英语教学设计说课稿史广静.doc

英英 语语 教教 学学 说说 课课 稿稿学校：北京市房山区窦店中学学校：北京市房山区窦店中学姓名：史广静姓名：史广静职称：中学一级职称：中学一级教龄：教龄：15Unit 4Lesson 10Going to the Doctor教材分析教材分析本课是北师大版初中英语八年级上册教材第 4 单元的第 10 课，话题为看病就医。本课为本单元的前两节课，主要讨论常见疾病的症状以及治疗办法，帮助学生纠正不良的健康习惯，树立正确的健康意识。本课的教学设计分为两个课时。第一课时侧重对听力内容的理解，引导学生通过听获取病人的症状以及医生的治疗方案。在听力活动中，引导学生提取细节信息，并关注询问和叙述病情时的表达方式，最后结合对话信息和语言进行输出性活动。第二课时在复习对话内容和语言的基础上，引入本课的语言功能就医时的功能用语。在语境中进行多层面的练习，最后运用功能句、描述病情的词汇、治疗建议的词汇来进行医生和病人之间的对话练习。教学内容教学内容话题：看病就医词汇：Getting Ready:faceLesson 10:health,problem,cough,fever,headache,stomachache,toothache,runny,sore,throat,plenty,plenty of,dentist,matter,temperature,deep,breath,flu,serious,twice,patient,date,symptom,treatment,nearby,cold,once策略：听前预测；听中通过关键词获取主要信息功能：看病就医第一课时第一课时First Period教学目标教学目标在本课学习结束时，学生能够：1.通过听获取病人的简单信息及医生治疗方案的内容；2.认读并说出常见的疾病名称及简单的解决方法；3.依据获取的信息，口头描述病人的基本情况和需要注意的事项；4.纠正不良的健康习惯，树立正确的健康意识。教学过程教学过程教学活动设计意图互动模式&时间Getting ReadyStep 1 T asks Ss to look at thepictures on P41,andreminds them of thehealthyhabitstheyhave already known.T asks Ss to ask andanswerthequestionson P41 in pairs to see ifthey have some healthyhabits.T leads Ss to imaginewhatwillhappenifthey dont have suchhealthy habits in orderto teach the new wordsand expressions abouthealth problems in L10by using some pictures,such as cough,fever,runny nose,headache,toothache,stomachache and sorethroat.1.激活学生已有知识储备，了解学生已有知识，为课堂最后的输出做准备。2.通过问答，帮助学生初步了解自己的健康习惯。3.引入本课话题，教授新词汇。CWIWPW10Pre-listeningStep 2 T shows pictures about1.教师引导学生针IWWarm-Upthehealthproblemsand pretends to haveone of them to see whatadvice Ss may give toT.T asks Ss to work inpairs and make a shortdialogue about givingsome advice accordingto their life experience.对健康问题给出简单的建议。同时，处理部分词汇，如：dentist,temperature,为听力扫清障碍。2.继续熟悉话题，为 听 力 做 好 准备。PWCW3Step 3 T asks Ss to look at thetwo pictures on P42,and encourages them toguess what is wrongwith the girl and whofills the form.And thenSs give their reasons.T teaches Ss the newwords:patient,symptom,treatment.1.听前预测。通过预测，激发学生听的兴趣，为学生在听中捕捉关键词做准备。2.进一步扫清听力的障碍。CW1While-listeningStep 41stlistening Sslistenandchecktheir prediction and tellhow many people thereare in the dialogue andwho they are.2ndlistening Ss listen to the first partandcompletetheinformation about thepatients name and hersymptoms in the formin Ex.2.Ss listen to this partagain and answer two1.通过第一遍听，核查预测是否准确，并了解对话的大意。2.通过第二遍听，获取关于病人的个人信息以及其病情的细节信息。3.通过教师设计的细节问题，引IWPWCW16questions：DoesXiaolihaveaserious fever or a smallfever?How does the doctorknow that she has afever?Ss check answers inpairs and then in class.3rdlistening Ss listen to the secondpart and complete theinformation about thetreatments in Ex.3.Ss listen to this partagain and answer twoquestions：Why does Xiaoli need anote for school?What should Xiaoli doif she wants to makeher body strong andkeep her away from fluaccordingtothedoctor?Ss check answers inpairs and then in class.4thlistening Ss listen and completethe text message fromXiaoli to her dad.Ss discuss about theiranswers in pairs.ThenT invites individual Sto share their answers.导学生内化对话中的主要信息和语言，并进一步了解对话中的细节信息。4.通过第三遍听，获取关于治疗方案的细节信息。5.通过教师设计的细节问题，引导学生内化对话中的主要信息和语言,并进一步了解对话中的细节信息。6.通过听并完成小丽给爸爸的短信，实现对信息的进一步的理解。7.回答教师设计的细节问题，引导学生内化对话中的主要信息和语言，并进一步了解对话中的细节信息。Post-listeningStep 5 Ss listen and read thedialogue together.Ss work in groups of 3to read the dialogue bylookingatthetapescriptswithsomemissing information.Ssrole-playthedialogue,usingtheinformationfromtheform.Ss can use the form inthe Ex.2 as a reminder,but Ss are not allowed tolook at the tape scriptsofthe dialoguewhenrole-playing.T asks Ss to act asXiaolismotherandthey have to describeXiaolis symptom andthe doctors treatmentto Xiaolis teacher whojust calls.1.通过朗读，学生模仿对话人物的语音语调语流；2.分角色朗读，为口 语 输 出 做 铺垫。3.在对话练习中，操练关于健康问题和治疗方案的语言，不断内化对话信息。4.为学生创设真实语境，并以第三人称形式叙述小丽的病情以及医生的治疗方案。CWGWPW15Homework1.听录音并跟读对话。2.根据表格，以小丽妈妈的口吻给老师写一张请假条，要求：描述小丽的病情和医生的治疗方案。