What's-the-matter教案與反思

1、Unit2 Whats the matter, Mike ? 主備人： 譚珍香SectionsLinksStepsActivitiesTimeEvaluationLet me knowReviewWarm upFree talkingWhat day is it today?Whats the date?How is the weather?ReviewSing a song : if you are happy, clap your handsLead inAre you happy?Why?I am not happy now, be cause I am sick. Do you kno

2、w why?OverviewTask assignmentSs can use the useful expressions well. : whats the matter with? I am sick. I have a cold /headache.Explisit objectivesnew words :hurt have a cold have a headache have a sore throat have a toothache have a feverPresentationLead inShow pictures and ask Ss; look ,whats the

3、 matter with Mike? Is he happy?Is he sick?ReviewTouch your headtoothHave a cold PresentationTie the pictures on Bb :and teach these new words:Have a coldheadachetoothacheLet me tryEngagementIndividual workListen and read these new words correctly.Pair workAsk and answer in pairs:Whats the matter wit

4、h .?Whats wrong?Group workLet me doSummaryTask fulfillmentAsk and answer :whats the matter with Feed backSummaryAfter-school activities1. listen and read the dialogues 2. recite the dialogues and make Ss own talksComprehensive evaluation課后反思：本單元是以：看病就醫(yī)和描述心情為話題。本課時的目標是學生掌握A 部分的短語的聽說讀寫。重點是短語的讀寫。經(jīng)驗總結：1

5、.話題導入，從日常會話中：How are you?引入I feel sick. I have a . 2. Lets start 的圖片的話題作為素材，進行故事性導入和呈現(xiàn)，學生們對那本單元能有初步的了解。 3.由學生來當一次醫(yī)生，幾個學生作為病人，讓學生學會在實際生活中用到英語，也給學生一定的挑戰(zhàn)。 4.教授較長詞匯時，要適當引導學生去發(fā)現(xiàn)讀音規(guī)律，學會記憶單詞理解單詞。不足之處：1.學生沒有針對性的進行預習，回答問題時跟不上 2.學生的口語不能很好的進行“有病就醫(yī)”的日常會話。 3.沒有引導學生對單詞音形意的遷移，學生對于單詞的拼讀存在困難。4.小組合作學習的內容太過于單一，過于機械化，沒

6、有交流和探究的價值。 5.學生的參與面和參與次數(shù)不多。教學內容：2 課時SectionsLinksStepsActivitiesTimeEvaluationLet me knowReviewWarm upLets chantCold cold have a cold Fever fever have a feverReviewLet some Ss write these words and phrases on Bb quickly and Which one is the best?Lead inLets try Listen and number OverviewTask assignm

7、entHow do you feel?I feel sickhappyHow does Amy feel?Explisit objectivesPresentationLead inHow does Amy feel? Whats the matter with her?：ReviewPresentationWhats the matter? My throat is sore. My nose hurts.Let me tryEngagementIndividual workPair workGroup workGames : Bingo broken leg, earache, stoma

8、chache, sore nose. Let me doSummaryTask fulfillmentRecite the talk Make a new dialogues Feed backSummaryAfter-school activitiesI have Recite the dailoguesComprehensive evaluation課后反思：對話課型，主要意在強調學生的說，相互的交流，師生的對話，生生對話等。學會了書本上的簡單對話后，更要進行聯(lián)系實際的英語的運用。經(jīng)驗：1.對話的呈現(xiàn)方式，老師先做示范，先讓優(yōu)秀生回答，其他人模范練習。 聽錄音呈現(xiàn)方式，師生表演，生生表演的

9、方式等等。3. 引導學生進行模范造對話，練習實際，正確運用語言。4. 盡量讓學生開口說英語不足：學生對單詞的讀音掌握的不夠，導致對話難以進行開展。 學生怕開口說英語，害羞，怕出錯。 教師的示范性對話不充分。 要適當引導學生進行知識的有效遷移。 給學生的評價方式單調，單一教學內容：3課時SectionsLinksStepsActivitiesTimeEvaluationLet me knowReviewWarm upLets sing the song :the way I feel ReviewHow do you feel? If you have a toothache? If you h

10、ave a cold?If you have ?Lead inNow its winter ,the weather is cold . some people feel sick in the winter. Why? now let s read.OverviewTask assignmentSs can read the passages and answer the questions correctly.How do you feel if you have the flu? What do you do if you have the flu?Explisit objectives

11、How do you feel ?I have PresentationLead inWhats the flu?How do you know when you have the flu?ReviewPresentationTeach some new words : people know flu might medicine drinks stay better soon.Let me tryEngagementIndividual workRead the passage and finish the exercises Pair workGroup workCheck the ans

12、wers: how do you feel ?I feel a sore throat I have a nose hurti Have a headacheI have a fever.Let me doSummaryTask fulfillmentAsk and answer : how do you feel ifFeed backSummaryAfter-school activitiesRead the passages for 3 times and understand it .Comprehensive evaluation課后反思:這是一篇閱讀教學。閱讀教學旨在引導學生在圖片

13、和教師的指導下，通過自己的閱讀，完成一定問題和任務。經(jīng)驗：1，閱讀教學需要老師有一個好的導入設計，本課我嘗試從季節(jié)和天氣方面入手，談及到春季里容易誘發(fā)疾病。 2，教師要把握全局，提出關鍵性問題，引導學生針對性的進行閱讀。 3，教會學生如何猜單詞的讀法和意思。避免逐字逐句的中文翻譯。 不足：1，學生的閱讀習慣不好，沒有做到眼到，心到，手到，沒有做標記的習慣。 2，學生的參與范圍不大，小組活動，應盡量要求每人要讀1-2句。 3，回答問題時，應盡量讓學生學會用自己的語言簡單描述。 4，沒有將關鍵信息的單詞和生詞板書并進行發(fā)音的指導教學內容：4課時SectionsLinksStepsActivitie

14、sTimeEvaluationLet me knowReviewWarm upSing the song:The way I feel”ReviewHow do you feelI feel sick?Whats the matter?My throat are sore .I have a sore throat.Lead inHow do you feel if you have the flu/a toothache/a headache ? I feelOverviewTask assignmenttired, angry, excited, happy, sad ,bored.2 ：

15、How does Amy feel? Shes tired. 3 Task timeExplisit objectivesTeach the new words : happy sad tired angry excited boredPresentationLead inDraw pictures on the Bb happy face”and “sad faceare you happy now .Yes I am happy too.ReviewI am happy because I am sad because Are you happy ?Why?PresentationShow

16、 pictures or use simple drawing and teach the new words .Let me tryEngagementIndiividual workPair workHow does Lisa feel? She s sad.How doesfeel?Shes HesGroup workGames: whats missingLet me doSummaryTask fulfillmentFeed backSummaryAfter-school activitiesConsolidation and extension（1）Ss listen and re

17、ad it for 30 mins 。（2）Ss recite the words and write them four times.Comprehensive evaluation課后反思:這是本單元的第二個相關話題，有關心情和感覺的話題。這個話題也是密切聯(lián)系我們生活的。學生在學校的生活是多姿多彩的，在生活中遇到各種事情會出現(xiàn)不同的心情和感受。因此，我從學生本身出發(fā)，從觀察學生的表情，引導學生說出不同的心情和感覺。預習了的和優(yōu)秀的學生能偶嘗試用跟英語回答了。句型導入：How do you feel ? How doesfeel?學生帶著問題和疑惑走進今天的課堂。學生通過圖片和聽錄音，掌握了

18、單詞的讀音和意思。老師在檢測時，發(fā)現(xiàn)一部分優(yōu)生能正確讀出單詞，就試著讓他們去當小老師，去教這些單詞。孩子們覺得很有意思，學起來自然就快。單詞主要有：tired excited bored angry happy sad 等一些描述心情的單詞。由于這些單詞是要通過表情和動作才能充分表現(xiàn)的，我就玩起了游戲I say You do .孩子們在我說到某個但此時做出相應的表情和動作，學習氣氛達到高潮，學生們深刻體會了單詞的意義。句型的練習，我先示范：How does AmyJohnSarah feel?ShesHes.再讓學生合作完成對話，學生們可以脫口而出了，不需要在練習了，因此，我就讓所有的學生都2

19、人合作問答，完成的效果很好，且人人參與了，都有收獲。僅僅會看圖說對話還不夠，孩子們要回到自己的生活實際去運用英語，我就引導他們組內合作，就說他們自己，以他們的實際情況編入對話，孩子們興致盎然，躍躍欲試。經(jīng)驗： 1，教授的內容，可以由一部分優(yōu)生去施展他們的才能，幫助后進生的學習，可以多讓孩子們做小老師。 2，學生的知識技能重要，但是在教學中的情感態(tài)度和價值觀也需要充分的得到培養(yǎng)。 不足：1.可以適當設計多種活動和任務，讓小組合作的更加充分 2，學生的預習效果層次不齊，應該設計一定的預習檢測。 3，教學的內容可以更豐富，教師的課前準備要更加充分。教學內容：5課時SectionsLinksSteps

20、ActivitiesTimeEvaluationLet me knowReviewWarm up： How are you today?S: Im fine.T: Im glad to hear thatS:Im sad/bored.T:Im sorry to hear that. Can you tell me why?Review Lets check中Sarah和Amy的頭像，說：How does Sarah feel? S: She is sad. She has a fever. T: How about Amy? S:Amy is sad. 

21、T: Sarah is sick. What should Sarah do? P: She can go to the hospital. See a doctor. Take some medicine and drink hot drinks. T: What two things Sarah should not do? Amys dog Spot run away. She is sad. How can you make Amy feel better? Lead inLets try：How doesfeel?：look sad, look

22、 tired, look happy, look bored.OverviewTask assignmentExplisit objectivesPresentationLead inT：What about Zip? How does she feel? (She is Sad.) T: Because she failed the math test.What does Sarah feel? Why she is sad? How is Liu Yun? Is she happy? Is she excited? Why?Reviewhave a trip. 引出短語going on a

23、 big trip. T: After see a doctor and take some medicine. Sarah is fine now. How is Sarah now? (She is happy.) Yes, Because she is going on a big trip. 。T：What about Zip? How does she feel? (She is Sad.) T: Because she failed the math test.a Chinese test, an English test Pass the math test/ a Chinese

24、 test, an English tesPresentationT:How is Liu Yun? Is she happy? Is she excited? Why?Ss：Yes, shes excited. She is going on a big trip.Ss：She is going on a big trip.T：Is Sarah happy today? How does she feel? Why ?Let me tryEngagementIndividual workListen ,read and recite the talkMaster the main sente

25、nces Pair workLook at the pictures : how do I feel?Group workLet me doSummaryTask fulfillmentFeed backSummaryAfter-school activitiesAsk and write : I have a Comprehensive evaluation課后反思這是一篇針對人的心情的詢問的對話。英語會話的教學中要注意對話的情景性。只有在特定的人物和情景下，才有語言的會話的產(chǎn)生。要注意引導學生進行自然地英語會話的情感的流露。只有這樣才能體會對話語言的情感、態(tài)度和價值觀。我的教學設計是1.：

26、先從實際出發(fā)，觀察學生們的表情，然后進行很自然的詢問：How are you ? You look so happy.You look sad today.學生能能夠嘗試去聽明白老師的提問，然后做適當?shù)幕卮?。后由學生反問我：How are you .Miss?You look so happy. 我對回答問題進行了示范：I am excited .I am going on a big trip.以這樣很自然地對話的方式引出了本科是的對話內容。2.對話的呈現(xiàn)方式可以是問答式，也可以是故事導入，我就用了故事性的導入：Sarah and Liu Yun are talking about thei

27、r feeling ,Sarah is so happy but Liu is sad .Why? Now lets listen to the tape recorder carefully. 學生通過仔細聽錄音，似乎找到了答案。3.我將主要句型板書在黑板上：How are you,?You look so happy. How are you ,?You look sad today.教讀了該句型，尤其是：You look (so).并通過一些舉例，學生明白了該句型的意義和用途。不足：1.對話語言要強調任務型教學，學生學會了文本上的語言，跟要能在具體情境中進行對話的運用，要利用書本上提供的

28、圖片，指導學生進行模仿編對話。 2時間上的安排不太合理，應該減少新授的講解時間，讓學生有的時間進行對話的讀和背，和編制自己的對話。 3.對話教學可以讓小組合作，分角色進行對話。 4.評價方式單一，沒有對小組學習捆綁評價。 5.學生往往只停留在文本的讀和背，老師應該給予指導，平時多訓練，盡可能培養(yǎng)學生的編對話的能力。教學內容：6課時SectionsLinksStepsActivitiesTimeEvaluationLet me knowReviewWarm upWarm-up（1）播放If you are happy的歌曲。（2）日?？谡Z對話：T: How are you today?S: Im

29、 fine.T: Im glad to hear thatReviewHow are you feeling?Do you like sports?Whats your favourite sport?Do you like football?What class are you in?What class is in?（Lead inOverviewTask assignmentCan finish the exercises after the passage Can learn to tell the football match ,Explisit objectivesLearn th

30、e new words: Football match Passes kicks flies bounces PresentationLead inLook, This is Zhang Peng. This is John. What class is Zhang Peng/John in? There is a football match between Class 1 and Class 3.Now Zhang Peng has the ball. He kicks it. The ball flies into the goal.ReviewPresentationWhich class won the game?How many goals