六年级上册英语教案unit 6 how do you feel part b∣人教

Unit 6 How do you feel？Part A 教材分析 教学目标The content of this period belongs to PEP Book I for grade six. The topic is Robin and the Ant. Students should mainly know the basic feelings. Meanwhile students can imagine the following plot about the story. They can use different feelings to express their idea and continue the story. We should develop students language and foster their thinking abilities. 教学重难点1、能听、说、读、写单词和词组see a doctor, wear, wear warm clothes，more, do more exercise，deep, breath, take a deep breath, count, count to ten。2、能够听、说、认读句子What should I do? You should 并能在实际情境中正确使用。 1、重点：能听、说、读、写单词和词组：see a doctor, wear, wear warm clothes, more, do more exercise, deep, breath, take a deep breath, count, count to ten。 课前准备2、难点：exercise的发音多媒体课件、单词卡片等。 教学过程Step 1: Warm-upSay a chant: sad, sad, you are very sad.angry, angry, Im angry. worried, worried, Tom is worried.afraid, afraid, she feels afraid. happy, happy, happy every day!Step 2: Review教师播放课件，回顾Part A 部分学习的句子How do you feel?以及表示感觉的单词：T：How does he feel?S: He is / feels sad.T：How does she feel?S：Shes tired.Step 3: Consolidation1) Review the key sentences of this unit:1. 该起床了2. 谈论 3. 到这儿来4. 出什么事了？5. 看医生6. 去动物园7. 不要难过8. 下次9.(身体)不太好10.不要生气11.深深吸一口气2) Review the forms of the key words:1.parents(所有格) _ 2. here(同音词) _ 3. ill(反义词)_ 4. see(同音词)_5. this(复数) _ 6. sad(反义词) _ 7. next(反义词) _ 8. well(形容词)_9. you(宾格) _ 10.angry(反义词）_11.we（宾格） _12.zoo(复数） _Step 4: Practice1. Your father is ill. （一般疑问句，否定回答）2. He should see a doctor. (一般疑问句，否定回答)3. We can go to the zoo today. (一般疑问句)4. Dad is not well. (划线部分提问）5. Sam is sad. (划线部分提问）6. You should take a deep breath. (划线部分提问）7. Come here, please. (否定句）8. We can go next time. (否定句)9. I am sad. (划线部分提问)10. I am sad because I failed the math test.（划线提问)11. You look so happy. (一般疑问句)12. Im happy. Im going on a big trip. (合为一句)语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。13. I hear sorry am to that. (连词成句)Step5: Homework1. Read after the tape three times.2. Please try to recite the text.“师”之概念，大体是从先秦时期的“师长、师傅、先生”而来。其中“师傅”更早则意指春秋时国君的老师。说文解字中有注曰：“师教人以道者之称也”。“师”之含义，现在泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师”的原意并非由“老”而形容“师”。“老”在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老”“师”连用最初见于史记，有“荀卿最为老师”之说法。慢慢“老师”之说也不再有年龄的限制，老少皆可适用。