unit6教案Word格式.docx

1、引导法，点拨法。教学准备及手段有相关的教学图片、日常生活照片和自画像。教 学 过 程二次备课 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, then your face will surely show it.If youre happy and you know it, clap your h

2、ands.If youre angry and you know it, stamp your feet.If youre angry and you know it, then your face will surely show it.re angry and you know it, stamp your feet.教师可请几位表现较好的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。教师注意充分调动学生的主观能动性。Step 2: PresentationLets learn1. 教师用歌曲来引出本课单词happy的教学，边唱边做动作，学生跟着唱做动

3、作。教师做出“开心”的样子对学生说：Im happy when Im singing. Are you happy today? 学生回答：Yes. 教师说：You are happy. I am happy, too. Look at my face. This is a happy face. 然后在黑板上画一张开心的脸，教读单词happy。2. 教师在黑板上画一张难过的脸，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，教师做出脸部表情帮助学生理解词义。教师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的表情：He/

4、She is happy/sad.3. 教师在黑板上画一张生气的脸，并指着这张脸问学生：How does he feel? 引导学生回答：He is angry.教师板书单词angry，并示范朗读，学生跟读。教师让学生对周边的同学做生气的表情，并引导学生说：Im angry.4. 教师在黑板上画张害怕的脸，并指着这张脸问学生： He is afraid.教师请一位学生板书单词afraid，然后全班大声拼读单词。5. 教师在黑板上画张担忧的脸，然后说：When you go out without telling your mother, how does she feel?She is wor

5、ried.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. 教师出示表情图片，学生说出相应的单词，并做相应的表情。7. 教师引导学生观看Lets learn部分的图片，猜一猜故事情节，鼓励学生大胆发言，说出自己的看法。然后教师播放Lets learn部分的录音，学生静听，看是否和自己的猜想符合。教师再次播放录音，学生反复跟读。教师注意指出由第一人称变为第三人称时be动词的变化。7. 教师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 becaus

6、e 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.8. 教师示范书写四会单词，学生仿写并拼读。Write and say1. 教师先引导学生看Write and say部分的图片，问Whats the matter?学生作答，可用中文。教师继续问：How does he/she feel? Is she/he ? Does she /he feel?学生说出答案，教师通过模拟图片情境或让

7、学生联系实际感受图片中主人公的心情。2. 教师出示图片，学生说出相应的句子。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的日常生活照片和自画像，围绕照片上的表情展开询问和讨论：Whos she? How does she/he feel? Is he/she happy? Why? 可请两组表现较好的学生到讲台进行表演。2. 教师请几位学生上台做angry, afraid, sad, worried, happy的表情，然后教

8、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。作业设计1. 学生背诵并抄写本课时的四会单词。2. 做活动手册上的配套练习。板书设计Unit 6 How do you feel?happy（表情） sad（表情） angry（表情） afraid（表情） worried（表情）心得反思第2课时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 c

9、artoon about?3. 能够独立完成Lets try部分的练习。灵活运用所学语言进行交际。教育学生要有良好的心理状态，善于表达自己的感受。掌握四会句子Theyre afraid of him. The cat is angry with them.反复朗读，情景对话，小组进行替换练习，突破重点。能在实际情景中熟练运用句型。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。引导法，点拨法，小组交流法。有相关的单词卡片、道具蛇、图片等。教师出示不同天气的图片，和学生进行问答练习。T: Whats the weather like?Ss: Its rainy. Do y

10、ou like rainy days? No, we dont. Oh, you are unhappy. Whats the weather like? Its sunny. Do you like sunny days? Yes, we do. We can go outside and play. Lets try 教师说：Its snowy and cold outside. Sam is talking with Sarah. Look at the questions and then listen to the tape.教师给学生一分钟时间阅读问题，然后播放Lets try 部

11、分的录音，学生选择正确答案。教师核对答案，并再次播放录音，让学生找出回答问题的关键信息，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. 教师拿出一条道具蛇，放到学生面前，问：How do you feel?We are afraid. 教师板书并教读单词afraid，注意afraid的发音，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. 教师播放黑猫警长这一卡通片的精彩片段，问学生：Who is it? 引导生回答：黑猫警长。Whats the cartoon about? 并引导学生回答：Its about a cat. The cat is

12、 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?Theyre afraid of him. 教师板书并教读句型。教师可替换关键词配上动作或由词到句的方式操练句型。 afraid be afraid of Theyre afraid of him. You are afraid of me. I am afraid of you.3. 教师请两位学生表演：A学生抢夺B学生的铅笔，并摔在地上。教师釆访B学生：Im angry.教师板书并

13、教读单词angry，注意angry的发音。同样采用慢速快速法操练。4. 出示黑猫警长生气的图片，说：Look, the mice hurt people. Look at the cat. How does the cat feel?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的方式操练句型。如. angry be angry with The cat is angry with them. You are angry with me. I am angry with you.5

14、.教师播放Lets talk部分的录音，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的关键信息，以及自己不理解的地方，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。1. 教师出示Lets talk部分下面的图片，学生观看图片并运用新学的句型告诉同桌自己的感受。2.教师出示句子，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。The cat is angry with them. My father is a police officer. The

15、yre afraid of him.1. 让学生把Lets talk部分的内容读给家长听。afraid angry chase mice bad hurt Theyre afraid of him.The cat is angry with them.Whats this cartoon about?第3课时1. 掌握四会单词wear, more, deep, breath, count。2. 能够听、说、读、写短语see doctor, do more exercise, wear warm clothes, take a deep breath, count to ten。3. 能够合作完

16、成Play card games部分的游戏。培养学生的口语表达能力。教育学生要学会照顾自己、关心他人、 包容他人。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。仔细观察，小组合作练习拼写，突破重点。针对不同的情况提出适当的建议。教师讲解，学生反复练习，师生间进行情景表演，突破难点。点拨法，引导法。有相关的教学图片等。Step1:1. 教师用多媒体课件出示动词短语，学生抢答。2. 师生进行日常

17、会话。 Hi, boys and girls.（装出生病的样子） Hi! Whats wrong? I am ill. I have a fever. You should see a doctor.Step2: Presentation 1. 教师出示Lets learn部分的挂图，由对话引出see a doctor，教师再次板书并教读上节课学习的短语习的see a doctor，然后学生接力读短语。2. 教师画一张发愁的脸的简笔画问，问：Im worried.教师边做运动边说：You should do more exercise. 然后教师板书短语do more exercise。可采取

18、如下方式动作边操练：exercise, exercise, do more exerciseYou should do more exercise.3. 教师指着挂图上的第三幅图片，问：Whats the weather like in the picture?Its snowy. 教师：Right! How do you feel?Im cold. 教师拿出一件衣服说：You should wear warm clothes.教师板书并教读短语wear warm clothes。可釆用如下方式边做动作边操练：clothes, clothes, wear warm clothesYou sho

19、uld wear warm clothes.4. 教师做生气状，说：Im angry. What should I do?You should take a deep breath and count to ten.教师板书并教读短语 take a deep breath 和 count to ten。注意 breath 的发音，尤其是th部分咬舌。可用慢速快速法、拆分法来教单词。可采用如下方式边做动作边操练：breath, breath, take a deep breath （教师带领学生做深呼吸动作）You should take a deep breath.教师出示一些展示人物生气的图

20、片，如：愤怒的小鸟。学生看着图片说：You should take a deep breath and count to ten. 5. 把所学短语和句子编成chant说唱：I am ill.See a doctor, see a doctor.I am worried.Do more exercise, do more exercise.I am cold.Wear warm clothes, wear warm clothes.I am angry.Take a deep breath and count to ten.6. 教师播放Lets learn部分的录音，学生跟读。7. 教师示范

21、书写四会单词和短语，学生仿写，小组合作练习拼写。“敲敲打打”游戏：教师将所学单词或短语写在黑板上，然后把学生分成两大组，每组派出一名代表站到黑板前。教师说单词或短语，请学生敲击听到的单词或短语，谁敲得既对又快得一分，最后得分最高的组获胜。Play card games 教师将包含感觉和表情的单词卡片放在讲桌上，抽出一张向学生展示并问： What should I do? 学生回答相应的建议：You should教师可先示范玩几次游戏。然后将学生分成几个大组，教师抽单词卡片问，学生抢答，看哪一组学生回答的又快又准确。1. 将Lets learn部分的内容读给家长听。see a doctor do

22、 more exercisewear warm clothestake a deep breath and count to ten 第4课时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部分的练习。培养学生的听力能力和口头表达能力。培养学生团结友爱、关心他人的良好品质。熟练掌握本单元的重点句子Your father is ill. He should s

23、ee a doctor this morning. Dont be sad.并能在实际情景中灵活运用。反复朗读，在熟读的基础上背诵并表演，突破重点。能够针对他人的情况提出适当的建议。联系生活实际，教师讲解，突破难点。引导法，点拨法，小组合作法。有本课相关的单词卡片等。1. 师生合唱歌曲 If youre happy, clap your hands 2. 教师把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：Whats 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。Lets try Its seven

24、oclock in the morning. Its time to get up. Right. Listen to the tape and find out the answers of the following questions.Who are the people talking?What are they talking about?教师播放Lets try部分的录音，学生带着问题听录音。教师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。1. 教师请两位学生扮演父亲生病去医院的情景，展开会话：S1: Hi, Mike!S2: My fathe

25、r is ill. Im sorry to hear that. He should see a doctor. Yes, we are going to see a doctor. Goodbye. Bye.教师板书句子My father is ill. 然后问学生：Whats wrong?My father is ill.替换关键词进行练习。2. 教师问：When you are ill, who can help you? 当有学生说到 doctor 时，教师说：The doctor can help you. See a doctor, see a doctor.教师板书并教读短语 see a doctor，然后让学生说：My father is ill.教师说：He should see a doctor. 教师板书完整句子：He should see a doctor. 师生不断交换进行问答练习。 He should see a doctor.教师通过列举多个句子，引导学生观察总结should的用法：should后面加动词原形。I should see a d