六年级英语第六单元教案

PEP小学英语六年级上册Unit 6 How do you feel?
第一课时
教学目标：
1、能够听、说、读、写单词：angry, afraid, sad, worried, happy.
2、学会在自然的情景中运用句型“He is/She is/I’m/They’re …”来描述人物的心情。

3、学会歌曲“If you’re happy, clap your hands.”
重点：
掌握PartA的四会单词和四会句子。

难点：
学会在自然的情景中运用句型“He is/She is/I’m/They’re …”来描述人物的心情。

教学准备：
1、单词图片
2、PPT
一、自主学习：
1、学生听录音，跟读Let's learn部分的内容。

教师放录音，学生看图选择正确答案，并从听觉上进一步感知主要句型。

我能快速读出下列单词：
angry afraid sad worried happy
2、I can read quickly.我能快速地朗读。

（不会的马上做记号，向同伴们、老师求助。

）
3、I can teach.（我能当小老师领读词组检查同学是否读得快、语言正确、熟练程度高，我还能够把自己的好方法告诉我的同学。

）
二、合作探究：
1、播放歌曲(If you’re happy,clap your hands.)用歌曲来引出新授单词happy的教学。

边唱边做动作。

教师做出“开心”的样子对学生说：You are happy. I am happy, too. Look at myface.is a happy face. 然后在黑板上画“happy face”和“sad face”。

教师指着sad face问学生：Is it a happy face?以此教学单词sad。

教师可让学生同桌之间一人做表情，另一人画脸，再描述如：He/She is happy/sad.用简笔画的形式教授其他单词：angry, afraid, worried.
2、认真观察“”中的五幅图片，在小组内进行讨论，使用恰当的形容词描述图中人物的心情。

看看哪组完成得又快又准确。

3、教师放课文录音，之前向学生提出问题：“Why is the cat angry with the mice? Listen carefully．”学生听后回答问题。

4、学生跟读Let’s talk录音，然后两人一组练习对话。

三、展示：
1、组内展示朗读单词。

2、小组内读对话。

3、班级大展示：
（1）What is missing?
教师出示几张表情图片，给学生看半分钟。

然后随意拿出一张，让学生判断哪一张少了，将缺失的单词报出来并做出相应的表情。

（2）Look for your friends.
将全班分成几大组，把所需操练的单词angry, afraid, sad, worried, happy等拆分成字母，如grany, das,aridaf, apyph, rwrioed分发给组里成员或班里的同学。

当教师或指定同学读到这个单词时，手上持有这个单词的同学必须在最短的时间内按照字母顺序报出该单词，反应最快的同学为胜。

（3）小组选代表展示Let’s talk。

四、达标测评：
1、完成导学案。

2、在横线上写出正确的单词。

He is ___________.(生气的) She is ___________.(害怕)
I am ___________.(难过的) He is ___________.(高兴的)
They are ___________.(担心的；发愁的)
第二课时
教学目标：
1、能听、说、读、写词组：see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten.
2、学会在自然的情景中运用句型“I’m …” “Don’t be …”“What should I do?”“You should …”。

教学重点：
掌握PartA的四会单词和四会句子。

教学难点：
学会在自然的情景中运用句型“I’m …”“Don’t be …”“What should I do?”“You should …”。

教学准备：
1、单词图片
2、PPT
一、自主学习：
1、教师播放第62页“Read and/span>”，师生共同随着录音跟读。

2、让学生按小组读单词，组内互教互学。

3、把不会读的词句用红笔圈出来。

二、合作探究：
1、让学生对新句型在听觉上有所感知，完成听音的练习。

2、学生听录音，完成听音选图练习，教师给出正确答案，反复播放强化对新句型的听觉感知。

3、教师放课文录音，之前向学生提出问题：“How does Sam feel?What should he do? Listen carefully．”学生听后回答问题。

4、学生跟读Let’s talk录音，然后两人一组练习对话。

5、教师事先准备一些打乱顺序的单词卡片，让学生读词后迅速拼成正确的句子或者空出四会句子当中的某些短语或单词，只给出打头的第一个字母作提示，让学生填充句子，最后再让学生书写四会句子。

三、展示：
1、组内展示朗读单词。

2、小组内读对话。

3、班级大展示：
（1）准备一些形容词卡片：cold, angry, ill, worried, 两人一组，一人抽取卡片，另一人根据对方抽到的卡片内容给出合理的建议(参考词汇：see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten)。

（2）小组选代表展示Let’s talk。

（3）表演自编对话。

四、达标测评：
1、完成导学案。

2、翻译：
（1）你应该去看病。

____________________________________________________________________ （2）你应该做更多的运动。

____________________________________________________________________ （3）你应该穿暖和的衣服。

____________________________________________________________________ （4）你应该深深吸一口气并数到十。

____________________________________________________________________
第三课时
教学目标：
1、能够听说认读Read and/span>部分，并能回答短文后的问题。

2、能够理解Story time的故事。

3、完成Let’s check。

教学重点：
能够听说认读Read and/span>部分，并能回答短文后的问题。

教学难点：
能充分理解并大致讲述Let’s read的故事。

教学准备：
1、单词图片
2、PPT
一、自主学习：
1、课件播放Let’s chant，要求学生边唱边表演。

Let’s chant:
Happy,happy, happy, We’re happy.
Sad,sad,sad, she is sad.
Angry,angry,angry, he is angry.
Afraid,afraid,afraid, I am afraid.
Worried,worried,worried, he is worried.
Happy,happy, happy, We’re happy.
2、拼词比赛，复习上节课单词和短语，教师说汉语，每组派一个学生到黑板上来写单词。

看哪个组又快又对就获胜。

生气的__________ 害怕__________ 难过的__________ 高兴的__________
担心的；发愁的__________ 做更多的运动___________ 看病____________
穿暖和的衣服___________ 深深吸一口气__________ 数到十____________
二、合作探究：
1 总结好的对话内容，加以拓展，广泛推广给其他小组并记忆。

2对话操练。

3 Pair work
让学生结合自己的实际情况在同桌之间结对交流。

4、Let’s check
播放录音，让学生按照录音内容做练习。

三、展示：
1同桌做对话
2我会表演对话。

四、达标测评：
1、完成导学案
2、连词成句。

(1)cat, is, with, the, them, angry(.)_________________________________________
(2)father, ill, your, is(.)__________________________________________________
(3)a, doctor, should, see , he, morning(.)________________________________
(4)be, don’t, sad(.)_____________________________________________________
(5)afraid, are, they, him, of(.)____________________________________________
(6)wrong, is, what(?)___________________________________________________
Unit 3 How do you feel? (period 4)
Topic: feelings
Language aims:
Using predicative adjectives to describe feelings.
e.g. I’m thirsty and tired
Using formulaic expressions in context
e.g. I have an idea.
Ability aims:
Students can retell the story.
Emotional aims:
Different situation, different feelings
Key points:
Understand the story
Difficult points:
Students can retell the story with their own words
Materials:
Student’s Book 4A( P15)
Cassette 4A and cassette player
Multimedia: PPT
Procedures Contents Methods Purpose
I. Pre-task preparation Rhyme. 1. Say the rhymn on page 16
2. Focus on the phrases and the
new words
在学生会吟诵的基
础上让学生了解与
学习其中的一些单
Daily talk.
ice-cream---cream
strawberry---berry---berries
lemon---lemonade
a bottle of lemonade
a large bottle of lemonade
1. If you have a super bicycle,
how do you feel?
If you are happy, what do you
want to do?
If your father has a super car,
what does he feel?
1.Students try to say:
My father is ______ if he has
_______. My mother….I …
词与词组
开放性问题拓展学
生思维，训练学生
语言
II.
While-task procedure
III. New word:
Crow
Read a story
Describe the
1.Show the crow puppet. Learn
the word: crow
How is the crow?
What can the crow do?
Do you like it?
Introduce the crow
e.g. This is a crow. I t’s black. Its
wings are big. It can fly.
2.Questions:
How does the crow feel?
What does it want?
Show a bottle with a long
and thin neck
How is the bottle?
3.Read the story by themselves
Read, choose and write
4.Learn the word: pebbles
I have an idea great
I’m so happy. so
5.Questions:
Can the crow drink the
water?
What does it do?
What do you think of this
crow?
6.Read the story again
1. Describe the story with your
时刻以问题贯穿故
事阅读，启发学生
发现故事的道理
对于有一定难度的
Post-task
activities
story
Fill in the
blanks words （group work）
2. Try to have the students
role-play the story
If the students have difficulties,
you may act as the narrator
yourself
3. Have the students complete the
following summary of the story
‘A thirsty crow’.Then encourage
them to retell the story
It is a _____ day today. There is a
______ in the forest. The crow
flies and flies. He is ____ and
____. Then he sees a ____. There
is some _____ in it. The crow
wants to _____ the water, But the
bottle is too _____ and _____.
The crow cannot drink the water.
He can _____ some _____. He
puts the pebbles into the bottle.
One, two, three,…There are
many pebbles in the bottle now,
and the crow ____ drink the
water. How ____ the crow is!
描述故事环节，用
小组活动形式降低
难度，从中发挥学
生集体的力量，互
相学习
用短文填空的练习
检测学生对故事的
理解程度，并为写
话作业提供帮助
IV. Assignment 1.Copy the new words and
phrases
2. Read P15 after tape and
write the story in six sentences at
least.
分层作业，适合所
有学生
板书：
a cake with cream and berries
a large bottle of lemonade
crow --- thirsty and tired
bottle --- long and thin
pebble---pebbles
an idea great so happy
Unit 3 How do you feel? (period 5)
Topic: feeling
Language aims:
Using the key words and sentences to talk and write about feelings
Identifying the pronunciation of ‘-st’ in words such as toast, postman and lamp post e.g toast, postman, lamp post
Ability aims:
Students can talk and write about feelings
Emotional aims:
Different situation, different feelings
Key points:
Students can identify the pronunciation of ‘-st’ in words
Students can write several sentences to describe people’s feeling
Difficult points:
Use the new sentence patters to write down people’s feeling
Materials:
Student’s Book 4A( P16)
Cassette 4A and cassette player
Multimedia: PPT
Procedures Contents Methods Purpose
I. Pre-task
preparation
Rhyme
Review the
words 1. Read the words and phrases
2. Have the students recite the
rhyme
1. Look at the cards and try to
say the rhymn
e.g. Happy, happy. I sing and
dance
Hungry, hungry. He wants some
noodles.
Tired, tired. I go to bed.
Sad, sad. She cries and cries.
2. Look at the cards and answer
the question.
How do you feel?
How does he/she feel?
Are you hungry?
Is he happy?
儿歌的教学分散在本
单元各个课时
新课标第一网
用儿歌的形式对单元
重点内容作一个整体
的复习
II.
While-task procedure Check the
homework
Exercise
municate the story what
they write about text with the
partners
2.Read the best story to class
1.Have the students do the
exercises on page 18&19 of
the workbook
2.Check the answers
交流学生的家庭作业
中写的部分，充分利
用资源，在交流中对
自己的故事进行修
改，互相取长补短
Learn the
sound
1. Show the flashcards for ‘Learn
the sound’on page 16 and have
the students repeat the two words
toast lamp post
2. Read all the words
e.g. –st, toast
-st, postman
-st, lamp post
3. Encourage the students to
think of more words with the
sound
e.g. list, taste, dentist, guest,
forest…
4. Listen to the tape and repeat it
用儿歌的形式朗读单
词及发音，让学生不
觉的枯燥
III. Post-task activities Read the new
rhymn
1.Divide the students into
groups of five or six and read
the rhymn
2.Make a new dialogue about
the feelings with your
partners
让学生尝试自己设计
有关feelings的对话，
为学生提供更多说的
机会
IV. Assignment 1.Get ready for the dictation of
this unit
2.Recite the rhymn on page 16
板书：
-st: toast postman lamp post
taste dentist list forest。