B课件配套优秀教案案例

教学目标

1. 能够理解对话大意。

2. 能够用正确的意释及语音、语调朗读对话。

3. 能够在情景中运用How does … feel? What’s wrong? 询问他人的情绪和心理状态；能够用… should … Don’t ... 等疏导情绪或提出建议。

4. 渗透不能以自我为中心，要关心家人，为他人所想的德育教育。

学情分析

本单元的教学内容是有关情绪的英语表达，本节课是本单元B部分的Let’s talk，是通过教学Mum告诉Sarah，

Sam因为爸爸生病不能去动物园的对话，使学生能够询问他人的情绪、回答自己的心理状态，能帮助他人疏导情绪和提出合理建议。教师应引导学生在语境中巩固并熟练运用本课的目标语言，实现语言的交际功能。

情境1：Sarah一家周五晚上讨论周六去动物园，Sam很开心；

情境2：妈妈和因为外出买东西而被突然下起的大雨淋湿的爸爸谈话；

情境3：周六早上生病的爸爸和妈妈谈话(Let’s try)；

情境4：妈妈告知孩子们因为爸爸生病不能去动物园了，Sam很不开心(Let’s talk)；

情境5：等在动物园的Zhang Peng给Sam打电话，劝慰Sam；

情境6：Sam认识到自己不该发脾气而向妈妈道歉，一家人一起去医院。

徐徐渐进、步步深入的情境叙说了本课对话发生的前因后果，教学时依据教学目标有详(情境2、4、5)有略(情境1、3、6)。充分开发的文本情境，有效完成对学生语言学习的引导，促成学生在开放性语言表达活动中语言的有效输出。

重点难点

1. 询问他人的情绪和心理状态。

2. 能根据他人的情绪提出合理的建议。

教学过程

Step1.

Warming

up 1. Let’s chant

师生问好后，学生边吟唱边表演五种感觉。

2. Play a game: passing a ball. Guess the feeling and spell it out. 教师通过PPT依次出示五种表情照片，学生伴随音乐传球，音乐暂停球传到哪位同学，此学生说出照片上人物的感觉并拼出单词，教师逐一将单词及表情贴于黑板。

Step

2.

Presentation 1. T: It’s Friday afternoon. Sarah’s family are having dinner.

PPT逐句出示：

Sarah: Zhang Peng and Yifan will go to the zoo tomorrow. Can we go with them? Mum: Sure. Why not?

Sam: Hooray!

Dad: We should buy some food and drinks. I’ll go to the supermarket after dinner.

T: What are Sarah’s family going to do tomorrow? What is Dad going to do after dinner?

2. -- How does Sam feel? -- He is ...

学生回答。

3. T: It’s 9:00 in the evening. It’s raining heavily. Dad is walking in the rain with food and drinks in his hand. He has no umbrella.

看图描述。

4. PPT逐句出示(横线部分在学生自主填空后出示)：

Dad: Ah-choo! Ah-choo!

Mum: What’s wrong?

Dad: It’s raining outside. I’m all wet.

Mum: How do you feel now?

Dad: I feel cold.

Mum: You should ... 教师引导，学生猜下句，教师将重点句型：How do you feel？

What’s wrong? You should ...贴于黑板并讲解。

5. T: It’s 7:00 Saturday morning, and it’s time to get up. What are Sarah’s family doing?

Listen and circle. Q1: Who is talking? Q2: What are they talking about?

播放Let’s try录音。

6. T: Mum and Dad are talking.

PPT完整出示(横线部分在学生听音填空后出示)：

Dad: Ah-choo!

Mum: Bless you. Oh, no! You have a fever. You should see a doctor. Dad: Oh, but what about the zoo?

Mum: It’s OK. I will tell the kids.

师生合作读。

7. T: How does Dad feel? S1: He is sad/ worried/ sorry/ ... Step

3.

Practice＆Consolidation 1. T: Mum is talking with kids. Watch and answer.

Q1: Are they going to the zoo? 播放课文视频并回答。

2. T: Watch again and answer.

Q1: Why don’t they go to the zoo today?

Q2: How does Sam feel?

播放课文视频并回答。

3. Read and act the dialogue.

师引导学生注意感情和手势表演，强调重点句型，学生尝试造句。

4. T: Sam is sad. Sam is angry. What should he do? S: ... 师ppt出示句子

He should take a deep breath.

He should listen to music.

He should look outside.

He should close his eyes and have a rest. ...

5. T: At that time, Zhang Peng and Yifan are in the zoo. They are waiting for Sarah and Sam.

PPT整体出示: Where are Sarah and Sam? What’s wrong?

T: Zhang Peng is calling Sam.

PPT整体出示：

Zhang Peng: Hi, Sam. We are in the zoo. Where are you? Sam: Oh, sorry! I can’t ...

Zhang Peng: Why? What’s wrong?

Sam: ...

Zhang Peng: ... ...

Tips: I’m sorry to hear that. Don’t be … You / He should …

T: Please make a new dialogue with your partner. 生练习后上台表演。

6. T: Sam is talking with Mum.

PPT整体出示：

Sam: I’m sorry, Mum. Dad is ill. We must go to the hospital first. Mum: Yes, Sam. Health comes first. Let’s go to the zoo with Dad next time.

Sam: OK. No problem! Mum: You’re a good boy!

师生合作读，并在此处教育学生要关心家人，不能只考虑自己的感受。

7. Sarah’s family are on the way to the hospital.

Step

4.

Homework 1. Read the dialogue and act it with your friends.

2. Care more about your family 3. Be happy everyday.