教师资格《初中英语学科知识与教学能力》第三章教学设计（下）

教师资格《初中英语学科知识与教学能力》第三章教学设计（下）

34［简答题］

设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语口语

教学方案。教案没有固定格式，但必须包含下列要点：

•teachingobjectives

•teachingcontents

•keyanddifficultpoints

•majorstepsandtimeallocation

•activitiesandjustifications

教学时间:20分钟

学生概况：某城镇普通中学八年级（初中二年级）学生，班级人数40人。

多数学生已经达到《义务教育英语课程标准》（20H年版）三级水平。学

生课堂参与积极性一般。

语言素材：

MeetingPeople

OWarm«up

1Agroupotfotvtgnare

goiag»ovisitNur«d»ool.H®w

wiUyouweiconethem?

I.Cleanourclassrooms.

Efire2D«<or«*eou**«chi

A:Irtini»rcmnWm«0/mawithflowers

AMTcfaittsiintf«nr*if»es3Sh«*themortMh：

B：Irttiuits0Mddtenttbotttschool.

etfAtanrandGUawr

cwlMr*Mdutti.The38叩

C:“srMb””sboWdoforlMmilofswdenta

or*iwratWr，fromtomorrow.

bt

Ahn*ATOM*/OUTtcho9l

oLhteflJngL：--wggwttwudo«the

二：3(号:一二

fhreAtrtuMtfCWe

rM..

,(ton,2g•»»»金

:•2,atGeschool90”for口bMaUsurrgurt<intf，卜e"♦("於心

:thrm

二•#ho*tehandscdon'tha>*ioUijkcd，wilt*

:•阿依andMy向0122CAB

i，Myyowrnomu

4OOMIwwtvabout

:♦ofkthet«ochcrab^/th<t/Q

•itouldn'tuikaboutthe

*her09c

:•8*obMffh«<rFfDQA,IJtlh<irChtnetc

:.faH(ot3TCh«M

IY6ithoukMIskteacher4ul

Hsports

里•helpVIE£1»he»r

claSSnM«n

^

-一1'^ZXT^

.:二・—，，一

7:—声:广4一门二•_

...♦---,

2。

参考解析：TeachingObjectives:

(1)KnowledgeandSkills

Studentsusethesentences"Whatcan/could/shou1dwedo?Doyou

haveanymoreideas?Whatelse?

Anyotherideas?”toaskforotherstudents'opinionsanduse

thesentences“Wecan/could/should…Ithinkweshould...How

anouttooffertheirownadvice.

(2)ProcessandMethods

Studentsdiscussingroupsaboutthethingstheyshoulddoto

welcometheforeignstudentsbasedonthelisteningmaterial,

thengiveareport.

(3)EmotionalAttitudesandValues

Studentsrecognizeandrespecttheculturaldifferencesbetween

ChinaandEngland,andcanfindappropriatewaystowelcomethe

foreignstudents.

TeachingContents:

Thisisaspeakinglessonwhosetopicisabout"howtowelcome

agroupofforeignstudentswhoaregoingtovisityourschool”.

Studentsshouldaskandgivetheiropinionsduringcommunication.

TeachingImportantPoints:

Studentsmasterthesentencepatterns.

TeachingDifficultPoints:

Studentsdecidetherightthingstheycandotowel-comethe

foreignstudentsinconformitytoBritishpeople'smanner.

TeachingProcedures:

Step1Pre-task(3minutes)

Whentheclassison,theteachertellshisstudentsthat“Agroup

ofEnglishstudentsaregoingtovisitourschoolnextweek.In

ordertogivethemanunfor-gettableexperience,please

brainstormseveralplanstowelcomethem.”

Theteacherwritesdownontheblackboardthekeyphrasesthat

studentshave

mentioned,andgiveshiscommend“Youaresowarmhearted.But

youknow,theyareEnglishmen.

WemustwelcometheminBritishmanner.How?

Beforethinkingaboutthat,let'slistentotwomaterialsinthe

textbooktofinishthelisteningexercisesfirst.”

(Justification:Talkingaboutthetopicintherealsitua-tion

canraisestudents,enthusiasmtocommunicate.)

Step2Task-cycle(15minutes)

Activity1Listening

Studentslistentothefirstlisteningmaterialaboutstudents,

discussionthreetimes,takenotesandfinishtheexercise2in

thetextbook.Thentheteacher

letsstudentsretellthestudents,ideasmentionedinthe

listeningmaterialandpredictwhatsuggestionstheteacherwill

giveinthesecond

listeningmaterial.

Studentslistentothesecondmaterialabouttheteacher's

suggestionsthreetimes,checktheirpre-dictionbycirclingthe

teacher，ssuggestionsinthetextbook.

(Justification:Thelisteningtaskislanguageinputactivity,

whichwillhelpstudentsoutputmorelan-guageinformationinthe

nextactivity.)

Activity2GroupDiscussion

Studentsdiscussingroupsaboutwhytheyshouldandshouldn't

dothethingsmentionedinthelisten-ingmaterials.During

students,discussion,theteach-erguidesstudentstonoticethe

culturaldifferencesbetweenChinaandEngland.Then,students

discussagainwhatelsetheycandoiftheforeign

studentsreallyvisittheirschool.Severalminuteslater,

theysharetheirideasintheclassgroupbygroup.

(Justification:Thefirstdiscussiontaskwillhelpstudents

recognizetheculturaldifferences,andalsocanpromptstudents

tofindappropriatewaystowel-cometheforeignstudentsinthe

seconddiscussiontask.)

Step3Language

Focus(2minutes)

Theteacherguides

studentstonoticeandconclude

thelanguagestructurestheyused.Howtoaskforotherpeople'

sopinions?

Howtoofferyourownad-theirconclusioninthenote-book.Then,

theteacherwritesthekeylanguagestructuresontheblackboard.

Studentsareaskedtowriteashortpassagetointroducetheir

planstowel-cometheforeignstudentsasahomework.

(Justification:Thisstepdrawsstudents,attentiontothe

languagepatterns,whichisgoodfortheiraccu-rateuseof

language.)

BlackboardDesign:

Uhatcan/could/shouldwedo?

AskforOpinions.Doyouhaveanymoreideas?

•Whalel*e?

Wecan/coukl/should...

OfferAdviceJIthinkweshould...

-Howaboul…？

35［简答题］

设计任£：请阅读下面学生信息和语言素材，设计20分钟的英语写作

教学方案。教案没有固定格式，但必须包含下列要点：

•teachingobjectives

•teachingcontents

•keyanddifficultpoints

•majorstepsandtimeallocation

•activitiesandjustifications

教学时间：20分钟

学生概况：某城镇普通中学九年级（初中三年级）学生，班级人数40人。

多数学生已经达到《义务教育英语课程标准》（2011年版）四级水平。学

生课堂参与积极性一般。

语言素材：

0Writing

Adayinth*lifeofGaryG，”n

Youricboolifgoingtoencouragestudenteloprolecitheenviromncnlby

introducingacartooncharactercalleddryGreen.Hewillact««■rote

modelforthetludenu

ArheMovingpcturesshowodaymcAeANro/GoryCrem.tooAatt/»epefum

onddhansHowhrtnrsfoprotectrhrfnt4rwimtnt.

■Uttrhecurt/nfandtJtpmvomMbwroH・ar»inrmiuaionioCaryOrm

Paragreph1Wh«tdoe*GaryGreendointh«moraiof?Howdoeshe

gotoschool?

P»ragr«Fh2Whatdoe*GaryGroendo«fterhew««be«hishandsnd

whenbek・vestheciosroom?

P»ragrapli3WhmdoetGaryGvwndowhenhedoeshishomework?

Para<rapli4WhatdocsG・ryGreenthinkpeopleshoulddo?

■■teke«aikower,not■bath

rideabike

turnoffthetap

switchoffthelights

mebothaidesofthepaper

参考解析：TeachingObjectives:

(1)StudentsobservethepicturesinSectionAtogetwriting

material,thenundertheguidanceoftheSec-tionB,theydecide

onthewritinggenreandchoosetherightstructnreandright

tensetowriteacoherentcomposition.

(2)Studentscaneditandrevisetheirwritinginpairsorunder

teacher'sguidance.

(3)Throughrevising,studentsimprovetheirwritingskills.

TeachingContents:

Itisaguidedwritinglesson.ThetopicisAdayinthelife

ofGaryGreen.

TeachingImportantPoints:

Studentscanwriteacoherentcompositionwithap-propriate

languageinrighttense.

TeachingDifficultPoints:

Studentscaneditandrevisetheircompositioninrightway.

TeachingProcedures:

StepIPre-writing(5minutes)

Activity1Brainstorming

Theteachershowssomephotosofenvironmentalpol-lution,and

asksstudentswhattheycandotoprotecttheenvironment.The

teacherlistsdownstudents5ideasontheblackboard.

(Justification:Brainstormingcanactivatestudents，thinking,

enlargestudents*languageoutput,andhelpstudentsget

preparedtowriteacomposition.)

Activity2Discussion

TheteacherleadsstudentstoobservethepicturesintheSection

A,anddiscusswhatGaryGreendoestoprotect

theenvironment.Theteacher1iststhestudents'discussion

resultsontheblackboard.Then,studentsreadtheSectionBin

thetextbook.Theyshouldanswerthelistedquestionsandwrite

thean-swersdownonthenotebook.

(Justification:Thediscussionactivitycanhelpstudents

preparewritingmaterials.)

Step2While-writing(10minutes)

Studentsarrangetheinformation(gotinpre-writingstep)in

logicalorderaccordingtothegivenoutlineinSectionB.Then,

studentsaregiven5minutestowritetheirfirstdraft.When

studentsarewriting,theteachershouldwalkaroundthe

classroomtoprovidehelpanddirectseveralstudents'writing.

Afterthat,studentsworkinpairstodiscussandedit

eachother,scompositionforabout3minutes.Then,students

modifytheirowncompositionandtranscribetheseconddraft.

(Justification:Inthisstep,studentswriteandmodifytheir

composition,andtheteacheronlyplaysasanassistant.)

Step3Post-writing(5minutes)

Theteacherchoosesthreeseconddraftswrittenbythree

studentsandprojectsthemtothewhiteboard.

Thewholeclassreadthedraftsandpointoutthead-vantagesand

disadvantages.Theteachercorrectsthecommonmistakesand

leadsthewholeclasstocon-cludethewritingessentials.Finally,

studentsareaskedtorepolishtheirseconddraft,thenhand

intheirfinaldraft.Aftertheteacherreadsoverall

thestudents'composition,hewillchoosethreebestonesto

exhibitintheclass.

(Justification:Inthisstep,theteacherandstudentsevaluate

threecompositionstogetmoreinformationabouthowtowrite

aqualifiedcomposition,andthenstudentspolishtheirown

compositionagaintodeveloptheirwritingskills.)

36［简答题］

设计任务：请根据以下教学内容设计一节听力课的教案。该教案应突出

以下要点：

•teachingobjectives

•teachingkeyanddifficultpoints

•majorstepsandtimeallocation

•activitiesandjustification

教学时间：45分钟

语言素材：

FIGHTINGGROWINGDESERTS

Whydowehavedesertstoday?Desertshavenotalwaysbeenhere.

Mostdesertsthatwehavetodaywereoncegreenlandsfullofthe

plantlife.Oneoftoday'sbiggestdesertsisinNorthAfrica.

However,inthe1stcenturyBCfarmsintheNorthAfricagrewcorn

andwheattomakebreadforthewho1ecityof

Rome.Howdidthisareabecomedesert?

Bothweatherandpeoplecanhelpformadesert.Hotweatheror

verylittlerainmakesthelandsodrythatnothingcangrow.If

peoplecutdownorburntreesandplantstomakelandclearfor

farming,thewindcanblowthesoilawayandturnthedryland

intosand.Anotherbigproblemisfarmingonlandthatisnotvery

good.

Thispoorlandcanveryquicklyturnintodesert,ifitisfarmed

toomuch.Oneofthebiggestcauses,however,iswhenpeopletake

theiranimalstothesamefieldstofeedoverandover,andthe

fieldsfinallylosealltheirnutrition.Becauseoftheseproblems,

desertsareslowlytakingovergreenlandinmanypartsofthe

world,includingChina.

However,wecanfightthegrowingdeserts!InsomepartsofChina

peopleareworkingtopreventdesertfromexpanding.InXinjiang,

forexample,somefarmersaretryingnewscientificfarming

methods.

Thesemethodsmakeitpossibletouselesslandforcrops,so

farmersthencanplanttreesontherestoftheirland!

OneXinjiangfarmer,usedonlyhalfofhisfieldstogrowthesame

amountofcropsaslastyear.Ontheotherhalfofhisland,he

plantedfruittrees.Theworkofpeoplelikethisishelpingto

fighttheworld'sgrowingdeserts.

参考解析：TeachingObjectives

(1)KnowledgeObjective:

Studentscanlearnaboutthecausesofthedesertandthemethod

topreventdesertification.

(2)AbilityObjectives:

©Studentscanunderstandthefunctionoftopsen-tences,and

takenotesabouthowthedesertcomesintobeing.

②Studentscanpredictthelisteningmaterialaccord-ingtothe

titleandtesttheguessing.

(3)EmotionObjective:

Studentscanrealizetheseriousenvironmentalprob-lemsandthe

importanceofenvironmentprotection.

TeachingKeyandDifficultPoints:

(1)Toknowaboutthecausesofthedesertandthemethodto

preventdesertification.

(2)Totakenotesofthetopsentencesandsettlethequestions

withthehelpofthenotes.

TeachingProcedures:

Step1Pre-listening(7minutes)

(1)Leadingin

①makeastorybasedonfourpictures

Theteacherpresentsfourpicturesaboutdesertifica-tion,then

asksfourstudentstomakeastoryeachac-cordingtoonepicture.

②discussion

Thestudentsdiscussthecausesofturningagreenlandintoa

desertingroupoffour.

(Justification:Thevividpicturesandstorymakingaretoput

theenthusiasmofthestudentsinmotion.Thediscussionwill

stimulatetheirbackgroundknowledge.)

(2)predicting

AccordingtothetitleofthelisteningFightingGrow-ingDeserts,

guesswhatwillbediscussed.

(Justification:Thepredictingwillprepareforthefirst

listeningmentally.)

Step2While-listening(30minutes)

(1)listenandcheck

Listentothetapeforthefirsttimeandchecktheguessing.

(2)listenandfill

Listentothetapeforthesecondtimeandfillintheblanks.

(3)listenandwrite

Listentothetapeforthethirdtimeandanswerthequestions.

①WhywasNorthAfricaimportantinthefirstcentu-ry,BC?

aretheretoformadesert?

farmingmethodshelpingtostopthedesertinXinjiang?

(4)groupdiscussion

Workingroupsoffouranddiscusshowtopreventagreenland

frombeingadesert.

(5)dictation

Listentothetapeandhaveadiscussion.Writedowneverysingle

word.

(Justification:Theactivitiesprovidethestudentswiththe

chancetoguestandtest,tousethestrategyofnote-making,to

improvetheirlisteningability.)

Step3Post-listening(8minutes)

Haveaninterview.Talkaboutthecausesofthedesertand

methodsofprevention.

(Justification:Theinterviewbetweentwostudentswill

consolidatewhattheyhavelearned.Inthemean-time,thestudents

willenhancetheunderstandingofthecausesofdesert,and

increasetheenvironmentconsciousness.)

Homework:

Writeapassagewithin120wordsabouthowadesertcomesinto

beingandhowwecanpreventthedesertification.

(Justification:Thewritingwillbothreviewwhatthestudents

havelearnedandhelptheteachercheckhowtheygraspthe

knowledge.)

37［简答题］

设计任请阅读下面学生信息和听力语言素材，设计一节英语听力课

的教学方案。教案没有固定格式，但必须包含下列要点：

•teachingobjectives

•teachingcontents

•keyanddifficultpoints

•majorstepsandtimeallocation

•activitiesandjustifications

教学时间：45分钟

学生概况：某城镇普通中学八年级(初中二年级)学生，班级人数40人。

多数学生已经达到《义务教育英语课程标准》(20H年版)三级水平。学

生课堂参与积极性一般。

语言素材：

YuGongMovesaMountain

Onceuponatime,therewasaveryoldman.Thereweretwomountains

nearhishouse.Theyweresobigandhighthatittookalongway

towalktotheotherside.Theoldmantoldhisfamilythatthey

shouldallhelphimtomovethemountains.

YuGongsaidtheycouldputthemintotheseabecauseit'sbig

enoughtoholdeverything.YuGongandhisfamilybegantomove

someofthesoilandstoneintothesea.

OnedayamansawYuGongandhischildrenwhentheywereworking

onmovingthemountains.HetoldYuGongthathecouldneverdo

itbecausehewasoldandweak.

Assoonasthemanfinishedtalking,YuGongsaidthathisfamily

couldcontinuetomovethemountainsafterhedied.Hisfamily

wou1dliveandgrow,butthemountainscouldnotgetbigger.So

YUGongandhisfamilykeptondiggingdayafterdayandyearafter

year.

Finally,agodwassomovedbyYuGongthathesenttwogodsto

takethemountainsaway.

Thisstoryremindsusthatyoucanneverknowwhat'spossible

unlessyoutrytomakeithappen.

参考解析：TeachingObjectives:

(1)Knowledgeandskills

(T)Studentslistentothematerialcarefullyandgetspecific

informationfromit.

②Studentsanalyzethe

1isteningmaterialandcon-cludethewaystotellastory.

(2)Processandmethods

Withtheguidanceoftheteacher,studentsunder-standthe

listeningmaterialthroughdoingtasksandactivities.

(3)Emotionalattitudesandvalues

StudentsrealizethespiritofYuGongandlearnhowtodealwith

difficultsituations.

TeachingContents:

Itisalisteninglesson.ThelisteningmaterialisaChinese

legend-YuGongMovesaMountain.

TeachingKeyPoints:

Studentsunderstandthelisteningmaterialtotally.

TeachingDifficultPoints:

StudentslearnhowtotellalegendorrelateastoryinEnglish.

TeachingProcedures:

Step1Pre-listening(5minutes)

Freetalk

T:DoyouknowanyChineselegends?

Ss：Yes.(TheyspeakinChinese,suchas"后羿射日”"女蜗补天"

“嫦娥奔月”ete.)

T:Wow.YouknowsomanyChineselegends.Wheredidyougetit?

Fromwhom?

Ss:Ireaditfromchildren，sbooks./Myparentstoldmewhen

Iwasyoung./...

T:Yeah,Iamproudofyou.AnyoneknowsthelegendaboutYuGong?

Pleaseraiseyourhand.

(Somestudentsraisetheirhand.)

T:OK.Good!TodaywewilllistentoanarticleaboutYuGong

whomovesamountain.

(Justification:Thefreetalkcanhelptheteacherknowabout

students'existingknowledgeaboutYuGongMovesaMountain.)

Step2While-1istening(15minutes)

Activity1ListeningforspecificinformationStudentslisten

tothelegendforthreetimesandan-swerthefollowingquestions.

①Howmanymountainswerethereneartheoldman,shouse?

②Wherewouldtheyputallthesoilandstonefromthe

mountains?Why?

③WhydidthemanthinkthatYuGongcouldnevermovethemountains?

④WhydidYuGongbelievethathecouldmovethemountains?

⑤Whotookthemountainsaway?

Studentsdiscussthequestionsinpairs.Then,the

teacheraskssomestudentstoanswerthequestionsandgivesthe

rightanswers.

Theanswer:①Thereweretwomountainsneartheoldman，shouse.

②Theywouldputthemintotheseabecausetheseaisbigenough

toholdeverything.

③BecausethemanthoughtthatYuGongwasoldandweak.

©BecauseYuGongbelievedthathisfamilywouldliveand

grow,butthemountainscouldnotgetbigger.

⑤AgodwhowasmovedbyYuGongsenttwogodstotakethe

mountainsaway.

Activity2Listeningforgist

Studentslistentothelegendforonemoretimeinnormalspeed

anddiscussingroupsoffourtosum-marizethemainideaofthe

legend.Theteacherchecksstudents'discussionresultsand

concludesthemainideaofthelegend.

Mainidea:ThroughthestorythatYuGongmovesthemountains,

thelegendtellspeoplethatonecanneverknowwhat'spossible

unlesshetriestomakeithappen.

(Justification:Listeningtothetextforseveraltimes,mostof

thestudentswillknowthegeneralinforma-tionofthelegend.)

Step3Post-listening(20minutes)

Activity1Listenandrepeat

Studentslistentothelegendsentencebysentenceandrepeat

it.

Activity2RetellthelegendStudentstrytoretellthelegend

individuallyintheirownwordsinEnglish.Theteacherleads

thewholeclasstoretellthelegend.

Activity3MakeupashortplayStudentsworkingroupsto

rearrangethelegendintoashortplay.Severalminuteslater,

theteacherasksseveralgroupstoactoutthelegend.

(Justification:Thelanguageoutputactivitiescanim-prove

students'speakingskills.)

Step4Summaryandhomework(5minutes)

Summary:TheteacherplaysashortvideoaboutYuGongMovesa

Mountain.

(Justification:Thevideowillmaintainstudents'in-terestto

learnEnglish.)

Homework:

(1)Studentslearnthenewwordsandphrasesinthelegendby

themselves.

(2)StudentsthinkaboutwhatYuGongcandoin-steadofmoving

themountainsandsharetheirideasinthenextclass.

(3)StudentschooseanotherChineselegendandwriteashort

passageaboutitinEnglish.

(Justification:Thehomeworktrainsstudents,abilityfrom

differentaspects.)

38［简答题］

设计任务：请阅读下面学生信息和语言素材，设计30分钟的英语教学

方案。教案没有固定格式，但必须包含下列要点：

•teachingobjectives

•teachingcontents

•keyanddifficultpoints

•majorstepsandtimeallocation

•activitiesandjustifications

教学时间：30分钟

学生概况：某城镇普通中学八年级（初中二年级）学生，班级人数40人。

多数学生已经达到《义务教育英语课程标准》（2011年版）三级水平。学

生课堂参与积极性一般。

语言素材：

SectionA2a.2b,2c

参考解析：TeachingObjectives:

KnowledgeObjectives:

①Beabletomasterthepronunciation,meaningandspellingof

thenamesofdiseases:fever,sorethroat,soreback,

stomachache,headache,toothache,cold,cough;

②Beabletolearntheexpressionsofgivingadvice:liedownand

rest,drinkhotteawithhoney,seeadentist,.takethis

medicine:abouthealthproblemsbyusing"What'sthematter?I

havea…"andgiveadvicebyusing“Youshould…You

shouldn,七..”

AbilityObjectives：

①Beabletotalkaboutone'shealthproblemsandgiveadvice

fluently：

②Beabletoroleplaydoctorandpatient;

EmotionObjectives:

①Improvethecooperativespiritthroughpairworkandrole

playing;

②Caremoreaboutyourselfandyourfamilymembers'health.

TeachingContents:

Thisisalessonaboutaskingpeople'sfeelings.

TeachingKeyPoints:

©Masterthenamesofdiseases:fever,sorethroat,soreback,

stomachache,headache,toothache,cold,cough;

②Mastertheexpressionsofgivingadvice:liedownandrest,

drinkhotteawithhoney,seeadentist,takethismedicine;

③Talkabouthealthproblemsbyusing"What'sthematter?Ihave

a…“andgiveadvicebyusing"Youshould...Youshouldn't…”

TeachingDifficultPoints:

(DStudentsmayfinditdifficulttorememberallthetargetnew

wordsintheclass;

②Studentsmayfinditdifficulttogiveappropriateadviceto

thecertaindiseasebecauseoftheirlimitedlifeexperience.

TeachingProcedures:

Step1Wanningup(3minutes)

Greetstudentsbyaskingthem:Howareyoutoday?

ThenI'lltellstudentsthatI'mnotfeelingwelttoday

(Writethesentenceontheblackboardandguidestudentstoread

it.)andgetstudentstoguessthereasonfreely.Ifstudents

can'tgettheanswer,I'11

tellthemthatIdidn'thaveagoodsleeplastnight.SoIhave

aheadache.(Isaythisbydoingagesture)

(Justifications:Narrowthedistancebetweenstudentsandthe

teacher,aswellaseasilyleadintheteachingmaterial.)

Step2Presentation(5minutes)

1.Showstudentsabandageandtellthemthereissomethingwrong

intheplacewherethebandagelies.Thengetstudentstoguess

thehealthproblems.

WhenIdoanaction,askstudents:"What'sthematter?”(write

itontheblackboard)Forexample,when!putthebandageon

thestomach,askstudents:，zWhat5sthematterwith

me?，，Helpstudentssay:"I'mnotfeelingwell.Ihavea

stom-achache."Thenteachtheothertargetwords:fever,sore

throat,toothache,sorebackinthefollowingway:Putthe

bandageontheotherpartofbodyandgetstudentstoask:What's

thematter?Thengetotherstudentstoguesstheproblem.

2.‘Usebodylanguagetoguidestudentstoguessan-othertwonames

ofdiseases:cold,cough.

3.Showstudentspicturesofdiseaseshalfhidden,andgetstudents

toguessthenamesofdiseases:

fe-ver,sorethroat,toothache,soreback,cold,cough.

(Justification:Throughthemethodofshowingband-agetostudents,

students'attentionwillbeattracted.

Thenewwordscanbeleadinnaturally.)

Step3Pair-work(5minutes)

Putthebandageonthe