Lesson 1 What’s Wrong, Danny?优秀课堂实录

Unit 1 Stay Healthy. Lesson 1 What’s wrong, Danny?

Analysis of the Teaching Content There are ten units in this book. All the topics are related to our life. They teach students how to keep healthy, how to keep interest in knowledge and how to communicate and cooperate with others. The book tries to help students get ready for their future. Lesson 1 is the first lesson in unit 1,book 5. This unit focuses on the subject staying healthy which is close to our life and the students are interested in it. From the story of Danny, the students get to know the language points as well as keeping healthy. Analysis of the Students

The students in grade 9 have mastered certain vocabularies, expressions and structures. They also have the abilities of self-teaching and cooperating with others in groups. Most of the students are willing to express themselves in English.

Teaching aims

Knowledge objectives (1) Be able to use stomach, regret, fever, pale, examination, pain, pardon, X-ray. (2) Be able to use

a --- What's wrong? --- I have a pain here./My stomach hurts./I’m not

feeling well. b ---You need to take an X-ray.

c --- It’s going to be ok. Ability objectives Be able to make conversations between a doctor and a patient using strutures like “What’s wrong? My stomach hurts. You need to take an X-ray and so on.”

Be able to see a doctor and talk about health using simple sentences. Moral objective To encourage students not to be afraid when they meet some trouble or something difficult, believing that something good will happen. Teaching key points To master the new words: stomach, hurt, fever, pale, regret, examination and sentences: What’s wrong? How are you feeling? My stomach hurts. You need to take an X-ray. Teaching difficult points To understand the whole lesson and be able to make new conversations between a doctor and a patient. Teaching approaches Situational communicate approach and Task-based approach Teaching procedures Step 1 lead-in

T: Boys and girls, what do you usually have for breakfast? Ss: Bread, sandwiches, noodles and so on. While the students are saying, the teacher sticks words of food on the blackboard to form a food pyramid, so that the students can have an image of balanced diet. T: Today, we have a friend who likes donuts very much. He eats ten donuts for dessert. (draw donuts and write it on the blackboard ) If you want to know what happens next, you need to read the passage. After reading for the first time, the students get to know the story in general. Step 2 presentation

(1)

Read and match

Read the text and match the words with their meanings. Knowing the new words can help students better understand the text. (2)

Read and answer the questions

Ask students to read the text again and answer the questions in the book.

While the students are reading, the teacher is walking around the classroom to offer help if it is necessary.

(3)

Listen to the text and fill in the blanks Danny ________ his parents because his ________ hurts. He regrets eating so many ________.His father decides to take him to the _________. When they come to the hospital, the nurse takes them to a

small ____________room. The doctor says Danny needs to take an________. Considering that the listening is a little difficult, the teacher changed it into the one above which is closely related to the text with the purpose of being more familiar to students. (4)

Group work

Act out what happens to Danny at home and at the hospital.

The text is divided into two parts. The first part is about what happens to Danny at home, and the other is happening at the hospital. The students are asked to act out the two scenes to better understand Danny’s feelings and practice speaking Englishing as well. (5)

Rewrite and act out

Make similar conversations between the doctor and the patient.

There are two kinds of conversations. Some of the students can make simple conversations, some can make complicated conversations. The purpose of designing this part is to make different levels of students get somewhere, so that they have confidence in learning English. (6)

Proverb----Wealth is nothing without health.

The students write the ways of staying healthy on the blackboard after the teacher asks the question. Homework：

Finish off 3 on page three.

Write a composition about the worst illness you’ve ever had.

Blackboard design Lesson 1 What’s wrong, Danny?

donuts Problems

What’s wrong? Ihave a stomachache.

What’s the matter? I’ve got a pain here.

meat

vegetables

grain

Advice

You need to take an x-ray.

Don’t worry. It’s going to be ok.

You need to take some medicine.

Stay healthy

Written by students

Reflection:

In general, the design of this period of class is suitable for the students in Grade 9. Because it is the first lesson of unit 1, there is no need designing the class too difficult, as a result, the students have less confidence in learning English. Group work and rewrite tasks create a better

environment for students to cooperate with their classmates. They not only learn knowledge, but also better understand each other and respect one another. While there should be a disscussion task designed for students to have a further communication about health which I will try next time. And more positive evaluation should be given to students.