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鲁科版小学英语五上U2

发布时间:2013-09-18 12:57:55  

UNIT 2 FELLINGS

教学内容:

Unit 2 Book 5的主题是Feelings.语言功能是谈论及描述自己或他人的心情感受;学习任务为Were you happy? Yes, I was. Was he happy? Yes, he was. No, he wasn’t. He was sad. 学情分析:

本课的教学对象是五年级学生。通过两年的英语学习,他们的听说读写能力已经初步形成,已掌握了丰富的英语知识。同时不能忽视后进生的发展,培养学生积极的情感态度和自主学习能力。

教学目标:

知识目标:

1. 能听懂、会说、认读、规范书写单词:late, with;能听懂、会说、认读单词:glad, worried, ,

wasn’t, poor并结合句型灵活运用。

2. 能听懂、会说、认读句型:Were you happy? Yes, I was. Was he happy? Yes, he was. No, he

wasn’t. He was sad.

能力目标:

能够运用所学句型:Were you happy? Yes, I was. Was he happy? Yes, he was. No, he wasn’t. He was sad.表达自己或询问他人的心情感受。

情感目标:

通过各种形式的同桌或小组活动,激发学生表达的欲望,培养学生的合作意识。

教学重点:

能听懂、会说并认读句子:Were you happy? Yes, I was. Was he happy? Yes, he was. No, he wasn’t. He was sad.能用一般过去时表达自己和询问他人的心情感受。

教学难点:

教学难点是一般过去时与一般现在时的区分。

基本功训练点

1 规范书写单词:late, with;

2 能听懂、会说、认读单词:glad, worried, , wasn’t, poor并结合句型灵活运用。

3 能听懂、会说、认读句型:Were you happy? Yes, I was. Was he happy? Yes, he was. No, he wasn’t. He was sad.

教学手段

多媒体课件、单词卡片、人物头饰。

教学方法

实物激趣法、任务型教学

课时数及课时安排

每课一课时,共计四课时。

单元检测试题

伴你学单元过关卷

LESSON 1 He's excited .

课型:新授课

教学目标:

知识目标:使学生能够听说认读单词:look, excited, sky, angry, lost, sad.掌握单词及读音。能准确理解并熟练地运用句型:He's excited/happy/sad/angry/.“What' he doing ?""He's doing......."

能力目标:通过讨论及互动,学会描述他人的及自己的喜怒哀乐。

情感目标:感受到他人的喜怒哀乐。并在生活中学会描述出自己的感受。

教学重点:

1、听说、认读单词:look, excited, sky, angry, lost, sad..

2、能够准确理解并熟练运用句型He's excited/happy/sad/angry/.

教学难点:在真实的情境中灵活运用新知识询问并描述他人的感受。

教学方法:实物激趣法、任务型教学 教具:录音机,单词卡片,磁带,挂图。

教学过程:

Step 1 : warming-up

T: Hello! Boys and girls!

S: Hello! Miss Sun!

T: OK! First, let us read these words one by one ,are you ready?

S: Ready!

(We read these words about UNIT 1 ,and we can review these words.)

T:OK! Stop here! Everybody is so great! Now, look at the blackboard. Yes, there are 4 people ,can you talk about them ?

S: Yes!

T:Now,2 in a group talk about them ,then i will invite you to show it, understand? S:YES!

(The students talk about the pictures,we can review the sentences patterns.) T:OK! Which group ? OK! YOU two.

S1:He is young and strong .

S2:YES, She is beautiful and kind.

T:OH! You are so good!

.........................

Step2:Presentation

T:OH! Everybody is so good! NOW, look at the blackboard, I show some pictures for you .Can you say it ?

S1:他看起来很高兴。

T: YES. Can you say it in English ? Now ,look at the card. Read after me“excited ." S: "Excited "

T: He looks excited .

S:He looks excited .

T: Who can say it ? OK ,you please.

S: He looks excited .

T:Great boy!

(I WILL lead students to learn the new words like this.)

T: Everybody is so great!Now.Look at the pictures. let's listen to the tape.

(Students listen to the tape .)

T: Now, open your books.let's listen to the tape again .Listen and point .Ready?

S: Ready!

(we listen to the tape .)

T: Next , let's follow the tape .ready?

S:Ready!

(Students read after the tape .)

T: Now, Let's read it in groups.5 in a group .then ,I will invite you to show the dialogue. Understand?

S: Yes !

(Students read it )

本课的教学,经过反复琢磨,感觉有以下收获:

(1)面向全体,活动设计由易到难,梯度合理。

在学习课文时,第二副图的问题让学生通过选择来回答问题,难度较小。当学生比较熟悉问答句型后,采用教师提问,学生直接组织语句回答问题,难度略有提高。而在学习第四副图时,让学生自己提出问题,自己选择学生回答。将学习的主动权放给学生,进一步提高了学习要求。这三副图的不同处理方法,也是对班里不同层次学生的不同要求,适合四年级学生的现状。在学习第二副图后,教师设计chant帮助学生巩固核心句型,而在学习了第三,第四副图后,让学生自己替换单词编写chant巩固句型,提高学生的创编能力和学习主动性。情景表演,内化课文环节,也考虑到这是第一课时,难度不易过高,需要照顾全班各个层次学生的不同情况,所以将课文分成三部分,让学生自由选择,自主学习,充分体现了以学生为本的教学原则。

(2) 开展各种形式的学习活动,提高学习效率,培养合作意识。

学生的个性差异是客观存在的,无论教师如何精心设计,总会有个别学生学习效果不够理想,因此在教学过程中经常要采用同桌学习、小组学习的方式,以提高学习的效率,培养学生互帮互助的合作意识。在本课的教学中,学习完课文后先是采用集体听录音读课文,接着全班分成两大组,分角色朗读,之后采用同桌分角色朗读的形式,互相检查互相学习。而在后面的Practice中均采用小组活动的方式来完成这种难度稍大的任务,在交流过程中,小组内不同水平的学生都可以分工做难易程度不同的工作,这样,每个层次的学生都各得其所,学生都有较强的集体荣誉感,因此都积极参与,认真学习,以最佳的状态参与集体活动,使平日里比较低调的学生展现出自己的学习热情,从而达到全面丰收。

UNIT 2 Feelings

Lesson 2 Was he happy ?

课型:新授课

教学目标:

知识目标:

使学生能够听说认读单词:late, glad, worried, with, wasn’t,poor掌握单词及读音。能准确理解并熟练地运用句型:Was he happy?

能力目标:

通过讨论及互动,学会描述他人的及自己的喜怒哀乐。

情感目标:

感受到他人的喜怒哀乐。并在生活中学会描述出自己的感受。

教学重点

1听说、认读单词:late, glad, worried, with, wasn’t,poor.

2能够准确理解并熟练运用句型Was he happy?

教学难点:

在真实的情境中灵活运用新知识询问并描述他人的感受。 教学方法:实物激趣法、任务型教学

教具:录音机,单词卡片,磁带,挂图。

教学过程:

Step 1 : warming-up

T:Good morning,Boys and girls!

S:Good morning!Miss Wang!

T:OK!First,let us read these words one by one ,are you ready?

S:Ready!

(We read these words about UNIT 2 ,and we can review these words.)

T:OK!Stop here! Everybody is so great! Now,look at the blackboard.Yes, there are 4 people ,can you talk about them ?

S:Yes!

T:Now,2 in a group talk about them ,then i will invite you to show it,understand? S:YES!

(The students talk about the pictures,we can review the sentence patterns.) T:OK!Which group ? OK! YOU two.

S1:He is young and strong .

S2:YES,She is beautiful and kind.

T:OH!You are so good!

.........................

Step2:Presentation

T:OH!Everybody is so good! NOW,look at the blackboard,I show some pictures for you .Can you say it ?

S1:他看起来高兴吗?

T:YES.Can you say it in English ? Now ,look at the card.Read after me“happy ." S:"happy "

T: Was he happy.

S: Was he happy .

T:Who can say it ?OK ,you please.

S: Was he happy .

T:Great boy!

(I WILL lead students to learn the new words like this.)

T:Everybody is so great!Now.Look at hte pictures.let's listen to the tape.

(Students listen to the tape .)

T:Now,open your books.let's listen to the tape again .Listen and point .Ready?

S:Ready!

(we listen to the tape .)

T:Next ,let's follow the tape .ready?

S:Ready!

(Students read after the tape .)

T:Now,Let's read it in groups.5 in a group .then ,I will invite you to show the dialogue.Understand?

S:Yes !

(Students read it )

T:ok!which group ? OK,this group.

S1:Were you happy?

S2:Yes.i was. I played games with Ienny and Li Ming..

............................................

(I will invite 3 groups to read it .)

知识目标:

1知识目标:使学生能够听说认读单词:matter, find, worry, saw, yesterday掌握单词及读音。

2 能准确理解并熟练地运用句型:You look worried.

能力目标:

通过讨论及互动,学会描述他人的及自己的喜怒哀乐。

情感目标:

感受到他人的喜怒哀乐。并在生活中学会描述出自己的感受。

教学重点

1、 听说、认读单词:matter, find, worry, saw, yesterday.

2、 能够准确理解并熟练运用句型You look worried.

教学难点:在真实的情境中灵活运用新知识询问并描述他人的感受。

教学方法:实物激趣法、任务型教学 教具:录音机,单词卡片,磁带,挂图。

教学过程:

Step 1 : warming-up

T: Good morning, Boys and girls!

S: Good morning! Miss Wang!

T: OK! First, let us read these words one by one ,are you ready?

S: Ready!

(We read these words about UNIT 2 ,and we can review these words.)

T: OK! Stop here! Everybody is so great! Now, look at the blackboard. Yes, there are 2 people ,can you talk about them ?

S: Yes!

T:Now,2 in a group talk about them ,then I will invite you to show it, understand? S:YES!

(The students talk about the pictures, we can review the sentence patterns.) T:OK!Which group ? OK! YOU two.

S1:Was he happy?

S2:No, he wasn’t.

T:OH!You are so good!

.........................

Step2: Presentation

T: OH! Everybody is so good! NOW, look at the blackboard,I show some pictures for you .Can you say it ?

S1:你看起来不安。

T: YES. Can you say it in English ? Now ,look at the card. Read after me“worried ." S: "worried "

T: You look worried.

S: You look worried.

T: Who can say it ? OK ,you please.

S: You look worried.

T: Great boy!

(I WILL lead students to learn the new words like this.)

T:Everybody is so great!Now. Look at the pictures. let's listen to the tape.

(Students listen to the tape .)

T: Now, open your books. let's listen to the tape again .Listen and point .Ready?

S: Ready!

(we listen to the tape .)

UNIT 2 Feelings

LESSON 4

课型:复习课

教学目标:

知识目标:

使学生能够听说认读单词:look, excited, sky, angry, lost, sad. late, glad, worried, with, wasn’t(was not),poor, matter, find, worry, saw(see的过去式。)yesterday。掌握单词及读音。能准确理解并熟练地运用句型:He's excited/happy/sad/angry/.“What' he doing ?""He's doing......."“Was he happy ?””Yes, he was./No, he wasn’t” ”You look worried.”

能力目标:

通过讨论及互动,学会描述他人的及自己的喜怒哀乐。

情感目标:

感受到他人的喜怒哀乐,学会关心他人。并在生活中学会描述出自己的感受。

教学重点:

1、听说、认读单词:look, excited, sky, angry, lost, sad. late,glad, worried, with, wasn’t(was not),poor, matter, find, worry, saw(see的过去式。)yesterday。.

2、能够准确理解并熟练运用句型:He's excited/happy/sad/angry/.“What' he doing ?""He's doing......."“Was he happy ?””Yes, he was./No, he wasn’t””You look worried.”

教学难点:

在真实的情境中灵活运用新知识询问并描述他人的感受。

教学方法:实物激趣法、任务型教学

教具:录音机,单词卡片,磁带,挂图。

教学过程:

Waming up:

T: How are you feeling? I’m happy. Because I have English with you . Are you happy?

设计意图:热身环节引导学生表达自己的真实感受。

T: We have a new friend. Who is he? Mr Feeling.

T: Today he is going to help ue to review U2.

设计意图:介绍Mr Feeling,运用卡通人物贯穿整节课,引导复习活动,呈现知识点小贴士,增加趣味性。

Review the text.

1、T:We have many feelings. They are interesting. We can’t touch them. But your body can show them. Can you say and act?

设计意图:快速出示脸部表情,引导学生抢答单词并用体态活动表演。在趣味活动中复习单词。

T:Can you say more words about feeling?

设计意图:反馈学生搜集新单词情况,给学有余力学生提供平台当小老师。

2、T:Sometimes the colours can represent the feelings.

设计意图:通过学生猜测颜色可以表示的情绪,引导学生从不同角度感知feeling.让学生板书单词。为复习第一课的故事做铺垫。

T:Can you act the story and ask some Qs?

设计意图:小组合作表演对话,反馈课前布置的作业完成情况,并且让学生在小组里提问,

培养自主学习能力。

T: Q:Who is worried about Danny?What does he say?

设计意图:引导学生对课文内容进行深入思考,通过进一步挖掘LiMing\Jenny\Wanghong对Danny说的话中所体现的感情,引导学生体会关爱他人的情感和表达方式。

3、T:Mum was worried about WangHong.So she is asking her some Qs. Can you make a dailoge? 设计意图:指导学生复习第二篇课文,根据图片提示和课文内容编排对话,学生设想自己是Mum,体验Wanghon晚回家的那种担心的情绪,进行小组活动编演对话,发散思维,最后通过Mr Feeling的提示Don’t be late.渗透情感. 通过板书梳理Was/Were…?

4、T:Our feelings can change from time to time. WangHong was worried,now she is happy? What’s the matter?

设计意图:通过Mr feeling引导学生了解感情是随时变化的。运用课本图片WangHong表情的变化,引导学生复述第三个故事,强化was-is。并引导学生自读Fun time的小故事,并且引导学生在小组里根据提示讲故事,充分运用教材提供的素材。

5、T:We reviewed the 3 stories of this Unit.

设计意图:梳理板书,提炼语言框架。

Do the exercises.

1. Listen and match.

设计意图:连线,回答问题,训练学生的听力。

2. Read and write.

设计意图:引导学生阅读句子,写出关于feeling的单词,训练学生书写,单词过关。

3、T:Different things can give us the same feeling. Think it ove. What can make you feel happy/worried?

对学生进行思维训练,头脑风暴说出让你感到快乐的事情。

4、Game

设计意图:采用新课标提供的案例,学生抽单词描述自己的情感并说明原因,小组成员提问交流,学生真实谈论自己的feeling,进行语言实践,灵活运用知识进行表达。

Talk about feelings deeply:

1. T:If some children are playing in your garden, how do you feel?

T:On the same thing,we have different feelings.

设计意图:引导学生发表自己的见解,表达真实想法。同时让学生明白对待同一件事人们会有不同的感觉。

2、T:Read the story Mr Black’s garden. Then answer the Qs.

T:Is Mr Black happy?

Find out the words about feelings.

Mr Black is sad. What’s the matter? Spring-winnter

Mr Black’s garden is beautiful again. Why?

What do you learn from the story?

T:Share your happiness,share your love, you will be happier.

设计意图:学生自主阅读小故事,通过问题,引导学生理解故事大意,体会故事中的表达的分享快乐道理。

Sum up:

1、 T:思维导图。

设计意图:通过思维导图梳理本课从不同方面理解feeling。加深学生对feeling的理解:用体态表达感情、颜色和感情、感情会随时变化、同一件事可以有不用的感情、不同的事情

会给我们相同的感觉。

运用板书梳理知识点。

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