Lesson 16: The Headache名师教学设计2

Good English Lesson 16 The Headache 单元目标：

知识目标：1.认识并掌握以下单词：

Trumpet, guitar, drum, recorder, headache 技能目标：能够准确听读认读单词句子。

情感目标：1、让学生感受爸爸和孩子们一起演奏乐器时的快乐氛围

2、让学生学会换位思考，在自己娱乐时不要影响他人

3、通过表演和改编故事结尾培养学生的想象力和自信心。

策略目标：1. 用自然拼读法学习单词。

2. 能够在小语段中练习所学的单词。

课时安排：本课为一课时

The Headache

课时设计：

Step 1: Greetings.通过问候，让学生顺利进入英语学习氛围。在日常问候中，复习所学的打招呼句型。(通过课前问候，锻炼孩子认真倾听的能力，并能用适合的打招呼语句回应老师。) T: Are you ready for class?

Ss: Yes, ready. T: Class begins.

Ss: Stand up, please. T: Good morning, boys and girls.

Ss: Good morning, Kathy.

T: Sit down, please.

Ss: Thank you, Kathy. Step 2: Warming-up

Sing a song: Merry Christmas, Jingle Bell Step 3. Lead-in 通过听声音、看图片等方式，让学生认识故事中的各种乐器，为看图讲故事做好铺垫。

（1）教师将四种乐器（小号、鼓、竖笛、吉他）图片贴在黑板上，用This is …句型逐一介绍。

Look at the pictures. What are they? They are musical instruments.

（指着drum图片）This is a drum. We play the drum like this. （教师动作演示）

（指着trumpet图片）This is a trumpet. We play the trumpet like this.（教师动作演示）

（指着recorder图片）This is a recorder. We play the recorder like this.（教师动作演示）

（指着guitar图片）This is a guitar. We play the guitar like this.（教师动作演示）

（2）教师分别播放由四种乐器演奏的音乐，让学生猜一猜。

（播放drum演奏的一小段音乐）What instrument made that piece of music?

（播放trumpet演奏的一小段音乐）What instrument made that piece of music?

（播放recorder演奏的一小段音乐）What instrument made that piece of music? （播放guitar演奏的一小段音乐）What instrument made that piece of music?

之后，自然过渡到讲故事环节：What instrument do you like? Do you have an

instrument? Dad and the children had some instruments. But could they play? Did they make a noise or make music? Let’s learn the story.

Step 4 Presentation 教师利用课件逐幅播放故事图片，并用丰富的表情、生动的英文和适当的肢体语言给学生绘声绘色地讲故事，让学生充分体会孩子们演奏乐器的欢乐场景，同时感受妈妈的苦恼和无奈。

（Picture 1）Look! Who is it?（教师指向图片中的Dad）

It’s Dad.

What did Dad have? （BQ: Did he have a drum? Did he have a trumpet?）

Dad had a trumpet. He played the trumpet.（教师动作演示）

Parp, parp, parp. Dad made a big noise.

“Look at Dad. He’s playing the trumpet,”

said the children. （Picture 2）Look! Chip came in.（教师指向图片中的Chip）

What did Chip have? （BQ: Did he have a trumpet, too?）

Chip had a drum. He played the drum.（教师动作演示）

Bang, bang, bang. Chip made a big noise. “Look at Chip. He’s playing the drum,”

said Kipper. （Picture 3）Who came next?

It was Biff. What did Biff have? （BQ: Did she have a recorder?）

Biff had a recorder. Biff played the recorder.（教师动作演示）

Peep, peep, peep. Biff made a big noise. What about Kipper? （Picture 4）Kipper had a guitar. Kipper played the guitar.（教师动作演示）

Twang, twang, twang. Kipper made a big noise. （Picture 5）Everyone made a big noise. Look at Mum. Did Mum like the noise? No. Mum had a headache.（教师动作演示）

教师要注意启发学生思考，每次提问之后稍作停顿，不要急于说出答案，先观察学生的反应，如学生仍回答困难，再进一步给出提示引导学生作答。

Step 5 Practice Watch the video, listen, point and read. (1)

Pair work: read in pairs dramatically. (2)

Role play the story. 通过表演让学生在真实情境中感受不同角色的情绪，并想象一个不同的故事结尾。

（1）教师让学生自由结成5人小组，分别扮演Dad，Mum，Biff，Chip，Kipper。表演时可利用乐器图片，并鼓励学生模仿演奏乐器的动作和声音。让学生准备2-3分钟后，请2组学生上台展示。台词可参考：

Dad: I’m Dad. I have a trumpet. Chip: I’m Chip. I have a drum. Biff: I’m Biff. I have a recorder.

Kipper: I’m Kipper. I have a guitar. Mum: I’m Mum. I have a headache. （2）让学生充分发挥想象力，改编故事结尾：If you were Mum, what would you say? （如：I am Mum. I have a violin. / Look at me. I can play the violin.）

Homework：1. Read Lesson 16 fluently.

2. Act the story with your friends.