陕旅版（三起）五年级下册Unit 1 How Are You Feeling Now -Part B-ppt课件-(含教案)-公开课-(编号：8015d).zip

陕旅版五年级下册陕旅版五年级下册 Im feeling happy. Im feeling sad. feel tired feel angry KeyKey PointPoint -How are you feeling now？ -Im feeling sadsad tiredtired happyhappysadsad angryangry happyhappy How is she feeling now? She is feeling happy. How is she feeling now? She is feeling angry. How is he feeling now? He is feeling sad. How is the cat feeling now? The cat is feeling tired. KeyKey PointPoint -How is he/she feeling now？ -He/She is feeling Homework:Homework: UseUse “-How“-How areare youyou feelingfeeling now?now? -Im-Im feelingfeeling ” “-How“-How is is he/shehe/she feelingfeeling now?now? -He/she-He/she is is feelingfeeling ” to to makemake 4 4 dialogues.dialogues. Unit1 How are you feeling now? PartB 教学目标教学目标 1.知识与技能:学生要能听、说、读、写本课的重点短语:feel happy, feel sad, feel tired and feel angry,并学会运用“How are you feeling now?” “Im feeling”和 “How is he/she feeling now?”“He /She is feeling”来表达自己及他人的情感。 2. 过程与方法:通过全身反应法、直观演示法、情景假设法、游戏法、交际 法等相结合,让学生自主学习、合作探究学习,在学习的过程中培养学生综合运用 语言的能力。 3. 情感、态度与价值观 培养学生的英语学习兴趣,提高学生的自信心,让学生能够把所学知识运用到 日常生活中。 学情分析学情分析 本课的主要目的是要学生在一定的语言中接触、体验、理解中掌握主要的 语言结构,达到教材编写的初衷。在情景中教学,我深切地感受到让学生保持学习 英语的兴趣非常重要,但也考虑到五年级的学生在经过三年的英语学习,在该门学 科上已不可避免地出现了两级分化的现象,我认为缩短这种两极分化现象的关键 还是在于调动孩子学习英语的兴趣,因此我针对不同层次的学生也安排了不同程 度的学习活动。比如在这节课的开始通过歌曲导入让学生边唱歌边做动作,通过 全身反应法让所有学生的注意力集中到本节课中,然后通过故事创设情境来教授 新短语,营造民主、平等、活跃的课堂氛围,增强学生的学习兴趣和激发学生的学 习潜能,再通过游戏巩固,课堂气氛达到最高点,这样就有利于之后句型的学习。 把学生分为男女生两个组进行比赛,这也激发了学生的好胜心。学生在我的指导 下,通过感知、体验、参与合作等方式,达到目标,感受成功。如此层层递进,培养 了学生英语综合语言运用能力,不同层次的学生在知识、能力等方面均会有所提 高和发展。 教学重点教学重点 学生要能做到听、说、读、写本课的重点短语:feel happy, feel sad, feel tired and feel angry,并学会运用“How are you feeling now?” “Im feeling”和“How is he/she feeling now?”“He /She is feeling”来灵活表达自己及他人的情感。 教学难点教学难点 提高学生的综合语言运用能力,要求学生能够把所学知识运用到日常生活中。 教学过程教学过程 Step 1 Warming up (a) greetings (b) sing a song (use a radio) Step 2 Leading in T: Im so happy to stand here and together with you. Are you happy, too? (Boys & Girls) Step 3 Presentation Task 1 Look and Say T: Look at the whiteboard. Whats this? Ss: Its a cat. T: And look here, whats this? Ss: Its a fish. T: The cat likes to eat fish. So the cat is feeling happy now. ( card: feel happy ) But after a while, the fish was disappared. There is no fish. The cat is feeling sad. ( card: feel sad ) So the cat wants to find the fish. Now Im this cat, lets find my fish here and there. I cant find my fish, I am feeling tired. ( card: feel tired ) Finally, the fish has been eaten by others. But I dont who ate my fish? Im feeling very angry. ( card: feel angry) Task 2 Play Games 1. Simon says 2. throw bombs Step 4 Sentences learning T: Now I am feeling happy, but I dont know how are you happy? Ss/T: Im feeling happy. Use this sentence to make some dialogues with the spin. Write on the blackboard: -How are you feeling now? -Im feeling Pictures: How is he/she feeling now? S/Ss: Write on the blackboard: -How is he/she feeling now? -He /She is feeling Step 5 Practice Pair work and play. Step 6 Extension - How is Alice feeling now? - Alice is feeling happy. - How is the monkey feeling now? - The monkey/It is feeling sad. Step 7 Homework Use“-How are you feeling now? -Im feeling ”and“-How is he/she feeling now? -He/She is feeling ”to make 4 dialogues. Step 8 Blackboard design Unit 1 How Are You Feeling Now? -How are you feeling now? feel happy -Im feeling . feel sad -How is he/she feeling now? feel tired -He/She is feeling feel angry