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1课题：unit5------feelings------Lesson25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,surprised2．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：教学过程：1.warmingupT:Whatdoyouhear?(laughing,crying)T:Whendoyoulaugh/cry?Ss:Whenwefeelhappy,welaugh.(stickthesmilingface:HAPPY)T:Whendoyoufeelhappy?Ss:Whenwefeelsad,wecry.(stickthecryingface:SAD)T:Whendoyoufeelsad?T:Welaughnotonlybecausewearehappy.Wecrynotonlybecausewearesad.Whenwehaveotherfeelings,wemaylaughorcry,too.Today,let’stalkaboutfeelings.(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。Whendoyoufeel…?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.leadinT:Everyonehaslotsoffeelings.Now,let’slookatsomeofBill’spictures,andtrytofindoutwhatfeelingshehas.Whatcanyouseeinthispicture?（Mydogmademyroomamess.Mydogissick.Mydogisreadytorun.Mydogwontherace.）Guess:HowdoesBillfeel?IfyouareBill,howdoyoufeel?Howareyou?FeelingsHowareyou?Iam…Why?Because…2Illustratesomenewwordsandphrases：made…amess,sick,readyto…wontherace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.PresentationT:TherearemanyotherstoriesbetweenBillandhisdog.Let’slistentothetapeandnumberthepictures.a.Listenforthefirsttimeandtrytonumberthepictures;b.Listenforthesecondtimeandcheckanswersbythemselves;c.Checkanswerstogetherandteachnewwordsaboutfeelings.▲Checkanswersinthisway:T:Whichoneisnumberone?(askonestudenttocometothefrontandnumberthefirstpicture.)T:WhathappenstoBill?Howdoeshefeel?(Forthefirstpicture,asktwostudentstoanswertheabovetwoquestions.Then,askthemtotalkinpairsfirstaboutthetwoquestions.Finally,askthemoreportinpairs.)▲Teachnewwordswhenthestudentgivestheanswer：T:leadstudentstoread，ifnecessary,tellthemtheChinesemeaningstohelpthemunderstandoraskthemtomakefeelingfaces;T:Whendoyoufeel…?/Ifyourfathergivesyouadogaspresent,howdoyoufeel?/Howareyou?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whendoyoufeel…?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.Readallthenewwordsfulloffeelings.T:Iwanttohearyoureadthesewordsfulloffeelings.Canyoudothat?T:Youcanreadthemsowell.Iamsurprised.Howareyou?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.snapshotT:Feelingsnotonlyshowinyourtone,butalsoshowonyourfaces.PleaseshowmethreedifferentfeelingfacesandIwilltakepicturesforyou.a.askastudenttothefrontandshowthreefeelingfaces;b.pairwork;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,readandanswer.T:Therearemanythingshappenedinourdailylife.Eachpictureherestandsforonematter.Doyouwanttoknowwhatisitabout?a.giveanexampleT:OK,chooseonepicture,please.3T:Couldyoupleasereadthesentencesforme?T:Iam…(showsafeelingface)Canyouguess?b.groupworkingroupsoffive(materialsforstudentsareonthebottom)First,studentAchoosesonepicture(fromten)andalltheothersreadthesentencesonthebottomforhim/her;then,studentAanswersthequestioninthisway:Iam…(showingafeelingface);next,alltheothersguesswhatfeelinghe/shehas;finally,studentAwritesdownhis/hernameanddrawsafaceonthepaper.________is________c.reportT:A,whathappenstoyou?Howareyou?Askabout3to5students.设计意图：希望通过本活动，学生对有关感觉的单词进一步复习，同时，让学生通过读和听，更多地唤起他们有关感觉原因的记忆，帮助他们了解某种原因的表述方法，为最后的输出进行更多的铺垫。另外，此次活动锻炼了他们听，说，读，写（画）等多方面的能力。7.Let’stalk.T:Look,thisisMs.Zhang.Sheismygoodfriend.Now,let’slistenandfindoutwhathappenstohertoday.a.Listenfortwice;A:Howareyou?B:Iamsad.A:Why?B:Ilostmywallet.A:Don’tworry.b.Answertheteacher’squestions:HowisMs.Zhang?Why?c.Teacheraskssomestudentsabouttheirfeelingstoday.Ifhis/herfeelingispositive,claphandswithhim/her;ifhisfeelingisnegative,givehimahugandsay“Don’tworry”.d.T:Now,goandaskyourfriendsabouttheirfeelingstoday.e.ReportT:Wouldyouliketotellussomethingaboutyouandyourfriends’feelingstoday?设计意图：在充分理解了有关感觉的单词后，并且有了很多的原因输入后，希望学生在本活动中，将所学知识与自己的切身经历结合起来。进行完整的语言和交际用语的练习。另外，希望通过拥抱和拍手的活动，能够让他们懂得有意识地去和朋友分担或分享生活中的苦与乐。9.Drawandillustrate.T:Justnow,youtalkwithyourfriendsaboutyourfeelingstoday.Next,pleasewriteafeelingdiaryoftoday.a.PPT:giveanexampleofafeelingdiary.b.Studentswritetheirfeelingdiaries.c.Asksomeonetoreadthediaryiftimeisenough.设计意图：将口头的语言转化为书面的输出，检测学生对本节课内容的掌握情况。10.homeworkAskyourparentstheirfeelingstodayandaddthemintoyourdiary.