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Unit 7 I Feel Sick… 旅游管理系 钱兆武

单元简介: 健康是人生的第一财富,每个人都是自身健康的卫士。 语言知识: 1.学会谈论生病和获得健康建议的用语。 2.学习辅音[s]、[z]、[?]、[3]、[t?]、[d3]的发音,掌握相应字母和字母组 合的读音规则。 3.掌握一般将来时的构成和用法。 语言技能: 1.能够听懂谈论生病就医的用法和

与健康有关的建议。 2.能够用英语询问和陈述健康状况,并给出适当的建议。 3.能够找出或写出段落的结论句。 本单元课时安排: Period 1: Warm-up and New words Period 2: Listening and Speaking Period 3: B. At the Doctor’s Period 4: New words and Reading Period 5: Language points and writing Period 6: Language in Use Period 7: Real Life Skills and Practice Period 8: Further Reading and Wrap-up Teaching contents Unit 7 I Feel Sick… Period 1 Warm-up and News words Teaching 1. Learn the new words from kill to catch a cold. Objectives 2. Learn the names of health problems. Teaching 1. To enlarge the Ss' vocabulary. important points 2. To let students get familiar with the names of health problems. Teaching 1. To know more names of health problems. difficult points 2. To enable the Ss to master the new words and expressions. Teaching Task-based Learning , Group/pair work methods Teaching Aids A tape recorder Teacher's activities Students' activities

Teaching Procedures

Step 1 Lead-in Have a free talk with students. Ask them the following questions:
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How are you today? How do you feel? What?s the matter with you? Do you often have a cold? ......

Answer: I?m fine. /I feel sick. I have a cold.

Step 2 Words study Let Ss open the books at Page 124. Get Ss to read the new words first, and then help Ss pronounce them correctly. Read the Explain these words and expressions to help words after the Ss understand them easily. T. Notes:

Teacher's activities

Students' activities

suggest v. 1)suggest +n./pron. (to do) eg: She suggested an early start. Take notes. 2) suggest (sb./one?s) doing sth. eg: He suggested taking the children to the zoo. Mother suggested me getting up earlier. Teaching Step 3 Warm-up Let students turn to Page 110. ①Explain the expressions in the box to the Ss. Look at the ②Get Ss to look at the pictures and choose pictures and the correct health problems for each person. Match the ③ Collect answers from Ss, then discuss picture. with them together. Share their Step 4 Practice answers. Activity 2 on Page 110, SB. 1) Let Ss role-play a conversation with their partners. Example: A: Are you sick? B: Atishoo, I?ve got a cold. Role-play in 2) Ask a few pairs to act their dialogues out. pairs. Step 5 Wrap-up Words and warm-up.

Procedures

Act

their
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dialogues out. Step 6 Homework Read and copy the new words and expressions.

The design of writing on the Bb

Unit 7 I Feel Sick… Period 1 Warm-up and News words Words study: kill case in that case suggest choice seem run a fever lie roll roll up trouble catch a cold

Teaching contents

Unit 7 I Feel Sick… Period 2 Listening and Speaking

To train Ss' speaking and listening abilities by doing the Teaching listening. Objectives Enable Ss to grasp and use the expressions of asking about someone’s health and responses. Teaching How to ask about someone’s health. important points How to use some useful words and expressions. Teaching difficult points Teaching methods Teaching aids How to improve the Ss' listening and speaking abilities. To talk about common health problems in everyday life. Listening, role-play and task-based learning a recorder, a projector and some slides. Teacher's activities Students' activities

Step 1 Review and lead-in 1) Ask Ss to read the new words that Read each word they learnt last period. twice. 2) Ask some Ss to talk about health Talk about health problems in pairs. problems in pairs. Teaching Procedures Step 2 Listening A. What?s the matter with you? 1) Pre—listening Get Ss to look at the picture and try to Look at the picture guess what Sandy?s problem is. Then and try to guess the listen to the conversation to check their answer.
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prediction. 2) While-listening. ①Play the tape for Ss to listen. Then collect the answers from Ss. Listen to the tape Answer: toothache carefully. ②Get Ss to listen to the tape again. Then underline the expressions about Check the answer. Sandy?s health in the conversation. 3) Post-listening Listen again and underline the Notes: look well, feel good, feel well expressions about What?s the matter with you? Sandy?s health. feel like, etc. Take notes. Teacher's activities Students' activities

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Teaching

Procedures

Step 3 Useful expressions Learn the patterns about asking about Learn and grasp someone?s health and possible responses. useful expressions. Get some pairs to act out their dialogues using these useful expressions. Act out their dialogues. Step 4 Practice Activity 3, Page 112. Let Ss talk about their partner?s health in pairs using the following example. A: How are you today? Work in pairs. B: I?m not feeling so good. Step 5 Pair work Activity 4, Page 112. 1. Fill in the blanks. 2. Check-up. Completethe 3. Role-play. conversation. Ask a few pairs of Ss to act their dialogues out to train their spoken Correct English. If possible, collect Ss to act the answers. dialogues before the class with books closed. If they have difficulty acting the dialogues. Help them to finish the Play role conversation or give them some hints. conversation their partner. Step 6 Homework 1. Read and write the new words. 2. Finish off the Workbook exercises.

their

the with

Unit 7 I Feel Sick… Period 2 Listening and Speaking Notes: look well, feel good, feel well The design of the What?s the matter with you? writing on the Bb feel like, etc. Useful expressions -How are you feeling? -I?m feeling sick/tired/good. -How are you today? -I?m fine, thanks.

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Teaching contents

Unit 7 I Feel Sick… Period 3 B. At the Doctor’s 1. To learn the expressions of seeing a doctor, suggestions and advice. 2. To develop Ss’ listening and speaking abilities. 1. To master the new words and expressions. 2. Let Ss learn the expressions of seeing a doctor, suggestions and advice. 1. Get students to listen and understand the listening materials. 2. How to develop Ss' listening and speaking abilities. Listening, pair work and group work. a recorder, a projector and some slides. Teacher's activities Students' activities

Teaching objectives Teaching important points Teaching difficult points Teaching methods Teaching aids

Teaching Procedures

Step 1 Revision and warm-up 1. Ask some students to act out the Act out dialogue we have learnt last period. dialogue. 2. Let Ss turn to page113, and ask: Can you understand what the doctor says? Match each instruction with the correct picture. Look at Keys: ④ ① ③ ② pictures 3. Collect answers from Ss, and then check match with them. It is easy for them to finish it. pictures. Step 2 listening Activity 6,page 113 Have Ss listen to the tape and complete the patient information form for Tom, if they feel it difficult, T read the dialogue slowly. Give them correct answers: I feel very bad. I couldn?t sleep last night. Maybe I?m running a fever. Activity 7,page114 Play the tape for Ss to listen again. And then ask Ss to get special information and take notes while listening. Keys: ① T ② F ③ F ④ F

the

the and the

Listen finish Activity 6.

and

Share their information with each other.

Listen again and write their answers. They exchange the

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Teacher's activities Step 3 Practice Activity 8,page114 1) Get Ss to ask about their partner?s health and give their advice. They may choose from the list below. Example: A: You don?t look well. What?s wrong? B: I have a sore throat. A: I suggest you drink some hot tea. 2) Show the following form on the screen. Let students read the expressions aloud, and make sure they understand their Chinese meanings. For example: have a cough, have Teaching a fever, have a toothache, call the dentist, take a hot bath, etc. 3) Ask as many pairs as possible to present Procedures their dialogue to the class. Step 4 Wrap-up In this period, we mainly focus on the listening and speaking abilities. They are very important. If your listening or speaking is poor, you?d better practice more. The more you listen to or speak English, the better your listening or speaking is. Remember: Practice makes perfect. Step 5 Homework 1. Finish off the Workbook exercises. 2. Preview the passage ?A long and health life?. Unit 7 I Feel Sick… Period 3 B. At the Doctor?s The design of the Activity 5 ④ ① ③ ② writing on the Bb Activity 6 I feel very bad. I couldn?t sleep last night. Maybe I?m running a fever. Activity 7 ① T ② F ③ F ④ F

information and listen to the tape again for checking. Students' activities

Work in pairs.

Read expressions aloud.

the

Act out their dialogue with the whole class.

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Teaching contents

Activity 8 A: You don?t look well. What?s wrong? B: I have a sore throat. A: I suggest you drink some hot tea. Unit 7 I Feel Sick… Period 4: New words and Reading 1. To learn new words from Japanese to die. 2. To enable the Ss to get the main idea of the passage. 2. To improve the Ss' ability of reading. To learn and grasp the useful new words and expressions in this part. To get the main idea of the passage. How to improve the Ss' reading ability. Develop the students’ integrative skills. Reading, task-based learning and practice. A recorder, a multi-media and some slides. Teacher's activities Students' activities

Teaching aims Teaching Important points Teaching difficult points Teaching methods Teaching aids

Step 1 Revision and lead-in Ask some pairs of students to come to the front and act out their dialogue to Act out review and practice the expressions of dialogue. seeing the doctor.

their

Teaching Procedures

Step 2 Words study Teach new words and expressions from Japanese to die. In order to help Ss understand and remember them easily, Read new words after explain the words to them in class. T. Step 3 Pre-reading Let Ss turn to Page 115, look at the title of the reading passage and the pictures and predict what the passage is about. Then have Ss read the passage quickly to see if they are right. Suggested answers: Japanese people live long and health. Step 4 While-reading 1. Fast reading

Look and guess.

Check their answers with a whole class.

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Ask students to scan the passage as quickly as they can then try to get the Read the quickly. passage

Teacher's activities

Students' activities

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Teaching

general idea of it. 2. Intensive reading Allow students to read the passage carefully Read the passage this time to understand the main idea of each carefully and circle paragraph and the important details, and then the correct answer. choose the best answer to each question according to the passage. Suggested answers: Correct their ① c ② a ③ b answers. Step 5 Post-reading If there is time left, guide Ss to do Activity 3. Give them several minutes to finish it. They first do them individually, then discuss and check them with their partner. Keys: ①H ② U ③ U ④ H ⑤ U ⑥ H ⑦ U

Procedures

Read statements decide if they healthy unhealthy.

the and are or

Step 6 Wrap-up Check answers in Let Ss read the passage carefully and learn pairs. the new words and expressions by heart. Step 7 Homework 1. Learn the useful new words and expressions in this part by heart. 2. Read the reading passage again and try to retell the story. Unit 7 I Feel Sick… Period 4: New words and Reading The design of the Words study: writing on the Japanese~die Bb Activity 1 Japanese people live long and health. Activity 2 ① c ② a ③ b Activity 3 ① H ② U ③ U ④ H ⑤ U ⑥ H ⑦ U Teaching contents Unit 7 I Feel Sick… Period 5: Language points and writing

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Teaching aims Teaching Important points Teaching difficult points Teaching methods Teaching aids

1. To help Ss to understand the text better. 2. To master the language points in the passage. 3. To improve the Ss' ability of reading and writing. To master the important language points in the passage. To deal with some difficult sentences. How to improve the Ss' ability of reading and writing. Task-based learning, cooperative learning. a recorder, a multi-media and some slides. Teacher's activities Students' activities

Teaching

Procedures

Step 1 Revision and lead-in 1. Dictate some new words and Have a dictation. expressions in the passage. 2. Ask some students to read the text Read the text one by paragraph by paragraph. one. Step 2 Studying the language points In order to help to understand the text fully, explain the language points in the text. 1) live to be eg: Living to be 100 years old is not a dream. 2) get stressed out eg: Don?t be stressed out . You should listen to some music and relax. Learn the language 3) take crowded trains points. 4) take vacations eg: Even if we can take vacations, we may not have wanted to. 5) on vacation eg: There are a lot of people here on vacation. Write down the notes. 6) take the stairs eg: Walk to the office, ride your bike or at least take the stairs. Teacher’s activities Students’ activities

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7) two or there times a day 8) get exercise Step 3 Reading and underlining Activity 4, page 116. Get Ss to read the paragraphs below and underline the concluding sentence for each paragraph. Suggested answers: Teaching Para.1--- I think my diet is very healthy. Para.2--- Anyway, I don?t exercise a Procedures lot. Step 4 Writing Activity 5, page 117. Let Ss write a concluding sentence for the paragraph blow. Give them several minutes to finish Activity 5. Suggested answers: In short, I live a healthy life. Step 5 Listening Get Ss to listen to the passage and follow it. Step 6 Wrap-up In this period, we mainly focus on the reading and writing abilities. What?s more, we have learnt the important language points and difficult sentences in the passage. You must practice using them and grasp them. Step 7 Homework 1. Finish off the Workbook exercises. 2. Learn the new words and expressions by heart. 3. Read the passage many times. Unit 7 I Feel Sick… Period 5: Language points and writing Notes: The design of the 1) live to be writing on the Bb 2) get stressed out 3) take crowded trains 4) take vacations 5) on vacation 6) take the stairs 7) two or there times a day

Read the paragraphs and underline the concluding sentence. Correct their answers.

At first write a concluding sentence individually, then discuss and check it with their partner. Listen and follow.

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8) get exercise Teaching contents Teaching Objectives Teaching important points Teaching difficult points Teaching method Teaching aids Unit 7 I Feel Sick… Period 6 Language in Use 1. To get Ss to master Phonetics. 2. To grasp the usages of the Simple Future. 3. To learn and grasp names of the body parts. 1. To enable Ss to master the usages of the Simple Future. 2. To help Ss to master six consonants [s]、[z]、[?]、[3]、[t?]、 [d3]. 1. To improve the Ss' ability of spelling. 2. How to pronounce these consonants correctly. Task-based learning, Group/pair work Some slides Teacher's activities Step 1 Revision a. Dictation of the new words and expressions in the passage. b. Summarize the important language points.

Students' activities

Teaching

Have a dictation.

Procedures

Step 2 Reading and finding Get Ss to read through Warm-up, Listening and speaking, Reading and writing to underline all the new words and useful expressions or collocations in these Read them aloud and parts. copy hem down in the Collocations: look well, feel like, in exercise book after that case, suggest sb. doing sth, learn class. from, take vacation, get exercise, take the stairs, die young, two or three times a day, etc. Step 3 Phonetic symbol practice 1) Guide Ss to listen and read the following consonants and words. [s]、[z]、[?]、[3]、[t?]、[d3]. 2) Explain the consonants and teach Ss how to pronounce them correctly. 3) After learning help Ss do Activity 2 to review the consonants. 4) Check-up

Teaching

Listen and read the following consonants and words together. Listen and find the [s]、[z]、[?]、[3]、[t ?]、 [d3] sounds in each word.

Procedures

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Give them correct answers: 1 [s] 2 [z] 3 [d3] 4[z] 5 [s] 6 [?] 7 [t?] 8 [z] 9 [s] 10 [?] 11 [d3] 12[3]

Correct their answers.

Step 4 Grammar The Simple Future, page 119. 1) Explain the usage of “The Simple Future”. We use simple future tense to talk about things that will happen at a time Read the book on later than now. page 119. 2) Guide Ss to look at the examples, try to find the rules. Step 5 Practice Activity 3, page 119. Let Ss complete the sentences below with be going to+ verb or will + verb. Complete the Check the answers. sentences. keys: ① am going to write ② will get Share their answers. ③ will come ,will be ④ will be ⑤ will walk Step 6 Vocabulary Activity 4, page 119. 1. Ask: How much do you know about your body? 2. Let Ss do Activity 4. 3. Check-up Write the names of Keys: Omitted. the body parts at the correct places in the Step 7 Practice pictures. Activity 5, Page 121. Get Ss to complete the sentences with the correct words from the box. Change the form if necessary. Step 8 Homework 1. Try to remember the consonants and Fill in the blanks, and read them correctly. then correct their 2. Master the usage of “The Simple answers. Future”.
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Unit 7 I Feel Sick… Period 6 Language in Use A. Phonetics 1.Consonants study [s]、[z]、[?]、[3]、[t?]、[d3] B. Grammar The Simple Future C. Vocabulary hair, eye, nose, teeth, head, neck, chest, arm, bottom, etc Teaching contents Unit 7 I Feel Sick… Period 7: Real Life Skills and Practice The design of writing on the Bb Teaching Objectives Teaching important points Teaching difficult points Teaching method Teaching aids 1. To learn the real life skills. 2. To finish the exercises on page 122—123. 1. To get to know the procedures and forms to see a doctor. 2. To revise the vocabulary. 1. To express health check-up correctly. 2. To enable the Ss to master ways of real life skills. Task-based learning, Group/pair work Some pictures Teacher's activities Step 1 Greetings Greet each other as usual. Students' activities

Teaching Procedures

Greet each other.

Step 2 Revision Get Ss to write the names of the body parts. Help Ss check the following words: Write the names Hair, eye, nose, teeth, head, neck, chest, of the body parts arm, bottom, shoulder, back, stomach, etc. and check up. Step 3 Activity 1 1. Ask:Do you know the procedures to see a doctor? 2. Get Ss to put the pictures in the correct Discuss order. answer. 3.Check-ip Suggested answers:

and

Put the pictures in the correct order.
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d→a→b→c Teaching Step 4 Activity 2 Correct their Say: You and your classmates are having a answers. health check-up. Look at the pictures below and choose the correct picture for each check. Suggested answers: a b d e f Choose the correct picture for Step 5 Practice each check. Ask Ss to complete the report with their health check-up results. Collect a few Ss to give their answers. Then discuss with Ss. Complete the Step 6 Exercises report. Let Ss complete the exercises in the workbook. Check-up. Several minutes later, show the answers on the screen and check them with the whole class. Step 7 Wrap-up Complete the Master the procedures and forms to see a exercises doctor. in the workbook. Step 8 Homework 1. Finish off the Workbook exercises. 2. Preview the passage ?Get stressed, Stay young?.

Procedures

The design of writing on the Bb

Unit 7 I Feel Sick… Period 7: Real Life Skills Activity 1: d→a→b→c Activity 2: a b d e f Activity 3: Health Check-up Report Unit 7 I Feel Sick… Period 8: Further Reading and Wrap-up

Teaching contents

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Teaching Objectives Teaching important points Teaching difficult points Teaching method Teaching aids

1. To train the Ss' reading skills through further reading. 2. Get students to review and consolidate what they have learned in this unit. 1. Develop students’ ability to use the important language points in this unit. 2. Enable students to learn to use reading strategies such as skimming and scanning. 1. Develop students’ ability to solve problems. 2. Finish the exercises correctly. Reading, practice. A test paper Teacher's activities Step 1 Revision 1. Check the homework exercises. 2. Dictate some useful words expressions in this unit. Students' activities

and Have a dictation.

Teaching

Procedures

Step 2 Lead-in Tell students: Up to now, we have finished Unit 7 I Feel Sick…. Have you learned and grasped all in this unit? Get out of the paper, you can check yourself by filling in the blanks.

Fill in the blanks.

Teaching

Procedures

Step 3 Further Reading 1. Let students read the passages fast to get Read the passage the general idea. quickly 2. Explain the words and expressions in the reading. ①chronic ['kr?nik] adj. 慢性病,慢性的 chronic illness 慢性病 ① cut down 削减, 减少,击倒 ② traffic jam 交通阻塞 Take notes. ③ be bad for, be good for ④ according to 根据 ⑤ panic ['p?nik] 使…惊慌,恐慌 ⑥ good stress 好压力 3. Ask students to read the passage again and underline all the useful expressions or Read the passage collocations in the passage. Let students read again and them aloud and copy them down in their underline all the
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exercise books after class as homework. 4. Get Ss read the passage freely. Step 4 Exercises 1) Give Ss some exercises to do. Collect answers from Ss to discuss and check. 2) Translate the phrases and sentences. Step 5 Wrap-up Five minutes for students to summarize what they have learned in this unit by themselves. Then check and explain something where necessary. We have learned about health problems in this unit. Yu have also learned useful expressions. As following: in that case, run a fever, roll up, catch a cold, live to be, get stressed out, take crowded trains, take vacations, on vacation, take the stairs, two or there times a day, get exercise, etc. New grammar item: the use of The Simple Future. Step 6 Homework 1. Finish doing the exercises. 2. Review and summarize what you have learned in Unit 7. Unit 7 I Feel Sick… Period 8: Further Reading and Wrap-up The design of writing on the Bb Notes: 1. chronic adj. 慢性病,慢性的 chronic illness 慢性病 2. cut down 削减, 减少,击倒 3. traffic jam 交通阻塞 4. be bad for, be good for 5. according to 根据 6. panic 使…惊慌,恐慌 7. good stress 好压力

useful expressions in the passage.

Do the exercises. Check answers. the

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