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視頻課題：人教版pep六年級上冊Unit 6 How do you feel Part C Story time寧夏 - 銀川
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人教版pep六年級上冊Unit 6 How do you feel Part C Story time寧夏 - 銀川
PEP英語三起六年級上
Unit6 How do you feel? C Story Time教學設計
寧夏銀川市金鳳四小 王麗娟
一、學情分析：
六年級學生經過四年的學習，具備了一定的學習能力，能聽懂老師簡單的課堂用語，能夠根據教師的指令完成布置的教學任務。具備一定的英語知識，能夠聯系以前學過的知識，解決目前學習中的問題。但是由于年齡的增長，大部分學生不再和三、四年級的學生那樣，勇于表現自己，積極回答問題。但是學生能夠進行深度思索，有了自己的觀點和看法。 教材分析 二、教材分析：
本單元內容學習的主題是表達情緒、心理狀態和對情緒疏導提出建議。本節課講述的是Zip等待Zoom做爆米花的故事。除了復習鞏固表達感情的句型…should…，Don’t…還介紹了植物生長的知識。 三、教學目標：
1.能夠在情景中理解并運用popcorn, show, must, a little, check, seeds, grow等單詞。
2.能夠鞏固并綜合運用：I’m so happy. I’m a little worried now.表達情緒和心理狀態。能夠運用Don’t be angry. Count to ten and take a deep breathe.等語句對情緒疏導提出合理化的建議。
3.通過跟讀錄音感受單詞間失去爆破的現象。會正確朗讀I can’t wait. Oh, don’t be angry. Count to ten.等單詞失去爆破的句型。
4.能夠理解故事，并嘗試表演故事。能夠運用所學知識解決生活中遇到的情緒問題。 四、教學內容：
1.教材：C Story time
2.詞匯：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、教學重點：
理解故事內容，了解Zip情緒變化的原因，并嘗試表演故事。 六、教學準備：
爆米花，Zip和Zoom的頭飾，單詞、句型、頭飾卡片，PPT和白板課件。
七、教學步驟： Step I Pre-story:
1. Enjoy the song ‘If you are happy and you know it’. Sing and do actions. 【設計意圖：通過播放歌曲激趣，并自然引出本單元的重點單詞和重點會話。】 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.
【設計意圖：呈現情緒單詞，既復習鞏固新知，又能為學習故事做鋪墊。】 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.（做出動作及表情）
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.
【設計意圖：鞏固單元重點會話，導語鋪墊favourite 和Let’s watch it.為學
習故事提供語言支架。】
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) 【設計意圖：通過觀看故事，了解故事大意，抓住核心詞匯。】 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.) 【設計意圖：觀看圖畫，梳理故事線索，了解故事起因，找出核心詞匯和會話。】
(2)Look at the third picture and the fourth picture.
【設計意圖：進一步通過Zip的情緒變化理清故事線索。】
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【設計意圖：通過對時間的解讀，引出Zip的情緒變化原因幫助學生理解Zip 從happy 轉變為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.)
【設計意圖：通過解讀故事文本，進一步讓學生體會Zip的心情轉變為angry的原因，感受Zoom的性格特征。】
3. Listen and repeat.
【設計意圖：整體感知故事，模仿語音語調。】 Step III: Post-story 1. Read and order.
【設計意圖：對文本內容進行重構，檢測學生對文本的理解能力和小組合作學習的能力。】 2. Act out the story.
【設計意圖：檢測學生對故事文本的理解以及對故事趣味的表現力。】 3. Discuss and say.
(1)What do you think about Zoom? (2)Zip is angry, what do you suggest to him?
【設計意圖：測查學生分析問題和理解問題的能力，訓練學生的口語表達能力。】
4. Choose a picture then make a new story.
【設計意圖：走出文本培養學生分析問題和解決問題的能力，進一步訓練學生的口語交際和表演故事的能力。】 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.
【設計意圖：幫助學生整合知識，培養學生的發散思維，對學生滲透控制情感的教育。】 Step V Homework:
1. Read and act out the story with your partner. 2. Create the story with your partner.
【設計意圖：創設開放性的作業，激勵學生根據目標設定挑戰自己的表現力。】
[Blackboard working-design]
Unit 6 How do you feel? C Story Time
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