Unit 4 Lesson 10 Going to the Doctor 教學設計 1.doc

Unit 4 Lesson 10 Going to the Doctor 教學設計第一課時教學目標在本課學習結束時，學生能夠：1.通過聽獲取病人的簡單信息及醫(yī)生治療方案的內(nèi)容；2.認讀并說出常見的疾病名稱及簡單的解決方法；3.依據(jù)獲取的信息，口頭描述病人的基本情況和需要注意的事項；4.糾正不良的健康習慣，樹立正確的健康意識。教學過程Step 1T asks Ss to look at the pictures on P41, and reminds them of the healthy habits they have already known. T asks Ss to ask and answer the questions on P41 in pairs to see if they have some healthy habits. T leads Ss to imagine what will happen if they dont have such healthy habits in order to teach the new words and expressions about health problems in L10 by using some pictures, such as cough, fever, runny nose, headache, toothache, stomachache and sore throat. 1.激活學生已有知識儲備，了解學生已有知識，為課堂最后的輸出做準備。2.通過問答，幫助學生初步了解自己的健康習慣。Pre-listeningStep 2Warm-UpT shows pictures about the health problems and pretends to have one of them to see what advice Ss may give to T. T asks Ss to work in pairs and make a short dialogue about giving some advice according to their life experience.1.教師引導學生針對健康問題給出簡單的建議。同時，處理部分詞匯，如：dentist, temperature, 為聽力掃清障礙。2.繼續(xù)熟悉話題，為聽力做好準備。Step 3T asks Ss to look at the two pictures on P42, and encourages them to guess what is wrong with the girl and who fills the form. And then Ss give their reasons. T teaches Ss the new words: patient, symptom, treatment.1.聽前預測。通過預測，激發(fā)學生聽的興趣，為學生在聽中捕捉關鍵詞做準備。2.進一步掃清聽力的障礙。While-listeningStep 41st listeningSs listen and check their prediction and tell how many people there are in the dialogue and who they are. 2nd listeningSs listen to the first part and complete the information about the patients name and her symptoms in the form in Ex. 2.Ss listen to this part again and answer two questions：Does Xiaoli have a serious fever or a small fever?How does the doctor know that she has a fever?Ss check answers in pairs and then in class.3rd listeningSs listen to the second part and complete the information about the treatments in Ex. 3.Ss listen to this part again and answer two questions：Why does Xiaoli need a note for school?What should Xiaoli do if she wants to make her body strong and keep her away from flu according to the doctor?Ss check answers in pairs and then in class.4th listeningSs listen and complete the text message from Xiaoli to her dad.Ss discuss about their answers in pairs. Then T invites individual S to share their answers.1.通過第一遍聽，核查預測是否準確，并了解對話的大意。2.通過第二遍聽，獲取關于病人的個人信息以及其病情的細節(jié)信息。3.通過教師設計的細節(jié)問題，引導學生內(nèi)化對話中的主要信息和語言，并進一步了解對話中的細節(jié)信息。4.通過第三遍聽，獲取關于治療方案的細節(jié)信息。5.通過教師設計的細節(jié)問題，引導學生內(nèi)化對話中的主要信息和語言,并進一步了解對話中的細節(jié)信息。6.通過聽并完成小麗給爸爸的短信，實現(xiàn)對信息的進一步的理解。7.回答教師設計的細節(jié)問題，引導學生內(nèi)化對話中的主要信息和語言，并進一步了解對話中的細節(jié)信息。Post-listeningStep 5Ss listen and read the dialogue together.Ss work in groups of 3 to read the dialogue by looking at the tape scripts with some missing information.Ss role-play the dialogue, using the information from the form.Ss can use the form in the Ex. 2 as a reminder, but Ss are not allowed to look at the tape scripts of the dialogue when role-playing.T asks Ss to act as Xiaolis mother and they have to describe Xiaolis symptom and the doctors treatment to Xiaolis teacher who just calls.1.通過朗讀，學生模仿對話人物的語音語調(diào)語流；2.分角色朗讀，為口語輸出做鋪墊。3.在對話練習中，操練關于健康問題和治療方案的語言，不斷內(nèi)化對話信息。4.為學生創(chuàng)設真實語境，并以第三人稱形式敘述小麗的病情以及醫(yī)生的治療方案。Homework1.聽錄音并跟讀對話。2.根據(jù)表格，以小麗媽媽的口吻給老師寫一張請假條，要求：描述小麗的病情和醫(yī)生的治療方案。第二課時教學目標在本課學習結束時，學生能夠：1.辨析a lot of / lots of / a lot / plenty of的語意和語用功能；2.在就醫(yī)時，表達自己的身體健康問題；3.在別人遇到健康問題時，給出合理的建議；4.通過討論健康問題及建議，培養(yǎng)自己健康的生活習慣和意識；5.正確讀出輔音/f/和/并辨析它們不同的發(fā)音部位，同時了解哪些字母或者字母組合發(fā)/f/和/音。教學過程Review and language in useStep 1T asks Ss to listen to the dialogue again and answer some questions to remind them of what they learnt last period.What is wrong with Xiaoli?What is the treatment that the doctor gives to Xiaoli?Why does Xiaoli need a note for school?What should Xiaoli do if she wants to make her body strong and keep her away from flu according to the doctor?Ss focus on the important expressions in the answers.1.通過聽并回答問題，學生描述小麗的病情和醫(yī)生的治療方案，復習對話信息和有關疾病和治療的詞匯。2.引導學生關注答案中的表達法。Step 2T shows Ss some of the answers with the following expressions:a bit of / lots of / plenty ofT asks Ss to compare the sentences with and without these expressions.T leads Ss to focus on the nouns after these expressions to see if they are countable or uncountable.Ss choose the correct expressions in the sentences in Ex. 4.T checks the answers with the whole class.1.通過關注和對比答案中的表達法，體會它們的語意和語用功能。2.通過接觸、體驗，學生自己歸納、總結這些表達法的用法并體會它們的語用功能。3.通過新的語境檢驗學生是否理解。Function and language in useStep 3T asks two Ss to read the dialogue quickly and tell who the doctor is and who the patient is.Ss focus on the words of the doctor and try to find out what the doctor wants to know about the patient and how he can get the information.Then Ss focus on the words of the patient and tell what he must do when he sees a doctor.T asks Ss to read and complete the table.Ss read the dialogue aloud.T encourages Ss to think of more expressions that can help them when they see a doctor.Ss make a dialogue by themselves according to the key information from the dialogue.在與本課對話相關的實際情景中，進一步關注就醫(yī)時的功能用語。Step 5T shows some pictures and asks Ss to make another dialogue between a doctor and a patient by themselves.創(chuàng)設語境，進一步鞏固就醫(yī)時的常用表達法。PronunciationStep 6T leads Ss to focus on some key words of the topic, such as fever, toothache, etc. Ss find out the pronunciation of the letters “th” and “f”.T helps Ss to get the correct pronunciation.Ss listen to the tongue twister in Ex. 7 and focus on the two sou