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1、Unit6 A Lets talk浙江公开课教案教授教师：一、教材分析和学情描述 本课围绕“情绪和感受”这一话题展开，通过教学黑猫警长动画片中的角色感受，让学生感知be afraid of, be angry with等核心句型和词汇等并在合适的情境中描述和分享自己的情绪和心理状态。六年级的孩子们存在两级分化，很多学生经过四年的英语学习，对英语有兴趣和学习基础，敢于表现自己；但部分学生放不开，怕说错，这需要老师前期铺垫要做充分，让学生敢于说。同时这堂课是借班上课，教师与学生之间有一定的生疏感，因此设计了一系列游戏、动画、视频等有趣的形式拉近师生的距离，也减轻学生的紧张感。 二、教学目标 1.
2、知识与能力目标 (1) 学生能听懂Lets try部分对话，完成听音选择答案的练习活动，感知听力技巧：有些听力题目需要推理。 (2) 学生能在图片和老师的帮助下理解对话大意并回答相关问题。 (3) 学生能用正确的语音、语调朗读对话，并能进行角色扮演或配音。 (4) 学生能在情景中恰当运用句型be afraid of, be angry with以及一些表示情绪的单词和句型 Im 。 (5) 学生能在情境中理解“chases the mice”和“is chasing a mouse”的含义并能做到正确发音。2. 学习策略目标 以听、说为途径，在小组或同桌活动中，能与其他同学合作并交流，发展思维
3、能力。 3. 文化与情感目标 通过让学生谈谈各自不同的感受，培养学生情感的交流，并且试着去享受、接受不同的情感，让我们的生活更丰富。 三、教学重难点 重点： 能在情景中恰当运用句型be afraid of, be angry with以及一些表示情绪的单词和句型 Im 。 难点： (1) 能在情境中理解“chases the mice”和“is chasing a mouse”的含义。 (2) 能掌握“be afraid of”和“be angry with”两种表达法。 四、整体设计思路 本堂课的设计基于整体情境，关注学生核心素养，充分解读文本。课前我先通过Feelings的小歌曲调动起学生
4、的积极性，并让学生对情绪的相关单词有个初步感知。然后在Warm-up环节，通过copy game让学生初步感知哪些情况下我感觉到快乐。然后导入到Why Sarah and Sam are happy?自然过渡到让学生听Lets try回答问题并找出答案。然后自然过渡到他们看的卡通片。回答What cartoon will they watch? How do the mice feel? How does the cat feel?以及Why?等问题，理清文本脉络。在Practice环节，让学生通过跟读、分角色朗读、配音等形式，操练对话。在Production环节，设计了和同桌交流自己的感受的
5、环节，进行话语输出。最后进行感情升华，让学生感知Different time, different feelings, lets enjoy our life. 五、教学步骤师生活动设计意图Step 1: Warm up & Revision 1.Greetings & Free talk T: Hello, boys and girls. Lets begin todays class. Class begins. Good morning, boys and girls. Ss: Good morning, Miss Han. T: Nice to meet you. How are yo
6、u today? Ss: . 2. Enjoy a song T: At first, lets enjoy an interesting song. What is it about? S1: Its about feelings. 教师板书feelings并认读。 T: Yes, its about feelings. So can you say some feelings? S1: 3. Play a game: (如果和老师有相同感受，就起来大声说，否则就静静地坐在位子上。) 4. Lets say When I _, I am happy. (同桌分享开心的经历。)在欢快的节奏中引
7、入本课，活跃课堂气氛，通过对视频中情绪感受的观看，初步感知happy, angry, sad等情绪和感受的词汇，激发学生的学习兴趣，并对今天的课堂做好铺垫。通过起立游戏拉近师生距离，活跃课堂气氛，交流令人愉快开心的感受和经历，并为新课的导入做好铺垫。 先同桌分享开心的经历，再师生共同分享，拉近师生的距离。Step 2: Presentation & Practice 1. Lets try T: Now we are very happy. What about Sarah and Sam? Theyre very happy, too. (出示Sarah和Sam很开心的图片。) Maybe
8、they will . Can you guess why? S1: Maybe they will have a big dinner. T: Good guess. Now lets listen and find the answers. I have two questions for you. T: How do we know that? Lets read. (引导学生找出We can stay inside and watch films.) Yeah, stay inside means: stay at home. Oh, I have another question.
9、What kind of films? Kung fu films? (引导学生说出cartoons) What cartoon will they watch? Lets watch and answer.2. Lets talk Task 1: Watch and find Students watch the talk without lyrics and answer the question: What cartoon will they watch?(引出动画片背景Mr Black, 简单谈论下Mr Black) Students watch a short clip of Mr
10、Black. T: Who else do you see? S1: Mouse/Mice. Task 2: Watch and answer T: Now Sarah and Sam are talking more about this cartoon. Lets watch and answer. Q1: How do the mice feel? Q2: How does the cat feel? (引导学生说出Hes angry with them. Theyre afraid of him. 强调连读。同时让学生理解them, him分别指代什么。) Task 3: Listen
11、 and find T: Why the mice are afraid and the cat is angry? Lets listen and find. (引导学生在文中找出依据。) S1: Because he chases the mice. S2: Because the mice are bad. They hurt people. . T: The mice are bad. Lets watch a video, how do they hurt people?3. Reading practice (1) Read along. (2) Read it one by on
12、e. (3) Read it by yourselves. (4) Show time: Role play or dubbing.通过让学生猜测Maybe they will ., 激发学生兴趣，显得不那么突兀，自然过渡到教学新知上，先猜再听的方式，培养学生的思维能力。在听力问题回答后，继续追问学生如何获得这些信息，培养学生在听力中要适当推测的听力技巧；同时更进一步地挖掘Lets try的听力文本信息，激发进入Lets talk学习的兴趣。通过观看无字幕的对话视频，让学生了解本课的背景，然后在有信息差的基础上观看黑猫警长的小片段，自然引出mice, 同时也引发学生共鸣，激发学生兴趣。第二遍看
13、带字幕动画，带着问题看视频能培养学生获取信息的能力，有输入才有输出，不再是老师单纯地教，而是让学生在情境中自己感悟，比反复枯燥地读来得更有效。在学生回答问题后进一步追问why，发展学生的思维；听录音，整体感知，确定关键信息点。同时突破难点chases, hurt people。通过观看小视频，让学生感悟hurt people的真正含义，化抽象为具体。在这个过程中，利用课本插图，让学生感知Maybe our cat is chasing a mouse now的含义。通过仔细研读文本，各种形式地读，让学生有自信来展示，展示形式可以是角色扮演，也可以是配音。Step 3: Extension &
14、Consolidation 1. 揭示Different time, different feelings T: Now Sarah is happy. Tick tock, tick tock, time flies. How does Sarah feel now? S: She is angry. T: Why? Guess. (让学生猜一猜，引起学生兴趣。)T: Lets listen and find the answer. S: Shes angry because Sam eats all the popcorn. T: Sarah is very angry. Lets rea
15、d very angrily. (学生和老师一起演一演，让学生感受下Sarah愤怒的情绪。) T: Is Sam right? Ss: No, we should share. T: Sarah is very angry now. Lets watch more. (观看Sarah的视频，为下文学生语言输出做铺垫。) So at different time, we have different feelings. How about you? 2. Lets say and act ., Im . ., Im . . (让学生说一说，演一演。) 3. Watch a video. 4. Homework. (1) Read and imitate P58 for 5 times. (跟读、模仿书本P58五遍，注意模仿语音、语调、连读、失爆。) (2) Try to talk more about feeli
