Unit 4 Feelings Let's Check 表格式教案

教学设计
课题： Unit 4 Feelings Period 4
一、教材分析
本课选自由人民教育出版社出版的一年级起点六年级上册第四单元中有关情绪的自我检测部分。本课通过让学生完成听音标号，阅读填空，填写心情的表格以及说一说特别一天的活动与心情,最后完成写作来检测学生对本单元词汇和功能句的掌握情况。
二、学习者分析
大部分学生已经掌握了本单元与情感有关的词汇和相关功能句，同时能够询问并表达自己或朋友的内心情感，并初步在恰当的情境中运用；也能够比较流利地朗读日记，并做出简单的描述。同时，学生能够仿照日记书写自己某一天的心情。 依据六年级学生的心理特点，他们的情感内容日益丰富，社会性道德感有很大发展，情感的稳定性和控制能力有所增强。基于此，学生通过感知文本中人物的情绪体验和自己在实际生活中的情感变化, 学会理解和尊重他人的情感，逐渐学会调控自己的情绪，寻找可行的方法，做好自我情绪的主人。六年级的学生求知欲强，无论是我布置的个人学习，还是小组学习，他们总是主动地完成，还经常使用学习机查找想学的新词。在课堂上他们总能提到一些有意义的问题，只有我们想不到的，没有他们做不到的。每节的英语课他们都能主动参预，体验学习英语的乐趣，好学乐学。
三、设计思想与教学方法
本着“巧妙创设情境，实现语篇教学”，以情境法，任务型教学法, 讨论法为主要教学方法。本课的主题是“情感”，这一话题贴近学生实际语境，为学生的口语表达创造了条件。本课主要分为三部分，第一部分为任务前导入部分, 激活学生知识背景, 引出special day。第二部分为任务中阶段；1. 听音标号；2. 阅读填空; 3. 小组讨论填写心情表格; 4. 分享情绪管理小方法. 5. 口头谈论儿童节到来的心情与原因. 第三部分为任务后阶段，写作练习，先说后写，最后核对。本课在真实的语境中教学，从生活实践中来，到课本的情境中去，最后再回到我们的生活，有助于学生对本课的理解。
四、教学目标
知识与技能：1. 能够听、说、读、写与情感有关的词汇和相关功能句，并能够运用这些词汇和功能句询问并表达自己或者他人的内心情感。能够读懂有关情感的小短文，根据理解完成填空的任务，并流利朗读。分享在special day的情感, 小组完成一个语意连贯的小语段。过程与方法：本课通过让学生完成听音的练习来了解主人公Lily与小伙伴Bill, Andy在一周内的情感变化; 通过阅读的练习让学生体验Bill在生日当天的不同情感来回顾与运用本单元的重点句型与词汇, 进而讨论并分享自己在special day的心情与原因. 同时学生能在同伴的帮助下, 找到管理自我情绪的好方法. 情感态度与价值观：学会理解和尊重他人的情感，逐渐学会调控自己的情绪，并尝试恰当地宽慰，赞扬和鼓励他人。
五、教学重点与难点
重点：1. 完成听音标号的练习完成阅读填空难点： 分享真实情感, 找到调适情绪的方法
六、 教学媒介
多媒体 PPT 教材
七、教学过程
教师活动 学生活动 设计意图
Pre-task preparationsSelf-greetingsT: It is a fine day today. Ask and answerT: What day is it today How do you feel today Why Guess the reasons why I was so happy. Share the pictures with the students and elicit our today’ topic “A special day”. While-task proceduresStep 1Look, listen and say Introduce Lily to the students and listen to her words. Step 2 Follow and describeLily: What can you see in the pictures Step 3 Listen and number First listening:Ask students to number the pictures. Choose two students to write the numbers on the blackboard. Second listening:Listen to the audio again and write down their feelings. Third listening:Listen to the whole part to write down the reasons and check out the information. Step 4 Think and talkT: Lily told us their special days last week. Look! It’s Bill. Today is Bill’s birthday. Happy birthday to Bill! But look at Bill. He looks --- Why Step 5 Read, think and sayTask 1: Read his letter and find out the reason why he was not happy. Task 2: Then what happened Who can read it fluently Task 3: What happened next Task 4: Let’s read together. Task 5: How did he feel when he saw his friends Still sad Task 6: Now let’s enjoy the ending together. Task 7: Tell us Bill’s feelings on his birthday. Task 8: Bill is so happy, but he forgot to write a title for his letter. Think of one title for him. Discuss in groups and write it down. Task 9: Read Bill’s letter emotionally and fluently and evaluate their reading with faces.Task 10: Ask the students to think about the question:So what is your special day How do you feel Why Share their answersTask 11: Discuss in groups. How do you deal with the bad feelings Share the ways to deal with the bad feelings. Post-task activitiesLet’s talkChildren’s Day is coming, is it a special day for you What are you going to do on Children’s Day Talk about your feelings. Share their writing about my special day. Ss: Friday. S1: I am very happy because---S2: Maybe you---S3: Maybe you---Ss: Look at the pictures together. Ss: Hello, Lily! S1: I can see Lily and Bill. They were flying a kite. S2: I can see Andy’s father went to the hospital. S3: I can see Lily was excited because her team won the football match. S4: I can see---S5: I can see---S6: I can see---S7: I can see---S1: Two students write the orders of the pictures on the blackboard. One student writes the answers, and the other checks out the answers. Choose the feelings card next to the corresponding pictures.Try to write down the reasons by wring the verb phrases. Solve their unknown parts during listening. Ss: He looks sad. S1: Maybe he didn’t receive any gifts. S2: Maybe he---Read the first part of the letter and find out the reason why he was sad. Read the second part of the letter fluently. Find out the sentences and speak them out. Read the third part of the letter fluently and emotionally. Ss: No. Very excited or happy. Read the last part together. Ss: sad scared excited happy proud G1: A special dayG2: Bill’s special dayG3: ---Read the letter emotionally and fluently. S1: My special day is ---I am --- because---S2: S4: ---If I am sad, I will S1: take a deep breathS2: listen to some musicS3: talk with my friendsS4: ---SamplesI love Children’s Day best. It’s on June 1. It’s my special day. I will be very --- on that day. Because I can ---Finish in class, if they don’t have enough time, finish at home. Review the days of a week.Review key words and sentences. Intend to elicit the topic “ A special day”. Arouse their interest in the following listening. With Lily’s help, the students can go into the context naturally and directly to listen to their special day last week. Develop the students’ listening strategies in actual use and their good habits of listening. Predicting the information before listening. The more they find out from the pictures, the better they can listen. Considering about their listening abilities, they’ll listen 3 times. Every time they will finish the task from the easy ones to the hard ones. In pre-readingArouse their interest in what happened in the following. In while-readingLet the students read the text with questions. Effective questions make them go on reading purposely. Different feelings should be changeable in different parts. Get the answer.Open questions are helpful to English learning. Encourage various answers. Develop their critical abilities. Improve their reading abilities. Take emotion to the text. Lead the students to our real life from the text and talk about their special days. Explore their other experiences in life. Learn to listen to others’ advice and try to concern others’ feelings and know how to adjust negative feelings.
板书设计
How did ... feel Why ... was ... because ... lost his kite
A special day
Unit 4
Feelings
ran up to me
won a football match
took away ...
made a model plane himself
came back to ...
went to a hospital