A课件配套优秀教案案例

Unit Six How Do You Feel? A

Let’s talk 学习目标

一、

认知目标

1. 能够掌握四会句子They’re afraid of him. The cat is angry with them.并能在实际

情景中熟练运用

2. 能够听、说、认读单词chase, mice, bad, hurt和句子

What’s this cartoon about?

3. 能够独立完成Let’s try部分的练习。

二、能力目标

灵活运用所学语言进行交际

三、情感目标

教育学生要有良好的心理状态，善于表达自己的感受。

学习重点：

掌握四会句子They’re afraid of him. The cat is angry with them.

突破方法：反复朗读，情景对话，小组进行替换练习，突破重点。

学习难点：

能在实际情景中熟练运用句型。

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。

教学流程

一、Warming up 1. Free talk 2. Game: Shape eyes 【设计意图】通过PPT出示QQ表情图和单词来复习单词，师生进行对话，创设轻松愉快的学习氛围。并自然引出但你看到别人的不好行为，你觉得怎样？

3. Look at two pictures and think: How do you feel？

【设计意图】通过看到别人的不好行为，你觉得怎样？自己开怎样做

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二、Presentation and practice 1. Let’s try T: Watch the cartoon about of Tom and Jerry .Then ask students: What does Tom feel? 引出Let’s try 【设计意图】用学生感兴趣的卡通自然引出Let’s try, 同时自然引出新句型What does Tom feel?

2. Let’s talk

1) Listen and answer What’s the cat’s job? A. He’s a postman.

B. He’s a police officer. What does the cat often do? A. He plays with the mice. B. He chases the mice. 【设计意图】预先设计好问题，让学生们带着目标去听听力材料，效果会好很多。

2) Skeleton text. T: Oh, but two sentences are missing. Let’s listen and fill in 3）Skeleton text. T: Oh, but three sentences are missing. Can you choose them and fill in? 【设计意图】利用Skeleton text引导学生回填文本的关键句子，引导学生关注句子的结构，关注句子的细节。

4. )

Listen and imitate. 学生模仿跟读课文录音。

T: OK, this time, let’s read after the tape. Pay attention to the pronunciation.

【设计意图】教师引导学生进行模仿跟读，注意升连读、意群，培养学生正确的语音语调，培养学生模仿地道英语的自主意识和习惯。

5）Dub the video. T: Let’s role-play: Who wants to be Mike? Who wants to be Sarah? 【设计意图】通过配音，为学生提供了展示的平台，加深学生对对话的理解。

三、Production

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1.

Role-play the dialogue（角色扮演对话）

【设计意图】让学生根据感知理解，培养学生的观察能力和思维能力。

2. Catching the thief（抓小偷）

Mr Black is a police officer. He looks cool! The mice are bad. They often steal（偷）rice. 【设计意图】利用图片让学生训练本节课要学习的重点句，加深对文本的理解

四、Summary 1. Look and say

T: So, what do we learn today? If you got 60 marks, how do you feel？What will you say to your father?(PPT)

五、Homework 1.

六、Handwriting Unit Six How Do You Feel? A Let’s talk

They’re afraid of him. The cat is angry with them

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Unit 6 How do you feel? Part A Let’s learn

教学目标：

一、

认知目标

1. 掌握四会单词angry, afraid, sad, worried, happy 及三会单词ill。

2. 能够完成Write and say部分的练习。

3. 能够掌握由第一人称变为第三人称时

动词的变化，并围绕情绪和感受进行表述。

4. 能够会唱歌曲If you’re happy, clap your hands.

二、能力目标

能够灵活运用所学句型，做到发音准确，语调自然。

三、情感目标

教育学生要保持良好的心理状态，善于表达自己的感受，让学生理解健康的体魄和愉悦的心情的重要性。

学习重点： 熟练掌握四会单词。

突破方法：反复练习朗读，小组练习听写，突破重点。

学习难点：

能用英语表达自己或他人的情绪。

突破方法：创设情景，练习表演对话，

突破难点能在实际情景中熟练运用句型。

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相关的单词卡片、道具、图片等。

3.本课时教学资源。

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教学流程

一、Warming up 1. Free talk 2.Shape eyes 3.Ask and answer(复习happy.\angry.\worried)同时初步引出Why? 【设计意图】用游戏和问题来激发学生学习读热情，为新课做好铺垫。

二、Presentation and practice 1.Guessing game：Who is she? \What is it? 用PPT出示图片后教师问用语篇让学生猜人物和cat 。

【设计意图】PPT出示图片和听语篇引出人物和动物，能激发学生学习的热情。学生会特别感兴趣。

2、Read and answe：

Sarah has a cat. It’s very cute. Sarah loves it very much. Today is Monday. The cat is ill. Sarah is sad. T: What’s the matter with the cat? How does Sarah feel? 3、Show the pictures and talk about:

Sarah takes the cat to a pet hospital. It’s better on Tuesday. In the afternoon it gets well.

The cat likes playing with the cup.

What will happen next? 【设计意图】PPT出示简短的语篇复习已学过的单词ill.、sad.以旧引新知识，从易到难，层层递进。

4. Read and answer(PPT)Sarah takes it to a pet hospital. The cat is better on Tuesday. In the afternoon the cat gets well. It likes playing with cups very much. Oh, no! The cup is broken. Sarah is angry. The cat is afraid. It runs away. What’s the matter with the cat?

How does Sarah feel?

How does Sarah feel on Tuesday? How does the cat feel? (PPT)Sarah takes it to a pet hospital. The cat is better on Tuesday. In the afternoon the cat gets well. It likes playing with cups very much. Oh, no! The cup is broken. Sarah is angry. The cat is afraid. It runs away. Sarah is angry. 教单词

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5.操练单词 Can you match?(PPT) 6. Can you read?(PPT) Sarah has a pet. It’s cute. It has big eyes, too. It likes fish very much. It can catch a mouse. What is it? The cat is afraid.

【设计意图】用2个语篇引出，帮助学生理解句型How does Sarah feel on Tuesday? How does the cat feel?

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Why does Sarah say “sorry” to the cat? Because she is angry, the cat is afraid. She feels sorry to the cat.

Don’t be angry. Angry is bad for your health. (生气伤身.) 三、Production 1、Look at these pictures and match 【设计意图】教师出示一些有关图片让学生说说每副图的意思，发展学生思维，激发学生开口说英语的欲望。

2、Act in groups of 4(四人小组表演一个关于心情的情景)!Make a new dialogue with your partner. A & B演情景, C&D讨论. A: I am angry. B: I am afraid. C: How does… feel? D: He / She is …. 【设计意图】通过小组合作，培养学生运用语言的能力。

3、Read and match:（PPT）

4、Fill in the blank（PPT）

四、Summary 情感教育：. Don’t be angry.

Angry is bad for your health. (生气伤身.) 五、Homework

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2.

Listen to the tape and read. 3.

Draw different face and write down the feel .

六、Handwriting Unit 6 How do you feel? Part A Let’s learn How do you feel? I am angry. How does he feel? He’s worried

Unit Six How Do You Feel? B Let’s talk 学习目标

二、

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。

三、

能力目标

培养学生的听力能力和口头表达能力

四、

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：

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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。

教学流程

一、Warming up 1. Free talk 2.Look at some pictures and talk about them: How do you feel? T：Look at the picture, how do you feel? 【设计意图】通过PPT出示教师的照片和简单信息，师生进行对话，创设轻松愉快的学习氛围,并自然引出但你看到别人的不好行为，你觉得怎样？

二、Presentation and practice 1. Let’s try T: Look at the clock! What time is it now? What should we do? Oh, yes ,Let’s listen and answer these questions. 1.）

Who is talking? A. Doctor.

B.

Parents. 2）What are they talking about? A. Going to the zoo.

B. Going to 【设计意图】用时间自然引出Let’s try, 同时自然引出新句型What should we do? 2. Let’s talk

1) Ask and answer

T：Where are they now?

Where are they going today?

【设计意图】引出主要人物的所在地和干什么，为新课做好铺垫

2) Listen and answer the questions Where are Sarah and Sam going?

Can they go there today? What’s wrong with the father?

What should the father do?

【设计意图】预先设计好问题，让学生们带着目标去听听力材料，效果会好很多。

3）Watch the video and check the answer.

【设计意图】学生通过看激发学生学习的积极性，并初步整体感知学习内容。加

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深对文本的理解，让学生首次感知文本的朗读技巧。

4. )

Listen and imitate. 学生模仿跟读课文录音。

T: OK, this time, let’s read after the tape. Pay attention to the pronunciation.

【设计意图】教师引导学生进行模仿跟读，注意升连读、意群，培养学生正确的语音语调，培养学生模仿地道英语的自主意识和习惯。

6）Dub the video. T: Let’s role-play: Who wants to be Mike? Who wants to be Sarah? 【设计意图】通过配音，为学生提供了展示的平台，加深学生对对话的理解。

三、Production 1.

Role-play the dialogue（角色扮演对话）

【设计意图】让学生根据感知理解，培养学生的观察能力和思维能力。

2. Pair work

Look at these pictures and talk with your classmates 【设计意图】利用图片让学生训练本节课要学习的重点句，加深对文本的理解

四、Summary 1. Look and say

T: So, what do we learn today? (标题) How can we introduce our feelings? (板书)You did a very good job today. You make me happy and really surprised. Thank you so much.

五、Homework 4.

Write down your weekend plan. 5.

Make a mini book about your weekend plan.

六、Handwriting Unit Six How Do You Feel? B Let’s talk

If your father is ill.

What should he do?

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He should see a doctor this morning.

Unit Six How Do You Feel? B Let’s learn 学习目标

一、认知目标

1. 掌握四会单词wear, more, deep, breath, count。

2. 能够听、说、读、写短语see doctor, do more exercise, wear warm clothes, take a deep breath, count to ten。

3. 能够合作完成Play card games部分的游戏

二、能力目标新| |标|第 网

培养学生的口语表达能力。

三、情感目标

教育学生要学会照顾自己、关心他人、

包容他人。

学习重点：

掌握四会单词或短语wear, more, deep, breath, count, see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten。

突破方法：仔细观察，小组合作练习拼写，突破重点。

学习难点：

针对不同的情况提出适当的建议。 突破方法：教师讲解，学生反复练习，师生间进行情景表演，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、相关的单词卡片、道具、图片等。

教学流程

一、Warming up 1. Free talk

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2.Sing a song 3.Shape eyes 【设计意图】用歌和游戏让学生做做热身运动，激发求知欲望。

二、Presentation and practice 1.Look at pictures and teach the words Who are they? They are …and ….

How does Chen Jie feel She is sad?. Because she is ill. If I am ill, what should I do?用PPT出示图片后教师与学生交谈。

【设计意图】PPT出一张张图片展示让学生在老师的语言中理解问题和如何回答并理解新词see a doctor\drink more water\eat fruits\ vegetables stay at home\ count to ten\take a deep breath 2、Pair work：

E.g: How does Oliver feel?\ He is angry What should he do? He should ….

【设计意图】PPT出示图片让生生互动起来

3、Read and match

【设计意图】目的检查学生是否理解句意

4、Make a new talk 【设计意图】用2个语篇引出，帮助学生理解句型How does Sarah feel on Tuesday? How does the cat feel?

三、Production 1、Fill in the blank: (Adivce for Children) 【设计意图】教师出示一个表格，培养学生开口说学生思维，激发学生开口说英语的欲望。

2、Play an games 【设计意图】通过小组合作探究，培养学生运用语言的能力。

四、Homework

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6.

Listen to the tape and read. 7.

Draw different face and write down the feel .

五、Handwriting Unit 6 How do you feel? Part A Let’s learn How do you feel? I am angry. How does he feel? He’s worried

Unit Six How Do You Feel? B Read and write 教学目标：

一、

认知目标

1. 能够完成Read and write部分的练习并能理解、朗读课文内容。

2. 能够掌握短语在发音上的略读技巧。 3. 能够独立完成Let’s check和Let’s wrap it up部分的练习。

二、能力目标

培养学生的阅读能力和综合能力。

三、情感目标

教育学生热爱生活，善待身边的每一个人。

学习重点：

能够理解、认读Read and write 部分的句子。

突破方法：教师讲解，学生自读自悟，

反复练习，突破重点。

教学难点：

针对不同的情况提出适当的建议。 突破方法：教师讲解，学生反复练习，师生间进行情景表演，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、相关的单词卡片、道具、图片等。

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

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教法学法指导：

本课时的重点看似在教学故事，实则是在让学生领会一则哲理：We should always be nice to each other.如若只停留在教学故事表面，则没有达到此课时的目的；如若直接灌输给学生哲理，学生难以体会或者体会不深刻，难以将书面的东西内化为自我的一种美德。因此本课时度的掌握很重要。教师采用故事表演、小组讨论、学生联系生活实际谈体会等多种形式，能让学生都积极参与到课堂，加入故事表演中。只有让学生亲身经历，才能深刻理解故事，有感而发，真正地做到友好待人。把握好了重点，学生学起来就有激情，教师教起来也就有动力，从而使课堂效率达到最高。

学习过程:

一、Warming up 1. Shape eyes 【设计意图】，创设轻松愉快的学习氛围. 2. 教师说单词，学生做相应表情，可配着音乐有节奏地反复练习。

【设计意图】，师生进行对话，创设轻松愉快的学习氛围.学生将相应表情画在书

3. Draw faces and say教师将afraid, happy, 卡片， angry, sad,这四种表情做成

二、Presentation and practice 1. The first reading What does the story tell us?

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【设计意图】引导学生通过听录音，回答问题。

2. The second reading:

Read the story and number:

【设计意图】要求在文中理解相关信息和不懂得单词、句子。

3. The third reading: Read the fourth paragraph and discuss:

【设计意图】让学生理解整篇文意. 4.Number the sentences.

三、Production 1. Number the sentences. 【设计意图】培养学生的观察能力和思维能力。

2.Fill in the blanks

【设计意图】让学生填写的信息提高学生的兴趣，最后让学生说说自己所填写的信息，激发学生开口说英语的欲望。

四、Summary 1. Follow the computer.

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五、Homework 8.

Read the story and act.

六、Handwriting Unit 6 How do you feel? Read and write How does the story tell us? We should always be nice to each other

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