B教学实录

六年级上册Unit 6 How do you feel? B. Let’s talk 教学设计

杭州天长小学周琳

一、

教学材料

人民教育出版社《英语（三年级起点）》六年级上册

Unit 6 How do you feel? B. Let’s talk

二、

学情分析

本课授课对象是六年级学生，经过三年的英语学习，学生已初步具备听、说、读、思等能力。教学中，教师充分考虑了学生的年龄特点和心理特点，设计了歌曲、讨论、汇报等活动，想以此调动学生的学习兴趣，激发学生表达的欲望，培养语言运用能力。

三、

教学目标

●

语言技能

能够运用单元核心句型“How does he feel? He feels sad.”和 happy、sad、angry、worried等描述他人的情绪。

能运用课文句型“What’s wrong? What should he do?”等进一步追问他人情绪变化的原因，并提出一些合理建议。

●

语言情感

1

通过不断地听，尝试说，使学生在语境中，正视自己的情绪，理解情绪与经历有关，能够积极地转化消极情绪，感受精神健康的重要性；通过给老师建议、给书中主人公建议，最终培养自己健康生活的意识。

●

学习策略

在课堂活动中，能注意倾听，大胆尝试，用英语进行思维活动，并养成良好的学习习惯

四、

教学设计

ProcedurTeacher’s activity

Students’ activity

Purpose es Step 1: 1.

Free talk 1.

Read words or 通过“看答句说Warm –up Teacher shows some phrases on screen answers on the screen and and raise some 问句”的方式复encourages students to raise questions. 习前几个单元的corresponding questions.

核心句型

Eg:

T: This is my hobby. But if

you want to know that,

how do you ask?

S: What is you hobby?

T: Watching TV is my

hobby. What is your

hobby?

2.

Review words 2.

Watch the video

Teacher plays a video about and review words 通过“看视频读feelings and reads words out 单词”的方式快with students. 速复习词汇

Step 2: 1.

Show Sam’s Wechat 1.

Read Sam’s Wechat 根据课文内容补Presentatimoments and raise moments and on questions as ‘Who is he? realize ‘Sam is 充了Sam与How does he feel? Why happy because he is Robin微信聊天is he happy?’ going to the zoo 的情景，使后续

with his family’

课文学习与课后拓展结合得更加自然

2.

Show Sam and Robin’s 2.

Read Sam and 引导学生猜测chatting records and Robin’s chatting make students to predict recorder and guess Sam难过的原why Sam is sad. why Sam is sad. 因，从而顺利过

渡至Let’s try板块

3.

Show the part of ‘Let’s 3.

Finish the exercise 引导学生在语境try’ and encourage of ‘Let’s try’ and students to listen and then predict whether 中完成Let’s try

2

tick the family will go to 练习，带着猜测

the zoo 进入Let’s talk板块的学习

4.

Play the audio of ‘Let’s 4.

Listen to the 引导学生带着问

talk’ and encourage dialogue and find 题一听课文，初students to think：

out the family won’t a.

Will the family go to the go to the zoo 步感知对话

zoo?

5.

Play the video of ‘Let’s 5.

Watch and video 引导学生带着不

talk’ and encourage and find out the students to think answers. 同的问题二看课

questions as below: 文，进一步捕捉a.

Where will they go? 对话中的信息

b.

Why will they go there?

6.

Show the text and 6.

Read the words 引导学生带着问encourage students to mum uses to

find out: comfort Sam and do 题细读课文，培a.

What should Sam’s some role play 养阅读的能力

father do? b.

How does mum comfort

Sam?

Step3: 1.

Play the audio and 1.

Listen and repeat Consolidadevelop students’ 发展学生的语言

tion and language proficiency 流利度

Extension 2.

Use the mind map and 2.

Read the mind map 引导学生运用新

encourage students to and talk with

summarize the dialogue partners 学的语言概述对by answering ‘What’s 话

wrong? What should Sam do?

3.

Role play 3.

Act as Robin and 提供2个情景鼓Teacher shows Sam and Sam and use the

Robin’s chatting records drills to make a 励学生进行角色

again and encourages conversation 扮演，引导学生students to talk as Sam 运用所学语言在

and Robin 新情景中进行交际

4.

Show Robin’s letter to 4.

Read Robin’s letter 关注学生的心理Sam and encourage and then write students to write letters letters to friends 健康，引导学生to friends 找到合适的情绪宣泄方式

五、

板书设计

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