Unit2 Topic1 SectionC 教学设计
Ⅰ. Material analysis
本节课为单元第四课时。
主要活动为Section C 的1a和1d。
本课课文讲述了Michael 因运动不当受伤，同学们积极护送他到医院的故事。巩固了提建议的说法I think you should see a doctor. 又呈现了两种提建议的说法：(1) You can take him home. (2) You need to rest at home for a week. 文章呈现了一些新的短语：play on his skateboard, try something new, fall down with a cry, call a taxi, take two pills等。告诫学生要健康运动，不要在运动中伤害了自己，影响自己的健康。课后要求学生复述课文并针对Michael提出适当的建议，写成短文在上Section D时做每日报告。
Ⅱ. Teaching aims
Knowledge aims：
1. 能正确运用以下短语进行书面表达：hurt his leg, fall down, call a taxi, give some pills，feel terrible, see a doctor, take sb to…, rest at home, feel better, look after sb等。
2. 能正确地运用过去时描述小的意外事件，并能针对事件写请假条。
Skill aims：
1. 能读懂有关校园意外事件的文章。
2. 能熟练地运用hurt his leg, fall down, call a taxi, give some pills, feel terrible, see a
doctor, take sb to…, rest at home, feel better, look after sb等短语描述意外事故，并能
针对事故写请假条。
3．能针对意外事故提出自己的建议，表示自己的关心，能用英语书面表达写出以上内容。
Emotional aims：
通过学习，告诫学生要健康运动，保护自己的健康。同时要学会关心他人，在意外事故发生时，要积极帮助，及时解决问题。
Ⅲ. The key points and difficult points
Key points：
用以下短语进行意外事故的描写：
hurt his leg, fall down, call a taxi, give some pills, feel terrible, see a doctor, take sb to…,
rest at home, feel better, look after sb
Difficult points：
(1) while从句的出现：
Maria flew her kite while Michael played on his skateboard.
(2) need提建议:
You need to rest at home for a week.
Ⅳ. Learning strategies
培养学生根据时态的需要，在请假条中过去时和一般现在时的交错使用能力。
Ⅴ. Teaching aids
Computer multimedia projector
Everyday saying: A true friend is known in the day of adversity. 疾风知劲草，患难知友情。
Ⅵ. Teaching procedures
Step |
Interaction pattern |
Student activity |
Teacher activity |
Introduction （8 minutes） |
1. The whole class work 2. The whole class work 3. The whole class work 4. The whole class work 5. The whole class work 6. The whole class work |
1. Focus their attention on the teacher. 2. Students sing together. 3. Students show their papers to others. 4. Each student reads his/her homework for the others in their group, while others correct the mistakes. 5. Students exchange their homework and correct the mistakes. 6. Students listen carefully and try to catch what the teacher says. |
1. Greet students ready for learning. 2. Sing a song together. (Clap your hands if you are happy.) Teacher shows the Chinese words on the screen. 3. Ask the whole class to show their interviews to their partners. 4. Teacher asks the students to read their interview in groups, and each one reads his/her homework. 5. Teacher asks two students to write their interviews on the blackboard and corrects as models. 6. Teacher asks the students “We give some suggestions to our friends when they are ill. How about an accident? Do you think it is enough to give your suggestions to others when they have an accident? What should we do?” |
Presentation (12 minutes) |
1. The whole class work 2. The whole class work 3. The whole class work 4. The whole class work 5. The group work and individual work 6. The whole class work 7. Some students’ work |
1. Students try to guess the meaning by looking at the pictures. 2. Students guess the order according to the pictures. 3. Students read 1a silently, and then they check their pre-reading work. 4. Students write down the verb phrases. They may ask the teacher something they don’t understand. 5. Each student describes one picture so that the whole group finishes describing all the pictures. 6. Students read 1a silently and finish 1b. 7. Volunteers read their answers by reading the phrases. |
1. Teacher shows some pictures to explain “fall down”, such as house’s falling down, bridge’s falling down, etc. 2. Teacher asks the students to finish pre-reading work of 1a . 3. Teacher lets the students to read 1a silently and checks if they have written the correct order. 4. Teacher asks the students to read 1a again and write the proper verb phrases under each picture. When they are writing, teacher explains “cry” and “serious”. “Cry” means “shout out with tears!”. “Serious” means “too bad or too terrible”. 5. Teacher asks the students to describe the pictures by connecting the verb phrases together in groups. 6. Teacher asks the students to finish 1b. 7. Teacher checks the students’ answers. |
Consolidation (10 minutes) |
1. The whole class work 2. Some students’ work 3. Pair work and individual work 4. Group work 5. The whole class work 6. Some students’ work |
1. Students retell the story according to 1c, and they may connect the subject with the verb phrases. 2. Member A describes the pictures one by one . 3. Students say the sentences in pairs, and then write their answers. They understand “take care of yourself” with the help of the synonymous phrase “look after yourself”. 4. A group write their answers to 1d on the blackboard, and each one writes one sentence. 5. Students fill in the blanks in 3 and write a note for leave. 6. Volunteers read the note for leave for the whole class. |
1. Teacher asks the students to finish 1c. 2. Teacher shows the pictures in the pre-reading part one by one for the students to describe. 3. Teacher asks the students to finish 1d. Teacher explains “take care of” by introducing the synonymous phrase “look after”. 4. Teacher checks the answers. 5. Teacher asks the students to finish 3 and learn to write a note for leave. 6. Teacher checks the students’ answers while they are reading. |
Practice (8 minutes) |
1. Group work 2. Group work 3. The whole class work and group work 4. The whole class work |
1. Students design a role-play to act 1a in a
group. Six roles are Michael, Maria, Kangkang, Jane, taxi driver and doctor. 2. Each group acts near their seats. 3. Two volunteer groups will show their performance. 4. Students write down their plays after class. |
1. Teacher organizes the students to finish 2 by performing the story. Teacher offers three or four minutes for students to prepare. 2. Teacher asks each group to act the play completely. 3. Teacher asks two brave groups to act in front of the class. 4. Teacher asks the students to write down their plays after class. |
Production (7 minutes) |
1. The whole class work 2. Individual work |
1. Students summarize Section C with the teacher by doing exercises shown on the screen. 2. Students do the following tasks: (1) Memorize the summary after class. (2) Students review Sections A-C to prepare for Section D. (3) Students write the passage after class. They have to show their homework to others in the next class. (4) Students write a note for leave by imitating 3 after class. |
1. Teacher shows the summary to the students. (1) Vocabulary. (2) the structure of future tense. 2. Teacher assigns homework: (1) Review the summary after class. (2)Read through Sections A-C to prepare for Section D. (3) Teacher asks the students to write down their role-play of 1a after class and prepare for the performance in the next class. (4) Teacher asks the students to write a note for leave by imitating 3. |
Teaching Reflection |
Role-play is very interesting. Students are all interested in it. Teacher should design more role-play activities for the students later on. |
Ⅶ. Blackboard design
Unit 2 Keeping Healthy Topic 1 You should see a dentist. Section C 1. Maria flew … while Michael played … While/at the same time is—was 2. I am going to try something new. fly—flew something new do—did 3. fall down with a cry go—went 4. Are you hurt? fall—fell Did you hurt yourself? run—ran Are you badly hurt? hurt—hurt 5. My leg really hurts. come—came My legs hurt. take—took 6. The X-rays show that it’s not serious. tell—told 7. You need to rest at home. leave—left are—were |
