Unit2What'sthematter说课稿正式版

1、Unit 2 What's the matter 说课稿Period 1Part One Analysis of the Teaching MaterialI .Statusand functionThis unit is an important part in Book 2.The topic of this unit is about health. This kind of topic is related to our daily life, so it is necessary for students to know something about it. In the

2、first period all activities introduce the key vocabulary and the target language.Students will learn to talk about their health what s the matter with them. They can ask for leave in English because of somekind of illness. It is helpful to improve students spoken English. This lesson is the first pe

3、riod of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.n .Analysis of the studentsThe students have learned English for more than one year so far. They have already got the basic methods of learning Englishand have taken a great interest in Engli

4、sh now.m .Teaching aims and demandsThe teaching aim's basis is established according to Junior SchoolEnglish syllabus' provision.1.Knowledge objectsTo make the students grasp the namesof the body parts and someillness.To learn how to use the target language: What s the matter?I have a cold.I

5、 have a stomachache.I have a sore back.I have a sore throat.2. Ability objects(1) To develop the Ss abilities of listening, speaking, reading and writing.(2) To train the Ss ability of working in pairs.(3) To develop the Ss abilities of communication by learning the useful structures.3. Moral object

6、sTo ask the students to exercise every day and build a strong body.To ask the students to take good care of themselves.IV .Teaching key and difficult points1 .Key points: The names of the body parts and illness.2 .Difficult points:What s the matter?I have a cold.I have a sore throat.Whats the matter

7、 with him?He has a stomachache.He has a sore back.V .Teaching aids: A tape recorder.A doll for teaching the names of body parts.Some pictures.Part Two The Teaching MethodsCommunicative teaching method Task-based teaching methodAs we all know: the main instructional aims of learning English in theMid

8、dle School is to cultivate students abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lessonI ll mainly use Communicative teaching method and Task-based teaching method. That is to say, I ll let the Ss get a better understanding of the key st

9、ructure of the dialogue. I ll give the Ss so me tasks andarrange four kinds of activities: talking, guessing games, acting out their conversations andmaking a survey.Part Three Learning strategy:Using what you know.Teaching special features:Tolet the Ss communicate with each other andadopt com petit

10、ion methods to develop the Ss keen interest in English. Part Four Teaching ProcedureI ll finish the lesson in four steps.Step1 Warming up by discussing 1. Free talk betweenT and Ss.Such as: Hello, everyone. Can you name the parts of your body? How many parts of the body can you name? Let s look at t

11、he doll and name the parts of the body. Now let s read the words together.Then I touch the different parts of the doll and ask the students to say out the words.After that, I ll ask students to work in pairs. One points to the parts of the body, the other says out the words.2 Play a game named “ Sim

12、on says. ”First have students line up in rows, ask students to touch differentparts of their bodies. For example, Simon says “Touch your head” . Students should follow the command. If any of them do wrong, they have to sit down, play the game until only one student left standing, and then give him o

13、r her a prize.Purpose of my designing: I think it is important for students to grasp the new words during the class through practice and games. At the same time it is necessary to provide some opportunities for students to show themselves at the class.Step 2 PresentationThis step is very important.

14、First I act out some illness and tell the students what s the matter with me. At the same time, I write down the new phrases on the blackboard. Then teach the new words. We may have conversation like this.S: What s the matter?T: Oh, I have a cold.S: What s the matter?T: I have a headache.After prese

15、nting all the new words, I take out some pictures, and ask students to guess what s the matter with the people in the pictures. I ll give them an example like this:“ What s the matter with him? ”“ I thinkhe has a stomachache. ” Then I ll ask the students to guess about the other pictures. If they ge

16、t the right answers,I ll give the pictures to themand later they will play as the people inthe pictures. Then I ll ask theother students to makeconversations with the students who get the pictures.Next I ll put up a big picture and ask students like this: Can you guess where the two students are? Ye

17、s, they are at the gate of the hospital. They are both ill. Look at their conversation, read it together. Now imagine you and your partner were the two students, makeup your own conversations. You have four minutes to prepare. Four minutes later, you ll show yourconversations to the class. Then I ll

18、 walk around the class and offer some help if they need.Several minutes later, ask several pairs of students to present their conversations. At last I ll find out which group act it out well and give them some prizes.Purpose of my designing: Make the students grasp the usage of the target language b

19、y all kinds of activities. Train their abilities of speaking and competition.Step 3 Listening practiceAfter these activities, the students have almost grasped the target language. At this time, listening can be mucheasier. I ll let the students listen and imitate the dialogue. Pay attention to their

20、 pronunciation and intonation. Then dothe exercises on page 7. In this step the students are required to practice the dialogue in pairs by reading it aloud. Then I ll ask the students to act it out and give a prize to the best group.Purpose of mydesigning: This step is employed to makethe Ss get the

21、 general idea of the dialogue as a whole one. At the sametime give them an opportunity to practice their listening and speaking abilities.Step4 Making a surveyTell students like this: Imagine our classroom is a hospital and you are reporters from a health magazine, you want to make a survey about th

22、e most commonillness in the hospital, and then write a report about your survey. I ll find out which group does best.Then I ll have somestudents show their reports to the class and give some prizes to the ones who do well.Purpose of my designing: In this step I ll give the Ss a free space toshow the

23、ir abilities.“Task- based” teaching methodis used here to developthe Ss ability of communication and also their ability of co-operationwill be well trained. I think proper competition can arouse the Ss interest in English learning. If the Ss can finish this task well, theywill benefit a lot in their

24、 spoken English.Step 5 Summary and HomeworkSimply summarize the knowledge learnt in this class. Then tell thestudents to exercise every day and have a strong body.After class, ask students to remember the new words learnt today and write down a dialogue between you and a doctor when you see a doctor.Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary