
五年级英语上册Unit1Areyoufeelingsad教案外研版(三起).doc
15页五年级英语上册Unit1Areyoufeelingsad教案外研版(三起)Book 5Module 9 Unit 1 Are you feeling sad?一、 教案背景1,面向学生: □中学 √小学 2,学科: 英语2,课时:13,学生课前准备:一、 课前预习了解相关背景二、 预习新单词二、 教学课题知识目标:1. 能够听、说、认读sad, bored, angry, feeling, miss, nothing ,secret, tell, surprise.等新授单词2. 能够听懂会说本模块功能句型Are you feeling sad/bored/angry/happy? 及其答语技能目标:1.能够运用句型“I'm feeling…”谈论自己的感受,运用“Are you feeling…?”来询问他人感受并能够参与并完成小组活动 学会关心他人,分享他人的喜、怒、哀、乐在分享情感的过程中,感受到友情的可贵和亲情的温暖2. 在活动和交流的过程中,感受到自己的“所学”能有“所用”,从而提高学习英语的自信心,增强求知欲语用目标:能在生活中灵活运用本课句型表达自己的情感,询问他人情绪感受,表达对他人的关心。
三、 教材分析 本课是外研社小学英语三年级起点五年级上册Module9 Unit1Module 9 Book 5的主题是“Feelings”, Unit 1 Are you feeling sad?的语言功能是Talking about feelings.(谈论情绪和感受);学习任务为:学习目标语句“Are you feeling sad/happy/angry/bored?”并能用 Yes, I am./ No, I’m not.来回答询问教学重点与难点】 教学重点1、能够听、说、认读本课单词:happy, sad, bored, angry等2、能够听懂会说本模块功能句型Are you feeling sad/bored/angry/ happy?及其答语教学难点能在真实情境中熟练运用目标语句: Are you feeling…?来询问他们感受,运用I’m feeling…来表达自己的情绪体验四、 教学方法动作教学法、情景教学法、游戏教学法等五、 教学过程Step 1 Warm—upT:Hello,boys and girls. Welcome to our English class. Tell me are you ready?Ss: Yes.T: First, let’s watch a video-- If you are happy and you know it.. Sing and do together, OK? If you are happy and you know it. 让学生跟着歌谣唱并做出拍手、跺脚等相关动作。
)【设计意图:利用歌曲进行热身,让学生在欢快的音乐声中进入本课的学习,并自然的引入和复习本课的第一个feeling--happy不在乎学生能不能准确的唱出英语歌曲,只需要学生们能够感受歌曲的旋律,感染欢乐的气氛,同时为下面的学习做好准备Step 2: Lead-inT: Tell me, please. Are you happy? (课堂中不断渗透句型“Tell me, please.”)Ss: Yes.T: “I'm feeling happy, too.”(板书)T: This class, we have four groups. If you did a good job, you can get a happy face.【设计意图:呈现与本课内容相关的奖励】Step3 PresentationT:Are you feeling happy?(引导学生根据老师的表情和动作猜测句意)S1:“Yes, I am.”S2: “No, I’m not.”【设计意图:通过师生对话的形式,快速引入本课的重点句型并通过询问,了解学生们的情绪感受,融洽师生关系游戏:(问一生)Are you feeling happy?S1: Yes, I’m feeling happy.师生2人问第3人:Are you feeling happy?师生3人问全班。
设计意图:练习句型Are you feeling happy? 让学生们感知、理解该句,同时部分优秀学生能够掌握T:Boys and girls, look carefully. I’ll give you a surprise present. Guess! What’s this ?Ss: It’s a …T: It’s a secret.(师出示卡片“secret”)Do you want to know?Ss: Yes.T: Surprise! Surprise!(师用夸张的表情、动作说出单词,使学生了解其意同时,出示“surprise present”)【设计意图:通过给学生送礼物的形式,引导学生学习了“surprise”和“secret”激发了学生们的求知欲同时,为下面的游戏,做好了准备 Let’s play a game—“Looking for the happy tiger!”One student comes here, and then look for the happy tiger. If he close to the happy tiger ,we will say “Are you feeling happy?” Very very loudly. If he far away from the happy tiger. We will say “Are you feeling happy?”Very quietly.OK?(一个学生面向黑板,师把卡片“surprise present”—“Happy”藏在某个同学的桌子里。
其他学生说句子“Are you feeling happy?”离卡片越近声音越大,越远声音越小该生找到后说:“Yes,I'm feeling happy?”)【设计意图:通过游戏—找“Happy tiger”,巩固操练句型“Are you feeling happy?”及其回答让枯燥的练习变得生动活泼,激发学生们的学习兴趣】T: Please ask your friend’s feelings. And then tell me,please..S1: …S2: …【设计意图:通过交流,练习该句型并引入本课的另一个知识“Tell me, please.” 在日常教学中,“Tell me, please.”是常用的交际用语,学生已经很熟悉了,这里进一步强化T: We have another friend. Who’s she?(出示Lingling图片)Ss:She’s LinglingT:Our friend Lingling looks not very happy. What’s the matter?【设计意图:进一步强化已学句子“What’s the matter?” 】T: Watch the video and try to answer the questions.(课件出示问题)1. Is Lingling feeling sad?2. Is Lingling feeling angry?3. Is Lingling feeling bored?(在了解问题的基础上,学习词汇sad, angry, bored。
)【设计意图:让学生整体感知课文,并在感知课文的过程中理解和学习词汇游戏:Missing game.T: Let’s play a missing game. First ,read together.T:Play a game—Picking up apples.(游戏:摘苹果 一生到黑板上摘苹果,根据苹果后面的指示作出相应的表情其他学生运用句型“Are you feeling…?”进行询问)【设计意图:让学生运用所学的语言进行交流,在巩固练习sad, angry, bored的同时,初步落实语用目标T: Lingling is not happy, not sad, not angry, not bored. What’s the matter? (课件出示问题)1. Does Lingling miss China? (卡片学习“miss”)Listen and repeat, and answer the questions. 【设计意图:通过学生自主阅读,加深对文本的理解设置的问题由易而难,在问题的引领下,引导学生逐步深入地了解文本内容T: What’s the matter with Lingling?T: Nothing.(出示卡片,并通过“no”和“thing”让学生猜物了解其含义)(课件出示问题)What is she going to do?T: Listen and repeat, try to imitate. (听录音,回到问题)S1:She’s going to make a surprise cake.Step 4: Consolidation and extensionGroup work1: Read in roles. 【设计意图:角色扮演帮助学生进一步熟悉文本,使新授语言材料更容易上口。
设计意图:让学生运用所学的语言进行交流,初步落实语用目标Group work2: Do a survey: Know about your friends’ feelings and complete the form. FeelingsNamehappyangrysadboredStep 5: Summary T: This class , we have learned how to express our own feelings.T&Ss: I’m feeling happy/ sad/ angry/ bored?T:And ask other’s feelings.T&Ss: Are you feeling happy /sad/ angry/ bored….? 【设计意图:师生共同总结板书,梳理学习重点T:Look! Which group is the winner. Ss: Group 2.T: Congratulations! Are you feeling happy,group 2?Ss: Yes, I’m feeling happy.【设计意图:选出获胜组,课堂评价贯穿始终。
T: This class, I’m feeling very 。
