发布时间 : 星期三 文章Unit 8新编实用英语课堂设计更新完毕开始阅读
Unit Eight From Fat to Fit
Class Work Design: [Three Sessions – Six Contact Hours]
Session No. Session 1 (90-100 minutes) Unit Sessions Involved Focal Points Section I Talking Face to 1. Seeing a doctor: Face Patient’s complaints/understanding and Section II Being All Years following doctor’s advice and Section III Trying Your Hand prescriptions 1. Practicing Applied 2. Doctor’s inquiry about symptoms, Writing doctor’s advice and prescriptions 2. Writing Sentences and 3. Comforting the patient Reviewing Grammar 4. Understanding and simulate-writing a doctor’s prescription and medical instructions 5. Usage of conjunctions 7. Key words and expressions: terrible, concern, medical, prescription, dizzy, treatment, matter, dental check Section IVI Maintaining A Sharp Eye Passage 1 Don’t Wait Until Death Does Its Part 1. The importance of body health 2. How to treat body fairly and lovingly 3. Key words and expressions: take sth. for granted, follow through, conform to sth., in one’s own self-interest, impact on sb./sth. Session 2 (90-100 minutes) Session 3 (90-100 minutes) Section IV Maintaining A 1. Medical advances — body organ implantation Sharp Eye 2. Traditional Chinese medicine Passage II The Loving Heart Will Go On 3. Key words and expressions: be determined to do, turn out, make it, be open about, a prefect fit for
Suggested Teaching Procedures and Class Activities
SECTION I Talking Face to Face 1 Lead-in activities: Imitating Mini-Talks 1. Warm-up questions:
1) If you are ill, what do you prefer to do, to go to see a doctor or just find
some medicine to take? And what’s the reason?
2) If you go to see a doctor, how do you usually make complaints?
2. Class Activities:
1. The students read the Mini-Talks after the teacher, and then try to recite them within five minutes in pairs.
2. Ask the students to recite and perform the mini talks in class.
students discuss in groups, summarizing the words, phrases and sentences
frequently used according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.
1) Sentences frequently used for making complaints to a doctor: (1) I’ve come down with a bad cold. (2) I’ve got a bad cough.
(3) I don’t feel like eating anything.
(4) I have a bad headache and a temperature. (5) I’ve got a terrible toothache.
(6) I can’t eat or sleep at all. I’m feeling weak and dizzy. (7) My leg hurts so much and I’m feeling rather weak.
(8) I don’t feel very well. Perhaps I’ve got heat-stroke. (9) I have taken some aspirin, but I still feel sick. (10) The toothache is killing me.
2) Sentences frequently used for inquiring about the symptoms of a patient as a doctor:
(1) What’s wrong with you? You look pale. (2) What’s wrong? Is anything the matter? (3) How long has this been going on? (4) How are you feeling today?
(5) Jack, are you all right? You don’t look quite yourself. (6) Have you taken any medicine?
(7) Open your mouth and say “ahhhh”. (8) Do you have a temperature?
3) Sentences frequently used for giving advice and writing a prescription: (1) I’ll give you an injection to bring you fever down.
(2) Here is a prescription to take care of your headache and keep your temperature down.
(3) You should go on taking the medicine for three more days. (4) You need a minor operation.
(5) You can try some Chinese therapies.
(6) You must come back for a follow-up treatment.
(7) Take this pain-killer three times a day after meals.
Studying Medical Instructions 1. Warm-up questions:
1) What are medical instructions intended for?
2) Do you always read medical instructions carefully before taking a medicine? Why or why not?
2. The students read and translate the sample Medical Instructions into Chinese under the guidance of the teacher.
2 Act out activities Sample dialogues
1. The students read the sample dialogues after the teacher, trying to imitate the teacher’s pronunciation and intonation.
2. Ask the students to read the sample dialogues in pairs.
3. Groups work: Ask the students to categorize the useful sentences in the sample dialogues into four groups.
1) Sentences for a patient to make a complaint to a doctor: (1) I’ve got a sore throat and a bad cough. (2) It’s my skin. It’s so dry and rough.
2) Sentences for a doctor to inquire about symptoms: (1) What’s wrong with you?
(2) You don’t look well today. What’s the problem?
3) Sentences for a doctor to give advice to a patient: (1) Try this throat spray.
(2) Simply spray it into your throat three times a day.
(3) Remember not to drink or eat anything immediately afterward.
(4) You could try this skin oil treatment. Just rub the oil into you skin. (5) Keep it in a cool and dry place.
4) Sentences for a doctor to comfort a patient: (1) You should feel relieved soon.
(2) It will soothe and soften your skin immediately.
4. Group work: Give the students several minutes to discuss what questions a doctor may ask while listening to a patient’s complaints.
5. Pair work: Make a dialogue about seeing a doctor. One student acts as a patient and the other as a doctor. There will be a class performance. 6. Do Exercises 5 and 6 in pairs.
3 After-class activities:
1. Pair work: Each pair makes a dialogue according to the tips in one of the five tasks in Speak and Perform. There will be a class presentation in the next class period.
2. Group work: Try to find more useful sentences and expressions for seeing a doctor and show them in the next class period. 3. Pay a visit to the website http SECTION II Being All Ears
1 Learning Sentences for Workplace Communication
1. Give the students a few minutes to read through the printed materials for each listening item.
2. Listen to the tape for the first time by looking at the corresponding Chinese version. While listening to the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is on cross-reference of the English sentences and their Chinese meanings.
3. Play the tape for a second time, and ask the students to do the exercises in this section.
4. Play the tape for the third time with a pause after each sentence, and ask the students to repeat the sentence during the pause.
2 Handling a Dialogue
1. Give the students a few minutes to read through the printed materials for each listening item.
2. Listen to the tape for the first time without looking at the book.
3. Play the tape for a second time, and ask the students to answer the following questions:
1) What’s the matter with Jack? 2) What medicine has Jack taken?
3) What does Li suggest Jack should do?
4) What does the doctor ask Jack to do first?
4. Play the tape for the third time, and the students read the dialogues following the tape simultaneously and trying to catch up the speed and simulate the speakers’ tones.
5. Do the exercises in this section.
3 Understanding a Short Speech/Talk
1. Give students a few minutes to read through the printed materials for each listening item.
2. Listen to the tape for the first time without looking at the book.
3. Play the tape for a second time, and ask students to do the exercises in this section.
4. Play the tape for the third time with a pause after each sentence, and ask the students to take notes of the key words.
SECTION III Trying Your Hand Practicing Applied Writing 1 Sample analysis: The teacher summarizes briefly the format and language used in medical instructions.