【正文】 特點反映在學習英語的能力上，他們模仿和記憶的能力特別強。3)Be able to talk about health problems by using “What’s the matter? I have a…” and give advice by using “You should…You shouldn’t…” Objectives: 1)Be able to talk about one’s health problems and give advice fluently。2）.Master the expressions of giving advice: lie down and rest, drink hot tea with honey, see a dentist, take this medicine。因此本節(jié)課的教學難點設置如下： The Teaching Difficulties 1）.Students may find it difficult to remember all the target new words in the class。Step2: Presentation of words about diseases1).Show Ss a bandage and tell them there is something wrong in the place where the bandage get Ss to guess the health I do an action, ask Ss: “What’s the matter?”(write it on the blackboard)For example, when I put the bandage on the stomach, ask Ss: “What’s the matter with me?” Help Ss say: “I’m not feeling have a stomachache.” Then teach the other target words: fever, sore throat, toothache, sore back in the following way: Put the bandage on the other part of body and get students to ask: What’s the matter? Then get other Ss to guess the ).Use body language to guide Ss to guess another two names of diseases: cold, ).Show Ss pictures of diseases half hidden, and get Ss to guess the names of diseases: fever, sore throat, toothache, sore back, cold, ：老師在課堂上出示醫(yī)療用具繃帶，能充分喚起學生的好奇心，使其積極地參與到教學活動中。Step3: Pair workPut the bandage on the part of a student’s body and ask: “What’s matter?” and guide him to use the pattern: I’m not feeling have a… Then ask Ss to work in pairs and talk about health problems by using the bandage given and using the target language: What’s the matter? I’m not feeling have a …設計說明：八年級學生的表演欲望強，所以，在結(jié)對活動中，為每一小組提供繃帶，這樣可以激發(fā)學生的參與性，擴大參與面，使更多的學生開口說英語。Step5 Making a conversation Show Ss the picture in Section A 3a, ask them to look at the picture, and suppose they are the doctor, what they will ask the Ss’ answers and lead in the sentence: When did it start? Show the sample dialogue and ask Ss to plete it according to the picture : What’s the matter with you?B: I’m not feeling have a : When did it start? B: About______ : Oh, that’s too bad./ I’m sorry to hear should/shouldn’t ________ and you should/shouldn’t ________...B: Yes, I think : : Thank you, ：通過教材中的圖片復習目標語言。Step6 Role playing Ask Ss to make a fourpeople group, one of them is a doctor, the other three are the Ss to role play the dialogue ask several groups to perform before the class by using some tools: bandage, a uniform, a other Ss作業(yè)設計Give advice to the following problems as much as possible: sore throat, toothache, headache, one to make a dialogue教學反思：1)在英語口語教學中如何培養(yǎng)學生用英語來思維的習慣，從而能流利地使用英語。然后，通過在男女間開展說疾病給建議的配對游戲，激發(fā)學生的參與熱情，并鞏固句型。這種教學單詞的方式簡單而且直觀，更易被學生接受。教學過程： Step1 Warming upGreet Ss by asking them: How are you today? Then I’ll tell Ss that I’m not feeling well today(Write the sentence on the blackboard and guide Ss to read it.)and get Ss to guess the reason Ss can’t get the answer, I’ll tell them that I didn’t have a good sleep last I have a headache.(I say this by doing a gesture)設計說明：通過師生間的問候，拉近彼此的距離，使學生快速融入英語課堂。讓他們在45分鐘內(nèi)掌握較多單詞的發(fā)音及意思有一定的難度。 Objectives: 1)Improve the cooperative spirit through pair work and role playing 2)Care more about yourself and your family members’ 、重點難點設計： The teaching Focus 1）.Master the names of diseases: fever, sore throat, sore back。stomachache, headache, toothache, cold, cough。學情分析：八年級是學習英語的關鍵時期，這個階段的學生活潑、好奇心和求知欲望強。本課的話題選自八年級（上）Unit2 What’s the matter? SectionA在學習了身體各部分單詞的基礎上，要求學生學會談論自己及他人的健康狀況，本課的核心語言項目是 “Ask and answer about health”。通過這個活動，把生活中的交際場合搬進課堂，使課堂變?yōu)橐环N具體的社會交往環(huán)境，使教學過程成為教師與學生之間的一個交際過程。（二）英語歌典、戲劇表演、小品表演。開展多種形式的課外活動，是提高學生口語表達能力的一個重要環(huán)節(jié)。在不同的口語訓練形式中要體現(xiàn)學生的主體作用，培養(yǎng)思維能力及創(chuàng)新意識，實現(xiàn)知識從不會—學會—會用的轉(zhuǎn)化，讓學生積極參與，在練習中發(fā)現(xiàn)問題，解決問題，從而體會成功的樂趣。學生可能借用課文或?qū)υ捴械脑?，還可能犯一些語法錯誤，但是這已經(jīng)不重要了，重要的是已經(jīng)把書上的語言融為自己的語言。為了獲勝，學生在上新課之前會自覺預習，這樣一來學生的預習習慣得以養(yǎng)成，真是一舉多得?。ㄈ┕膭顚W生抬頭說英語，大膽展現(xiàn)自己無論是閱讀課還是對話課，教師都應該給學生提供一個表達自己的思想、感情和意見的時間和空間。