新生代英语基础教程2 Unit6_电子教案

教案课程名称新生代英语基础教程2课时____________________班级____________________专业____________________教师____________________系部____________________教研室____________________教材《新生代英语基础教程2》Staying healthyShow Time“You’d better call the doctor.”ReadingDo you know these home remediesChat TimeAt the drugstoreWritingText messagesGrammargerund / infinitiveMy StoryStaying healthyHave students look at the picture and askthem to tell you something about it asmuch as they can.Then, go through the questions andcomplete each answer. In addition, youcan ask a few warm-up questions such as“How often do you go to the doctor”Have the students listen and repeat the words. For the definitions, start by teaching the physical symptoms (dizzy, cough, fever, ache, etc.). You can show these by acting them out. Then say a word and have a student act out the symptom. Tell students that the word ache can be applied to head, stomach, tooth or back.After the warm-up, students have already know the word thermometer. You may also introduce the word temperature, and say “We use a thermometer to take our temperature.” (This is also introducing the infinitive to take.) For painkillers, you can explain that there are many different brands of these. Ask students to tell you some well-known painkiller brands. Once students are comfortable with the new words, let them do the exercises, correcting any mistakes. For the word infection, you can explain the meaning and then ask students what causes and prevents infections. For example, if you cut yourself, cleaning the wound and using a bandage can prevent infection. You may also want to teach the word germ with the sentence, “An infection is caused by germs.” For more vocabulary related to health, see Useful Links on page 15.Tell the students they will hear a conversation between Jason and his doctor. Then listen to the conversation and have students complete the sentences. Correct any mistakes. For more vocabulary related to the doctor, see Useful Links.For Exercise D, first review the vocabulary words about different diseases like cough, fever, etc. Then let students select one disease and describe its symptom. You can set up an example by saying “if I have a fever, I feel very hot ….” Then let students read each clue of the diseases, and predict their names. The fastest student wins.First, have the students watch the video in its entirety. Ask basic comprehension questio ns such as, “Who are the main characters in this video” “Where are they” “What are they doing” “Why are they doing that” “How are they doing it”Next, have students take turns explaining what is happening in each picture. You can make an example with the first picture, and then have a more confident student try the second one. To make it more fun, you could choose two students, and then have them race to explain what is happening in the picture. The student with the fastest and best explanation wins.Watch the video. Then look at Exercise B, and ask students to check Mr. Sanchez’s symptoms.Next, students can complete the dialoguein Exercise C. Have a group of students read out the dialogue with one student playing the role of Mrs. Sanchez, one as the doctor, one as Mr. Sanchez and the other as Hector.For an extension activity, you can also have students rewrite the conversation, using different names. To check the answers for Exercises B, C, and D, students can exchange books and listen as you go through the answers.If you would like to assign homework, you can tell students that they must rewrite every incorrect answer 5, 10 or 20 times at your discretion.Explain to students the meaning of routine checkup. Then, ask students how often they have a routine checkup or when their last checkup was.Before reading, have students brainstorm some things that might happen in a routine checkup.Next, read and listen to the text and have the students read each of the True/False statements and choose the correct answer. For more information about medical checkup, see Useful Links.Put students in pairs and have them practice talking about medical checkups. Every two minutes have students stand up and change partners. Do this three or four times, depending on class size.For Exercise D, let students think about is there any home remedy for a slight cold.Explain to students that they will hear a conversation in which a customer is talking to a pharmacist at the drugstore. Introduce the key vocabulary words for this conversation.Tell the students to listen carefully and write down what they hear in the blank spaces. If necessary, pause the recording so that students have time to write.Next, have students practice talking about health, monitoring them while they do so.Now, have students read through Language Note, teaching the idiom once in a blue moon. Ask students some things that they do once in a blue moon. For example, “I go abroad once in a blue moon.” A game you can play with this is every student writes a once in a blue moon sentence on a piece of paper. Then you put all the papers into a hat and read them out one by one. Have the class guess who wrote each sentence.For Exercise C, review some basic expressions and sentences about seeing a doctor. Then have students work in pairs and do a role-play. One acts as the patient and the other the doctor. Walk around the class and provide students with some guidance. When time is up, invite some good “actors” to perform in front of the class.Have students read the dialog in pairs and guess the meaning of abbreviations and phrases. Check their work.Work in pairs and complete the conversation between A and B. Try to use abbreviations where possible. Have volunteers demonstrate their conversation.Start by explaining to students what gerunds and infinitives are. It’s important that the students understand the basic concept – that gerunds and infinitives change verbs into nouns. The best way to do this is to give some examples. Start with subject sentences, for example “Swimming is good exercise for your muscles.” or “To swim is good exercise for your muscles.” (Obviously, the gerund form is more commonly used here, but both are grammatically correct.) Tell students that in this sentence, swimming is the name of an activity, and is thus a noun.Have students make their own examples and write them on the board.Then, tell students that when gerunds and infinitives are objects, they are used after certain verbs. Write the lists on the board and drill them to help students memorize them. One way to do this is to have students read them out loud and then erase a word. Students must read them all out loud, including the word you erased (you point to a blank space).In the end, the whole board will be blank and students will be reading out thewords from memory. This may take some time but is worth it to help students remember.Finish by having students complete the exercises, and then ask them to exchange books and go through the answers, correcting any mistakes. For more information and extra activities related to gerunds and infinitives, see Useful Links on.Tell the students that they will watch a video in which real people talk about their health.Then watch the video and have students complete the true or false statements. In some cases, you may need to pause the video to help the students.Next have students tell you the answers, correcting any mistakes. Watch the video again and have students fill in the missing words, pausing the video if necessary. Check the students’ answers, correcting any mistakes.For the discussion section, give the students your answers to the questions. Next, you can have several students give their answers to the class. Finally, have the students discuss the questions in pairs and/or in groups.Finish all the exercises in Unit 6.Read the text in this unit again and try to summarise its content.Write text messages with your partner about your health conditions, usingabbreviations.课后总结与反思补充教学资源VOCABULARY BUILDER参考译文医生：杰森，该轮到你做检查了。