1、ModuleModule 1 1 UnitUnit 3 3 AreAre youyou happy?happy? 教案教案 （四年级上册 英语上海教育出版社） 一、Teaching goals（教学目标） 1、能在语境中正确运用本课时的核心词汇。 2、能运用句型“Are you ?”询问他人的感受，并会用“Yes, I am / No, Im not ”作答。 二、Teaching points（教学重点） 1、词汇：happy, sad, hungry, full, thirsty, tired 2、句型：-Are you happy/? -Yes, I am. -No, Im not. I
2、 am sad/ 三、Teaching difficulties（教学难点） 用于猜测他人的感受时的一般疑问句的变形。 -Is he/she happy? -Yes, he/she is. -No, he/she isnt. He/She is sad. 四、Teaching steps（教学步骤） I.Enjoy a song Teacher finds a video of the songIf you are happyfrom the Internet. Teacher shows the video of this song to students. Let students loo
3、k at the video and do the actions. Then let students pay attention to the word HAPPY. II.Learn new words This part teacher will show some pictures about feelings. Then teacher asks students to say how does she/he feel of pictures one by one. When students say out the word, teacher asks students to s
4、pell it and teacher writes down the word on the blackboard. The other words also follow this way. happy, sad, hungry, full, thirsty, tired Then teacher asks students to read three times after her, and then let students spell them. III.Learn the structures 当我们想表达自己的心情如何时,应该用陈述句 “I am X X.” 。 当我们猜测对方的
5、感受时，应该用一般疑问句“Are you X X ?” 来问。以及它的肯定回答和否定回答形式。 -Are you happy? -Yes, I am. /No, Im not. I am sad. At the same time, teacher writes down the structures on the blackboard. IV.Drilling Task 1 Play a game-act and guess Three students are a group. The first student shows a picture or a word to the secon
6、d student. The second student acts this picture or word out, let the third student guess the meaning. They can make a dialogue use these words and sentences. Three minutes later, teacher let some groups show their dialogues for class. V.While-reading 1. Teacher shows the cartoons of the text to stud
7、ents. 2. Students listen to the mp3 of this text for one time. 3. Teacher asks students to read the text after her for one time. VI.Consolidation Task 2 Answer questions Students readListen and sayagain on page 10. At the same time look at the pictures and think Kitty and Bens feelings. After five m
8、inutes, teacher shows the pictures of this text, then ask students to answer these questions. 1) How is Kittys feeling? Kitty is happy. How is Bens feeling? Ben is sad. 2) How are Kitty and Bens feelings? Kitty and Ben are tired and hungry. 3) How are Kitty and Bens feelings? Kitty and Ben are happy
9、 and hungry. 4) How is Bens feeling? Ben is thirsty and full. Students answer these questions together. Task 3 Match and say 1. I have a new book.full 2. I run and run.happy 3. I eat two eggs.tired 4. I want a big cake.hungry 5. I want some water.sad 6. I lost(丢失) my pen.thirsty Teacher asks student
10、s to look at these sentences and the words, and then match them. Teacher gives an example to students, I have a new bike. I am happy. After three minutes, teacher asks five students to say other five sentences. Task 4 Read and say Teacher leads in the third person e.g. he/she in structures part. 当我们
11、想表达他/她的心情如何时,应该用陈述句 “He/She is X X.” 。 当我们猜测他/她的感受时，应该用一般疑问句“Is he/she X X ?” 来问。以及它的肯定回答和否定回答形式。 -Is he/she happy? -Yes, he/she is. -No, he/she isnt. He/She is sad. happysadhungryfullthirstytired Mum Dad I Teacher asks students to read the table and say some sentences about them in their groups. 1.
12、 Mum is sad. She is hungry. She is thirsty. 2. Dad is happy. He is full. He is tired. 3. I am sad. I am thirsty. I am tired. After five minutes, teacher asks three students to describe the table. At the same time, teacher use the third person structures to ask their questions. VII. Review Teacher as
13、ks students to read the words and the structures follow her. Words: happy, sad, hungry, full, thirsty, tired Structures: -Are you happy? -Yes, I am. /No, Im not. I am sad. -Is he/she happy? -Yes, he/she is. -No, he/she isnt. He/She is sad. VIIIHomework Talk about your feeling with your family. Then
14、ask their feelings. Write down your family members feelings. Teacher asks students to talk about their feelings with their family, and then write down the feelings of their family members. 五、Blackboard-writing（教学板书） Unit 3 Are you happy? happysadhungry fullthirstytired -Are you happy? -Yes, I am. -N
15、o, Im not. I am sad. -Is he/she happy? -Yes, he/she is. -No, he/she isnt. He/She is sad. 六、Teaching reflection（教学反思） 本课时是四年级上册模块一 Getting to know you 里的第三单元 Are you happy? 里的第一课时的内容。主要学习了Look and learn 中六个关于感觉的形容词 happy， sad， hungry， full， thirsty 和 tired。和Listen and say中关于 Ben 和 Kitty 从外面回到家中 的场景对话
16、。核心句型是 Im happy. Are you happy? 在整节课的教学中，课堂气氛和谐，学生们积极主动地进行了合 作和交流，大部分学生达到了自主学习的目的和要求。但由于学生个 体存在差异，有少部分学生在 Task 5 里表现的不够活跃，这就需要 教师在今后的教学中要关注个体差异， 努力使每个学生都有所收获和 提高！ 再者就是在上课时进行课堂实录对于学生们来说比较新鲜和紧 张，所以在展示的时候部分学生紧张的出现了卡壳，重复等现象，我 想随着课堂实录在课堂教学中的普及，学生们会对此事习以为常的。 七、The evaluation from other teachers（教师点评） 李素平老
17、师：我想说的是郝丽芬在这节课的教学中，总体做到了 面向全体学生这一点。比如：她创设了各种情景（Task 3 Match and say 和 Task 4 Read and say） ，鼓励学生大胆地使用英语，并且做到 了对学生在学习过程中的失误和错误采取宽容的态度。 这样就为学生 提供了自主学习和直接交流的机会， 以及充分表现和自我发展的一个 空间。 所以，鼓励学生通过体验、实践、合作、探索等方式，发展听、 说、读、写的综合能力在我们小学英语教学中是必不可少的，这点丽 芬做的就很不错。 王跃平老师：我觉得郝丽芬在教学中关注了学生的情感，创造了 民主、和谐的教学气氛，这点也是值得我们去借鉴的。学
18、生只有对自 己、对英语及其文化有积极的情态，才能保持英语学习的动力并取得 成绩。丽芬在这节课中，把英语教学与情态有机地结合起来，创造了 各种合作学习的活动（Task 3 和 Task 4 ） ，促进了学生互相学习， 互相帮助，体验成就感，发展合作精神。同时建立呢融洽、民主的师 生交流渠道，做到了教学相长。 我说的就这么多。 于亚慧老师：小学英语课堂教学要保证有丰富的语言输入量。这 也符合课改提出的新理念:不能教教材,而要用教材。 即要创造性地 理解、使用教材,又要积极开展课程资源,灵活运用多种教学策略。信 息技术的应用,不受时空的限制,为教学提供了大量的信息,保证了丰 富的语言输入量。在这节课
19、中，郝老师在导入时通过多媒体播放了英 文歌曲，并且在课中播放了课文的音频文件和演示了课件,这样就增 大了课堂容量,为教学提供大量生动、形象的素材。这样不仅有效地 扩大了学生视野和与语言操练的面,而且提高了学生的接受和存储效 率,从而增强了教学效果。 艾佼佼老师： 我认为小学英语课堂评价要抓住孩子的心也是重要 的。现代教学论和评价论认为,有效的课堂教学其实是在一系列或明 或隐、或大或小的评价活动基础上展开的。那么,在课堂教学评价中, 采用具有积极意义的激励性评价是促进学生发展、 提高课堂教学质量 的有效措施和保障机制。郝老师在教学中结合教学内容和教学活动, 实施了富有特色的激励性评价。比如：经常用一些简单的词汇加以鼓 励， 让学生为表现好的同学鼓掌等。 这些做的都比较好， 效果也明显。
