Areyousad教学设计.doc

1、 Are you sad ?一、基本说明 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：B ook 9 Module 9 Unit 1 5 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, Im 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, Im not.2）学会如何

2、综合运用语言知识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）第九册的内容体现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，以强化学生的认识。本课则以描述情绪为话题，引导学生进一步掌握“Are you ?” “Yes, I am . / No, Im 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：Are you ?

3、 Yes, I am . / No, Im not.2）培养学生综合运用语言知识创设会话的能力。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回答，只是不是涉及有关情绪的话题。大部分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 是比较抽象难懂的词语，为使学生能借助情境进行理解，

4、本节课的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基础上，学习“Are you ?” “Yes, I am . / No, Im not.”这一重点句式。有此基础，引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前所学过的句式谈论跟

5、情绪有关的话题，培养学生创设会话的能力。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 Greeting 1 minutes 1. Greeting. T: Hello, boys and girls . Welcom to our English class. Are you ready?2.Sing a song.Ss:Yes. Step 2 Lead-in （导入） 4 minutes 1. The teacher shows a bag.T: Look, its a bag . Please guess : Whats in the

6、bag ?Point some students to guess. Then the teacher shows a beautiful 1.the Ss guess. 2. Read the new word: secret.通过猜一猜的活动，迅速集中学生的注意力，帮助学生借助情境理解本课比较难的抽象词语：secret,surprise present，并巧妙引入评价和竞争机制。 present box in the bag.2. T: Look,its a present. What a beautiful present ! What a surprise present ! Do y

7、ou want to know what the present is ? Oh, its a secret. Lets compete during this class. The best will get the surprise present .3. Learn to say: surprise.secret.Step 3 Presentation （新授） 21 minutes 1. T: Look, I am very happy now ! Are you happy ?(CAI) Ah, he is happy , too .1. Grasp the new words an

8、d sentence pattern.1.通过课件，学生能直观而形象地理解新单词。 2. 通过多变的朗Learn to read: happy . Then read group by group.2.(CAI) T: Look, she isnt 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 read: angry. Then read by girls and boys respectively .4. (CAI)T

9、: Look, she is bored . Then point some students to read : bored.5. Look at the four words (happy, sad, angry, bored) on the blackboard and read after the 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。3.通过图片引导teacher by doing actions.6. A game: I say, you do.The teacher says : Happy / Sad / Bored / Angry The stude

10、nts do the actions.7. Another game : Change faces.Point two students to stand on the platform . The teacher says the words(happy, sad, angry, bored) in low voice, the other students say the words in high voice, then the two students change face.8. Look and say.Let the students 学生运用新单词造句，巩固 be 动词的用法，

11、提高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。 look at the characters expression,then make the sentences.e.g . He / Ms Li is sad / angry 9. Learn to say the sentence pattern.(1)T: You are so clever. Im very happy. Hello, Li Jie . Are you happy ?Then point the other one to ask : Are you angry ?Learn to

12、 say : Yes, I am ./ No, Im not .Then ask some more students to answer.(2)Learn to say : Are you sad / 2.Understand and learn to read the text .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。angry ?The students ask , the teacher answers.(3)Let the students ask each other in turn to practise .(4)T: Hello,

13、 Li Ting. Are you happy ? Then point the other student: Is Li Ting happy ? ( Yes, she is . / No, she isnt .)Ask more students as the above .(5)Lead the students to read : Yes, he / she is . No, he / she isnt .10. Learn to say the dialogue.(1)T: Look ,she is Lingling . Whats the matter with Lingling

14、. Please listen , then answer these questions.(CAI) Is Lingling sad / bored / angry ?(2)Listen to the dialogue once . Then let the students answer the questions above .(3)T : Whats the matter with Lingling ? Lingling isnt sad . She isnt bored . She isnt angry . Whats the matter? Let the students lis

15、ten to the dialogue again,then answer.(CAI) Whats the matter ?Nothing. She is thinking !Learn to read : Nothing. Im thinking.(4)T : Whats Lingling thinking about ?Let the students listen to the dialogue again, then answer.(CAI) Lingling is going to make Amy for Christmas .(a surprise present)Learn to read: surprise present .(5)Learn to read the dialogue after the CD-Rom , then