unit6-how do you feel part a六年级英语上册-人教pep
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How do you feel? Part A Let’s learn
I. Analysis of the Teaching Material
1. P59 on the text book
This unit is taken from PEP English, Student’s Book 7 with the topic of feelings. By studying this
unit, students will be able to know how to express their feelings and give suggestions to control bad
feelings.
2. Picture book
Sometimes the boy feels kind of happy, and sometimes the boy feels very happy. Illustrations of the
different events that trigger his emotions will help children understand the scale of the boy’s feelings.
This book demonstrates that feelings not only change, but they also change in intensity.
II. Analysis of the students
Students in Grade Six will not find it very difficult to learn this lesson. On the one hand, they are quite
familiar with and interested in this topic. On the other hand, students have been equipped with enough
vocabulary to talk about the feelings.
III. Teaching aims
Knowledge aims
At the end of this class, students will be able to
read, understand and apply the key vocabularies and key structures relevant to the expression of feelings
.
Key vocabularies --- happy, sad, angry, afraid, worried…
Key structures ---- How do you feel? I am / feel …
Sometimes, I feel kind of/ very …
Ability aims
1. Students are able to express their feelings and describe people’s feelings.
2. Students are able to find useful information and predict the development of the picture book.
3. Students are able to pronounce the words correctly.
Moral aims
1. Students should realize the pollution to the natural world.
2. Students should learn how to face their bad feelings.
IV. Teaching difficult and important points
Important point
1. Students are able to express their feelings and describe people’s feelings.
2. Students are able to find useful information and predict the development of the picture book.
Difficult point
Students are able to use functional language from the picture book to talk about their feelings and others
both in an oral form.
V. Teaching method
Interactive approach Audio-visual approach
VI. Teaching aids
a blackboard, the multimedia
VII. Teaching procedures
1
Step 1. Warming-up & Lead in
1. Enjoy a song. T: Hello, boys and girls! I’m your English teacher today. Nice to meet you. You can call me David.
Let’s enjoy a song.
Ask Students to guess teacher’s feelings.
T: Do you like this song? The song is about feelings. Can you guess my feelings? I’m happy to see
you. I feel warm in the classroom. I feel happy with you.
设计意图：因为是借班上课，所以通过一首和主题相关的歌曲创设轻松的学习氛围。通过提问检验学生是否了解今天的话题。板书 feelings 后，让学生猜出教师的 feelings。给图片让学生说出序号，这样降低了难度。
2. Watch a video. Have Ss think about if animals have feelings.
T: Do the animals have feelings? Sarah has a cute cat. What’s the her name?
Step2. Learning vocabulary and key structures.
1. Introduce the story—Sarah and Mimi.
T: Sarah has a cute cat. What’s the her name?
2. Have Students read the story, predict Sarah and the cat’s feelings.
T: What does Mimi want? What’s wrong?
3. Have students listen and read the key words and sentences.
4. Have them do the chant.
(1) I see a tiger. I am afraid.
I see a snake. I am afraid.
I see a shark. I am afraid.
(2) Help! Help! Mimi needs help!
Worried, worried, she is worried.
Worried, worried, Sarah is worried.
5. Have them use the key words and sentences to talk about the pictures and express feelings.
T: I feel worried when my baby is ill. How about you?
设计意图：进入故事，教材只有四幅图，通过对图片的遮盖，增添图片，故事文字的添加，
使得整个故事情节变得更加有趣和丰满。我通过这个故事，将本课的重点单词和句子呈现出来，
让学生在情境和文本中学习单词。在教授单词中，我运用 chant 等多种方法操练。遵循让学生在句子中操练单词，在运用中培养思维、渗透情感的原则实施活动，比如通过食物链操练 be afraid of，设立情境让学生说出 When… , I feel worried。
4. Summary
Have students say the changes of Sarah and the cat’s feelings.
设计意图：渗透 feelings 这个单词。在教学改编的故事中，先后渗透、教授了绘本中的句子，
如I have many feelings. 在总结故事人物心情变化时，从“Sarah’s feelings change from time to time”
引出了“My feelings change from time to time”。
2
5 . Game: You say, I say
T: I have many feelings, too. My feelings change from time to time. When I say oh no, you say afraid.
6. Brainstorm.
Have students say more feeling words they’ve learned.
设计意图：通过游戏和头脑风暴快速复习以前学过的有关 feeling 的单词，让学生认识到关于feeling 的单词还有很多，更深刻地理解 feeling。
7. Practice
8. Ask and answer.
Have students watch the pictures and express their feelings.
设计意图：通过现实图片让学生说出他人的感受。图片选择关于环境保护、和平等较有深度的图片，在练习英语的同时期望引发学生的思考。
Step 3 Extension: Picture book reading 1. Ask students to make a comment for the different faces of the boy. Introduce the topic, the writer and the illustrator. 2 . Read the book.
Ask students to listen and guess. Have students talk about why the boy has such feelings. Have them
predict the boy’s feelings.
