What,s the matter教學(xué)設(shè)計

1、 What,s the matter?教學(xué)設(shè)計1、內(nèi)容分析： 本課是一堂口語課,學(xué)習(xí)對象為八年級生。根據(jù)課程標(biāo)準(zhǔn)的四級目標(biāo)，能引出話題并實行幾個回合的交談，如能和他人結(jié)對活動詢問身體情況；能在教師的指導(dǎo)下參與角色扮演活動，如能利用教師所提供的醫(yī)療用具，根據(jù)教師的親自示范，以及課件上所展示的目標(biāo)語言四人小組扮演醫(yī)生和病人。本課的話題選自八年級（上）Unit2 Whats the matter? SectionA。在學(xué)習(xí)了身體各部分單詞的基礎(chǔ)上，要求學(xué)生學(xué)會談?wù)撟约杭八说慕】禒顩r，了解基本的醫(yī)學(xué)常識，懂得常見病的基本處理方式，并能針對健康問題提出自己的建議。有利于提升青少年了解常見的基本衛(wèi)生知識

2、，促使他們養(yǎng)成良好的衛(wèi)生習(xí)慣，增強(qiáng)自我保護(hù)和防范水平。本課的核心語言項目是 “Ask and answer about health”。學(xué)會用 “Whats the matter?” 來詢問他人身體狀況。 2、學(xué)情分析： 八年級是學(xué)習(xí)英語的關(guān)鍵時期，這個階段的學(xué)生活潑、好奇心和求知欲望強(qiáng)。比如像本課所涉及的相關(guān)健康的話題是他們之前從未接觸過的，所以，他們渴望用英語來表達(dá)。另外，八年級學(xué)生的心理特點反映在學(xué)習(xí)英語的水平上，他們模仿和記憶的水平特別強(qiáng)。學(xué)生的發(fā)音器官很靈敏，耳朵辨音的水平強(qiáng)，口舌也能靈活準(zhǔn)確地模仿各種發(fā)音。八年級學(xué)生的記憶以具體形象記憶為主，并習(xí)慣于機(jī)械性記憶初中生理解和分析語言的

3、水平相對來說較弱。在知識積累方面，學(xué)生已經(jīng)掌握了一定的詞匯和句型，對語言學(xué)習(xí)的熱情也逐步增加。他們更感興趣的是如何用英語來表述與現(xiàn)實生活息息相關(guān)的話題并尋求合理的解決辦法。3、教學(xué)目標(biāo)設(shè)計： 用具體、明確、可操作的行為語言，描述本課的知識、技能、水平、方法、情感、態(tài)度、價值觀等方面的教學(xué)目標(biāo)。Objectives： By the end of the session, most students will be better able to acquire the required information. This will be achieved by：1. Knowledge Objec

4、tives： 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 giving advice： lie down and rest, drink hot tea with honey, see a dentist, take this medi

5、cine; 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 problems and give advice fluently; 2) Be able to role play doctor and patient;3. Moral Objectives： 1) Impr

6、ove the cooperative spirit through pair work and role playing 2) Care more about yourself and your family members health.4、 重點難點設(shè)計： 教學(xué)重點：The teaching Focus1. Master the names of diseases： fever, sore throat, sore back; stomachache, headache, toothache, cold, cough;2. Master the expressions of giving

7、 advice： lie down and rest, drink hot tea with honey, see a dentist, take this medicine;3.Talk about health problems by using “Whats the matter? I have a”and give advice by using “You should You shouldnt” 教學(xué)難點：The Teaching Difficulties1. Students may find it difficult to remember all the target new

8、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教學(xué)用具的設(shè)計和準(zhǔn)備。通過靈活使用繃帶、聽診器、白大褂等用具營造出醫(yī)院的真實情景，展開活動，提升學(xué)生參與教學(xué)活動的興趣，引導(dǎo)學(xué)生在真實的情境以及體驗、實踐、參與、合作和交流中積極主動使用語言。6、 教學(xué)過程：Step1 Warming up Greet Ss by asking them： How are y

9、ou 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 gesture)St

10、ep2： 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： “Whats the matter?”(write it on the blackboard) For example, when I put the bandage on the

11、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： Put the bandage on the other part of body and get students to ask： Whats the matter? Then get other

12、 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 work Put the bandage on the part of

13、 a students body and ask： “Whats matter?” and guide him to use the pattern： Im 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： Whats the matter? Im not feeling well. I have a Step4 Presentation of expres

14、sions 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/shouldnt do Then show some pictures of other diseases mentioned before and ask them to give advice to each problem by using targ

15、et language： You should/shouldnt 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 piece

16、s 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： Whats the matter with you? The boy should answer the question according to the problem he got by

17、saying： Im 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 one point.Step5 Making a conversation Show Ss the picture in

18、 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： Whats the matter with you?B： Im not feeling well. I have a _.A： When did it start?B： About_ ago.A： Oh, thats too bad. / Im sorry to hear that. You should/shouldnt _ and you should/shouldnt _.B： Yes, I think so.A： _.B： Thank you, doctor.Step6 Role playing Ask Ss t