（广东）粤人版六下-Unit 4 Feeling Excited-Lesson 4-ppt课件-(含教案+微课+视频+素材)-市级优课-(编号：5017c).zip

sad happy excited tired scared angry shy Feelings BrainstormingBrainstorming Can you say more words about feeling? hungry boredworried surprised . thirsty Fear Joy Sadness Anger Task 1: Task 1: Look and sayLook and say Task 2: Ask and answerTask 2: Ask and answer Task 3: Task 3: Play feeling dicePlay feeling dice Task 4: Read and fillTask 4: Read and fill Fear Task 1: Task 1: Look and sayLook and say Read words with feelingRead words with feeling( (看看图图图图，用相用相应应应应的情感的情感读词组读词组读词组读词组 ) ) broke my pencil saw a snake stayed up late got a poor grade got a kitten climbed the mountain sang a song forgot my homework missed the bus my brother ate my apple heard a noise had fun with friends saw the dentist Read words with feelingRead words with feeling( (看看图图图图，用相用相应应应应的情感的情感读词组读词组读词组读词组 ) ) I was scared this morning. Why? I was scared. Because I saw a mouse. Guess and sayGuess and say You were______. Because______________. ? She was________. Because __________________________.excitedshe played in the Disneyland ? He was______. Because _______________________. sad he got a poor grade he failed the test ? They were______. Because _________________________. tiredthey climbed the mountain Fear Anger Task 2: Ask and answerTask 2: Ask and answer A:Why was she/he________________? B:Because she/he_______________________. A:Why were they __________________? B:Because they ________________________. Pair workPair work Choose one, please.Choose one, please. 2 2 3 3 1 1 6 6 4 4 5 5 Anger Sadness Task 3: Task 3: Play feeling dicePlay feeling dice Group workGroup work 规则：1.1位同学丢骰子，然后根据骰子上的表情，在脑中想好相应的词组。 2.其他3位同学轮流猜,用“You were__,because you___？”询问 3.如果猜错，该同学回答No. 如果猜对，该同学回答Yes. I was__,beacause I___. 4.一轮过后没有人猜中，该同学公布答案I was__,beacause I___.并获得一张表情卡. 5.猜对的同学获得一张表情卡 6.游戏结束时，获得最多表情卡的同学胜利。 Group workGroup work 规则：1.1位同学丢骰子，然后根据骰子上的表情，在脑中想好相应的词组。 2.其他3位同学轮流猜,用“You were__,because you___？”询问 3.如果猜错，该同学回答No. 如果猜对，该同学回答Yes. I was__,beacause I___. 4.一轮过后没有人猜中，该同学公布答案I was__,beacause I___.并获得一张表情卡. 5.猜对的同学获得一张表情卡 6.游戏结束时，获得最多表情卡的同学胜利。 Sadness Joy Task 4: Read and fillTask 4: Read and fill Read and fillRead and fill 阅读短文,找出关键词,在框中选词完成思维导图. A ___________Day Special excited forgot math homework teacher was angry got a good mark got a gift At Last tired angry scared had lots of homework stayed up late missed the bus was late for school First Next After that Joy Please write down your feeling and the reason.(请写出你过去一星期的感受和原因). Lets writeLets write Lets writeLets write Step1: Write down the key words on the mind map. (在思维导图 上写关键词 。) Step2: Write a composition according to the mind map. （根据思维导图写作文。） 选择过去一星期的其中四天进行写作 A ____________(Special/Busy/Nice/Good/Lucky/Bad/) Week There is not only happiness but also pain and sadness in our life.There is not only happiness but also pain and sadness in our life. （成长不仅只有快乐，成长还伴随着疼痛与悲伤。）成长不仅只有快乐，成长还伴随着疼痛与悲伤。） Try to accept every feeling, because they make our life Try to accept every feeling, because they make our life more complete more complete . . ( (学会接纳每一种情绪学会接纳每一种情绪, ,它们的存在才构成了我们完整的人格、完整的人生它们的存在才构成了我们完整的人格、完整的人生. . ) ) Homework: 1.Ask the feeling and reason of your father or mother in a day or a week.(询问父母一天或一周内的心情与原因) 2. Draw a mind map,and write a composition of your father or mother. (根据询问的结果画思维导图 ，并写一篇短文) Why was she/he tired ? Because she/he stayed up late to do homework. Why were they excited/happy? Because they had a party. Why was she sad ? Because she broke her glasses. Why was he angry/sad ? Because he missed the bus. Why were they scared? Because they saw a mouse. Why was she sad ? Because she failed the test. Because she got a poor grade.班级：_________________ 姓名：___________________ Unit4 Feeling Excited 1、Write phrases according to the feeling.(写出心情所对应的动词词组写出心情所对应的动词词组) Happy: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Excited： ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Sad: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Tired: ______________________________________________________________________ _____________________________________________________________________ ______________________________________________________________________ Scared: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Angry: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________Unit 4 Feeling Excited 教学设计教学设计 课题课题：粤人 2011 课标版（三年级起点）六年级下册 一、一、教材分析教材分析 本单元是粤人版英语六年级第二学期教材 Unit 4 Feeling Excited 的教学内容, 本节 课针对本单元内容进行复习。对所学内容进行操练巩固，最后根据思维导图完成写作。让 学生明白不同的情感都有他存在的意义，要学会接纳每种情绪。 本单元的主要学习内容是是 4 个表示个人情感的词如 tired,scared,excited,sad,和 与情感有关的动词词组 stayed up late, heard a noise,got a kitten, got a poor grade 以及句型：I am/was tired. Why are/were you tired? Because I stayed up late last night. Why did you stay up late? Because I watched TV. 等来表达个人情 感和原因。 本单元教材主要让学生通过有趣的故事情景和会话学习语言，以情景对话的形式操练 本单元主要句型，配以看图说话、视频、游戏、写作等形式的教学活动多次运用英语进行 交流和综合运用。学生能通过多次运用、体验、反思，巩固所学单词句型，发挥他们的想 象力和创造性，结合旧知综合运用英语。 二、学情分析二、学情分析 本节课的教学对象是小学六年级的学生，通过多年的英语学习，他们积累了一定的英 语知识与技能。学生在前面三个单元已经学习了许多过去式的动词词组。在本单元中，学 生已在前面三个课时学习了单词 tired,scared, excited,sad, angry, stayed up late, heard a noise,got a kitten, got a poor grade.以及使用句型：I am/was tired. Why are/were you tired? Because I stayed up late last night. Why did you stay up late? Because I watched TV. He/She is/was. Why is/was he/she.? Because he/she.They are/were. Why are/were they.? Because they.等表达个人情感与原因。六年级学生有一定的英语语言基础，学习能力与方 法。他们的逻辑思维逐渐发展，口语表达能力比较强，在教师和图片的帮助下，能进行简 单的描述和对话。乐于接受新东西，敢于表现自己，课堂注意力集中时间比较持久。因此， 本节课运用动画、图片、视频等丰富的教学资源刺激学生多钟感官，激发他们的学习热情； 设计多样化课堂活动让学生们听、说、读、写中学习英语，让他们始终保持高涨的学习积 极性。 三、整体设计思路三、整体设计思路 本节课，首先通过头脑风暴回顾所学的情感单词，然后老师给孩子们介绍四个关于情 感的新朋友 Joy,Fear,Sadness,Anger.他们是（头脑特工队中的主角） ，以“完成任务 获得情感能量球”为主线，引导学生逐步巩固知识，运用所学与人交流并且写作。1）看图 说话；2）对话交流；3）小组活动-情感骰子；4）阅读完成思维导图。最后完成写作。整 节课通过知识复现，操练巩固，初步运用，写作来提高学生的语言综合运用能力。另外， 引导学生感悟“成长不仅只有快乐，成长还伴随着疼痛与悲伤。学会接纳每一种情绪,它们 的存在才构成了我们完整的人格、完整的人生。 ” ，培养孩子们积极乐观的美好品格。 四、教学目标四、教学目标 【语言知识目标】 1.能听说读写关于情感的词组 tired,scared, excited,sad, angry 等。 2.能听说读写与情感有关的动词词组 stayed up late, heard a noise,got a kitten, got a poor grade 等。 3.能熟练运用句型 I am/was tired. Why are/were you tired? Because I stayed up late last night. Why did you stay up late? Because I watched TV. 以及扩充句型的 多人称变化。 4.能熟练运用已学词组和句型谈论个人的感觉和原因。 5.能根据自己的生活实际，运用所学的词组与句型，根据思维导图完成写作。 【语言技能目标】 1.借助图片，认读单词和词组、说出简单句子的基本语言能力。 2.结合实际生活，灵活运用学过的知识，进行对话交际的能力。 3.运用所学语言知识，从文本阅读等获取有用信息的能力。 4.运用所学知识，完成思维导图。并且运用思维导图指导写作。 【情感态度目标】 1.敢于开口，乐于用英语与同伴交流。 2.在团队合作中能主动请教、互帮互助。 3.让学生明白不同的情感都有他存在的意义，要学会接纳每种情绪。 【学习策略目标】 1.从学生学习兴趣和认知水平出发，创设英语学习情境，引导学生自主学习，通过看图说 话训练，培养学生的英语听、说能力，并在词语与相应事物之间建立联想。 2.注意观察生活或媒体中使用的简单英语，通过观看视频、阅读文本、游戏等形式调动学 生的多种感官，训练学生的英语思维。 3. 能在各种情景中大胆与同学对话，进行沟通交流；同时在完成每一个学习任务中培养团 结合作的精神。 5 5、教学重点、难点教学重点、难点 （一）教学重点 1.复习本单元关于情感的词组 tired,scared, excited,sad, angry 等。与情感有关的动词词组 stayed up late, heard a noise,got a kitten, got a poor grade 等。 2.能熟练运用句型 I am/was tired. Why are/were you tired? Because I stayed up late last night. Why did you stay up late? Because I watched TV. 以及扩充句型的 多人称变化。 3.能熟练运用已学词组和句型谈论个人的感觉和原因。 4.能根据自己的生活实际，运用所学的词组与句型，根据思维导图完成写作。 （二）教学难点 1.能熟练运用已学词组和句型谈论个人的感觉和原因。 2.能根据自己的生活实际，运用所学的词组与句型完成思维导图，并且根据思维导图来写 作。 六、教具准备六、教具准备 多媒体课件，教学图片，微课，视频，情绪骰子，表情卡，练习卷，导学卷，板书卡纸， 磁条，投影仪等。 七、教学过程七、教学过程 Step 1 Warm up 1. Watch a video about feeling 2. Brainstorming T: Boys and girls, what is the video about? T:Its about feeling. I am feeling excited. We know excited is a feeling. Can you say more words about feeling? T:Good. Lets read these words together. (设计意图：通过播放有各种表情的视频，为下面学生说关于情绪的单词做好铺垫。视频有 图有声音，能够吸引学生，投入到课堂中，激发学生的学习热情。头脑风暴能够让学生集 中注意力思考，发散思维，从而复习所学的关于情绪的单词。) Step 2 Lead in 1.Present four friends(Fear, Anger, Sadness, Joy) T:Today, I will introduce four friends about feeling for you. Lets see who are they. (Students watch a video) T: Look. This is Fear, Anger, Sadness, Joy. Fear makes you scared. Anger makes you angry. Sadness makes you sad. Joy makes you happy and excited. Each feeling is very important. Lets finish four tasks to get these feelings, OK? （设计意图：老师利用剪辑师编辑、合成一个短视频头脑特工队的人物介绍 。利用视频 介绍四个人物 Fear, Anger, Sadness, Joy。每个人物负责管理一种情绪。为后来完成四个任务 获取不同颜色的情绪能量球做好铺垫。可爱的卡通形象能激发学生的学习兴趣。 ） Step 3 Do tasks Task One. Look and say 1.Read words with feeling (设计意图：学生带情感读出动词词组，每种活 动都有一定的情感，这样能让学生将情感与及 背后的原因联系在一起。通过读词复习已学过 的动词词组。) 2.Guess and say T: I was scared this morning . Why? Guess! T: What about her? him? them? Guess! （设计意图：通过这个环节能让学生发散思维，让学生看图片中人物的表情猜测原因，从 而复习各种情感所对应的动词词组和句型 You/They were.Because.He/She was.Because.） T:Congratulation. We have finished task one. We can get the scared feeling. Task Two.Ask and answer (1)Show the model (2)Do it in pair. Students talk with their partner according to the pictures and sentence pattern。 (3) Students show（Choose one number and talk according to the picture） （设计意图：这个活动能保证全班同学都参与进去，不断地练习说句型：1.Why was she/he.?Because she/he.2.Why were they.B:Because they.在最后检验孩子操练结果时， 让学生随机抽一个数字，学生再根据数字对应的图片来进行对话。这样可以增加活动的趣 味性，激发学生好奇心与挑战欲望，从而投入到课堂中。) T:Well down. We have finished task two. We can get the angry feeling. Task Three. Play feeling dice (1) Show the rule (2) Watch a short video. A very clear model shows how to play the feeling dice. (3) Play it in group of four. (设计意图：这个活动中每个同学都可以参与，而 且有趣味性，学生比较感兴趣。活动中，孩子可 以运用所学的词组与句型表达，巩固所学并且锻 炼口语表达能力.) T:Great. We have finished task three. We can get the sad feeling. Task Four. Read and fill Students read the passage and find out the keys words, then finish the mind map. (设计意图：考查学生阅读理解能力， 和获取信息的能力。为下面根据思维导 图来写作做好铺垫。) T:Good. We have finished task four. We can get the happy feeling. Step 4 Finish mind map and write composition T:Now, we have scared, angry,sad, happy feeling. Lets put them together. Oh. Its a heart. Heart say,” Hello! I am your heart.How did you feel before? Can you share a week with me .Please write down your feeling and the reason .” (1)Watch a short video. A very clear model shows how to write. (2)T reviews the passage with students , and put the key words on the blackboard to make a mind map. (3)Students finish their own mind map and write a composition according to their own mind map. (4)Work show. Student show their composition on the screen and read to the whole class, teacher corrects it timely. （设计意图：老师利用 Power Point 的动画功能，将四种情绪球合并，变成一颗心，从而引 出接下来的写作，完成教学主线。本节课重在写作，教师要引导学生完成思维导图，并且 根据思维导图写作。) Step 5. Moral education T: We know there are many colors in a rainbow. Just like our life, there are many feelings in our life. Yes or No? So there is not only happiness but also pain and sadness in our life. Try to accept every feeling, because they make our life more complete . （设计意图：把彩虹各种色彩比喻成人的各种心情，告 诉学生心中有各种情感，每种情感都很重要。成长不仅 只有快乐，成长还伴随着疼痛与悲伤。学会接纳每一种 情绪,它们的存在才构成了我们完整的人格、完整的人 生。在潜移默化中培养孩子们积极乐观的美好品格） Step6. Homework 1. Ask the feeling and reason of your father or mother in a day or a week (询问父母一天或一周内的心情与原因) 2. Draw a mind map,and write a composition of your father or mother. (根据询问的结果画思维导图，并写一篇短文) （设计意图：学生通过完成作业可以有效地复习巩固本节课所学习的知识。 ） 八、板书设计八、板书设计At last Next After that Special(特别的) scared excited tired angry missed the bus forgot math homework got a good mark teacher was angry was late for school got a gift 班级：_________________ 姓名：___________________ Unit4 Feeling Excited 1、Read and fill(阅读短文,找出关键词,在框中选词完成思维导图)2、Lets write(选择过去一星期的其中四天进行写作) Title(标题标题)： A ___________(Special/Busy/Nice/Good/Lucky/Bad/) Week Step1: Write down the key words on the mind map.(在思维导 图上写关键词。) （星期） （心情） （原因） Step2: Write a composition according to the mind map.（根据 思维导图写作文。） ________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Word bank: special(特别的) surprised(惊讶的) worried(担心的) sleepy(犯困的) nervous(紧张的) upset(不安的) confused(困惑的) bored(无聊的) shy(害羞的) quarreled(吵架) broke(打破) was stolen(被偷的) met(遇见) found(找到) fought(打架) beat（打. .）