课题：（教材版本名称、册数、章、节名称）

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1 师范生技能大赛模拟课堂教案教师 : 苏美婷 (15 级英语教育 C 班 ) 年级 : 六年级上学期授课时间 :10 分钟课题 : Unit 6 How do you feel?(2a Let s talk) 课时 : 第三课时课型 : 听说课教材分析本节课是人教版 PEP 小学英语六年级上册 Unit6 的第三课时本单元的主要内容是学习情感类的表达 happy, angry, afraid, sad, worried, bad, ill, feel 等单词以及句型 How do you feel? I feel 和 What should I do? I should 的表达本课是第三课时, 是一节听说课, 主要是在复习关于情感的单词 angry, worried,feel,happy,ill 和句型 How do you feel? I feel 和 What should I do? I should 的基础上, 学习新词 sad, worry 和用第三人称单数表达以上句型进行日常交际会话的训练, 即关注他人, 给他人建议及自我学习如何处理不良情绪的困扰在学习本课时之前, 学生已学习了各种表达感觉的单词如 angry, worried,feel,happy, afraid, ill 等单词和本单元前两个课时的句型表达 How do you feel? I feel 和 What should I do? I should 的表达, 以上学习内容为本节课的口语表达话题 bad feelings 做好了铺垫学情分析授课对象为广州市小学六年级的学生, 他们已有近三年半的英语学习基础, 具备一定的词汇量和听说能力, 能进行简单的英语口头表达, 能在教师的指导下进行活动, 对直观生动且有趣的课堂感兴趣, 对探究学习和小组合作学习保有浓烈的兴趣在学习本课前, 他们已学习了 angry, worried,feel,happy, afraid, ill 等单词及句型 How do you feel? I feel 和 What should I do? I should 的基本表达方式, 能认识各类情感, 并会用英语初步描述情感一语言技能 : 教学目标 1 能认读已经学习过的关于表达情感的单词 angry, worried, feel, happy, ill 2 能运用学习过的句型 How do you feel? I feel 和 What should I do? I should 回答老师的提问 3 能借助视频听懂 Sam 的故事 4 能根据语言材料口头表达 How does he/ she feel? He feels 和 What should he/ she do? He/ She should 二语言知识 : 1 复习已学的单词 angry, worried, feel, happy 和句型 How do you feel? I feel 和 What should I do? I 1

2 should 2 认读单词 sad, worry, should 和初步学习第三人称单数在句子 How does he/ she feel? He/ She feels 和 What should he/ she do? He/ She should 中的使用, 并初步运用到本单元的情感话题和建议的表达中三情感态度 : 1 了解固定型思维和成长型思维的区别, 尝试运用成长型思维看待生活中遇到的问题, 学会合理处理自己的情绪 2 能关注到自己身边的人, 给与有需要的人帮助四学习策略 : 1 小组合作完成本课的任务五文化意识 : 1 传承中国优秀的传统文化, 助人为快乐之本, 当他人遇到困难时伸出援助之手 2 古希腊神话潘多拉的盒子教学重点及难点教学重点 : 运用两大句型 How does he/ she feel? He/ She feels 和 What should he/ she do? He/ She should 来进行日常交际会话的训练, 即关注他人, 给他人建议及自我学习如何处理不良情绪的困扰教学难点 : 在第一二人称和第三人称单数之间的转换对固定型思维和成长型思维的区别认识带 * 的单词为本节课中出现的生词, 不要求学生掌握, 懂意思即可教学基本策略及设计思路本节课的教学基本策略有情景教学任务型教学 CAI 教学实物教学以旧带新师生互动的交往策略分组讨论策略和引导发现策略等本课通过一个神秘的盒子引发学生思考的兴趣, 在教师的引导下复习上节课学习的单词和句型, 让学生发表自己对某种感官体验的看法从这个神秘的盒子联想到潘多拉的盒子从而在总的单元话题 Feeling 下引入本节课的话题 bad feelings 以 Sam 的爸爸生病住院的视频对话引入故事开端, 为 What should Sam do 提供任务背景 Sam 通过微信向他的朋友们求助并得到几条回复信息, 借此给出任务, 通过小组讨论对 Sam 的朋友的回复进行分类, 哪些是对 Sam 有帮助的, 哪些是不好的建议或想法老师引入 fixed mindset 和 growth mindset 的概念, 帮助学生区分这两种思维对人的想法的所产生的不同影响, 强调要用成长型思维来思考通过帮助老师的朋友 Jane 给出问题解决的建议锻炼学生运用成长性思维来思考最后用歌曲强化对成长型思维的认知, 让学生根据歌词中的挖空填词, 自创属于自己的成长型思 2

3 维之歌, 来启发运用成长型思维面对生活中遇到的问题, 学会合理处理自己的情绪资源的开发及说明本节课将采用实物和多媒体课件辅助教学, 利用图片歌曲和视频动画来刺激学生感官, 让学生在好奇和探究的氛围中学习, 体验学习的乐趣, 增强学习效果教学准备 1 多媒体课件视频歌曲创编的歌词 2 盒子和纸条 3 板书用具 4 学生上课用的绘本教学过程时间教学环节教师活动预设学生活动 1mins 1mins Step 1 Warming up Step 2 Lead in 1. Greeting 2. Do a guessing: A mysterious box Teacher shows students a mysterious box and invites them to guess what s in it? (Divergent thinking) 1. Select the slips and talk about the feelings Teacher opens the box and invites students to select the slips and lets the students read it aloud. Then the teacher asks them How do you feel about? 2. Quote from Pandora's box to lead in the topic-bad feelings T: Actually, all of them are bad feelings in the box. Is happy a bad feeling? Is angry a bad feeling? T: Ok. Do you know something about Pandora's box? It is a story in Greek Different kinds of responses: food (sugar, fruits ) toys, decoration, books, paper Ss 回答 I feel bad, angry, sad, worried 等 / no feeling (Maybe you just don' t understand what s the meaning of the slip. It doesn t matter. The other students can show you. ) Ss:Yes or no. 设计意图利用实物导入, 将学生的注意力吸引到盒子上, 在教师的逐步引导下进入课堂的学习复习上节课学习的单词和句型, 过渡到本节课学习的内容借用典故潘多拉的盒子引入话题 bad feelings 3

4 Myth. In the Pandora's box, there are so many bad things. They are sadness, illness, pain and so on. How do you feel about those bad things? T: Yes, they can cause bad feelings to us, but all of us can t avoid these bad feelings in our daily life. It is the same with Sam. Ss: I feel horrible/worried/an gry/ It s interesting. (But they can cause big disaster. Is it interesting? 向全班发问 No.) 1.5 mins Pre-Task 1. Look at Sam s video and present what should Sam do? T:Please look at the video and tell me how does Sam feel and why? (Play the video 30s) T: Now, please tell me how does Sam feel and why? T: Can you tell me what should Sam do? (Divergent thinking) Maybe he should Teacher writes down the sentence on the blackboard. According to the video and answer the question. (It s very easy). Students use He should to answer. 视频引入故事开端, 为 what should Sam do? 提供任务背景 Choose some phrases from students answers to write on the blackboard. (Positive ones write on the right and the negative ones write on the right.) 1. Classify the WeChat responses from 1 利用当 Sam s friends and preliminary 前人们常 understand what are correct responses 用的沟通 in dealing with bad feelings. 交流软件 Step 3 New concepts A. Context: Sam turns to his friends for help on WeChat. T: To Tom, he feels worried because WeChat 作为 Sam 向朋友求助 he worries about his dad. Then he asks 的媒介, 与 Whiletask his friends for help. He sent his problem to his friends on WeChat. 学生生活更密切联 3mins B. Group discussion: Classify the responses 系 2 对成长 T: Look! (PPT) Here are the responses from his friends. Please help Sam find Students work in 型和固定型思维的 4

5 out which answers are good for Sam and groups and show 理解先从 which answers are bad for him? Now their answers using 学生按自 please work in groups in five minutes. the sentence He 己经验来 ( 老师在黑板上粘贴来自 Sam 的朋友们 should 分类开始, 的不同回答 ) 到理解这 T: Ok, time s up! 两种思维 C. Show time 的不同之 T: Please show me your answers. ( 学处和对生生只需回答图中对应的人物名字, 在学活实践的生的回答中, 老师移动黑板上的卡纸条指导意义, 使其最终在黑板上分成两派 ) 再运用到 T: Thank you for your sharing. Let s 实际生活 check the answer. ( 学生的回答中若有中, 符合学错, 要反问 What will it happen if 生对新事 he?) 物的一般 Now, look. ( 指着黑板 ) On the left they 认知规律, are bad for Sam. We called these 是做中 answers fixed mindset answers. 学的体 (Writing on the blackboard) But on the 现 right, they are good for Sam so these answers are growth mindset answers. (Draw two heads on the blackboard) 2. Fixed mindset VS. Growth mindset T: We can see that growth mindset helps us to think in a good way. But fixed mindset makes us to think in a bad way. Post-task T:Do you still remember Pandora's box? Actually, there is one good thing in / 再次提到潘多拉 the box. That s *hope. If we think in a 的盒子, growth mindset, we can find hope in our 回扣开篇 life. 1mins Step 4 Consolidation Pair work: T:Here is the problem from my friend Jane. (Play the video) Can you use growth mindset to give her your Discuss the problems and give their suggestions. suggestions? Please work in pairs. 5

6 One student asks the question and 巩固练习 another student answer the question. For 学过的句 example, A: Jane feels unhappy because 型, 学会运 she failed the final exam. What should 用成长型 she do? B: She should study hard and do 思维看待 a good job next time. 问题 Let s chant 1 歌曲是 1. Sing with the teacher 很好的语 T: Here I have a chant about growth 言学习媒 mindset. Would you like to sing with me? 介, 通过歌 T: I like your beautiful voice. Now, 曲激发学 let s sing it loudly again. 生的学习 Chant: 兴趣, 帮助 I have a growth mindset. 形成成长 I am in charge of how smart I am. 型思维 2 I can make mistakes 让学生自 But I won t give up. 创歌曲能 2mins Step 5 Extension and conclusion Because I can grow my brain Like a muscle by learning hard things. I can achieve anything! 2. Make your own chant Ss sing the song twice and create their own song. 发挥学生的创造力, 强化对成长型思维的认知 T: There are some blanks in the chant. I want you to fill the blanks in your own words to make your own chant about growth mindset. 3. Conclusion What you think *determines what you do. I hope all of you can have a growth mindset and also help others by giving helpful suggestions. 1. Finish your own chant of growth 作业一 : 回 mindset and share it with your parents 归课文, 朗 0.5mins Step 6 Homework and friends. 2. Emotional cards exchange. / 读课文, 复习本节课 You can use pencil to write down 的内容, 培 your bad feeling and the reason on the 养听说能 6

7 emotional card. Put it in the pocket behind the classroom. Everyone can choose the cards to give their suggestions and write on the cards. 3. Finish the paper below in a week. Try to write down who you help and who help you. Don t forget to write down the details of help. 4. Do the self-evaluation table. 板书设计力和语感作业二 : 让学生在成长型思维的歌曲中受到启发并分享给他人 Unit 6 How do you feel? sad What should Sam do? happy He should Worry about Fixed mindset It s so sad. You can t do anything. VS. Growth mindset Don t be sad. Your father will get well soon. You should pray for god. You should go to the hospital to visit your father. 作业设计 1. Finish your own chant of growth mindset and share it with your parents and friends. Chant: Hello, I m I have a growth mindset. I am in charge of how smart I am. I can But I won t. Because I can grow my brain Like a muscle by learning hard things. I can achieve anything! 7

2 Emotional cards exchange. You can use pencil to write down your bad feeling and the reason on the emotional card. Put it in the pocket behind the classroom.

Try to write down who you help and who help you. Don t forget to write down the details of help. 4.

8 2 Emotional cards exchange. You can use pencil to write down your bad feeling and the reason on the emotional card. Put it in the pocket behind the classroom. Everyone can choose the cards to give their suggestions and write on the cards. Date: What happen? Name: Your feeling 3 Finish the paper below in a week. Try to write down who you help and who help you. Don t forget to write down the details of help. 4. Do the self-evaluation table (1) I can read these words: sad, worry, should (2) I can use the sentence He should to response the question What should he do? (3) I can sing the song about growth mindset. (4) I know what growth mindset is. Self-assessment (Need to work (Good) hard) (Excellent) 8

4. 每组学生将写有习语和含义的两组卡片分别洗牌, 将顺序打乱, 然后将两组卡片反面朝上置于课桌上 5. 学生依次从两组卡片中各抽取一张, 展示给小组成员, 并大声朗读卡

4. 每组学生将写有习语和含义的两组卡片分别洗牌, 将顺序打乱, 然后将两组卡片反面朝上置于课桌上 5. 学生依次从两组卡片中各抽取一张, 展示给小组成员, 并大声朗读卡 Tips of the Week 课堂上的英语习语教学 ( 二 ) 2015-04-19 吴倩 MarriottCHEI 大家好! 欢迎来到 Tips of the Week! 这周我想和老师们分享另外两个课堂上可以开展的英语习语教学活动其中一个活动是一个充满趣味的游戏, 另外