B教学实录与评析

Unit 6 How do you feel Part B Let’s try & let’s talk 学习目标:

(一)认知目标

1. 掌握四会句子Your father is ill. He should see a doctor this morning. Don’t be sad. 并能在情景中进行运用。

2. 能够理解掌握三会单词wrong, should, feel, well。

3. 独立完成Let’s try部分的练习。

(二)能力目标

培养学生的听力能力和口头表达能力。

(三)情感目标

培养学生团结友爱、关心他人的良好品质。

学习重点:

熟练掌握本单元的重点句子Your father is ill. He should see a doctor this morning. Don’t be sad.并能在实际情景中灵活运用。

突破方法:反复朗读,在熟读的基础上背诵并表演,

突破重点。

学习难点:

能够针对他人的情况提出适当的建议。

突破方法:联系生活实际,教师讲解,突破难点。

课前准备:

1.教师准备多媒体课件、课文情景动画或音频MP3

2.另外还有本课相关的单词卡片等。

教法学法指导:

讲授法;情景教学法;游戏教学法;任务型教学法;对话交际学习法;合作学习法

学习过程:

Step 1: Warm-up

1. Free talk.

2. Make a revision.

Step 2: Presentation

Let’s try

T: It’s seven o’clock in the morning.

Ss: It’s time to get up.

T: Right. Listen to the tape and find out the answers of the following questions.

①Who are the people talking?

②What are they talking about?

教师播放Let’s try部分的录音,学生带着问题听录音。教师播放第二遍录音时核对答案。反复听录音,让学生找出回答问题的关键信息,尽量复述原文。

Let’s talk

1. 教师请两位学生扮演父亲生病去医院的情景,展开会话:

S1: Hi, Mike! What’s wrong?

S2: My father is ill.

S1: I’m sorry to hear that. He should see a doctor. S2: Yes, we are going to see a doctor.S1: Goodbye.S2: Bye.

教师板书句子My father is ill. 然后问学生:What’s

wrong? 引导学生回答:My father is ill.替换关键词进行练习。

2. 教师问:When you are ill, who can help you? 当有学生说到doctor 时,教师说:The doctor can help you. See a doctor, see a doctor.教师板书并教读短语see a doctor,然后让学生说:My father is ill.教师说: He should see a doctor. 教师板书完整句子:He should see a doctor. 师生不断交换进行问答练习。如:

T: My father is ill.

Ss: He should see a doctor.

Ss: My father is ill.

T: He should see a doctor.

教师通过列举多个句子,引导学生观察总结should的用法:should后面加动词原形。如:

I should see a doctor.

You should see a doctor.

She should see a doctor.

He should see a doctor.

3. 教师与学生进行日常对话,如:

T: Do you want to go to the zoo tomorrow?

Ss: Yes.

T: But it is going to rain tomorrow.

Ss: Oh, no!

T: Don’t be sad.

教师板书并教读句子:Don’t be sad.然后让学生对周围的同学说:Don’t be sad.

4. 教师播放Let’s talk部分的录音,学生带着如下问题听录音:

What’s wrong? How does Sam feel? What should

he do?

要求学生画出回答问题的关键语句,以及不理解的地方。教师核对答案并答疑,然后再次播放录音,学生先静听再反复跟读,最后分角色朗读对话,时间允许的话可让学生挑出核心语句进行对话表演。

Step 3: Practice

1.Do exercise(师生共同完成I can read and write)

2. Act with your friends. 教师先请一位学生配合示范:

S1: r m angry.

T: Don’t be angry. You should take a deep breath. (教师做深呼吸动作)

教师引导子生边做深呼吸边说:Take a deep breath.尽量放慢速度。然后板书并教读短语take a deep breath。同桌交替练习,一人说短语,一人做动作。待学生熟练后,教师带读Don’t be angry. You should take a deep breath.

将学生分成四人一组,让学生分组讨论朋友可能遇到的问题,以及相应的建议,仿照立字写在书本适当的位置,要求尽量用英文表达出来,教师适当引导。然后请几组学生表演本组的讨论结果,其他学生评论问题和建议是否合理。

教师统一好问题和建议,然后说问题,学生说相应建议。

2. 教师将句子写在小纸条上,如:Your father is ill. He should see a doctor this morning. Don’t be sad.将学生分成几个大组,每组学生依次朗读纸条上的句子,传递至最后一人时,此学生大声读完句子并举手示意,看哪组完成得又快又好。

课堂小结:

本课时的学习目标要求大家能够掌握四会句子Your father is ill. He should see a doctor this morning. Don’t be sad. 并能在情景中进行运用;. 能够理解掌握三会单词wrong, should, feel, well;独立完成Let’s try部分的练***家都能做到吗?

作业布置:

1.read after the tape three times.

2.please try to recite the dialogue.

板书设计:

Unit 6 How do you feel?

see a doctor

take a deep breath

My/Your father is ill.

He should see a doctor this morning. Don’t be sad.