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 | 33.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 陕旅版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-03-08 12:54:54 | ||
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Unit1 How are you feeling now PartB
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 ” “I’m 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
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
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 ” “I’m 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
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
Step 1 Warming up
(a) greetings
(b) sing a song (use a radio)
Step 2 Leading in
T: I’m 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. What’s this
Ss: It’s a cat.
T: And look here, what’s this
Ss: It’s 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 I’m this cat, let’s find my fish here and there. I can’t find my fish, I am feeling tired. ( card: feel tired ) Finally, the fish has been eaten by others. But I don’t who ate my fish I’m 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 don't know how are you happy
Ss/T: I’m feeling happy.
Use this sentence to make some dialogues with the spin. Write on the blackboard: -How are you feeling now -I’m 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 -I’m 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
-I’m feeling ... feel sad
-How is he/she feeling now feel tired
-He/She is feeling … feel angry
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 ” “I’m 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
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
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 ” “I’m 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
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
Step 1 Warming up
(a) greetings
(b) sing a song (use a radio)
Step 2 Leading in
T: I’m 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. What’s this
Ss: It’s a cat.
T: And look here, what’s this
Ss: It’s 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 I’m this cat, let’s find my fish here and there. I can’t find my fish, I am feeling tired. ( card: feel tired ) Finally, the fish has been eaten by others. But I don’t who ate my fish I’m 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 don't know how are you happy
Ss/T: I’m feeling happy.
Use this sentence to make some dialogues with the spin. Write on the blackboard: -How are you feeling now -I’m 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 -I’m 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
-I’m feeling ... feel sad
-How is he/she feeling now feel tired
-He/She is feeling … feel angry