Section A 2d—3c特级教师教学实录

Unit 2 Keeping Healthy Topic 1 You should brush your teeth twice a day. Section C

一. Teaching aims Knowledge aims：

1. To learn new words and phrases：hurt his leg, fall down, call a taxi, give some pills，feel terrible, see a doctor, take sb. to…, rest at home, feel better, look after sb. Skill aims：

2. Learn the reading skills—Use the Mind Map.

4. Learn to give advice. Emotional aims：

To be careful and helpful. 二. The key points and difficult points Key points：Train the students’

reading ability such as fasting reading, careful reading.

Difficult points：Act out the story with the following phrases：

hurt his leg, fall down, call a taxi, give some pills, feel terrible, see a doctor, take sb. to…, rest at home, feel better, look after sb 三. Teaching aids Computer multimedia projector，small blackboard. 四.Teaching procedures

Step1: Leading-in

Teacher plays skateboard and enters the class with the Vibrato. Show the object “skateboard” and teach the new word. Then show the learning aims.【设计说明】根据实物导入，活跃了课堂气氛又恰当地引入了本课的主题。

Step2:

Show one picture of the story and give three questions: “who, where and what”. Then show all the pictures of the story and let the students number them. After that teacher describes the pictures one by one to learn the new words and phrases.【设计说明】出示思维导图“Characters”,“Scene”,“Development”部分。

Step3: Fast reading

Read the article quickly and mark T or F. 【设计说明】使学生对文章内容有大概的了解，为下一步的careful reading 奠定基础。

Step4: Careful reading Part1:Watch the video of the story and let students follow in a low voice in order to train their

pronunciation and intonation. Part2:

Let students read Para.1 and Para.2 and answer the two questions. 1.

Why did he fall down? 2.

How did he feel?【设计说明】以心情为主线来引导学生读故事。

Part3:

Let students read Para.3 and design questions by

themselves with “what, where and why”.【设计说明】挖掘学生自主阅读能力。

Part4: Let students read Para.4 and underline the doctor’s advice. Then ask them, can you give advice to Michael?【设计说明】。

Part5:

Read Para.5 and answer the question “How did Michael feel now?”.【设计说明】出示思维导图“The End”部分. Step5:

Sum up the “Story Elements”according to a Micro-course video. Step6:Post reading

Act out the story in groups.【设计说明】这个环节可以从另一个侧面检验学生对文章线索的掌握。既是对文章内容的延伸，又是对文章的综合概括，并可以借此提高学生的词汇运用能力。

Step7: Further reading

Let students talk about “What do you learn from the story?”【设计说明】情感升华让学生运动时注意安全，同时也要乐于助人。

Step8: Homework Continue to write the story.