小學英語-Have you got a headache教學設計學情分析教材分析課后反思

課題Module7Unit1課型新授第1課時教學目標重點用▲標注難點用※標注1.Knowledgeobjects

Inthislesson,thestudentswillmeetsomenewwordsaboutillness,andlearntherulestheyareformed.Aftertheclass,Sscanlisten,speak,readandwrite“stomachache,headache,test,Friday,clever”.Ssareabletounderstandandreadthedialogbyteachingandpracticing.2.Abilityobjects

Sscantalkaboutillnesswiththesentencestructure“Haveyougot...?Yes,Ihave./No,Ihaven’t.”

3.MoralobjectsToenabletheSstoknowaboutthetalkingetiquetteaboutillnessandcareaboutothers.ToguideSstoestablishahealthywayoflife.

▲Keypoints:

Sscanunderstandthemeaningof“Haveyougot...?”Andtheycanuseitproperlyintheirdailylife.※Difficultpoints:

Therulesofwordformationandspelling.課前準備教師：books,computer,word-cardsandforms學生：books板書設計教學活動設計設計意圖Step1.Warm-upAfterthegreeting,wewillenjoyachanttowarmup.LetSsgetreadyforthenewlesson.Step2.Presentation(1)ShowapicturetoSs.Teacherasks“What’sthematterwithBob?”.Watchthevideoandfindtheanswer.LetSsguessthemeaningof“stomachache”withthepicture.First,teach“stomach”accordingtotherulesofpronunciationandthenteach“ache”.Put“stomach”and“ache”together,it’s“stomachache”.Payattentiontothepronunciation.Andletthemreadaftertherecordingwiththewordcardtodeepentheirimpression.(2)ShowanotherpicturetoSs.“IsSamsad?”“IsSamill?”Watchthevideo.ChoosesomeSstoanswerthequestion“No,heisn’t.”Teachersays“Samdoesn’twanttosayanything.Mumissoworriedabouthim.WhatdoesMumask?”Lookatthepictureandlistentotherecording,letSsfillintheblank.Introducethenewword“headache”tothem.“head”and“ache”,it’sheadache.Andletthemreadaftertherecordingtodeepentheirimpression.AskSstoreadonebyonewiththeaction.(3)“head”and“ache”,it’sheadache.“stomach”and“ache”,it’sstomachache.LetSslearnothernewwordsbythemselves,forexampleearache、toothache、backache.Bylearningthesenewwords,they’llgetthegeneralideaabouttherulesofwordformation.ChooseSstoanswerthequestion“Haveyougotaheadache?”“No,Ihaven’t.”“haven’t”equalsto“havenot”.Showthekeysentencesontheblackboard.Listenandrepeattogether,thenaskSstodoapairworkonebyone.Usethesamemethodtolearnothernewsentences.AftertheSsansweringthequestions,Iwillshowtheanswersonthescreen.Teachthenewword“test”,payattentiontothepronunciationof“testtoday”.Atthistime,letSsthinkaboutwhathappenedtoSam.AftertheSsansweringthequestions,showthesentence“WehavetestsonFridays.”Teachthenewword“Friday”andhelpSsunderstandthemeaningof“Fridays”withacalendar.Payattentiontothepronunciationof“tests”and“Fridays”.Samisworriedaboutthetest.MsSmartisasweetmum,shesays“Don’tworry.You’reacleverboy.”Teach“clever”.(4)Afterlearningthetext,whatdoyouwanttosaytoSam?ChooseSstosharetheirideaswithus.Thenshowmysuggestiontothem.Step3.Practice1.Listen,pointandcircle“Haveyougot...?”ChooseSstosharetheiranswerswithus.2.Listenandrepeat,trytoimitate.3.Activitybook.ThisexerciseisfromActivitybook.TheSswilllistenandchoosetherightwordstofillintheblanks.4.PairworkReviewthe“ache”wordswiththeactionfirst.Teachersays“Intheclassroom,astudentlooksuncomfortable.Thereisadialoguebetweentheteacherandthestudent.”Thestudentchoosesakindofillnessfirst,thentheteachertoaskwiththesentence“Haveyougot...?”Actitoutwithyourpartnerandshowitinfrontoftheclass.GiveSssometips.Becauseofthecovid-19,weneedtopaymoreattentiononourhealthy.Keepthegoodhabits,forexamplewearmasksandwashhands,andcareaboutthepeoplearoundus.5.StorytimeListenandreadthepicturebookwiththequestion“WhatschoolthingshasColingot?”Showthepicturesonthescreen.ChooseSstomakeachoiceandcircletherightanswer.“Whatschoolthingshaveyougot?”Let’sdoasurveyinthegroupof4.Usethestructure“Haveyougot...?”toaskonebyoneandtickintheform.Theninvitethestudenttomakeapresentationbyusing“XXXhasgot...”6.SumupIwillsumupthekeystructureontheblackboard.Getreadyforthenewlesson.Preparefortoday’sknowledge.Getthegeneralideaofthewholetext.Learnthestorystepbystep.ThepurposeofthisstepistocheckwhethertheSscanunderstandthebasicsentencesandtoenabletheSstoknowaboutthetalkingetiquetteaboutillnessandcareaboutothers.ToguideSstoestablishahealthywayoflife.ThepurposeofthisstepistoconsolidatethesentencepatternandletSsknow“Haveyougot...?”canalsobeusedintalkingaboutthepossessions.Afterreadingthispicturebook,letSsknowtheyneedtodoagoodpreparationbythemselves.ItcanalsoenabletheSstostudyingroupsandco-operateskillfullybythisgroupwork.作業(yè)設計必做：1.Listenandrepeatthedialogue.2.Readthepicturebookforyourparents.選做：3.*Makeanewdialogue.學情分析：學生經過兩年多的英語學習，對英語有著較濃厚的學習興趣，具備聽、說、讀、寫的基本能力，能根據指令做動作，能唱簡單的英語歌曲和歌謠。他們樂于模仿，敢于表達，對英語具有一定的感知能力。本課主要學習運用“Haveyougot...?Yes,Ihave./No,Ihaven’t.”談論身體狀況。在第六模塊中學生已經學習了“Ihavegot...”和“He/Shehasgot...”，本節(jié)課將學習這一結構的一般疑問句形式，不過其功能不再是表示所屬關系，而是說明身體狀況。這一用法在這一階段要求以理解為主，對學生來說難度不大。效果分析：語言知識目標：1.可以詢問他人的身體狀況。2.全體學生能運用：Haveyougotaheadache?3.全體學生能理解：headache,stomachache,test,Friday,clever全體學生能運用：Friday部分學生能運用：headache,stomachache,test,clever4.學生能感知學習詞根“ache”的讀音。語言技能目標：全體學生能聽懂：Haveyougotaheadache?全體學生能說：Haveyougotaheadache?全體學生能認讀：Friday部分學生能認讀：headache,stomachache,test,clever部分學生未能拼寫2-3個自選單詞，留作第二課時訓練。全體學生能運用“Haveyougot...?”談論身體狀況。學習策略、文化意識、情感態(tài)度目標：學生能初步了解構詞法和單詞拼讀規(guī)律，并能通過聯想對已學詞匯進行總結歸納。未能了解西方人在談論身體狀況時的交談禮儀，留作第二課時進行。學生能樹立正確的健康觀念，關心他人的身體狀況。教材分析：本模塊的主要內容是說明并詢問他人的身體狀況。課文情境是MsSmart看到Sam精神不振，不愿意起床，就問Sam是不是病了，是不是頭疼或肚子疼，Sam都說不是。于是MsSmart又問Sam是不是因為有測驗的緣故，Sam說是的，他告訴媽媽每個星期五都有測驗。MsSmart鼓勵Sam要有信心，Sam又振作起來。本課重點是“Haveyougot...?”結構，不過其功能不再是表示所屬關系，而是說明身體狀況。這一用法在這一階段要求學生在理解的基礎上加以運用。本課難點是教師引導學生發(fā)現常用的疾病類詞匯的規(guī)律，培養(yǎng)學生總結歸納能力。教師幫助學生初步了解單詞構成和拼讀規(guī)律，如“head+ache”“stomach+ache”，然后可以適當延伸到“earache”“toothache”等詞形相似的單詞。ListeningTest:1.Listen,chooseandcomplete.(ActivityBook5,Page26,Part1)OralEnglishTest：Readandtranslatethewords(ReadandMatch):【Randomtests，evaluatedbyteacher】headache,stomachache,test,Friday,cleverDoaroleplayaccordingtothetext.WhatdoyouwanttosaytoSam?Makesuggestions.【peerresponse】Wordsandgrammar:Ⅰ.Choosethecorrectanswer:1.Haveyou_________astomachache?gettingB.getC.got2.Youdon’t________tests.A.likesB.likedC.like3.Wehavetestson_______.FridayesB.FridaysC.friday4.He_________ill.isB.areC.am課后反思：1.對學生的評價。班級形成了比較流暢的英語課堂評價系統(tǒng)，小組內同學督促共贏，在讀課文，同位互助，小組活動等環(huán)節(jié)中收益較好。另外我注意對學生的回答進行及時評價，使課堂更傾向于交流而不是機械的操練。2.發(fā)音的指