英語人教版六年級上冊6上 Unit 6 B Read and write

1、教學設(shè)計 Unit 6 How do you feel ? B Read and writeDesign idea: We should promote quality education and the （設(shè)計思路）一、all-round development of the students. We should establish efficient class. Teaching guidance: According to the New Curriculum, )（一）(指導思想we should develop students comprehensive language co

2、mpetence. At the same time, teacher should help students gain a sense of achievement and self-confidence. As time goes on, we will develop students reading abilities and foster students thinking ability. Teaching theories：For students in grade six, we will )（二）(設(shè)計理念provide them to improve their coop

3、erative, investigative and thinking abilities and strengthen their interest in studying English. Languageis closely connected with our life. So I set a real situation to learn English. We read the passage and talk about the question- What happened to Robin and the ant? Our students are eager to know

4、 the plot, they can read the passage and find the clue of the story. For their age, they have a certain ability of reading. The pupils are interested in reading stories. The reading material can develop their knowledge and enrich their life. Students can imagine the following plot and cultivate thei

5、r imagination in English. Teacher can help students use language appropriately. And the assessment is closely combined with the main point of this period. Students learn to cooperate with others, and develop different ways to learn English. The content of this period belongs ：Analysis of textbook)教材

6、分析(（三）to PEP Book I for grade six. Part B Read and write is the fifth period of Unit 6. The topic is Robin and the Ant. Students should mainly know the basic feelings. Meanwhile students can imagine the following plot about the story. They can use different feelings to express their idea and continu

7、e the story. We should develop students language and foster their thinking abilities. Analysis of students：Students have seen a film named )（四）(學情分析. They have learnt and experience different feelings. in part A and B. The key pattern: How do you feel? Students can get the main idea of this story wi

8、th the help of the picture. Students have rich imagination. They can share their ideas with us. Students can develop their language according to different imagination. They can use pictures and simple sentences to continue the story. Or they can write a short passage. Anyway, their language is usefu

9、l and meaning in the situation. Different students in different levels can develop their language and ability by learning this story. Teaching aims: )教學目標（五）(1. Enable students to know and draw different faces according to different feelings. 2. Enable students to read the story and get the main ide

10、a, at the same time, they can guess the meaning of the new words in the context. Students can finish the exercises and get a certain ability of learning English, especially improve their writing ability. Enable students to form a good habit. 3. Students can finish the exercise and get a certain abil

11、ity of reading English, especially improve their reading and writing ability. 4. Learn the tips for pronunciation. Find the rules according to P63. 5. Guide students to love animals, and retell the story of Robin and the ants. 6. Enable students to imagine the following plot and continue the story.

12、Meanwhile teacher tries to help students develop their writing ability after reading. Teaching key points：The ant is afraid. Robin is worried. )(教學重點（六）Teaching different points：Students can get the meaning )教學難點 (of the word: stuck, mud, pull. Students experience and think of more feeling words. 、

13、Teaching preparations：二 （教學準備）：PPT, cards of feelings, different faces 教具準備：Head-dressers of Robin and Little ant. 學具準備Teaching steps： （教學過程）三、B Read and write Step 1: Warm-up 1. Greetings and sing a song-If youre happy, clap your hands. T: Hi, class. How do you feel? Are you happy? Ss: I am sad. No

14、. T: Why is that? Ss: We have a busy weekend. We go to some training class. We have to do a lot of homework. T: Is that true? Im sorry to hear that. It seems that youre not happy. Ss: Yeah. T: Oh. Thats too bad. You should learn to relax yourselves. T: Me too. And I also have many things to do every

15、 day. (設(shè)計意圖：歌曲-如果感到快樂你就拍拍手，節(jié)奏感強，輕快活潑，歌詞簡單易懂，容易將學生的注意力吸引到英語課堂上，詢問學生的心情及原因，學生可表達自己的真實感受，引出與本節(jié)課相關(guān)的話題-different feelings。) 2. Talk about different feelings. T: How do you feel today? Ss: Im T: Try to adjust our mood, and be happy. (設(shè)計意圖：教師通過談話，讓學生說出不同的感受，運用恰當?shù)脑~匯表達自己的心情，激活已知，活躍課堂氣氛。) Step2. Presentation

16、1. Pre-reading (1) Introduce the content of the first part-different faces. T: Talk about the pictures, and tell us different feelings. Can you draw faces? Ss: Yes. (設(shè)計意圖：學生通過畫出不同的表情詞匯， 在畫出生氣的表情時，學生積極思考，觀察和理解的角度不盡相同，創(chuàng)造性培養(yǎng)了思維能力。) (2) Changes of feeling. T: Show different pictures, such as: see a film

17、, do homework, go hiking, . go shopping, go to school, watch TVSs: Choose the cards and show your feelings. T: Perfect. Everyone has these feelings, right? (設(shè)計意圖：教師用教學卡片呈現(xiàn)不同的活動，讓學生根據(jù)活動內(nèi)容很自然的流露出不同的表情，讓學生感受和體驗真實的情感。) 2. While-reading (1) Read the passage and try to understand it. ? The first reading.

18、T: What can you see in this picture? Ss: I can see Robin. I see a little ant. I see some trees. I see grass. T: Read the picture with Robin and the Ant. Share your ideas with us. Ss: I think Robin and Little Ant are good friends. I think T: Questions: What will happen between Robin and Little Ant in

19、 the story? Read the passage quickly. Ss: Read the passage-Robin and the Ant freely. T: What does the story tell? Ss: We should always be nice to each other. (設(shè)計意圖：學生自主閱讀短文，并根據(jù)自己所需要了解的信息快速瀏覽，獲取關(guān)鍵信息。) ? The second reading. T: Read the passage again, find different feelings and circle the words you do

20、nt know. Ss: Circle the new words, and try to guess their meaning according to the context. List and write different feelings. Different feelings: afraid-worried-happy Difficult words：stuck, mud, pull T: What do these words mean? Ss: I can get their meaning with the help of pictures. (設(shè)計意圖：在第二次閱讀時，圈

21、出自己不懂的詞或短語，尋找細節(jié)信息，放慢閱讀速度，在找到的關(guān)鍵信息處劃線或做標志。學生根據(jù)需要，找出不同的表情詞匯,未完成相關(guān)聯(lián)系和復述故事做好準備。) ? The third reading. (1) Listen and repeat. T: Read the passage and listen to the tape, children. Ss: Follow the tape, and try to imitate the pronunciation, tune, and intonation. T: Guide students to number the pictures, an

22、d fill in the blanks of page 63. Then use the key words or sentences and retell the story. (設(shè)計意圖：在第三次閱讀文本時，先聽音模仿，對自己不會讀的詞匯不懂的詞進行重點識記。完成相關(guān)練習，補全對話。當我們復述短文時，先整理出關(guān)鍵詞，再根據(jù)關(guān)鍵詞進行復述。) (2) Role play. T: Read the key words and phrases: A sunny morning: sit on the grass, afraid, dont sit on me, help. A rainy da

23、y: stuck in the mud, worried, pull Robin out of the mud, happy. Ss: Act out the story in roles. Ss: Role play. Use the key words and phrases. (設(shè)計意圖：學生在進行角色表演時時，能夠吸收語言，在整理思路的過程中，體現(xiàn)了學以致用，將語言的運用和輸出很好地結(jié)合在具體的語境中。組織語言，語言的功能-工具性。) 3、After-reading (1) Talk about the question with your partner: Questions: Pu

24、ll or push? (2) Discuss the question in your group. Questions: Where can you find the sign: Pull or push? T: You can find the answer by yourself. (設(shè)計意圖：閱讀后，教師可以根據(jù)生活中常見的標志 ，培養(yǎng)學生進行積極地思維，讓學生動腦思考。將生活與英語學習結(jié)合起來。) Step3. Practice and extension (1) Listen and read the text again. T: Read the passage with yo

25、ur partners. Ss: Read the passage fluently. (設(shè)計意圖：學生通過再次聽音模仿，學習準確的語音和語調(diào)，為角色表演做好 )鋪墊。通過角色表演，學生能夠強化對文本的印象。(2) Different feelings. T: Can you find more feeling words. Ss: The words are: afraid, happy, angry, sad, sorry, bad, worried, ill, hungry, warm, cold, excited, great, surprised, upset, good. (設(shè)計意圖：學生可以聯(lián)系平日所學，進行思維培養(yǎng)，學會總結(jié)歸納，運用語言 )更加靈活多樣，表達真實感情。(3) Continue the story. T: What will happen next? Imagine and talk with your partners. Ss: Talk with your friends. T: Can you continue the story? Or try to continue the dialogue between Robin