五、教学过程

Step I Leading in

Play a song For all the students to sing along with"if you are happy".While singing , touch the part that is mentioned in the songs。 (clap your hand, stomp your feet , wink your eye)

Then change the song ,add up other parts-----If you are happy and you know it shake your head, open your mouth, lift up your leg, lift up your arm...... etc.

And the teacher shows the pictures about body parts on the blackboard.

（以幸福拍手歌这首熟悉的旋律开始本节课的教学，学生边唱歌的同时完成对身体部位单词的认知，并通过对歌曲的改编联系更多的有关身体部位的单词。在开始新课前创设比较活泼轻松的学习氛围，激发学生的学习热情，为下面的教学做好铺垫。）

Step II Presentation

1. Teach the words of body parts: eye, nose, mouth, ear, tooth, head, neck, back, stomach, arm, hand, leg, foot.

Read the words to the students and ask them to repeat.

2. Activity 1a.

T: Now open your books and turn to page7. Please look at the picture. I'll ask a student read the list of thirteen names of body parts.

(Ask students to complete the activity individually. Then check the answers)

3. T: Ok.. We know the body parts just now. They are in altogether in one family, but I want to tell you that they can't friendly. They will have a fight Sometimes. Do you know ----Why do they fight? What are they fight for?

Ss: Who is important?

T : Good! Do you think who is the most important ? And tell me the reason, Why?

S1: Mouth, because I can't eat to live without it.

T : What else can mouth do?

S1: Drink, speak English, sing songs, talk with my friends......

S2: Ears, because I can't grab my pen without them.

S3 : Fingers, because I can't grab my pen without them.

......(as many as they can tell)

T: Everybody's answers are very good. In fact, the body parts are in one family. They can't fight, they can help us do many things, They are all important. So, we should take care of them. But the body parts have some problems sometimes.

　　　　(老师用身体语言来引导学生猜：感冒have a cold和发烧have a fever)

T: I am not feeling well now. I am ill. Do you know the illness? What's the matter with me?

Ss: You have a fever. (show the illness---have a cold with the body language, too)

Explain: 1. sore 一碰就痛 痛＋部位 分写

ache 隐隐作痛 部位＋痛 合写

2. 表示某人患有某种疾病：have a + ______

T: Do you know how to use ache? If we are aches, we can say I have an ......

Ss: I have an earache.

T : About the back?

Ss :I have a backache.

T: Yes, and I can say I have a sore back, too.(show sore)

T: (the teacher coughs) What's the matter with me? my throat?

Ss: I have a sore throat.

Step III Practice

Four students a group to practice the conversations:

What's the matter with you/him/her?

I/He/She have/has a + _______.

Step IV Listening (2a and 2b)

1. Learn the new words on the screen: fever, lie, rest, honey, dentist, water, shouldn't etc.

2.Activity 2a

　 (1)First read the eight items to students and ask them to repeat.

　 (2)Make sure that the students understand the listening task .

　 Tell the students the listening task.

T: We'll hear four conversations. People are talking about health problems they have and are getting advice. Draw lines to match the problem with the advice.

Play the recording the first time. Students only listen. Then play it again. Students finish the task.

(3)Then correct the answers.

Step V Pairwork 2c

T: Read the simple dialogue first, then have several pairs of students present their conversations to the class.

Step VI Role-play.

1. Ask three students to come to the blackboard to play a short play of doctor and patients.

T: Do you want to be a doctor to help others? Do you go to see a doctor when you aren't healthy? Today ,I give you a chance, now, suppose you are a doctor, and your group memmbers are your patients. They aren't feeling well. Please make a dialogue to present the scene in the hospital. And you may use the expression given. Later let's act out in the class.

Step VII Summary and Homework.

1. Remember the name of your body parts.

2. Write conversations between the doctor and the patient .

六、教学反思

　　英语教学提倡体验、实践、参与、交流与合作的学习方式，要使学生尽可能多的从不同的渠道，以不同的方式接触和学习语言，亲身感受和直接体验语言，在互动中交流语言，在体验中生成知识，使语言的学习转变成一种创造和运用语言的体验过程，因此在教学中应遵循体验式教学模式，使得教师的输入和学生的输出科学的结合起来。

在本节课的教学中，我尽量多设计贴近学生生活的语言情境，通过图片、实物等营造出医院的情景，让学生在接近真实中开展角色扮演活动，激发了他们的参与热情，整节课都洋溢着较高的学习热情。

　　在实际操作中，由于前面展示部分进行流畅，占据时间较多，最后的小组活动开展的不是很充分，不免遗憾。