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1、What s the matter?教学设计案例一、内容分析：（1）根据课程标准，分析本课教学的基本要求（2）分析本课内容的知识体系（地位和作用）（3）分析本课内容与相关知识的区别和联系（4）说明教学内容的调整、整合、解构和补充二、学情分析：（1）分析学生的学习起点，可能遇到的困难和问题及其依据（2）确定促进学生有效学习，解决困难的思路和策略。三、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,most students will be better
2、able to acquire the required information.This wi11 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;2）Be able to learn the expressions of giving advice:lie d
3、own 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 shouldYou shouldn,t”Ability Objectives:1）Be able to talk about one s health problems and give advice fluently;Be able to rol
4、e play doctor and patient;2.Moral Objectives:1）Improve the cooperative spirit through pair work and role playingCare more about yourself and your fami1y members*health.四、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 Focus 1.Master the names of diseases:fever,s
5、ore throat,sore back;stomachache,headache,toothache,cold,cough;2.Master the expressions of giving advice:lie down and rest,drink hot tea with honey,see a dentist,take this medicine;about health problems by using What s the matter?I have a and give advice by using”You should You should。t”本节课的内容是之前学生没
6、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 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 appropriate advice to the certain disease
7、because of their limited life experience.五、教学策略与手段：1.学生的学习准备；.教师的教学准备；2.教学环境的设计与布置；.教学用具的设计和准备 5、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。Stepl：Warming up Greet Ss by asking them:How are you today?Then I 11 tell Ss that I m not feeling wel 1 today(Write t
8、he 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
9、输入做好铺垫。Step 2：Use body language to guide Ss to guess another two names of diseases:cold,cough.3.Show Ss pictures of diseases half hidden,and get Ss to guess the names of diseases:fever,sore throat,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
10、疾病的单词。这种教学单词的方式 简单而且直观，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 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 Ss to work in pairs and talk about health problems by using the bandage give
11、n and using the target language:What s the matter?I m 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 advice 1.Tell Ss that I have a cold/cough,ask them:What should I do?Ss may give different answers,collect t
12、heir answers and help them to use:You should/shouldn,t doThen 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 hone
13、y,see a dentist,drink lots of water,take some medicine.2.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.Have a competition between boys and girls.Take turns to get paper.For example,one boy gets one paper with problem,
14、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 in not feeling 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 sh
15、ould say:You shouldn,t,then give the right advice.The one who makes right sentence can get one point.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 入新的话题一针对疾病给建议。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
16、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 and ask Ss to complete it according to the picture orally.A:WhatJ s the matter with you?B:Im not feeling well.I have a.A:When did it start
17、?B:About ago.A:Oh,that s too bad./Im sorry to hear that.You should/shouldn,t and youshould/shouldn,t 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
18、 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 by using some tools:bandage,a uniform,a stethoscope.Ask other Ss to select the best doctor and the best patient.设计说明：这一活动是对目标语言的进一步运用。通过医生和病人的角色扮演，营造出真实的情境,这样可以有效的提高学生对英语口语表达的兴趣。另外，这也是老师对学生本节课所学知识的一种 检测。