Unit1 How Are You Feeling Now 第1课时教学设计
【内容来源】陕旅教育出版社五年级下册 Unit1
【主 题】Warming-up: Look and circle, Let’s learn
【课 时】第1课时
一、教学目标
1. 能听、说、读、写词汇：feel happy, feel sad, feel tired, feel angry, go out to play, make a snowman。
2. 学习运用I’m feeling... 表达自己的情感。
二、教学准备
教师准备：
1. Let’s learn部分的图片或猫的手偶。
2. 本课时的相关课件。
3. Let’s learn部分的教学音频。
4. 若干写有Let’s learn部分词汇的纸条。
三、教学方法建议
课程导入(Leading In)
(1)课前问答
T: Good morning, everyone! Nice to see you again in English class. I am feeling happy now. Are you happy?（教师做出很高兴的表情）
Ss: Yes.
T: So we are feeling happy to be together again. And I hope we’ll feel happy all the time in our class.
(2)新课导入 Part A Warming-up: Look and circle
引导学生观察本部分各图片中人物的神情，并通过图片中人物的神情推断他们的情绪：
T: Now look at the girl in the pictures. How is she feeling? Which is happy? Can you circle it?
之后引导学生说出各自的情感：
T: What about you? How are you feeling now?
通过此任务让学生提前感知本课要学习的内容，导入新课。
课程展示活动和过程的设计建议(presentation)
(1)新课展示Part A Let’s learn
T: I have a new friend. Look. Who is he?
教师出示Let’s learn部分小猫的图片，向学生介绍：
T: He is a cat and his name is Tom. He likes to eat fish.
此处建议教师可以准备一只猫的手偶，然后模仿猫的声音向学生介绍：Hello, boys and girls! My name is Tom. I like to eat fish.
1. 教授词组feel happy
教师课件出示盘子里有一条鱼的图片，并提问学生：
T: What can you see?
S1: I can see a fish.
T: Yes. It’s a fish. Tom likes fish, so he is feeling happy.
教师板书feel happy，让学生随着教师的书写进行拼读。
教学小贴示 教师在教授feel的发音时，可向学生初步渗透字母组合ee在单词中的发音，并可通过已学单词，引导其归纳字母组合ee的读音[i:]，如：green, tree, sheep, sleep, see, street等。 |
教师做出很高兴的表情，引导学生进行练习：
T: Look at me. I’m feeling happy. Are you feeling happy, too?
Ss: Yes.
T: Show me a happy look, please.
（让学生做出很高兴的表情，并一起重复句子）
T&Ss: I’m feeling happy.
2. 教授词组feel sad
课件出示一个空盘子，并提问学生：
T: What can you see?
S2: I can see a plate.
T: Yes. It’s an empty plate. Tom is hungry now. Where is the fish? It is lost.
(教师出示Tom猫伤心的图片)Tom is feeling sad.
教师板书并领读feel sad之后，做出很伤心的表情，说：
T: I’m not feeling happy. Now I’m feeling sad. Look, a sad look. Show me a sad look, please.(让学生做出很伤心的表情，并一起重复句子)
T&Ss: I’m not feeling happy now. I’m feeling sad.
3. 教授词组feel angry
教师以课件出示一只老鼠和一条鱼，并告诉学生：
T: Look! it’s a mouse. He gets the fish from the plate. Tom is feeling angry now.
教师出示猫生气的图片，板书并领读feel angry。
教师做出很生气的样子，说：
T: I’m not feeling happy. Now I’m very angry I’m feeling angry. Show me an angry look, please.(让学生做出很生气的表情，并一起重复句子)
T&Ss: I’m not feeling happy now. I’m feeling angry. I’m angry.
4. 教授词组feel tired
T: Tom wants to catch the mouse, so he runs after him for a long time. Now he is feeling tired.
教师出示猫累的图片，板书并领读feel tired。然后，做出很累的样子，说：
T: I’m feeling tired. I’m very tired, I want to have a rest. I want to sleep. Are you tired?
Ss: Yes. I’m feeling tired, too. / No. I’m not feeling tired.
5. 教授词组go out to play和make a snowman
(1)教师出示Tom在室内的图片介绍：
T: The weather is t fine. Tom’s friends are playing in the garden. But Tom is in the living loom, H wants to go out to play.
教师出示户外的图片，板书并领读go out to play。
(2)教师出示冬天的雪景以及堆雪人的图片井介绍：
T: Oh. It’s snowing. Let’s go out to play. What can we do?
从而自然引出短语make a snowman。
T: Yes. We can make a snowman.(边说边板书该短语)
此处教师可添加一两个句子，让学生了解一下snowman的复数形式，如：
We can make two snowmen. We can make some snowmen.
(2)巩固活动
教师播放录音，让学生听并跟读Let’s learn部分的词汇，其间注意纠正学生的错误读音。对于学生容易读错的单词(如tried, angry等)，教师要注意进行有针对性的示范和训练。
操练活动的设计与实施建议（Practice Activities)
(1)游戏：变脸
1. 教师先和一名学生做示范。教师说词组，学生面向全班做出相应的表情或动作，同时重复这一词组。
2. 同桌之间相互说词组做动作。
(2)词汇传递
将全班分成若干组，每一排为一组。然后教师分别发给每一组最后一排的学生一张写有某一词组的纸，在教师说开始后，最后一排的学生即用耳语的方式把纸上的词组告诉前面的学生，这位学生再把听到的词汇告诉前面的学生，这样依次进行下去。最后，第一排的学生根据获得的信息将相应的词组写到黑板上，传得最快、最准的组获胜。
【板书设计】
