归纳的好习惯。四教学步骤Step One Homework-comment （20 mins）Make a commentary on the students homework. Choose two good examples and two works that need
43、 to be improved. They will be presented for comparison. Step Two Words-revision (25 min) page 115-1171. Ss review the words in the box and then read it aloud twice.2. MatchingSs match the verbs with the nouns in the box, and then teacher ask some students to speak out their answers to check it in th
44、e class. 3. Complete the success dialogue “hello, myra, well be on.” Step Three Language in use （30 min）1. Asks the students to read all these words by themselves and check by themselves if they can be sure to read them and then ask them to make up a sentence with one of the words they read it, thus
45、 can ensure that they can use them correctly. I learned:( ) cash( ) beach( ) trip( ) Sydney ( ) opera( ) camera( ) agency ( ) suggest ( ) excellent ( ) entire( ) umbrella ( ) insurance( ) comfortable( ) visit( ) wish( ) forest( ) book (v.)( ) fun( ) showI can make a sentence with the word:_. (设计意图：如实自我评价，查漏补缺，以确保单元知识的巩固落实) 2. Ask