六年级上册英语教案Unit 6 How do you feel Part A∣人教.docx

1、Unit 6 How do you feel？Part A 教材分析The content of this period belongs to PEP Book I for grade six. The topic is Robin and the Ant. Students should mainly know the basic feelings. Meanwhile students can imagine the following plot about the story. They can use different feelings to express their idea a

2、nd continue the story. We should develop students language and foster their thinking abilities. 教学目标1、能够听、说、读、写本课时的主要单词：angry, afraid, sad, worried, happy。 2、能够听、说、读、写句子：Im . He/She is . They are . 并能在实际情景中正确使用。 3、学唱歌曲：If youre happy, clap your hands 教学重难点重点：单词angry, afraid, sad, worried, happy, 难点：

3、句子Im . He / She is . They are .。 课前准备多媒体课件、单词卡片等。 教学过程Step 1: Warm-up1. Greetings and sing a song-If youre happy, clap your hands.T: Hi, class. How do you feel? Are you happy?Ss: I am sad. No.T: Why is that?Ss: We have a busy weekend. We go to some training class. We have to do a lot of homework.T:

4、Is that true? Im sorry to hear that. It seems that youre not happy.Ss: Yeah.T: Oh. Thats too bad. You should learn to relax yourselves.T: Me too. And I also have many things to do every day.(设计意图：歌曲-如果感到快乐你就拍拍手，节奏感强，轻快活泼，歌词简单易懂，容易将学生的注意力吸引到英语课堂上，询问学生的心情及原因，学生可表达自己的真实感受，引出与本节课相关的话题-different feelings

5、。)2. Free talk: Talk about different feelings.T: How do you feel today?Ss: Im T: Try to adjust our mood, and be happy.(设计意图：教师通过谈话，让学生说出不同的感受，运用恰当的词汇表达自己的心情，激活已知，活跃课堂气氛。)Step 2. Lead in.1.) Read and say. 1. Mom is going to do spa and go shopping on the weekend, she is_ happy_.2.The car is broken(坏了)

6、 on the road, dad is _.3.Rocky eats Mikes homework, Mike is _.4.Rocky goes for a walk after dinner, he is _. Its a black day today. I get up too late. I run to the bus stop. but I cant find my bus card and money! Oh, my god! I am_.Tip: 用worried的情绪读一读划线的句子，注意带点的重音。(设计意图：学生通过真实生活场景的带入，引入感情内容的学习)Step 3

7、 Presentation1.Show the We chat content, mimic the real situation, present the topic:(设计意图：学生自主阅读短文，并根据自己所需要了解的信息快速浏览，获取关键信息。)2. Lets learn:Teacher show the pictures in the book, teach the key words in this unit: afraidsadworriedhappy3. Extension: Read a passage “wrote by Sarah”, and fill the blank:

8、Mimi is my sunshine. She makes me happy and sad. She pours(倒了) the milk on the floor. I am angry. She is afraid. She climbs up a tree and cant come down(下来).We are worried. Mimi is naughty(淘气),but I really love her.Step 4 HomeworkTry to say about you and your friends mood.要练说，先练胆。说话胆小是幼儿语言发展的障碍。不少幼儿

9、当众说话时显得胆怯：有的结巴重复，面红耳赤；有的声音极低，自讲自听；有的低头不语，扯衣服，扭身子。总之，说话时外部表现不自然。我抓住练胆这个关键，面向全体，偏向差生。一是和幼儿建立和谐的语言交流关系。每当和幼儿讲话时，我总是笑脸相迎，声音亲切，动作亲昵，消除幼儿畏惧心理，让他能主动的、无拘无束地和我交谈。二是注重培养幼儿敢于当众说话的习惯。或在课堂教学中，改变过去老师讲学生听的传统的教学模式，取消了先举手后发言的约束，多采取自由讨论和谈话的形式，给每个幼儿较多的当众说话的机会，培养幼儿爱说话敢说话的兴趣，对一些说话有困难的幼儿，我总是认真地耐心地听，热情地帮助和鼓励他把话说完、说好，增强其说话

10、的勇气和把话说好的信心。三是要提明确的说话要求，在说话训练中不断提高，我要求每个幼儿在说话时要仪态大方，口齿清楚，声音响亮，学会用眼神。对说得好的幼儿，即使是某一方面，我都抓住教育，提出表扬，并要其他幼儿模仿。长期坚持，不断训练，幼儿说话胆量也在不断提高。试着写一写关于你和你朋友们心情的英语小对话吧！观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进行观察，保证每个幼儿看

11、得到，看得清。看得清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。有的孩子说“乌云跑得飞快。”我加以肯定说“这是乌云滚滚。”当幼儿看到闪电时，我告诉他“这叫电光闪闪。”接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。”一会儿下起了大雨，我问：“雨下得怎样?”幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让幼儿掌握“倾盆大雨”这个词。雨后，我又带幼儿观察晴朗

12、的天空，朗诵自编的一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。”这样抓住特征见景生情，幼儿不仅印象深刻，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的基础上，引导幼儿联想，让他们与以往学的词语、生活经验联系起来，在发展想象力中发展语言。如啄木鸟的嘴是长长的，尖尖的，硬硬的，像医生用的手术刀样，给大树开刀治病。通过联想，幼儿能够生动形象地描述观察对象。 教学反思略。其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。不记住那些基础知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平,单靠分析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让学生“死记”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。略。