教案I'mnotapatient.doc

教学设计：（ 1 课时 ）
长沙财经学校 文艺平

使用教材：湖南省职业教育与成人教育规划教材 第2册
本教案适合中职高一年级对口班学生。

1、 教材分析：第五单元的主要内容是“看医生”，学生在学习了前面的基本句型和对话后，对这一内容有了一定的了解，Text 1这篇阅读课文是以上所学知识的延续，通过学习这篇文章，可以了解学生对所学知识的掌握情况及阅读理解能力，并进一步培养他们的听、说、读、写等基本技能。
2、 学生分析：Text 1 是基本句型和对话的延续，课文内容对学生来说不会太难，教学中应避免阅读课文的枯燥无味，为不同层面的学生设计不同的任务。
3、 设计思路：本堂课采用任务型教学途径。任务型教学是一种以人为本的，能体现语言价值的、先进的、有效的教学途径。学生带着任务学习，在完成任务的过程中逐渐学会知识，掌握技能。本课将通过任务型学习，以学生为主体，努力达到课堂教学目的。在整个教学过程中，我设计并使用了简单的辅助教学的课件。
4、 教学目标：通过一系列的课堂活动锻炼和培养学生听、说、读、写等方面的能力。
5、 教学实施过程：

Unit 5 What’s the matter with you?
Text 1 I’m not a patient.
Step 1 Greeting
Today’s Proverb: Early to bed and early to rise makes a man healthy wealthy and wise.
Step 2 Warming-up games
Revise the words and expressions:
1. Match the words with the pictures
( The students are divided into two groups, Group A and Group B, they’ll have a competition, the winner can get a nice star every time, and the game will carry through to the end.)
stomachache, headache, stuffed-up nose, cough.
2. Describe the following pictures
( The teacher will show some pictures, the students should stand up as quickly as they can and describe the pictures.)
a capsule, a bottle of syrup, some pills, Chinese traditional medicines, a prescription.

Step 3 Pre-reading
Students’ enjoy a flash Five little monkeys, then answer:
What’s the matter with the little monkeys? What did their mother do?

Step 4 Fast Reading
Read the text quickly and answer:
What was Billy doing in the doctor’s waiting- room?
He was reading an interesting story in a magazine.

Step 5 Careful Reading
Read the text carefully, choose the best answer for each of the following questions.
1. Who were in the doctor’s waiting-room?
In the doctor’s waiting-room were C .
A. some schoolboys B. many parents
C. a lot of patients and a schoolboy D. many children
2. What were the people waiting to do?
They were waiting B .
A. to read an interesting story in a magazine.
B. to see the doctor
C. to get some medicine for others
D. to get some food
3. How was Billy?
He B .
A. felt sick B. was fine C. looked ill D. looked angry
4. What did Billy come for?
Billy came D .
A. to see the doctor B. to see his father
C. to see his friend D. to get some medicine for his father
5. What did the doctor say about Billy?
He said A .
A. Billy was not ill at all B. Billy was wrong
C. Billy did something wrong D. Billy did a good deed

Step 6 Reading-aloud
1. Read the text after the tape.
2. Read the text loudly.
3. Practice reading with your partners.

Step 7 A test
Fill in the blanks without looking at your books..
1. In the doctor’s waiting-room, the patients were sitting on the chairs,
waiting their turns.
2. Just then the nurse came to say that the doctor was ready for the next patient.
3. They all looked very sad except Billy.
4. Before Billy could answer a word, the doctor made him lie down on a bed.

Step 8 Acting
Make up a drama after the text, and then act it out in groups of 6 or 8.

Step 9 Homework
Write a letter to your pen-friend, Emily. She is often ill. In your letter, tell her to do the following things:
take more exercise/ play sports like basketball, running, swimming/ eat healthy food/ have more fruit and vegetables/ drink more milk and water/ get enough sleep/ stay happy

教学反思：
这是一篇阅读文章，一课时教学，在进行教学设计时，我保留了阅读课教学的基本方法，像泛读，精读等教学步骤。同时，为了让阅读课也可以生动有趣，整节课我都贯穿了竞赛及游戏活动，并将课堂交给学生，学生是课堂的主体，他们在竞赛及游戏的同时完成老师布置的任务，在这一过程中逐步学会知识，并培养自己听、说、读、写等基本技能。
在阅读中穿插活动，让活动带动学生的学习积极性，这是我设计这堂课的基本理念。在开始新课之前，我设计了游戏加竞赛这一复习环节，即复习了前面所学的难点内容，又激发了学生继续学习的兴趣。其次，我觉得，阅读课的读是一重要环节，而且，这一环节应该在学生对课文有了一定的了解的基础上进行。所以，我设计了一个朗读环节，学生在跟录音朗读了一遍，掌握了基本语音语调后，接着在进行自由朗读及分角色朗读。最后，表演环节是这节课的高潮，要求学生将课文内容编成小剧表演出来，让这一堂阅读课充满笑声。作业主要是课文内容的延伸，同时也是培养学生写的能力。这堂课的简单的辅助教学的课件既不会分散学生太多的注意力，在某些方面有可以给学生很直观的感觉。