Unit 1 Are you sad?优秀教案内容

大连市高新区中心小学

教学设计

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Module 9 Unit1 》教学设计

执教者：大连市高新区中心小学

宋志颖

教材分析(Text Analysis)：

本课是五年级上英语第九单元第一课时，本课的重点是词汇

nothing, think和句型“Are you sad? No, I’m not. /What’s the matter? Nothing.”的运用。本课的难点是目标语句在实际情境的运用，教学关键是通过小组合作创编对话和教师制作的绘本阅读突破重难点，教学时主要采用TPR教学法，情境教学法，任务型教学法和小组合作教学法。

This lesson is about Module 9 Unit 1“Are you sad?” of New Standard English, Book 9. This lesson is for the students of Grade Five.

教学目标(Teaching Aims)：

Knowledge and skill(知识与技能)：

Students will be able to grasp and use these new words：nothing, think.

Students will be able to understand and master the meaning of the text.

Students will learn the usage of “Are you sad? No, I’m not. /What’s the matter?

Nothing.” to ask someone’s feelings.

Process and method(过程与方法)：

Students will be able to master the new words according to the pictures and exercises. Students will be able to use the sentence patterns “Are you sad? No, I’m not. / What’s

the matter? Nothing” with the help of pair works and group works.

Students can use “Are you sad? No, I’m not / what’s the matter? Nothing.” flexibly by role play in the real settings created by the teacher.

Affective attitudes and values(情感态度价值观)：

Students will be able to cultivate the self-confidence and develop the cooperative

ability in group works.

Students will be able to realize the importance of controlling feelings.

教学重难点(Teaching Key Points and Difficulties)：

Key Points(重点): Students will be able to master the new words: nothing, think.

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Students will be able to use the sentence patterns “Are you sad? No, I’m not. / What’s the matter Nothing.” correctly and flexibly. Difficulties(难点):

Students will have difficulty in using “Are you sad? No, I’m not. / What’s the matter? Nothing.” flexibly in practical situation. Students can break through the key points and difficulties by group works and role play. Teaching Methods(教法): Task based language teaching, communicative language teaching, situational language teaching and group cooperation.

教学准备(Teaching tools)：

Multimedia courseware, picture books, happy faces, E-pens, E-pad, textbook, head sculpture, blackboard, word cards, and CD-ROM.

教学过程(Teaching Procedures)：

ⅠWarmer (3minutes)

1.

Greetings:

The teacher and students say hello to each other, and students sing a song. T: Class begins, stand up. Good morning, boys and girls. Ss: Good morning, Miss Song.

T: How are you today? Ss: I’m fine. Thank you, and you? T: I’m fine, too. And I’m very happy to see you. Are you happy to see me? Ss: Yes. T: Ok, let’s sing a song. Show me your hands and your smile, please. Ss: Sing the song “You Are Happy” of Module 9 Unit 2. T: Very well. Sit down, please. It’s a happy song, right? Ss: Yes. T: Are you happy now? Ss: Yes.

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2.

Activity 1, watch and answer:

Students watch activity 1 and answer questions. T: How about the dog? Is it happy?

Ss: No, it isn’t. T: So, what’s the matter with the dog? Watch a video and answer the question. Ss: Watch the video of Activity 1. T: Who can answer? S1: It is sad. T: Yes. Why is the dog sad? Let’s guess. S1: It is hungry. T: Maybe. Ss: …

…

T: Now, is it happy? Ss: Yes, it is. T: Why is the dog happy? Who wants to guess? S1: The boy takes care of it. Ss: …

…

T: Yes. The boy gives his love to the dog. T: Now, children. Are the animals happy? Ss: Yes.

T: We have feelings, right? Ss: Right. T: The animals have feelings, too. Please take care of them and give love to make them happy. Ok? Ss: Ok. Designing intentions：

It aims to create the atmosphere for students to learn English and attract students’

interests of learning English. It also aims to tell students take care of animals.

ⅡTask-presentation (2 minutes) 1.

Title The teacher leads students into the new lesson 3

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T: Seeing the happy animals. Are you happy? Ss: Yes. T: Are you sad? Ss: No, I’m not. T: Today we are going to learn Module 9 Unit 1. Read the title together. (The teacher puts the writing of title “Are you sad?” on the blackboard.) 2.

Task: The teacher shows the pictures of feelings and tells students the task of this lesson. T: Very good. Today we’ll learn different feelings and make a dialogue about feelings in groups. What’s more, we’ll have a group competition. Group 1, Group 2, Group 3 and Group 4. Clear? Ss: Clear. T: If you do a good job, your group will have a happy face. And the winner group will have a big surprise. Do you want it? Ss: Yes.

T: Now, let’s learn the new lesson. Are you ready? Ss: Go. Designing intentions：

It aims to let students know the task and help students get ready for the lesson.

Ⅲ

Text-learning (10 minutes) 1.

Watch and answer.

Students listen to the text for the first time, watch the cartoon and answer the whole question.

T: Look. Who is she?

Ss: Lingling.

(The teacher puts the sculpture of “Lingling” on the blackboard.)

T: Yes. Today, Lingling doesn’t go out to play. She stays at home. What’s the matter? Who can guess?

(The teacher puts the writing of “What’s the matter?” on the blackboard.)

Ss: Is she angry?

T: Maybe.

Ss: Is she sad? 4

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T: Maybe. Now, image all of you are Lingling, Ok? Watch the video and answer the questions: What’s the matter?

(Students listen and watch the cartoon.)

T: Volunteers? What’s the matter with you, Lingling?

Ss: Nothing. I’m thinking.

T: Good. Now, read after me. Nothing.

(The teacher shows the writing of “Nothing” and puts it on the blackboard.)

Ss: Nothing.

(The teacher lets students read one by one.)

T: What do the letter “t” and “h” pronounce?

Ss: [θ]

T: Very good. How do you remember this word? Ss: no means 没有. Thing means事情、东西. Nothing means 没有事情、没有东西. T: Excellent. What are you doing? Lingling? Ss: I’m thinking. T: Great. Read after me “think”.

(The teacher puts the writing of “think”

on the blackboard and lets students read one by one.)

T: And the letter “t”

“h” also pronounce?

Ss: [θ]

T: Very good. Are there any words with “t”

“h” pronounce [θ]

Ss: thin, thing, something, everything…

T: You are so clever. Let’s play a balloon game. Come front and touch the balloon, then read the word. For example: the teacher makes an example.

T: Have you learnt the word?

Ss: Yes.

T: Ok, let’s check it. Which one do you choose?

Ss: C.

T: Smart. The “t”

“h” in word “they” is different.

T: Now, let’s say a chant.

T: And what are you thinking about, Lingling? Who can try? 5

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Ss: I’m going to make you a surprise present for Christmas.

T: Very good. Look. A surprise present for Christmas.

(The teacher puts the pictures of “Amy”

“present”

“Christmas”

on the blackboard.)

T: Now, let’s make sentences like this: I’m going to make my mum a surprise present for her birthday. What about you?

Ss: Report.

T: Lingling is going to make Amy a surprise present for Christmas. But now is it a surprise?

Ss: No, it’s not a surprise now.

T: But Amy thanks Lingling very much. They are best friends. Amy cares about Lingling very much. What questions did Amy ask? 2.

Listen and answer. Students listen to the text for the second time and answer the question. T: Open your book, turn to page 50. And put your E-pens and earphones, listen and find the answers. You can use your pencils to circle them on your books. Are you ready? Ss: Yes. (Students listen to the text for the second time and find the answers.) T: Do you find the answers? Ss: Yes. T: Anyone else? Ss: Are you sad? Are you angry? Are you bored? T: Clever girl. I’m Amy. And you are Lingling. Ok? Ss: Ok. T: Answer my question. Are you sad?

Ss: No, I’m not.

(The teacher puts the writing of “No, I’m not” on the blackboard.) T: Very good. Ask and answer in pairs. Ss: Students ask and answer in pairs.

(The teacher puts the face of “sad” on the blackboard.)

T: Are you angry?

Ss: No, I’m not.

(The teacher puts the face of “angry” on the blackboard.) 6

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T: Are you bored?

Ss: No, I’m not.

(The teacher puts the face of “bored” on the blackboard.) 3.

Listen and repeat: Students listen and repeat after the tape sentence by sentence. T: Now, this time. Listen and repeat. (Students listen and repeat. The teacher uses the E-pen to point at the book and walks around the class.) T: Do you remember the text? Ss: Yes. Let’s check. Read and fill in the blanks. Practice by yourself. T: Any volunteers? Ss: Report.

T: Very good. Everyone, stand up and say together. Ss: Report together. 4.

Retell the text. The teacher uses the blackboard design to summarize the text. Students look at the mind map and retell the text. T: Sit down, please. Look at the blackboard. Here is the mind map of this lesson. Can you retell the text with the help of it? Ss: Yes. T: For example: Today, Lingling doesn’t go out to play. She stays at home. She isn’t sad. She isn’t angry. She isn’t bored. What’s the matter with her? Nothing. She is thinking. She is going to make Amy a surprise present for Christmas. But it’s not a surprise. Practice by yourself. Ss: Report. T: Do you understand the text? Ss: Yes. T: Let’s have a check. Read and judge “T” or “F”. Use your E-pens to point the correct answers. (Students use the E-pens to point to the correct answers.) T: Now, let’s check.

Design intention：

It aims to help students master and understand the main idea of the basic text. It also 7

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helps students learn the new words and consolidate the pronunciation and usage of new vocabulary.

Ⅳ

Practice (5 minutes) Fill in the blanks. Students read the different settings and situations, and guess the feelings of them. T: Just now, we knew Lingling’s feelings. How about others? Look, I lost my money this morning, I’m…

…? Ss: I’m sad. I’m…

…

T: She had nothing to do, she was …

…? Ss: She was bored. She was …

…

T: He got a present just now, he is …

…? Ss: He is happy. He is …

…

T: I didn’t do my homework, my teacher was …

…? Ss: My teacher was angry. My teacher was …

…

T: Now, how about your feelings? Put your paper and write your feelings on it.

For example: My friend sent me a present. I’m/I feel happy. Am I clear? Go! (Students write feelings on the paper.) T: Have you finished? Ss: Yes. (Students report and share their feelings.) Design intention：

It aims to help students break through the key points. It also aims to consolidate students’ understanding of different feelings in practical situation.

Ⅴ

Task-completion (5 minutes) Role play: Make a dialogue about your feelings. Students make conversations by themselves and act out in groups under the real setting created by the teacher.

T: Just now, we wrote our feelings on the paper. Now let’s make a dialogue

about our feelings in groups of four.

(The teacher shows an example with students before group works.)

Ss: Report. 8

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Design intention：

It aims to break through the difficulties and practice students’ ability of using “Are you…?” to ask someone’s feelings in daily life flexibly.

Ⅵ

Picture book Reading (15 minutes) 1.

Introduce the book. The teacher introduces the background of the book. T: Everyone has different feelings in his or her mind. Right? S: Yes. T: Today, we’re going to introduce three feelings for you. The first one, what is it? Ss: Happy T: Yes. Read after me. “Joy”

Ss: Joy T: Next one. “Sadness”

Ss: Sadness. T: The last one is? Ss: Angry. T: Yes, the noun is “anger” Read after me. Ss: Anger. T: They live in a girl’s mind. Her name is Riley.

2.

Read and answer. T: Open your book and turn to page one. Read it and answer the two questions: Where does Joy work? What does Joy do? Ss: Joy works in Riley’s mind and gives her happiness. T: Yes. We all have joy in our mind. Does your joy give you happiness? S1: Yes.

3.

Read, watch and answer. T: Joy makes us happy, right? Ss: Yes. T: But can you be happy forever? Ss: No, we can’t. T: Can Riley be happy forever? Let’s guess. 9

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Ss: No, she can’t. T: Are your answers right? Let’s check. Read page two and find the answers. Ss: Read the page two and read loudly. T: Can Riley be happy forever? Ss: No, she can’t. T: Why? Which feeling is born? Watch the video and answer the question. Ss: Sadness. 4.

Watch and answer. T: Does Joy like Sadness? Ss: No, she doesn’t. T: Why? Let’s guess. Ss: …

…

T: Now watch the video and answer the questions. Ss: Because Sadness always makes Riley sad. 5.

Read, watch and answer. T: There are Sadness and Joy in Riley’s mind. There is also …? Ss: Anger. T: Read the page three and answer: What does Anger want? Ss: Angers wants everything to be fair. T: When do you feel angry? Ss: …

…

T: Ok, look at page four and guess: Why is Riley angry? Ss: …

…

T: Let’s watch a video and answer the question. Ss: Because she can’t have dessert. T: If you can’t have dessert. Are you angry? Ss: Yes. 6.

Think and answer T: Does Riley’s anger hurt someone? Ss: Yes, it does. T: Who? Ss: Her mum and dad. T: What about herself? Ss: Her anger also hurt herself. 10

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T: So, is anger a good feeling? Ss: No, it isn’t T: Why? Ss: …

…

T: Because anger will hurt yourself and the people around you. T: What shouldn’t you do when you are angry? Ss: …

…

T: What can you do when you are angry? Ss: …

…

T: Which feeling is important in our life? Ss: Joy. T: Why? Ss: Because Joy makes us happy. T: Now, children. Life is like a mirror. If you smile to it, it will smile to you. If you cry to it, it will cry to you. Learn to control your feelings. Give your happiness and love to the world. (Students read the sentences together.) Design intention：

It aims to develop students’

understanding of controlling feelings and improve students’ reading ability. Ⅶ

Cooler (3 minutes) Summary: T: What have we learnt today? Ss: We learnt different feelings and using “Are you…?” to ask someone’s feelings. Homework: 1.

Make a survey about your parents’ feelings.(调查你父母的心情) 2.

How to control other feelings.(如何控制其他情绪) 3.

Do exercise book M9U1.(做学案M9U1)

Design intention：

It aims to let students cultivate the ability of summarizing and consolidate the usage of “Are you…?” to ask someone’s feelings.

Blackboard Design：

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