当前位置：首页 → 职业资格 → 教师资格 → 中学英语学科知识与教学能力->设计任务：请阅读下面学生信息和语言素材，设计一节英语语言知识
设计任务：请阅读下面学生信息和语言素材，设计一节英语语言知识课的教学方案。教案没有固定格式，但必须包含下列要点：
●teaching objectives
●teaching contents
●key and difficult points
●major steps and time allocation
●activities and justifications
教学时间：45分钟
学生概况：某城镇普通中学八年级（初中二年级）学生，班级人数40人。多数已经达到《义务教育英语课程标准（2011年版）》三级水平。学生课堂参与积极性一般。
语言素材：
Teaching contents：The focus of this lesson is on learning the words and sentences related to diseases．
Teaching objectives：
(1)Knowledge objectives
Be able to master the pronunciation，meaning and spelling of the names of diseases：stomachache，sore back，fever，toothache；
Be able to learn the expressions of giving advice：lie down and rest，see a dentist，get an X-ray，take her temperature；
Be able to talk about health problems by using“What’s the matterI have a…”and give advice by using“You should…／You shouldn’t…”
(2)Ability objectives
Be able to talk about one’s health problems and give advice fluently；
Be able to role play doctor and patient．
(3)Emotion objectives
Improve the cooperative spirit through pair work and role playing
Care more about yourself and your family members’health．
Teaching key points：
(1)Master the names of diseases：stomachache，sore back，fever，toothache；
(2)Master the expressions of giving advice：lie down and rest，see a dentist，get an X-ray，take her temperature；
(3)Talk about health problems by using“What’s the matterI have a…”and give advice by using“You should…／You shouldn’t…”
Teaching difficult points：
(1)Students remember all the target new words in class：
(2)Students give appropriate advice to the certain disease because of their limited life experience．
Teaching procedures：
Step 1 Warming up(3 minutes)
Show a body image on the PPT．The teacher points to a body part，and students name it．Accordingly，the English spelling appears on the PPT next to the body part．
(Justification：The body image will help students review the words related to body．)
Step 2 Presentation and practice(17 minutes)
Task 1 Present the words
Show students a bandage and tell them there is something wrong in the place where the bandage lies．Then get students to guess the health problems．For example，when I put the bandage on the stomach，ask students：“What’s the matter with me”Help students say：“I'm not feeling well．I have a stomachache．”
Teach the other target words in the same way．
(Justification：The bondage will arouse students’curiosity and attract them to participate in the learning activity．Under the teacher's guidance，students learn the new words．)
Activity：Pair work
Put the bandage on the part of a student’s body and ask：“What’s the matter”and guide him to use the pattern：I’m not feeling well．I have a…Then ask students to work in pairs and talk about health problems by using the bandage given and using the target language：What’s the matterI'm not feeling well．I have a…
(Justification：Through pair work，students consolidate the new words and also perceive the target sentence．)
Task 2 Presentation of expressions of giving advice
Activity 1 Qs and As
Tell students that“I have a cold／cough”，ask them：What should I doStudents 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．
(Justification：Trough Qs and As the teacher presents and concludes the phrases into“You should／shouldn’t do…”)
Activity 2 Pair work
Show students two bags．In one bag，there are pieces of paper with problems while in the other one，there are pieces of paper with advice．Have a competition between boys and girls．Take turns to get paper．
For example，one boy get some paper with problem,and one girl gets one paper with advice.The girl should say：What's the matter with youThe boy should answer the question according to the problem he got by saying：I’m not feeling well．I 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 given the right advice．The one who makes right sentence can get one point．
(Justification：Students use the sentence to finish the pair work．)
Step 3 Production(20 minutes)
Activity 1 Making a conversation
The teacher sets a situation that a patient sees a doctor．Students imagine what conversation will take place between the doctor and the patient．They are given 5 minutes to discuss in groups．another 5 minutes to write a conversation．During students’discussion,the teacher should walk around the classroom and encourage students to use more sentences they have learned by recalling what conversation happened when they saw a doctor in real life．For example：
A：What’s the matter with you
B：rm not feeling well．I have a__________．
A：When did it start
B：About__________ago．
A：Oh，that's too bad．／I'm sorry to hear that．You should／shouldn’t__________and you should／shouldn't__________．
B：Yes，I think so．
A：__________．
B：Thank you，doctor．
(Justification：Imaging and making a conversation between the doctor and the patient makes the class activity closely related to the real life.)
Activity 2 Role playing
Ask students to make a four-people group，one of them is a doctor，the other three are patients．Ask the students to role play the dialogue above．Then ask several groups to perform by using some tools：bandage，a uniform，a stethoscope．Other students should act as a judge to select the best doctor and the best patient．
(Justification：This activity further applies the target knowledge to real life．Through role play，students can develop their speaking and listening skills．This is also a visual way to assess students’mastery of the knowledge．)
Step 4 Summary and homework(5 minutes)
Students and teacher summarize what they have learned together．Students write the summary in their note book．
Homework：(1)Recite the new words and phrases．
(2)Give advice to parents／friends in English if they don’t feel well．
(Justification：The summary and homework can consolidate the knowledge learned in class．)
Board plan：
教师职业道德区别于其他职业道德的显著标志就是（ ）。
在教育史上主张“不愤不启，不悱不发”的教育家是（）。
心理学家所说的“危险期”或“心理断乳期”是指（ )。
教育工作中做到“因材施教”、“长善救失”符合年轻一代身心发展的（ ）。
德育过程与品德形成过程的关系是（ ）。
德育过程是培养学生（ ）的过程。
学生从事集体活动、结交好友的场所是（ ）。
教师的工作目的和使命是( )。
直接决定教育目的的因素是（ ）。
简述心理健康的标准。
