小学新起点英语六年级feelings教案.doc

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1、如有侵权，请联系网站删除，仅供学习与交流小学新起点英语六年级feelings教案【精品文档】第 4 页课题：unit 5-feelings -Lesson 25 执教人：关亚娟教学内容：新起点英语六年级上册第 48-49页教学目标：1. 能够听说读写有关情感的八个词汇。2. 能够用英语询问并表达自己或朋友的内心情感。3. 能够用英语简单说明内心情感产生的原因。4. 能够用日记的形式记录自己在日常生活中的情感。教学重点：1 五个与情感相关的词汇：worried, excited, nervous, proud, surprised2 产生某种情感的原因表述。教学难点：1. happy, exci

2、ted, proud 的词义区别；worried, sad 的词义区分；2. 原因的表述。教学准备：录音磁带 挂图 卡片板书： Feelings How are you? I am Why? Because教学过程：1. warming upT: What do you hear? (laughing, crying)T: When do you laugh / cry?Ss: When we feel happy, we laugh. (stick the smiling face: HAPPY)T: When do you feel happy? Ss: When we feel sad,

3、 we cry. (stick the crying face: SAD)T: When do you feel sad?T: We laugh not only because we are happy. We cry not only because we are sad. When we have other feelings, we may laugh or cry, too. Today, lets talk about feelings. (板书 feelings)设计意图：由声音引入，先声夺人，吸引学生的注意力。同时，让学生感受到感觉会引起声音等其它相应的生理反应。When do

4、 you feel ? 问题的提出，让学生在课的开始就关注产生某种感觉的原因。2. lead in T: Everyone has lots of feelings. Now, lets look at some of Bills pictures, and try to find out what feelings he has. What can you see in this picture? （My dog made my room a mess. My dog is sick. My dog is ready to run. My dog won the race.）Guess: H

5、ow does Bill feel? If you are Bill, how do you feel? How are you? Illustrate some new words and phrases：madea mess, sick, ready to won the race设计意图：带领学生观察图片，为后面的听力练习做准备；同时，也帮助学生扩展词汇，为后面的语言输出做准备。3. PresentationT: There are many other stories between Bill and his dog. Lets listen to the tape and numbe

6、r the pictures. a. Listen for the first time and try to number the pictures;b. Listen for the second time and check answers by themselves;c. Check answers together and teach new words about feelings.Check answers in this way:T: Which one is number one? (ask one student to come to the front and numbe

7、r the first picture. )T: What happens to Bill? How does he feel?(For the first picture, ask two students to answer the above two questions. Then, ask them to talk in pairs first about the two questions. Finally, ask them o report in pairs.)Teach new words when the student gives the answer：T: lead st

8、udents to read，if necessary, tell them the Chinese meanings to help them understand or ask them to make feeling faces;T: When do you feel ? / If your father gives you a dog as present, how do you feel? /How are you? 设计意图：让学生通过本部分活动，对有关感觉的单词有了初步感知。这样设计对答案的过程，能够较有效地检测出学生的听力效果；将标号和回答问题两步分开，有利于激励能力较弱的同学

9、参与课堂活动。同桌讨论对答案的过程让学生在有限的时间里尽量多地参与话语练习。由于这些表达感觉的单词是很抽象的，用面部表情也很难进行区分，所以用中文解释，用最简单有效的方法帮助学生记忆和理解。最后，提问when do you feel?再次提醒学生每种感觉的产生都是有原因的，并试图唤起学生以往相关的生活经历的记忆，对后面的输出做铺垫。4. Read all the new words full of feelings. T: I want to hear you read these words full of feelings. Can you do that?T: You can read

10、them so well. I am surprised. How are you?设计意图：通过本活动，检测学生的读音，并通过语音语调检测他们对单词意义的理解。5. snapshotT: Feelings not only show in your tone, but also show on your faces. Please show me three different feeling faces and I will take pictures for you. a. ask a student to the front and show three feeling faces;

11、b. pair work;设计意图：通过本活动，检测学生对单词的理解，并强化不同的感觉表现出的不同表情，为后面的活动做准备。同时，增加学生学习的乐趣。6. Choose, read and answer. T: There are many things happened in our daily life. Each picture here stands for one matter. Do you want to know what is it about? a. give an exampleT: OK, choose one picture, please. T: Could you

12、 please read the sentences for me? T: I am (shows a feeling face) Can you guess? b. group work in groups of five ( materials for students are on the bottom)First, student A chooses one picture (from ten) and all the others read the sentences on the bottom for him / her; then, student A answers the q

13、uestion in this way: I am ( showing a feeling face); next, all the others guess what feeling he / she has; finally, student A writes down his / her name and draws a face on the paper. _ is _c. reportT: A, what happens to you? How are you?Ask about 3 to 5 students.设计意图：希望通过本活动，学生对有关感觉的单词进一步复习，同时，让学生通

14、过读和听，更多地唤起他们有关感觉原因的记忆，帮助他们了解某种原因的表述方法，为最后的输出进行更多的铺垫。另外，此次活动锻炼了他们听，说，读，写（画）等多方面的能力。7. Lets talk.T: Look, this is Ms. Zhang. She is my good friend. Now, lets listen and find out what happens to her today.a. Listen for twice; A: How are you?B: I am sad.A: Why?B: I lost my wallet. A: Dont worry. b. Answ

15、er the teachers questions: How is Ms. Zhang? Why?c. Teacher asks some students about their feelings today. If his / her feeling is positive, clap hands with him / her; if his feeling is negative, give him a hug and say “Dont worry”.d. T: Now, go and ask your friends about their feelings today. e. Re

16、portT: Would you like to tell us something about you and your friends feelings today? 设计意图：在充分理解了有关感觉的单词后，并且有了很多的原因输入后，希望学生在本活动中，将所学知识与自己的切身经历结合起来。进行完整的语言和交际用语的练习。另外，希望通过拥抱和拍手的活动，能够让他们懂得有意识地去和朋友分担或分享生活中的苦与乐。9. Draw and illustrate.T: Just now, you talk with your friends about your feelings today. Next, please write a feeling diary of today.a. PPT: give an example of a feeling diary.b. Students write their feeling diaries.c. Ask some one to read the diary if time is enough.设计意图：将口头的语言转化为书面的输出，检测学生对本节课内容的掌握情况。10. homeworkAsk your parents their feelings today and add them into your diary.