染雾初中英语口语课 What’s the matter教案 篇一
Title: What’s the matter? – Teaching Oral English in Junior High School
Objective:
To help students learn and practice expressing and responding to various feelings and emotions in English.
Materials:
- Pictures depicting different emotions such as happiness, sadness, anger, surprise, etc.
- Flashcards with different scenarios or situations that may cause certain emotions.
Procedure:
1. Warm-up (5 minutes)
- Greet the students and ask them how they are feeling today.
- Introduce the topic of the lesson: emotions and feelings.
2. Vocabulary Introduction (10 minutes)
- Show the pictures depicting different emotions one by one.
- Ask the students to guess and name the emotion shown.
- Write the names of the emotions on the board.
3. Role Play (15 minutes)
- Divide the class into pairs.
- Give each pair a flashcard with a scenario.
- Instruct the students to act out the scenario and show the corresponding emotion.
- Encourage them to use phrases like "What's the matter?" or "Why are you feeling ____?"
4. Group Discussion (15 minutes)
- Form small groups of 3-4 students.
- Give each group a set of flashcards with different scenarios.
- Instruct the groups to discuss the emotions shown in each scenario and come up with possible reasons for feeling that way.
- Encourage them to use expressions like "I think he/she is feeling _____ because _____."
5. Emotion Chart (10 minutes)
- Provide each student with an emotion chart.
- Instruct them to write down different situations that may cause each emotion.
- Encourage them to think about their own experiences or imagine hypothetical situations.
6. Role Reversal (10 minutes)
- Ask the students to switch roles and act out the scenarios again, but this time with a different emotion than the one on their flashcard.
- This will challenge them to think about how different situations can result in different emotions.
7. Wrap-up and Homework (5 minutes)
- Review the emotions and expressions learned in the lesson.
- Assign homework: Ask the students to write a short paragraph describing a time when they felt a particular emotion and explain why.
Evaluation:
- Observe the students' participation in the role plays and group discussions.
- Assess their ability to express and respond to different emotions in English.
- Evaluate their homework assignments based on their use of appropriate vocabulary and grammar.
Note: This lesson plan can be adjusted according to the students' proficiency level and class duration.
初中英语口语课 What’s the matter教案 篇二
Title: What’s the matter? – Teaching Oral English in Junior High School
Objective:
To help students develop their fluency in expressing and responding to various problems and offering solutions in English.
Materials:
- Flashcards with different problem scenarios.
- Flashcards with phrases for expressing problems and offering solutions.
Procedure:
1. Warm-up (5 minutes)
- Greet the students and ask them if they have encountered any problems recently.
- Discuss a few common problems that students may face in their daily lives.
2. Vocabulary Introduction (10 minutes)
- Show the flashcards with problem scenarios one by one.
- Ask the students to guess and describe the problem shown.
- Write the phrases for expressing problems on the board.
3. Role Play (15 minutes)
- Divide the class into pairs.
- Give each pair a flashcard with a problem scenario.
- Instruct the students to act out the problem and use the phrases for expressing problems.
- Encourage them to ask each other, "What's the matter?" and respond appropriately.
4. Group Discussion (15 minutes)
- Form small groups of 3-4 students.
- Give each group a set of flashcards with different problem scenarios.
- Instruct the groups to discuss the problems shown in each scenario and come up with possible solutions.
- Encourage them to use expressions like "You could _____" or "Why don't you _____?"
5. Problem-Solution Chart (10 minutes)
- Provide each student with a problem-solution chart.
- Instruct them to write down different solutions for each problem scenario.
- Encourage them to think creatively and consider multiple options.
6. Role Reversal (10 minutes)
- Ask the students to switch roles and act out the scenarios again, but this time with a different problem and solution than the one on their flashcard.
- This will challenge them to think about different problems and explore various solutions.
7. Wrap-up and Homework (5 minutes)
- Review the phrases for expressing problems and offering solutions learned in the lesson.
- Assign homework: Ask the students to write a short paragraph describing a problem they faced and how they solved it.
Evaluation:
- Observe the students' participation in the role plays and group discussions.
- Assess their ability to express and respond to different problems and solutions in English.
- Evaluate their homework assignments based on their use of appropriate vocabulary and grammar.
Note: This lesson plan can be adjusted according to the students' proficiency level and class duration.
初中英语口语课 What’s the matter教案 篇三
初中英语口语课 What’s the matter教案
1、设计简述：
本节课教学内容和教学目标及教学重难点的设定都是以英语《课程标准》为准则，从学生的已有知识水平出发，并以交际法语言教学为理论依据。在本堂课中，为了训练目标语言，我设置了各种不同的任务让学生来操练目标语言，并在课堂的最后让学生扮演医生和病人，模拟看病的过程，让学生在交际的同时，体验生活。通过这个活动，把生活中的交际场合搬进课堂，使课堂变为一种具体的社会交往环境，使教学过程成为教师与学生之间的一个交际过程。这大大地增强了学生的兴趣。交际法教学让学生参与，有时伴有情景或模拟场景，这样让学生更能贴近生活，学生成了主角，自然而然地他们就对英语感兴趣，把学英语当作一种乐趣。
2、教材分析：
本课是一堂口语课,学习对象为八年级生。本课的话题选自八年级（上）Unit2 What’s the matter? Section
在学习了身体各部分单词的基础上，要求学生学会谈论自己及他人的健康状况，本课的核心语言项目是 “Ask and answer about health”。学会用 “What’s the matter?”
来询问他人身体状况。通过教师丰富的肢体语言使用让学生了解本课的教学重点-疾病的.表达方式，从视觉上激起了学生的好奇心和求知欲。通过结对练习，游戏和角色扮演等多种任务的训练巩固所学的基础语言材料：I have a … You should/shouldn’t…让学生有更多发挥的空间，创造口语练习
3、学情分析：
八年级是学习英语的关键时期，这个阶段的学生活泼、好奇心和求知欲望强。比如像本课所涉及的有关健康的话题是他们之前从未接触过的，因此，他们渴望用英语来表达。另外，八年级学生的心理特点反映在学习英语的能力上，他们模仿和记忆的能力特别强。
4、教学目标设计：
用具体、明确、可操作的行为语言，描述本课的知识、技能、能力、方法、情感、态度、价值观等方面的教学目标。
Objectives: By the end of the session, most students will be better able to acquire the required information. This will be achieved by:
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、重点难点设计：
由于本节课的话题是谈论健康，根据教学大纲的要求，学生需掌握有关疾病的单词，并能针对疾病提出合理的建议。因此本节课教学重点设置如下:
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…”
本节课的内容是之前学生没有接触过的，因此他们没有一定的知识储备。让他们在45分钟内掌握较多单词的发音及意思有一定的难度。另外，由于八年级学生年龄和生活经验的限制，在谈论如何给合适的建议时，会遇到一定的困难。因此本节课的教学难点设置如下：
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
6、教学策略与手段：
1．学生的学习准备；
2．教师的教学准备；
3．教学环境的设计与布置；
4．教学用具的设计和准备。
7、教学过程：
这是教学设计的主体部分。分几个环节具体说明教学活动的安排，包括学生学习活动、教师指导活动、师生交互活动。应采用文字叙述加点评的格式，不要采用表格或流程图的形式。
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)
设计说明：通过师生间的问候，拉近彼此的距离，使学生快速融入英语课堂。要求学生猜测老师身体不适的原因，从而激发学生的背景知识，并为之后的知识输入做好铺垫。
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.
设计说明：老师在课堂上出示医疗用具-绷带，能充分唤起学生的好奇心，使其积极地参与到教学活动中。通过绷带所绑的不同位置和肢体语言，自然地引出有关疾病的单词。这种教学单词的方式简单而且直观，更易被学生接受。八年级学生喜欢猜测的活动，所以，运用半遮图片可以让学生巩固所学的单词。
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 …
设计说明：八年级学生的表演欲望强，所以，在结对活动中，为每一小组提供绷带，这样可以激发学生的参与性，扩大参与面，使更多的学生开口说英语。
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 eachproblem 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 while in the other one, there are pieces of paper with advice. 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.
设计说明：向学生展现有关疾病的图片，这样不仅可以帮助学生复习新知，而且还可以自然 地引入新的话题—针对疾病给建议。然后，通过在男女间开展说疾病给建议的配对游戏，激发学生的参与热情，并巩固句型。同时，使学生增长相关常识，加强健康意识。
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.
设计说明：通过教材中的图片复习目标语言。另外，通过让学生自由讨论，扩充医生与病人的对话，这样使英语对话更加完整，更加贴近实际，也为下一步骤的角色扮演活动降低了难点，做了充分的铺垫，使学生感到有话可说。
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、作业设计
Give advice to the following problems as much as possible: sore throat, toothache, headache, cold. Choose one to make a dialogue
9、问题研讨：
1) 在英语口语教学中如何通过拓宽学生的知识面、深化思维、锻炼他们的语言能力，培养他们的思辨能力与创造能力，提高学生英语交际能力？
2) 如何帮助学困生在有限的课堂时间内树立英语信心，消除他们开口难、怕说错的顾虑
