PEP新版六年级英语上册第六单元教案

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PEP小学英语六年级上册第六单元教案

PEP小学英语六年级上册第六单元教案【教材分析】：本单元是一个阅读单元。

重点学习水循环以及植物种植过程的表达，设计的内容比较抽象，教师要引导学生结合生活经验理解掌握。

本单元的内容相对比较复杂，特别是Let’s read 部分容量大、难点多。

教师要注重多种教法的运用，逐一突破重点。

六上U6A1（词汇课）【教学内容】 A let’s learn $ let’s find out 【教学目标】1.能够听、说、读、写A Let’s learn 部分的黑体单词：stream, rain, cloud,sun, 听说认读白体单词：vapour2.能够听、说、认读句子：Where does the rain come from? 并在现实生活中能够灵活运用，做到语音准确，语调自然。

3.能够完成Let’s find out的任务。

4.学唱歌曲《Little Water Drop》.5.了解水结成冰的相关知识。

【教学重难点】1.熟练掌握重点单词：stream, rain, cloud, sun, vapour。

教师要启发学生开动脑筋巧记单词，并结合句型替换关键词，在情景中学习新单词。

2.能够在现实生活中灵活运用句型： Where does the rain come from？并在现实生活中能够灵活运用，做到语音准确，语调自然。

【教学准备】1.与本课时相关的教学挂图。

2.录音机和本单元的教学录音带。

3 课件：各种水的声音【教学过程】Step 1:Pre-paration1.上课伊始，教师通过教学媒体资源给学生呈现英语童谣《Little water drop》.让学生静静地欣赏、感受。

2.教师走下讲台，到学生中间做Free Talk.T: What’s the weather like today?S: …T: Do you like rainy /sunny days?S: …T: What do you do every day?S: …T: Where does the water come from?Step2: Presentation:1.教师对学生说：“We drink water every day. We need water every day. What else needs water? Where does the water come from?”2.教师简笔画“雨”，并对学生说：“We are going to talk about rain. Where does it come from? Does it come from the sky? 教师帮助学生回答It comes from the cloud.”用简笔画出cloud的图，将单词板书并进行教授教读。

人教PEP六年级英语上册 Unit 6 单元教案 (含教学反思)1

Unit 6 How do you feel?Part A教学内容Let's learn,Write and say,Let's try,Let's talk教学目标【知识目标】1.四会词汇：angry,afraid,sad,worried,happy2.三会词汇：chase,mice,bad,hurt,ill3.重点句子：They're afraid of him.The cat is angry with them.【能力目标】1.能够听、说、读、写几个有关情绪的（四会）词汇，能够听、说、认读三会词汇2.能够正确使用“be+表示情绪的形容词”描述自己或他人的情绪。

【情感目标】引导学生关心周围人的感受，做一个体贴友善的人。

教学重点几个表情绪的四会单词。

教学难点正确使用介词with和of。

教学准备课件、录音机和磁带（或其他课本配套音频设备）、人物表情卡片、动画片片段等课时安排2课时第一课时教学过程批注第二课时pictures make you feel?”作业设计1.熟读课文。

2.自主预习B部分Let's learn的新课文。

板书设计be afraid ofbe angry with这个部分主要学习的是有关人物情绪的表达方式，教学的时候用图片和视频展示，学生更容易理解，并且更乐于接受。

Part B教学内容Let's learn,Play card games,Let's try,Let's talk,Read and write,Tips for pronunciation,Let's check,Let's wrap it up教学目标【知识目标】1.四会词汇：see a doctor, wear, more, deep, breath, take a deep breath,count, count to ten2.三会词汇：wrong, should, feel, well，sit, grass, hear, ant, worry, stuck,mud, pull, everyone3.重点句型：You should… Don't be…【能力目标】1.能够正确使用重点单词和词组提供建议。

新人教版PEP小学六年级上册英语第六单元Unit 6 How do you feel教案教学设计

新人教版PEP小学六年级上册英语第六单元Unit 6 How do you feel教案教学设计Unit 6 How do you feel?单元整体分析本单元是人教版英语六年级上册的第六单元，单元的话题是“How do you feel?”本单元通过不同的场景，提供了关于表达情绪和心理状态、疏导他人情绪提出建议的句型。

共三个版块:A 部分，B部分和C 部分。

A部分包括重点词汇和情景对话，共两个课时。

第一课时展示Sarah和小猫在不同生活事件中的状态和情绪，引出核心词汇和句型。

第二课时通过Sarah和Sam谈论动画片，呈现核心句型be+ 表示情绪的形容词。

A 部分重点掌握词汇和核心句型。

B部分包括重点词汇、情景对话和读和写，共三个课时。

第一课时通过呈现不同人物在不同情境中表现的不同情绪和感受的场景，引出疏导情绪和表示建议的句型：... should... Don’t...第二课时通过Sarah姐弟和母亲之间的对话，进一步巩固疏导情绪和表示建议的句型。

第三课时通过Robin和蚂蚁互相帮助的故事，拓展本单元所学知识。

B部分重点是核心词汇和句型的掌握。

将B部分中的听力测试、词汇规律活动和C部分的故事，组成一课时。

重点是复习巩固本单元所学重点词汇和句型。

在组织课堂的教学中，首先要了解学生学情，整体把握本单元教学内容，教学重点和教学难点，结合本单元主题“How do you feel?设计教学。

借用教材设定的情境、课件、图片等方式呈现，引导学生在合作学习中正确表达所学句型，培养学生的语言交际能力。

单元教学目标1. 知识目标（1）能够听、说、读、写单词和词组：sad, angry, happy, worried, afraid, see the doctor, do more exercise, wear warm clothes, take a deep breath, count to ten.（2）能够听、说、认读单词：feel, wrong, ill, chase, mice, should, well, sit, grass, hear, ant, worry, stuck, mud, pull, everyone（3）能够听、说、读、写句型：How do you feel?The mice are afraid of the cat.The cat is angry with them.He should see a doctor.Don’t be angry.（4）能够掌握句式:主语+be+表示情绪的形容词。

人教PEP版六年级英语上册《Unit6》精品教案教学设计小学优秀公开课

人教 PEP 版六年级英语上册第六单元教案Unit 6 How do you feel? 教学设计单元教学目标能力目标1、学习表达情绪和调节情绪的句子：They’re afraid of him. The cat is angry with them. What’s wrong? Your father is ill. He should see a doctor this morning. Don’t be sad.2、能掌握四会单词或词组：angry, afraid, sad, worried, happy, see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten。

3、能听、说、认读单词或词组：chase, mice, bad, hurt, ill, wrong, should, feel, well, sit, grass, hear, ant, worry, stuck, mud, pull, everyone。

4、能够用英文表达情绪以及如何调节情绪。

5、学习字母t 在单词末尾的发音。

6、会唱歌曲《If you’re happy, clap your hands》。

知识目标1、能听懂、会说Part A,B 中Let’s talk, Let’s learn 中呈现的对话，并能在实际情境中得以运用。

2、能听、说、认读三会单词或词组：chase, mice, bad, hurt, ill, wrong, should, feel, well, sit, grass, hear, ant, worry, stuck, mud, pull, everyone。

掌握四会单词或词组：angry, afraid, sad, worried, happy, see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten。

pep六年级英语上unit6全英教案

pep六年级英语上unit6全英教案Unit 6 The story of rainPeriod 1Teaching aims1. Grasp the four-skills words: stream, rain, cloud, sun and three-skills word: vapour2. Grasp the important sentence: Where does the rain come from?3. Enable sing the song “Little Water Drop” and finish the task of Let’s find out. Teaching and learning important items Grasp the four-skills words: stream, rain, cloud, sun and three-skills word: vapour Teaching and learning difficult items Grasp the four-skills words: stream, rain, cloud, sun and three-skills word: vapour Teaching stepsSteps 1 Warm upPlay the song of unit 4 of grade 4B.Show the illustration and instruct the students answer the questions.T: We drink water every day. We need water every day. What else needs water? T: Where does water come from?Steps 2 PresentationLet’s learn(1) show the word card of unit 4 of grade 4B.T: Today, we're going to talk about rain. Where does it come from? Does it come from the sky?Draw some schematic rain and write word rain on the blackboard.(2) Where does the rain come from?Drow some schematic clouds and word cloud on theblackboard.Teach the words vapour and sun in the same way.T: Where does the vapour come from?Drow some schematic clouds and word stream on the blackboard.(3) show the illust ration of Let’s learnAsk students to speak out the name of the things.T: What’s this?(4) point to the loop of the water T: Where does the rain come from?……(5) pair work2. Let’s find outT: What do we have in nature?Ask students turn to the page 70T: What can you see in the picture?Ask students finish the task in groups of five Ss.3. Let’s singPlay the tape of “ Little Water Drop ”.Steps 3 PracticeAsk the students close their book. Ask questions base on the illustration of Let’s fin d out.T: Is there a sun in the picture? Or there isn't a sun in the picture2. Let’s learnInstruct the students to finish ti task of Let’s learn.Ask students to gather some information about how the water become ice and do some exprement to testify the idea.Unit 6 The story of rainPeriod 2Teaching aims1. Grasp the four-skills sentences: Where does the rain come from? It comes from the clouds.2. Enable to discribe the loop of water.3. Finish the task of Task time.Teaching and learning important itemsGrasp the sentences Where does the rain come from? It comes from the clouds and enable to describle the loop of water.Teaching and learning difficult itemsUnderstand the con tents of Let’s talk.Teaching methodsCommunicative teaching method Game teaching methodTPR teaching methodTeaching aimsSteps 1 Warm up1. play the tape of “Little Water Drop”2. free talkT: Where do you come from?T: Where does … come from?3. previewLet’s try1. recall Steps 4 ProgressGood to knowT: What do you have for breakfast?T: I usually have bread and milk for breakfast. Do you like bread? Where does bread come from?Show the illustration and point to the wheat and flourT: What’s this?Play the tape.Point to the one of the three picturesT: Where does bread/flour come from?Steps 2Presentation1. Let’s talk(1) T: Where does apple juice/milk come from?Instruct Ss to answer the questions(2) Stick the word rain on the blackboard.T: Where does the rain come from?Stick the words of water loop sequencial and practice the dialogue.(3) I ask, you answerDivid students into two groups. Make them ask and answer the questions of water loop take turns.(4) play the tape of Let’s talk(5) instruct students to describe the toop of water.Steps 3 PracticeGroup workAsk students to practice the dialogue about the water loop in groups.Divid the students into 4 groups. Each group is named as water, vapour, cloud and rain.T: Where does the cloud come from?T: Where does the vapour come from?T: Where does the water come from?T: Where does the rain come from?Steps 4 Progress1.Do the exercise of Let’s talk2. Talk the loop of water with parents or friends.Blackboard design:Unit 6 The Story of RainWhere does the rain come from?It comes from the cloudsvapour cloud rain waterUnit 6 The story of rainPeriod 3Teaching aims1. Enable to depict the “travel” of water drops and understand the water loop further.2. Grasp the pronuncistion of phonetic symbols /?:/, /?/, /ts/, /dz/, /tr/, /dr/.3. Accomplish the task of Read and match.T eaching and learning important itemsUnderstand the procedure of water loop with the help of real scene.Teaching and learning difficult itemsUnderstand the contents of the Let’s talk of part A.Teaching stepsSteps 1 Warm up1. Let’s chantPlay the tape of Let’s sing.2. free talkT: Where does the cloud come from?T: How does the water become vapour?3. show the word card quickly.Introduce the approaches for word remember.Steps 2 Presentation1. Let’s read(1)T wears the headwear of water drop.T: Hello. I am little Water Drop. Nice to meet you!Ask a student to wear the headwear of wind.T: Hello, Mr Wind.(2) act the gesture of hot.T: Little Water Drop is very hot.Show the illustration of this part. Point to the pictures of water drop and Mr wind. T: Who is he?T: Little Water Drop takes a trip. Where does he go? How is his trip? Does he have a lot of fun? Let's readSteps 3Practice1. no repeatShow the illustration of Let’s read of part A. divid students into two groups. Point to one of the pictures randomly.Each student in the group speaks a sentence about one of the pictures in the illustration. The group which speak out more sentences will win.Listen to the teacher and find out the missed word, then repeat the correct sentence. S: Oh no! I am falling.2. rabbit ear.Read a sentence without some word. Such asT: Oh no! I falling.3. Pronunciation(1)Show the words which contain the letter o or monograms or, tr, dr, ts, ds.(2) Read and matchSteps 4 Progress1.Do the exercise of Let’s read.2. Make a new and interest passage based on the one of the passages of this lesson with their imagion.Unit 6 The story of rainPeriod 4Teaching aims1. Grasp the four-skills words: seed, soil, sprout, plant.2. Grasp the sentences, as “First, we have the seed” that are used to describe the procedure of flower plant.3. Understand the contents of Story time.Teaching and learning important itemsGrasp the four-skills words: seed, soil, sprout, plant.Teaching and learning difficult itemsGrasp the approaches how to grow flower.Teaching stepsWarm upGrasp the approaches how to grow flower.Presentation1. Daily dialogueT: What’s the weather today?T: Where does the cloud come from?T: What does the vapour come from?T: Does the plant need water? …2. guess playShow the first letter of the words of Let’s learn. If they fail to speak out the word, then show the first two letters. Show more letters untile the y give the correct answer. Let’s learn(1) Show a bunch of flowers.T: Do you like flowers?T: Do you plant flowers? What do you need?Encourage students to image if they do not have flower plant experience.(2) take out some seeds.T: Yes, first we need flower seeds.T: Look! What’s th is?Show the card of seed. Lead the reading.Show the other words sequecially.T: It's a sun flower/peach, grape/pear/flower/…seed(3) show a seed.T: First, we have the seed. Show a pot of soil.T: Second, we have the soil.T: It’s soil.Show the word card of soil on the blackboard and lead the reading.T: Now I put the seed in the soil. And then we have the sprout.Show the word card of sprout on the blackboard and lead the reading.T: Now, we have the plant.Show the word card of plant on the blackboard and lead the reading.(4) number the fout words and tell the number randomly.(5) play the tape of Let’s learn(6) instruct students to write the wordsPractice1. match playPut the four word cards on the blackboard. Cover the cards after reading. Stick the plant grow steps pictures covered on the blackboard. 2. Number and sayAsk students finish the task with deskmate.3. Story timePlay the tape or VCD of Story time.Progress1. write the four skills words2. do exerices of the class.3. discuss the steps of plant flowers.Unit 6 The story of rainPeriod 5Teaching aims1. Grasp the four-skills sentences: How do you do that? What should you do then?2. Understand the expression difference between English and Chiese.3. Grasp the steps of planting.Teaching and learning important itemsGrasp the four-skills sentences: How do you do that? What should you do then? Teaching and learning difficult items Enable to depict the procedure of planting with the plant experience.Teaching stepsWarm up1. free talkT: Do you like flowers?T: Do you plant flowers? What do you need?T: …2. Let’s tryShow the illustration. Depict the illustration.T: She is putting the seeds in the soil. She is watering the seeds. She is looking at the sprout. Now listen to the tape and make them in order.Presentation1. Let’s talk(1) T: What should we do now? (prompt)Check the answers.T: What should you do now?(prompt) Learn Let’ talk.(2) T: I am going to plant a flower on the weekend. But I don’t know how do that. Can you tell me? Who knows?T: OK. How do you do that?T: What should I do then?(3) T: Zhang Peng is talking to his teacher. Now let’s see what they are talking about.Play the tape.Explain the phase “In several days”.(4) ask the students to discuss the steps of planting.(5) instruct and check the dialogue.Practice1. play the tape of Let’s talk of part B. instruct students to finish the task.2. write the four-skills sentences.3. recall and checkWrite the important sentences of Let’s talk on the blackboard. Ask students to close their eyes. Eliminate one key word from the sentence.Progress1. write the four skills words and sentences.2. do exerices of the class.3. discuss their experience of planting with parents.Unit 6 The story of rainPeriod 6Teaching aims1. Understand the procedure of plant’s growth further with the help of growth dairy.2. Enable to finish the task of Let’s check independently.3. Understand the sentecces of Let’s read.Teaching and learning important itemsUnderstand the passage of Let’s readTeaching and learning difficult itemsUnderstand the dairy of plant’s growth.Teaching stepsWarm up1. free talkT: Do you like flowers?T: Do you plant flowers? What do you need?T: …2. previewPlay tune of Let’ chant.Chant the lyric as follows:First the seed,Then the soil,Next the sprout,The plant is tall.PresentationLet’s read(1) give each of the four plant pictures a unique number.Speak a sentence such as:T: Put the plant in the soil.(2) I know moreFive students in a group. The first one speak a sentence, then the next one adds one more sentence, the third student speaks three sentences which cantain the first two. The last students will speak out five sentences. Such as(1)T: Liu Yun plants some flower seeds. She writes a diary. Let's read thediary.There are two important knowledge points have to be explained to let students understand the meaning:I water it and make sure it gets lots of sun. I can hardly wait!(4) play the tape of this part2. Let’s checkPlay the tapePractice1. do the exercise of Let’s talk of part B.2. growth dairyGive each group a poster and 16 out-of-order sentences which have been made from the growth dairy.Check the results and ask students to stick the matched poster on blackboard.3. little implantologySpeak the sentences about the growth of plant.Homework1. write the four skills words and sentences.2. give a picture of plant to a group with 5 students. Each one write a sentence to discribe the picture. Then, gather the sentences and ask the students who do n’t write sentences about the picture to match the sentences to the corresponding picture。

人教PEP版六年级英语上册《Unit6_A_Let’s_talk优质教案》

人教PEP版六年级英语上册《Unit6_A_Let’s_talk优质教案》一. 教材分析本课是PEP教材六年级上册Unit 6 A Let’s talk部分。

本节课主要讨论关于动物的话题。

通过本节课的学习，学生能够听懂、会说、会读关于动物的词汇：panda, tiger, penguin, elephant, giraffe等，并能够运用所学语言进行简单交流。

二. 学情分析六年级的学生已经具备一定的英语基础知识，对于图片和简单句型的学习已经有了一定的接受能力。

但是，对于一些较难的词汇和句型，学生可能还需要加强练习。

因此，在教学过程中，教师需要关注学生的学习差异，给予不同程度的学生不同程度的帮助。

三. 教学目标1.知识目标：学生能够掌握关于动物的词汇，如panda, tiger, penguin,elephant, giraffe等，并能够正确运用这些词汇进行交流。

2.能力目标：学生能够听懂、会说、会读本节课的主要句型，如“What’s he/she? He’s/She’s a…”和“How cute!/How beautiful!”等。

3.情感目标：通过学习，学生能够培养对动物的喜爱之情，提高保护动物的意识。

四. 教学重难点1.重点：学生能够掌握本节课的生词和句型，并能够进行简单的交流。

2.难点：学生能够正确发音和运用词汇和句型进行实际交流。

五. 教学方法本节课采用任务型教学法、情境教学法和交际法。

通过创设情境，引导学生参与各种活动，激发学生的学习兴趣，提高学生的学习积极性。

同时，通过小组合作和互动交流，培养学生的合作意识和交际能力。

六. 教学准备1.教师准备PPT，包含本节课的生词、句型和图片等。

2.学生准备课本、笔记本和铅笔。

七. 教学过程1.导入（5分钟）教师通过播放一首关于动物的歌曲，引导学生进入学习状态。

然后，教师向学生提问：“Do you like animals? Why?”，让学生自由回答，激发学生对动物话题的兴趣。

人教PEP版英语六年级上册Unit 6《How do you feel》教案

人教PEP版英语六年级上册Unit 6《How do you feel》教案一. 教材分析《人教PEP版英语六年级上册Unit 6 How do you feel》这一单元主要让学生掌握关于表达自己和他人的情感的词汇，如happy, sad, excited, angry等。

同时，学生还需要学会用How do you feel?这一句型进行询问。

教材通过简单的对话和情境，让学生在实际语境中感知、理解和运用所学知识。

二. 学情分析六年级的学生已经具备了一定的英语基础，能够听懂并运用一些简单的英语进行交流。

但是，学生在表达复杂情感方面还存在一定的困难，需要通过大量的练习来巩固。

此外，学生对英语学习的兴趣有待提高，教师需要运用多种教学手段激发学生的学习兴趣。

三. 教学目标1.知识目标：学生能够掌握关于表达情感的词汇，如happy, sad,excited, angry等；学生能够用How do you feel?这一句型进行询问和回答。

2.能力目标：学生能够在实际情境中运用所学知识进行交流，提高口语表达能力。

3.情感目标：通过本单元的学习，学生能够学会关爱他人，关注他人的情感需求。

四. 教学重难点1.重点：学生能够掌握关于表达情感的词汇，用How do you feel?这一句型进行询问和回答。

2.难点：学生能够在实际情境中灵活运用所学知识进行交流。

五. 教学方法1.情境教学法：通过创设各种情境，让学生在实际语境中感知、理解和运用所学知识。

2.交际法：鼓励学生进行互动交流，提高口语表达能力。

3.游戏教学法：运用游戏激发学生的学习兴趣，巩固所学知识。

六. 教学准备1.教学课件：制作与本单元主题相关的课件，引导学生进入学习情境。

2.教学道具：准备一些表达情感的道具，如笑脸、哭脸等，辅助学生理解和学习。

3.教学资源：收集一些关于情感的图片、视频等，用于教学展示和讨论。

七. 教学过程1.导入（5分钟）利用课件展示一些情感表情，如笑脸、哭脸等，引导学生谈论不同的情感。

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Unit6ALet’s教talk学设计(A.Let’stryLet’stalk)一、学习目标（一）认知目标1.能够掌握四会句子They’reafraidofhim.Thecatisangrywiththem并.能在实际情景中熟练运用。

2.能够听、说、认读单词chase,mice,bad,hurt和句子What’sthiscartoonabout?3.能够独立完成Let’stry部分的练习。

（二）能力目标灵活运用所学语言进行交际。

（三）情感目标教育学生要有良好的心理状态，善于表达自己的感受。

二、学习重难点（一）重点掌握四会句子They’reafraidofhim.Thecatisangrywiththem.突破方法：反复朗读，情景对话，小组进行替换练习，突破重点。

（二）难点能在实际情景中熟练运用句型。

突破方法：通过由词到句、替换关键词、跟读录音、分角色朗读、游戏等多种方式突破难点。

三、教法与学法引导法，点拨法，小组交流法。

四、教学准备教师准备多媒体课件、课文情景动画或音频MP3。

另外有相关的单词卡片、道具蛇、图片等。

五、教学过程Step1:Warm-up教师出示不同天气的图片，和学生进行问答练习。

如：T:What’stheweatherlike?Ss:It ’srainy.T:Doyoulikerainydays? Ss:No,wedon ’t.T:Oh,youareunhappy.What ’stheweatherSs:like?It ’ssunny.T:Doyoulikesunnydays? Ss:Yes,wedo.Wecangooutsideandplay.Let’stryIt’ssnowyandcoldoutside.SamistalkingwithSarah.Lookatthequestionsandthenlistentothetape.给学生一分钟时间阅读问题，然后播放Let’stry部分的录音，学生选择正确答案。

核对答案，并再次播放录音，让学生找出回答问题的关键信息，可反复听录，尽量使学生完整听出原文或逐句复述原文。

Let’stalk1.拿出一条道具蛇，放到学生面前，问：Howdoyoufeel?引导学生回答：Weareafraid.板书并教读单词afraid，注意afraid的发音，可用拆分法教读：af-raid。

并釆用慢速快速法、手势法进行操练。

2.播放黑猫警长这一卡通片的精彩片段，问学生：Whoisit?引导生回答：黑猫警长。

继续问：What’sthecartoonabout?并引导学生回答：It’saboutacat.Thetiscaapoliceofficer.教师说：Cool!It’saboutacat.Thecatisapoliceofficer.Howdothemicefeelofthecat?引导学生回答：They’reafraidofhim.板书并教读句型。

可替换关键词配上动作或由词到句的方式操练句型。

如：T:afraid Ss:afraidT:beafraidof Ss:beafraidofT:They’reafraidofimh. Ss:They’reafraidofhim.T:Youareafraidofme. Ss:Youareafraidofme.T:Iamafraidofyou. Ss:Iamafraidofyou.3.请两位学生表演：A学生抢夺B学生的铅笔，并摔在地上。

教师釆访B学生：Howdoyoufeel?引导学生回答：I’mangry教.师板书并教读单词angry，注意angry的发音。

同样采用慢速快速法操练。

4.出示黑猫警长生气的图片，说：Look,themicehurtpeople.Lookatthecat.Howdoesthecatfeel?引导学生回答：Thecatisangrywiththem.教师板书并教读句型.Thecatisangrywiththem.也可替换关键词配上动作或由词到句的方式操练句型。

如.T:angry Ss:angry Ss:beangrywithT:Thecatisangrywiththem. Ss:Thecatisangrywiththem.T:Youareangrywithme. Ss:Youareangrywithme.T:Iamangrywithyou. Ss:Iamangrywithyou.5.播放Let’stalk部分的录音，学生带着如下问题听录音：Whyisthecatangrywiththemice?要求学生画出回答问题的关键信息，以及自己不理解的地方，教师核对答案并答疑。

再次播放录音，学生反复跟读，然后分角色朗读对话。

Step3:Practice1.出示Let’stalk部分下面的图片，学生观看图片并运用新学的句型告诉同桌自己的感受。

2.出示句子，学生分成几个小组，小组成员逐个朗读一个单词，最后一名学生完整地朗读出句子。

比一比，看哪一组读得最快最准确。

如：Thecatisangrywiththem.Myfatherisapoliceofficer.They ’reafraidofhim. Step4:Consolidationandextension1.让学生把Let’stalk部分的内容读给家长听。

板书设计Unit6Howdoyoufeel?afraid angry chase mice bad hurtThey’reafraidofhim.Thecatisangrywiththem.What’sthiscartoonabout?六、教学反思Unit6ALet’slearn教学设计(A.Let’slearnWriteandsay)一、学习目标（一）认知目标1.掌握四会单词angry,afraid,sad,worried,happy及三会单词ill。

2.能够完成Writeandsay部分的练习。

3.能够掌握由第一人称变为第三人称时动词的变化，并围绕情绪和感受进行表述。

4.能够会唱歌曲Ifyou ’rehappy,clapyourhands.（二）能力目标能够灵活运用所学句型，做到发音准确，语调自然。

（三）情感目标教育学生要保持良好的心理状态，善于表达自己的感受，让学生理解健康的体魄和愉悦的心情的重要性。

二、学习重难点（一）重点熟练掌握四会单词。

突破方法：反复练习朗读，小组练习听写，突破重点。

（二）难点能用英语表达自己或他人的情绪。

突破方法：创设情景，练习表演对话，突破难点。

三、教法与学法引导法，点拨法。

四、教学准备教师准备多媒体课件、课文情景动画或音频MP3,另外有相关的教学图片、日常生活照片和自画像。

五、教学过程Step1:Warm-up1.教师播放歌曲Ifyoure’happy,clapyourhands，学生先静听感受旋律，然后跟唱歌曲，最后配上动作师生一起合唱歌曲。

歌曲内容如下：Ifyou ’rehappyandyouknowit,clapyourhands.Ifyou ’rehappyandyouknowit,clapyourhands.Ifyou ’rehappyandyouknowit,thenyourfacewillsurelyshowit.Ifyou'rehappyandyouknowit,clapyourhands.Ifyou ’reangryandyouknow,stampityourfeet.Ifyou ’reangryandyouknowit,stampyourfeet.Ifyou’reangryandyouknowit,thenyourfacewillsurelyshowit.Ifyou'reangryandyouknowit,stampyourfeet.可请几位表现较好的学生站在讲台上和着音乐示范做动作，表演歌曲。

也可以分组进行表演，看哪一组表演得最好。

注意充分调动学生的主观能动性。

Step2:PresentationLet’earnsl1.用歌曲来引出本课单词happy的教学，边唱边做动作，学生跟着唱做动作。

做出“开心”的样子对学生说：I’mhappywhenmI’singing.Areyouhappytoday?学生回答：Yes.说：Youarehappy.Iamhappy,too.Lookatmyface.Thisisahappyface然.后在黑板上画一张开心的脸，教读单词happy。

2.在黑板上画一张难过的脸，并指着这张脸问学生：Is itahappyface?以此教学单词sad。

教师示范朗读，学生跟读，做出脸部表情帮助学生理解词义。

可让同桌之间一人做表情，另一人画表情图，然后请学生描述所画出的表情：He/Sheishappy/sad.3.在黑板上画一张生气的脸，并指着这张脸问学生：Howdoeshefeel?引导学生回答：Heisangry.板书单词angry，并示范朗读，学生跟读教师让学生对周边的同学做生气的表情，并引导学生说：I’mangry.4.在黑板上画—张害怕的脸，并指着这张脸问学生：Howdoeshefeel?引导学生回答：Heisafraid.请一位学生板书单词afraid，然后全班大声拼读单词。

5.在黑板上画—张担忧的脸，然后说：Whenyougooutwithouttellingyourmother,howdoesshefeel?引导学生回答：Sheisworried.教师做动作或表情帮助学生理解词义，然后板书并教读单词worried。

6.出示表情图片，学生说出相应的单词，并做相应的表情。

7.引导学生观看Let’sarnle部分的图片，猜一猜故事情节，鼓励学生大胆发言，说出自己的看法。

播放Let’slearn部分的录音，学生静听，看是否和自己的猜想符合。

再次播放录音，学生反复跟读。

注意指出由第一人称变为第三人称时be动词的变化。

7.请学生叙述图片内容，例如：Thecatbreakssomething.Sarahisangry.Thecatisafraid.Sarahissadbecausethecatisill.Onedaythecatisonthetree.Sarahandthecatareworried.Thenapoliceofficerhelpsthem.Theyarehappy.8.示范书写四会单词，学生仿写并拼读。

Writeandsay1.先引导学生看Writeandsay部分的图片，问What’sthematter?学生作答，可用中文。

继续问：Howdoeshe/shefeel?Isshe/he⋯?Doesshe/hefeel⋯?学生说出答案，通过模拟图片情境或让学生联系实际感受图片中主人公的心情。