教学设计小学五年级.doc

Module 9 FeelingsUnit 1 Are you feeling sad?Teaching Aims：1、知识目标：1）掌握本课单词：feel ,sad, miss, angry, bored, tired, nothing，secret, tell, surprise，tired2）掌握本课句型：Are you feeling sad/happy/bored/angry/tired？ Yes，I am./ No，I am not. I feel sad/ bored/ angry / happy2、能力目标：1） 会用本课的句子关心他人的感受，并表达自己的感情 Are you feeling ?/ I feel.2) 理解本课的内容3、情感目标：通过对本课的学习，培养学生的关心他人的品质，勇于表达自己的内心感受，培养学生的自信心和合作精神以及用英语交流沟通的能力。Important points :1.单词：sad、happy、bored、angry、tired2.句子：Are you feeling sad/happy/bored/angry/tired？ Yes，I am./ No，I am not. I feel sad/ bored/ angry / happyTeaching Preparation：录音机，卡片，多媒体Teaching procedure： Step1：GreetingT: Hello，everyone！ Ss: Hello, teacher！ T: Im your new English teacher and we will study the lesson together. Ok? Ss:Oke !Step2：Warm upT: Ok. Now. Lets listen to an English song”If you are happy”and do the action follow me. Everybody stand up! Please flow me. If you are happy. Clap your hands. (动作) Clap your hands. If you are happy. Stamp your feet. (动作) Stamp your feet. If you are happy. Nod your head. (动作) Nod your head. (学生边说边和老师一起做动作。)T: Ok！Everybody. I feel very happy now, are you feeling happy?Step3：Lead in：1.T: Look here. Whats this? (出示课件，一个圆圈，让学生猜想是什么东西？)Ss：Its an apple/egg/orangeT: Ok, so many things. But you are wrong. (继续点课件，圆圈变成了笑脸。)T: Now. Its aSs: Its a face.T : Yes, its a face, and its aWhat face? （引导学生说出 “happy”）Yes. Happy. I feel happy.（课件出示feel，老师带读，学生跟读，拼写。）T:Do you play chess at the weekend?S:No, we dont.T:I can play chess, I feel happy.(出示课件)（继续出示课件，出现一张悲伤的脸，教授新单词sad，加上动作T: I say :“sad、sad.” You say:“I feel sad.” Ok?Ss: Ok.（继续以同样的方法教授angry、bored、tired在讲每个情绪单词时，运用I feel提前给孩子语音方面的影响。） 2.Game：对这5个单词进行巩固操练，把表情卡片戴在头上背对着学生，让学生猜我戴的是是哪个表情。（采用小组竞赛的方式，猜对的第一个同学，奖励相应组贴图。）T：Ok. Boys and girls. Now. Lets play a game. Please guess. Whats feeling on my face? Sad? Happy? Bored? Angry? OK. You can ask me “Are you feeling ” and guess. Lets go!Ss：Are you feeling happy?T: No, Im not.(学生猜出正确的单词我就转过头来把表情展示给大家并引导学生说出happy,happy, I feel happy)1）（猜出所有的单词之后，课件展示出这5个单词和对应的表情。教师边拍手，边说单词，学生说：“I feel 引导学生加上相应的动作。）T: I say :“sad、sad.” You say:“I feel sad.” Ok?Ss: Ok.2）（全班齐读所有的表情。） T: Ok, now you do it by yourself. The whole class. Sad、sad .one two go. Step4: Learn new sentences T: Please listen carefully. I fell happy. Are you feeling happy? S1: (引导学生回答)Yes, I am. T: Today, I lost my bag, so I feel sad. Are you feeling sad? S1: (引导学生回答)No, I am not. （通过口头提问的方式，让孩子们回答问题，从而学习如何回答，让学生教学生。板书在黑板上，强调本课的重点句型。）T：Good! Are you feeling ? What does it mean? Who can translate?S:你觉得吗？T：Well done！(板书句型：Are you feeling sad/happy/bored/angry/tired？ Yes，I am./ No，I am not.以及中文意思。)T: Now. Please read after me. (夸张的表情加动作。) Ss：分组操练：给出调查表，让学生分组作调查并编对话，一组学生提问：Are you feeling ?（要求加上表情和动作）一组学生回答：Yes，I am./ No，I am not.然后两组交换再操练一次。T：Group one ask. And another Group answer. Then change. Ok?Ss: Ok. Practice(学生间进行小调查，用上Are you feeling ？提问。) 【设计意图】：让学生在交流中提高综合运用语言的能力，达到交际目的。NameFeeling (”Are you feeling?”)sadhappyangrytiredboredStep 5: New lesson1.听录音，整体感悟课文【设计意图】：整体输入阅读材料，给学生一个整体感悟材料的时间。2.再听录音，找出不明白的问题和生词，让学生板演在黑板上，然后采取“小老师”的方式，让学生上台解答、教授。【设计意图】：培养学生的自主意识，实现“教师为导，学生为主”的课堂，把课堂交给学生。3.再听录音，设置问题，进一步理解课文内容。a. Is Lingling feeling sad/bored/angry? b. Does Lingling miss China?【设计意图】：让学生带着问题听录音，可以提高听的有效性。在泛读课文的基础上，再进一步精读课文，体味细节，进一步了解课文内容。可根据不同学生的个体差异，要求其进行完整回答或以关键词回答。4.领读、齐读分角色读课文，采取不同的方式进行读课文。【设计意图】：朗读课文也是提高学生阅读的一个有效途径。5. Show a chant. (课件展现) Happy, happy I feel happy. Happy, happy, are you feeling happy? Yes, I am. Yes, I am. Sad, sad, I feel sad. Sad, sad, are you feeling sad? No, Im not. No, Im not.Tired, tired I feel tired. Tired, tired, are you feeling tired? Yes, I am. Yes, I am. Bored, bored I feel bored. Bored, bored, are you feeling bored? No, Im not. No, Im not.【设计意图】：通过让学生自己转换韵律诗从而掌握本节课的重点句型“