原创 付素华 时光墨染 2024-05-13 20:02 河南
课堂目标：让学生完成《解析与检测》上下册补对话的任务，明确该任务目的是通过补全对话的形式考察学生在具体情景和上下文中的口语交际能力，这也符合义务教育英语课程标准 2011 年版对初中毕业生的要求。
教学过程围绕补全对话展开，重点巩固了就医相关句型。
1.如医生常用
“what's wrong with you？”
“how long have you been like this?”
“Have you taken your temperature?”等。
2.关心病人常用
“what's wrong with you?”“what's up?”
“what happened to you?”
“what's the trouble with you?”
“did you”“did you see a doctor?”
“did you go to the doctor?”
“did you go to the hospital?”等。
3.病人对关心者的答语有
“thanks much better”
“thank you much better”
“thank you pretty good”
“thank you fine”“i'm feeling well”
“i'm feeling great”等，
4.病人对医生询问的答语有
“there's something wrong with...”
“i have/i've got a bad headache”
“i feel terrible”
“but now i'm not feeling well”
“i don't feel well”
“i've been like this for several days”等
5.医生的回答或建议有
“Don't worry”
“take this medicine three times a day”
“drink more water and have a good rest”
“there is nothing serious”等
5.关心病人者的建议通常有
“drink more water and have a good rest”
“there is nothing serious”
“you will be better/all right soon”
“don't worry”等
在此过程中，积极参与课堂的学生能及时发现并纠正错误，如“see a doctor”，或成“go to the doctor”。
课下辅导发现学生对一些知识点的掌握仍存在问题，
如“how long can i keep the book”和“how long have you keep the book”的区别理解不够清晰，在购物用语“can i have atry”“can i try it on”等方面掌握较好。
但对于一些其他句型，如询问事情进展或一切是否如意的“how are you”“how is it going”“how is everything going”“how are you feeling now”等，以及表达观点时“i agree with you”“you are right”，还有描述事情时“it's interesting”“it's great”等的掌握程度不一。
在《解析与检测》下册第 5 项补全对话的典例解析和专项检测中，学生对表达观点和针对事情发表观点的相关知识点掌握较好。
总体来看，学生在本节课的学习中有一定收获，对重点句型有了更深入的理解和感知，但在一些细节和个别知识点上还需进一步强化和巩固，后续教学要针对这些不足之处进行更有针对性的指导和练习。
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