资源简介

课 堂 教 学 设 计
课题名称 Unit 2 Time Really Matters 授课教师
授课内容 Warming Up & Listening and Speaking 授课班级
课 时 第1课时 授课时间
单 元 主 题 分 析
本单元的主题范围是“人与自我”，涉及的主题内容是求医就诊和健康护理。本单元包括预约就诊、就医问诊、急救指南、病假条等学习内容，旨在帮助学生了解就诊的基本步骤，掌握常见症状的表达方式，并通过介绍常见的疾病预防措施，引导学生加深对健康生活方式与个人防护的认识。此外，本单元还介绍了国内外医疗领域的著名专家，拓宽学生的国际视野。
教 学 内 容 分 析
“导人”板块由两个活动组成，旨在激活学生已掌握的有关求医就诊的语言知识和背景知识，为整个单元的学习活动做好铺垫和预热。活动一通过词语、音频和图片呈现了一些常见的症状。活动二通过匹配练习，引导学生思考活动一中所呈现的症状的成因，了解不良习惯与疾病的关系。 “听说”板块包括两段听力对话。第一段对话发生在诊所接待员和病人之间，病人预约就诊的时间;第二段对话发生在医生和病人之间，呈现了一个完整的问诊过程。本板块旨在培养学生在真实语境中获取关键信息、用简单的英语进行交流的能力。
学 习 目 标
学生通过看图片、听录音、做匹配练习，能够介绍一些常见的症状。 学生通过对病因的讨论，能够认识到健康生活方式的重要性。 学生通过听录音，能够获取有关预约就诊的对话主题及大意。 学生通过听录音，能够获取病人症状、预约时间、治疗方法等关键信息，并完成听力任务。 学生能够结合真实语境，仿照听力脚本编演对话，练习预约就诊。 学生能够掌握有关求医就诊的常用句型，并口头分享自己的就诊经历。 思政目标：能够学习高效管理时间的技巧，摒弃不良的作息习惯，合理安排时间，培养良好的时间管理能力。
学 习 重 难 点
学习重点 能听懂与疾病类型和症状描述、预约就诊相关词句表达，如stomachache, headache, toothache, get a fever, run a fever, sore throat, make an appointment, available time, register等。 能运用目标词句描述疾病症状，分享就医过程。
学习难点 能结合专业所学，联系自身实际，恰当运用symptom, diagnosis,和treatment相关三类词汇描述自己的看病经历，认识到身体健康的重要性。
资 源 与 工 具
PPT课件、多媒体设备、语音素材、拓展资源包等
教 学 方 法
小组讨论法、任务教学法、情境教学法
教 学 过 程 结 构 设 计
教学环节 教 学 活 动 设 计 设计意图
Step 1 Organization Greet the students and divide them into four groups. Good morning, boys and girls. It’s nice to see you again. How are you doing today 通过问候，尽快让学生进入课堂。
Step 2 Lead - in T shows the picture on title page (P21) and lets Ss talk about 3 questions: Where are the people What does the man do What happened to the little girl 从单元主题图片入手，引导学生从“看到的”去进一步感受和想象，调动学生参与的积极性，激发学生想象力。
Step 3 New Lesson Pre-listening Ss listen to the recording and catch the words about symptoms. Match pictures in Activity One with words about symptoms. Based on the four symptoms in Activity one, Ss try to think about the causes for the symptoms. T shows the words and expressions in Activity 1&2 about symptoms and causes. Ss brainstorm more words and expressions, and share their own experiences using these words and expressions. While-listening T shows a picture of a patient and asks two questions: What is the matter with the person What can he/she do Ss listen to the dialogue between the receptionist and the patient, and choose the right answer in Activity One. Where does the dialogue take place At school In a restaurant In a hospital Ss listen to the dialogue between the receptionist and the patient, and choose the right answer. 1) Lily Jones has something wrong with her back. 2)Lily Jones will go to see the doctor at 2 o'clock this afternoon. 3) The doctor is very busy now. Ss listen to the dialogue between the receptionist and the patient, and .fill in the blanks. 1)Lily Jones would like to make ______ ______ with the doctor because she had got a fever and a ______ ______ . 2) The doctor is ______ ______ at that time. 3) The receptionist asks Lily Jones to ______ ______ . Ss listen again and complete the appointment card in Activity Two. T shows the dialogue text. T plays the recording for the third time and Ss underline the key words to check answers. According to the given text, Ss work in pairs to role play the dialogue between the receptionist and the patient. Based on the dialogue and given information, Ss work in pairs to act out the dialogues in Activity Three. T shows some pictures of different flu symptoms, Ss try to describe them and come up with possible treatments. Ss listen to the dialogue and choose the right answer. The relationship between the two speakers is___ . teacher and student doctor and patient husband and wife Ss listen to the dialogue and choose the right answer. 1) The patient has been ill for ____ . A. a week B. three days C. two days 2) The doctor advises the patient to ____ . A. do more exercise B. drink more water C. eat less food Ss listen to the dialogue and fill in the blanks. (1) The patient has a bad __________ and a __________ __________. (2) The patient has some other symptoms:have a __________ and a __________ __________. (3) The doctor thinks the patient has got __________ __________ and suggests taking the tablets __________ __________ a day and drinking plenty of water, get __________ __________ . Ss listen to the dialogue and put down the symptoms and treatment in Activity Four. 通过图、词、音、义的对应，帮助学生回顾旧知。 根据图片中人物的症状描述，推测出现症状的成因。 以给定的词汇为基础，通过头脑风暴补充更多单词与短语，鼓励学生互助、互学、互评，营造良好的自学氛围。 承上启下，学生运用已学词汇的同时，对听力材料也进行预测。 通过听力任务，训练学生把握大意、理解细节的听力策略。 在反复精听的基础上，依托听力脚本，夯实重点词句，加深文本理解，为后续的语言输出做铺垫。 遵循语言能力的发展规律，搭建适当的语言支架，从对话复述过渡到语境下的交际，实现语言的控制性输出。 在图片的帮助下，学生复习症状的描述，并提前熟悉疾病治疗的短语，提高听的效率，有效促进内容理解。
Step 4 Practice T helps Ss brainstorm more words and expressions to describe symptoms, diagnosis and treatment. Ss review and work in pairs to discuss their doctor-visiting experiences using the words and phrases learned in Activity Four. Some Ss are invited to share their experiences and their ideas about what health means to their lives. 通过头脑风暴，中心发散联想，建立情境下的词汇网络，为最终语用实践奠基。 搭建真实的口语输出的平台，真正内化所学知识，提升综合运用语言的能力，培养学生对身体健康的重要性的深入思考，认识到身体健康的重要性。
Step 5 Summary According to what Ss have learned today, they try to sort out the knowledge points. 梳理板书内容，高效整理本课思路，归纳知识点。
Step 6 Homework 1. Finish the exercise in this period. 2. Ss shoot a video sharing a doctor-visiting story from their family members.
知 识 点 详 解
1. How may I help you 【知识点】 （1）有什么需要帮助的吗？ 2. I’d like to make an appointment to see Doctor Smith, please. 【知识点】 （1）I’d like to = I would like to 我想要... （2）would like to do sth. 想要做某事 3. can I have your name, please 【知识点】 （1）请问你的名字是？ 4. What’s the problem 【知识点】 （1）您哪里不舒服？ 5. I’ve got a fever and a bad cough. 【知识点】 （1）表达身体不舒服： —— have a pain / sore in the + 身体部位 —— have a + 身体部位+ ache 6. Could I see the doctor at 2 this afternoon 【知识点】 （1）see the doctor 看医生 7. Doctor Smith is not available at that time. 【知识点】 （1）be available 有空的 （2）at that time 在那时 8. No problem. 【知识点】 （1）没问题 9. See you then. 【知识点】 到时见 10. What’s wrong with you 【知识点】 （1）你怎么了？ 【拓展】What’s the matter (with you) What happened to you Are you all right What’s the problem 11. I have a bad cough and a sore throat. 【知识点】 （1）have a bad cough 咳得厉害 （2）have a sore throat 嗓子疼 12. Let me take a look. 【知识点】 （1）let sb. do sth. 让某人做某事 （2）take a look 看一看 13. How long have you had these symptoms 【知识点】 （1）How long 多久 14. Do you have any other symptoms 【知识点】 （1）any other 任何其他 15. I also have a fever and a poor appetite. 【知识点】 （1）have a fever 发烧 （2）have a poor appetite 食欲不振 16. I think you’ve got the flu. 【知识点】 （1）get the flu 得流感 17. You should take these tablets three times a day, drink plenty of water, and get lots of rest. 【知识点】 （1）take these tablets 服用这些药 （2）three times a day 一天三次 【拓展】次数表达： 一次 once 两次 twice 三次及以上（基数词+times） （3）plenty of 大量的、充足的 （4）get lots of rest 多休息 18. You will feel better in a few days. 【知识点】 （1）feel better 感觉好些 （2）in a few days 过几天 【拓展】in + 时间段 （表示将来时间） 19. 时态：现在完成时 观察下列句子，找出句子中的动词： By now, I have collected all the data I need. Now we have planted all the trees. 一、定义： 1、现在完成时：表示过去发生的动作对现在造成的影响或结果或表示过去的动作或状态持续到现在。 二、结构： 主语 + have/has + v-ed + ... She has learned English for 5 years. You have planted all the trees. 三、完成时的标志词： 1、yet (常用于否定或疑问句中), already (常用于肯定句中) 2、since+过去时间点/过去时的从句（译为：自从…以来） 3、for+时间段 4、just, so far, recently, never, ever, twice… 5、in the past / last few days 四、特殊点： 1、辨析 have been to和 have gone to My father has gone to Shanghai for a meeting. 他（已经）去了上海。 My father has been to Shanghai for a meeting. 他（曾经）去了上海。 She has been to China . 她（曾经）去过中国。（人已经回来了） She has gone to China last week. 上周她去了上海 。（人可能回来了也可能没回来） have been to someplace. 曾经去过某地，已经回来． has gone to someplace.某人去了某地，还没有回来
板 书 设 计
Unit 3 I’ve Got a Headache
教 学 反 思课 堂 教 学 设 计
课题名称 Unit 3 I’ve Got a Headache 授课教师
授课内容 Reading and Writing (1) 授课班级
课 时 第2课时 授课时间
教 学 内 容 分 析
“读写”板块呈现了两篇反映单元主题的课文。第一篇课文是急救指南，介绍了四种情况下的急救常识。首先，引导学生带着问题阅读课文，理解语篇的基本信息。之后，引导学生通过将词语和图片进行匹配，对主题词汇进行梳理，了解常见的急救用品，并收集和分析更多急救小常识。第二篇课文是病假条，引导学生归纳其格式和要素，并进行仿写。
学 习 目 标
学生能够运用略读和扫读策略，获取急救指南的主旨大意。 学生能够掌握有关急救用品的词汇，并分享急救知识。 学生能够掌握病假条的文体特征和基本要素。 学生能够仿写一张病假条。 思政目标：能够了解急救常识，在危险发生时能够及时自救和救助他人，增强学生社会责任感。
学 习 重 难 点
学习重点 能运用略读、扫读等阅读策略获取说明文的主旨大意和细节信息。 能通过关注关联词，分析句式，掌握句子逻辑，了解并掌握祈使句以及分词修饰名词的用法。
学习难点 能观察和总结步骤类说明文的文体特征、构成要素和基本结构。 能运用思维导图，整合、归纳文章的基本信息，并联系自身实际，谈论所了解的急救常识。
资 源 与 工 具
PPT课件、多媒体设备、语音素材、拓展资源包等
教 学 方 法
小组讨论法、任务教学法
教 学 过 程 结 构 设 计
教学环节 教 学 活 动 设 计 设计意图
Step 1 Organization Greet the students and divide them into four groups. Good morning, boys and girls. It’s nice to see you again. How are you doing today 通过问候，尽快让学生进入课堂。
Step 2 Lead - in T shows a video of a student in the class sharing a story of visiting the doctor. Ss repeat words about symptoms and treatments. 对接上一节课的视频作业，激活和检验已学知识，为阅读邮件作铺垫。
Step 3 New Lesson Pre-reading T shows pictures of persons with different kinds of injuries and Ss talk about the following questions: What happened to those persons What do you advise them to do T shows the guideline in Activity One and asks Ss to think about the questions: Where can you see these guidelines How can these guidelines help people While-reading Ss skim the guidelines and answer the first question in Activity One: What do the guidelines tell us Ss read the text and choose the main idea. cutWe can use running water to cool burnt area.Broken armDeal with the affected area in the right way.Insect biteIn order to reduce pain, we can use an ice pack.burnThe way to stop bleeding.
Ss read the text and choose the right answer. 1)If an insect bite area becomes hot or itchy, you'd better ____ . A. pressure the affected area B. cool the affected area with an ice pack C. support it with a cushion D. wash it with running water 2)To deal with a broken arm, you will use the following things except ___ . A.an ice pack B.some clean cloth C. cotton wool D. a cushion 3) Joe cut his finger, which step should be taken first A.Cover it with plaster. B. Clean the area with alcohol. C. Put the pressure on the cut. D. Cool the area with an ice pack 4) Han Yu gets minor burn, she shouldn't ____. A. wash it with running water B. cool it with ice C. remove clothing around it D. keep the area around it clean Ss listen to the recording and try to underline the items used in these first-aid instances. Pick the items in Activity Two. T shows a mind map example of dealing with an accident, and Ss read the third guideline and try to make a mind map. 通过图片让学生了解文章的主题，初步认识意外受伤的概念与种类，为进一步阅读做好铺垫。 通过读前预测，培养预测策略，调动学生的主观积极性，激发进一步阅读的兴趣。 通过略读全文，提取关键词，验证读前预测，了解指南的大致内容，培养略读、分析和判断的能力。 熟悉单词发音、语调和节奏等语音知识，培养运用下画线提取细节信息的找读技巧和判断辨识的能力。 通过思维导图范例帮助学生提取文中的处理步骤，理清说明顺序。
Step 4 Practice Ss think about the question: how to make suggestions in guidelines. T introduces examples of imperative sentences used in the suggestions. Ss work in groups to find out the sentences in the guidelines using imperative sentences. T shows a picture of a student with a sprained ankle. Ss work in groups to discuss what is the occasion and what kind of first-aid supplies can be used in this situation. 通过学习祈使句在建议中的用法和结构，帮助学生掌握基本的语法知识，为后续句子分析做好铺垫。
Step 5 Summary With T’s help, Ss try to sort out the knowledge points. 梳理板书内容，高效整理本课思路，归纳知识点。
Step 6 Homework 1. Finish the exercise in this period. 2. Ss improve their guidelines about handling a sprained ankle and make a leaflet with texts and pictures
知 识 点 详 解
1. How do you deal with an insect bite 【知识点】 （1）deal with 处理 例：We must take positive steps to deal with the problem. 我们必须采取积极步骤处理这个问题。 2. First aid guidelines 【知识点】 （1）First aid 急救 例：There are many emergencies which need prompt first aid treatment. 有很多紧急情况需要进行迅速的急救处理。 3. Put pressure on the cut with a clean cloth. 【知识点】 （1）Put pressure on sth. 对...施加压力 例：Both the school and parents put pressure on students.学校和父母都对学生施加压力。 4. Once the bleeding stops, clean the area with alcohol and cotton wool. 【知识点】 （1）Once 一旦 例：You'll like her once you get to know her. 你一旦了解了她就会喜欢她的。 （2）cotton wool 药棉 5. To reduce pain, put an ice pack on the injured area. 【知识点】 （1）put on 穿上 例：He put on his second best suit. 他穿上了自己那套第二好的西装。 （2）ice pack 冰袋 （3）on the injured area 在受伤的区域 6. Support the broken arm with a cushion or some clothing to prevent unnecessary movement. 【知识点】 （1）Support ... with ... 用...支撑 7. Wash the affected area with soap and water. 【知识点】 （1）Wash ... with ... 用...清洗 8. If the area around the bite becomes hot, red or itchy, try to cool it down with an ice pack. 【知识点】 （1）cool down 降温/使冷却... 9. If it is a minor burn, cool the burnt area with running water. 【知识点】 （1）running water 流水
板 书 设 计
Unit 3 I’ve Got a Headache
教 学 反 思课 堂 教 学 设 计
课题名称 Unit 3 I’ve Got a Headache 授课教师
授课内容 Reading and Writing (2) 授课班级
课 时 第3课时 授课时间
教 学 内 容 分 析
“读写”板块呈现了两篇反映单元主题的课文。第一篇课文是急救指南，介绍了四种情况下的急救常识。首先，引导学生带着问题阅读课文，理解语篇的基本信息。之后，引导学生通过将词语和图片进行匹配，对主题词汇进行梳理，了解常见的急救用品，并收集和分析更多急救小常识。第二篇课文是病假条，引导学生归纳其格式和要素，并进行仿写。
学 习 目 标
学生能够运用略读和扫读策略，获取急救指南的主旨大意。 学生能够掌握有关急救用品的词汇，并分享急救知识。 学生能够掌握病假条的文体特征和基本要素。 学生能够仿写一张病假条。 思政目标：能够培养规范撰写病假条的意识，注重书面礼仪；能够培养遵守校园请假制度的意识，严明纪律。
学 习 重 难 点
学习重点 能快速获取病假条的主旨大意，找出细节信息，掌握重点表达方式，如I’m writing to … could you please allow me … 等。 能观察和总结病假条的文体特征、构成要素和框架结构。
学习难点 能够运用所学词汇句型仿写病假条。
资 源 与 工 具
PPT课件、多媒体设备、语音素材、拓展资源包等
教 学 方 法
小组讨论法、任务教学法
教 学 过 程 结 构 设 计
教学环节 教 学 活 动 设 计 设计意图
Step 1 Organization Greet the students and divide them into four groups. Good morning, boys and girls. It’s nice to see you again. How are you doing today 通过问候，尽快让学生进入课堂。
Step 2 Lead - in T shows Ss’ guidelines and gives comments. Ss watch a video clip from Friends, try to answer two questions: How does Rachel feel How will she tell her boss about this 美剧｜老友记第1季第17集-Friends.S01E17 点评学生在作业中出现的词句与结构问题，进行归纳。为本节课的写作任务做准备。 通过美剧片段切入主题，引入生病请假话题，促进学生参与讨论，为本课的顺利开展做好铺垫。
Step 3 New Lesson Pre-reading T shows some phrases like illness description, diagnosis, medicine, treatment etc. Ss discuss what can be included in a sick leave. While-reading Ss listen to the recording and check if they guess right. Ss read the text and choose the part of Asking for sick Leave. Ss read the sick leave and work in groups to write down the detailed information. illness: __________ Symptoms: __________ treatment: __________ Days taken off: __________ Ss read and choose T or F. Hu Gang has a stomachache. The doctor asks him to have a rest for three days. Hu Gang enclosed doctor's note. Ss read and choose the right answer. 1)Hu Gang is ill,he has the following symptoms except _____ . a running nose B.a high fever C. a bad headache D. a bad cough 2)The doctor advises him to _____ . A.do some exercise B. have a good rest C. take more tablets D. go to school tomorrow 3)Hu Gang will be absent for _____ . A.a week B. one day C. three days D. four days Ss underline the key sentences in the sick leave and Ss work in groups to conclude these sentence patterns. I’m writing to ... I went to see the doctor. She told me... and advised me to... Could you please allow me ... 在学习文本前，培养推测能力，并巩固疾病与治疗相关名词。 帮助学生熟悉单词发音、语调和节奏等语音知识。 通过寻找病假条的细节信息，培养学生扫读的阅读策略，了解病假条的主体内容与结构. 通过捕捉病假条的核心信息，总结重点句式，培养学生分析、归纳的语言能力，为后续的病假条写作奠定语言基础。
Step 4 Practice Based on the sentence patterns, Ss try to fill in some detailed information such as descriptions of symptoms and doctor’s suggestions. Ss choose one of the situations in Activity Five, and work in groups to brainstorm about likely symptoms and doctor’s suggestion. Ss write the sick leave with the help of useful details and sentence patterns. Ss show their group’s sick leaves to the whole class. Ss in other groups choose the ones they think are most likely approved. 通过在关键句型中补充细节信息，培养学生观察、分析、比较的阅读意识和知识运用能力。 通过头脑风暴，发挥学生的思辨能力和想象力，为病假条写作提供内容细节。 通过提供充分的语言支架以及写作框架的支持，促使学生在真实的语言实践中将输入的知识转化为输出的语言能力
Step 5 Summary With T’s help, Ss try to sort out the knowledge points. 梳理板书内容，高效整理本课思路，归纳知识点。
Step 6 Homework 1. Finish the exercise in this period. 2. Ss imagine a situation and write a sick leave.
知 识 点 详 解
1. Asking for sick leave 【知识点】 （1）病假条 2. I have a high fever and a bad headache. 【知识点】 （1）have a high fever 发高烧 （2）have a bad headache 头痛 3. She told me I’d got the flu, and advised me to rest for four days. 【知识点】 （1）got the flu 得了流感 （2）advise sb. to do sth. 建议某人做某事 【拓展】advise doing sth. 建议做某事 4. Could you please allow me a four-day absence from your lectures 【知识点】 （1）allow sb. to do sth. 允许某人做某事 【拓展】allow doing sth. 允许做某事
板 书 设 计
Unit 3 I’ve Got a Headache Asking for sick leave Reason: I’m writing to let you know that ... Symptoms: I have a high fever and a headache ... Doctor’s suggestions: Rest for four days. Days of absence: Please allow me a four days absence.
教 学 反 思课 堂 教 学 设 计
课题名称 Unit 3 I’ve Got a Headache 授课教师
授课内容 For Better Performance 授课班级
课 时 第4课时 授课时间
教 学 内 容 分 析
“能力拓展”板块围绕单元主题，设计了更为丰富、更有挑战性的听说读写活动。其中，听力内容是预防流感的建议，要求学生根据所听到的内容，提取并记录关键词。在此基础上，引导学生上网搜索更多预防流感的建议，并与同学们分享。
学 习 目 标
学生通过听录音，能够获取有关预防流感的建议的关键信息。 学生能够掌握关键词汇和句型，口头分享预防流感的建议。 思政目标：能够了解有效的流感预防手段对于个人和社会的重要意义，树立正确的健康意识和责任意识，形成健康的生活方式。
学 习 重 难 点
学习重点 能使用泛听、精听相结合的方式，提取和记录预防建议中的重要信息，如防护物品的名称、使用场合及使用方式。
学习难点 能用建议句型说出药品标签包含的注意事项。
资 源 与 工 具
PPT课件、多媒体设备、语音素材、拓展资源包等
教 学 方 法
小组讨论法、任务教学法
教 学 过 程 结 构 设 计
教学环节 教 学 活 动 设 计 设计意图
Step 1 Organization Greet the students and divide them into four groups. Good morning, boys and girls. It’s nice to see you again. How are you doing today 通过问候，尽快让学生进入课堂。
Step 2 Lead - in T shows some suggestions about preventing Covid-19 virus, chosen from sources like social medias, TV news and guidebooks. Ss pick the ones they think are most helpful. 展示不同渠道获得的新冠预防建议，学生通过挑选最具价值的建议，初步认知对有效信息进行分辨与筛选的作用。
Step 3 New Lesson Pre-listening Ss brainstorm to offer their own ways of preventing flu. While-listening Ss listen to the recording and choose the topic of this passage. The short passage is about _____ . how to wash your hands how to clean and disinfect touched surfaces how to keep away from the flu Ss listen to the recording and choose Tor F. 1) Wash your hands with soap and water for at least 14 seconds. 2) You should wear a mask when travelling on public transport. 3) Maintaining some distancing with the sick is good for you. Ss listen to the recording and fill in the blanks. 1) When you go out you had better wear a mask , __________ __________, to do the shopping or to travel on the public transport. We should __________ and __________ frequently-touched surfaces. To avoid the sick, you should stay at home __________ __________ __________ __________ . Ss listen again, circle the key words about preventing flu in the suggestions. T introduces the key sentence patterns, for example: (1) wash hands with ... (2) wear a mask to ... (3) clean... daily (4) avoid ... (5) as much as possible 体现集思广益的智慧，初步了解流感预防建议的相关内容，为即将开展的听力活动做好铺垫。 通过精听练习，培养学生提取指定的细节信息并进行整理记录的能力。 梳理对话中的重点句型，帮助学生熟悉单词发音、语调和节奏等语音知识，为后续的分享交流做好铺垫。
Step 4 Practice Ss sort out suggestions about flu prevention from the Internet, share them with the class using correct sentence patterns. 搜寻、整理网上的流感预防建议，将其中有价值的建议用正确的句型进行分享。
Step 5 Summary With T’s help, Ss try to sort out the knowledge points. 梳理板书内容，高效整理本课思路，归纳知识点。
Step 6 Homework 1. Finish the exercise in this period. 2. Ss make a poster of prevention tips for Covid-19 virus. In the poster, Ss pay attention to the importance of following the prevention tips.
知 识 点 详 解
1. Flu viruses are most common in autumn and winter. 【知识点】 （1）Flu viruses 流感病毒 2. Flu can make many people sick. 【知识点】 （1）make sb. sick 让某人生病 3. Here are some tips to help you keep the flu away. 【知识点】 （1）help sb. do sth. 帮助某人做某事 例：He often helps me clean my room.他经常帮助我打扫房间。 （2）keep ... away 远离 【拓展】keep away from 远离 例：We should keep away from crowded places .我们应该远离人多拥挤的地方。 4. Wash your hands often with soap and water for at least 40 seconds, 【知识点】 （1）at least 至少 例：It takes at least an hour to get home from work.下班回家至少得花一个小时。 5. especially after you have been in a public place. 【知识点】 （1）in a public place 在公共场合 6. Wear a mask when you are going out, 【知识点】 （1）Wear a mask 戴口罩 （2）go out 外出 7. for example, to do the shopping in the supermarket or to travel on public transport. 【知识点】 （1）for example 例如 【拓展】such as 例如 8. Avoid close contact with people who are sick. 【知识点】 （1）contact with 与...联系 【拓展】 keep in touch with sb. 与某人保持联系 make contact with sb. 与某人取得联系 lose contact with sb. 与某人失去联系 9. Stay at home as much as possible. 【知识点】 （1）Stay at home 待在家里 （2）as much as possible 尽可能多的 10. Maintain social distancing to protect yourself. 【知识点】 （1）Maintain social distancing 保持社交距离 （2）protect yourself 保护自己 11. Flu can make people feel weak. 【知识点】 （1）feel weak 感到虚弱
板 书 设 计
Unit 3 I’ve Got a Headache
教 学 反 思课 堂 教 学 设 计
课题名称 Unit 3 I’ve Got a Headache 授课教师
授课内容 For Better Performance & Around the World 授课班级
课 时 第5课时 授课时间
教 学 内 容 分 析
阅读内容是用药注意事项，要求学生圈出禁忌事项，并为上述药品选出合适的标签。学生通过学习阅读内容，了解注意事项的文体特征，并思考其应用场景。 “文化撷英”板块的阅读材料介绍了钟南山、屠呦呦和亚历山大·弗莱明三位著名的医学专家。
学 习 目 标
学生能够读懂药品说明书中的注意事项，掌握该语篇类型的基本特征。 学生能够理解药品标签的含义，并将标签与注意事项进行匹配。 学生能够了解钟南山、屠呦呦和亚历山大·弗莱明三位医学专家的突出贡献。 学生能够通过背景知识推测生词的含义。 思政目标：能够了解中国在医药领域和疾病防控领域做出的突出贡献，坚定文化自信，促进文化传播。
学 习 重 难 点
学习重点 能够看懂三位医药领域专家的介绍，了解他们的突出贡献。
学习难点 收集相关领域的名人事迹，仿写人物介绍，实现思维能力的迁移。
资 源 与 工 具
PPT课件、多媒体设备、语音素材、拓展资源包等
教 学 方 法
小组讨论法、任务教学法
教 学 过 程 结 构 设 计
教学环节 教 学 活 动 设 计 设计意图
Step 1 Organization Greet the students and divide them into four groups. Good morning, boys and girls. It’s nice to see you again. How are you doing today 通过问候，尽快让学生进入课堂。
Step 2 Lead - in T shows a picture of an old lady who seems troubled by the instruction on the medicine package. Ss discuss the following question: What does the old man want to do How can you help him 引入话题，引导学生从更广的维度思考如何利用有效信息进行沟通交流，为后续环节做好铺垫。
Step 3 New Lesson While-reading Ss read this caution and choose the main idea. The caution is about____ traffic rules the rules of hospital how to use the medicine Ss read this caution and choose the right answer. 1) Pills should be swallowed with ____ A. some water B. other pills C. some alcohol 2)If you take medicine, which of the following activities can you do A. Drive a car. B.Use dangerous machine. C. Take a rest. Ss read this caution and fill in the blanks. (1) Do not exceed the __________ __________ . (2) After you take the medicine, it can make you __________ or __________ . (3) Don't __________ __________ with alcohol. (4) The pills should be swallowed with __________ __________ __________ . Ss read the instructions in Activity Three. Ss try to circle the don’t with information from the instructions. According to the chart, Ss choose the possible labels for the medicine. Ss find the modal verbs in the instruction, think about how they help make suggestions. T gives more examples of suggestions with modal verbs. Around the World T shows a video clip about medical advances, Ss discuss about the following questions: What advances are mentioned in the video Can you name a few persons with great contributions to the development of medicine T shows pictures of Zhong Nanshan, Tu Youyou and Alexander Fleming on the book. Ss try to share what they know about these scientists. Ss read the passage and try to answer the two questions: What did Zhong Nanshan do to curb the spread of Covid-19 virus Why did Tu Youyou and Mr. Fleming win the Noble Prize 训练学生阅读说明书的能力，通过观察和分析，引导学生更好地理清思路、呈现信息。 引导学生利用图标概括、归纳说明书中的建议信息。 通过一段视频，感知医学发展对人类的重大意义。通过讨论视频中促进医学发展有突出贡献的人物，了解课文主题，并为接下来的阅读提供素材。 通过谈论三位科学家的主要事迹，启发学生猜测文章内容，引入阅读环节。 通过泛读练习，培养学生整体把握文章主题的能力。
Step 4 Practice T shows a copy of medicine instruction, Ss try to sort out the key points and offer advice with modal verbs to their family members.
Step 5 Summary With T’s help, Ss try to sort out the knowledge points. 梳理板书内容，高效整理本课思路，归纳知识点。
Step 6 Homework 1. Finish the exercise in this period.
知 识 点 详 解
1. Throughout history, humans have had to fight against infectious diseases. 【知识点】 （1）Throughout history 纵观历史 （2）fight against 与...做斗争 （3）infectious diseases 传染病 2. Major outbreaks, such as the 1918 flu pandemic, 【知识点】 （1）such as 例如 【拓展】for example 3. Whenever there is a disaster, there is always someone who comes forward. 【知识点】 （1）comes forward 自告奋勇 4. he has worked tirelessly in the front line to counter the epidemic, and has given guidance to the general public. 【知识点】 （1）give guidance to 给...指导 5. He is a role model for doctors. 【知识点】 （1）a role model for ...的榜样 6. This drug is very effective against malaria, and has saved millions of people. 【知识点】 （1）be effective against 有效对抗 （2）millions of 数以百万 7. In 2015, she won the Nobel Prize in Physiology or Medicine for her discovery. 【知识点】 （1）win the Nobel Prize 获得诺贝尔奖 8. Zhong Nanshan, Tu Youyou, Alexander Fleming and many others have saved countless people and changed the course of history. 【知识点】 （1）the course of history 历史的进程 9. They are the unsung heroes of humankind. 【知识点】 （1）the unsung heroes 无名英雄
板 书 设 计
Unit 3 I’ve Got a Headache
教 学 反 思

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