五年級上冊 Yesterday I went to Sam and Amys school教案

1、Module9 Unit1 Are you feeling bored?教學設計一、教學目標 （一）知識與技能： 1.詞匯：能夠聽懂、說出、認讀單詞feel, sad, bored, angry, miss, ill, told, better以及短語of course not. 2.句型：能夠聽懂并會靈活運用句型：Are you feeling?來詢問他人的心情并進行回答；以及用“I am. She / He is.”來表達自己或他人的心情。 （二）過程與方法： 1.通過各種情境創(chuàng)設真實語言環(huán)境學習詞匯、句型，運用所學習的句型Are you feeling ?結構，詢問他人的心情。 2.培養(yǎng)

2、學生自主學習，合作學習的能力，及積極參加語言交流，用英語思維的能力。 （三）情感態(tài)度與價值觀： 教育學生學會禮貌地詢問他人的心情，培養(yǎng)學生體貼關愛他人的好習慣，并教育學生保持良好的情緒。 二、教學重難點（一）教學重點：1.重點詞匯：feel, sad, bored, angry。 2.重點句型：Are you feeling ? 及回答Yes, I am. / No, Im not.（二）教學難點：1.詢問他人心情時人稱的轉換和準確地回答。 2.運用所學知識與他人交流自己的情緒和感受，以及用英語詢問他人的情緒狀況。 三、教法與學法 情景教學法、合作學習法、游戲法等。 四、教學準備 利用單詞卡、

3、PPT課件、電子白板及答題器、各種表情圖片進行教學。 五、教學過程 Step 1: Warming up 1. Greetings. （師生之間進行簡單的問候，讓學生很快進入英語課堂狀態(tài)） T: Stand up, please. Hello, boys and girls. Ss: T: Sit down, please. Lets begin our class. Are you ready? Ss: . 2. Sing a song: If you are happy（通過唱歌這種學生喜歡的方式激發(fā)學生學習的興趣） T: First, I divide you in four group

4、s, Group1Group4. Lets come on together, “happy boys, happy girls, happy friends go go go.” Then sing a song “If you are happy”. Step 2: Leading-in（談話導入，自然、親切營造了良好的英語學習氛圍） T: You sang very well. I am happy now .Are you happy now? Ss: . T: Im feeling happy. Are you feeling happy? Ss: T: But we cant al

5、ways be happy in our life. Sometimes we are sad, or other feelings. Today we will talk about feeling, and learn Module 9 Unit 1 Are you feeling bored?（板書課題，領讀兩遍） Step3: New teaching 活動一：學習單詞：feel, bored, angry, sad 1.單詞feel T: Look at the word, read after me. (教師指著課題中的“feeling”). I have another word

6、. Look! Who can read it? (教師出示feel 的單詞卡片，并粘貼在黑板上，領讀單詞) T: There is “are” in the sentence, so “feel” is added “ing”. Please pay attention to double “e”. They pronounce /i:/. Read again. 2.單詞bored T: Today we are feeling happy. But Daming isnt happy. Lets have a look. Daming is feeling.(課件呈現Daming 圖片，

7、出示“bored”單詞卡片，粘貼在黑板上, 領讀) 3.單詞 angry T: Look! This is a photo of Ms Smart. You can guess her feeling. She is feeling. (呈現新單詞angry，粘貼單詞卡片， 練習單詞讀音) 4.單詞 sad T: Look at me.(教師做出傷心的表情，) Im feeling . Who can ask me my feeling? (引導學生運用Are you feeling?句型詢問他人情緒，呈現新單詞sad, 粘貼單詞卡片，練習單詞讀音) T: Yes. / Yes, I am.

8、If someone ask you “Are you feeling bored?”. You can answer Yes or No. Lets have a try. (教師運用所學句型詢問學生情緒，演示兩組。) 5.T：We have learnt four words about feelings. Lets play a game. Close your eyes, then draw the face in the ground. (在四個表示心情的形容詞happy, sad, bored, angry，隨意選擇兩個在下面畫出對應的表情，閉眼睛完成。) 活動二：句型練習 1.

9、T: Please make a dialogue with your partner according to your paint. One minute to practice, then show. (同桌運用所學句型互相詢問彼此的心情) 2. Play a game. T: Someone will ask you a question. You can stand up to answer and ask anyone that you want to ask as quickly as you can. Are you clear? 活動三：學習課文 1. T: We are f

10、eeling happy now. But our friend Lingling isnt feeling happy. Whats the matter with her? Lets find out the answer together. Please look at the flash of Activity2. 1. 播放Activity2的動畫，理解課文大意。 2. 再次播放錄音,學生逐句跟讀,注意模仿錄音中的語音語調。（兩遍） 3. T: Open your books on Page50. Listen, point and read after me. Ready?（教師領

11、讀課文） 4. T: Look at these four words. Read after me.(學習單詞: miss, ill, told, better,課件呈現單詞，注重運用學生已有的知識來幫助記憶新單詞。) 5.自讀課文，判斷下列句子是否正確。(3分鐘) （1）Lingling is feeling bored. ( ) （2）Lingling isnt feeling angry ( ) （3）Grandma is ill in hospital. ( ) （4）Grandma went home this afternoon. ( ) （5）Lingling is happy

12、 now. ( ) T: Have you finished? Stop here. Now, lets find the answer together. (利用答題器搶答) T: Why is Lingling feeling sad? Grandma was ill in hospital. But Linging is in London. She couldnt visit her grandma. So she worried about her grandma. I think Linging loves grandma very much. I hope you can lov

13、e your grandparents, parents just like they love you. Ok? (通過所學知識對學生適時地進行品德教育) 5. T: Read Activity2 in groups. You can choose any way that you like. Then show your work. (小組內練習課文的朗讀，然后展示。) 6. 朗讀比賽：小組內朗讀課文，比一比哪組讀得流利、合作默契，隨后表演出來吧。 活動四：Play a game T: Choose a mask, and put it on your face, then you can be happy, bored,