小学英语鲁科版 (五四制)五年级上册Lesson 4 Again, please!教学设计

Unit 2 Feelings

Lesson 4

【教学目标】

1．知识目标:

（1）使学生能够听说认读单词: look, excited, sky, angry, lost, sad. late, glad, worried, with, wasn't(was not),poor, matter, find, worry, saw(see的过去式.)yesterday.掌握单词及读音.

（2）能准确理解并熟练地运用句型:He's excited/ happy/ sad/ angry/. "What' he doing?", "He's doing..." "Was he happy?", "Yes, he was./ No, he wasn't", "You look worried."

2．能力目标:通过讨论及互动,学会描述他人的及自己的喜怒哀乐.

3．情感目标:感受到他人的喜怒哀乐,学会关心他人.并在生活中学会描述出自己的感受.

【教学重点】

1．听说,认读单词: look, excited, sky, angry, lost, sad, late, glad, worried, with, wasn't(was not),poor, matter, find, worry, saw(see的过去式.)yesterday..

2．能够准确理解并熟练运用句型: He's excited/ happy/ sad/ angry. "What' he doing?", "He's doing..." "Was he happy?", "Yes, he was. /No, he wasn't", "You look worried."

【教学难点】

在真实的情境中灵活运用新知识询问并描述他人的感受.

【教学方法】

实物激趣法,任务型教学.

【教学准备】

录音机,单词卡片,磁带,挂图.

【教学过程】

Ⅰ．Warming up:

T: How are you feeling? I'm happy. Because I have English with you. Are you happy?

设计意图:热身环节引导学生表达自己的真实感受.

T: We have a new friend. Who is he? Mr. Feeling.

T: Today he is going to help us to review U2.

设计意图:介绍Mr. Feeling,运用卡通人物贯穿整节课,引导复习活动,呈现知识点小贴士,增加趣味性.

Ⅱ．Review the text.

1．T: We have many feelings. They are interesting. We can't touch them. But your body can show them. Can you say and act?

设计意图:快速出示脸部表情,引导学生抢答单词并用体态活动表演.在趣味活动中复习单词.

T: Can you say more words about feeling?

设计意图:反馈学生搜集新单词情况,给学有余力学生提供平台当小老师.

2．T: Sometimes the colors can represent the feelings.

设计意图:通过学生猜测颜色可以表示的情绪,引导学生从不同角度感知feeling.让学生板书单词.为复习第一课的故事做铺垫.

T: Can you act the story and ask some Qs?

设计意图:小组合作表演对话,反馈课前布置的作业完成情况,并且让学生在小组里提问,培养自主学习能力.

T: Q: Who is worried about Danny? What does he say?

设计意图:引导学生对课文内容进行深入思考,通过进一步挖掘Li Ming\Jenny\Wang Hong对Danny说的话中所体现的感情,引导学生体会关爱他人的情感和表达方式.

3．T: Mum was worried about Wang Hong. So she is asking her some Qs. Can you make a dialog?

设计意图:指导学生复习第二篇课文,根据图片提示和课文内容编排对话,学生设想自己是Mum,体验Wang Hong晚回家的那种担心的情绪,进行小组活动编演对话,发散思维,最后通过Mr. Feeling的提示Don't be late.渗透情感.通过板书梳理Was/Were…?

4．T: Our feelings can change from time to time. Wang Hong was worried, now she is happy? What's the matter?

设计意图:通过Mr. feeling引导学生了解感情是随时变化的.运用课本图片Wang Hong表情的变化,引导学生复述第三个故事,强化was-is.并引导学生自读Fun time的小故事,并且引导学生在小组里根据提示讲故事,充分运用教材提供的素材.

5．T: We reviewed the 3stories of this Unit.

设计意图:梳理板书,提炼语言框架.

Ⅲ．Do the exercises.

1．Listen and match.

设计意图:连线,回答问题,训练学生的听力.

2．Listen and repeat

读准音节,注意字母组合的发音.

3．Let's Read.

设计意图:引导学生阅读短文,写出关于feeling的单词,理解不同颜色代表不同的感情.

4．Fun time

设计意图:结合图片,小组对话谈论感情,也可以采用新课标提供的案例,学生抽单词描述自己的情感并说明原因,小组成员提问交流,学生真实谈论自己的feeling,进行语言实践,灵活运用知识进行表达.

Ⅳ．Sum up

1．T:思维导图.

设计意图:通过思维导图梳理本课从不同方面理解feeling.加深学生对feeling的理解:用体态表达感情,颜色和感情,感情会随时变化,同一件事可以有不用的感情,不同的事情会给我们相同的感觉.

2．运用板书梳理知识点.

【作业布置】

Tell the story Mr. Black's Garden to your friends.

【板书设计】