人教版 (PEP)六年级上册Unit 6 How do you feel? Part B教学设计

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这是一份人教版 (PEP)六年级上册Unit 6 How do you feel? Part B教学设计，共4页。

小学六年级上《Unit 6 How do you feel?》B Read and write教学设计

窗体顶端Teaching aims: 1. Ss can review words about emotions by drawing facial expressions.
2. Ss can understand the main idea and order the pictures..
3.Ss can select key information to complete The story abbreviation .

窗体底端

窗体顶端Knowledge aims:Ss can use words about emotions and understand the main idea of the story.

Ability aims: To develop students' ability to extract key information and use the key information to retell stories.

Emotional, strategic aims: To cultivate the moral quality of students for mutual help.

Teaching foucus and difficult points:
1. Focus: Students can read pictures and texts, choose the subject of the article, and can order the four pictures according to the development of the story.
2. Difficulties: Summarize the main idea of the story and can retell the story.

Pre-class preparation: ppt, the pictures of story, sentence stickers

Blackbord design: Put the pictures and word stickers about the story development together, and cut one sticker written “Everyone is happy” into the shape of the mouth. Put two pictures as two eyes on the mouth .One picture is that Robin didn`t step on the ants and the other picture is that ants help Robin. Finally draw a circle in the outer circle becomes a smile.

窗体底端窗体顶端Design Ideas: Students can use the pictures of the story to guess what might happen in the text and introduce the topics. First, Ss can learn the first half of the content by reading, then experience the characters`movements and emotional changes in the story by the performance, and solve the problem in the text. Next Ss can learn the second half of the text by listening, and with the help of pictures, students can presuppose what will happen in the story, so they have the opportunity to fully think. Finally, by repeating the sentence from simple to difficult, taking into account different levels of students to consolidate the story. On the basis of the students' full understanding of the story, they will present emotional experiences and comprehension. Students can realize the spirit of helping each other and the power of unity.We also should pay attention to the pronunciation in this lesson.

Teaching steps：

Teaching steps	Teaching analysis
↘Warming-up
Enjoy a song. 呈现几张场景图，谈论图片中人物的情绪。该活动的最后呈现书本Robin和ant的图片	利用动画热身，调动学生的积极性同时让学生自然过渡到今天的学习主题。场景的图片让学生复习表情词同时引出课文。
↘Presentation and practice
呈现书本图片。(不带标题) T: How does Robin feel? S: He feels happy. T; Today our story is about Robin and…(让学生自主发现) S; Robin and the Ant. T; Yes. So, why do Robin and the ant feel happy? Let’s have a look. Read paragraph 1-3. Find out what happens. (学生读1-2自然段，ppt上设置问题What’s the weather like that morning? What is Robin going to do? How does the ant feel?) 教师根据学生的回答在ppt上划出关键词和句子，确认学生的回答是否正确。 Listen and repeat.听录音跟读一遍1-2自然段。反复朗读小蚂蚁的话，教师通过模仿小蚂蚁的动作和语气让学生理解。(“don’t sit on ”中的清辅音/t/领读时教师做出口型，引导学生不出声但是稍微停顿再过渡到下个音节。) 板书贴出Please don’t sit on me. One day I can help you.邀请三四位学生带着小蚂蚁的情绪读一读。 T： What would you say if you were Robin? S: … (学生根据自己的猜测回答) 再呈现课文Robin 的原话同时出现声音：Don’t worry, little ant. I won’t sit on you. 邀请两组学生演一演Robin 和ant之间的对话，引导学生演出Robin的善解人意和ant从afraid到happy的情绪变化。呈现排序题的四幅图。 T： Which picture is about paragraph 1-3? (询问学生1-3自然段是哪幅图。) S： Picture 3. 5. T： So look at the other pictures. What will happen next? Guess. S; The ant helps Robin. … T; Good guess. Let’s listen. 播放第四自然段录音(设置问题：What’s wrong with Robin? How does Robin feel? ) S; Robin is stuck in the mud. He is worried.部分同学能回答。呈现第四段的文本和四张图，让学生选哪幅图是关于这一段的。选出图片后借助图片以及动作表情教学mud和stuck in the mud.板书贴出Robin is stuck in the mud. He is worried. T; Who do you think will help Robin? S; The ant. T: You are so clever. 呈现第五第六段文本重点句划出下划线 T： It is the ant and… S; all of his friends （all of 教读时教师注意强调连读） T; How do they help Robin? S; They pull Robin out of the mud. T; Who can do the action “pull Robin out of the mud”? (邀请学生做一做动作再领读pull out of，注意out of也要连读。) T; How does Robin feel now? S; He feels happy. T; How about the little ant? S; He is happy too. T; So everyone is happy! 播放整篇课文录音并跟读一遍。 6. Order the pictures. 让一位学生到黑板上给图片排序，并校对。	培养学生的自主阅读、探究能力是英语阅读教学的目标之一，在开始阅读前让学生猜测以及思考能充分调动学生的思维，集中学生的注意力。用下划线标关键词句的方法能培养学生在阅读中获取信息的能力，且大部分学生都能充分掌握。通过多次朗读使学生充分理解了句子含义。再通过演一演，学生能较快掌握这两个难句，既在朗读中训练语音也体会了动作表情以及角色情感。通过猜测Robin的回应可以在语言教学中渗透善解人意的品质。由学生选出1-3段的图再通过观察余下的图让学生猜测接下去将要发生的事情，再引出课文的内容，学生能够更感兴趣同时让学生有了心里预设方便接下来的课文学习。这里设置的是听，1-3段是先读，这里先听再出文本，训练听的能力。通过动作和表情的变化演绎，学生能更真实的理解文中的含义，解决了stuck in the mud 和 pull out of the mud 两个难点。注重在平常课堂中渗透语音教学。整体跟读一遍还是需要的。通篇读完后再来给图片排一排序，各个程度的学生都能接受。
↘Consolidation
复述故事。第一次先由教师引导根据黑板上的图片排序及句子进行复述，接着请学生根据板书进行复述。第二次请学生根据句式复述The ant is…because Robin is going to …on him. The next day, Robin is…and… The ants are strong. They… Now everyone… 复述完再写一写。 2. T; Why is everyone so happy? 可以让学习程度好的学生先说一说，但是学生的表达能力有限，再给出选项：A. They are old friends. B. They are in the park. C. They are nice to each other. 学生选出C之后教师总结：From the story we know that we should help each other, be nice to each other, then we can enjoy more and get more. Right? 3. T; How do you think about the ant and all of his friends? 引导学生：One ant is so small, but many ants… They’re strong. Yes, they have big power. Here is a video about union, please enjoy it.	复述故事由简到难，先通过图片和文字并存的方法复述，再加大难度，最后再写一写，逐步递进照顾到各层次的学生。师生交流引导学生发表自己的观点，再引出nice to each other学生能感受其意义。故事最强调的是互帮互助的情感线，但是也有部分同学会注意到小蚂蚁团结的力量，所以最后看一段团结的视频，升华情感。
↘Homework
Read the passage on P62 for 2 times and try to retell it without looking at the book. Try to find one more English story about “help” or “union” and read it.	课上短时的记忆需要课后的巩固，先读一读再复述，能加深对故事的印象。鼓励学生看更多的英文故事，培养英语阅读习惯。