人教PEP六年级上册英语教案Unit6Howdoyoufeel？CStorytime

1、Unit 6 C Story time 教案课题Unit 6 How do you feel Part C Story time教学设计课型故事课课时安排40分钟教学目标1 .知识目标(1)学生可以止确朗读单词 “ favourite” “popcorn, plant, grow。(2)学生可以止确朗读句型 Im so happy: Im a little worried now.” “Dont be angry!” “ I ll go and make some.2 .能力目标(1)学生能够演绎故事并感受角色的情绪。能够使用本单元的核心句型“How does Zip feel?” “Zip

2、is”来谈论情绪并给出建议。(2)学生能够使用一些猜测新词含义，观察图片感受角色情绪，预测等阅读技巧 来阅读故事。3 .情感、策略、文化等目标要关注别人的感受，关心他人。乐于助人，并使用正确的方法去帮助别人。教学重点通过观察绘本感受角色情绪。使用句型“He / She is”谈论情绪，并使用“You should”给出建议。教学难点制作思维导图并借助思维导图的帮助来复述故事。教学步骤Step 1 Greeting and Warm-up1. Greet the Ss as usual.2. Warm-up (Let s play)(1) Say the words.Showing word a

3、nd action on the PPT, Ss say“happy, angry, sad, surpriseaction.(2) Act out.Showing actions on the PPT, Ss say the words and act it outwith1 / 6(3) Act and guess.Boys and girls are in two groups. Each group will have 20 seconds. One student act the word and another student try to guess the word.1. 计意

4、图：1.让学生通过紧张的游戏快速进入英语课堂的学习。2.通过游戏快速回顾本单元的重点句型“ How do you feel?” “I am”，本单元表示情绪的 单词“ happy, sad, surprised, ang。为接下来的文本学习做准备。)Step 2 Pre-reading2. Observe Zip s picture, ask Ss to find out“How do they feel? ”Q: “How does Zip feel? ”“How does Zoom feel? ”T: Look at the picture. Who is she?“ How does Z

5、ip feel? ”Ss:3. PredictionPresent the first picture of this story. Ask Ss to find out the characters, place and location of this story.Q: Who are they?Where are they?What are they doing?(设计意图：学生通过观察故事第一页图片，找出本故事的人物、地点和事件。 通过观察不完整的图片，引发学生的好奇心。预测故事情节，学生不仅练习了观 察和预测的能力，在接下来的学习中也能够更好地理解这个故事。)Step 3 While

6、-reading1. Fun time 1: What s missing?(1) Present the 1st picture and cover the words and picture of popcorn. Ask Ss to guess,“What s missing in this pictu re(2) Watch a short video of the 1st picture.(3) Ss try to find out What s missing in this picture? ”T: What s missing in this picture?Ss:T: Rea

7、d after me, please. favourite, favourite ” Ss:.T: What s your favourite TV show?How do you feel when you watch your favourite TV show? Ss:.(4) Making popcorn T: What is this picture? Ss: .T: This is popcorn. Do you know how to make popcorn? First, we get some popcorn seeds, then we put it into a mic

8、rowave, then after maybe 2 minutes, we will have popcorn. (T makes the popcorn in the classroom)(5) Practice of “I will go and make some. ”T helps the Ss to understand this sentence better by using actions. Ss will also make more sentences with this sentence structure.(设计意图：1.学生通过观看第一幅图的视频，找出图片中缺失的部

9、分，练习 单词favourite o教师引导学生思考自己最喜欢的电视节目是什么，以及当自己看最喜欢的电视节目时是什么感受，复习本单元重点句型“ How do you feel? I am .” 2.教师讲授到popcorn这个单词时，直接在现场做爆米花，加深了学生 对于本故事的核心点 popcorn”的印象。通过现场制作爆米花，学生也能够在 接下来故事中“ Zoom在花园里做爆米”这个情节有了更强的对比和感受。3.通过语言配合动作的方式，加深学生对“ I will go and make some.”这句话的理解， 引导学生使用这个句型造句。)2. Fun time 2: Read and f

10、ill in the blanksSs read first 4 pictures of this story; T asks them to pay attention to the change of the time. Ss will also finish task 1 on their work sheet. Ss will have 2 minutes to finish this task.(设计意图：学生自主阅读故事前四幅图，关注时间、地点和Zip情绪的变化，可以帮助他们更好地理解这个故事。)(1) Read the sentence.Ss read Zip s words a

11、nd think, “Where will Zip go? ” Find Zoom.One student acts as Zip and tries to find Zoom in different places inside of the house (设计意图：学生通过这个活动，复习了四年级词汇“ living room, kitchen, bedroom, studyT。学生身临其境地在寻找 Zoom的过程中感受Zip担心的情绪， 可以更好地帮助他们融入这个故事中。)3. ) Picture 5 Q1: Where is Zoom?Ss watch the video of pict

12、ure 5-6, and then answer the question. Q2: How does Zip feel now? Why? Q3: How does Zip feel now? What should Zip do? Mini-playSs Act as Zip and Zoom, act out picture 4.(设计意图：1.学生观察图片并讨论出Zip的情绪变化和原因，使用本单元的 重点句型，还训练了学生探究原因的思维品质。2.本幅图是本故事矛盾冲突的爆发点，学生通过小剧场的形式体验了这个矛盾冲突。除此之外，也避免了学生 因为长时间学习而疲惫，可以帮助他们集中注意力继

13、续接下来的学习。)4. Fun time 4: Lets read(1) Q1: How does Zip feel now? What will Zoom say?(2) Drill of “planted ” and .“grow”(设计意图：学生通过动作和语言相结合的方式练习了 “ planted”和“grow”)5. Fun time 5: Think and discussDiscuss: Zip is very angry, what should Zip do?(设计意图：1.学生通过思考和讨论，展开头脑风暴，为生气的人提出建议，练习了本单元的核心句型“You should 2.

14、学生通过头脑风暴的形式思考并讨 论生气时的建议，他们也了解了当自己生气时可以做那些事情让自己冷静下来。 )6. Fun time 6: Role-play（1） Ss read the story together; boys read as Zoom, girls read as Zip.（2） Ss work in groups of 4 and practice. They will have 2 minutes to prepare.（设计意图：通过角色扮演，学生进一步感知文本。）Step 4: Post-reading1. Fun time 7: Make a mind mapSs

15、make the mind map.2. Fun time 8: Tell the storySs tell the story with help of the mind map.（设计意图：通过思维导图的方式和用思维导图讲故事的方式，让学生能够更有逻辑性地感知文本并尝试对文本进行再创造。）3. Fun time 9: Let s thinkHow do you think of this story?How do you think of Zoom?How can Zoom to help Zip better?（设计意图：让学生学会赏析故事，对学生进行情感教育“我们要乐于助人，但是要注意

16、方式方法。”）Step 5: Homework1. Tell the story with the help of the mind map.（使用思维导图来讲述这个故事。）2. Write down 5 suggestions for someone is angry. Use the sentenc “You should（为一个正在生气的人写下你的 5条建议。使用句型“ You should”）（设计意图：对课文教学的进一步扩展，学生通过家庭作业练习英语故事梳理和 写作的能力。）教学流程Step 1 Greeting and Warm-upStep 2 Pre-readingStep 3 While-reading1. Fun time 1: What s missing2. Fun time 2: Read and fill in the blan