教材分析:

本单元是以Zara过去的某一天为题的语篇,主题是:feelings,语言功能是Talking about feelings,具体内容是:Zara在那一天几次的感受及相应情况下所做的事情。本单元的语言结构学习内容是复习过去时态以巩固其运用能力。

学情分析:

五年级学生的英语知识已经有了一定的积累,具备了初步运用英语做事的能力。但本班学生的基础不是太好,学生运用所学语言进行交际的综合能力等方面都有待训练、提高,学生表达的欲望低。关于感受的表达和一般过去式都在第7、8、9模块出现过,所以本次授课,老师要尽可能多的给学生创造机会,通过生活化的情景设计,任务驱动,鼓励学生在真实的情景中运用所学语言,让学生在大胆实践和积极参与的过程中,培养其积极的情感态度和自主学习能力。

教学目标:

 (一)知识目标

1.听懂会说:water, 复习强化sad, hungry, thirsty, happy等表达感受的词。

2.听懂会说语句:Zara couldn’t go out. She was sad.

 (二)技能目标

1.100%听懂会读本语篇,90%能准确运用过去时态谈论某人在一定情况下的感受。

2.运用所复习的过去时态谈论自己的昨天或上周的感受,询问小组同学,他们在上周做了哪些事情。

 (三)情感目标

1.关注到别人的情感变化,学习倾听、分享、帮助等与人相处之道。

2.能在交流、合作中体验到学习英语的乐趣。

重点难点:

能在真实情境中熟练表达过去的感受和所做事情。

教学过程:

Step 1: Warm-up and preview

T: Hello, boys and girls. How are you today?

Ss:…

T : Let’s sing a song. “if you are happy”

Ss:

(设计思路::因为本节课的内容是feelings,所以我选了If you happy 这首歌曲为学习新知做准备,同时也创设了轻松愉悦的学习氛围)

T: What did you do yesterday? Were you happy?

Ss:

(复习强化过去式的运用,五年级学生的课间和课外活动很丰富,肯定有同学会说到户外活动,并表示高兴,导入新课)

Step 2:Presentation and practice

T: We were happy to play outside . But Zara was sad . Why? Let’s listen and answer.(播放第一段)

(PPT)

Why couldn’t Zara go out?

T: Right. Because it was raining.

T: Good. Now listen and answer other questions

(PPT)

How did Zara feel at the beginning?

What happened to Zara after that?

Were Zara happy at last?

板书:Zara couldn’t go out. She was sad.

She was hungry. She ate the cake with mum

She was thirsty. She drank some water.(Teach: water)

She was happy. She went out to play.

T:Listen and repeat the text.

Now we have finished the text. Look at the blackboard. Let’s recall the text together.

Step 3: Consolidation and extension

1.Look and say

T: We had our Sports Day some days ago. I took some pictures for you. Let’s share. You can say: He/She/ I was happy/…

(设计思路:运动会的场景是和学生生活紧密相连的情景,通过运动会的照片,强化巩固happy/sad/…等关于情感的词)

2.You do and I guess

T: Well done. Now a task for you. One group, one piece of paper. Some sentences on it. Please work in your group , then act . other groups watch and listen carefully and say what they did try to express as quickly as possible.

Group 1: Yesterday was my birthday. Many friends come to my party. We danced and sang. We were happy.

Group 2: On Sports Day, I ran a race. I was tired.

Group 3: I had nothing to do. I couldn’t go out. Then I played chess with dad. I’m bored.

mins to prepare then show.

(设计思路:每组发一个主题,通过表情动作表达本组主题内容,请别的组抢答说出主题句子。这个活动充分调动学生的兴趣,让所有的学生都能参与到游戏当中,提高学生的注意力和观察力,既能巩固新知,又能调动课堂的气氛。做这个活动时要注意部分学生的纪律,适时评价,保证全员参与课堂)

3.Write and practise (根据句意和首字母,写出所缺的单词。)

(1)I am h_______ . I am going on a trip.

(2)I failed the math test. I feel s_________.

(3)We are going to have a football match. I’m very h________.

(4)After running , I feel t________.

(5)The ball flies to John’s face. He is a little a_________.

(6)Mike has nothing to do . He feels b_______.

(7)He was thirsty. He wanted to drink w________.

(设计思路:笔头练习让学生更巩固本课时所要掌握的知识,让学生懂得在不同的语境来表达不用的情绪。另外,本班学生的普遍存在眼高手低的问题,书写能力急需要练习。)

4.Do a survey

T: What did you do last week? How did you feel? (提示学生选取较代表性的活动和比较强烈的感受)

Name Activity Feeling

板书设计:

sad happy angry bored tired thirsty hungry ……

(提示学生,不会写的单词可以用汉语代替,word bank 是在这次研修过程中学到的,平时都是学生在做题或讨论时遇到不会的随时举手问我,从刘青老师和徐建华老师的课例中都看到了word bank觉得形式和效果都很好,借鉴了。)

教学后记:

做完这个设计,内心还是很惶恐,作业一直做得很晚,觉得这次的学习领悟还不够,就是一些地方拿不准,做完以后觉得最后的活动设计有点多,不知道大家看了是不是这个感觉,多提宝贵意见了。