B特级教师教学实录

Unit 6 How do you feel? B Let’s talk教学设计

一、教材内容分析

PEP六年级上册Unit6 How do you feel? Part B Let’s try, Let’s talk是本单元第三课时。本课时包含Let’s try和Let’s talk两个部分。

Let’s try部分通过Sarah父母对话的场景来呈现新句型。学生通过听力练习获得对话部分的人物及场景信息，为正式进入对话做铺垫。

Let’s talk部分主要学习的核心句型是：He should see a doctor. Don’t be angry. 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情。让学生在对话中感知上述句型的语义及语用情景。

二、学生情况分析

在A部分的学习中，学生已经了解和掌握了一些表示情绪的形容词angry, sad, afraid, worried, happy以及情绪的表达方式be+表示情绪的形容词。教师通过复习，激活旧知，为本节课的学习做好铺垫。本课时，主要是让学生掌握如何疏导情绪或提出建议。因此，本课的重点放在如何让学生在情境中感知句型He should see a doctor. Don’t be sad. 的语义及语用情景，让学生在真实的情境中灵活运用所学语言。

三、教学目标

1. 知识目标

能够听、说、读写单词see a doctor, sad，能够听、说、认读单词wrong, ill, should, feel, well。

能够听、说、读写句型：He should see a doctor. Don’t be sad. 2. 能力目标

（1）能够了解对话大意并能够用正确的语音语调朗读对话。

（2）能够在情景中运用句型：... should... 和Don’t ... 疏导情绪或提出建议。

3. 情感与文化目标

能够通过学习逐渐形成关心他人，为他人着想的意识。

四、教学重难点

1. 教学重点

能够在情境中运用句型：... should ... 和Don’t .. 疏导情绪或提出建议。

2．教学难点

在语境中理解生词wrong, should的意思，并能正确发音。

句型

... should ... 和Don’t ... 在情景中的恰当运用。

五、教学步骤

1. 热身

（1）Free talk 设计意图：教师通过Free talk，激活旧知——情绪的表达方式be + 表示情绪的形容词,做好人称转换的过渡，为本节课的学习做好铺垫。

T: Good morning, boys and girls. Ss: Good morning, Fiona. T: I feel happy. How do you feel? S1: I am happy. T: How does he feel?

Ss: He is happy. T: How do you feel? S2: I am happy. T: How does she feel? Ss: She is happy. T: Yes, she is happy, too. They are happy. （2）播放笑声，学生猜测How does Sarah feel? 呈现Sarah高兴头像。

呈现生气图片How does Sarah feel? 学生回答She is angry. 呈现Sarah生气头像。引导学生做出表情angry，教师在情境下渗透句型Don’t be angry. You should take a deep breath. 并引领学生做深呼吸的动作，让学生在情境中理解take a deep breath，缓解angry的情绪。

呈现Sarah生病图片，渗透What’s wrong? 学生回答She is ill. 提出问题Sarah is ill. What should she do? 教师引导学生给出建议。

设计意图：通过谈论Sarah的表情复习上节课所学对话内容和核心句型，既让学生在情境中运用所学，又为下面文本学生的语言输出做好铺垫。

T: What about our friend, Sarah? How does Sarah feel? Listen and guess. (播放笑声。) S: She is happy. T: You’re right. (呈现Sarah高兴头像。) How does Sarah feel now? S: She is angry. T: Show me angry. Wow, you are angry. Don’t be angry. You should take a deep breath. Follow me, please. (引领学生做深呼吸。) Look! What’s wrong with Sarah? ( 呈现Sarah生病图片) S: She is ill. T: What should she do? She should... S: Go to the hospital. / See a doctor. / Stay in bed... T: Sarah is ill, she should see a doctor. T: (呈现课本情境图中Sarah表情。) How does Sarah feel? S: She is sad. T: Why? 2. 呈现

（1）Let’s try 听前预测。教师展示doctors和parents两个单词，介绍听力活动背景。Two people are talking. Who are they? Doctors? Parents? Can you guess? 要求学生听前预测听力内容，并尝试猜测听力练习答案。

播放Let’s try录音。学生听音完成选择题一。

追问：What are they talking about? 学生给出答案going to the zoo。

播放第二遍录音，核对答案。

设计意图：听力内容与Let’s talk板块内容相关，通过听力练习获得Let’s talk板块的人物及场景信息，作为对话教学预热活动。教师提示学生注意选项中的单词就是听录音时需要关注的关键词，训练学生搜集有用信息的能力。

T: Why is Sarah sad? Two people are talking. Who are they? Doctors? Parents? Can you guess? Let’s listen and choose. Who are the people talking? Ss: Parents.

T: Yes, you are right. What are they talking about? Ss: Going to the zoo. T: I think so. Let’s listen and check the answer. (播放第二遍录音) They are talking about going to the zoo. But look, how do Sarah and Sam feel? Ss: They are sad.（呈现课本talk部分情境图。）

T: Can they go to the zoo today? Ss: No. （2）Watch and answer 整体感知文本，提出问题：

Why can’t Sarah and Sam go to the zoo today? _______________________. 观看视频，获取信息。

设计意图：培养学生有目的的进行听、看和思考，抓取主要信息的能力。

T: Why can’t they go to the zoo today? What’s wrong? Now let’s watch the video. (播放视频) Ss: Sarah’s father is ill. 教师进一步提问How does he feel? Very well? Not well? 学生给出答案Not well. What should he do? 引导学生给Sarah的爸爸提出建议。

PPT展示He should see a doctor。呈现词卡see a doctor领读。板书He should see a doctor. 设计意图：由浅入深, 逐层递进，符合学生的认知规律。

T: Sarah’s father is ill. How does he feel? Very well? Not well? Ss: Not well. T: What’s your suggestion? You should... S1: You should drink hot tea. S2: You should see a doctor. see a doctor

（3）Listen and answer 再次提出问题：Sam is sad. 呈现Sam头像，带领学生模仿语气Oh, no! If you are Sarah, what’s your suggestion（建议）? 设计意图：通过开放性问题，发散学生思维，给学生在文本情境中运用句型自由表达的机会。教师引导并渗透要关心他人，为他人着想。

T: Father is ill. They can’t go to the zoo today. Sam is sad. He says oh, no! Who can be Sam? S1: Oh, no! T: Sam is sad. If you are Sarah, what can you say to Sam? What’s your suggestion? S1: We should go to the hospital with dad. S2: We should go to the zoo next time. ... T: She cares about her father. We should care about our family members, too. We should also care about others. 提出问题What’s mum’s suggestion（建议）? 带着问题再次听课文，找出问题的答案。最后反馈并板书答案Don’t be sad. 引领学生语气模仿——Oh, no! —

—Don’t be sad. We can go next time. 设计意图：带着问题深入理解文本内容，找出并理解本课的核心语句Don’t...模仿语气, 让学生体味句型Don’t...舒缓情绪的作用。

T: Mom cares about Sam, too. Sam is sad. What’s mum’s suggestion? (播放录音。) Ss: Don’t be sad. We can go next time. T: You are right. Follow me, please! Don’t be sad. (语气模仿) Ss: Don’t be sad. T: You did a very good job. Now I am Sam, you are mum! Oh, no! Ss: Don’t be sad. T: Great. Who wants to be Sam? Who wants to be mum? Ss: ... （4）听录音跟读对话，模仿对话的语音语调。

（5）小组分角色朗读对话内容。

设计意图：学生进行原版的跟读练习，训练学生用正确的语音语调进行朗读。进一步理解和巩固课文内容。

T: Now let’s listen and imitate. Pay attention to your pronunciation and intonation. T: Have you finished? Now, please read in roles. 3. 巩固拓展

呈现课本个性化活动——给朋友提建议，提出问题What should they do? 师生使用教具电话示范一组，动作帮助理解take a deep breath，学生两人一组选取一幅图完成对话。

设计意图：呈现课本个性化活动，巩固运用对话所学的核心句型，帮助学生逐步实现语用目标。

T: Well done. You know how to give suggestions. Our friends need help. Look, three friends. T: Now you are John, I am your friend. (找位学生示范。) S1: Hello, Fiona. I am angry. (拿起教具电话，语气表情表现出生气。) T: Don’t be angry. You should take a deep breath. S1: Thank you! T: Choose one picture and try to act it out like this! Pay attention to your feelings. 4. 总结

让学生总结一下本节课都学习了那些知识，老师做一下总结。下课前对知识进行梳理，让学生进一步巩固所学。培养学生的归纳总结的能力。

5. 作业

（1）Listen and imitate. （2）Make a new dialogue. 六、板书设计

Unit 6 How do you feel ?

He should see the doctor. Don’t be sad.