Unit1 How Are You Feeling Now? partA 教案

文档属性

名称 Unit1 How Are You Feeling Now? partA 教案
格式 doc
文件大小 38.0KB
资源类型 教案
版本资源 陕旅版
科目 英语
更新时间 2022-03-30 11:25:50

图片预览

文档简介

Unit1 How Are You Feeling Now
第1课时
一、教学目标
1. 知识与技能:能听、说、读、写词汇:feel happy, feel sad, feel tired, feel angry, go out to play, make a snowman。且学习运用I’m felling ...表达自己的情感。
2.过程与方法:通过图片、动作和情境说出词汇,并进行简单的英语交流和表演。
3.情感态度价值观:通过本课学习使学生有兴趣听、说英语、背歌谣、参与游戏,勇于开口、乐于模仿,并养成乐观积极向上的习惯。
教学重点:能听懂、会写、会读、会说feel happy,feel sad,feel tried,feel angry,go out to play,make a snowman.
教学难点:通过学习,能够用英语指出自己的感受。
二、教学准备
1. Let’s learn部分的单词卡片。
2. 本课时的相关课件。
3. 写有Let’s learn词汇的纸条。
三、教学过程
Leading In
(1)T: Good morning, everyone! Nice to see you again in English class. I am feeling happy now. Are you happy
Ss: Yes.
T: So we are feeling happy to be together again. And I hope we’ll feel happy all the time in our class.
(2) Warming-up: Look and circle
T: Now look at the girl in the pictures. How is she feeling Which is happy Can you circle it
T: What about you How are you feeling now
通过此任务让学生提前感知本课要学习的内容,导入新课。
(1)新课展示Part A Let’s learn
T: I have a new friend. Look. Who is he
出示Let’s learn部分小猫的图片,向学生介绍:
T: He is a cat and his name is Tom. He likes to eat fish.
1. 教授词组feel happy
课件出示盘子里有一条鱼的图片,并提问学生:
T: What can you see
S1: I can see a fish.
T: Yes. It’s a fish. Tom likes fish, so he is feeling happy.
板书feel happy,让学生随着教师的书写进行拼读。
教师做出很高兴的表情,引导学生进行练习:
T: Look at me. I’m feeling happy. Are you feeling happy, too
Ss: Yes.
T: Show me a happy look, please.
(让学生做出很高兴的表情,并一起重复句子)
T &Ss: I’m feeling happy.
2. 教授词组feel sad
课件出示一个空盘子,并提问学生:
T: What can you see
S2: I can see a plate.
T: Yes. It’s an empty plate. Tom is hungry now. Where is the fish It is lost.
(出示Tom猫伤心的图片)Tom is feeling sad.
教师板书并领读feel sad之后,做出很伤心的表情,说:
T: I’m not feeling happy. Now I’m feeling sad. Look, a sad look. Show me a sad look, please.(让学生做出很伤心的表情,并一起重复句子)
T &Ss: I’m not feeling happy now. I’m feeling sad.
3. 教授词组feel angry
教师以课件出示一只老鼠和一条鱼,并告诉学生:
T: Look! it’s a mouse. He gets the fish from the plate. Tom is feeling angry now.
课件出示猫生气的图片,板书并领读feel angry。
做出很生气的样子,说:
T: I’m not feeling happy. Now I’m very angry I’m feeling angry. Show me an angry look, please.(让学生做出很生气的表情,并一起重复句子)
T &Ss: I’m not feeling happy now. I’m feeling angry. I’m angry.
4. 教授词组feel tired
T: Tom wants to catch the mouse, so he runs after him for a long time. Now he is feeling tired.
出示猫累的图片,板书并领读feel tired。然后,做出很累的样子,说:
T: I’m feeling tired. I’m very tired, I want to have a rest. I want to sleep. Are you tired
Ss: Yes. I’m feeling tired, too. / No. I’m not feeling tired.
5. 教授词组go out to play和make a snowman
(1)出示Tom在室内的图片介绍:
T: The weather is t fine. Tom’s friends are playing in the garden. But Tom is in the living loom, H wants to go out to play.
出示户外的图片,板书并领读go out to play。
(2)出示冬天的雪景以及堆雪人的图片井介绍:
T: Oh. It’s snowing. Let’s go out to play. What can we do 从而自然引出短语make a snowman。
T: Yes. We can make a snowman.(边说边板书该短语)
此处教师可添加一两个句子,让学生了解一下snowman的复数形式,如:
We can make two snowmen. We can make some snowmen.
(2)巩固练习
播放录音,让学生听并跟读Let’s learn部分的词汇,其间注意纠正学生的错误读音。对于学生容易读错的单词(如tried, angry等),要注意进行有针对性的示范和训练。
四、做游戏
词汇传递
将全班分成若干组,每一排为一组。然后分别发给每一组最后一排的学生一张写有某一词组的纸,在说开始后,最后一排的学生即用耳语的方式把纸上的词组告诉前面的学生,这位学生再把听到的词汇告诉前面的学生,这样依次进行下去。最后,第一排的学生根据获得的信息将相应的词组写到黑板上,传得最快、最准的组获胜。
【板书设计】
Unit 1 How are you feeling now
feel happy feel sad feel angry feel tired
go out to play make a snowman
How are you feeling now
I’m feeling...