五年級(jí)上冊英語教案Module 9Unit 1 Are you feeling bored ∣外研版三起

1、新標(biāo)準(zhǔn)英語（三年級(jí)起點(diǎn)）五年級(jí)上冊一般說來，“教師”概念之形成經(jīng)歷了十分漫長的歷史。楊士勛（唐初學(xué)者，四門博士）春秋谷梁傳疏曰：“師者教人以不及，故謂師為師資也”。這兒的“師資”，其實(shí)就是先秦而后歷代對教師的別稱之一。韓非子也有云：“今有不才之子師長教之弗為變”其“師長”當(dāng)然也指教師。這兒的“師資”和“師長”可稱為“教師”概念的雛形，但仍說不上是名副其實(shí)的“教師”，因?yàn)椤敖處煛北仨氁忻鞔_的傳授知識(shí)的對象和本身明確的職責(zé)。 Module 9 unit 1課本、報(bào)刊雜志中的成語、名言警句等俯首皆是,但學(xué)生寫作文運(yùn)用到文章中的甚少,即使運(yùn)用也很難做到恰如其分。為什么?還是沒有徹底“記死”的緣故。要

2、解決這個(gè)問題,方法很簡單,每天花3-5分鐘左右的時(shí)間記一條成語、一則名言警句即可?？梢詫懺诤蠛诎宓摹胺e累專欄”上每日一換,可以在每天課前的3分鐘讓學(xué)生輪流講解,也可讓學(xué)生個(gè)人搜集,每天往筆記本上抄寫,教師定期檢查等等。這樣,一年就可記300多條成語、300多則名言警句,日積月累,終究會(huì)成為一筆不小的財(cái)富。這些成語典故“貯藏”在學(xué)生腦中,自然會(huì)出口成章,寫作時(shí)便會(huì)隨心所欲地“提取”出來,使文章增色添輝。 Are you feeling bored?“教書先生”恐怕是市井百姓最為熟悉的一種稱呼，從最初的門館、私塾到晚清的學(xué)堂，“教書先生”那一行當(dāng)怎么說也算是讓國人景仰甚或敬畏的一種社會(huì)職業(yè)。只是更

3、早的“先生”概念并非源于教書，最初出現(xiàn)的“先生”一詞也并非有傳授知識(shí)那般的含義。孟子中的“先生何為出此言也？”；論語中的“有酒食，先生饌”；國策中的“先生坐，何至于此？”等等，均指“先生”為父兄或有學(xué)問、有德行的長輩。其實(shí)國策中本身就有“先生長者，有德之稱”的說法。可見“先生”之原意非真正的“教師”之意，倒是與當(dāng)今“先生”的稱呼更接近。看來，“先生”之本源含義在于禮貌和尊稱，并非具學(xué)問者的專稱。稱“老師”為“先生”的記載，首見于禮記?曲禮，有“從于先生，不越禮而與人言”，其中之“先生”意為“年長、資深之傳授知識(shí)者”，與教師、老師之意基本一致。教 學(xué) 設(shè) 計(jì)Module 9 Unit 1 Are

4、 you feeling bored?一、 教學(xué)目標(biāo)：1、語言知識(shí)目標(biāo)：（1）全體學(xué)生能理解：feel, sad, bored, angry, miss，ill, told, better (2) 全體學(xué)生能運(yùn)用：feel, sad, angry, ill, told.（3）部分學(xué)生能運(yùn)用bored, miss, better（4）全體學(xué)生能運(yùn)用：Are you feeling ? 這類語句來談?wù)撉榫w2、語言技能目標(biāo)：（1）聽：全體學(xué)生能夠聽懂 Are you feeling bored?等語句。（2）說：全體學(xué)生能說 Are you feeling bored?（3）讀：全體學(xué)生能認(rèn)讀fee

5、l, sad, angry, ill, told.（4）寫：全體學(xué)生能按要求完成語句書寫。3、情感目標(biāo)：（1.）學(xué)會(huì)關(guān)心他人，分享他人的喜、怒、哀、樂。（2.）在活動(dòng)和交流的過程中，感受到自己的“所學(xué)”能有“所用”，從而提高學(xué)習(xí)英語的自信心，增強(qiáng)求知欲。二、教學(xué)重、難點(diǎn)：1、能夠用Are you feeling ?句型詢問他人的情緒。2、能夠認(rèn)讀并正確運(yùn)用單詞：sad，bored, angry.三、教學(xué)準(zhǔn)備： 多媒體課件、表情圖片、單詞卡片、 白板, 課文動(dòng)畫，笑臉牌四、教學(xué)過程：Step 1. 熱身（Warming up）1. Greetings.2.Sing the song:If you

6、 are happy,and do the actions.【設(shè)計(jì)意圖：課前齊唱英語歌曲并跟著音樂做動(dòng)作，它既可活躍課堂氣氛，緩解學(xué)生的緊張情緒，又能使學(xué)生盡快進(jìn)入英語學(xué)習(xí)狀態(tài)?！縎tep 2. 導(dǎo)入(Leading in)1.（1）T: Its an interesting song. Im feeling very happy.(展示制作的笑臉卡片)(學(xué)生通過老師表情及卡片復(fù)習(xí)happy)對部分同學(xué)提問: Are you feeling happy? （老師可提示“Yes./ No”.)學(xué)生給出答案。(老師可多提問幾組，使學(xué)生深刻領(lǐng)會(huì)語言的含義與應(yīng)用。)（2）分組T: Today ,we

7、have four happy teams（教師指張貼于黑板左側(cè)happy的圖片）：Happy team 1, happy team2, 3 and 4. When the class is over, lets see which team can get the most happy faces. （全班同學(xué)分為四個(gè)快樂小組，在這節(jié)課當(dāng)中組成員每完成一個(gè)任務(wù)將得到一個(gè)笑臉，獲得最多笑臉的小組，就是本課的冠軍)2.課文 第一部分(1)Look, listen and say T:(過渡)We are feeling happy. Look at this dog ,(課件展示課文第一部分小狗

8、的圖片) is this dog feeling happy?Lets look and listen. (2) Look and listen. T: This dog is feeling sad, and then she is feeling happy.學(xué)習(xí)sad : 小老師領(lǐng)讀,音標(biāo)讀 sæd ,詞卡讀, 板書，T: Are you feeling sad? (根據(jù)學(xué)生的回答來板書句子及其答語)T：Are you feeling happy? （師舉笑臉牌）（同時(shí)板書）(3)跟讀 T: Now, lets listen and repeat.3. T: In our li

9、fe, We can't always be happy, sometimes we are sad , may be angry (白板) 圖片理解表情T: Read after me “angry” Angry：詞卡讀，'ægr 大小聲讀，T: Look, Amy and Sam are angry , what's the matter？（出示句子練習(xí)）（板書）Oh, they are arguing.Sometimes even we are bored，bored ：詞卡讀，bd 左右擺讀，開火車讀 T: He's feeling bored

10、. What's the matter ? It's raining, he can't go out. He is feeling bored, are you feeling bored? 4. 板書課題 T: Today well learn Module 9 Unit1 Are you feeling bored?(板書課題)并領(lǐng)讀【設(shè)計(jì)意圖：通過圖片情景展示本課重點(diǎn)情感詞匯與句型，并進(jìn)行簡單操練，為課文理解做鋪墊?！縎tep3: presentation 1. 過渡 T: Today Im feeling happy, and Im sure youre fe

11、eling happy too. But our friend Lingling is not happy. Whats the matter with Ling ling? Her friend Amy asks her some questions。(課件出示) Are you feeling bored? Are you feeling angry? Are you feeling sad?一進(jìn)文本（1）T: Listen carefully and answer the questions.（2） Check the answers: Who can answer the questi

12、ons? （課件出示幾個(gè)問題） Are you feeling bored? No, I 'm not Are you feeling angry? No, I 'm not Are you feeling sad? Yes, I am 學(xué)生回答問題。(粘貼笑臉)猜一猜，練習(xí)句型(1)Are you feeling bored? (2)Are you feeling angry? (3) Are you feeling sad? (4) 游戲操練：Have a guessing game（過渡）T：Oh , you did a good job ,lets play a gam

13、e A: Are you feeling?B: Yes, I am. / No, Im not.（教師出示一些課前準(zhǔn)備好的表情圖片，選出一張遮住臉讓生用以上句型問答，教師和某個(gè)學(xué)生做示范后，再讓同桌兩個(gè)練習(xí)，并展示。）【設(shè)計(jì)意圖：這幾個(gè)問題都圍繞情感進(jìn)行的提問，是本課的重點(diǎn)內(nèi)容，通過聽并回答問題練習(xí)本課的重點(diǎn)句型，并掌握課文的大體含意.同時(shí)用猜一猜表情的游戲來練習(xí)，增加了練習(xí)的趣味性，提高學(xué)生參與的積極性】二進(jìn)文本過渡T: Do you remember Lingling is sad, whats the matter with her?( 課件出示問題)Lets listen and fi

14、nd it. 回答問題T:Who can answer my question? S: My grandma is ill in hospital. T：Yes, Ling ling's grandma is ill in hospital. 學(xué)習(xí)ill (分組讀，跟錄音讀句子)【設(shè)計(jì)意圖：二進(jìn)文文本，通過聽課文，觀看圖畫了解課文大意，并練習(xí)同學(xué)們的聽力。學(xué)習(xí)目標(biāo)語句My grandma is ill in hospital. 】 T:Lingling's grandma is ill in hospital . She is sad. Look, Ms Smart is co

15、ming. And Lingling is happy now, why? Let's Listen （課件播放）and answer ,（課件出示問題及答案） Lingling is happy now, why?A: Her grandma is better now.B She told me that. （播放錄音 “Your grandma is better now , she went home this morning ”）此處學(xué)習(xí)better told 用詞卡對比學(xué)習(xí) good better【設(shè)計(jì)意圖：通過聽段落，加深對課文的理解，掌握單詞told, better】S

16、tep4: Practice1.三進(jìn)文本 (模仿跟讀)T:Lingling is feeling happy now, are you feeling happy? Lets listen and repeat.2. T: Now read in groups, and have a role play in your group.3. Role play:T: Lets have a role play. Which group can come here?4. Test:T: Oh you did a good job, lets have a test Now take out your

17、 paper, listen and choose 【設(shè)計(jì)意圖：通過跟讀課文，模仿語音語調(diào)，對課文掌握更牢固。分角色朗讀，調(diào)動(dòng)了學(xué)生參與的積極性，同時(shí)對文本的理解更透徹。小測試又鞏固了學(xué)生對句型的掌握?！縎tep 5 Extention1.小采訪： Make an interview: 過渡T: Weve know about Ling lings feelings. What about the feelings of them? (出示幾幅圖片) Hereare some pictures，please try to know about their feelings. 課件展示句型 及圖

18、片Structure: A: whats 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：（課件上呈現(xiàn)不同的場景圖） (3 )示范教師先通過詢問一名學(xué)生進(jìn)行示范（4）同桌兩人選一個(gè)場景進(jìn)行練習(xí)T：Now choose one picture, and practice in pairs. 學(xué)生展示，教師及時(shí)評價(jià)。T: Who want to share your dialog

19、ue?S: T: Wow, I think you did a good job.【設(shè)計(jì)意圖：此環(huán)節(jié)是在教師引導(dǎo)下的學(xué)生之間的語用互動(dòng)，通過創(chuàng)設(shè)真實(shí)的情景，給出語言支架，引導(dǎo)學(xué)生學(xué)會(huì)運(yùn)用本節(jié)課的強(qiáng)化句型Whats the matter?和骨干句型：Are you feeling?詢問朋友的感覺并回答，讓學(xué)生運(yùn)用所學(xué)語言進(jìn)行交流，達(dá)到語言的內(nèi)化和靈活運(yùn)用，并引發(fā)相應(yīng)的情感體驗(yàn)?！?2.情感教育：（1）T:Look at these pictures, how are you feeling? (2.) T: We cant always be happy.Care and help everyo

20、ne around you.Help them to be happy everyday.Love is happiness. 【設(shè)計(jì)意圖：對同學(xué)們進(jìn)行適當(dāng)?shù)那楦薪逃?，也是課堂情感的一個(gè)升華。】Step 6: Summary 1.評價(jià)總結(jié)T: Are you feeling happy? Lets see how many happy faces you have got. Team is the winner. Congratulations! Lets ask them: Are you feeling happy? 2.板書總結(jié)T: T: Do you know my feelings?