小学英语陕旅版五年级下册Unit 1 How Are You Feeling Now?教学设计

这是一份小学英语陕旅版五年级下册Unit 1 How Are You Feeling Now?教学设计，共6页。
Hw are yu feeling nw? Part B
课型
新授
第 2 课时
教学目标
能听懂Let’s talk 对话中表示情感的词汇。
能用所学句型结构就情感进行表述及回答。
通过对对话的学习，培养学生的会话能力，增强学生的学习兴趣。
教学重点
能听、说、熟读对话，语音语调准确自然。
教学难点
能运用Are yu tired? Yes, a This makes her very angry.这些功能句型进一步就情感进行表述及问答。
教
学
过
程
Ⅰ Enjy a sng
1 新课展示 Part B Let’s learn mre
教师承接，出示Su Nan 和Clin 的图片，并向学生介绍：
T： Lk! This is Su nan. He is a gd by. He is helpful at hme. And this is Clin. He is late fr class, s Miss White is very angry. Nw, let’s talk abut the tw pictures.
①教师出示Let’s learn mre第一部分的挂图：
T： What can yu see in the picture?
Ss: I can see Su nan and his mm.
T: Yes. Su nan’s mm is very tired and thirsty after wrk. S, what is Su nan ding?
引导学生说出：Su nan is giving his mther a glass f water.
T: He is helpful t his mm. He is really a gd by.
教师出示Let’s learn mre 第二部分的挂图：
T: Lk at the picture. Where are Clin and Miss White?
S1: They are in the classrm.
T: Hw is Clin feeling nw?
S2: He is feeling sad.
T: Is Miss White sad, t?
S3: N. She is very angry.
2 听力理解
(1)教师分段播放录音，让学生听对话，理解对话大意。
(2)分别为两段对话设置问题，让学生带着问题听录音。问题可参考如下：
a Is Su Nan’s mm tired ? ( Yes, a little.)
b Is Su Nan a gd by? Why?
(Yes, he is. Because he cares fr his mm. He gives his mm a glass f water.)
c Why is Miss White angry?
(Clin is late again. This makes her very angry.)
d What is Miss White ding?
(She is telling Clin t cme t schl n time and nt t be late again.)
教师再次播放录音，并随机挑选学生回答问题。
3 教师板书并讲解对话中的词汇和句型：
(1)a little
--Are yu tired ?
--Yes, a little.
教学提示：a little “少许、有一点”，可修饰不可数名词和形容词。如： a little time, a little water, a little angry/tired, a little hungry/thirsty等一一举例并鼓励学生练习运用，如：
The by desn’t d his hmewrk. His dad is little angry.
Kitty can’t find her cat. She feels a little sad.
(2)n time
教学提示：n time 是“准时”的意思，在五年级上册Unit 1 中已经接触过，这里复现时也可以扩充词组“in time及时”，并可适当解析两者的区别。
This makes her very angry.
教学提示：make 在这里的意识是“使人...”“sth. Makes sb.+形容词”这一结构，表示“某事使某人感到...”。举例并鼓励学生练习运用。如：
The ftball game makes the students excited.
The pictures makes the stry very interesting.
Ⅱ 巩固活动
1 教师播放录音，学生听并模仿其语音语调跟读本部分的对话。
2 学生两人一组分角色朗读对话，之后，可请几个小组上台做对话表演。
Part B Let’s Play
1 教师将相应的单词和句型写在黑板上，然后请一位学生上台，教师背对该学生，让学生做表情，而教师问其他学生：Is 并根据其他学生的回答确定是否继续提问：Is Hw is he/she feeling nw? 引导学生踊跃回答。
2 教师请两位学生上台，一位做表情，一位打电话，用课本句型提问该生和其他学生（要背对做表情的学生），
(1)Part B Read the wrds
(2)在学生认读后，引领学生找出规律并加以总结：字母组ar的发音。
(3)教师和学生一同找到发音规律后，尝试运用读音规则拼读生词。
(4)教师可视学生掌握情况给出更多含有ar 或er字母组合的单词让学生尝试拼读。通过拼读总结记忆单词的好方法，并鼓励学生说出更多含有所学习字母组合的单词进行拼读练习。
2 Part B Read a stry
(1)课本P6， 看图理解故事。之后，教师可对图片进行提问，以下问题可供参考。：
What can yu see in the picture 1?
Is Alice happy in picture 1?
What can yu see in picture 2 and 3?
Hw is Alice feeling in these pictures?
(2)教师引导学生结合图片内容作答。
(3) 教师继续提问，让学生默读故事。并注意引发学生思考、完整作答。
修正补充栏
板书设计
Hw are yu feeling nw?
作业布置：
Read the Wrds after class.
Read a stry with yur partner.
批改记录：
教学反思
课堂目标达成，课堂用语清晰准确，课堂环节完整。活动设计及趣味性可以再加强。