Unit8新编实用英语课堂设计

Unit8新编实用英语课堂设计Unit8新编实用英语课堂设计Unit8新编实用英语课堂设计xxx公司Unit8新编实用英语课堂设计文件编号：文件日期：修订次数：第1.0次更改批准审核制定方案设计，管理制度UnitEightFromFattoFit课堂教学设计南阳农校牛璐UnitEightFromFattoFitClassWorkDesign:[ThreeSessions–SixContactHours]SessionNo.UnitSessionsInvolvedFocalPointsSession1(90-100minutes)SectionITalkingFacetoFace1.Seeingadoctor:Patient’scomplaints/understandingandfollowingdoctor’sadviceandprescriptions2.Doctor’sinquiryaboutsymptoms,doctor’sadviceandprescriptions3.Comfortingthepatient4.Understandingandsimulate-writingadoctor’sprescriptionandmedicalinstructions5.Usageofconjunctions7.Keywordsandexpressions:terrible,concern,medical,prescription,dizzy,treatment,matter,dentalcheckSectionIIBeingAllYearsSectionIIITryingYourHand1.PracticingAppliedWriting2.WritingSentencesandReviewingGrammarSession2(90-100minutes)SectionIVIMaintainingASharpEyePassage1Don’tWaitUntilDeathDoesItsPart1.Theimportanceofbodyhealth2.Howtotreatbodyfairlyandlovingly3.Keywordsandexpressions:takesth.forgranted,followthrough,conformtosth.,inone’sownself-interest,impactonsb./sth.Session3(90-100minutes)SectionIVMaintainingASharpEyePassageIITheLovingHeartWillGoOn1.Medicaladvances—bodyorganimplantation2.TraditionalChinesemedicine3.Keywordsandexpressions:bedeterminedtodo,turnout,makeit,beopenabout,aprefectfitforSuggestedTeachingProceduresandClassActivitiesSECTIONITalkingFacetoFace1Lead-inactivities:ImitatingMini-Talks1.Warm-upquestions:1)Ifyouareill,whatdoyouprefertodo,togotoseeadoctororjustfindsomemedicinetotakeAndwhat’sthereason2)Ifyougotoseeadoctor,howdoyouusuallymakecomplaints

2.ClassActivities:1.ThestudentsreadtheMini-Talksaftertheteacher,andthentrytorecitethemwithinfiveminutesinpairs.2.Askthestudentstoreciteandperformtheminitalksinclass.3.Thestudentsdiscussingroups,summarizingthewords,phrasesandsentencesfrequentlyusedaccordingtothefollowingtopicswiththehelpoftheteacher.Thestudentsspeakoutthesentencesundertheguidanceoftheteacher,payingattentiontothepronunciationandtheintonation.1)Sentencesfrequentlyusedformakingcomplaintstoadoctor:(1)I’vecomedownwithabadcold.(2)I’vegotabadcough.(3)Idon’tfeellikeeatinganything.(4)Ihaveabadheadacheandatemperature.(5)I’vegotaterribletoothache.(6)Ican’teatorsleepatall.I’mfeelingweakanddizzy.(7)MyleghurtssomuchandI’mfeelingratherweak.(8)Idon’tfeelverywell.PerhapsI’vegotheat-stroke.(9)Ihavetakensomeaspirin,butIstillfeelsick.(10)Thetoothacheiskillingme.2)Sentencesfrequentlyusedforinquiringaboutthesymptomsofapatientasadoctor:(1)What’swrongwithyou

Youlookpale.

(2)What’swrongIsanythingthematter(3)Howlonghasthisbeengoingon?

(4)Howareyoufeelingtoday?

(5)Jack,areyouallright

Youdon’tlookquiteyourself.

(6)Haveyoutakenanymedicine?

(7)Openyourmouthandsay“ahhhh”.(8)Doyouhaveatemperature?

3)Sentencesfrequentlyusedforgivingadviceandwritingaprescription:(1)I’llgiveyouaninjectiontobringyoufeverdown.(2)Hereisaprescriptiontotakecareofyourheadacheandkeepyourtemperaturedown.(3)Youshouldgoontakingthemedicineforthreemoredays.(4)Youneedaminoroperation.(5)YoucantrysomeChinesetherapies.(6)Youmustcomebackforafollow-uptreatment.(7)Takethispain-killerthreetimesadayaftermeals.StudyingMedicalInstructions1.Warm-upquestions:1)Whataremedicalinstructionsintendedfor2)DoyoualwaysreadmedicalinstructionscarefullybeforetakingamedicineWhyorwhynot

2.ThestudentsreadandtranslatethesampleMedicalInstructionsintoChineseundertheguidanceoftheteacher.2ActoutactivitiesSampledialogues1.Thestudentsreadthesampledialoguesaftertheteacher,tryingtoimitatetheteacher’spronunciationandintonation.2.Askthestudentstoreadthesampledialoguesinpairs.3.Groupswork:Askthestudentstocategorizetheusefulsentencesinthesampledialoguesintofourgroups.1)Sentencesforapatienttomakeacomplainttoadoctor:(1)I’vegotasorethroatandabadcough.(2)It’smyskin.It’ssodryandrough.2)Sentencesforadoctortoinquireaboutsymptoms:(1)What’swrongwithyou

(2)Youdon’tlookwelltoday.What’stheproblem?

3)Sentencesforadoctortogiveadvicetoapatient:(1)Trythisthroatspray.(2)Simplysprayitintoyourthroatthreetimesaday.(3)Remembernottodrinkoreatanythingimmediatelyafterward.(4)Youcouldtrythisskinoiltreatment.Justrubtheoilintoyouskin.(5)Keepitinacoolanddryplace.4)Sentencesforadoctortocomfortapatient:(1)Youshouldfeelrelievedsoon.(2)Itwillsootheandsoftenyourskinimmediately.4.Groupwork:Givethestudentsseveralminutestodiscusswhatquestionsadoctormayaskwhilelisteningtoapatient’scomplaints.5.Pairwork:Makeadialogueaboutseeingadoctor.Onestudentactsasapatientandtheotherasadoctor.Therewillbeaclassperformance.6.DoExercises5and6inpairs.3After-classactivities:1.Pairwork:EachpairmakesadialogueaccordingtothetipsinoneofthefivetasksinSpeakandPerform.Therewillbeaclasspresentationinthenextclassperiod.2.Groupwork:Trytofindmoreusefulsentencesandexpressionsforseeingadoctorandshowtheminthenextclassperiod.3.Payavisittothewebsitehttp///clips/149901/dont-touch-your–eyestowatchthevideoaboutseeingadoctor.SECTIONIIBeingAllEars1LearningSentencesforWorkplaceCommunication1.Givethestudentsafewminutestoreadthroughtheprintedmaterialsforeachlisteningitem.2.ListentothetapeforthefirsttimebylookingatthecorrespondingChineseversion.WhilelisteningtotheEnglishsentences,thestudentstrytorememberthemeaningofeachofthesentencestheyhaveheard.Thefocushereisoncross-referenceoftheEnglishsentencesandtheirChinesemeanings.3.Playthetapeforasecondtime,andaskthestudentstodotheexercisesinthissection.4.Playthetapeforthethirdtimewithapauseaftereachsentence,andaskthestudentstorepeatthesentenceduringthepause.2HandlingaDialogue1.Givethestudentsafewminutestoreadthroughtheprintedmaterialsforeachlisteningitem.2.Listentothetapeforthefirsttimewithoutlookingatthebook.3.Playthetapeforasecondtime,andaskthestudentstoanswerthefollowingquestions:1)What’sthematterwithJack?2)WhatmedicinehasJacktaken?

3)WhatdoesLisuggestJackshoulddo?

4)WhatdoesthedoctoraskJacktodofirst?

4.Playthetapeforthethirdtime,andthestudentsreadthedialoguesfollowingthetapesimultaneouslyandtryingtocatchupthespeedandsimulatethespeakers’tones.5.Dotheexercisesinthissection.3UnderstandingaShortSpeech/Talk1.Givestudentsafewminutestoreadthroughtheprintedmaterialsforeachlisteningitem.2.Listentothetapeforthefirsttimewithoutlookingatthebook.3.Playthetapeforasecondtime,andaskstudentstodotheexercisesinthissection.4.Playthetapeforthethirdtimewithapauseaftereachsentence,andaskthestudentstotakenotesofthekeywords.SECTIONIIITryingYourHandPracticingAppliedWriting1Sampleanalysis:Theteachersummarizesbrieflytheformatandlanguageusedinmedicalinstructions.TheteachermayshowthefollowingpassagewithPPT(IfthereisnoPPTprepared,askthestudentstotakeadictationofthepassage).Afterwards,askthestudentstoreaditandtranslateitintoChineseorally.Thelanguageusedinmedicalinstructionsisexpectedtobeasstraightforwardaspossible.Shortandsimplesentencesarepreferred.Everydaywordsareusedinordernottoconfusepeople.Thesentencesusedinwritingmedicalinstructions:1.Keepoutofreachofchildren.2.Storeinacool,dryplace.3.Theusualdoseis2-3tabletstwicedaily.4.Ifyoursymptomspersist,stoptakingthemedicine.5.Iftheinjectioncausessorenessorirritation,applyicefor15minuteseveryfourtosixhours.6.Applydropsinbotheyesinthemorningandatnight.7.Taketwotablets3timesadayaftermeals.8.Takeonetableinthemorningorasdirectedbyyourdoctor.Theformatofthedoctor’sprescriptionandthelanguageusedinit:Sincethedoctor’sprescriptioniscrucialtothepatient,itisimperativethatthepatientshouldbeabletofullyunderstanditandnoambiguityisallowed.Soaprescriptionmustbewrittenaccurately,andauniversalstandardlanguagebeemployedaswell.Accuratediagnosis;properselectionofmedication,dosageformandrouteofadministration;propersizeandtimingofdose;precisedispensing;accuratelabeling;andcorrectpackagingmustbeallprovided.Writtenprescriptionsshouldcontain:patient’sfullnameandaddress;prescriber’sfullname,address,telephonenumber,andDEAnumber;dateofissuance;signatureofprescriber;drugname,dose,dosageform,amount;directionsforuse;refillinstructions.2Simulatedwriting:1.Withthehelpoftheteacher,thestudentsreadandtranslatethetwosamplesofdoctor’sprescriptionintoChinese.2.DoExercises2and3ingroups.WritingSentencesandReviewingGrammar1Theteachergivesabriefsummaryofthebasicsentencestructures.Therearetwokindsofconjunctions—coordinatingandsubordinating.Weuseacoordinatingconjunction(and,but,or,nor,for,so)tojoinindividualwords,phrasesandindependentclauses.Asubordinatingconjunction(why,what,when,where,how,who,that,since,as,because,…)introducesadependentclauseandindicatesthenatureoftherelationshipbetweentheindependentclauseandthedependentclause.2DoExercises4,5,and6ingroups.3Assignmentforthissection:Groupwork:TrytofindanothertwomedicineinstructionsandtranslatethemintoChinese.Therewillbeagrouppresentationinclass.SECTIONIVMaintainingaSharpEyePassage1Don’tWaitUntilDeathDoesItsPart1Warm-upquestions:1.Whydowesaybodyhealthisvitalforus

2.Howcanwetreatourbodyfairlyandlovingly?2Guidedreadingaloudofthepassage:Thestudentsreadthepassageaftertheteacher,tryingtoimitatetheteacher’spronunciationandintonation,andthenreaditinclassindividually.Theteachershouldpayattentiontocorrectingthestudents’pronunciationandintonation.3Explanationofdifficultwordsandexpressions:Thestudentsarerequiredtohaveadiscussioningroupstopickoutthedifficultwordsandexpressionsinthewholepassagewhichtheydon’tunderstandandreportthemtotheclass.Theteacherwilldemonstratetheusageofthosechosenpoints,andthenaskthestudentstomakeupatleasttwosentenceswiththemingroups.Inthispassage,apartfromwhathavebeenchoseninLanguagePointsinTeacher’sBook,thefollowingpointsareencouragedtobechosenandpracticedon.1.takesthforgranted:besofamiliarwithsth.thatonenolongerappreciatesitsvalue;assumesth.tobetruee.g.Heneverpraisesherprogress:hejusttakesitforgranted.2.followthrough:carryoutorcontinuesth.totheend;completesth.e.g.Startingaprojectisonething,andfollowingitthroughisanother.3.inone’sownself-interest:forortoone’sownadvantagee.g.Itwouldbeinyourownself-interesttoacceptit.4.conformtosth.:keeptoorcomplywith(generallyacceptedrules,standards,etc.)e.g.Thebuildingdoesnotconformtosafetyregulations.5.impacton:strongimpressionoreffectonsb./sth.e.g.Herspeechmadeatremendousimpactoneveryone.4Teachingsuggestionsforunderstandingthepassageindetail:1.Paragraph1:1)Asktwoorthreestudentstoreadthisparagraph.2)Groupwork:ThestudentshaveadiscussiontotranslatethisparagraphintoChinese.Thentherewillbeagrouppresentationinclass.2.Paragraph2:1)Thestudentsreadthisparagraphloudlybythemselves.2)MeanwhiletheteacherwritesdownthefollowingtableontheblackboardorshowsitwithPPT.Thestudentsareaskedtofillinthetablewithoutlookingatthebook.MaterialsoractionstakenFunctions1keepinghydratedfood23makingrefreshedorrecoveredplay4Key:1.vidingnutrients,energyandstrongbones3.rest4.liftingone’sspirits3.Paragraph3:1)Askthestudentstoreadthisparagraphtogether.2)Dictationpractice:Theteacherreadseachsentenceoftheparagraphtwice,andthestudentswritethemdown.Afterwards,thestudentscheckthemupwiththeirpartners.4.Paragraphs4and5.1)Thestudentsreadthesetwoparagraphsfollowingtheteacher.2)Groupwork:Thestudentshaveadiscussiontofindtheanswerstothefollowingquestions:(1)Iftheauthordoesn’ttakecareofhishealth,whatwillhappentohiminthefuture?

(Hismedicalexpenseswillbeincreased,hissenseswillbeexhausted,andearlydeathwilloccur.)2)Whatawarenesshastheauthorgotnow?

(Heshouldstruggletodevelopapositiverelationshipwithhisbody.)3)Whatpositiveactionshastheauthortakennow?

(Hehastakentheactionsasexercising,eatingmindfully,gettingenoughrestandwater,limitinghisworkhours,andschedulingrecreation.)5.Paragraph6:1)Thestudentsreadthisparagraphtogether.2)Memorytraining:Givethestudents2minutestorememberthisparagraph,andthenasksomeofthestudentstoreciteitinclass.5Summaryofthepassage:Groupwork:Thestudentshaveadiscussiontocategorizethedifferentactionstowardspeople’sheath.1.Actionsorhabitsharmfultoheath:(annoyingphysicalproblems,overeating,lazylifestyle,excessivework,overtakingdrugs,becomingalcoholic,etc.)2.Actionsorhabitsgoodtohealth:(exercising,eatingmindfully,gettingenoughrestandwater,limitingworkhours,andschedulingrecreation,etc.)6Suggestedmethodsfordoingexercises:1.GroupworkforExercises2and3:Underlinetheusefulexpressionsineachsentence.2.PairworkforExercises4and5:Eachstudentwritesoutthesentencepatternstheyaregoingtouseandthenwriteouttheirtranslation.Afterwardstheycheckupeachother’swork,correctingthemistakes.Atlast,thewholeclassrepeattheEnglishtranslationofthesentencestogether.7Assignmentsforthispassage:1.Prepareaspeechofhowtokeepyourbodyhealthyandpresentitinyourgroupinthenextclassperiod.2.Searchonlineafterclasstofindsomebetterandeasierwaysforpeopletokeephealthy.3.PreviewPassageII.PASSAGEIITheLovingHeartWillGoOn1Warm-upquestions:1.Haveyouheardofbodyorgantransplantation

2.DoyouthinkpeopleshoulddonateanyoftheirorganswhentheydieGiveyourreasons.2Guidedreadingaloudofthepassage:Thestudentsreadthepassageaftertheteacher,tryingtoimitatetheteacher’pronunciationandintonation,andthenreaditinclassindividually.Theteachershouldpayattentiontocorrectingthestudents’pronunciation.3Explanationofdifficultwordsandexpressions:Thestudentsarerequiredtohaveadiscussioningroupstopickoutthedifficultwordsandexpressionsinthepassagewhichtheydon’tunderstandandthenreportthemtotheclass.Theteacherwilldemonstratetheusageofthosechosenpoints,andaskthestudentstomakeupatleasttwosentenceswiththemingroups.Inthispassage,apartfromwhatmayhavebeenchoseninLanguagePointsinTeacher’sBook,thefollowingpointsareencouragedtobechosenandpracticedon.1.bedeterminedtodo:decidefirmlytodo;makeupone’smindtodoe.g.Heisdeterminedtogiveupthejobandlookforanotheronewithabettersalary.2.turnouttobe:tobefoundouttobe,asafteranexperienceortrial;toendupe.g.AlthoughPeterisanewcomer,heturnedouttobethebestplayerintheteam.3.makeit:(thehealthofapatient)beimproved;tobesuccessful;toarriveintimee.g.Youwouldn’tmakeitwithouttakingthecorrectmedicine.4.beopenabout:befranke.g.Sheisopenaboutherillnessandoftentalksaboutitwithherfriends.5.aperfectfitfor:thestate,qualityorwayofbeingsuitablee.g.Sinceheisamanofresponsibility,heisaperfectfitfortheposition.4Teachingsuggestionsforunderstandingthepassageindetail:1.Paragraphs1and2:1)Thestudentsreadthesetwoparagraphstogether.2)Groupwork:Thestudentshaveadiscussiontofindtheanswerstothefollowingquestions:(1)What’stheproblemwithCarmen’smother?(Shehasaseriousheartattackandneedsahearttransplant.)(2)Whywerethechancesofthemother’shearttransplantverysmall?(Becauseitwouldtakeyearstofindasuitabledonorheart.)(3)WhatdidCarmenkeepdoing?(Shekeptcontactinghospitalsalloverthecountryforhermother’sheartdonor.)2.Paragraphs3to7:1)Askstudentstoreadtheseparagraphsingroupsfortwotimes.2)Meanwhile,theteacherwritesdownthefollowingsentencesontheblackboardorshowsthemwithPPT.Thestudentsareaskedtorearrangethesentencesinacorrectorderaccordingtotheseparagraphs.(1)Frank’swife,Cheryl,hadbeeninhospitalwithabraindisease.(2)Carmentoldthestrangerherstory.(3)Cherylsuddenlyfellintoadeepcoma.(4)Carmenwasindespairandfellintoacornerofthehospitalandbegantocry(5)Mariahadtroublewalkingintheroom.(6)Twodayslater,itbecameclearthatCherylwouldnotmakeitthroughthenight.(Correctorderofthesentences:5–4–2–1–3–6)4.Paragraphs8to10:1)Asktwoorthreestudentstoreadthethreeparagraphsindividually.2)Practiceonexpressions:TheteachersaysouttheChineseexpressionsandthestudentssaythemoutinEnglish.(1)一个想法闪过他的大脑(anideacomestohismind)(2)对此事坦言无忌(beopenaboutit)(3)进行移植手术(carryoutthetransplant)(4)为弗兰克一家祈祷(prayforFrank’sfamily)(5)感觉到一股神奇的情结(feltastrangebond)(6)报答你(payyouback)5.Paragraph11:1)Studentsreadthisparagraphtogether.2)Groupwork:ThestudentshaveadiscussiontotranslatetheparagraphintoChinese.Therewillbeagrouppresentationinclass.5Summaryofthepassage:1.TheteachershowsthefollowingdialogueswithPPT.ThestudentsareaskedtotranslatetheChineseexpressionintoEnglishintheinterviewandthenreadthedialogues.Interviewer:Hello,Maria.Pleasedtomeetyou.I’