Whats-the-matter-教案与反思.doc

Unit2 Whats the matter, Mike ? 主备人： 谭珍香SectionsLinksStepsActivitiesTimeEvaluationLet me knowReviewWarm upFree talkingWhat day is it today?Whats the date?How is the weather?ReviewSing a song : if you are happy, clap your handsLead inAre you happy?Why?I am not happy now, be cause I am sick. Do you know why?OverviewTask assignmentSs can use the useful expressions well. : whats the matter with? I am sick. I have a cold /headache.Explisit objectivesnew words :hurt have a cold have a headache have a sore throat have a toothache have a feverPresentationLead inShow pictures and ask Ss; look ,whats the matter with Mike? Is he happy?Is he sick?ReviewTouch your headtoothHave a cold PresentationTie the pictures on Bb :and teach these new words:Have a coldheadachetoothacheLet me tryEngagementIndividual workListen and read these new words correctly.Pair workAsk and answer in pairs:Whats the matter with .?Whats wrong?Group workLet me doSummaryTask fulfillmentAsk and answer :whats the matter with Feed backSummaryAfter-school activities1. listen and read the dialogues 2. recite the dialogues and make Ss own talksComprehensive evaluation课后反思：本单元是以：看病就医和描述心情为话题。本课时的目标是学生掌握A 部分的短语的听说读写。重点是短语的读写。经验总结：1.话题导入，从日常会话中：How are you?引入I feel sick. I have a . 2. Lets start 的图片的话题作为素材，进行故事性导入和呈现，学生们对那本单元能有初步的了解。 3.由学生来当一次医生，几个学生作为病人，让学生学会在实际生活中用到英语，也给学生一定的挑战。 4.教授较长词汇时，要适当引导学生去发现读音规律，学会记忆单词理解单词。不足之处：1.学生没有针对性的进行预习，回答问题时跟不上 2.学生的口语不能很好的进行“有病就医”的日常会话。 3.没有引导学生对单词音形意的迁移，学生对于单词的拼读存在困难。4.小组合作学习的内容太过于单一，过于机械化，没有交流和探究的价值。 5.学生的参与面和参与次数不多。教学内容：2 课时SectionsLinksStepsActivitiesTimeEvaluationLet me knowReviewWarm upLets chantCold cold have a cold Fever fever have a feverReviewLet some Ss write these words and phrases on Bb quickly and Which one is the best?Lead inLets try Listen and number OverviewTask assignmentHow do you feel?I feel sickhappyHow does Amy feel?Explisit objectivesPresentationLead inHow does Amy feel? Whats the matter with her?：ReviewPresentationWhats the matter? My throat is sore. My nose hurts.Let me tryEngagementIndividual workPair workGroup workGames : Bingo broken leg, earache, stomachache, sore nose. Let me doSummaryTask fulfillmentRecite the talk Make a new dialogues Feed backSummaryAfter-school activitiesI have Recite the dailoguesComprehensive evaluation课后反思：对话课型，主要意在强调学生的说，相互的交流，师生的对话，生生对话等。学会了书本上的简单对话后，更要进行联系实际的英语的运用。经验：1.对话的呈现方式，老师先做示范，先让优秀生回答，其他人模范练习。 听录音呈现方式，师生表演，生生表演的方式等等。3. 引导学生进行模范造对话，练习实际，正确运用语言。4. 尽量让学生开口说英语不足：学生对单词的读音掌握的不够，导致对话难以进行开展。 学生怕开口说英语，害羞，怕出错。 教师的示范性对话不充分。 要适当引导学生进行知识的有效迁移。 给学生的评价方式单调，单一教学内容：3课时SectionsLinksStepsActivitiesTimeEvaluationLet me knowReviewWarm upLets sing the song :the way I feel ReviewHow do you feel? If you have a toothache? If you have a cold?If you have ?Lead inNow its winter ,the weather is cold . some people feel sick in the winter. Why? now let s read.OverviewTask assignmentSs can read the passages and answer the questions correctly.How do you feel if you have the flu? What do you do if you have the flu?Explisit objectivesHow do you feel ?I have PresentationLead inWhats the flu?How do you know when you have the flu?ReviewPresentationTeach some new words : people know flu might medicine drinks stay better soon.Let me tryEngagementIndividual workRead the passage and finish the exercises Pair workGroup workCheck the answers: how do you feel ?I feel a sore throat I have a nose hurti Have a headacheI have a fever.Let me doSummaryTask fulfillmentAsk and answer : how do you feel ifFeed backSummaryAfter-school activitiesRead the passages for 3 times and understand it .Comprehensive evaluation课后反思:这是一篇阅读教学。阅读教学旨在引导学生在图片和教师的指导下，通过自己的阅读，完成一定问题和任务。经验：1，阅读教学需要老师有一个好的导入设计，本课我尝试从季节和天气方面入手，谈及到春季里容易诱发疾病。 2，教师要把握全局，提出关键性问题，引导学生针对性的进行阅读。 3，教会学生如何猜单词的读法和意思。避免逐字逐句的中文翻译。 不足：1，学生的阅读习惯不好，没有做到眼到，心到，手到，没有做标记的习惯。 2，学生的参与范围不大，小组活动，应尽量要求每人要读1-2句。 3，回答问题时，应尽量让学生学会用自己的语言简单描述。 4，没有将关键信息的单词和生词板书并进行发音的指导教学内容：4课时SectionsLinksStepsActivitiesTimeEvaluationLet me knowReviewWarm upSing the song:The way I feel”ReviewHow do you feelI feel sick?Whats the matter?My throat are sore .I have a sore throat.Lead inHow do you feel if you have the flu/a toothache/a headache ? I feelOverviewTask assignmenttired, angry, excited, happy, sad ,bored.2 ：How does Amy feel? Shes tired. 3 Task timeExplisit objectivesTeach the new words : happy sad tired angry excited boredPresentationLead inDraw pictures on the Bb happy face”and “sad faceare you happy now .Yes I am happy too.ReviewI am happy because I am sad because Are you happy ?Why?PresentationShow pictures or use simple drawing and teach the new words .Let me tryEngagementIndiividual workPair workHow does Lisa feel? She s sad.How doesfeel?Shes HesGroup workGames: whats missingLet me doSummaryTask fulfillmentFeed backSummaryAfter-school activitiesConsolidation and extension（1）Ss listen and read it for 30 mins 。（2）Ss recite the words and write them four times.Comprehensive evaluation课后反思:这是本单元的第二个相关话题，有关心情和感觉的话题。这个话题也是密切联系我们生活的。学生在学校的生活是多姿多彩的，在生活中遇到各种事情会出现不同的心情和感受。因此，我从学生本身出发，从观察学生的表情，引导学生说出不同的心情和感觉。预习了的和优秀的学生能偶尝试用跟英语回答了。句型导入：How do you feel ? How doesfeel?学生带着问题和疑惑走进今天的课堂。学生通过图片和听录音，掌握了单词的读音和意思。老师在检测时，发现一部分优生能正确读出单词，就试着让他们去当小老师，去教这些单词。孩子们觉得很有意思，学起来自然就快。单词主要有：tired excited bored angry happy sad 等一些描述心情的单词。由于这些单词是要通过表情和动作才能充分表现的，我就玩起了游戏I say You do .孩子们在我说到某个但此时做出相应的表情和动作，学习气氛达到高潮，学生们深刻体会了单词的意义。句型的练习，我先示范：How does AmyJohnSarah feel?ShesHes.再让学生合作完成对话，学生们可以脱口而出了，不需要在练习了，因此，我就让所有的学生都2人合作问答，完成的效果很好，且人人参与了，都有收获。仅仅会看图说对话还不够，孩子们要回到自己的生活实际去运用英语，我就引导他们组内合作，就说他们自己，以他们的实际情况编入对话，孩子们兴致盎然，跃跃欲试。经验： 1，教授的内容，可以由一部分优生去施展他们的才能，帮助后进生的学习，可以多让孩子们做小老师。 2，学生的知识技能重要，但是在教学中的情感态度和价值观也需要充分的得到培养。 不足：1.可以适当设计多种活动和任务，让小组合作的更加充分 2，学生的预习效果层次不齐，应该设计一定的预习检测。 3，教学的内容可以更丰富，教师的课前准备要更加充分。教学内容：5课时SectionsLinksStepsActivitiesTimeEvaluationLet me knowReviewWarm up： How are you today?S: Im fine.T: Im glad to hear thatS:Im sad/bored.T:Im sorry to hear that. Can you tell me why?Review Lets check中Sarah和Amy的头像，说：How does Sarah feel?S: She is sad. She has a fever.T: How about Amy?S:Amy is sad.T: Sarah is sick. What should Sarah do?P: She can go to the hospital. See a doctor. Take some medicine and drink hot drinks.T: What two things Sarah should not do?Amys dog Spot run away. She is sad. How can you make Amy feel better?Lead inLets try：How doesfeel?：look sad, look tired, look happy, look bored.OverviewTask assignmentExplisit objectivesPresentationLead inT：What about Zip? How does she feel? (She is Sad.) T: Because she failed the math test.What does Sarah feel? Why she is sad? How is Liu Yun? Is she happy? Is she excited? Why?Reviewhave a trip. 引出短语going on a big trip. T: After see a doctor and take some medicine. Sarah is fine now. How is Sarah now? (She is happy.) Yes, Because she is going on a big trip. 。T：What about Zip? How does she feel? (She is Sad.) T: Because she failed the math test.a Chinese test, an English test Pass the math test/ a Chinese test, an English tesPresentationT:How is Liu Yun? Is she happy? Is she excited? Why?Ss：Yes, shes excited. She is going on a big trip.Ss：She is going on a big trip.T：Is Sarah happy today? How does she feel? Why ?Let me tryEngagementIndividual workListen ,read and recite the talkMaster the main sentences Pair workLook at the pictures : how do I feel?Group workLet me doSummaryTask fulfillmentFeed backSummaryAfter-school activitiesAsk and write : I have a Comprehensive evaluation课后反思这是一篇针对人的心情的询问的对话。英语会话的教学中要注意对话的情景性。只有在特定的人物和情景下，才有语言的会话的产生。要注意引导学生进行自然地英语会话的情感的流露。只有这样才能体会对话语言的情感、态度和价值观。我的教学设计是1.：先从实际出发，观察学生们的表情，然后进行很自然的询问：How are you ? You look so happy.You look sad today.学生能能够尝试去听明白老师的提问，然后做适当的回答。后由学生反问我：How are you .Miss?You look so happy. 我对回答问题进行了示范：I am excited .I am going on a big trip.以这样很自然地对话的方式引出了本科是的对话内容。2.对话的呈现方式可以是问答式，也可以是故事导入，我就用了故事性的导入：Sarah and Liu Yun are talking about their feeling ,Sarah is so happy but Liu is sad .Why? Now lets listen to the tape recorder carefully. 学生通过仔细听录音，似乎找到了答案。3.我将主要句型板书在黑板上：How are you,?You look so happy. How are you ,?You look sad today.教读了该句型，尤其是：You look (so).并通过一些举例，学生明白了该句型的意义和用途。不足：1.对话语言要强调任务型教学，学生学会了文本上的语言，跟要能在具体情境中进行对话的运用，要利用书本上提供的图片，指导学生进行模仿编对话。 2时间上的安排不太合理，应该减少新授的讲解时间，让学生有的时间进行对话的读和背，和编制自己的对话。 3.对话教学可以让小组合作，分角色进行对话。 4.评价方式单一，没有对小组学习捆绑评价。 5.学生往往只停留在文本的读和背，老师应该给予指导，平时多训练，尽可能培养学生的编对话的能力。教学内容：6课时SectionsLinksStepsActivitiesTimeEvaluationLet me knowReviewWarm upWarm-up（1）播放If you are happy的歌曲。（2）日常口语对话：T: How are you today?S: Im fine.T: Im glad to hear thatReviewHow are you feeling?Do you like sports?Whats your favourite sport?Do you like football?What class are you in?What class is in?（Lead inOverviewTask assignmentCan finish the exercises after the passage Can learn to tell the football match ,Explisit objectivesLearn the new words: Football match Passes kicks flies bounces PresentationLead inLook, This is Zhang Peng. This is John. What class is Zhang Peng/John in? There is a football match between Class 1 and Class 3.Now Zhang Peng has the ball. He kicks it. The ball flies into the goal.ReviewPresentationWhich class won the game?How many goals did t