小学英语教学论文：Unit 2 What's the Matter, Mike?教学设计 |
| 时间：2021-05-15 22:51:29 来源： 作者：田福 |
Unit 2 What's the Matter, Mike?教学设计
(PEP六年级英语下册第二单元第四课时)
Teaching aims and demands（教学目标分析）
1. Students can listen, say, read and write this five words: tired, angry, excited, happy, sad.
2. Students can listen, say, and read the word:tired.
3. Students can listen, and say the sentence pattern: How does Amy feel? She’s tired. And practice the sentences with other related words.
Teaching keys（教学重点）
Master the four-skilled words; ask and answer the sentence pattern: How does he/she feel? He's/She’s tired.
Teaching difficulty（教学难点）
Master the five four-skilled words.
Analysis of the students（学生分析）
Students have learned the Part A of Unit 2 already, and they got the initial understanding of this unit. They also mastered the four-skilled words and sentences on the whole. Meanwhile, they can simply express someone's healthy using the learned sentences.
Analysis of the teaching contents（教学内容分析）
This lesson mainly introduces the words and communication sentences about one's feeling. Mastering the five four skilled words is the difficult points of learning.
Teaching aids（教学媒体和资源应用）
1.The tape and recorder of the textbook.
2.Word cards and hanging picture.
3.Each students prepares a piece of paper.
Teaching procedure（教学过程）
1. Greetings and warm-up
Free talk:
Teacher: How are you, boys and girls?
Students: I'm fine, thank you. And you?
Teacher: I'm fine, too. How do you feel if you have the flu?
Ask students to answer briefly.
2. Preview
Ask four students from each group to make a fluent sentence with the prepared word cards, and paste on the blackboard.
3. Presentation
(1) Teacher: Which group is the winner? Oh, they are so excited. Students follow.
(2) Teacher:You’re so clever. I’m very happy. Are you happy?
Students: Yes.
Teacher: You are happy. I am happy, too. Look at my face. This is a happy face.
(write "happy face, sad face" on the blackboard. Teach this two words: happy, sad.)
Draw two face pictures and call students to describe: He/She is happy/sad.
(3) Present three cards at the same time: happy sad bored, and ask: Which word is new? And then teach the word "bored".
(4) Teacher makes an action of lifting heavy things, and say: Oh, it’s too heavy. I’m very tired. Practice this word and make actions.
(5) Guess: Call one student to make action and the others guess how does he/she feel? Are you tired/happy/bored?
Then lead the words: angry, excited. Teacher: Now, look at me, guess, how do I feel? Angry/Excited.
(6) Teacher presents the hanging picture and ask: How does John feel? He is angry. Use the five new words to practice.
(7) Listen to the tape recorder for twice and students follow.
(8) Pair work: How does Amy feel? She is tired. Use the five new words.
4. Consolidation and extension
(1) Divide the students into two groups, play the roles of the hanging picture to practice the learned words and sentences above.
(2) Tell a story
Ask students to make a story according to the picture of the textbook. And then tell the story.
(3) Transcribe the four-skilled words on a piece of paper, each for five times.
Blackboard hand-writing（板书设计）
tired angry
excited happy
sad
How does he/she feel?
He's/She’s tired.
Teaching evaluation and reflection（教学评价与反思）
1. The correct pronunciation of the four-skilled words is a difficult point.
2. Stimulate students interests of learning English is so important that we must pay more attention during English teaching.
3. Making use of effective sources will take great advantages for our English teaching. |
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