Unit6 How do you feel教学设计.docx

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1、Unit6 How do you feel? C Story time一、教学目标1 .通过阅读趣味故事，复习巩固本单元所学语言，增加学生语言的输入。2 .能理解故事内容、能朗读故事、能表演故事，能恰当运用故事中的语言。二、教学重点：理解、朗读并表演故事。教学难点：找出并体会Zip在等待过程的心情变化。三、教学过程一、Warm-up and revision1. GreetingT: Hello! Boys and girls! Nice to meet you! Today we will learn Unit6How do you feel? C Story time . I am so

2、happy. How do you feel?【设计意图：教师与学生互相问候，进行口语交际练习，促进学生不断运用所学语言，提高学生的口语表达能力，同时营造民主和谐的英语课堂。】2.Sing a songT: First, let, s enjoy a song.lt, s a beautiful song. The song isabout feelings. Can you say some words about feelings?【设计意图：通过歌曲，激发学生的兴趣，让学生轻轻松松进入英语学习课堂，同时自然导入新课。】3.Review the wordsT: Can you say so

3、me words about feelings?【设计意图：复习感觉的相关词汇，唤醒学生已有知识与经验,为学习新知识奠定坚实基础。同时激发了学生学习的兴趣，活跃了课堂气氛，也锻炼了学生记忆和快速反应的能力。】二、PresentationL)Pre-reading(1) re - readingT: Boys and girls! Please look at the picture. What do you want toknow? Do you have any questions? Summarize the questions raised bystudents.(l)Who are t

4、hey?(2) Where are they?(3) What time is it?(4)What are they doing?T: lt, s 6:55. Zoom and Zip are watching TV at home.【设计意图：通过让学生观察图片信息，了解故事背景。让学生提出问题，发散学生思维，从而引出故事中人物、地点、时间等相关内容，做好读前准备。】(二)While-readingl.Fast- readingT: Do you like watching TV? Me,too! Let s watch TV together!Please find out: What

5、does Zip want ?(l)The students watch the video and answer the question. Zipwants to eat some popcorn.(2)Teach the word : popcorn(3)Zip wants to eat some popcorn. Who will make? Please openyour book.【设计意图：通过播放故事动画，让学生迅速进入故事情境。让学生带着问题观看，快速找出Zip想吃什么，培养学生快速捕捉信息的能力。】2 .Careful - reading (picteurel-3)T: P

6、lease read picturelto picture3. Who will make? How does Zipfeel? You can underline the sentences. Then answer the questions.(l)Zoom will make some popcorn. We can find the sentence formthe story: Zoom will go and make some.(2)Zip feels happy. We can find the sentence form the story: Iam so happy. Zi

7、p will eat some popcorn, so she feels happy.【设计意图：细读前3幅图片，理解故事内容。教学过程中注重渗透阅读方法，让学生体会通过重点句子理解短文内容，是一种很有效的阅读方法。】3 .Careful - reading(1) Picture4T: But what happened? How does Zip feel then? Read picture4 , youcan underline the key word. Then answer the questions.T: Zip is a little worried. Do you know

8、 why? Look at the picture.Where is Zip? Because Zip can, t find Zoom. 板书： Where can,t find(2) Picture5-6T: Look! Zoom is in the garden. Please read picture5 and picture6 .Please find out: What is Zoom doing? How does Zoom make popcorn?How does zoom feel now?Then answer the questions.T: Zoom is plant

9、ing . But Zip is angry. Because the corns take a longtime to grow. He can, t wait. 板书： planted the popcorn seedstake a long time to grow(3) Let s watch : The corn, s growing.T: They take a long time to grow. Maybe 60 days. Is it a good idea ora bad idea? I think it s a bad idea.(4) Let s watch : How

10、 to make popcorn.T: Let, s watch a better one. The popcorn looks yummy. And it, s soeasy. You can try it by yourself at home. But you must be careful.【设计意图：细读后3幅图片，加深对故事的理解，体会Zip前后的心情变化。通过插入玉米的生长过程和如何制作爆米花两个视频,借助多媒体图文并茂的优势，帮助学生理解抽象的内容，降低学生学习难度，突破了教学难点。】()Post-reading1 . Let, s read the storyT: Read

11、the story again and match.2 .Let, s matchT: Now the girls are Zip. The boys are Zoom . Let, s read the story.Then read the story in role.3 .Let, s retell the story.T: Look at the blackboard. Let, s retell the story. Can you make atittle for the story? I will give the story a tittle: Zip s Day4 .Let,

12、 s guess.T:At first, Zip is happy. Then she is worried. Then she is angry. Whatwill happen then? Canyou guess?5 . Let, s write.T:You are a good guesser. Please make an ending for the story.Please write it.【设计意图：通过朗读、复述、表演等多种形式，帮助学生加深学生理解故事。借助板书内容复述故事，帮助学生输出语言，培养学生的语言能力。】三、Homework1 .Finish the homework paper.2 .Read the story for your friend or your family.【设计意图：作业内容采取了分层形式，设置了选做、必做和拓展提高题。学生根据自己的能力水平，选择适合自己水平的内容，为学生创造了自主选择的空间，不会使学生产生畏难情绪。同时也为水平较高的学生提供挑战自我的机会。板书设计：