教案I’mnotapatient

1、教学设计：（ 1 课时 ）长沙财经学校 文艺平使用教材：湖南省职业教育与成人教育规划教材 第2册本教案适合中职高一年级对口班学生。1、 教材分析：第五单元的主要内容是“看医生”，学生在学习了前面的基本句型和对话后，对这一内容有了一定的了解，Text 1这篇阅读课文是以上所学知识的延续，通过学习这篇文章，可以了解学生对所学知识的掌握情况及阅读理解能力，并进一步培养他们的听、说、读、写等基本技能。2、 学生分析：Text 1 是基本句型和对话的延续，课文内容对学生来说不会太难，教学中应避免阅读课文的枯燥无味，为不同层面的学生设计不同的任务。3、 设计思路：本堂课采用任务型教学途径。任务型教学是一种

2、以人为本的，能体现语言价值的、先进的、有效的教学途径。学生带着任务学习，在完成任务的过程中逐渐学会知识，掌握技能。本课将通过任务型学习，以学生为主体，努力达到课堂教学目的。在整个教学过程中，我设计并使用了简单的辅助教学的课件。4、 教学目标：通过一系列的课堂活动锻炼和培养学生听、说、读、写等方面的能力。5、 教学实施过程：Unit 5 Whats the matter with you?Text 1 Im not a patient.Step 1 GreetingTodays Proverb: Early to bed and early to rise makes a man healthy

3、 wealthy and wise.Step 2 Warming-up gamesRevise the words and expressions: 1. Match the words with the pictures( The students are divided into two groups, Group A and Group B, theyll have a competition, the winner can get a nice star every time, and the game will carry through to the end.)stomachach

4、e, headache, stuffed-up nose, cough. 2. Describe the following pictures( The teacher will show some pictures, the students should stand up as quickly as they can and describe the pictures.)a capsule, a bottle of syrup, some pills, Chinese traditional medicines, a prescription.Step 3 Pre-reading Stud

5、ents enjoy a flash Five little monkeys, then answer:Whats the matter with the little monkeys? What did their mother do?Step 4 Fast ReadingRead the text quickly and answer: What was Billy doing in the doctors waiting- room?He was reading an interesting story in a magazine.Step 5 Careful ReadingRead t

6、he text carefully, choose the best answer for each of the following questions.1. Who were in the doctors waiting-room?In the doctors waiting-room were C .A. some schoolboys B. many parentsC. a lot of patients and a schoolboy D. many children2. What were the people waiting to do? They were waiting B

7、.A. to read an interesting story in a magazine.B. to see the doctorC. to get some medicine for othersD. to get some food3. How was Billy?He B .A. felt sick B. was fine C. looked ill D. looked angry4. What did Billy come for? Billy came D . A. to see the doctor B. to see his father C. to see his frie

8、nd D. to get some medicine for his father5. What did the doctor say about Billy? He said A .A. Billy was not ill at all B. Billy was wrongC. Billy did something wrong D. Billy did a good deedStep 6 Reading-aloud1. Read the text after the tape.2. Read the text loudly.3. Practice reading with your par

9、tners.Step 7 A testFill in the blanks without looking at your books.1. In the doctors waiting-room, the patients were sitting on the chairs, waiting their turns.2. Just then the nurse came to say that the doctor was ready for the next patient.3. They all looked very sad except Billy.4. Before Billy

10、could answer a word, the doctor made him lie down on a bed.Step 8 ActingMake up a drama after the text, and then act it out in groups of 6 or 8.Step 9 HomeworkWrite a letter to your pen-friend, Emily. She is often ill. In your letter, tell her to do the following things:take more exercise/ play spor

11、ts like basketball, running, swimming/ eat healthy food/ have more fruit and vegetables/ drink more milk and water/ get enough sleep/ stay happy教学反思：这是一篇阅读文章，一课时教学，在进行教学设计时，我保留了阅读课教学的基本方法，像泛读，精读等教学步骤。同时，为了让阅读课也可以生动有趣，整节课我都贯穿了竞赛及游戏活动，并将课堂交给学生，学生是课堂的主体，他们在竞赛及游戏的同时完成老师布置的任务，在这一过程中逐步学会知识，并培养自己听、说、读、写等基本技能。在阅读中穿插活动，让活动带动学生的学习积极性，这是我设计这堂课的基本理念。在开始新课之前，我设计了游戏加竞赛这一复习环节，即复习了前面所学的难点内容，又激发了学生继续学习的兴趣。其次，我觉得，阅读课的读是一重要环节，而且，这一环节应该在学生对课文有了一定