英语基础模块2UNIT 6导学案
北师大高中英语必修二Module2Unit6教学设计教学设计与学案
[PPT 13-16]Ss evaluate the stories of the Step 7other groups.Homework1.Groups work: Write down one idiom story.2.Page 41: Ex.103.Page 82/ 5,6GW 通过小组互相评价提升学生对定语从句的认识和理解。
5’第一课时学案I. Read the text quickly and try to decide which of the following are talked about in the text.1. the history of paper cuts2. the sales of paper cuts3. the types of paper cuts4. the customs of paper cutsII.Read the text again and answer the following questions.1.When were paper cuts of animals found in China?2.How many types of paper cuts do people like to make today?3.How do you know that there is a long tradition of paper-cutting in China?III. Read the passage carefully for specific information.Introduction:It is a art with a history. It dates back to.By the Southern SongDynasty,.It is used for.1)2)Paper cuts3)It is used for.The types1)2) be used asIt is used for.1)2)IV .If you have a chance to learn paper-cutting, which kind of paper cuts will you like to try?Why?Tips:121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯。
英语模块2北师大版Unit 6课件PPT：导学案第5课时
Period Five
[语境助记] (1)Questioned about the murder，he became tense.
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当被盘问关于谋杀案的事情时，他变得很紧张。 (2)Taken around the city，we were impressed by the city’s new look.＝After we had been taken around the city，we were impressed by the city’s new look. 当被带领参观完这座城市后，我们对该城市的新面貌留 下了很深的印象。
Period Five
[归纳拓展] (1)surrounded by fields， mountains and rivers在此作状语，
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它的逻辑主语是the Old Town of Lijiang，二者之间为被动 关系。 (2)分词(短语)在句中作状语，应根据句子的主语与分词间的 关系来定：若分词与句子主语之间为主动关系，用现在分 词；为被动关系，用过去分词。若分词表示的动作发生在 谓语动词之前，则分词用完成式。
Period Five
[题组训练] (1)句型转换 ①He spoke so loudly that even people in the next room
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could hear him. →So loudly did
he speak that even people in the
[语境助记] (1)If you make the survey among different people ，you
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中职英语高教版2021基础模块2 Part3-4 Unit6 Craftsmanship教案
Read thegiveninformation to prepare for the writing.Then write by themselves.
Show the writing.Find if there is missing information or errors, and add or correct them.
3.Read and complete.
Read carefully to find the reasons why Ding became successful and fill in the form in task 12. Students show their answers and reasons.
Repeat the factors contributing to Ding’s success and try to remember them.
1.Find the key information or sentence tosupport the option of the title. Exchange their ideas.
游刃有余目无全牛踌躇满志切中肯綮（qing）批郤（xi）导窾(kuan)新硎（xing）初试官止神行善刀而藏
1.Enjoy the video the review the ancient Chinese story.
2.Read thethe ancient article to find the idioms in the story in group.Then sum them up.
1)Play a video about《庖丁解牛》.
高教版中职英语(基础模块第2册)unit6《tellmewhenthepainstarted》word教学设计
Unit 6 Tell me when the pain started.教学设计基本信息章节名称《英语》（基础模块2）Unit 6 Tell me when the pain started (Listening and Speaking) 学科英语授课班级15旅游班授课时数1课时设计者任云雅所属学校汨罗市职业中专学校教材分析本课内容选自高等教育出版社《英语》基础模块2第二版第六单元“Tell me when the pain started”。
该教材是中等职业教育课程改革国家规划新教材，各单元内容充分体现任务性、实践性、应用性等特点，以任务为导向，以活动为依托，以语言为载体，话题贴近生活，设置多个职场环境，体现职业特色。
每个单元都设计有Lead-in, Listening and speaking, self-check, lifeand culture等8项内容。
修订后的教材内容更精炼，重点更突出，更加注重职场环境中英语语言应用能力的培养。
同时，新版教材设计了全新的版式，情景更真实，教材更美观，使学生们更具学习乐趣。
本单元的任务是掌握有关疾病、健康的常用词语，就病情进行简单描述，电话中预约医生，进行简短对话等。
本单元话题“叙述病症和就医”是《中等职业学校英语教学大纲》涵盖内容，与实际生活紧密结合，容易激发学生的学习热情，调动学生的学习积极性。
本课为本单元的听说环节，重在词汇和句型的应用，为阅读和写作打下基础。
学情分析任教班级为旅游管理专业一年级学生，全班都是女生。
职校学生普遍英语基础较薄弱，英语词汇量有限，学习上缺乏自信心，自主学习能力，理解和分析问题的能力、书面和口头表达能力较欠缺，但旅游专业学生大都属于外向型性格，热情，活泼，喜欢交流，表现欲望强，活动能力、协调能力、交际能力、组织能力、应变能力等方面明显优于其他专业或普高学生，在英语课堂上对感兴趣的活动会积极参与。
另外，班级还有半数学生为对口高考生，学习目标明确，基础较好。
北师大高中英语必修二Module2Unit6教学设计教学设计及学案
Module 2 Unit 6 教学设计第一课时First Period（Reading）教材分析本课是本单元的第一课。
教材围绕三个著名的画家以及他们的作品展开。
大部分学生对绘画不是很了解，所以需要对相关简单的知识进行介绍并引出话题词汇。
本单元的Warm-up 部分做了很好的铺垫，学生在此基础上了解三位画家及其作品，并学会如何描述绘画作品。
本课的难点在于对话题词汇的积累，以及运用适当的词汇来描述绘画作品。
因此在几个活动中分层次帮助学生识记并运用这些词汇。
本课计划按两课时进行：第一课时的重点是获取有关画家的相关信息及话题词汇。
第二学时的重点是巩固词汇，归纳表示时间地点以及动作的介词，并在语境中学会运用。
教学内容话题：A Matter of Taste词汇: 话题词汇: realistic, abstract, scenery, landscape, light/dark, bright, soft, straight/wavy，shade短语及搭配:bine… with, be fixed on, leave the audience guessing,语法: 表时间、地点以及动作的介词第一课时First Period教学目标：At the end of this lesson, students will be able to:1.get to know three famous painters and their masterpieces;2.learn to describe paintings with the words learned教学过程：第二课时Second Period（Grammar）教学目标：At the end of this lesson, students will be able to:e the new words in a new context2. use prepositions of time, place and movement3. use the prepositions and topic words learned to describe a picture 教学过程：第一课时学案I Word BankA: Key Words about painting:colours: ________________________________________________________style: ________________________________________________________subject: ________________________________________________________shapes: ________________________________________________________lines: ________________________________________________________B: Fill in the blanks with the key words1. This is a _________ painting of _______ with ______ colours and ________shapes/_______ background.2. This is a(n) _________ painting of ___________ with _______ colours and______shapes.II Read and answer the following questions1.Who is famous for drawing pretty women"2.Who is more good at drawing simple pictures we often see in our life"3. Who held exhibitions abroad to advance Chinese art"4. Why did Chen Yifei use black as the background of Poppy"5. What is Xu Beihong’s masterpiece"III Read to learn: Find the specific informationB: How many things should be included to introduce a famous painter"第二学时学案Fill in the blanks with words related to painting.For thousands of years, artists have recorded and _________ both the outside world and __________. Some have sought _____, others_____.In the middle ages, some just extended to be ________. During the Renaissance, art grew more _______, for works of great _______ produced by Leonardo da Vinci, Michelangelo , Raphael , Durer, Andult.As times changed, so did art, yielding a rich diversity of _______ and _____. __________ were equally varied. Painting with ______, Ran created masterpieces of ______ and ______. Georges Seurat painted thousands of tiny dames. Jackson Pollock paint on ________.Painting today often seems a mixture of a _______ and ______ culture with _______ technology also contributing to _______ the art form.Lesson 2 Great Buildings教材分析本课是第六单元的第2课，是一节听说技能课。
中职英语（外研版基础模块）第二册教案：Unit6Makinganappointment01
Unit 6 Making an appointment 一、单元整体解读及分析Unit 6 Making an Appointment单元内容分析本单元以“电话或信函预约、邀请、投诉”等内容为主题展开教学与学习活动。
所涵盖的语法知识为“that, wh-单词，以及how”引导的宾语从句。
通过本单元学习，学生能够在相应情境下根据所掌握的功能句进行电话或信函预约沟通，能够仿写或受理邀请信函（或贺卡），对于有能力的同学能够与他人就“投诉”这一主题进行对话、沟通或受理。
学生情况分析本单元所学习的内容对于任何专业的学生来说都是一个在未来工作岗位上都很常见的话题，因此学生会对这部分内容的学习引起重视和兴趣。
同时由于本单元的学习内容相对于前几个单元有一定的难度，因此学生掌握起来会遇到一定的困难。
课时划分本单元计划分为6课时完成：第1课时：Warming up(1,2); Listening and Speaking(1-3)第2课时：Listening and Speaking (4-5); Skill Practice (1)第3课时：Reading and Writing (1-4)第4课时：Reading and Writing (2);Skill Practice (2)；For BetterPerformance (1-2)第5课时：Grammar; Language in Use第6课时：完成练习册中的习题本单元在课时安排上根据所受内容的不同进行了调整，使每堂课的教学循序渐进，内容完整充分。
同时根据学生的基础本单元的部分内容作为课下自学完成，如Around the World, Pronunciation Exercises分别由学生以小组方式课下完成，教师利用课余时间抽查并评价，记入平时成绩。
二、分课时教学设计第1课时教学目标知识目标：1. 能够准确读出并认识词汇email, calendar, attend等。
Module2Unit6教案-牛津上海版英语六年级上册
Module2 Unit6教学目标学习6A U6重点词汇学习并了解不定代词a few, some, a lot of的用法学习How long引导的特殊疑问句学习连词when的用法精读：在阅读中训练从各类语篇中获取信息、理解等能力教学重点6AU6重点词汇不定代词a few, some, a lot of的用法How long引导的特殊疑问句连词when的用教学安排TransportI go to school on foot/by ___.by busby trainby carby shipby taxion footby bikeThink and sayS1: Do you live near or far away from school?S2: I live near school./I live far away from school.It takes sb. some time to do sth 某人花了…时间做某事eg. It takes him about ten minutes to do homework.It took John ten years to learn English.How long did it take John to learn English?Look and readSimon lives _______________ school.He goes to school _______________.It takes him about _______________.Jill lives _______________ school.She goes to school _______________.It takes her about _______________.Joe lives _______________ school.He goes to school _______________.It takes him about _______________.Alice and Kitty live _______________ school.They go to school _______________.It takes them about _______________.Ask and writeAsk your classmate about his/her journey to school. Then write about it. S1: Do you live near or far away from school?S2: I live …school.S1: How do you go to school?S2: I go to school by ___/on foot.S1: How long does it take?S2: It takes me about …_____ (name) lives …school.He/She goes to school by ___/on foot.It takes him/her about …Look and sayNot many students like having hotpot in summer because___________________.It is bad for our health.S1: Why do/don’t many students like ____________in summer?S2: Many/Not many students like _________in summer because___________________.S1:What do many students like doing in summer?S2: Many students like…S1: Why do/don’t many students like …?S2: (Not) many students like….because ….What can you see in our school in spring?What do you like doing at school in Spring? Why?Write and reportAll:We have taken some photographs of our school life in spring. S1:In the playground…S2:In the canteen…S3:In the library…S4:In the garden…In the Arts and Crafts room …In the music room…In the school garden…HomeworkRead and recite new words and expressions.Retell the school life in summer.Write down a report on school life in autumn and winter.。
英语基础模块第二册Unit6教案
3. To be able to understand an invitationletter and write an invitation card.
教学重难点
Help the students topracticethe important readingstrategies:scanning, skimming and guessing themeaning ofunfamiliar words.
II.Present the key sentences on the slide and explain their meanings.
Read the wordson Page 57.
Show the picture of Judy and
Carl.Answer the question:
What are they going to do?
教学重难点
1.To be ableto know the wordsoften used to make anappointment.
2. To be able tomaster the functional sentences：
What’s up?
Where and when shall we meet?
2. To be able to understand the dialogues andprocesstheinformation often used to make an appointment.
3. To be able to talk aboutmaking an appointment.
《英语》(基础模块)第二册(外语与教研出版社)教案unit2,6
b. get some newspaper and make
them into a big piece.
c. draw lines on it to make a nice
design.
d. Cut it into pieces according to your
a. Who will give the fashion show?
b. When will the fashion show begin?
c. Where will the fashion show be
held?
d. Who will see the show?
3）简单总结书面通知的基本体例和包含的几个基本要素。
design.
e. Sew the pieces or put them together
to make a piece of clothing.
分组制作衣服，并描述制作过程。
写作训练
完成For Better Performance部分的③和④的任务。
1）播放第一遍听力.
2）帮助学生了解下面的问题：
板书设计
Unit 2 Let’s Join the Fashion Show
a. Which one do you like best?
b. What color is it?
c. What is it made from?
d. It looks …
e. It is good for …
f. I feel …
f. I feel …
g. How about you?
h. Why?
老师可以找一个同学配合，给其他同学做一个示范。老师巡视教室给予学生必要的帮助。
高教版中职英语基础模块第2册Unit6Tellmewhenthepainstartedword教学设
Unit 6 Tell me when the pain started.教学设计基本信息章节名称《英语》（基础模块2）Unit 6 Tell me when the pain started (Listening and Speaking) 学科英语授课班级15旅游班授课时数1课时设计者任云雅所属学校汨罗市职业中专学校教材分析本课内容选自高等教育出版社《英语》基础模块2第二版第六单元“Tell me when the pain started”。
该教材是中等职业教育课程改革国家规划新教材，各单元内容充分体现任务性、实践性、应用性等特点，以任务为导向，以活动为依托，以语言为载体，话题贴近生活，设置多个职场环境，体现职业特色。
每个单元都设计有Lead-in,Listening and speaking, self-check, life and culture等8项内容。
修订后的教材内容更精炼，重点更突出，更加注重职场环境中英语语言应用能力的培养。
同时，新版教材设计了全新的版式，情景更真实，教材更美观，使学生们更具学习乐趣。
本单元的任务是掌握有关疾病、健康的常用词语，就病情进行简单描述，电话中预约医生，进行简短对话等。
本单元话题“叙述病症和就医”是《中等职业学校英语教学大纲》涵盖内容，与实际生活紧密结合，容易激发学生的学习热情，调动学生的学习积极性。
本课为本单元的听说环节，重在词汇和句型的应用，为阅读和写作打下基础。
学情分析任教班级为旅游管理专业一年级学生，全班都是女生。
职校学生普遍英语基础较薄弱，英语词汇量有限，学习上缺乏自信心，自主学习能力，理解和分析问题的能力、书面和口头表达能力较欠缺，但旅游专业学生大都属于外向型性格，热情，活泼，喜欢交流，表现欲望强，活动能力、协调能力、交际能力、组织能力、应变能力等方面明显优于其他专业或普高学生，在英语课堂上对感兴趣的活动会积极参与。
另外，班级还有半数学生为对口高考生，学习目标明确，基础较好。
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导学案2UNIT-6英语基础模块．英语基础模块2UNIT 6导学案Unit 6 Tell me when the pain started.一、教学目标1、语言知识目标1）学生能够运用本单元有关疾病、身体健康的常用词语和句式理解和询问健康状况。
2）学生能够在口头及书面表达中正确使用带有疑问代词和疑问副词的宾语从句，表达意愿和观点。
3）学生能够用感叹句表达个人感情。
2、语言技能目标听——学生能听懂就医的常用语以及叙述病症、接受医生建议的常用表达方式。
说——学生能够运用相关语句和句式对就医等话题进行交流。
读——学生能够读懂描述就医经历的对话和有关描述病人病历的短文。
写——学生能够根据已知病症写出英文假条。
3、文化意识学生能够了解英美国家在就医时的电话预约习惯。
4、情感态度学生能够用积极的人生态度、健康的生活方式面对生活。
二、教学重点、难点）教学重点1．（1）通过与疾病和看病的相关的词汇和句型的学习，就有关就医话题展开相应对话。
（2）能正确理解和运用现在完成时态。
（3）准确地使用英语中的感叹句。
2）教学难点（1）理解运用现在完成时态的情境并在具体情境中运用现在完成时态。
（2）准确地使用英语中的感叹句。
三、教学知识点1、看病就医常用语句1）医生询问病情的常用问句：What's wrong with you？你怎么了？What's the matter with you? 你怎么了？What's your trouble? 你怎么了？How are you（feeling）now？你现在感觉怎么样？How long have you felt this way? 你出现这样的症状有多久了？=Hoe long have you been like this? 回答此问题时一定要用for引导时间状语。
如，---How long have you felt this way?---For a week.2）病人诉说病情的常用语句：．我感到不舒服。
I'm not feeling wellI have a headache．我头痛。
have a cold 感冒 have a fever 发烧 have sore eyes 眼疼have a sore throat 嗓子疼 have a toothache 牙疼ache 疼，后缀，常和表示部位的身体名词连用，一起构成复合词。
I have a headache / stomachache / backache / toothache / cold / fever / cough/......我头疼/胃疼/后背疼/牙疼/感冒/发烧/咳嗽......There's something wrong with my head / neck / back / stomach / throat /heart.我头疼/脖子疼/后背疼/胃疼/嗓子疼/心脏疼。
3）医生的建议：Take one of these pills twice a day．这些药片每次服一片，一天两次。
Drink more hot water. 多喝热水。
Have a good rest. 好好休息。
Don't drink. 切勿饮酒。
Don't play games for too long. 别玩游戏时间太长。
You should have one tablet of aspirin daily, enough rest and at least threeglasses of hot water.你应该每天吃一片阿司匹林，休息好并且每天最少三杯热水。
tablet [?t?bl?t]药片aspirin[??sp?r?n] 阿司匹林, 阿司匹林药片,at least 至少，最少 enough[??n?f]足够的每日服三次，每次服一剂。
Take a dose three times a day.One teaspoon three times daily. 每天服3次，每次1茶匙。
One tablet three times daily. 每天服3次，每次服1片。
Take after eating. 饭后服用。
Take before eating. 饭前服用。
Take before going to bed. 临睡前服用。
Not to be taken more than four times within 24-hour period. 24小时内，服药不能超过4次。
2、I would like to make an appointment. 我想预约看病。
make an appointment （with sb.）会见（某人）的约定；预约3、be free 有空 free 有空的，免费的4、It is nothing serious. 病情不严重。
在修饰不定代词时，形容词放在不定代词的后面。
5、remember to do sth. 记得要做某事 remember doing sth. 记得做过某事Remember to help others when they are in trouble. 记住在别人处于困境的时候要帮忙。
6、keep doing sth. 持续做某事We should keep doing exercise. It's good for our health. 我们应该坚持锻炼，坚持锻炼对我们的健康有益。
7、Henry felt much better. 他感觉好多了。
在much, even, a little后要用形容词和副词的比较级，表示“更加...”8、on cold days 在寒冷的日子里卧床一周stay in bed for a week 、9．10、She looked pale. 她面色苍白。
“look +形容词”表示“看上去......”11、exclamatory sentences（感叹句）1）意义所谓感叹句，就是用来表达喜怒哀乐等强烈感情的句子。
感叹句一般由what或how开头，句末加感叹号“！”。
What修饰名词，how修饰形容词、副词、动词。
2）由What构成的感叹句（1）What + a/an + adj. + 单数可数名词 + (主语 + 谓语)！”或“What + 不可数名词！What a clever boy (he is)!（他是）多么聪明的孩子呀！What an interesting story (it is)!What fun!多好玩呀！ What a pity!多可惜呀（2）What + adj. + 复数可数名词 + （主语 + 谓语）！What beautiful flowers (they are)!（3）What + adj. + 不可数名词 + （主语 + 谓语）！What fine weather (it is)!3）由How构成的感叹句（1）How + adj. + a/an +单数可数名词 + （主语 + 谓语） +......！ How clever a boy he is!他多么聪明的男孩！（2）How + adj. + 主语 + 谓语！How luck we are!那位姑娘多么漂亮呀！How beautiful the girl is!（3）How + adv. + 主语 + 谓语！How fast he runs! 他跑得多么快呀(4)How + 主语 + 谓语！How time flies! 时间过得真快呀！/光阴似箭！4）感叹句记忆口诀：感叹句，并不难，what与how应在前。
形容词、副词跟着how，what后面名词连。
名词若是可数单，前带冠词a或an。
主语、谓语放后面，省略它们也常见。
四、练习题1、翻译题，将下列词汇翻译成汉语。
medicine pain temperature headache fever toothachecough freemake an appointment runny nose sore throat havea bad coughhave high blood pressure take the medicine twice a day have a highfevercatch a cold have a stomachache keep doing sth.2、对话题，根据就医时使用的基本句型对话。
What's wrong with you?I've a headache / a sore throat / a runny nose / fever / cough, ect.How long have you felt this way?I feel cold. I think I have a fever.I'd like to make an appointment with the doctor.The doctor is free at ....Will ... be OK for you?Take this medicine ... times a day. / Stay in bed for ..../ You should have agood rest.3、单选题（请将正确选项前的字母填在题后的括号内）1）---______ have you been coughing so badly? --- For about a week.（）A. How longB. How soonC. How muchD. How many2）--- _______ ? ---I have a bad cold.（）A. What have you doneB. What do you doC. What's the matter withyou D. Who are you4、思维导图题，根据本单元内容绘制思维导图。