Unit 1 What's the matter教学设计.docx

Unit 1 What1 s the matter 教学设计i、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。在本堂课的设计中也是充分体现了这点。其次，交际法 教学强调"以任务为本，以学生为中心"的语言教学实践，要求根据显示生活中对英语的实际需求，模 拟各种生活语境，情境，为学生提供综合运用英语语言，进行交际活动的机会，它注重的不仅是语言在 形式，语法上的准确性，更强调语言使用的得体性，可行性，交际的技巧性，以及训练学生在交际活动 中的应变及解决问题的能力。2、教材分析：本课是一堂口语课,学习对象为八年级生。根据课程标准的四级目标，能引出话题并进行几 个回合的交谈，如能和他人结对活动询问身体情况；能在教师的指导下参与角色扮演活动，如能利 用教师所提供的医疗用具，根据教师的亲身示范，以及课件上所展示的目标语言四人小组扮演医生 和病人。本课的话题选自八年级（下）Unitl What s the matter? SectionA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，了解基本的医学 常识，懂得常见病的基本处理方式，并能针对健康问题提出自己的建议。有利于提高青少年了解常 见的基本卫生知识，促使他们养成良好的卫生习惯，增强自我保护和防范能力。本课的核心语言项 目是"Ask and answer about health" o学会用"What' s the matter?"来询问他人身体状况。通过教师丰富的肢体语言和绷带的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/shouldn, t.为了体现课堂的完整性和语 言的真实性，我们还对教材做了一定的补充如：增加了两个关于疾病的单词：cold和cough。对 3a的对话做了少许修改及扩充，从原材料的提一个建议修改为提多个建议，并视学生自己水平进行适当扩充，使其更贴近实际，让学生有更多发挥的空间，创造口语练习的条件。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，在知识积累方面，学生已经 掌握了一定的词汇和句型，对语言学习的热情也逐步增加。他们更感兴趣的是如何用英语来表述与 现实生活息息相关的话题并寻求合理的解决办法。本课通过表述身体的各种不适和谈论个人健康问 题，使学生学会关心自身及他人身体健康并且能提出一些建议，同时让学生了解 "a healthy lifestyle"的重要性。在教学过程中,利用图片、肢体语言，给予学生直观的感受，并灵活运用绷带和白大褂等教具，创设真实的情境。除此之外，教师要给学生适时而恰当的鼓励。 学生在课堂上的发言，教师都要尽力加以表扬，鼓励，多运用积极的鼓励性语言，如"Believe yourself !", "Good" , "Well done!"等。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, most students will be 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: f ever, 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 withhoney, see a dentist, take this medicine;3) Be able to talk about health problems by using/Whats the matter? I have a./7 and give advice by using "You should.You shouldn' t."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. Moral Objectives:1) Improve the cooperative spirit through pair work and role playing2) Care 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，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 diseases: fever, sore throat, sore back; stomachache, heada che, toothache, cold/ cough;2. Master the expressions of giving advice: lie down and rest, drink hot tea with ho neyz see a dentist, take this medicine;3. Talk about health problems by using What ' s the matter? I have a . and give advice by using “You should. You shouldn' tThe Teaching Difficulties!. Students may find it difficult to remember all the target new words in the class;4. Students may find it difficult to give appropriate advice to the certain disease b ecause of their limited life experience.6.教学策略与手段：本课遵循体验式英语教学模式，使得教师输入和学生输出科学地结合起来，从而实现以 学生为中心、培养学生自主学习能力的教学理念和提高学生跨文化交际能力的最终教学目 标。此外本课还结合了情景教学模式。即通过灵活运用绷带、听诊器、白大褂等用具营造出 医院的真实情景，开展活动，提高学生参与教学活动的兴趣，引导学生在真实的情境以及体 验、实践、参与、合作和交流中积极主动运用语言。另外本课还倡导任务型教学方式。在设 计任务时，我们还注重发觉学生的童趣童真，讲究教学任务的趣味性和多样性，如男女生 PK、结对活动、猜测游戏、角色扮演等多种形式的任务，引导学生在轻松愉快的环境中合 作学习语言，培养学生综合运用语言的能力。除此之外，在本节课中，我们还利用了有关疾 病的丰富的图片，帮助巩固复习新单词，并以此引入另一话题-提供建议。另外，在配对游 戏环节中，我们还需准备两个袋子，分别装有各种疾病和建议的纸条，以供男女比赛使用。7、教学过程：Stepl Warming upGreet Ss by asking them: How are you today? Then I ' II tell Ss that I ' m not feeling well today (Write the sentence on the blackboard and guide Ss to re ad it.) and get Ss to guess the reason freely. If Ss can ' t get the answer, I ' II tell them that I didn't have a good sleep last night. So I have a headache. (I say this by doing a gesture) Step2: Presentation of words about diseases1. Show Ss a bandage and tell them there is something wrong in the place where t he bandage lies. Then get Ss to guess the health problems. When I do an action, a sk Ss:What's the matter?"(write 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: I ' m not feeling well. I have a stomachache/' Then teach the other target words: fev er, sore throat, toothache, sore back in the following way: Put the bandage on the other part of body and get students to ask: What's the matter? Then get other Ss to guess the problem.2. Use body language to guide Ss to guess another two names of diseases: cold, c ough.3. Show Ss pictures of diseases half hidden, and get Ss to guess the names of dise ases: fever, sore throat, toothache, sore back, cold, cough.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 pr oblems by using the bandage given and using the target language: What ' s the matter? I' m not feeling well. I have a .Step4 Presentation of expressions of giving advice1. Tell Ss that I have a cold/cough, ask them: What should I do? Ss may give differ ent 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 h ot tea with honey, 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, 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 probl em he got by saying: I'm not feeling well. I have a.If the girl got the right advice, she should answer it according to her paper: You sh ould.If it is not, she should say: You shouldn't, then give the right advice. The one who makes right sentence can get onepoint. Step5 Making a conversationShow Ss the picture in Section A 3a, ask them to look at the picture, and suppose t hey 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: What' s the matter with you?B: r m not feeling well. I have a.A: When did it start?B: About ago.A: Oh, that ' s too bad. /1 ' m sorry to hear that. You should/shouldn ' t and you should/shouldn1 t.B: Yes, I think so.A: .B: Thank you, doctor.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 pe rform before the class by using some tools: bandage, a uniform, a stethoscope. As k other Ss to select the best doctor and the best patient.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 with your partner.亮点与反思：英语课程的最终目标是用英语去做事。学生只有将所学的语言知识应用于现实 生活中，才能使语言知识得到巩固发展和深化，并逐渐养成良好的语言学习习惯。因此教师 的教学应转向学生的生活领域拓展、延伸，让学生在日常生活的特定情景中探索，自主地运 用所学语言知识、语言技能来独立解决自己遇到的各种实际问题。因此在课后作业方面我们 要求学生在课后为所给的疾病提供建议，并进行结对活动，设计对话。这不仅有效地复习了 课堂中所学的新知，而且延伸了话题，为学生提供了更好的口语练习的平台，使目的语交际 不再局限于短短四十五分钟的课堂。让知识来源于生活，回归生活，并为生活服务。