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PEP Book7 Unit 6 How do you feel? 潮安区松昌实验学校 吴雪芝

教学内容：PEP Book7 Unit 6 Part B Let's try & Let's talk 教学目标：21世

1.能听、说、认读单词：ill, wrong, should, feel, well. 2.能听、说、读、写句子：What’s wrong? Your father is ill. He should see a doctor this morning. Don’t be sad．并能在实际的情境中运用。21 3．能够根据Let’s try录音选出正确答案。

4．培养学生团结友爱、关心他人的良好品质，增强学生的集体荣誉感和耐挫折能力。

教学重点：What’s wrong ? He should see a doctor. Don’t be sad.能在实际情景中进行灵活运用。2。。。1.世纪教育网版权所有

教学难点：在情景中，运用所学单词，句式询问和回答关于感受的话题，并根据情景给予适当的建议。

教学准备：教学课件，VCD光盘，模型电话。

教学方法：合作教学法、情境教学法、引导式教学法、角色扮演法。

纪。教学过程：

Step 1 Warming up 1.Greetings. 2.Let’s sing "If you are happy, clap your hands." (T: Let's have a Pk. Ok? )教

育 3.Game: Brain Storm.（头脑风暴）

Let’s read together. Step 2 Presentation

1.

Leading in. (出示表情图片，让学生描述) T：Look! Do you know who is he ? S: Yes. T: He is Guangtouqiang. How does he feel? He is …(出示happy, sad, angry, afraid的图片让学生说，并由afraid引出Don’t be… T: We can say Don’t be…

Guangtouqiang has a good friend Gigi.(课件出示） He always says Don’t be…课件替换，让学生说。 T: You are so great. Can you be good friends? Now let’s help them . Don’t be… You should…出示两张表情图，Ask；What’s wrong? 生回答。）

2.

操练巩固

Pair work.（出示两幅不同的情景图，让生同桌合作完成）

3.

学生表演展示，教师予以奖励。（引导学生理解What’s wrong? He/She is…

Don’t be …He/She should…并操练运用。让几组学生到台上表演）

活动设计意图：对话导入，以旧带新，引出重点词组和新句型Don't be sad. What's wrong? 让学生学会用新句型进行交流互动，为下一个环节做好铺垫。2 Step 3 Studying the text.

1.学习Let's try. (1) T： Look at the picture. What time is it? S: It’s 7:00.T: What happened? Now let’s listen and circle.(Here we are two questions: 1.Who is talking? 2.What are they talking about? 生听录音并回答问题，两名学生回答，之后师说：Yes,they are going to the zoo, Sam is so happy, but look at the picture, is Sam happy？生：No. 师：Why? Can he go to the zoo? S:No.T:Why? Now let’s watch and answer.) 活动设计意图：对话导入，在巩固两种提问方式的同时，让学生对Sam的情感变化原因产生猜想，进一步学习Let's try和Let's talk部分，提高学生的学习兴趣。21·世纪*教

（2）Listen and circle. Who are the people talking? A. Doctors.

B. Parents.

www-2-1-cnjy-com

What are they talking about? A. Going to the zoo. B. Going to school. （3）Answer the question: Why

is Sam happy? 2.学习Let's talk. （1）教师课件呈现几个问题。（T: Let’s watch and answer the questions.）

a. What’s wrong with Sam’s father ? b. What should father do? c. How does Sam feel? d. What should Sam do? (2) Watch and answer.(请几名学生回答之后解决词汇Not Well.Should并解释should的语法知识) (3) Read after the teacher. (4) All the students read together. (5) Read and repeat. (6)小组扮演，个别扮演。（先分A、B组表演，再请几组伙伴到台上表演）

活动设计意图：在学习对话和习题练习时，也将主线Sam情感变化的原因找到，满足学生的好奇心。对话学习先让学生通过倾听，然后回答问题，提炼框架，既培养了学生通过倾听获取信息和筛选信息的能力，又达到对文体的感知·理解·内化·掌握一定的学习策略和方法。

Step 4 Consolidation . Role-play 以小组为单位模仿电话热线，一人当电台主播，其他人当热线观众，倾诉自己的情绪感受，主播提出适当建议，为观众排忧解难。评出三星·四星·五星级主播。 （师扮演两个角色给学生看，之后让学生四人一小组在下面扮演，然后再请学生到台上表演，主播和一名观众到黑板上任选一张表情

图扮演） S1：What's wrong? S2: I’m angry. S1: Don’t be angry. You should take a deep breath. S2: Thank you. 活动设计意图：小组合作表演，将知识内化并转为已用，利用多样化的评价方式，评出几星级的主播，看看谁的建议最合理，教师在用不同的方式激发学生兴趣的同时，关注学生的问题或者进步。 Step 5 Class closing. 1.Sum up. 2.Homework. (1).Listen and recite the dialogue. (2).Make a dialogue with your partner. Step 6 Board-writing. （准备四幅表情图：hungry、sad、angry、afraid贴在黑板的四个角落）

Unit 6 How do you feel? Part B Let's talk

What’s wrong?

He is ... Don’t be ... He should ....