口语教学案例与反思

英语口语教学设计与反思 潘云华What’sthematter?教学设计与反思一、教学目标：Beabletomasterthepronunciation,meaningandspellingofthenamesofdiseases:fever,sorethroat,soreback;stomachache,headache,toothache,cold,cough;Beabletolearntheexpressionsofgivingadvice:liedownandrest,drinkhotteawithhoney,seeadentist,takethismedicine;Beabletotalkabouthealthproblemsbyusing"What’sthematter?Ihavea…“andgiveadvicebyusing“Youshould…Youshouldn't…”二、重点难点设计：Masterthenamesofdiseases:fever,sorethroat,soreback;stomachache,headache,toothache,cold,cough;教学过程：Step1WarmingupStep2:askSs:“What'sthematter?”(writeitontheblackboard)Forexample,whenIputthebandageonthestomach,askSs:“What,sthematterwithme?”HelpSssay:"I'mnotfeelingwell.Ihaveastomachache.”Thenteachtheothertargetwords:fever,sorethroat,toothache,sorebackinthefollowingway:Putthebandageontheotherpartofbodyandgetstudentstoask:What'sthematter?ThengetotherSstoguesstheproblem.2).ShowSspicturesofdiseaseshalfhidden,andgetSstoguessthenamesofdiseases:fever,sorethroat,toothache,soreback,cold,cough.Step3:PairworkPutthebandageonthepartofastudent'sbodyandask:“What'smatter?”andguidehimtousethepattern:I'mnotfeelingwell.Ihavea…ThenaskSstoworkinpairsandtalkabouthealthproblemsbyusingthebandagegivenandusingthetargetlanguage:What'sthematter?I'mnotfeelingwell.Ihavea…Step4Presentationofexpressionsofgivingadvice1).TellSsthatIhaveacold/cough,askthem:WhatshouldIdo?Ssmaygivedifferentanswers,collecttheiranswersandhelpthemtouse:Youshould/shouldn'tdo…Step5MakingaconversationShowSsthepictureinSectionA3a,askthemtolookatthepicture,andsupposetheyarethedoctor,whattheywillaskthepatient.CollectSs'answersandleadinthesentence:Whendiditstart?ShowthesampledialogueandaskSstocompleteitaccordingtothepictureorally.Step6RoleplayingAskSstomakeafour-peoplegroup,oneofthemisadoctor,theotherthreearepatients.AsktheSstoroleplaythedialogueabove.Thenaskseveralgroupstoperformbeforetheclassbyusingsometools:bandage,auniform,astethoscope.AskotherSs8、作业设计Giveadvicetothefollowingproblemsasmuchaspossible:sorethroat,toothache,headache,cold.Chooseonetomakeadialogue9、教学反思：1)在英语口语教学中如何培养学生用英语来思维的习惯，从而能流利地使用英语。2)如何帮助学困生在有限的课堂时间内树立英语信心，消除他们开口难、怕说错的顾虑。1、努力用英语教英语用英语组织课堂教学，用英语教英语有着十分重要的意义，可以说是英语教学成败的关键。用英语教英语有利于提高学生的听力水平，有利于向学生提供大量说英语的示范，便于学生口头模仿，激发学生说英语的欲望，并提高学生学习英语的兴趣。教师从一开始就要多说英语，用英语组织教学，只要教师坚持说英语，学生听的能力才会逐渐提高，听力提高了，学生开口说才有了依据和保证。Healthyeating一潘桂瑜TeachingObjectives（教学目标）：1.认识并掌握有关食物及健康饮食习惯的单词、词组；2.用英语表达哪些是健康食物，哪些是垃圾食物，以及为什么；3.总结平衡膳食的定义，并且能提出一些健康建议。口教学重难点：1.教学重点:如何区分健康食品以及垃圾食品并且会用英语表达;.2.教学难点：教会学生如何自如表达自己的意见和建议并且帮助学生总结出平衡膳食的定义。 口口教学步骤：Step1.导入（Warmingup） 1.以一句话：“Everybodyneedsfoods,sodo【”及麦当劳、肯德基的相关饮食引入话题。（1-2分钟）（Forexample:“HaveyouhadlunchorbreakfastinMcDonald’sorKFC?Doyoulikethefoodthere?Whichonedoyouprefer?”ThepurposeofthispartistostimulateSs’interestandcalltheirattentiontothetopic.）Step2知识展示（presentation）1、在电脑屏幕上展示食物的图片，然后把学生分成两组竞赛，看哪组的同学认识的食物单词多，然后教师教导朗读（5-6分钟）2、老师先展示如何使用句型：“Ithinkthat（orthefoodname）isjunk/healthyfoodbecause,,.”来描述什么是健康食品，什么是垃圾食品。然后把学生按4人分成一组进行讨论练习，老师给出了对话该涉及的内容范围:Whatisthenameofthefood?/Whatnutrition（营养物质）doesitmainlycontain?（10分钟）Step3:活动任务---做调查报告（10分钟）给学生发一张表格，引导学生按照表格询问周围3个左右的同学，了解同学间的饮食习惯，并能提出一些健康建议，提问两个左右的同学课堂展示。调查的表格如下：Name（名字）Breakfast（早餐）Snacks（零食）Lunch（午餐）Dinner（晚餐） Part4.了解国外一些饮食习惯（5分钟左右）通过课间上的文字以及图片了解一些国外，比如英国，美国的饮食习惯。Step5.定义平衡膳食（5分钟左右）老师在课件上展示食物金字塔图，让学生了解饮食的营养应如何平衡，然后布置作业：让学生自己给自己制定一份理想的食谱。Step6:教学反思学生初学说英语，出错是难免的，因此教师应注意改错的艺术性。有的教师一发现错误就立即打断学生，进行直接纠正。变师生问答为教师问学生答、学生问教师答、学生问学生答，则可在有限的课堂时间内大大地增加学生说英语的机会。英语教师应该为学生创造更多用英语进行交际的机会，以此来培养学生的交际能力，而不是代替他们进行交际。要给学生提供机会，让学生自己提问，由其他同学来回答，以便学生之间有机会互动。TeachingPlansTime:October10,2015Class:Class2,Grade9Teacher:黄丽梅()UnitlMakingNewFriendsTopic3SectionATeachingaimsanddemands(教学目标)LearnwordsandexpressionsofSectionALearnhowtoinquireaboutone,sage,classandgrade:(1)一Howoldareyou?一Iamtwelve(yearsold).(2)一Whatclassareyouin?一I,minClassFour,GradeSeven.(3)一Whatgradeareyouin?一I,minGradeSeven.Practicestudents,oralEnglishTeachingdifficultandimportantpoints:(教学重难点)Letthestudentsknowhowtointroducethemselves/theirfriends.TeachingPlans(计划)SteplReview(复习)DictationDutyreportsStep2PresentationAskandanswertoreview:.What’syourname?(2)Howoldareyou?(3)Whatclassareyouin?Askandanswer:Howoldis…？/Sheis…yearsold.Howoldis…？Heis…yearsold.Whatclassis…in?He/Sheisin…Step3ConsolidationLetthestudentslistentothetapeandrepeat1aLetthestudentscompleteJane’snamecard.ThenintroducehertotheclassStep4PracticeLetthestudentswritedowntheirfriendsnamecards.Thentrytointroducetheirfriendstoclassmates.Step5HomeworkAskthestudentstointroducetheirfriendsTranslate:.三班 2。七年级三班3在八年级四班4.他们在九年 .中国福建6.五岁教学反思：本课主要是通过学生学习，让学生学会用年龄，性别。姓名，所在班级这几点来介绍自己或朋友，让学生在口语方面体现出对英语的兴趣。整堂课下来，基本都做到了，但是也有些不足，有的学生基础较差，领悟能力较弱，有的学生胆子比较小，不能很好的发挥，在以后的教学中会注意引导这些学生。TheTeachingPlanUnit6EnjoyingCyclingTopic3BicycleridingisgoodexerciseDate:Apr16th,2015Class:Class2,Grade8 Teacher:黄丽梅SectionB一、Aimsanddemands1、Masterthewordsandexpressions2、LearnAdverbialClausesofCondition3、Improvetheabilityofsayingandwriting4、letthestudentsknowhowtokeepsafewhenridingandlovetheirlives.二、Importancesanddifficulties:*AdverbialClausesofCondition三、StepsStep1、Reviewing:wordsandexpressionsStep2、Thenewtext:letthestudentswritedowntheexpressionsofSectionBandlearnthemneverridetoofastwearbicyclehelmetswhenridinghavelightsonthebicyclewearlight-coloredclotheslearn(moreabout)thetrafficrulesandobeythembecarefulwhenridingWhydon’twedosth.Ifwebreakthetrafficrules,wemaybeindangerorgetafine.Step3、1.listento1a、complete1bandthenread1a.LearnAdverbialClausesofConditionanddosomeexerciseA.IfI(have)time,I(meet)you.B.IfMaria(get)upearlier,she(catch)thebus;C.Ifyou(notobey)thetrafficrules,you(get)afine.D.He(be)healthierifhe(do)moreexerciese.E.(stay)athomeifit(snow).F.He(watch)moviesathomeifit(rain)tomorrow.G..We(go)campingifit(notrain)tomorrow..Lookat2a.Disscusstheresultsofbreakingthetrafficrulesandmakesentenceswithif.Step4、Retell:HowtokeepsafewhenridingaccordingStep2Step5、Homework:1ReviewwordsofTopic22Writeacomposition:Howtokeepsafewhenriding教学反思：学生在朗读英语单词、句子、课文时，语音方面所出现的错误甚多，如发音不到位，不能正确朗读开音节和闭音节、清辅音和浊辅音混淆，升降调不分等。2.口语能力差：①能正确用适当的词语和句子，完整流畅的表达话题内容，但语音语调不符合要求。②不能正确回答问题，经常答非所问，甚至有的学生用“Yes/No”回答所有的问题，话题简述用词不当，句意含糊。(二)问题的具体解决策略或口语教学建议：1.就发音问题，可以鼓励学生模仿磁带或少儿英语广播，反复练习。另外，注意以“国标发音”为准。2.就口语能力差问题：为学生营造语言训练的环境，使口语表达成为学生的内在需求，TeachingplanUnit3GettingTogetherTopic2SectionB黄丽梅Themainactivitiesare1aand1b.本课重点活动是1a和1b。TeachingAimsandDemands（教学目标）I.Languagegoals:Learnsomeusefulwordsandexpressionswork,hospital,on,farm,onafarm,driveAbilitygoals:Talkaboutjobsandworkplaces:（1）—Whatdoesthemando?—He’sadoctor.（2）—Wheredoeshework?—Heworksinahospital.Emotiongoals:LettheSsknowhowtocooperateII、TeachingImportantPoints（重点）：1、Letthestudentsmasterthewords、expressionsandkeypoints2、Improvethestudents'speakingabilitym、TheDifficultPoints（难点）LetthestudentsgoonlearningthePresentSimpleIV.TeachintSteps（教学步骤）：Step1Review第一步复习1、Greetings2.Dutyreports（3groups）andleadin1a3.做“问答接龙”活动，复习：Whatdoes…do?=Whatis…？=Whatisone’sjob? He/Sheisa…Step2Presentation第二步呈现I.Askastudent:Whatdoyoudo?Wheredoyoustudy?andpracticethenewsentence.thenasktheothers:whatdoesyour...do?wheredoeshe/shework?Andwritedownthewordsastudent—study-inaschoolateacher---work—inaschoolaworker—work-inafactoryafarmer—work---onafarmadriver—work-inacompanyadoctor/nurse—work—inahospitalanofficeworker—work-inanofficeStep3Consolidation第三步巩固1..Letthestudentslistentothetapeandrepeat.1a2.-1b:T:LookatPicture1.Whatdotheydo?S3:Theyarefarmers.T:Wheredotheywork?Theyworkonafarm.LettheSsgoondialogueslikethese.Step4Practice第四步练习.教师播放3录音，然后让学生独立完成3。Andaskthemtodescribethefourpeople.2.（做活动，复习职业类词汇和相关句型。）让学生说一说自己的家庭成员以及他们的职业。Example:T:Myfatheris43yearsold.Heisateacher.HeteachesatNo.1MiddleSchool.Heisaverygoodteacher.Mymotheris…Step5Project第五步综合探究活动（时间:8分钟）.（老师可以先将自制的写有worker,farmer,student等表示职业的转盘演 示给学生看，转动转盘，当停住时，问一位同学，让他她回答。然后让学生拿出上次课外作业布置的自制转盘，一个学生问，另一个学生回答。完成5。）Example:S1: Whatdoyoudo? S2: I’ma…Wheredoyouwork? S2: Iwork…..（做调查，完成4。每个学生至少要问三个学生，然后完成表格。先在小组内汇报，然后每个小组挑选一个代表向全班汇报。）.Homework:（1）将所学过的表示职业类的名词制成卡片，然后两人一组操练Whatdo/does…血？和Wheredo/does…work?（2）写一篇介绍家庭成员职业的文章，词数在40个左右。板书设计：Whatdoesyourmotherdo?aworker-work-ina/thefactory —Whatdo/does…do?afarmer--work-ona/thefarm —He/Sheisa(an)…anofficeworker-work-inanoffice/Theyare…/Iam…Doctor/nurse-work-ina/thehospital —Wheredoeshe/shework?Teacher-works--ina/theschool —He/Sheworks…教学反思课堂上传统的“教师问、学生答”的提问方式比较单一，学生不能主动地提问和表达思想、积极参与。如果变师生问答为教师问学生答、学生问教师答、学生问学生答，则可在有限的课堂时间内大大地增加学生说英语的机会。英语教师应该为学生创造更多用英语进行交际的机会，以此来培养学生的交际能力，而不是代替他们进行交际。要给学生提供机会，让学生自己提问，由其他同学来回答，以便学生之间有机会互动。TeachingPlans潘桂瑜一、Teachingaims(教学目标)a.Goonlearningabout“wh-questions”objectclause.b.Learnthedressingondifferentoccasions.c.learn“Itis+adjective+(that)clause”andIt’s+adj+forsbtodosth二.Teachingmainandimportantpoints(教学重难点)a.Talkaboutdifferentclothesondifferentoccassionsb.Trainforstudents,oralpractice.三.TeachingStepsf教学步骤)Step1(1)HaveadictationtoreviewthewordsandphrasesofSectionAdoareadingpracticeMakesentencesinordertolearnObjictClausesandIt,s+adj+todostha.(interesting.read)b.(important.listento)c.Couldyoutellme?WherewillTomgo?d.Sheasks.Whatdotheydo?e.Doyouknow?Whoarethey?Step2TeachIt's+adj+forsbtodosthaccordingStep1.(3)andtellthestudentsthatthesentencescanbechangedintoIt’s+adj+that…ThenletthestudentsmakesentencesaccordingthepictureswiththesetwosentencesandchecktheanswersStep3Learn1aa.Listento1aandletthestudentsfillintheblanketsandcomplete1boccasionWhattowear(do)HaveameetingGotoagymEntersomeone,shomeinJapanDosomeexerciseb.letthestudentsmasterthesentencesaboutobjectclauseswith“wh-questions”c.letthestudentsretell1aStep4Listento3andchecktheanswersStep5.Homeworka.Doareadingpracticeb.Retell1atothegroupleaderc.Finishtheexercisebookd.Review:SectionCe.PrepareforthetestofTopic2教学反思：用英语组织课堂教学，用英语教英语有着十分重要的意义，可以说是英语教学成败的关键。用英语教英语有利于提高学生的听力水平，有利于向学生提供大量说英语的示范，便于学生口头模仿，激发学生说英语的欲望，并提高学生学习英语的兴趣。教师从一开始就要多说英语，用英语组织教学，只要教师坚持说英语，学生听的能力才会逐渐提高，听力提高了，学生开口说才有了依据和保证。同时，这主要是口语课对于学生在口语过程中出现的错误要有耐心地听完再加以改正，不要打断学生的课，总之口语课要最大限度地激发学生的学习兴趣。TeachingPlanUnit6ILovelearningEnglish潘云华一.Theaimsanddemands:.MasterthewordsandsentencesofUnit6.Goover:a,Howtomakephonecallsb,AskthestudentstotalkaboutEnglish.LetsomestudentsintroducehowtolearnEnglishwell二，TheImportantanddifficultpoints1.Takeamessage 2.现在完成时3.留言条三，TeachingstepsStep1,Dictation:GooverthewordsandsentencesofUnit6Step2,DutyreportStep3,GoovertheknowledgeofUnit6,ask6SstowritethemontheBbStep4,ListentothetapethendosomeexerciseStep5,Revise,Howtomakeaphonecall.Step6Ifthemanwhosomeonecallshimisn,tin,weshouldtakeamessageforhim,thenlettheSscompletethedialogueandtakeamessageforLiLeiJ：JaneM:MaryJ:Hello,1M:Sorry,heisn,tin2J:Oh,yes,thanks.3.Iwillhaveabirthdayparty.I,dlikehimtocometomybirthdayparty.M:—4—J:Itwillbeginat6:00atmyhomethisSaturday.M:OK.Iwilltellhim.J:thanksM:5ThisSaturdayismybirthday.MayIspeaktoLiLei?You,rewelcome.Whenandwherewillitbegin?CanItakeamessageforhim?Step7,SaysomethingaboutEnglishStep8,PastparticipleStep9,Homework1,复习第六单元的重点句子和语法，明天听写，准备好第七单元课文该掌握的知识2,完成第六单元相关的练习3，作文：LearningEnglish教学反思：以小组为学习单位，互相帮助，共同提高。每个学习小组4—6人，注意按学生的英语成绩进行合理的组合搭配，课堂上可以小组为单位进行对话训练、课本剧表演、问题讨论等等，这样可以使每个学生都有口语实践的机会，同时优等生可以在小组内起到带动作用，收到一举两得的效果。小组讨论完之后，还要挑选几组当堂表演或对话，并且让学生自己评出优胜者予以鼓励。为了获胜，学生在上新课之前会自觉预习，这样一来学生的预习习惯得以养成，真是一举多得！Topic2SectionB潘桂瑜Themainactivitiesare1aand1b.本课重点活动是1a和1b。TeachingAimsandDemands(教学目标).Talkaboutjobsandworkplaces:(1)—Whatdoesthemando?—He’sadoctor.(2)—Wheredoeshework?—Heworksinahospital.II、TeachingImportantPoints:1、Letthestudentsmasterexpressionsandkeypoints、Improvethestudents’speakingabilityTeachintStepsStep1Review第一步复习1、Greetings2.做“问答接龙”活动，复习：Whatdoes…do?) He/Sheisa…Step2Presentation第二步呈现.Askastudent:Whatdoyoudo?Wheredoyoustudy?andpracticethenewsentence.thenasktheothers:whatdoesyour...do?wheredoeshe/shework?Andwritedownthewordsastudent—study-inaschoolateacher---work—inaschoolaworker—work-inafactoryafarmer—work---onafarmStep3Consolidation第三步巩固1..Letthestudentslistentothetapeandrepeat.la2.-1b:T:LookatPicture1.Whatdotheydo?S3:Theyarefarmers.T:Wheredotheywork?S3:Theyworkonafarm.LettheSsgoondialogueslikethese.Step4Practice第四步练习1.教师播放3录音，然后让学生独立完成3。Andaskthemtodescribethefourpeople.2.让学生说一说自己的家庭成员以及他们的职业。Example:T:Myfatheris43yearsold.Heisateacher.HeteachesatNo.1MiddleSchool.Heisaverygoodteacher.Mymotheris…Step5Project第五步综合探究活动(时间:8分钟).(老师可以先将自制的写有worker,farmer,student等表示职业的转盘演 示给学生看，转动转盘，当停住时，问一位同学，让他她回答。然后让学生拿出上次课外作业布置的自制转盘，一个学生问，另一个学生回答。Whatdoyoudo?S2:I’ma…Wheredoyouwork?S2:Iwork…Homework:(1)将所学过的表示职业类的名词制成卡片，然后两人一组操练Whatdo/does…do?ffWheredo/does…work?(2)写一篇介绍家庭成员职业的文章，词数在40个左右。(3)让有全家福照片的同学下节课带上。(以备下一节课使用)教学反思：学习英语，需要开口、会念、会说。”有针对性训练就是在消除学生学习的紧张感、恐惧感之后，必须对学生进行针对性口语语料输入训练。在开始阶段，教师可以将对话用朗读、背诵、给上句接下旬的方式进行处理。这些教学方式相对枯燥，但对于掌握基本的交流技能却效果良好。为了避免技能训练的枯燥，可以适当采取做游戏、猜字谜等形式来活跃课堂气氛。同时，要对学生充分强调语青的正确性和语音语调的标准，培养口头表达力求准确的意识。MyFamily黄萍萍一、、教学目标：能听、说、认读本课有关家庭成员的主要单词man:brother,,father(dad),grandfather(grandpa);woman:sister,mother(mom),grandmother(grandma)。二、教学重点：1、英语口语的发音2、新词grandfather(grandpa),grandmother(grandma)3、新句子：Thisismyfamily.Thereare5peopleinmyfamily.三、、教学准备(Teachingaids)：一张家庭照(包括grandpa、grandma、dad、mom、brother、sister)、5张家庭成员照片、单词卡片、在黑板画一个家庭树六、教学流程：1、直接导入课题 (1)、热身/复习(Warm-up/Revision) a、日常□语练习： T:Goodmorning,boysandgirls.S:Goodmorning,MissChengT:Hi,boy.I'mfromChongqing.Whereareyoufrom?S1:I'mfromZhejiang.T:Nicetomeetyou.S1:Nicetomeetyou,too.T:Hello,girl.What'syourname?S2:MynameisA.„„„„„„ b、老师拿出自己的家庭照介绍：Thisismyfamilyphoto.Look,thisismydad,thisismymom,thisismygrandpaandthisismygrandma,thisismybrother.Oh,it'sme.(2)、新课导入(Presentation) a、出示5位家庭成员照片，如下自己的照片：MyfamilyGrandfather(grandpa)grandmother(grandma)father(dad)mother(mom)sisterIbrother b、老师指着黑板的家庭树说：Thisismyfamily.Thereare7peopleinmyfamily:mygrandpa,mygrandma,mydad,mymom,mysister,mybrotherandme.c、然后指着本课要学的单词教读grandfather,反复几遍后，将grandfather的单词图卡贴于黑板上，向学生指出grandpa,grandma象dad,mom一样更多地用于日常口语中。用同样的方法教读grandma,father,mother,(brother,sister不属于我们该课掌握的内容。)并将相应的单词图卡贴在黑板上。 (3)游戏：看谁拿得快 a、分组比赛，分别请两组的两位同学上台比赛，老师做出某个单词的口型，但不出声。台下的同学根据老师的口型分辨出单词并大声的说出来，台上的两位同学一个要迅速的取下黑板上相应的图卡，一个要迅速重复一遍单词。反应快，读得准的同学可为该组赢得一分。 b、图卡取下