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大单元课时备课卡
课题 Module9 Unit 1 Are you feeling bored
日期 课时 1 课型 听说 授课教师
目标确立依据 课标分析 课标摘录一、语言能力：能领悟基本语调表达的意义；能理解常见词语的意思，理解基本句式和常用时态表达的意义；能围绕相关主题，运用所学语言与他人进行简单的交流。二、思维品质：能识别、提炼、概括语篇的关键信息、主要内容、主题意义和观点。三、学习能力：对英语学习有较浓厚的兴趣和自信心；能借助多种渠道或资源学习英语；能在学习过程中认真思考，主动探究，尝试通过多种方式发现并解决语言学习中的问题。四、文化意识：尝试理解对方的感受，知道应当规避的谈话的内容，适当调整表达方式，体现出礼貌，得体与友善。
课标分解1.本模块主题人与社会—人际沟通—个人感受与见解，倾听、体谅他人，包容与宽容 。2.语篇：日常简单对话、独白。3..语言知识：A.语音知识：使用正确的语音语调朗读学过的对话和短文；感知并模仿说英语，体会意群、语调与节奏；在口头表达中做到语音基本正确，语调自然流畅。B.词汇知识：在语境中理解词汇的含义，在运用中逐步积累词汇。C.语法知识：在语篇中理解常用简单句的基本结构和表意功能。D.语篇知识：辨识语篇中的时间、地点、人物，以及事件的发生、发展和结局；利用语篇的标题、图片等信息辅助语篇理解。E.语用知识：根据具体语境，初步运用所学语言，得体表达自己的情感、态度和观点。4.文化知识：人们的行为举止，待人接物的礼仪。5.语言技能：借助图片、图像等，理解常见的主题语篇，提取、梳理、归纳主要信息，概括语篇主要内容，简单描述事件或讲述简单的小故事。6.学习策略：运用已有的语言积累和生活经验完成新的学习任务，主动与同学开展合作学习，乐于与他人分享学习资源和策略方法。
教材分析 本单元的主题为Are you feeling bored？其教学内容主要围绕埃米和玲玲之间的对话展开。要求学生学会运用重点句型“Be动词＋主语＋feeling＋描述人物心情的形容词？”询问某人目前是否有某种情绪或感受。
学情分析 五年级学生在听、说、读、写方面已经有了一定的基础，具备了初步用简单英语进行交流和描述事情的能力。学生们在三年级时已经学习了一般疑问句并且在四年级时学习了现在进行时态，因此本模块的新知识对学生来说难度不大。由于本模块内容在生活中时常会遇到，在教学实践时教师可以多设置情景，让学生多做口语交际练习，尽可能多地联系学生们的实际生活，创造贴近生活的语言环境，让学生在真实的情景中更好地理解课文和运用所学语言。
学习目标 1．通过自然拼读等方式能听懂、会说、认读并能在语境中正确运用以下词汇：feel，sad，angry，ill，told ，woof，bored，miss，better。2．能够运用句型“Be动词＋主语＋feeling＋描述人物心情的形容词？”询问某人目前是否有某种情绪或感受。3．能够理解本课时的对话内容，能朗读本课课文并模仿音频中的语音、语调，并能初步表演对话。4．能够运用本课时所学句型询问某人的感受。
评价任务 评价标准
1.根据图片、自然拼读等方式,正确识读并运用本单元单词。 能运用新单词描述课文图片,在课文语境中进行运用
2.能听懂并理解课文大意,掌握重点单词和句子。 能够理解故事,全体学生会读。
3.能正确跟读课文并运用重点句型用英语询问他人的情绪。 能够熟练运用“Are you feeling...？ ”这类语句询问他人的情绪。
教学过程
教学环节 教学活动 评价要点
Step1 Warm-up Step2Leading inStep3:PresentationStep4: PracticeStep5:ExtentionStep6: Summary Step7: Homework 1. Greetings.2.Sing the song:《You are happy》,and do the actions.T：I am happy now. Are you happy S:Yes.T: Let’s sing a song《You are happy.》and do the actions.1.（1）T: Wonderful. I’m feeling happy.(学生通过卡片学习feel,feeling)T: Are you feeling happy (板书)S: Yes./ No.（2）分组T: Today ,we have two happy teams, When the class is over, let’s see which team can get the most happy faces. 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 it feeling happy (2) Look at the video. T: Please look at the video carefully.T: Is it feeling happy S:T: This dog is feeling sad, and then she is feeling happy.学习sad : 领读 ,词卡读T: Are you feeling sad (根据学生的回答来板书句子及其答语)S:T:This group, please ask one by one: Are you feeling sad (3)跟读 T: Now please repeat.(学习单词woof)3. T: In our life, We can't always be happy, sometimes we may be angry (PPT) 图片理解表情 T: Read after me “angry” Angry：词卡读，大小声读，T: Are you feeling angry （出示句子练习）（板书）S:Yes, I am./No, I’m not.T;Boys ask,girls answer.Sometimes we may be bored，bored ：词卡读，开火车读 T: Are you feeling bored (板书)S: Yes, I am./No, I’m not.4. 板书课题 T: Today we are going to learn Module 9 Unit1 Are you feeling bored (板书课题)并领读5. Play a game: 中英配对。T: We have learned some new words. Now let’s play a game to practice. Let’s PK. Who wants to try 6.Play a guessing game: What am I feeling T: You are so clever. Now I want to play with you. I do you ask: Are you feeling sad/happy/angry/bored T: What am I feeling S: Are you feeling sad/happy/angry/bored T: Yes, I am.T: Who wants to try 1. 过渡 T: Today we are feeling happy.But our friend Lingling is not happy. What’s the matter with Lingling 一进文本（1）T: Please listen carefully and answer the questions.1.Is Lingling feeling bored 2. Is Lingling feeling angry 3. Is Lingling feeling sad （2） Check the answers: Who can answer the questions 学生回答问题。(粘贴笑脸)二进文本T: Lingling is feeling sad, what’s the matter with her ( 课件出示问题)Please look at this part, listen and find the answer. 回答问题T:　Who can answer my question S: My grandma is ill in hospital. T：Yes, Lingling's grandma is ill in hospital. (学习ill ) My grandma is ill in hospital. (PPT展示)T:Who told Lingling that S: Her mum told her that.(学习told) T:Lingling's grandma is ill in hospital . She is feeling sad. Look, Ms Smart is coming. And Lingling is feeling happy now, why Let's Listen （课件播放）and answer ,Lingling is happy now, why A: Her grandma is better now.She went home this morning.(学习better )1.三进文本 (模仿跟读)2.分角色朗读课文。3.Role play: 4. Retell the text.Lingling is feeling _____ now .Because her grandma is ______ in hospital .Yesterday Lingling_____ her mum .She ____ Lingling that .This morning her mum ____ Ms Smart .She told Ms Smart :her grandma is ______ now . Lingling is very _______ now.1.Do a survey: (四人一组)调查组内同学的心情--Are you feeling sad/happy/angry/bored ---Yes.I am ./No, I’m not .2.Make a report:(组长做报告，其他组员做动作)I’m_________.I’m feeling______.This is my friend ____ .He \ She is feeling ______ .T:Let’s make a report. The group leader makes the report, the others do the actions.情感教育： T: We are feeling happy today. But we can’t always be happy. Care and help everyone around you. Love is happiness. 4.Chant: Sad, sad, are you feeling sad No, no, I’m not. Happy, happy, are you feeling happy Yes,yes, I am.T: Are you feeling happy Let’s chant.What have we learned today 学生间进行小调查，用上Are you feeling …？提问。完成表格。 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。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。二进文文本，通过听课文，了解课文大意，并练习同学们的听力。学习目标语句My grandma is ill in hospital. 此环节是在教师引导下的学生之间的语用互动，通过创设真实的情景，给出语言支架，引导学生学会运用本节课的强化句型：Are you feeling… 询问朋友的感觉并回答，让学生运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。

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