冀教版七年级上册Lesson 13 Body Parts教案设计

这是一份冀教版七年级上册Lesson 13 Body Parts教案设计，共5页。
Unit 3 Body parts and feelings Lesson 17教学思路这节课以看医生为主线展开话题,需要掌握医生询问病情,病人描述病情,医生给出建议的英文语句.所以设计的环节中应充分体现其应用性.课程标准主张学生在语境中接触,体验和理解真实语言,并在此基础上学习和运用语言.鼓励学生在教师的指导下,通过体验,实践,参与,探究和合作等方式,发现语言规律,逐步掌握语言知识和技能,不断调整情感态度,形成有效的学习策略,发展自主学习能力.同时对学生进行大量的语言输入,提供丰富的课程资源,创造性地开发和利用英语学习资源,拓展学生学习和运用英语的渠道.看医生几乎是每个人都会遇到的情景,关于如何用英语来介绍病情,询问病情,提出建议在小学的教材中已经有所涉及.本节课重点放在设计较为真实的语境让学生练习使用这些求医的英语.学情分析学生善于表现自己,这节课就让学生扮演医生,患者进行大量练习.教学目标1．能使用本课的词汇及句式谈论就医的简单对话,如医生询问病情,病人描述哪里疼痛,医生提出建议等.2．当他人遇到困难需要帮助时,能积极提供帮助.3．了解生活中如何用英语表达自己的感受.教学重点1．能自如地用How do you feel? What's wrong? What's the matter? 询问病情,并给予回答.2．学会had better do的用法.教学难点医患之间的对话.教学过程1．Warm upHave a free talk with the students, then teach them the new words and expressions.设计意图:通过聊天使学生以愉快,放松的心情投入本节课的英语学习,吸引学生的注意力,激发他们的好奇心,同时巧妙地引出本课生词.2．出示学习目标设计意图:做到有的放矢,清楚本节课要完成的任务和途经.3．学习生词通过语篇,引出生词及重点短语.（1）stomachache [ˈstʌməkˌeɪk]   n. 肚子痛;胃痛The man has a stomachache.=The man's stomach hurts.=The man has a pain in his stomach.What should you do when you have a stomachache?（2）better [ˈbetə]   adj. & adv. (good/well的比较级)更好的(地)Good, better, best,Never let it rest,Till good is better,And better, best.（3）matter [ˈmætə]   n. 问题Don't you think this is now a matter for the police?难道你不觉得这件事现在该交由警方处理吗?Age doesn't matter. 年龄不是问题.What's the matter with …?（4）headache [hedeik]   n. 头痛 She has a bad headache when she thinks of her homework.She had a headache after eating the food.（5）medicine [ˈmedisin]   n. 药My mother had a bad cold yesterday. She had some medicine and went to bed. She became better and better after that.（6）stay [stei]   v. 停留;留下;待一段时间rest [rest]   v. &n. 休息The boy coughed a lot last night. Now he stays home and has a good rest. He should drink plenty of water.设计意图:通过图片引出stomachache,通过介绍孩子肚子疼,该怎么办,引出had better,通过一首小诗,了解better的含义,然后介绍了头疼等的词汇及看医生常用到的句式.这样通过真实的语境,语篇介绍生词,突出了重点,突破了难点.4．听文章,回答问题Listen and write true (T) or false (F).（1）Jim's leg hurts. (    )（2）Wang Mei has a headache. (    )（3）Li Ming tells Wang Mei to go and see a doctor. (    )设计意图:通过听力,掌握大意,为下一环节的细节阅读做铺垫.5．Read the text in group of four and then act it out.设计意图:通过阅读和表演,让学生学以致用,用英语做事情.6．Exercises（1）I have too much ice cream and I have a s_______.（2）Take the m_______ and you will feel b_______ (good) than before.（3）What's the _______ (问题) with your father? ---Nothing much. A little cold.（4）I have a headache. I want to _________________ (呆在家里) and _________________(好好休息).（5）You'd better go and see a doctor. (译成中文)______________________________（6）feel, you, do, cold______________________________?（7）take, medicine, this, times, a, three, day______________________________.（8）You should stay home and have a rest. (改为祈使句)______________________________设计意图:通过任务型阅读题的设计,让学生增强应考能力,并进行课文的细节理解和重点知识的掌握.7．Work in pairs. What's the matter? Make up a dialogue.设计意图:语言输出,提供情景,让学生编对话,用语言做事情.8．Dig inAn apple a day keeps the doctor away.All work and no play make Jack a dull boy.设计意图:通过拓展听力,让学生了解真实生活中的就医场景,并用两个句子来升华主题,让学生了解健康的重要性.作业布置（1）Remember the words and phrases in this lesson. Try to recite this lesson.（2）Finish exercises 2-3 on book.（3）Extra reading and take notes.教学反思本课主要是通过创设情境来让学生练习看医生的语句.学生参与面很广,积极进行表演,但是没有注意到学困生的学习能力和参与度.应该多在下面走走,必要时提供帮助,多进行积极评价,并把每个小组的分工弄得更合理,更高效.