《初中英语口语课 Unit 2 What’s the matter- 教学设计及反思.docx》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.docx（8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 Unit 2 Whats the matter?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，从同学的已有学问水平动身，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同学来操练目标语言，并在课堂的最终让同 学扮演医生和病人，模拟看病的过程，让同学在交际的同时，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 变为一种详细的社会交往环境，使教学过程成为老师与同学之间 的一个交际过程。这大大地增加了同学的爱好。交际法教学让同 学参加，有时伴有情景或模拟场景，这样让同学更能贴近
2、生活, 同学成了主角，自然而然地他们就对英语感爱好，把学英语当作 一种乐趣。2、教材分析：本课是一堂口语课，学习对象为八班级生。本课的话题选自八 班级（上）Unit2 What s the matter? Section在学习了身体各部分单词的基础上，要求同学学会谈论自己及他 人的健康状况，本课的核心语言项目是uAsk and answer about health。学会用 What s the matter?”来询问他人身体状况。通过老师丰富的肢体语言使用让同学了解 本课的教学重点-疾病的表达方式，从视觉上激起了同学的奇怪 心和求知欲。通过结对练习，嬉戏和角色扮演等多种任务的训练 巩固所学的
3、基础语言材料：I have aYou should/shouldn? t让同学有更多发挥的空间，制造口语练习3、学情分析：八班级是学习英语的关键时期，这个阶段的同学活泼、奇怪 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，八班级 同学的心理特点反映在学习英语的力量上，他们仿照和记忆的力 量特殊强。4、教学目标设计：用详细、明确、可操作的行为语言，描述本课的学问、技能、 力量、方法、情感、态度、价值观等方面的教学目标。Objectives： By the end of the session, most students will b
4、e better able to acquire the required information. This will be achieved by：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；Be able to learn the expressions of
5、giving advice： lie down and rest, drink hot tea with honey, see a dentist, take this medicine；2) Be able to talk about health problems by using Whats the matter? I have a and give advice by using You shouldYou shouldn t”2. Ability Objectives：1) Be able to talk about one s health problems and give ad
6、vice fluently；Be able to role play doctor and patient；3. Moral Objectives：1) Improve the cooperative spirit through pair work and role playingCare more about yourself and your family members health. 5、重点难点设计：由于本节课的话题是谈论健康，依据教学大纲的要求，同学需把 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 FocusMaster
7、the names of diseases： fever, sore throat, sore back； stomachache, headache, toothache, cold, cough；1. Master the expressions of giving advice： lie down andrest, drink hot tea with honey, see a dentist, take thismedicine；Talk about health problems by using “What s the matter? I have a and give advic
8、e by using “You should You shouldn t”本节课的内容是之前同学没有接触过的，因此他们没有肯定的 学问储备。让他们在45分钟内把握较多单词的发音及意思有肯 定的难度。另外，由于八班级同学年龄和生活阅历的限制，在谈 论如何给合适的建议时，会遇到肯定的困难。因此本节课的教学 难点设置如下：The Teaching DifficultiesStudents may find it difficult to remember all the target new words in the class；1. Students may find it difficult t
9、o give appropriate advice to the certain disease because of their limited life experience.6、教学策略与手段：1 .同学的学习预备；.老师的教学预备；2 .教学环境的设计与布置；.教学用具的设计和预备。7、教学过程：这是教学设计的主体部分。分几个环节详细说明教学活动的支配, 包括同学学习活动、老师指导活动、师生交互活动。应采纳文字 叙述加点评的格式，不要采纳表格或流程图的形式。Stepl Warming upGreet Ss by asking them： How are you today? Then
10、I 11 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 freely. If Ss can t get the answer, I 11 tell them that I didn t have a good sleep last night. So I have a headache. (I say this by doing a gesture)设计说明：通过师生间的问
11、候，拉近彼此的距离，使同学快速融 入英语课堂。要求同学猜想老师身体不适的缘由，从而激发同学 的背景学问，并为之后的学问输入做好铺垫。Step2： Presentation of words about diseasesShow Ss a bandage and tell them there is something wrong in the place where the bandage lies. Then get Ss to guess the health problems. When I do an action, ask Ss： What s the matter?” (write
12、 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： T 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 the bandage on the other part o
13、f body and get students to ask： What s the matter? Then get other Ss to guess the problem.1. Use body language to guide Ss to guess another two names of diseases： cold, cough.2. Show Ss pictures of diseases half hidden, and get Ss to guess the names of diseases： fever, sore throat, toothache, sore b
14、ack, cold, cough.设计说明：老师在课堂上出示医疗用具-绷带，能充分唤起同学 的奇怪 心，使其乐观地参加到教学活动中。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 单词的方式简洁而且直观，更易被同学接受。八班级同学喜爱猜 想的活动，所以，运用半遮图片可以让同学巩固所学的单词。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 we
15、ll. I 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 well. I have a 设计说明：八班级同学的表演欲望强，所以，在结对活动中，为 每一小组供应绷带，这样可以激发同学的参加性，扩大参加面, 使更多的同学开口说英语。Step4 Presentation of expressions of giving advic
16、eTell Ss that I have a cold/cough, ask them： What should I do? Ss 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 eachproblem by using target language： You should
17、/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.1. Show Ss two bags. In one bag, there are pieces of paper with problems while in the other one, there are pieces of paper with advice
18、. Have a competition between boys and girls. Take turns to get paper. For example, one boy gets one paper with problem, and one girl get one paper with advice. The girl should say： What s the matter with you? The boy should answer the question according to the problem he got by saying： I m not feeli
19、ng well. I have aIf the girl got the right advice, 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 makes right sentence can get one point.设计说明：向同学呈现有关疾病的图片，这样不仅可以关心同学 复习新知，而且还可以自然 地引入新的话题一针对疾病给建议。 然后，通过在男女间开展
20、说疾病给建议的配对嬉戏，激发同学的 参加热忱，并巩固句型。同时，使同学增长相关常识，加强健康 意识。Step5 Making a conversationShow Ss the picture in Section A 3a, ask them to look at the picture, and suppose they are the doctor, what they will ask the patient. Collect Ss answers and lead in the sentence： When did it start? Show the sample dialogue
21、 and ask Ss to complete it according to the picture orally. A： What s the matter with you?B： I m not feeling well. I have a.A： When did it start?B： About ago.A： Oh, that s too bad. /Im sorry to hear that. You should/shouldn t and you should/shouldn tB： Yes, I think so.A：B： Thank you, doctor.设计说明：通过教
22、材中的图片复习目标语言。另外，通过让同学 自由争论，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，使同学感到有话可说。Step6 Role playingAsk Ss to make a four -people group, one of them is a doctor, the other three are patients. Ask the Ss to role play the dialogue above. Then ask several groups to perform before the class
23、 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 as possible： sore throat, toothache, headache, cold. Choose one to make a dialogue 9、问题研讨：1）在英语口语教学中如何通过拓宽同学的学问面、深化思维、 熬炼他们的语言力量，培育他们的思辨力量与制造力量，提高同 学英语交际力量？2）如何关心学困生在有限的课堂时间内树立英语信念，消退他 们开口难、怕说错的顾虑