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视频标签：you feel
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视频课题：人教版PEP小学英语六年级上册Unit 6 How do you feel part C Story time宁夏省级优课
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PEP英语三起六年级上
Unit6 How do you feel? C Story Time教学设计
一、学情分析：
六年级学生经过四年的学习，具备了一定的学习能力，能听懂老师简单的课堂用语，能够根据教师的指令完成布置的教学任务。具备一定的英语知识，能够联系以前学过的知识，解决目前学习中的问题。但是由于年龄的增长，大部分学生不再和三、四年级的学生那样，勇于表现自己，积极回答问题。但是学生能够进行深度思索，有了自己的观点和看法。 教材分析 二、教材分析：
本单元内容学习的主题是表达情绪、心理状态和对情绪疏导提出建议。本节课讲述的是Zip等待Zoom做爆米花的故事。除了复习巩固表达感情的句型…should…，Don’t…还介绍了植物生长的知识。 三、教学目标：
1.能够在情景中理解并运用popcorn, show, must, a little, check, seeds, grow等单词。
2.能够巩固并综合运用：I’m so happy. I’m a little worried now.表达情绪和心理状态。能够运用Don’t be angry. Count to ten and take a deep breathe.等语句对情绪疏导提出合理化的建议。
3.通过跟读录音感受单词间失去爆破的现象。会正确朗读I can’t wait. Oh, don’t be angry. Count to ten.等单词失去爆破的句型。
4.能够理解故事，并尝试表演故事。能够运用所学知识解决生活中遇到的情绪问题。 四、教学内容：
1.教材：C Story time
2.词汇：popcorn, show, must, a little, check, seeds, grow
3.句型：I’m so happy. He must be making lots of popcorn. I’m worried now.
Don’t be angry. Count to ten and take a deep breathe.
五、教学重点：
理解故事内容，了解Zip情绪变化的原因，并尝试表演故事。 六、教学准备：
爆米花，Zip和Zoom的头饰，单词、句型、头饰卡片，PPT和白板课件。
七、教学步骤： Step I Pre-story:
1. Enjoy the song ‘If you are happy and you know it’. Sing and do actions. 【设计意图：通过播放歌曲激趣，并自然引出本单元的重点单词和重点会话。】 2. Sharp eyes: Review some feeling words.
T: Happy and angry are both feeling words. Let’s look at more feeling words. Please read together.
sad, angry, worried, afraid, happy, sorry, bad ,warm, bad hungry, warm, hot, cold, cool, thirsty, sorry.
【设计意图：呈现情绪单词，既复习巩固新知，又能为学习故事做铺垫。】 3. Pair work: Choose a feeling word, act and make a dialogue. S1: I failed my math test. T: How do you feel?
S1: I’m sad.（做出动作及表情）
T: Don’t be sad. You should do more exercises and need to be more careful. Ss do more exercises.
T: Don’t be angry. Let’s watch TV. What food do you want to eat? Ss: Popcorn.
T: I love popcorn. It’s my favourite food. Look, My friend Zip and Zoom will watch TV, too. Let’s watch it.
【设计意图：巩固单元重点会话，导语铺垫favourite 和Let’s watch it.为学
习故事提供语言支架。】
Step II: While-story
1. Watch the video and answer: Ask: What’s the story about?
It’s about popcorn.(Put the word ‘popcorn’ and picture on the blackboard) 【设计意图：通过观看故事，了解故事大意，抓住核心词汇。】 2. Look and answer:
(1)Look at the first picture to the second picture.
T: What does Zip want to do? Ss: Zip wants to eat some popcorn. Look at the second picture:
T: Zip wants to eat popcorn, So Zoom says: _____________. How does Zip feel?
Ss: I’m so happy. I love popcorn. (Put the sentences on the blackboard.) 【设计意图：观看图画，梳理故事线索，了解故事起因，找出核心词汇和会话。】
(2)Look at the third picture and the fourth picture.
【设计意图：进一步通过Zip的情绪变化理清故事线索。】
Ask: What time is it? 7:10 to 7:35. It’s ____________________.
T: How does Zip feel? (Put ‘a little worried ’ and ‘I’ll go and check’ on the blackboard on the blackboard.) Where is Zoom from 7:10 to 7:35?
T: Is he in the kitchen? Ss: No, he isn’t. T: Is he in the living room? Ss: N【设计意图：通过对时间的解读，引出Zip的情绪变化原因帮助学生理解Zip 从happy 转变为a little worried的原因。】 (3)Look at the fifth picture and sixth picture:
Ask: What did Zoom plant? How does Zip feel now?
He planted popcorn seeds. But they take a long time to grow. (Put the sentences on the blackboard.)
【设计意图：通过解读故事文本，进一步让学生体会Zip的心情转变为angry的原因，感受Zoom的性格特征。】
3. Listen and repeat.
【设计意图：整体感知故事，模仿语音语调。】 Step III: Post-story 1. Read and order.
【设计意图：对文本内容进行重构，检测学生对文本的理解能力和小组合作学习的能力。】 2. Act out the story.
【设计意图：检测学生对故事文本的理解以及对故事趣味的表现力。】 3. Discuss and say.
(1)What do you think about Zoom? (2)Zip is angry, what do you suggest to him?
【设计意图：测查学生分析问题和理解问题的能力，训练学生的口语表达能力。】
4. Choose a picture then make a new story.
【设计意图：走出文本培养学生分析问题和解决问题的能力，进一步训练学生的口语交际和表演故事的能力。】 Step IV: Summary:
In our life, there are many good things, but also there are many bad things .What should you do when you experience bad things?
Excellent people can control their emotions.
【设计意图：帮助学生整合知识，培养学生的发散思维，对学生渗透控制情感的教育。】 Step V Homework:
1. Read and act out the story with your partner. 2. Create the story with your partner.
【设计意图：创设开放性的作业，激励学生根据目标设定挑战自己的表现力。】
[Blackboard working-design]
Unit 6 How do you feel? C Story Time
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