（參考）Areyoufeelingsad教學(xué)設(shè)計

1、Book 5 Module 9 FeelingsUnit 1 Are you feeling sad? 教學(xué)設(shè)計教材內(nèi)容:Amy: Whats the matter, Lingling? Are you feeling sad？Lingling: NoAmy: Do you miss China?Lingling: NoAmy: Are you feeling bored？Do you want to play chess?Lingling: NoAmy: Are you feeling angry?Lingling: Oh, no! Of course not.Amy:

2、So whats the matter?Lingling: Nothing. Im thinking.Amy: What are you thinking about?Lingling: Its a secret, Amy.Amy: Tell me, please.Lingling: Okay. Im going to make you a surprise cake on your birthday!Amy: But now its not a surprise! Book 5 Module 9 FeelingsUnit 1 Are you feeling sa

3、d?坊安街道南流小學(xué)劉娟一、教材分析：Module 9的主題是“Feelings”, Unit 1 Are you feeling sad？的語言功能是Talking about feeling(談?wù)摳杏X)，主要通過“表達感覺的話題，依次呈現(xiàn)詞匯：sad, bored, angry, secret, surprise及主要句型：Are you feeling.?詢問他人的情緒狀況。二、學(xué)情分析:本課的教學(xué)對象是五年級學(xué)生，他們的英語知識已經(jīng)有了一定的積累，英語聽說讀寫方面的能力有了一定的基礎(chǔ)，具備了初步運用英語做事的能力。而且學(xué)生在合作學(xué)習(xí)以及在真實的任務(wù)中運用所學(xué)語言進行交際的能力等方面都較

4、低年級時有了很大提升。在教授新語言點時，要盡可能多地了解實際生活，創(chuàng)造生活化的語言環(huán)境，讓學(xué)生在語境中更好地理解課文，同時采取小組合作學(xué)習(xí)的方式加強生生合作與互動，通過任務(wù)驅(qū)動，鼓勵學(xué)生在真實的情景中運用所學(xué)語言，讓學(xué)生在大膽實踐和積極參與的過程中，培養(yǎng)其積極的情感態(tài)度和自主學(xué)習(xí)能力。三、教學(xué)目標(biāo):1、 知識、技能目標(biāo)：詞匯：能夠聽說讀寫feel, sad, miss, bored, angry, nothing, secret, tell, surprise.語言：能夠用英語詢問他人的情緒狀況和感受。如Are you feeling.?能夠強化運用新單詞。 2、過程、方法目標(biāo)： 采用情景教學(xué)

5、結(jié)合學(xué)生喜聞樂見的寓言故事龜兔賽跑將新單詞進行統(tǒng)一貫穿。 通過學(xué)習(xí)課文及相關(guān)練習(xí)，理解，運用重點句型。培養(yǎng)學(xué)生在課堂上進行自主評價的能力。 3、情感目標(biāo)：關(guān)注學(xué)生的內(nèi)在需要，在活動中培養(yǎng)學(xué)生學(xué)習(xí)英語的積極情感態(tài)度并學(xué)會正確排解不良情緒同時懂得關(guān)心他人。四、教具：多媒體課件，CD，圖畫，表格五、教學(xué)過程：Step 1: Warm-up ：T: Hello, boys and girls! Are you ready? Lets begin our class.T: First lets listen to a song“If you are happy.”You can sing togethe

6、r and do the actions. .（看Flash動畫，唱歌曲，做動作，讓學(xué)生既得到美的感受，又能參與其中，可以激發(fā)孩子的學(xué)英語的樂趣。）T： Do you like this song ? Are you feeling happy today? This class well learn Module 9 unit 1“Are you feeling sad?”Read after me please. (板書課題)T: I hope you can finish our survey and express your feelings after

7、we learned this class. (提出任務(wù)，學(xué)生要完成會即將發(fā)給他們的調(diào)查表并且表述自己的感情。讓孩子知道后面還有一個任務(wù)要完成，會更加認真的學(xué)習(xí)此節(jié)課。) 出示一張多媒體圖片T: Look, whats this? Guess.T: Oh, its a happy face.T: Today, well have two groups. Youre Group1. And youre Group2. Lets come to the PK stage, if you answer the questions correctly you can get a happy face.

8、 Let's and see which group will be the winner. Boys and girls, come on! 設(shè)計意圖：通過歌曲預(yù)熱，激發(fā)學(xué)生學(xué)習(xí)興趣并迅速切入本課話題，并相應(yīng)對學(xué)生進行分組說明具體評價方式。Step 2: Presentation and practice1. Leading-in： T：Do you like stories？Today Ill tell you an interesting story“The tortoise and the hare”.出示幻燈片：Mr tortoise: Im feelin

9、g very sad. Because my friend Diandian (dog) went to Beijing. I miss him! Miss hare: Im feeling so bored. I have nothing to do. Ah! Mr Tortoise? Are you running? Ha ha, you are too slow.Miss hare: Lets have a race(比賽). Mr tortoise: Im feeling very angry. Ok! Nothing can beat （打敗）me. Ill try my best.

10、A surprise result（結(jié)果）:Mr Tortoise is the winner. Whats the matter? Can you tell me?The secret:Modesty helps one to make progress; conceit makes one lag behind. (謙虛使人進步 驕傲使人落后)教讀的同時板書新單詞（紅色字體為本節(jié)課的新單詞，在教學(xué)單詞的同時注意音標(biāo)教學(xué)。）設(shè)計意圖：通過學(xué)生喜聞樂見的寓言故事龜兔賽跑將本節(jié)課所要學(xué)習(xí)新單詞放在統(tǒng)一情境中，更便于學(xué)生理解和識記。同時將新單詞的音標(biāo)呈現(xiàn)在課件中，注重語音教學(xué)。整個故事以現(xiàn)在進行時

11、的時態(tài)講述與課文重點句型不謀而合，做到詞不離句，句不離篇。而且此處達成情感教育目標(biāo)，讓孩子們懂得謙虛使人進步的道理。2、Teacher reads the new words and asks students to repeat.3、 Play the game “Magic Eye”. 設(shè)計意圖：領(lǐng)讀單詞讓學(xué)生對新單詞有一個整體把握，接著以游戲的形式對新單詞進行鞏固。在這一環(huán)節(jié)始終貫穿Group 1 與Group 2 兩個小組的比賽與評價。4、Presentation：（1）Task1：“Are you feeling? Yes, I am. / No, Im not.”T：Look he

12、re, there are so many feelings. （展示自己畫的表情圖） Ill choose one and please guess it. You can use the sentence structure“Are you feeling?” Teacher chooses one feeling and students guess.T: Now who wants to come here and do this task?Some students come to the front ask and answer.設(shè)計意圖：以師生、生生活動為載體，結(jié)合圖片對本節(jié)課的

13、重點句型Are you feeling?進行練習(xí)，學(xué)生能正確回答并積極參與到活動當(dāng)中，既可以鍛煉孩子們的自我展示能力又為下一步的課文學(xué)習(xí)打下堅實的基礎(chǔ)。（2）T: Are you feeling happy now? How about our friend Lingling? Lets have a look.T: Listen to the tape and try to answer three questions:Is Lingling feeling sad?No, she isnt.Is she feeling bored?No, she isnt.Who is going to

14、have a birthday?Amy is going to have a birthday. 設(shè)計意圖：先引導(dǎo)學(xué)生思考，旨在激發(fā)學(xué)生好奇心，培養(yǎng)學(xué)生發(fā)散思維能力，讓他們帶著探究的欲望去認真傾聽和觀看對話。（3）Listen and repeat.（4）T: Read the text in groups and try to know the meaning of it, when you finish, please sit straight.【設(shè)計意圖】：學(xué)生聽錄音跟讀、模仿，有助于學(xué)生標(biāo)準(zhǔn)語音、語調(diào)的形成。學(xué)生能整體感知課文，初步理解對話的內(nèi)容。（5）T：Lets act the t

15、ext. Group 1 is Amy and Group 2 is Lingling. I read the title. Are you ready? 【設(shè)計意圖】：了解學(xué)生對課文的掌握情況，隨時給予指導(dǎo)和糾正，使學(xué)生能盡快熟讀課文。     Step 3: Consolidation and extension1、 T: You do very well. Let's do a survey. Each group has got a paper, please work in pairs. Practice(用Are you feelin

16、g ？提問。)Show their surveys by groups.Nametiredsad angry boredhappyMiss Liu【設(shè)計意圖】：通過suevey活動調(diào)查，小組互相問答既結(jié)合學(xué)生生活實際又練習(xí)了本課的重點句型，讓學(xué)生了解知識的情境運用，極大激發(fā)了學(xué)生積極性。2、Present some pictures and practice ( The students look at the screen carefully ,then ask and answer.):“Is he/ she feeling ” “Yes, he/ she is. No, he/ she

17、isnt.”【設(shè)計意圖】：針對課文重點句型進行拓展練習(xí)，學(xué)生不但會詢問他人的情緒感受而且能準(zhǔn)確描述他人的情緒。表情圖片稍縱即逝既考查學(xué)生的掌握情況也能集中學(xué)生的注意力。3、Let's say a chant and do actions：Sad, sad, are you feeling sad? No, no.Bored, bored, is he feeling bored? No, no.Angry, angry, is she feeling angry? No, no.Happy, happy, are you feeling happy?Yes, yes, we are f

18、eeling happy.【設(shè)計意圖】：根據(jù)本節(jié)課重點單詞與句型自編chant, 師生邊做動作邊說，再一次對本節(jié)課知識進行拓展和鞏固。Step 4: SummaryEncourage Ss to tell us what they have learned. Then see which group is the winner.T: Boys and girls, you did a very good job in this class. Let's see what weve learned in this class. Read the new words and sentences.T: Now lets see which group is the winner. Clap for them.Step 5: Homework:Ask your parents or friends how they feel and try to make a