【正文】 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。通過繃帶所綁的不同位置和肢體語言，自然地引出有關疾病的單詞。這種教學單詞的方式簡單而且直觀，更易被學生接受。八年級學生喜歡猜測的活動，所以，運用半遮圖片可以讓學生鞏固所學的單詞。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(jié)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。Step4 Presentation of expressions of giving advice 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 each problem 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 Ss two one bag, there are pieces of paper with problems while in the other one, there are pieces of paper with a petition between boys and turns to get example, one boy gets one paper with problem, and one girl get one paper with 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 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 one who makes right sentence can get one ：向?qū)W生展現(xiàn)有關疾病的圖片，這樣不僅可以幫助學生復習新知，而且還可以自然地引入新的話題— 針對疾病給建議。然后，通過在男女間開展說疾病給建議的配對游戲，激發(fā)學生的參與熱情，并鞏固句型。同時，使學生增長相關常識，加強健康意識。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，通過讓學生自由討論，擴充醫(yī)生與病人的對話，這樣使英語對話更加完整，更加貼近實際，也為下一步驟的角色扮演活動降低了難點，做了充分的鋪墊，使學生感到有話可說。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 the best ：這一活動是對目標語言的進一步運用。通過醫(yī)生和病人的角色扮演，營造出真實的情境，這樣可以有效的提高學生對英語口語表達的興趣。另外，這也是老師對學生本節(jié)課所學知識的一種檢測。（可附頁）亮點與反思：英語課程改革的重點是改變英語課程過分強調(diào)語言運用能力的培養(yǎng)的傾向，強調(diào)課程以學生的學習愛好、生活經(jīng)驗和熟悉水平出發(fā)，使語言學習過程成為學生積極的情感體驗，主動思維和大膽實踐，形成自主學習能力的過程。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。因此在本節(jié)課的設計中，我們以任務型教學模式為指導，創(chuàng)設各種情境，讓學生在體驗中獲得成功。 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