初中英语Unit 2 What’s the matter- 教学设计案例分析反思.docx

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1、初中英语Unit 2 What the matter?教学设计案例分析反思设计简述：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。语言学习的过程是一种发觉语言规章并制 造性地活用这些规章的过程，任何人类语言的交际活动都离不开 肯定的语言环境。学情分析：(1)分析同学的学习起点，可能遇到的困难和问题及其依据(2)确定促进同学有效学习，解决困难的思路和策略。教学目标设计：Objectives： By the end of the session, most students will be better able t

2、o 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 giving advice：

3、lie down and rest, drink hot tea with honey, see a dentist, takethis medicine；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”2. Ability Objectives：1) Be able to talk about one s health problems and give advice fluently；Be

4、 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. 重点难点设计：The teaching FocusMaster the names of diseases： fever, sore throat, sore back； stomachache, headache, toothach

5、e, cold, cough；1. Master the expressions of giving advice： lie down and rest, drink hot tea with honey, see a dentist, take this medicine；Talk about health problems by using What s the matter? I have a and give advice by using “You should You shouldn tThe Teaching DifficultiesStudents may find it di

6、fficult to remember all the target new words in the class；1. Students may find it difficult to give appropriate advice to the certain disease because of their limited life experience.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 as

7、king them： How are you today? Then 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 t

8、his 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 the bandage lies. Then get Ss to guess the health problems. When I do an action, ask Ss： What s the matter?” (write it on the blackboard) For example, when

9、 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 of body and get students to ask： What s

10、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, 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.Step3： Pair workPut th

11、e 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 given and using the target language： What s the matter? I m not feeling well. I have a

12、 Step4 Presentation of expressions of giving advice1. Tell 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 advic

13、e to eachproblem 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 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

14、 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 acc

15、ording to the problem he got by saying： I m 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 should say： You shouldnt, then give the right advice. The one who makes right sentence can get onepoint.Step5 Making a co

16、nversationShow 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 and ask Ss to complete it according to the picture orally. A： What

17、 s the matter with you?B： P 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.Step6 Role playingAsk Ss to make a four -people group, one of them is a

18、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.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.