Unit8新编实用英语课堂设计.docx
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Unit8新编实用英语课堂设计.docx
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Unit8新编实用英语课堂设计
UnitEightFromFattoFit
ClassWorkDesign:
[ThreeSessions–SixContactHours]
SessionNo.
UnitSessionsInvolved
FocalPoints
Session1
(90-100minutes)
SectionITalkingFacetoFace
1.Seeingadoctor:
Patient’scomplaints/understandingandfollowingdoctor’sadviceand
prescriptions
2.Doctor’sinquiryaboutsymptoms,
doctor’sadviceandprescriptions
3.Comfortingthepatient
4.Understandingandsimulate-writingadoctor’sprescriptionandmedical
instructions
5.Usageofconjunctions
7.Keywordsandexpressions:
terrible,concern,medical,prescription,dizzy,treatment,matter,dentalcheck
SectionIIBeingAllYears
SectionIIITryingYourHand
1.PracticingAppliedWriting
2.WritingSentencesand
ReviewingGrammar
Session2
(90-100minutes)
SectionIVIMaintainingASharpEye
Passage1
Don’tWaitUntilDeathDoesItsPart
1.Theimportanceofbodyhealth
2.Howtotreatbodyfairlyandlovingly
3.Keywordsandexpressions:
takesth.forgranted,followthrough,
conformtosth.,inone’sown
self-interest,impactonsb./sth.
Session3
(90-100minutes)
SectionIVMaintainingASharpEye
PassageII
TheLovingHeartWillGoOn
1.Medicaladvances—bodyorgan
implantation
2.TraditionalChinesemedicine
3.Keywordsandexpressions:
bedeterminedtodo,turnout,makeit,beopenabout,aprefectfitfor
SuggestedTeachingProceduresandClassActivities
SECTIONITalkingFacetoFace
1Lead-inactivities:
ImitatingMini-Talks
1.Warm-upquestions:
1)Ifyouareill,whatdoyouprefertodo,togotoseeadoctororjustfindsomemedicinetotake?
Andwhat’sthereason?
2)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’swrong?
Isanythingthematter?
(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.
StudyingMedicalInstructions
1.Warm-upquestions:
1)Whataremedicalinstructionsintendedfor?
2)Doyoualwaysreadmedicalinstructionscarefullybeforetakingamedicine?
Whyorwhynot?
2.ThestudentsreadandtranslatethesampleMedicalInstructionsintoChineseundertheguidanceoftheteacher.
2Actoutactivities
Sampledialogues
1.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//.southparkstudios./clips/149901/dont-touch-your–eyestowatchthevideoaboutseeingadoctor.
SECTIONIIBeingAllEars
1LearningSentencesforWorkplaceCommunication
1.Givethestudentsafewminutestoreadthroughtheprintedmaterialsforeachlisteningitem.
2.ListentothetapeforthefirsttimebylookingatthecorrespondingChineseversion.WhilelisteningtotheEnglishsentences,thestudentstrytorememberthemeaningofeachofthesentencestheyhaveheard.Thefocushereisoncross-referenceoftheEnglishsentencesandtheirChinesemeanings.
3.Playthetapeforasecondtime,andaskthestudentstodotheexercisesinthissection.
4.Playthetapeforthethirdtimewithapauseaftereachsentence,andaskthestudentstorepeatthesentenceduringthepause.
2HandlingaDialogue
1.Givethestudentsafewminutestoreadthroughtheprintedmaterialsforeachlisteningitem.
2.Listentothetapeforthefirsttimewithoutlookingatthebook.
3.Playthetapeforasecondtime,andaskthestudentstoanswerthefollowingquestions:
1)What’sthematterwithJack?
2)WhatmedicinehasJacktaken?
3)WhatdoesLisuggestJackshoulddo?
4)WhatdoesthedoctoraskJacktodofirst?
4.Playthetapeforthethirdtime,andthestudentsreadthedialoguesfollowingthetapesimultaneouslyandtryingtocatchupthespeedandsimulatethespeakers’tones.
5.Dotheexercisesinthissection.
3UnderstandingaShortSpeech/Talk
1.Givestudentsafewminutestoreadthroughtheprintedmaterialsforeachlisteningitem.
2.Listentothetapeforthefirsttimewithoutlookingatthebook.
3.Playthetapeforasecondtime,andaskstudentstodotheexercisesinthissection.
4.Playthetapeforthethirdtimewithapauseaftereachsentence,andaskthestudentstotakenotesofthekeywords.
SECTIONIIITryingYourHand
PracticingAppliedWriting
1Sampleanalysis:
Theteachersummarizesbrieflytheformatandlanguageusedinmedicalinstructions.TheteachermayshowthefollowingpassagewithPPT(IfthereisnoPPTprepared,askthestudentstotakeadictationofthepassage).Afterwards,askthestudentstoreaditandtranslateitintoChineseorally.
Thelanguageusedinmedicalinstructionsisexpectedtobeasstraightforwardaspossible.Shortandsimplesentencesarepreferred.Everydaywordsareusedinordernottoconfusepeople.
Thesentencesusedinwritingmedicalinstructions:
1.Keepoutofreachofchildren.
2.Storeinacool,dryplace.
3.Theusualdoseis2-3tabletstwicedaily.
4.Ifyoursymptomspersist,stoptakingthemedicine.
5.Iftheinjectioncausessorenessorirritation,applyicefor15minuteseveryfourtosix
hours.
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.
WritingSentencesandReviewingGrammar
1Theteachergivesabriefsummaryofthebasicsentencestructures.
Therearetwokindsofconjunctions—coordinatingandsubordinating.Weuseacoordinatingconjunction(and,but,or,nor,for,so)tojoinindividualwords,phrasesandindependent
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- 特殊限制:
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- Unit8 新编 实用英语 课堂 设计
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