Unite 1 Are you feeling sad.docx

1、Unite 1 Are you feeling sadUnite 1 Are you feeling sad?一、 Aims and demands：1、 Some new words ：feel,sad ,miss ,bored ,angry ,nothing ,secret,tell ,surprise2、 Some sentences： Are you feeling sad? Yes ,I am ./No,I am not。 Is he /she feeling .Yes ,he /she is. /No ,he /she isnt.3、 The new text:“Are you f

2、eeling sad ?”二、 Key points and difficult points ：1、 Some new words2、new sentences and the text三、 Teaching methods ：Listening ,speaking ,reading ,writing ,acting ,competition,pair work四、 Teaching tools：Recorder ,some words cards ,and some pictures 五、Teaching type:presentation六、Teaching steps: 1 Greet

3、ings 2 do a game 3 RevisionReview the words in Module 8.let the students see the words cards and say the English quickly. 4 New lesson 1) Teach the new words Listen to the recorder,then read after it for several times .Then let the students read the words with actions.For example：sad,happy.etc. 2)Te

4、ach the new sentences Do the action and teach the sentences “Are you feeling ” “Yes ,I am ./No,I am not.” “Is he /she feeling .”“Yes ,he /she is ./No ,he/ she isnt.”Ask the students read and do the action after me .then do by themselves.later ask some pairs ask and answer.3) teach the text Listen to

5、 the recorder for three times ,then read after it ,then answer the questions:Is lingling feeling sad?.Is she feeling bored? Is she feeling angry?Whats she thinking about?Give them some time let them read in pairs ,then ask some pairs to read it. 4)practiceDo the action ,and practise the sentences in

6、 pairs.5、summaryLet them read the word and sentences and the text together.6、Do the exercises7、homework Read and write the word and the text 外研版教学设计第五册Module 9 Unit1 Are you feeling sad?作者：明溪县夏阳中心小学 饶桂英文章来源：上传 文章录入日期：2008-12-26教学目标：1.知识目标：（1）能够听、说、读、写表示情绪的五个单词：sad、happy、bored、angry、（2）能够听、说、认、读Are y

7、ou feeling sad/ happy/ bored/ angry/ surprise？ Is he/she feeling? 2.能力目标：（1）能在真实的情景中简单询问他人的心情: Are you feeling sad/ happy/ bored/ angry？（2）能听懂别人的询问,并用Yes, I am./ No, I am not.回答.（3）第二人称到第三人称的转变。3.情感目标：会关注周围人的心理感受；培养学生团结友爱、关心他人的良好的 品质。教学重难点：1.能听,说，读,写:Are you feeling sad?等句子.2.在实际情景中灵活运用句型询问别人的感受.并从第

8、一人称到第三人称.课前准备：录音机,卡片, 磁带, 画有表情的小圆片等。教学过程：Step1 Warmup/ Review(1)Sing a song .“If you are happy”T：Good morning, boys and girls.Ss: T: Im very happy now. Because there are so many teachers in our class. Lets say “Good morning” to the teachers.T: Im feeling happy now. Are you feeling happy?( 板书happy)Ss

9、:T: OK, Lets sing a song “If you are happy” (说明:因为本节课的内容是学会用英语询问别人的感受,所以我选了If you happy 这首歌曲帮助学生复习happy 这一单词.同时也为导入新课做准备.)Step2.Presentation/Practice1.T draws some pictures on the blackboard then teaches the words “secret” and “tell” T: Look at Picture 1, whats this? Can you guess?S1: An apple? S2:

10、An orange?S3:AT: Its a secret, Ill tell you. (Learn the new words“secret”and“tell”.)2.Play a game with pupils “ Paper scissors stone”.,(通过与学生玩游戏输赢引出sad、,angry这两个单词的学习.在学习单词的同时不断地重复本课的主要句型,让学生对本课的句子有所感知.)3.Play the game in pairs.(让孩子们同桌玩这个游戏,教师则表现出很无聊的样子,学习bored)4.Teacher draws some face then do some

11、 practice.5.教师在黑板上出现这节课的句子.Are you feeling ?并引导学生用Yes, I am./No, I am not.来回答问题.6.Missing game.T: Look, Its a Happy face. Its aT: Lets play a game.(将sad、happy、,angry、bored四个表情图进行一个小循环游戏，在学生准确无误地说出答案之后教师表现出很吃惊的表情并说“Its a surprise. Youre great.”学习surprise这一单词.)7.教师拿出四张表情图,告诉学生Im feeling happy now .而后随

12、意拿出一张图,但又不让学生看到,让学生试用所学的句子Are you feeling .?猜一猜老师现在的感受.8.师生互换。9.同桌练习.(每人发一张小圆片选一种快速地画下来.不要让同桌看见.然后同桌互猜Are you feeling . ?10.同桌练习后,分别请两组上台展示.然后指着男生和女生分别问Is he feeling . ?/Is she feeling . ?并引导学生正确地回答问题.Step3 ListenTeacher plays the power points and gets the pupils to look and answer the questions: Is

13、 Lingling sad? Is Lingling bored? Is Lingling angry?(听到一半时停下来问：Is Lingling feeling sad? Is she feeling bored? Is she feeling angry? 接着出示本节课的另一个句子,Whats the matter?让学生带着这一问题接着往下听. 并试着用nothing 来回答,接着回答：Whats she doing ? Whats she going to do?以此了解课文的意思.)3.Listen and repeat, then learn “miss.”Step4 Cons

14、olidation/Development1.Teacher plays the power point and gets the pupils to do some exercises. 2.Work in the groups.Example:Happy, happy, happy, are you feeling happy?Yes. I am. Yes, I am.(五人一小组,拿一张四线纸张选择一个表情的单词写下来.模仿老师的童谣试着编一首.3.小组展示.(读写结合,培养学生的合作精神,发挥创造性思维,并在实际情景中学以致用，培养关心他人的品质。)Step5 .Homework1.画

15、一画表情图，写一写表情词。2.回家试着用所学的句子Are you feeling 问问好朋友今天的感受.(3)仿写训练: A: Whats the matter? B: Nothing. A: Are you feeling sad? B: Yes, ImDesign for writing Module9 Unit1 Feelings happy?A: Are you feeling sad? bored? angry? B: Yes, I am./ No, Im not.第五册 Module 9 教学设计河西中心学校河西口小学 何艳侠Unit1、Are you feeling sad？教学

16、内容：新标准英语第五册3435页的内容。教学目的：1语言知识目标：能听、说、认读本单元重点单词；能正确流利谈论情绪和感受。 2.语言能力目标：能根据图片、简笔画说出人物相应的情绪和感受，并会使用句型“Are you feeling sad ？”做出正确的应答。 3.情感、策略和文化目标：培养学生学习的兴趣，鼓励学生积极合作，引导学生了解人物情绪、感受的英语表达方法。教学重难点 ： 学会运用“Are you feeling sad/bored、angry？句型的问答。教学课时：1课时教学准备：录音机、单词卡、图片、多媒体课件、小奖品教学过程： Step1. Warm- up 1. Greetin

17、gs2. Lets sing the song “Are you feeling ？“ Step2.Presentation1. 利用实物图片或幻灯投影直观学习情绪新单词“sad、bored、angry、tired 、和复习“happy、并把句型Are you feeling sad/bored、angry、？穿插进去，熟练学习并掌握单词及句型的用法。2. 教师拿出准备好的三种表情面具，展示给学生看，告诉学生会使用Are you feeling sad不同的面具表情 ，并简单作答。（Yes，I am . No， Im not.） 3. 利用直观教具、PPT或表演、图片学习其他新单词。4. Li

18、sten to the radio and draw the new words .5. Please SA tell the story about part1.6. Teacher explain to Ss (including words and sentences )Step 3:Practise 1)T: Is Lingling feeling sad /bored/angry? Whats she thinking about ? Whats she going to do? Listen again and answer these questions.2)Lets read

19、text and do pairwork .3)Look at picture and say ,make sentences .Eg: A; Are you feeling sad ? B; No. A:Whats the matter ? B:Nothing .4)look at part 3.point ,find and say.Step 4.Play games : 1.look at face and guess “What are you feeling ?”2.Sa do actions , the other students guess . sad bored .Step

20、5.For todays homework .1. Copy new words and remember .2. Read text part 1 .3. 与家人或好友进行交流,谈论自己和对方的情绪状况. Moudle 9 Feelings Unit 1 Are you feeling sad? 一、教学内容 1单词：feel sad miss bored angry nothing secret tell surprise 2. 句型：Are you feeling sad/bored/angry? 二、教学目标 (1) 掌握本单元出现的有关feeling的词汇和句型，如：sad bore

21、d angry ; Are you feeling .? (2)在不同语境中理解并运用“Is he/she feeling ?” (3)会用英语进行询问他人的情绪和感受，并且通过对话、模仿等方式完成任务，培养学生听、说、读、写的能力。 三、教学重点及难点 1.重点:理解认读单词，能够用本课新句型进行对话。 2.难点：理解不同语境中“Are you feeling?” “Is he/she feeling ?”的运用,并且能够熟练进行替换练习. 四、教具准备： (1)单词卡片;(2)表情面具(3)录音机,磁带 五、教学过程 （一）Warming up 1.Greeting 2.Guess（老师先

22、在黑板上画一圆圈，并逐渐完成一个笑脸） T：Boys ang girs,look at the blackboard.Tell me,what is it? （先画笑脸的一部分） S:Face . T:Tell me, whats the boy doing?(老师画大笑的嘴巴) S:He is smiling. T:Yes,he is very happy.(出示happy的单词卡，贴在笑脸的旁边，带学生读单词) （二）Presentation/Practice (通过运用表情面具,设置一定的情境呈现本单元的重要单词,在呈现中适当加入操练,同步促进课堂教学) 1.T:The boy is s

23、miling.So he is happy.Now follow me.Happy,happy,you feel happy. （ 老师边指图片，边板书：“You feel happy.”） S：（边指图边跟读） 2（老师把sad 的表情面具贴到黑板上） T:Tell me, what is the girl doing? S:She is cring. T:So she is sad.(出示 sad的单词卡，带生读) T:Lets point and say:“You feel sad.” S:（跟读） 3(老师把bored面具贴到黑板上) T:I want to play basketba

24、ll on the playground,but it is raining.So I feel bored. (老师表现出很无聊的样子，如果学生还是不明白，可以加上动作，比如：手指敲着桌面，无事可做) S: T:I feel bored.(出示bored的单词卡，带学生读) S：（跟读） T:You feel bored.（老师边指bored面具边带学生读） 4（老师出示angry的表情面具） T:The boy is not happy.He is very angry.(出示angry的单词卡,并加上跺脚的动作，表示很生气。) T:Angry,angry,the boy is angry

25、.We say to him :You feel angry. S跟读) 5（Practice） 老师带学生复读单词,边指向面具边让学生模仿操练You feel. 先是老师做表情,让学生说You feel.然后老师要对学生回答进行反馈,最后让每两名学生模仿操练 T:Now,I do a mine,you say to me: “You feel”Clear? S: Yes. T: Ok,Begin!(老师做快乐的表情) S:You feel happy. T:Yes. (老师做伤心的表情) S:You feel angry. Now continue the game in pairs.(学生

26、两人继续该游戏，操练新单词和句型) 在You feel.句型的基础上,创设情境,为呈现Are you feeling?作好铺垫. T:Boys and girls,I look you are smiling.Are you feeling happy? S: Yes. T: (板书) Are you feeling happy?Say after me. S：跟读 T: Are you feeling bored? S1: Yes./No. 老师提问几名学生，然后让学生操练对话。（通过替换有关feeling单词，让学生反复操练Are you feeling?） 趣味活动 T:Boys and

27、 girls,lets play a gessing game.Now I turn to the blackboard. One student gesses“ Are you feeling? ”Clear? S:Yes. T:Lets go!（这时老师背对学生，带上面具，适当做些动作，让学生运用“ Are you feeling? ”来猜测老师戴哪个面具，学生猜对了，老师就回答：Yes,I am。不对就回答：No,Im not.并转身把面具展示给学生看。） 游戏结束后，两人一组进行类似的操练。 (三)课文教学 1.活动1 T:Ok!Today,Lingling and Amy have

28、a talk,whats the matter,Lingling?Now,Lets learn the new lesson to find out the answer. Open your books,turn to page34,read after me, “ Are you feeling sad?”（板书并带读课题） T:Does she miss China? T:Now,listen to the tape and find out:Is Lingling feeling sad? Is Lingling feeling bored? Is Lingling feeling a

29、ngry? Whats she think about?Whats she going to do? （让学生带问题听录音，然后试着找答案，接着老师指导学生retell并回答问题） 2.学生听录音 3.T: Tell me.Is Lingling feeling sad? S:No. T:Does she miss China? T:What does “miss” mean? 出示miss单词卡，教授读音和意义。可以通过创设Lingling远在伦敦想念妈妈，往中国给妈妈打电话的情境，让学生理解对话中miss的意思。学生理解后，再用“开火车”操练单词。 T:Does she miss Chin

30、a? S:No. T:Then what does Amy ask Lingling ? S:Are you feeling bored?Do you want to play chess? T:Thats right.What does Lingling say? S:No. T: Is Lingling feeling angry? S: No,Of course not. T: Whats the matter ,Lingling? S:Nothing. 此时，老师拿出nothing单词卡，进一步解释词义，创造情境：老师把自己的书和笔分给几个学生，然后说，He is got my book,she is got my pen ,I have nothing。并把两手摊开。学生理解后在让学生跟读单词 T:Boys and girls,whats lingling thinking about? S: T:Its a secret. 出示secret单词，创设情境：老师假装和一学生耳语，并在嘴边竖起拇指，示意该生保密。 S：（理解单词） T：Lets continue the text. Whats the secret?Lingling says_? S：Im going to make you a