口语教学案例与反思.docx

1、口语教学案例与反思英语口语教学设计与反思 -潘云华Whats the matter? 教学设计与反思一、教学目标：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

2、 hot tea with honey, see a dentist, take this medicine; 3) Be able to talk about health problems by using “Whats the matter? I have a” and give advice by using “You shouldYou shouldnt”二、重点难点设计： Master the names of diseases: fever, sore throat, sore back; stomachache, headache, toothache, cold, cough

3、; 教学过程： Step1 Warming up Step2: ask Ss: “Whats the matter?”(write it on the blackboard) For example, when I put the bandage on the stomach, ask Ss: “Whats the matter with me?” Help Ss say: “Im not feeling well. I have a stomachache.” Then teach the other target words: fever, sore throat, toothache,

4、sore back in the following way: Put the bandage on the other part of body and get students to ask: Whats the matter? Then get other Ss to guess the problem. 2). Show Ss pictures of diseases half hidden, and get Ss to guess the names of diseases: fever, sore throat, toothache, sore back, cold, cough.

5、 Step3: Pair work Put the bandage on the part of a students body and ask: “Whats matter?” and guide him to use the pattern: Im 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: Whats the matter? Im not fee

6、ling well. I have a 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/shouldnt doStep5 Making a conversation Show Ss the picture in Section A 3a, a

7、sk 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. Step6 Role playing Ask Ss to make a four -people group,

8、 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,

9、toothache, headache, cold. Choose one to make a dialogue 9、教学反思： 1) 在英语口语教学中如何培养学生用英语来思维的习惯，从而能流利地使用英语。 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。1、努力用英语教英语 用英语组织课堂教学，用英语教英语有着十分重要的意义，可以说是英语教学成败的关键。用英语教英语有利于提高学生的听力水平，有利于向学生提供大量说英语的示范，便于学生口头模仿，激发学生说英语的欲望，并提高学生学习英语的兴趣。教师从一开始就要多说英语，用英语组织教学，只要教师坚持说英语，学生听的

10、能力才会逐渐提高，听力提高了，学生开口说才有了依据和保证。 Healthy eating 潘桂瑜 Teaching Objectives（教学目标）： 1. 认识并掌握有关食物及健康饮食习惯的单词、词组； 2. 用英语表达哪些是健康食物，哪些是垃圾食物，以及为什么； 3. 总结平衡膳食的定义，并且能提出一些健康建议。 教学重难点： 1. 教学重点:如何区分健康食品以及垃圾食品并且会用英语表达;. 2. 教学难点: 教会学生如何自如表达自己的意见和建议并且帮助学生总结出平衡膳食的定义。 教学步骤： Step1. 导入（Warming up） 1. 以一句话：“Everybody needs fo

11、ods, so do I”及麦当劳、肯德基的相关饮食引入话题。 (1-2 分钟) (For example: “Have you had lunch or breakfast in McDonalds or KFC? Do you like the food there? Which one do you prefer?” The purpose of this part is to stimulate Ss interest and call their attention to the topic. ) Step 2 知识展示（presentation） 1、 在电脑屏幕上展示食物的图片，

12、然后把学生分成两组竞赛，看哪组的同学认识的食物单词多，然后教师教导朗读(5-6分钟) 2、老师先展示如何使用句型：“I think that (or the food name) is junk/healthy food because.”来描述什么是健康食品，什么是垃圾食品。然后把学生按4人分成一组进行讨论练习，老师给出了对话该涉及的内容范围：What is the name of the food? / What nutrition（营养物质）does it mainly contain? （10分钟） Step 3: 活动任务- 做调查报告(10分钟) 给学生发一张表格，引导学生按照表格

13、询问周围3个左右的同学，了解同学间的饮食习惯，并能提出一些健康建议，提问两个左右的同学课堂展示。 调查的表格如下: Name（名字） Breakfast（早餐） Snacks（零食） Lunch（午餐） Dinner （晚 餐） Part 4. 了解国外一些饮食习惯（5分钟左右） 通过课间上的文字以及图片了解一些国外，比如英国，美国的饮食习惯。 Step 5. 定义平衡膳食（5分钟左右） 老师在课件上展示食物金字塔图，让学生了解饮食的营养应如何平衡，然后布置作业：让学生自己给自己制定一份理想的食谱。 Step 6: 教学反思学生初学说英语，出错是难免的，因此教师应注意改错的艺术性。有的教师一发

14、现错误就立即打断学生，进行直接纠正。 变师生问答为教师问学生答、学生问教师答、学生问学生答，则可在有限的课堂时间内大大地增加学生说英语的机会。英语教师应该为学生创造更多用英语进行交际的机会，以此来培养学生的交际能力，而不是代替他们进行交际。要给学生提供机会，让学生自己提问，由其他同学来回答，以便学生之间有机会互动。Teaching PlansTime:October10,2015Class:Class 2 ,Grade 9Teacher:黄丽梅（） Unit1 Making New Friends Topic3 Section A. Teaching aims and demands （教学目

15、标）1. Learn words and expressions of Section A2. Learn how to inquire about ones age, class and grade:(1)How old are you? I am twelve (years old).(2)What class are you in?Im in Class Four, Grade Seven.(3)What grade are you in?Im in Grade Seven.3.Practice students oral English. Teaching difficult and

16、important points:（教学重难点） Let the students know how to introduce themselves/their friends. Teaching Plans（计划）Step1 Review (复习)1、 Dictation2、 Duty reportsStep 2 Presentation1. Ask and answer to review:(1).Whats your name?(2)How old are you?(3)What class are you in?2. Ask and answer:(1) How old is ?/Sh

17、e is years old.(2) How old is ? He is years old.(3) What class is in?He/She is inStep 3 Consolidation1. Let the students listen to the tape and repeat 1a2. Let the students complete Janes name card.Then introduce her to the classStep4 Practice Let the students write down their friends name cards.The

18、n try to introduce their friends to classmates.Step 5 Homework1. Ask the students to introduce their friends 2. Translate:1.三班_ 2。七年级三班_3在八年级四班_ 4. 他们在九年_5.中国福建 _ 6.五岁 _教学反思：本课主要是通过学生学习，让学生学会用年龄，性别。姓名，所在班级这几点来介绍自己或朋友，让学生在口语方面体现出对英语的兴趣。整堂课下来，基本都做到了，但是也有些不足，有的学生基础较差，领悟能力较弱，有的学生胆子比较小，不能很好的发挥，在以后的教学中会注意

19、引导这些学生。The Teaching PlanUnit 6 Enjoying CyclingTopic3 Bicycle riding is good exercise Date:Apr16th,2015 Class:Class2,Grade8 Teacher:黄丽梅 Section B 一、Aims and demands1、Master the words and expressions2、Learn Adverbial Clauses of Condition3、Improve the ability of saying and writing4、let the students kn

20、ow how to keep safe when riding and love their lives.二、Importances and difficulties:* Adverbial Clauses of Condition三、StepsStep1、Reviewing:words and expressionsStep2、The new text:let the students write down the expressions of SectionB and learn them1. never ride too fast2. wear bicycle helmets when

21、riding3. have lights on the bicycle4. wear light-colored clothes5. learn (more about) the traffic rules and obey them6. be careful when riding7.Why dont we do sth8.If we break the traffic rules,we may be in danger or get a fine.Step3、1.listen to 1a 、 complete 1b and then read 1a2.Learn Adverbial Cla

22、uses of Condition and do some exercise A. If I _(have) time, I _(meet) you. B.If Maria _(get) up earlier,she _(catch) the bus; C.If you _(not obey) the traffic rules,you_(get) a fine.D.He _(be)healthier if he _(do) more exerciese. E. _ (stay) at home if it_(snow). F.He _(watch) movies at home if it

23、_(rain) tomorrow. G.We _(go) camping if it _(not rain) tomorrow.3.Look at 2a.Disscuss the results of breaking the traffic rules and make sentences with if.Step4、Retell:How to keep safe when riding according Step2Step5、Homework:1 Review words of Topic2 2 Write a composition:How to keepsafe when ridin

24、g 教学反思：学生在朗读英语单词、句子、课文时，语音方面所出现的错误甚多，如发音不到位，不能正确朗读开音节和闭音节、清辅音和浊辅音混淆，升降调不分等。2.口语能力差：能正确用适当的词语和句子，完整流畅的表达话题内容，但语音语调不符合要求。不能正确回答问题，经常答非所问，甚至有的学生用“Yes/No”回答所有的问题，话题简述用词不当，句意含糊。(二)问题的具体解决策略或口语教学建议： 1.就发音问题，可以鼓励学生模仿磁带或少儿英语广播，反复练习。另外，注意以“国标发音”为准。2.就口语能力差问题：为学生营造语言训练的环境，使口语表达成为学生的内在需求， Teaching planUnit3 Ge

25、tting Together Topic2SectionB 黄丽梅The main activities are 1a and 1b. 本课重点活动是1a和1b。. Teaching Aims and Demands(教学目标)1.Language goals:Learn some useful words and expressionswork, hospital, on, farm, on a farm, drive2.Ability goals:Talk about jobs and workplaces:(1)What does the man do?Hes a doctor.(2)W

26、here does he work?He works in a hospital.3.Emotion goals:Let the Ssknow how to cooperateII、Teaching Important Points(重点):1、Let the students master the words、expressions and key points2、Improve the students speaking ability、The Difficult Points（难点）Letthe students go on learningthePresent SimpleIV. Te

27、achint Steps（教学步骤）：Step 1 Review 第一步 复习1、Greetings2.Duty reports(3 groups)and lead in 1a3. 做“问答接龙”活动，复习:What does do?=What is?=What is onesjob?-He/She is a Step 2 Presentation 第二步 呈现1.Ask a student :What do you do ? Where do you study?and practice the new sentence .then ask the others :what does you

28、rdo?where does he/she work?And write down the wordsa studentstudy in a schoola teacher-workin a schoola workerwork-in a factorya farmerwork -on a farma driver-workin a companya doctor/nurseworkin a hospitalan office workerwork in an officeStep 3 Consolidation 第三步 巩固1.Let the students listen to the t

29、ape and repeat.1a2.-1b:T: Look atPicture1. What do they do?S3: They are farmers.T: Where do they work?S3: They work on a farm.Let the Ss go on dialogues like these.Step 4 Practice 第四步 练习1教师播放3录音，然后让学生独立完成3。And ask them to describe the four people.2. (做活动，复习职业类词汇和相关句型。)让学生说一说自己的家庭成员以及他们的职业。Example:T:

30、 My father is 43 years old. He is a teacher. He teaches at No. 1 Middle School. He is avery good teacher. My mother is Step 5 Project 第五步 综合探究活动(时间:8分钟)1. (老师可以先将自制的写有worker, farmer, student等表示职业的转盘演示给学生看，转动转盘，当停住时，问一位同学，让他/她回答。然后让学生拿出上次课外作业布置的自制转盘，一个学生问，另一个学生回答。完成5。)Example:S1: What do you do? S2:

31、Im a S1:Where do you work? S2: I work 2. (做调查，完成4。每个学生至少要问三个学生，然后完成表格。先在小组内汇报，然后每个小组挑选一个代表向全班汇报。)3. Homework:(1)将所学过的表示职业类的名词制成卡片，然后两人一组操练What do/does do?和Where do/does work?(2)写一篇介绍家庭成员职业的文章，词数在40个左右。板书设计：What does your mother do?aworker-work-in a/the factoryWhat do/does do?afarmer-work-on a/the farm