作业标题：第二次校本研修成果 作业周期 : 2019-05-05 — 2019-07-25
所属计划：通识
作业要求： 请参训教师结合线上学习和校本实践，根据自身实际教学情况及课程学习，运用所学知识，设计和实施一次以展示“新课标和核心素养”为目的的教学活动，并将教学活动设计、实施与反思以文稿的形式提交至平台。 【具体要求】： 1.字数要求：不少于500字。 2.内容必须原创，如出现雷同，视为无效，成绩为“0”分。 3.为方便批改，请尽量不要用附件的形式提交。（最好先在文档编辑器word软件里编辑好，再将内容复制到文本框提交，操作时间不要超过20分钟） 4.提交校本研修成果时，请附上1-2张实践（教学）过程中的图片。
发布者：项目管理员
提交者:学员汤继敏 所属单位:查山乡中学 提交时间: 2019-05-06 20:31:50 浏览数( 0 ) 【举报】
You should see a dentist.
The main activity is 1a. 本课重点活动是1a。
Ⅰ.Teaching aims and demands 教学目标
1. Learn some new words and phrases:
toothache, dentist, have a cold, cough, fever, flu, headache, coffee,
2. Learn the modals for giving advice:
(1)You should see a dentist.
(2)You shouldn’t drink coffee or tea in the evening.
Ⅱ. Teaching aids 教具
图片/录音机/卡片/幻灯片
Ⅲ. Teaching Plan 教学方案
Step 1 Review 第一步 复习(时间:5分钟)
(通过复习上个单元有关运动、奥运会的话题，导入新课。)
T: Boys and girls, now we know something about the 2008 Beijing Olympics. I want to ask you some questions. What’s the slogan of the 2008 Olympic Games?
Ss: One World, One Dream.
T: Do you like sports, S1?
S1: Yes, very much.
T: What kind of sport do you often do in your free time?
S2: I often play football.
S3: Sometimes I play table tennis with my classmates.
T: Why do you like sports?(运用肢体语言，启发学生回答。)
S4: Sports can make us strong and healthy.
T: I think so. Wonderful! Doing sports is a good way to keep healthy. Do you agree with me? (教师面带微笑，亲切地询问。)
Ss: Yes!
Step 2 Presentation 第二步 呈现(时间:15分钟)
通过师生对话及听力活动，呈现1a内容，学习部分生词与短语，培养学生的听说能力。
1. (师生对话，谈论健康话题。)
T: In this lesson, let’s talk about health.
(板书本单元标题并注意healthy与health关系及区别。)
T: How are you feeling today, S1?
S1: I’m fine, thank you, and you?
T: I’m not well. I think I have a cold. (老师形象地作出生病的样子。)
T: What should I do? (老师可用动作启发学生。)
Ss: You should go to see a doctor. (帮助学生回答。)
T: We can also say “You’d better go to see a doctor.”
(板书本话题标题。)
(板书同义句并要求学生掌握。)
You’d better go to see a doctor. = You should go to see a doctor. |
(教师出示图片。)
T: Please look at the picture. What’s wrong with Kangkang? We can also ask “What’s the matter with Kangkang?”
(板书并要求学生掌握。)
What’s wrong with Kangkang? = What’s the matter with Kangkang? |
(老师作牙痛状引导学生回答。)
Ss: There is something wrong with his mouth.
T: Oh. No, I think he has a toothache. (作牙痛状，令学生明白其意思。) What should he do?
Ss: He should see a doctor.
T: Yes, he should see a dentist.
(板书并要求学生掌握。)
toothache, dentist |
(教师引导学生用What’s wrong with you?或What’s the matter with you?句式提问，教师表演并回答。)
Ss: What’s wrong with you? (教师作咳嗽状。)
T: I have a cough.
Ss: What’s the matter with you? (教师作头疼状。)
T: I have a headache.
(板书并要求学生掌握。)
cough, headache |
Ss: What’s wrong with you?(教师作背痛状。)
T: I have a backache.
(板书并要求学生理解。)
backache |
Ss: What’s wrong with you?(教师出示一张显示某人发烧的图片，并做回答。)
T: I have a fever.
(板书并要求学生掌握。)
fever |
2. (要求学生出示教师事先准备好的图片，分组来表演。)
3. (让学生听1a录音，并回答问题)
(1) What’s wrong with Kangkang? (2) What should he do? |
(核对答案。)
4. (让学生跟读录音并标出关键词。)
5. (让学生分角色朗读，完成1a。)
Step 3 Consolidation 第三步 巩固(时间:8分钟)
通过比赛，营造活跃的课堂气氛，激发学生学习英语的兴趣，培养学生的语言运用能力。
1. (两人一组操练对话，完成1b。)
T: Please practice the dialog in 1b in pairs and then act it out.
2. (教师出示卡片，模仿1a编对话，完成1c。以巩固关于疾病的表达及所给予的建议。)
T: Let’s play a game. OK? The game is “Who is the best doctor?” I’ll ask two students to make a dialog like 1a. Suppose one is a doctor, the other one is a patient.
(教师出示卡片叫学生模仿)