高教版中职英语基础模块第2册Unit6Tellmewhenthepainstarted1-精品
【VIP专享】职业高中英语第二册Unit6语法部分教案Book2 unit6 Language in use
6.培养学生观察、思考、对比及分析综合的能力。过程与方法1.通过观察蚯蚓教的学实难验点，线培形养动观物察和能环力节和动实物验的能主力要；特2征.通。过教对学观方察法到与的教现学象手分段析观与察讨法论、，实对验线法形、动分物组和讨环论节法动教特学征准的备概多括媒，体继课续件培、养活分蚯析蚓、、归硬纳纸、板综、合平的面思玻维璃能、力镊。子情、感烧态杯度、价水值教观1和.通过学理解的蛔1虫.过观适1、察于程3观阅 六蛔寄.内列察读 、虫生出蚯材 让标容生3根常蚓料 学本教活.了 据见身： 生，师的2、解 问的体巩鸟 总看活形作 用蛔 题线的固类 结雌动态业 手虫 自形练与 本雄学、三： 摸对 学动状习人 节蛔生结4、、收 一人 后物和同类 课虫活构请一蚯集 摸体 回并颜步关 重的动、学、蚓鸟 蚯的 答归色学系 点形教生生让在类 蚓危 问纳。习从 并状学理列学平的害 题线蚯四线人 归、意特出四生面体以形蚓、形类 纳大图点常、五观玻存 表及动的鸟请动文 本小引以见引、察璃现 ，预物身类 3学物明 节有言及的、导巩蚯上状 是防的体之生和历 课什根蚯环怎学固蚓和， 干感主是所列环史 学么据蚓节二样生练引牛鸟 燥染要否以举节揭 到不上适动、区回习导皮类 还的特分分蚯动晓 的同节于物让分答。学纸减 是方征节布蚓物起 一，课穴并学蚯课生上少 湿法。?广的教， 些体所居归在生蚓前回运的 润；4泛益学鸟色生纳.靠物完的问答动原 的4蛔，处目类 习和活环.近在成前题蚯的因 ？了虫以。标就 生体的节身其实端并蚓快及 触解寄上知同 物表内特动体结验和总利的慢我 摸蚯生适识人 学有容点物前构并后结用生一国 蚯蚓在于与类 的什，的端中思端线问活样的 蚓人飞技有 基么引进主的的考?形题环吗十 体生行能着 本特出要几变以动，境？大 节活的1密 方征本“特节化下物.让并为珍 近习会形理切 法。课生征有以问的小学引什稀 腹性态解的 。2课物。什游题主.结生出么鸟 面和起结蛔关观题体么戏：要利明蚯？类 处适哪构虫系察：的特的特用确蚓等 ，于些特适。蛔章形殊形征板，这资 是穴疾点于可虫我态结式。书生种料 光居病是寄的们结构，五小物典， 滑生？重生鸟内学构，学、结的型以 还活5要生类部习与.其习巩鸟结的爱 是如原活生结了功颜消固类构线鸟 粗形何因的存构腔能色化练适特形护 糙态预之结的，肠相是系习于点动鸟 ？、防一构现你动适否统。飞都物为结蛔。和状认物应与的行是。主构虫课生却为和”其结的与题、病本理不蛔扁的他构特环以生？8特乐虫形观部特8征境小理三页点观的动位点梳相组等、这；，哪物教相，理适为方引些2鸟，育同师.知应单面导鸟掌类结了；？生识的位学你握日构解2互.。办特生认线益特了通动手征观识形减点它过，抄；察吗动少是们理生报5蛔？物，与的解.参一了虫它和有寄主蛔与份解结们环些生要虫其。蚯构都节已生特对中爱蚓。会动经活征人培鸟与飞物灭相。类养护人吗的绝适这造兴鸟类？主或应节成趣的为要濒的课情关什特临？就危感系么征灭来害教；？；绝学，育，习使。我比学们它生可们理以更解做高养些等成什的良么两好。类卫动生物习。惯根的据重学要生意回义答；的3.情通况过，了给解出蚯课蚓课与题人。类回的答关：系线，形进动行物生和命环科节学动价环值节观动的物教一育、。根教据学蛔重虫点病1.引蛔出虫蛔适虫于这寄种生典生型活的线结形构动和物生。理二特、点设；置2.问蚯题蚓让的学生生活思习考性预和习适。于穴居生活的形态、结构、生理等方面的特征；3.线形动物和环节动物的主要特征。
高教版中职英语(基础模块 第2册)Unit 6《Tell me when the pain started》ppt课件5
clothes on cold the first 2 days. Stay
days.
in bed for a week.
2019/10/18
Complete the dialogue between Linda Smith and her patients.
Dialogue 1
Linda: What’s wrong with you, Sam? Sam: I’ve got a stomachache.
Treatment (治疗方法)
Take the pills three
times a day for 3 go home and use ice
exercise more days. Remember on his foot for 5
and eat less to wear warmer minutes each hour for
Linda: No, nothing serious. Just _a__c_o_l_d_. I’ll write you a prescription. T_a_k_e__th__e_p_i_ll_s_t_h_r_e_e_t_im__e_s_a__d_a_y_ for 3 days. And remember to __w_e_a_r_w__a_rm__e_r_c_l_o_th_e_s__ on cold days.
the time
left foot.
Causes
he had 3 big hamburgers She was in a very and a large box short skirt. of ice-cream
He hurt his left foot during a football match.
高教版中职英语(基础模块第2册)unit6《tellmewhenthepainstarted》word教学设计
Unit 6 Tell me when the pain started.教学设计基本信息章节名称《英语》（基础模块2）Unit 6 Tell me when the pain started (Listening and Speaking) 学科英语授课班级15旅游班授课时数1课时设计者任云雅所属学校汨罗市职业中专学校教材分析本课内容选自高等教育出版社《英语》基础模块2第二版第六单元“Tell me when the pain started”。
该教材是中等职业教育课程改革国家规划新教材，各单元内容充分体现任务性、实践性、应用性等特点，以任务为导向，以活动为依托，以语言为载体，话题贴近生活，设置多个职场环境，体现职业特色。
每个单元都设计有Lead-in, Listening and speaking, self-check, lifeand culture等8项内容。
修订后的教材内容更精炼，重点更突出，更加注重职场环境中英语语言应用能力的培养。
同时，新版教材设计了全新的版式，情景更真实，教材更美观，使学生们更具学习乐趣。
本单元的任务是掌握有关疾病、健康的常用词语，就病情进行简单描述，电话中预约医生，进行简短对话等。
本单元话题“叙述病症和就医”是《中等职业学校英语教学大纲》涵盖内容，与实际生活紧密结合，容易激发学生的学习热情，调动学生的学习积极性。
本课为本单元的听说环节，重在词汇和句型的应用，为阅读和写作打下基础。
学情分析任教班级为旅游管理专业一年级学生，全班都是女生。
职校学生普遍英语基础较薄弱，英语词汇量有限，学习上缺乏自信心，自主学习能力，理解和分析问题的能力、书面和口头表达能力较欠缺，但旅游专业学生大都属于外向型性格，热情，活泼，喜欢交流，表现欲望强，活动能力、协调能力、交际能力、组织能力、应变能力等方面明显优于其他专业或普高学生，在英语课堂上对感兴趣的活动会积极参与。
另外，班级还有半数学生为对口高考生，学习目标明确，基础较好。
中职《英语基础教程》教参第二册Uint6
- 48 -
Unit 1-10.indd 48
16/2/3 上午10:28
Tell me how long you have been like this.
Reading
昨晚睡得好吗？也许很多人都会说，“不”。事实上，世界上三分之一人的睡眠质量 都不高。说睡眠不好，就意味着你会失眠、易醒、或醒得过早。你或许会因此感到疲惫、 担忧，并且因此焦虑。 如果睡眠有问题该怎么办？现在，让我们来看看该做些什么。 首先，不要让卧室太冷或太热。保持黑暗、环境安静。 其次，检查你的生活习惯。 睡前不要喝茶、咖啡、可乐。少喝点水以防起夜。 调整生物钟。避免白天打盹。 养成轻松的睡前习惯。读读书，听听音乐，洗个热水澡。若是睡不着，吃点面包、米 饭、或喝点牛奶，可以帮你入睡。 每天出去散散步。日光将有助于生物钟的调整，所以有规律地锻炼吧。 最后，忘记白天的烦恼。写下你白天忧虑的事并想出解决方案。有了这些笔记，你在 夜间就不会思虑过多，也能睡得更好。
Activity 15
1. e
2. c
3. d
4. b
5. a
- 46 -
Unit 1-10.indd 46
16/2/3 上午10:28
Tell me how long you have been like this.
Activity 16
Go for a daily walk develop a relaxing bedtime habit take a warm bath keep the room dark and quiet regulate your body clock
从句为一般疑问句，常选择引导词if或whether，表示“是否”。注意whether … or no 结构
高教社中职英语基础模块2 Unit_6
高教社中职英语基础模块2 Unit_61. Introduction to Unit 6In this unit, we will focus on travel and transportation. We will learn about different modes of transportation, common travel expressions, and vocabulary related to travel and transportation. By the end of this unit, you will be able to confidently communicate and understand conversations related to travel.2. Key VocabularyIn this section, we will introduce important vocabulary related to travel and transportation. It is necessary to familiarize yourself with these words to have a better understanding of the content in this unit.•Transportation: the act of moving people or goods from one place to another.•Destination: the place to which someone or something is going.•Airport: a place where aircraft take off and land, equipped with facilities for travelers.•Train station: a place where trains stop and passengers can board or disembark.•Bus stop: a designated place for buses to pick up or drop off passengers.•Taxi: a vehicle that carries passengers for a fare, usually driven by a professional driver.•Ferry: a boat or ship used to transport passengers and vehicles across a body of water.•Luggage: the bags and suitcases that a person takes when traveling.•Ticket: a piece of paper or electronic document serving as evidence that a fare has been paid.•Passport: an official document issued by the government that identifies a person as a citizen of aparticular country and allows them to travel internationally.•Boarding pass: a document that allows a passenger to board a plane or ship, usually obtained after checking in.3. Modes of TransportationThere are various modes of transportation available for travel. Let’s explore some of the most common ones:3.1 Air TravelAir travel is one of the fastest and most convenient modes of transportation for long-distance travel. It involves using an aircraft to reach your destination. Airports are equipped withvarious facilities for passengers, such as security checks, baggage claim areas, and boarding gates. When traveling by air, it is important to have your passport and boarding pass ready.3.2 Train TravelTrain travel is another popular mode of transportation, especially for medium to long-distance journeys. Train stations are designated places where trains stop, allowing passengers to board or disembark. Trains usually have different classes, such as first class and economy class, offering different levels of comfort and amenities.3.3 Bus TravelBuses are commonly used for both short and long-distance travel. Bus stops are designated places where buses pick up or drop off passengers. They are often more affordable compared to air or train travel and provide a convenient way to explore local destinations.3.4 TaxiTaxis are a common mode of transportation for short-distance travel within a city. They can be easily hailed on the street or found at designated taxi stands. Taxis usually charge a fare based on the distance traveled and may include additional charges for waiting time or tolls.3.5 FerryFerries are used for transportation across bodies of water, such as rivers or seas. They can carry passengers, vehicles, and even cargo. Ferries are commonly used for island hopping or crossing between continents.4. Common Travel ExpressionsWhen traveling, it is important to know and understand common travel expressions to communicate effectively. Here are a few examples:•Excuse me, where is the nearest bus stop?•How much is a taxi to the airport?•What time does the train to Shanghai depart?•Is there free Wi-Fi on this flight?•Can you recommend any good restaurants near the hotel?•Where can I buy a ticket for the ferry?5. ConclusionUnit 6 has provided an overview of travel and transportation, including key vocabulary, modes of transportation, and common travel expressions. By understanding and practicing the content covered in this unit,you will be well-prepared to communicate and navigate through various travel situations. Remember to refer back to this unit whenever you need to brush up on your travel and transportation knowledge. Happy travels!。
高教版中职英语(基础模块 第2册)Unit 6《Tell me when the pain started》ppt课件4
2019/8/29
最新中小学教学课件
thank
you!
2019/8/29
最新中小学教学课件
appointment
date
• B. What’s wrong with you? 你怎么了？（多用 于询问疾病或遇到麻烦时）
• = What’s the matter with you? • = What’s your trouble? • →I have got a bad cold.
• C. ---How long have you felt this way? (你这种感觉多久了？) • = How long have you been like this? • ---For two weeks. (for + 一段时间)
• Homework:
• 1. Memorize new words and phrases;
• 2. Making an appointment dialogue with your partners;
• 3. Preview reading and writing on page103
编后语
and 2 p.m. today.
Work in pairs to make dialogues about appointment.
Situation 2
A : You are Charles. You have had a bad cough for 2 weeks. You want to see Dr. King tomorrow afternoon.
Read aloud after the tape and underline.
Nurse: Betty:
《Tell me when the pain started》中职英语(基础模块 第2册)Unit 6【高教版】1
I would like to make an appointment.
• appointment 约； 约定
[əˈpɔɪntmənt] 约会； 任命； 预
make an appointment 会见（某人）的约定；预约
eg. 我可以约见经理吗？
Can I make an appointment to see the manager?
headache__________
Tick the activities you did before.
What's his trouble ?
cough __________
Tick the activities you did before.
What's wrong with him ?
stoma_c__h_a_c__h_e_______
Tick the activities you did before.
A:What's wrong with her? B:She has a toothache
too_t_h_a__c_h_e________
Find the right words for the pictures.
What's the matter with her?
stomachache cough
toothache headache
fever back pain
1、ache 后缀 ， 疼痛 [eɪk]
eg. headache （头痛）[ˈhedeɪk]
toothache（牙痛）[ˈtu:θeɪk]
stomachache （胃痛，肚子痛）['stʌməkeɪk]
基础模块二Unit 6 Unit 6 Tell me when the pain started
Unit 6 Tell me when the pain started. Lead-in(Page99, Activity 1)(补充词汇，提供给学生更多的有关生病的词汇，使有能力的学生得到进一步的提高)关于疾病的词汇乱cold 感冒,伤风,着凉(head) cold 患感冒diabetes 糖尿病eczema 湿疹epilepsy 癫痫headache 头痛消化不良influenza, flu 流感insanity 精神病leukemia 白血病malaria 疟疾malnutrition 营养不良measles 麻疹migraine, splitting headache 偏头痛pharyngitis 咽炎pneumonia 肺炎smallpox 天花tetanus 破伤风tumour 瘤(美作:tumor)Lead-in(page99, activity 1)文化背景知识介绍（让学生在学习疾病单词的同时，了解世界对于一些疾病的防控工作的进展，从而加深理解，可补充给程度较好的学生）Nets help cut malaria in AfricaThe United Nations has reported that great progress is being made in the fight against malaria in Africa. The UNICEF website says the area that ismaking the most dramatic improvement is sub-Saharan Africa. This is the region hardest hit by the disease. One of the biggest reasons for these gains against the killer infection is the increased use of special insect nets. This simple solution can reduce child deaths by as much as 20 percent. The report says the number of children using the insecticide-treated nets has tripled since 2000. UNICEF’s Executive Director Ann Veneman said: “Controlling malaria is vital to improving child health and economic development in affected countries. Studies show that malaria unfairly affects the poorest people in these countries, and contributes to their poorer living conditions.”UNICEF prepared the report together with the Roll Back Malaria Partnership. This organization is a collaboration of aid agencies launched in 1998 to help fight malaria. Its vision is that by 2015, mal aria “is no longer a major cause of mortality and no longer a barrier to social and economic development”. The report also provides a healthy picture of the use of drugs in reducing the number of malaria cases. Since 2003, national health programmes have invested heavily in buying anti-malarial drugs called ACTs. UNICEF’s health chief Pater Salama is optimistic and says the future looks bright. He reports: “With the strong backing of some of the international donors and the price of ACTs starting to be reduced, I think governments are becoming more confident now that this will be asustainable strategy for anti-malaria treatment.”/0710/071018-malaria.htmlListening and speaking( Page 100, Activity 5&6)(句型补充，提供给学生更多表达生病感受及医生询问病情的句子，强化其表达能力)(1) 一般病情:He feels headache, nausea and vomiting. (他觉得头痛、恶心和想吐。
职业高中英语第二册Unit6语法部分教案Book2unit6Languageinuse
Eg：Could you tell me who knows the answer,please?你能告诉我谁知道答案吗？
The children don’t know what is in their stockings.这些袜子不知道袜子里有什么东西。
I don’t know what I should do.我不知道我该做什么。
I wonder how I caught the illness.我不知道我怎么得上这病的。
从上面三个例句中不难发现，动词后面的从句不是由that来引导的，变成了由when,what,how等特殊疑问词来充当连接词，这也是宾语从句的一种。在实际运用的时候应遵循下面一些基本规则：
感叹句
这个单元中还出现了感叹句，用来表示喜怒哀乐等强烈的感情。例如课文中医生的话：“What a huge lunch!多么丰盛的一顿午餐啊！”然而这只是感叹句的省略形式。它的完整形式是什么样的呢？首先看下列句子：
How tall a boy he is!
How I missed you!
What beautiful pictures they are!
2.请几位同学读activity9的每段文章。
Step 2 Lead in
ammar focus
Tell me when the pain started.
I want to know what is wrong with you.
I don’t know what I should do.
I wonder how you caught the cold.
Tell us where you broke your leg.
中职英语《 英语基础模块I》Unit6 Tell me when the pain started
Let studentsdevelop their awareness on cooperation and their confidence in English speaking
教学
重点
1. Helping students to understand and use theobject clausewith special interrogative words.
5) The doctor asked Amy __________ she injured her leg. She said she fell down and broke her leg.
6) This book is very interesting. I find __________ I can’t stop reading it.
后接to do不定式，只用whether
④Whether_he will come is not decided.
做主语，只用whether
Exercise
_______ he'll come isn't important.
A. Why B. If C. Whether D. What
Would you like to know _____ they will do it or not.
Please tell us how many students there are in your school ?
Exercise1 :read and underline
Ask students toread and underline the object clause.
1) When did you start to feel this pain?( )
中职英语基础模块2（新课标版）教案：unit6tellmewhenthepainstarted
Unit 6 T ell me when the pain started.(第一课时教学设计)一、学情分析本单元是教材《英语2》（基础模块高教版）第六单元，主要话题为看病就医。
教师可通过本单元的听、说、读、写各种教学活动，一方面帮助学生掌握正确表达与英语学习相关的词汇与句型，另一方面引导学生结合自身的情况反思自己的英语学习，针对自身的学习问题选择有效的学习策略。
二、教材分析1. 教学内容具体内容为：有关常见疾病的名称和描述病情的句式、就医时医生和病人之间的有关的对话。
2. 教学重点、难点⑴教学重点能够听懂就医的常用语，掌握叙述病症、接受医生建议的常用表达方式。
⑵教学难点有关就医的词汇和句型。
三、教学目标1.知识目标（1）帮助学生掌握以下词汇：stomachache, toothache, fever, cough, headache, back pain, runny nose, sore throat, appointment等。
（2）帮助学生掌握就医时使用的基本句型，如：What’s wrong with you?I’ve a headache / a sore throat / a runny nose / fever / cough, ect.How long have you felt this way?I feel cold. I think I have a fever.I’d like to make an appointment with the doctor.The doctor is free at ….Will … be OK for you?Take this medicine … times a day. / Stay in bed for …. / Y ou should have a good rest.Thank you very much.四、教学步骤Step One Lead-in (7 mins)1. The teacher greets the Ss with the following sentences:How are you, boys and girls?I didn’t sleep well last night.I’ve had a cold because ….I’m not myself today.Explain I’m not myself today and get the Ss to say something about themselves. Step T wo Listening and speaking (30 mins)1. Before listening, ask the Ss to look at the picture and answer the question: What’s wrong with the boy in the picture?2. Activity 3: Listen and answer the questions.Listen to the tape and answer the questions. Listen again and then check the answers.3. Activity 4: Listen again and complete the card.4. Activity 5: Read and underline.Read aloud after the tape and then practice the dialogue in pairs. Get some pairs to act it out.Underline the sentences about illness and check in class.Step Three Summary (6 mins)Make a short summary of what we’ve learned today.(1) Useful expressions: have a stomachache / toothache / fever / cough / headache / back pain / runny nose / sore throat, make an appointment, etc.(2) Everyday English:What’s wrong with you?I’ve a headache / a sore throat / a runny nose / fever / cough, ect.How long have you felt this way?I feel cold. I think I have a fever.I’d like to make an appointment with the doctor.The doctor is free at ….Will … be OK for you?Take this medicine … times a day. / Stay in bed for …. / Y ou should have a good rest.Step Four Homework (2 mins)1. Practice the dialogue in pairs and recite it..2. Make up a dialogue with your partner.五、板书设计Unit 6 T ell me when the pain started.(第二课时教学设计)一、教材分析1. 教学内容具体内容为：阅读有关描述病人病情的小短文，填写病人病历，并根据病情编写医生和病人之间的对话；撰写英文病假条。
中职英语基础模块第二版第6单元
第一部分：概述1. 关于本单元的介绍本单元是《中职英语基础模块第二版》中的第六单元，主要内容涵盖了日常生活和工作中常见的工作场景及相关的英语表达。
通过学习本单元，学生将能够掌握一些与工作相关的基础词汇和语法知识，提高日常生活中与他人交流的能力。
第二部分：主要内容2.1 词汇学习本单元的词汇学习包括了与工作相关的常用词汇和短语。
介绍自己的职业、谈论工作安排、描述工作任务等。
通过学习这些词汇和短语，学生将能够更好地理解和运用在日常工作中所需的英语表达。
2.2 语法知识本单元也涉及到了一些与工作相关的语法知识，比如进行时间的表达、介绍自己的职业等。
这些语法知识的学习将帮助学生更准确地使用英语句式，提高自己的口语表达能力。
第三部分：学习方法3.1 听力训练通过听力训练，学生可以在真实的语境中接触到与工作相关的英语表达，提高自己的听力理解能力。
老师可以通过播放录音或视瓶的方式，让学生真实地感受到工作场景中的英语交流。
3.2 口语练习口语练习是提高学生英语口语能力的重要途径。
老师可以设计一些角色扮演的活动，让学生在模拟的工作场景中进行口语练习，提高他们的实际应用能力。
3.3 词汇和语法复习在学习过程中，学生需要不断地复习之前学过的词汇和语法知识，巩固所学内容。
老师可以设计一些课堂练习和作业，帮助学生更好地掌握所学知识。
第四部分：教学建议4.1 多媒体辅助教学在教学过程中，老师可以通过多媒体教学软件，如PPT、录音、视瓶等，向学生展示真实的工作场景和相关的英语表达，激发学生学习的兴趣，并帮助他们更快地理解和掌握所学内容。
4.2 创设真实场景可以通过课堂活动的方式，创设真实的工作场景，让学生在模拟的情境中进行角色扮演和英语交流，提高学生的英语口语能力，增强他们的学习体验。
4.3 分层次教学针对不同水平的学生，可以进行分层教学，让每个学生都能够在适合自己水平的教学环境中学习，做到学有所成。
第五部分：总结通过本单元的学习，学生将能够掌握一定量的与工作相关的词汇和语法知识，提高自己的英语口语表达能力。
高教版中职英语基础模块第2册Unit6Tellmewhenthepainstartedword教学设
Unit 6 Tell me when the pain started.教学设计基本信息章节名称《英语》（基础模块2）Unit 6 Tell me when the pain started (Listening and Speaking) 学科英语授课班级15旅游班授课时数1课时设计者任云雅所属学校汨罗市职业中专学校教材分析本课内容选自高等教育出版社《英语》基础模块2第二版第六单元“Tell me when the pain started”。
该教材是中等职业教育课程改革国家规划新教材，各单元内容充分体现任务性、实践性、应用性等特点，以任务为导向，以活动为依托，以语言为载体，话题贴近生活，设置多个职场环境，体现职业特色。
每个单元都设计有Lead-in,Listening and speaking, self-check, life and culture等8项内容。
修订后的教材内容更精炼，重点更突出，更加注重职场环境中英语语言应用能力的培养。
同时，新版教材设计了全新的版式，情景更真实，教材更美观，使学生们更具学习乐趣。
本单元的任务是掌握有关疾病、健康的常用词语，就病情进行简单描述，电话中预约医生，进行简短对话等。
本单元话题“叙述病症和就医”是《中等职业学校英语教学大纲》涵盖内容，与实际生活紧密结合，容易激发学生的学习热情，调动学生的学习积极性。
本课为本单元的听说环节，重在词汇和句型的应用，为阅读和写作打下基础。
学情分析任教班级为旅游管理专业一年级学生，全班都是女生。
职校学生普遍英语基础较薄弱，英语词汇量有限，学习上缺乏自信心，自主学习能力，理解和分析问题的能力、书面和口头表达能力较欠缺，但旅游专业学生大都属于外向型性格，热情，活泼，喜欢交流，表现欲望强，活动能力、协调能力、交际能力、组织能力、应变能力等方面明显优于其他专业或普高学生，在英语课堂上对感兴趣的活动会积极参与。
另外，班级还有半数学生为对口高考生，学习目标明确，基础较好。
Book 2 Unit 6 tell me when the pain started 课时
Book 2 Unit 6 tell me when the pain started课时：2课时一. 教学内容授课内容为课本包括Lead-in & Listening and speaking两部分，具体内容为：部分疾病名称、描述身体状态的短语及看病等信息的简单对话。
二. 教学重点、难点⑴ 教学重点通过与疾病和看病的相关的词汇和句型的学习，学生看病场景并展开相应对话。
⑵ 教学难点学生了解词汇记忆的策略之一——分类记忆。
三. 教学目标1.知识目标⑴掌握部分疾病的短语及词汇，如stomachache toothache fever cough headache back pain⑵掌握询问和提供看病时所使用的句型，如：1) 询问个人疾病状况，原因等信息时:What’s wrong with you?How long have you felt this way?2)提供个人疾病状况，原因等信息时:I have a runny nose. And I cough all the time.For about one day.2.能力目标⑴学生能听懂关于个人疾病状况，原因，看病等信息的简单对话。
⑵学生能熟记并表演关于个人疾病状况，原因，看病等信息的简单对话。
3.情感目标在模拟情景交流中，教育学生正确对待自己的身体状况。
四．教学步骤Step One Lead-in （20 mins）A game. We play a game first. Students guess what kind of illness is with the help of the action and expression--- sb felt, sb can not .... “cold! cold!” Students will always shout with great interest. Then com stomachache toothache fever cough headache back painFor example: A person cough and feel cold all the time. Possible answer: bad cold1. Play computer games for the whole night. ( )2. Eat sweets before going to bed. ( )3. Drink too little water. ( )4. Eat a lot of ice cream right after a meal. ( )5. Wear a short skirt in winter. ( )（设计意图:由学生表演动作和表情入手，采用猜谜游戏形式，利用多媒体图片呈现，引发学生对疾病话题的兴趣和开口欲望，并初步接触本单元关键词汇。
高教版中职英语基础模块第2册Unit6Tellmewhenthepainstarted1-精品
高教版中职英语基础模块第2册Unit6Tellmewhenthepainstarted1-精品2020-12-12【关键字】英语、基础The first period授课班级：12秋旅游授课：王叶 2014.3.4Teaching content:Lead-inTeaching objectives:Knowledge and ability objectives:1.Get the students to grasp the words and the phrases about illness: fever, cough, stomachache, toothache, headache, back pain, etc.2.Get the students to grasp some sentences by acting the dialogues:What’s wrong with you \him\her\them?I \He\She\They …3.Students can understand the common dialogues between patients and doctors.4.Get the students to learn how to grasp the listening skills.Moral Objects:1.Students’ awareness of autonomous thinking and cooperative learning will be strengthened.2.Let the students realize the importance of healthy lifestyle.Teaching focus and difficulty:1.Expressions and sentence structures about talking about illness .2.How to motivate students to speak English as much as possible.Teaching approaches and learning strategies:TPR, games, task-based teaching approach, cooperative learning method and autonomous learning method.Teaching aids:The pictures about illness, the blackboard.Teaching procedures:Step1: Warming-up .1.Greet the class as usual.2.Let’s chant.What’s wrong with you ?I have a cough.I have a cough.What’s wrong with you ?I have a headache.I have a headache.What’s wrong with you ?I have a toothache.I have a toothache.What’s wrong with you ?I have a stomachache.I have a ...Step 2: Presentation.1.T:I’m a teacher.What does he do ?(To show a picture.)S:He is a doctor.T:When we are ill,we should go to the hospital and see a doctor. (引入主题：Unit 6 Tell me when the pain started.板书并教读。
高教版中职英语(基础模块 第2册)Unit 6《Tell me when the pain started》word教案
Book 2 Unit 6 tell me when the pain started课时：2课时一. 教学内容授课内容为课本包括Lead-in & Listening and speaking两部分，具体内容为：部分疾病名称、描述身体状态的短语及看病等信息的简单对话。
二. 教学重点、难点⑴ 教学重点通过与疾病和看病的相关的词汇和句型的学习，学生看病场景并展开相应对话。
⑵ 教学难点学生了解词汇记忆的策略之一——分类记忆。
三. 教学目标1.知识目标⑴掌握部分疾病的短语及词汇，如stomachache toothache fever cough headache back pain⑵掌握询问和提供看病时所使用的句型，如：1) 询问个人疾病状况，原因等信息时:What’s wrong with you?How long have you felt this way?2)提供个人疾病状况，原因等信息时:I have a runny nose. And I cough all the time.For about one day.2.能力目标⑴学生能听懂关于个人疾病状况，原因，看病等信息的简单对话。
⑵学生能熟记并表演关于个人疾病状况，原因，看病等信息的简单对话。
3.情感目标在模拟情景交流中，教育学生正确对待自己的身体状况。
四．教学步骤Step One Lead-in （20 mins）A game. We play a game first. Students guess what kind of illness is with the help of the action and expression--- sb felt, sb can not .... “cold! cold!” Students will always shout with great interest. Then com stomachache toothache fever cough headache back painFor example: A person cough and feel cold all the time. Possible answer: bad cold1. Play computer games for the whole night. ( )2. Eat sweets before going to bed. ( )3. Drink too little water. ( )4. Eat a lot of ice cream right after a meal. ( )5. Wear a short skirt in winter. ( )（设计意图:由学生表演动作和表情入手，采用猜谜游戏形式，利用多媒体图片呈现，引发学生对疾病话题的兴趣和开口欲望，并初步接触本单元关键词汇。
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高教版中职英语基础模块第2册
Unit6Tellmewhenthepainstarted1-精品
2020-12-12
【关键字】英语、基础
The first period
授课班级：12秋旅游授课：王叶 2014.3.4
Teaching content:
Lead-in
Teaching objectives:
Knowledge and ability objectives:
1.Get the students to grasp the words and the phrases about illness: fever, cough, stomachache, toothache, headache, back pain, etc.
2.Get the students to grasp some sentences by acting the dialogues:
What’s wrong with you \him\her\them?I \He\She\They …
3.Students can understand the common dialogues between patients and doctors.
4.Get the students to learn how to grasp the listening skills.
Moral Objects:
1.Students’ awareness of autonomous thinking and cooperative learning will be strengthened.
2.Let the students realize the importance of healthy lifestyle.
Teaching focus and difficulty:
1.Expressions and sentence structures about talking about illness .
2.How to motivate students to speak English as much as possible.
Teaching approaches and learning strategies:
TPR, games, task-based teaching approach, cooperative learning method and autonomous learning method.
Teaching aids:
The pictures about illness, the blackboard.
Teaching procedures:
Step1: Warming-up .
1.Greet the class as usual.
2.Let’s chant.
What’s wrong with you ?I have a cough.I have a cough.
What’s wrong with you ?I have a headache.I have a headache.
What’s wrong with you ?I have a toothache.I have a toothache.
What’s wrong with you ?I have a stomachache.I have a ...
Step 2: Presentation.
1.T:I’m a teacher.What does he do ?(To show a picture.)
S:He is a doctor.
T:When we are ill,we should go to the hospital and see a doctor. (引入主题：Unit 6 Tell me when the pain started.板书并教读。
)
2.T：What’s wrong with her ?(To show a picture of a woman who has a headache.)
S: She has a headache.(To lead the students to answer like this .)
To teach the word :headache .
Show students pictures about other health problems and use the same way to teach the words:fever,toothache, stomachache,cough, backache.(To read the words one by one,two by two,by playing games....)
3.Play games.
1)The teacher does actions and the students say out correct words:headache,fever.....
2)A student does actions and other students say out right words.
4.To make dialogues between patients and doctors.
Eg: A:What’s wrong with you?
B:I have....
What’s wrong with her?
She has ...
5.Listening .
1)First help students be familiar with the pictures in the listening material .
2)Ask students to listen to the tape for the first time.
3)Listen to the tape carefully for the second time and order the pictures.
Step three:Summary.
1.Help the students to sum up the words and sentences about illness.
2.To tell the students something about healthy lifestyle.
Step 6: Homework (3 minutes)
1.Ask students to read some passages about health.
2. Write a short passage about your unforgettable experience of seeing a doctor.
Blackboard design。