牛津上海版六年级英语下册Unit4-2LessonPlan

OxfordEnglishLessonPlanUnit4Period2(p2425)Course:OxfordEnglish6BClass:ATime:40minutes内容分析：本节课是Module1Unit4的第二课时，主要为听说课。文本对话的内容主要围绕在看医生过程中，向医生描述自己的症状，并咨询建议的对话；相对地，同时也需要同学们学习如何演绎表现，观察并询问他人感受，以及给与恰当建议的会话能力。课本第一模块的主题是城市生活，上一课时中，同学们已经通过对于参加各类室内室外活动来保持健康体魄有了充分的认识，在这后续的一节课中，主要带领他们了解如何就诊，并且明白身体的疾病往往来自于日常习惯的问题。学情分析：初中六年级的学生对去医院看病的经历十分熟悉。并且他们也能够从自身或是父母家人的表现，充分感知和理解身体不适的经验。并且班级中还有部分学生在上学期理想职业的作文中表示自己想要在将来成为一名医生，因此该听说会话课较能激发孩子们的兴趣。课文的对话内容在图片的帮助下较容易被同学们所理解。(学生可能在学习之前已经掌握了以下单词：acold,should,health,healthy,television,的读音和拼写,should表示应该做某事，之后加动词原形，该知识点之前略有涉及，学生一般可以自行习得。可能对这些单词词组：aheadache,astomachache,toothache,afever,flu,sorethroat,等掌握有一定的困难，需要老师通过教学后掌握)语法知识：1.have+具体的疾病疼痛较容易掌握，但要注意强调在病痛前+a；2.It’sbecause...,I’mafraid.中将“我担心...”放于句末，需要向同学们强调中英语序的差异，并教会他们I’mafraidthat+句子，该知识点略有难度，需要以不同形式多多加以操练。3.复习巩固Why与What开头的特殊疑问句来询问身体不适的缘由以及给予相应的正确建议。4.在给予建议时less和more针对可数和不可数名词的使用。描述各病痛的原因的语言组织以及I’mafraidthat+句子的句型。学生容易弄混less和 more针对可数和不可数名词的使用。教学目标：bytheendofthislesson,studentsareexpectedto:1.Learnnewwordsabouthealthproblems:headache,stomachache,toothache,fever,sorethroat,It’sbecause...,I’mafraid等.2.Useproperwordstodescribeyourfeelingsofillnessandgiveduesuggestionstopatients.3.Realizetheimportanceofhealthandexercisingeveryday.教学重点和难点：1.TomakesentencesbyIt’sbecause...,I’mafraid=I’mafraidthat+句子correctly.2.Touseless/morewithpropernounswithoutconfusion.Materials:puter,ppt,OxfordEnglishbook.教学过程：StagesLearningActivitiesTeachingActivitiesWarmupLookatthepictureonthescreen,andthenanswer:What’sthematterwithKitty?Askstudentstolookatthepicture,Kitty’sfeelingbadtoday,soshegoestothedoctor.(Shehasgotahealthproblem.)Whilereading1.Lookatpicturesaboutdifferentillness.Readthenewwordsaloudtogether.Showstudentspicturesofhealthproblems,thenleadthemtoreadthosenewwordsaloudtogether,andspellthemonebyone.2.Lookatthepictures,andputtheproperwordsunderthecorrectpictures.Invitestudentstolookatthepictures,andchoosetheproperwordsunderthecorrectpictures(spellsaregiven).3.Spellthecorrectwordsaccordingtothemeaningsofdifferentsentences.Askstudentstoreadthecontextofdifferentsentences,thenputthemostappropriatewordstoeachsentence(studentshavetospellthewordsthemselves).4.Listentothetapesilently,thenreadaftertherecordaloudtogether.Whenweareill,weneedtogotothedoctorbecausetheywillgiveussomesuggestionsforbeinghealthyagain.Let’slistentothedialoguesinDr.Chen’sclinic.5.Readthehintsonthescreenandworkinpairstocreatetheirowndialoguesaboutgivingsuggestionstopatients.Pairwork:onestudentactsasapatientwhohassomehealthproblems;theotheristhedoctor;imitatethedialogueswelearnedbefore.6.Listentothetapesilently,thenreadaftertherecordaloudtogether.Doctorsneedtoaskmuchinformationtogivethepropermedicine.Andmostofthetime,illnessiscausedbyunhealthyhabitsordiets.Now,let’slistentoanotherdialogue.7.Workinpairs,askandanswerquestionsbetweenDr.ChenandJoe;Mr.LiandBen.AskstudentstoworkinpairsandreviewtouseHowoftentoaskfrequencytodifferentactivities.Postteaching1.Answerinchorustotheillnessappearsonthescreen.Whatshouldyoudo?Quickresponse,showstudentsoneillness,alsoaskthemtochoosethepropersuggestions.2.Matchtheillnesswithcorrectcausesandsuggestions.Thenmakeupthedialogueswiththeirpartners.Letstudentsworkinpairs:Readthehintsandworkoutthedialoguesaspatientsanddoctors.AssignmentCopynewwordsandphrasesinexercisebooks.2.Iamtheonlinedoctortoday!WriteseveralsentencestothepatientwithakindofdiseasewithIsuggestthatyoushould.../Iremendthatyou(should)...Doing...isgoodforyou