C教学目标

Unit 6 How do you feel & Pete the Cat and His Four Groovy Buttons

合肥市双岗小学

孙

林

一、教学内容及设计思路

本节课的主要教学内容是英语绘本 Pete the Cat and His Four Groovy Buttons。本书可以作为人教版小学英语六年级上册第六单元的How do you feel 的输出拓展教学内容，升华单元主题。

本单元文本话题是情绪和情感。教学内容侧重于如何描述人物的情绪以及如何正确处理这些情绪。由于文本内容中有关人物情绪表达和处理方法仍有需要补充之处，所以本单元教学把课文文本的学习作为重点，对于情绪表达以及处理各种负面情绪的方法用该绘本作补充教学。六年级的孩子已经能够正确地表达自己的情绪并能恰当描述他人情绪。所以教师要善于利用合适的课外资源给学生设置一些有层次的学习任务，以激发学生的学习兴趣和主动性。

在设计本课时，教师不仅要培养学生的语言运用能力，还要激发学生自我评价和自我表达的欲望。在How do you feel 这一单元教学之后，可以借助绘本故事Pete the Cat and His Four Groovy Buttons所蕴含得情感内容，进一步地拓展升华单元主题，以加深学生了解和接受自己以及他人的各种情绪，更为重要的是帮助学生意识到如何正确处理不良情绪，引导学生的情感朝着积极向上的方向发展，提升学生思维品质，健全学生人格发展。。

其次，引导学生通过绘本的学习和阅读，培养学生快速提炼文本的关键信息，培养学生的学习能力和思维品质，最后在课本与绘本的融合中让学生学以致用，学会正确处理各种情绪。

二、教学目标

（1）语言知识目标

词汇 : button, buttons, buttonless , belly button, popped off, rolled away 句型: Did Pete cry? Goodness, no! Buttons come and buttons go. （2）能力目标：

学生能通过观察图片，联想和猜测等方法提取关键信息。

学生能通过阅读绘本故事，培养正确处理各种情绪的能力。

（3）情感目标：能让学生意识到每个人有不同的情绪体验，学会接受各种情 绪并会正确处理。

（4）思维品质目标：能让学生学会思考，勇于接受自己的情绪，学会正确处理负面情绪。

三、教学重难点

（1）教学重点：

（A）整体理解故事内容

（B）了解有哪些情绪处理方法

（2）教学难点：

（A）文本句意理解

：Buttons come and buttons go.

（B）绘本故事寓意的理解：Stuff will come and stuff will go.

We keep on singing. 四、教学准备

绘本Pete the Cat and His Four Groovy Buttons、教学课件、Pete the Cat头饰

，板书卡片等。

五、教学方法

交际法、视听法，示范法，全身反应法

六，教学过程

IX: Teaching procedures: Teaching Steps Pre-reading Step1: Greetings and Free talk 为了拉近师生关系，老师和孩子先自由讨论favorite things 的话题。老师再拿出亲手制作的奖品（DIY纽扣）引导学生描Teacher’s Activities and Students’ Activities 设计意图

1.

Self- introduction: Glass begins. Greet the students. 2.

Free talk: 1)

T: Hello, boys and girls. What’s your favourite ...? 2)Encourage the students to guess the 述这些纽扣的teacher’s favorite clothes. 颜色，大小和形状。在激发学生3)T: Yes, this coat is my favorite. So, today I 学习兴趣的同wear my favorite

coat. What color are they? 时为本书的话What’s on my coat? There are some buttons.I have some other buttons. What color are 题和故事内容做铺垫。

they?...They’re groovy buttons.

I have a picture book. It’s about groovy

buttons. It’s very funny. Today, I’ll share the

book with you.

While-readStep2 ：

ing

1. Encourage the students to talk about the 通过观察故事cover of the book. 封面猜测故事内容，极大地激1)T: Can you see some groovy buttons? How 发学生的学习many are they?

What else can you see from the cover? 兴趣。

同时，在猜测封面的过程中老2) Show the name of the books and the story.

师有意识地渗帮助学

T: Yes, the cat’s name is Pete. Pete the Cat 透铺垫，生预测故事内容。

is the name of the books. 3) Introduce the author and illustrator of the

book.

2 .Read the first page of the book by reading the picture and guessing. 绘本的第一页是整个故事的背景。重点处理第一页的图片1)

T: Let’s enjoy the picture book. What can 和文本细节有you see from the first page.? 助于学生进一步理解故事。

Show the sentence on the screen. 在这一环节老Encourage students to guess the story. T: Pete put on his favorite shirt with four , 师带领学生从观察图片到阅读文字，用问题big, colorful, round and groovy buttons. Did 引导和肢体语he love his buttons?(Page1)

言相结合的方法让学生一边猜一般思考，再用说唱的形式调动学生的积极性，轻松有趣地完成背景部

分的学习。

2)

T:He loved his buttons so much. So he

sang this song. Show the song in the video. Students listen and sing.

3.Share page2,3,4,5.

1) Elicit the students to guess what happened by listening. 老师提出问题引导孩子看图猜测故事发展走向。再利用音T:

One of the buttons popped off and rolled 频和视频的直away. How may buttons are left?( Three.) 观效果，逐步引导孩子逐渐感2) Elicit the students to guess “Did Pete cry?”

知和体会Pete T:

If you are Pete, how do you feel?

Do you cry?Did Pete cry? 的情绪。

老师通过语言，3)

Show the picture about Pete. Elicit the 表情和肢体动帮助students to understand “

Did Pete cry? 作的引导，学生理解Pete 的乐观精神。

Goodness, no!” Buttons come and buttons go.

T: It doesn’t matter. He still had 3 groovy buttons. It’s all good . Just accept it and face it. So did he sing?

Encourage the students to guess and sing the song

.

4.Reading pages 6,7,8,9 in the similar way.

这个绘本故事语言复现率极高，韵律极强

。Help the students to understand the new 而且复现部分words from the pictures and context.

Enjoy the books by eliciting the students to guess, infer , act and discuss. 5.Reading pages 10 and 11.

Elicit the students to reading the book by 多以说唱形式呈现，所以可以借助视频歌曲让孩子一边唱一边理解Pete的情绪以及他的阳光心态，轻guessing “Did the last button pop off? How 松愉悦地完成did Pete feel? Did he cry?” Help the students 故事的学习。

to understand the new words from the pictures and context. Eg: buttonless

把绘本故事和本单元的话题6.Encourage the students to look at Pete and 相融合，再结合answer the question. T:Pete had no buttons.

Did Pete cry?

Goodness no! What did he see? He saw his belly button. 学生自身生活体验，谈论学生自身生活经历，情绪体验以及处理方法，帮助学生打开课堂思维，拓展话题内涵。最终，孩子在老师帮助

和自身体验中感知理解故事

7.Elicit the students to talk freely.

T: If you have some bad things , how do you feel? What will you do? 寓意，学习情绪管理。

8. Encourage the students to guess the end of the book: What did Pete do? Did Pete sing? 9. Help the students to understand the moral: Stuff will come and stuff will go!

Post-readinStep3：Choose one part to role play. g

1. Introduce the5 parts. 2.

Help the students to role play. 3.

Show in the class. 借助头饰，分组选择故事片段表演，抓住学生兴趣，帮助记忆故事内容，激发学生英语阅读的欲望。

Homework 1.

Share the story to others. 作业的设置是为了巩固课堂学习，是课堂教2.

Find more picture books about Pete the Cat 学的延伸，真正做到课堂学习to read 和生活体验相结合。

3.

Share with family and friends more ways to deal with different feelings .

X:The Blackboard Design: Pete the Cat

and His Four Groovy Buttons

Pete wearing a shirt

Pete wearing a buttonless

with 4 buttons

shirt

Stuff will come and stuff will go!

XI: After-teaching Reflection: This book is a charming story about a chill cat,who slowly loses the buttons on his shirt until he's left with just his belly button! The pictures are graphic and easy for students to see, and there is a lot to discuss: numbers, counting, colors, etc. There is a song that the cat repeatedly sings - not sure what the "official" tune is but it is fun to make up your own. It's all good!

Mostly, everyone who reads this book loves it. It is colorful.The reading is quite simple to read and understand. The messages are realistic for all of us, and the best part is that we get to sing on every other page. You can make up your own tune, and just sing along.After enjoying this story with the help of me , the children shew great enthusiasm in singing the funny song.

This is the kind of book that is infectious.The children loves the fun words, the fun singing and the happy colors. This is what a book for children is all about. The children respond me in small unexpected ways, which greatly moved me . For a long time after teaching this picture book, I have reflected on the moral teaching in it. The moral of this book is mainly focused on the sentence Buttons come and buttons go, which frequently appears in the book.The four groovy buttons on Pete's favorite shirt are just a symbol of stuff in our life. Stuff will come and stuff will go. But it doesn't matter. It's all good. As we all know, the moral teaching is always difficulty in picture book reading. Nothing is special in my teaching.So, I have some reflections on my moral teaching.

At first , I use my coat with 4 big, round buttons and some button flowers to show the real objects about the topic and make them love the groovy buttons in their eyes . What’s more , Pete is a resilient cat. He doesn't cry! Goodness no! This is a great book which teaches children not to get too upset over the little things from the story.

This lesson has a great surprise that made children and their teachers laugh with surprise. This is a great book that motivates my students to read it over and over again.This is a great book that can encourage the students to try ,to sing and keep smiling in life.

Unit 6 How do you feel & Pete the Cat and His Four Groovy Buttons

合肥市双岗小学

孙

林

一、教学内容及设计思路

本节课的主要教学内容是英语绘本 Pete the Cat and His Four Groovy Buttons。本书可以作为人教版小学英语六年级上册第六单元的How do you feel 的输出拓展教学内容，升华单元主题。

本单元文本话题是情绪和情感。教学内容侧重于如何描述人物的情绪以及如何正确处理这些情绪。由于文本内容中有关人物情绪表达和处理方法仍有需要补充之处，所以本单元教学把课文文本的学习作为重点，对于情绪表达以及处理各种负面情绪的方法用该绘本作补充教学。六年级的孩子已经能够正确地表达自己的情绪并能恰当描述他人情绪。所以教师要善于利用合适的课外资源给学生设置一些有层次的学习任务，以激发学生的学习兴趣和主动性。

在设计本课时，教师不仅要培养学生的语言运用能力，还要激发学生自我评价和自我表达的欲望。在How do you feel 这一单元教学之后，可以借助绘本故事Pete the Cat and His Four Groovy Buttons所蕴含得情感内容，进一步地拓展升华单元主题，以加深学生了解和接受自己以及他人的各种情绪，更为重要的是帮助学生意识到如何正确处理不良情绪，引导学生的情感朝着积极向上的方向发展，提升学生思维品质，健全学生人格发展。。