2023學(xué)年完整公開課版Module7Unit2Shesgotacold教案設(shè)計

Module7Unit2She’sgotacold.Teachingaims:1.

theword:whereandthesentenceincludingwhere2.

一般疑問句：HasSaragotacough?Anditsanswers:Yes,shehas./No,shehasn’t.Teachingimportantpoints:He’sgot…Hashegot…?Teachingdifficultpoints:Thestudentscouldmakeclearwiththedifferencesbetweenhaveandhas.Teachingpreparation:Tape,picturesTeachingsteps:Stepone:warmingupTheteachershowssomepicturesabouttheillness.Onepictureisshownandthentheteacherasksstudentstoguesswhatillnessitis.Firstly,theinterestsofstudentsarearousedthroughtheactivityandthenthestudentscouldreviewthewordslearnedinthelastlesson.Cough,stomachache,cold.Steptwo:TheteachertellsastoryabouttheabsenceofJakeandSara.Andthenthestudentscouldmakeaguessaboutthereasonsofabsence.Asituationcanbecreatedhere.Theteacherasksstudentstolistentothetapeandunderstandthemainideaofthisstory.Somequestionscanbelisted.WhereisJake?WhataboutSara?HasDaminggotacoldtoo?Afteransweringthesequestions,theteachercanaskthemtolistenagainandthentheyarerequiredtoreadinrolesingroups.Stepthree:consolidationThestudentsarerequiredtomakeadialogueaccordingtothecontenttheyhavelearned.Stepfour:homeworkThestudentsarerequiredtowritedownthedialoguetheyhavemade.Activityformoduleseven:Purposeofactivity:Letthestudentsunderstandthebasicaskingwaysofhealth.Theycantalkaboutillnessfreelyandactively.Preparationofactivity:Pictures,wordcardsProcessofactivity:Thestudentsareformedintoseveralgroups.Onestudentinonegroupshowsthepicturesabouttheillness.Anotherstudentguesswhatillnessitis.Thenthetwostudentsmakeadialoguewiththepicturereminding.Thentheotherstudentsarerequiredtopracticeagain.Thefollowingsentencepatternshouldbeused.Shehasgota…Hehasgota…Hashegota…?Yes,hehas.No,hehasn’tHasshegota…?Yes,shehas.No,hehasn’t.Ihavegot…Readinglesson:Title:bytheseaContent:Look,Sam,whatisthis?It’sastarfish,Amy.Butdon’ttouchit.Lookatthisbeautifulshell.Youcanhearthesea.Comeandlookatthisfunnyanimal.It’sacrab.Dad,comeandlookatthefish.Theyarebeautiful.Mum,comeandlookatmysandcastle.Readingsteps:Ifindoutsomepicturesaboutthebeautifulseaandaskstudentstosaysomesentencesaboutthesea.Theysayasfollowing:Ilikethebeautifulsea.Itisbig.Howbeautiful!ThenItellstudentstoreadthispassage.Let’sknowofsomeanimalsandshell.Thestudentsreadforthefirsttimebythemselves.Thedifficultwordstheyhavelinedoutcanbeexplainedlater.Theteachershouldtellthemthecorrectpronunciationaboutthesewords.Forthesecondtime,theteachercanreadfirstlyandthencreateasituation.Inthesituationthestudentsarerequiredtoreadingroups.Afterreadingthispassage,theteachercanaskthemtodiscussthisstory.Forexample,theteachertellsstudentstoprotectenvironment.Thestudentscantalkaboutthestory.教學(xué)反思：本單元的主題是疾病。教師可以創(chuàng)設(shè)相關(guān)情景，從涉及疾病的單詞入手，呈現(xiàn)新知，進(jìn)行語言教學(xué)。疾病的話題十分貼近學(xué)生生活，因此課的內(nèi)容趣味性強(qiáng)。在教學(xué)過程中有實際意義學(xué)生們喜歡的一系列活動，如：做動作猜疾??；呈現(xiàn)同學(xué)生病時的照片，詢問同學(xué)的病情；調(diào)查好朋友的健康狀況等。調(diào)動學(xué)