School/Grade | 平沙实验小学 六年级 | Date 日期 | 2019-4-10 | Designer | 刘燕燕 | 自我健康管理|
Module /Topic 模块及话题 | Module 2 | Unit 单元 | Unit 4 Feeling Excited | |||
Title 题目 | Unit 4 Feeling Excited | Period 子宫囊肿怎么治疗课时 | 1st | Type of lesson 课型 | 新授课 | |
Main Point Analysis 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 students. At the first period of this unit, students learn to make dialogues about the reasons for the feelings with the new words and ntence patterns. | |||||
Pupils Analysis 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 way of various games and activities about extending thinking. They have learned the ntence pattern: 1. Are you/ Is he/ Is she happy? --Yes/ No… | |||||
Objectives： 教学目标 | 1. Knowledge objectives: be able to learn the new words and ntence pattern: “tired, scared/excited/sad/ stayed up late/ heard a noi/got a kitten/got a poor grade “&” “Why are you ...? Becau I ...” 2. Skill objectives: be able to u the ntence pattern “Why are you ...? Becau I ...”to communicate with others. 3. Emotional objectives：be able to rai the awareness of control bad feelings. | |||||
Key point Analysis 教学重点分析： | 1. Learn the new words and phras. 2. Learn the ntence pattern. | |||||
Difficulties Analysis 教学难点分析： | 1. U the ntence patterns to make dialogues. 2. U the phras to extend the dialogues. | |||||
Teaching Aids/Media 主要教学媒体 | PPT, English songs, short video. blackboard | |||||
Teaching Procedures 教学过程 | Teaching activity & Steps of the activity 教学活动及具体的活动操作步骤 | 员工薪酬管理制度Purpo 设计意图 | ||||
一、 Warming-up & Revision 二、 Prentation & Practice 三、 Consolidation &Development 四、 Summary 五、Homework | 1. Greetings 2. Listen to a song. If You Are Happy And answer 2 questions. A: How many words about feelings can you hear in the song? B： What are they? 3. Learn the words about feelings. 三亚免税店购物攻略Students have already learn “happy, hungry, thirsty”. Lead them to know more about feeling words including “tired, scared, excited, sad, angry”. 4. Let’s learn. Listen to the dialogues and learn the phras. T: Since you have learned more words about feelings, are you excited now? S: Yes! T: But not everyone 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 phras from the dialogues. 5. Play the game to practice the phras. When the words or phras come up, students 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 ntence pattern like this: Ben is ... Becau he ... 7. Let’s talk. Extend the dialogues. Ask the students their feelings at the moment. Invite a student to t 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: Becau I ... T: Wow, that’s great! S: What about you? Are you ... today? T: ... Then conclude there are more feeling words like “sorry, sleepy, regret ...” and more reasons to explain the feelings. 8. Let’s read. A short passage about the feelings and the reasons for tho in Lily. First have the students to find out how many kinds of feelings did Lily have in that day. 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 feelings? C. What about you? What would you do when you have bad feelings? 9. Let’s 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? Then have students discuss in a group and share the ideas how to change the bad feelings into good feelings. 10. Let’s 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. 11. Summary. 最美云南 Review the words about feelings. Class the words into good or bad feelings. Review the ntence pattern and the phras for reasoning. 12. Homework A. Finish the passage writing. B. Communicate with friends with the ntence pattern we learned today. C. Try to find out more idea with classmates that how to control our bad feelings | 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，并进行句型的整体输入。同时在听歌操一炮之前带着问题去听，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& Becau. 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. 其次更重要是通过短文，引导学生找出负情绪的相关词汇，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。 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 | ||||
六、 Blackboard Design | Unit 4 Feeling Excited 关于兰花的诗句Why are you______? tired happy scared thirsty sad hungry excited angry Becau I ________. stayed up late hear a noi got a poor grade got a kitten 我比姨妈红 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。 | ||||
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