小学英语-Have you got a headache教学设计学情分析教材分析课后反思

课题Module7Unit1课型新授第1课时教学目标重点用▲标注难点用※标注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.课前准备教师：books,computer,word-cardsandforms学生：books板书设计教学活动设计设计意图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.作业设计必做：1.Listenandrepeatthedialogue.2.Readthepicturebookforyourparents.选做：3.*Makeanewdialogue.学情分析：学生经过两年多的英语学习，对英语有着较浓厚的学习兴趣，具备听、说、读、写的基本能力，能根据指令做动作，能唱简单的英语歌曲和歌谣。他们乐于模仿，敢于表达，对英语具有一定的感知能力。本课主要学习运用“Haveyougot...?Yes,Ihave./No,Ihaven’t.”谈论身体状况。在第六模块中学生已经学习了“Ihavegot...”和“He/Shehasgot...”，本节课将学习这一结构的一般疑问句形式，不过其功能不再是表示所属关系，而是说明身体状况。这一用法在这一阶段要求以理解为主，对学生来说难度不大。效果分析：语言知识目标：1.可以询问他人的身体状况。2.全体学生能运用：Haveyougotaheadache?3.全体学生能理解：headache,stomachache,test,Friday,clever全体学生能运用：Friday部分学生能运用：headache,stomachache,test,clever4.学生能感知学习词根“ache”的读音。语言技能目标：全体学生能听懂：Haveyougotaheadache?全体学生能说：Haveyougotaheadache?全体学生能认读：Friday部分学生能认读：headache,stomachache,test,clever部分学生未能拼写2-3个自选单词，留作第二课时训练。全体学生能运用“Haveyougot...?”谈论身体状况。学习策略、文化意识、情感态度目标：学生能初步了解构词法和单词拼读规律，并能通过联想对已学词汇进行总结归纳。未能了解西方人在谈论身体状况时的交谈礼仪，留作第二课时进行。学生能树立正确的健康观念，关心他人的身体状况。教材分析：本模块的主要内容是说明并询问他人的身体状况。课文情境是MsSmart看到Sam精神不振，不愿意起床，就问Sam是不是病了，是不是头疼或肚子疼，Sam都说不是。于是MsSmart又问Sam是不是因为有测验的缘故，Sam说是的，他告诉妈妈每个星期五都有测验。MsSmart鼓励Sam要有信心，Sam又振作起来。本课重点是“Haveyougot...?”结构，不过其功能不再是表示所属关系，而是说明身体状况。这一用法在这一阶段要求学生在理解的基础上加以运用。本课难点是教师引导学生发现常用的疾病类词汇的规律，培养学生总结归纳能力。教师帮助学生初步了解单词构成和拼读规律，如“head+ache”“stomach+ache”，然后可以适当延伸到“earache”“toothache”等词形相似的单词。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课后反思：1.对学生的评价。班级形成了比较流畅的英语课堂评价系统，小组内同学督促共赢，在读课文，同位互助，小组活动等环节中收益较好。另外我注意对学生的回答进行及时评价，使课堂更倾向于交流而不是机械的操练。2.发音的指