新生代英语基础教程2 Unit6_电子教案.doc
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1、教 案课程名称 新生代英语基础教程2课 时 _班 级 _专 业 _教 师 _系 部 _教 研 室 _教 材 新生代英语基础教程2Teaching Plan教学单元Unit 6 “Youd better call the doctor.”单元主题l Staying healthy课时安 排8教学内容l Show Time“Youd better call the doctor.”l ReadingDo you know these home remedies?l Chat TimeAt the drugstorel WritingText messagesl Grammargerund / in
2、finitivel My StoryStaying healthy教学目标教学活动建议Warm-upTo get students to talk about the main topic of this unit in a comfortable and relaxed manner l Have students look at the picture and ask them to tell you something about it as much as they can.l Then, go through the questions and complete each answe
3、r. In addition, you can ask a few warm-up questions such as “How often do you go to the doctor?” “Have you been for a checkup recently?” You may need to teach the word thermometer if students are unfamiliar with it. Use the picture in the book to teach this vocabulary word.Vocabulary BuilderA and BT
4、o teach students new vocabulary related to healthl Have the students listen and repeat the words. For the definitions, start by teaching the physical symptoms (dizzy, cough, fever, ache, etc.). You can show these by acting them out. Then say a word and have a student act out the symptom. Tell studen
5、ts that the word ache can be applied to head, stomach, tooth or back. l After the warm-up, students have already know the word thermometer. You may also introduce the word temperature, and say “We use a thermometer to take our temperature.” (This is also introducing the infinitive to take.) For pain
6、killers, you can explain that there are many different brands of these. Ask students to tell you some well-known painkiller brands. Once students are comfortable with the new words, let them do the exercises, correcting any mistakes. For the word infection, you can explain the meaning and then ask s
7、tudents what causes and prevents infections. For example, if you cut yourself, cleaning the wound and using a bandage can prevent infection. You may also want to teach the word germ with the sentence, “An infection is caused by germs.” For more vocabulary related to health, see Useful Links on page
8、15.C and DTo improve students listening and comprehension skillsl Tell the students they will hear a conversation between Jason and his doctor. Then listen to the conversation and have students complete the sentences. Correct any mistakes. For more vocabulary related to the doctor, see Useful Links.
9、l For Exercise D, first review the vocabulary words about different diseases like cough, fever, etc. Then let students select one disease and describe its symptom. You can set up an example by saying “if I have a fever, I feel very hot .” Then let students read each clue of the diseases, and predict
10、 their names. The fastest student wins. Show TimeATo teach students speaking skills through the videol First, have the students watch the video in its entirety. Ask basic comprehension questions such as, “Who are the main characters in this video?” “Where are they?” “What are they doing?” “Why are t
11、hey doing that?” “How are they doing it?” l Next, have students take turns explaining what is happening in each picture. You can make an example with the first picture, and then have a more confident student try the second one. To make it more fun, you could choose two students, and then have them r
12、ace to explain what is happening in the picture. The student with the fastest and best explanation wins. B, C and DTo improve students listening comprehension through the videol Watch the video. Then look at Exercise B, and ask students to check Mr. Sanchezs symptoms. l Next, students can complete t
13、he dialogue in Exercise C. Have a group of students read out the dialogue with one student playing the role of Mrs. Sanchez, one as the doctor, one as Mr. Sanchez and the other as Hector. l For an extension activity, you can also have students rewrite the conversation, using different names. To chec
14、k the answers for Exercises B, C, and D, students can exchange books and listen as you go through the answers.l If you would like to assign homework, you can tell students that they must rewrite every incorrect answer 5, 10 or 20 times at your discretion.ReadingA and BTo improve students reading com
15、prehension and learn about routine checkupsl Explain to students the meaning of routine checkup. Then, ask students how often they have a routine checkup or when their last checkup was. l Before reading, have students brainstorm some things that might happen in a routine checkup.l Next, read and lis
16、ten to the text and have the students read each of the True/False statements and choose the correct answer. For more information about medical checkup, see Useful Links.C and DTo get the students comfortable when speaking about physical checkupsl Put students in pairs and have them practice talking
17、about medical checkups. Every two minutes have students stand up and change partners. Do this three or four times, depending on class size. l For Exercise D, let students think about is there any home remedy for a slight cold. Then encourage them to do the exercise to learn more about some other hom
18、e remedies and check the answers. Chat TimeTo improve students listening, speaking, writing and acting skills through the conversationl Explain to students that they will hear a conversation in which a customer is talking to a pharmacist at the drugstore. Introduce the key vocabulary words for this
19、conversation.l Tell the students to listen carefully and write down what they hear in the blank spaces. If necessary, pause the recording so that students have time to write. l Next, have students practice talking about health, monitoring them while they do so.l Now, have students read through Langu
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