文字编辑工具上交.doc

You’d better go to see a doctor. Section B 教师行为 学生学习活动 设计意图 （一）创设情境，激情导入 师生互动，通过对疾病表达及建议的复习，导入新课。 1. (教师出示上节课的卡片，复习保持健康的话题。) 2. (改变人称，复习第三人称单数代词的用法。) T: Look at this card and let’s make a dialog. You ask, and I answer. T: I have … T: Look at this card, (教师拿着或指着卡片) please use “he”, “she”, “him” or “her” to make a dialog. T: He has … T: Well done. In this lesson, let’s learn more about modals for giving advice. Ss: What’s wrong with you? / What’s the matter with you? Ss: You should/shouldn’t … Ss: What’s wrong with him? / What’s the matter with him? Ss: Oh, he should/shouldn’t … … 引起好奇心，激发学生学习本节课的兴趣 （二）教师引导，自主学习 师生对话，通过表情及动作，呈现1a中部分生词及功能句，并设置听力任务，提高学生的听力水平。 1. (老师扮演医生，学生扮演病人。) T: S1, suppose you are ill. You come to the hospital. I am the doctor. You look pale. What’s the matter?(教师作咳嗽状以作提示) (板书并要求学生掌握。) pale, terrible, day and night T: I’m sorry to hear that. How long have you been like this? (板书并要求学生掌握。) T: Do you feel like eating? T: I think you have a cold. You’d better drink plenty of boiled water. T: I think you’d better not go to school. Why not stay in bed and have a rest? My meaning is that you’d better lie down and rest. It’s good for you. T: Not at all. 2. (出示1a图片，学生猜测图中人物发生了怎样的故事。然后用小黑板呈现听力任务，让学生带着问题听1a录音，并理解生词hey。) T: Boys and girls, we have learnt some modals for giving advice. Now let’s look at the picture in 1a and guess what happened to Bruce. Then listen to 1a and answer the questions. (1)What’s the matter with Bruce? (2)What should he do? (3)What does the word揾ey攎ean? a (板书并要求理解。) hey (核对答案。) 3. (再放1a录音，让学生跟读并找出关键词及短语，整体呈现1a。) T: Now, listen to 1a again and repeat. Pay attention to the pronunciation and intonation. 4. (让学生分角色朗读，并尝试记下关键词，为表演作准备。) T: Please read the dialog loudly by yourselves, and find out the key words and phrases. 学生看书，小组讨论找出答案 S1: I’m feeling terrible. I cough day and night.(教师帮助回答。) S1: Three days. S1: No, I don’t. (板书并要求学生掌握。) feel like doing S1: Can I go to school today? S1: OK, thank you very much. (板书并要求学生掌握。) yo