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1、陕旅版英语精品资料（精修版）Unit1 How Are You Feeling Now 第1课时教学设计【内容来源】陕旅教育出版社五年级下册 Unit1【主 题】Warming-up: Look and circle, Lets learn【课 时】第1课时一、教学目标1. 能听、说、读、写词汇：feel happy, feel sad, feel tired, feel angry, go out to play, make a snowman。2. 学习运用Im feeling. 表达自己的情感。二、教学准备教师准备：1. Lets learn部分的图片或猫的手偶。2. 本课时的相关课件。
2、3. Lets learn部分的教学音频。4. 若干写有Lets learn部分词汇的纸条。三、教学方法建议课程导入(Leading In)(1)课前问答T: Good morning, everyone! Nice to see you again in English class. I am feeling happy now. Are you happy?（教师做出很高兴的表情）Ss: Yes.T: So we are feeling happy to be together again. And I hope well feel happy all the time in our cl
3、ass.(2)新课导入 Part A Warming-up: Look and circle引导学生观察本部分各图片中人物的神情，并通过图片中人物的神情推断他们的情绪：T: Now look at the girl in the pictures. How is she feeling? Which is happy? Can you circle it?之后引导学生说出各自的情感：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。课程展示活动和过程的设计建议(presentation)(1)新课展示Par
4、t A Lets learnT: I have a new friend. Look. Who is he?教师出示Lets 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.此处建议教师可以准备一只猫的手偶，然后模仿猫的声音向学生介绍：Hello, boys and girls! My name is Tom. I like to eat fish.1. 教授词组feel happy教师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 se
5、e a fish.T: Yes. Its a fish. Tom likes fish, so he is feeling happy.教师板书feel happy，让学生随着教师的书写进行拼读。教学小贴示教师在教授feel的发音时，可向学生初步渗透字母组合ee在单词中的发音，并可通过已学单词，引导其归纳字母组合ee的读音i:，如：green, tree, sheep, sleep, see, street等。教师做出很高兴的表情，引导学生进行练习：T: Look at me. Im feeling happy. Are you feeling happy, too?Ss: Yes.T: Sh
6、ow 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: Im 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. Its an empty plate. Tom is hungry now. Where is the fish? It is lost.(教师出示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: Im not feelin
7、g happy. Now Im 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: Im not feeling happy now. Im 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! its a mouse. He gets the fish from the plate. Tom is feeling angry now.教师出示猫生气的图片，板书并领读feel angry。教师做出很生气的样子，说
8、：T: Im not feeling happy. Now Im very angry Im 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: Im not feeling happy now. Im feeling angry. Im angry.4. 教授词组feel tiredT: Tom wants to catch the mouse, so he runs after him for a long time. Now he is feeling tired.教师出示猫累的图片，板书并领读f
9、eel tired。然后，做出很累的样子，说：T: Im feeling tired. Im very tired, I want to have a rest. I want to sleep. Are you tired?Ss: Yes. Im feeling tired, too. / No. Im not feeling tired.5. 教授词组goout to play和make a snowman(1)教师出示Tom在室内的图片介绍：T: The weather is t fine. Toms friends are playing in the garden. But Tom
10、is in the living loom, H wants to go out to play.教师出示户外的图片，板书并领读go out to play。(2)教师出示冬天的雪景以及堆雪人的图片井介绍：T: Oh. Its snowing. Lets 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 s
11、nowmen.(2)巩固活动教师播放录音，让学生听并跟读Lets 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)，教师要注意进行有针对性的示范和训练。操练活动的设计与实施建议（Practice Activities)(1)游戏：变脸1. 教师先和一名学生做示范。教师说词组，学生面向全班做出相应的表情或动作，同时重复这一词组。2. 同桌之间相互说词组做动作。(2)词汇传递将全班分成若干组，每一排为一组。然后教师分别发给每一组最后一排的学生一张写有某一词组的纸，在教师说开始后，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】