第一篇：聽(tīng)說(shuō)課

聽(tīng)說(shuō)課

一、概述

聽(tīng)說(shuō)課是英語(yǔ)學(xué)科的課型之一，也是常考課型。本課型重在培養(yǎng)學(xué)生聽(tīng)和說(shuō)的技能，因此面試時(shí)抽到這一課型的學(xué)員應(yīng)合理設(shè)計(jì)教學(xué)活動(dòng)，確保學(xué)生能夠積極參與，鼓勵(lì)學(xué)生大膽用英語(yǔ)表達(dá)自己的看法。同時(shí)設(shè)計(jì)讀和寫(xiě)的教學(xué)活動(dòng)，使學(xué)生在聽(tīng)說(shuō)讀寫(xiě)的活動(dòng)中完成新知識(shí)的吸收，消化以及鞏固。

二、教材分析

學(xué)員可根據(jù)抽到的試題內(nèi)容分析，從聽(tīng)說(shuō)課，閱讀課(小學(xué)為讀寫(xiě)課)，語(yǔ)法課，寫(xiě)作課和詞匯課(只有高中學(xué)段有詞匯課型)中利用排除法做出判斷。針對(duì)可設(shè)計(jì)成聽(tīng)說(shuō)課型的內(nèi)容，教材中會(huì)有明顯的標(biāo)志，如耳機(jī)或磁帶。以人民教育出版社教材為例，一般而言，以下部分可設(shè)計(jì)成聽(tīng)說(shuō)課：

小學(xué):每單元分為Section A,B,C 三部分，每部分中l(wèi)et’s talk 和let’s learn 都可設(shè)計(jì)成聽(tīng)說(shuō)課。其中l(wèi)et’s talk以教授語(yǔ)法為主，let’s learn以教授單詞為主。

初中：每單元分為Section A,B兩部分。Section A部分的1(a,b,c,d..)和2(a,b,c,d..)可設(shè)計(jì)成聽(tīng)說(shuō)課;Section B 部分的1(a,b,c,d..)可設(shè)計(jì)成聽(tīng)說(shuō)課。高中：Using Language 部分可設(shè)計(jì)成聽(tīng)說(shuō)課。

三、教學(xué)目標(biāo)分析 英語(yǔ)是一門(mén)語(yǔ)言，語(yǔ)言交際分為口頭語(yǔ)言和書(shū)面語(yǔ)言，通過(guò)聽(tīng)說(shuō)讀寫(xiě)四種形式將語(yǔ)音、詞匯、語(yǔ)法、功能和語(yǔ)篇表達(dá)出來(lái)。根據(jù)新課標(biāo)規(guī)定，教學(xué)目標(biāo)為三維目標(biāo)，分別是知識(shí)目標(biāo)，技能目標(biāo)和情感態(tài)度價(jià)值觀目標(biāo)。知識(shí)目標(biāo)：語(yǔ)音、詞匯、語(yǔ)法、功能和語(yǔ)篇 技能目標(biāo)：聽(tīng)說(shuō)讀寫(xiě)

情感態(tài)度價(jià)值觀目標(biāo)：提高興趣，培養(yǎng)合作意識(shí)，了解國(guó)外文化與風(fēng)俗，開(kāi)闊眼界，培養(yǎng)國(guó)際視野，更好理解并熱愛(ài)中國(guó)文化等。

目標(biāo)書(shū)寫(xiě)原則：1.遵循ABCD模式，即對(duì)象(audience)、行為(behavior)、條件(condition)和標(biāo)準(zhǔn)(degree)。

2.學(xué)生為行為動(dòng)詞的主體而不是主語(yǔ)，原因是英語(yǔ)中被動(dòng)語(yǔ)態(tài)。例如：Students’ listening skill can be improved.四、教學(xué)重難點(diǎn)分析

重點(diǎn)：教材中最基本最重要的知識(shí)和技能，是教學(xué)活動(dòng)圍繞教學(xué)重點(diǎn)展開(kāi)。相對(duì)穩(wěn)定，不同的教師講授同一個(gè)內(nèi)容，教學(xué)重點(diǎn)應(yīng)該是相同的。

教學(xué)難點(diǎn)：學(xué)生不易理解的知識(shí)，不易掌握的技能技巧。暫時(shí)性，相對(duì)性，教師不同，學(xué)生不同，時(shí)期不同，難點(diǎn)都可能不同。

小學(xué)建議使用四部曲：warming up, presentation, consolidation , summery and homework.初高中：采用pwp 模式，即將presentation 分為pre-listening 和while-listening, 將consolidation 變?yōu)閜ost-listening.教學(xué)活動(dòng)可以按教材中的題目設(shè)計(jì)。

1.熱身和導(dǎo)入(Warming up and lead in)：移情，起興，入題。常用方法：溫故知新法：課程復(fù)習(xí)法、作業(yè)復(fù)習(xí)法

情景設(shè)置法：教師語(yǔ)言、多媒體播放視頻，圖片音樂(lè)等、現(xiàn)場(chǎng)模擬法。

教師語(yǔ)言示例：Good morning, I will introduce a man to you, listen to me carefully and guess who he is.He is a great man and enjoys a high popularity in the world.Can you guess who he is ? Now let me continue.He has made a great contribution to the freedom of the slaves.He has made a very famous speech called “I have a dream”.Now who is he? Great!You know him.Today we are going to learn ?.2.pre-listening：新課講授的開(kāi)始，進(jìn)行新課內(nèi)容的呈現(xiàn)。

方法：通過(guò)問(wèn)答，小組討論，預(yù)測(cè)或者頭腦風(fēng)暴等形式完成對(duì)要聽(tīng)的材料進(jìn)行話(huà)題或者語(yǔ)言點(diǎn)的掃盲工作，為學(xué)生掃除障礙。

3.while-listening: 對(duì)聽(tīng)力材料的初攝入。可分為 extensive listening 和intensive listening.extensive listening 部分：聽(tīng)前布置任務(wù)，讓學(xué)生明白要聽(tīng)什么，比如聽(tīng)力材料的大意，主題，標(biāo)題，其中一個(gè)或者兩個(gè)信息的提取等。

intensive listening 部分：通過(guò)正誤判斷，填空，回答問(wèn)題，連線(xiàn)，填表格等出題形式，引導(dǎo)學(xué)生完成對(duì)聽(tīng)力材料的細(xì)化，加深對(duì)材料的理解。

4.post-listening:對(duì)所聽(tīng)材料話(huà)題或者語(yǔ)言點(diǎn)的提升。可以根據(jù)材料話(huà)題引導(dǎo)口頭問(wèn)答，復(fù)述或轉(zhuǎn)述所聽(tīng)內(nèi)容，模擬情景，小組討論或者辯論，表達(dá)個(gè)人感受;也可以利用材料中的語(yǔ)言點(diǎn)如過(guò)去式進(jìn)行練習(xí)，讓學(xué)生造句，對(duì)話(huà)，寫(xiě)經(jīng)歷觀點(diǎn)等強(qiáng)化鞏固語(yǔ)言點(diǎn)的運(yùn)用。

5.summary and homework: 對(duì)本節(jié)課話(huà)題抑或語(yǔ)言點(diǎn)的小結(jié)并留作業(yè)繼續(xù)加深鞏固或者為下節(jié)課做鋪墊。

Summary：可以通過(guò)排序法，框架法，激情結(jié)課法，懸念法，延伸法等總結(jié)本材料的話(huà)題;也可以通過(guò)比較法，朗讀法等對(duì)所學(xué)語(yǔ)言點(diǎn)進(jìn)行總結(jié)。

homework: 作業(yè)布置要具有可測(cè)性，有目的性，可操作性。1.常規(guī)性作業(yè)：做課后習(xí)題，抄句子短語(yǔ)，背詞組等。2.實(shí)踐性作業(yè)：根據(jù)本節(jié)課話(huà)題或者所學(xué)語(yǔ)言點(diǎn)布置表演，搜集材料，調(diào)查，討論等。如初中英語(yǔ)有一節(jié)課是關(guān)于天氣的，作業(yè)布置就可以是：After class, you need to make a survey about the weather in the past week, and next class I will ask some of you to give presentation in this way: A:How was the weather on __? B: It was __.

第二篇：聽(tīng)說(shuō)課教學(xué)

學(xué)完初中英語(yǔ)聽(tīng)說(shuō)課教學(xué)設(shè)計(jì)與案例分析專(zhuān)題講座后，我認(rèn)為英語(yǔ)聽(tīng)說(shuō)課教學(xué)應(yīng)注意以下幾點(diǎn)：

（一）聽(tīng)力部分的分析和使用：1.準(zhǔn)確定位主題內(nèi)容。2.準(zhǔn)確定位教學(xué)重點(diǎn)和難點(diǎn)。

（二）聽(tīng)說(shuō)課教學(xué)目標(biāo)設(shè)計(jì)：聽(tīng)說(shuō)課的教學(xué)目標(biāo)的合理設(shè)計(jì)是成功教學(xué)的保障。教學(xué)目標(biāo)制定要明確、具體、全面。聽(tīng)說(shuō)課的教學(xué)目標(biāo)一定要有聽(tīng)力理解技能提高目標(biāo)、評(píng)言知識(shí)感知、學(xué)習(xí)、運(yùn)用目標(biāo)、主題口語(yǔ)能力提高目標(biāo)。同時(shí)要兼顧情感態(tài)度、學(xué)習(xí)策略、文化意識(shí)的滲透。

（三）聽(tīng)力材料中的生詞處理：1.對(duì)生詞要進(jìn)行分析，分層次處理。不提倡在聽(tīng)力活動(dòng)前將所有生詞都挑出來(lái)進(jìn)行認(rèn)知。使學(xué)生在聽(tīng)力活動(dòng)中精神更集中。2.根據(jù)學(xué)生情況如果學(xué)生能夠通過(guò)上、下文猜出來(lái)的詞，聽(tīng)聽(tīng)前就不要處理這個(gè)生詞，作為訓(xùn)練學(xué)生猜詞能力的練習(xí)材料，同時(shí)使聽(tīng)力材料增加了一定的難度。3.重點(diǎn)生詞的操練和運(yùn)用應(yīng)放在聽(tīng)力活動(dòng)之后進(jìn)行。

（四）聽(tīng)說(shuō)課的時(shí)間分配設(shè)計(jì)：老師對(duì)各個(gè)環(huán)節(jié)時(shí)間的設(shè)計(jì)和把握是教學(xué)技能的一個(gè)方面。為提高時(shí)間的把握能力，課前周密的思考、嚴(yán)密、合理的對(duì)各個(gè)環(huán)節(jié)所需時(shí)間做出設(shè)計(jì)。聽(tīng)說(shuō)課中時(shí)間分配方面普遍存在的問(wèn)題有前松后緊和分不清楚重點(diǎn)與非重點(diǎn)內(nèi)容。

（五）聽(tīng)前活動(dòng)設(shè)計(jì)：1.聽(tīng)前活動(dòng)的目的是引導(dǎo)學(xué)生進(jìn)入主題聽(tīng)力狀態(tài)，為更好地聽(tīng)做各方面的準(zhǔn)備。2.聽(tīng)前活動(dòng)設(shè)計(jì)不應(yīng)包括詞匯擴(kuò)展，聽(tīng)前活動(dòng)內(nèi)容設(shè)計(jì)要融入對(duì)新語(yǔ)言知識(shí)的感知。聽(tīng)前活動(dòng)所占時(shí)間不宜過(guò)長(zhǎng)，且內(nèi)容緊扣聽(tīng)力材料。

（六）聽(tīng)中活動(dòng)設(shè)計(jì)：1.聽(tīng)中活動(dòng)的目的是理解語(yǔ)篇承載的信息和感知訂報(bào)語(yǔ)言結(jié)構(gòu)在實(shí)際情景中的運(yùn)用。2.聽(tīng)中活動(dòng)設(shè)計(jì)的基本原則：1）培養(yǎng)學(xué)生運(yùn)用語(yǔ)言的能力是教學(xué)設(shè)計(jì)要遵循的原則。2）教師要充分發(fā)揮多種媒體功能。3.聽(tīng)中可采取的教學(xué)方法：1）泛聽(tīng)、精聽(tīng)相結(jié)合；2）引導(dǎo)學(xué)生重視面對(duì)面談話(huà)中聽(tīng)的活動(dòng)。4.聽(tīng)中活動(dòng)設(shè)計(jì)需要注意的問(wèn)題：1）聽(tīng)力理解活動(dòng)要充分。2）避免先看錄音原文，再聽(tīng)錄音。3）不要一邊聽(tīng)一邊看聽(tīng)力原文。5.高設(shè)計(jì)聽(tīng)力活動(dòng)的水平：1）提高根據(jù)不同聽(tīng)力層次的需要設(shè)計(jì)問(wèn)題的水平。2）設(shè)計(jì)有效性活動(dòng)的水平。

（七）聽(tīng)后活動(dòng)設(shè)計(jì)：1.聽(tīng)后活動(dòng)的目的：1）評(píng)價(jià)和反思聽(tīng)力技能的發(fā)展及其存在的問(wèn)題。2）培養(yǎng)就相關(guān)主題內(nèi)容的口頭表達(dá)的能力。2.聽(tīng)后活動(dòng)形式：1）聽(tīng)讀訓(xùn)練。2）新語(yǔ)言知識(shí)的進(jìn)步感知和操練。3）鞏固和擴(kuò)展主題內(nèi)容的表達(dá)能力。4）開(kāi)展自我批評(píng)活動(dòng)。3.聽(tīng)后活動(dòng)設(shè)計(jì)中應(yīng)注意的幾個(gè)問(wèn)題。1）語(yǔ)言結(jié)構(gòu)操練應(yīng)盡量做到全員參與。2）語(yǔ)言知識(shí)訓(xùn)練形式要重語(yǔ)言交際。3）語(yǔ)言交際活動(dòng)設(shè)計(jì)符合真實(shí)交際任務(wù)的需要。

（八）聽(tīng)說(shuō)課作業(yè)設(shè)計(jì)：教師可以就聽(tīng)力留作業(yè)：跟讀錄音、做部分聽(tīng)寫(xiě)等。教師還要拓展作業(yè)的范圍，使學(xué)生能接觸更廣泛、更豐富的聽(tīng)力語(yǔ)料。如電視、電影、講座、采訪、歌曲、故事、講笑話(huà)。

第三篇：聽(tīng)說(shuō)課有感

聽(tīng)“中小學(xué)體育教學(xué)單元式說(shuō)課”有感

一、明白了單元式體育說(shuō)課說(shuō)什么。

單元式體育說(shuō)課要從設(shè)計(jì)理念；教材分析；學(xué)情分析；單元目標(biāo)；教學(xué)重、難點(diǎn)；教法與學(xué)法指導(dǎo)；設(shè)計(jì)一節(jié)課的完整過(guò)程及場(chǎng)地器材等。當(dāng)然，千個(gè)師傅萬(wàn)個(gè)法，說(shuō)課稿的內(nèi)容可以根據(jù)自己的思路合理的設(shè)計(jì)。

二、明白了單元式體育說(shuō)課應(yīng)該怎么說(shuō)。

要有自信。，面帶微笑，這是成功的第一步。

有活力。這可能是體育教師們特有的魅力，在說(shuō)課過(guò)程中，說(shuō)到“動(dòng)情”處，還會(huì)做上示范，讓人更加直觀的了解他說(shuō)課的內(nèi)容。

三、體育教師才藝橫溢。

多才多藝：柔美的舞姿，熱情的健美操，剛勁有力的書(shū)法，惟妙惟肖的簡(jiǎn)筆畫(huà)，動(dòng)聽(tīng)的歌曲，詩(shī)朗誦、葫蘆絲、太極、健身拳、模仿操等。

當(dāng)然這些老師們的成功與他們的精心準(zhǔn)備和扎實(shí)的基本功是分不開(kāi)的。在向他們學(xué)習(xí)的同時(shí)，我會(huì)加倍努力，更好的為教育服務(wù)。

第四篇：聽(tīng)說(shuō)課論文（本站推薦）

如何改進(jìn)教學(xué)設(shè)計(jì)，提高聽(tīng)說(shuō)課教學(xué)的有效性？

課堂上練習(xí)聽(tīng)說(shuō)能力是英語(yǔ)基本技能之一，那么如何提高這項(xiàng)能力呢？在實(shí)踐教學(xué)中，我們要改進(jìn)教學(xué)設(shè)計(jì)，來(lái)提高它的有效性。結(jié)合自身的體會(huì)，要改進(jìn)教學(xué)設(shè)計(jì)可從以下幾點(diǎn)入手

1、根據(jù)所教內(nèi)容的特點(diǎn)，將“知識(shí)與技能”，“過(guò)程與方法”，“情感態(tài)度與價(jià)值觀”這三個(gè)維度的目標(biāo)具體化并落實(shí)于教學(xué)活動(dòng)之中。明確上課的目標(biāo)，設(shè)計(jì)教學(xué)目標(biāo)要符合系統(tǒng)性、科學(xué)性、層次性、具體化。

2、設(shè)計(jì)的問(wèn)題要有梯度，可從舊知引入新知，從難到易，圍繞重難點(diǎn)逐步引導(dǎo)學(xué)生進(jìn)行學(xué)習(xí)。可從詞到句，再到篇章，逐步深入學(xué)習(xí)。

3.、設(shè)計(jì)的問(wèn)題，活動(dòng)等要有趣味，有競(jìng)爭(zhēng)意識(shí)，能激發(fā)學(xué)生的學(xué)習(xí)欲望，要符合學(xué)生的認(rèn)知水平，年齡特點(diǎn)。

4、要設(shè)計(jì)大量的輸入聽(tīng)說(shuō)，為學(xué)生聽(tīng)說(shuō)做好鋪墊，排除障礙，才能達(dá)到真正的聽(tīng)說(shuō)輸出。

5.、設(shè)計(jì)的教學(xué)方式要多樣化，避免單一，機(jī)械操練。如要有個(gè)人思考，兩兩合作，小組合作，競(jìng)賽游戲等，把看，聽(tīng)，想，講，做有機(jī)結(jié)合起來(lái)，適時(shí)轉(zhuǎn)換方式，動(dòng)靜轉(zhuǎn)換。

6、要善于設(shè)計(jì)情境，把學(xué)生引入學(xué)習(xí)的境界。

7、善于運(yùn)用激勵(lì)語(yǔ)言，手勢(shì)等，根據(jù)不同的學(xué)生，不同的情況，多鼓勵(lì)學(xué)生，如：你說(shuō)得很流利！你聽(tīng)得很認(rèn)真！Very good!Wonderful!Excellent?

8、設(shè)計(jì)的教學(xué)環(huán)節(jié)銜接要自然，層層遞進(jìn)。

9、各個(gè)教學(xué)環(huán)節(jié)的時(shí)間要設(shè)計(jì)好，安排適當(dāng)，節(jié)奏合理。

10、設(shè)計(jì)的各個(gè)教學(xué)環(huán)節(jié)要有用，有效，為本節(jié)課的重難點(diǎn)服務(wù)。

11．教學(xué)過(guò)程中，新理念下，教學(xué)更應(yīng)關(guān)注學(xué)生的主動(dòng)參與，讓學(xué)生在觀察、操作、討論、質(zhì)疑、探究中，在情感的體驗(yàn)中學(xué)習(xí)、完善人格。教師應(yīng)將主要精力用在服務(wù)于主體學(xué)習(xí)的“學(xué)案”預(yù)設(shè)，使課堂走向互動(dòng)生成。

如：我在人教版第三冊(cè)What do you hope? 時(shí)，我根據(jù)學(xué)生的實(shí)際情況，結(jié)合課標(biāo)要求，制定本課的教學(xué)目標(biāo)為：1.學(xué)習(xí)有關(guān)未來(lái)的詞匯 2。學(xué)習(xí)用hope to do 造句..3培養(yǎng)學(xué)生的聽(tīng)說(shuō)技能 4熱愛(ài)他們的未來(lái)。教學(xué)大概流程是這樣的：創(chuàng)設(shè)情景，先學(xué)習(xí)詞匯；學(xué)習(xí)了相關(guān)的單詞：讓學(xué)生進(jìn)行了大量的對(duì)話(huà)練習(xí)，談?wù)撍麄兊奈磥?lái)，緊接著進(jìn)行聽(tīng)力訓(xùn)練my ambition.聽(tīng)后針對(duì)聽(tīng)力材料做填詞搶答游戲，鞏固本課所學(xué)的知識(shí)，課堂達(dá)到了高潮，學(xué)生的學(xué)習(xí)興趣很濃后）最后進(jìn)行小結(jié)，讓學(xué)生談學(xué)習(xí)體會(huì)，本課順利快樂(lè)結(jié)束。我想我之所以上得較為成功是因?yàn)槲抑鸩戒亯|得好的緣故，并且設(shè)計(jì)的活動(dòng)適合學(xué)生，能激起學(xué)生的學(xué)習(xí)興趣，有梯度，方式多樣而有效。

第五篇：聽(tīng)說(shuō)課教案

What is the matter? 1.The analysis of teaching material: For eight grade students, we should based on the knowledge students already studied.I use all kinds of targets to teach and let them master the words of diseases.I forced students do a roll play who imitating the procedure of seeing a doctor.With this , can raise students interest and make students lead the class.2.The Analysis of the Students: In this period students are lively, active and have strong curiosity, so they are eager to express in English.Their ability to imitate and remember is particularly strong.3.Teaching objectives 3.1 Knowledge Objectives:

1)Be able to master the pronunciation, meaning and spelling of the names of diseases: fever, sore throat, sore back;stomachache, headache, toothache, cold, cough;

2)Be able to learn the expressions of giving advice: lie down and rest, drink hot tea with honey, see a dentist, take this medicine;

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…”

3.2 Ability Objectives:

1)Be able to talk about one’s health problems and give advice fluently;

2)Be able to role play doctor and patient;3.3 Moral Objectives:

1)Improve the cooperative spirit through pair work and role playing

2)Care more about yourself and your family members’ health.4.Teaching focus and difficult points: students should master the words about diseases and can give considerable advises.The teaching Focus

1.Master the names of diseases: fever, sore throat, sore back;stomachache, headache, toothache, cold, cough;

2.Can give some considerable advises: lie down and rest, drink hot tea with honey, see a dentist, take this medicine;

2.Talk about health problems by using “What’s the matter? I have a…”and give advice by using “You should… You shouldn’t…”

The Teaching Difficulties

1.Students may find it difficult to remember all the target new words in the class;2.Students may find it difficult to give considerable advice to the certain disease because of their limited life experience.5.Teaching methods: Communicative language teaching.6.Teaching aids: blackboard, multimedia, chalk, eraser and so on.7.Teaching procedures.Step1: Warming up:

1.First greet students and start the class.2.Presentation of pictures about medical instruments(ward, sickbed, operating room).3.Let students recognize these pictures and ask them:” Where they can see these medical instruments?” and students will say:”in hospital”.Step2: Presentation of pictures about diseases 1.Then get students to guess the diseases..When I do an action, ask students: “What’s the matter?” For example, when I put my finger on the stomach, ask students: “What’s the matter with me?” Help students say: “I’m not feeling well.I have a stomachache.” Then teach the other target words: fever, sore throat, toothache, sore back in the following way: Put my finger on the other part of body and get students to ask: What’s the matter? Then get other students to guess the problem.2.Use body language to guide students to guess another two names of diseases: cold, cough.3.Show students pictures of diseases half hidden, and get students to guess the names of diseases: fever, sore throat, toothache, sore back, cold, cough.Design Description: use pictures, can arouse the curiosity of students to actively participate in teaching activities, the teaching of word mode is simple and intuitive, easy to be accepted by students.Grade eight students love speculation activities, so using the half cover images allows students to consolidate the learned words.Step3: Pair workLet students talk to their desk-mate and use question and answer.Put finger on the part of a student’s body and ask: “What’s matter?” and guide him to use the pattern: I’m not feeling well.I have a… Then ask students to work in pairs and talk about health problems by using the target language: What’s the matter? I’m not feeling well.I have a …

Design notes: pairs practice can stimulate student participation, expand participation, and enable more students to speak English.Step4 Presentation of expressions of giving advice.Tell students that I have a cold/cough, ask them: What should I do? Students may give different answers, collect their answers and help them to use: You should/shouldn’t do… Then show some pictures of other diseases mentioned before and ask them to give advice to each

problem by using target language: You should/shouldn’t do… During this activity, some phrases will be learned: lie down and rest, drink hot tea with honey, see a dentist, drink lots of water, take some medicine.Design Description: to show students pictures about the disease, it can not only help students to review the new knowledge, but also can naturally introduce a new topic for disease advice.Then, through between male and female disease to carry out said matching game recommendations, stimulate the enthusiasm of students, and consolidate the sentence.At the same time.The student growth related knowledge, strengthen the awareness of health.Step5 Group work

Ask students to make a five-people group, one of them is a doctor, one is doctor assistant, the rest of them are patients.Ask the students to role play the dialogue above.Then ask several groups to perform before the class by using some tools: bandage, a uniform, a stethoscope.Ask other students.8.Homework: Let students recite these words and the text.