评测练习
Listen and choose (听一听，选一选)
matter sad angry bored
1.Are you feeling ?
2.Are you feeling ?
3.Are you feeling ?
4. What's the ？
Module 9 Unit 1 Are you feeling bored?
教材分析
本单元是新标准英语第五册Module 9 Unit 1 Are you feeling bored? 课文的情境是Amy看到Lingling很郁闷的坐在卧室里，就走过去问她怎么了：是觉得无聊了，还是想念在中国的朋友了，或是生气了？Lingling说都不是，Lingling告诉Amy, 她昨天给妈妈打电话，听说奶奶生病住院了， 所有心里很难过。这时Ms smart 走进来告诉Lingling她妈妈早上打电话来，说奶奶已经病愈出院了。Lingling这才高兴起来。21教育网
本节课以Feelings为话题，主要教学内容是用英语询问他人的情绪和感受以及表达自己的情绪和感受。本节课紧扣生活实际，学生兴趣浓厚,所学句型易于表达。21世纪教育网版权所有
教学的中心任务是使学生通过本课的学习，能灵活运用所学语言询问和表述feelings并做出简单评价；同时培养学生的听力，阅读技巧和阅读能力，以及团队协作能力、竞争意识和小组合作意识，不断激发学生的学习积极性；不断挖掘他们运用语言的创造性。
新标准英语（三年级起点）五年级上册
Module 9 unit 1
Are you feeling bored?
教 学 设 计
Module 9 Unit 1 Are you feeling bored?
一、 教学目标：
1、语言知识目标：
（1）全体学生能理解：feel, sad, bored, angry, miss，ill, told, better
(2) 全体学生能运用：feel, sad, angry, ill, told.
（3）部分学生能运用bored, miss, better
（4）全体学生能运用：Are you feeling …? 这类语句来谈论情绪
2、语言技能目标：
（1）听：全体学生能够听懂 Are you feeling bored?等语句。
（2）说：全体学生能说 Are you feeling bored?
（3）读：全体学生能认读feel, sad, angry, ill, told.
（4）写：全体学生能按要求完成语句书写。
3、情感目标：
（1.）学会关心他人，分享他人的喜、怒、哀、乐。
（2.）在活动和交流的过程中，感受到自己的“所学”能有“所用”，从而提高学习英语的自信心，增强求知欲。21·cn·jy·com
二、教学重、难点：
1、能够用Are you feeling …?句型询问他人的情绪。
2、能够认读并正确运用单词：sad，bored, angry.
三、教学准备：
多媒体课件、表情图片、单词卡片、 白板, 课文动画，笑脸牌
四、教学过程：
Step 1. 热身（Warming up）
1. Greetings.
2.Sing the song:《If you are happy》,and do the actions.
【设计意图：课前齐唱英语歌曲并跟着音乐做动作，它既可活跃课堂气氛，缓解学生的紧张情绪，又能使学生尽快进入英语学习状态。】
Step 2. 导入(Leading in)
1.（1）T: It’s an interesting song. I’m feeling very happy.(展示制作的笑脸卡片)2-1-c-n-j-y
(学生通过老师表情及卡片复习happy)
对部分同学提问: Are you feeling happy? （老师可提示“Yes./ No”.)
学生给出答案。(老师可多提问几组，使学生深刻领会语言的含义与应用。)
（2）分组
T: Today ,we have four happy teams（教师指张贴于黑板左侧happy的图片）：Happy team 1, happy team2, 3 and 4. When the class is over, let’s see which team can get the most happy faces. 【来源：21cnj*y.co*m】
（全班同学分为四个快乐小组，在这节课当中组成员每完成一个任务将得到一个笑脸，获得最多笑脸的小组，就是本课的冠军)21教育名师原创作品
2.课文 第一部分
(1)Look, listen and say
T:(过渡)We are feeling happy. Look at this dog ,(课件展示课文第一部分小狗的图片) is this dog feeling happy?21*cnjy*com
Let’s look and listen.
(2) Look and listen.
T: This dog is feeling sad, and then she is feeling happy.
学习sad : 小老师领读,音标读 [s?d] ,词卡读, 板书，
T: Are you feeling sad? (根据学生的回答来板书句子及其答语)
T：Are you feeling happy? （师举笑脸牌）（同时板书）
(3)跟读 T: Now, let’s listen and repeat.
3. T: In our life, We can't always be happy, sometimes we are sad , may be angry (白板) 图片理解表情
(T: Read after me “angry”
Angry：词卡读，['??gr?] 大小声读，
T: Look, Amy and Sam are angry , what's the matter？（出示句子练习）（板书）21*cnjy*com
Oh, they are arguing.
(Sometimes even we are bored，bored ：词卡读，[b??d] 左右摆读，开火车读
T: He's feeling bored.
What's the matter ?
It's raining, he can't go out.
He is feeling bored, are you feeling bored?
4. 板书课题 T: Today we’ll learn Module 9 Unit1 Are you feeling bored?
(板书课题)并领读
【设计意图：通过图片情景展示本课重点情感词汇与句型，并进行简单操练，为课文理解做铺垫。】
Step3: presentation
1. 过渡 T: Today I’m feeling happy, and I’m sure you’re feeling happy too.
But our friend Lingling is not happy. What’s the matter with Ling ling? Her friend Amy asks her some questions。(课件出示)
Are you feeling bored?
Are you feeling angry?
Are you feeling sad?
一进文本
（1）T: Listen carefully and answer the questions.
（2） Check the answers: Who can answer the questions?
（课件出示几个问题）
Are you feeling bored? No, I 'm not
Are you feeling angry? No, I 'm not
Are you feeling sad? Yes, I am
学生回答问题。(粘贴笑脸)
猜一猜，练习句型
(1)Are you feeling bored?
(2)Are you feeling angry?
(3) Are you feeling sad?
(4) 游戏操练：Have a guessing game
（过渡）
T：Oh , you did a good job ,let’s play a game
A: Are you feeling…?
B: Yes, I am. / No, I’m not.（教师出示一些课前准备好的表情图片，选出一张遮住脸让生用以上句型问答，教师和某个学生做示范后，再让同桌两个练习，并展示。）21cnjy.com
【设计意图：这几个问题都围绕情感进行的提问，是本课的重点内容，通过听并回答问题练习本课的重点句型，并掌握课文的大体含意.同时用猜一猜表情的游戏来练习，增加了练习的趣味性，提高学生参与的积极性】
二进文本
过渡
T: Do you remember Lingling is sad, what’s the matter with her?( 课件出示问题)Let’s listen and find it. 2·1·c·n·j·y
回答问题T: Who can answer my question?
S: My grandma is ill in hospital.
T：Yes, Ling ling's grandma is ill in hospital.
学习ill (分组读，跟录音读句子)
【设计意图：二进文文本，通过听课文，观看图画了解课文大意，并练习同学们的听力。学习目标语句My grandma is ill in hospital. 】
T: Lingling's grandma is ill in hospital . She is sad.
Look, Ms Smart is coming. And Lingling is happy now, why?
Let's Listen （课件播放）and answer ,
（课件出示问题及答案）
Lingling is happy now, why?
A: Her grandma is better now.
B She told me that.
（播放录音 “Your grandma is better now , she went home this morning ”）【来源：21·世纪·教育·网】
此处学习better told
用词卡对比学习 good better
【设计意图：通过听段落，加深对课文的理解，掌握单词told, better】
Step4: Practice
1.三进文本 (模仿跟读)
T: Lingling is feeling happy now, are you feeling happy? Let’s listen and repeat.21·世纪*教育网
2. T: Now read in groups, and have a role play in your group.
3. Role play:
T: Let’s have a role play. Which group can come here?
4. Test:
T: Oh you did a good job, let’s have a test
Now take out your paper, listen and choose
【设计意图：通过跟读课文，模仿语音语调，对课文掌握更牢固。分角色朗读，调动了学生参与的积极性，同时对文本的理解更透彻。小测试又巩固了学生对句型的掌握。】【出处：21教育名师】
Step 5 Extention
1.小采访：
Make an interview:
过渡T: We’ve know about Ling ling’s feelings. What about the feelings of them? (出示几幅图片)【版权所有：21教育】
Here are some pictures，please try to know about their feelings.
课件展示句型 及图片
Structure:
A: what’s the matter?
Are you feeling…? (happy / sad/ angry / bored)
B: No. I am not / Yes, I am
A: Are you feeling…? (happy / sad/ angry / bored)
B：…
（课件上呈现不同的场景图）
(3 )示范
教师先通过询问一名学生进行示范
（4）同桌两人选一个场景进行练习
T：Now choose one picture, and practice in pairs.
学生展示，教师及时评价。
T: Who want to share your dialogue?
S:
T: Wow, I think you did a good job.
【设计意图：此环节是在教师引导下的学生之间的语用互动，通过创设真实的情景，给出语言支架，引导学生学会运用本节课的强化句型What’s the matter?和骨干句型：Are you feeling…?询问朋友的感觉并回答，让学生运用所学语言进行交流，达到语言的内化和灵活运用，并引发相应的情感体验。】
2.情感教育：
（1）T:Look at these pictures, how are you feeling?
(2.) T: We can’t always be happy.
Care and help everyone around you.
Help them to be happy everyday.
Love is happiness.
【设计意图：对同学们进行适当的情感教育，也是课堂情感的一个升华。】
Step 6: Summary
1.评价总结T: Are you feeling happy? Let’s see how many happy faces you have got. Team …is the winner. Congratulations! Let’s ask them: Are you feeling happy? 21教育网
2.板书总结T: T: Do you know my feelings? Ask me, please. (教师引导学生说出本课内容)www.21-cn-jy.com
Ss: Are you feeling…?
T: I’m feeling very happy, because you’re fantastic. Wish you to be happy every day. 21世纪教育网版权所有
【设计意图：通过评选获胜队，将评价贯穿始终。并通过 询问获胜队和教师的感受，将本课内容进行梳理归纳。】 www-2-1-cnjy-com
Step 7: homework ( 菜单式作业：1必做，２,３任选一个做)
1、Listen and read the text.
2、Don't forget the secret of happiness. Try to know about your parents’ feelings. Share their happiness and sadness.
3、Write a letter to a friend you miss and ask about his feelings.
【设计意图：菜单式作业让学生可根据自己的爱好和能力进行选择。通过观察了解爸爸妈妈和朋友做不同事情的感受，或写信给自己想念的朋友，与他们共享快乐和忧伤，增进友谊与感情，让学生在享受关爱的同时也懂得关爱。】
Blackboard design
Module 9 Unit 1 Are you feeling bored?
What’s the matter?
Are you feeling sad?
Yes, I am. angry
No, I’m not. bored
