Module9第3课时教学设计
一、教学内容
外研版小学英语五年级上册第九模块第3课时Unit 2 Ac tivities 1一3
二、教学目标
1. 能够熟练地分辨出不同的面部表情。
2. 能表达出人物在过去时间因做了某事而产生的不同心情感受。
三、重难点
（一）重点
1. 能够听、说、读、写单词：happy，sad，tired，excited，bored，angry，hungry，thirsty，并能在图片提示下识别单词及短语：grandpa，(on the) farm， game，chess， won (win)，lost (lose)，smell，feel tired...
2. 能灵活运用句型：How does she/he feel? She/He feels... Does she/he feel...? Yes, she/he does. /No，she/he doesn’t.这类语句来询问他人的情绪感受。
（二）难点
能根据过去的不同情景向同伴表达自己内心真实的感受。
四、教学准备
1.单词卡片。
2.同步课文动画。
3.第1课时教学课件。
4.人物萨姆和约翰的头饰
五、教学设计
Step 1 Warm-up
1. Speak them out.
多媒体出示一些明星的各种面部表情图，学生抢答、小组比赛，给反应快的小组加分奖励。如：
She is feeling happy. (She is/feels happy.)
He is feeling bored. (He is/feels bored. )...
2. Act and say.
教师播放兔子舞曲，学生随着音乐传递上节课所学情绪单词卡片，音乐一停，拿到卡片的同学必须大声说出该单词并造句子，表演好的同学应及时给予奖励。
设计意图：通过不同的形式复习旧知，避免枯燥乏味的老式课堂。（老师问学生答）
Step 2 Presentation (Look, listen and say.)
T: We have different feelings all the time. Now please look at these people: What are their feelings?
教师让学生看活动图片，回答问题。
Step 3 Listen and read（课文活动 2 教学）
1. 教师逐个呈现课文活动2中的人物图，学生根据其表情一起猜测：How does she/he feel? 并模仿相应的表情。
2. Chant
Tired, tired, how does he feel?
Tired, tired, he feels tired.
Happy, happy, how does she feel?
Happy, happy, she feels happy.
Sad, sad, how does she feel?
Sad, sad, she feels sad
Hungry, hungry, how does he feel?
Hungry, hungry, he feels hungry.
设计意图：进入课文教学，通过节奏感强的chant让学生根据文中人物表情描述心情。
3.句子教学。
(1) 播放第一遍录音，学生认真听并理解产生相应情绪的原因。
(2) 播放第二遍录音，理解词句。
♦helped（help的过去式）帮助，帮忙
I helped my mum to wash the dishes.
♦grandpa (grandfather)（外）祖父 I go to the park with my grandpa every afternoon.
♦farm农场。
There are many animals on the farm.
♦all day—天到晚；整天
She is chaperoning（陪伴）her daughter all day.
♦won（win的过去式）贏，获胜
Class 1 won the football game yesterday.
♦chess象棋
She likes playing chess with her sister.
♦lost（lose的过去式）
Darning lost his ruler in the classroom.
♦smell闻出，嗅出。教师反反复复做出“闻”的动作，让学生猜猜其含义，然后学生边做动作边读单词。
♦noodle soup清汤面条；汤面
Please put more minced meat into my noodle soup.
(3) 听第三遍录音，在每个句子后面停顿，学生跟读。
(4) 大组之间相互练习。
Group 1 and Group 2: Yesterday I helped my grandpa on the farm all day.
Group 3 and Group 4: Now I feel tired.
Group 1 and Group 2: I won a chess game last week.
Group 3 and Group 4: Now I feel happy.
Group 1 and Group 2: I lost my pen and ruler yesterday.
Group 3 and Group 4: Now I feel sad.
Group 1 and Group 2: I can smell some nice noodle soup.
Group 3 and Group 4: Now I feel hungry.
(5) 师生之间问答并总结。
T: How does the boy in picture 1 feel?
Ss: He feels tired.
T: Why does he feel tired?
Ss: Because yesterday he helped his grandpa on the farm all day.
(6) Look and write. Then ask and answer.（完成课文活动3）
a. Look at the pictures, then write the sentences.
b. Ask and answer with the partners.
设计意图：设置任务，学生自主学习，教师巡视、引导，并努力创设英语情景,让学生在真实的环境中感受并理解新知识，最后让学生书写四会句子并操练。
Step 4 Practice
1. 找朋友。
拿出课前准备的两种卡片，一种卡片上面写着一些情绪词， 每卡一词，如：tired，hot，cold，bored，hungry, thirsty等，另一种卡片上面写一些事件短语或句子：helped my grandparents on the farm all day/won a chess/football/basketball/reading game/it’s raining. I can’t go out to play/have nothing to do. /It’s snowing. I can make a snowman. /It’s sunny. I can go hiking with my classmate...等，将所有卡片打乱贴在学生的背上，请他们离开座位，通过：What’s on my back? 或 What’s my words?和同学自由交流后得知自己的单词、词组和句子，然后寻找对应的朋友站到一起。最后请全班一起将每对朋友的句子读出来进行评价。找对了朋友的可以坐下。
注：卡片可以是教师自己提前准备好的，也可以在复习巩固环节中请学生分组讨论并书写出的各种单词、短语和句子，老师收齐所需卡片后再开始找朋友。这样能很好地锻炼学生的书写能力，培养学生的发散性思维。轮流做这个游戏，尽量保证每位学生都能参与到游戏中来。
2. Make a survey.
四人一组互相调查同学什么时候感到髙兴/无聊及产生这种心情的原因。
Names
Feelings
When
Why
















设计意图：通过丰富多彩的英语活动，使学生更懂得关爱同学，增进彼此间的友谊。
Step 5 Homework
呈现两封信件，教师通过提问对学生进行引导，帮助他们理解信件内容。然后学生以小组为单位就信件中的情绪状况进行讨论。如：第一封信讲述的是什么内容？（伤心的孩Jane向Sally寻求帮助）第二封信讲述的是什么内容？（Sally向Jane提供帮助）这样的信件通常会刊登在什么地方？（报刊的心理咨询专栏处）假设你收到这样的求助信件，你会怎样回复？下节课汇报结果。
Dear Sally,
I’m feeling sad. I cry at home and I cry at school, too. I dance badly at school. My friends don’t like me.
What can I do?
Yours,
Jane
Dear Jane,
You should talk to your parents or teachers. Tell them you’re feeling sad. They can help you.
Good luck.
Sally



六、板书设计
Module 9 Unit 2 I feel happy.
Does he/she feel...?
Yes, he/she does.
No, he/she doesn’t.
How does he/she feel?
He/She feels...


七、回顾总结
这节课学生灵活运用句型：How does she/he feel? She/He feels... Does she/he feel...? Yes, she/he does. /No, she/he doesn’t.这类语句来询问他人的情绪感受，还学习了如何表达在过去因做了某事而产生的心情感受。
八、教案点评
由于我地区英语起点低、起步慢，而且缺乏适合的英语学习环境，学校教学资料缺乏，教学设施不完善。针对以上情况，本堂课教师充分利用多媒体帮助学生理解，利用图片展开口语对话，利用真实情景引出新内容。利用同学们爱玩的天性设置有趣的游戏，让同学们有了一个意犹未尽的学习体验。