【正文】 他們模仿和記憶的能力特別強。他們更感興趣的是如何用英語來表述與現(xiàn)實生活息息相關的話題并尋求合理的解決辦法。除此之外，教師要給學生適時而恰當?shù)墓膭?。教師要把每個學生當作一個具有獨特經(jīng)驗和情感態(tài)度的人，與學生建立一種真誠平等，信任的相互關系，在教學中關注學生的親歷親為，實際上是對學生自主性、創(chuàng)造的尊重。stomachache, headache, toothache, cold, cough。 Objectives: 1)Improve the cooperative spirit through pair work and role playing 2)Care more about yourself and your family members’ ：本課的教學重點和教學難點及依據(jù)由于本節(jié)課的話題是談論健康，根據(jù)教學大綱的要求，學生需掌握有關疾病的單詞，并能針對疾病提出合理的建議。 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。 may find it difficult to give appropriate advice to the certain disease because of their limited life ：本課教學中所運用的教學模式、教學策略和教學手段，包括課前準備：（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。此外本課還結合了情景教學模式。在設計任務時，我們還注重發(fā)覺學生的童趣童真，講究教學任務的趣味性和多樣性，如男女生PK、結對活動、猜測游戲、角色扮演等多種形式的任務，引導學生在輕松愉快的環(huán)境中合作學習語言，培養(yǎng)學生綜合運用語言的能力。分幾個環(huán)節(jié)具體說明教學活動的安排，包括學生學習活動、教師指導活動、師生交互活動。Step2: Presentation of words about diseases Ss a bandage and tell them there is something wrong in the place where the bandage get Ss to guess the health 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 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 body language to guide Ss to guess another two names of diseases: cold, Ss pictures of diseases half hidden, and get Ss to guess the names of diseases: fever, sore throat, toothache, sore back, cold, ：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。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 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 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。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 Ss’ answers and lead in the sentence: When did it start? Show the sample dialogue and ask Ss to plete it according to the picture : What’s the matter with you? B: I’m not feeling have a : When did it start? B: About______ : Oh, that’s too bad./ I’m sorry to hear should/shouldn’t ________ and you should/shouldn’t ________...B: Yes, I think : : Thank you, ：通過教材中的圖片復習目標語言。另外，這也是老師對學生本節(jié)課所學知識的一種檢測。 What’s the matter?第五篇：小學英語教學設計案例小學英語教學設計案例小學英語教學設計案例薦小學英語教學案例 What colour is it(3000字)薦薦小學英全語英英說語教課案稿(800范字)文薦英語教師全英文說課稿(精華版)(精選)薦英語教案。學英語不僅要用腦子去思考，而且要用自己的眼睛去看英語情境，用自己的耳朵去聽英語的語音，聽對方講的話，用自己的嘴去說英語，以姿勢助說話，用英語跟別人交流，用英語做事情，用自己的心靈去親自感悟英語，感悟文化，培養(yǎng)語感，培養(yǎng)用英語交際的能力。Step6 Role playing Ask Ss to make a fourpeople group, one of them is a doctor, the other three are the Ss to role play the dialogue ask several groups to perform before the class by using some tools: bandage, a uniform, a other Ss to select the best doctor and th