（广东）粤人版六年级下册-Unit 4 Feeling Excited-Lesson 1-教案、教学设计-市级优课-(配套课件编号：50490).doc

1、Module /Topic 模块及话题模块及话题 Module 2 Unit 单元单元 Unit 4 Feeling Excited Title 题目题目 Unit 4 Feeling Excited Period 课时课时 1st Type of lesson 课型课型 新授课新授课 Main Point Analysis 教材分析教材分析 The topic in this unit is reasons about feelings and the naturalness of the dialogue made the knowledge so true to life of stud

2、ents. At the first period of this unit, students learn to make dialogues about the reasons for the feelings with the new words and sentence patterns. Pupils Analysis 学生分析学生分析 The students in grade six are interested in English learning. They tend to learn English in a relaxing atmosphere and in the

3、way of various games and activities about extending thinking. They have learned the sentence pattern:1.Are you/ Is he/ Is she happy? -Yes/ No. Objectives： 教学目标教学目标 1、 Knowledge objectives: be able to learn the new words and sentence pattern: “tired, scared/excited/sad/ stayed up late/ heard a noise/

4、got a kitten/got a poor grade”& “Why are you.? Because I .” 2、 Skill objectives: be able to use the sentence pattern “Why are you.? Because I .”to communicate with others. 3、 Emotional objectives：be able to raise the awareness of control bad feelings. Key point Analysis 教学重点分析：教学重点分析： 1. Learn the n

5、ew words and phrases. 2. Learn the sentence pattern. Difficulties Analysis 教学难点教学难点分析：分析： 1Use the sentence patterns to make dialogues. 2. Use the phrases to extend the dialogues. Teaching Aids/Media 主要教学媒体主要教学媒体 PPT, English songs, short video.blackboard Teaching Procedures 教学过程教学过程 Teaching activi

6、ty & Steps of the activity 教学活动及具体的活动操作步骤 Purpose 设计意图 I. Warming-up & Revision II. Presentation & Practice 1. Greetings 2. Listen to a song. If You Are Happy And answer 2questions. A: How many words about feelings can you hear in the song? B： What are they? 3. Learn the words about feelings. Studen

7、ts have already learn “happy, hungry, thirsty”. Lead them to know more about feeling words including “tired, scared, excited, sad, angry”. 4. Lets learn. Listen to the dialogues and learn the phrases. T: Since you have learned more words about feelings, are you excited now? S: Yes! T: But not everyo

8、ne is excited just like you are. There are 4 kids in the fun park. Can you tell me how are they feeling now? S: Ben is . Lisa is. Listen to the dialogues among Ben, Lisa, Tony, and Jenny. Then guide the students to learn new phrases from the dialogues. 课前导入的歌曲涉及新授课的 三个重点单词， 在轻松愉悦的氛 围中活动身体， 跟做动作， 并进

9、行句型的整体输入。 同时在听歌 之前带着问题去听， 一方面提高 了学生的听力能力， 使活动更有 针对性和目的性。 歌曲导入之后， 延伸学习本课新 知， 同时复习巩固已学的几个相 关的情绪类词汇。 利用自然拼读法同步渗透操练。 紧接着用情境导入的整体输入 对话的模式引入本课的新授句 型和短语， 使学生从上下文之中 训 练 到 猜 词 能 力 ： Why& Because. III. Consolidation &Development 5. Play the game to practice the phrases. When the words or phrases come up, stud

10、ents should read them as fast as they can. 6. Review the dialogue and talk with partner. Students recall the reasons of the feelings and fill in the blanks. Then T guide students to practice the dialogue in the sentence pattern like this: Ben is. Because he. 7. Lets talk. Extend the dialogues. Ask t

11、he students their feelings at the moment. Invite a student to set an example first to guide the students extend the dialogue as much as possible. T:Hello, . You look excited today. S: Yes, I am excited now. T: Why are you excited? What happened? S: Because I. T: Wow, thats great! S: What about you?

12、Are you. today? T:. Then conclude there are more feeling words like” sorry, sleepy, regret.” and more reasons to explain the feelings. 8. Lets read. A short passage about the feelings and the reasons for those in Lily. First have the students to find out how many kinds of feelings did Lily have in t

13、hat day. 通过“打地鼠”一个简单，节奏 快的游戏中及时操练和巩固单 词短语。 并有效地提高学生的学 习兴趣。 利用填空题对四个人物的情绪 产生的原因短语进行挖空， 让学 生回忆语篇内容， 并利用句型提 示，完整地操练问答句。 从情境过渡到学生自身的实际， 老师先和一名学生进行对话示 范， 提示学生不仅仅用课堂的对 话进行交流， 更应该用已学的句 子和单词，尽可能地丰富对话， 完整对话，使对话变得更有意 义。 在对话操练后， 再次总结拓展情 绪类和相关的原因短语， 让学生 有意识地拓展已学知识。 通过一个短篇阅读， 不仅仅把握 阅读的基本答题技巧：skim, skip, scan. 其次

14、更重要是通过 短文， 引导学生找出负情绪的相 VI. Summary V .Homework Then read 3 questions and read the passage. Check the answers about the questions. Then whole class read the passage again. More thinking: A. What kind of feelings did Lily have in that day? Are they good feelings? B. What did she do to solve her bad fe

15、elings? C. What about you? What would you do when you have bad feelings? 9. Lets watch a video. What can we learn from this video? We should control our bad feelings and be the master of the feelings. T: As for me, when I was sad or angry , I would like to eat a lot of tasty food. What about you? Th

16、en have students discuss in a group and share the ideas how to change the bad feelings into good feelings. 10. Lets write. Try to write down the recent days and described the things and feelings. Guide the students to write more how to solve the bad feelings. Share some students passage to the class

17、. 11. Summary. Review the words about feelings. Class the words into good or bad feelings. Review the sentence pattern and the phrases for reasoning. 12. Homework 关词汇， 并总结短文人物是如何 解决负面情绪的。 紧接着就思考， 平时如何解决自 己的负面情绪。 通过一个短视频， 让学生对负情 绪的理解更深一个层次， 更了解 应尽快地转化自己的负面情绪。 利用学生发散思维的特点， 让学 生在小组中进行讨论并分享自 己一些特别的解决方式。

18、 最后， 用写作对课堂所学进行一 个整体的输出。 考验学生的一个 知识整合和提高的能力， 能力一 般的学生可以看模板写。 能力稍 好的可以调开模板， 再丰富自己 的短文。 A. Finish the passage writing. B. Communicate with friends with the sentence pattern we learned today. C. Try to find out more idea with classmates that how to control our bad feelings Blackboard Design Unit 4 Feeling Excited Why are you_? tired happy scared thirsty sad hungry excited angry Because I _. stayed up late hear a noise got a poor grade got a kitten Boys Girls 板书设计上还有两个手掌， 一个 手掌的手指上是负面情绪的单 词，要学会控制负面情绪。 另一 个手掌则是正面情绪， 我们要学 会转化我们的负情绪变成正面 情绪。 而学习评价采取男女小组竞赛 模式， 回答问题的学生给自己的 小组画一个简单的笑脸， 最后课 堂结束前进行统计和反馈。