Unit 3 Seeing the doctor教学实录

Objective - Task Chain（目标-任务链）

OE BOOK 5A Module 3 Places and activities

1 Project: My daily life

Competences: To show the way to a certain place and give the directions with ‘Walk along …’, ‘Cross …’, ‘Turn …’ and ‘You can …’

1. Students can ask the questions to find out the directions. 2. Students can use formulaic expressions to confirm an answer is correct. 3. Students can ask the questions to find out people’s preference. 4. Students can use formulaic expressions to ask for and express opinions. 5. Students can use modeled sentences to give suggestions and advice. 6. Students can identify the phonetic symbols. Unit 1 Around the city Topic: Around the city Task: To show the way to a certain place with ‘Walk along …’, ‘Cross …’ and ‘Turn …’

Learning objectives: 1. To use the key words about the places 2. To ask the questions to find out the directions

e.g. How do I get to the zoo, please? 3. To use imperatives to give directions

e.g. Walk along Green Road.

4. To identify the phonetic symbols /s/, /z/, /ts/ and /dz/ Core contents:

Words: hotel, band, hospital, bakery, museum, cinema, along, turn Patterns:

How can I get to …?

Sounds: /s/

/z/

/ts/

/dz/

WB: P32-36 Unit 2 Buying new clothes Topic: In the toy shop Task: To design the costume you like and give the reasons with ‘I like … because …

‘

Learning objectives:

1. To use the key words about the clothes 2. To ask the questions to find out one’s preference

e.g. Which dress do you like, the blue one or the pink one? 3. To describe one’s preference

e.g. I like the blue one. 4. To identify the phonetic symbols/ɔ:/ and /ɔ/ Core contents: Words: button, zip, pocket, need, put on, try on. Patterns: Which dress do you like? Why not …? Sounds: /ɔ:/

/ɔ/ WB: P37-41

Unit 3 Seeing the doctor Topic: Seeing the doctor Task: To write a health advice for friends or relatives with ‘should’ and ‘shouldn’t’

Learning objectives:

1. To use the key words about the illness 2. To ask the questions for suggestions

e.g. What should I do? 3. To give suggestions and advice

e.g. You should take some medicine. 4. To ask the questions to express concern

e.g. What’s wrong with you? 5. To identify the phonetic symbols/ə:/ and /ə/

Core contents: Words: have a fever, have a toothache, have a cough, have a cold, well, medicine Patterns: What’s wrong with you? What should I do? Sounds: /ə:/

/ə/

WB:P42-46

OE BOOK 5A Module 3 Unit 3 Seeing the doctor Periods & Sub-topics Period 1 A bad cold cold with ‘You should …’ and ‘You shouldn’t …’

1. To use the words to express 1. To use the words to express 1. To understand the passage the cold for suggestions and advice e.g. What should I do? advice on the cold water.

Words: should, medicine Words:

Patterns: What should I do? You should …

Listening and speaking: Reading and writing: Words: king, hide, a secret cave, meeting, pull out

Patterns:

Listening and speaking:

Retell the story. Listening and speaking: Reading and writing:

Dear Peter: You have some good habits.

fever, toothache, cough, cold, dentist, either, bad for the toothache for suggestions and advice e.g. What should I do? advice on the toothache 2. To ask the questions to ask 2. To ask the questions to ask tense to retell the story reading reports 1. To use should /shouldn’t to 2. To try to comment on 3. To identify the phonetic symbols/ə:/ and /ə/

2. To use the simple present give suggestions 3. To learn how to write the behaviors Period 2 A toothache Period 3 The toothless tiger Period 4 A health advice To write a health advice on the To write a health advice on the To write a reading report with To fulfill the task of this unit Sub-tasks toothache with ‘You should …’

‘You should …’

and ‘You and ‘You shouldn’t …’

shouldn’t …’

Learning Objectives 3. To give suggestions and 3. To give suggestions and e.g. You should drink a lot of

Core contents: Patterns:

What should I do? You should …

Listening and speaking: Discourse I’m not feeling well. What’s wrong with you? Peter has a toothache. He eats

I have a cough. What should I too much sweet food and 2

do? You should

drinks too many soft drinks. You always wash your hands take some That’s bad for his teeth. He shouldn’t eat too much sweet food. He should brush his teeth twice a day.

before meals. But you also have some bad habits and I have some advice for you. You shouldn’t eat too much sweet medicine.

Thank you. Reading and writing: Kitty has a cough. She has a fever

too. She should take some medicine and drink a lot of water. She should wear warm clothes and have a good rest too.

SB: P42 Look and say SB: P44 Say and act

P46 Listen and enjoy WB: P63 G SB: P45 Look and read WB: P64 I food. You should brush your teeth twice a day.

Wish you good health. Yours, Alice. SB: P46 Learn the sounds WB: P60 A B

P61 C D

P63 H

P65 Task A B C Materials P43 Look and learn P43 Ask and answer WB: P62 E F

Lesson plan Period 4 Procedures I. Pre-task

preparations: II. While-task

procedures: 3 Contents A rhyme:

1. Ask and answer:

the King of the forest Methods Activity 1: Revision You should/shouldn’t…

Activity 2: Elicitation 1 T: Elicit the topic by asking the questions: Purposes To use the core phrases they’ve learnt in previous class.(VC L3)

To elicit the context and know the

2.New word:

toothless

3.Review the structure:

What should we do?

4.New structure:

What should you do?

We should…

New structure:

I think this is a good/bad idea, because…

What can you see? How is the tiger?

Ss: See a short movie about tigers.

T: Look, how does the tiger feel now? S1: He is sad. T: Why? S2: Because he has no teeth. T: He is toothless. Activity 3: Imitation Ss: Listen and imitate

Ss: Try to recite it. Activity 4: Elicitation 2 T: Today we’re going to learn a story: The toothless tiger. Activity 5: Listen and write Ss: Listen and fill in the blanks.

Activity 6: Elicitation 3 T: All the other animals are afraid of the tiger. So they hide themselves in a secret cave. They have a meeting. Listen! What are they saying? S1: What should we do?

Activity 7: Ask and answer T: If you’re the zebra/monkey/rabbit/fox, when the tiger is coming, what should you do? S1-n: Answer. T: I think this is a good/bad idea, because…

T: What’s the fox’s idea? new words and patterns(SC L1)

To imitate the pronunciation, intonation and help the students remember the new word. (SC L1)

To imitate the pronunciation, intonation and help the students remember the structure of the sentences.

( SC L1)

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5.New word:

toothache

6. Story.

Activity 8: Read and match Ss: Do the exercises on the exercise paper.. T: What’s the fox’s idea? Ss: Answer. T: Do you think this is a good idea? Why? S1-n: Answer.

Activity 9: Ask and answer T: What happens then? S1-n: Answer. T: The tiger eats the sweets every day.

Very soon, the tiger has a toothache.

Activity 10: Watch the whole story. Ss: Watch.

Activity 11: Retell the story. Sgroup: Do it.

Activity 12: Consolidation: Free talk. 1) T: Show the key stentences. Ss: Read and talk.

Activity 13: Reading report. Sgroup: a.Discuss in groups.

b.Write down the answers.

III. Post-task

activities: 1.Reading report:

To understand the meaning of the key pattern.

(SC L2)

To understand the meaning of the new word.

(SC L2)

To consolidate the pattern in oral practice.

(SC L3)

To consolidate the meaning of the whole story in oral practice. ( SC L3)

To use the key patterns in oral and written practice. (SC L3)

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2. Think and say Activity 14: Elicitation 4. 1.) We shouldn’t eat too many T: What can we learn from this story? sweets. S1-n: Answer. 2.) No matter how strong we are, we should always use wisdom first.

On the blackboard:

5A M3U3 Seeing the doctor

What should you do?

We should/shouldn’t…

I think this is a good/bad idea, because…

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