Lesson 2 A Visit to the Dentist第二课时教学实录

Lesson2 教学设计

Class opening

For ideas and tips on beginning a class , see “teaching Techniques”at the back of this teacher’s guide.

Step1: come to “Think about it.”

Step2: Check to see if the students have previewed ten reading as required. Ask if they have any questions concerning the text. Encourage other students to try answer the questions. You may present this riddle to the class: What is it that you can catch but cannot throw away?

At this point, brainstorm the related vocabulary regarding feeling ill. Select one or two sentence figured out the meaning. If a student replies correctly, him or her to share the strategies used to puzzle out the meaning. Remember to give lots of praise for a good try, even if it’s wrong

Step3: tell the students they are going to listen to a story about Bran. Play the audiotape. Have the class follow the audiotape while looking at the text.

Step4; divide the class into pairs of students. Have students take on the roles of Brian and Jenny, and act out the dialogue.

Step5: if you have time divide the class into groups of two to four, with one student taking the role of the sick person and the other suggesting what the sick person could do for his or her particular problem.

Encourage students to sue phrases from the reading. Have the group members change roles so that everyone has a chance to play the role of both the sick person and the advisor.

Step6: come to “Project1.”

Begin unit project 1. This project can cover three lessons. The students work in small groups to learn about common illnesses. They take part in role-plays about

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meeting with a doctor and describing their illnesses. The “Teaching Techniques” section at the back of this teacher’s guide provides suggestions for introducing a new project.

If you are comfortable with pretending or role-play, one way to introduce this topic is to pretend you are sick and to describe your symptoms very dramatically! You could paint spots on your face. Say you feel terrible. A students pretending to be a doctor asks what’s wrong with you, and tells you what illness he or she thinks you have.

Then, tell the students that they will be learning about common illnesses in this lesson.

Divide the class into small groups and instruct them to read their student books and readers to find out fact s abut causes and symptoms of common illnesses. Encourage students to assist each other in finding or understanding information’s, if necessary, students should make individual notes of the facts they find.

Continue unit project1.Students form the same groups to complete their note making on symptoms and causes. When they are ready, introduce the role-play activity . this part of the unit project will be done over two lessons.

First , instruct students to divide themselves into smaller groups of two or three. In groups of two,

one person will take the role of doctor and the other will take the role of sick patient. In groups of three. One person w ill be the doctor, another a parent, and the third a sick child . These small role-play groups will perform one at a time while the other students listen.

The patients (including the parents and sick children) should choose an illness that they have made notes on. Then they will role-play meeting with the doctor and describing the symptoms of the illness using the vocabulary and phrases from this lesson and other English words they know.

The doctors should ask questions to help the patients explain how they feel. Then

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the doctors should identify the illness that the patient has. The doctors can suggest a treatment if they have information in their notes. If they don’t know what the best treatment would be, they should tell the patient to get plenty of res t and come back tomorrow.

Class closing

The second reading in the reader

The remaining exercises in the activity book The next reading in the student book