Areyousad及教学设计

1、Are you sad一、根本说明1教学内容所属模块：小学英语2年级：五年级3所用教材出版单位：外语教学与研究出版社4 所属的章节：Book 9 Module 9 Unit 15学时数：40 分钟二、教学设计1、教学目标：知识目标1学习新单词: sad, happy, bored, angry, nothing .2学习新句型： Are you sad / happy ？Yes, I am . / No, I ' m not.技能目标1 学会描述自己或他人的情绪,能熟练运用句型：Are you ？Yes, I am . / No, I ' m not.2学会如何综合运用语言知识

2、创设对话来谈论跟情绪 有关的话题.情感目标通过描述自己或他人的情绪这一话题,培养学生互相关心,乐于助人的良好品德,并渗透用积极的方法疏通不良情绪的意识.2、内容分析：新标准英语一年级起点第九册的内容表达了本套教材螺旋式呈现语言点的思想,各模块内容之间联系不是很大,重在复现前几册中的知识点,以强化学生的熟悉.本课那么以描述情绪为话题,引导学生进一步掌握“Are you？“Yes, I am . / No, I ' m not. 这一一般疑问句及其答句.在本册中是一个独立的内容,与前后模块之间联系不 大.教学重点：1学会描述自己或他人的情绪,能熟练运用句型：Areyou ? Yes, I

3、am . / No, I ' m not.2培养学生综合运用语言知识创设会话的水平.教学难点：学生能借助情境理解 secret,surprise present 这样比 较抽象的词语.3、学情分析：小学五年级的学生通过四年的语言学习,已经具备了一定的语言积累,且此前已经学习过由 be动词构成的 一般疑问句及其答复,只是不是涉及有关情绪的话题.大局部学生能够运用所学语言知识进行话题交流、交际.同时,大多数孩子养成了良好的听说习惯,能够积极地 参与课堂教学活动.4、设计思路：由于本课中 secret,surprise present是比拟抽象难懂的词语,为使学生能借助情境进行理解,本节课的

4、开始通 过让学生猜一个袋子中的东西引出一个令人惊奇的礼物surprise present ,在迅速集中了学生的注意力同时, 使学生理解词语,并引入评价机制,让学生为赢得这一神秘 的secret 、令人惊奇的礼物而努力.然后再自然地引入情绪话题,顺势学习单词happy,sad,bored,angry .在学生对词语操练熟练的根底上,学习“ Are you？"Yes,I am . / No, I ' m not. 这一重点句式.有此根底,弓I 导学生理解和掌握课文已是水到渠成.最后再从学生已有的 生活经验着手,巧妙地将学习内容与实际生活紧密联系在一 起,引导孩子们综合运用本课和以

5、前所学过的句式谈论跟情 绪有关的话题,培养学生创设会话的水平.5、过程描述教学环节及时间教师活动学生活动对学生学习过程的观察和考查及设计意图Step 1 Greeting1 minutes1. Greeting.T: Hello, boys and girls.Welcom toourEnglish class. Are you ready? 2.Sing a song.Ss:Yes.Step 2Lead-in导入4 minutes1. The teacher shows a bag.T: Look, it ' s a bag . Please guess : What ' s

6、 in the bag ?Pointsomestudentsto1.the Ss guess.2. Read the new word: secret.通过猜猜的 活动,迅速集中学 生的注意力,帮助 学生借助情境理 解本课比拟难的 抽象词语： secret,surprise present ,并巧妙guess. Then theteacher shows a引入评价和竞争 机制.beautiful present box in the bag.2. T: Look,it ' s a present. Whata beautiful present ! What a surprise p

7、resent !Do you want to know what the present is ?Oh, it ' s a secret. Let ' s compete during this class. The best will get the surprise present .3. Learn to say: surprise. secret.Step 31. T: Look, I am 1. Grasp the 1.通过课件,学Presentationvery happynew words and生能直观而形象地理解新单词(新授)now ! Are you sen

8、tencehappy ?pattern.2.通过多变的朗 读形式和游戏操 练单词,使学生充 满趣味地学习单 词,不易产生枯燥 感.21 minutes (CAI) Ah, he is happy , too . Learn to read: happy . Then read group by group.2. (CAI) T: Look, she isn ' t happy . She is sad.Learn to read : sad . Then read one by one in a group.3. (CAI) T: Oh , he is angry ! Learn to

9、 read: angry. Then read by girls and boys respectively .4. (CAI)T: Look, she is bored . Then pointtosome students to read : bored.5. Look at thefour words (happy, sad, angry, bored) ontheblackboard and read after the teacher by doing actions.6. A game: I say, you do.The teacher says : Happy / Sad /

10、Bored / Angry The students dotheactions.7. Another game: Change faces.Pointtwostudents3.通过图片引导 学生运用新单词 造句,稳固be动 词的用法,提升学 生的语言运用能 力.4. 通过课堂现场 情境,使学生直观 理解并学习新句 型,学习效率高.stand on the platform . The teacher says the words(happy, sad,angry,bored) in low voice, the other students say the words in high voic

11、e, then the twostudentschange face.8. Look and say.Letthestudents look at the characters ' expression,then makethesentences. e.g . He / MsLi is sad/angry 9. Learn to saythesentencepattern.(1)T: You are so2.Understand and learn to readthetext .5.借助课件和梯 度式的提问,能帮 助学生逐步并充 分地课文,并培养 了学生良好的听 读习惯.clever

12、. I ' mvery happy. Hello, Li Jie . Are you happy ?Then point the other one to ask : Are you angry ?Learn to say : Yes, I am ./ No, I ' m not .Then ask some more students to answer.(2) Learntosay : Are you sad/ angry ？The studentsask , theteacher answers.(3) Letthestudentsasktoeach other in t

13、urnpractise . T: Hello, Li Ting. Are you happy ?Then point the other student: Is Li Ting happy ? (Yes, she is ./ No, she isn ' t .)Ask more studentsasthe above .(5)Leadthestudentstoread : Yes, he / she is . No, he / she isn ' t .10. Learn to say the dialogue.matterT: Look ,she is Lingling .

14、What ' s the withLingling.Please listen , thenanswerthese questions.(CAI)IsLingling sad / bored/angry ?(2) Listento thedialogue once .Then let the students answer the questions above .(3) T : What' sthe matter with Lingling?Lingling isn ' t sad . She isn ' t bored . She isn ' t a

15、ngry . What ' s the matter?Letthestudents listen to thedialogue again,then answer.(CAI) What ' s the matter ? Nothing. She is thinking !Learntoread:Nothing. I ' m thinking. (4)T : What' s Lingling thinking about ?Letthestudents listen to the dialogue again,thenanswer. (CAI)Linglingis

16、going to make AmyforChristmas .(asurprise present)Learn to read: surprise present .(5)Learn to read thedialogueaftertheCD-Rom , then read after the teacher.Step 4 Consolidation(稳固)3 minutes1. Learn to say a poem.Are you happy ?Yes, I am . I am singing.Are you sad ?Yes, I am . I am crying.Are you bor

17、ed ?No, I ' m not . I am thinking .Are you angry ?1. TheSslearn to say the poem.2. Read the poem sentence by sentence in turn in four groups.简短的话歌有 助于学生进一步 掌握课文.No, I ' mnot . It ' s nothing !Step 5Consolidation(拓展)10 minutes1.(CAI)T: In our dailylife,sometimes we are happy. Sometimes we

18、 are bored .Look at these pictures.They are Lili, Li Hua and Ms Lin . What ' s thematterwith them ? PleaseactLili or Li Hua or Ms Lin .Makeadialogue with your partner by using the following sentence patterns:The students prepare the dialogue in pair , then show on the platform.综合运用语言知 识创设对话,激活 旧

19、知,有效稳固新 知.A: Are you happy / sad / bored ?B: Yes, I am .IA: Let me help you !Let' s Step 6Homework 家庭作业1 minutesI.Repeatthedialogue. 2.Askyourfamily'sfeelinginEnglish.进步熟悉课文.活学活用句型.四、教学反思本课的语言功能是描述人物的情绪状态,要求掌握的句型为Are you？形式的一般疑问句.课文提供的情境是 Amy 关心地询问Lingling 的心情,从而引出Lingling 正在为Amy 准备一份让她意外的圣诞

20、礼物(surprise present ).通过与校英语组成员共同研讨、评析本节课,使我对整堂课的教 学设计、课堂实施情况有了客观而清醒的熟悉,从而对整堂 课作出了较全面的反思,以供今后参考和借鉴.一、引入充满情境,紧扣文本和课堂评价机制.当与学生问候完,我便亮出一个乂脏乂破的袋子,让学 生猜里面有什么.学生的注意力马上被吸引过来,并热烈地猜起来.学生看到袋子那个模样,所以猜的都是很普通的东 西.当我从中拿出一个包装精美的礼品盒时,学生不禁发出 了惊呼,意外之情溢于言表,我从而顺势引出了课文中的难 点词组：surprise present .接着我问：“ Do you want to know

21、 what the present is ?你想知道这份礼物是什么吗？学生们热切地叫着Yes!Yes! 而我那么神秘地、 压低声音说：“ Oh, it ' s a secret !这可是个秘密！ 从而乂输出了课文中抽象、难以理解的 secret 一词.最后 我指着评价机制,告诉学生：“ Now let ' s compete . The winner will get the surprise present . 现在咱们开始比赛.胜利者将获得这份意外的礼物.整个引入局部简短而富有悬念,激发了学生的参与欲望,乂引出了课文中难以理解的词语,轻松突破了教学难点,彳艮 富有匠心.二、操练富有趣味,形式多样乂利于全员参与.happy, sad, angry