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英语口语教学课件

1、教学简述：

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 ?

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 about ”。学会用 “What’s the ?” 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 /’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：

: By the end of the , most will be able to the .

1. :

1) Be able to the , and of the names of : fever, sore , sore back; , , , cold, cough;

2) Be able to learn the of : lie down and rest, drink hot tea with honey, see a , take this ;

3) Be able to talk about by using “What’s the ? I have a…” and give by using “You …You ’t…”

2. :

1) Be able to talk about one’s and give ;

2) Be able to role play and ;

3. Moral :

1) the pair work and role

2) Care more about and your ’ .

5、重点难点设计：

The Focus

1）. the names of : fever, sore , sore back; , , , cold, cough;

2）. the of : lie down and rest, drink hot tea with honey, see a , take this ;

3）.Talk about by using “What’s the ? I have a…”and give by using “You … You ’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

1）. may find it to all the new words in the class;

2). may find it to give to the of their life .

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：

Step1 up

Greet Ss by them: How are you today? Then I’ll tell Ss that I’m not well today (Write the on the and guide Ss to read it.) and get Ss to guess the . If Ss can’t get the , I’ll tell them that I didn’t have a good sleep last night. So I have a . (I say this by doing a )

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: of words about

1). Show Ss a and tell them there is wrong in the place where the lies. Then get Ss to guess the . When I do an , ask Ss: “What’s the ?”(write it on the ) For , when I put the on the , ask Ss: “What’s the with me?” Help Ss say: “I’m not well. I have a .” Then teach the other words: fever, sore , , sore back in the way: Put the on the other part of body and get to ask: What’s the ? Then get other Ss to guess the .

2). Use body to guide Ss to guess two names of : cold, cough.

3). Show Ss of half , and get Ss to guess the names of : fever, sore , , 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 on the part of a ’s body and ask: “What’s ?” and guide him to use the : I’m not well. I have a… Then ask Ss to work in pairs and talk about by using the given and using the : What’s the ? I’m not 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 of of

1). Tell Ss that I have a cold/cough, ask them: What I do? Ss may give , their and help them to use: You /’t do… Then show some of other and ask them to give to each by using : You /’t do… this , some will be : lie down and rest, drink hot tea with honey, see a , drink lots of water, take some .

2). Show Ss two bags. In one bag, there are of paper with , there are of paper with in the other one. Have a boys and girls. Take turns to get paper. For , one boy gets one paper with , and one girl get one paper with . The girl say: What’s the with you? The boy the to the he got by : I’m not well. I have a…If the girl got the right , she it to her paper: You … If it is not, she say: You ’t, then give the right . The one who makes right 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 a

Show Ss the in A 3a, ask them to look at the , and they are the , what they will ask the . Ss’ and lead in the : When did it start? Show the and ask Ss to it to the . A: What’s the with you?

B: I’m not well. I have a .

A: When did it start?

B: ago.

A: Oh, that’s too bad. / I’m sorry to hear that. You /’t and you /’t ...

B: Yes, I think so.

A: .

B: Thank you, .

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

Ask Ss to make a four - group, one of them is a , the other three are . Ask the Ss to role play the above. Then ask to the class by using some tools: , a , a . Ask other Ss

8、作业设计

Give to the as much as : sore , , , cold. one to make a

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。

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