六年级英语上册教案：Unit-6-How-do-you-feel-B-Read-and-write人

小学六年级上《Unit6Howdoyoufeel?》BReadandwrite教学设计Teachingaims:1.Sscanreviewwordsaboutemotionsbydrawingfacialexpressions.2.Sscanunderstandthemainideaandorderthepictures..3.SscanselectkeyinformationtocompleteThestoryabbreviation.Knowledgeaims:Sscanusewordsaboutemotionsandunderstandthemainideaofthestory.Abilityaims:Todevelopstudents'abilitytoextractkeyinformationandusethekeyinformationtoretellstories.Emotional,strategicaims:Tocultivatethemoralqualityofstudentsformutualhelp.Teachingfocusanddifficultpoints:1.Focus:Studentscanreadpicturesandtexts,choosethesubjectofthearticle,andcanorderthefourpicturesaccordingtothedevelopmentofthestory.2.Difficulties:Summarizethemainideaofthestoryandcanretellthestory.Pre-classpreparation:ppt,thepicturesofstory,sentencestickersBlackboarddesign:Putthepicturesandwordstickersaboutthestorydevelopmenttogether,andcutonestickerwritten“Everyoneishappy”intotheshapeofthemouth.Puttwopicturesastwoeyesonthemouth.OnepictureisthatRobindidn`tstepontheantsandtheotherpictureisthatantshelpRobin.Finallydrawacircleintheoutercirclebecomesasmile.DesignIdeas:Studentscanusethepicturesofthestorytoguesswhatmighthappeninthetextandintroducethetopics.First,Sscanlearnthefirsthalfofthecontentbyreading,thenexperiencethecharacters`movementsandemotionalchangesinthestorybytheperformance,andsolvetheprobleminthetext.NextSscanlearnthesecondhalfofthetextbylistening,andwiththehelpofpictures,studentscanpresupposewhatwillhappeninthestory,sotheyhavetheopportunitytofullythink.Finally,byrepeatingthesentencefromsimpletodifficult,takingintoaccountdifferentlevelsofstudentstoconsolidatethestory.Onthebasisofthestudents'fullunderstandingofthestory,theywillpresentemotionalexperiencesandcomprehension.Studentscanrealizethespiritofhelpingeachotherandthepowerofunity.Wealsoshouldpayattentiontothepronunciationinthislesson.Teachingsteps：TeachingstepsTeachinganalysis↘Warming-up1.Enjoyasong.2.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。↘Presentationandpractice1.呈现书本图片。(不带标题)T:HowdoesRobinfeel?S:Hefeelshappy.T;TodayourstoryisaboutRobinand…(让学生自主发现)S;RobinandtheAnt.T;Yes.So,whydoRobinandtheantfeelhappy?Let’shavealook.Readparagraph1-3.Findoutwhathappens.(学生读1-2自然段，ppt上设置问题What’stheweatherlikethatmorning?WhatisRobingoingtodo?Howdoestheantfeel?)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。回答是否正确。2.Listenandrepeat.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’tsiton”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Pleasedon’tsitonme.OnedayIcanhelpyou.邀请三四位学生带着小蚂蚁的情绪读一读。3.T：WhatwouldyousayifyouwereRobin?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’tworry,littleant.Iwon’tsitonyou.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。4.呈现排序题的四幅图。T：Whichpictureisaboutparagraph1-3?(询问学生1-3自然段是哪幅图。)S：Picture3.5.T：Solookattheotherpictures.Whatwillhappennext?Guess.S;TheanthelpsRobin.…T;Goodguess.Let’slisten.播放第四自然段录音(设置问题：What’swrongwithRobin?HowdoesRobinfeel?)S;Robinisstuckinthemud.Heisworried.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stuckinthemud.板书贴出Robinisstuckinthemud.Heisworried.T;WhodoyouthinkwillhelpRobin?S;Theant.T:Youaresoclever.呈现第五第六段文本重点句划出下划线T：Itistheantand…S;allofhisfriends（allof教读时教师注意强调连读）T;HowdotheyhelpRobin?S;TheypullRobinoutofthemud.T;Whocandotheaction“pullRobinoutofthemud”?(邀请学生做一做动作再领读pulloutof，注意outof也要连读。)T;HowdoesRobinfeelnow?S;Hefeelshappy.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stuckinthemud和pulloutofthemud两个难点。注重在平常课堂中渗透语音教学。T;Howaboutthelittleant?S;Heishappytoo.T;Soeveryoneishappy!播放整篇课文录音并跟读一遍。6.Orderthepictures.让一位学生到黑板上给图片排序，并校对。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。↘Consolidation1.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Theantis…becauseRobinisgoingto…onhim.Thenextday,Robinis…and…Theantsarestrong.They…Noweveryone…复述完再写一写。2.T;Whyiseveryonesohappy?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.Theyareoldfriends.B.Theyareinthepark.C.Theyarenicetoeachother.学生选出C之后教师总结：Fromthestoryweknowthatweshouldhelpeachother,benicetoeachother,thenwecanenjoymoreandgetmore.Right?3.T;Howdoyouthinkabouttheantandallofhisfriends?引导学生：Oneantissosmall,butmanyants…They’restrong.Yes,theyhavebigpower.Hereisavideoaboutunion,pleaseenjoyit.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nicetoeachother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。↘Homework1.ReadthepassageonP62for2timesandtrytoretellitwithoutlookingatthebook.2.3.TrytofindonemoreEnglishstoryabout“help”or“union”andreadit.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。