新生代英语基础教程2Unit6_电子教案

1、. 教案课程名称新生代英语根底教程2课时_班级_专业_教师_系部_教研室_教材新生代英语根底教程2Teaching Plan教学单元Unit 6 Youd better call the doctor.单元主题Staying healthy课时安排8教学容Show TimeYoud better call the doctor.ReadingDo you know these home remediesChat TimeAt the drugstoreWritingTe*t messagesGrammargerund / infinitiveMy StoryStaying healthy教学目

2、标教学活动建议Warm-upTo get students to talk about the main topic of this unit in a fortable and rela*ed manner Have students look at the picture and ask them to tell you something about it as much as they can.Then, go through the questions and plete each answer. In addition, you can ask afew warm-up quest

3、ions such as How often do you go to the doctor Have you been fora checkup recently You may need to teach the word thermometer if students areunfamiliar with it. Use the picture in the book to teach this vocabulary word.Vocabulary BuilderA and BTo teach students new vocabulary related to healthHave t

4、he students listen and repeat the words. For the definitions, start by teaching thephysical symptoms (dizzy, cough, fever, ache, etc.). You can show these by acting themout. Then say a word and have a student act out the symptom. Tell students that theword ache can be applied to head, stomach, tooth

5、 or back. After the warm-up, studentshave already know the word thermometer. You may also introduce the wordtemperature, and say We use a thermometer to take our temperature. (This is alsointroducing the infinitive to take.) For painkillers, you can e*plain that there are manydifferent brands of the

6、se. Ask students to tell you some well-known painkiller brands. Once students are fortable with the new words, let them do thee*ercises, correcting any mistakes. For the word infection, you can e*plain the meaningand then ask students what causes and prevents infections. For e*ample, if you cutyours

7、elf, cleaning the wound and using a bandage can prevent infection. You may alsowant to teach the word germ with the sentence, An infection is caused by germs. Formore vocabulary related to health, see Useful Links on page 15.C and DTo improve students listening and prehension skillsTell the students

8、 they will hear a conversation between Jason and his doctor. Then listento the conversation and have students plete the sentences. Correct any mistakes. For more vocabulary related to the doctor, see Useful Links.For E*ercise D, first review the vocabulary words about different diseases like cough,

9、fever, etc. Then let students select one disease and describe its symptom. You can set up an e*ample by saying if I have a fever, I feel very hot . Then let students read each clue of the diseases, and predict their names. The fastest student wins. Show TimeATo teach students speaking skills through

10、 the videoFirst, have the students watch the video in its entirety. Ask basic prehension questions such as, Who are the main characters in this video Where are they What are they doing Why are they doing that How are they doing it Ne*t, have students take turns e*plaining what is happening in each p

11、icture. You can make an e*ample 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 race to e*plain what is happening in the picture. The student with the fastest and best e*planation wins. B, C and

12、 DTo improve students listening prehension through the videoWatch the video. Then look at E*ercise B, and ask students to check Mr. Sanchezssymptoms. Ne*t, students can plete the dialogue in E*ercise C. Have a group ofstudents read out the dialogue with one student playing the role of Mrs. Sanchez,

13、one asthe doctor, one as Mr. Sanchez and the other as Hector. For an e*tension activity, youcan also have students rewrite the conversation, using different names. To check theanswers for E*ercises B, C, and D, students can e*change books and listen as you gothrough the answers. If you would like to

14、 assign homework, you can tell students thatthey must rewrite every incorrect answer 5, 10 or 20 times at your discretion.ReadingA and BTo improve students reading prehension and learn about routine checkupsE*plain to students the meaning of routine checkup. Then, ask students how often theyhave a r

15、outine checkup or when their last checkup was. Before reading, have studentsbrainstorm some things that might happen in a routine checkup.Ne*t, read and listen tothe te*t and have the students read each of the True/False statements and choose thecorrect answer. For more information about medical che

16、ckup, see Useful Links.C and DTo get the students fortable when speaking about physical checkupsPut students in pairs and have them practice talking about medical checkups. Every twominutes have students stand up and change partners. Do this three or four times,depending on class size. For E*ercise

17、D, let students think about is there any home remedy for a slight cold.Then encourage them to do the e*ercise to learn more about some other home remedies and check the answers. Chat TimeTo improve students listening, speaking, writing and acting skills through the conversationE*plain to students th

18、at they will hear a conversation in which a customer is talking to apharmacist at the drugstore. Introduce the key vocabulary words for this conversation.Tell the students to listen carefully and write down what they hear in the blank spaces. Ifnecessary, pause the recording so that students have ti

19、me to write. Ne*t, have studentspractice talking about health, monitoring them while they do so.Now, have students read through Language Note, teaching the idiom once in a bluemoon. Ask students some things that they do once in a blue moon. For e*ample, I goabroad once in a blue moon. A game you can

20、 play with this is every student writes aonce in a blue moon sentence on a piece of paper. Then you put all the papers into a hatand read them out one by one. Have the class guess who wrote each sentence.For E*ercise C, review some basic e*pressions and sentences about seeing a doctor. Then have stu

21、dents work in pairs and do a role-play. One acts as the patient and the other the doctor. Walk around the class and provide students with some guidance. When time is up, invite some good actors to perform in front of the class.WritingTo improve students writing skills and learn to write te*t message

22、sHave students read the dialog in pairs and guess the meaning of abbreviations and phrases. Check their work.Work in pairs and plete the conversation between A and B. Try to use abbreviations where possible. Have volunteers demonstrate their conversation.GrammarTo teach students about gerunds and in

23、finitivesStart by e*plaining to students what gerunds and infinitives are. Its important that thestudents understand the basic concept that gerunds and infinitives change verbs intonouns. The best way to do this is to give some e*amples. Start with subject sentences,for e*ample Swimming is good e*er

24、cise for your muscles. or To swim is good e*ercise for your muscles. (Obviously, thegerund form is more monly used here, but both are grammatically correct.) Tellstudents that in this sentence, swimming is the name of an activity, and is thus a noun.Have students make their own e*amples and write th

25、em on the board.Then, tell studentsthat when gerunds and infinitives are objects, they are used after certain verbs. Write thelists on the board and drill them to help students memorize them. One way to do this is tohave students read them out loud and then erase a word. Students must read them allo

26、ut loud, including the word you erased (you point to a blank space). In the end, thewhole board will be blank and students will be reading out the words from memory. Thismay take some time but is worth it to help students remember. Finish by having studentsplete the e*ercises, and then ask them to e

27、*change books and go through theanswers, correcting any mistakes. For more information and e*tra activities related togerunds and infinitives, see Useful Links on.My StoryTo improve students listening prehension and speaking ability through the videoTell the students that they will watch a video in

28、which real people talk about their health.Then watch the video and have students plete the true or false statements. In somecases, you may need to pause the video to help the students. Ne*t have students tell youthe answers, correcting any mistakes. Watch the video again and have students fill inthe

29、 missing words, pausing the video if necessary. Check the students answers,correcting any mistakes.For the discussion section, give the students your answers to the questions. Ne*t, youcan have several students give their answers to the class. Finally, have the studentsdiscuss the questions in pairs

30、 and/or in groups.课后学习设计作业Finish all the e*ercises in Unit 6.Read the te*t in this unit again and try to summarise its content.Write te*t messages with your partner about your health conditions, using abbreviations.课后总结与反思补充教学资源VOCABULARY BUILDER参考译文医生：杰森，该轮到你做检查了。你感觉怎么样？杰森：最近我头疼的厉害。我感到很疲惫也一直在咳嗽。医生：

31、你好似是得了流感。杰森：我想是这样的。医生：这是一些对乙酰氨基酚退热净,它会帮助你减轻头痛,另外你需要休息。咳嗽怎么样？杰森，你抽烟吗？杰森：嗯我一直在尝试着戒烟，但确实很难。医生：杰森，如果你在意自己的安康的话，则你必须要戒烟。杰森：医生。我会尽力的。READING背景知识fortlessness happens frequently in daily life. In most cases, home remedies are all thats needed. E.g. , the best home remedy for colds is to have two cloves of r

32、aw garlic at the onset of symptoms. Ginger, a home remedy for helping an upset stomach. Some people still prefer the age-old home remedy of baking soda and a toothbrush to gently whiten teeth at home.语言解析1. Do you know these home remedies你知道这些家庭疗法吗？remedy n.补救法，解决方法，药物e.g. Honey is an e*cellent home

33、 remedy for sore throats.蜂蜜是治疗喉咙疼痛的极佳的家庭疗法。 What is my remedy in law in this case这件事情我能采取什么法律手段？2. Sometimes, you can find natural cures in your home which are just as good as what you can find in the pharmacy.有时候，你能在家里找到同药店里效果一样好的天然药品。cure n. 药物，疗法e.g. There is no known cure but the illness can be treated.这种病尚没有确切的治愈方法，但是可以医治。3. The lemon cleanses your throat while the honey soothes it. 柠檬能够清洁你的喉咙而蜂蜜能够舒缓你的疼痛。cleanse vt.使.清洁，清洗 e.g