英語口語教學課件

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　　英語口語教學課件

　　1、教學簡述：

　　本節課(ke)教學(xue)(xue)(xue)(xue)(xue)內容和教學(xue)(xue)(xue)(xue)(xue)目(mu)標(biao)及教學(xue)(xue)(xue)(xue)(xue)重難點的(de)設定都(dou)是以英(ying)語《課(ke)程標(biao)準(zhun)》為準(zhun)則，從(cong)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)已有(you)知識水(shui)平出發(fa)，并以交(jiao)(jiao)際(ji)(ji)法語言(yan)教學(xue)(xue)(xue)(xue)(xue)為理論依據。在(zai)本堂課(ke)中，為了訓練目(mu)標(biao)語言(yan)，我設置了各種不(bu)同的(de)任務讓(rang)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)來操練目(mu)標(biao)語言(yan)，并在(zai)課(ke)堂的(de)最后(hou)讓(rang)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)扮演醫生(sheng)(sheng)(sheng)和病(bing)人，模(mo)擬(ni)看病(bing)的(de)過(guo)程，讓(rang)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)在(zai)交(jiao)(jiao)際(ji)(ji)的(de)同時，體驗(yan)生(sheng)(sheng)(sheng)活(huo)。通(tong)過(guo)這個(ge)活(huo)動，把生(sheng)(sheng)(sheng)活(huo)中的(de)交(jiao)(jiao)際(ji)(ji)場合搬進課(ke)堂，使課(ke)堂變為一(yi)種具體的(de)社會(hui)交(jiao)(jiao)往(wang)環境，使教學(xue)(xue)(xue)(xue)(xue)過(guo)程成為教師與學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)之間的(de)一(yi)個(ge)交(jiao)(jiao)際(ji)(ji)過(guo)程。這大大地增強了學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)興趣(qu)。交(jiao)(jiao)際(ji)(ji)法教學(xue)(xue)(xue)(xue)(xue)讓(rang)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)參與，有(you)時伴有(you)情景(jing)或(huo)模(mo)擬(ni)場景(jing)，這樣讓(rang)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)更(geng)能貼近生(sheng)(sheng)(sheng)活(huo)，學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)成了主角，自(zi)然而然地他們就對(dui)英(ying)語感興趣(qu)，把學(xue)(xue)(xue)(xue)(xue)英(ying)語當作(zuo)一(yi)種樂趣(qu)。

　　2、教材分析：

　　本課是一(yi)堂口(kou)語課,學習對象為八年(nian)級生。本課的話題選(xuan)自(zi)八年(nian)級（上）Unit2 What’s the matter? SectionA

　　在(zai)學(xue)(xue)習了(le)(le)身(shen)體(ti)各部分單(dan)詞(ci)的(de)基(ji)礎上，要求學(xue)(xue)生(sheng)學(xue)(xue)會(hui)談論自己及(ji)他人的(de)健康狀況，本(ben)課(ke)的(de)核心語(yu)言項目是 “Ask and answer about health”。學(xue)(xue)會(hui)用(yong) “What’s the matter?” 來詢問他人身(shen)體(ti)狀況。通過教師豐(feng)富的(de)肢體(ti)語(yu)言使用(yong)讓(rang)學(xue)(xue)生(sheng)了(le)(le)解本(ben)課(ke)的(de)教學(xue)(xue)重點(dian)-疾病的(de)表達方式，從(cong)視(shi)覺上激(ji)起了(le)(le)學(xue)(xue)生(sheng)的(de)好奇(qi)心和求知欲(yu)。通過結對(dui)練(lian)習，游戲和角色扮演(yan)等多(duo)(duo)種任務的(de)訓練(lian)鞏(gong)固所學(xue)(xue)的(de)基(ji)礎語(yu)言材(cai)料：I have a … You should/shouldn’t…讓(rang)學(xue)(xue)生(sheng)有更(geng)多(duo)(duo)發揮的(de)空間，創造口語(yu)練(lian)習。

　　3、學情分析：

　　八年(nian)級(ji)是學習(xi)英語(yu)的(de)關鍵時期，這個(ge)階段的(de)學生活潑、好奇心和求知欲望強。比如像(xiang)本(ben)課所涉及的(de)有關健康的(de)話題(ti)是他們之前從(cong)未接觸過的(de)，因此，他們渴望用(yong)英語(yu)來表達。另外，八年(nian)級(ji)學生的(de)心理特(te)點反映在(zai)學習(xi)英語(yu)的(de)能力上，他們模仿和記憶的(de)能力特(te)別強。

　　4、教學目標設計：

　　Objectives: By the end of the session, most students will be better able to acquire the required information.

　　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 giving 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 “What’s the matter? I have a…” and give advice by using “You should…You shouldn’t…”

　　2. Ability Objectives:

　　1) Be able to talk about one’s health problems 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.

　　5、重點難點設計：

　　The teaching Focus

　　1）. 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）.Talk about health problems by using “What’s the matter? I have a…”and give advice by using “You should… You shouldn’t…”

　　本節課的(de)(de)(de)(de)內容是(shi)之前學(xue)生(sheng)沒(mei)有(you)接觸過的(de)(de)(de)(de)，因(yin)此他們沒(mei)有(you)一(yi)定(ding)(ding)的(de)(de)(de)(de)知識儲備。讓他們在(zai)45分(fen)鐘(zhong)內掌(zhang)握(wo)較多單詞的(de)(de)(de)(de)發音及意思有(you)一(yi)定(ding)(ding)的(de)(de)(de)(de)難度。另外，由于(yu)八(ba)年(nian)級學(xue)生(sheng)年(nian)齡(ling)和生(sheng)活經驗(yan)的(de)(de)(de)(de)限制，在(zai)談(tan)論如(ru)何給合適的(de)(de)(de)(de)建議時，會遇到一(yi)定(ding)(ding)的(de)(de)(de)(de)困(kun)難。因(yin)此本節課的(de)(de)(de)(de)教學(xue)難點設置如(ru)下： The Teaching Difficulties

　　1）. Students may find it difficult to remember all the target 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.

　　6、教學策略與手段：

　　1)．學生的.學習準備；2)．教師的教學準備；

　　3)．教學環境的設計(ji)與(yu)布(bu)置；4)．教學用具的設計(ji)和準備。

　　7、教學過程：

　　Step1 Warming up

　　Greet Ss by asking them: How are you today? Then I’ll tell Ss that I’m 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 can’t get the answer, I’ll tell them that I didn’t have a good sleep last night. So I have a headache. (I say this by doing a gesture)

　　設計說(shuo)明：通過師生(sheng)間的問(wen)候(hou)，拉近彼此的距離，使學生(sheng)快速融入英語(yu)課堂。要求(qiu)學生(sheng)猜測老(lao)師身體不適(shi)的原因，從而(er)激發學生(sheng)的背景知識(shi)，并為之(zhi)后的知識(shi)輸入做(zuo)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, ask Ss: “What’s the matter?”(write it on the blackboard) For example, when I put the bandage on the stomach, ask Ss: “What’s the matter with me?” Help Ss say: “I’m 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: What’s 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 names of diseases: fever, sore throat, toothache, sore back, cold, cough.

　　設計說(shuo)明：老師在課堂(tang)上出(chu)示醫療用(yong)(yong)具(ju)-繃(beng)帶(dai)，能充分喚(huan)起學(xue)生(sheng)的(de)好奇(qi)心(xin)，使其積(ji)極地參與到教學(xue)活(huo)動中。通(tong)過繃(beng)帶(dai)所綁(bang)的(de)不同位置和(he)肢(zhi)體語(yu)言，自然地引出(chu)有關疾病的(de)單詞(ci)。這種教學(xue)單詞(ci)的(de)方式簡單而且直觀(guan)，更易(yi)被(bei)學(xue)生(sheng)接受。八年級學(xue)生(sheng)喜歡猜測的(de)活(huo)動，所以，運用(yong)(yong)半遮圖片可(ke)以讓學(xue)生(sheng)鞏(gong)固所學(xue)的(de)單詞(ci)。

　　Step3: Pair work

　　Put the bandage on the part of a student’s body and ask: “What’s matter?” and guide him to use the pattern: I’m 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: What’s the matter? I’m not feeling well. I have a …

　　設計說(shuo)明：八年級學生的表演欲望強，所以，在(zai)結對活動(dong)中，為每一小(xiao)組提供繃帶(dai)，這樣可以激發學生的參與性，擴大參與面(mian)，使更(geng)多的學生開口(kou)說(shuo)英語。

　　Step4 Presentation of expressions of giving advice

　　1). 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/shouldn’t 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/shouldn’t 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 , there are pieces of paper with advice in the other one. 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: What’s the matter with you? The boy should answer the question according to the problem he got by saying: I’m not feeling well. I have a…If the girl got the right advice, she should answer it according to her paper: You should… If it is not, she should say: You shouldn’t, then give the right advice. The one who makes right sentence can get one point.

　　設計說明：向學生展現(xian)有關疾病的(de)圖片，這(zhe)樣不僅可以幫助學生復習(xi)新(xin)知，而且還可以自然(ran)(ran) 地(di)引(yin)入新(xin)的(de)話題—針對疾病給建(jian)議(yi)。然(ran)(ran)后，通過在(zai)男女間(jian)開(kai)展說疾病給建(jian)議(yi)的(de)配對游戲(xi)，激發(fa)學生的(de)參(can)與熱情，并鞏固句型。同時，使學生增長相(xiang)關常識，加強健康意(yi)識。 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. 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: What’s the matter with you?

　　B: I’m not feeling well. I have a _______.

　　A: When did it start?

　　B: About______ ago.

　　A: Oh, that’s too bad. / I’m sorry to hear that. You should/shouldn’t ________ and you should/shouldn’t ________...

　　B: Yes, I think so.

　　A: _________________.

　　B: Thank you, doctor.

　　設計(ji)說明：通(tong)過教材中的(de)(de)圖片復習目標語(yu)言。另外，通(tong)過讓學生(sheng)自由討(tao)論，擴充(chong)醫(yi)生(sheng)與病(bing)人的(de)(de)對話(hua)，這(zhe)樣使英語(yu)對話(hua)更加完(wan)整，更加貼近(jin)實際，也為下一步驟的(de)(de)角(jiao)色扮演活動降(jiang)低了難點(dian)，做了充(chong)分的(de)(de)鋪(pu)墊，使學生(sheng)感到有話(hua)可說。

　　Step6 Role playing

　　Ask Ss to make a four -people group, one of them is a doctor, the other three are patients. Ask the Ss to role play the dialogue above. Then ask several groups to perform before the class by using some tools: bandage, a uniform, a stethoscope. Ask other Ss 

8、作業設計

　　Give advice to the following problems as much as possible: sore throat, toothache, headache, cold. Choose one to make a dialogue

　　9、教學反思：

　　1) 在英語(yu)(yu)口語(yu)(yu)教學(xue)中如何培(pei)養(yang)學(xue)生(sheng)用(yong)英語(yu)(yu)來(lai)思維的習慣，從而能(neng)流利地使用(yong)英語(yu)(yu)。

　　2) 如何(he)幫助學困生在有限的課堂時間內樹立英語(yu)信心，消(xiao)除他們開口難、怕說錯的顧慮。

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