小学英语一等奖说课稿《What’s the matter》
英文说课稿what's the matter
Unit 5 What’s the matter?Good morning, everyone!Today I’ll talk about<Unit 5 What’s the matter? Section A1a~2c>.This lesson is the first lesson of Unit 5. I’ll talk about it in nine steps<I>. Analysis the text (教材分析)1.The topic of this unit is to repress yourself and others health problem and givesome advice on health problem. It’s the first lesson of unit five. It offers some basic knowledge, improve the student’s listening, speaking ,reading and writing ability, Also ,it can help us learn next lesson better. So it is very important.2.Important and difficult pointsUse sentence about health problem to have conversation.Student can express their feeling, give proper advice and can look after others.<II>Analysis of the students’ situation（学情分析）1.Knowledge basic The language basic of the students is poor, it is difficultto finish the work.2.Thinking abilities The student have the abilities of memory andperformance, teach them how to use knowledge as possible as they can.3.Thinking to know They want to know sth. and performance, but somedon’t.<III>Teaching goals（教学目标）Knowledge aims:1.Grasp the new word about body:Back, arm, ear, eye, foot(feet) , hand, head, leg, mouth, neck, nose, tooth2. Learn the basic sentences about health problem. That is :What’s the matter.I have a headache/cold/fever……You should lie down and rest/see a dentist3.Learn the use of should /shouldn’tAbility aims Be able to understand the conversation about health problem and have a conversation about health problem.Feeling and attitude:Develop the students to take care of others and others’ healthThese teaching aims is clear, their contents don’t cross. Not only according to the contents of the book, but also consist of the feeling that it gives. Not only let the students learn some knowledge ,practice their abilities, but also develop their beautiful feeling . Pay attention to diversity of the aims.<IV> Teaching and learning approaches （教法、教法）e computers, CDs and pictures, Develop the students interest. Try to make the whole class interesting and lovely, Try to attract all of the student to take pact in the activity. I think“ Interest is the best teacher” .Also interest is the first step of learning English well. So trying to develop the students interest is English teachers first task.2.Design proper exercises using different ways to help students practise basic sentences and important words.<V> Teaching process design （教学过程）Develop the students interest. Give them English environment Group activities<VI>Teaching process: （教学程序）/First step---leading inI use a song to lead in .There are some new words about body. The students will be interested in this class and take an active part in it./The second step -----Words studyLearn the new words about body.I use the picture games to help the student learn the remember the words well./The third step: Learning basic sentences.Using games ,pictures, textbook contents and listening material. The students can learn the basic sentences of this unit. The teacher should help the students to overcome difficulties and try to reduce the difficulties . also ,help the students summit the important points./The fourth step ----Practice the conversations.Ask the students to work in pairs and act out their conversation. Pay attention to their pronunciation. At the same time. the teacher can encourage the students using their smiles, touches and praise . Thus the students can enjoy their success and develop their interest and abilities ./The fifth step —Exercises and homework.I design different kind of exercise and homework in order to see if the students learn well . Also , proper exercise can help the student review what they learned in class and develop the ability ./The sixth step —Sing a song .I think in this class, all the students took an active part in and learned very well .They work hard . So I teach them to sing a song to have a little rest . The song isvery easy ,but I think it is very good . It can encourage the students and make—them happy and proud . Also , the teacher can sing the song with the students It can develop the teacher and students relation .Yes, we’re friend . We have a good class. We are all happy. Happiness should become the class’ soul. That’s my opinion .<VII>Blackboard Design （板书设计）I think the design is very clear .The important points and difficult points is outstanding . It’s scientific ,clear and beautiful .<VIII>Class appraising Design （课堂评价）Appraising should base on encouragement . Teachers can use words , give them famous words as presents ,touch smiles to encourage students. In different process, the teacher should use different appraising .<IX>Teaching foretell. （教学预测）In some English class ,English teachers are not sure “English possible ,Chinese necessary .”They ask students “No Chinese ” in English class . Some students are afraid to say students can’t learn English well.I expect: English class should be interesting. The students can take an active part in and feel happy .The happy feeling can help the students complete their task creatively . After the 45 minutes ,the student can remember the words, the basic sentences well ,also they can develop their ability ,and they learn how to give advice on health problem. They know to take care of others. What a great job. I did!That’s all ! Thank you ! Thank you very much!。
四年级下册英语说课稿-Unit 7 What's the matter 课时3 译林三起
四年级下册英语说课稿-Unit 7 What’s the matter 课时3 译林三起一、教学内容概述本节课主要以What’s the matter这一短语为切入点，让学生学会用英语表示自己或他人的身体不舒服的情况，并了解一些与健康有关的常识，如如何保持健康等。
此外，本节课还将引导学生进行情景交际，练习用英语表示关心他人的情感。
二、教学目标1. 知识目标1.学会表示身体不舒服的常用短语，如I have a headache等。
2.掌握句型“What’s the matter with you?”“What’s the matter with him/her/it?”等。
3.学会询问要求帮助时的表达，如“Can you help me?”等。
### 2. 技能目标 1.能够用英语描述自己或他人的身体不舒服情况。
2.能够用英语与他人进行情感交流，表示关心他人。
### 3. 情感目标 1.培养学生学习英语的兴趣，提高学生学习英语的主动性，积极性和创造性。
2.培养学生的情感表达能力，学会与他人进行情感交流，增进友谊。
三、教学准备1.ppt教具。
2.课件的相关资源，如音频、视频等资料。
3.学生的课堂笔记和参考教材。
四、教学过程1. 导入新课1.引入新课：师生用直观、形象的方式进行英语情景交流，引导学生演示疾病、伤害等情况的表现和症状。
2.简单讲解本节课的学习重点。
### 2. 新知呈现 1.多媒体播放常见的身体不适短语、关于保持健康的常识动画小视频。
2. 教师与学生通过模仿、角色扮演等方式，模拟日常生活中常见的关于健康的情景，帮助学生掌握新知识。
###3. 合作学习学生两两配对，模拟在学校、家庭、社会等场景中出现的不适情况，并互相询问、表达关心和请求帮助的英语表达。
### 4. 拓展练习练习重点句型“What’s the matter with you?”“What’s the matter with him/her/it?”等。
最新Unit2 what's the matter说课稿
What ’s the matter?Hello ,everyone it‟s my great honor to stand here and spare my teaching ides with all of you .i‟m contestant No ,today my teaching topic is unit 2, What ‟s the matter?sectionb Grade 8 ,in my class ,I devide my teaching plan into 6 parts . they are teaching material ,students‟analysis ,teaching methods and leaning strategies ,teaching aids ,teaching procedure and blackcoard design .now I …ll introduce my teaching plan one by one ,please follow me into the first part , teaching material ,first Analysis of teaching material Go for It is a series of textbooks compiled for junior middle school students. The central idea of it is to challenge students to gain communicative competence in the study of the culture of this language. each unit is divided into two parts ,they are section a and section b ,section A‟s aim is to make ss master the basic language content. the section B is the expansion of knowledge and integrated use of language. So this unit，in section a ss have learned the basic struture :have for talking about their health problem , and using should togive advice, In section b ss should use the structure to have a commucation with classmates or friends when they are ill .meanwhile to teach them care about others .the next part--- Teaching objectives. I divide the objectives into knowledge objectives, ability objectives and moral objectives.First, knowledge objectives. in this unit, students should try their best to master some new words, useful expression and structure.Second, ability objectives. To comprehensive the languange ability , the four skills are inseparable and mutual interactive, Meanwhile focus will be laid on improving their reading strategies to enhance their antonomous leanring stratdgies.Next, moral objectives. According to the new standard of English curriculum, moral education plays an important role in language teaching. In this unit, through all kinds of teaching activities ,ss can have a positive attitude to their changes.Let‟s move on to the next part: Teaching key points and difficulties. T he key points of this unit are new words, expression and Using Modal should /shouldn‟t to give resonable suggestion from the positive and negative aspects As for the difficult point, the ss should try to understand the medicail YinYang theory.As we know ,ss are the center of teaching activity, they play an important roles in teaching procedure.so Next is Students analysis.Most of the junior middle school students are aged from 13 to 15. They are active, talkative and creative with strong abilities of memorizing, imitating and performing. So I‟ll provide real context s, various tasks and challenging activities. The purpose is to motivate students‟ learning enthusiasm and cooperative spirit.As far as Teaching methods and learning strategies concerned, I will mainlyuse task-based teaching method is to be adopted. Various tasks will be designed for the students to master appropriate functional patterns. Besides, I will use situational teaching method and audio-visual teaching method. Various contexts will be set vividly. And different topics will also be brought up for discussion. For ss, I will guide them to master the learning strategies gradually, prediction, cooperation automous learning will be encuraged in my class .Next let‟s talk about Teaching aids. In this unit,I will make use of multimedia to assist my class. Besides, some real objects, cartoons, pictures, recordings and charts will also be helpful. This will help to create the language situation and enhance the communication between teacher and students.We‟ve finally come to the most important part of my teaching plan----Teaching procedure. It is made up of 5 parts. They are preparation, presentation, practice, production and homework.Now, time to talk about the first step：Preparation.At the beginning of the class,I ‟ll creat a situation to introduce new friends to students. Now let‟s look at it (展示实物). A: Hello,everyone, my name is Jone. Oh, my friend Tom, where are you going. B: I‟m going to see a doctor. A: Oh, what‟s the matter? B:I have a fever. A:I‟m sorry to hear that, but I think you should drink lots of water. B: Thank you very much. A: Not at all. Goodbye. Through this situation, it can help ss review what they ‟ve learned in section A, meawhile funny cartoons can arouse ss interests to the new content of section B.2PresentationWith a livily warming up, ss will be guided to the new topic what they will do when they are ill.According to learning strategies ,in this step ,first I‟ll display 4 pictures on the screen and ask Ss to predict the meaning of pictures with sentences pattern “what‟s the matter”. After that I‟ll ask Ss to do activity 1b on the textbook and try to find out the right advice.in this way ,it not only practice ss inference ability ,but also improve ss the autonomic learning ablilty. Meaninwhile sss will learn the new words naturally. These are the new words and expreesions ,through the pictures ss can have a btter understanding of them.Learning the new words and expressions ,let‟s watch a video. I use audio-visual teaching method to creat a situation ,let ss know how to use the strutures should /shouldn‟t. ok through step 2 presentation ,I have finish the teaching key points .in order to help ss consolidate and expand the knowledge points Now let‟s come toStep 3 Practice 1. listeningThough reviewing the sentences pattern on section a and learing the new words on sectionb , I‟ll ask Ss to do activity 2a on the txetbook. Ss will listen to the tape record for 3 times. The first time is just listening, the second time is completing the blank,the 3rd time is checking the answers by themselves, then I‟ll give them the right answers and ask Ss to act conversation out in different roles. This step can help ss practice the listening ability. At the same time , through role paly , cooperation sprit in learning strategies can be presented perfectly.2. ReadingBefore carrying out the reading practice, I‟ll invite an ancient sage to introduce some knowledge about yin yang theory. After that let the ancient sage to tell ss which foods belong to yin which foods belong to yang, eg, tofu belongs to yin, beef belongs to yang. In this way ss can carry out the reading material smoothly.In this step I‟ll display 2 questions on the screen and ask ss to read the material with these questions, this aim is to tell ss a kind of reading strategies,it is useful to improve their reading ability, after that I‟ll choose ss to check the answers. And the whole class will read the article for one time.in this way ,through the introducion of funny cartoon,teaching difficult point can be settled3. WritingIn this step ss will read the article and fill in the chart. In this way, it can improve their writing ability. Meanwhile ,it can help ss bring the causual spoken English into the formal written languageStep4 ProductionIn order to enhance the communication between ss , I ‟ll design an interesting task to shift the mechanical practice into a meaningful one. ss will be divided into 4 groups, each group will choose 2 ss, they will stand by face to face. The one is perfoming the meaning of the word on the blackboard, the other is guessing his partner‟s body language and give an appropriate advice. After that I‟ll choose who‟s the best doctor. In this step it can practice ss imitating and performing ability.step 5：HomeworkHomework play an important role in consolidating knowledge of this lessonSo In this step ss will make a survey about health report in their family. They should record what‟s the matter with their family members and give some advices. This step is aim to consolidate and review what we‟ve learnt in this unit and achieve moral objective to teach ss care about themselves and others.The last part of my teaching plan is Blackboard DesignA good blackboard design can reflect what are the key points and difficulty in this unit ,so through what I am writng on bb ,ss can have good review of itJust as a scholar said: just as a scholar said"telling me, i forget;teaching me , i remember; involving me, i enjoy". creating a student-centered teaching model is theultimate goal of my class. That‟s also what i'll stick to in the future. thank you!。
what's the matter说课稿
Unit1 What’s the matter ?第一课时说课稿一、说教材1、教材内容及地位本节课的主要内容是新目标英语八年级下册第单元第一课时，教材是以What’s the matter ?为中心话题，描述身体不适和提出建议展开，学习和运用“What’s the matter ?”和“What should…do?”让学生学会描述身体的不适和提出建议，本课教材内容与学生的实际生活密切相关,易于引出学生运用简单的英语进行交际和交流，在学习活动中，学生通过交换对身体不适的描述及建议，促进学生之间和师生之间的情感交流，增进情谊。
第一课时主要学习的内容是学习有关身体部位的单词，学习“What’s the matter ?”和“What should …do?”句型。
2、说教学目标1) 知识目标：学习掌握有关身体的词汇以及有关疾病的词汇，并学会描述身体的不适和提出建议。
2) 能力目标：听懂本课学习活动中的问题及回答，能在本课的任务型活动中进行简单的交流，能正确朗读本节课句的型，能写出本课的单词和句型。
3) 情感目标：通过描述自己的身体的不适提出建议，表达自己的看法，使学生在人际交往中学会关心别人，增进情谊。
4) 文化意识目标：用恰当的方式表达自己的看法，增进人际交往中学会关心别人的能力，了解英美国家问询和表达身体不适的习惯, 培养世界意识。
3、说教学重难点重点：本节课主要学习身体部位的单词和一些疾病的词汇，以及身体不适的表达及建议。
难点：身体不适的表达及建议二、说学情初二年级的学生对英语已经有了一定的基础，在学习中，他们更喜欢从游戏中或者活动中学习，这样更能提高他们的学习兴趣，让他们更轻松地掌握英语知识。
三、说教法作为教学的引导着，我遵循新课程“学生是学习的主人，一切的教学活动设计在以学生为本”的教学理念，坚持“为学生的发展，必须培养学生的自主性、能动性、独立性和创造性”的教学原则。
课堂教学中利用图片，视频等直观的教学手段，通过任务型教学法，游戏教学法，情景教学法等教学法引导学生学习，使枯燥的单词教学变得生动有趣，激活课堂，最终达到预期的教学目标。
全英文说课稿--Whatsthematter
全英文说课稿--Whatsthematter第一篇：全英文说课稿--Whats the matterUnit 2 What’s the matter?Page 8 Section A 2a--2cGood morning, everybody.I’m very glad to stand here to share my ideas about the lesson with you.I hope that you will give me some advice for my presentation.then , I will analyze the lesson from the six aspects：analysis of teaching material, analysis of students , teaching methods, learning methods, teaching procedures and blackboard design.Part One ：Analysis of teaching material 1.Status And FunctionThis unit focus on a very important grammar point—I have a headache.shouldn’t = should not.The textbook start with a interesting topic--what's the matter? By this way, it is great helpful to attract the attention of the students.Besides ,such a topic is related to our daily life, so it will raise learning interests of students and help them to improve their spoken English in class.2.Teaching Aims and DemandsKnowledge Objects: New words;Some advice;Grammar Focus.Ability Objects：Listening, reading and writing municative competence.Moral Objects : To be a doctor and serve the people heart and soul.3.Teaching Key Points toothachefevershouldn’tlie down and resthot tea with honeysee a dentistdrink lots of water 4.Teaching Difficulties What’s the matter?I have a toothache.Maybe you should see a dentist.That’s a good idea.He has a stomachache.He shouldn’t eat anything.Part Two Analysis of students The Students have learned English for a long time.So they can understand some words and some simple sentences.And ,this lesson is talk about health, body.Students have been interested in English now.Part Three Teaching aids and methods Teaching Aids :A tape recorder;A projector.Teaching Methods:Listening, reading and writing methods.Pairwork.Part Four Learning methods 1.Teach Students how to be successful language learners.2.Teach Students how to develop the reading skill —skim & scan;how to communicate with others;how to learn newwords;how to learn independently;3.Get the Students to form good learning habits.Part Five Teaching Procedures Step I Greet the class.Show the new words on the screen.Read the new words to students and ask them to repeat.Then ,discuss the Chinese meanings.feverlie rest honey dentist watershouldn’t Step II 2aNow ,open your books and turn to Page 8.First , I will read the following items to students and ask them to repeat.toothache sore throatstomachachefeverlie down and resthot tea with honeysee a dentistdrink lots of water Listen to the recording.Please payattention to the first one has been done for you.The boy has a toothache and the advice is to see dentist.Then check the answers on the blackboard.Step III 2bFirst, look at the four pictures.Each picture illustrates one of the conversations.Now we’ll listen to the conversations again.This time, listen for the missing words and write the missing words on the blank lines.(Play the recording one time only)Then check the answers.Step IV 2c PairworkF irst, I’ll have two students read the dialogue in the box.A: What’s the matter?B: I have a toothache.A: Maybe you should see a dentist.B: That’s good idea.Then ,ask students to practice the dialog in groups.After they practice a while, I will have several pairs of students present their conversations to the class.And ,then ,I will cheek out ,and point out their problems and give them some advice.Step V Grammar Focus(Show on the screen)I have a headache.He has a toothache.You should go to bed.He shouldn’t eat anything.She should see a dentist.shouldn’t = should not Step VI Summary During this class, we’ve learnt some advice to people who have health problems.And who wants to be a doctor in future?OK.Serve the people heart and soul.learned about how to be a good doctor in the future.Step VII HomeworkPractice the conversations and review the Grammar Focus.Part Six Blackboard designUnit 2 What’s the matter? toothachelie down and restsore throathot tea with honeystomachachesee a dentist feverdrink lots of water第二篇：(全英文)说课稿Unit 9 What does he look like? Section B 2bYuanzhuang Middle School Zhao Youli Hello!Everyone , I’m very glad to have this opportunity to talk about some of my teaching ideas.My topic is “What does he look like ?” take from book 1,Unit9 section B 2b of go for it.I divided it into five parts to talk about.They are Analysis of the teaching materials , Teaching aims of this lesson , Key points and difficult points, The teaching methods and the teaching procedures.Analysis of teaching material.This is an important lesson in this unit.In this lesson ,the students will learn some new words and phrases to describe people’s looks and they will do some listening , speaking and writingThe teaching aims of this lesson 1.Aims of the knowledge(1)Learn the new words and expressions in this section(2)Learn how to describe people’s looks2.Aims of ability(1)Develop the students’ ability of listening and speaking(2)Train their ability of communication3.Aims of emotion Make the students describe various people to improve the friendship Key points and difficult points 1.Master the different using of the new words e these words and phrases to describe people’s looks Something about the students 1.The students are lack of vocabularies 2.Most of th em don’t often use English to express themselves and communicate with others 3.Some of them are not active in the class because they are afraid of making mistakes.The teaching methodsThis section is close to our daily life.so I decided to choose the situation teaching method , give the situation to the student ,and they want to learn how to say it in English.Let them learn the knowledge by listening and speaking, give them more chances to practice that is “learning by doing , learning by using”.in order to make the class lively and the students can learn it easily , I will use the multi-media computer and a tape recorder as teaching aids.The teaching procedures Step 1Warm-up Free talk between the students.Review some key words and language points learned in previous units.(Purpose of my designing : I think it’s important to form a better English surrounding for the students and it’s necessary to provide situation to review learned knowledge.)Step 2 Presentation 1.real criminal2.a police artist3.a good picture of each criminal4.be of medium build.5.long straight brown hair.6.in the end7.a short and heavy old man.8.crimeIn this part，I will finish 2a and 2b.Listen and circle “is” or “has” below，and fill in the chart of 2b，pay attention to their pronunciation，then I will check the answer。
小学英语教研活动说课稿(3篇)
第1篇一、说教材1. 教材分析本次教研活动所选教材为PEP小学英语四年级上册Unit 2 What’s the matter?。
本单元主要围绕“询问病情”这一主题展开，通过学习日常生活中的常见病情及相应的询问和回答，帮助学生提高英语口语表达能力，培养良好的交流习惯。
2. 教学目标（1）知识目标：学生能够掌握本单元的词汇，如：headache，toothache，stomachache，fever，cold等；能够运用所学词汇和句型进行简单的询问和回答。
（2）能力目标：学生能够在实际情境中运用所学知识进行简单的对话交流，提高英语口语表达能力。
（3）情感目标：培养学生关爱他人、乐于助人的品质，提高学生的团队合作意识。
二、说教法1. 直观教学法本单元的教学内容与学生生活息息相关，教师可以通过图片、实物、动作等直观教具，帮助学生理解词汇和句型，提高学生的学习兴趣。
2. 任务型教学法教师可以根据教学目标，设计一系列任务，让学生在完成任务的过程中，运用所学知识进行交流，提高学生的英语口语表达能力。
3. 情境教学法教师可以创设真实的生活情境，让学生在情境中运用所学知识进行交流，提高学生的英语实际运用能力。
三、说学法1. 自主学习法教师引导学生通过自主学习，查找相关资料，了解病情及询问方法，为课堂学习做好铺垫。
2. 合作学习法教师鼓励学生之间相互合作，共同完成任务，提高学生的团队合作意识和沟通能力。
3. 实践法教师鼓励学生在生活中运用所学知识，进行实际交流，提高英语实际运用能力。
四、说教学过程1. 导入新课教师通过展示一些常见的病情图片，激发学生的学习兴趣，引出本节课的主题。
2. 新课呈现（1）词汇学习教师通过图片、实物等直观教具，帮助学生理解和记忆本单元的词汇。
（2）句型学习教师通过创设情境，引导学生运用所学句型进行对话交流。
3. 任务设计（1）小组合作教师将学生分成若干小组，每个小组完成一个任务，如：询问病情、描述病情等。
Unit 7 What's the matter说课稿
Unit 7 What's the matter说课稿
说课稿：
Teachingcontents:
译林版《英语》四年级下册Unit7What’sthematter?(Storytime)本课的话题是“表达感觉”和“询问关心他人”，呈现了LiuTao在晚饭后至睡觉前这段时间的身体感受，先是口渴，然后是疲倦。
本故事体现了父母关心孩子的生活细节。
重点句型是What sthematter?I m...本单元还出现了日常交际用语Comeandhave...CanIhavesome...?Areyou...?在教学中，结合生活中的情景，让学生在角色扮演中学会关心帮助他人。
Teachingaimsandlearningobjectives:
知识目标：
1.能听懂、会读、会说、会写单词thirsty、water、ill、tired、happy.
2.能听懂、会读、会说日常用语What’sthematter?I’m…
CanIhave…?eandhave…Iwantto…Goodnight.
能力目标：
1.能正确地理解并朗读对话。
2.尝试运用本课所学的词汇和常用语询问和表达“感受”或“感觉”。
情感目标：
1.通过本课的学习教育学生在日常生活中学会关心帮助他人。
2.使学生感受助人为乐的美，激发对生活的热爱。
Focusofthelessonandpredictedareaofdifficulty:
教学重点：能正确地理解并朗读对话。
教学难点：本课时的教学难点是如何利用所提供的对话和情景，以旧引。
Unit 1 What ’s the matter说课稿10
Unit 1 What ’s the matter? The First Period(Section A 1a—2c)说课稿Hello! I’m NO… Today I’m very glad to have the chance to stand here to share some of my teaching ideas. My topic is “What’s the matter?” This lesson is the first period of Unit 1, from Go For it Grade8B. I'll prepare to talk about the lesson from eight parts.Part 1 Analysis of the English Curriculum StandardsThe stage of compulsory education English curriculum faces to all students, for students develop comprehensive language ability to lay a good foundation, at the same time, to develop the skills of listening, speaking, reading and writing and the ability of using the language.Part2 Analysis of the teaching materialThis unit relates to the modal verb "should” .And this lesson is the first period of this unit, it shows the basic vocabulary and language structure. So it is very important. It helps the students learn the word "should", we can use it to give advice on the problems they have in life. It develop their abilities of solving problems and communication.Part 3 Analysis of the studentsAfter learning Go for it for about two years, the students now can use what they have learnt to express their ideas in a correct way. They are wise enough to express themselves. When we guide the students, we can encourage them to get over shyness and nervousness, let them open mouths to speak and take part in the activities. Tell them we learn the language in order to use.Part 4 Learning targets:1. Learn to describe and talk about the health problems.2. Learn to give others some right advice according to their problems.3. Students care more about themselves and others’ health.Learning important pointBe able to talk about the problems and give adviceLearning difficult pointGive advice by using the modal verb "should"Part 5 Teaching methods1. Use the Situational Teaching Approach to give the students a real situation of language learning, let them take part in the group work and try to learn something by using.2. Use the Task-based language teaching to give the students tasks in order to develop the skills of listening, speaking, reading and writing and the ability of using the language.3. Use the body language and multi-media to make the lesson interesting.Teaching Aids1. PPTPart 6 Teaching Procedures and Teaching evaluationStep 1 Warming-up (1min)Play an English song “If you’re happy”.(This part aims to stimulate students' interest in learning, make the classroom atmosphere active and then lead in the central topic of this part.)Step2 Presentation New Words (3—5min)Increase S’s vocabulary and introduce the target language.Say something about the English song. Just like: Clap our hands and stamp out feet. Then learn some parts of our body in English? (New words: eye, head …)The teacher touches the parts of the body one by one and says them. While teaching each one, let students touch or show it.Present a picture of Pan ChangJiang on the screen. Let students say each part of the body. Work on Section A 1a.Play a game: Touch the parts of your body. Let the whole class touch the parts of their body when teacher say : Touch your… Ask four students to come to the front and do as the teacher tells them : Touch your… If one does wrong, let him or her go back, the last one who’s in the front is the winner.Step3 Pair work (3—5min)To give Ss practice in using target language to create simple conversations.First, in this step, I will show some pictures on the screen and ask students to practice. In a picture, a little boy looks very sad, then I will ask students using “what's thematter with him?” students may answer “He has a sore throat.” Then I will ask the students to talk about one's problems. Next, the students should work on 1c. Have students work in pairs according to 1c and ask some pairs to act out their conversations.(Ask some students to use gestures to show the illness, and have others to guess. Make a model dialogue.(S1 does an action to express illness.)Step4 Listening (1b) (2min)To give Ss practice in listening to and understanding short conversation using target language.Work on Section A 1b, listen and number the names (1-5)Have students look at the picture, and tell students that the girl talked too much yesterday and she has a very sore throat now. Then ask them look the picture, practice saying other problems.For example: The boy eats too much ice cream and has a stomachache.Step 5 listening (2a.2b) (5—10min)To give Ss practice in listening for specific information.Do 2a. Have students listen and number the pictures 1-5 in the order they hear. Then check the answer.Play the tape again for the students and let them do 2b by themselves.Have students listen again and match the problems with the advice. Then play it again and check the answer.Step6Group work (5—10min)To give Ss practice in making simple conversation using target language.Teacher pretends to cough and asks using” What’s the matter with ..? Can you give me someadvice? What should I do?” (Students can give different advice as they like) like: You should drink hot tea with honey/ shouldn’t talk too much/ go to a doctor…Show different pictures to students, let them practice in pairs.Do 2c. Let students read the conversations in 2c first. Then work in groups, make a new conversation according to 2a and 2b.And have students role-play between a doctor and patient.Step7 Summary and Extension (2min)Ask students to sum up the parts of body and the names of illness.Help students to sum up how to give advice by using “should” and “shouldn’t”, then ask them to give the right advice about different problems.Step8 Homework (1min)To consolidate target vocabulary and language.Give advice to the following problems as much as possible: sore throat, toothache, headache, cold. Then choose one to make a dialogue with your partner.During my teaching，I’ll try my best to get my class alive and encourage the students to talk with each other in English. And I’ll use this to guide my teaching. Thank you!Blackboard DesignUnit 1 What ’s the matter?The First Period (Section A 1a—2c)A: What ’s the matter?neck,soreback, have a + the names of the illnessthroat,toothachestomachache…A: You should/shouldn’t + verb.。
《What’sthematter-》优秀教案.doc
《What ’ sthematter?》优秀教案II.T eachingaimsanddemands （教学目的和要求）：What ’ sthematter?Ihaveaheadache.Youshoulddrinksometea.Thatsoundsalikeagoodidea.Ihaveasoreback.III.Teachingimportanceanddiff iculty （教学重难点）: Talkab outyourhealt h.Makesugges tions.IV.T eachingways （教学方法）：Revi sion, Learnin g，Practicean dReading.V. Teachingtoo Is （教学工具）：T ape-recorder andLantern.V.Teachingt ime （教学时间）：Si xperiodsVI. Teachingpro cedure （教学过程）：No. 7Thefirs tperiodI.T eachingAimsa ndDemands1.K nowledgeObje cts.Bodyname s.Illness.Wh at' sthematte r?Ihaveacold .2.A bilityOb jects.Listen ingskill.Rec ognizingskil 1.3.M oralObj ects.Exerc iseeverydaya ndkeephealth yandstrong.II.T eaching Importancean dDifficultyW haV sthematt er?Ihaveacol d.III.Teachi ngMethodsRec ognizingmeth od.Listening method.Disco vermethod.Pa irwork.IV.Te achingAidsAt aperecorder.Adollforte achingthenam esofthebody. AProjector.V . TeachingPro ceduresSte pIGreetthecl assandcheckt hehomework.S tepIISection AlaBringou tadoll. Teach thewordsofbo dyparts.Re adthewordsto studentsanda skthemtorepe at. Nowopen yourbooksand turntopage7. Pleaselookatthepicture,I llaskastude nttoreadthel istofthirtee nnamesofbody parts.StepII libActouta nillness. The nshowtheothe rnewordsont heblackboard . Readtheneww ordstostuden tsandaskthem torepeat. Mak esureeveryst udentknowsth emeaningandc anreadthem.S tepIVPairwor kTeachstud entsmoreword sofillness. F orexample,Ha veacoldhavea feverHeadach estomachacheHeadachetoot hacheHavea sorebackhave asorethroatS tepVAnactivi tyPlaytheg ameSimonsays withstudents . Firsthavest udentslineup inrows. Askst udentstotouc hdifferentpa rtsoftheirbo dies.StepVIA nactivityN owpleaseturn topagel06. Th ereisapictur eofaheadwith noeyes,nose, mouthorears. Pleasedrawth eminthecorre ctpacesandsa ytheirnamesi nEnglish.The nshowyourpic tures. Whodra wsthebest?St epVIIHomewor kWritedown thenewwordsi nyourexercis ebookandread themforsever altimesSte pVIIIBlackbo ardDesign U nit2What sth ematter? Toot h --- teeth (pi.)Foot --- feet (pi.)Toothach eStom-ach-ac heEyesnosemo uthearsNo. 8T hesecondperi odI. Teachi ngAimsandDem ands1.K nowle dgeObjectsNe words.Somea dvice.Gramma rFocus.2.A bi lityObjectsL isteningskil 1.Readingski 11.Writingsk ill.Commun icativecompe tence.3.M ora 1 ObjectTob eadoctorands ervethepeopl eheartandsou 1.II.T each inglmportanc eandDifficul tyWhat' sthem atter?Ihavea toothache.Maybeyoushou ldseeadentis t.That sagoo didea.III.Te achingMethod sListeningme thod.Readi ngandwriting methods.Pair work.IV.Teac hingAidsAtap erecorderApr ojector.IV . TeachingPro cedures Ste pIGreetthecl assandcheckt hehomework. StepIIShowt henewordson thescreen.Readthenewwo rdstostudent sandaskthemt orepeat.Step III2aNowop enyourbooksa ndturntopage readtheeightitemstostude ntsandaskthe mtorepeat.To othacheSoret hroatStomach acheFeverLie downandrestH otteawithhon eySeeadentis tDrinklotsof waterStepIV2 bFirstlook atthefourpic tures.Eachpi ctureillustr atesofthecon versations. N owe llliste ntotheconver sationsagain . Thistimelis tenforthemis singwords. Wr itethemissin gwordsontheb lackboard.St epV2cPairwor kFirstl ' 11 havetwostude ntsreadthedi alogueintheb ox. OK. Youtwo please.Sa:Wh at’ sthematte r?Sb: Ihaveat oothache.S a:Maybeyoush ouldseeadent ist.Sb:That sagoodidea.Askstudents toworkinpair s.StepVIGram marFocusIhav eaheadache.H ehasastomach ache.Shehasa toothache.Yo ushouldgotob ed.Heshoul dn' teatanyth ingfor24hour s.Sheshoul dseeadentist .StepVIIHome work。
Unit 2 What‘s the matter说课稿
新课标Unit 2 What‘s the matter?说课稿Teaching plans for Unit 2 What’s the matter?Teaching goals and demands1 Cognitive goals(1) The students can use the words and expression in talking about illness, such as what’s the matter? I have a cough / a headache …(2) The students can use “should” to give advice about illnesses. You should drink more water. You should have a rest.2. Ability goalsTrain the students’ four skills, speaking, listening, reading, and writing. Get the students to use the important words and expressions freely.3. Emotion goalsEnlighten students to take an interest in learning English, get students to know that they should care more about others. Important points1. Students should grasp the following words: headache, toothache , stomachache , sore , throat , cough, fever2. Students can use the following sentences:(1) –What’s the matter (with you )?–I have a stomachache.(2) You should…. You shouldn’t….Difficult points1. How to express the illness, such as –ache and a sore ….2. The use of modal verb should.Teaching aid CAITeaching procedures:Step 1 Warming up1. ChattingClap your handsClap, clap, clap your hands,As slowly as you canClap, clap, clap your hands as quickly as you can.Shake, shake, shake your hands,As slowly as you can.Shake, shake, shake your hands as quickly as you can.Roll, roll, roll your hands,As slowly as you can.Roll, roll, roll your hands as quickly as you can.Wiggle, wiggle, wiggle your fingers,As slowly as you can.Wiggle, wiggle, wiggle your fingers as quickly as you can.Pound , pound , pound your fists,As slowly as you can.Pound, pound, pound your fists as quickly as you can.2. Revise the parts of body.Do body exercise touchingStep 2 Language input1 PresentationT: How are you?S: Fine, thank you. And you?T: I’m not well. There’s something wrong with my head. I have a headache.(Show a picture) Look! This boy has a headache, too. (Help the students say headache)(Show another picture of a man who has a toothache)T: Is he fine?Ss: No.T: What’s wrong?Ss: He has a toothache.(Help the students read toothache)T: Look at the man. Is he feeling well? What’s the matter?Ss: He has a stomachache.(Let Ss say the word together)T: This man is so terrible. What’s the matter?Ss: He has a sore throat. (Help the students to say them).T: Look at this man .He can’t stand up. What’s the matter with him?Ss: He has a sore back. (Let Ss know the meaning of “ sore”) Show the pictures again to revise the words above. At the same time present the new words: fever, cold, cough.2. Practise between T and Ss (Teacher mimes an illness and let students ask)T: I usually have these problems, too. Now I’ll act and you askSs: What’s the matter with you?T: I have a…. Do them like above several times.T: Who can act like me? (Many students may raise their hands. Teacher ask one of them to mime and the others ask)Ss: What’s the matter?S1: I have a….Ss: What’s the ma ter?S2 I have a….T: Well, I think it’s time for you to ask and answer each other. For example,S1: What’s the matter?S2: I have a….Step 3. Watch and answerT: Ok. People often have problems. Do think animals will have something wrong, too?Ss: Yes.T: Now let’s see. What’ s the matter with the monkey and cock?(After students watch the movie)S2: The cock has bird flu. S1: The monkey has a cough.Step 4 PresentationT: I also have a cough, too. What should I do? (Students may give many different ideas)S1: You should….S2: You should….Step 5 PracticeShow the picturesT: What’s the matter?Ss: He / She has a….T: What should he /She do?(Students may give many ideas)Step 6 Group work Who is Dr know?Problemsa. I have a headache. d. I’m stressed out. h. I have a soreb. I’m tired. e. I have a headache. throat.c. I’m hungry. f. I have a stomachache.Divide the class into two parts. One half of them have problems. And theother halfgive the ideas. Then let’s see who gives the most and best ideas and whois Dr know.Step 6 Listen and answer.T: My students Sonyang and Tonny are not feeling well, too. Do you know them ?Ss : NoT:: Maybe you don’t know them .Because you are in different classes. Let’s listen and see.: 1 What’s the matter with Sonyany ?2.What’s the matter with Tonny?3.What should they do?4.What shouldn’t they do?Step 7 Make a dialogue.T: I think Sonyang and Tonny should also go to see the doctor. If we arebadly ill we should go to the hospital and see the doctor, too. Now make a dialogue in groups of three.Step 8 DiscussionT: If we have something wrong, we can’t work and study well. So we must keep healthy. Then what should we do to keep fit? Please discuss it witheach other in groups of four. Then I’ll ask one of you to come to theblackboard to make a report.Step 9 HomeworkWrite a short passage about how to keep fit.。
《U1 What’s the matter》教案 (省优获奖)
Unit 1 What’s the matter一、教学目标知识目标：Words: matter; have; cold; stomachache; sore; back; arm; ear; eye; foot; hand; head; leg; mouth; neck; nose; stomach; tooth; throat; toothache; fever; rest; honey; dentist;Phrases: have a cold have a sore throat have a fever see a dentist Sentences:1. What's the matter I have a cold.2. I have a headache/stomachache/toothache/sore back/sore throat.3. You should go to bed/drink some water.能力目标: Enable the students to talk about health problems and give advice with the language points.情感目标: Help the students learn how to talk about health problems and give advice on that with the language points.二、教学重、难点Talk about your health.and give advice.三．教学准备；设计身体部位的图片。
四．预习导航:：1、听单词录音，熟记Section A的新单词，并制作单词图片。
2、完成1a，列出图中物品的英语单词，并识记新单词。
3、收集更多的身体部位和疾病的英语名称；穿射情景小品。
五、教学过程：1.介绍自己看病并向医生介绍病情的经历。
最新Unit 1 What‘s the matter 说课稿
U n i t1W h a t‘s t h e m a t t e r说课稿Unit 1 W hat’ s the matter? 说课稿Section A 1a-1c一、说教材1、教材分析本单元以“What’ s the matter? ”为话题，学习谈论健康状况及如何针对身体不适问题提出建议，并倡导人们注意健康饮食及养成良好的生活习惯。
本节课是第一课时，是本单元的重点内容，主要学习有关身体部位的单词以及运用句型“What’ s the matter ?”和“I have a…?”询问和描述身体情况。
2、教学目标《英语课程标准》指出：初二的学生要能听懂简单的故事的情节发展，能根据连续的指令完成任务，能在教师的帮助下或根据图片用简单的语言描述以及发展语言综合运用能力等。
在认真分析教材的基础上，我针对学生实际，将本课时的教学目标确定如下：（1）知识目标：掌握有关身体部位以及疾病的词汇，并学会运用“What’ s the matter ?”和“I have a…?”询问和描述身体情况.（2）能力目标：能运用所学句型询问和描述身体健康状况, 提高听、说、读的综合能力。
（3）情感目标: 教育学生要注意身体健康, 学会关心他人。
3、教学重点和难点（1）教学重点：学习有关身体部位及疾病的词汇，以及如何询问和回答身体健康状况。
（2）教学难点：在实际生活中灵活运用所学新句型进行交流。
二、说教法为了突破这堂课的重难点，我本着贯彻新课标以学生为主体，教师为主导的理念，根据中学生有一定英语基础但学习积极性不高的具体情况，以及心理特点，主要采取直观教学法、游戏教学法和任务型教学法。
让学生在教师的指导下主动参与到教学活动中来，提高学生学习的积极性。
三、说学法结合以上的教学方法，引导学生在学习本课时采用自主学习和合作学习相结合的方式，培养学生自主学习的能力和合作精神。
以上就是我对学生学习方法的指导，最后我详细地来说一说教学程序。
Unit7 What's the matter？ 1-6课时(说课稿)-2022-2023学年英语四
Unit7 What’s the matter？ 1-6课时一、教学目标1.掌握常用疾病的表达方式；2.学习具备基本听力、口语和阅读能力；3.学习正确使用疾病的表达，能够与他人进行简单的交流；4.培养学生自我保护和安全意识。
二、教学重点难点1.疾病表达方式；2.疾病救治方法；3.如何避免疾病传播。
三、教学过程1.自我介绍（10分钟）让学生自我介绍，并介绍一下自己是否健康，有没有生病过。
2.新词汇引入（15分钟）教师通过图片和现实生活例子引入新词汇：flu, cough, fever, headache, sore throat等。
让学生尝试口头表达这些词汇，并帮助他们获得正确的发音和写法。
3.学习疾病表达方式（20分钟）使用图片、小片段短视频、口语和实际场景模拟的方式，让学生对不同疾病的发生原因和表现进行感性理解，并让学生模仿表达方式和发音。
4.学习疾病救治方法（20分钟）通过图片、视频和讨论的方式，介绍不同疾病的救治方法。
使用冯氏救护书籍中的知识点，让学生了解疾病救治的基本规则和操作技术。
并让学生能够使用正确的方法自救或救治他人。
5.大作业（30分钟）让学生团队合作，并在一定时间内准备一个10分钟左右的小型戏剧表演。
每个小组从不同的疾病中选择一个，演示它的发生过程和救治过程。
学生需要为自己的演出准备第一手资料，如疾病描述、救治方式、场景背景等。
6.总结（5分钟）在课程结束前，教师简短地回顾了今天的课程内容，鼓励学生将今天所学的知识运用到生活中。
并鼓励学生关注自身健康，增强自我保护和安全意识。
四、教学效果评估在课下，教师将通过两个测试来评估学生的教学效果：口语测试和笔试测试。
口语测试将会考察学生对新单词和疾病表达方式的掌握程度，而笔试测试将会考察学生对疾病救治知识点的理解和应用程度。
五、教学参考资源1.医学百科全书.（2022）. 冯氏救护书籍九版.2.新概念英语四年级下册，Unit7.3.阿凯医生（视频app）.。
教学设计1：What'sthematter？【区一等奖】
Unit 7 What’s the matter? 教学设计（第2课时）教学目标：1.能听懂，会读，会说，会写单词：happy, hungry, ill, sad, thirsty, tired.2.能听懂，会读，会说句子：What’s the matter? Are you happy/hungry /ill/sad/thirsty /tired? I’m happy/hungry /il l/sad/thirsty /tired . Here’s…for you.3.能了解字母o在单词中的读音,即/ əu /教学重点：1.能听懂，会读，会说，会写单词：happy, hungry, ill, sad, thirsty, tired.2.能听懂，会读，会说句子：What’s the matter? Are you happy/hungry /ill/sad/thirsty /tired?I’m happy/hungry /ill/sad/thirsty /tired . Here’s ...for you.3.能了解字母o在单词中的读音,即/əu/教学难点：1.根据图片提示，能大声流利地朗读并与同桌对话2.能了解字母o在单词中的读音,即/əu/教学准备：多媒体课件单词图片，课文录音，课文动画等教学过程：Step1 Greeting and Warm-up1. T: Good morning, boys and girlsS: Good morning, Miss..T: Nice to see you.S: Nice to see you, too.T: How are you?S: I’m…2. Revision(1) Game：“感觉”类词hungry, ill, sad, thirsty, tired, happy(2) 复习story time 对话。
然后请两小组表演，并进行评价。
Ticking time 1Step2 Checkout time& Fun time1. Look and say(1)T: Look at our friend, Mike. What’s the matter? He is… (留白给学生) Ss: …出示第一幅图片，T-S师范对话(2) 出示第二幅图片，根据书上的提示语，同桌练习说一说。
2021年Unit 1 What's the matter优秀教学教案说课稿
Unit 1 What’ the matter教学目标：1语言目标：描述健康问题的词汇，及如何根据别人的健康问题提建议。
2 技能目标：能听懂谈论健康问题的对话材料；能根据别人的健康问题提建议；能写出重点单词和重点句型，并能描述怎样对待健康问题。
3 情感目标：通过开展扮演病人等活动，培养学生关心他人身体健康的品质。
通过本课的阅读，培养学生处理紧急事件的基本能力，树立紧急事件时互相帮助的精神。
教学重点：短语：have a tomachache, have a cod, ie down, tae one’tem1a3a-3c-4c1a3a1a1a3a3c3ae from a newe from a new00 a3ce, ou ma get me into troube3 主语have / ha troube in doing th 意为“某人在做某事方面有困难”。
如: I have ome troubein reading the etter当troube意为“麻烦事；烦心事”时，是可数名词。
如：She wa on the e her troube【运用】根据汉语意思完成英语句子，每空词数不限。
1 他认为每天吃饭是一件麻烦事。
He thin that eating ever da i _________2 你知道你现在为什么处于困境吗？Do ou now wh ou _____________ now3 我妹妹在学习英语方面有困难。
M iter _____________________ EngihKe: a troubeare in troubeha troube in tuding6 …needed to go to the ho inute 意思相近。
例如：I’ be there right awa / in a minute另外，right now和at once也可表示“立刻; 马上”的意思。
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《What’s the matter》说课稿
一、说课程标准
本节课是一节小学英语阅读课。
新课程标准明确指出要使学生有能力获取文章里的信息的能力，发展学生综合运用语言的本领。
因此，我确定本课的教学目标是发展学生智力，培养学生能力，尤其是交际能力，促进学生的全面发展。
在课堂教学中坚持“面向全体学生”的原则，引导学生进行合作学习和探究学习，真正培养学生的创新精神和实践能力。
二、说教材
“Let’s Read”是人教版《小学英语》六年级下册第二单元B部分的内容，属于阅读教学，是与本单元话题“What’s the matter?”有关联的趣味语篇，旨在复习巩固本单元A、B部分的主要词汇，并适当扩展语言，增大语言输入量。
据此，我确定以下教学目标和教学重难点：
(一)教学目标
1．知识目标：
(1)能听懂、会说、会读“pass，kick，between，goal，guess，a football，match，win，the game”。
(2)能听、说、认读“Let’s Read”部分的故事，并回答文后问题。
2．情感目标：
(1)进一步提高学生对英语的学习热情及学习兴趣。
(2)鼓励学生积极主动参与课堂活动，大胆开口，主动模仿。
(3)通过本课的学习，培养学生团结合作，学会和谐相处的品德。
3．能力目标：
引导学生积极参与小组活动，促进他们养成动脑、动口、动手的好习惯，
初步形成主动学习的意识。
(二)教学重难点
1．新单词“pass，kick，goal，between，guess，football match，win the game”。
2．在真实的情景中运用所学知识，实现能力的发展。
(三)教具准备
依据英语教学的直观性、趣味性、实践性的教学原则，结合合作学习和任务型教学的新理念，我利用了录音机、音乐带、足球、竞赛板、贴画、多媒体等多种教具设计教学。
三、说教法学法
整堂课紧紧围绕“学生为主体，教师为主导”的教学思想，通过简笔画、CAI 辅助教学等手段，创设一场足球赛情景，让学生在具体的情景中学习新单词。
然后再运用于语言交流中，使整个教学源于生活，又用于生活，创设了真实而生动的生活场景，使学生学得有趣，学得有用，从而体验到成功的快乐。
具体采取了以下几种方法：
1．采用情景教学法；2．采用全身反应法(TPR)，通过身体动作来感受语言，加深对语言的记忆；3．使用交际法；4．使用听说法；5．使用游戏法；6．使用多媒体；7．使用任务型教学。
四、说教学过程
1．Warming—up
(1)师生共唱歌曲“The way，I feel以歌激情。
(2)导人：通过自由谈话的形式引出本节课学习的内容。
[设计意图]通过唱歌的形式来活跃课堂气氛，让学生在轻松愉快的环境下进入学习的最佳状态，同时为新课的学习作铺垫。
2．：Presentation
教师呈现课前准备好的球，让学生通过动作来学习动词"pass the ball”，“kick the ball”等，然后放世界杯足球赛音乐及比赛画面，教学短语“a football match”，并根据比赛进程逐一呈现单词‘‘between，goal，、win，the game”。
设计意图]通过活动和多媒体手段让学生加深对新单词的印象，进而掌握单词的听、说、读的能力。
a．听录音找出不认识的单词。
b．听录音跟读，并回答问题——Who got the first goal?
How did they get the second goal?
教师通过简笔画呈现第二道问题的答案，帮助学生理解短文内容。
[设计意图]通过教师对句型的点拨，学生学会自主思考，主动探究问题的能力得到提高，并且达到了学以致用的效果。
3．：Practice
(1)将学生分成两组，采取比赛的形式，利用单词卡片说出本单元描述心情的单词，并用该词造句，得分高的组获胜。
(2)教师引导学生回顾一下本节课的学习过程，请几名学生谈谈本节课上自己高兴和不高兴的事情。
[设计意图]学生在好奇中边学边用，充分表现自己的能力。
这些活动使学生保持着浓厚的兴趣，大大提高了教学效果。
4．Consolidation
(1)快乐组合，妙不可言。
每张卡片上写一个步骤，每个小组一份。
各组的学生将这些单词的卡片进行任意排序，然后根据排好的顺序，写出完整的句子，做得好的小组加红星。
(2)拿出自己制作的球赛卡。
完成空白处(自选方位)，每组选出代表读他们的球赛卡，完成最好的加红星，大家为之鼓掌。
[设计意图]把欣赏的目光投向学生做的每一件事，让学生在每一次尝试中体验成功的喜悦。
5．Homework
把你的球赛卡设计好，然后寄给你的好朋友。
6．板书设计，提高学生的学习兴趣
板书是重要的教学辅助手段，所以设计时应力求抓住重点、突破难点。
本节课我设计了非常形象的板书，谁回答了问题就给他一个球赛卡并贴在黑板上，并把说出的话语用气球形象地表现出来。
另外，我还用彩笔突出了本节课的教学重点与难点，让人一目了然。
总之，在整节课的教学中，我注重培养了学生的朗读能力和用英语交流的能力，并通过听、说、做等活动激发学生学习英语的兴趣，鼓励他们大胆说，对学生每一个细小的进步都予以表扬，逐步帮助他们养成良好的学习习惯，形成有效的学习方法，发展自主学习的能力，为进一步学习打下基础。