HowAreYouFeelingNow.doc

How Are You Feeling Now?
EEC五年级下 Unit 7绘本故事听力课教案
授课教师：育民小学崔红艳
教材分析：
本单元以前面几个单元的内容为素材，通过记录在温德星球旅行时发生的故事，练习过去时态的用法。通过本单元的学习激发学生用英语写日记的兴趣和信心。
本单元是本册书的最后一个单元。从第三单元到第七单元是一个完整的故事，第一课时是故事的结尾部分。所以第一课时要做好故事的梳理，与本节课的内容形成完整的故事情节。
本节课是第七单元的第一课时，学生在本节课要学习有关生病时描述自己身体状况的表达。
学情分析：
五年级学生，经历了三年的系统学习，已经对英语的基本句型：陈述句，疑问句，感叹句等有了一定的掌握。大部分学生能够听懂用what, where, who, how, when...提问的问题，并能做出正确回答。也能够对一般疑问句，选择疑问句做出正确的判断。学生们在日常课堂活动中，能够结合教师的肢体语言及图片接受全英授课。在故事教学中，乐于参加故事表演。形成了一定的综合语言运用能力，及运用英语交流的习惯。
教学目标：
任务目标：（技能目标、知识目标）：
1. 能听懂理解故事大意和细节；能听懂并表达假期过得如何。
学生能够询问对方身体状况以及学习有关生病时描述自己身体状况的表达。
2. 能够模仿录音说话。
3. 能扮演故事中的人物，表演部分对话。
学习策略目标：培养学生的预测、理解故事大意和细节的能力，以及在语境中猜测词意句意的策略。
情感态度目标：能够体会到英语学习的乐趣。通过故事主人公的经历培养学生的爱心，学会关心生病的亲友。
教学重点：
帮助学生理解故事和新语言的意义。
短语： a model of, feel well, a slight fever, a slight cough
句型： How are you feeling now? I have a ...
Sorry to hear that.
Take care of yourself.
教学难点：
动词过去式的正确运用。
表达生病时描述自己身体状况的表达。
教学流程：
1. 热身导入：
1） 师生问候
2） 歌曲演唱：If you are happy.
（设计意图：与学生相互认识，初步了解，沟通感情，营造轻松愉快的课堂氛围。）
3） 复习前面的故事
T：Billy’s vacation is over. Let’s review what happened during Billy’s vacation.
课件展示图片 学生根据图片提示回答问题。
T: Where did Billy go?
S: He went to Wonderland.
T:What did Billy do ?
S: He took pictures.
He went to the gift shop.
He played with Winky.
（设计意图：提炼3、4、5单元的故事梗概，学生看图回答问题，与本课形成完整的故事情节。）
2. 整体理解故事：
1） 解释课题
T: Today let’s go on with our story.
How are you feeling now?(板书)
I’m feeling excited and a little nervous.
Because many teachers are looking at me.
Now I take a deep breath, I’m feeling better.
How are you feeling now?
S: I’m feeling...
(设计意图：用教师的亲身感受解释课题，让学生理解句意，明确主题。并对学生提出相同的问题，通过学生的回答检验教学效果。师生互动，拉近师生间的距离。)
2）理解故事：
Look at picture 1
T：Who’s in the picture?
S: Dongdong, Billy and Tino.
Where is Billy?
Is he in Wonderland or in Ellia?
S: In Ellia.
T: How do you know that?
S: We can see Dongdong.
T：What’s that in Billy’s hand?
Ss: 学生猜测
T：Look at Sandy in Picture 2.
Is she very well?
S: No, she isn’t.
T：What happened to her?
S: 雨淋了。
T：Sandy was caught in the rain.
So maybe Sandy has a cold now.
Look at picture 3
T: What’s on Sandy’s head?
S: Ice.
T: Maybe.
Why does Sandy put the ice on her head?
S: She has a fever./ She has a headache.
Look at picture 4.
T: What are they saying? Can you guess?
S:安慰，关心，出主意。。。
Questions :
Where is Billy now?
What’s in Billy’s hand?
What’s wrong with Sandy?
播放录音
1. S: Billy is in Ellia.
2. S:It’s a model of Wonderland.
(教师拿出地球仪 a model of the earth
a model of Wonderland)
3. Sandy is sick./ Sandy has a cold.
T: Gee, that’s too bad.
I hope she’s not sick seriously.
（设计意图：通过观察图片，初听课文，引导学生结合自己的已有经验，充分理解对话产生的故事背景，明确故事发生的地点、主要人物、对话主题，从而实现对故事框架的整体理解，落实初听的教学目标。）
3. 分节学习故事：
Part 1
T: Let’s turn back to the beginning.
Dongdong and Billy didn’t see each other for a long time.
Now they are very happy to meet each other. They are talking now.
Question:
What are they talking about? (课件展示)
播放录音
S: They are talking about the vacation.
T:What does Dongdong ask?
S: How was your vacation?
T: How was Billy’s vacation?
What does Billy say?
S: It was fantastic.
T: Billy had a nice trip.
Billy bought a model in Wonderland.
Who is this for?
S: For Dongdong.
T:Does Dongdong like it?
S: Yes.
T: It’s a surprise.

Part 2
T:While they are talking, Sandy is coming.
She is chilling. She is sick.
Question:
Why is Sandy sick?(课件展示)
播放录音
S: Sandy got wet this afternoon.
T: That’s why Sandy is sick.
When Sandy is coming, what does Dongdong say?
S: What’s wrong with you?
T: What does Sandy say?
S: I got wet this afternoon.

Part 3
T: Look at Billy’s face. How is Billy feeling?
S: 担心、着急。
T: Billy worries about Sandy.
Question:
How is Sandy feeling now?(课件展示)
播放录音
T: How is Sandy feeling now? Does she feel well?
S: No.
T: At first, what does Billy say to Sandy?
S: How are you feeling now?(板书)
T: What does Sandy say?
T: What’s the matter? (再听录音)
S: She has a slight fever and a slight cough.
T: 图表解释a slight fever/ a high fever
运用教具，给学生“量体温”让学生说出：I have a slight fever./ I have a high fever.
TPR让学生解释 a slight cough/ a bad cough

Part 4
Sandy is sick, Dongdong worries about Sandy, too.
Question:
What does Dongdong say to Sandy?
New sentences:
Sorry to hear that. (板书)
Take care of yourself. (板书)
（设计意图：通过观察图片，引导学生围绕故事主题，逐图听音，讨论，在理解关键词汇的基础上，整体理解故事对话，借助多媒体，教师肢体语言，图片等帮战学生有效理解关键词汇。）
4. 回顾故事，听音模仿
T: Do you understand the story?
Let’s review and repeat the story.
Billy came back home. Dongdong comes to visit Billy, they are talking about Billy’s vacation. Dongdong asks:________?
Billy says:_____________.
Billy bought a present for Dongdong, he says:___.
It’s a surprise. Dongdong says:_______.
Picture 2
While they are talking, Sandy is coming.
What did you hear?______. What does Dongdong ask________? Sandy says____.
Picture 3
Billy worries about Sandy. He asks________?
Sandy says:____________.
Picture 4
Sandy is sick. What does Dongdong says___.
Sandy says________.
（设计意图：听音回顾，总结课文故事。通过与学生一起回忆故事，让学生模仿录音中人物的语音语调，体验录音中人物的情感。教师及时对学生不准确的读音进行纠正。）
T:I hope Sandy will be better soon.
5. 课文表演及展示
T: Now it’s the show time.
课件展示：Task A: Act out one or two pictures in roles.分角色表演一或两幅图。
TaskB: Act out the whole story in roles. 分角色表演整篇故事。
（设计意图：情境再现，课文输出部分，检测教学效果。学生可根据自身能力选择适合自己的任务来完成。让所以的学生都体会到参与的乐趣）
6. 情感体验
（课件呈现）
Billy bought a present for Dongdong. Have you ever got a present from your friends. What is it? What’s your feeling?
比利给东东买了一件礼物，你收到过朋友送的礼物吗？收到礼物后你有怎样的感受？
Sandy is sick. Dongdong worries about her. If your friend was sick, what would you do for her or him?
桑迪生病了，比利和东东都很担心她。如果你的朋友病了，你会为她/他做些什么呢？
（设计意图：从实际生活出发，引发学生对生活中实际问题的思考，引导学生关心身边的亲友，珍惜亲情友情。达到从“文”到“情”的情感升华。）
（课件呈现）Friendship is like the sunshine. It makes us warm. Nobody can live without sunshine. Cherish friendship.
7. 作业布置
课件展示：
Homework:
1. Read the dialog after the tape, and then copy the sentences. (必做)
2. Act out the dialog with your parteners.(必做)
2. Preview the next lesson---- the dairy.(日记)
（必做）
3.Talk about one of your trips in with your family.(选做)