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(jié)課教學內容和教學目標及教學重難點的設定都是以英語《課程標準》為準則，從學生的已有知識水平出發(fā)，并以交際法語言教學為理論依據(jù)。在本堂課中，為了訓練目標語言，我設置了各種不同的任務讓學生來操練目標語言，并在課堂的最后讓學生扮演醫(yī)生和病人，模擬看病的過程，讓學生在交際的同時，體驗生活。通過這個活動，把生活中的交際場合搬進課堂，使課堂變?yōu)橐环N具體的社會交往環(huán)境，使教學過程成為教師與學生之間的一個交際過程。這大大地增強了學生的興趣。交際法教學讓學生參與，有時伴有情景或模擬場景，這樣讓學生更能貼近生活，學生成了主角，自然而然地他們就對英語感興趣，把學英語當作一種樂趣。

　　2、教材分析：

　　本課是一堂口語課,學習對象為八年級生。本課的話題選自八年級（上）Unit2 What’s the matter? SectionA

　　在學習了身體各部分單詞的基礎上，要求學生學會談論自己及他人的健康狀況，本課的核心語言項目是 “Ask and answer about health”。學會用 “What’s the matter?” 來詢問他人身體狀況。通過教師豐富的肢體語言使用讓學生了解本課的教學重點-疾病的表達方式，從視覺上激起了學生的好奇心和求知欲。通過結對練習，游戲和角色扮演等多種任務的訓練鞏固所學的基礎語言材料：I have a … You should/shouldn’t…讓學生有更多發(fā)揮的空間，創(chuàng)造口語練習。

　　3、學情分析：

　　八年級是學習英語的關鍵時期，這個階段的學生活潑、好奇心和求知欲望強。比如像本課所涉及的有關健康的話題是他們之前從未接觸過的，因此，他們渴望用英語來表達。另外，八年級學生的心理特點反映在學習英語的能力上，他們模仿和記憶的能力特別強。

　　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(jié)課的內容是之前學生沒有接觸過的，因此他們沒有一定的知識儲備。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，由于八年級學生年齡和生活經(jīng)驗的限制，在談論如何給合適的建議時，會遇到一定的困難。因此本節(jié)課的教學難點設置如下： 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(huán)境的設計與布置；4)．教學用具的設計和準備。

　　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)

　　設計說明：通過師生間的問候，拉近彼此的距離，使學生快速融入英語課堂。要求學生猜測老師身體不適的原因，從而激發(fā)學生的背景知識，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.

　　設計說明：老師在課堂上出示醫(yī)療用具-繃帶，能充分喚起學生的好奇心，使其積極地參與到教學活動中。通過繃帶所綁的不同位置和肢體語言，自然地引出有關疾病的單詞。這種教學單詞的方式簡單而且直觀，更易被學生接受。八年級學生喜歡猜測的活動，所以，運用半遮圖片可以讓學生鞏固所學的單詞。

　　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 …

　　設計說明：八年級學生的表演欲望強，所以，在結對活動中，為每一小組提供繃帶，這樣可以激發(fā)學生的參與性，擴大參與面，使更多的學生開口說英語。

　　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(xiàn)有關疾病的圖片，這樣不僅可以幫助學生復習新知，而且還可以自然 地引入新的話題—針對疾病給建議。然后，通過在男女間開展說疾病給建議的配對游戲，激發(fā)學生的參與熱情，并鞏固句型。同時，使學生增長相關常識，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.

　　設計說明：通過教材中的圖片復習目標語言。另外，通過讓學生自由討論，擴充醫(yī)生與病人的對話，這樣使英語對話更加完整，更加貼近實際，也為下一步驟的角色扮演活動降低了難點，做了充分的鋪墊，使學生感到有話可說。

　　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(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、教學反思：

　　1) 在英語口語教學中如何培養(yǎng)學生用英語來思維的習慣，從而能流利地使用英語。

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

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