B优质课教案整理

教学材料：人教小学英语六上

Unit 6 B Let’s talk

上课年级

六

课题名称

Unit 6 B Let’s talk 教学

材料

分析

教学材料出自新教材PEP英语(2014版)六年级上册Unit6B Let’s talk（P60），本单元的topic是How do you feel? 该板块以对话呈现，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。学生在对话中感知重点句型的语义及语用情景。

教学

设计

说明

本节课是一节对话课。教学中以Sarah一家的双休活动为主线，让学生在情境中学习新句型，并在朗读时感知爆破的语音现象。培养学生对朗读的兴趣和自信心。然后通过设计有意义的活动让学生个性化地创编对话，为朋友提供建议，进一步培养学生处理问题的能力。

Let’s try It’s seven o’clock in the morning, it;s time to get up.Listen and circle. 1.Who is talking? A. Doctors B.Parents What’s it about? A. Going to the zoo. B. Going to school. Let’s talk Mum: Sarah, Sam, come here, please. Sarah：What’s wrong? Mum:You father is ill. He should see a doctor this morning, so we can’t go to the zoo today. Sam: Oh, no! Mum: Don’t be sad. We can go next time. Sam: How does dad feel now? Mum: Not well. Let’s go to the hospital. 基础目标：

1．能听、说、读、写句型：He should see a doctor. Don’t be angry. 2．能够用How does...feel?询问他人的情绪和心理状态。

3．能够用...should...Don’t...等句子疏导情绪或提出建议。

4．能感知英语句子中单词之间失去爆破的现象。

提高目标：

1. 学生能够在达成基础目标的前提下，有感情地朗读文章，注意语音语调的模仿，感知爆破的语音规律。

2. 学生能用学过的语言创编新对话，为遇到困难的朋友提出更好的建议。

教学重点：

学生能理解对话，并在有意义地情境下替他人疏导情绪，进一步地巩固本单元的词汇和句型。

教学难点：培养学生模仿朗读的好习惯，以及学生能进行个性化地创编对话。

教学

内容

确定

教学

目标

定位

教学

重点

难点

Unit6 How do you feel?

B.Let’s

talk 板书

设计

What’s wrong?

He should...

sad

Don’t be...

worried

We can...

教学设计

Feelings happy sad worried afraid bored

学生活动

1.Introduce themselves to me, too.

2.Enjoy a short video about feelings.

3.Say and act.

2.Try to describe their expeciences and feelings. e.g. I..I’m... 建议说明

通过互动活跃课堂气氛。

用视频引出本节课的主题，把学生在视频中感受主题。

复习表示情感的词汇，并且渗透了描述情感的形容词，为后面学生的口语和书面输出做铺垫。

通过改编主情景图，利用图画、听力、表演来让学生充分感知文中的主要信息。设计猜测的环节让学生大胆发挥想象，促进思维活动。

通过听力来了解更多信息。

教学

步骤

教师活动

1.

A brief introduction of myself

2.

Play a video about feelings to elicit the topic: FEELINGS

3.

Say and act the words about feelings 4.

Show some pictures of feelings, try to say with:I...I’m....

Warming-up 1. Meet Sarah’s family

(1)Show a picture of Sarah and Sam and ask: Look,what about Sarah and Sam? How do they feel? (2)Show another picture of Sarah and Sam and ask: Is Sarah happy now?Mom is coming. They are Presentation& talking. Let’s listen. Is Sarah Practice happy now?

2.

Talk about the next day (1)Let’s try Can they go to the zoo today?

(2)What’s wrong? He should...

1.

Meet Sarah and Sam (1) Watch and say

(2)Listen and answer.

2. (1)Listen and answer. (2)Give

suggestions. (3)Guess why can’t they go to the (3)Guess and say.

zoo?

(4)Guess and say. (4)How does Mom feel? If you

were Mom, what would you say to the kids.

3.

Present and practice the text (1)Get the students to watch the flash

and try to answer the question: What does Mom say to the kids? Let’s watch and read.

(2)Get students to watch again

and answer the question: Sam is sad. What does Mom say then? After Mom saying all these to Sam, how does Sam feel now?

（3）Get students to guess: Sam is worried now, what will he say to father?

1.Read along. 2.Act the text in groups of 3 3..Act the text in groups of 3. 4.Cold feelings in life We know in our life, we often Consolidation meet some unluckly things, too. and extension

We can’t avoid them, but we can try to get out from them.We need help. (1)Make an example for the Ss (2)Ask Ss to talk in pairs and try to make a new dialogue. 1.

Listen and imitate the text 3 times

Assessment 2.

Go on acting the dialogue after class.

3. Meet Sarah’s family (1) Watch and say.

(2)Watch and say.

(3)Guess and say.

1. Read and act the text.

2. Describe the problems.

3. Make a new dialogue with partners.

继续两次观看不同片段的课件来加深学生对课文的理解。同时，由Sam感情的转变到对爸爸说的一席话能进一步升华学生的情感。

对话朗读和理解是对话教学的重要目标，需要落到实处。

通过教师的引导和示范，鼓励学生进行个性化的创编，根据不同状况给出相应解决方法。培养学生处理问题的自信。

该作业具有操作性与监测性。即复习了本课的语言点，又是课堂向课外的延伸。