B第二课时教案

Unit 6 How do you feel

B Let’s talk

1教学目标

知识与技能: 学生能理解对话大意;学生能够用正确的语音和语调朗读并生动形象地表演对话;学生能运用What’s wrong? 询问他人状况并能在真实情景中运用Don’t be...和You should...提出建议来疏导身边人的不良情绪并给予恰当的建议。过程与方法: 学生通过看图和听文捕捉人物情绪和身体状况,教师通过创设情境,引导学生讨论交流,让学生在合作、练习和创编中突破重点.

情感、态度与价值观: 学会保持乐观积极的心态,当自己遇到困扰时,应向朋友和老师寻求帮助和建议;能够关心体贴他人,并积极疏导身边人的不良情绪,给予恰当的建议。

2学情分析

本课是PEP版六年级上册第六单元How do you feel?中B部分的一节对话课。本单元的主题是表达情绪,心理状态和对情绪疏导提出建议。本课对话发生在Sarah姐弟和妈妈之间的,讲述的是爸爸因为生病,不能按原计划去公园的事情。学生在对话中感知核心句型...should...和Don’t be...,并能在情境中运用核心句型帮助他人疏导情绪和给他人提出合理建议。

六年级学生已有三年的英语学习基础,我校大部分学生对英语学习兴趣较浓厚,也形成了一定的英语学习习惯和自学能力。本内容涉及情绪情感以及合理建议,对学生口语表达有较高的要求,但有小部分学生比较内敛并怯于表现自己,所以我以构建轻松愉悦的英语课堂为宗旨,创设有效情境为方针,学生能自由表达为目标来设计并组织课堂。通过重构教材内容,引入“angel”这一主线,以“To be an angel”为主题,从天使降临调查人们的各种情绪,引入Sarah一家的困扰,启发性地引导学生给生病的爸爸和伤心的Sam提出建议,最后创编帮助别人的情景剧,教育学生也要成为一名积极乐观、热爱生活、关心他人的小天使。将文本与情感结合起来,让学生在天使帮助人的这一美好的情境中感受到学习英语的乐趣。

3重点难点

重点: 运用What’s wrong?询问他人状况并能在真实情景中运用Don’t be...和...should...提出建议来安慰他人。

难点: 根据他人不同的情绪状况,提出合理的建议。

4教学过程

4.1 第一学时

4.1.1教学活动

活动1【导入】Warm up

(1) Greeting

T: Good morning,class. How are you? Welcome to my English class.

(2)师生唱跳歌曲《Wheels on the bus》

(3)Game: I do you guess (我来比划你来猜).?

抽取4名学生上台利用肢体语言表演老师指定的单词或短语(angry, sad, see a doctor, listen to music,wear warm clothes,afraid, singand dance..), 其他学生根据他们的表演抢猜词。

活动2【导入】Lead in

T: How do you feel after the game?

Ss: I’m happy.

T: Well, I’m happy too.But we have different feelings at different times.Sometimes,we may feel angry. Sometimes,we may feel sad. There must be a friend like an angel comes, helps us and makes us happy. So the topic of our class is “To be an angle”.(出示教学主题并教读)

活动3【讲授】Presentation

(1) The first station: Angel’s coming

①T: Look, the angel’s coming. (天使飞入)She says: “Please tell me your feelings and let me help you”. She asks“How does Ali feel”?(闪现Ali哭的照片,请学生回答)

②根据闪现的人物(Jim,Nick, Mary等)情绪图片问答“How does___ feel?”“He/ She is...”(采取男女。师生,生生等问答形式)

③出示Sarah家的图片。

T: This is Sarah’s home. Can you see Sarah?

Ss:No.

T: Do you know Sarah's feelings?

Ss:No.

(2)The second station: Sarah’s problem

①T: Sarah’s family has a problem. Let’s follow the angel’s step and get into Sarah’s home. (天使飞入Sarah的家)

Now she is at Sarah’s room. She hears two people are talking. Now let’s listen and answer: Who is talking and what are they talking about?

②播放Let’s try,核对答案。

③出示本课情境图,引导学生观察Sarah 和Sam 的心情。

T: Sarah’s parents are talking about going to the zoo, but look at the picture, are they happy?

Ss: No.

T: How does Sarah feel? S1:She is worried.

T: How does Sam feel? S2:He is Sad.

④Listen and answer

A. T:Class, if you are going to the zoo,are you happy?

Ss: Yes.

T: But Sarah is worried and Sam is sad. What’s wrong?板书教读句子

B. 教师播放对话内容,学生听答“What’s wrong?”

C. 核对答案: Sarah’s father is ill.They can't go to the zoo today.

教读can't go,讲解失去爆破。

师生问答。

(3) The third station: Angel’s advice

①出示问题Saral’s father is ill and Sam is very sad. So if you’re the angel , what will you say to them?

②小组合作交流用“Don’t be...”和“You should....”给爸爸和Sam 提出恰当的建议。

③汇报展示。

④天使出示恰当建议,学生齐读。

⑤Read and answer:

T: Sarah's father accepts angel's advice ang goes to the zoo. Now let's read and answer.

How does dad feel now?

Where will Sam go now,the zoo or the hospital?

⑥Listen and follow.

⑦Role-play

活动4【活动】Production

The fourth station: To be an angel

(1) Smash the golden eggs and give suggestions(砸金蛋,提建议).

T:Because of your good performance, the angel designs a game fo us---smash the golden eggs and give suggestions.

(2) 创编并表演关于帮助别人疏导情绪提建议的情景剧。

活动5【活动】Summary

总结本课,情感教育。(We should smile a little more and be nice to others, in that way we're all the angels.)

活动6【作业】Homework 评论

Draw a mind map—feelings (situations) and suggestions. (设计一个关于情绪与疏导情绪建议的思维导图).