中职英语拓展模块备课教案第十三周

Revision 1 total 27
Listening and Speaking
一、教材分析
1. 教学内容Revision 1 Activity 3---4
2. 教学重点、难点
⑴教学重点
能够看懂描述病人病情的短文，并根据短文写出医生和病人之间的对话。

⑵教学难点
根据病情描述，能写出英文病假条。

二、教学目标
1. 知识目标
⑴帮助学生理解并掌握以下词汇：hurt, exercise, pill, symptom, cause, treatment, clinic, prescription, etc；
⑵能够看懂教材中描述三位病人病情的小短文。

2. 能力目标
⑴学生能够根据病情写出病历和英文请假条；
⑵学生能够在理解短文的前提下，根据所给提示词语，复述病人病情。

3. 情感目标
学生能用积极的人生态度、健康的生活方式面对生活。

三、教学步骤
Step One Lead-in （8 mins）
1. The teacher greets the Ss with the following sentences.
How are you?
When did you go to bed last night?
How do you feel now?
It seems that you’re not yourself. Why?
….
2. Ask and answer.
What do you often do when there is something wrong with you? What do you say to the doctor when you are in hospital?
（设计意图：通过日常的师生问候让学生对一课时所学语句作简单回顾，然后借由两个提问导入本课话题——就医，并对该话题表达自己的观点，为阅读内容的学习做好准备。

）
（设计意图：通过讨论激发学生对健康话题的兴趣，为接下来的阅读做好铺垫。

）
Step Two Reading (23mins)
1. Activity 9: Read and fill in the forms.
Fast reading. Get the Ss to read the letters as quickly as they can and fill in the forms. Then check the answer with the whole class. The teacher explains any language points if necessary.
（设计意图：通过阅读病人的病情描述，培养学生快速阅读、捕捉信息的能力。

）
2. Activity 10: Read and complete the dialogue.
Read the text again and complete the dialogue between Doctor Linda Smith and her patients.
（设计意图：让学生对短文再作细读，并完成与之相应的对话，借此训练学生在阅读中查找细节信息的能力。

）
3. Read aloud.
Step Three Writing (12 mins)
1. Activity 11: Complete the following sentences to describe the pictures. Students work in pair and discuss the pictures. Get some pairs to complete the sentences to describe the pictures. The teacher explains
any language points.
（设计意图：先通过小组活动，让不同程度的学生都参与讨论。

然后教师让个别同学发言，再全班校对，最后让学生把句子写下来。

这种循序渐进的做法有助于克服学生写作上的心理障碍，为下一步的英文请假条的书写做好铺垫工作。

）
2. Activity 12: Complete the note for sick leave.
Suppose you were Jack, complete the note for sick leave. Get the Ss to finish it individually first, then check the answer with the whole class. （设计意图：在上一活动中连词成句的基础上，让学生将请假条内容填写完整，这样既可锻炼学生的转述能力，也初步学会了英文请假条的书写格式。

)
Step Four Homework (2 mins)
1. Suppose you’ve caught a bad cold and have a high fever. You want to see the doctor tomorrow. Write a note for sick leave to your headteacher Mr Fox.
2. Read the text fluently.
（设计意图：通过创设情境，让学生运用课堂所学知识结合实际写出一篇英文请假条，培养学生在生活中运用英语的能力。

流利朗读课文，可增加学生的英语语感，巩固课堂学习效果。

）
Revision 1 total 28
Reading
一、教材分析
1. 教学内容Revision 1 Activity 5---6
2. 教学重点、难点
⑴教学重点
a.学习带有疑问代词和疑问副词的宾语从句的用法；
b.学习感叹句的两种表达方式。

⑵教学难点
带有疑问代词和疑问副词的宾语从句的用法。

二、教学目标
1. 知识目标
⑴学生能够理解并掌握带有疑问代词和疑问副词的宾语从句的结构；
⑵学生能够理解并识记感叹句的两种结构：
What +（形容词）+ 名词+ 主语+ 谓语；
How + 形容词/ 副词+ 主语+ 谓语。

2. 能力目标
⑴学生能在口头及书面表达中正确运用带有疑问代词或疑问副词的宾语从句，表达意愿和观点；
⑵学生能用感叹句表达个人情感。

3. 情感目标
学生能用积极的人生态度、健康的生活方式面对生活。

三、教学步骤
Step One Lead-in（8 mins）
1. Have a comment on the Ss’writings. Read some good examples in class. Then ask and answer.
（设计意图：教师对于上一课时的家庭作业进行讲评，帮助学生及时查漏，找出学习中的不足。

对于范文的朗读，则有助于激发学生学习的积极性，对其他学生也是一种促进。

）2. Compare the two sentences and tell the difference between them.
“What do you eat every day, Sam?”the doctor asked.
The doctor asded Sam what he ate every day.
The teacher get some students to tell their answer, and then check with the whole class. Present the basic structure of the object clauses starting with how, where and what, ect.
（设计意图：带有疑问代词和疑问副词的宾语从句的用法学习是本课的难点。

通过句子比较，让学生能对宾语从句和简单句的区别有直观的认识。

然后教师再帮助学生归纳出疑问词引导的宾语从句在以下几个方面的特点：引导词、语序、人称和时态变化等等。

）
Step Two Grammar focus (30 mins)
1. Activities 13: Read and underline.
Read the following sentences and underline the clauses that are similar to those in the box above.
（设计意图：通过比较，让学生明确疑问词引导的宾语从句的结构特点，认清它与简单句之间的区别。

）
2. Put in the missing word.
Get the students to Put in the missing word and complete the following sentence.
I don’t know __________ Helen will come to my party.
Discuss the answer and check. Then show the answers and translate the sentences.
I don’t know whether / if Helen will come to my party.
I don’t know when Helen will come to my party.
I don’t know why Helen will come to my party.
I don’t know how Helen will come to my party.
（设计意图：通过启发式的练习，让学生对宾语从句的引导词的用法产生兴趣，并有初步的认识。

）
3. Activity 14: Complete the sentences with the words in the box.
Get the Ss to finish it individually. Then discuss with the partner. The teacher ask some Ss to read and translate the sentences. Check the answers. The teacher explains any difficult language points.
（设计意图：通过练习，训练学生掌握和运用带有疑问词的宾语从句的用法，尤其是重点掌握宾语从句的引导词的用法。

）
4. Activity 15: Complete the dialogue with proper phrases or clauses from the box. Then act it out.
（设计意图：通过创设具体语境，帮助学生进一步掌握和运用疑问词引导的宾语从句。

）5. Activity 16: Write the exclamatory sentences according to the pictures. The teacher shows the usage of the exclamatory sentences with some examples. Students look at the pictures and write down the sentences individually. The teacher asks some Ss to tell their answers and then check.
（设计意图：通过教师作示范讲解，让学生对感叹句的用法产生系统的认识，然后利用练习训练进行知识点的巩固。

）
Step Three Summary (5 mins)
Make a short summary of what we’ve learned today.
a. The object clauses starting with how, where and what, ect;
b. The exclamatory sentences.
（设计意图：对本课所学内容进行小结，让学生明确本课学习任务，以便及时巩固。

）Step Four Homework (2 mins)
1. Do Part 14 on the exercise book and then translate into Chinese.
2. Rewrite the following sentences with exclamatory ones.
a. It’s really a lovely day.
b. You’re crazy to have drunk some much beer.
c. Sophie has caught a bad col
d.
d. The patient was very glad to learn that he could leave hospital the next week.
e. The teacher left us quite a lot of homework.
（设计意图：通过练习巩固本课所学的语法知识：疑问词引导的宾语从句和感叹句。

）
Revision 1 total 29
Reading
一、教材分析
1. 教学内容Revision 1 Activity 7---8
2. 教学重点、难点
⑴教学重点
a.通过创设情境，帮助学生使用和练习本单元重点词汇，以达到巩固的目的；
b.制作一份墙报来宣传健康的生活方式。

⑵教学难点
制作一份墙报来宣传健康的生活方式。

二、教学目标
1. 知识目标
⑴学生能够take / catch / have / get等动词搭配有关疾病名称并用其做病情描述；
2. 能力目标
学生能够通过小组合作，运用本单元所学的语言材料完成一个真实的交际任务。

3. 情感目标
能通过小组合作解决问题，增强学生之间的协作精神；能用积极的人生态度、健康的生活方
式面对生活。

三、教学步骤
Step One Revision（6 mins）
1. Revise the words and phrases learned in this unit.
2. Check the homework exercise. Make a comment on the Ss’homework. Show the Ss the answers.
a. What a lovely day it is!
b. How crazy you’re to have drunk some much beer!
c. What a bad cold Sophie has caught!
d. How glad the patient was to learn that he could leave hospital the next week!
e. What a lot of homework the teacher left us!
（设计意图：通过这一环节，学生简要复习了本单元所学词汇，并对语法知识进行了回顾。

对学生作业作出的适当评价，有助于激发学生英语学习的积极性。

）
Step Two Vocabulary practice (10 mins)
1. Activity 17: Interview your partner.
Ss go through the questions individually first, and then interview their partners with these questions and write down the answers on the book. The teacher gets some Ss to tell the result.
（设计意图：让学生通过采访从而意识到积极的人生态度和健康的生活方式的重要性，同时也借由这一活动达到锻炼学生英语口语交际能力的目的。

）
2. Activity 18: Match the verbs with the nouns.
（设计意图：训练学生通过搭配来学习和记忆短语的能力，复习、巩固本单元所学的有关描述病情的词汇。

）
3. Activity 19: Use the expressions in Activity 18 to complete the sentences.
（设计意图：让学生利用上一活动中所学的词汇进行操练，巩固并加深印象。

）
Step Three Unit task (20 mins)
Discuss in groups healthy / unhealthy living habits and make a wallpaper.
1. Ss work in groups of four and list out the healthy / unhealthy living
habits;
2. Ss discuss in groups the damages caused by unhealthy living habits;
3. Ss discuss the way to get rid of unhealthy living habits;
4. Each group makes a wallpaper to help people develop a healthy living style.
5. Show the wallpapers in class and pick out the best one.
（设计意图：本环节以竞赛的形式展开，通过小组合作，让全体学生都参与课堂讨论和墙报设计制作，以培养学生的团队合作的精神和自主学习的能力。

教师则在语言方面给予适当的指导。

学生在游戏中学，在动中学，既提高了学习兴趣，又激活了课堂气氛，使学生真正成为英语课堂的主人。

）
Step Four Fun Time (6 mins)
1. Listen to the conversation and read after it for two of three times. Get the Ss to pay attention to the intonation.
2. Get the Ss to work in pairs. While one of them is reading, the other should listen carefully and point out if his / her partner reads it well.
3. Get some Ss to read the sentences. The Teacher explains the intonation to the class.
（设计意图：通过对话朗读，提醒学生在朗读时要注意语调的抑扬顿挫，教会学生英语语调的规则和技巧，提高语言表达能力。

两人活动有助于相互促进提高。

）
Step Five Homework (3 mins)
Make a survey on health. Design such a questionnaire（问卷）as follows and ask your parents or friends to tick their answers in the table. Write a short article according to the survey and give your own opinion on
（设计意图：通过问卷调查让学生了解家人和朋友的生活方式，从而对健康生活有更深刻的理解和认识，同时锻炼学生在生活中运用英语解决问题的能力。

）。