陕旅版（三起）五年级下册Unit 1 How Are You Feeling Now -Part B-ppt课件-(含教案)--(编号：f03d8).zip

Unit1 How are you feeling now? 第2课时 Are you happy? If you are happy, please clap you hands. If you are happy, please stomp your feet. If you are happy, please shout “hurray”. （单击电视屏幕可播放动画） Listen and enjoy Lead-in Think and match Lead-in How is she/he feeling now? Read and match Practice Is she/he feeling happy now? Listen and answer Presentation 1. Is kitty happy? Why? 2. What can Kitty and her dad do? No, she isnt. Because its snowing again. She cant go out to play. They can make a snowman. Listen and answer Presentation 1. What are they doing? 2. How are they feeling now? Are they happy? Theyre making a big snowman. Theyre very happy. Listen and follow Practice Dad: You look sad, dear. Why? Kitty: Because its snowing again. I cant go out to play. Dad: Why not? Come on. We can make a snowman. Kitty: A snowman! Its a good idea. Listen and follow Practice Kitty: Oh, its OK. A big snowman! Dad: How are they feeling now? Are you happy? Kitty: Yes. Im very happy. Role-play Practice Lets play Practice Listen and tick or cross Practice She looks happy. She is feeling happy. 小小指挥小小指挥 家家 Im feeling happy now. What about you? Im tired. What about you? Practice Summary 表述情感的句型： You look sad. -How are you feeling now? -Im feeling very -Are you happy/ -Yes. I am very happy. Unit1 How Are You Feeling Now 第第 2 课时教学设计课时教学设计 一、教学目标一、教学目标 1. 能听懂 Lets talk 对话中表示情感的词汇。 2. 能用下列句型结构就情感进行表述及回答： (1) You look sad. (2) How are you feeling now? Im feeling very . (3) Are you happy / .? Yes. I am very happy /. 3. 能听、说、熟读对话，语音语调准确自然。 4. 通过对对话的学习，培养学生的会话能力，增加学生的学习兴趣。 二、教学准备二、教学准备 教师准备： 1. Lets learn 部分的图片以及 Lets talk 部分的教学图片。 2. Lets talk 和 Listen and tick or cross 部分的教学音频。 三、教学方法建议三、教学方法建议 课程导入课程导入(Leading In) (1)课前问答 T: Look out of the window, boys and girls. Its snowing. Do you want to go out to play? Ss: Yes. T: Can you make a snowman now? Ss: . T: Its a very interesting game. (2)新课导人 Part A Warming-up: Think and match 教师先引导学生观察本部分图片 15 中的人物表情，然后提问学生： T: How is he / she feeling now? Is he / she scared / happy / sad / angry / tired? Ss: Yes, he / she is. / No. He / She is . T: Why? 引导学生先观察 A, B, C, D, E 这五幅图片，理解其中包含的信息，然后教师引导学生 根据人物表情进行连线，并用所学过的词汇和句型尝试回答，说一说为什么。 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 A: Lets talk 1. 借助游戏“猜表情”呈现功能句： 教师先把 feel happy, feel sad, feel tired, feel angry 这四张词汇卡片放在讲桌上，然后让 一个学生上台任意抽出一张，根据词意做表情，由其他学生猜：教师在这里可以提前渗入 新句型。 台上学生做表情，教师提问： T: Is he / she feeling happy? Ss:. 若得到否定回答且台上同学所抽取的卡片为 sad 时，教师对台上的学生说： T: You look sad. How are you feeling now? 台上学生回答： S1: Im feeling very sad. 教师再对全班学生说： T: He / She looks sad. How is he / she feeling now? 教师引导学生说出： T&Ss: He / She is feeling sad. 教师再次问台上的学生： T: How are you feeling now? S1: Im feeling sad. T: Why? 教师出示词卡 go out to play, 继续和该学生会话： T: Do you want to go out to play? S1: Yes. T: Can you go out to play now? S1: No, I cant. I must have class now. T: Oh, I see. You cant go out to play now. So you look sad. You are feeling sad. 2. 功能句讲解：You look sad.你看起来不高兴/很难过。 教师举例并鼓励学生加以运用，如： You look tired. What did you do just now? He looks very angry. Whats the matter? 教学小贴士教学小贴士 此句中的 look 是系动词，与形容词连用，表示“看起来” 。 “look+表示情感的形 容词”如：look happy / angry / sad / tired 等，表示“看起来高兴/生气/难过/很累”等。 3. 听力理解 (1) 教师板书并领读功能句，为听力部分做铺垫： You look sad. How are you feeling now? Im feeling. Are you happy? Yes. Im very happy. (2) 教师播放录音，让学生听 Lets talk 部分的第 1 段对话，回答问题，问题可参考如 下： a. Is Kitty happy? Why? b. What can Kitty and her dad do? (3) 听 Lets talk 部分的第 2 段对话，回答如下问题： c. What are they doing? d. How is Kitty feeling now? 教师要注意引导学生使用完整的句子回答问题，并且注意提醒他们新句型中人称代词 的替换。 4. 看图说话 (1)借助 Lets talk 第一部分的课件或挂图，师生看图说话： 丁： What is the weather like today? Ss: It is snowy. T: Do you like snow? Look at the picture. Its snowing. Kitty is sad. Do you know why? Ss: Because she cant go out to play. T: What does her dad say? Ss: He says that they can make a snowman. (2) 借助 Lets talk 第二部分的课件或挂图，师生看图说话： T: Look! What are they doing? Ss: They are making a snowman. T: How are they feeling now? Are they happy? Ss: Yes. They are very happy. 教师在教校新句型 How are you feeling now? Im feeling .时，要告诉学生因为这里谈 到的是对方此刻的感受，所以要用现在进行时态进行提问和回答。 (2)巩固活动 1. 教师播放录音，让学生听并模仿其语音语调跟读 Lets talk 部分的对话。 2. 学生分角色朗读对话，教师给予积极评价。 操练活动的设计与实施建议操练活动的设计与实施建议(Practice Activities) (1)看图片表演对话 1. 教师将 Lets talk 部分的插图展示给学生，并和一位学生进行示范练习。 2. 学生分组进行对话练习 3. Show time: 两人一组上台表演对话。 教师要鼓励学生尽量模仿爸爸和 Kitty 的语音语调，表演要大方自然，学生表演完对 话之后，教师可对其进行适当的精神或物质的奖励，以增强他们表演的积极性和学习英语 的兴趣。 (2)Part B Lets play 1. 教师将相应的单词和句型写在黑板上，然后请一位学生上台，教师背对该学生，让 该学生做表情，而教师问其他学生：Is S1. ? 并根据其他学生的回答确定是否继续提问： Is he/she.? How is he/She feeling now? 引导学生踊跃作答。2. 教师请两位学生上台，一位 做表情，另位打电话，用本课句型提问该生和其他学生（要背对做表情的同学） ，这样多 做几组问答，让学生充分练习本课时所学的新句型。 也可三人一组，其中一人做表情，另两人背对背“打电话” （要求一人面向“做表情” 的同学，另一人背对做表情的同学） ，就该同学的表情进行问答。 (3)Part C Listen and tick or cross 1. 教师先引导学生仔细观察本部分各图片中人物的表情，并进行简单描述，如：She looks happy. She is feeling happy. He looks angry. He is feeling angry . 2. 教师播放录音，让学生根据所听到的内容判断图片是对“”还是错“” 。 3. 再次播放录音，要求学生复述听到的句子，并核对答案。 本部分的录音内容如下： 1. Kitty can make a snowman. She is very happy. 2. Su Nan cant go to the cinema with us. He is feeling sad. 3. Mr. Zhao works in his garden. He is tired. 4. The boy is late again. His teacher is very angry. 参考答案：1. 2. 3. 4. 。 【板书设计板书设计】