陕旅版英语五年级下册《Unit 1 How Are You Feeling Now Part A》教案.docx

Unit 1 How Are You Feeling Now? Part A 在英语中，读音的最小单位是音素，一个元音音素可附带一个或多个辅音音素构 成一个读音单位，也就是音节。一个单词如果只有一个音节，就是单音节词，若 有两个音节就是双音节词，三个以上音节的单词叫多音节词。每个单词会有一个 音节重读，如果是单音节词，那就不用标重音符号，这个音节肯定是重读，但如 果是双音节或多音节词，那就必须要标哪个音节重读，除了这个音节以外的音节 就是非重读音节。字母组合 ar 在重读音节中读，如 large。字母组合 er 在重读音 节中读，如 term；而在非重读音节中读短元音，如 ruler。 【知识与能力目标】 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 I’m feeling. 表达自己的情感。 【过程与方法目标】 Read the words, Read a story, Look and write, Read and answer 【情感态度价值观目标】 教师可以翻译或大概讲解一下问题中的生词，如：send a gift “送礼物” ，finally “最后” 。 【教学重点】 了解字母组合 ar 和 er 在单词中的读音变化，学习其发音规则。 【教学难点】 通过完成 Part C 部分的活动， 对本单元所学的有关情感的词汇和句型进行全 ◆ 教材分析教材分析 ◆ 教学目标教学目标 ◆ 教学重难点教学重难点 ◆ 面复习和检测。 图片，PPT 课程导入课程导入(Leading In) (1) Listen and enjoy (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。 (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。 (1)新课展示 Part A Let’s learn T: I have a new friend. Look. Who is he? 教师出示 Let’s 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 Tom. I like to eat fish. ◆ 课前准备课前准备 ◆ ◆ 教学过程教学过程 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. It’s 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。 教师做出很高兴的表情，引导学生进行练习： T: Look at me. I’m 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: I’m 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. It’s an empty plate. Tom is hungry now. Where is the fish? It is lost. (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: I’m not feeling happy. Now I’m 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: I’m not feeling happy now. I’m feeling sad. 3. 教授词组 feel angry 教师以课件出示一只老鼠和一条鱼，并告诉学生： T: Look! it’s 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: I’m not feeling happy. Now I’m very angry I’m 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: I’m not feeling happy now. I’m feeling angry. I’m 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: I’m feeling tired. I’m very tired, I want to have a rest. I want to sleep. Are you tired? Ss: Yes. I’m feeling tired, too. / No. I’m 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. Tom’s friends are playing in the garden. But Tom is in the living room, 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. It’s snowing. Let’s 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) 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 Let’s 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。 (1)新课展示 Part A: Let’s 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: I’m 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: I’m 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 can’t. I must have class now. T: Oh, I see. You can’t 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. What’s the matter? 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? I’m feeling. Are you happy? Yes. I’m very happy. (2) 教师播放录音，让学生听 Let’s 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 Let’s 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 Let’s 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. It’s snowing. Kitty is sad. Do you know why? Ss: Because she can’t go out to play. T: What doe