英语基础模块2UNIT-6导学案
北师大高中英语必修二Module2Unit6教学设计教学设计与学案
[PPT 13-16]Ss evaluate the stories of the Step 7other groups.Homework1.Groups work: Write down one idiom story.2.Page 41: Ex.103.Page 82/ 5,6GW 通过小组互相评价提升学生对定语从句的认识和理解。
5’第一课时学案I. Read the text quickly and try to decide which of the following are talked about in the text.1. the history of paper cuts2. the sales of paper cuts3. the types of paper cuts4. the customs of paper cutsII.Read the text again and answer the following questions.1.When were paper cuts of animals found in China?2.How many types of paper cuts do people like to make today?3.How do you know that there is a long tradition of paper-cutting in China?III. Read the passage carefully for specific information.Introduction:It is a art with a history. It dates back to.By the Southern SongDynasty,.It is used for.1)2)Paper cuts3)It is used for.The types1)2) be used asIt is used for.1)2)IV .If you have a chance to learn paper-cutting, which kind of paper cuts will you like to try?Why?Tips:121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯。
英语2(基础模块)(第2版)Unit-6课件
2. Eva: cough, feel cold, one day
Doctor: fever, drink more water, stay in bed warm, take the medicine three times a day
___f_e_v_e__r__
She has a fever.
1. Look and match.
stomachache cough
toothache headache
fever back pain
What’s the matter with him?
_b_a__c_k__p_a__in___
He has back pain.
Will this be OK for you? Annie: Can you make it earlier? Nurse: Well, let me see. What about 10 a.m. this morning? Annie: 10 a.m. is fine. Nurse: OK, see you then. Annie: Thank you very much.
and 2 p.m. today.
Nurse: Good morning, Dr. King’s office. Annie: Good morning, my name is Annie and I would like to
make an appointment. Nurse: What’s wrong with you? Annie: I ’ve had a sore throat. Nurse: How long have you felt this way? Annie: For two days. I want to see Dr. King today. Nurse: I see. Well, Dr. King is free at 2 p.m. this afternoon.
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。
中职英语高教版2021基础模块2 Part1-2 Unit6 Craftsmanship教案
Before listening, let students readquestions in the outlinefirst andknow what they should get while listening .Then play the listeningto get the key information to fill in the blanksandcheck their answers.
通过小组讨论出恰当搭配，再结对练习，增加对话练习的有效性，逐步丰富说的内容，补充词汇量。
Step 3:
Listening
1.Listen andtick.
Read the phraseand let students predict the content of the listening. Then play the listening.（pay attention to speech,craftsmanship and craftsmen）
To be able to use these sentences skillfully:How did ...make it?/ually spend several months/years doing.../What qualities should ... have?/To be persistent./...need to focus on .../It is also important for... to be creative.
用同龄人的成功例子引出“工匠人”，展示在新时代背景下新生力量对工匠精神传承的意义和影响。激活学生的学习兴趣和积极性，为热身活动的职业和技能谈论做铺垫。
北师大高中英语必修二Module2Unit6教学设计教学设计及学案
Module 2 Unit 6 教学设计第一课时First Period（Reading）教材分析本课是本单元的第一课。
教材围绕三个著名的画家以及他们的作品展开。
大部分学生对绘画不是很了解，所以需要对相关简单的知识进行介绍并引出话题词汇。
本单元的Warm-up 部分做了很好的铺垫，学生在此基础上了解三位画家及其作品，并学会如何描述绘画作品。
本课的难点在于对话题词汇的积累，以及运用适当的词汇来描述绘画作品。
因此在几个活动中分层次帮助学生识记并运用这些词汇。
本课计划按两课时进行：第一课时的重点是获取有关画家的相关信息及话题词汇。
第二学时的重点是巩固词汇，归纳表示时间地点以及动作的介词，并在语境中学会运用。
教学内容话题：A Matter of Taste词汇: 话题词汇: realistic, abstract, scenery, landscape, light/dark, bright, soft, straight/wavy，shade短语及搭配:bine… with, be fixed on, leave the audience guessing,语法: 表时间、地点以及动作的介词第一课时First Period教学目标：At the end of this lesson, students will be able to:1.get to know three famous painters and their masterpieces;2.learn to describe paintings with the words learned教学过程：第二课时Second Period（Grammar）教学目标：At the end of this lesson, students will be able to:e the new words in a new context2. use prepositions of time, place and movement3. use the prepositions and topic words learned to describe a picture 教学过程：第一课时学案I Word BankA: Key Words about painting:colours: ________________________________________________________style: ________________________________________________________subject: ________________________________________________________shapes: ________________________________________________________lines: ________________________________________________________B: Fill in the blanks with the key words1. This is a _________ painting of _______ with ______ colours and ________shapes/_______ background.2. This is a(n) _________ painting of ___________ with _______ colours and______shapes.II Read and answer the following questions1.Who is famous for drawing pretty women"2.Who is more good at drawing simple pictures we often see in our life"3. Who held exhibitions abroad to advance Chinese art"4. Why did Chen Yifei use black as the background of Poppy"5. What is Xu Beihong’s masterpiece"III Read to learn: Find the specific informationB: How many things should be included to introduce a famous painter"第二学时学案Fill in the blanks with words related to painting.For thousands of years, artists have recorded and _________ both the outside world and __________. Some have sought _____, others_____.In the middle ages, some just extended to be ________. During the Renaissance, art grew more _______, for works of great _______ produced by Leonardo da Vinci, Michelangelo , Raphael , Durer, Andult.As times changed, so did art, yielding a rich diversity of _______ and _____. __________ were equally varied. Painting with ______, Ran created masterpieces of ______ and ______. Georges Seurat painted thousands of tiny dames. Jackson Pollock paint on ________.Painting today often seems a mixture of a _______ and ______ culture with _______ technology also contributing to _______ the art form.Lesson 2 Great Buildings教材分析本课是第六单元的第2课，是一节听说技能课。
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。
英语基础模块第二册Unit6教案
3. To be able to understand an invitationletter and write an invitation card.
教学重难点
Help the students topracticethe important readingstrategies:scanning, skimming and guessing themeaning ofunfamiliar words.
II.Present the key sentences on the slide and explain their meanings.
Read the wordson Page 57.
Show the picture of Judy and
Carl.Answer the question:
What are they going to do?
教学重难点
1.To be ableto know the wordsoften used to make anappointment.
2. To be able tomaster the functional sentences：
What’s up?
Where and when shall we meet?
2. To be able to understand the dialogues andprocesstheinformation often used to make an appointment.
3. To be able to talk aboutmaking an appointment.
英语基础模块2UNIT-6导学案
英语基础模块2UNIT 6导学案Unit 6 Tell me when the pain started.一、教学目标1、语言知识目标1）学生能够运用本单元有关疾病、身体健康的常用词语和句式理解和询问健康状况。
2）学生能够在口头及书面表达中正确使用带有疑问代词和疑问副词的宾语从句，表达意愿和观点。
3）学生能够用感叹句表达个人感情。
2、语言技能目标听——学生能听懂就医的常用语以及叙述病症、接受医生建议的常用表达方式。
说——学生能够运用相关语句和句式对就医等话题进行交流。
读——学生能够读懂描述就医经历的对话和有关描述病人病历的短文。
写——学生能够根据已知病症写出英文假条。
3、文化意识学生能够了解英美国家在就医时的预约习惯。
4、情感态度学生能够用积极的人生态度、健康的生活方式面对生活。
二、教学重点、难点1）教学重点（1）通过与疾病和看病的相关的词汇和句型的学习，就有关就医话题展开相应对话。
（2）能正确理解和运用现在完成时态。
（3）准确地使用英语中的感叹句。
2）教学难点（1）理解运用现在完成时态的情境并在具体情境中运用现在完成时态。
（2）准确地使用英语中的感叹句。
三、教学知识点1、看病就医常用语句1）医生询问病情的常用问句：What's wrongwith you？你怎么了？What's the matter with you? 你怎么了？What's your trouble? 你怎么了？How are you（feeling）now？你现在感觉怎么样？How long have you felt this way? 你出现这样的症状有多久了？=Hoe long have you been like this? 回答此问题时一定要用for引导时间状语。
如，---How long have you felt this way?---For a week.2）病人诉说病情的常用语句：I'm not feeling well．我感到不舒服。
《英语》(基础模块)第二册(外语与教研出版社)教案unit2,6
b. get some newspaper and make
them into a big piece.
c. draw lines on it to make a nice
design.
d. Cut it into pieces according to your
a. Who will give the fashion show?
b. When will the fashion show begin?
c. Where will the fashion show be
held?
d. Who will see the show?
3）简单总结书面通知的基本体例和包含的几个基本要素。
design.
e. Sew the pieces or put them together
to make a piece of clothing.
分组制作衣服，并描述制作过程。
写作训练
完成For Better Performance部分的③和④的任务。
1）播放第一遍听力.
2）帮助学生了解下面的问题：
板书设计
Unit 2 Let’s Join the Fashion Show
a. Which one do you like best?
b. What color is it?
c. What is it made from?
d. It looks …
e. It is good for …
f. I feel …
f. I feel …
g. How about you?
h. Why?
老师可以找一个同学配合，给其他同学做一个示范。老师巡视教室给予学生必要的帮助。
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。
高教版英语模块2U6
技能目标
通过录音影像，情景呈现等教学手段来让 学生在听、说、读、写全方位提高。
情感目标
通过小组竞赛，小组合作学习等，鼓励学生 敢于开口，积极参与小组活动，培养团队合 作精神。
2 学情分析—— 重点难点
让学生熟练本 课交际句型，编 造看病时描述和 询问疾病，疼痛 病症等对话。
重 点
1. 学习疾病相关 的词汇与词组。 2. 让学生掌握本 科交际用语 3. 让学生提高小 组合作交流能 力。
通过情景让学生系统 地掌握重点词汇和相应 的交际用语，学习如何 描述病症。
2 学情分析—— 教学对象
12级会电班英语基 础较差，尤其是语 法方面。 但是他们 比较活泼，好奇心 强，比较热衷于参 与课堂小组活动， 情景对话操练等。
2 学情分析—— 教学目标
知识目标
正确认读与疾病疼痛等相关单词，熟练运用 课本的交际用语。
难 点
3
教法学法
学法
合作学习法
教法
情景教学法
游戏教学法 语法翻译法
让学生通过参加Pair work和group work活动， 给学生练习语言并互相学习的条件和机会。
回顾课堂，知识再次呈现。 合作完成对话，对知 识进行拓展升华。2 miLeabharlann s评价小结14mins
拓展提升
4 mins
知识巩固
15 mins
练习与翻译相结合，进行 进一步知识巩固。
知识呈现
5 mins
图片呈现新词语句型，游戏进 行即时运用与操练。
课堂导入
利用有趣英语短片引入课堂
趣味短片 导入课题
4 教学过程—— 知识呈现
ONE 利用图片 呈现新词 TWO 图片搭配 巩固新词
《英语》(基础模块)(修订版)第二册第六单元
2）完成评价表。
3）作业：自己设计一个活动，向全班同学写一份邀请信，共享到班级QQ群。
完成任务。
归纳，评价。
这部分是语言输出的内容，便于检测是否达到学以致用的目的。
复习、巩固。
板书设计
Unit6 See You on Friday Evening!
得分
组别
Useful Expressions:
教学
方法
情境教学法、任务型教学法
学习
方法
合作学习法
教学
媒体
PPT
教学过程
预设
时间
教学
环节
教师活动
学生活动
设计意图
5’
导入
1）教师提问：
Have you ever been a secretary? And what do you think of it?
2）教师展示学生用书第55页中的
大图，请同学们根据图片内容和题目猜测本单元将要学习的内容。
第2课时：Listening and Speaking(4④-5⑤)
第3课时：Reading and Writing(①1-②2)
第4课时：Reading and Writing (③3-④4)
本单元在课时安排上根据所授内容的不同进行了调整，使每堂课的教学循序渐进，内容完整充分。同时根据学生的基础，本单元的部分内容作为课下自学完成，如Reading and Writing(⑤5-⑥6), More Activities, Around the World, Fun Time和My Progress Check,分别由学生以小组方式课下完成，教师利用课余时间抽查并点评，记入平时成绩。
中职基础模块英语第二册全册教案
月日第 1 单元第1、2 课时总第1、2 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等）月日第 1 单元第3、4 课时总第3、4 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等月日第 1 单元第5、6 课时总第5、6 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等）月日第 2 单元第1、2 课时总第7、8 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等）月日第 2 单元第3、4 课时总第9、10 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等月日第 2 单元第5、6 课时总第11、12 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等）月日第 3 单元第1、2 课时总第13、14 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等）月日第 3 单元第3、4 课时总第15、16 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等月日第 3 单元第5、6 课时总第17、18 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等）月日第 4 单元第1、2 课时总第19、20 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等）教案纸月日第 4 单元第3、4 课时总第21、22 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等教案纸月日第 4 单元第5、6 课时总第23、24 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等）教案纸月日第 5 单元第1、2 课时总第25、26 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等）教案纸月日第 5 单元第3、4 课时总第27、28 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等教案纸月日第 5 单元第5、6 课时总第29、30 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等）月日第 6 单元第1、2 课时总第31、32 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等）月日第 6 单元第3、4 课时总第33、34 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等月日第 6 单元第5、6 课时总第35、36 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等）月日第7 单元第1、2 课时总第37、38 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等）月日第7 单元第3、4 课时总第39、40 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等月日第7 单元第5、6 课时总第41、42 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等）月日第8 单元第1、2 课时总第43、44 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等）月日第8 单元第3、4 课时总第45、46 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等月日第8 单元第5、6 课时总第47、48 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等）月日第9 单元第1、2 课时总第49、50 课时（教学环节一般包括复习旧课、导入新课、讲授新课、学生操作、教师点评、归纳总结、布置作业等）。
高一英语外研版必修二module6导学案
Module 6 Films and TV ProgrammesSection 1 Introduction & Reading and Vocabulary （3课时）一、学习目标1、通过自主阅读课文，能够认识课文中的新词汇。
2、通过自主翻译课文，能够掌握课文中重要句型的结构。
3、通过自主阅读课文，能够透彻理解课文内容。
二、使用要求1、书写要认真规范；2、教师讲解时，务必用红色笔修正答案。
三、学习内容：Introduction & Reading and Vocabulary四、学习过程Pre-reading同学们，在本部分中，你要掌握这些单词和短语，请自主阅读教材P51-53，然后把它们找出来。
（一）Words：英汉互译1、海报___________2、充满刺激的电影____________3、喜剧_________4、剑_________5、女演员____________6、人物_____________7、女的____________8、男的__________9、杰作____________10、未婚夫___________11、屋顶___________12、跳跃__________13、优美的____________14、使感兴趣__________15、勇敢的________16、感人的______17、direct____________18、movie_____________19、star（v）________20、cast__________21、fight___________22、action____________23、desert__________24、express____________25、master__________26、unusual____________27、Peking_________28、crouch___________29、hidden____________30、dragon_____________31、ability_________32、rarely_________33、tragedy_____________34、seldom_____________（二）Phrases：翻译成汉语1、come out______________________2、film star___________________________3、romantic film__________________4、fall in love with______________________5、be in love with_________________6、star sb_____________________________7、martial arts film________________8、adventure film_______________________9、play a part___________________10、to one’s surprise_______________________11、belong to_____________________12、tell of____________________________13、martial arts masters______________14、take place________________________15、marry sb______________________16、in surprise________________________17、every now and then_______________18、get back_________________________19、care about_____________________20、fight scenes_______________________21、graceful movements__________________22、romantic scenes_________________23、heart leap_______________________24、in words_______________________25、climb on to______________________26、film review______________________Step 1 Fast Reading（一）Read the passage on page 52 quickly and decide Which the best summary of the film is .A. It takes place on Peking rooftops and in the desert of western China.B. It is a martial arts film that tells the story of a stolen sword, and the fight to get it back.C. It tells the story of two people who love each other.（二）Read the passage on page 52 quickly and Match the main idea with each paragraph .Step 2 Careful Reading（一）Read the passage on page 52 carefully and answer the question .Who are the main characters?①_________________(played by Chow Yun-Fat)②_________________(played by Michelle Yeoh)③_________________(played by Zhang Ziyi)（二）Read the passage on page 52 again carefully and tell the following statements are TRUE of FALSE.1、Crouching Tiger, Hidden Dragon is a masterpiece of martial arts films.（）2、Now wuxia films are well received only in China.（）3、The story is mainly about how Li Mubai and Yu Xiulian tried to get back a stolen sword.（）4、Chow Yun-Fat played wonderfully in the film and the part Li Mubai interests the audience most.（）5、Crouching Tiger, Hidden Dragon is really an excellent film.（）（三）Translate these sentences.1、Now，to everyone’s surprise，Ang Lee，director of a number of excellent films，has made a martial arts film called Crouching Tiger，Hidden Dragon .______________________________________________________________________________________________________________________________________________________2、A man and a woman，Li Mubai（played by Chow Yun-Fat）and Yu Xiulian （played by Michelle Yeoh），both masters of the martial arts，are in love with each other.______________________________________________________________________________________________________________________________________________________3、Brave，good and strong，Xiulian is the character we care about most .___________________________________________________________________________4、His romantic scenes with Yu Xiulian are very moving，as their eyes show allthe love that they must not express in words .______________________________________________________________________________________________________________________________________________________Step3 SummaryPara.1Para.2Para.3Para.4Para.5A. Introduce the plot of the film.B.Arouse the readers’ interest to go and see the film.C.The film belongs to the type of wuxia.D.The film is a masterpiece.E.The features of the main characters.Step 4Finish off the exercises 2 and 3 (page 53 ).Step5 Language Points同学们，在本部分中，你要掌握这些词汇和句型，请你在课文中找出后把对应的知识点写在其旁边，最后完成相应的检测题。
英语基础模块第二册Unit6教案
教学内容及环节
教学活动及时间分配
【组织教学】
1．起立、师生相互问候；
2．考勤、集中学生注意力。
【导入新课】
Free talkto lead in.
【展示学习目标】
1. To be able to know thebasic words andsentence patternsoften used to makeanappointment.
Who will attend the meeting?
Who will give a presentation?
III. Ask the students to listen to the dialogue in Activity again and then fill in the form according to the dialogue.
教学反思
教学内容及环节
教学活动及时间分配
【组织教学】
1．起立、师生相互问候；
2．考勤、集中学生注意力。
【导入新课】
Ask and answer.
【展示学习目标】
1. To be able to read and understand a passage with proper reading strategies:scanning,skimming and guessingthe meaningof unfamiliar words.
Practice the dialoguቤተ መጻሕፍቲ ባይዱ.
Learn thebasic sentences.
What’s up?
When and where shall we meet?
How about…?
最新中职英语基础模块2教案：Unit6
Unit 6 Tell 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，能够听懂就医的常用语，掌握叙述病症、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。
等。
）帮助学生掌握就医时使用的基本句型，如：（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?…. / YouTake this medicine …times a day. / Stay in bed forshould 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 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 somethingabout themselves.Step Two Listening and speaking (30 mins)1. Before listening, ask the Ss to look at the picture andanswer 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 inpairs. 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, makean 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…. / You 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have a stomachachetoothachefevercoughheadacheback painrunny nosesore throatmake an appointment I’m not myself today. How havelong have youyou felt this way?I’d like to make an appointment with the doctor.Unit 6 Tell me when the pain started.(第二课时教学设计)一、教材分析1. 教学内容填写病具体内容为：阅读有关描述病人病情的小短文，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。
必修二模块6导学案
必修二模块6导学案1.interest 1)n 利息nu ; 利益，利益关系nc; 兴趣nu、nc; 2) vt 使感兴趣表现出对...兴趣_________________ 失去对...兴趣________________________ have________/ ________/ ________/ ________ interest in sth 对...没有、有些、很有、没有多少兴趣in the interest(s) of___________________ with interest__________________the public interest_________________________________________对...感兴趣___________________________名胜Physics is a subject that______________ me.I borrowed the money at 5%___________.I ______________________/________________________ the conversation.He has no___________________arguing about environmental protection.2.argue vi 争论，辩论vt争论，说服（现在分词__________, 过去分词/过去式_______________________)________________n 争论，辩论argue_______ sb_______/ ______ sth与某人争论某事argue _____________ sth 赞成某事argue ______ sth 反对某事argue sb_________ doing sth说服某人做某事argue sb _______ doing sth说服某人不做某事Don’t argue_______me; my decision is final.He argued _________ his friends ________ how to prevent pollution.The players tried to argue him ______ joining them.The mayor argued _______ the five-day work.3.entertain vt 使娱乐，使快乐，招待____________ adj 令人愉快的，有趣的__________________ n娱乐，文娱节目，招待，款待______________n 艺人，表演者，款待者entertain sb _______ sth=treat sb to sth用某物招待某人entertain sb______ sth 用某物使某人快乐A cinema is a place of_______________.Our parents often entertain their friends_______ dinner .He entertained us for hours ________ his stories and jokes.His performance is___________________.The play failed _______________ its audience.The TV programme is designed to educate but not only _____________________. He entertained his friends________ice cream.4.direct v 导演；指导；指挥；指引；命令_____________________ adj直接的adv直接地____________________adj 间接的__________________adv直接地（多用抽象意义），conj_________________________ n导演，指挥，懂事__________________n方向direct sb______ a place为某人指去某地的路direct sb ________指导某人做某事____ the direction of朝...方向_____ every direction=____all directions向四面八方The airline doesn’t go_____________ to America. It goes by way of Japan.The measure doesn’t affect me_______________.Do you know which__________ _________ the Red Sun?They looked _____________________ before deciding which way to go.The stranger directed me________ the railway station.The monitor directs all the students___________( clear) snow whenever it snows.5.marry vt+sb娶某人，嫁给某人vi结婚(短暂性动词,不能和时段连用）marry sb_______sb把...嫁给...be married _____sb与某人结婚（状态）（可以和时段连用）get married _____sb与某人结婚（动作）It is said that she____________________/________ a rich man last year.She__________________________________ a doctor for more than a year.e out 出版，发表；（花）开放；（太阳等）出现；结果是；（图片等）显影，冲印；（颜色）褪去；（污渍等）被洗掉；显露，泄露come _____________开始流行，盛行come__________________ 形成，产生come_________________ 开始被投入使用come___________________开始生效他的书去年出版._______________________________=___________________________________________________新中国在1949年成立的。
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英语基础模块2UNIT 6导学案
Unit 6 Tell me when the pain started.
一、教学目标
1、语言知识目标
1）学生能够运用本单元有关疾病、身体健康的常用词语和句式理解和询问健康状况。
2）学生能够在口头及书面表达中正确使用带有疑问代词和疑问副词的宾语从句，表达意愿和观点。
3）学生能够用感叹句表达个人感情。
2、语言技能目标
听——学生能听懂就医的常用语以及叙述病症、接受医生建议的常用表达方式。
说——学生能够运用相关语句和句式对就医等话题进行交流。
读——学生能够读懂描述就医经历的对话和有关描述病人病历的短文。
写——学生能够根据已知病症写出英文假条。
3、文化意识
学生能够了解英美国家在就医时的电话预约习惯。
4、情感态度
学生能够用积极的人生态度、健康的生活方式面对生活。
二、教学重点、难点
1）教学重点
（1）通过与疾病和看病的相关的词汇和句型的学习，就有关就医话题展开相应对话。
（2）能正确理解和运用现在完成时态。
（3）准确地使用英语中的感叹句。
2）教学难点
（1）理解运用现在完成时态的情境并在具体情境中运用现在完成时态。
（2）准确地使用英语中的感叹句。
三、教学知识点
1、看病就医常用语句
1）医生询问病情的常用问句：
What's wrong with you？你怎么了？
What's the matter with you? 你怎么了？
What's your trouble? 你怎么了？
How are you（feeling）now？你现在感觉怎么样？
How long have you felt this way? 你出现这样的症状有多久了？
=Hoe long have you been like this? 回答此问题时一定要用for引导时间状语。
如，
---How long have you felt this way?
---For a week.
2）病人诉说病情的常用语句：
I'm not feeling well．我感到不舒服。