B教学设计案例

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http://www.wsbedu.com/ Unit 6 How do you feel? 课题：Unit 6 How do you feel? Part B Let’s talk

课型：Speaking I. Learning aims：

1.Learn about the main idea of the conversation with the help of the teachers and pictures,and the answer the questions. 2.Read and act the conversation in right tone and word groups. 3.Practice the listening,speaking,reading and writing skills,and give others advice using the structures:

①What’s wrong with you?

②Don’t be...

③You should... II. Learning important points：

1.Learn about the main idea of the conversation，and the answer the questions. 2.Read and act the conversation in right tone and word groups. III. Learning key points：

Give others advice using the structures:

①What’s wrong with you?

②Don’t be...

③You should... IV. Learning procedures：

Step1: Warm-up & lead in 1.Free talk& watch a video T: What’s the weather like today? Ss: It’s cloudy.

T: How do you feel about the weather? S1: I feel happy. S2: I feel sad. 2.Let’s chant( Do with the actions)

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http://www.wsbedu.com/ （设计意图：创建轻松愉快的课堂气氛，同时给下一环节起一个铺垫作用。）

Step 2: Review Ask and answer according the pictures:

A: How do you feel?

B: I am happy./ I feel happy. ... （设计意图：学生通过观察图片，了解人们的喜怒哀乐，并能够提出合理的建议。）

Step 3:Presentation 1. Pre-task

Let’s try: First, get the students to read the task, then

listen and answer the question. （设计意图：锻炼学生的听力技能，同时能够感知本节课的主要内容。）

2.While-task Stage

(1) Listen and answer:

Q: How many people are there? Who are they? (2)

Read it and answer.

Q:How does Sam feel? What should he do?

(3) Work in groups of four and answer the questions.

Q1: What’s wrong with dad?

Q2: Are they sad? Why?

Q3: How does dad feel now? What should they do? （设计意图：通过听初步了解本对话的大体意思，进而通过小组合作深层的去理解对话，加强他们的合作学习意识。）

(4) Role play. （Different ways）

(5) Show time.

3.Post- task 2

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(1) Your friends need some help.Call them and give your suggestions. Make (创编) a new conversation (对话)

with your partner (同伴) and act with your friends..

Tip 1: 大胆地把你和同伴的对话展示出来吧，相信你是最棒的！

Tip 2: 语音语调正确，表情自然。

Model(范例): A: Hello!Who’s that?

B: Hello!I’m ...I’m ...

A: What’s wrong?

B: ...What should I do? A: You should ...

B: Thank you. A: You’re welcome.Bye!

B: Bye! (2)

Show with your partners. （设计意图：对所学知识能够灵活运用，学会察言观色，针对不同的情绪能够提出合理的建议，做一个知心人。）

Step 4. Feed back. Translate the sentences:

( 1 )It’s time to get up.

(2 )What’s wrong?

(3 )You should see a doctor this morning.

(4 ) Don’t be sad.

(5 ) How does dad feel? （设计意图：对所学内容进行检测，了解学生的掌握情况。）

Step 5:.Sum up Step 6:Homework

Make conversations with your partner. Give people advice. （设计意图：对所学内容进行复习巩固。）

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教学反思：

教有法，教无定法，贵在得法。我在本节课中尝试了不同的教学方法，通过创设真实的情景，自然引入重点句型，让学生在情境中领会句型，这样比突兀地给出句子有意义得多。六年级的学生已经具有一定的英语学习能力，因此让学生自己总结规律是很有效的学习方法。小组讨论也能让每一位学生充分思考，发挥主观能动性，从而提高课堂效率，让课堂“活”起来。运用这些灵活的教学方法，让学生在乐中学，又在学中乐，尤其是对待后进生，采取鼓励性的评价方式，尽量肯定学生在学习中获得的成功，多采用表扬的方式来鼓励他们，帮助他们树立自信心。

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