B教学设计及教案分析

PEP Book7 Unit6 Feelings BLet’s try &Let’s talk (How to deal with my feelings?) 江口镇中心小学

郑萍儿

Teaching objectives 1. II. Important and difficult points 1. III Teaching aids PPT IV. Teaching procedures Step1. Warm-up 教学环节

1.Tips for Pronunciation 教师活动

学生活动

设计意图

Tips for Pronunciation

Read the phrases and the 梯度性教学本单元sentences below: 语音板块

don’t be

can’t go

next time

Wait there! You can’t go!

What would you like, hot tea or coffee? T: Let’s sing together.

学生边听边说，最后跟唱Play：If you’re happy, 一遍

clap your hands

学生根据图片，演一演，猜一猜，说一说。从单词到句型。例：

Hungry. Cold. He/She is/feels _____.

S1: You are angry, worried…

S2: You feel sad, sorry….

学生根据图片中学生的在校表现，猜测教师的建议或给出建议。

Don’t…

…should…

例：Don’t run.

You should do more exercises. 复习表达情绪的词汇

复习和总结表达情绪和感受的词汇：happy, angry, sad, worried, afraid, bad, sorry, good…;

ill, hungry, warm,

cold...

2. Enjoy a song 3.Act, guess and T: You are singing so well. I’m happy for say that. Now please look at my other students. PPT展示学生在校表现图片。

T: How does he/ she feel? T: How do they feel?

T: How do I feel? 学生活动图片在左侧，教师情绪或感受图片在右侧

T: If you are Miss Zheng, what will

you say to them?

Step2. Presentation & Practice 教学环节

1. Lead-in 教师活动

T: Wow! You are so good at giving suggestions. How about animals? Look at the cat. Whose cat is it? How does it feel? How does Sarah/ Sam feel? Say something to it.

爸爸步行带猫去附近的宠物医院看病。路上突然下大雨了，爸爸把外套脱下来盖在猫身上。

出医院，爸爸打寒颤。

It’s seven o’clock in the morning, and it’s time to get up.

(展示doctors和parents两个单词) Two people are talking. Who are they? Doctors, or parents? Can you guess?

播放let’try录音

T: What are they talking about?

（用课本插图提示学生）

播放let’try录音

学生活动

设计意图

学生看着Sarah家的猫

回答：It’s Sarah’s. It’s ill.

He/She feels…

Ss: Don’t worry.

Sarah’s Dad: (Don’t) worry, kids! The cat _____(should) go to the pet hospital. It’s near here. Dad: Oh,no! It’s raining. I (should run).

The vet: Don’t worry. It will be ok soon. Dad: I feel so (cold).

学生进行听前预测

学生Listen and circle. 完成练习一。

学生Listen and circle. 完成练习二，核对答案，再跟读录音。

2. Let’s try

2. Let’s talk 呈现课文插图

T: How does Sam/ Sarah feel? T: Let’s listen and find the answer. 播放课文录音

引导学生进入教材文本的学习。

T: Can you guess why?

播放视频

1.学生看课文插图，预测对话内容

S: He /She is…

2.学生听音，回答：

How does Sam/ Sarah feel?

3.学生默读课文，判断：

Sarah’s mother is ill.( ) They are going to the zoo today.( )

Because their father is ill and they can’t go to the zoo.

4.观看视频，回答：

How does the father feel? 5. 跟读，模仿语音语调。

6. 分小组朗读课文，并分角色表演。

学生学习let’s talk对话，第一步听对话，回答问题，进行阅读理解训练。第二步模仿录音，美化语音语调。第三步分角色朗读并表演。

Step3. Consolidation & Extension 教学环节

1. Consolidation 教师活动

懂事的Sarah在家照顾爸爸。

What will they say?

学生活动

学生根据情境，创编对话并表演。例：

Sarah: I am so ….

Dad: Don’t be….

Sarah: How do you feel, dad? Dad:…(I feel cold, thirsty…)

Sarah: You should… Let me help you! Dad: Thank you, my… (good, nice…)girl.

(Sarah不幸也被传染，开始发烧，咳嗽) Sarah: Dad, I feel …

Dad: Oh, no! Don’t be…

You should…

设计意图

情境学习，巩固短语和句型

角色扮演

2. Extension and T: Sarah is learning to deal with her feelings. Conclusion How about you?

Can you deal with your feelings? Can you help other students to deal with their feelings? 教师给出一些情境提示。

学生在情境下创编对话，

说说自己的感受和应对

措施

总结复习本课

A: Hello! This is ….

B:Hi! This is…

A: How do you feel? B:I’m…

A:Don’t be… You should…

B:Thank you. A: You’re welcome. Goodbye! B: Bye!

Step4. Homework

V. Board design