1、Unit1Unit1 HowHow AreAre YouYou FeelingFeeling NowNow？ 第第 3 3 课时教学设计课时教学设计 TeachingTeaching aimsaims： 1. 能听懂 Lets learn more 对话中表示情感的词汇和句型。 2. 能运用 Are you tired? Yes, a little. This makes her very angry.这些功能句型进一步就情感进行表述及问答。 3. 能听、说、熟读对话，语音语调准确自然。 4. 通过对话的学习，对学生进行情感教育，使其明白父母工作 的辛苦，并能懂得上学迟到是一个坏习惯。 Key
2、Key pointpoint andand difficultdifficult points:points: 1. 能听懂 Lets learn more 对话中表示情感的词汇和句型。 2. 能运用 Are you tired? Yes, a little. This makes her very angry.这些功能句型进一步就情感进行表述及问答。 Preparations： 1. Lets learn 部分的词汇卡片。 2. Lets learn more 部分的教学挂图。 3. Lets learn more 部分的教学音频。 TeachingTeaching method:metho
3、d: Crude sistuationod teaching TeachingTeaching process:process: 一、 Leading In (1)课前问答 教师拿出所准备的 Lets learn 部分的词汇卡片，请一位学生 上台后，教师背对全班学生，向该学生随机出示卡片，要求该生看卡 片做表情或动作，请台下学生猜词汇。 T: Is he / she . ? Ss: Yes. / No. T: How is he / she feeling now? Ss: He / She is very . ( Because she can / cant.) (2)新课导入 T: Wha
4、t is your mother? S1: She is a / an . T: Is she happy / sad / angry / tired at home? S1: Yes, she is. / No, she isnt. She is . T: What about your father? S1: . T: Are you helpful at home? S1: . 二、New presentation (1)新课展示 Part B Lets learn more 1. 教师承接上一环节，出示 Su Nan 和 Colin 的图片，并向学生 作介绍： T: Look! Thi
5、s is Su Nan. He is a good boy.Heis helpful at home. And this is Colin. He is late for class, so Miss White is very angry. Now, lets talk about the two pictures. (1)教师出示 Lets learn more 第一部分的挂图： T: What can you see in the picture ? Ss: I can see Su Nan and his mom. T: Yes. Su Nans mom is very tired a
6、nd thirsty after work. So, what is Su Nan doing? 引导学生说出：Su Nan is giving his mother a glass of water. T: He is helpful to his mom. He is really a good boy. (2)教师出示 Lets learn more 第二部分的挂图： T: Look at the picture. Where are Colin and Miss White? S1: They are in the classroom. T: How is Colin feeling
7、now? S2: He is feeling sad. T: Is Miss White sad, too? S3: No. She is very angry. 2. 听力理解 (1) 教师分段播放录音，让学生听对话，理解对话大意。 (2) 分别为两段对话设置问题，让学生带着问题听录音。问题可 参考如下： a. Is Su Nans mom tired? (Yes, a little.) b. Is Su Nan a good boy? Why? (Yes, he is. Because he cares for his mom. He gives his mom a glass of wa
8、ter.) c. Why is Miss White angry? (Colin is late again. This makes her very angry.) d. What is Miss White doing? (She is telling Colin to come to school on time and not to be late again.) (3) 教师再次播放录音，并随机挑选学生回答问题。 3. 教师板书并讲解对话中的词汇和句型： (1) a little Are you tired? Yes, a little. 教学提示：a little “少许、有一点”
9、 ，可修饰不可数名词和形 容词。如：a little time, a little water; a little angry/tried, a little hungry/thirsty 等。举例并鼓励学生练习运用，如： The boy doesnt do his homework. His dad is a little angry. Kitty cant find her cat. She feels a little sad. (2) on time 教学提示：on time 是“准时”的意思，在五年级上册 Unit1 中 已经接触过，这里复现时也可以扩充词组 in time“及时”
10、，并可适 当解析两者的区别。 (3 ) This makes her very angry. 教学提示： make 在这里的意思是 “使人.” ，“sth. makes sb.+ 形容词”这一结构，表示“某事使某人感到.” 。举例并鼓励学 生练习运用，如： The football game makes the students excited. The pictures make the story book very interesting. 三、Practice 1. 教师播放录音， 学生听并模仿其语音语调跟读本部分的对话。 2. 学生两人一组分角色朗读对话，之后，可请几个小组上台做 对
11、话表演。 操练活动的设计与实施建议(Practice Activities) (1)击鼓传卡片 1. 教师准备有关情感的单词卡片，并将全班学生分成两组。 2. 教师发指令，第一组学生传卡片，当教师叫停后，拿到卡片 的同 学分别 做相应 的动作 ，第二 组学生 集体描 述：. is feeling . . is feeling. and .is feeling.以此类推， 描述若出现错误则第一组重新传递卡片； 若描述全部正确则两组交换， 第二组传递卡片，由第一组学生集体说句子。 (2)Part C Talk in groups 1. 教师先和一两位同学通过会话介绍活动中的主要功能句： T: I
12、like making a snowman. It makes me happy. I dont like playing computer games. It makes me tired. What about you, S1 ? S1: I like . It makes me I dont like It makes me . 2. 教师把学生分成四人一组，各组自选话题参考本部分的句型 提示进行会话，会话的话题可以是文体活动也可以是天气、季节等。 3. 请几组同学在班上展示，师生一起评价。 四、Homework. 1、Read and recite the dialogue. 2、Complete exercise book Part B. Blackboard design: Unit1 How are you feeling now? How are you feeling now? Im feeling Are you tired? Yes, a little. This makes her very angry.
