课程名称 授课内容 教学方法 教学目标 英语 Unit 10 You don’t look well. 点击职业英语教案
授课班级 授课学时 6 教研室： 教师姓名：
交际法，小组讨论法，任务型学习法，翻转课堂教学法 1 知识目标：掌握用来点餐的基本词汇句型 2 能力目标：读懂请假信；掌握请假信写作技巧 3 情感目标：了解东西文化差异 食物的名称 would like用法以及谈论点餐的词汇句型； 请假信的写作技巧 教学重点 教学难点 围绕点餐进行提问和回答 请假信写作技巧 谈论事情发生的频率 教学手段 教学过程 多媒体、图片、黑板 1. 学习目标 2. 热身活动｝（1学时） 3. 主题对话 4. 语法栏目 （1学时） 5. 词汇练习 （1学时） 6. 听力阅读 （1学时） 7. 阅读 （1学时） 8－11实用阅读及写作（1学时） 教学内容 Goals：. Have students look at the unit title “You don’t look well.” Tell them that in this unit they are going to learn to talk about their health, as well as about how often things happen to them. They’ll also learn ways to order in a restaurant. Ask students how they are feeling today. Warm Up A. Look at the soccer players. What parts of their bodies hurt? List the parts. Have students look at the illustration and present the different parts of the body, clarifying the meanings for students by pointing to your own body parts. To reinforce the vocabulary have students repeat the vocabulary as they point to each of their own body parts. Tell students to look at the two soccer players and to list the different body parts that hurt for each player. Answer key: the forward: knee, elbow, back the goalkeeper: leg, head, arm B. Listen. Look at the picture above. Circle the names of the body parts you hear. Tell students they are going to listen to a conversation with a sports doctor. Tell them they don’t need to understand every word they hear but should focus on listening for key words. Answer key: foot, leg, elbow, head, wrist Conversation Here comes our food! A. Look at the story and listen. Have students look at the photos and ask “Who can you see in the photos?” “Where are they?” and “How does Andy look? ” Responses: Andy, Susan, and Kevin in a restaurant Andy doesn’t look good/looks sick. Tell students they are going to listen to and read the conversation to find out what’s wrong with Andy. Responses: Andy’s stomach hurts, and he feels sick. Understand the vocabulary hungry adj. 饥饿的；渴望的；荒年的；不毛的 Here's a bite to eat if anyone's hungry. thirsty adj. 口渴的，口干的；渴望的，热望的 Some kinds of food makes one thirsty check. vt. 检查，核对；制止，抑制；在…上打勾 A. What do Susan and Kevin order? What does Andy want to eat? What’s the matter with Andy? Ask students to look at the conversation and to underline what Susan, Kevin, and Andy order. Ask students what they think is the matter with Andy. Answer key: Susan: Hawaiian pizza, water Kevin: Sunset Burger Andy: Galaxy Burger, fries, Coke Andy is not feeling well. Grammar Ordering in a restaurant Explain that ’d is the contracted form of would. Direct students’ attention to Language Zoom In to reinforce this point and model the pronunciation for them. Focus students’ attention on the chart and go through the affirmative statements, yes/no questions, and short answers. Explain that in affirmative short answers we don’t use the contracted form of would (’d). ’d = would A. PAIR WORK Complete the conversation. Then take turns. Role-play the conversation. Have students complete the dialog using expressions from the chart above. Answer key: Would, like, like, What, like, I’d B. PAIR WORK Take turns. Order items on the menu. Working with their partner, have students take turns playing the role of waiter or waitress and customer. Tell students that the customer should order items from the menu and the waiter or waitress should write down the order. Then they should check together that the order is correct. Tell students to use the dialog in Exercise A to help them. C. Pair work. Practice these dialogs with your partner. Amy: I’m hungry. John: Me too. Amy: Let’s get something to eat. John: Sounds good to me. Amy: Would you like to go to that new Chinese restaurant? John: Sure. Talking about how often things happen Draw the diagram on the board with the numbers along the baseline as percentages (0%, 25%,50%, 75%, 100%). Explain to students that they are going to learn to talk about how often they do things. Start with 100% and tell them when they do something every day, or 100% of the time, we use the expression always. A. Read the lunch schedules and complete the sentences. Use never, rarely, sometimes, usually, or always. Elicit from students when we use always(= 100%), usually (= 75%), sometimes (= 50%–75%), rarely (= less than 25%), and never (= 0%). Have students look at the chart of lunch schedules and ask them “How often does Mike have lunch at a restaurant?” “And at the office?” “And at home?” “What about at school?” Responses: sometimes, sometimes, rarely, never B. PAIR WORK Take turns. Ask and answer questions about Mike, Ken, Nathan, and Ben. Organize students into pairs and have them look at the example. Tell students to take turns asking questions similar to those in Exercise A about Mike, Ken, Nathan, and Ben. Partners should answer the questions using the information in the chart. C. Listen. What do you hear? Check the correct box. Tell students they are going to listen to six sentences with the adverbs of frequency and should listen for each adverb. Vocabulary in Context Talking about health problems and giving advice Have students look at the illustrations on this page and tell students these people are not feeling well. Model the different health problems: “He/She has a headache/sore throat, etc.” Point to the appropriate body part to help clarify the meaning for students. headache 头痛；麻烦事 have a bad headache backache背痛 stomachache胃疼 toothache牙疼 earache耳痛 在英语中表示人体某部位“痛”时常用以下几种形式： 1. have a+身体部位名+词缀ache，如：have a headache头疼 have a earache 耳痛have a toothache 牙疼 have a stomachache胃疼have a sore+身体部位名词。 2.sore为形容词，意为“疼痛的；发炎的”，如：have a sore throat 嗓子疼 have a sore arm胳膊疼have a sore foot 脚疼 have a sore back 背疼 3.人体部位+be+sore，如：My leg is still very sore.我的腿还是很疼。 4.人体部位+ache或hurt，意为疼痛，在句中作谓语。如：My head aches. 5.have a pain in the+身体部位，如：I have a pain in the arm. A. PAIR WORK Take turns. Practice the conversation. Use the health problems above. Pronunciation B. Listen to the vowel a sounds in these words. Write the words back and ache on the board and tell students to listen to the pronunciation of the letter a in each word. C. Listen. Check the correct box. Have students look at the list of words in the chart and make sure they understand all the vocabulary. Tell students to work with a partner and to decide if they think each word has the a sound as in back or as in ache. Listening in Context A. Listen. Where are they? Match the people with the correct restaurants. Tell students they are going to listen to three conversations between Stacey and Casey, Ken and Mike, and Claire and Annie. Tell students they need to listen first to find out which restaurant each is in. Answer key: from left to right 2, 3, 1 B. Listen again. Who has these health problems? Write the person’s name. Have students identify the health problems in the illustrations and ask them if they remember who has each of these problems. Answer key: 1. Casey 2. Annie 3. Ken Reading Letters to Dr. Feelwell Before you read A. GROUP WORK Discuss. What newspapers do you read? Do you write letters to newspapers? Do you read letters to newspapers? Organize students into groups of three or four. Have them tell each other what newspapers and magazines they like to read and what kind of things they like to read about. While you read B. Read these letters and underline each person’s problem. Tell students that they are going to read three letters to a newspaper. Have them look at who each letter is from and ask them what they think the letters are about. Responses: Dr. Feelwell; people’s problems Answer key: Sleepless in Shanghai’s neighbor listens to loud music, so he/she can’t sleep at night or work during the day; Noisy in Ningbo has a stomach that makes noise night and day and sometimes wakes him/her up at night; Not Noticed in Nanjing likes a girl in one of his classes but she doesn’t even know who he is. After you read C. Read Dr. Feelwell’s answers. Who are the letters for? Write the names on the blanks. Tell students to read the answers to the letters on page 136 from Dr. Feelwell on this page and to decide who each letter is for. Tell students they should write the name of the person in the blank. Answer key: top (left to right): Noisy in Ningbo; Not Noticed in Nanjing bottom: Sleepless in Shanghai. Writing Before you write A. Think of a problem for Dr. Feelwell. Tell students they are going to write a letter about a problem to Dr. Feelwell and they need to think of a problem they want some advice for. Let them know they can invent one if they wish. B. PAIR WORK Discuss your “problem.” What is it? Organize students into pairs and have them share their problems. Write C. Write a letter to Dr. Feelwell about your problem. Practical Reading: Letters Asking for Leave of Absence A. Study the letters below. Ensure that students understand the purpose of the letters. Explain that at work an employee would be expected to ask for leave of absence and that the request often has to be in writing. Explain that sometimes it is a matter of good manners rather than company policy to ask for leave of absence; for example, you may write a letter asking for leave to a professor at a university. Practical Writing: Letters Asking for Leave of Absence Underline the 6 different ways of asking for leave of absence. Answer Key: 1. The doctor has signed me off work. 2. Please may I be excused classes 3. Please excuse Tom from school 4. I am very sorry to miss ... 5. Please may I have permission to be absent 6. Please may I ask for leave of absence A. Read the sample again and discuss with your partner about how to write a letter of asking for leave. 1. your purpose Please may I be excused classes… Please may I ask for leave of absence… 2. the reason of asking for leave I have a bad cold. I have sprained my ankle and am in a lot of pain. 3. the greetings Kind regards. Best wishes. B. Write a short letter asking for leave of absence. Remember to say for how long and give a reason. Room 201 University campus 29th April, 2016 Dear Prof. Thomas, May I please ask for a leave of the next 2 days. I have a bad cold… Best wishes Tom Smith Putting It Together GROUP WORK Take turns. Choose a box below. Tell your partners your problem or situation. Let them each give you a different suggestion. Have students look at the chart and go through each box from the chart, asking students, “What can you say in the situation?” Responses: You should...; I’d like...; I usually / sometimes / always... Summary Ordering in a restaurant Talking about how often things happen Talking about health problems and giving advice Homework To do exercise Role play Preview unit 11 Write a Letter Asking for Leave of Absence Reflection After Class
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