陕旅版五年级下册英语Unit 1 How Are You Feeling Now -Part A-教案、教学设计-公开课-(配套课件编号：a03aa).docx

1、陕西旅游出版社五年级下册陕西旅游出版社五年级下册 Unit1 How Are You Feeling Now? 教学目标教学目标： 1 能听、 说、 读、 写“四会”单词： feel happy, feel sad, feel tired, feel angry, go out to play, make a snowman. 2.学习运用Im feeling.表达自己的情感以及询问和表达第三人称 的情感。 教学重点教学重点： 能听懂、 会写、 会读、 会说feel happy, feel sad, feel tired, feel angry, go out to play, make a

2、snowman。 教学难点教学难点：通过学习，能够用英语表达自己的感受以及询问第三人称 的感受。 教教法法：高效课堂教学模式 学法：学法：自主探究合作交流 教具准备：教具准备：小黑板单词卡片多媒体课件和图片手偶 教学过程：教学过程： I课程导入（Leading In） .课前问答 T:Good morning ,everyone! Nice to see you in Engling 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

3、 . And I hope well happy all the time in our class. Before the class , I will show you a beautiful song,and I hope you like it. You can do actions like the girl. Are you happy? Ss: Yes. .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 pi

4、ctures. 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。 .课程展示活动和过程 .课程展示PartALets learn. T:Today a new friend comes here . Look. Who is he ? 教师出示Lets learn部分小猫的图片，向学生介绍： T：He is a cat and his name is Tom. What

5、 does he like to eat? Yes, He likes to eat fish. 此处教师准备一只猫的手偶， 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. 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. Its a fish. Tom likes fish, so he is feeling happy. 教师板书feel happy，让学生随着教师的

6、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. Im 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） TSs：Im 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. Its an empty plate. Tom is hungry now. Where is

7、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：Im not feeling happy. Now Im 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: Im not feeling happy now. Im feeling sad. 3.教授词组feel angry 教师出示一只老鼠手偶，并告诉学生： T: Look！ Its a mou

8、se. He gets the fish from the plate. Tom is feeling angry now.教师出示猫生气的样子，板书并领读feel angry。教师 做出很生气的样子，说： T:Im not feeling happy. Now Im very angry. Show me an angry look, please.(让学生做出很生气的样子，并一起重复句子) T &Ss: Im not feeling happy now. Im feeling angry. Im angry. 4.教授词组feel tired T:Tom wants to catch th

9、e 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:Im feeling tired. Im very tired .I want to have a rest. I want to sleep.Are you tired? Ss: Yes . Im feeling tired, too./ No. Im not feeling tired. There are two practices. The first, re

10、ad and match . Please look at the blackboard . Lets read and match .The second , ask and answer: How is he feeling now? He is feeling教师问，学生回答。 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 fine. Toms friends are playing in the garden. But Tom is in the living room. He want

11、s 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并介绍： T:Oh. Its snowing. Lets 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) .操练活动与总结（PrcaticeActivities and Summary） . Lets ask and say 根 据 图 片 问 与 答 ：How is she/he feeling?She/H

12、e is feeling 同桌之间互相问答。 .Game：Face Changing 1.The teacher and a student can demonstrate first. The teacher chooses a look from these pictures,and reads this look in Chinese,the student dose action and reads in English,then all students read it together. 2.The teacher asks 4 groups students to act. .总

13、结（Summary） 根据图片总结节本课的词组feel happy, feel sad, feel tired, feel angry, go out to play, make a snowman. .家庭作业（Homework） .Write every phrase three times. .Preview the content of the next lesson. 板书设计：板书设计： Unit1 How Are You Feeling Now? feel happygo out to play feel sadmake a snowman feel tired feel angry How are you feeling now? Im feeling 教学反思：教学反思： 这节课主要是通过一只猫的故事串联起本节课所要 学习的单词， 以及根据猫不同时段的心情来引导学生用英语表达自己 的内心感受，让学生在玩中学，学中玩，从而熟练单词和基本句型。