What27s the matter教学设计

1、What27s the matter教学设计Unit2 Whats the matter ?Section A一、教学目标设计（1）知识目标a.词汇：人体部位名称如:arm，ear，head, back, stomach, neck, mouth等, 身体疾病名称如: stomachache，sore throat，fever, illness等以及其他相关词语。b.句型: Whats the matter? I have a cold/You should/ shouldnt （2）能力目标a.能掌握询问疾病与表示身体不适的话语。b.能口头与他人对话健康问题并给出合理建议。（3）情感态度目标

2、通过询问病情与提供合理建议,培养关心他人、助人为乐的美德。二、教学重点(1)词汇：人体部位名称如:arm，ear，head，back, stomach, neck, mouth等,身体疾病名称如:stomachache，sore throat，fever, illness等以及其他相关词语.(2)句型: Whats the matter? I have a cold/You should/ shouldnt 三、教学难点 should/ should nt在模拟情景中灵活使用.四.教学过程Step 1 Warming-upLet students listen toBody-Songand s

3、ing the song together:Why can we see with our eyes?Why can we hear with our ears?Why can we speak with our mouth?Why can we smell with our nose?Why can we write with our hands?What can we walk with our legs?Why? Why? Why?Will you tell me why?Step 2 presentationShow a picture of a baby on the screen

4、and teach the words of body parts.Let students read the following words loudly after the tape: head, eye, ear, nose, throat, neck, mouth, arm, stomach, hand, back，leg, foot.Step 3 CompetitionPresent two pictures of two persons on the blackboard and choose two students to the blackboard. They need to

5、 find the cards with body words and stick more on the body parts quickly and correctly. The student who stuck to the picture more and correctly is the winner.Step 4Game: Poly says T: Poly says “touch your head/foot”All students stand up and touch their body parts. If somebody does wrong, he/she has

6、to sit down.Step 5 PresentationT: (打喷嚏与用纸巾捂鼻子)Today Im not feeling well. Whats the matter ?Oh, I have a cold. (板书Whats the matter? I have a cold.) Then show the pictures of other common illnesses and repeat the new words.Make sure every student knows the meaning and can read them. (板书headache, tooth

7、ache, stomachache, fever, sore back, sore throat)Step 6 Pair workAsk students to look at the pictures of illnesseson the screen and practice the conversations like 1 c. After that，have several pairs of students act out their conversations to the class（one student answersand mimes the illness）. Then

8、choose the best pair and praise.Step 7 Group work1.T：I do exercise every day but today I cant. Can you guess why I cant? Ss: Maybe you have a cold/T: You are so clever. I have a fever. What should I do? Please give me some advice. Ss: You should/ You should nt (老师边板书边引导学生使用本句型)2.T: Lets guess (choos

9、e two or three pieces of paper from the box) and give advice. The group discusses together and chooses a leader to present their advice on the slide. The group who gives more and better advice is the winner.Step 8 Role play : A magic doctorImagine the classroom is the doctors waiting room. Get sever

10、al students as magic doctors. Ask about illnesses and give advice for different illnesses.S1(the doctor): Whats the matter (with you)?S2（a patient）: Im not feeling well. I have a stomachache. ( perform the illness)S1: You should take some medicine/ You should nt eat too much, etc.S2: Yes, I think so

11、. / Thats a good idea.S1: I hope you feel better soon.Step 9 Homework1Revise the words and phrases.2Interview a sick person and give advice, write down the conversation.3Surf more common illnesses and relative advice on the internet.Blackboard DesignUnit 2Whats the matter ?Section A A: Whats the mat

12、ter( with you ) ? B: I havea _(illness).A:You should / shouldnt 一.教学目标设计本单元的话题是健康，主要学习身体部位名称，如何表述身体的种种不适以及如何提供、接受建议，使学生养成健康的生活方式。在掌握学习身体部位词汇的基础上，学习几种病痛的表达和针对病痛可采取的措施的几个短语等。学会用Whats the matter?/ I have a cold/ You should (should nt )等句型,使学生进一步提高语言运用能力,学会自我保健与关心他人。 本课教学设计的知识目标是要求学生学习人体部位名称的词汇，几种常见的疾病名

13、称以及询问病情时Whats your matter?和表达建议时should/ shouldnt等句型。能力目标方面要求学生掌握询问疾病与表示身体不适的话语，并能与他人就健康问题进行对话并给出合理建议。情歌态度目标主要是让学生通过询问病情并提供合理建议,从而培养学生关心他人、助人为乐的美德。教学重点是要求学生掌握人体部位名称、身体疾病名称，询问疾病并提出合理建议。教学难点侧重于学生在模拟情景中灵活使用should/ should nt。二.教学环节和教学活动教学过程首先设计Step 1 Warming-up用一首关于身体部位的英文歌曲让学生热身，创设了和谐轻松的课堂氛围,让学生融入英语课堂,同

14、时唤起学生对身体部位词汇感知。第二个环节借助多媒体上的娃娃图片，边介绍边跟读各身体部位单词：head, eye, ear, nose, throat, neck, mouth, arm, stomach, hand, back，leg, foot。图片与单词相结合能使学生初步感知和快速理解单词。为了激发学生的学习兴趣，巩固所学词汇，在第三步设计了一项比赛活动，呈现两幅人体图画，要求学生在规定时间内贴上身体标签。这种紧张而富有挑战性的竞赛激发了学习兴趣，同时也巩固了单词。第四个环节设计了“touch your head/foot”游戏活动，让学生全体起立，根据词汇语音提示，触摸自己的身体部位，从

15、而巩固加深所学词汇。通过这个游戏让全体学生动起来，寓教于乐，进一步掌握所学词汇，以便下一步的知识铺垫。接下来，老师通过肢体动作，让学生猜测病情，老师展示相关句型：Whats the matter? I have a cold/headache/stomachache/sore back.通过老师形象的表演与自述,逐步引出主要词汇与句型，随后通过图文展示，让学生直观形象地理解重点知识，减轻学生的学习难度。第六个环节通过多媒体呈现有关疾病的图片，让学生互问互答，练习对疾病的询问及回答。学生通过结对组合对话操练巩固了本课的目标语言,为下面看病会话扫除了语言障碍。边说边用身体语言表演来操练新句型，能在情景中进行较真实的交际。在下面一个环节主要是让学生针对不同病情认识如何提供合适的建议You should/ You should nt ，这个环节给学生分组准备提建议的话题,有助于激发学生的参与意识，培养其自主探究与合作学习的能力。在总结建议的过程中，能激活学生已有的词汇与学习本单元中的新知识。接下来让学生自己分角色表演，通过扮演医生和病人，模拟生活中的真实情景进行问答,调节课堂气氛,有效调动学习兴趣,再次复习了本课的主要句型,锻炼提高了口语表达能力。在作业设计环节，要求学生复习巩固在这节课所学知识，课下采访病人并给病人提出合理的建议。另外还要求学生通过网络搜寻更多的疾病及相关的医疗建议。