B评课稿

Teaching Design of PEP Book 7 Unit 6 Part B Let’s try and Let’s talk

I. Analysis of the teaching material 1. The content of this lesson is from Book 7 Unit 6 How do you feel? Part B Let’s try & Let’s talk of PEP primary English. Unit 6 is the topic about feelings. Such topic is related to students’

daily life, so it is helpful to raise students’

learning interests and improve their spoken English. 2. This lesson is the third period of Unit 6. It includes two parts: let’s try and let’s talk. The key sentences “What’s wrong?”, “Don’t be sad.”,

“He should see a doctor.”, “Not well”, etc., are presented by talking about Sarah’s father who is ill. As to the talk, the teacher designs it into three activities: listening, reading and acting. These activities will improve students’ listening, reading and acting abilities, and enable them to use the expressions in daily communication. II. Analysis of the students 1. Students in grade six have strong curiosity and good imitation ability. Their logical thinking ability has improved. 2. The students in this lesson have a good foundation of listening, speaking and reading. They enjoy learning and are eager to express themselves, especial in learning the part of “Let’s talk”. But some students can’t read fluently and their acting skills need to be improved, so the teacher will give them some tips in reading and acting activities. III. Teaching objectives 1. Knowledge objectives

1). To answer the questions and fill in the blanks through listening. 2). To learn sentence structures and expressions about feelings, such as “ What’s wrong?”, “ Don’t be sad.” , “ He should see a doctor.”, “ Not well”, etc.

2. Ability objectives 1). To improve students’ listening, reading and acting ability by listening, reading

and acting activities. 2). To develop students communicative ability by giving suggestions to their friends in acting activity. 3) Emotional objective To enable students learn to care about others’ feelings, understand and be nice to others.

IV. Teaching important and difficult points 1. Important points 1). Students can understand the main idea of the talk through listening.

2). Students can read the talk fluently and act it out with emotions. 2. Difficult point：

Students can use the sentence structures and expressions to ask and answer the questions about feelings and give suggestions to others when others need help. V. Teaching aids computer, PPT, text recordings, listening task sheet and telephone props

VI. Teaching procedures Step 1.Warming-up (Time for chanting)

The teacher and the students chant the following together. Sad, sad, I am sad. Angry, angry, you’re angry.

Worried, worried, he is worried. Afraid, afraid, she is afraid. Happy, happy, we are happy. ( 设计意图：以chant的形式做热身，既复习了学生前面所学的关于感受的词汇又活跃了课堂气氛。) Step 2.

Presentation (Time for listening)

1. The teacher plays the recording of Let’s try, and asks students to think over the following two questions while listening,

Q1：Who is talking? A. Doctors

B. Parents Q2：What are they talking about? A. Going to the zoo

B. Going to the hospital After listening, the teacher asks some students to answer the questions and then check the answers together. 2. Show a picture of “Let’s talk”

T: “Sarah and Sam are going to the zoo today, but their mother tells them that they can’t go to the zoo now. Do you want to know why? S: Yes. T: Maybe you will find the reason after listening. Now let’s listen to the tape. The teacher plays the recording of Let’s talk and shows two questions on the screen.

Q1: Why Sarah and Sam can’t go to the Zoo? Q2: How does Sam feel? What should he do? Students will finish the task on the sheet of paper on which the content of the talk has been dealt with. Some key words, phrases and sentences which are useful to answer the questions are hidden. After listening, the teacher asks some students to give their answers, and then check the answers together. (设计意图：由于该部分的对话内容较简单，为了增加学习难度，设计成了听力任务。) 3. Blank filling Play the recording of Let’s talk again. This time, students are asked to fill in the blanks on the sheet of paper. The task may be difficult for those weak students. So the teacher can play one more time according to the real situation. After listening, the teacher checks the answers and analyses the important language points and expressions.

(设计意图：填空的设计可以帮助学生进一步了解对话大意和细节内容,同时空白

内容也是对话中需要重点掌握的内容。) Step 3. Practice (Time for reading)

1. Individual reading: read after the tape Students read the talk after the tape, and try to imitate the pronunciation and intonation. 2. Cooperative reading: read in three ways The teacher provides three kinds of reading ways: read in roles, read together and read one by one. Students can choose the way they like and read the talk with their partners.

（设计意图：该环节的阅读设计分为学生个人阅读和合作阅读两种方式。个人阅读是跟读录音，在跟读录音的过程中学生可以纠正自己的读音和语调。合作阅读要求学生根据喜好的方式和同伴一起阅读，增加了阅读的多样性和趣味性，同时也为后面的对话表演做准备。）

Step

4.

Consolidation and extension (Time for acting)

1. Students will act the talk on the stage in roles. The teacher will give them the tips for performers. All the students are evaluators. The followings are the tips: Tips for performers(表演者评价标准) 1). Read fluently 语言流利

2). Read fluently and beautifully 语言流利、语调优美

3). Act it out with emotions 语言流利、语调优美、感情丰富

(设计意图：该环节虽是普通的对话表演，但表演标准的提供，能使学生有意识地提高自己的表演水平，学生作评价主体，激发了学生的参与热情和学习兴趣。) 2. Act with your partners The teacher shows the picture of page 60 in the text book.

T: Your friends need some help. Call them and give your suggestions(建议).）

Students need to act with their partners with the help of the following sentence structures. The teacher will give an example first. A: Hello…How are you?

B: I am angry. A: What’s wrong?

B: My dog takes my pen away. A: I’m sorry to hear that. Don’t be angry. You should take a deep breath. B: Thank you. A: You’re welcome.

After that, the teacher sums up students’ performance and give suggestions to students which help them expand useful expressions. T: If your friend is ill, you can advise him or her to see a doctor, drink more water or take a good rest(好好休息).

If your friend is sad, you can advise him or her to take a deep breath, listen to cheerful music(听欢快的音乐) or see interesting films. Then the teacher tell the students “ A friend in need is a friend indeed.（患难见真情。）We should be nice to each other.（我们应该善待彼此。）”

(设计意图：该部分的情境表演是对课文内容扩展延伸，提供的情境贴近学生的生活，让学生用所学语言进行日常交际，体现了语言的实用性。最后，教师借境引情，使学习的过程成为学生情感成长的过程。) Step 5. Summary

The teacher and students sum up the lesson together. What’s wrong?

Don’t be sad.

He should see a doctor this morning. next time Not well. Step 6. Homework

1. Read after the tape three times. 2. Act it out with your classmates. 3. Preview Part B Let’s learn.

At last, students and the teacher sing the song of this unit “If

you’re happy, clap your hands” together to end this lesson. VII. Blackboard design Unit 6 How do you feel? B. Let’s try& Let’s talk What’s wrong?

Don’t be sad.

He should see a doctor. next time Not well.

VIII. Teaching reflection