新標準英語（三年級起點）五年級上冊Module9unit1Areyoufeelingbored?教學設計一、教學目標：1、語言知識目標：（1）全體學生能理解：feel,sad,bored,angry,miss，ill,told,better(2)全體學生能運用：feel,sad,angry,ill,told.（3）部分學生能運用bored,miss,better（4）全體學生能運用：Areyoufeeling…?這類語句來談論情緒2、語言技能目標：（1）聽：全體學生能夠聽懂Areyoufeelingbored?等語句。（2）說：全體學生能說Areyoufeelingbored?（3）讀：全體學生能認讀feel,sad,angry,ill,told.（4）寫：全體學生能按要求完成語句書寫。3、情感目標：（1.）學會關心他人，分享他人的喜、怒、哀、樂。（2.）在活動和交流的過程中，感受到自己的“所學”能有“所用”，從而提高學習英語的自信心，增強求知欲。二、教學重、難點：1、能夠用Areyoufeeling…?句型詢問他人的情緒。2、能夠認讀并正確運用單詞：sad，bored,angry.三、教學準備：多媒體課件、表情圖片、單詞卡片、白板,課文動畫，笑臉牌四、教學過程：Step1.熱身（Warmingup）1.Greetings.thesong:《Youarehappy》,anddotheactions.T：Iamhappynow.Areyouhappy?S:Yes.T:Let’ssingasong《Youarehappy》anddotheactions.【設計意圖：課前齊唱英語歌曲并跟著音樂做動作，它既可活躍課堂氣氛，緩解學生的緊張情緒，又能使學生盡快進入英語學習狀態?！縎tep2.導入(Leadingin)1.（1）T:Wonderful.I’mfeelinghappy.(學生通過卡片學習feel,feeling)T:Areyoufeelinghappy?(板書)S:Yes./No.（2）分組T:Today,wehavetwohappyteams（教師指張貼于白板happy的圖片）：Group1group2arehappyteam1,Group1group2arehappyteam2.Whentheclassisover,let’sseewhichteamcangetthemosthappyfaces.（全班同學分為兩個快樂小組，在這節課當中組成員每完成一個任務將得到一個笑臉，獲得最多笑臉的小組，就是本課的冠軍)2.課文第一部分(1)Look,listenandsayT:(過渡)Wearefeelinghappy.Lookatthisdog,(課件展示課文第一部分小狗的圖片)isitfeelinghappy?(2)Lookatthevideo.T:Pleaselookatthevideocarefully.T:Isitfeelinghappy?S:T:Thisdogisfeelingsad,andthensheisfeelinghappy.學習sad:領讀,詞卡讀T:Areyoufeelingsad?(根據學生的回答來板書句子及其答語)S:T:Thisgroup,pleaseaskonebyone:Areyoufeelingsad?(3)跟讀T:Nowpleaserepeat.(學習單詞woof)3.T:Inourlife,Wecan'talwaysbehappy,sometimeswemaybeangry(白板)圖片理解表情T:Readafterme“angry”Angry：詞卡讀，大小聲讀，T:Areyoufeelingangry?（出示句子練習）（板書）S:Yes,Iam./No,I’mnot.T:Group1group2ask,group3group4answer.Sometimeswemaybebored，bored：詞卡讀，開火車讀T:Areyoufeelingbored?(板書)S:Yes,Iam./No,I’mnot.4.板書課題T:TodaywearegoingtolearnModule9Unit1Areyoufeelingbored?(板書課題)并領讀【設計意圖：通過圖片情景展示本課重點情感詞匯與句型，并進行簡單操練，為課文理解做鋪墊?！?.Playagame:中英配對。T:Wehavelearnedsomenewwords.Nowlet’splayagametopractice.Let’sPK.Whowantstotry?【設計意圖：通過游戲鞏固本課重點情感詞匯，并進行簡單操練，為課文理解做鋪墊?！縜guessinggame:WhatamIfeeling?T:Youaresoclever.NowIwanttoplaywithyou.Idoyouask:Areyoufeelingsad/happy/angry/bored?T:WhatamIfeeling?S:Areyoufeelingsad/happy/angry/bored?T:Yes,Iam.T:Whowantstotry?Step3:presentation1.過渡T:Todaywearefeelinghappy.ButourfriendLinglingisnothappy.What’sthematterwithLingling?一進文本（1）T:Pleaselistencarefullyandanswerthequestions.Linglingfeelingbored?2.IsLinglingfeelingangry?3.IsLinglingfeelingsad?（2）Checktheanswers:Whocananswerthequestions?學生回答問題。(粘貼笑臉)二進文本過渡T:Linglingisfeelingsad,what’sthematterwithher?(課件出示問題)Pleaselookatthispart,listenandfindtheanswer.回答問題T:Whocananswermyquestion?S:Mygrandmaisillinhospital.T：Yes,Lingling'sgrandmaisillinhospital.(學習ill)Mygrandmaisillinhospital.(PPT展示)T:WhotoldLinglingthat?S:Hermumtoldherthat.(學習told)【設計意圖：二進文文本，通過聽課文，了解課文大意，并練習同學們的聽力。學習目標語句Mygrandmaisillinhospital.】T:Lingling'sgrandmaisillinhospital.Sheisfeelingsad.Look,MsSmartiscoming.AndLinglingisfeelinghappynow,why?Let'sListen（課件播放）andanswer,Linglingishappynow,why?A:Hergrandmaisbetternow.Shewenthomethismorning.(學習better)【設計意圖：通過聽段落，加深對課文的理解，掌握單詞better】Step4:Practice1.三進文本(模仿跟讀)T:Linglingisfeelinghappynow,areyoufeelinghappy?Let’srepeat.2.分角色朗讀課文。T:Group1Group2areAmy,group3areLingling,group4areMsSmart.3.Roleplay:T:Let’shavearolewantstoshow？（Amy，Lingling,MsSmart）【設計意圖：通過跟讀課文，模仿語音語調，對課文掌握更牢固。分角色朗讀，調動了學生參與的積極性，同時對文本的理解更透徹?！?.Retellthetext.T:Canyouretellthetext?Whocandoit?Linglingisfeeling_____now.Becausehergrandmais______inhospital.YesterdayLingling_____hermum.She____Linglingthat.Thismorninghermum____MsSmart.ShetoldMsSmart:hergrandmais______now.Linglingisvery_______now.6.通過圖片復述課文。T:Let’srepeatthetexttogether.T:Ｗhocanrepeat?Step5ExtentionDoasurvey:(四人一組)調查組內同學的心情---Areyoufeelingsad/happy/angry/bored?am./No,I’mnot.T：Iwanttoknowaboutyourfeelings.Pleasetakeoutyourpaper.Let’sdoasurvey.Youcanuse“Areyoufeelingsad/happy/angry/bored?”toask.NameMakeareport:(組長做報告，其他組員做動作)I’m_________.I’mfeeling______.Thisismyfriend____.He\Sheisfeeling______.T:Let’smakeareport.Thegroupleadermakesthereport,theothersdotheactions.Whichgroupwantstotry?【設計意圖：此環節是在教師引導下的學生之間的語用互動，通過創設真實的情景，給出語言支架，引導學生學會運用本節課的強化句型：Areyoufeeling…?詢問朋友的感覺并回答，讓學生運用所學語言進行交流，達到語言的內化和靈活運用，并引發相應的情感體驗。】3.情感教育：T:Wearefeelinghappytoday.Butwecan’talwaysbehappy.Careandhelpeveryonearoundyou.Loveishappiness.【設計意圖：對同學們進行適當的情感教育，也是課堂情感的一個升華。】:Sad,sad,areyoufeelingsad?No,no,I’mnot.Happy,happy,areyoufeelinghappy?Yes,yes,Iam.T:Areyoufeelinghappy?Let’schant.Step6:Summaryhavewelearnedtoday?2.評價總結T:Areyoufeelinghappy?Let’sseehowmanyhappyfacesyouhavegot.Team…isthewinner.Congratulations!Let’saskthem:Areyoufeelinghappy?T:I’mfeelingveryhappy,becauseyou’refantastic.Wishyoutobehappyeveryday.【設計意圖：通過評選獲勝隊，將評價貫穿始終。并通過詢問獲勝隊和教師的感受，將本課內容進行梳理歸納?！縎tep7:Homework1、Listenandreadthetext.2、Careyourparents’feelings.Sharetheirhappinessandsadn