小学新起点英语六年级feelings教案教学内容

小学新起点英语六年级f e e l i n g s教案

课题：unit 5------feelings ------Lesson 25

执教人：关亚娟

教学内容：新起点英语六年级上册第 48---49页

教学目标：

1. 能够听说读写有关情感的八个词汇。

2.能够用英语询问并表达自己或朋友的内心情感。

3.能够用英语简单说明内心情感产生的原因。

4.能够用日记的形式记录自己在日常生活中的情感。

教学重点：

1．五个与情感相关的词汇：worried, excited, nervous, proud, surprised 2．产生某种情感的原因表述。

教学难点：

1.happy, excited, proud 的词义区别；worried, sad 的词义区分；

2.原因的表述。

教学准备：录音磁带挂图卡片

板书：

1.warming up

T: What do you hear? (laughing, crying)

T: When do you laugh / cry?

Ss: When we feel happy, we laugh. (stick the smiling face: HAPPY) T: When do you feel happy?

Ss: When we feel sad, we cry. (stick the crying face: SAD)

T: When do you feel sad?

T: We laugh not only because we are happy. We cry not only because we are sad.

When we have other feelings, we may laugh or cry, to o. Today, let’s talk about feelings. (板书feelings)

设计意图：由声音引入，先声夺人，吸引学生的注意力。同时，让学生感受到感觉会引起声音等其它相应的生理反应。When do you feel …? 问题的提出，让学生在课的开始就关注产生某种感觉的原因。

2.lead in

T: Everyone has lots of feelings. Now, let’s look at some of Bill’s pictures, and try to find out what feelings he has.

What can you see in this picture?

（My dog made my room a mess. My dog is sick. My dog is ready to run. My dog won the race.）

Guess: How does Bill feel? If you are Bill, how do you feel? How are you?

Illustrate some new words and phrases：made…a mess, sick, ready to… won the race

设计意图：带领学生观察图片，为后面的听力练习做准备；同时，也帮助学生扩展词汇，为后面的语言输出做准备。

3.Presentation

T: There are many other stories between Bill and his dog. Let’s listen to the tape and number the pictures.

a.Listen for the first time and try to number the pictures;

b.Listen for the second time and check answers by themselves;

c.Check answers together and teach new words about feelings.

▲Check answers in this way:

T: Which one is number one? (ask one student to come to the front and

number the first picture. )

T: What happens to Bill? How does he feel?

(For the first picture, ask two students to answer the above two questions.

Then, ask them to talk in pairs first about the two questions. Finally, ask

them o report in pairs.)

▲Teach new words when the student gives the answer：

T: lead students to read，if necessary, tell them the Chinese meanings to

help them understand or ask them to make feeling faces;

T: When do you feel …? / If your father gives you a dog as present, how

do you feel? /How are you?

设计意图：让学生通过本部分活动，对有关感觉的单词有了初步感知。这样设计对答案的过程，能够较有效地检测出学生的听力效果；将标号和回答问题两步分开，有利于激励能力较弱的同学参与课堂活动。同桌讨论对答案的过程让学生在有限的时间里尽量多地参与话语练习。由于这些表达感觉的单词是很抽象的，用面部表情也很难进行区分，所以用中文解释，用最简单有效的方法帮助学生记忆和理解。最后，提问when do you feel…?再次提醒学生每种感觉的产生都是有原因的，并试图唤起学生以往相关的生活经历的记忆，对后面的输出做铺垫。

4.Read all the new words full of feelings.

T: I want to hear you read these words full of feelings. Can you do that?

T: You can read them so well. I am surprised. How are you?

设计意图：通过本活动，检测学生的读音，并通过语音语调检测他们对单词意义的理解。

5.snapshot

T: Feelings not only show in your tone, but also show on your faces. Please show me three different feeling faces and I will take pictures for you.

a.ask a student to the front and show three feeling faces;

b.pair work;

设计意图：通过本活动，检测学生对单词的理解，并强化不同的感觉表现出的不同表情，为后面的活动做准备。同时，增加学生学习的乐趣。

6.Choose, read and answer.

T: There are many things happened in our daily life. Each picture here stands for one matter. Do you want to know what is it about?

a.give an example

T: OK, choose one picture, please.

T: Could you please read the sentences for me?

T: I am …(shows a feeling face) Can you guess?

b.group work in groups of five ( materials for students are on the bottom)

First, student A chooses one picture (from ten) and all the others read the

sentences on the bottom for him / her; then, student A answers the question in this way: I am …( showing a feeling face); next, all the others guess what

feeling he / she has; finally, student A writes down his / her name and draws a face on the paper. ________ is ________

c.report

T: A, what happens to you? How are you?

Ask about 3 to 5 students.