BPPT及专用教学设计内容

Unit 6 How do you feel?

教学内容:Part B Let's try & Let's talk

教学目标:

1.学习表示感觉的词汇,做到听.说.读写以下单词和词组, wrong,angry,sad,should,feel,ill,well,see a doctor, take a deep breath

2.能够在情景中用What's wrong?询问他人怎么了,并能提出适当的建议。

3.能够听懂·会说·读懂Let's talk的内容,并在真实情景中运用所学语言进行真实交流和运用。

4.在真实情景中使学生养成用英语交流的习惯,表达自己的感觉,保持并提高学生对英语的兴趣。

重点难点:

重点:学生能够掌握Let's try和Let's talk的交际内容,能根据他人的情绪感觉状况给予适当的建议。

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。

课前准备:

准备本课教学挂图和录音磁带,准本本课的多媒体和导学案,准备模型电话(可用纸片和线做成)

教学设计:

Step 1 Warming up

Brain Storm.头脑风暴。

在班内举行男生女生头脑风暴竞赛,看男生组还是女生组的正确率高,教师播放不同的情景画面和表情图,让学生迅速根据图片拼读出单词,复习前两课学习的单词和词组。

2. Daily talk

(1)教师随机提问学生:Well, everyone does a good job just now. And I have some questions. Can you answer me? 学生回答:Sure. T: How do you feel?

S: I feel happy\sad\angry...

T: What's wrong?

S: I am happy\sad\angry...

然后由师生交流转为生生交流,学习用“What's wrong?"交流,让学生采用两人一组的形式进行充分练习。

(2)学生向教师提问:S1:What's wrong?

T: My father is ill.

S1:Don't be sad.

S2: What’s wrong?

T: I am ill.

S2: You should see a doctor.

最后由师生交流转为生生交流,让学生采用两人一组进行充分练习,继续学习“What's wrong?”以及“Don't be sad.”You should..."然后展示,教师进行评价指导,纠正学生发音。

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。

Step 2 Presentation

1.学习Let's try.

(1)老师语言导入(借助幻灯片:Sam 有不高兴转为高兴,让学生猜原因)。T:How does Sam feel? S: He is happy. T: Why? S1: I don't know. Maybe...

T: What's wrong?

S2: He is unhappy. T: Why?S2: I don't know. T: Let's listen and learn. We can find the reasons together.

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。

(2)Listen and circle.听录音,在答案上画圈,完成探究学习中第一题。Who are the people talking? A. Doctors. B. Parents. 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部分内容。完成探究学习第二(1)题。

3.听录音,选择合适的词填入所缺部分。

Mum: Sarah, Sam, come here, please.

Sarah: What's wrong?

Mum: Your 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.

活动设计意图:将词汇运用于语境中,落实听、说、读、写目标,同时检测学生的听力水平,为下一个教学环节调整做参考。

4.听录音,模仿朗读,理解对话内容。根据课文对话回答问题,完成探究学习中第二(2)题。What's wrong with their father?____________________________ What should their father do?____________________________ How does Sam feel? Why?____________________________ What should he do?_________________________

If you are Sam. What will you do? _________________________

让学生设身处地,提出合适意见。

5.让学生朗读对话,并翻译主要句子的中文意思,掌握单词·句子读法。

6.教师领读对话,学生模仿。

7.将学生分为三人小组,每人一个角色,分角色朗读课文。小组表演。

Step3 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。

S1:What's wrong?

S2: I’m angry.

S1; Don’t be angry. You should take a breath.

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。

Step4 Homework

1.Listen and recite the dialogue.听录音并背诵对话。

2.Finish the relevant workbook exercises.完成课堂检测中的相关习题。