外研版 (2021)基础模块2Unit 3 I've Got a Headache精品表格教案设计

这是一份外研版 (2021)基础模块2Unit 3 I've Got a Headache精品表格教案设计

单元名称Unit 3 I’ve Got a Headache课型Reading and Writing教学目标1. 能看懂病假条，并梳理其中关于疾病描述和治疗方式的信息。2. 能够总结英文病假条的文体特征和基本要素，并自主撰写病假条，实现知识和思维能力的迁移。4. 能够培养规范撰写病假条的意识，注重书面礼仪。3. 能够运用适当的学习策略，比如略读和扫读，获取关键信息；能够开展自评与互评，梳理正确的学习态度，养成良好的学习习惯。教学重点1. 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。2. 能观察和总结病假条的文体特征、构成要素和框架结构。教学难点能够运用所学词汇句型仿写病假条。教学方法小组讨论法、任务教学法教学手段PPT课件、多媒体设备、音视频素材等教学过程教学环节与时间分配教学活动与步骤设计意图评价要点PreparationT shows Ss’ guidelines and gives comments.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。能做到步骤顺序描述合理，用词准确。Warm-up5’Ss watch a video clip from Friends, try to answer two questions:How does Rachel feel?How will she tell her boss about this?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。根据视频内容，用所学词汇准确描述人物的感冒症状，合理推测下一步行动。Pre-reading2’T shows some phrases like illness description, diagnosis, medicine, treatment etc. Ss discuss what can be included in a sick leave.在学习文本前，培养推测能力，并巩固疾病与治疗相关名词。准确推测病假条中所提到的内容。While-reading10’1. Ss listen to the recording and check if they guess right.帮助学生熟悉单词发音、语调和节奏等语音知识。听病假条录音，验证猜测的答案。2. Ss read the sick leave and work in groups to write down the detailed information.illness: __________Symptoms: __________treatment: __________Days taken off: __________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。根据要求，准确记录病假条的有效信息。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 ...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。用下画线划出病假条中的关键句，总结分析其语言结构。Post-reading25’1. Based on the sentence patterns, Ss try to fill in some detailed information such as descriptions of symptoms and doctor’s suggestions.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。将上一环节归纳的句型补充成完整的句子。2. Ss choose one of the situations in Activity Five, and work in groups to brainstorm about likely symptoms and doctor’s suggestion.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。根据活动提示，准确描述病情和医生建议。3. Ss write the sick leave with the help of useful details and sentence patterns.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。综合运用病假条中具体信息的表达方式和常用句型，写一份完整的病假条。4. Ss show their group’s sick leaves to the whole class. Ss in other groups choose the ones they think are most likely approved.通过互评，检验所学，促进合作学习，营造积极的学习氛围。从句型运用的正确性和有效性来评价他人的病假条。认识到书面礼仪的重要性。Summary&Homework3’Summary: With T’s help, Ss try to sort out the knowledge points.Homework: Ss imagine a situation and write a sick leave.通过学生自评和他评，梳理本课所学，回顾语言知识中的重难点，引导学生学会反思和改进学习策略。能够培养规范撰写病假条的意识，注重书面礼仪。回顾本课所学，通过评价，学会反思和改进。板书设计Unit 3 I’ve Got a HeadacheAsking for sick leaveReason: 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.