1、fpgfpgUnit 6 How do you feel?第一课时(A. Lets try Lets talk)一、学习目标（一）知识与技能1.能够掌握四会句子 Theyre 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 Whats this cartoon about?3. 能够独立完成 Lets try 部分练习。（二）过程与方法灵活运用所学语言进行交际。（三）情感态度与价值观教育学生要有良好心理状态，善于表达自己感受。二、学习重难点（一）重点掌握
2、四会句子 Theyre 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。（二）难点能在实际情景中熟练运用句型。 突破方法：通过由词到句、替换关键词、跟读录音、分角色朗读、游戏等多种方式突破难点。三、教法与学法引导法，点拨法，小组交流法。 四、教学准备教师准备多媒体课件、课文情景动画或音频 MP3。另外有相关单词卡片、道具蛇、图片等。 五、教学过程 Step 1: Warm-up教师出示不同天气图片，和学生进行问答练习。如：T: Whats the weather like? Ss: Its rainy
3、.fpgfpgT: Do you like rainy days? Ss: No, we dont.T: Oh, you are unhappy. Whats the weather like? Ss: Its sunny.T: Do you like sunny days? Ss: Yes, we do. We can go outside and play. Step 2: PresentationLets tryIts snowy and cold outside. Sam is talking with Sarah. Look at the questions and then lis
4、ten to the tape.给学生一分钟时间阅读问题，然后播放 Lets try 部分录音，学生选择正确答案。核对答案，并再次播放录音，让学生找出回答问题关键信息，可反复听录，尽量使学生完整听出原文或逐句复述原文。Lets talk1.拿出一条道具蛇，放到学生面前，问：How do you feel? 引导学生回答：We are afraid.板书并教读单词 afraid，注意 afraid 发音，可用拆分法教读：af-raid。并釆用慢速快速法、手势法进行操练。2.播放黑猫警长这一卡通片精彩片段，问学生：Who is it? 引导生回答：黑猫警长。继续问：Whats the cartoo
5、n about? 并引导学生回答：Its about a cat. The cat is a police officer.教师说：Cool! Its about a cat. The cat is a police officer. How do the mice feel of the cat? 引导学生回答：Theyre afraid of him.板书并教读句型。可替换关键词配上动作或由词到句方式操练句型。如：T: afraid Ss: afraidT: be afraid of Ss: be afraid ofT: Theyre afraid of him. Ss: Theyre a
6、fraid of him.T: You are afraid of me. Ss: You are afraid of me.T: I am afraid of you. Ss: I am afraid of you.3.请两位学生表演：A 学生抢夺 B 学生铅笔，并摔在地上。教师釆访 B 学生：How do you feel? 引导学生回答：Im angry.教师板书并教读单词 angry，注意angry 发音。同样采用慢速快速法操练。4. 出示黑猫警长生气图片，说：Look, the mice hurt people. Look at the cat. How does the cat f
7、eel? 引导学生回答：The cat is angry with them.教师板书并教读句型.The cat is angry with them.也可替换关键词配上动作或由词到句方式操练fpgfpg句型。如.T: angry Ss: angry Ss: be angry withT: The cat is angry with them. Ss: The cat is angry with them.T: You are angry with me. Ss: You are angry with me.T: I am angry with you. Ss: I am angry with
8、 you.5.播放 Lets talk 部分录音，学生带着如下问题听录音：Why is the cat angry with the mice?要求学生画出回答问题关键信息，以及自己不理解地方，教师核对答案并答疑。再次播放录音，学生反复跟读，然后分角色朗读对话。Step 3: Practice1.出示 Lets talk 部分下面图片，学生观看图片并运用新学句型告诉同桌自己感受。 2.出示句子，学生分成几个小组，小组成员逐个朗读一个单词，最后一名学生完整地朗读出句子。比一比，看哪一组读得最快最准确。如：The cat is angry with them. My father is a pol
9、ice officer. Theyre afraid of him.Step 4: Consolidation and extension1. 让学生把 Lets talk 部分内容读给家长听。板书设计Unit 6 How do you feel?afraid angry chase mice bad hurt Theyre afraid of him.The cat is angry with them.Whats this cartoon about? Unit 6 How do you feel?第二课时(A. Lets learn Write and say)一、学习目标（一）知识与技
10、能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 部分练习。fpgfpg3. 能够掌握由第一人称变为第三人称时 动词变化，并围绕情绪和感受进行表述。4. 能够会唱歌曲 If youre happy, clap your hands.（二）过程与方法能够灵活运用所学句型，做到发音准确，语调自然。（三）情感态度与价值观教育学生要保持良好心理状态，善于表达自己感受，让学生理解健康体魄和愉悦心情重要性。二、学习重难点（一）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。（二）
11、难点能用英语表达自己或他人情绪。突破方法：创设情景，练习表演对话， 突破难点。三、教法与学法 引导法，点拨法。四、教学准备教师准备多媒体课件、课文情景动画或音频 MP3,另外有相关教学图片、日常生活照片和自画像。五、教学过程 Step 1: Warm-up1.教师播放歌曲 If youre happy, clap your hands，学生先静听感受旋律，然后跟唱歌曲，最后配上动作师生一起合唱歌曲。歌曲内容如下：If youre happy and you know it, clap your hands.If youre happy and you know it, clap your ha
12、nds.If youre happy and you know it, then your face will surely show it.If youre happy and you know it, clap your hands.If youre angry and you know it, stamp your feet.If youre angry and you know it, stamp your feet.fpgfpgIf youre angry and you know it, then your face will surely show it.If youre ang
13、ry and you know it, stamp your feet.可请几位表现较好学生站在讲台上和着音乐示范做动作，表演歌曲。也可以分组进行表演，看哪一组表演得最好。注意充分调动学生主观能动性。 Step 2: PresentationLets learn1.用歌曲来引出本课单词 happy 教学，边唱边做动作，学生跟着唱做动作。做出“开心”样子对学生说：Im happy when Im singing. Are you happy today? 学生回答：Yes.说：You are happy. I am happy, too. Look at my face. This is a h
14、appy face. 然后在黑板上画一张开心脸，教读单词 happy。2.在黑板上画一张难过脸，并指着这张脸问学生：Is it a happy face? 以此教学单词 sad。教师示范朗读，学生跟读，做出脸部表情帮助学生理解词义。可让同桌之间一人做表情，另一人画表情图，然后请学生描述所画出表情：He/She is happy/sad.3.在黑板上画一张生气脸，并指着这张脸问学生：How does he feel? 引导学生回答：He is angry.板书单词 angry，并示范朗读，学生跟读教师让学生对周边同学做生气表情，并引导学生说：Im angry.4.在黑板上画张害怕脸，并指着这张脸
15、问学生：How does he feel? 引导学生回答： He is afraid.请一位学生板书单词 afraid，然后全班大声拼读单词。5.在黑板上画张担忧脸，然后说：When you go out without telling your mother, how does she feel? 引导学生回答：She is worried.教师做动作或表情帮助学生理解词义，然后板书并教读单词 worried。6.出示表情图片，学生说出相应单词，并做相应表情。7.引导学生观看 Lets learn 部分图片，猜一猜故事情节，鼓励学生大胆发言，说出自己看法。播放 Lets learn 部分录音
16、，学生静听，看是否和自己猜想符合。再次播放录音，学生反复跟读。注意指出由第一人称变为第三人称时be 动词变化。7.请学生叙述图片内容，例如：The cat breaks something. Sarah is angry. The cat is afraid. Sarah is sad because the cat is ill. One day the cat is on the tree. Sarah and the cat are worried. Then a police officer helps them. They are happy.fpgfpg8.示范书写四会单词，学生仿
17、写并拼读。Write and say1.先引导学生看 Write and say 部分图片，问 Whats the matter?学生作答，可用中文。继续问：How does he/she feel? Is she/he ? Does she /he feel? 学生说出答案，通过模拟图片情境或让学生联系实际感受图片中主人公心情。2.出示图片，学生说出相应句子。如：He is worried. They are happy. He is afraid. She is sad. I am angry.Step 3: Practice1. 小组活动：学生拿出能体现他们喜怒哀乐日常生活照片和自画像，
18、围绕照片上表情展开询问和讨论：Whos she? How does she/he feel? Is he/she happy? Why? 可请两组表现较好学生到讲台进行表演。2.请几位学生上台做 angry, afraid, sad, worried, happy 表情，然后教师说单词，学生做出相应表情，做错扣一分，做对加一分，由学习委员充当小评委并记录得分，看哪位学生是得分王。Step 4: Consolidation and extension1. 学生背诵并抄写本课时四会单词。板书设计Unit 6 How do you feel?happy（表情） sad（表情） angry（表情） a
19、fraid（表情） worried（表情）Unit 6 How do you feel?第三课时(B. Lets try Lets talk)一、学习目标（一）知识与技能1. 掌握四会句子 Your father is ill. He should see a doctor this morning. Dont 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 Lets try 部分练习。fpgfpg（二）过程与方法培养学生听力能力和口头表达能力。（三）情感态度与价值观培养学生合作学习意识。（一）重点熟练掌握本
20、单元重点句子 Your father is ill. He should see a doctor this morning. Dont be sad.并能在实际情景中灵活运用。突破方法：反复朗读，在熟读基础上背诵并表演，突破重点。（二）难点能够针对他人情况提出适当建议。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。另外还有本课相关单词卡片等。 五、教学过程 Step 1: Warm-up1. 师生合唱歌曲 If youre happy, clap your hands 2.把 angry, a
21、fraid, sad, worried, happy 图片迅速给学生看一遍，然后抽出其中一张问：Whats missing? 让学生去猜，猜中学生根据图片说出单词，并拼写该单词。Step 2: Presentation Lets tryT: Its seven oclock in the morning. Ss: Its time to get up.T: Right. Listen to the tape and find out the answers of the following questions.Who are the people talking? What are they
22、talking about?播放 Lets try 部分录音，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关键信息，fpgfpg尽量复述原文。Lets talk1.请两位学生扮演父亲生病去医院情景，展开会话：S1: Hi, Mike! Whats wrong? S2: My father is ill.S1: Im 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.
23、 然后问学生：Whats 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.
24、 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 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 go
25、ing to rain tomorrow. Ss: Oh, no!T: Dont be sad.板书并教读句子：Dont be sad. 然后让学生对周围同学说：Dont be sad.4. 教师播放 Lets talk 部分录音，学生带着如下问题听录音：Whats wrong? How does Sam feel?What should he do?要求学生画出回答问题关键语句，以及不理解地方。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，时间允许话可让学生挑出核心语句进行对话表演。Step 3: Practicefpgfpg1. Act with your f
26、riends.先请一位学生配合示范：S1: r m angry.T: Dont 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 Dont 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问题（主要针对书本 60页图片） ，以及相应建议，仿照立字写在书本适当位置，要求尽量用英文表达出来
27、，适当引导。然后请几组学生表演本组讨论结果，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. Dont be sad.将学生分成几个大组，每组学生依次朗读纸条上句子，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 extension1. 把 Lets talk 部分内容读给家长听。2. 教师示范书写四会句子，学生仿写。Unit 6 How do you
28、feel?see a doctor take a deep breathMy/Your father is ill.He should see a doctor this morning. Dont be sad. Unit 6 How do you feel?第四课时(B. Lets learn Play card games)一、学习目标（一）知识与技能1. 掌握四会单词 wear, more, deep, breath, count。fpgfpg2. 能够听、说、读、写短语 see doctor, do more exercise, wear warm clothes, take a d
29、eep breath, count to ten。3. 能够合作完成 Play card games 部分游戏。（二）过程与方法培养学生口语表达能力。（三）情感态度与价值观培养学生合作学习意识。二、学习重难点（一）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。 （二）难点针对不同情况提出适当建议。 突破方法：教师讲解，学生反复练习，师生间
30、进行情景表演，突破难点。三、教法与学法 点拨法，引导法。四、教学准备教师准备多媒体课件、课文情景动画或音频 MP3。另外有相关教学图片等。 五、教学过程 Step1: Warm-up1. 用多媒体课件出示动词短语，学生抢答。2. 师生进行日常会话。T: Hi, boys and girls.（装出生病样子） Ss: Hi! Whats wrong?T: I am ill. I have a fever. Ss: You should see a doctor.Step2: Presentation Lets learn1.出示 Lets learn 部分挂图，由对话引出 see a doctor，再次板书并教读上节课学习短语习 see a doctor，然后学生接力读短语。
