Unit1 How Are You Feeling Now？PartB 教案
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| 名称 | Unit1 How Are You Feeling Now？PartB 教案 |  | |
| 格式 | doc | ||
| 文件大小 | 42.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 陕旅版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-02-23 13:44:08 | ||
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课题 How are you feeling now Part B 课型 新授 第 2 课时
教学目标 能听懂Let’s talk 对话中表示情感的词汇。
能用所学句型结构就情感进行表述及回答。
通过对对话的学习，培养学生的会话能力，增强学生的学习兴趣。
教学重点 能听、说、熟读对话，语音语调准确自然。
教学难点 能运用Are you tired Yes, a little.... This makes her very angry.这些功能句型进一步就情感进行表述及问答。
教学过程 Ⅰ Enjoy a song1 新课展示 Part B Let’s learn more教师承接，出示Su Nan 和Colin 的图片，并向学生介绍： T： Look! This is Su nan. He is a good boy. He is helpful at home. And this is Colin. He is late for class, so Miss White is very angry. Now, let’s talk about the two pictures.①教师出示Let’s learn more第一部分的挂图：T： What can you see in the picture Ss: I can see Su nan and his mom.T: Yes. Su nan’s mom is very tired and thirsty after work. So, what is Su nan doing 引导学生说出：Su nan is giving his mother a glass of water.T: He is helpful to his mom. He is really a good boy.教师出示Let’s learn more 第二部分的挂图：T: Look at the picture. Where are Colin and Miss White S1: They are in the classroom.T: How is Colin feeling now S2: He is feeling sad.T: Is Miss White sad, too S3: No. She is very angry.2 听力理解(1)教师分段播放录音，让学生听对话，理解对话大意。(2)分别为两段对话设置问题，让学生带着问题听录音。问题可参考如下：a Is Su Nan’s mom tired ( Yes, a little.)b Is Su Nan a good boy Why (Yes, he is. Because he cares for his mom. He gives his mom a glass of water.)c Why is Miss White angry (Colin is late again. This makes her very angry.)d What is Miss White doing (She is telling Colin to come to school on time and not to be late again.)教师再次播放录音，并随机挑选学生回答问题。3 教师板书并讲解对话中的词汇和句型：(1)a little --Are you tired --Yes, a little.教学提示：a little “少许、有一点”，可修饰不可数名词和形容词。如： a little time, a little water, a little angry/tired, a little hungry/thirsty等一一举例并鼓励学生练习运用，如：The boy doesn’t do his homework. His dad is little angry.Kitty can’t find her cat. She feels a little sad.(2)on time教学提示：on time 是“准时”的意思，在五年级上册Unit 1 中已经接触过，这里复现时也可以扩充词组“in time及时”，并可适当解析两者的区别。This makes her very angry.教学提示：make 在这里的意识是“使人...”“sth. Makes sb.+形容词”这一结构，表示“某事使某人感到...”。举例并鼓励学生练习运用。如：The football game makes the students excited.The pictures makes the story very interesting.Ⅱ 巩固活动1 教师播放录音，学生听并模仿其语音语调跟读本部分的对话。2 学生两人一组分角色朗读对话，之后，可请几个小组上台做对话表演。Part B Let’s Play1 教师将相应的单词和句型写在黑板上，然后请一位学生上台，教师背对该学生，让学生做表情，而教师问其他学生：Is S1... 并根据其他学生的回答确定是否继续提问：Is he/she... How is he/she feeling now 引导学生踊跃回答。2 教师请两位学生上台，一位做表情，一位打电话，用课本句型提问该生和其他学生（要背对做表情的学生），(1)Part B Read the words (2)在学生认读后，引领学生找出规律并加以总结：字母组ar的发音。(3)教师和学生一同找到发音规律后，尝试运用读音规则拼读生词。(4)教师可视学生掌握情况给出更多含有ar 或er字母组合的单词让学生尝试拼读。通过拼读总结记忆单词的好方法，并鼓励学生说出更多含有所学习字母组合的单词进行拼读练习。2 Part B Read a story(1)课本P6， 看图理解故事。之后，教师可对图片进行提问，以下问题可供参考。： What can you see in the picture 1 Is Alice happy in picture 1 What can you see in picture 2 and 3 How is Alice feeling in these pictures (2)教师引导学生结合图片内容作答。(3) 教师继续提问，让学生默读故事。并注意引发学生思考、完整作答。 修正补充栏
板书设计 How are you feeling now 作业布置：Read the Words after class.Read a story with your partner.
批改记录：
教学反思 课堂目标达成，课堂用语清晰准确，课堂环节完整。活动设计及趣味性可以再加强。
教学目标 能听懂Let’s talk 对话中表示情感的词汇。
能用所学句型结构就情感进行表述及回答。
通过对对话的学习，培养学生的会话能力，增强学生的学习兴趣。
教学重点 能听、说、熟读对话，语音语调准确自然。
教学难点 能运用Are you tired Yes, a little.... This makes her very angry.这些功能句型进一步就情感进行表述及问答。
教学过程 Ⅰ Enjoy a song1 新课展示 Part B Let’s learn more教师承接，出示Su Nan 和Colin 的图片，并向学生介绍： T： Look! This is Su nan. He is a good boy. He is helpful at home. And this is Colin. He is late for class, so Miss White is very angry. Now, let’s talk about the two pictures.①教师出示Let’s learn more第一部分的挂图：T： What can you see in the picture Ss: I can see Su nan and his mom.T: Yes. Su nan’s mom is very tired and thirsty after work. So, what is Su nan doing 引导学生说出：Su nan is giving his mother a glass of water.T: He is helpful to his mom. He is really a good boy.教师出示Let’s learn more 第二部分的挂图：T: Look at the picture. Where are Colin and Miss White S1: They are in the classroom.T: How is Colin feeling now S2: He is feeling sad.T: Is Miss White sad, too S3: No. She is very angry.2 听力理解(1)教师分段播放录音，让学生听对话，理解对话大意。(2)分别为两段对话设置问题，让学生带着问题听录音。问题可参考如下：a Is Su Nan’s mom tired ( Yes, a little.)b Is Su Nan a good boy Why (Yes, he is. Because he cares for his mom. He gives his mom a glass of water.)c Why is Miss White angry (Colin is late again. This makes her very angry.)d What is Miss White doing (She is telling Colin to come to school on time and not to be late again.)教师再次播放录音，并随机挑选学生回答问题。3 教师板书并讲解对话中的词汇和句型：(1)a little --Are you tired --Yes, a little.教学提示：a little “少许、有一点”，可修饰不可数名词和形容词。如： a little time, a little water, a little angry/tired, a little hungry/thirsty等一一举例并鼓励学生练习运用，如：The boy doesn’t do his homework. His dad is little angry.Kitty can’t find her cat. She feels a little sad.(2)on time教学提示：on time 是“准时”的意思，在五年级上册Unit 1 中已经接触过，这里复现时也可以扩充词组“in time及时”，并可适当解析两者的区别。This makes her very angry.教学提示：make 在这里的意识是“使人...”“sth. Makes sb.+形容词”这一结构，表示“某事使某人感到...”。举例并鼓励学生练习运用。如：The football game makes the students excited.The pictures makes the story very interesting.Ⅱ 巩固活动1 教师播放录音，学生听并模仿其语音语调跟读本部分的对话。2 学生两人一组分角色朗读对话，之后，可请几个小组上台做对话表演。Part B Let’s Play1 教师将相应的单词和句型写在黑板上，然后请一位学生上台，教师背对该学生，让学生做表情，而教师问其他学生：Is S1... 并根据其他学生的回答确定是否继续提问：Is he/she... How is he/she feeling now 引导学生踊跃回答。2 教师请两位学生上台，一位做表情，一位打电话，用课本句型提问该生和其他学生（要背对做表情的学生），(1)Part B Read the words (2)在学生认读后，引领学生找出规律并加以总结：字母组ar的发音。(3)教师和学生一同找到发音规律后，尝试运用读音规则拼读生词。(4)教师可视学生掌握情况给出更多含有ar 或er字母组合的单词让学生尝试拼读。通过拼读总结记忆单词的好方法，并鼓励学生说出更多含有所学习字母组合的单词进行拼读练习。2 Part B Read a story(1)课本P6， 看图理解故事。之后，教师可对图片进行提问，以下问题可供参考。： What can you see in the picture 1 Is Alice happy in picture 1 What can you see in picture 2 and 3 How is Alice feeling in these pictures (2)教师引导学生结合图片内容作答。(3) 教师继续提问，让学生默读故事。并注意引发学生思考、完整作答。 修正补充栏
板书设计 How are you feeling now 作业布置：Read the Words after class.Read a story with your partner.
批改记录：
教学反思 课堂目标达成，课堂用语清晰准确，课堂环节完整。活动设计及趣味性可以再加强。