牛津上海版六年級(jí)英語(yǔ)下冊(cè)Unit4-2LessonPlan

OxfordEnglishLessonPlanUnit4Period2(p2425)Course:OxfordEnglish6BClass:ATime:40minutes內(nèi)容分析：本節(jié)課是Module1Unit4的第二課時(shí)，主要為聽說(shuō)課。文本對(duì)話的內(nèi)容主要圍繞在看醫(yī)生過(guò)程中，向醫(yī)生描述自己的癥狀，并咨詢建議的對(duì)話；相對(duì)地，同時(shí)也需要同學(xué)們學(xué)習(xí)如何演繹表現(xiàn)，觀察并詢問(wèn)他人感受，以及給與恰當(dāng)建議的會(huì)話能力。課本第一模塊的主題是城市生活，上一課時(shí)中，同學(xué)們已經(jīng)通過(guò)對(duì)于參加各類室內(nèi)室外活動(dòng)來(lái)保持健康體魄有了充分的認(rèn)識(shí)，在這后續(xù)的一節(jié)課中，主要帶領(lǐng)他們了解如何就診，并且明白身體的疾病往往來(lái)自于日常習(xí)慣的問(wèn)題。學(xué)情分析：初中六年級(jí)的學(xué)生對(duì)去醫(yī)院看病的經(jīng)歷十分熟悉。并且他們也能夠從自身或是父母家人的表現(xiàn)，充分感知和理解身體不適的經(jīng)驗(yàn)。并且班級(jí)中還有部分學(xué)生在上學(xué)期理想職業(yè)的作文中表示自己想要在將來(lái)成為一名醫(yī)生，因此該聽說(shuō)會(huì)話課較能激發(fā)孩子們的興趣。課文的對(duì)話內(nèi)容在圖片的幫助下較容易被同學(xué)們所理解。(學(xué)生可能在學(xué)習(xí)之前已經(jīng)掌握了以下單詞：acold,should,health,healthy,television,的讀音和拼寫,should表示應(yīng)該做某事，之后加動(dòng)詞原形，該知識(shí)點(diǎn)之前略有涉及，學(xué)生一般可以自行習(xí)得?？赡軐?duì)這些單詞詞組：aheadache,astomachache,toothache,afever,flu,sorethroat,等掌握有一定的困難，需要老師通過(guò)教學(xué)后掌握)語(yǔ)法知識(shí)：1.have+具體的疾病疼痛較容易掌握，但要注意強(qiáng)調(diào)在病痛前+a；2.It’sbecause...,I’mafraid.中將“我擔(dān)心...”放于句末，需要向同學(xué)們強(qiáng)調(diào)中英語(yǔ)序的差異，并教會(huì)他們I’mafraidthat+句子，該知識(shí)點(diǎn)略有難度，需要以不同形式多多加以操練。3.復(fù)習(xí)鞏固Why與What開頭的特殊疑問(wèn)句來(lái)詢問(wèn)身體不適的緣由以及給予相應(yīng)的正確建議。4.在給予建議時(shí)less和more針對(duì)可數(shù)和不可數(shù)名詞的使用。描述各病痛的原因的語(yǔ)言組織以及I’mafraidthat+句子的句型。學(xué)生容易弄混less和 more針對(duì)可數(shù)和不可數(shù)名詞的使用。教學(xué)目標(biāo)：bytheendofthislesson,studentsareexpectedto:1.Learnnewwordsabouthealthproblems:headache,stomachache,toothache,fever,sorethroat,It’sbecause...,I’mafraid等.2.Useproperwordstodescribeyourfeelingsofillnessandgiveduesuggestionstopatients.3.Realizetheimportanceofhealthandexercisingeveryday.教學(xué)重點(diǎn)和難點(diǎn)：1.TomakesentencesbyIt’sbecause...,I’mafraid=I’mafraidthat+句子correctly.2.Touseless/morewithpropernounswithoutconfusion.Materials:puter,ppt,OxfordEnglishbook.教學(xué)過(guò)程：StagesLearningActivitiesTeachingActivitiesWarmupLookatthepictureonthescreen,andthenanswer:What’sthematterwithKitty?Askstudentstolookatthepicture,Kitty’sfeelingbadtoday,soshegoestothedoctor.(Shehasgotahealthproblem.)Whilereading1.Lookatpicturesaboutdifferentillness.Readthenewwordsaloudtogether.Showstudentspicturesofhealthproblems,thenleadthemtoreadthosenewwordsaloudtogether,andspellthemonebyone.2.Lookatthepictures,andputtheproperwordsunderthecorrectpictures.Invitestudentstolookatthepictures,andchoosetheproperwordsunderthecorrectpictures(spellsaregiven).3.Spellthecorrectwordsaccordingtothemeaningsofdifferentsentences.Askstudentstoreadthecontextofdifferentsentences,thenputthemostappropriatewordstoeachsentence(studentshavetospellthewordsthemselves).4.Listentothetapesilently,thenreadaftertherecordaloudtogether.Whenweareill,weneedtogotothedoctorbecausetheywillgiveussomesuggestionsforbeinghealthyagain.Let’slistentothedialoguesinDr.Chen’sclinic.5.Readthehintsonthescreenandworkinpairstocreatetheirowndialoguesaboutgivingsuggestionstopatients.Pairwork:onestudentactsasapatientwhohassomehealthproblems;theotheristhedoctor;imitatethedialogueswelearnedbefore.6.Listentothetapesilently,thenreadaftertherecordaloudtogether.Doctorsneedtoaskmuchinformationtogivethepropermedicine.Andmostofthetime,illnessiscausedbyunhealthyhabitsordiets.Now,let’slistentoanotherdialogue.7.Workinpairs,askandanswerquestionsbetweenDr.ChenandJoe;Mr.LiandBen.AskstudentstoworkinpairsandreviewtouseHowoftentoaskfrequencytodifferentactivities.Postteaching1.Answerinchorustotheillnessappearsonthescreen.Whatshouldyoudo?Quickresponse,showstudentsoneillness,alsoaskthemtochoosethepropersuggestions.2.Matchtheillnesswithcorrectcausesandsuggestions.Thenmakeupthedialogueswiththeirpartners.Letstudentsworkinpairs:Readthehintsandworkoutthedialoguesaspatientsanddoctors.AssignmentCopynewwordsandphrasesinexercisebooks.2.Iamtheonlinedoctortoday!WriteseveralsentencestothepatientwithakindofdiseasewithIsuggestthatyoushould.../Iremendthatyou(should)...Doing...isgoodforyou