英语基础模块2Unit 3 I've Got a Headache精品表格教学设计及反思

这是一份英语基础模块2Unit 3 I've Got a Headache精品表格教学设计及反思

单元名称Unit 3 I’ve Got a Headache课型Listening and Speaking教学目标1. 能够正确理解与疾病描述、预约就诊、看病经历相关的对话，能恰当使用所学词句描述疾病症状及就诊过程。2. 能够比较各种常见疾病症状的异同，并联系自身实际，有逻辑地描述常见疾病的症状，实现知识和思维能力的迁移。3. 能够了解就诊方式的多样性，感知医生处理各类常见疾病的方式，并能结合自身情况，用英语简单介绍分享看病经历了，认识到身体健康的重要性。4. 能够运用预测、把握大意、记笔记、理解细节等听力策略，完成语言任务；采用恰当的学习方法，如使用图表、词汇网络和思维导图梳理思路、拓展思维、呈现信息，有养成良好的英语学习习惯的意识。教学重点1. 能听懂与疾病类型和症状描述、预约就诊相关词句表达，如stomachache, headache, toothache, get a fever, run a fever, sore throat, make an appointment, available time, register等。2. 能运用目标词句描述疾病症状，分享就医过程。教学难点能结合专业所学，联系自身实际，恰当运用symptom, diagnosis,和treatment相关三类词汇描述自己的看病经历，认识到身体健康的重要性。教学方法小组讨论法、任务教学法、情境教学法教学手段疾病描述及就诊场景图片、PPT课件、多媒体设备、语音素材等教学过程教学环节与时间分配教学活动与步骤设计意图评价要点Warm-up5’T shows the picture on title page (P21) and lets Ss talk about 3 questions:Where are the people?What does the man do?What happened to the little girl?从单元主题图片入手，引导学生从“看到的”去进一步感受和想象，调动学生参与的积极性，激发学生想象力。准确说出图片场景、人物职业，对生病原因进行合理的推测。Pre-listening8’1. Ss listen to the recording and catch the words about symptoms. Match pictures in Activity One with words about symptoms.通过图、词、音、义的对应，帮助学生回顾旧知。正确匹配不同症状的图片和相应的英文单词。2. Based on the four symptoms in Activity one, Ss try to think about the causes for the symptoms.根据图片中人物的症状描述，推测出现症状的成因。准确匹配症状的名词和描述病因的句子。3. T shows the words and expressions in Activity 1&2 about symptoms and causes. Ss brainstorm more words and expressions, and share their own experiences using these words and expressions.以给定的词汇为基础，通过头脑风暴补充更多单词与短语，鼓励学生互助、互学、互评，营造良好的自学氛围。能够利用给定的词汇以及通过头脑风暴获取的词汇，用完整的句子描述疾病症状和病因。While-listening18’T shows a picture of a patient and asks two questions:What is the matter with the person?What can he/she do?承上启下，学生运用已学词汇的同时，对听力材料也进行预测。使用已知词汇描述疾病症状，并结合常识推测人物下一步行动。2. Ss listen to the dialogue between the receptionist and the patient, and choose the topic in Activity One.通过听力任务，训练学生把握大意、理解细节的听力策略。准确获取听力材料的主题及大意。3. Ss listen again and complete the appointment card in Activity Two.正确捕捉听力材料中的关键信息。4. T shows the dialogue text. T plays the recording for the third time and Ss underline the key words to check answers. 在反复精听的基础上，依托听力脚本，夯实重点词句，加深文本理解，为后续的语言输出做铺垫。梳理对话内容，标注语言要点，辨音理解重点词句。5. According to the given text, Ss work in pairs to role play the dialogue between the receptionist and the patient.采取角色扮演的复述活动，达到“以听促说”的目的，为下一阶段的仿说奠定基础。大致复述对话内容，保证语音准确，对话交流自然、顺畅。6. Based on the dialogue and given information, Ss work in pairs to act out the dialogues in Activity Three.遵循语言能力的发展规律，搭建适当的语言支架，从对话复述过渡到语境下的交际，实现语言的控制性输出。根据关键词提示，重组对话文本，运用恰当的交际策略，表演对话。7. T shows some pictures of different flu symptoms, Ss try to describe them and come up with possible treatments.在图片的帮助下，学生复习症状的描述，并提前熟悉疾病治疗的短语，提高听的效率，有效促进内容理解。准确说出不同感冒症状的英文表达。8. Ss listen to the dialogue and put down the symptoms and treatment in Activity Four.能准确写出听力材料所提及的感冒症状及治疗方法的英文表达。9. T shows the two sentences with the Present Perfect Tense, and lets Ss figure out the similarity of the two sentences.通过比较共同点，帮助学生温故知新，加深对现在完成时的理解。能够结合上下文更精确地理解现在完成时的含义。Post-listening12’1. T helps Ss brainstorm more words and expressions to describe symptoms, diagnosis and treatment.通过头脑风暴，中心发散联想，建立情境下的词汇网络，为最终语用实践奠基。形成语义网络，归纳和整理症状描述、诊断治疗相关词汇和短语。2. Ss review and work in pairs to discuss their doctor-visiting experiences using the words and phrases learned in Activity Four.语言输出活动与学生生活经验密切相关，具有现实交流的意义。学生选择相应资源，归纳和巩固所学，提升真实环境中的语用能力。调用适合的学习资源，开展符合要求的语言交际活动。3. Some Ss are invited to share their experiences and their ideas about what health means to their lives.搭建真实的口语输出的平台，真正内化所学知识，提升综合运用语言的能力，培养学生对身体健康的重要性的深入思考，认识到身体健康的重要性。用合适的词汇短语分享自己的看病经历及对健康的看法。Summary&Homework2’Summary: According to what Ss have learned today, they try to sort out the knowledge points.Homework: Ss shoot a video sharing a doctor-visiting story from their family members.梳理板书内容，高效整理本课思路，归纳知识点。注重自主表达的视频拍录，夯实所学，培养学生对家人健康的关爱以及为下一阶段的阅读教学作铺垫。构建知识框架，巩固重点词句，开展语言实践，促进交流与互动。板书设计Unit 3 I’ve Got a Headache