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Unit 6 How do you feel_lesson 3 Feelings（教案）人教PEP版英语六年级上册
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学 科英语年 级六年级课 题Unit 6 How do you feel? (Lesson 3)教材版本书 名：人教版小学英语（三年级起点）执教教师教学目标一、语言能力目标：1.能听说读写短语：see a doctor, do morning exercise, wear warm clothes, take a deep breath, count to ten; 2.能运用所学句型I’m.../I’m not...You should...谈论模具前心理和身体状态和给出合理化建议。二、文化意识目标：能在对话中养成用英语交流的习惯，培养学生良好的语音、语调和语感。三、思维品质目标：了解情绪的多样性，能正确处理不同情绪，理解他人，关爱他人。四、学习能力目标： 1.能在真实生活情境中迁移使用本课核心短语和句式。2.能在真实的语境中运用所学核心句型和词汇，谈论自身的身体和心理状态，并对他人的状态给出合理化建议，对他人表达关心和帮助。教学内容教学重点：1.能听懂、会读、会说：be afraid of...,be angry with...等句型并能就具体情境进行运用，能听懂或读懂police officer,chase,bad,hurt,maybe等词汇。2.能听懂、读懂对话内容，并用正确的语音、语调朗读。 二、教学难点：能运用...afraid of...,...angry with...等语言进行真实生活的表达。能运用一定的对话延伸策略，灵活地延伸对话。教学过程（微课语音与PPT脚本，不超过15分钟）教学流程脚本内容1.提示课题P1-2 主题页1.Greeting.2.Talk about learning aims.T：Hello, boys and girls.Are you happy today? Yes, me too. We have English class. That’s great! Let’s begin.T: 在本单元前两个课时的学习中，我们学习了情绪的词汇和表达，本节课让我们接着谈论情绪，并进一步了解人的心理，并从情绪管理上谈谈自己的感受。这是本课时的学习目标和重难点，请同学们浏览一下。Are you ready for class? Let’s go!【设计意图】：通过对课时目标的介绍，让学生对本课内容有所了解。2情景导入、激活旧知P3图片视频歌曲导入，激发兴趣。Sing the song: Feelings 播放歌曲Feelings.追问学生今天的情绪如何？T：Children, how are you ? Great, let’s enjoy the song: Feelings.【设计意图】：通过歌曲，激活学生，趣味导入本课话题。3学习知识、提升认知P4-P6图片 复习旧知，操练核心词汇和句型。Review: Talk about the pictures.Let's learn: T：Look, there’s a rabbit. It took some photos. Lets’ see and find out the feelings of the rabbit .T：How does the rabbit feel?It’s worried/angry/afraid/happy...呈现兔子的表情图片，引导学生观察，说出他表达的不同情绪。【设计意图】：复习关于情绪的形容词，激活旧知，激活学生思维，为后面的教学做铺垫。P7-P11图片视频问题导学，呈现新知。Task1: Look and answer.Let's try: T：How about our friends?How do they feel today? Let’s see.Q1:How does Chenjie feel?---Chenjie feels sick.T: Chenjie is ill. What should she do?引导学生给出建议。---She should see a doctor. 教授短语:see a doctor.Q2: How about Oliver? Is he happy today?--- No, he is angry. Why? What should he do?--- He should take a deep breath and count to ten.教授短语:take a deep breathT:When you feel angry. What should you do ?追问学生是如何处理情绪的，如： eat some delicious food, go to sleep,talk with your friends, watch a movie, go swimming, run...Q3：How about Wu Binbin. How does he feel?--- He feels tired.Because he is not strong. T:What should he do? Can you give him some suggestions?引导学生思考，锻炼身体的方法有哪些？拓展一些运动的短语。---He should do some exercise.Such as play basketball...Q4:Look, Mike is here. He looks out of the window.What’s the weather like?---It’s snowy. It’s cold outside.So they feel cold.T:What should they do?---They should wear warm clothes, such as down jacket.看视频，观察图片，带着问题去思考，找出答案，给出合理的建议。 【设计意图】：指导学生带着问题去思考，学会提取关键词获取文本信息。引导学生结合真实的生活经历，给出合理的建议，让学生学会合理处理各种情绪。P12图片视频课堂练习，知识渗透。Read and fill. 补全句子。T:Ok, now let’s read the text again and try to fill the blanks.T：Good job.呈现Let’s learn的文本内容，让学生巩固所学短语和操练核心句型。【设计意图】：课堂操练，帮助学生加深理解和运用。P13-P16图片视频对话练习，灵活运用。Look and talk.T:Ok, let’s play a game. I’ll show you some words about feelings. Please look and say aloudly. Ready, go! 快闪形式，出现形容词，引导学生大声读出来。good,bad,angry,ill,afraid,warm,happy,sad,hungry,thirsty,cool,hot,cold,worried...T：So, these words all about feelings. Sometimes, we are happy. Sometimes we are sad. We have different feelings.【设计意图】：呈现更多的形容词，进一步归纳感受的词汇，并引导孩子感知人的情绪是复杂多变的，为下一个环节做铺垫。P17-P20图片 对话练习，灵活运用。Look and talk.T：Oh I’m hungry now. What should I do? Think about it.Please give me some suggestions.---You should eat some___________. T:Are you thirsty now? You are thirsty. What should you do?---You should drink some ___________. T: You are cold/ill. What should you do? Give some suggestions.---You should___________. T: You are sad/angry/worried.You can’t run fast. What should you do? Give some suggestions.同学们，如果遇到这样的情绪和情况时，你能提出合理的建议吗？请像老师刚才那样，试着想一想，说一说吧！---You should___________.T：Wonderful! You did a very good job.孩子们，谢谢你们提出了情绪处理合理的方式，你们非常棒！引导学生思考，给出合适的建议。【设计意图】：让学生就情绪和处理方式进行探究，找到正确处理情绪的方法，并灵活运用核心句型进行表达。P21-P23图片对话练习，能力提升。Make dialogues.T：Children, I’m sad now. I can’t run fast. Can you give me some suggestions?--- You should do exercise every day. You should eat some healthy food. You should sleep early. You should keep practice...引导学生提出合理建议。T:Great, I’ll try! Thank you ! I’m not sad now. 引导学生对他人的建议做出回应。T：It’s your turn to make dialogues like this. Let’s have a try!出示图片，让学生编对话，完成练习。【设计意图】：通过设计真实生活的情境，让学生灵活运用句型给出合理建议，并对他们的建议能做出合适的回应。4能力拓展、学用结合P24图片丰富学习，提升能力。Read and write.书写练习。看图，根据图片提示，把句子补写完整。T：Well down.孩子们你们完成的真棒，接下来拿出笔和纸，我们来完成一个书写练习吧！Read and write.【设计意图】:针对高年级的学生，写的能力也要学习和巩固，通过这个环节，让学生正确书写句子，加深对短语和句子结构的理解。5作业设计P25基础作业：1. 借助电子课本，听、跟读Part B Let's learn。2. 预习Part B Let's talk。 星级挑战作业：1. 背、听写这一课所学新单词。2. 坚持有氧“悦”读。2. 询问朋友或家长，有没有更多的处理情绪的新方法。结尾图片T:Today we talk about feelings and suggestions. Hope you can find the right ways to solve some feeling problems.This is today’s homework. Wish you happy and healthy. Goodbye,children!
学 科英语年 级六年级课 题Unit 6 How do you feel? (Lesson 3)教材版本书 名：人教版小学英语（三年级起点）执教教师教学目标一、语言能力目标：1.能听说读写短语：see a doctor, do morning exercise, wear warm clothes, take a deep breath, count to ten; 2.能运用所学句型I’m.../I’m not...You should...谈论模具前心理和身体状态和给出合理化建议。二、文化意识目标：能在对话中养成用英语交流的习惯，培养学生良好的语音、语调和语感。三、思维品质目标：了解情绪的多样性，能正确处理不同情绪，理解他人，关爱他人。四、学习能力目标： 1.能在真实生活情境中迁移使用本课核心短语和句式。2.能在真实的语境中运用所学核心句型和词汇，谈论自身的身体和心理状态，并对他人的状态给出合理化建议，对他人表达关心和帮助。教学内容教学重点：1.能听懂、会读、会说：be afraid of...,be angry with...等句型并能就具体情境进行运用，能听懂或读懂police officer,chase,bad,hurt,maybe等词汇。2.能听懂、读懂对话内容，并用正确的语音、语调朗读。 二、教学难点：能运用...afraid of...,...angry with...等语言进行真实生活的表达。能运用一定的对话延伸策略，灵活地延伸对话。教学过程（微课语音与PPT脚本，不超过15分钟）教学流程脚本内容1.提示课题P1-2 主题页1.Greeting.2.Talk about learning aims.T：Hello, boys and girls.Are you happy today? Yes, me too. We have English class. That’s great! Let’s begin.T: 在本单元前两个课时的学习中，我们学习了情绪的词汇和表达，本节课让我们接着谈论情绪，并进一步了解人的心理，并从情绪管理上谈谈自己的感受。这是本课时的学习目标和重难点，请同学们浏览一下。Are you ready for class? Let’s go!【设计意图】：通过对课时目标的介绍，让学生对本课内容有所了解。2情景导入、激活旧知P3图片视频歌曲导入，激发兴趣。Sing the song: Feelings 播放歌曲Feelings.追问学生今天的情绪如何？T：Children, how are you ? Great, let’s enjoy the song: Feelings.【设计意图】：通过歌曲，激活学生，趣味导入本课话题。3学习知识、提升认知P4-P6图片 复习旧知，操练核心词汇和句型。Review: Talk about the pictures.Let's learn: T：Look, there’s a rabbit. It took some photos. Lets’ see and find out the feelings of the rabbit .T：How does the rabbit feel?It’s worried/angry/afraid/happy...呈现兔子的表情图片，引导学生观察，说出他表达的不同情绪。【设计意图】：复习关于情绪的形容词，激活旧知，激活学生思维，为后面的教学做铺垫。P7-P11图片视频问题导学，呈现新知。Task1: Look and answer.Let's try: T：How about our friends?How do they feel today? Let’s see.Q1:How does Chenjie feel?---Chenjie feels sick.T: Chenjie is ill. What should she do?引导学生给出建议。---She should see a doctor. 教授短语:see a doctor.Q2: How about Oliver? Is he happy today?--- No, he is angry. Why? What should he do?--- He should take a deep breath and count to ten.教授短语:take a deep breathT:When you feel angry. What should you do ?追问学生是如何处理情绪的，如： eat some delicious food, go to sleep,talk with your friends, watch a movie, go swimming, run...Q3：How about Wu Binbin. How does he feel?--- He feels tired.Because he is not strong. T:What should he do? Can you give him some suggestions?引导学生思考，锻炼身体的方法有哪些？拓展一些运动的短语。---He should do some exercise.Such as play basketball...Q4:Look, Mike is here. He looks out of the window.What’s the weather like?---It’s snowy. It’s cold outside.So they feel cold.T:What should they do?---They should wear warm clothes, such as down jacket.看视频，观察图片，带着问题去思考，找出答案，给出合理的建议。 【设计意图】：指导学生带着问题去思考，学会提取关键词获取文本信息。引导学生结合真实的生活经历，给出合理的建议，让学生学会合理处理各种情绪。P12图片视频课堂练习，知识渗透。Read and fill. 补全句子。T:Ok, now let’s read the text again and try to fill the blanks.T：Good job.呈现Let’s learn的文本内容，让学生巩固所学短语和操练核心句型。【设计意图】：课堂操练，帮助学生加深理解和运用。P13-P16图片视频对话练习，灵活运用。Look and talk.T:Ok, let’s play a game. I’ll show you some words about feelings. Please look and say aloudly. Ready, go! 快闪形式，出现形容词，引导学生大声读出来。good,bad,angry,ill,afraid,warm,happy,sad,hungry,thirsty,cool,hot,cold,worried...T：So, these words all about feelings. Sometimes, we are happy. Sometimes we are sad. We have different feelings.【设计意图】：呈现更多的形容词，进一步归纳感受的词汇，并引导孩子感知人的情绪是复杂多变的，为下一个环节做铺垫。P17-P20图片 对话练习，灵活运用。Look and talk.T：Oh I’m hungry now. What should I do? Think about it.Please give me some suggestions.---You should eat some___________. T:Are you thirsty now? You are thirsty. What should you do?---You should drink some ___________. T: You are cold/ill. What should you do? Give some suggestions.---You should___________. T: You are sad/angry/worried.You can’t run fast. What should you do? Give some suggestions.同学们，如果遇到这样的情绪和情况时，你能提出合理的建议吗？请像老师刚才那样，试着想一想，说一说吧！---You should___________.T：Wonderful! You did a very good job.孩子们，谢谢你们提出了情绪处理合理的方式，你们非常棒！引导学生思考，给出合适的建议。【设计意图】：让学生就情绪和处理方式进行探究，找到正确处理情绪的方法，并灵活运用核心句型进行表达。P21-P23图片对话练习，能力提升。Make dialogues.T：Children, I’m sad now. I can’t run fast. Can you give me some suggestions?--- You should do exercise every day. You should eat some healthy food. You should sleep early. You should keep practice...引导学生提出合理建议。T:Great, I’ll try! Thank you ! I’m not sad now. 引导学生对他人的建议做出回应。T：It’s your turn to make dialogues like this. Let’s have a try!出示图片，让学生编对话，完成练习。【设计意图】：通过设计真实生活的情境，让学生灵活运用句型给出合理建议，并对他们的建议能做出合适的回应。4能力拓展、学用结合P24图片丰富学习，提升能力。Read and write.书写练习。看图，根据图片提示，把句子补写完整。T：Well down.孩子们你们完成的真棒，接下来拿出笔和纸，我们来完成一个书写练习吧！Read and write.【设计意图】:针对高年级的学生，写的能力也要学习和巩固，通过这个环节，让学生正确书写句子，加深对短语和句子结构的理解。5作业设计P25基础作业：1. 借助电子课本，听、跟读Part B Let's learn。2. 预习Part B Let's talk。 星级挑战作业：1. 背、听写这一课所学新单词。2. 坚持有氧“悦”读。2. 询问朋友或家长，有没有更多的处理情绪的新方法。结尾图片T:Today we talk about feelings and suggestions. Hope you can find the right ways to solve some feeling problems.This is today’s homework. Wish you happy and healthy. Goodbye,children!
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