Module 9 Unit 2 I feel happy
第3课时导学案
一、教学内容
外研版小学英语五年级上册第九模块第3课时Unit 2 Ac tivities 1一3
二、教学目标
1. 能够熟练地分辨出不同的面部表情。
2. 能表达出人物在过去时间因做了某事而产生的不同心情感受。
三、重难点
（一）重点
1. 能够听、说、读、写单词：happy，sad，tired，excited，bored，angry，hungry，thirsty，并能在图片提示下识别单词及短语：grandpa，(on the) farm， game，chess， won (win)，lost (lose)，smell，feel tired...21世纪教育网
2. 能灵活运用句型：How does she/he feel? She/He feels... Does she/he feel...? Yes, she/he does. /No，she/he doesn’t.这类语句来询问他人的情绪感受。21教育网
（二）难点
能根据过去的不同情景向同伴表达自己内心真实的感受。
四、自主学习
1. 写出下面单词的过去式。
help( ) win ( ) lose ( )
tell ( ) call ( ) go ( )
2. 选择合适的单词填空。
helped，won，smell，happy，hungry，sad，tired，lost
(1) I can some nice noodle soup. Now I feel ____________.21cnjy.com
(2) I ____________a chess game last week. Now I feel____________.21·cn·jy·com
(3) Yesterday I__________ my grandpa on the farm all day.www.21-cn-jy.com
Now I feel____________.
(4) I ____________ my pen and ruler yesterday. Now I feel____________.
五、课堂检测
1. 英汉互译。
(1) all day___________
(2) 上周___________
(3) 闻出___________
(4) 我感到很累___________
(5) a chess game ___________
(6) on the farm___________
2. 根据句意，填上所缺单词的适当形式。
(1) I __________(win)a chess game last week.
(2) She __________ ( feel) sad. Because she__________(lose) her English book yesterday.
(3) I can_________(smell)some nice vegetable soup. So I feel hungry now.
(4) ---__________(do)she feel tired?
---Yes, she does.
(5) ---How___________(do)he feel?
---He feels very happy.
3. 请用以下单词写几句话描述你的心情或他人的情绪。
tired happy angry bored sad
六、课时小结
1. 这节课我的收获是：________________________________________________
2. 这节课我的不足是：________________________________________________
Module 9 Unit 2 I feel happy
第3课时教案
一、教学内容
外研版小学英语五年级上册第九模块第3课时Unit 2 Ac tivities 1一3
二、教学目标
1. 能够熟练地分辨出不同的面部表情。
2. 能表达出人物在过去时间因做了某事而产生的不同心情感受。
三、重难点
（一）重点
1. 能够听、说、读、写单词：happy，sad，tired，excited，bored，angry，hungry，thirsty，并能在图片提示下识别单词及短语：grandpa，(on the) farm， game，chess， won (win)，lost (lose)，smell，feel tired...21·cn·jy·com
2. 能灵活运用句型：How does she/he feel? She/He feels... Does she/he feel...? Yes, she/he does. /No，she/he doesn’t.这类语句来询问他人的情绪感受。【21·世纪·教育·网】
（二）难点
能根据过去的不同情景向同伴表达自己内心真实的感受。
四、教学准备
1.单词卡片。
2.同步课文动画。
3.第1课时教学课件。
4.人物萨姆和约翰的头饰
五、教学设计
Step 1 Warm-up
1. Speak them out.
多媒体出示一些明星的各种面部表情图，学生抢答、小组比赛，给反应快的小组加分奖励。如：
She is feeling happy. (She is/feels happy.)
He is feeling bored. (He is/feels bored. )...
2. Act and say.
教师播放兔子舞曲，学生随着音乐传递上节课所学情绪单词卡片，音乐一停，拿到卡片的同学必须大声说出该单词并造句子，表演好的同学应及时给予奖励。21教育网
设计意图：通过不同的形式复习旧知，避免枯燥乏味的老式课堂。（老师问学生答）
Step 2 Presentation (Look, listen and say.)
T: We have different feelings all the time. Now please look at these people: What are their feelings?21cnjy.com
教师让学生看活动图片，回答问题。
Step 3 Listen and read（课文活动 2 教学）
1. 教师逐个呈现课文活动2中的人物图，学生根据其表情一起猜测：How does she/he feel? 并模仿相应的表情。www.21-cn-jy.com
2. Chant
Tired, tired, how does he feel?
Tired, tired, he feels tired.
Happy, happy, how does she feel?
Happy, happy, she feels happy.
Sad, sad, how does she feel?
Sad, sad, she feels sad
Hungry, hungry, how does he feel?
Hungry, hungry, he feels hungry.
设计意图：进入课文教学，通过节奏感强的chant让学生根据文中人物表情描述心情。
3.句子教学。
(1) 播放第一遍录音，学生认真听并理解产生相应情绪的原因。
(2) 播放第二遍录音，理解词句。
?helped（help的过去式）帮助，帮忙
I helped my mum to wash the dishes.
?grandpa (grandfather)（外）祖父 I go to the park with my grandpa every afternoon.
?farm农场。
There are many animals on the farm.
?all day—天到晚；整天
She is chaperoning（陪伴）her daughter all day.
?won（win的过去式）贏，获胜
Class 1 won the football game yesterday.
?chess象棋
She likes playing chess with her sister.
?lost（lose的过去式）
Darning lost his ruler in the classroom.
?smell闻出，嗅出。教师反反复复做出“闻”的动作，让学生猜猜其含义，然后学生边做动作边读单词。
?noodle soup清汤面条；汤面
Please put more minced meat into my noodle soup.
(3) 听第三遍录音，在每个句子后面停顿，学生跟读。
(4) 大组之间相互练习。
Group 1 and Group 2: Yesterday I helped my grandpa on the farm all day.
Group 3 and Group 4: Now I feel tired.
Group 1 and Group 2: I won a chess game last week.21·世纪*教育网
Group 3 and Group 4: Now I feel happy.
Group 1 and Group 2: I lost my pen and ruler yesterday. www-2-1-cnjy-com
Group 3 and Group 4: Now I feel sad.
Group 1 and Group 2: I can smell some nice noodle soup. 21*cnjy*com
Group 3 and Group 4: Now I feel hungry.
(5) 师生之间问答并总结。
T: How does the boy in picture 1 feel?
Ss: He feels tired.
T: Why does he feel tired?
Ss: Because yesterday he helped his grandpa on the farm all day. 【21cnj*y.co*m】
(6) Look and write. Then ask and answer.（完成课文活动3）
a. Look at the pictures, then write the sentences.【21教育名师】
b. Ask and answer with the partners.
设计意图：设置任务，学生自主学习，教师巡视、引导，并努力创设英语情景,让学生在真实的环境中感受并理解新知识，最后让学生书写四会句子并操练。【21教育】
Step 4 Practice
1. 找朋友。
拿出课前准备的两种卡片，一种卡片上面写着一些情绪词， 每卡一词，如：tired，hot，cold，bored，hungry, thirsty等，另一种卡片上面写一些事件短语或句子：helped my grandparents on the farm all day/won a chess/football/basketball/reading game/it’s raining. I can’t go out to play/have nothing to do. /It’s snowing. I can make a snowman. /It’s sunny. I can go hiking with my classmate...等，将所有卡片打乱贴在学生的背上，请他们离开座位，通过：What’s on my back? 或 What’s my words?和同学自由交流后得知自己的单词、词组和句子，然后寻找对应的朋友站到一起。最后请全班一起将每对朋友的句子读出来进行评价。找对了朋友的可以坐下。21*教*育*名*师
注：卡片可以是教师自己提前准备好的，也可以在复习巩固环节中请学生分组讨论并书写出的各种单词、短语和句子，老师收齐所需卡片后再开始找朋友。这样能很好地锻炼学生的书写能力，培养学生的发散性思维。轮流做这个游戏，尽量保证每位学生都能参与到游戏中来。
2. Make a survey.
四人一组互相调查同学什么时候感到髙兴/无聊及产生这种心情的原因。
Names
Feelings
When
Why
设计意图：通过丰富多彩的英语活动，使学生更懂得关爱同学，增进彼此间的友谊。
Step 5 Homework
呈现两封信件，教师通过提问对学生进行引导，帮助他们理解信件内容。然后学生以小组为单位就信件中的情绪状况进行讨论。如：第一封信讲述的是什么内容？（伤心的孩Jane向Sally寻求帮助）第二封信讲述的是什么内容？（Sally向Jane提供帮助）这样的信件通常会刊登在什么地方？（报刊的心理咨询专栏处）假设你收到这样的求助信件，你会怎样回复？下节课汇报结果。21世纪教育网
Dear Sally,
I’m feeling sad. I cry at home and I cry at school, too. I dance badly at school. My friends don’t like me.
What can I do?
Yours,
Jane
Dear Jane,
You should talk to your parents or teachers. Tell them you’re feeling sad. They can help you.
Good luck.
Sally
六、板书设计
Module 9 Unit 2 I feel happy.
Does he/she feel...?
Yes, he/she does.
No, he/she doesn’t.
How does he/she feel?
He/She feels...
七、回顾总结
这节课学生灵活运用句型：How does she/he feel? She/He feels... Does she/he feel...? Yes, she/he does. /No, she/he doesn’t.这类语句来询问他人的情绪感受，还学习了如何表达在过去因做了某事而产生的心情感受。2·1·c·n·j·y
八、教案点评
由于我地区英语起点低、起步慢，而且缺乏适合的英语学习环境，学校教学资料缺乏，教学设施不完善。针对以上情况，本堂课教师充分利用多媒体帮助学生理解，利用图片展开口语对话，利用真实情景引出新内容。利用同学们爱玩的天性设置有趣的游戏，让同学们有了一个意犹未尽的学习体验。2-1-c-n-j-y
Module 9 Unit 2 I feel happy
第4课时导学案
一、教学内容
外研版小学英语五年级上册第九模块第4课时Unit 2 Activities 4, 6 &7
二、 教学目标
1. 能根据他人的表情猜测其情绪并回答。
2. 能够自由描述在过去因做了某事而产生的情绪感受。
3. 学习、感知字母和字母组合ts，ds，tr，dr，ch，j，dg在单词中的发音。
三、重难点
（一）重点
能听懂、会说句型Are you...? Yes, I am. / No, I am not. Yesterday, I did sth. I was…来猜测他人的情绪及表达自己的情绪。21cnjy.com
（二）难点
正确表达自己的情绪，大胆和同伴交流。
四、自主学习
1. 读一读下列单词，注意画线部分的发音。
(1) cats coats goats
(2) beds friends birds
(3) train trousers tree
(4) driver dress drop
(5) chair much teacher
(6) jump bridge knowledge
2. 读一读下列句子。
(1) Yesterday, I played football. I was tired.
(2) Yesterday, she went to the zoo. She was thirsty.21教育网
(3) Last week, Lingling ate English food. She was happy.21·cn·jy·com
(4) Last Sunday，they did sports until 6：30. They were hungry.www.21-cn-jy.com
(5) My sister lost her rule. She was very sad.
五、课堂检测
l. 下列各组中画线部分读音相同吗？相同的打“√”，不同的打“×”。
( ) (1) A. chair B. lunch C. school
( ) (2) A. driver B. dress C. drop
( ) (3) A. coats B. cats C. gets
( ) (4) A. beds B. birds C. flowers
( ) (5) A train B. trousers C. trash
2. 选择恰当的答语。
( ) (1) Are you thirsty? A. I miss my mother.2·1·c·n·j·y
( ) (2) How does she feel? B. Yes, I am.
( ) (3) Is he feeling tired? C. Me, too.
( ) (4) What’s the matter with you? D. No, he isn’t.21世纪教育网
( ) (5) I feel happy. E. She feels angry.
六、课时小结：
1. 这节课我的收获是：________________________________________________2. 2. 这节课我的不足是：________________________________________________
Module 9 Unit 2 I feel happy
第4课时教案
一、教学内容
外研版小学英语五年级上册第九模块第4课时Unit 2 Activities 4, 6 &7
二、 教学目标
1. 能根据他人的表情猜测其情绪并回答。
2. 能够自由描述在过去因做了某事而产生的情绪感受。
3. 学习、感知字母和字母组合ts，ds，tr，dr，ch，j，dg在单词中的发音。
三、重难点
（一）重点
能听懂、会说句型Are you...? Yes, I am. / No, I am not. Yesterday, I did sth. I was…来猜测他人的情绪及表达自己的情绪。21世纪教育网
（二）难点
正确表达自己的情绪，大胆和同伴交流。
四、教学准备
1. 单词卡片
2. 课文同步录音、动画
3. PPT课件
五、教学设计
Step 1 Warm-up
1. Look and say.
教师开心地走进教室大声说：Boys and girls, look at me, what do I feel? 学生一起说：Teacher, teacher，you are happy. 教师多做几个不同的动作表情询问学生，学生依照上面的句子换词回答。21·cn·jy·com
2. Clap the hands and chant together.
Happy, happy, happy, we are happy.
Sad, sad, sad, we are not sad.
Tired, tired, tired, have a good rest.
Hungry, hungry, hungry, have some hamburgers.
Thirsty, thirsty, thirsty, have some drinks.
Bored, bored, bored, angry, angry, angry.
We don’t like，don’t like, don’t like them.
Happy! Sad! Tired! Hungry! Thirsty! Bored! Angry! 21教育网
设计意图：通过丰富的肢体语言让学生回忆词语并自编朗朗上口的chant，增加学习的趣味性。
Step 2 Pronunciation (Listen and repeat.)
T: Now let’s listen to the tape with a happy mood, OK?www.21-cn-jy.com
1. 听录音，说说你能听出几个单词？
2. 再听录音，总结每组单词的发音有什么特点？
3. 媒体呈现下面表格，教师引导学生注意画线部分字母的发音，读出例词。
ts
ds
tr
dr
ch
j, dg
cats
beds
train
driver
chair
jump
coats
friends
trousers
dress
much
bridge
4. 听音跟读。
5. 学生继续朗读并举例词，还有哪些单词中的字母或字母组合含有以上音素[ts]，[dz]，[tr]，[dr]，[d?]个别学生举例后，学生齐读几遍。21cnjy.com
6.学生根据教师的读音说单词并拼写，单词中必须含有以上发音音素。
设计意图：学生先听录音整体感知发音，引导他们总结各字母及字母组合的发音规律，提高学生独立思考的能力，再举例说说还学习过哪些含有相同音素的单词，并拼写，加强学生的听、 说、读、写能力。【21·世纪·教育·网】
Step 3 Act and talk show（双簧游戏，完成课文活动7)
T: Oh, I am happy to practise the pronunciation. How do you feel? Are you happy? Are you tired?21·世纪*教育网
Ss: Yes, we are happy, too.
T: OK, let’s continue to play the game.
1. 演双簧。
happy sad tired excited bored
angry hungry thirsty hot cold
游戏说明：学生A坐在椅子上，做疲劳状，学生B蹲在椅子后面说话，A还要尽量与B说出的语言口型一致。教师要多鼓励邀请几组学生上前表演，看看哪一组的表演最好。www-2-1-cnjy-com
2. 同桌两人一组练习此游戏。
3. Say and act.
(1) 呈现一些词语组合，学生组合句子并练习。
? A. yesterday, played football, tired, hungry, thirsty，lost, cap, sad
?B. made a mistake, his father, angry, he, sad
?C. ran in the play ground, hot, thirsty, hurt legs, sad21*cnjy*com
?D. failed the English text, sad, studied hard, tired, but, English, is, better
?E. friend, lost story-book, sad, helped, found, under, chair, happy
?F. last Saturday, cleaned the bedroom, tired, clean, nice, helpful, excited
?G. last Sunday, rained, can’t play, outside, bored, watched cartoons
(2) 学生、同桌根据以上句子继续表演双簧游戏。
设计意图：通过演双簧游戏提高学生学习的积极性，再由词到句的操练，慢慢增加难度，发散学生思维，回忆因过去时间做过的某事而产生的各种情绪，教师注意引导学生组合句子并监督学生练习。【21教育名师】
Step 4 Consolidation and extension
1. 教师引导学生将“感觉”和“物品图片”一一对应填写在表格中。然后同桌两人一组，互相询问对方的心情，对方如实回答并提出需要的物品或想做的事情。如：【21教育】
Feelings
Things
hot
ice-cream, fan...
cold
Sweater, gloves...
hungry
egg, hot dog...
tired
chair, bed...
…
…
2. Let’s chant.
Are you feeling sad? Sad? Sad? Sad? No, I’m not. No, I’m not.2·1·c·n·j·y
Are you feeling bored? toed? Bored? Bored? No, I’m not. No, I’m not.
Are you feeling angry? Angry? Angry? Angry? No, I’m not. No, I’m not.
How do you feel now? Feel, feel, feel.
Arey0u feeling happy? Happy? Happy? Happy? Yes, we are. Yes, we are.
设计意图：韵句形式的操练，使学生兴趣浓厚，积极性高昂，也加深学生的记忆，引导学生在产生某种情绪时会表达并知道如何寻求帮助。【21cnj*y.co*m】
Step 5 Summary
T: Today we have learnt how to talk about feelings. All of you have done good jobs. I feel happy. Are you feeling happy? Please do something to make your parents happy. Take good care of yourself and try to make yourself and your friends happy every day. I’m sure next class you will be better.21*教*育*名*师
设计意图：因为我们学校各年级都有走读生和住校生，所以我强调学生回家可以帮助父母做事情，让父母高兴高兴。同时要求学生关爱自己和朋友，努力使自己和朋友开心每一天，对学生渗透情感教育。21-cnjy*com
Step 6 Homework
1. 口头描述或书面描写出自己今天的情绪感受，并说明原因。
2. 想一想：怎样使自己每天变得开心？
六、板书设计
Module 9 Unit 2 I feel happy.
happy sad tired excited bored
angry hungry thirsty hot cold
七、回顾总结
能听懂、会说句型 Are you...? Yes, I am. / No, I am not. I Yesterday, I did sth. I was...猜测他人及表达自己的情绪。2-1-c-n-j-y
八、教案点评
本课堂教师采用了任务型教学法、身心体验法，给学生设置不同的学习任务，开展以学生为主体的双边教学活动。让学生通过老师的肢体演示理解新单词、新句型的含义，初步接触与之相关的语句，在做任务、游戏竞争、自编相关对话中深化内容，拓展应用余地，丰富知识技能。
