Step 1: Warming up
Let students learn a chant about different parts of the body.
Chant “Hands on”:
Hands on hands on,
Put your hands on your head.
Put your hands on your leg.
Put your left hand on your nose.
Put your right hand on your mouth.
…
(设计说明:通过吟唱简单易学的有关人体各部分的歌谣,在轻松欢快的学习氛围中将学生的注意力吸引到课堂上,恰到好处地导入任务、切入主题。)
Step 2 :Lead-in
Task 1 Competition
1) Show a flash about different parts of the body and check how many words students know and remember.
T: Look at the flash carefully. The group that can say the most words is the winner.
(The teacher writes down the new words on the blackboard.)
2) Choose one student from each group to the front. They stand in a line. The other students say the words loudly. The student in the front who acts correctly and quickly will be the winner.
3) Then let students finish Section A 1a.
(设计说明:快速向学生展示人体各部分的名称,这种紧张而富有挑战性的活动一方面让学生的知识储备得以展示,另一方面,让学生感知新的知识。接着,以轻松的游戏帮助学生复习、巩固学过的单词,同时通过竞赛鼓励学生发言,培养团队精神,激起学生的学习兴趣。)
Step 3: Presentation
1) T: You all did a good job. (Then show some pictures of mine.)
T: What’s the matter with me?
(Help to say): I’m not feeling well. I have a headache.\ stomachache…
(并板书本课重点句型)
2) T: Now let’s enjoy a movie, and try to guess what happen to him.
(Help to say): S1: He has a sore throat.
S2: …
(设计说明:播放一段描述人物健康问题的录像(无声),让学生理解并猜测发生了什么。然后重播加入声音,学生通过看、听、思考、说出有关描述健康状况的常用句型。通过有声和无声相结合的电影,巩固学生已经掌握的相关词汇,而且从直观上给学生留下深刻的印象,能很好地引导学生完成本单元的任务。这是本课的亮点之一。)
Step 4 Practice
Free talk: Get students give advice for different illness that they watched just now.
1) Do Section A 2a and 2b.
2) Task 2
T: We have different advice for the different illness. Let’s discuss.
Pair work:
A: What’ the matter?
B: I have a ..
A: When did it start?
B: About…
A: I think you should…
B: That’s a good idea.
A: I hope you feel better soon.
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(设计说明:在同一个话题下开展不同的活动,下一个活动在前一个活动的结果中产生,这样更好地体现了任务与任务之间的环环相扣,并体现层层递进。任务在其语言知识的难度上、内容的拓展上、能力的训练上等都体现了渐进性、发展性。)
Step 5 Task 3 Doctor Wanted
T: We are all at school during the weekdays. Sometimes we may be not feeling well, So we need some class doctors in our class. Let’s have a Doctor Wanted.
活动内容及要求:每位学生都可以是一个招聘者同时也可以是应招者,运用本课的主要句型让每小组在规定时间内根据自己设计的病症招聘到尽可能多的医生,写在表格中并统计。招聘到最多医生的那一组得分。
Have an interview and make notes.
Name |
Health problem |
Advices |
Jim |
Have a stomachache |
Take some medicine , have a good rest… |
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(They can begin like this.)
A: Good morning. What’ s your name?
B: I’m Jim.
A: Why do you want to be a doctor?
B: Because …
A: Kate isn’t feel well. She can’t eat anything. What’s the matter?
B: I think she has a ……
A: What should she do?
B: …
(设计说明:为学生自主参与创设一个具体的情境,这个开放性的任务型活动和探究性的学习内容,让每个学生能在体验中积极参与活动,完成任务,感受成功。同时在活动过程中老师从情感、策略等方面,在不影响学生自主创造的原则下,进行适当的引导和激励评价,让学生形成积极的学习态度,促进语言实际运用能力的提高。这是本课的亮点之二。)
Step 6 A game
T: There are so many good doctors in our class. Today we want to know who is a magic doctor. Which group is the best?
活动内容及要求:选出两个比较有表演天赋的学生根据教师提供的任务要求进行哑剧表演,然后小组成员分工,集体商议出他们所表演的是什么疾病并对该症状进行会诊,最后推举一名同学参与组间交流。评出最佳医疗小分队。
(设计说明:学生分组讨论解决问题,使学生有学习的机会,组内学生间可以“取长补短”,使知识得到累计和重组。另外,通过小组活动,学生能够充分体会合作交流的乐趣,体验成功的快乐,使学生充分感受到交流的魅力从而产生交流的渴望。本任务的设计:欣赏好搞笑的哑剧表演后让每个学生在小组内都有一定的任务,通过他们激烈的讨论,能有效地调动他们的兴趣,最大限度地激活课堂,充分激发学生的求知欲望,提高思维创新能力,把本课推向高潮。这是本课的亮点之三。) |