Unit 2 What's wrong with you ?

Teaching contents：Part A  Let’s learn  Let’s play
The analysis of teaching material: The topic in this part is…

Teaching aims：
   Aims of basic knowledge
Key vocabulary
   have a cold, have a toothache, have a fever, hurt, have a headache, have a sore throat.
2. Key structures
What’s wrong with you?
I feel sick. I have a fever.
Aims of abilities:
Be able to talk about problems.
Aims of emotion and evaluation:
Care about our health and form good habits.
Teaching important points：
1. Master the new words and phrases: have a cold, have a toothache, have a fever, hurt, have a headache, have a sore throat.
   2. Master the key structures .
Teaching difficult points:
 Can write the words and phrases correctly.
 Master the pronunciation of the word“throat".
 Talk about problems freely.
Teaching aids:
PEP  2.Some pictures  3.Doctor’s clothes
Teaching procedures:
Step 1: Organization
Greetings:
Teacher: Good morning, boys and girls!
Student: Good morning, teacher!
Teacher: OK! Sit down, please. How are you today? （S: I'm fine, and you?) Ah, I'm not fine. I feel sick. Thank you after all. Now, please open your English book and turn to page16, we are going to learn Unit 2, What's wrong with you, Mike? ( write the title on the blackboard)
设计思路：通过日常对话渗透本节课学习内容.
Step 2: Lead in
Let’s chant : “Spring is coming”
Teacher: Do you like spring? (S: Yes, we do). I like spring, too. Can you tell me why you like spring? (students' answers) Yes, Look, the birds are singing and flowers are radiating their fragrance. Spring is beautiful! and most of all, the weather is fine！ Right? We can take off some clothes and wear beautiful dress. I am very happy to wear my beautiful dress, but yesterday I feel sick. (write it on the blackboard)
设计思路：通过欢快的chant 调动学生学习英语的积极性,自然引入师生的对话。
Step 3: Presentation
1. Teach the new words and phrases one by one.
    Explain the meaning of“feel sick” and “What’s the matter?”：When we want to learn something, we can go to school; When we feel hungry, we can go home or go to the restaurant; when we feel sick, we should go and see a doctor. The doctor always says：“What’s wrong?? ”When someone feels sick，we should take care of him．
设计思路：初步了解句型What’S thematter with…和新的短语动词用学生能理解的英语解释英语，教师可以放慢语速或者重复一次，锻炼学生的听力和提高理解力.
2. Show some pictures on the screen, and let students try to guess What’s wrong with the people.
Teacher: Now look at the first picture, What’s wrong with the boy? You can say it in Chinese. (Write the word on the blackboard and ask students to read after the teacher). Fever , fever ,have a fever, I have a fever .
Teacher: Go ahead. Picture2, Let's see What’s wrong with her? A girl's leg hurt = a girl hurts her leg. Ask students to find the difference between hurt and hurts.(write it on the blackboard and ask students to read after the teacher). Hurt, hurt, my leg hurts.
   Teacher: What’s wrong with the boy in the picture 3? A boy has a sore throat.（write it on the blackboard and ask students to read after the teacher.) Sore throat, sore throat ,have a sore throat ,I have a sore throat .
Teacher: Let’s come to picture 4, What’s wrong with Mike? Mike has a toothache. (write it on the blackboard and ask students to follow the teacher to read.). Toothache, toothache, have a toothache, I have a toothache.
   Teacher: How about picture 5? What’s wrong with Amy? Amy has a headache（write it on the blackboard and ask students to read.）Headache ,headache ,have a headache ,I have a headache .
设计思路： 利用图片，设置在本课中出现有关生病的单词, 直观形象地把握单词词义,认知本课重点短语, 跟读练习，正确读音.
3. Let students pay more attention to “headache” and “toothache” , find the rule between them. Learn compound nouns.
设计思路：把两个单词作比较，找出相似点，便于记忆.
Step 4: Practice-----Can you guess?
Teacher: Now look at the screen and guess“What’s wrong with them?”
设计思路：通过以上所学，让同学们自己主动猜测画面中想要表达的意思,这种滚动式复习单词，既调节了学生的情绪，又复习了所学的单词。
Step5: Let’s play (Game)------“A doctor and a patient”
  Teacher: Now it’s your turn to work with your partners. One is a doctor, the other is a patient. Make conversation with these words and sentences. Do you understand? OK, let’s begin.
(Walk around and help students if they have difficulties doing it.)
  Teacher: Time’s up. Who likes to show your action in the front of the classroom. Hands up.
  Students show their conversations. 
设计思路：新课程倡导教学中要以学生为主题，以话题为线索，以活动为中心。任务型活动“Let’s paly” 充分把权利交给学生，不仅操练了新知，还培养了学生在实际生活中运用语言的能力.
Step6: Consolidation
Look and match
Ask students to match the phrase with the right picture.
Role play.
The teacher puts on the doctor’s clothes and gives students some advices if they feel sick , tell them to form good habits and keep fit.
设计思路：让同学们通过看图连线复习本课时所学新知，图文并茂，易于学生掌握，消化。教师扮演医生，让学生们了解一些健康常识,置有意义的语言学习情境，把学生置于特定的环境中，丰富了教学内容，又注重了情感教育的渗透。
Step 7: Sing a song
Exercise song
设计思路：通过师生们一起歌唱健康歌，在欢快的歌声中让同学们知道锻炼的重要性.
Step 8: Homework
Use the sentence and useful words to make a dialogue between the doctor and the patient with your parents.
Draw some pictures of expressions：
Such as ：happy , sad , angry , bored , tired 、、、
设计思路：让同学们在家也能够有说英语的良好氛围，特别是和父母合作，会让学生很自豪.另外，画表情是为了下一节课的活动做准备.
Step9: Blackboard design
  Unit 2 What’s the matter, Mike?
feel sick     have a fever    hurt    have a sore throat
 have a toothache        have a headache
toothache  headache
Step10: Reflection after teaching.