五年级上册英语教案Module 9Unit 1 Are you feeling bored ∣外研版三起

1、新标准英语（三年级起点）五年级上册一般说来，“教师”概念之形成经历了十分漫长的历史。杨士勋（唐初学者，四门博士）春秋谷梁传疏曰：“师者教人以不及，故谓师为师资也”。这儿的“师资”，其实就是先秦而后历代对教师的别称之一。韩非子也有云：“今有不才之子师长教之弗为变”其“师长”当然也指教师。这儿的“师资”和“师长”可称为“教师”概念的雏形，但仍说不上是名副其实的“教师”，因为“教师”必须要有明确的传授知识的对象和本身明确的职责。 Module 9 unit 1课本、报刊杂志中的成语、名言警句等俯首皆是,但学生写作文运用到文章中的甚少,即使运用也很难做到恰如其分。为什么?还是没有彻底“记死”的缘故。要

2、解决这个问题,方法很简单,每天花3-5分钟左右的时间记一条成语、一则名言警句即可。可以写在后黑板的“积累专栏”上每日一换,可以在每天课前的3分钟让学生轮流讲解,也可让学生个人搜集,每天往笔记本上抄写,教师定期检查等等。这样,一年就可记300多条成语、300多则名言警句,日积月累,终究会成为一笔不小的财富。这些成语典故“贮藏”在学生脑中,自然会出口成章,写作时便会随心所欲地“提取”出来,使文章增色添辉。 Are you feeling bored?“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更

3、早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。孟子中的“先生何为出此言也？”；论语中的“有酒食，先生馔”；国策中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其实国策中本身就有“先生长者，有德之称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。称“老师”为“先生”的记载，首见于礼记?曲礼，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之意基本一致。教 学 设 计Module 9 Unit 1 Are

4、 you feeling bored?一、 教学目标：1、语言知识目标：（1）全体学生能理解：feel, sad, bored, angry, miss，ill, told, better (2) 全体学生能运用：feel, sad, angry, ill, told.（3）部分学生能运用bored, miss, better（4）全体学生能运用：Are you feeling ? 这类语句来谈论情绪2、语言技能目标：（1）听：全体学生能够听懂 Are you feeling bored?等语句。（2）说：全体学生能说 Are you feeling bored?（3）读：全体学生能认读fee

5、l, sad, angry, ill, told.（4）写：全体学生能按要求完成语句书写。3、情感目标：（1.）学会关心他人，分享他人的喜、怒、哀、乐。（2.）在活动和交流的过程中，感受到自己的“所学”能有“所用”，从而提高学习英语的自信心，增强求知欲。二、教学重、难点：1、能够用Are you feeling ?句型询问他人的情绪。2、能够认读并正确运用单词：sad，bored, angry.三、教学准备： 多媒体课件、表情图片、单词卡片、 白板, 课文动画，笑脸牌四、教学过程：Step 1. 热身（Warming up）1. Greetings.2.Sing the song:If you

6、 are happy,and do the actions.【设计意图：课前齐唱英语歌曲并跟着音乐做动作，它既可活跃课堂气氛，缓解学生的紧张情绪，又能使学生尽快进入英语学习状态。】Step 2. 导入(Leading in)1.（1）T: Its an interesting song. Im feeling very happy.(展示制作的笑脸卡片)(学生通过老师表情及卡片复习happy)对部分同学提问: Are you feeling happy? （老师可提示“Yes./ No”.)学生给出答案。(老师可多提问几组，使学生深刻领会语言的含义与应用。)（2）分组T: Today ,we

7、have four happy teams（教师指张贴于黑板左侧happy的图片）：Happy team 1, happy team2, 3 and 4. When the class is over, lets see which team can get the most happy faces. （全班同学分为四个快乐小组，在这节课当中组成员每完成一个任务将得到一个笑脸，获得最多笑脸的小组，就是本课的冠军)2.课文 第一部分(1)Look, listen and say T:(过渡)We are feeling happy. Look at this dog ,(课件展示课文第一部分小狗

8、的图片) 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.学习sad : 小老师领读,音标读 sæd ,词卡读, 板书，T: Are you feeling sad? (根据学生的回答来板书句子及其答语)T：Are you feeling happy? （师举笑脸牌）（同时板书）(3)跟读 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) 图片理解表情T: Read after me “angry” Angry：词卡读，'ægr 大小声读，T: Look, Amy and Sam are angry , what's the matter？（出示句子练习）（板书）Oh, they are arguing.Sometimes even we are bored，bored ：词卡读，bd 左右摆读，开火车读 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. 板书课题 T: Today well learn Module 9 Unit1 Are you feeling bored?(板书课题)并领读【设计意图：通过图片情景展示本课重点情感词汇与句型，并进行简单操练，为课文理解做铺垫。】Step3: presentation 1. 过渡 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。(课件出示) Are you feeling bored? Are you feeling angry? Are you feeling sad?一进文本（1）T: Listen carefully and answer the questions.（2） Check the answers: Who can answer the questi

12、ons? （课件出示几个问题） Are you feeling bored? No, I 'm not Are you feeling angry? No, I 'm not Are you feeling sad? Yes, I am 学生回答问题。(粘贴笑脸)猜一猜，练习句型(1)Are you feeling bored? (2)Are you feeling angry? (3) Are you feeling sad? (4) 游戏操练：Have a guessing game（过渡）T：Oh , you did a good job ,lets play a gam

13、e A: Are you feeling?B: Yes, I am. / No, Im not.（教师出示一些课前准备好的表情图片，选出一张遮住脸让生用以上句型问答，教师和某个学生做示范后，再让同桌两个练习，并展示。）【设计意图：这几个问题都围绕情感进行的提问，是本课的重点内容，通过听并回答问题练习本课的重点句型，并掌握课文的大体含意.同时用猜一猜表情的游戏来练习，增加了练习的趣味性，提高学生参与的积极性】二进文本过渡T: Do you remember Lingling is sad, whats the matter with her?( 课件出示问题)Lets listen and fi

14、nd it. 回答问题T:Who can answer my question? S: My grandma is ill in hospital. T：Yes, Ling ling's grandma is ill in hospital. 学习ill (分组读，跟录音读句子)【设计意图：二进文文本，通过听课文，观看图画了解课文大意，并练习同学们的听力。学习目标语句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 （课件播放）and answer ,（课件出示问题及答案） Lingling is happy now, why?A: Her grandma is better now.B She told me that. （播放录音 “Your grandma is better now , she went home this morning ”）此处学习better told 用词卡对比学习 good better【设计意图：通过听段落，加深对课文的理解，掌握单词told, better】S

16、tep4: Practice1.三进文本 (模仿跟读)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 【设计意图：通过跟读课文，模仿语音语调，对课文掌握更牢固。分角色朗读，调动了学生参与的积极性，同时对文本的理解更透彻。小测试又巩固了学生对句型的掌握。】Step 5 Extention1.小采访： Make an interview: 过渡T: Weve know about Ling lings feelings. What about the feelings of them? (出示几幅图片) Hereare some pictures，please try to know about their feelings. 课件展示句型 及图

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：（课件上呈现不同的场景图） (3 )示范教师先通过询问一名学生进行示范（4）同桌两人选一个场景进行练习T：Now choose one picture, and practice in pairs. 学生展示，教师及时评价。T: Who want to share your dialog

19、ue?S: T: Wow, I think you did a good job.【设计意图：此环节是在教师引导下的学生之间的语用互动，通过创设真实的情景，给出语言支架，引导学生学会运用本节课的强化句型Whats the matter?和骨干句型：Are you feeling?询问朋友的感觉并回答，让学生运用所学语言进行交流，达到语言的内化和灵活运用，并引发相应的情感体验。】 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. 【设计意图：对同学们进行适当的情感教育，也是课堂情感的一个升华。】Step 6: Summary 1.评价总结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.板书总结T: T: Do you know my feelings?