小學(xué)英語-Have you got a headache教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

課題Module7Unit1課型新授第1課時(shí)教學(xué)目標(biāo)重點(diǎn)用▲標(biāo)注難點(diǎn)用※標(biāo)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(zhǔn)備教師：books,computer,word-cardsandforms學(xué)生：books板書設(shè)計(jì)教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)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(shè)計(jì)必做：1.Listenandrepeatthedialogue.2.Readthepicturebookforyourparents.選做：3.*Makeanewdialogue.學(xué)情分析：學(xué)生經(jīng)過兩年多的英語學(xué)習(xí)，對(duì)英語有著較濃厚的學(xué)習(xí)興趣，具備聽、說、讀、寫的基本能力，能根據(jù)指令做動(dòng)作，能唱簡(jiǎn)單的英語歌曲和歌謠。他們樂于模仿，敢于表達(dá)，對(duì)英語具有一定的感知能力。本課主要學(xué)習(xí)運(yùn)用“Haveyougot...?Yes,Ihave./No,Ihaven’t.”談?wù)撋眢w狀況。在第六模塊中學(xué)生已經(jīng)學(xué)習(xí)了“Ihavegot...”和“He/Shehasgot...”，本節(jié)課將學(xué)習(xí)這一結(jié)構(gòu)的一般疑問句形式，不過其功能不再是表示所屬關(guān)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(duì)學(xué)生來說難度不大。效果分析：語言知識(shí)目標(biāo)：1.可以詢問他人的身體狀況。2.全體學(xué)生能運(yùn)用：Haveyougotaheadache?3.全體學(xué)生能理解：headache,stomachache,test,Friday,clever全體學(xué)生能運(yùn)用：Friday部分學(xué)生能運(yùn)用：headache,stomachache,test,clever4.學(xué)生能感知學(xué)習(xí)詞根“ache”的讀音。語言技能目標(biāo)：全體學(xué)生能聽懂：Haveyougotaheadache?全體學(xué)生能說：Haveyougotaheadache?全體學(xué)生能認(rèn)讀：Friday部分學(xué)生能認(rèn)讀：headache,stomachache,test,clever部分學(xué)生未能拼寫2-3個(gè)自選單詞，留作第二課時(shí)訓(xùn)練。全體學(xué)生能運(yùn)用“Haveyougot...?”談?wù)撋眢w狀況。學(xué)習(xí)策略、文化意識(shí)、情感態(tài)度目標(biāo)：學(xué)生能初步了解構(gòu)詞法和單詞拼讀規(guī)律，并能通過聯(lián)想對(duì)已學(xué)詞匯進(jìn)行總結(jié)歸納。未能了解西方人在談?wù)撋眢w狀況時(shí)的交談禮儀，留作第二課時(shí)進(jìn)行。學(xué)生能樹立正確的健康觀念，關(guān)心他人的身體狀況。教材分析：本模塊的主要內(nèi)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?yàn)橛袦y(cè)驗(yàn)的緣故，Sam說是的，他告訴媽媽每個(gè)星期五都有測(cè)驗(yàn)。MsSmart鼓勵(lì)Sam要有信心，Sam又振作起來。本課重點(diǎn)是“Haveyougot...?”結(jié)構(gòu)，不過其功能不再是表示所屬關(guān)系，而是說明身體狀況。這一用法在這一階段要求學(xué)生在理解的基礎(chǔ)上加以運(yùn)用。本課難點(diǎn)是教師引導(dǎo)學(xué)生發(fā)現(xiàn)常用的疾病類詞匯的規(guī)律，培養(yǎng)學(xué)生總結(jié)歸納能力。教師幫助學(xué)生初步了解單詞構(gòu)成和拼讀規(guī)律，如“head+ache”“stomach+ache”，然后可以適當(dāng)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(duì)學(xué)生的評(píng)價(jià)。班級(jí)形成了比較流暢的英語課堂評(píng)價(jià)系統(tǒng)，小組內(nèi)同學(xué)督促共贏，在讀課文，同位互助，小組活動(dòng)等環(huán)節(jié)中收益較好。另外我注意對(duì)學(xué)生的回答進(jìn)行及時(shí)評(píng)價(jià)，使課堂更傾向于交流而不是機(jī)械的操練。2.發(fā)音的指