六年级英语上册Unit6Howdoyoufeel教学设计Period3人教PEP.docx

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1、Unit 6 How do you feel 教学设计(Period 3)一、教材内容分析PEP 六年级上册 Unit6 How do you feel? Part B Let, s try, Let s talk 是本单元 第三课时。本课时包含Let s try和Let s talk两个部分。Let s try部分通过Sarah父母对话的场景来呈现新句型。学生通过听力练习获得对 话部分的人物及场景信息，为正式进入对话做铺垫。Let s talk部分主要学习的核心句型是：He should see a doctor. Don t be angry.对话发生在Sarah姐弟和母亲之间，讲述的是父

2、亲因为生病，不能按原计划去动物 园的事情。让学生在对话中感知上述句型的语义及语用情景。二、学生情况分析在A部分的学习中，学生已经了解和掌握了一些表示情绪的形容词angry, sad, afraid, worried, happy以及情绪的表达方式be+表示情绪的形容词。教师通过复习，激 活旧知，为本节课的学习做好铺垫。本课时，主耍是让学生掌握如何疏导情绪或提出建议。 因此，本课的重点放在如何让学生在情境中感知句型He should see a doctor. Don t be sad.的语义及语用情景，让学生在真实的情境中灵活运用所学语言。三、教学目标1 .知识目标能够听、说、读写单词see

3、a doctor, sad,能够听、说、认读单词wrong, ill, should, feel, wello能够听、说、读写句型:He should see a doctor. Don? t be sad.2 .能力目标(1)能够了解对话大意并能够用正确的语音语调朗读对话。(2)能够在情景中运用句型：.should.和Don t. 疏导情绪或提出建议。3 .情感与文化目标能够通过学习逐渐形成关心他人，为他人着想的意识。四、教学重难点4 .教学重点能够在情境中运用句型：.should .和Don t. 疏导情绪或提出建议。5 .教学难点在语境中理解生词wrong, should的意思，并能正确

4、发音。句型.should .和Don t .在情景中的恰当运用。五、教学步骤1 .热身Free talk设计意图：教师通过Free talk,激活旧知一一情绪的表达方式be +表示情绪的形容 词，做好人称转换的过渡，为本节课的学习做好铺垫。T: Good morning, boys and girls.Ss: Good morning, Fiona.T: I feel happy. How do you feel?51: I am happy.T: How does he feel?55: He is happy.T: How do you feel?56: I am happy.T: How

5、 does she feel?57: She is happy.T: Yes, she is happy, too. They are happy.（2）播放笑声，学生猜测How does Sarah feel?呈现Sarah高兴头像。呈现生气图片How does Sarah feel? 学生回答She is angry. 呈现Sarah生气头像。 引导学生做出表情angry,教师在情境下渗透句型Don t be angry. You should take a deep breath.并引领学生做深呼吸的动作，让学生在情境中理解take a deep breath,缓解angry 的情绪。呈

6、现Sarah生病图片，渗透What s wrong?学生回答She is ill.提出问题Sarah is ill. What should she do?教师引导学生给出建议。设计意图：通过谈论Sarah的表情复习上节课所学对话内容和核心句型，既让学生在情 境中运用所学，又为下面文本学生的语言输出做好铺垫。T: What about our friend, Sarah? How does Sarah feel? Listen and guess.（播 放笑声。）S: She is happy.T: You re right.（呈现 Sarah 高兴头像。）How does Sarah fee

7、l now?S: She is angry.T: Show me angry. Wow, you are angry. Don t be angry. You should take a deep breath. Follow me, please.（引领学生做深呼吸。）Look! WhatJ s wrong with Sarah?（呈 现Sarah生病图片）S: She is ill.T: What should she do? She should.S: Go to the hospital. / See a doctor. / Stay in bed.T: Sarah is ill, s

8、he should see a doctor.T:（呈现课本情境图中Sarah表情。）How does Sarah feel?S: She is sad.T: Why?2.呈现Let s try听前预测。教师展示doctors和parents两个单词，介绍听力活动背景。Two people are talking. Who are they? Doctors? Parents? Can you guess?要求学生听前预测听力内 容，并尝试猜测听力练习答案。播放Let s t录音。学生听音完成选择题一。追问：What are they talking about?学生给出答案 going to

9、 the zoo。播放第二遍录音，核对答案。设计意图：听力内容与Let s talk板块内容相关，通过听力练习获得Let s talk 板块的人物及场景信息，作为对话教学预热活动。教师提示学生注意选项中的单词就是听录 音时需要关注的关键词，训练学生搜集有用信息的能力。T: Why is Sarah sad? Two people are talking. Who are they? Doctors? Parents? Can you guess? Let s listen and choose. Who are the people talking?Ss: Parents.T: Yes, yo

10、u are right. What are they talking about?Ss: Going to the zoo.T: I think so. Let s listen and check the answer.（播放第二遍录音）They are talking about going to the zoo. But look, how do Sarah and Sam feel?Ss: They are sad.（呈现课本talk部分情境图。）T: Can they go to the zoo today?Ss: No.（2） Watch and answer整体感知文本，提出问题

11、：Why can t Sarah and Sam go to the zoo today?观看视频，获取信息。设计意图：培养学生有目的的进行听、看和思考，抓取主要信息的能力。T: Why can t they go to the zoo today? What s wrong? Now let s watch the video.（播放视频）55: Sarah s father is ill.教师进一步提问 How does he feel? Very well? Not well? 学生给出答案 Not we 11. What should he do?引导学生给Sarah的爸爸提出建议。P

12、PT 展示 He should see a doctor。呈现词卡 see a doctor 领读。板书 He should see a doctor.设计意图：由浅入深，逐层递进，符合学生的认知规律。T: Sarah s father is ill. How does he feel? Very well? Not well?56: Not well.T: What? s your suggestion? You should.57: You should drink hot tea.58: You should see a doctor.see a doctorListen and ans

13、wer再次提出问题：Sam is sad.呈现Sam头像，带领学生模仿语气Oh, no!If you are Sarah, what s your suggestion （建议）?设计意图：通过开放性问题，发散学生思维，给学生在文本情境中运用句型自由表达的 机会。教师引导并渗透要关心他人，为他人着想。T: Father is ill. They can t go to the zoo today. Sam is sad. He says oh, no! Who can be Sam?SI: Oh, no!T: Sam is sad. If you are Sarah, what can you

14、 say to Sam? What s your suggestion?51: We should go to the hospital with dad.52: We should go to the zoo next time. T: She cares about her father. We should care about our family members, too. We should also care about others.提出问题What s mum s suggestion （建议）?带着问题再次听课文，找出问题的 答案。最后反馈并板书答案Don t be sad

15、.引领学生语气模仿 Oh, no! Don t be sad. We can go next time.设计意图：带着问题深入理解文本内容，找出并理解本课的核心语句Don，t.模仿语 气，让学生体味句型Don t.舒缓情绪的作用。T: Mom cares about Sam, too. Sam is sad. What s mum, s suggestion?（播放录 立 日。）Ss: Don, t be sad. We can go next time.T: You are right. Follow me, please! Don t be sad.（语气模仿）Ss: Don t be s

16、ad.T: You did a very good job. Now I am Sam, you are mum! Oh, no! Ss: Don t be sad.T: Great. Who wants to be Sam? Who wants to be mum?Ss:（4）听录音跟读对话，模仿对话的语音语调。（5）小组分角色朗读对话内容。设计意图：学生进行原版的跟读练习，训练学生用正确的语音语调进行朗读。进一步理 解和巩固课文内容。T: Now let? s listen and imitate. Pay attention to your pronunciation and inton

17、ation.T: Have you finished? Now, please read in roles.（6）提供爸爸去哪儿节目中人物的照片，意义操练骨干句型。设计意图：选取学生熟悉的人物，在较为真实的情景中，操练骨干句型，同时为后面语 言的拓展练习做铺垫。T: Who is he? He is Grace, she is sad. She should take a deep breath! Follow me, take a deep breath. Now you are Grace. I am your friend.SI: I am sad!T: Don t be sad! Yo

18、u should take a deep breath!T: We have 3 other kids. Choose one and make a dialogue in pairs.3.巩固拓展呈现课本个性化活动 给朋友提建议，提出问题What should they do?师生使用 教具电话示范一组，动作帮助理解take a deep breath,学生两人一组选取一幅图完成对 话。设计意图：呈现课本个性化活动，巩固运用对话所学的核心句型，帮助学生逐步实现语 用目标。T: Well done. You know how to give suggestions. Our friends n

19、eed help. Look, three friends.T: Now you are John, I am your friend.（找位学生示范。）SI: Hello, Fiona. I am angry.（拿起教具电话，语气表情表现出生气。）T: Don t be angry. You should take a deep breath.SI: Thank you!T: Choose one picture and try to act it out like this! Pay attention to your feelings.4.总结让学生总结一下本节课都学习了那些知识，老师做一下总结。下课前对知识进行梳理, 让学生进一步巩固所学。培养学生的归纳总结的能力。5.作业Listen and imitate.(1) Make a new dialogue.