课题序号

4

授课班级

联五231计算机

授课课时

2

授课形式

new

授课章节

名称

Unit 2 Keeping Healthy

Warm-Up & Reading

使用教具

multi-media

教学目的

1. 能够描述常见疾病与症状，结合自身实际，表达合理的应对方法和自我护理措施。

2. 能够知晓Hannah在中医院就诊的故事，理解Hannah的就医流程、病症描述、获得的医嘱和就医感受，并能够了解中医院就诊流程及中医院特色，理解和传播中医。

教学重点

阅读并理解Hannah的就医流程和感受，以及中医院特色的细节信息

教学难点

能够列举自己的优势，能正面、积极地进行自我评价。

更新、补

充、删减

内容

More suggestions to take care of themselves

课外作业

Copy the words

教学后记

通过本课学习，学生能够描述常见疾病与症状，知晓就医流程。

授课主要内容或板书设计

Unit 2 Keeping Healthy

Warm-Up & Reading

Symptoms                     suggestions

Have a stomach ache             take some medicine

Have a bad cough                …

Have chest pain                  …  

教学过程

主 要 教 学 内 容 及 步 骤

Unit 2 Keeping Healthy

  Warm-Up & Reading

Ⅰ.学习任务

1. 知识与能力目标: 能够描述常见疾病与症状，结合自身实际，表达合理的应对方法和自我护理措施。

 能够知晓Hannah在中医院就诊的故事，理解Hannah的就医流程、病症描述

2. 过程与方法目标: 能够识别故事类记叙文语篇的要素和写作特点；能够判断、区分客观事件和主观感受

3.情感态度价值观目标: 能够了解疾病症状及应对方法，理解预防疾病、保持健康的重要性，树立健康生活理念。

Ⅱ. 教学指导

1. The audio-lingual method

2. The task-based method

3. Group Discussion

Ⅲ.学生活动

Step 1 Warm-Up  Symptoms Describing

1. Question: Do you feel any discomforts in your daily life? What are they?

(1) T shows pictures about some common symptoms.

(2) Ss describe the symptoms and use the expressions in the box. T offers help when necessary.

(3) T asks some Ss to describe the symptoms.

2. Discussion on taking care of themselves

(1) T asks Ss how they take care of themselves when they feel discomforts.

教学过程

主 要 教 学 内 容 及 步 骤

(2) Ss have a discussion in pairs and share their tips on taking care of themselves. They can also introduce more tips if possible.

(3) T provides guidance and assistance when needed.

Step 2   Pre-reading   Introduction and Prediction

Situation: Hannah, an exchange student from Germany, had a bad cough and a slight fever. Thankfully, her friend Susan noticed and took her to a traditional Chinese medicine (TCM) hospital. Hannah recorded this visit in her diary.

T asks Ss to read the situation and title of the text to make a prediction: What are the main elements about her first TCM hospital visit story? (when, where, who, why, what, how )

Step 3  While-reading

1. Skimming and Prediction Checking

Ss skim the text and check if they’ve made the right prediction.

2. Scanning and Chart Filling

(1) T asks Ss to scan the text and finish Activity 1 by finding out key information on Hannah’s first TCM hospital visit.

(2) T asks some Ss to give the answers and makes a discussion and gives explanations when needed.

3. Careful Reading and Answers Ticking

(1) T asks Ss to read the text carefully and finish Activity 2 by finding out details of Hannah’s first TCM hospital visit.

(2) T asks some Ss to give the answers and makes a discussion and gives explanations when needed.

4. Brainstorm and Discussion

(1) T asks Ss to tell their understanding of Hannah’s feeling about her first visit in

教学过程

主 要 教 学 内 容 及 步 骤

TCM hospital and encourage Ss to discuss about advantages of TCM

(2) Ss role play to recommend TCM to Hannah.

(3) T invites some Ss to share their opinions.

5. Text Analysis—Structure and Features

(1) T asks Ss to find out the structure of the text with the help of the chart in Activity 1 and give explanations when needed.

(2) T introduces common features of a diary.

(3) T encourages Ss to sum up the features of the text and provides necessary guidance when needed.

IV.任务训练

Step 4 Post-reading

1. Retelling

(1) T encourages Ss to retell the text to their partners by referring to the chart in Activity 1 and the statements in Activity 2.

(2) T invites a volunteer to retell the text to the whole class.

(3) T evaluates the volunteer student’s retelling and asks Ss to make comments on his/her performance.

2. Language Focuses

T explains the important words, expressions and grammar focuses in the text.

3. Words Filling

(1) T asks Ss to choose the right word to complete each sentence, changing the form

教学过程

主 要 教 学 内 容 及 步 骤

if necessary. Tips: T can ask Ss to look for the key words or phrases in the sentence, which will help them get the answer.

(2) T asks some Ss to give the answers and makes explanations when needed.

4. Words Circling

(1) T asks Ss to circle the right word to form a phrase and complete each sentence.

(2) T asks some Ss to give the answers and makes explanations when needed.

5. Word Formation

(1) T introduces basic rules of adding “-ache” to express “pain in the body”. Ss complete each sentence by following the example.

(2) T asks some Ss to give the answers.

(3) T asks Ss to think of other verbs that can be added “-ache” to.

Step 5  Summary

1. How to visit a TCM hospital.

2. How to recommend traditional Chinese medicine.

3. Language focuses in the text.

Ⅴ.布置作业

1. Copy and recite the new words and expressions.

2. Suppose you were Hannah’s friend. Try to recommend TCM to Hannah. Upload your recommendation onto the platform.

教学过程

主 要 教 学 内 容 及 步 骤

(3) T asks Ss to retell the passage and provides assistance if needed.

Step 4 Real Life Activity

1. Volunteer Positions Description

Task: Suppose an international conference will be held in your school. As an assistant in the organizing committee, you are responsible for recruiting volunteers. Follow the three steps below to recruit volunteers.

(1) T presents the chart of volunteer positions, responsibilities and qualifications and asks Ss to think  about the descriptions of the responsibilities and qualifications of each position.

(2) Ss discuss in groups and fill in the blanks about the responsibilities and qualifications.

(3) T asks Ss to give the answers and makes explanations when needed.

2. Poster Design

(1) T presents the questions and asks Ss to think about questions in pairs.

(2) Ss work in pairs, ask and answer the questions and write down the answer to each question in books.

(3) T asks some Ss to give the answers and helps Ss collect information to make a poster.

(4) Ss work in groups and make a poster to recruit volunteers, using the poster on P37 as a help.

3. Positions Matching

(1) T asks Ss to work in groups, read the information of the candidates and find the best position for each candidate.

(2) Ss discuss the major and strengths of each candidate and decide the best position for each candidate.

(3) T asks some Ss to present the position match and encourages them to tell reasons.

Step 5  Summary

1. Volunteer programs and volunteer work of China’s youth.

2. Volunteer positions, responsibilities, and qualifications.

3. Major & strength and position matching.

Ⅴ.布置作业

Exercises on Workbook P51-54.