UNIT ONE WHY ARE YOU SO HAPPY Lesson 1 教学设计.doc

UNIT ONE WHY ARE YOU SO HAPPY? Lesson 1 教学设计一、教学目标1.能初步运用“Why are you so?”询问他人的情绪,并用because说明原因。2.能结合语境辨别、认读相关情感状态的词汇happy, angry, tired。3.能分角色朗读对话。4.能体会英语学习的愉悦之情,对下一阶段的学习充满期待。二、教学重难点1.教学重点:(1)句型“Why are, you so?”及其答语“Because.”的初步应用。(2)词汇happy, angry, tired的认读。2.教学难点:理解部分情景语句,如:“Nice to see you all again.” “We have new books.”三、教具准备学生生活照片、教学课件、单词图卡、教材、头饰等。四、教学过程(一)Listen and say分析与提示该板块以新学期开学第一天为时间背景,用两幅图片呈现了小主人公在升入四年级后第一次见面的场景,在与老师和同学互致问候后,Yangyang运用“Why are you so happy?”与Guoguo谈论开学第一天的心情,第二幅图片则是Guoguo与Sara谈论新学期发生在身边的变化。1.导入(1)教师拿出学生在上一学期学校生活中的趣味照片与学生进行自由谈话。教师出示照片,描述照片中学生的趣味活动场景: “I have many pictures of us. Do you want to see them? What are you doing? Are you happy?”一边活跃课堂气氛,一边让学生回顾在生活中经常从事的日常活动短语。结合照片中的活动信息与学生谈论参与活动的体会与感受:“Why are you so happy in the pictures? You can do many things at school”引出本课话题。(2)教师与学生谈论此刻在教室中的感受,导入本课情景:“This is our first day at school. How do you feel?”学生尝试说出一些描述自己心情状态的词汇。2.学习对话(1)观察图片1,引发思考。教师出示教材中的情景图片1,“Look at our friends. They are in the classroom, too. Just like us. How do they feel?”并组织学生观察图片细节,结合自己已有经验合理联想。教师将自己代入教材中的人物角色,带领学生组织语言大胆预测,进行表达:“I am a teacher. Miss Wang is a teacher, too. Maybe Miss Wang would say Hello, children. Welcome! What about the children?”(2)初听对话,关注语言。教师请学生在图片1中选择自己感兴趣的人物:“There are many people in the picture. Choose your favourite one and pay attention to his or her sentences, OK?”并提醒学生在听对话录音的过程中搜集人物所说的语句,获取信息。组织学生反馈自己所听到的语句,根据学生了解到的人物语言,在板书中呈现本课语言重点句型:“What do they say in the classroom? They greet each other. They can say more sentences.”(3)再次输入,突出情景。采用课件形式呈现对话中的第二幅图片:“Sara and Guoguo are talking about their new school life. What do they say? Lets watch. What new things does Sara have? Is Sara happy? Does Lingling like the books? Is Lingling happy?”播放对话,组织学生关注图片中人物的语言和表情。请学生回答问题后,结合自己的实际情况在小组内自主说出新学期所得到的新学具或是学校中的新变化。“Sara has some new books. They are cool. What about you? What are new to you in this school year? Can you say something about them in pairs?”并采用板书的形式将学生反馈的信息进行梳理。(4)跟读模仿,操练语言。组织学生集体逐句听录音模仿跟读对话。请学生根据自己意愿选择角色进行集体听音跟读,并且提醒学生在跟读过程中注重模仿人物的语音语调。选择不同组合佩戴头饰进行表演展示。(5)依据情景,尝试运用。组织学生在小组中分角色表演对话的活动。教师利用板书中的信息,组织学生与同伴合作创编对话。“Im happy today, because I have English class with you. Are you happy, children? Why are you so happy? You can take a look at the blackboard and make a new dialogue in pairs.”学生进行自由表演,在表演中,引导学生相互倾听:“Why isso happy today? What is new to? If you have a new classmate, how do you feel?”并对参与表演的学生进行评价。(二)Listen, look, and learn分析与提示此部分的三幅图片通过较为直观的形式,将人物的日常活动与代表其情绪状态的图标一齐呈现出来。引导学生体会本单元核心句型“Why are you so?”及其答语“Because”在实际情景中的表意功能。1.呈现词汇(1)向学生展示更多生活中的照片,如妈妈在清洗一大堆衣服,学生在清理公园中的垃圾等。“Look at these pictures. Are they happy? How do they feel? In this picture, the woman is washing clothes. There are so many clothes. Do you know them in English? Try to say something in groups.”用实例激活学生已有的情感经历。(2)请学生结合图片在小组中进行讨论。“Do you know how to say them in English? Lets share something about it.”在学生反馈中顺势呈现相关描述情绪的形容词。2.替换练习(1)观察图片,思考练习。出示教材中第一幅图片,叙述小主人公们开学第一天在教室中的情况:“The children are happy in the classroom, what do they say in the classroom?”请学生在两人小组内进行角色扮演。出示第二幅图片,描述Maomao起床后因着急赶去学校而忘记收拾房间的场景:“This is the first day at school, Maomao gets up late. His room is messy. How does his mother feel?”请学生猜测妈妈的感受。组织学生在小组内表演与图片2相关联的对话。出示第三幅图片,描述Maomao的课余活动:“Look at the third picture. Maomao plays basketball with his friends. How does he feel? Can you use one word to describe it?”请学生描述Maomao的状态,并选用适当的词语予以说明。请学生在小组内表演与图片3相关联的对话。(2)跟随录音,替换练习。播放录音,学生集体跟读例句及各图片主题词。由男生、女生分别扮演不同角色进行替换练习。3.情景操练(1)以Maomaos Day为题讲述三幅图片中发生的故事:“This is Maomaos first day at school. He is happy, so he talks with his friends in the classroom. They say.But his mother is not happy, because Maomaos room is messy. His mother says.After class, Maomao plays basketball with his friends. They play for a long time. They say.”教师请学生与自己配合,扮演图片中的主人公Maomao、同学和妈妈,承担对话表演任务。(2)以第二幅图片为背景,去除其中杂乱摆放的衣物,呈现干净整洁的房间,渗透勇于承担家务的意识。“Maomao goes back home. He cleans his room. Is it messy now? Look at his mother. Is she still angry? Who can say something like Maomaos mother? Why are you so happy, mum?”让学生对比两幅图片的同时预测妈妈看到整洁的房间后又有怎样的感受。(3)学生自愿形成小组进行表演。(三)Lets do分析与提示这一部分内容与学生的实际生活联系十分紧密。教师可以充分利用多媒体教学手段。将表情符号转化为生动的表情图示,帮助学生了解符号的意义,并在英文与图标之间建立联系。(1)呈现教材中图片,讲解表情符号的意义及用途:“In our life, there are many signs. They can show the feelings in an easy way. What do they it mean in English?”(2)请学生画出自己了解的表情符号:“Can you give us more signs? Try to draw more on your paper.”并用英文进行注释。(3)请学生用英文字母和标点符号相结合自主设计一些表情符号,并且试着用英语进行简单的说明。五、可供选择的教学活动1.游戏:Act and guess目的:操练用于描述情绪状态的形容词。(1)将全班学生分为A、B两组,每组选出一名学生作为代表。(2)A组代表面对黑板,B组代表背对黑板。(3)A组代表看着词卡上的形容词做动作,B组代表猜测相应词汇。(4)如果B组代