C教学设计及教案分析

Unit 6 How do you feel ?A Let’s talk

滦县第三实验小学 史翠香

一、教材分析

本课时是2014版PEP小学英语六年级上册第六单元A部分的对话课。单元话题是有关情绪的表达和处理。Let’s try板块通过Sarah和Sam由于天气寒冷无法外出，在家里讨论可以做什么的情景来呈现新句型。学生通过听力练习获得Let’s talk板块的人物及场景信息，为进入正式的对话学习做好准备。

Sarah和Sam由于天气的原因，在家看电影展开对话。两人对《黑猫警长》这部卡通片展开讨论。Let’t talk部分核心句型是： Be+ 表示情绪的形容词。教材通过Sam 和Sarah在家谈论所看卡通片的场景呈现核心句型，让学生感知上述句型的语义及语用情景。

二、学情分析

本课的学习者是六年级的学生，他们已经具备一定的知识储备和较强的学习能力。在三到五年级的英语学习中，学生已经接触过

“happy”一词，本课时将要学习其它有关情绪词汇：afraid, angry。本课时中出现的

“why”, “because”从句和现在进行时的语法现象已经在五年级下册系统学习过。教学中，教师应面向全体学生，以学生的发展为宗旨，始终把激发学生的兴趣放在首位，注意分层教学，引导学生端正学习态度，掌握良好的学习方法，培养良好的学习习惯和创造性运用语言的意识。

三、教学思路

引导学生在语境中理解、学说对话，在情景中巩固、运用对话中的核心语言，语言活动设计从学说、操练到运用，层层递进，在滚动复现中实现巩固与内化，运用与提升。同时，注意活动安排的循序渐进，从逐个句型操练到对话

操练，再由对话操练到自由创编，重视生生之间的交流，在交流运用中提高学生的语言表达能力。

四、教学目标

在设计教学时充分考虑到本课书的语言技能目标、语言知识目标、情感态度目标、学习策略目标、文化意识目标、帮助学生达成培养综合语言应用能力的目的。

1、学生能够完成听力练习，养成听前预测听力内容的能力。

2、学生能够理解对话大意，能够用正确的意群及语音、语调朗读对话。

3、学生能够在情景中运用be + 表示情绪的形容词来表达心情和感受

五、重点难点

重点：理解对话大意。

难点：在实际情景中运用语言表达心情和感受。

六、教学程序

（一）Warm up and revision 1. Sing a song: 《If you are happy, clap your hands 》

2. Greeting T: Good morning, boys and girls. My name is Shi Cuixiang. I’m from No.3 Primary School. Today we are going to have an English lesson together. T: I am very happy. How do you feel? S: I am happy, too. T: Today we are going to talk about the feelings. Let’s learn Unit6 How do you feel?

【设计意图：通过唱歌曲，激发学生的兴趣，让学生轻轻松松进入英语学习课堂。教师通过Free talk介绍心情，唤起学生已有知识，自然导入新课。】

(二)Presentation 1. Let’s try T: Boys and girls, Look out of the window. What’s the weather like

today? S: It’s cold. T: Yes, It’s very cold in winter. Now Sam is talking with Sarah, Let’s listen and circle. It's cold outside. Sam is talking with Sarah.Listen and circle.1.Where are they?A. At home B. At school2.Whatwill they do?A. Eat some fruit B. Watch films

T: Now let’s check the answer.

【设计意图：本环节教师通过与学生谈论天气自然引出Let’s try环节。通过听力练习获得Let’s talk板块的人物及场景信息，为学习Let’s talk 打下基础。】

2.Let’s talk. (1) 播放Let’s talk动画

T: It’s cold outside. They will watch films. The film is a cartoon. What’s this cartoon about? 【设计意图：本环节通过播放Let’s talk动画，直入文本，整体感知文本。

让学生带着问题：What’s this cartoon about?观看动画，目的明确。】

(2) Show the picture of the black cat. S: It’s about a cat. T: What do you know about the cat? S1: I know the cat is a police officer. S2: I know the cat’s name is Mr black. S3: …

T: What do you want to know more about the cat? S:…

【设计意图：利用动画片中黑猫警长图片，与学生展开交流，引导学生回忆有关内容，介绍自己了解的有关内容。引导学生发散思维，敢于提出问题。】

(2) Let’s watch a video T : Do you want to know more about the film ? Let’s watch a video. T: We can see the cat in the film. What other animals in the film? T: The cartoon is about a cat and a mouse. Teach: mouse 提示ou发音

mice （比较： rice—mice ,以旧带新) T：Look, This is a mouse. There are so many mice. The cartoon is abouta cat and a mouse.Black cat / MrBlackmousemice

(3) Show the picture T：The cat is a police officer . Look! The cat is chasing a mouse now. He often chases the mice. Teach： chase - chases -chasing The cat is a police officer.He often chasesthe mice.Look! The cat is chasingthe mice now.绿色圃中小学教育网ttp://www.m绿色圃中小学教育网ttp://www.m

【设计意图：通过播放《黑猫警长》动画片，激发学生兴趣。教师在动画情景的帮助下教学chase, is chasing , afraid ,angry词汇，大大降低了学生学习的难度，有助于学生更好地理解这些词汇。】

(4)Look at the picture T:Look at the picture. The cat is chasing the mice now. What are the mice doing? S: They are running. T: Are they happy? How do the mice feel? They are afraid of the cat. T: Can you use “be afraid of” to make sentences?

The mice are afraid ofthe cat.

【设计意图：借助动画片中老鼠惊恐逃窜的图片，教学be afraid of，帮助学生理解词汇意义。结合生活中令人害怕图片，让学生用be afraid of说句子，在具体情景中操练运用。】

(5)Look at the picture T: How does the cat feel? Is the cat afraid of the mice? No, they are angry with them. Teach: angry T: She didn’t do her homework last night. So I am angry with her. T: Look at the pictures. How do you feel? S: I am angry with... The cat is angry withthem.

【设计意图：利用几张生活中常见不文明行为的图片，教师教学be angry with。让学生用be angry with说句子，在具体情景中操练运用。】

(6)Read and find out: Why is the cat angry with the mice? Read by yourself. Underline the sentences.

T: Look at the pictures. The mice are stealing the food. If you eat the food, you will be ill. You should go to the hospital. Are the mice good? S: No, they aren’t. T: They are not good. They are bad. They hurt people. Teach: bad 和 hurt Why is the cat angry withthe mice?BecauseThemice are bad. They hurtpeople.偷吃粮食绿色圃中小学教育网ttp://www.pj传染疾病绿色圃中小学教育网ttp://www.pj

【设计意图：出示老鼠危害人类的图片，学生能感受到老鼠的坏，从而教师教学bad 和hurt。】

(三)Practice 1. Listen and repeat T: Boys and girls. Listen and repeat. Please pay attention to your pronunciation. 2. Read in role. 3. Practice in pairs. 【设计意图：利通过听音跟读，分角色朗读，角色表演等多种形式练习对话。循序渐进，由易到难，使学生对文本有更深层次的理解。】

4. Play a game There are three eggs. You can choose anyone. If you can answer it. You can get the stars. Please recite the dialogue. I will give you two minutes. Play a game1奖励：奖励：2奖励：3

【设计意图：通过砸金蛋游戏活动吸引学生注意力，激发学生兴趣。3个金蛋的设置代表不同的层次，学生根据自己的能力水平，选择适合自己水平的内容，为学生创造了自主选择的空间，不会使学生产生畏难情绪。同时也为水平较高的学生提供挑战自我的机会。】

(四)Extension T: We have learned the dialogue. What do you know about the dialogue? There are many pictures. Let’s retell the dialogue. Le’tretellpolice officerchasesare afraid ofbadhurtis angry withis chasing

【设计意图：结合学生现有知识水平，讨论所看过的动画片对他们来说难度还很大。所以拓展环节中，教师安排了复述故事，在理解文本的基础上，运用所学语言进行表达，巩固本节课所学重点句型。】

(五)Homework 1. Listen to the tape and read the dialogue.2.Talk with your partner about your favouritefilm.

【设计意图：让学生讨论所看过的动画片，由课堂延伸到课外，引导学生养成自主学习英语、运用英语的习惯，体现了学生学习方式的转变，并使语言学习与生活相连，自然地把教学内容延伸到生活实践，用来锤炼学生在生活中运用语言的能力。】

六、板书设计

【设计意图：板书设计直观明了，科学简洁。采用循环图的形式，凸显重点难点，有助于学生理解文本内容。】