How do you feel教学设计.doc

Unit 6 How do you feel?教学内容：Unit 6 Part A Lets try & Lets talk 教学目标：1、能够正确听、说、朗读：How do you feel? I feel Theyre afraid of 等询问他人感受，并作适当回答的句式。2、能够正确听、说、认、读表示感受的词汇，如：angry, happy,ill,afraid 等和短语 be angry with be afraid of 3、能够听懂、会说、会表演Lets talk的内容，并在真实场景中运用所学语言进行真实交流和运用。4、在真实情景中使学生养成用英语交流的习惯，表达自己的感受，保持并提高学生对英语的兴趣。重难点分析：学生能够表演对话中的交际内容，能够根据实际情况用英语询问他人的感受并能给出回答。能在情景中运用所学单词、句式询问和回答关于感受的话题。教学准备（教具）：教学过程教师活动学生活动Step1: Warm- up1、Lets sing a song “ If youre happy, clap your hands.2、Oh, I feel tired. Are you tired?(用动作表情让孩子理解并板书tired)But I feel happy. How do you feel?学生跟唱并在音乐中做相应的动作。Ss: Yes, I feel tired.Ss: I feel happy , too.Step2:Presentationand practice1、 Look and see（1）How does he/she feel?呈现几张快乐的图片（2）How does she feel? Why? 呈现教学单词angry Be angry withShe is angry with the mouse.(3)How does the mouse feel? Why?呈现教学单词 afraid Be afraid of The mouse is afraid of the cat .（4）How does Sarah feel? What should she do?(5)How does he feel?呈现变脸(6)Lets play .抽一张写有表情词汇的单词用表情展示。将cold的词放入，让孩子表演2、 Lets try.A. Who are they? What are they talking about? B. Where are they?C. What will they do?3、Lets talkDo you like watch cartoon? Lets watch together, and then answer the questions.A. What is this cartoon about?B. What does the cat do?C. Why is the cat angry with the mice?D. Are the mice afraid of the cat? Why?E. What is the cat doing?重点词组重现：be afraid of be angry with chase4、听录音，模仿跟读。标注升降调及重读词汇等（朗读指导）5、根据对话内容，以小组为单位，分角色朗读对话。分角色表演对话。S：He /She is happy.S：She is angry.Because the mouse are bad.S:The mouse is afraid .S: She is ill.She should see a doctor.S:He is happy/angry/afraid.Ss: How do you feel?S:I feel /am happy/angry/afraid.I feel cold.学生观察图片，思考听录音，回答问题。S:They are at home.S:They will watch films.Ss watch the cartoon.A: Its about a cat.B:The cat is a police officer.C:Because the mice are bad.D:Yes. Because they hurt people.E:Maybe the cat is chasing a mouse.Ss read after the tape.分组准备，表演。对表演组进行评价。Step3: Consolidation and extension1、Look and talk about these pictures with your partner.利用书中的图片，也可以用课外学生自己收集的卡通图片，让学生选择一副进行自由讨论。运用所学语言表达感受.S1: Whats this picture about?S2: Its about a monster. It hurts people.S1: How do you feel?S2: I am afraid of it. And I am angry with it, too.Homework:1、 Listen and recite the dialogue.2、 Make a new dialogue according to this lesson and act it out.板书设计： Unit 6 How do you feel ? afraid of_ . How do you feel？ _ is/are/am angry with_ . I feel happy. afraid. angry. 教学内容：Part A Lets learn & Write and say教学目标：1. 学习表示感受的词汇，能听、说、读、写以下单词，如：worried, sad, angry, happy, ill, afraid等。2. 能够听懂、会说、读懂Lets learn的内容，并在真实场景中运用所学语言进行真实交流和运用。3. 能够听懂、会说、读懂、书写Write and say的内容，用They are happy. She/He is worried/sad/afraid等描述他人的情感。4. 在真实情景中使学生养成用英语交流的习惯，表达自己的感受，保持并提高学生对英语的兴趣。重难点分析： 重点：学生能够掌握Lets learn和Write and say的交际内容，能够根据实际情况描述自己和他人的情感。 难点：在情景中，运用所学单词、句式询问和回答关于感受的话题。教学准备（教具）：录音机，课件教学过程教师活动学生活动(预设)Step1:Warming up1. Lets sing a song: If youre happy, clap your hands.2. Role play.Act a new dialogue out in groups.学生跟唱并在音乐中做出相应的动作。学生以小组为单位表演对话。Step2:Presentation1. Play a guessing game.组织学生玩猜谜游戏“你来做我来猜”。教师表演发愁的动作表情， 教师答：I am worried.再让两到三个学生扮发愁状，掌握She/he is worried. They are worried.句式。然后用同样的方法学习sad和与之相应的句式。2. 学习Lets learn.（1）出示图片，让学生观察，并联想究竟发生了什么？通过提问帮助学生理解Who are they? How do they feel?句式。（2）播放录音（3）教师提问，帮助学生加深对Lets learn的理解。T: Why is the cat afraid?S: Because Sarah is angry.T: Why is Sarah sad?S: Because the cat is ill.（4）听录音（5）教师领读，同时讲解重点单词、词组。（6）学生领读3. 学习Write and say让一个学生上前通过肢体动作和表情表达自己的情感，其他同学通过他的表演，猜出相应的情感单词。学生问：How do you feel?通过观察，学生们感悟出worried的中文含义。 学生边听边回答，完成第一题学生模仿跟读小组合作，创编对话并表演完成探究学习第二题 Step3: ConsolidationPlay a game. 利用PPT，将本课的所有单词以趣味漂亮的形式展示给学生。学生找出2个一样的单词，找到后马上大声念出来，并做出相应的表情。Homework:1. Listen and recite the dialogue. 2. Finish the relevant workbook exercises.3. Draw a picture about emotions and then let your friends guess: How do they feel?板书设计： She/He is angry. worried. sad. They are happy. 教学内容：Part B lets try &lets talk教学目标：1,学习表示感觉的词汇，做到听、说、读、写以下单词和词组，如：wrong，angry，sad，should，feel，ill，see a doctor， take a deep breath。 2，能够在情景中用whats wrong？ 询问他人怎么了，并能提出适当的建议。 3，能够听懂、会说、读懂lets talk的内容，并在真实情景中运用所学语言进行真实交流和运用。 4，在真实情景中使学生养成用英语交流的习惯，表达自己的感觉，保持并提高学生对英语的兴趣。重难点分析： 重点：学生能够掌握lets try 和lets talk的交际内容，能根据他人的情绪感觉状况给予适当的建议。 难点：在情景中，运用所学单词、句式询问和回答关于感受的话题，并根据情景给予适当的建议。教学准备（教具）：教学用PPT,配套磁带，词卡。教学过程教师活动学生活动(预设)Step1: Warm- up1， Brain Storm，头脑风暴。在班内举行男生女生头脑风暴竞赛，看男生组还是女生组正确率高。教师播放不同的情景画面和表情图，让学生迅速根据图片拼读出单词，复习前两节课学习的单词和词组。2， Daily talk（1） 教师随机提问学生：Well ,everyone does a good job just now. And I have some questions. Can you answer me ?学生回答： Sure.（2） 学生向教师提问：S1：Whats wrong?T: My father is ill.S1: Dont be sad.S2:Whats wrong?T: I am ill.S2: You should see a doctor.最后由师生交流转为生生交流，让学生采用两人一组的形式进行充分练习，继续学习Whats wrong? 以及Dont be sad. You should.然后展示，教师进行评价指导，纠正学生发音。T：How do you feel?S: I feel happy/sad/angry.T: Whats wrong?S: I am happy/sad/angry.然后转换为学生交流，学习用Whats wrong?交流，两人一组。Step2:Presentationand practice1， 学习Lets try.(1) 老师语言导入（借助幻灯片：Sam 由不高兴转为高兴，让学生猜原因）。(2) Listen and circle.听录音，在答案上画圈，完成探究学习中第一题。 Who are the people talking?A Doctors. B Parents. What are they talking about?A Going to the zoo.B Going to school. （3）Answer the question: Why is Sam happy?2，学习Lets talk 部分内容，完成探究学习中第二（1）题。3， 听录音，选择合适的词填入所缺部分。Mum: Sarah, Sam , com here , please.Sarah: Whats wrong?Mum: Your father is ill. He should see a doctor this morning, so we cant go to the zoo today.Sam: Oh, no!Mum: Dont be sad. We can go next time.Sam: How does Dad feel now?Mum: Not well. Lets go to the hospital.4， 听录音，模仿朗读，理解对话内容。根据课文对话回答问题，完成探究学习中第二（2）题。 Whats wrong with their father? What should their father do ? How does Sam feel? Why ? What should he do ?5, 让学生朗读对话，并翻译主要句子的中文意思，掌握单词、句子读法。6，教师领读对话、学生模仿。7，将学生分为三人小组，每人一个角色，分角色朗读课文。小组表演。T： How does Sam feel?S1: He is happy.T: Why ?S1: I dont know. MaybeT: Whats wrong?S2: He is unhappy.T: Why?S2: I dont know. MaybeT: Lets listen and learn. We can find the reason together.Step3: Consolidation and extensionRole play.以小组为单位模仿电话热线，一人当电台主播，其他人当热线观众，倾诉自己的情绪感受，主播提出适当建议，为观众排忧解难。评出三星、四星、五星级主播。S1: Whats wrong?S2: I am angry.S1: Dont be angry. You should take a deep breath.Homework: 1，Listen and recite the dialogue.听录音并背诵对话。 2,Finish the relevant workbook exercises. 完成课堂检测中的相关习题。板书设计： Unit 6 How do you feel? Whats wrong? Your father is He should see a doctor教学内容：Part B Lets learn &Play card games教学目标：1.继续学习表达情绪感受的英文用语，并根据不同的情感状况，给他人提出合理的建议。 2.能够听懂、会说、读懂Lets learn 的内容，学会用以下重点词组提出建议：see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten, 进而在真实情景中运用所学的语言进行真实交流和运用。 3.能够通过Play card games 的内容情景，用What should I do? You should进行交际问答。 4.在真实情景中使学生养成用英语交流的习惯，培养学生关心他人，乐于助人的品质。重难点分析：重点：学生能够掌握Lets learn 和Play card games的交际内容，能够根据情景，用What should I do? You should 进行交流互动。 难点：在情景中，根据不同的情绪感受状况，给他们提出合理的建议。教学准备（教具）：卡片 课件 电话模型教学过程教师活动学生活动(预设)Step1: Warm- up1.Guessing Game 看图片， 看动作 猜单词（如： red-angry 人物表情 动作等）2.Pole-play: Give your suggestions. 以小组为单位模仿电话热线，一人当热线观众，倾诉自己的情绪感受，主播提出适当建议。1抢答2表演 S1:Whats wrong?S2:Im angry.S1:Dont be angry. You should take a deep breath. Step2:Presentationand practice1. 感知新词组。延续上一活动学生表达的情绪，由学生抽取自己状况的词条，教师扮演主播提出不同的建议，引出本课的词组。(1) T：Whats wrong?S1:I think I am ill.T: Oh, you should see a doctor.( 2):T: How do you feel?S2:I feel cold.T：Oh, you should wear warm clothes.S2:I know. Thank you.( 3) T: Whats wrong?S3：I am angry with my brother. He is so naughty. T: Oh, you should take a deep breath and count to ten.( 4) T: Whats wrong?S4: I am so fat. I am worried about my breath. T: Dont worry. You should do more exercise. (做做动作，理解exercise 的含义)2. 学习新词组。Read and fill in the blanks. A: I am ill. B：You should_.A: I am so fat. I am worried about my health.B:You should_.A：I feel clod. B: You should_.A: I am so angry. What should I do?B：You should _.3. 选择一组情景创编新对话。1 在情境中理解单词。2 跟读，模仿发音。3 在语境中练习。同桌讨论，完成练习 选择一组编对话tep3: Consolidation and extension1.Play card game准备大色子，每一面都又表示情绪感受的单词，然后进行游戏，一人投色子，小组其他同学分别给出建议。E.g：S1:I am cold. What should I do? S2:You should wear your warm clothes. 3. Look and match. 连线，为每个情绪选择合适的缓解方法。图文匹配 玩色子游戏完成练习Homework: 1.复习词组，背诵单词 2.和同学完成纸牌游戏，并记录下来。 板书设计： Unit 6 How do you feel? What should I do? see a doctorYou should do more exercise wear warm clothes take a deep breathe and count to ten 教学内容：Read and write，Tips for pronunciation教学目标：1.能够掌握以下单词，如：hurt, sit, grass, ant, afraid, sad, angry, happy, hear等。2.能够听懂、会说、读懂Read and write的内容，并在真实情景中运用所学语言进行真实交流和运用，保持并提高学生对英语的兴趣。3.在课文朗读中渗透next day，cant go，count to，dont be的发音方法。4.通过“Robin and the Ant”的故事，培养学生在生活中乐于助人、关爱他人的品质。重难点分析：重点：学生能够掌握Read and write的内容，能够根据实际情况描述自己和他人的情感。难点：在情景中运用所学单词、句式询问和回答关于感受的话题。教学准备（教具）：课件PPT，单词卡片，课文录音，若干张白纸和彩笔。教学过程教师活动学生活动(预设)Step1: Warm- upLets sing a song: If you are ,clap your hands.（在歌曲中替换情绪单词）If youre happy and you know it, clap your hands (clap, clap). If youre happy and you know it, clap your hands. (clap, clap). If youre happy and you know it, and you really want to show it. If youre happy and you know it, clap your hands. (clap, clap).教师为学生播放歌曲，学生跟唱并在音乐中做出相应的动作。Step2:Presentationand practice1. 学习Read and write。(1) Draw faces for each word. 为每个单词画上相应的脸，完成练习。afraid happy angry sad(2) Work in groups. Then show your faces and say something about them.小组活动，展示你们的脸谱并尝试谈论它们。2. Learn the story “Robin and the ant”.(1)观察图片，了解故事主要角色：Robin and the ant。(2)听录音，让学生感知故事，并尝试说出自己听到的，然后根据每个人的饿单词拼凑出故事。检测学生的听力能力、单词储备量，同时思考问题，完成练习：Read the text and answer the questions.读课文，回答问题。How does Robin feel?_Do the ants help Robin?_How does everyone feel at last? _What does the story tell us? ( )A. We should always be nice to each other.B. We shouldnt hurt ants.(3) 学生首先自读课文，然后向老师提出疑问，教师进行解释。此处，教师预设讲解：grass草坪，hear听见，stuck卡住，move移动，mud泥，hurt（使）受伤，pull拉拽。(4) 带着问题，听录音跟读，然后翻译课文。(5) 回答问题：How does Robin feel? He is worried. Do the ants help Robin? Yes, they do. How does everyone feel at last? Everyone is happy. What does the story tell us? (A)A. We should always be nice to each other.B. We shouldnt hurt ants.(6)教师领读，学生跟读模仿，同时讲解本课出现的重点单词、词组。3. Number the pictures. 根据故事，给图片排序。4. Fill in the blanks and retell the story.填空并复述故事。完成练习： The ant is _. Robin is stuck and _. The ants are strong. They _. Now everyone _.5. 学习Tips for pronunciation。Listen and repeat. 倾听并重复。学生独立完成练习，小组同学展示并讨论。学生自读课文、观察图片，划出不懂得词句，可以问老师或小组讨论。学生独立完成练习，再听老师讲评。学生自读课文，提出疑问，听老师讲解，跟读生词。学生跟读课文，注意模仿语音语调，并试着翻译课文。学生回答老师的问题，注意语言规范。学生完成配套练习。学生跟读，注意模仿。Step3: Consolidation and extension1. Try to make a new dialogue according to the story and act it out. And let students know that we should always be nice to each other. 尝试创编对话并表演。让学生明白我们应该总是对彼此友好。2. Lets sing a song: If you are , clap your hands. 老师播放音乐，学生跟唱并做动作。If youre happy and you know it, clap your hands (clap, clap). If youre happy and you know it, clap your hands. (clap, clap). If youre happy and you know it, and you really want to show it. If youre happy and you know it, clap your hands. (clap, clap).学生编排对话进行表演。学生遍唱边做动作。Homework:1. Listen and retell the story. 听录音并复述故事。2. Draw faces for each word. 为情绪单词画相应的脸。3. Finish the relevant workbooks exercises. 完成课堂检测中的相关习题。板书设计： Unit 6 How do you feel? Everyone is happy! We should always be nice to each other.教学内容：Part B Lets check &Lets wrap it up Part C Story Time教学目标：5. 继续学习并巩固表达情绪感受的单词：sad, happy, worried, hungry, bad等。6. 在情景中，进行交际问答并根据不同的情感状况，给他人提出合理的建议。7. 能够听懂、会说、读懂Lets wrap it up 和Story time 的内容，进而在真实情景中运用所学语言进行真实交流和运用。8. 在真实情景中使学生养成用英语交流的习惯，培养学生关心他人、乐于助人的品质。重难点分析： 重点：学生能够掌握Part B Lets check &Lets wrap it up和Part C Story Time的交际内容，能够根据情景，对本单元所学只是进行梳理、巩固、复习，全面提升学生的综合语言运用能力。 难点：在真实情景中进行关于情绪感受的交流问答，提高学生综合运用语言的能力。教学准备（教具）：录音机，课件教学过程教师活动学生活动(预