五、[教学方法和学习策略分析]

（一）教学方法

（1）恰当运用多媒体辅助教学，提高课堂效率增加趣味性。

（2）以学生为中心，开展Role play, Guessing game, Pair work等英语教学活动。

（3）注重分层教学，尊重差异，让不同层次的学生都能参与，获得成就感。

（4）"任务型"活动策略，在做中学和练，任务明确，活动面广，使学生在交际中真实运用所学知识。

（二）学习策略

（1）Inferring vocabulary

（2）Role play

（3）Group and pair work

六、[教学过程]

（一）、Lead--in （导入）

　　Play a song for all the students (Ss) to sing along with---"If you are happy".

　　While singing,touch the part that is mentioned in the songs .(clap your hand, stomp your feet , wink your eye ).

　　Then sing the song ,add up other parts-----If you are happy and you know it shake your head, open your mouth, lift up your leg, lift up your arm...... etc.

　　And the teacher(T) shows the pictures about body parts on the blackboard.

(设计说明：以学生熟悉的拍手歌开始本节课的教学，让学生在唱歌的同时完成对身体部位单词的认知，并通过对歌曲的改编联系更多的有关身体部位的单词。在开始新课前创设比较活泼轻松的学习氛围，激发学生的学习热情，为下面的教学做好铺垫。)

（二）、Presentation of words about body parts（介绍身体部位）

T: Ok, class, we know the body parts just now. They are in altogether in one family, but I want to tell you that they can't friendly. They will have a fight sometimes. If you can't believe, let's watch the programe -----Body fight.

　　After the programe, ask the Ss: Now, do you know ----Why do they fight? What are they fight for?

Ss:Who is important?

T:Good! Do you think who is the most important ? And tell me the reason, Why?

S1:Mouth, because I can't eat to live without it.

T:What else can mouth do?

S1:Drink, speak English, sing songs, talk with my friends......

S2:Ears, because I can't grab my pen without them.

S3:Fingers, because I can't grab my pen without them.

......

(as many as they can tell)

（设计说明：在完成对新单词的认知之后，我给学生展示了一个Body fight的视频节目，这个节目的题材很符合本节课，涉及了身体部位的学习。学生在完成老师的任务时大多采用了节目中的内容来对身体器官的作用进行阐述，加深了对新输入单词的理解巩固，为接下来疾病的学习打下基础。并且在这一环节中还训练了学生对输出信息的捕捉能力。）

（三）、Presentation of words about diseases（关于疾病的用语）

1、T: Everbody's answers are very good. In fact, the body parts are in one family. They can't fight, they can help us do many things, They are all important. So, we should take care of them. But the body parts has some problems sometimes.

The T use body language to guide the Ss to guess the illness: have a cold, have a fever