1、PEP新版六年级英语上册第六单元教案Unit 6 A Lets talk教学设计(A. Lets try Lets talk)一、学习目标（一）认知目标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部分的练习。（二）能力目标灵活运用所学语言进行交际。（三）情感目标教育学生要有良好的心理状态，善于表达自己的感受。二、学习重难点（一）重点
2、掌握四会句子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。另外有相关的单词卡片、道具蛇、图片等。 五、教学过程 Step 1: Warm-up教师出示不同天气的图片，和学生进行问答练习。如：T: Whats the weather like? Ss: Its rai
3、ny.T: 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 try Its snowy and cold outside. Sam is talking with Sarah. Look at the questions and then listen
4、 to the tape.给学生一分钟时间阅读问题，然后播放Lets try 部分的录音，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.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.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。继续问：Whats the cartoon a
5、bout? 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的方式操练句型。如：T: afraid Ss: afraidT: be afraid of Ss: be afraid ofT: Theyre afraid of him. Ss: Theyre afr
6、aid 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学生的铅笔，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? 引
7、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的方式操练句型。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 you.5.播放Le
8、ts 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。Step 3: Practice1.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.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 police offic
9、er. Theyre afraid of him.Step 4: Consolidation and extension1. 让学生把Lets talk部分的内容读给家长听。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? 六、教学反思 Unit 6 A Lets learn教学设计(A. Lets learn Write and say)一、学习目标（一）认知目标1. 掌握四会
10、单词angry, afraid, sad, worried, happy 及三会单词ill。2. 能够完成Write and say部分的练习。3. 能够掌握由第一人称变为第三人称时 动词的变化，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）能力目标能够灵活运用所学句型，做到发音准确，语调自然。（三）情感目标教育学生要保持良好的心理状态，善于表达自己的感受，让学生理解健康的体魄和愉悦的心情的重要性。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）难点能用英语表达自己或他人的情绪。
11、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,另外有相关的教学图片、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 hands.If youre happ
12、y 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.If youre angry and you know it, then your face will surely show it.If youre angry and you know it, sta
13、mp your feet.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。注意充分调动学生的主观能动性。 Step 2: PresentationLets learn1.用歌曲来引出本课单词happy的教学，边唱边做动作，学生跟着唱做动作。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.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
14、心的脸，教读单词happy。2.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，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的表情：He/She is happy/sad.3.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.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.在黑板上画张害怕的脸，并指着这张脸问学生：How does he
15、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.在黑板上画张担忧的脸，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，学生说出相应的单词，并做相应的表情。7.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。播放Lets learn部分的录音，学生静听，看是否和自己的猜想符
16、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动词的变化。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.8.示范书写四会单词，学生仿写并拼读。Write and say1.先
17、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。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的心情。2.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
18、 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.请几位学生上台做angry, afraid, sad, worried, happy的表情，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的四会单词。板书设计Unit 6 How do you feel?happy（表情） sad（表情） angry（表情） afraid（表情） worried（
19、表情）Unit6 B Lets talk教学设计(B. Lets try Lets talk)一、学习目标（一）认知目标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。（二）能力目标培养学生的听力能力和口头表达能力。（一）重点熟练掌握本单元的重点句子Your father is ill. He should see a doctor this m
20、orning. Dont be sad.并能在实际情景中灵活运用。突破方法：反复朗读，在熟读的基础上背诵并表演，突破重点。（二）难点能够针对他人的情况提出适当的建议。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。另外还有本课相关的单词卡片等。 五、教学过程 Step 1: Warm-up1. 师生合唱歌曲 If youre happy, clap your hands 2.把angry, 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
21、 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。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 talking about?播放Lets try部分的录音，学生带着问题听录音。播放第二遍录音时核对答案
22、。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。Lets talk1.请两位学生扮演父亲生病去医院的情景，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. 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：
23、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. Ss: He should see a doctor. Ss: My father is ill.T: He sh
24、ould see a doctor.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。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 going to rain tomorrow. Ss: Oh, no!T: Dont be sad.板书并教读句子：Dont
25、 be sad.然后让学生对周围的同学说：Dont be sad.4. 教师播放Lets talk部分的录音，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的关键语句，以及不理解的地方。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，时间允许的话可让学生挑出核心语句进行对话表演。Step 3: Practice1. Act with your friends.先请一位学生配合示范：S1: r m angry.T: Dont be angry. You should tak
26、e 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的问题（主要针对书本60页的图片），以及相应的建议，仿照立字写在书本适当的位置，要求尽量用英文表达出来，适当引导。然后请几组学生表演本组的讨论结果，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
27、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的句子，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部分的内容读给家长听。2. 教师示范书写四会句子，学生仿写。Unit 6 How do you feel?see a doctor take a deep breathMy/Your father is ill.He sho
28、uld see a doctor this morning. Dont be sad. 六、教学反思Unit 6 B Lets learn教学设计(B. Lets learn Play card games)一、学习目标（一）认知目标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. 能够合作完成Play card games部分的游戏。（二）能力目标培养学生的口语表达
29、能力。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）难点针对不同的情况提出适当的建议。 突破方法：教师讲解，学生反复练习，师生间进行情景表演，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。另外有相关的教学图片等。 五、教学过程 Step1: Warm-up1.
30、 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.（装出生病的样子） 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部分的挂图，由对话引出see a doctor，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.画一张发愁的脸的简笔画问，问：How do you feel? 引导学生回答：Im worried.
31、边做运动边说：You should do more exercise. 然后板书短语do more exercise。可采取如下方式动作边操练：exercise, exercise, do more exerciseYou should do more exercise.3.指着挂图上的第三幅图片，问：Whats the weather like in the picture? 学生回答：Its snowy. 教师：Right! How do you feel? 学生回答：Im cold.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 should wear warm clothes.4.做生气状，说：Im angry. What should I do? 引导学生回答：You should
