《初中英语口语课 Unit 2 What’s the matter- 教学设计及反思.pdf》由会员分享，可在线阅读，更多相关《初中英语口语课 Unit 2 What’s the matter- 教学设计及反思.pdf（10页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、初中英语口语课初中英语口语课 Unit 2 What Unit 2 Whats thes thematter?matter?教学设计及反思教学设计及反思1、设计简述：本节课教学内容和教学目标及教学重难点的设定都是以英语课程标准为准则，从学生的已有知识水平出发，并以交际法语言教学为理论依据。在本堂课中，为了训练目标语言，我设置了各种不同的任务让学生来操练目标语言，并在课堂的最后让学生扮演医生和病人，模拟看病的过程，让学生在交际的同时，体验生活。通过这个活动，把生活中的交际场合搬进课堂，使课堂变为一种具体的社会交往环境，使教学过程成为教师与学生之间的一个交际过程。这大大地增强了学生的兴趣。交际法教
2、学让学生参与，有时伴有情景或模拟场景，这样让学生更能贴近生活，学生成了主角，自然而然地他们就对英语感兴趣，把学英语当作一种乐趣。2、教材分析：本课是一堂口语课,学习对象为八年级生。本课的话题选自八年级（上）Unit2 Whats the matter?Section在学习了身体各部分单词的基础上，要求学生学会谈论自己及他人的健康状况，本课的核心语言项目是“Ask andanswer about health”。学会用“Whats the matter?”来询问他人身体状况。通过教师丰富的肢体语言使用让学生了解本课的教学重点-疾病的表达方式，从视觉上激起了学生的好奇心和求知欲。通过结对练习，游戏
3、和角色扮演等多种任务的训练巩固所学的基础语言材料：I have a You should/shouldnt让学生有更多发挥的空间，创造口语练习3、学情分析：八年级是学习英语的关键时期，这个阶段的学生活泼、好奇心和求知欲望强。比如像本课所涉及的有关健康的话题是他们之前从未接触过的，因此，他们渴望用英语来表达。另外，八年级学生的心理特点反映在学习英语的能力上，他们模仿和记忆的能力特别强。4、教学目标设计：用具体、明确、可操作的行为语言，描述本课的知识、技能、能力、方法、情感、态度、价值观等方面的教学目标。Objectives:By the end of the session,moststuden
4、ts will be better able to acquire the requiredinformation.This will be achieved by:1.Knowledge Objectives:1)Be able to master the pronunciation,meaning andspelling of the names of diseases:fever,sore throat,sore back;stomachache,headache,toothache,cold,cough;2)Be able to learn the expressions of giv
5、ing advice:lie down and rest,drink hot tea with honey,see adentist,take this medicine;3)Be able to talk about health problems by using“Whats the matter?I have a”and give advice byusing“You shouldYou shouldnt”2.Ability Objectives:1)Be able to talk about ones health problems andgive advice fluently;2)
6、Be able to role play doctor and patient;3.Moral Objectives:1)Improve the cooperative spirit through pair workand role playing2)Care more about yourself and your family membershealth.5、重点难点设计：由于本节课的话题是谈论健康，根据教学大纲的要求，学生需掌握有关疾病的单词，并能针对疾病提出合理的建议。因此本节课教学重点设置如下:The teaching Focus1.Master the names of dise
7、ases:fever,sore throat,sore back;stomachache,headache,toothache,cold,cough;2.Master the expressions of giving advice:liedown and rest,drink hot tea with honey,see a dentist,take this medicine;3.Talk about health problems by using“Whats thematter?I have a”and give advice by using“Youshould You should
8、nt”本节课的内容是之前学生没有接触过的，因此他们没有一定的知识储备。让他们在 45 分钟内掌握较多单词的发音及意思有一定的难度。另外，由于八年级学生年龄和生活经验的限制，在谈论如何给合适的建议时，会遇到一定的困难。因此本节课的教学难点设置如下：The Teaching Difficulties1.Students may find it difficult to remember allthe target new words in the class;2.Studentsmayfinditdifficulttogiveappropriate advice to the certain di
9、sease because oftheir limited life experience.6、教学策略与手段：1学生的学习准备；2教师的教学准备；3教学环境的设计与布置；4教学用具的设计和准备。7、教学过程：这是教学设计的主体部分。分几个环节具体说明教学活动的安排，包括学生学习活动、教师指导活动、师生交互活动。应采用文字叙述加点评的格式，不要采用表格或流程图的形式。Step1 Warming upGreet Ss by asking them:How are you today?ThenIll tell Ss that I m not feeling well today(Writethe
10、sentence on the blackboard and guide Ss to read it.)and get Ss to guess the reason freely.If Ss cant getthe answer,Ill tell them that I didn t have a goodsleep last night.So I have a headache.(I say this bydoing a gesture)设计说明：通过师生间的问候，拉近彼此的距离，使学生快速融入英语课堂。要求学生猜测老师身体不适的原因，从而激发学生的背景知识，并为之后的知识输入做好铺垫。St
11、ep2:Presentation of words about diseases1.Show Ss a bandage and tell them there issomething wrong in the place where the bandage lies.Then get Ss to guess the health problems.When I do anaction,ask Ss:“Whats the matter?”(write it on theblackboard)For example,when I put the bandage on thestomach,ask
12、Ss:“Whats the matter with me?”HelpSs say:“Im not feeling well.I have a stomachache.”Then teach the other target words:fever,sore throat,toothache,sore back in the following way:Put thebandage on the other part of body and get students toask:Whats the matter?Then get other Ss to guess theproblem.2.Us
13、e body language to guide Ss to guess anothertwo names of diseases:cold,cough.3.Show Ss pictures of diseases half hidden,andget Ss to guess the names of diseases:fever,sorethroat,toothache,sore back,cold,cough.设计说明：老师在课堂上出示医疗用具-绷带，能充分唤起学生的好奇心，使其积极地参与到教学活动中。通过绷带所绑的不同位置和肢体语言，自然地引出有关疾病的单词。这种教学单词的方式简单而且直
14、观，更易被学生接受。八年级学生喜欢猜测的活动，所以，运用半遮图片可以让学生巩固所学的单词。Step3:Pair workPut the bandage on the part of a students bodyand ask:“Whats matter?”and guide him to use thepattern:Im not feeling well.I have a Then ask Ssto work in pairs and talk about health problems by usingthe bandage given and using the target lang
15、uage:Whats the matter?Im not feeling well.I have a 设计说明：八年级学生的表演欲望强，所以，在结对活动中，为每一小组提供绷带，这样可以激发学生的参与性，扩大参与面，使更多的学生开口说英语。Step4 Presentation of expressions of giving advice1.Tell Ss that I have a cold/cough,ask them:Whatshould I do?Ss may give different answers,collecttheir answers and help them to use
16、:You should/shouldnt do Then show some pictures of other diseasesmentionedbeforeandaskthemtogiveadvicetoeachproblembyusingtargetlanguage:Youshould/shouldnt doDuring this activity,somephrases will be learned:lie down and rest,drink hottea with honey,see a dentist,drink lots of water,takesome medicine
17、.2.Show Ss two bags.In one bag,there are piecesof paper with problems while in the other one,thereare pieces of paper with advice.Have a competitionbetween boys and girls.Take turns to get paper.Forexample,one boy gets one paper with problem,and onegirl get one paper with advice.The girl should say:
18、Whats the matter with you?The boy should answer thequestion according to the problem he got by saying:Im not feeling well.I have aIf the girl got the rightadvice,she should answer it according to her paper:You should If it is not,she should say:You shouldnt,then give the right advice.The one who mak
19、es rightsentence can get onepoint.设计说明：向学生展现有关疾病的图片，这样不仅可以帮助学生复习新知，而且还可以自然地引入新的话题针对疾病给建议。然后，通过在男女间开展说疾病给建议的配对游戏，激发学生的参与热情，并巩固句型。同时，使学生增长相关常识，加强健康意识。Step5 Making a conversationShow Ss the picture in Section A 3a,ask them tolook at the picture,and suppose they are the doctor,what they will ask the pat
20、ient.Collect Ss answersand lead in the sentence:When did it start?Show thesample dialogue and ask Ss to complete it according tothe picture orally.A:Whats the matter with you?B:Im not feeling well.I have a _.A:When did it start?B:About_ ago.A:Oh,thats too bad./I m sorry to hear that.You should/shoul
21、dn t _ and you should/shouldnt _.B:Yes,I think so.A:_.B:Thank you,doctor.设计说明：通过教材中的图片复习目标语言。另外，通过让学生自由讨论，扩充医生与病人的对话，这样使英语对话更加完整，更加贴近实际，也为下一步骤的角色扮演活动降低了难点，做了充分的铺垫，使学生感到有话可说。Step6 Role playingAsk Ss to make a four-people group,one of themis a doctor,the other three are patients.Ask the Ssto role play
22、 the dialogue above.Then ask several groupsto perform before the class by using some tools:bandage,a uniform,a stethoscope.Ask other Ss 8、作业设计Give advice to the following problems as much aspossible:sore throat,toothache,headache,cold.Choose one to make a dialogue9、问题研讨：1)在英语口语教学中如何通过拓宽学生的知识面、深化思维、锻炼他们的语言能力，培养他们的思辨能力与创造能力，提高学生英语交际能力？2)如何帮助学困生在有限的课堂时间内树立英语信心，消除他们开口难、怕说错的顾虑