Unit 1 What s the matter说课稿10.docx

Unit 1 What s the matter说课稿10.docx

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Unit1Whatsthematter说课稿10

Unit1What’sthematter?

TheFirstPeriod

 （SectionA1a—2c）

说课稿

Hello!

I’mNO…TodayI’mverygladtohavethechancetostandheretosharesomeofmyteachingideas.Mytopicis“What’sthematter?

”ThislessonisthefirstperiodofUnit1,fromGoForitGrade8B.I'llpreparetotalkaboutthelessonfromeightparts.

Part1AnalysisoftheEnglishCurriculumStandards

Thestageofcompulsoryeducation Englishcurriculum facesto allstudents, forstudentsdevelop comprehensivelanguageability tolayagoodfoundation, atthesametime, todeveloptheskillsoflistening,speaking,readingandwritingandtheabilityofusingthelanguage.

Part2Analysisoftheteachingmaterial

Thisunitrelatestothemodalverb"should”.Andthislessonisthefirstperiodofthisunit,itshowsthebasicvocabularyandlanguagestructure.Soitisveryimportant.Ithelpsthestudentslearntheword"should",wecanuseittogiveadviceontheproblemstheyhaveinlife.Itdeveloptheirabilitiesofsolvingproblemsandcommunication.

Part3Analysisofthestudents

AfterlearningGoforitforabouttwoyears,thestudentsnowcanusewhattheyhavelearnttoexpresstheirideasinacorrectway.Theyarewiseenoughtoexpressthemselves.Whenweguidethestudents,wecanencouragethemtogetovershynessandnervousness,letthemopenmouthstospeakandtakepartintheactivities.Tellthemwelearnthelanguageinordertouse.

Part4Learningtargets:

1.Learntodescribeandtalkaboutthehealthproblems.

2.Learntogiveotherssomerightadviceaccordingtotheirproblems.

3.Studentscaremoreaboutthemselvesandothers’health.

Learningimportantpoint

Beabletotalkabouttheproblemsandgiveadvice

Learningdifficultpoint

Giveadvicebyusingthemodalverb"should"

Part5Teachingmethods

1.UsetheSituationalTeachingApproachtogivethestudentsarealsituationoflanguagelearning,letthemtakepartinthegroupworkandtrytolearnsomethingbyusing.

2.UsetheTask-basedlanguageteachingtogivethestudentstasksinordertodeveloptheskillsoflistening,speaking,readingandwritingandtheabilityofusingthelanguage.

3.Usethebodylanguageandmulti-mediatomakethelessoninteresting.

TeachingAids

1.PPT

Part6TeachingProceduresandTeachingevaluation

Step1Warming-up（1min）

PlayanEnglishsong“Ifyou’rehappy”.（Thispartaimstostimulatestudents'interestinlearning,maketheclassroomatmosphereactiveandthenleadinthecentraltopicofthispart.）

Step2PresentationNewWords（3—5min）

IncreaseS’svocabularyandintroducethetargetlanguage.

SaysomethingabouttheEnglishsong.Justlike:

Clapourhandsandstampoutfeet.ThenlearnsomepartsofourbodyinEnglish?

（Newwords:

eye,head…）

Theteachertouchesthepartsofthebodyonebyoneandsaysthem.Whileteachingeachone,letstudentstouchorshowit.

PresentapictureofPanChangJiangonthescreen.Letstudentssayeachpartofthebody.WorkonSectionA1a.

Playagame:

Touchthepartsofyourbody.Letthewholeclasstouchthepartsoftheirbodywhenteachersay:

Touchyour…Askfourstudentstocometothefrontanddoastheteachertellsthem:

Touchyour…Ifonedoeswrong,lethimorhergoback,thelastonewho’sinthefrontisthewinner.

Step3Pairwork（3—5min）

TogiveSspracticeinusingtargetlanguagetocreatesimpleconversations.

First,inthisstep,Iwillshowsomepicturesonthescreenandaskstudentstopractice.Inapicture,alittleboylooksverysad,thenIwillaskstudentsusing“what'sthematterwithhim?

”studentsmayanswer“Hehasasorethroat.”ThenIwillaskthestudentstotalkaboutone'sproblems.Next,thestudentsshouldworkon1c.Havestudentsworkinpairsaccordingto1candasksomepairstoactouttheirconversations.

（Asksomestudentstousegesturestoshowtheillness,andhaveotherstoguess.Makeamodeldialogue.（S1doesanactiontoexpressillness.）

Step4Listening（1b）（2min）

TogiveSspracticeinlisteningtoandunderstandingshortconversationusingtargetlanguage.

WorkonSectionA1b,listenandnumberthenames（1-5）

Havestudentslookatthepicture,andtellstudentsthatthegirltalkedtoomuchyesterdayandshehasaverysorethroatnow.Thenaskthemlookthepicture,practicesayingotherproblems.Forexample:

Theboyeatstoomuchicecreamandhasastomachache.

Step5listening（2a.2b）（5—10min）

TogiveSspracticeinlisteningforspecificinformation.

Do2a.Havestudentslistenandnumberthepictures1-5intheordertheyhear.Thenchecktheanswer.

Playthetapeagainforthestudentsandletthemdo2bbythemselves.

Havestudentslistenagainandmatchtheproblemswiththeadvice.Thenplayitagainandchecktheanswer.

Step6Groupwork（5—10min）

TogiveSspracticeinmakingsimpleconversationusingtargetlanguage.

Teacherpretendstocoughandasksusing”What’sthematterwith..?

Canyougivemesomeadvice?

WhatshouldIdo?

”（Studentscangivedifferentadviceastheylike）like:

Youshoulddrinkhotteawithhoney/shouldn’ttalktoomuch/gotoadoctor…

Showdifferentpicturestostudents,letthempracticeinpairs.

Do2c.Letstudentsreadtheconversationsin2cfirst.Thenworkingroups,makeanewconversationaccordingto2aand2b.Andhavestudentsrole-playbetweenadoctorandpatient.

Step7SummaryandExtension（2min）

Askstudentstosumupthepartsofbodyandthenamesofillness.

Helpstudentstosumuphowtogiveadvicebyusing“should”and“shouldn’t”,thenaskthemtogivetherightadviceaboutdifferentproblems.

Step8Homework（1min）

Toconsolidatetargetvocabularyandlanguage.

Giveadvicetothefollowingproblemsasmuchaspossible:

sorethroat,toothache,headache,cold.Thenchooseonetomakeadialoguewithyourpartner.

Duringmyteaching，I’lltrymybesttogetmyclassaliveandencouragethestudentstotalkwitheachotherinEnglish.AndI’llusethistoguidemyteaching.Thankyou!

BlackboardDesign

Unit1What’sthematter?

TheFirstPeriod（SectionA1a—2c）

A:

What’sthematter?

neck,

sore

back,havea+thenamesoftheillness

throat,

B:

Ihavea…

toothache

stomachache

…

A:

Youshould/shouldn’t+verb.