2022年陜旅版五下《Unit1 How Are You Feeling Now》第1課時(shí)教案

Unit1 How Are You Feeling Now 第 1 課時(shí)教學(xué)設(shè)計(jì)【內(nèi)容來源】 陜旅教育出版社五年級(jí)下冊(cè) Unit1【主【課題】Warming-up: Look and circle, Lets learn 時(shí)】第 1 課時(shí)一、教學(xué)目標(biāo)1. 能聽、說、讀、寫詞匯：feel happy, feel sad, feel tired, feel angry, go out to play, make a snowman。2. 學(xué)習(xí)運(yùn)用 Im feeling. 表達(dá)自己的情感。二、教學(xué)準(zhǔn)備教師準(zhǔn)備：1. Lets learn 局部的圖片或貓的手偶。2. 本課時(shí)的相關(guān)課件。3. Lets learn 局部的教學(xué)音頻。4. 假設(shè)干寫有 Lets learn 局部詞匯的紙條。三、教學(xué)方法建議課程導(dǎo)入 (Leading In)(1)課前問答T: Good morning, everyone! Nice to see you again in English class. I am feeling happy now. Are you happy?教師做出很快樂的表情Ss: Yes.T: So we are feeling happy to be together again. And I hope well feel happy all the time in our class.(2)新課導(dǎo)入 Part A Warming-up: Look and circle引導(dǎo)學(xué)生觀察本局部各圖片中人物的神情，并通過圖片中人物的神情推斷他 們的情緒：T: Now look at the girl in the pictures. How is she feeling? Which is happy? Can you circle it?之后引導(dǎo)學(xué)生說出各自的情感：T: What about you? How are you feeling now?通過此任務(wù)讓學(xué)生提前感知本課要學(xué)習(xí)的內(nèi)容，導(dǎo)入新課。課程展示活動(dòng)和過程的設(shè)計(jì)建議 (presentation)(1)新課展示 Part A Lets learnT: I have a new friend. Look. Who is he?教師出示 Lets learn 局部小貓的圖片，向?qū)W生介紹：T: He is a cat and his name is Tom. He likes to eat fish.此處建議教師可以準(zhǔn)備一只貓的手偶，然后模仿貓的聲音向?qū)W生介紹：Hello, boys and girls! My name is Tom. I like to eat fish.1. 教授詞組 feel happy教師課件出示盤子里有一條魚的圖片，并提問學(xué)生：T: What can you see?S1: I can see a fish.T: Yes. Its a fish. Tom likes fish, so he is feeling happy.教師板書 feel happy，讓學(xué)生隨著教師的書寫進(jìn)行拼讀。教學(xué)小貼示教師在教授 feel 的發(fā)音時(shí)，可向?qū)W生初步滲透字母組合 ee 在單詞中的發(fā)音， 并可通過已學(xué)單詞，引導(dǎo)其歸納字母組合 ee 的讀音i:，如：green, tree, sheep, sleep, see, street 等。教師做出很快樂的表情，引導(dǎo)學(xué)生進(jìn)行練習(xí)：T: Look at me. Im feeling happy. Are you feeling happy, too?Ss: Yes.T: Show me a happy look, please.讓學(xué)生做出很快樂的表情，并一起重復(fù)句子T&Ss: Im feeling happy.2. 教授詞組 feel sad課件出示一個(gè)空盤子，并提問學(xué)生：T: What can you see?S2: I can see a plate.T: Yes. Its an empty plate. Tom is hungry now. Where is the fish? It is lost.(教師出示 Tom 貓傷心的圖片)Tom is feeling sad.教師板書并領(lǐng)讀 feel sad 之后，做出很傷心的表情，說：T: Im not feeling happy. Now Im feeling sad. Look, a sad look. Show me a sad look, please.(讓學(xué)生做出很傷心的表情，并一起重復(fù)句子)T&Ss: Im not feeling happy now. Im feeling sad.3. 教授詞組 feel angry教師以課件出示一只老鼠和一條魚，并告訴學(xué)生：T: Look! its a mouse. He gets the fish from the plate. Tom is feeling angry now. 教師出示貓生氣的圖片，板書并領(lǐng)讀 feel angry。教師做出很生氣的樣子，說：T: Im not feeling happy. Now Im very angry Im feeling angry. Show me an angry look, please.(讓學(xué)生做出很生氣的表情，并一起重復(fù)句子)T&Ss: Im not feeling happy now. Im feeling angry. Im angry.4. 教授詞組 feel tiredT: Tom wants to catch the mouse, so he runs after him for a long time. Now he is feeling tired.教師出示貓累的圖片，板書并領(lǐng)讀 feel tired。然后，做出很累的樣子，說： T: Im feeling tired. Im very tired, I want to have a rest. I want to sleep. Are youtired?Ss: Yes. Im feeling tired, too. / No. Im not feeling tired.5. 教授詞組 go out to play 和 make a snowman(1)教師出示 Tom 在室內(nèi)的圖片介紹：T: The weather is t fine. Toms friends are playing in the garden. But Tom is in the living loom, H wants to go out to play.教師出示戶外的圖片，板書并領(lǐng)讀 go out to play。(2)教師出示冬天的雪景以及堆雪人的圖片井介紹：T: Oh. Its snowing. Lets go out to play. What can we do?從而自然引出短語 make a snowman。T: Yes. We can make a snowman.(邊說邊板書該短語)此處教師可添加一兩個(gè)句子，讓學(xué)生了解一下 snowman 的復(fù)數(shù)形式，如： We can make two snowmen. We can make some snowmen.(2)穩(wěn)固活動(dòng)教師播放錄音，讓學(xué)生聽并跟讀 Lets learn 局部的詞匯，其間注意糾正學(xué)生 的錯(cuò)誤讀音。對(duì)于學(xué)生容易讀錯(cuò)的單詞(如 tried, angry 等)，教師要注意進(jìn)行有針 對(duì)性的示范和訓(xùn)練。操練活動(dòng)的設(shè)計(jì)與實(shí)施建議Practice Activities)(1)游戲：變臉1. 教師先和一名學(xué)生做示范。教師說詞組，學(xué)生面向全班做出相應(yīng)的表情 或動(dòng)作，同時(shí)重復(fù)這一詞組。2. 同桌之間相互說詞組做動(dòng)作。(2)詞匯傳遞將全班分成假設(shè)干組，每一排為一組。然后教師分別發(fā)給每一組最后一排的 學(xué)生一張寫有某一詞組的紙，在教師說開始后，最后一排的學(xué)生即用耳語的方式 把紙上的詞組告訴前面的學(xué)生，這位學(xué)生再把聽到的詞匯告訴前面的學(xué)生，這樣 依次進(jìn)行下去。最后，第一排的學(xué)生根據(jù)獲得的信息將相應(yīng)的詞組寫到黑板上， 傳得最快、最準(zhǔn)的組獲勝。【板書設(shè)計(jì)】Unit4 He Lives in a Village 第 2 課時(shí)教學(xué)設(shè)計(jì)【主【課題】Lets talk, Ask and answer, then report 時(shí)】第 2 課時(shí)一、教學(xué)目標(biāo)1. 能運(yùn)用 Do you live in a city? No. I live in a village far from the city. Is your village big? It is small, but very beautiful. In . 談?wù)撟约汉退说木幼〉丨h(huán)境。2. 能借助所學(xué)詞匯和句型在日常生活中進(jìn)行簡(jiǎn)單自如的交流。二、教學(xué)準(zhǔn)備1. 教師準(zhǔn)備：(1 ) Lets learn 局部的單詞卡片。(2) Lets talk 局部的教學(xué)掛圖和人物頭飾。(3) 本課時(shí)的課件。(4) Lets talk 局部的教學(xué)音頻。2. 學(xué)生準(zhǔn)備：Lets learn 局部的單詞卡片。三、教學(xué)方法建議課程導(dǎo)入 (Leading In)(1)課前熱身1. 教師讓學(xué)生拿出各自所準(zhǔn)備的單詞卡片；然后教師說單詞，學(xué)生迅速找 出相應(yīng)的卡片舉起并大聲讀出該單詞。最快的學(xué)生所在組加一分。2. 教師快速出示單詞卡片，學(xué)生搶答。比比哪組學(xué)生最快。3. 教師將單詞卡片放在講桌上，并選出兩位學(xué)生上臺(tái)。教師說單詞，請(qǐng)這 兩位學(xué)生在講桌上的卡片中快速找到該單詞卡片，比一比誰快，并為該生所在組 加分，同時(shí)教師也要注意鼓勵(lì)比擬慢的學(xué)生，可與其擊掌加油。(2)新課導(dǎo)入通過師生問答提前感知本節(jié)課的內(nèi)容，為后面新句型的學(xué)習(xí)打好根底，讓學(xué) 生能快速掌握如何對(duì)居住地及其環(huán)境進(jìn)行流利的表述和問答。如：T: Hello, boys and girls. Nice to meet you.Ss: Nice to meet you, too.T:走到一位學(xué)生的面前，拿起該生的文具盒，問其他學(xué)生Is this your pencil -box?S1: No, it isnt.T: Do you have a pencil box, then?S1: Yes, I do.T: Is it big?S1: No, it isnt.T: Is it beautiful?S1: Yes, it is.課程展示活動(dòng)和過程的設(shè)計(jì)建議 (presentation)(1)新課展示 Part A: Lets talk1. 教師出示 Lets talk 局部的人物頭飾，和學(xué)生交流：T: (教師出示 Liu Zhaoyang 的頭飾) Do you know who he is?Ss: He is Liu Zhaoyang.T:(教師出示游客的頭飾) Do you know wh0 he is?Ss: No, Who is he?T: I dont know his name, either. But I know he is a tourist.教師在這里可向?qū)W生解釋 tourist 的意思是“游客然后，教師假定學(xué)生都是 Liu Zhaoyang，和他們對(duì)話：T: I live in a village far from the city. Do you live in a city?Ss: Yes, I do. I live in Xian.T: Is it big?Ss: Yes, it is.T: Is it beautiful?Ss: Yes, it is.T: Xian is really a beautiful city.板書、領(lǐng)讀功能句：Do you live in a city? . is really a beautiful city.并引導(dǎo)學(xué) 生加以運(yùn)用之后，再假定學(xué)生都是那位游客，繼續(xù)與之問答：T: Do you live in the city?Ss: No. I live in a village.T: Is it near the city?Ss: No, it isnt.T: It is not near the city. It is far from the city. Is your village big?Ss: No, it isnt.T: Is it beautiful?Ss: Yes, it is.T: It is small, but very beautiful.板書、領(lǐng)讀功能句：I live in a village far from the city. It is small, but very beautiful.并引導(dǎo)學(xué)生練習(xí)運(yùn)用 be far from 和 It is . but .Beijing is far from Xian.My home isnt far from our school.Our school isnt big, but very beautiful.My pencil box isnt beautiful, but very helpful.教師可通過與學(xué)生的問答，適當(dāng)?shù)貜?fù)習(xí)以前學(xué)過的一般現(xiàn)在時(shí)態(tài)，強(qiáng)調(diào)當(dāng)主 語是第三人稱單數(shù)時(shí)要在謂動(dòng)詞的結(jié)尾加-s 或-es，如：T: (教師指著一名學(xué)生問其他同學(xué)) Does he /she live in the village?Ss: Yes, he/she does. / No he / she doesnt.教師適當(dāng)提醒，引導(dǎo)學(xué)生答復(fù)2. 聽力理解：教師播放 Lets talk 局部的錄音，讓學(xué)生聽錄音，整體感知對(duì) 話。在聽的時(shí)候，教師出示本局部的掛圖，提醒學(xué)生結(jié)合圖片及聽力內(nèi)容一起理 解對(duì)話。3. 教師處理疑難點(diǎn)，如：many kinds of 表示“很多種，其后可接可數(shù)名 詞復(fù)數(shù)，也可接不可數(shù)名詞。并引導(dǎo)學(xué)生練習(xí)運(yùn)用，如：many kinds of fruits, many kinds of animals, many kinds of juice 等。4. 教師提出問題，并再次播放錄音，讓學(xué)生聽錄音后作答，檢測(cè)學(xué)生對(duì)對(duì) 話的理解程度。問題可參考如下：(1) Where does Liu Zhaoyang live?(2) Does the tourist live in the city?(3) Where does the tourist live? Is it far from the city?(4) Is the village big?(5) What does the tourist have in September and October?(2)穩(wěn)固活動(dòng)1. 教師播放錄音，要求學(xué)生模仿錄音中人物的語音語調(diào)跟讀對(duì)話。2. 將學(xué)生分為兩大組，分角色朗讀對(duì)話。操練活動(dòng)的設(shè)計(jì)與實(shí)施建議 (Practice Activities)(1)角色扮演1. 教師拿出所準(zhǔn)備的頭飾，先自己扮演游客，由學(xué)生扮演 Liu Zhaoyang ， 分角色對(duì)話。在對(duì)話過程中，教師注意表情要夸張，并且在適當(dāng)?shù)臅r(shí)候邊說邊做 動(dòng)作，如：在說 Xian is really a beautiful city.時(shí)伸出大拇指，表示贊揚(yáng)。在說 No. 時(shí)，揮手否認(rèn)。在說 but very beautiful.時(shí)要語氣夸張，表示自豪。為接下來表演的學(xué)生做示范，要求他們?cè)诒硌輹r(shí)聲音洪亮，動(dòng)作大方自然，盡量表演出真實(shí)的 情景。2. 學(xué)生兩人一組排練對(duì)話，教師鼓勵(lì)學(xué)生脫離課本，參考教師出示的本局 部的教學(xué)掛圖和黑板上的句型編演對(duì)活。3. Show time學(xué)生兩人一組借助頭飾上臺(tái)表演對(duì)話，對(duì)于程度較差的學(xué)生，教師可允許其 帶書進(jìn)行表演，如果該生能將句子朗改完整，教師應(yīng)表揚(yáng)其進(jìn)步，并帶動(dòng)大家真 誠(chéng)地為他鼓掌。(2)Part C Ask and answer, then report1. 教師引導(dǎo)學(xué)生參考本局部的各個(gè)問題分組答復(fù)，討論居住地環(huán)境。2. 小組內(nèi)將各自的討論結(jié)果組織成為一篇簡(jiǎn)介的小短文。3. 小組內(nèi)選舉代表在班內(nèi)做報(bào)告，為下節(jié)課的短文新授打根底。教學(xué)建議：本局部?jī)?nèi)容建議教師組織學(xué)生以小組為單位進(jìn)行討論，可以在課 堂上前后左右圍起來的四人或三人小組進(jìn)行討論，也可以在自由結(jié)合成幾人小組 進(jìn)行討論，這種方式比擬靈活，而且小組中每個(gè)同學(xué)都有可能發(fā)言的時(shí)機(jī)。在討 論的過程中，教師最好保持緘默，讓學(xué)生發(fā)揮其主體性，起討論出問題的答案。 在最后的匯報(bào)過程中，教師糾正錯(cuò)誤的或不完整的答復(fù)即可?！景鍟O(shè)計(jì)】