Unit 3 Lesson 2教案 2024-2025学年冀教版（2024）七年级英语上册

Unit 3 All about me? Lesson 2　How do you feel? 主备教师 审核教师 授课时间 教学类型 Reading and thinking 主题范畴 人与社会 主题 意义 本课的焦点聚集在健康与救治，主要学习有关情感表达、伤病及处理建议的表达方式。要求学生能够具有安全意识和自我保护能力。懂得健康的真正含义，即积极的态度和一定的医学和生活常识。 语篇 研读 What 本课语篇是病人danny和医生Dr Lin有关看病与救治的对话语篇。对话中，二人主要交流了病人danny的感受和医生Dr Lin的医嘱询问和建议等信息。通过简单的对话操练有关询问和表述疾病或不适的基本词汇和表达方式。并加入了医治及处理建议。呈现话题词汇，包括个人感受、伤病名称及关于就医或救治建议的表达。 Why 通过学习学习谈论健康问题及医治处理意见，学生在日常生活中能够关心他人、询问他人的身体状况，并且当自己生病的时候能够准确描述哪里不舒服。当自己或他人不舒服的时候，学生知道如何处理或者能够给出建议。 How 文体：对话，图片呈现。 结构：对话中涵盖简单的病情问答的场景。对话的情节简单，每一个话轮只有一问一答两段，为简单的病情问答。 语言：What’s the matter? I have a/I feel … 教学目标 通过本课学习，学生能够： 1．阅读Danny与Dr Lin有关看病与救治的对话语篇，获取Danny就医时个人感受和Dr Lin给出的救治建议的相关信息； 2．基于Danny与Dr Lin有关看病与救治的对话语篇，总结Dr Lin在就医时的步骤。提取并内化医生询问、病人表述不适和救治建议的表达； 3．运用相关的语言表达并仿照范例，并基于个人经历以小组为单位进行角色扮演能就健康与安全问题提出简单的建议，了解珍爱生命、健康生活的重要性。 教学重点 难点 重点：有关伤病名称、就医或救治建议的表达；用于表述身体不适的句型结构。 难点：准确表达不同伤病及其形成原因；针对不同伤病提出合理建议。 教学方法 Task-based teaching method 教学过程 Teacher’s Activities Intentions Step 1 Lead-in Teacher guides students to read a story to lead in the topic. Introduce the topic of the lesson and stimulate students' interest in learning. Step 2 Pre-reading Guessing Teacher asks the students to guess and estimate the conversation content based on the picture in the dialogue. Dig up pictures, observe the key tasks in the pictures, and guess the content of the topic that the two people are engaged in. Step 3 While- reading Scanning and answering Teacher asks students to scan the dialogue and tick the correct answer on page 33. Then check the answers in class. Teacher imitates different states of illness and uses pictures, let students correctly say the words that describe illness Reading and exploring By coming up with the question “What do doctors usually do?”, teacher asks the students to summarize three steps of a doctor's visit and summarize useful expressions. Role-play Teacher guides students to role-play the dialogue in pairs following ABC principles. By checking the correct answers, students have a preliminary understanding of the content of this lesson and pave the way for learning dialogues. Read the dialogue again, further grasp the core points of the article, and train students' logical thinking ability and summary ability of the dialogue. Step 4 Mini-acting Mini acting --- To a good doctor Teacher leads students to perform a group role play demonstration on "To see a doctor" based on evaluation forms. Role-play is conducive to arousing interests and mastering the target sentence patterns of this part. Step 7 Summary Teacher asks students to work together and summarize what they have learned in this class. Cultivate students' logical thinking ability and dialogue summary ability. Step 8 Homework 基础性作业： 完成练习，整理表示情绪的单词。 拓展性作业： 和同桌利用本课所学模拟医院医生和患者的对话，下节课交流。 实践性作业： 利用网络寻找更多医生诊断病情的相关表达 Blackboard Design Lesson 2　How do you feel? The lion feels: angry, worried, sad, happy ask What do doctors usually do? check advise 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$