初中北师大版Lesson 10 Going to the Doctor精品表格教案设计

学习过程

学习意图

互动模式&时间

Getting Ready

Step 1

·    T asks Ss to look at the pictures on P41, and reminds them of the healthy habits they have already known.

·    T asks Ss to ask and answer the questions on P41 in pairs to see if they have some healthy habits.

·    T leads Ss to imagine what will happen if they don’t have such healthy habits in order to teach the new words and expressions about health problems in L10 by using some pictures, such as cough, fever, runny nose, headache, toothache, stomachache and sore throat.

1.    激活学生已有知识储备，了解学生已有知识，为课堂最后的输出做准备。
2.    通过问答，帮助学生初步了解自己的健康习惯。

3.    引入本课话题，教授新词汇。

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10’

Pre-listening

Step 2

Warm-Up

·    T shows pictures about the health problems and pretends to have one of them to see what advice Ss may give to T.

·    T asks Ss to work in pairs and make a short dialogue about giving some advice according to their life experience.

1.    教师引导学生针对健康问题给出简单的建议。同时，处理部分词汇，如：dentist, temperature, 为听力扫清障碍。
2.    继续熟悉话题，为听力做好准备。

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3’

Step 3

·    T asks Ss to look at the two pictures on P42, and encourages them to guess what is wrong with the girl and who fills the form. And then Ss give their reasons.

·    T teaches Ss the new words: patient, symptom, treatment.

1.    听前预测。通过预测，激发学生听的兴趣，为学生在听中捕捉关键词做准备。

2.    进一步扫清听力的障碍。

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1’

While-listening

Step 4

1st listening

·    Ss listen and check their prediction and tell how many people there are in the dialogue and who they are.

2nd listening

·    Ss listen to the first part and complete the information about the patient’s name and her symptoms in the form in Ex. 2.

·    Ss listen to this part again and answer two questions：

Does Xiaoli have a serious fever or a small fever?

How does the doctor know that she has a fever?

·    Ss check answers in pairs and then in class.

3rd listening

·    Ss listen to the second part and complete the information about the treatments in Ex. 3.

·    Ss listen to this part again and answer two questions：

Why does Xiaoli need a note for school?

What should Xiaoli do if she wants to make her body strong and keep her away from flu according to the doctor?

·    Ss check answers in pairs and then in class.

4th listening

·    Ss listen and complete the text message from Xiaoli to her dad.

·    Ss discuss about their answers in pairs. Then T invites individual S to share their answers.

1.    通过第一遍听，核查预测是否准确，并了解对话的大意。

2.    通过第二遍听，获取关于病人的个人信息以及其病情的细节信息。

3.    通过教师设计的细节问题，引导学生内化对话中的主要信息和语言，并进一步了解对话中的细节信息。

4.    通过第三遍听，获取关于治疗方案的细节信息。

5.    通过教师设计的细节问题，引导学生内化对话中的主要信息和语言,并进一步了解对话中的细节信息。

6.    通过听并完成小丽给爸爸的短信，实现对信息的进一步的理解。

7.    回答教师设计的细节问题，引导学生内化对话中的主要信息和语言，并进一步了解对话中的细节信息。

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16’

Post-listening

Step 5

·    Ss listen and read the dialogue together.

·    Ss work in groups of 3 to read the dialogue by looking at the tape scripts with some missing information.

·    Ss role-play the dialogue, using the information from the form.

※Ss can use the form in the Ex. 2 as a reminder, but Ss are not allowed to look at the tape scripts of the dialogue when role-playing.

·    T asks Ss to act as Xiaoli’s mother and they have to describe Xiaoli’s symptom and the doctor’s treatment to Xiaoli’s teacher who just calls.

1.    通过朗读，学生模仿对话人物的语音语调语流；
2.    分角色朗读，为口语输出做铺垫。

3.    在对话练习中，操练关于健康问题和治疗方案的语言，不断内化对话信息。

4.    为学生创设真实语境，并以第三人称形式叙述小丽的病情以及医生的治疗方案。

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15’

Homework

1.    听录音并跟读对话。
2.    根据表格，以小丽妈妈的口吻给老师写一张请假条，要求：描述小丽的病情和医生的治疗方案。

学习过程

学习意图

互动模式&时间

Review and language in use

Step 1

·    T asks Ss to listen to the dialogue again and answer some questions to remind them of what they learnt last period.

What is wrong with Xiaoli?

What is the treatment that the doctor gives to Xiaoli?

Why does Xiaoli need a note for school?

What should Xiaoli do if she wants to make her body strong and keep her away from flu according to the doctor?

·    Ss focus on the important expressions in the answers.

1.    通过听并回答问题，学生描述小丽的病情和医生的治疗方案，复习对话信息和有关疾病和治疗的词汇。

2.    引导学生关注答案中的表达法。

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8’

Step 2

·    T shows Ss some of the answers with the following expressions:

a bit of / lots of / plenty of

·    T asks Ss to compare the sentences with and without these expressions.

·    T leads Ss to focus on the nouns after these expressions to see if they are countable or uncountable.

·    Ss choose the correct expressions in the sentences in Ex. 4.

·    T checks the answers with the whole class.

1.    通过关注和对比答案中的表达法，体会它们的语意和语用功能。

2.    通过接触、体验，学生自己归纳、总结这些表达法的用法并体会它们的语用功能。
3.    通过新的语境检验学生是否理解。

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10’

Function and language in use

Step 3

·    T asks two Ss to read the dialogue quickly and tell who the doctor is and who the patient is.

·    Ss focus on the words of the doctor and try to find out what the doctor wants to know about the patient and how he can get the information.

·    Then Ss focus on the words of the patient and tell what he must do when he sees a doctor.

·    T asks Ss to read and complete the table.

·    Ss read the dialogue aloud.

·    T encourages Ss to think of more expressions that can help them when they see a doctor.

·    Ss make a dialogue by themselves according to the key information from the dialogue.

在与本课对话相关的实际情景中，进一步关注就医时的功能用语。

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10’

Step 4

·    T shows some pictures and asks Ss to make another dialogue between a doctor and a patient by themselves.

创设语境，进一步巩固就医时的常用表达法。

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10’

Pronunciation

Step 5

·    T leads Ss to focus on some key words of the topic, such as fever, toothache, etc. Ss find out the pronunciation of the letters “th” and “f”.

·    T helps Ss to get the correct pronunciation.

·    Ss listen to the tongue twister in Ex. 7 and focus on the two sounds.

·    Ss listen to the recording and try to repeat.

·    Ss practice with a partner and try to read it as fast as they can.

·    T asks some of the Ss to read in front of the class.

1.    回顾本课话题词汇，并预测将要练习的两个清辅音。

2.    帮助学生掌握这两个清辅音的正确发音方法。
3.    学生在不断的听读练习中，进一步巩固两个清辅音的发音。

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7’

Homework

1.    完成练习Ex. B&C。
2.    使用本课所学的常用表达法，描写一种病情并写出合理的治疗方案。