人教pep六上英语 Unit 6 The first period第一课时教案
Unit 6 How do you feel?
教材分析 | 本单元学习的主题是表达情绪、心理状态和对情绪疏导提出建议。教学内容主要是通过Sam和Sarah在家谈论所看卡通片的场景和Sarah姐弟及妈妈谈论因爸爸生病，不能按原计划去动物园的对话场景来展开的。教学重点是能听、说、读、写核心句型“How do you feel?”“The mice are afraid of the cat.”“The cat is angry with them.”“He should see a doctor.”“Don’t be angry.”；能听、说、读、写单词和词组：feel, sad, angry, happy, worried, afraid, wrong, ill, see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten等 |
教学目标 | 知识与能力目标: ·能够听、说、读、写句型“How do you feel?”“The mice are afraid of the cat.”“The cat is angry with them.”“He should see a doctor.”“Don’t be angry.” ·能够在情景中运用句型“The mice are afraid of the cat.”“The cat is angry with them.”等，简单 表达相关情绪和心理状态；能够运用“What should…do?”寻求解决问题的方法；能够用“How does…feel?”询问他人的情绪和心理状态；能够用“…should…”“Don’t…”等句子疏导情 绪或提出建议 ·能够理解蚂蚁与Robin互相帮助的故事，能够按正确的意群及语音、语调朗读故事，并运用本单元所学核心句型复述故事，同时能根据阅读所获信息写出故事梗概 ·能够听、说、读、写单词和词组：feel, sad, angry, happy, worried, afraid, wrong, ill, see the doctor, do more exercise, wear warm clothes, take a deep breath, count to ten等 ·能够正确使用上述单词和词组简单表达自己、他人或动物的各种情绪和心理状态，并对疏导 他人情绪提出建议 ·能够在图片和文字的支持下完成表格和仿写语句 ·知道英语句子中单词之间失去爆破的现象 情感态度､文化意识､学习策略目标: ·渗透不能以自我为中心，要关心他人，为他人所想；不要以貌取人，知恩图报的情感态度教 育 ·了解中国的卡通名片《黑猫警长》 ·了解与蚂蚁相关的基本科学知识 ·能够通过看图捕捉主要信息，并根据提示做出听前预测 ·能够通读文段，获取主旨大意和细节信息，并能进行推理判断 |
课时安排 | 第一课时： Part A Let’s try & Let’s talk 第二课时： Part A Let’s learn & Write and say 第三课时： Part B Let’s try & Let’s talk 第四课时： Part B Let’s learn & Play card games 第五课时： Part B Read and write 第六课时： Part B Let’s check & Let’s wrap it up & Part C Story time |
The first period(第一课时)
Part A Let’s try & Let’s talk
▶教学内容与目标
课时教学内容 | 课时教学目标 |
Let’s try | ·能够读懂题目要求，学会听前预测听力的重点内容 ·能够运用基本听力技巧完成Let’s try板块的听力任务 |
Let’s talk | ·能够通过观察、谈论Let’s talk板块的图片，在图片、PPT和老师的帮助下理解对话大意， 并回答对话后面的问题 ·能够通过听录音，学会用正确的意群及语音、语调朗读对话，并能在小组中进行角色表 演 ·能够在情景中运用“be+表示情绪的形容词”来表达心情和感受 ·在语境中借助图片等帮助理解“chase, mice, bad, hurt, be afraid of, be angry with”的意思， 并能正确发音 |
▶教学重点
能够听懂对话大意，并能用正确的意群及语音、语调朗读对话。
▶教学难点
能够在情景中运用“be+表示情绪的形容词”来表达心情和感受。
▶教学准备
PPT课件、课文录音、视频、卡片等。
▶教学过程
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Step 1: Warm-up & Lead-in
1. Greetings.
2. Sing a song.
Play the song If you’re happy, clap your hands by using the PPT. （出示课件）
Students can sing along with the song and do actions after it.
3. Free talk.
T: That’s cool! How do you feel now? Are you happy?
Ss: …
4. Lead-in.
Present the pictures of the main scene.（课件出示：Unit 6主情景图）
T: Look at these pictures. How does Sarah feel?
Lead students to talk about the pictures by using the sentences below:
Is she happy/sad/angry/…in Picture…?
Use the facial expressions to help students understand the words.
T: In this unit we’re going to talk about “feelings”.
Write down the topic “How do you feel?” on the blackboard.
Step 2: Presentation
1. Finish the exercises.
(1) Show the part of “Let’s try” to students.（课件出示:教材P58 Let’s try板块的内容）
T: It’s cold outside. Sam is talking with Sarah. Where are they? Are they at home? Are they at school? What will they do? Can you guess?
(2) Ask students to read the questions quickly.
T: Now let’s listen and find the right answers.
(3) Play the recording.（课件出示：教材P58 Let’s try板块的音频）
Students listen to the recording and try to circle the right answers.
(4) Play the recording again and check the answers.（出示课件）
Q1: Where are they? (At home.)
Q2: What will they do? (Watch films.)
2. Look and predict.
Show the picture of “Let’s talk” to students.（课件出示：教材P58 Let’s talk板块的图片）Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the dialogue.
T: Sam and Sarah are at home. Look out of the window. What’s the weather like?
Ss: It’s cold/ windy outside.
T: And what do you see in Sarah’s hand?
Ss: I see a DVD. There is a cat and a mouse on the picture.
T: Yes. Maybe the cat is chasing the mouse now.
Write down the word “chase” on the blackboard. Do the action to help students understand the word and then teach the word.
T: Sam and Sarah are at home. What will they do?
Ss: They will watch a film.
T: What film will they watch? Can you guess?
Ss: There is a cat on the DVD. Maybe it’s a film about a cat.
T: Cool! Let’s watch it!
3. Watch and answer.
(1) Show the questions on the PPT.（出示课件）
Q1: What’s the cartoon about?
Q2: What does the cat do?
(2) Play the cartoon.（课件出示：教材P58 Let’s talk板块的视频）
Students watch the cartoon and try to answer the questions.
(3) Check the answers.
A1: It’s about a cat.
A2: It’s a police officer.
T: Cool! The cat is a police officer. He chases the mice. The mice are afraid of him.
Show a picture to help students understand the word and the phrase “mice, be afraid of…” on the PPT.（课件出示:猫抓老鼠，老鼠很害怕的图片）
Lead students to read the words.
Write down the sentence “The mice are afraid of him.” on the blackboard and teach the sentence.
4. Read and answer. Learn the new words.
Show the question on the PPT.（出示课件）
Q3: Why is the cat angry with the mice?
Students read the dialogue and try to answer the question.
Ss: Because the mice are bad. They hurt people.
Use the pictures to help students understand the words “bad, hurt”. (课件出示：bad和hurt的相关图片)
Lead students to read the words.
5. Learn the new sentence structure.
T: Because the mice are bad. They hurt people. The cat is angry with them.
Lead students to read the word “angry”.
Write down the sentence structure “…be angry with…” on the blackboard.
T: Maybe our cat is chasing a mouse now. Why?
Ss: Because the cat is angry with the mice.
T: Good!
Step 3: Practice
1. Read and act.
(1) Students read after the recording.（课件出示：教材P58 Let’s talk板块的音频）Pay attention to the pronunciation and the intonation.
(2) Let students practice the dialogue in groups.
(3) Students act out the dialogue.
2. Choose the word to fill in the blanks.
(1) Show some sentences on the PPT.
(2) Students try to fill in the blanks by using “am, is, are”.
Answer: a. is b. is c. am d. are e. is f. are
(3) Students say the sentences.
Ask several students to read the sentences to the class. The other students listen to them and make evaluations.
Step 4: Consolidation & Extension
1. Look and say.
(1) Ask students to look at the three pictures in the book. Use some questions to lead them to understand.
T: How do you feel about Picture 1?
S1: I’m afraid of him.
…
(2) Lead students to discuss in pairs.
T: How do these pictures make you feel? Please tell your partner.
(3) Ask several students to show to the class. The other students listen to them and make evaluations.
2. Guessing game.
Choose one student to come to the front of the classroom. Ask him/her to act out an emotion with actions and expressions.
T: How does he/she feel?
The other students guess them. Praise the student who guesses right.
Students play the game in groups.
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▶板书设计
▶作业设计
Practice the dialogue.
▶教学反思
1.整个教学设计流畅清晰，很好地达成了课程教学目标。
2.活动设计具有梯度性，遵循学生的认知规律，以学生为本，以问题为导向，引导学生学习，培养学生的自主学习能力。
3.逐步帮助学生读懂题目要求，引导学生学会听前预测听力的重点内容。
4.在情境中理解，在活动中运用，突出语用功能。通过创设合理情景，帮助学生在情景中真实自然地使用所学语言，突出教学重点。
▶Teaching Contents & Teaching Aims
Let’s try
·Be able to understand the questions and predict the main content of the listening part.
·Be able to use basic listening skills to complete the listening task.
Let’s talk
· Be able to understand the main idea of the dialogue by observing and talking about the pictures. And be able to answer the questions below the dialogue.
·Be able to read the dialogue correctly, fluently and emotionally and act it out in groups.
·Be able to use the sentence structure “be+ adj.” to express their feelings in situations.
· Be able to understand and read the new words and the phrases “chase, mice, bad, hurt, be afraid of, be angry with” correctly by using the pictures in the context.
▶Teaching Priorities
·Be able to understand and read the dialogue correctly, fluently and emotionally.
▶Teaching Difficulties
·Be able to use the key sentence structure “be+ adj.” to express feelings in situations.
▶Teaching Procedures
Teaching Stages | Teacher’ s Activities | Students Activities | Teaching Purposes |
Warm-up & Lead-in | 1. Greetings. 2. Sing a song. Play the song If you’re happy, clap your hands. 3. Free talk. 4. Lead-in. Present the pictures of the main scene. Lead students to observe and talk about the pictures. | 1. Greetings. 2. Sing along with the song and do actions after it. 3. Free talk. 4. Observe and talk about the pictures of the main scene. | Stimulate students’ interest in learning. Use the pictures of the main scene to lead in the topic of expressing feelings in this unit naturally. |
Presentation | 1. Finish the exercises. (1) Show the part of “Let’s try”. (2) Let students read the questions quickly. (3) Play the recording. (4) Play the recording again and check the answers. | (1) Predict the listening content. (2) Read the questions quickly. (3) Listen to the recording and try to circle the right answers. (4) Check the answers. | Lead students to predict the listening content before listening. Cultivate students’ logical reasoning ability. |
2. Look and predict. Show the picture of “Let’s talk”. Ask some questions to lead them to predict the main idea of the dialogue. Teach the word “chase”. | Look at the picture carefully. Answer the teacher’s questions. Predict the main idea of the dialogue. Learn the word “chase”. | Use the questions to lead students to predict the main idea of the dialogue. Cultivate students’ observation ability and logical reasoning ability. Pave the way for further learning. | |
3. Watch and answer. (1) Show the questions on the PPT. (2) Play the cartoon. Let students watch the cartoon and try to answer the questions. (3) Check the answers. Teach the word and the phrase “mice, be afraid of…” Teach the sentence. | (1) Read the questions. (2) Watch the cartoon and try to answer the questions. (3) Check the answers. Learn the word and the phrase “mice, be afraid of…” Learn the sentence. |
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（续表）
Teaching Stages | Teacher’ s Activities | Students’ Activities | Teaching Purposes |
Presentation | 4. Read and answer. Learn the new words. Show the question on the PPT. Lead students to read the dialogue and answer the question. Teach the words “bad, hurt”. | Read the dialogue and try to answer the question. Try to understand and learn the words. | Help students get an overall perception of the dialogue and get useful information. Use the questions to lead students to learn the new words, the phrase, the sentence structure and the sentence. |
5. Learn the new sentence structure. Teach the sentence structure “…be angry with…” | Learn the new sentence structure “…be angry with…” | ||
Practice | 1. Read and act. (1) Play the recording and let students read after the recording. (2) Let students practice the dialogue in groups. (3) Let students act out the dialogue. | (1) Read after the recording. Pay attention to the pronunciation and the intonation. (2) Practice the dialogue in groups. (3) Act out the dialogue. | Make sure students can read the dialogue correctly, fluently and emotionally. |
2. Choose the word to fill in the blanks. (1) Show some sentences on the PPT. (2) Let students try to fill in the blanks by using “am, is, are”. (3) Let students read the sentences. | (1) Look at the sentences on the PPT. (2) Try to fill in the blanks by using “am, is, are”. (3) Some students read the sentences and the other students evaluate them. | Prepare for the next part. Practice the key words and sentences. | |
Consolidation & Extension | 1. Look and say. (1) Let students look at the pictures in the book. Use some questions to lead them to talk about the pictures. (2) Let students discuss in pairs. (3) Ask several students to show to the class and the other students listen and make evaluations. | (1) Look at the pictures and talk about them with the help of the teacher. (2) Discuss in pairs. (3) Show to the class and make evaluations. | Help students use the language they have learned to describe their own feelings by looking at the pictures. |
2. Guessing game. Choose one student to come to the front of the platform. Ask him/her to act out an emotion with actions and expressions, and the other students guess them. Praise the student who guesses right. Let students play the game in groups. | One student acts out an emotion with actions and expressions. The other students try to guess. Then play the game in groups. | Consolidate the knowledge through the game. Improve students’ motivation of learning. | |
Homework | 1. Practice the dialogue. 2. Do the exercises. | ||
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