2022六年级英语上册 Unit 6 How do you feel教学设计（Period 3） 人教PEP.docx

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 Lets try, Lets talk是本单元第三课时。本课时包含Lets try和Lets talk两个部分。Lets 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。Lets talk部分主要学习的核心句型是：He should see a doctor. Dont be angry.对话发生在Sarah姐弟和母亲之间，讲述的是父亲因为生病，不能按原计划去动

2、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，主要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. Dont 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 a doctor, sad，能够听、说、

3、认读单词wrong, ill, should, feel, well。能够听、说、读写句型：He should see a doctor. Dont 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Dont .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1.教学重点能够在情境中运用句型：. should .和Dont .疏导情绪或提出建议。2教学难点在语境中理解生词wrong, should的意思，并能正确发音。句型. should .和Dont .在情景中的

4、恰当运用。五、教学步骤1.热身（1）Free talk设计意图：教师通过Free talk，激活旧知情绪的表达方式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?S1: I am happy.T: How does he feel?Ss: He is happy.T: How do you feel?S2: I am happy.T: How does she feel?Ss: She is ha

5、ppy.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Dont 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。呈现Sarah生病图片，渗透Whats wrong?学生回答She

6、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: Youre right. (呈现Sarah高兴头像。) How does Sarah feel now?S: She is angry.T: Show me ang

7、ry. Wow, you are angry. Dont be angry. You should take a deep breath. Follow me, please. (引领学生做深呼吸。) Look! Whats 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, she should see a doctor.T: (呈现课本情境图中Sa

8、rah表情。) How does Sarah feel?S: She is sad.T: Why?2.呈现（1）Lets 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Lets try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 the zoo。播放第二遍录音，核对答案。设计意图：听力内容与Le

9、ts talk板块内容相关，通过听力练习获得Lets 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? Lets listen and choose. Who are the people talking?Ss: Parents.T: Yes, you are right. What are they talking abou

10、t?Ss: Going to the zoo.T: I think so. Lets 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：Why cant Sarah and Sam go to the zoo t

11、oday?_.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 cant they go to the zoo today? Whats wrong? Now lets watch the video. (播放视频)Ss: Sarahs 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 well. What should he do?引导学生给Sarah的爸爸提出建议。PPT展示He should see a doctor。呈现词卡see a doctor领读

12、。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: Sarahs father is ill. How does he feel? Very well? Not well?Ss: Not well.T: Whats your suggestion? You should.S1: You should drink hot tea.S2: You should see a doctor.see a doctor（3）Listen and answer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

13、 are Sarah, whats 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 cant go to the zoo today. Sam is sad. He says oh, no! Who can be Sam?S1: Oh, no!T: Sam is sad. If you are Sarah, what can you say to Sam? Whats your suggestion?S1: We should go to

14、 the hospital with dad.S2: 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Whats mums 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Dont be sad.引领学生语气模仿Oh, no! Dont be sad. We can go next time.设计意图：带着问题深入

15、理解文本内容，找出并理解本课的核心语句Dont.模仿语气,让学生体味句型Dont.舒缓情绪的作用。T: Mom cares about Sam, too. Sam is sad. Whats mums suggestion? (播放录音。)Ss: Dont be sad. We can go next time.T: You are right. Follow me, please! Dont be sad. (语气模仿)Ss: Dont be sad.T: You did a very good job. Now I am Sam, you are mum! Oh, no!Ss: Dont

16、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 lets listen and imitate. Pay attention to your pronunciation and intonation.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

17、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.S1: I am sad!T: Dont be sad! You should take a deep breath!T: We have 3 other kids. Choose one and make a dial

18、ogue 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 need help. Look, three friends.T: Now you are John, I am your friend. (找位学生示范。)S1: H

19、ello, Fiona. I am angry. (拿起教具电话，语气表情表现出生气。)T: Dont be angry. You should take a deep breath.S1: 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（1）Listen and imitate.（2）Make a new dialogue.