B课件配套优秀教案设计

Unit 6 How do you feel? B Let’s talk教学设计

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. 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 a doctor, sad,能够听、说、认读单词wrong, ill, should, feel, well。

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

1. 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。

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Don’t ... 在情景中的恰当运用。

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 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 feel 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! What’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, she 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

(1)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 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, you 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:

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)

Ss: 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 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。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?

Ss: Not well.

T: What’s 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 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?

S1: Oh, no!

T: Sam is sad. If you are Sarah, what can you say to Sam? What’s your suggestion? S1: We should go to 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. 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? (播放录音。) 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 sad.

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 intonation. T: Have you finished? Now, please read in roles.

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: 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.

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.

六、板书设计

Unit 6 How do you feel ?

He should see the doctor.

Don’t be sad.