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Zara was happy英语教案及教学反思

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  Zara was happy是以Zara过去的某一天为题的语篇,那这篇课文的英语教案怎么做呢?下面学习啦小编为大家带来Zara was happy英语教案及教学反思,供各位教师参考。

  Zara was happy英语教案

  学情分析:

  五年级学生的英语知识已经有了一定的积累,具备了初步运用英语做事的能力。但本班学生的基础不是太好,学生运用所学语言进行交际的综合能力等方面都有待训练、提高,学生表达的欲望低。关于感受的表达和一般过去式都在第7、8、9模块出现过,所以本次授课,老师要尽可能多的给学生创造机会,通过生活化的情景设计,任务驱动,鼓励学生在真实的情景中运用所学语言,让学生在大胆实践和积极参与的过程中,培养其积极的情感态度和自主学习能力。

  教学目标:

  (一)知识目标

  1.听懂会说:water, 复习强化sad, hungry, thirsty, happy等表达感受的词。

  2.听懂会说语句:Zara couldn’t go out. She was sad.

  (二)技能目标

  1.100%听懂会读本语篇,90%能准确运用过去时态谈论某人在一定情况下的感受。

  2.运用所复习的过去时态谈论自己的昨天或上周的感受,询问小组同学,他们在上周做了哪些事情。

  (三)情感目标

  1.关注到别人的情感变化,学习倾听、分享、帮助等与人相处之道。

  2.能在交流、合作中体验到学习英语的乐趣。

  重点难点:

  能在真实情境中熟练表达过去的感受和所做事情。

  教学过程:

  Step 1: Warm-up and preview

  T: Hello, boys and girls. How are you today?

  Ss:…

  T : Let’s sing a song. “if you are happy”

  Ss:

  (设计思路::因为本节课的内容是feelings,所以我选了If you happy 这首歌曲为学习新知做准备,同时也创设了轻松愉悦的学习氛围)

  T: What did you do yesterday? Were you happy?

  Ss:

  (复习强化过去式的运用,五年级学生的课间和课外活动很丰富,肯定有同学会说到户外活动,并表示高兴,导入新课)

  Step 2:Presentation and practice

  T: We were happy to play outside . But Zara was sad . Why? Let’s listen and answer.(播放第一段)

  (PPT)

  Why couldn’t Zara go out?

  T: Right. Because it was raining.

  T: Good. Now listen and answer other questions

  (PPT)

  How did Zara feel at the beginning?

  What happened to Zara after that?

  Were Zara happy at last?

  板书:Zara couldn’t go out. She was sad.

  She was hungry. She ate the cake with mum

  She was thirsty. She drank some water.(Teach: water)

  She was happy. She went out to play.

  T:Listen and repeat the text.

  Now we have finished the text. Look at the blackboard. Let’s recall the text together.

  Step 3: Consolidation and extension

  1.Look and say

  T: We had our Sports Day some days ago. I took some pictures for you. Let’s share. You can say: He/She/ I was happy/…

  (设计思路:运动会的场景是和学生生活紧密相连的情景,通过运动会的照片,强化巩固happy/sad/…等关于情感的词)

  2.You do and I guess

  T: Well done. Now a task for you. One group, one piece of paper. Some sentences on it. Please work in your group , then act . other groups watch and listen carefully and say what they did try to express as quickly as possible.

  Group 1: Yesterday was my birthday. Many friends come to my party. We danced and sang. We were happy.

  Group 2: On Sports Day, I ran a race. I was tired.

  Group 3: I had nothing to do. I couldn’t go out. Then I played chess with dad. I’m bored.

  mins to prepare then show.

  (设计思路:每组发一个主题,通过表情动作表达本组主题内容,请别的组抢答说出主题句子。这个活动充分调动学生的兴趣,让所有的学生都能参与到游戏当中,提高学生的注意力和观察力,既能巩固新知,又能调动课堂的气氛。做这个活动时要注意部分学生的纪律,适时评价,保证全员参与课堂)

  3.Write and practise (根据句意和首字母,写出所缺的单词。)

  (1)I am h_______ . I am going on a trip.

  (2)I failed the math test. I feel s_________.

  (3)We are going to have a football match. I’m very h________.

  (4)After running , I feel t________.

  (5)The ball flies to John’s face. He is a little a_________.

  (6)Mike has nothing to do . He feels b_______.

  (7)He was thirsty. He wanted to drink w________.

  (设计思路:笔头练习让学生更巩固本课时所要掌握的知识,让学生懂得在不同的语境来表达不用的情绪。另外,本班学生的普遍存在眼高手低的问题,书写能力急需要练习。)

  4.Do a survey

  T: What did you do last week? How did you feel? (提示学生选取较代表性的活动和比较强烈的感受)

  Name Activity Feeling

  板书设计:

  sad happy angry bored tired thirsty hungry ……

  (提示学生,不会写的单词可以用汉语代替,word bank 是在这次研修过程中学到的,平时都是学生在做题或讨论时遇到不会的随时举手问我,从刘青老师和徐建华老师的课例中都看到了word bank觉得形式和效果都很好,借鉴了。)

  Zara was happy教学反思

  (一)学生能够正确使用形容词表达思想。

  (二)但是有些学生发音方面存在问题,例如:

  helped\ ate\ drank\stopped的读音易出错。

  (三)小组合作表现较好。

  (四)学生积极回答问题,表现踊跃。

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