B公开课教案（教学设计）

Unit6 How do you feel? B．Let’s talk

教学目标

1. Knowledge objective. To learn and master sentences structures: What’s wrong? …should…. Don't ….

2. Ability objective. (1) To improve the abilities of listening, speaking, writing and reading. (2) To enable Ss to use these sentences to communicate in real situation with good

pronunciation and intonation. (3) To foster Ss’ abilities of communication and their innovation. 3. Moral objective. (1) To foster Ss’ interest of learning English.

(2) To train Ss’ consciousness of co-operation and proper competition. (3) To improve their love of thinking for others. 2学情分析

本课是在学生学习了各种感情和感觉的词汇及相关句型的基础上,进一步学习句型:What’s wrong? …should…. Don't ….通过学习对话带领学生在真实的情景运用新句型, 充分体现了新课标所倡导的发展学生综合语言运用能力的总体目标。同时通过本课的教学,引导并渗透不以自我为中心,要关心他人,为他人着想的德育教育。

3重点难点

【Teaching points】

To master the sentence patterns in this part and give some suggestions to others according to their feelings. 【Difficulties】

1. The training of the language expressions: What’s wrong? … should…. Don't ….

2. To talk with the sentences in real language environment. 4教学过程

4.1第三学时

4.1.1教学活动

活动1【导入】Step1 Warming up＆

Revision

Step1 Warming up& Revision Greeting. T: How are you? Ss: ….

T: How do you go to school today? Ss: ….

T: What day is it today? Ss: It’s Friday.

T: And tomorrow is Saturday. Do you go to school on Saturdays? Ss: No. T: Wow! You have no class on Saturdays and Sundays. Are you happy? Show me

your happy face. Ss: This is my happy face. Sing a song “How do you feel?”.

T:

Now let’s sing a

song. Assignments. T: Good job! Look, where is it? Ss: The zoo. T: Here is a zoo. It looks interesting. Do you want to see the animals? Ss: Yes. T: But you should get the ticket first. Look, it’s free if you can get all the five pictures together in this class. Got it? Let’s

go! Review the words in Part A: angry/ sad/ afraid/ worried/ happy T: In that film, there are some insects. Look at their faces. How do they feel? Ss: They are happy. T: That’s right .There are some words behind the pictures. And they are different .I’ll give you three seconds to remember them. Got it? This is my happy face. You can ask me …? (Point to the topic on Bb.)

Ss: How do you feel? [设计思路] 通过师生问好、交流来营造英语语言氛围,接着用一首英文歌曲“Angry face”拉近师生距离,并自然过渡到关于心情的话题中,从而引出本节课的主线,激发学生学习英语的兴趣,激励学生大胆开口,积极参与课堂活动。

活动2【讲授】Step2. Presentation ＆

Practice

Step2. Presentation & Practice Introduce Sam T: Well done. Look at Sam. How does he feel? Ss: He is happy.

T: Why? You can guess. Ss: He will go to the zoo today. [设计思路] 通过猜的形式展开话题,同时复习了旧知

“How do you feel?” 这个句型。

Listen and answer. T: Now, look at his face. What’s wrong? Let’s listen.

[设计思路] 整体呈现文本, 并让学生通过听音的方式回答关键问题,使学习更具针对性,在寻求答案的过程中,还操练了句型:What’s wrong?

Learn the sentence pattern “What’s wrong?” in different situations.

T: Look at this man. What’s wrong? (On Bb.)

[设计思路] 将重点句型放置于不同的情境中,操练的同时让学生加深了对新句型的理解和应用。

Pair work. T: Maybe you can do this in pairs. [设计思路] 变换操练形式,让学生在小组内通过TPR形式操练新句型。

Listen and tick or cross. Tick or cross. T:Sam’s father is ill. What should he do? Let’s listen and tick or cross.

Ask and answer. T: What should Little Ant’s father do? He should…. (On Bb.)

[设计思路] 再一次整体认知文本,通过判断对错的形式引出另一个重点句型,化解了学生理解文本的难度。

Give suggestions. Discuss in groups. T: Do you remember them? Try to give them some suggestions. You can discuss in groups. Give suggestions one by one. [设计思路] 通过活动设计体现了学生在课堂中的主体性,充分发挥学生学习语言的自主性,此环节对学生的英语基础有一定的要求,能准确地将语言表达出来。

Present the whole dialogue. T: What about Sam? Can you give his suggestions? Ss: You should …

T: What does his mother say then? Please read the dialogue. [设计思路]

通过循序渐进的方式引出Don't …句型并进行操练。

Act the dialogue. [设计思路] 小学生注意力不稳定,如果一堂课围绕呆板的几幅图进行讨论,学生很快就会失掉兴趣。分角色表演对话,可以在活跃课堂氛围的同时对所学知识进行巩固与操练。

Step3. Consolidation Give suggestions to your friends in need.

[设计思路] 将所学对话内容用不同场景的图片形式呈现,并让学生尝试把它编成故事,巩固教学重点,把课堂还给学生,给学生展示的机会与平台,让学生体验学英语的快乐,树立学习自信心。

Step4. Summary Sum-up Assessment [设计思路] 及时地对课堂所学内容进行总结与梳理。

Step5. Homework Act the dialogue on P60. Give suggestions to your friends who are in trouble. [设计思路] 将学习活动延伸到课后,发展学生的综合语言运用能力,为学生能将学到的语言知识“学以致用”搭建平台。