教学案例(设计)参考模板.doc

Unit 2 Whats the matter? Section A教学案例（教学设计） 设计教师：朱丽雅（河源市第二中学）教学年级：八年级课题课型：Listening and Speaking教材版本：Go For It 八年级（上）课时：（period）1课时一、学生分析1. 学生在Unit 1 已经对健康的生活方式有所了解；2. 学生学习本课之前已掌握了大量的有关身体部分的名词；3. 组织学生开展小组合作学习模式，学会通过小组成员的互助完成老师的课堂设计的学习任务。二、教材分析本课所处该单元的第1课时，学生对身体部分的名词掌握得较好，此课时的教学重点是用have/has陈述病情，并用should/shouldnt表达建议。根据学生的现有的水平，本教学设计将基于Section A 在本单元的整体中的重要地位，设计听前铺垫，听后角色扮演的教学环节，从而实现“接触、体验和理解”“学习和运用”的教学过程。三、教学目标 教学内容1、本节课教学内容：（1）Use have for talking about health problems ； （2）Give advice by using Modal should/shouldnt。2、本节课的教学目标：（1）能准确拼读并运用以下词汇：head, nose, eye, ear, tooth, neck, stomach, back, leg, arm, foot, throat，cold, fever, headache, toothache, stomachache, sore throat, dentist, lie, rest, honey, water, illness, advice, should, shouldnt （2）能在课堂设计的学习任务中运用下列的目标语言：Whats the matter?I have a headache.You should drink some tea. That sounds like a good idea.I have a sore back.Thats too bad.I hope you feel better soon. （3）能进一步了解一些健康保健常识，表达对亲友的关爱，学会关爱他人。四、教学策略1.布置前置作业：归纳身体部分名称。这样既培养学生的预习能力，又能让学生做到有备上课；2.多媒体的使用，辅助创设英语的语言环境；3.课前需要准备一个布娃娃和明星漫画图片。4.采用小组成员课堂积分制，开展小组竞赛。五、教学过程Step 1 RevisionWarming up by discussing 1. Present the words about each part of the body.Hello, everyone! Can you name the parts of your body? How many parts of the body can you name? Lets look at the doll and name the parts of the body. arm, back, ear, eye, foot, hand, head, leg, mouth, neck, nose, stomach, toothNow lets read the words together and touch the part of the body at the same time.arm, back, ear, eye, foot, hand, head, leg, mouth, neck, nose, stomach, tooth2. Look at the picture in 1a and write the correct letter for each part of the body. Ask a student to share the answers. 3. Have the students focus the picture on Page 7.T : Where are the people？Ss：Theyre in the hospital. T: In spring, it is easy to fall ill. So today we will go on talking about being healthy. Lets go to Unit 2 Whats the matter?Step 2 Listening and Speaking for 1bTask 1 Warming up for 1b1. Call students attention to the structure “I have”by talking about the picture on Page 7. T: There are many patients in the hospital today. There is something wrong with them.Look at Patient 1: Whats the matter with the girl in a sweater? Look at Patient 3: Whats the matter with girl in a dress?Look at Patient 4: Whats the matter with the girl in a pink T-shirt? Look at Patient 2: Whats the matter with him? Look at Patient 5: Whats the matter with him?2. Read the question in the speech bubble.Let the students understand the target language in spoken conversation.Task 2 Listening (1b)1. Have the student tell which are the girls names and which are the boys names in 1b.2. Listen to the conversation. Task 3 After-listening1. Fill in the blank according to the conversation.（1）Nancy has _.(a toothache)（2）Sarah has _. (a cold)（3）David has _.(a stomachache)（4）Ben has _.(a sore back)（5）Judy has _.(a sore throat)2. Explain how to say about the illness. （1）have a toothache (身体部分+-ache) （2）have a sore throat (sore+身体部分) （3）There is something wrong with +身体部分Step 3 Get the students to give some helpful advice. Task1:Warming up by asking：(1)If you are Judys friend, what advice can you give to her? (2)If you are Davids friend, what advice can you give to him?(3)If you are Nancys friend, what advice can you give to her?Task 2 Listening for 2a and 2bTask 3After-listening1. Underline the sentences that show the advice.2. Pairwork: Role play （1）One student pretend to be the patient in the picture and the other student pretend to be their friend or family in the picture on Page 8. 积分规则： A级(积5分)：模仿3a编对话，语音正确 。 B级（积3分）：模仿2c,编对话，语音正确。 （2）Check some pairs. At the same time, ask the other students to listen to their conversation carefully and answer the teachers questions according to the conversation.( 每答对一个问题为该所在小组积1分) 1) Whats the matter with her/him? 2) What advice did give to her/her?Step 4 Group work (Who is the best guesser?) Guess the illness. One student mimes an illness according to theclue that the teacher gave. The other students guess the illness and give advice. (积分规则：猜中者积2分，提问者积1分，模仿者积2分)Step 5 SummeryEncourage the students to summarize what theyve learnt. 1. How to ask about the illness: Whats the matter? Do you have.?2. How to tell about the illness: I have. She has3.How to give advice: should/shouldnt +VStep 6 Homework Make a conversation according to the picture on Page 9 by using the target language in Grammar Focus.这个课时词汇量大，首先采用直观法(展现布娃娃)教授单词，然后引导学生根据字母的发音记忆单词。在听力训练过程中，听前要帮助学生做好听力前准备工作，对涉及的句型和核心词汇进行点拨。从而降低听力训练的难度。听后，要引导学生了解听力材料中目标语言的基本结构和其表意功能。让学生在对话中体会和领悟目标语言的表意功能，为进一步引导学生恰当运用目标语言奠定基础。在语言学习的过程中，教学设计要强调语言学习的实践性，主张学生在语境中接触、体验和理解真实语言，并在此基础上学习和运用语言。利用小组竞赛，能激发小组成员之间的团队合作精神，并且能激发学生的学习积极性。六、课后反思本节课的设计思路为任务型教学模式，从听前准备工作到听后总结，循序渐进地引导学生了解目标语言和目标语言的表意功能，引导学生运用目标语言的能力。本节课的教学设计存在以下优点：（1）设计任务型的教学模式，在语言实践活动中，探索强调过程与结果并重的教学途径和方法，注重学生综合语言运用能力和人文素质的培养。 （2）运用了小组成员积分制，训练小组成员之间的合作意识。这种积分制不仅改变了从前英语课堂枯燥地背诵和记忆对话的现象，调动了学生的开口说英语的热情，而且学生在交际中学会了语言，提高了课堂学习效果。（3）在关爱亲友的身体不适这一环节，渗透关爱我们身边人的教育。但是在本节课中也存在一些不足之处：由于课堂时间紧，本人对教材的Pairwork做了处理，把3个Pairwork合成了一个Pairwork（见Step 3的Task 3）。这样可能会没有顾及个别英语薄弱的学生。希望通过课后的作