牛津版6BM1U4Healthproblems教学设计

1、牛津版6BM1U4 Health problems教学设计教材分析：本课是一堂口语课，学习对象为六年级学生。根据课程标准的四级目标， 能引出话题并进行儿个回合的交谈，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LI标语言四人小组扮演医生和病人。本课的话题选 自六年级M1U4 Stay healthy中的Health problems这一课时。在学习了身体各部 疾病的单词的基础上，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

2、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U是"Ask and answer about health”。 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 aYou 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

3、病的单词：cough和sore backo对课件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:六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, 六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。学生的发 音器官很灵敏，耳朵辨音的能力强，口舌也能灵活准确地模仿各种发音。六年级学生的记忆 以具体形象记忆为主，并习惯于机械性记忆。初中生理解和分析语言的

4、能力相对来说较弱。 在知识积累方面，学生已经掌握了一上的词汇和句型，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 岀一些建议，同时让学生了解“a healthy lifestyle"的重要性。但是由于学生年龄和生活经 验的限制，在谈论如何给合适的建议时，会遇到一上的困难。因此，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

5、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。对 于学生在口语练习中出现的错误，不必有错就纠，有错必纠，使学生产生“跃跃欲试”的冲 动，享受成功的喜悦。4、教学目标设计:Objectives:By the end of the session, most students will be better able to acquire 什ie required information. This will be achieved by:1. Knowledge Objectives:1) Be ab

6、le to master the pronunciation, meaning and spelling of the names ofdiseases: fever, sore throat, sore back; stomachache, headache, toothache, cold, cough;2) Be able to talk about health problems by using “Whnt，s the matter? Whydo I always I have a.? Itt because you F and give advic亡 by using “You s

7、hould You shouldn't."3) Be able to learn the expressions of giving advice: lie down and rest, drink hot tea with honey, see a dentist, take this medicine;2. Ability Objectives:1) Be able to talk about ones health problems and giv亡 advice fluently;2) Be able to role play doctor and patient;3

8、. Moral Objectives:1) Improve the cooperative spirit through pair work and role playing2) Care more about yourself and your family membershealth5. 重点难点设计:山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;

9、 stomachache, headache, toothache, cold and cough;2. Master the expressions of giving advice: lie down and rest, drink hot tea with honey, see a dentist, take this medicine;3. Talk about health problems by using "What9s the matter? Why do I always I have a.? ITs because you. and give advice by

10、using “You should You shouldift "本节课的内容是之前学主没有接触过的，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，曲于六年级学 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 Difficulties1. Students may find it difficult to remember all the target new words in the class;2. Students may find it difficul

11、t to give appropriate advice to the certain disease because of their limited life experience6. 课前准备：英语课程标准明确指出：英语教学提倡体验、实践、参与、交流与合作 的学习方式，要使学生尽可能多地从不同渠道，以不同方式接触和学习英语，亲 身感受和直接体验语言运用语言。在英语教学中，要关注学生的体验，创设和优 化英语教学环境，使学生在互动中交流语言，在体验中生成知识，使语言学习转 变成一种创造和运用语言的体验过程。因此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

12、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H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、白大褂等用具营造岀医院的真 实悄景，开展活动，提高学主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。任务型教学就是以具体的任务为学习动力或动机，以完成任务的过程为 学习的过程，以展示任务成果的方式来体现教学的成就。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

13、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 Fll tell Ss that Fm not feeling well today (Write the sentence on the blackboard and guide Ss to read i

14、t.) and get Ss to guess the reason freely If Ss can't get the answer, Fll 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 之后的知识输入做好铺垫。Step2: Presentation of words abou

15、t 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 ail action, ask Ss: "Whats theit on the blackboard) Forexample, when I put the bandage on the stomach, ask Ss: uWliafs the matter with me?n

16、 Help Ss say: “I'm not feeling well. I ha-e a stomachache.v Then teach the other target words: fever, sore throat, toothache, coldsore 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 problem2. Use bod

17、y language to guide Ss to guess another two names of diseases: sore back,cough3. 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，自然地引出有关疾病的单词。这种教学

18、单词的方式简单而且直观, 更易被学生接受。六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 student9s body and ask: “What's matter? and guide him to use the pattern: Pm not feeling well. I have a.Why do I always I have a.? IFs because you Then ask Ss to work in pairs and talk about

19、 health problems by using the bandage given and using the target language: What's the matter? Pm not feeling well. I have a Why do I always I have a.? It，s because you 设计孤明：六年级学生的聂演欲望弓血 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 advice1. Tell S

20、s 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/shouldif 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/sho

21、uldn'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,watch too niucli/Iess television,wear enough clothes.2. Show Ss two bags In one bag, there are pieces of paper with problems while in

22、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 Tlie girl should say: "What，s the matter with you? The boy should answer the question

23、 according to the problem he got by saying: Um not feeling well. I have a.If the gill got the right advice, she should answer it according to her paper: You should If it is not, she should say: You shouldn,t, then give the right advice. The one who makes right sentence can get one point.技计说明；向学生展现有关

24、疾病的图片这样不仅可以希助学生复习新知，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 to look at the picture, and suppose they are the doctor, what they will ask the patient Collect Ss，answei's and lead i

25、n the sentence: When did it start? Show 什sample dialogue and ask Ss to complete it according to the picture orallyA: Wliafs the matter with you?B: I'm not feeling well. I have aA: When did it start?B: Aboutago Why do I always I have a.?A: Oh, that9s too bad. It，s because you / Fm sony to hear th

26、at. You should/shouldntand you shouldzshouldn"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 them is a doctor, the other three are pa

27、tients. 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LI标语言的进一步运用。通过医生和病人的角色扮 演，营造出真实的悄境，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。&板书设计Unit4 Health problemsproblem pVMiafs the matter?* Fm not feeling well. I have a fever, sore throat, soreJback;stomachache, headache, toothache, cold, coughadvice: lVs because you. You should/shouldnt do lie down and rest; drink hot tea with honey, see a dentist.take som