优质小学英语外研版五年级下册第五 Module 9 优质公开课教案.docx

1、优质小学英语外研版五年级下册第五 Module 9 优质公开课教案外研社小学五年级英语第五册MODULE 9 FeelingsContent：Module 9 Feelings New Standard English一、题材内容本模块题材为日常生活中的常见表情, 各单元内容都是围绕玲玲的表情，感受展开，内容和情节都很符合这一年龄段学生的兴趣,语言简单易懂, 非常有利于开展听、说、读、写方面的语言实践活动，让学生在使用语言的过程中学习语言,促使学生更有意识地自觉学习英语。语法重点是Are you feeling sad/hy/bored/angry/hungry/tired? 的句型。通过操练

2、,使学生在掌握语言结构的同时,既学习语言知识,感悟语言功能,又能通过运用本模块所学的内容来询问与表达自己的感受。教学中教师应随时随地以各种生活中常见的表情与感受来吸引学生，灵活利用各种素材组织教学过程和内容。充分调动学生的积极性。教学目标1） 语言知识：语音对模块学习的单词能准确发音词汇Feel, sad, miss, bored, angry, nothing, secret, tell, surprise, tired, grandfather, farm, game, lose(lost), smell词组Make a surprise, on the farm, feel sad/hy

3、/bored/angry/hungry/tired句式Whats the matter? Are you feeling？ I feel .功能谈论情绪和感受 话题个人的情绪与感受2） 语言技能：听能听懂课文中人物情绪的变化以及所表达的主要感受。说能运用各种表达情绪和感受的词表达自己的感受。读能熟练阅读课文。写能把学习的表达情绪与感受的词写出来演示与表达能询问他人或表达自己的感受。3)学习策略调控从同伴处得到反馈，对自己在表达中的错误进行修改。交际学习运用恰当词语来询问他人感受，增进交流。资源通过其他资源获取更多简单的表达询问感受的方式。合作学习策略互相学习，取长补短，注意从他人的演示中汲取经

4、验,改正错误。. 4)情感态度:培养学生的关心他人的品质，勇于表达自己的内心感受，培养学生的自信心和合作精神以及用英语交流沟通的能力。5)任务:与他人交流自己的情绪和感受，并询问家长的情绪和感受。教学重点和难点1掌握本课词汇：Feel, sad, miss, bored, angry, nothing, secret, tell, surprise, tired, grandfather, farm, game, lose(lost), smell 2本课重点句型：Whats the matter? Are you feeling ? I feel 教学方法基于课程改革的理念及“第二语言习得论

5、”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“PTP”自主学习立体模式：pre-tasktask-cyclepost-task。二、教材处理核心任务：能够运用所学句型结构询问他人，并表达自己的感受。三个环节如下：pre-task：学生联系生活实际，激活背景知识，。task cycle：通过整个模块的听说读写的训练，强化对感情与情绪表达能力，为完成任务做好铺垫post-task：达成任务，展示成果，反馈学习情况三、教材安排根据学生学习英语的特点和规律，我们把本模块划分

6、为2课时：Period 1: Vocabulary and Listening &Pronunciation and SpeakingPeriod 2: Communicating & Module Task & Language in use注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。教学设计Title: Module 9 FeelingsUnit 1 Are you feeling sad?Period 1: Listening and Vocabulary &Pronunciation and SpeakingTeaching Cont

7、ent: Are you feeling sad?Teaching Aims and Demands:1. Language Knowledge Key vocabulary and phrases: feel, sad, miss, bored, angry, nothing, tell, surprise, tired Key structure: Are you feeling sad? (Main point) 2. Listening skill: To get the information about the speakers feeling through catching m

8、ain words from others expression. (Difficult point) 3. Speaking skill: To express ones own feelings. The pronunciation of secrete. 4. Attitudes: Develop the ability of express ones own feeling.Learning strategies:Bottom up roach and listening to the tape and do some exercises.Teaching Aids: Teaching

9、 tools: Tape recorder, video, word cards, pictures, chalk, blackboardStudents tools: SB, pen/pencil, a paperTeaching Procedures:Step1: Warm up: S-Ss （课前）1. Sing: Ss（铃响）2. Greeting: T-SsT: Its time for class.S: Stand up.T: Good morning, everyone!Ss: Good morning, Miss Liu!S: Sit down, please.T: First

10、, lets sing the song “Where did You Go?”Step 2: Lead in: Communication. (Ask and answer.)1. T: Yesterday it was my friends birthday. I made her a surprise. (教师出示单词卡片surprise， 并教授。 Make sb. a surprise 让某人吃惊。)Do you want to know why?Its a secret.(出示单词卡片，secret, 并教授)OK. Now, please tell me, what did yo

11、u do at the weekend?（教师拿出单词卡片tell,重复单词tell两遍,翻转手中卡片tell，出示英、中两面给学生看。然后，手指向自己表示me，再伸出手指向面对的学生进行提问。）S1: .S2: . T: tell. Tell 告诉 Ss: tell 告诉 2. T: Then, all of you had a hy weekend. Are you feeling hy, now?（教师拿出一张笑脸图， 反面为 hy. 重复 hy. 教师拿出单词卡片feel，中英两面翻转出示给学生，重复feel.）T: Now read it after me. Feel. Hy. Ar

12、e you feeling hy?(学生跟读)T: Then whats the meaning of this sentence? “Are you feeling hy, now?”Ss: 你/你们感觉高兴吗？T: Right, you are wonderful. Are you feeling hy?Ss: Yes, I am. / Yes, we are.T: Very good. You did a good job. So I feel hy.Can you go home everyday?Ss: Yes, we can.T: But I cant. So sometimes

13、I miss home. I feel sad.(出示miss 的单词卡片，并教授。)Now, look at this picture. Sad.(教师出示一张伤心的表情图。教授sad.)T: Sometimes some pupils are naughty. I feel angry.(教师加强语气，突出感情angry, 若课堂上有调皮捣蛋的学生，可换成说 * is very naughty.) (教师出示 生气的表情图片，并教授。)T: Sometimes I have nothing to do. I feel bored.(教师出示单词卡片nothing 并教授。 出示无聊的表情图

14、， 带领学生读，并教授。)Are you feeling bored sometimes?(学生回答。)T: But sometimes I am very busy, so I feel tired.(教师出示tired 的表情图，并教授。)T：OK，are you feeling tired now?Ss: Yes, we are.T: Ok, lets have a relax. Work in pairs. One asks and the other answers. Please use this structure: Are you feeling sad/ hy/ angry/

15、 bored/ tired? Remember to shift your roles.(教师找几组学生做练习，由另一位同学来做表情。)Step 3. Presentation1. T: Now lets have a rest. Listen to the tape. T: Close your Students Books. Please listen carefully. Then Ill ask you some questions.（录音完毕）（考察学生的记忆能力）2 T: Is Lingling feeling sad? S1: . （当学生回答只是No时帮助补充she isnt回

16、答完整） a. Is Lingling feeling sad?b. Is Lingling feeling angry? c. Is Lingling feeling bored?d. What is Lingling thinking about?e. What is she going to give Amy on her birthday?S1 / S2 / S3 / S4 / S5（完成5个问题，当学生感觉困难时教师应进行提示给予帮助，难点在问题4、5）3 Listen and repeat.*（教师播放录音，每句按暂停学生跟读；教师带读难句：Im going to make a s

17、urprise cake on your birthday.）4 Act it out.*Group 1/2: AmyGroup 3/4: LinglingStep 4: Drills1. T: Good! But Lingling and Amy want to say now. What are they talking about?a. Listen and repeat.（教师播放录音，每句暂停。）（录音结束）b. Work in pairs.（教师告诉学生两人同桌一组，一问一答，时间一分钟。）c. Show time.（教师让两组学生展示）Step 5.Homework1. 与他人交

18、流自己的情绪和感受,并询问家长的情绪和感受.同时,请在作业本上记录下一条信息,如:Sam: Are you feeling hy, Dad?Dad: Yes, I am.2. 连词成句: the, whats , matter (?)3. Read the text and remember the words we have learnt.Step 6. Class overT: OK. I have to say “Time is up.”M: Stand up.T: Goodbye, students.Ss: Goodbye, Miss Liu! Period 2: I feel hy.

19、Teaching Content: Communicating & Module Task & Language in useTeaching Aims and Demands:1. Language Knowledge Key vocabulary and phrases: grandfather, farm, on the farm, game, lose(lost), smellKey structure: Youre hy/sad/angry/bored/tried.How do they feel?I feelDo you feel tried? (重点) Phonetic alph

20、abet: ts; ds; tr; dr; ch; j, dgPoem 2. Listening skill: To get the information about the speakers feeling through catching main words from others expression and the reasons of getting such feeling. (difficult point)3. Speaking skill: To express or write ones own feelings 4. Attitudes: Develop the ab

21、ility of express ones own feeling and ask others feelings.Learning strategies:Bottom up roach and listening to the tape and do some exercises.Teaching Aids: Teaching tools: Tape recorder, video, word cards, chalk, blackboard, soap, picturesTeaching Procedures:Step1: Warm up: S-Ss （课前）1. Sing: Ss（铃响）

22、2. Greeting: T-SsT: Its time for class.S: Stand up.T: Good morning, everyone!Ss: Good morning, Miss Liu!S: Sit down, please.T: （cards in hand）First lets have a game. (take out the picture of game, read two times game 游戏) We have learnt the pattern “Are you feeling sad/hy/angry/tired?” in last class,

23、 now I am going to choose two students to perform it, and put the right picture on the blackboard. OK, who wants to have a try?Ss put up their hands.T: Choose two students. (The students come to the front and perform.) T: Well done. Please go back and sit down.Step 2: Lead in: Communication. (Ask an

24、d answer.)T: What did you do yesterday? Ss: Put up their hands and answer.S1: I played football.T: Wa, you can play football. How do you feel? Are you feeling hy?(老师讲授 How do you feel? 你感觉怎么样啊？)S1: Yes, Im.T: You feel hy. OK, read after me, I feel hy.S1: I feel hy.T: What did you do?S2: I played bas

25、ketball.T: Did you play basketball at home?S2: No. I played basketball in the park.T: Ok, sit down please. He went out to play basketball yesterday(让学生回顾went 的原型)(教师做出去的动作， 并说I am going out. 让学生猜词意。 出去。并带读。) T: Now I tell you what I did yesterday. Yesterday I helped my grandfather on the farm all da

26、y. And now I feel tired. Who knows grandfather? Guess its meaning.(grand+father father 父亲 grand 有大的意思 grandfather 祖父 Farm 并出示农场的图片 让学生猜词意 学习 farm on the farm找学生翻译 I helped my grandfather on the farm all day.)T: This morning I got a pen from Lost and Found Office. Whose pen is it? （write lost on the

27、blackboard.）(学生举手认回钢笔。)（教师汉语解释lost是丢失的意思，他是一个过去时，他的动词原形为lose 并板书。 教授lose lost)T: Look at what I am doing. (The teacher takes out a soap, and do the action to smell it, then writes the word “smell” on the blackboard. Repeat the action.)T: smell read after me. (two times) Now, guess whats the meaning

28、of this word?Ss: 闻。T：Good.Step 3 Learn the text.T: Now Im going to play the tape and you should listen carefully and get the information of how do they feel.(教师放磁带。每放一段停一次。)Q1: What is Damings feeling?Q2: What is Linglings feeling?Q3: What is Sans feeling?Q4: What is Amys feeling?(每段结束，找学生回答。)T：Now

29、open your books and turn to page 36. Now we are going to listen again. Please underline the simple past sense and write down the right word. (可用中文解释。The teacher plays the tape.) OK, who can tell me the answers? Before you answer my question, please read the whole sentence. Ss: put up their hands. (T

30、he teacher selects a student) read and answer. (共找五个学生，每个学生回答一部分。若学生回答错了，则找另外一位。) T: Now work in pairs. One student asks “How do you feel?” The other answers “I feel” Then swap the roles. Stop please.T: Now let play a game. We need three students; one student asks “How do you feel?” Another student

31、does the mime and the third student answers the first student according the second students mime. (若学生们听不懂，可再用汉语给学生们讲一遍。表演出色的一组可给与适当的奖励。)Step 4 Learn the Phonetic Alphabet T: All of you did very well. And now, look at activity 3; lets learn some new phonetic alphabets. Give you three minutes to read these words, and discuss in groups trying to find their similarities. Ss