资料简介
Unit2KeepingHealthyTopic3Mustweexercisetopreventtheflu?SectionBⅠ.Materialanalysis本课时的主要活动为1a,3a和3b。本课1a通过Kangkang给他的爸爸电话留言这件事，体现了医生的忙碌和重要性。3a的语音学习，让学生体会一些辅音字母组合的发音规则。3b的学习继续巩固学生对清辅音的不完全爆破的掌握，同时要求学生能掌握句子内部的连读现象。Ⅱ.TeachingaimsKnowledgeaims：1.能根据读音写出规则的辅音字母组合；学生要模仿并掌握句子中的不完全爆破和连读现象。2.能正确运用反身代词进行听、说、读、写的学习活动。3.能正确写出电话留言。Skillaims：1.能准确朗读语言材料里的单词和句子。2.能听懂有关电话留言的对话或文章。3.能正确地运用情态动词must,mustn’t和反身代词themselves,myself,yourself,himself。4.能读懂有关流感等日常小病以及含有医生建议的文章。5.能运用情态动词、反身代词结合本课动词短语，将对话和电话留言自如地转换。Emotionalaims：通过对话学习，了解医生的忙碌，要学会理解医生。提醒自己要保持健康。Ⅲ.ThekeypointsanddifficultpointsKeypoints：反身代词的运用：themselves,myself,yourself,himself,givehimthemessagemyself,finishitbymyself,theyhaveproblemsthemselves。Difficultpoints：1.tellsb.(not)todo短语的正确使用。2.语音中的连读和爆破的准确把握。Ⅳ.Learningstrategies通过学生讲电话和电话留言的相互转换学习，培养学生的信息转换能力。Ⅴ.TeachingaidsComputermultimediaprojector,chalk,blackboard,apieceofnewsofadoctor’sbeingkilledfromtheInternetorfromnewspaper,phoneticcardsEverydaysaying:Happinessliesfirstofallinhealth.幸福首先在于健康。Ⅵ.Teachingprocedures
StepInteractionpatternStudentactivityTeacheractivityIntroduction（10minutes）1.Thewholeclasswork2.Thewholeclasswork3.Groupwork4.Thewholeclasswork5.Thewholeclasswork6.Thewholeclasswork7.Thewholeclasswork1.Focustheirattentionontheteacher.2.Readthesayingaloud.3.Studentsperformtheconversationingroups,inwhichoneisdoctor,andtheotherfivearepatients.Howtopreventtheflu?Themoreproblemstosolve,thebetter.4.Studentsaresuretoanswerthatdoctorsareveryimportantinourlife.5.Studentslistenorread.6.Studentsthinkaboutthequestion:Isitrighttokillthedoctor?Theyshouldunderstandthattheyshouldlovedoctorsandlovethemselvesaswell.7.Studentsunderstandbylookingatthemessagein1b.1.Getstudentsreadyforlearning.2.Showeverydaysayingforthestudents.(onesayingaweek)3.Teacherorganizesaperformancetochoosethebestdoctor.4.Teacherasksaquestion:Aredoctorsimportantornotinourlife?5.Teacherreadsthenewsfromnewspaperorshowsonthescreen,whichisinChinese.6.Teacherletsthestudentsdiscuss,leadingthestudentstounderstandthedoctorsandrespectthem.7.Teachershows1bonthescreenandteach“message”.Explain“leaveamessage”and“giveamessage”tomakestudentsunderstand.
Presentation(7minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork5.Pairwork6.Pairwork1.Studentslookthrough1btoprepareforlistening.2.Studentslistenandfinish1b.3.Studentscompletethemessage.4.Studentsreadwiththerecording,payingattentiontothepronunciationandintonation.5.Studentsmakesuretheycanread1acorrectly.6.Allthememberschosenbylotswillreadinpairsonebyone.1.Teacherasksthestudentstolookthrough1b.2.Teacherplaystherecordingof1a.3.Teacherplaystherecordingof1aagain,pausingattheplacewherethekeymessageappears.4.Teacherplaystherecordingof1awithoutstopping.5.Teacherasksthestudentstoread1ainpairs.6.TeacherdrawslotsfromMemberA,B,C.
Consolidation(10minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork1.Studentsunderlinethelanguagepointsintheirtextbookandmakesomesentences,forexample:(1)Youshouldn’tspeaktohersoaloud.(2)Heshouldbebusynow.(3)MustIringhimupnow?(4)Youhadbetterleavehimamessage.(5)MustItellhimnottocomeagain?(6)Imustgivethemessagetohermyself.(7)Weshoulddoourhomeworkourselves.2.Thestudentstranslate,payingattentiontothefunctionof“oneself”.(1)speaktosb.oneself(2)ringsb.uponeself(3)leaveamessageoneself(4)tellsb.(not)todosth(5)givesb.themessage(6)enjoyoneself3.Studentsknowtheemphaticfunctionof“oneself”.1.Teachershowssomelanguagepointsonthescreenforthestudentstounderstand.Studentsmakesentences,using“should/shouldn’t,hadbetter(not),must/mustn’t”.(1)speaktosb.(2)bebusy(3)ringsb.up(4)leaveamessage(5)tellsb.(not)todosth(6)givesb.themessage(7)dosth.(by)oneself2.TeacherasksthestudentstotranslatethesentencesintoChinese:(1)Iwillspeaktohim(by)myself.(2)Sheisringinguphim(by)herself.(3)Mymotherleftamessage(by)herself.(4)Youshouldtellhernottobelate(by)yourself.(5)Michaelgavethemessage(by)himself.(6)Weallenjoyedourselveslastnight.3.Teachersumsupthefunctionof“oneself”.
Practice(10minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Somestudents’work5.Thewholeclasswork6.Thewholeclasswork7.Somestudents’work8.Somestudents’work9.Thewholeclasswork10.Somestudents’work11.Groupwork12.Thewholeclasswork1.Studentsreadthemessagein1canddoit.2.Thetwowriteontheblackboard,whileotherswriteintheirownexercisebooks.3.Allthestudentsreadtheconversationsontheblackboardinpairs.4.Volunteersanswerthattheyshouldfillinauxiliaryverbsormodalverbs.5.Studentslistenandfinish2a.6.Studentschecktheiranswersto2aandfinish2b.7.Volunteersread2a.8.Eachtime,twostudentsreadtogether.Therightonemaysitdown,whilethewrongonestands.9.Studentsreadaftertherecording,tryingtoimitateit.10.Thestudentsread3aindividuallyandthensitdown.11.MemberAreadsforMemberBandC,thenMemberBandCread3b.Theycheckingroups.12.Studentsread3baftertherecordingandtrytoimitate,payingattentiontotheliaison.1.Teacherasksthestudentstomakeupanewconversationaccordingto1c.2.Teacheraskstwostudentstowritetheirconversationsontheblackboard.3.Teachercorrectsifnecessary.4.Teacherletsthestudentstoobserve2aandasksthemwhattheyshouldfillin.5.Teacherplaystherecordingof2a.6.Teacherplays2aagainsothatthestudentsfinish2b.7.Teacherchecksthestudents’answers.8.Teachershowsphoneticcardsonebyone.9.Teacherplaystherecordingof3a.10.Teacherasksthestudentswhoarestandingtoread3a.11.TeacherasksMemberAtoread3bforMemberBandC,andthenMemberBandCreadtoMemberA.12.Teacherplaystherecordingof3b.
Production(8minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclassworkandindividualwork1.Studentssumupwiththeteacher:Youshould/shouldn’t/hadbetter/hadbetternot/must/needtodo/Whydon’tyou…?2.Studentssummarizewiththeteacher.3.Studentsdothejobs:(1)MemorizethephrasesanddialogueinSectionBafterclass.(2)Studentswriteafterclass.(3)StudentslearntoreadthevocabularyanddialogueofSectionCaftertherecording.1.Teachersumsupthewaystogivesuggestions:should/shouldn’t;hadbetter/hadbetternot;Whydon’tyou..?Whynot…?must/mustn’t;needtodo2.Teachershowsthesummarytothestudents.3.Teacherassignshomework:(1)ReviewthephrasesanddialogueinSectionB.(2)Teacherasksthestudentstowriteapassage:Howtokeephealthy?(3)PrepareSectionCafterclass.TeachingReflectionIt’shardforthestudentstoread3bwiththerecording.Studentsneedmoreimitatingafterclass.Ⅶ.BlackboarddesignUnit2KeepingHealthyTopic3Mustweexercisetopreventtheflu?SectionB
speaktosb.bebusyringsb.upleaveamessagetellsb.(not)todosthforgettodosth.givesb.themessagegiveatalkthemselves,myself,yourself,himselfgivehimthemessagemyselffinishitbymyself,dosth.(by)oneselfTheyhaveproblemsthemselves.
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