英語(yǔ)口語(yǔ)教學(xué)課件
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英語(yǔ)口語(yǔ)教學(xué)課件
1、教學(xué)簡(jiǎn)述：
本節課教學(xué)內容和教學(xué)目標及教學(xué)重難點(diǎn)的設定都是以英語(yǔ)《課程標準》為準則，從學(xué)生的已有知識水平出發(fā)，并以交際法語(yǔ)言教學(xué)為理論依據。在本堂課中，為了訓練目標語(yǔ)言，我設置了各種不同的任務(wù)讓學(xué)生來(lái)操練目標語(yǔ)言，并在課堂的最后讓學(xué)生扮演醫生和病人，模擬看病的過(guò)程，讓學(xué)生在交際的同時(shí)，體驗生活。通過(guò)這個(gè)活動(dòng)，把生活中的交際場(chǎng)合搬進(jìn)課堂，使課堂變?yōu)橐环N具體的社會(huì )交往環(huán)境，使教學(xué)過(guò)程成為教師與學(xué)生之間的一個(gè)交際過(guò)程。這大大地增強了學(xué)生的興趣。交際法教學(xué)讓學(xué)生參與，有時(shí)伴有情景或模擬場(chǎng)景，這樣讓學(xué)生更能貼近生活，學(xué)生成了主角，自然而然地他們就對英語(yǔ)感興趣，把學(xué)英語(yǔ)當作一種樂(lè )趣。
2、教材分析：
本課是一堂口語(yǔ)課,學(xué)習對象為八年級生。本課的話(huà)題選自八年級（上）Unit2 What’s the matter? SectionA
在學(xué)習了身體各部分單詞的基礎上，要求學(xué)生學(xué)會(huì )談?wù)撟约杭八说慕】禒顩r，本課的核心語(yǔ)言項目是 “Ask and answer about health”。學(xué)會(huì )用 “What’s the matter?” 來(lái)詢(xún)問(wèn)他人身體狀況。通過(guò)教師豐富的肢體語(yǔ)言使用讓學(xué)生了解本課的教學(xué)重點(diǎn)-疾病的表達方式，從視覺(jué)上激起了學(xué)生的好奇心和求知欲。通過(guò)結對練習，游戲和角色扮演等多種任務(wù)的訓練鞏固所學(xué)的基礎語(yǔ)言材料：I have a … You should/shouldn’t…讓學(xué)生有更多發(fā)揮的空間，創(chuàng )造口語(yǔ)練習。
3、學(xué)情分析：
八年級是學(xué)習英語(yǔ)的關(guān)鍵時(shí)期，這個(gè)階段的學(xué)生活潑、好奇心和求知欲望強。比如像本課所涉及的有關(guān)健康的話(huà)題是他們之前從未接觸過(guò)的，因此，他們渴望用英語(yǔ)來(lái)表達。另外，八年級學(xué)生的心理特點(diǎn)反映在學(xué)習英語(yǔ)的能力上，他們模仿和記憶的能力特別強。
4、教學(xué)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(diǎn)難點(diǎn)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…”
本節課的內容是之前學(xué)生沒(méi)有接觸過(guò)的，因此他們沒(méi)有一定的知識儲備。讓他們在45分鐘內掌握較多單詞的發(fā)音及意思有一定的難度。另外，由于八年級學(xué)生年齡和生活經(jīng)驗的限制，在談?wù)撊绾谓o合適的建議時(shí)，會(huì )遇到一定的困難。因此本節課的教學(xué)難點(diǎn)設置如下： 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(xué)策略與手段：
1)．學(xué)生的.學(xué)習準備；2)．教師的教學(xué)準備；
3)．教學(xué)環(huán)境的設計與布置；4)．教學(xué)用具的設計和準備。
7、教學(xué)過(guò)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(shuō)明：通過(guò)師生間的問(wèn)候，拉近彼此的距離，使學(xué)生快速融入英語(yǔ)課堂。要求學(xué)生猜測老師身體不適的原因，從而激發(fā)學(xué)生的背景知識，并為之后的知識輸入做好鋪墊。 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(shuō)明：老師在課堂上出示醫療用具-繃帶，能充分喚起學(xué)生的好奇心，使其積極地參與到教學(xué)活動(dòng)中。通過(guò)繃帶所綁的不同位置和肢體語(yǔ)言，自然地引出有關(guān)疾病的單詞。這種教學(xué)單詞的方式簡(jiǎn)單而且直觀(guān)，更易被學(xué)生接受。八年級學(xué)生喜歡猜測的活動(dòng)，所以，運用半遮圖片可以讓學(xué)生鞏固所學(xué)的單詞。
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(shuō)明：八年級學(xué)生的表演欲望強，所以，在結對活動(dòng)中，為每一小組提供繃帶，這樣可以激發(fā)學(xué)生的參與性，擴大參與面，使更多的學(xué)生開(kāi)口說(shuō)英語(yǔ)。
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(shuō)明：向學(xué)生展現有關(guān)疾病的圖片，這樣不僅可以幫助學(xué)生復習新知，而且還可以自然 地引入新的話(huà)題—針對疾病給建議。然后，通過(guò)在男女間開(kāi)展說(shuō)疾病給建議的配對游戲，激發(fā)學(xué)生的參與熱情，并鞏固句型。同時(shí)，使學(xué)生增長(cháng)相關(guān)常識，加強健康意識。 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.
設計說(shuō)明：通過(guò)教材中的圖片復習目標語(yǔ)言。另外，通過(guò)讓學(xué)生自由討論，擴充醫生與病人的對話(huà)，這樣使英語(yǔ)對話(huà)更加完整，更加貼近實(shí)際，也為下一步驟的角色扮演活動(dòng)降低了難點(diǎn)，做了充分的鋪墊，使學(xué)生感到有話(huà)可說(shuō)。
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(yè)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(xué)反思：
1) 在英語(yǔ)口語(yǔ)教學(xué)中如何培養學(xué)生用英語(yǔ)來(lái)思維的習慣，從而能流利地使用英語(yǔ)。
2) 如何幫助學(xué)困生在有限的課堂時(shí)間內樹(shù)立英語(yǔ)信心，消除他們開(kāi)口難、怕說(shuō)錯的顧慮。
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