Unit8新編實(shí)用英語(yǔ)課堂設(shè)計(jì)

UnitEightFromFattoFitClassWorkDesign:[ThreeSessions-SixContactHours]SessionNo.UnitSessionsInvolvedFocalPointsSession1(90-100minutes)SectionITalkingFacetoFaceSeeingadoctor:Patient'scomplaints/understandingandfollowingdoctor'sadviceandprescriptionsDoctor'sinquiryaboutsymptoms,doctor'sadviceandprescriptionsComfortingthepatientUnderstandingandsimulate-writingadoctor'sprescriptionandmedicalinstructionsUsageofconjunctions7.Keywordsandexpressions:terrible, concern, medical,prescription, dizzy, treatment,matter,dentalcheckSectionIIBeingAllYearsSectionIIITryingYourHand1.PracticingAppliedWriting2.WritingSentencesandReviewingGrammarSession2(90-100minutes)SectionIVIMaintainingASharpEyePassage1Don’tWaitUntilDeathDoesItsPartTheimportanceofbodyhealthHowtotreatbodyfairlyandlovinglyKeywordsandexpressions:takesth.forgranted,followthrough,conformtosth.,inone'sownself-interest,impactonsb./sth.Session3(90-100minutes)SectionIVMaintainingASharpEyePassageIITheLovingHeartWillGoOnMedicaladvances—bodyorganimplantationTraditionalChinesemedicineKeywordsandexpressions:bedeterminedtodo,turnout,makeit,beopenabout,aprefectfitforSuggestedTeachingProceduresandClassActivitiesSECTIONI TalkingFacetoFace1Lead-inactivities:ImitatingMini-TalksWarm-upquestions:Ifyouareill,whatdoyouprefertodo,togotoseeadoctororjustfindsomemedicinetotake?Andwhat’sthereason?Ifyougotoseeadoctor,howdoyouusuallymakecomplaints?ClassActivities:ThestudentsreadtheMini-Talksaftertheteacher,andthentrytorecitethemwithinfiveminutesinpairs.Askthestudentstoreciteandperformtheminitalksinclass.Thestudentsdiscussingroups,summarizingthewords,phrasesandsentencesfrequentlyusedaccordingtothefollowingtopicswiththehelpoftheteacher.Thestudentsspeakoutthesentencesundertheguidanceoftheteacher,payingattentiontothepronunciationandtheintonation.Sentencesfrequentlyusedformakingcomplaintstoadoctor:I’vecomedownwithabadcold.I’vegotabadcough.Idon’tfeellikeeatinganything.Ihaveabadheadacheandatemperature.I’vegotaterribletoothache.Ican’teatorsleepatall.I’mfeelingweakanddizzy.MyleghurtssomuchandI’mfeelingratherweak.Idon’tfeelverywell.PerhapsI’vegotheat-stroke.Ihavetakensomeaspirin,butIstillfeelsick.Thetoothacheiskillingme.Sentencesfrequentlyusedforinquiringaboutthesymptomsofapatientasadoctor:What’swrongwithyou?Youlookpale.What’swrong?Isanythingthematter?Howlonghasthisbeengoingon?Howareyoufeelingtoday?Jack,areyouallright?Youdon’tlookquiteyourself.Haveyoutakenanymedicine?Openyourmouthandsay“ahhhh”.Doyouhaveatemperature?Sentencesfrequentlyusedforgivingadviceandwritingaprescription:I’llgiveyouaninjectiontobringyoufeverdown.Hereisaprescriptiontotakecareofyourheadacheandkeepyourtemperaturedown.Youshouldgoontakingthemedicineforthreemoredays.Youneedaminoroperation.YoucantrysomeChinesetherapies.Youmustcomebackforafollow-uptreatment.Takethispain-killerthreetimesadayaftermeals.StudyingMedicalInstructionsWarm-upquestions:Whataremedicalinstructionsintendedfor?Doyoualwaysreadmedicalinstructionscarefullybeforetakingamedicine?Whyorwhynot?ThestudentsreadandtranslatethesampleMedicalInstructionsintoChineseundertheguidanceoftheteacher.2ActoutactivitiesSampledialoguesThestudentsreadthesampledialoguesaftertheteacher,tryingtoimitatetheteacher’spronunciationandintonation.Askthestudentstoreadthesampledialoguesinpairs.Groupswork:Askthestudentstocategorizetheusefulsentencesinthesampledialoguesintofourgroups.Sentencesforapatienttomakeacomplainttoadoctor:I’vegotasorethroatandabadcough.It’smyskin.It’ssodryandrough.Sentencesforadoctortoinquireaboutsymptoms:What’swrongwithyou?Youdon’tlookwelltoday.What’stheproblem?Sentencesforadoctortogiveadvicetoapatient:Trythisthroatspray.Simplysprayitintoyourthroatthreetimesaday.Remembernottodrinkoreatanythingimmediatelyafterward.Youcouldtrythisskinoiltreatment.Justrubtheoilintoyouskin.Keepitinacoolanddryplace.Sentencesforadoctortocomfortapatient:Youshouldfeelrelievedsoon.Itwillsootheandsoftenyourskinimmediately.Groupwork:Givethestudentsseveralminutestodiscusswhatquestionsadoctormayaskwhilelisteningtoapatient’scomplaints.Pairwork:Makeadialogueaboutseeingadoctor.Onestudentactsasapatientandtheotherasadoctor.Therewillbeaclassperformance.DoExercises5and6inpairs.3After-classactivities:Pairwork:EachpairmakesadialogueaccordingtothetipsinoneofthefivetasksinSpeakandPerform.Therewillbeaclasspresentationinthenextclassperiod.Groupwork:Trytofindmoreusefulsentencesandexpressionsforseeingadoctorandshowtheminthenextclassperiod.Payavisittothewebsitehttp//.southparkstudios./clips/149901/dont-touch-your-eyestowatchthevideoaboutseeingadoctor.SECTIONIIBeingAllEarsLearningSentencesforWorkplaceCommunicationGivethestudentsafewminutestoreadthroughtheprintedmaterialsforeachlisteningitem.ListentothetapeforthefirsttimebylookingatthecorrespondingChineseversion.WhilelisteningtotheEnglishsentences,thestudentstrytorememberthemeaningofeachofthesentencestheyhaveheard.Thefocushereisoncross-referenceoftheEnglishsentencesandtheirChinesemeanings.Playthetapeforasecondtime,andaskthestudentstodotheexercisesinthissection.Playthetapeforthethirdtimewithapauseaftereachsentence,andaskthestudentstorepeatthesentenceduringthepause.HandlingaDialogueGivethestudentsafewminutestoreadthroughtheprintedmaterialsforeachlisteningitem.Listentothetapeforthefirsttimewithoutlookingatthebook.Playthetapeforasecondtime,andaskthestudentstoanswerthefollowingquestions:What’sthematterwithJack?WhatmedicinehasJacktaken?WhatdoesLisuggestJackshoulddo?WhatdoesthedoctoraskJacktodofirst?Playthetapeforthethirdtime,andthestudentsreadthedialoguesfollowingthetapesimultaneouslyandtryingtocatchupthespeedandsimulatethespeakers’tones.Dotheexercisesinthissection.UnderstandingaShortSpeech/TalkGivestudentsafewminutestoreadthroughtheprintedmaterialsforeachlisteningitem.Listentothetapeforthefirsttimewithoutlookingatthebook.Playthetapeforasecondtime,andaskstudentstodotheexercisesinthissection.Playthetapeforthethirdtimewithapauseaftereachsentence,andaskthestudentstotakenotesofthekeywords.SECTIONIIITryingYourHandPracticingAppliedWritingSampleanalysis:Theteachersummarizesbrieflytheformatandlanguageusedinmedicalinstructions.TheteachermayshowthefollowingpassagewithPPT(IfthereisnoPPTprepared,askthestudentstotakeadictationofthepassage).Afterwards,askthestudentstoreaditandtranslateitintoChineseorally.Thelanguageusedinmedicalinstructionsisexpectedtobeasstraightforwardaspossible.Shortandsimplesentencesarepreferred.Everydaywordsareusedinordernottoconfusepeople.Thesentencesusedinwritingmedicalinstructions:Keepoutofreachofchildren.Storeinacool,dryplace.Theusualdoseis2-3tabletstwicedaily.Ifyoursymptomspersist,stoptakingthemedicine.Iftheinjectioncausessorenessorirritation,applyicefor15minuteseveryfourtosixhours.Applydropsinbotheyesinthemorningandatnight.Taketwotablets3timesadayaftermeals.Takeonetableinthemorningorasdirectedbyyourdoctor.Theformatofthedoctor’sprescriptionandthelanguageusedinit:Sincethedoctor’sprescriptioniscrucialtothepatient,itisimperativethatthepatientshouldbeabletofullyunderstanditandnoambiguityisallowed.Soaprescriptionmustbewrittenaccurately,andauniversalstandardlanguagebeemployedaswell.Accuratediagnosis;properselectionofmedication,dosageformandrouteofadministration;propersizeandtimingofdose;precisedispensing;accuratelabeling;andcorrectpackagingmustbeallprovided.Writtenprescriptionsshouldcontain:patient’sfullnameandaddress;prescriber’sfullname,address,telephonenumber,andDEAnumber;dateofissuance;signatureofprescriber;drugname,dose,dosageform,amount;directionsforuse;refillinstructions.Simulatedwriting:Withthehelpoftheteacher,thestudentsreadandtranslatethetwosamplesofdoctor’sprescriptionintoChinese.DoExercises2and3ingroups.WritingSentencesandReviewingGrammarTheteachergivesabriefsummaryofthebasicsentencestructures.Therearetwokindsofconjunctions—coordinatingandsubordinating.Weuseacoordinatingconjunction(and,but,or,nor,for,so)tojoinindividualwords,phrasesandindependentclauses.Asubordinatingconjunction(why,what,when,where,how,who,that,since,as,because,…)introducesadependentclauseandindicatesthenatureoftherelationshipbetweentheindependentclauseandthedependentclause.DoExercises4,5,and6ingroups.Assignmentforthissection:Groupwork:TrytofindanothertwomedicineinstructionsandtranslatethemintoChinese.Therewillbeagrouppresentationinclass.SECTIONIVMaintainingaSharpEyePassage1Don’tWaitUntilDeathDoesItsPartWarm-upquestions:Whydowesaybodyhealthisvitalforus?Howcanwetreatourbodyfairlyandlovingly?Guidedreadingaloudofthepassage:Thestudentsreadthepassageaftertheteacher,tryingtoimitatetheteacher’spronunciationandintonation,andthenreaditinclassindividually.Theteachershouldpayattentiontocorrectingthestudents’pronunciationandintonation.Explanationofdifficultwordsandexpressions:Thestudentsarerequiredtohaveadiscussioningroupstopickoutthedifficultwordsandexpressionsinthewholepassagewhichtheydon’tunderstandandreportthemtotheclass.Theteacherwilldemonstratetheusageofthosechosenpoints,andthenaskthestudentstomakeupatleasttwosentenceswiththemingroups.Inthispassage,apartfromwhathavebeenchoseninLanguagePointsinTeacher’sBook,thefollowingpointsareencouragedtobechosenandpracticedon.takesthforgranted:besofamiliarwithsth.thatonenolongerappreciatesitsvalue;assumesth.tobetruee.g.Heneverpraisesherprogress:hejusttakesitforgranted.followthrough:carryoutorcontinuesth.totheend;completesth.e.g.Startingaprojectisonething,andfollowingitthroughisanother.inone’sownself-interest:forortoone’sownadvantagee.g.Itwouldbeinyourownself-interesttoacceptit.conformtosth.:keeptoorcomplywith(generallyacceptedrules,standards,etc.)e.g.Thebuildingdoesnotconformtosafetyregulations.impacton:strongimpressionoreffectonsb./sth.e.g.Herspeechmadeatremendousimpactoneveryone.Teachingsuggestionsforunderstandingthepassageindetail:Paragraph1:Asktwoorthreestudentstoreadthisparagraph.Groupwork:ThestudentshaveadiscussiontotranslatethisparagraphintoChinese.Thentherewillbeagrouppresentationinclass.Paragraph2:Thestudentsreadthisparagraphloudlybythemselves.MeanwhiletheteacherwritesdownthefollowingtableontheblackboardorshowsitwithPPT.Thestudentsareaskedtofillinthetablewithoutlookingatthebook.MaterialsoractionsFunctionstaken1keepinghydratedfood 2 3makingrefreshedorrecoveredplay 4 Key:1.vidingnutrients,energyandstrongbones3.rest4.liftingone’sspiritsParagraph3:Askthestudentstoreadthisparagraphtogether.Dictationpractice:Theteacherreadseachsentenceoftheparagraphtwice,andthestudentswritethemdown.Afterwards,thestudentscheckthemupwiththeirpartners.Paragraphs4and5.Thestudentsreadthesetwoparagraphsfollowingtheteacher.Groupwork:Thestudentshaveadiscussiontofindtheanswerstothefollowingquestions:)Iftheauthordoesn’ttakecareofhishealth,whatwillhappentohiminthefuture?(Hismedicalexpenseswillbeincreased,hissenseswillbeexhausted,andearlydeathwilloccur.)Whatawarenesshastheauthorgotnow?(Heshouldstruggletodevelopapositiverelationshipwithhisbody.)Whatpositiveactionshastheauthortakennow?(Hehastakentheactionsasexercising,eatingmindfully,gettingenoughrestandwater,limitinghisworkhours,andschedulingrecreation.)Paragraph6:Thestudentsreadthisparagraphtogether.Memorytraining:Givethestudents2minutestorememberthisparagraph,andthenasksomeofthestudentstoreciteitinclass.5Summaryofthepassage:Groupwork:Thestudentshaveadiscussiontocategorizethedifferentactionstowardspeople’sheath.Actionsorhabitsharmfultoheath:(annoyingphysicalproblems,overeating,lazylifestyle,excessivework,overtakingdrugs,becomingalcoholic,etc.)Actionsorhabitsgoodtohealth:(exercising,eatingmindfully,gettingenoughrestandwater,limitingworkhours,andschedulingrecreation,etc.)6Suggestedmethodsfordoingexercises:GroupworkforExercises2and3:Underlinetheusefulexpressionsineachsentence.PairworkforExercises4and5:Eachstudentwritesoutthesentencepatternstheyaregoingtouseandthenwriteouttheirtranslation.Afterwardstheycheckupeachother’swork,correctingthemistakes.Atlast,thewholeclassrepeattheEnglishtranslationofthesentencestogether.7Assignmentsforthispassage:Prepareaspeechofhowtokeepyourbodyhealthyandpresentitinyourgroupinthenextclassperiod.Searchonlineafterclasstofindsomebetterandeasierwaysforpeopletokeephealthy.PreviewPassageII.PASSAGEIITheLovingHeartWillGoOnWarm-upquestions:Haveyouheardofbodyorgantransplantation?Doyouthinkpeopleshoulddonateanyoftheirorganswhentheydie?Giveyourreasons.Guidedreadingaloudofthepassage:Thestudentsreadthepassageaftertheteacher,tryingtoimitatetheteacher’pronunciationandintonation,andthenreaditinclassindividually.Theteachershouldpayattentiontocorrectingthestudents’pronunciation.Explanationofdifficultwordsandexpressions:Thestudentsarerequiredtohaveadiscussioningroupstopickoutthedifficultwordsandexpressionsinthepassagewhichtheydon’tunderstandandthenreportthemtotheclass.Theteacherwilldemonstratetheusageofthosechosenpoints,andaskthestudentstomakeupatleasttwosentenceswiththemingroups.Inthispassage,apartfromwhatmayhavebeenchoseninLanguagePointsinTeacher’sBook,thefollowingpointsareencouragedtobechosenandpracticedon.bedeterminedtodo:decidefirmlytodo;makeupone’smindtodoe.g.Heisdeterminedtogiveupthejobandlookforanotheronewithabettersalary.turnouttobe:tobefoundouttobe,asafteranexperienceortrial;toendupe.g.AlthoughPeterisanewcomer,heturnedouttobethebestplayerintheteam.makeit:(thehealthofapatient)beimproved;tobesuccessful;toarriveintimee.g.Youwouldn’tmakeitwithouttakingthecorrectmedicine.beopenabout:befranke.g.Sheisopenaboutherillnessandoftentalksaboutitwithherfriends.aperfectfitfor:thestate,qualityorwayofbeingsuitablee.g.Sinceheisamanofresponsibility,heisaperfectfitfortheposition.4Teachingsuggestionsforunderstandingthepassageindetail:Paragraphs1and2:Thestudentsreadthesetwoparagraphstogether.Groupwork:Thestudentshaveadiscussiontofindtheanswerstothefollowingquestions:What’stheproblemwithCarmen’smother?(Shehasaseriousheartattackandneedsahearttransplant.)Whywerethechancesofthemother’shearttransplantverysmall?(Becauseitwouldtakeyearstofindasuitabledonorheart.)WhatdidCarmenkeepdoing?(Shekeptcontactinghospitalsalloverthecountryforhermother’sheartdonor.)Paragraphs3to7:Askstudentstoreadtheseparagraphsingroupsfortwotimes.Meanwhile,theteacherwritesdownthefollowingsentencesontheblackboardorshowsthemwithPPT.Thestudentsareaskedtorearrangethesentencesinacorrectorderaccordingtotheseparagraphs.Frank’swife,Cheryl,hadbeeninhospitalwithabraindisease.Carmentoldthestrangerherstory.Cherylsuddenlyfellintoadeepcoma.CarmenwasindespairandfellintoacornerofthehospitalandbegantocryMariahadtroublewalkingintheroom.Twodayslater,itbecameclearthatCherylwouldnotmakeitthroughthenight.(Correctorderofthesentences:5-4-2-1-3-6)Paragraphs8to10:Asktwoorthreestudentstoreadthethreeparagraphsindividually.Practiceonexpressions:TheteachersaysouttheChineseexpressionsandthestudentssaythemoutinEnglish.一個(gè)想法閃過(guò)他的大腦(anideacomestohismind)對(duì)此事坦言無(wú)忌(beopenaboutit)進(jìn)行移植手術(shù)(carryoutthetransplant)為弗蘭克一家祈禱(prayforFrank’sfamily)感覺(jué)到一股神奇的情結(jié)(feltastrangebond)報(bào)答你(payyouback)Paragraph11:Studentsreadthisparagraphtogether.Groupwork:ThestudentshaveadiscussiontotranslatetheparagraphintoChinese.Therewillbeagrouppresentationinclass.5Summaryofthepassage:TheteachershowsthefollowingdialogueswithPPT.ThestudentsareaskedtotranslatetheChineseexpressionintoEnglishin