4a—4d课堂实录及点评

附件3 重庆市初中英语优质课大赛光盘课教学设计

授课材料（教材）的电子文档

一、整体设计思路、指导依据说明

按照课程改革的要求，遵循“老师由主演变导演，学生由配角变主角”的角色转换，采用把课堂教给学生的教学理论，我运用自由讨论，分组工作，结对练习，亲自参与模仿表扬各种疾病并表演医生或朋友提建议等方法。是学生在轻松愉快的环境中理解运用英语。

二、教学背景

1.

教学内容分析：

本节课的主要活动为1a和2。

第二单元谈论如何保持健康。话题一介绍了感冒、头疼等常见病的名称，出现了疾病名称的词：toothache, backache, fever, cough, headache, stomachache等以及相对应的短语：have a cold, have a fever, have a cough, have a headache, have a toothache, have a backache, have a stomachache等。通过Kangkang 和Betty的对话，呈现了询问生病情况的对话：What’s wrong with you? I have a …

等，以及表达关心所提的建议：You should…

和You shouldn’t…。本课的语法重点是You should…

和You shouldn’t…。语言功能方面要求学生学会用英语描述疾病并能就疾病征求他人意见、给他人提建议等。要求学生能在课后用英语写一篇描述疾病并提出有益建议的文章。

2.

学生情况分析：

1. 学生肯定对于这部分知识感兴趣，而且接近生活，学生有很多要说的话，会积极参与。

2. 学生的词汇量掌握不多，尽量教会学生表达自己的意思。

3. 学生平时较少用英语与他人交谈并表达信息，利用他们对知识的兴趣，教会他们更多知识。

三、教学目标（以下各项可整合）

1. 语言能力目标：

1. 能正确运用以下短语进行书面表达：

have a cold, have a fever, have a cough, have a headache, have a toothache,

have a backache, have a stomachache等。

2. 能正确地运用should, shouldn’t 提建议：

You should drink enough boiled water. You shouldn’t drink coffee or tea in the evening.

2. 学习能力目标：

1. 能听懂有关日常小病的名称及相关话题。

2. 能熟练地运用should，shouldn’t针对日常小病提建议。

3. 能正确朗读介绍日常小病的对话或文章。

4. 能用should, shouldn’t 结合本单元短语描述日常生活小病并提出有益的建议。

3. 思维品质目标：

通过语言学习，影响学生的自身品格，要学会信任他人、关心他人，为我们的健康生活创建友爱、和谐的氛围。

4.文化品格目标：

培养学生注意身体健康，养成良好生活习惯，同时教会学生学会关心他人，让学生亲自表演，积极参与课堂各种英语实践活动的兴趣。培养学生分工合作和团结协作的精神。

四、教学重、难点

1. 教学重点：

要求学生牢记Section A 所有新学的四会单词，短语和重点句型have a cold, have a fever, have a cough, have a headache, have a toothache, have a backache, have a stomachache，并学会使用You should/shouldn’t 提建议。

2. 教学难点：

根据不同的疾病提出相应的建议

五、课堂风貌设计（活动名称）

1.

兴趣课堂：

1.

充分利用歌曲，挖掘兴趣点。

以

If you are happy 引入这堂课

2.

精心组织活动，有抢答，小组竞争

调查来激发学生的兴趣

3.

肢体语言，亲自表演各种病痛疾病

2.

自主课堂：

1.

小组构建讨论，总结，自主完成作业核对答案，疑难解析

2.

小组激励

3.“英语做事”课堂：

本堂课采用全英教学，学生在课堂中大胆运用所学的知识进行运用，pair work, group, survey and report 均采用全英进行，教师在一旁指导

4.

人文素养课堂：

培养学生注意身体健康，养成良好生活习惯，同时教会学生学会关心他人，让学生亲自表演，

积极参与课堂各种英语实践活动的兴趣。培养学生分工合作和团结协作的精神。

六、教学过程设计（方法、手段、意图）

Step Warming up （2 minutes）

Interaction pattern 1.The whole class work 2.The whole class work 3.The whole class work

Student activity Teacher activity 1. Focus their attention

1. Get students ready for

on the teacher. learning. 2. Students sing and dance

2. Sing a song and dance 3. Students answer the together.

question and come into 3. Teacher asks

the new topic

What’s wrong with me? unconsciously. (跳完做突然扭腰动作)

The 1. Students read the

whole

words according to

class the phonetic symbols

work and guess the meaning

of backache according to

the

action.

2. read after the teacher

2. The

whole

class

work 3. Students read the

words according to

the phonetic symbols

and guess the meaning

3. The of headache according to

whole

the

action. Pre-listening

class

(step1

work 4. do the action about learning new

headache words)

(6 minutes)

5. Students read the

4. The words according to

whole

the phonetic symbols

class and guess the meaning

work of toothache according to

the

action.

6. boys read 5. The What’s wrong with him? whole

Girls read

class He has a toothache. work

7. Students read the

words according to

the phonetic symbols

and guess the meaning of 6. pair work

stomachache according to

the action. 1. 1. Teacher does the action about

backache

What’s wrong with me?

I have a backache.

(板书并要求学生掌握。) have a backache

2. read after me

What’s wrong with me?

I have a backache.

All students read together

3. Teacher does the action about

headache

What’s wrong with her?

She has a headache.

I ask you answer

4. asks the students to do the action after the teacher

What’s wrong with you?

We have a toothache.

I ask you answer

5. Teacher does the action about

headache

What’s wrong with him?

He has a toothache.

You ask I answer

6. Now, Boys are A, girls are B. Practice this dialoge

7. Teacher does the action about

stomachache What’s the matter with you?

I have a stomachache..

8. pair work

9. The

whole

class

work

10. pair

work

Pre-listening . Individual (step2

work competitive and the answering) whole

(2 minutes) class work

Pre-listening

(step3

.The whole

listen to 1c)

class

(1 minutes) work

Pre-listening The whole

(step4

class work practice the and

Pair dialogue) work

(2 minutes)

Pre-listening (step5

give suggestions

(4 minutes)

8. group 1-3 are A What’s the matter with you?

Group4-6 are B I have a stomachache..

9. Students read the

words according to

the phonetic symbols

and guess the meanings

according to the pictures.

10. Students ask and

answer in pairs, using “have a cough”, “have a cold”, and

“have a fever”.

.competitive answering (抢答)

look through the pictures and finish 1c

Students ask and answer

in pairs.

1 discuss and giving suggestions

8. group 1-3 are A

group4-6 are B

9. Teacher does the action about

cold, fever, cough What’s the matter with her?

She has a cold/fever/ cough.

10. Teacher introduces “What’s

wrong with him/her?” to

the students to do pair work.

do competitive answering

Teacher leads students to finish 1c

Teacher asks the students

to practice “What’s wrong

with you? I have a…” in

pairs according to 1c.

1. If I have a backache, what should I do? Can you give me some suggestions? 2. Teacher shows “You

should/You shouldn’t…”

on the blackboard.

While listening Step 1 listen to 1b (1 minutes)

Step 2 watching, reading and understanding (3 minutes)

Step 3 acting 1a out

(5 minutes) 2.

The whole

class work

1. the whole class

1.The whole class work 2. The whole class

work and pair work

pair work

2. Students look at the

2. Teacher shows pictures of new pictures and know the

words on the screen “coffee,

meanings of the new

tea, boiled water ” with

words, and then

phonetic symbols.

pronounce the new words

Teacher explains the word

according to the pictures. “lift” by saying its synonym

Students catch the

“carry” and asks the students

meaning while doing

to finish 2. exercise 2.

1.Students look through 1. Teacher leads to 1a for the

1b and make sure they

students to finish 1b,

know what to do. saying “Betty and Kangkang

2. Students listen carefully

are talking about illness.

and finish 1b. Let’s listen and finish 1b.

3. Students say the

First, you should look

answers together and through 1b and make sure

understand the meaning you know what to do.”

of “suggestion” with

2..Teacher plays 1a, and then

the help of the

checks the students’ answers. teacher’s explanation. 3. Teacher checks the answers

and teaches the word

“suggestion” by pointing

out its synonym “advice”.

1. Students read with the

1. Teacher plays 1a for the

recording, imitating it. students to read without

2. Students ask and answer

stopping. in pairs. 2. Teacher asks the students

to practice “What’s wrong

with you? I have a…” in

pairs according to 1c.

Students act 1a out work in pairs and act 1a out

Post-listening (3 minutes)

Show time

(8 minutes)

Summary (3 minutes)

Homework 1.listen and repeat

1.The whole

class 2. Students listen carefully

and finish 3.

Group work Do a survey and report

The whole students summarize

class Section A in groups

1.完成堂堂清

2. Recite 1a 3. 预习Section B 1.Teacher makes a conclusion,

“When we talk about illness,

we may use

—What’ s

wrong with …? —…

have/has a…”

when we give suggestions, we may use

“You should/You shouldn’t…”

2. Teacher plays 3 for the

students to finish A in 3,

and then plays for the

second time for the

students to finish B in 3.

3. Teacher checks the answer

Ask students to make a survey and report

Teacher asks the students to make a summary.

(1) Vocabulary. (2) The structure

Teacher assigns homework: 1.完成堂堂清

2. Recite 1a 3. 预习Section B Teaching Reflection It’s a little hard for the students to give proper suggestions on illness. They may search more information about this topic after class.

七、教学评价

1. 评价内容：

该堂课重点以学生为本，关注过程，重视反馈，体现合作，重视差异，创造适合学生发展的课堂文化

2. 评价方法：

指令简洁明了，表扬方式多样化，例如

good, very good ,perfect, That’s a great idea. 及时纠正学生的错误。

八、板书设计

You’d better go to see a doctor. Section A

have a cold

fever

toothache

cough

headache

backache

What’s wrong with …? What’s the matter with …? You should do sth. You shouldn’t do sth. I’m sorry to hear that. I hope you’ll get well soon.