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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
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