人教pep六上英语 Unit 6 The third period第三课时教案
The third period（第三课时）
Part B Let’s try & Let’s talk
▶教学内容与目标
课时教学内容 | 课时教学目标 |
Let’s try | ·能够读懂题目要求，能够在听前预测听力重点内容 ·能够运用基本听力技巧完成Let’s try板块的听力任务 ·能够对即将发生的故事进行预测 ·能够运用基本听力技巧完成与细节相关的听力练习 |
Let’s talk | ·通过观察、谈论Let’s talk板块的图片，在图片、PPT和老师的帮助下理解对话大意，并回答对话后面的问题 ·通过听录音，学会用正确的意群及语音、语调朗读对话，并能在小组中进行角色表演 ·能够在情景中运用句型“…should…”和“Don’t…”提出建议 ·能够使用“What’s wrong?”询问他人状况 ·能够在语境中借助图片等帮助理解“wrong, should, feel, well”的意思，并能正确发音 ·在教学过程中，对学生进行不能以自我为中心，要关心他人，为他人着想的德育教育 |
▶教学重点
能够理解对话大意，并能用正确的意群及语音、语调朗读对话。
▶教学难点
能够在情景中运用句型“…should…”和“Don’t…”提出建议。
▶教学准备
PPT课件､课文录音､视频、时钟教具等。
▶教学过程
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Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Revision.
Show some pictures on the PPT.（课件出示：表示不同情绪或状态的图片，如angry, afraid, ill, sad, worried, happy等） Talk about them with students. Help students review the words of feelings.
T: How does he/ she feel?
Ss: He’s/ She’s…
…
T: …is ill. What will you say to him/ her?
Lead students to answer by using “He/ She should…”
Ss: He/ She should go to the hospital.
T: Yes. He/ She should see a doctor.
3. Lead-in.
T: That’s a good suggestion. Today we are going to learn how to give suggestions.
Write down the topic “How do you feel?” on the blackboard.
Step 2: Presentation
1. Finish the exercises.
(1) Predict the listening content.
Show the part of “Let’s try” to students. （课件出示:教材P60 Let’s try板块的内容）
T: It’s seven o’clock in the morning, and it’s time to get up. Two people are talking. Who are they? Doctors or parents? Can you guess?
Show the words “doctors, parents” to students.（课件出示:doctors和parents两个单词）
(2) Read the questions.
T: Who is talking? What are they talking about? Let’s listen and circle.
Please pay attention to the options. We should listen and circle the right answers.
Students read the questions quickly by themselves.
(3) Play the recording.（课件出示：教材P60 Let’s try板块的音频）
Students listen to the recording and try to circle the right answers.
(4) Play the recording again and check the answers.
(5) Talk about the listening material.
Questions: ①Who is talking? (Parents.)/ ②What are they talking about? (Going to the zoo.)/ ③What’s wrong with Dad?(He’s ill./He has a fever.)/ ④What should he do?(He should see a doctor.)
2. Look and predict.
Show the picture to students. (课件出示：教材P60 Let’s talk板块的图片) Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the dialogue.
Questions: ①Who are they?/②What are they talking about?/③How does Sam feel?/…
3. Watch and answer.
Show the questions on the PPT. (课件出示：下列问题) Let students watch the cartoon and try to answer the questions.
Q1: What’s wrong?
Q2: How does Sam feel?
Q3: What does Sam’s mum say?
Play the cartoon.（课件出示：教材P60 Let’s talk板块的视频） Students watch the cartoon. Then check the answers.
A1: Sam’s father is ill.
A2: He is sad.
A3: Don’t be sad.
Write down the sentences “What’s wrong?” “Don’t be sad.” on the blackboard. And then teach them.
Lead students spell the word “wrong” by themselves.
T: The letter “w” doesn’t sound in this word.
Students practice the word and the sentences.
4. Read and answer. Learn the new words and sentence.
Show the questions on the PPT.（课件出示：下列问题）
Q4: Sam’s father is ill. What should he do?
Q5: Sam is sad. What should he do?
Students read the dialogue and try to answer the questions.
A4: He should see a doctor.
A5: He should go to the zoo next time.
Write down the sentence “He should see a doctor.” on the blackboard. Then teach the word “should” and the sentence.
Ask students to practice in pairs.
T: What does Sam say?
Ss: He says, “How does Dad feel now?”
Lead students to answer the question.
T: Yes. His father is not well. Sam cares for his father. He should go to the hospital with his father. We should care for others.
Help students understand the words “feel, well”.
Help students establish the consciousness of caring for others.
5. Read and act.
(1) Let students read after the recording.（课件出示：教材P60 Let’s talk板块的音频）Let them pay attention to the pronunciation and the intonation.
(2) Let students practice the dialogue in groups.
(3) Let students act out the dialogue.
Step 3: Practice
1. Look and say.
Show the pictures on the PPT one by one.（课件出示：逐一出示爬树图、生病图、让座图和禁止游泳图）
Students look and try to say.
2. Pair work.
(1) Show the pictures in the book to students.（课件出示：教材P60 Let’s talk板块的Act with your friends的图片）
T: Your friends need some help. Call them and give them your suggestions.
(2) Make a demonstration.
Look at the first picture. Make a demonstration with a student.
Simulate a phone call with your hands.
T: What’s wrong with you?
S1: I’m angry.
T: Don’t be angry. You should take a deep breath.
(3) Practice in pairs.
(4) Show time.
S1: What’s wrong with you?
S2: I’m ill.
S1: Oh. I’m sorry to hear that. You should see a doctor.
S3: What’s wrong with you?
S4: I’m sad.
S3: You should listen to happy music.
T: You should think about some happy things/read a joke book.
Ask several students to show to the class. The other students listen to them and make evaluations.
Step 4: Consolidation & Extension
“Play a psychologist”
1. Create a situation.
Show a picture of a psychologist on the PPT. （课件出示:一张心理医生照片）
T: There’s a special job—the psychologist. He/ She helps other people in psychology. He/ She can give some suggestions to people.
Show some words of the feelings on the left of the PPT.（课件左侧出示:一些表示各种情绪或感觉的词汇，如angry, afraid, ill, sad, worried, happy, hungry, tired等）Students read the words one by one.
Show some words or phrases of some actions on the right of the PPT.（课件右侧出示:一些动词或动词词组，如dance, swim, listen to music, sing songs, draw cartoons, read books, watch TV, do exercise, go shopping, play basketball, play sports等） Students read the words or the phrases one by one.
2. Make a demonstration.
T: I’m a psychologist now. What’s wrong with you? How do you feel?
S1: I am angry.
T: Don’t be angry. You should take a deep breath. Can you tell me something?
…
3. Work in groups.
T: Now please work in groups of four.
4. Show time.
Ask several students to show to the class. The other students listen to them and make evaluations.
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▶板书设计
▶作业设计
Practice the dialogue.
▶教学反思
1.教学活动设计具有梯度性，遵循学生的认知规律，以学生为本，以问题为导向，引导学生学习，培养学生的自主学习能力。
2.在听力教学中，逐步帮助学生读懂题目要求，引导学生学会听前预测听力的重点内容。
3.在情境中理解，在活动中运用，突出语用功能。通过创设合理情景，帮助学生在情景中真实自然地使用所学语言，突出教学重点。
4.在教学过程中，对学生进行不能以自我为中心，要关心他人，为他人着想的德育教育。
▶Teaching Contents & Teaching Aims
Let’s try
· Be able to understand the requirements of the questions and predict the main content of the listening part.
·Be able to use basic listening skills to complete the listening tasks.
·Be able to predict what will happen.
·Be able to use basic listening skills to complete the detailed listening exercises.
Let’s talk
·Be able to understand the main idea of the dialogue by observing and talking about the pictures, be able to answer the questions below the dialogue.
·Be able to read the dialogue correctly, fluently and emotionally and act it out in groups.
· Be able to use the sentence structures “…should…”and “Don’t…”to give suggestions properly in situations.
·Be able to ask other people by using“What’s wrong?”
· Be able to understand and read the new words “wrong, should, feel, well” correctly in situations.
·Help students establish the consciousness of caring for others.
▶Teaching Priorities
·Be able to understand and read the dialogue correctly, fluently and emotionally.
▶Teaching Difficulties
·Be able to use the sentence structures “…should…” and “Don’t…” to give suggestions properly in situations.
▶Teaching Procedures
Teaching Stages | Teacher’ s Activities | Students Activities | Teaching Purposes |
Warm-up & Revision & Lead-in | 1. Greetings. 2. Revision. Show some pictures on the PPT. Talk about them with students. Help students review the words of feelings. Lead students to answer by using “He/ She should…” 3. Lead-in. | 1. Greetings. 2. Look at the pictures and talk about them with the teacher. Review the words of feelings. Try to answer by using “He/She should…” | Stimulate students’ interest in learning and help them review some words. Lead in the topic of giving suggestions. Prepare for the further learning and permeate the sentence structure in advance. |
（续表）
Teaching Stages | Teacher’ s Activities | Students’ Activities | Teaching Purposes |
Presentation | 1. Finish the exercises. (1) Let students predict the listening content. Show the part of “Let’s try”. Show the words “doctors, parents”. Lead students to predict. （2）Let students read the questions quickly by themselves. （3）Play the recording. （4）Play the recording again and check the answers. （5）Talk about the listening material. | (1) Look at the part of “Let’s try” and the two words, and predict the listening content. (2) Read the questions quickly. (3) Listen to the recording and try to circle the right answers. (4) Check the answers. (5) Talk about the listening material. | Lead students to predict the listening content before listening. Cultivate students’ logical reasoning ability. |
2. Look and predict. Show the picture to students. Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the dialogue. | Look at the picture carefully. Answer the questions. Predict the main idea of the dialogue. | Use the questions and the picture to help students predict the main idea of the dialogue. Activate the old knowledge. | |
3. Watch and answer. Show the questions on the PPT. Play the cartoon and check the answers. Teach the sentences “What’s wrong?” “Don’t be sad.” Let students spell the word“wrong” by themselves. | Watch the cartoon and try to answer the questions. Check the answers. Learn and practice the word and the sentences. | Use the questions to lead students to understand the dialogue step by step. Help students understand the new word and sentences. | |
4. Read and answer. Learn the new words and sentence. Show the questions on the PPT. Let students read the dialogue and try to answer the questions. Teach the word “should” and the sentence “He should see a doctor.” Help students understand the words “feel, well” and establish the consciousness of caring for others. | Read the dialogue and try to answer the questions. Learn the word “should” and the sentence. Practice the word and the sentence structure in pairs. Learn the words “feel, well” and try to understand them. Establish the consciousness of caring for others with the help of the teacher. | Use the questions to lead students to learn the new words and the sentence structure. Help students establish the consciousness of caring for others. | |
5. Read and act. (1) Let students read after the recording. (2) Let students practice the dialogue in groups. (3) Let students act out the dialogue. | (1) Read after the recording. (2) Practice the dialogue in groups. (3)Act out the dialogue. | Make sure students can read the dialogue correctly and fluently. | |
Practice | 1. Look and say. Show some pictures on the PPT one by one. 2. Pair work. (1) Show the pictures in the book to students. (2) Make a demonstration. Make a demonstration with a student. Simulate a phone call with the hands. (3) Practice in pairs. (4) Show time. | 1. Look at the pictures and try to say. 2. (1) Observe the pictures in the book. (2) A student makes a demonstration with the teacher. (3) Practice in pairs. (4) Several students show to the class. The other students listen and make evaluations. | Help students practice the key words and sentence structures through scenes made of pictures and give them some suggestions. |
Consolidation & Extension | “Play a psychologist” 1. Create a situation. Show a picture of a psychologist on the PPT and introduce the job. Show some words of feelings on the left of the PPT. Show some words or phrases of some actions on the right of the PPT. 2. Make a demonstration. 3. Work in groups. 4. Show time. | 1. Learn about the psychologist. Read the words or the phrases one by one. 2. A student makes a demonstration with the teacher. 3. Work in groups of four. 4. Several students show to the class. The other students listen to them and make evaluations. | Create a real situation to develop students’ comprehensive language using ability. Help students learn about the psychologist and try to give others some appropriate suggestions. |
Homework | 1. Practice the dialogue. 2. Do the exercises. | ||
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