How Are You Feeling Now?
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Unit 1 How Are You Feeling Now? 第1课时教学设计【主题】Warming-up: Look and circle, Let’s learn【课时】第1课时一、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。
(重点)2. 学习运用I’m feeling... 表达自己的情感。
(难点)二、教学准备教师准备:1. Let’s learn部分的图片或猫的手偶。
2. 本课时的相关课件。
3. Let’s learn部分的教学音频。
4. 若干写有Let’s learn部分词汇的纸条。
三、教学方法建议1. 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 together again. And I hope we’ll feel happy all the time in our class.(2) 新课导入Part A Warming-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 now?通过此任务让学生提前感知本课要学习的内容,导入新课。
Unit1 How Are You Feeling Now 教学内容与目标【内容来源】陕旅教育出版社五年级下册 Unit1【单元总目标】本单元内容围绕情感展开,这也是教材第图次明确出现情感的表达。
可结合四年级下册Unit 4 What Do You Do on Saturday? 中有关日常活动的词汇以及四年级上册Unit 8 Boys Like to Play Ball和五年级上册Unit 3 My Favorite Food Is Hamburgers表述爱好的句式结构,引入有关情感的表达。
本单元的重点内容是学习使用情感类词汇,并就情感进行表述及问答,难点是如何正确运用I’m feeling ... 和形容词happy, sad, tired, angry等来描述自己相应的情感。
本单元的教学共分为4课时。
第一课时以part A中Let’s learn部分的词汇教学为主,可通过对日常活动名称和个人喜好的复习,用以旧带新的方式引出有关情感的词汇;第二课时为Part A中Let’s talk部分的会话教学,在学习重点功能句How are you feeling now? Are you happy ? I’m feeling ... 的同时,学习运用有关情感的词汇就自己或他人的情感进行表述和问答;第三课时以part B中的Let’s learn more为主,拓展学习“make sb+情感类词汇”等句式结构的表达;第四课时以Read the words部分的语音教学、Read a story部分的小故事为主要内容,并通过检测活动巩固本单元知识。
【单元具体目标】知识目标一、能听、说、读、写以下词汇:feel happy, feel sad, feel tired, feel angry, go out to play, make a snowman.二、能听懂、会说、会读、会用下列句型:1. You look sad.2. — How are you feeling now?—I’m feeling very ...3. — Are you happy / tired ...?—Yes, a little.4. — Miss White is angry. Why is she angry?— Colin is late again. This makes her very angry.情感目标一、通过有趣的游戏和活动,提高学生学习英语的兴趣。
Unit 1 How Are You Feeling Now Part B教案教学内容:陕西旅游英语(三起)五年级下册Unit 1 How Are You Feeling Now Part B 部分内容。
教学目标(Objectives):1.确保学生认识和理解一些基本单词的意义和简单口头运用(To learn the meaning and simple usages of some words and phrases)。
2.学习使用本单元重点句型及表达(To use the typical sentences to express)。
3.鼓励学生大胆发言及表达(To encourage the students to express bravely)。
4.培养学生对英语学科的兴趣(To make the students interest in English learning)。
教学重点(Key Points):在学习了单词的基础上,以单词为载体,进行主要句型的学习,根据具体情境,学会交流对话,侧重句型学习,交际意向和课外拓展为重点。
教学方法:游戏,音频,情景教学法,Pair-work两人小组活动,Group-work小组活动,多媒体辅助教学。
教学难点:学生处于小学阶段,对一些事物的认知尚且模糊,对部分单词的感知和理解可能存在问题,对于五年级下学期学生的要求重点是会读会说,敢于模仿表达,其次能掌握一些基本单词的拼写和造句,在此基础上与人进行简单沟通。
教学准备:课件、照片素材、音频文件、单词卡片,教学道具。
教学设计:Step1. GreetingStep2.Warm-up/Leading(热身/课程导入)Warm-up Activities:1) What did you learn in part B?Discuss with your partner.2)Game (游戏环节)操练方式:准备好小黑板,教师将之前课程中所学的单词写在小黑板上,让学生读熟、认熟这些单词,然后小黑板背对学生,让学生复述出黑板上有哪些单词,答对一个一分,错答没分,答越多分越高。
1.How are you feeling now?重点词汇:1.feel happy感到开心2.feel sad感到伤心3. feel tired 感到累4.feel angry感到生气5.go out to play出去玩6.make a snowman(复数形式:make snowmen)堆雪人重点短语:1、good idea 好主意2、why not?为什么不3、sit down坐下来4、drink some water 喝点水5、on time 按时6、come on加油,来吧7、a little一点;少许重点句型:1.--How are you feeling now?你现在感觉怎么样?--I am feeling sad/ happy /tired/angry 我感到伤心/高兴/累/生气2.You look sad.你看起来悲伤。
She/He looks sad。
她/他看起来很悲伤。
3.Sit down and drink some water.坐下,喝点水。
4.--Why is she/he sad/happy?她/他为什么生气?--Because it is snowing again.He/she can't go out to play.因为又在下雪呢,他不能出去玩---Because he /she can make a snowman. 因为她/他可以堆雪人。
5.Colin is late again.This makes her very angry. Colin又迟到了,那使她非常生气。
6.So Miss White is telling him to come to school on time and not tobe late again。
因此怀特女士正在告诉他要按时到校,不要迟到。
7.It makes me/her/him/them/us happy这使得我/她/他/他们/我们开心。
Unit1 How Are You Feeling Now 第2课时教学设计【内容来源】陕旅教育出版社五年级下册Unit1【主题】Warming-up: Think and match, Let’s talk, Let’s play, Listen and tick or cross【课时】第2课时一、教学目标1. 能听懂Let’s 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?—I’m 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、教学准备教师准备:1. Let’s learn部分的图片以及Let’s talk部分的教学图片。
2. Let’s talk和Listen and tick or cross部分的教学音频。
三、教学方法建议课程导入(Leading In)(1)课前问答T: Look out of the window, boys and girls. It’s snowing. Do you want to go out to play?Ss: Yes.T: Can you make a snowman now?Ss: ...T: It’s 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1〜5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。
陕旅版五年级英语下册教案Unit1 How Are You Feeling Now?单元教学目标:知识目标:能力目标:能用英语表达自己或他人的情感;能就自己和他人的情感进行问答。
知识目标:1、学习“四会”单词:feel happy,feel sad, feel tried, feel angry, go out to play, make a snowman. 用所学单词和句型描述自己或他人的感受;2、学习主系表结构的句型:主+系+表,即:人称+am/is/are+形容词;3、句型学习:—You look … Why? —Because……—How are you feeling now? —I’m ...—Are you tried / Is he sad ? —Yes. / No.It makes me / her / him / them /us very angry.情感目标:1、通过有趣的游戏和活动,提高学生学习英语的兴趣;2、学会表述自己的情感,并能及时调节自己的负面情绪;3、学会关心别人,并在能力范围内帮朋友排忧解难。
培养积极、乐观、向上的性格。
第一课时教学目标:1、学习“四会”词汇:feel happy, feel sad, feel tried, feel angry, go out to play, make a snowman.2、用所学单词和句型描述自己或他人的感受。
教学重点:能听懂、会写、会读、会说feel happy, feel sad,feel tried, feel angry, go out to play, make a snowman。
教学难点:通过学习,能够用英语表达自己的感受。
教法:高效课堂教学模式学法:自主探究合作交流教具准备:小黑板、单词卡片教学环节:出示学习目标:(一)学习“四会”单词:feel happy, feel sad, feel tried,feel angry, go out to play, make a snowman. 用所学单词和句型描述自己或他人的感受。
How Are You Feeling Now? 教案【教学目标】
知识与技能:
使学生学会关于身体状况的表达以及怎样询问他人的身体状况:How are you feeling now? I feel /don’t feel well. 这也是本课的重点内容。
能听、说、读、写四会单词:model、run ny nose、slight fever、high fever。
在学习的过程中培养学生综合运用语言的能力,能用更多的语句来丰富自己的语言,如:Glad / Sorry to hear that. Take care of yourself.
过程与方法
通过引出新知,传授新知,理解新知,应用新知,总结检验的过程,在学习的过程中培养学生综合运用语言的能力。
情感态度与价值观:
懂得关心同学,爱护他人,健康比财富更重要。
【教学重点】How are you feeling now? I don’t feel well.本课的核心句子,询问和表达身体的状况。
runny nose、slight fever、high fever 三个表示病症的词组。
【教学难点】
Glad / Sorry to hear that. Take care of yourself.用来丰富学生的语言,重在灵活应用。
【教学过程】
一.课前热身:
1.Sing an English song :Clap your hands
2.问候,复习旧知
T: Hello boys and girls. How are you today?
Ss: …
T: I’m very well. Because there will be an English part y in our school tomorrow. I hope all my students can e njoy my pa rty. But I’m sorry to hear that some of my s tudents are sick. Now let’s have a look. What’s the mat ter with them?
2. 旧知复习,引入新知出示课件,学生进行问答练习,复习相关的疾病名称:headache、stomachache、toothache Wh at’s the matter with Mike? He has a stomachache. Wha t’s the matter with John? He has a headache. What’s t he matter with May? She has a toothache. T: They are sick. So I’m sorry to hear that. (在恰当的情境中引出新句子并讲授更容易让学生们接受。
)
二. 情境铺垫,新知传授
1. 重点句型的讲授教师在新授时以feeling为重点词语,可从How are you?这一句子入手。
引导学生们回答此刻的身体状况:I feel well. 或I don’t feel well.并进行讲授,情境中运用语言易于理解。
教师可根据学生不同的回答给与相应的回应,Glad to hear that.或Sorry to hear that. T: I’m gla
d to se
e you here. And I feel well. How are you feelin
g now? (新知)
2. 教师演示,学生进行Pair work T: I have two funny f aces. Can you ask me the question? Ss: How are you feeling now? 这时教师出示事先准备好的教具funny faces (),进行对话演示。
演示后,同桌之间进行对话练习。
练习内容:How are you feeling now ? I feel /don’t feel w ell. Glad / Sorry to hear that.
3. 学习生词,巩固新知在情境中学习runny nose、slight fever、high fever,讲授中巩固前面的新知。
T: My best fr iend Sandy can’t come to our party either. Let’s have a look. 出示课件:教师可引导学生问:How is she feeling now? 然后讲授新短语:runny nose 讲授的过程中,可先提示学生run的意思,这样更有助于学生对此短语意思的理解。
教师在讲授runny nose的同时还可以把它与funny face、s unny day 结合起来,runny、funny、sunny三个有共同特点的单词可以帮助为学生进一步体会字母的发音规则。
接着出示课件:T: Look the poor boys are twins. T: Look, Sam’s temperature is 37.2℃. So he has a slight fever. Tim’s temperature is 39.8℃. So he has a high fever. 讲授词组:slight fever 和high fever 除了读音、拼写以及词义的理解之外,教师可出示一些温度卡片让学生看温度说答案。
37.
2℃三点会上39.8℃三点会上如high fever sli ght fever 进行巩固练习。
4. Join the chant.跟节拍读英语。
听书上P86的chant ,熟悉刚刚学习的知识并找到所谓医生的建议Take care of y ourself.进行新授。
T: Oh, so many students are sick. Let’s ask the doctor, what you will do? Listen and repeat.
5. 听课文回答问题,进行巩固训练。
教师打开礼物
T: You know our friend Sandy can’t come to the party. But she sent us a present. Let’s open the present. T: Oh, it’s a model. (新单词) 在情境中出现生词model,进行讲授。
model有两个意思,可在例句中加以解释,如:Sand y sent us a model car. (model:模型)The tall girl is a good model.(model: 模特)T: Sandy is a kind girl. I t hink you must worry about her. How is she feeling now? Do you know? Let’s listen to the tape and then answe r my questions. 教师出示多媒体课件,放课文的录音。
听音后学生回答问题,并进行跟读训练。
注意语音语调的模仿。
Answer the questions.:
1. How was the vacation ?
2.What’s the present for Dongdong ?
3.How is Sandy feeling now ?
三.游戏活动、操练运用
1. Play a game 教师事先准备一些关于病症的单词卡片,如headache、stomachache、toothache、bad cold、runny nose、slight fever、high fever,还有一张。
以小组为单位进行对话活动。
一人抽签,其他同学可以问:How are yo u feeling now? 抽签的同学根据卡片的内容进行回答。
其他学生给予回应。
2.出示学生的生病时的照片巩固练习,在练习中进一步学会运用本课的知识,并能用恰当的语言去关心安慰生病的同学四. 家庭作业.
巩固理解请学生们给因病而不能参加Party的Sandy写一封信,表示慰问。