?教 学 设 计Module 9 Unit 1 Are you feeling bored?一、 教学目标：1、语言知识目标：（1）全体学生能理解：feel, sad, bored, angry, miss，ill, told,better (2) 全体学生能运用：feel, sad, angry, ill, told.（3）部分学生能运用bored, miss, better（4）全体学生能运用：Are you feeling …? 这类语句来谈论情绪2、语言技能目标：（1）听：全体学生能够听懂 Are you feeling bored?等语句。（2）说：全体学生能说 Are you feeling bored?（3）读：全体学生能认读feel, sad, angry, ill, told.（4）写：全体学生能按要求完成语句书写。3、情感目标：（1.）学会关心他人，分享他人的喜、怒、哀、乐。（2.）在活动和交流的过程中，感受到自己的“所学”能有“所用”，从而提高学习英语的自信心，增强求知欲。二、教学重、难点：1、能够用Are you feeling …?句型询问他人的情绪。2、能够认读并正确运用单词：sad，bored, angry.三、教学准备： 多媒体课件、表情图片、单词卡片、 白板, 课文动画，笑脸牌第 1 页
新标准英语（三年级起点）五年级上册Module 9 unit 1Are you feeling bored


四、教学过程：Step 1. 热身（Warming up）1. Greetings.2.Sing the song:《If you are happy》,and do the actions.【设计意图：课前齐唱英语歌曲并跟着音乐做动作，它既可活跃课堂气氛，缓解学生的紧张情绪，又能使学生尽快进入英语学习状态。】Step 2. 导入(Leading in)1.（1）T: It’s an interesting song. I’m feeling very happy.(展示制作的笑脸卡片)(学生通过老师表情及卡片复习happy)对部分同学提问: Are you feeling happy? （老师可提示“Yes./ No”.)学生给出答案。(老师可多提问几组，使学生深刻领会语言的含义与应用。)（2）分组T: Today ,we have four happy teams（教师指张贴于黑板左侧happy的图片）：Happy team 1, happy team2, 3 and 4. When the class isover, let’s see which team can get the most happy faces. （全班同学分为四个快乐小组，在这节课当中组成员每完成一个任务将得到一个笑脸，获得最多笑脸的小组，就是本课的冠军)2.课文 第一部分(1)Look, listen and say T:(过渡)We are feeling happy. Look at this dog ,(课件展示课文第一部分小狗的图片) is this dog feeling happy?Let’s look and listen. (2) Look and listen. T: This dog is feeling sad, and then she is feeling happy.学习sad : 小老师领读,音标读 [sæd] ,词卡读, 板书，T: Are you feeling sad? (根据学生的回答来板书句子及其答语)T：Are you feeling happy? （师举笑脸牌）（同时板书）(3)跟读 T: Now, let’s listen and repeat.第 2 页


3. T: In our life, We can't always be happy, sometimes we aresad , may be angry (白板) 图片理解表情T: Read after me “angry” Angry：：：：：['æŋgrɪ] 大小声读，T: Look, Amy and Sam are angry , what's the matter？（出示句子练习）（板书）Oh, they are arguing.Sometimes even we are bored：bored ：：：：：[bɔːd] 左右摆读，开火车读 T: He's feeling bored. What's the matter ? It's raining, he can't go out. He is feeling bored, are you feeling bored? 4. 板书课题 T: Today we’ll learn Module 9 Unit1 Are you feelingbored?(板书课题)并领读【设计意图：通过图片情景展示本课重点情感词汇与句型，并进行简单操练，为课文理解做铺垫。】Step3: presentation 1. 过渡 T: Today I’m feeling happy, and I’m sure you’re feelinghappy too. But our friend Lingling is not happy. What’s the matter with Lingling? Her friend Amy asks her some questions。(课件出示) Are you feeling bored? Are you feeling angry? Are you feeling sad?一进文本（1）T: Listen carefully and answer the questions.（2） Check the answers: Who can answer the questions? （课件出示几个问题）第 3 页


桌两练习，并展示。）个【设计意图：这几个问题
都围绕点感进行的提问，是本课情重的内容答问通过听并回，题练习本课的重点句型，并
掌握的大体含意.课文同时用猜一猜表情的游戏来练习，增
加了练习的趣味性，提高学生参与的r】二进文本过渡T: Do you 积极性emember Lingling is sad, what’s the matter with her?( 课件出示问题)Let’s listen and find it. 回答问题T:　Who can answer my question? S: My grandma is ill in hospital. T：Yes, Ling ling's grandma is ill in hospital. 学习ill (分组读，跟
录进)【设计意图：二音读句子文文本，通过听课文，
观看图画了文课解大意，并练习同学
们的听力lMy grandma is i。学习目标语句l in hospital. 】 T:　Lingling's grandma is ill in hospital . She is sad. Look, Ms Smart is coming. And Lingling is happy now, why?第 4 页
Are you feeling bored? No, I 'm not Are you feeling angry? No, I 'm not Are you feeling sad? Yes, I am 学生回答问题。(粘贴笑脸)猜一猜，练习句型(1)Are you feeling bored? (2)Are you feeling angry? (3) Are you feeling sad? (4) 游戏操练：Have a guessing game（过渡）T：Oh , you did a good job ,let’s play a game A: Are you feeling…?B: Yes, I am. / No, I’m not.（教师出示一些课前准备好的表情图片，选出一张遮住脸让生用以上句型问答，教师和某个学生做示范后，再让同


播放weand ans）r ,（课件出示问题及答案） Lingling is happy now, why?A: Her grandma is better now.B She told me that. （
播放录 “音Your grandma is better now , she went home thismorning ”）此处
学习better told 用词卡对
比good 学习 better【设计意图：通过听
段落，加深对课文的理解，掌握told, better】单词Step4: Practice1.三进文本 (模仿
跟读)T:　Lingling is feeling happy now, are you feeling happy? Let’slisten and repeat.2. T: Now read in groups, and have a role play in your group.3. Role play:T: Let’s have a role play. Which group can come here?4. Test:T: Oh you did a good job, let’s have a test Now take out your paper, listen and choose 【设计意图：通过跟读课文，模仿
语音语调，对课文固掌更牢握。分角色朗
读，调动了学生参与的积极性解同时对，本的理文更透彻。小测试又巩固了学生对句型的
掌握xt】Step 5 E。ention1.小
采访nte Make an i：rview: 过渡T: We’ve know about Ling ling’s feelings. What about thefeelings of them? (出示几
幅r) He图片e　are some pictures，please try to know about theirfeelings. 第 5 页
Let's Listen （课件


呈现不同的场图景） (3 )示范教师
先通过询问一名学生进行示范（4）同
桌两人选一个场T景进行练习：Now choose one picture, and practice in pairs. 学生展示，教师及时
评价hoT: W。 want to share your dialogue?S: T: Wow, I think you did a good job.【设计意图：
此环节是在教师引导下的学生间之的语用互动，过通创设真实
的情景，给出语言支架，引强学生学会运用本节导的课化the型What’s 句matter?和
骨干型：句Are you feeling…?询问友朋的感觉回答，让学生运并用所学语言进行交流，
达到语言的内化和灵活运用并，引发相应的情感体验
。】 2.情感教
育t the（1）T:Look a：se pictures, how are you feeling? (2.) T: We can’t always be happy.Care and help everyone around you.Help them to be happy everyday.Love is happiness. 【设计意图：对同学
们进行适当的情感教育，也是课堂情感的一个升华。】Step 6: Summary 1.评价总结T: Are you feeling happy? Let’s see how many happy第 6 页
课件展示句型 及图片Structure: A: what’s the matter? Are you feeling…? (happy / sad/ angry / bored)B: No. I am not / Yes, I am A: Are you feeling…? (happy / sad/ angry / bored)B：…（课件上


总结T: T: Do you know my feelings? Ask me, please. (教师引导学生说出本课
内容)Ss: Are you feeling…? T: I’m feeling very happy, because you’re fantastic. Wish you tobe happy every day. 【设计意图：通过
评选获胜队，将评价贯穿始终问。通过 询并获胜队和教师的感受，将本课
内容进行梳理p。】 Ste归纳 7: homework ( 菜
单式作业必：1做，２,３Li) 1、任选一个做sten and read the text. 2、Don't forget the secret of happiness. Try to know about yourparents’ feelings. Share their happiness and sadness. 3、Write a letter to a friend you miss and ask about his feelings.【设计意图：
菜单式作业生学让可根据自己的爱好和能力进行选择。通过观察了
解爸爸妈妈和朋友做不同事情的感受，或信给自己写念想的友朋，与他们共
享快乐和忧伤，增进友谊关感情，与学生在享受让爱的同时也懂得关爱
。】Blackboard designModule 9 Unit 1 Are you feeling bored?What’s the matter?　
Are you feeling sad? Yes, I am. angry No, I’m not. bored第 7 页
faces you have got. Team …is the winner. Congratulations! Let’s askthem: Are you feeling happy? 2.板书