What's the matter教学设计案例

1、Whats the matter? 教学设计案例分析 1、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    本课是一堂口语课,学习对象为八年级学生。根据课程标准的四级目标，能引出话题并进行交谈，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（上）Unit2 Whats the matter? S

2、ection A。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”。学会用 “Whats the matter?”  来询问他人身体状况。为了体现课堂的完整性和语言的真实性，同时又使教学内容更加符合学生的需要和贴近学生的实际生活，我删去了材料中的听力部分，扩充了关于疾病的其他词汇：cold、cou

3、gh、flu等，使其更贴近生活，让学生有更多发挥的空间。2、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。   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。八年级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

4、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。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，会遇到一定的困难。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，并灵活运用教具，创设真实的情境。反思：教师对学生的主体意识的尊重尤其重要。教师要把每个学生当作一个具有独特经验和情感态度的人，与学生建立一种真诚平等，信任的相互关系，在教学中关注学生的亲历亲为，实际上是对学生自主性、创造的尊重。对于学生在课堂上的表现教师要时时用积极的语言予以肯定和鼓励。3、教学目标设计：   用具体、明确、可操作的

5、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。 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 givi

6、ng advice: lie down and rest, drink hot tea with honey, see a dentist, take this medicine;  3) Be able to talk about health problems by using “Whats the matter? I have a” and give advice by using “You shouldYou shouldnt” 2. Ability Objectives:    1) Be able to talk about ones health p

7、roblems 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 playing   2) Care more about yourself and your family members health.4、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

8、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, 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;3.Ta

9、lk about health problems by using “Whats the matter? I have a”and give advice by using “You should You shouldnt”   本节课的内容是之前学生没有接触过的，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。因此本节课必须循序渐进，由易到难，所以教学难点设置如下：The Teaching Difficulties1. Students may find it difficult to remember all the target

10、new words in the class;2. Students may find it difficult to give appropriate advice to the certain disease because of their limited life experience.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。Step1 Warming up     Greet Ss by asking them:

11、 How are you today? Then Ill tell Ss that Im 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 cant get the answer, Ill tell them that I didnt have a good sleep last night. So I have a headache. (I say this by doing a

12、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 about diseases 1. 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

13、, ask Ss: “Whats the matter?”(write it on the blackboard) For example, when I put the bandage on the stomach, ask Ss: “Whats the matter with me?” Help Ss say: “Im not feeling well. I have a stomachache.” Then teach the other target words: fever, sore throat, toothache, sore back in the following way

14、: Put the bandage on the other part of body and get students to ask: Whats 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 n

15、ames of diseases: fever, sore throat, toothache, sore back, cold, cough. （设计说明：老师在课堂上出示直观教具，能充分唤起学生的好奇心，使其积极地参与到教学活动中。）Step3: Pair work     Put the bandage on the part of a students body and ask: “Whats matter?” and guide him to use the pattern: Im not feeling well. I have a Then

16、 ask Ss to work in pairs and talk about health problems by using the bandage given and using the target language: Whats the matter? Im 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 advice1. Tell Ss that I

17、 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/shouldnt 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

18、uldnt 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 the other one, there are pieces of paper with advice. Hav

19、e 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: Whats the matter with you? The boy should answer the question according to the problem he got by saying: Im not feeling well

20、. 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 one point. （设计说明：向学生展现有关疾病的图片，可以自然地引入新的话题针对疾病给建议。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 conversation     Show 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. Collec