外研版五年级上册英语第九模块教学设计.doc

Areyoufeelingbore？讲课稿一、教学目标知识目标：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“Im 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。2.能在日常生活中运用所学语言来询问他人情感和表达自己的情感。情感目标：1.学会关心他人，分享他人的喜、怒、哀、乐。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。二、教学重难点教学重点：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?及回答，来询问他们感受，运用Im feeling来表达自己的情绪体验。三、教学准备：课件四、教学过程Step 1 .热身导入First, watch a video- If you are happy and you know it. Sing and do together, OK?Ss: OK.【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。】Step 2.学生课前预习1. 听录音，尝试读单词，并找到自己有难度的单词；2. 讨论有关情绪的单词。Step3.当堂检测根据教师给出的单词画出对应的脸。Step4.交流问题调查同学今天的心情Step5.教师指导1.教师板书happy,sad,bored,angry,并根据学生检测的答案画出相应的脸，同时展示今天的课题:Are you feeling bored?(板书)2. Is the dog feeling happy? Let the Ss watch the video and repeat.3. We have another friend. Whos she?(出示Lingling图片)Do you miss her? (通过卡片，让学生明白miss的含义)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?【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。】4.Play a gamePicking up apples.（课件展示）(游戏：摘苹果。课件制作单词上覆盖苹果苹果，学生需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。)5. Lingling is not happy, not sad, not angry, not bored. Whats the matter?（课件出示问题，深入课文）1)Does lingling miss China?2) What the matter with Linglings grandma?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。】6. 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.Namehappyangrysadbored7. Homework1)Phone a friend who far away from you now. Ask his feelings and tell him, you miss him.2) Ask your parents feelings and tell them