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Unit6 B Let’s talk教学设计

(B. Let’s try Let’s talk)

一、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。

(一)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。

(二)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。

三、教法与学法

引导法,点拨法,小组合作法。

四、教学准备

教师准备多媒体课件、课文情景动画或音频MP3。另外还有本课相关的单词卡片等。

五、教学过程

Step 1: Warm-up

1. 师生合唱歌曲If you’re happy, clap your hands

2.把angry, afraid, sad, worried, happy的图片迅速给学生看一遍,然后抽出其中的一张问:What’s missing? 让学生去猜,猜中的学生根据图片说出单词,并拼写该单词。

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?

播放Let’s try部分的录音,学生带着问题听录音。

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.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.

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.问:When you are ill, who can help you? 当有学生说到doctor 时,说:The doctor can help you. See a doctor, see a doctor.板书并教读短语see a doctor,然后让学生说:My father is ill.说:He should see a doctor.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.

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.

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。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. Act with your friends.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.(做深呼吸动作)

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,—人说短语,—人做动作。待学生熟练后,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(主要针对书本60页的图片),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,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。

统一好问题和建议,然后说问题,学生说相应建议。

2.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。Step 4: Consolidation and extension

1. 把Let’s talk部分的内容读给家长听。

2. 教师示范书写四会句子,学生仿写。

六、教学反思