1、1 / 4 Unit1 HowAre You Feeling Now 第第 1 课时教学设计课时教学设计 【内容来源】【内容来源】陕旅教育出版社五年级下册 Unit1 【主【主题】题】Warming-up: Look and circle, Lets learn 【课【课时】时】第 1 课时 一、教学目标一、教学目标 1. 能听、说、读、写词汇:feel happy, feel sad, feel tired, feel angry, go out to play, make a snowman。 2. 学习运用 Im feeling. 表达自己的情感。 二二、教学准备、教学准备 教师准备:
2、1. Lets learn 部分的图片或猫的手偶。 2. 本课时的相关课件。 3. Lets learn 部分的教学音频。 4. 若干写有 Lets learn 部分词汇的纸条。 三三、教学、教学方法建议方法建议 课程导入课程导入(Leading In) (1)课前问答 T: Good morning, everyone! Nice to see you again in English class. I am feeling happy now.Are you happy?(教师做出很高兴的表情) Ss: Yes. T: So we are feeling happy to be toget
3、her again. And I hope well feel happy all the time in our class. (2)新课导入 Part AWarming-up: Look and circle 引导学生观察本部分各图片中人物的神情, 并通过图片中人物的神情推断他 们的情绪: T: Now look at the girl in the pictures. How is she feeling? Which is happy? Can you circle it? 之后引导学生说出各自的情感: T: What about you? How are you feeling no
4、w? 2 / 4 通过此任务让学生提前感知本课要学习的内容,导入新课。 课程展示活动和过程的设计建议课程展示活动和过程的设计建议(presentation) (1)新课展示 Part ALets learn T: I have a new friend. Look. Who is he? 教师出示 Lets learn 部分小猫的图片,向学生介绍: T: He is a cat and his name is Tom. He likes to eat fish. 此处建议教师可以准备一只猫的手偶, 然后模仿猫的声音向学生介绍: Hello, boys and girls! My name is
5、 Tom. I like to eat fish. 1. 教授词组 feel happy 教师课件出示盘子里有一条鱼的图片,并提问学生: T: What can you see? S1: I can see a fish. T:Yes. Its a fish. Tom likes fish, so he is feeling happy. 教师板书 feel happy,让学生随着教师的书写进行拼读。 教学小贴示教学小贴示 教师在教授 feel 的发音时, 可向学生初步渗透字母组合 ee 在单词中的发音, 并可通过已学单词,引导其归纳字母组合 ee 的读音i:,如:green, tree, s
6、heep, sleep, see, street 等。 教师做出很高兴的表情,引导学生进行练习: T: Look at me. Im feeling happy.Are you feeling happy, too? Ss: Yes. T: Show me a happy look, please. (让学生做出很高兴的表情,并一起重复句子) T&Ss: Im feeling happy. 2. 教授词组 feel sad 课件出示一个空盘子,并提问学生: T: What can you see? S2: I can see a plate. T:Yes. Its an empty plate
7、. Tom is hungry now. Where is the fish? It is lost. 3 / 4 (教师出示 Tom 猫伤心的图片)Tom is feeling sad. 教师板书并领读 feel sad 之后,做出很伤心的表情,说: T: Im not feeling happy. Now Im feeling sad. Look, a sad look. Show me a sad look, please.(让学生做出很伤心的表情,并一起重复句子) T&Ss: Im not feeling happy now. Im feeling sad. 3. 教授词组 feel
8、angry 教师以课件出示一只老鼠和一条鱼,并告诉学生: T: Look! its a mouse. He gets the fish from the plate. Tom is feeling angry now. 教师出示猫生气的图片,板书并领读 feel angry。 教师做出很生气的样子,说: T: Im not feeling happy. Now Im very angry Im feeling angry. Show me an angry look, please.(让学生做出很生气的表情,并一起重复句子) T&Ss: Im not feeling happy now. Im
9、 feeling angry. Im angry. 4. 教授词组 feel tired T: Tom wants to catch the mouse, so he runs after him for a long time. Now he is feeling tired. 教师出示猫累的图片,板书并领读 feel tired。然后,做出很累的样子,说: T: Im feeling tired. Im very tired, I want to have a rest. I want to sleep.Are you tired? Ss: Yes. Im feeling tired, t
10、oo. / No. Im not feeling tired. 5. 教授词组 go out to play 和 make a snowman (1)教师出示 Tom 在室内的图片介绍: T: The weather is t fine. Toms friends are playing in the garden. But Tom is in the living loom, H wants to go out to play. 教师出示户外的图片,板书并领读 go out to play。 (2)教师出示冬天的雪景以及堆雪人的图片井介绍: T: Oh. Its snowing. Lets
11、go out to play. What can we do? 从而自然引出短语 make a snowman。 T:Yes. We can make a snowman.(边说边板书该短语) 4 / 4 此处教师可添加一两个句子,让学生了解一下 snowman 的复数形式,如: We can make two snowmen. We can make some snowmen. (2)巩固活动 教师播放录音,让学生听并跟读 Lets learn 部分的词汇,其间注意纠正学生 的错误读音。对于学生容易读错的单词(如 tried, angry 等),教师要注意进行有针 对性的示范和训练。 操练活动的设计与实施建议(操练活动的设计与实施建议(PracticeActivities) (1)游戏:变脸 1. 教师先和一名学生做示范。教师说词组,学生面向全班做出相应的表情 或动作,同时重复这一词组。 2. 同桌之间相互说词组做动作。 (2)词汇传递 将全班分成若干组,每一排为一组。然后教师分别发给每一组最后一排的学 生一张写有某一词组的纸,在教师说开始后,最后一排的学生即用耳语的方式把 纸上的词组告诉前面的学生,这位学生再把听到的词汇告诉前面的学生,这样依 次进行下去。最后,第一排的学生根据获得的信息将相应的词组写到黑板上,传 得最快、最准的组获胜。 【板书设计】【板书设计】