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Unit 6：How do you feel ? B Read and write教学设计

一、教学重点：The ant is afraid. Robin is worried. 教学难点：Teaching difficult points：Students can get the meaning of the word: stuck, mud, pull. Students experience and think of more feeling words. 二、教学准备

教具准备：PPT, cards of feelings, different faces 学具准备：Head-dressers of Robin and Little ant. 三、教学过程

Step 1: Warm-up

1. Greetings and sing a song---If you’re happy, clap your hands.

T: Hi, class. How do you feel? Are you happy? Ss: I am sad. No. T: Why is that? Ss: We have a busy weekend. We go to some training class. We have to do a lot of homework. T: Is that true? I’m sorry to hear that. It seems that you’re not happy.

Ss: Yeah. T: Oh. That’s too bad. You should learn to relax yourselves.

T: Me too. And I also have many things to do every day. (设计意图：歌曲---如果感到快乐你就拍拍手，节奏感强，轻快活泼，歌词简单易懂，容易将学生的注意力吸引到英语课堂上，询问学生的心情及原因，学生可表达自己的真实感受，引出与本节课相关的话题---different feelings。) 2. Talk about different feelings. T: How do you feel today? Ss: I’m …

T: Try to adjust our mood, and be happy. (设计意图：教师通过谈话，让学生说出不同的感受，运用恰当的词汇表达自己的心情，激活已知，活跃课堂气氛。) Step2. Presentation

1. Pre-reading

(1) Introduce the content of the first part---different faces. T: Talk about the pictures, and tell us different feelings. Can you draw faces? Ss: Yes. (2) Changes of feeling. T: Show different pictures, such as: see a film, do homework, go hiking, go shopping, go to school, watch TV. Ss: Choose the cards and show your feelings. T: Perfect. Everyone has these feelings, right? (设计意图：教师用教学卡片呈现不同的活动，让学生根据活动内容很自然的流露出不同的表情，让学生感受和体验真实的情感。) 2. While-reading

(1) Read the passage and try to understand it. l The first reading. T: What can you see in this picture? Ss: I can see Robin. I see a little ant. I see some trees. I see grass. T: Read the picture with Robin and the Ant. Share your ideas with us. Ss: I think Robin and Little Ant are good friends. I think…

T: Questions: What will happen between Robin and Little Ant in the story? Read the passage quickly. Ss: Read the passage---Robin and the Ant freely.

T: What does the story tell? Ss: We should always be nice to each other. (设计意图：学生自主阅读短文，并根据自己所需要了解的信息快速浏览，获取关键信息。) l The second reading. T: Read the passage again, find different feelings and circle the words you don’t know. Ss: Circle the new words, and try to guess their meaning according to the context. List and write different feelings. Different feelings: afraid---worried---happy Difficult words：stuck, mud, pull

T: What do these words mean? Ss: I can get their meaning with the help of pictures. The third reading. (1) Listen and repeat. T: Read the passage and listen to the tape, children. Ss: Follow the tape, and try to imitate the pronunciation, tune, and intonation. T: Guide students to number the pictures, and fill in the blanks of page 63. Then use the key words or sentences and retell the story. (设计意图：在第三次阅读文本时，先听音模仿，对自己不会读的词汇不懂的词进行重点识记。完成相关练习，补全对话。当我们复述短文时，先整理出关键词，再根据关键词进行复述。) (2) Role play. T: Read the key words and phrases: A sunny morning: sit on the grass, afraid, don’t sit on me, help.

A rainy day: stuck in the mud, worried, pull Robin out of the mud, happy.

Ss: Act out the story in roles. Ss: Role play. Use the key words and phrases. (设计意图：学生在进行角色表演时时，能够吸收语言，在整理思路的过程中，组织语言，将语言的运用和输出很好地结合在具体的语境中。学以致用，体现了语言的功能---工具性。) 3、After-reading

(1) Talk about the question with your partner: Questions: Pull or push? (2) Discuss the question in your group. Questions: Where can you find the sign: Pull or push? T: You can find the answer by yourself. (设计意图：阅读后，教师可以根据生活中常见的标志，培养学生进行积极地思维，让学生动脑思考。将生活与英语学习结合起来。) Step3. Practice and extension

(1) Listen and read the text again. T: Read the passage with your partners. Ss: Read the passage fluently. (设计意图：学生通过再次听音模仿，学习准确的语音和语调，为角色表演做好铺垫。通过角色表演，学生能够强化对文本的印象。) (2) Different feelings. T: Can you find more feeling words. Ss: The words are: afraid, happy, angry, sad, sorry, bad, worried, ill, hungry, warm, cold, excited, great, surprised, upset, good. (设计意图：学生可以联系平日所学，进行思维培养，学会总结归纳，运用语言更加灵活多样，表达真实感情。) (3) Continue the story.

T: What will happen next? Imagine and talk with your partners. Ss: Talk with your friends. T: Can you continue the story? Or try to continue the dialogue between Robin and the Ant. Ss: Extend the story according to their thought. (设计意图：《英语课程标准》提出要“倡导学生体验参与”，“重视通过做事学习知识。”学生可以发挥自己丰富而独特的想象力进行续编故事，将思维的培养和语言的发展在语境中有机的结合起来，达到了学以致用的教学效果。) Step4. Today, we’ve learnt some reading skills during three periods: pre-reading, while-reading, after-reading, and know the main idea of the passage. Students can develop their ability while reading. (设计意图：在结束本节课时，用本单元的谚语：没有苦就没有乐。（No pleasure without pain.），鼓励学生要努力学习，积极思考，积少成多，举一反三，能够养成积极的思维习惯。) Step 5: Homework：

Continue the story. T: You can draw pictures or write a passage. It’s up to you. Or you read the story

板书设计:

Unit 6 How do you feel? B Read and write

Robin and the ant afraid angry sad happy

Robin---worried

happy Little ant ---afraid