What's the matter教學(xué)設(shè)計(jì)案例

1、Whats the matter? 教學(xué)設(shè)計(jì)案例分析 1、內(nèi)容分析：（1）根據(jù)課程標(biāo)準(zhǔn)，分析本課教學(xué)的基本要求（2）分析本課內(nèi)容的知識(shí)體系（地位和作用）（3）分析本課內(nèi)容與相關(guān)知識(shí)的區(qū)別和聯(lián)系（4）說(shuō)明教學(xué)內(nèi)容的調(diào)整、整合、解構(gòu)和補(bǔ)充    本課是一堂口語(yǔ)課,學(xué)習(xí)對(duì)象為八年級(jí)學(xué)生。根據(jù)課程標(biāo)準(zhǔn)的四級(jí)目標(biāo)，能引出話(huà)題并進(jìn)行交談，如能和他人結(jié)對(duì)活動(dòng)詢(xún)問(wèn)身體情況；能在教師的指導(dǎo)下參與角色扮演活動(dòng)，如能利用教師所提供的醫(yī)療用具，根據(jù)教師的親身示范，以及課件上所展示的目標(biāo)語(yǔ)言四人小組扮演醫(yī)生和病人。本課的話(huà)題選自八年級(jí)（上）Unit2 Whats the matter? S

2、ection A。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(huì)談?wù)撟约杭八说慕】禒顩r，了解基本的醫(yī)學(xué)常識(shí)，懂得常見(jiàn)病的基本處理方式，并能針對(duì)健康問(wèn)題提出自己的建議。有利于提高青少年了解常見(jiàn)的基本衛(wèi)生知識(shí)，促使他們養(yǎng)成良好的衛(wèi)生習(xí)慣，增強(qiáng)自我保護(hù)和防范能力。本課的核心語(yǔ)言項(xiàng)目是 “Ask and answer about health”。學(xué)會(huì)用 “Whats the matter?”  來(lái)詢(xún)問(wèn)他人身體狀況。為了體現(xiàn)課堂的完整性和語(yǔ)言的真實(shí)性，同時(shí)又使教學(xué)內(nèi)容更加符合學(xué)生的需要和貼近學(xué)生的實(shí)際生活，我刪去了材料中的聽(tīng)力部分，擴(kuò)充了關(guān)于疾病的其他詞匯：cold、cou

3、gh、flu等，使其更貼近生活，讓學(xué)生有更多發(fā)揮的空間。2、學(xué)情分析：  （1）分析學(xué)生的學(xué)習(xí)起點(diǎn)，可能遇到的困難和問(wèn)題及其依據(jù)  （2）確定促進(jìn)學(xué)生有效學(xué)習(xí)，解決困難的思路和策略。   八年級(jí)是學(xué)習(xí)英語(yǔ)的關(guān)鍵時(shí)期，這個(gè)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有關(guān)健康的話(huà)題是他們之前從未接觸過(guò)的，因此，他們渴望用英語(yǔ)來(lái)表達(dá)。八年級(jí)學(xué)生已經(jīng)掌握了一定的詞匯和句型，對(duì)語(yǔ)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(yǔ)來(lái)表述與現(xiàn)實(shí)生活息息相關(guān)的話(huà)題并尋求合理的解決辦法。本課通過(guò)表述身體的各種不適和談?wù)搨€(gè)人健康問(wèn)題，使學(xué)生學(xué)會(huì)

4、關(guān)心自身及他人身體健康并且能提出一些建議，同時(shí)讓學(xué)生了解“a healthy lifestyle”的重要性。但是由于學(xué)生年齡和生活經(jīng)驗(yàn)的限制，在談?wù)撊绾谓o合適的建議時(shí)，會(huì)遇到一定的困難。因此，在教學(xué)過(guò)程中，利用圖片、肢體語(yǔ)言，給予學(xué)生直觀的感受，并靈活運(yùn)用教具，創(chuàng)設(shè)真實(shí)的情境。反思：教師對(duì)學(xué)生的主體意識(shí)的尊重尤其重要。教師要把每個(gè)學(xué)生當(dāng)作一個(gè)具有獨(dú)特經(jīng)驗(yàn)和情感態(tài)度的人，與學(xué)生建立一種真誠(chéng)平等，信任的相互關(guān)系，在教學(xué)中關(guān)注學(xué)生的親歷親為，實(shí)際上是對(duì)學(xué)生自主性、創(chuàng)造的尊重。對(duì)于學(xué)生在課堂上的表現(xiàn)教師要時(shí)時(shí)用積極的語(yǔ)言予以肯定和鼓勵(lì)。3、教學(xué)目標(biāo)設(shè)計(jì)：   用具體、明確、可操作的

5、行為語(yǔ)言，描述本課的知識(shí)、技能、能力、方法、情感、態(tài)度、價(jià)值觀等方面的教學(xué)目標(biāo)。 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、重點(diǎn)難點(diǎn)設(shè)計(jì)：   由于本節(jié)課的話(huà)題是談?wù)摻】担鶕?jù)教學(xué)大綱

8、的要求，學(xué)生需掌握有關(guān)疾病的單詞，并能針對(duì)疾病提出合理的建議。因此本節(jié)課教學(xué)重點(diǎn)設(shè)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”   本節(jié)課的內(nèi)容是之前學(xué)生沒(méi)有接觸過(guò)的，另外，由于八年級(jí)學(xué)生年齡和生活經(jīng)驗(yàn)的限制，在談?wù)撊绾谓o合適的建議時(shí)，會(huì)遇到一定的困難。因此本節(jié)課必須循序漸進(jìn)，由易到難，所以教學(xué)難點(diǎn)設(shè)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、教學(xué)過(guò)程：這是教學(xué)設(shè)計(jì)的主體部分。分幾個(gè)環(huán)節(jié)具體說(shuō)明教學(xué)活動(dòng)的安排，包括學(xué)生學(xué)習(xí)活動(dòng)、教師指導(dǎo)活動(dòng)、師生交互活動(dòng)。應(yīng)采用文字?jǐn)⑹黾狱c(diǎn)評(píng)的格式，不要采用表格或流程圖的形式。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)  （設(shè)計(jì)說(shuō)明：通過(guò)師生間的問(wèn)候，拉近彼此的距離，使學(xué)生快速融入英語(yǔ)課堂。要求學(xué)生猜測(cè)老師身體不適的原因，從而激發(fā)學(xué)生的背景知識(shí)，并為之后的知識(shí)輸入做好鋪墊。）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. （設(shè)計(jì)說(shuō)明：老師在課堂上出示直觀教具，能充分喚起學(xué)生的好奇心，使其積極地參與到教學(xué)活動(dòng)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 （設(shè)計(jì)說(shuō)明：八年級(jí)學(xué)生的表演欲望強(qiáng)，所以，在結(jié)對(duì)活動(dòng)中，為每一小組提供繃帶，這樣可以激發(fā)學(xué)生的參與性，擴(kuò)大參與面，使更多的學(xué)生開(kāi)口說(shuō)英語(yǔ)。）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. （設(shè)計(jì)說(shuō)明：向?qū)W生展現(xiàn)有關(guān)疾病的圖片，可以自然地引入新的話(huà)題針對(duì)疾病給建議。然后，通過(guò)在男女間開(kāi)展說(shuō)疾病給建議的配對(duì)游戲，激發(fā)學(xué)生的參與熱情，并鞏固句型。同時(shí)，使學(xué)生增長(zhǎng)相關(guān)常識(shí)，加強(qiáng)健康意識(shí)。）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