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Module 9 Feelings Unit 1 Are you feeling sad

发布时间:2013-11-04 12:34:48  

Module 9 Feelings Unit 1 Are you feeling sad?

一、教材分析

本课是外研社小学英语三年级起点教材,五年级上册第九模块第一单元,本模块以Feelings为主题,主要教学内容是用英语询问他人的情绪和感受,以及表达自己的情绪和感受。本节课紧扣学生的生活实际,学生学习兴趣浓厚,敢于善于表达。

二、学情分析

五年级的学生,全部来自附近的几个村庄,父母大部分从事花卉养殖、蔬菜大棚,少部分从事个体经营,家庭经济基础良好。学生已经有两年多的英语学习经验,而且学生有了一定的词汇量基础,学生对英语学习已经有了一定的经验和学习策略,并养成了良好的学习习惯,特别是对自己感兴趣的话题,他们渴望参与,并乐于表达自己的想法。因此在本课的设计上,利用真实的语言环境,创设真实的语言支架,充分调动学生的情感体验、探究欲望和主观能动性,让学生在大胆实践和积极参与的过程中,发挥其学习优势,培养其积极的情感态度和自主学习能力,为他们搭建自我展示的舞台。

三、教学目标

1、知识目标:

(1)词汇:能够听懂、说出、认读单词feel, sad, miss, bored, angry, nothing, secret, tell, surprise。

(2)句型:能够听懂并会运用句型:Are you feeling…?来询问别人的感受,以及用“I feel…”来表达自己的感受。

2、技能目标:

能够询问他人的情绪和感受:Are you feeling sad/bored…?

能够表达自己的情绪和感受:I feel happy/sad….

3、情感目标:

使学生学会礼貌地询问他人的情绪和感受,培养学生体贴关爱他人的美好情感,并教育学生保持良好的情绪。

4、语用目标:

运用所学习的句型Are you feeling …?结构,询问他人的情绪和感受。

运用所学习的句型I feel ….来表达自己的情绪和感受。

四、教学重难点

1、教学重点:

(1)、重点词汇是:feel, sad, miss, bored, angry, nothing, secret, tell, surprise, think, matter, chess;

(2)、重点句型是:Are you feeling …… ? 及回答。Yes, I am. \ No, I’m not.

2、教学难点:

(1)、人称的转换和正确回答;

(2)、灵活运用所学知识与他人交流自己的情绪和感受,以及用英语询问他人的情绪状况。

五、教学过程

Step 1 Warming up

1. Greetings.

T:Good morning, boys and girls. How are you today?

Ss: I’m fine. Thank you. And you?

T: I’m fine, too. Thank you very much.

2. Lead-in.

T: Children, this class I have English with you. I feel happy.

(学习feel,同时将happy的表情卡贴到黑板上。)

3. Enjoy a song.

T: I bring a surprise present for you. What’s it? Do you want to know? Let me tell you.

(感知背景词汇surprise和tell)

放歌曲

T: Wow! It’s a fantastic song. Let’s enjoy the song and do the actions.

If you’re happy.

【设计意图】

课前齐唱英语歌曲并配合做动作,是英语课堂TPR教学方法的重要形式之一,它既可活跃课堂气氛,缓解学生的紧张情绪,又能使学生尽快进入英语学习状态。同时教师的课堂语言有意识地使用本课的背景词汇surprise,tell等,使学生在真实的语境中感知,足够的输入才能有好的输出。

Step 2 Leading-in

1. T: You sing very well. I’m felling very happy. Are you felling happy?

板书:I’m felling very happy. Are you felling happy?

S: Yes, I am.板书:Yes, I am.

T:If you are not feeling happy. You can say—

S: No, I’m not.

板书:No, I’m not.

T(ask some students) I’m feeling happy. Are you feeling happy?

(师生、生生、生师之间练习)

当有学生回答No, I’m not.

T: What’s the matter?

学生会说:“没什么。”

T:(帮助学生说)Nothing.

板书并领读:What’s the matter? Nothing.

用分解法讲解单词:In Chinese, no means “没有”,thing means “事情”,Nothing means “没什么”。

设计意图:以此为例,教给学生记忆单词的方法,为学生掌握学习方法进行自主学习打基础。

2、T:OK, Please close your eyes. Now open your eyes and look at me. (师扮生气状)Now I’m feeling –

S: Angry.\生气。

T指向会说这个单词的学生You are very good. Can you be a teacher and teach us the word?

【设计意图:让会说的学生当小老师,改变老师传授知识的常态,既让小老师有自豪的心理体验,又能激发其他学生好好学习。】

T:Please show and say out your feeling.(老师师范)

学生边扮生气状边说:I’m feeling angry.\ I’m feeling very angry.

(继续以同样的方法教授bored。)

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。

T:Now, let’s do an exercise.(出示课件,运用四个表情单词将句子填写完整。)

【设计意图:让学生在做中学,在学中做,体验语言学习的快乐。同时活跃课堂气氛,让课堂动静想结合。】

3、T: Now please do exercises with your partner.(给学生时间,让他们和同桌做练习,熟悉句型。)

4、A game

T: Now I will call one student come here, and I give he or she a face, and you can use “Are you feeling……”guess his or her feeling.

请学生上台,从四个面孔中任意抽出一张藏于背后,由同学来猜他现在的心情。 S2: Are you feeling …?

S1: Yes/ No.

【设计意图:教师在呈现课文之前,先让学生将重点的单词,句子进行消化,操练,降低了课文的难度,为学生更好地理解课文,朗读句子做有利的铺垫,通过游戏,激发学生学习英语的兴趣】

Step 3 Text learning

(1)整体感知课文。

T:I have known your feelings. What about our friend Lingling’s feelings?

A. Is Lingling feeling sad?

B. Is Lingling feeling bored?

C. Is Lingling feeling angry?

Let’s watch the video and try to find the answer.

(2)T:Where is Lingling now?

Ss: She's in England.

T: Does she miss China?

S: No, she doesn’t .

(Miss与miss进行对比)

(3)听第三段课文。

T: Lingling doesn't miss China. She isn’t feeling sad、bored or angry.

But she tells nothing to Amy. What's the matter with Lingling?

S: Nothing. She's thinking.

T: What's Lingling thinking about?

S: She’s going to make a surprise cake on Amy’s birthday.

(渗透思想教育)

T: Lingling and Amy care for each other. We should learn from them. We should care for each other in our daily life. Do you agree with me?

Ss: Yes.

T: You are good children!

【设计意图】

循序渐进、层层深入地挖掘课文内涵,符合学生认知规律。先引导学生思考,旨在激发学生好奇心,让他们带着探究的欲望去认真倾听和观看对话。

(4)Repeat and try to imitate.

【设计意图】

学生听录音跟读、模仿,有助于学生标准语音、语调的形成。

Step 3 Practice

1、Play a game. Make faces.

(1) T:Just now you did a good job! Now let’s have a rest. Let’s make faces. I say the words , you make faces as quickly as you can.

(教师发口令,如happy, happy, angry等。)

(2) T:Excellent!Let’s have a match. I need two children to do it. This time you say

the words, they make faces. Let’s see who is the best actor.

教师指着表情图片,其他学生说单词下指令,两个学生比赛做表情。

教师对获胜的同学说:Now you are the winner. Are you feeling happy?

对失败的同学说: Come on! Maybe next time you will be the winner!

【设计意图】

这个游戏分两步进行,首先是教师说单词下指令,学生集体做表情,调动情绪,预热气氛;然后选两名学生到台前比赛做表情,其他学生下指令,这样全部学生充分活动起来,有效地操练本节课四个关于情绪的重点词汇,同时训练学生的听力及快速反应力。

2、Guessing game.

(1)T: Now let’s play a guessing game. Who wants to play with me? How to do it? Please look carefully.

(教师与一名同学示范)

T: First you choose a feeling. I turn around, I can’t see you. Then we stand back to back. Now I guess and you answer.

T: Are you feeling happy?

S: No, I’m not.

T: Are you feeling …?

S:… .

(同桌练习)

T:Are you clear? Please practice in pairs.

(展示,展示过程中询问台下同学Is he/she feeling …?一来让台下同学参与进来,有事可做,二来引申出第三人称的问句。)

(2)T: This is my little sister. Let’s guess her feelings. Is she feeling …?

【设计意图】

给学生提供充分的操练本课重点句型Are you feeling…?Is she/he feeling…? 及其答语的机会。同时采用猜测的形式,能够有效地激发学生的参与热情。

3、出示情境,表达心情。

T:When we do different things, we have different feelings.

For example, I help Mum do the housework, I feel happy.

I can't go to the park, I feel bored.

T: Boys and girls,when you do these things, how do you feel? Please talk about in groups.

S1: I skip with my friends. I feel happy.

T: Yes. When we play with our friends, we feel happy.

S2: I can't watch TV. I feel bored.

T: In my opinion, if you can't watch TV, maybe you can listen to music, read some books or play with your friends. Then you will not feel bored.

S3: I miss my mum. I feel sad.

S4: I argue with my friend. I feel angry.

T: We shouldn't argue with our friends. We should care for each other, just like Lingling and Amy, yes?

Ss: Yes.

T: I'm so happy to hear that!

(将思想教育渗透到与学生的交谈中)

【设计意图】

创设合理情境,进行语言操练,在完成任务的同时,提高学生语用的能力。同时不断地渗透情感教育。

4、拓展运用。

T:Boys and girls, I have English with you. I feel happy. What are your feelings now? S1: I have English with Miss Cui, I feel very happy.

S2: I can read happy, bored, sad, angry, I feel happy.

S3: I get six stickers, I feel very happy.

S4: I am the winner, I feel very happy.

S5: I'm not the winner, I feel sad.

T: Please don't be sad. Try hard. Maybe next time you will be the winner!

【设计意图】

让学生结合最真实的情境和语境进行语言操练,切实完成本课的语用目标。

Step 4 Summary

What have we learned today?

Are you feeling happy now? I hope you feel happy everyday.

Step 5 Homework:

【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。】

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