高一英语试讲教案

Teaching Plan for Module 1, NSEFC Book 2

The Fifth Period: speaking and writing: “Our Body and Healthy Habits”

I. Teaching Objectives

1. Language Objectives

(1) Important words and phrases

1. Headache

2.Migraine

3. Symptom

4. Not…any more

5. Toothache

6. Take one’s temperature

7. Have a temperature

(2) Important sentence patterns

I don’t get migraine any more.

2. Ability Objectives

(By the end of the lesson, students should be able to :)

(1). Students can make use of these useful expressions to talk about health problems.

(2). Students can write a paragraph about a health problem.

3. Moral objectives

1. Enable students to have the motivation to keep healthy.

2. Enable students to have the team spirit.

II. Important Point

1. Master some important and difficult words, phrases and sentence patterns. such as: Migraine, Not…any more, Take one’s temperature, Have a temperature…

2. Know how to describe the symptoms of an illness.

3. Master how to put several sentences in the right order.

III. Difficult Points

How to write a paragraph about a health problem.

IV. Teaching Methods

1. Student-centered teaching method, Task-based teaching method.

2. Teaching Aids: blackboard, a projector and computer.

Ⅴ. Teaching Procedures

StepⅠLead-in(3mins)

(At first, the teacher greets students, and then asks all students to review these worlds that they have learned in the four parts this module. Especially, the words which relate to illness. such as: toothache, headache, flu, migraine, get a cold, have a temperature, sore throat…)

T: Good morning, girls and boys! Today, we continue to learn this module. Before starting our class, I want you to review these words which relate to illness we have learned in this module. What are them?

Ss: …

T: Of course, there are many other words relate to illness, you should pay attention to them maybe; we use them in the speaking and writing parts. Now please turn to page8, speaking 2. StepⅡPre-writing (whole class work)(20mins)

Speaking (pair-work) (8mins)

(Ask students to discuss with their partners to make a dialogue about a health problem. At first, ask two students to read and translate the example on the textbook to make sure the students understand it. Then tell students they can use the example on their textbook as a sample. Give them 4mins to prepare the dialogue. Then ask 2 groups to play for the whole class. At last, teacher makes a conclusion that students should pay more attention to how to describe the symptoms of an illness.)

T: We have learned much information about our body and illness. Now please look at the speaking two, the example on our textbook. Who want to read it for us?

Ss:（read the example）

T: OK. Who would like to translate it for us?

S: (ask one student to translate it)

T: Do you understand this example? Now please discuss with your partners to make a dialogue like the example. Of course, you can make a more integrated dialogue. But your dialogue must include the name of the illness and the description of the illness’s symptoms. Do it!

(4mins later)

T: Stop. Now, some volunteers share your dialogue with us?

S A and S B (hands up)

T: OK. Please!

Ss:…

T: Well done! Someone else? (Ask another pairs to do it)

Ss: …

T: OK. In this part, we have learned to how to describe the symptoms of an illness. If you like, you can make more dialogues to practice after class. OK, the following time we will deal with the ordering activity.

Ordering the sentences (8mins)