外研版三起点Book5Module9Unit2Ifeelhappy课文教学过程设计2

1、Book 5 Module 9 Unit 2 I feel happy教学设计Book 5 Module 9 Unit 2 I feel happy课文教学过程设计教材分析本课为新标准英语外研（三起点）Book 5 Module 9 Unit 2 I feel happy的课文教学过程设计。本模块主要是谈论自己亲身经历某事的一种心情和感觉，通过别人的询问和自己的描述来表达自己真实的感情，前面一课以对话的形式展开话题，询问对方的心情学生已经初步掌握了句型Are you feeling sad?及其答语Yes, I am No, I am not. 这节课主要是描述发生了什么事情以及发生某事后的感

2、受和心情是怎么样的。在学生词汇量还很有限的情况下，我打算以动作配合表情教学，联系实际，从而使学生领会其意思。另外本课对学生的口头表达能力要求也很高，所以本课的活动设计的另一个侧重点是对学生口头表达的操练。教学准备PPT学生课前自制心情面具单词卡片心情图片教学目标（一）认知目标1、掌握help(helped)、win(won)、lose(lost)、find、smell等单词。2、掌握tired, happy, sad, angry, bored, thirsty, hungry等形容词，并能熟练运用。（二）能力目标 1、能熟练运用句型Are you feeling sad?及其答语Yes, I

3、 am No, I am not.询问他人心情和感受。 2、能熟练运用句型How do(does) you(heshe) feel?及其答语I(HeShe) feel询问别人和描述自己的感觉和心情。（三）情感目标 能了解别的心情和感受，多为别人着想，从而形成为他人着想的意识。教学设计的明线是：通过不同形式操练重点句型及其答语。         暗线为：灵活运用句型及其答语，渗透文本学习，加深理解。教学过程STEP 1 Warm upT: Now, boys and girls. Lets listen and sa

4、y the poem about mood together!师生共同说唱关于心情感受的小诗：Smile and be happy.Its a surprise.Please open it and look.Its a present just for you. Its a wonderful book.Thank you very much.Thank you very much,for my wonderful book. Smile and be happy.Its a surprise.Please open it and look.Its a present j

5、ust for you. Its a beautiful book.Thank you very much.Thank you very much,for my beautiful book. 【设计意图】以说唱小诗的形式，紧紧抓住学生的注意力，让学生快速投入课堂，并且也引出了本课的话题：心情，为STEP 2做准备。 STEP 2 Lead in T: Weve just say a poem about mood. Boys and girls, we should smile and be happy every day, got it?T: OK! Plea

6、se take out the mask youve made and lets play a game.游戏“千面观音”活动设计:让学生们拿出自己提前准备的心情面具，请五名学生站到前面排成一列纵队（原则上是不同的心情面具），然后带上各自的心情面具，在其他学生的角度看只能看到前面一个同学的面具（类似千手观音的队列方式）。五名学生按顺序和要求，或者向左或者向右歪头或者蹲下，下面同学以最快的速度说出面具所表示的心情（tired, happy, sad, angry, bored, thirsty, hungry）。 【设计意图】学生对“千手观音”非常熟悉且印象深刻，我模仿“千手观音”设计

7、了“千面观音”活动，利用学生的积极性和浓厚的兴趣，激发学生学习的主动性，以提高学习效率。 STEP 3 千面观音刚做完“千面观音”游戏，学生们肯定很兴奋高兴1、          T: Boys and girls, now how do you feel? Do you feel happy?（引导说）T: You guys feel happy! (启发说)Ss：I feel happy! 2、       &#

8、160;  PPT 出示心情图片happyT: Look at the picture, boys and girls. How does he feel?Ss: He feels happy. 3、PPT 出示心情图片sadT: Look at the picture, boys and girls. How does he feel?Ss: He feels sad.4、          PPT 出示心情图片tiredT: Boys and girls. What about t

9、his picture? How does he feel?Ss: He feels tired. 心情bored, angry, thirsty, hungry等以同样的方式PPT出示学习。初步操练黑体部分句型及回答。STEP 4 询问心情 1、师叫两名学生到前面配合示范：T: How do you feel?S1: I feel happy.（学生1说出自己所戴面具表示的心情）T: How does he feel? （师指学生1，问学生2）S2: He feels happy. （学生2回答） 2、让同学们拿出自己的心情面具带上，模仿前面老师的示范，小组成员之间进行询

10、问，运用STEP 3的句型。要求学生A看着学生B的面具询问：How do you feel? 学生B运用I feel_.说出自己的面具表示的心情。然后学生A问学生C：How does heshe feel? 学生C 回答HeShe feels_. 此处适当的进行情感教育，教育学生多为他人着想，多体谅和了解别人的感受，做到善解人意。 【设计意图】前面通过各种形式的活动，明线是：操练重点句型及其答语。暗线为：灵活运用句型，渗透文本学习。STEP 5 文本学习T: Now, I know your feelings, what about Daming? How does he

11、feel? 1、      PPT 出示文本第一幅图片及文本：大明帮外公在农场干活。2、看图一起讨论图片大意，并顺势教授新单词：grandfather和farm。师出示grandfather单词卡片认读。板书、领读grandfather。单词farm的学习方式同grandfather。T: Boys and girls, look! How does Daming feel?Ss: He feels tired.T: Why did he feel tired, who can tell me?师点名回答。（注意根据问题的难度，请不同

12、程度的学生回答，以提高学生的积极性，不仅能使课堂顺利的开展，也能达到激励学生的作用。）Ss：Because he helped his grandfather on the farm all day.T:Yesterday，I helped my grandfather on the farm, too. But, I lost my bag, I feel sad. (师做sad状，帮助学生理解)3、PPT出示文本第四幅图片及文本：玲玲丢了包，很伤心。T: Look, boys and girls, Lingling lost her bag, either. So now.（引导学生回答）

13、Ss: She feels sad.T: You are very clever! Yes, she feels sad.T: Boys and girls,do you know after a day's work on the farm, my grandfather made lots of delicious food for me: hamburger, fish, soup, noodles. I like the soup best. I can smell the nice soup! Because, I feel very hungry!( 师做smell状，仿佛

14、闻到了汤很香的样子帮助学生理解smell的含义：闻)借机学习单词smell。师出示单词卡片领读，板书，学生跟读。边读边写。 4、同时PPT出示第五幅图及文本：大明闻到了汤的香甜。T：Guys, Daming's grandfather made nice soup for Daming, too. Look he can smell.Ss: He can smell the nice soup.T: Because.(引导学生说出原因)Ss: He feels hungry.T: Class, today I feel very happy and I have a happ

15、y thing to tell you(师很高兴的样子)Ss: What?T：Today, I won a chess game. So, I feel happy!5、 PPT 出示第二幅图及其文本。T: Look at the picture. Today, Amy won a chess game, too. So now.(引导学生说)Ss: She feels happy.T：Guys, we know Daming feels tired , Lingling feels sad, and Amy feels happy. What about Sam? Do you k

16、now?6、PPT出示第三幅图及其文本。（Sam feels bored.）T:What's the matter with Sam? Could you tell me? Ss: He feels bored.T: Why? Who can tell me ?Ss: Because it's raining and he can't go out to play.设计意图：我把五幅图按学习的需要调整了一下顺序，以达到使教学过程流畅的目的。另外，前面通过各种形式的活动操练重点单词和句型及其答语，为文本的学习营造了良好的基础和准备。这样文本的学习就比较轻松了。）7、师播放

17、录音，学生跟读。8、学生自由读、同桌读、小组读、男女搭配读。最后渗透情感教育，养成为他人着想的思想意识。   STEP 6 Write a story 1、师将前面的五幅图串联起来，编成一个小故事： Yesterday I helped my grandfather on the farm all day and I lost my bag, so now I feel tired and sad. After the work, grandfather made lots of delicious food for me, I co

18、uld smell the nice soup. Today I won a chess game, I feel very happy. But Sam was bored, because it's raining today and he can't go out to play.2、学生模仿老师的做法，讲五幅图联系起来自编小故事说给小组成员听，小组内交流。STEP 7 Sing a song. 师自编心情歌曲，学生一同说唱。 I feel happy, you feel happy, happy, happy,very happy. You feel angry, I feel angry, angry, angry,very a