Unit 6 Feelings Part B 说课大赛PPT 会话课 (共31张PPT)

(共31张PPT)
闽教版五年级下册
Unit 6 Feelings Part B
Contents
目录
Teaching concepts
1
Teaching materials
analysis
2
3
4
5
7
Students analysis
Teaching objectivies
Teaching procedures
Reflections
6
Teaching methods
01
Teaching concepts
Teaching concepts
01 秉持英语学习活动观组织和实施教学。
02 教学活动的设计要有利于学生围绕主题意义，
用英语进行真实的交流和表达。
02
Teaching material analysis
Teaching material analysis
Teaching materials analysis
类型 主题 主题群 主线
对话课 人与自我 做人与做事
学习管理feelings
人与社会 社会服务与人际沟通 Teaching materials analysis
Teaching materials analysis
How
Why
What
sad, tired
He didn’t do well in high jump.
He is only the fourth in high jump.
Cheer up.
That’s very good.
Not all can be the first.
What to say
What to do
03
Students analysis
Features
Have logical thinking and empathy ability.
Already learned
Description of some feelings.
Can read and understand some simple text.
Challenges
Express their own feelings or others’ feelings.
Find some effective ways to handle the negative emotion.
Students analysis
Grade Five
As rapid development of their physical and psychological
quality, their emotional problems may increase,too.
Confused to deal with the negative feelings.
04
Teaching objectivies
——基于主题意义
Teaching Objectivies
01
02
03
Students can read, understand and write the vocabulary:
happy, sad, angry, tired, hungry, thirsty, proud... And use
the sentence pattern:He/She looks... to describe others’
feelings.
Language
Competence
Students can use the sentense pattern: “I’m...” “I can...”
to express their own feelings and share the ways of
working with their emotions.
Thinking Quility
Cultural Awareness
Students can offer their positive language or advice
after understanding others’ feelings.
学习理解
应用实践
迁移创新
important
important
difficult
Learning Ability
Language
Competence
Thinking Quility
英语学习活动观
——基于主题意义
05
Teaching methods
Teaching methods
06
——基于主题意义
Teaching procedures
Teaching procedures
——基于主题意义
Learn to manage the feelings
明线
暗线
the change of Yang Ming’s feelings
explore the positive ways to enlighten others and learn to regulate their own feelings
Purpose: Develop students’ capacity of comprehensive
understanding and summarizing imformation of the discourse.
Purpose: Develop students’ capacity of deeply understanding
and transition to the knowledge.
创设语境，感知主题意义
读后活动，升华主题意义
问题引领，明晰意义主线
拓展运用，探究主题意义
Teaching procedures
——基于主题意义
英语学习活动观
创设语境，感知主题意义
问题引领，明晰意义主线
拓展运用，探究主题意义
读后活动，升华主题意义
创设语境，感知主题意义
学习理解活动：感知与注意
1. Describe feelings
Arouse interests and recall old knowledge
about feeling words and sentence pattern.
.
2. Have a chant
Active atmosphere and present the title.
.
5mins
创设语境，感知主题意义
问题引领，明晰意义主线
拓展运用，探究主题意义
读后活动，升华主题意义
学习理解活动：获取与梳理
问题引领，明晰意义主线
Q: How does Yang Ming look like
Q1: Why does Yang Ming feel sad and tired
Q2: What’s the result
2. Watch and answer
.
Comb the content by the questions, and
have an overview of the text again
.
1. Read and compare
Develop students’ ability to observe the
pictures and access the information.
.
Have an overview of the text
15mins
创设语境，感知主题意义
问题引领，明晰意义主线
拓展运用，探究主题意义
读后活动，升华主题意义
学习理解活动：获取与梳理
问题引领，明晰意义主线
.
3. Read and underline
.
Cultivate ability of obtaining information.
Get the key information to cheer up others.
Q: What do they say to cheer up Yang Ming
.
4.Retell the text
Correct their pronunciation and intonation.
.
Retell this part and build the scaffold.
创设语境，感知主题意义
问题引领，明晰意义主线
拓展运用，探究主题意义
读后活动，升华主题意义
应用实践活动：内化与运用
拓展运用，探究主题意义
.
1.Give advice
.
Focus on the theme: Human and society.
Lead students to offer their positive advice.
.
Develop critical and creative thinking ability.
2.Get into the psychological counseling room
Offer their advice in real situation.
.
.
Cultivate divergent thinking and cooperative ability.
Q: What do you want to say to Yang Ming
Q: What can he do
10mins
创设语境，感知主题意义
问题引领，明晰意义主线
拓展运用，探究主题意义
读后活动，升华主题意义
迁移创新活动：想象与创造
读后活动，升华主题意义
2.Homework
Evaluate the characters.
Develop creative and critical thinking.
.
.
.
1.Read the picture book
Know more feelings and think their ways to
manage their different feelings.
Develop language expression and thinking
ability by dealing with different feelings.
.
学习理解层面
（读懂情绪）
应用实践层面
（了解更多处理不
同情绪的方式）
迁移创新层面
（处理自己的情绪）
Everyone has lots of feelings.
Some are good but some are not.
When you have bad feelings,
choose the way you like.
And make you feel better.
10mins
Assessment format
Self-evaluation
Teachers’evaluation
.
Arouse initiative and motivate students.
.
Provide requirements for the class.
创设语境，感知主题意义
问题引领，明晰意义主线
拓展运用，探究主题意义
读后活动，升华主题意义
Blackboard design
07
Reflections
1.围绕主线，问题引领，实现主题意义的建构
How does Yang Ming look like
Why does Yang Ming feel sad and tired
What do you want to say to Yang Ming
What can Yang Ming do
.
.
.
.
2.围绕目标，精心设计，实现核心素养的落实
01
02
03
Describe feelings
Read the compare
Give advice to Yang Ming and Tom
Continue the picture book
Make your feeling book
教学目标
活动设计
Students can read, understand and write the vocabulary:
happy, sad, angry, tired, hungry, thirsty, proud... And use
the sentence pattern:He/She looks... to describe others’
feelings.
Students can offer their positive language or advice
after understanding others’ feelings.
Students can use the sentense pattern: “I’m...” “I can...”
to express their own feelings and share the ways of
working with their emotions.
3.围绕主题，教学评一体，实现育人目标的培养
学习目标 学习活动 评价内容 作业布置
Students can read, understand and write the vocabulary: happy, sad, angry, tired, hungry, thirsty, proud... And use the sentence pattern: He/She looks... to describe others’ feelings. Describe feelings according to the pictures. 1. Students can capture the information of the pictures; 2. Students can describe their feelings.
Students can offer their positive language or advice after understanding others’ feelings. Give advice to Yang Ming and Tom. Students can offer their right words and advice to Yang Ming and Tom.
Students can use the sentense pattern: “I’m...” “I can...” to express their own feelings and share the ways of working with their emotions. Continue the picture book. Students can describe their own feelings and share their ways for different feelings.
Thank you!