I feel happy基本功教学设计

I feel happy【教学设计】执教：罗仁丽 2012.10.23县基本功大赛英语科

Step 1 课前热身

T: Hi, boys and girls. Ss: Hi, Ms Luo.

T: Good afternoon, boys and girls. Ss: Good afternoon, Ms Luo.

T: How are you today? Ss: I’m fine, thank you, and you?

T: I’m fine, too. Thank you ! Today there are many teachers at here, so I feel very happy! Ss: Yes, I am.

T: Let’s sing a happy song.(教师点击课件播放歌曲) Ss: (Sing the song together.)

【设计意图：课前伴着英语歌曲做动作是英语课堂TPR教学方法的重要形式之一，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。】

Step 2课题引入

T: You did good job. I feel happy.（拿出课题卡片贴在黑板上）Are you feeling happy now? Ss: Yes!

T：Let’s say: I feel happy! Hooray! I feel happy!Ye! T: Today we’re going to learn : Module 9 Unit 2 I feel happy! T: Class begin！Good afternoon! boys and girls. Ss: Good afternoon! Ms Luo！ T: Sit down, please! Step 3 课前复习

（1）T：Do you know the QQ feelings? (教师点击课件出示QQ feelings) (sad, angry, happy, hungry, bored, tired ) 出示一个学生说一个单词。

（2）T: (教学单词tired) 引导学生看音标读单词。多种形式检查学生读音。 引导边做动边说句子：I feel tired!

（3）T：Let’s say and do the actions: I feel happy/sad/angry/bored/hungrytired.

T: You are you wonderful! Can you guess ：How do they feel?

T：点击课件出示How do they feel? They feel …, 请两个学生回答，揭示谜底They feel happy.分男女读句子：They feel happy.

T：点击课件出示How does he feel? He feels …, 请两个学生回答，揭示谜底He feels angry.分小组读句子：He feels angry.

T：点击课件出示How does she feel? She feels …, 请两个学生回答，揭示谜底She feels happy .

分小组读句子：She feels happy.

【设计意图：以此为例，教给学生记忆单词、句子的方法，为学生掌握学习方法进行自主学习打基础。】

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Step 3任务呈现

T：You are so great! Do you know who is she? Ss: She is Cheng Siyu.

T：Yes. She is Cheng Siyu. Now she is in Gulin.. Let’s read a letter from Cheng Siyu . (点击课件出示成思羽的信)

Dear my friend,

How are you? I miss you very much! Yesterday, I went to the park, I feel happy. Today I lost my bag, I can’t find it. Now I feel sad. How do you feel? love, Cheng Siyu

T：Do you miss Cheng Siyu. After class, Let’s write a letter to Cheng Siyu.Ok?

【设计意图】介绍

Cheng Siyu的状况，贴近实际，吸引学生的注意力，由此引入本节课的任务：

为Cheng Siyu写一封信，并引导学生带着任务去学习、去思考。

Step 4 进入课文学习。

T: Cheng Siyu feels happy and sad. What about our friends?(点击课件出示5个小朋友) How do they feel? listen carefully. (按顺序播放)

【设计意图：整体输入阅读材料，给学生一个整体感悟材料的时间。】

Ss: 带着问题听录音。

T:(感知课文，听完一遍录音，教师提问) Q1，how does he feel? Q2，how does She feel? Q3，how does Sam feel? Q4，how does Lingling feel? Q5，how does she feel?

T: 逐一听录音解决课文理解，学会单词。

设计意图：让学生带着问题听录音，可以提高听的有效性。 pictures 1

T: Look this picture, Where was he ? Ss: Farm .

T:（点击课件出示 farm教学单词farm）Look at my mouth /a:/, ar /a:/ farm, Who with him ? Ss: Grandfather!

T: Yes! (点击课件出示：grandfather! )Who can read this words? 请几个学生读并检查grandfather!的读音

T：Let’s listen and repeat.点击课件播放录音。听后男女各读一次。 pictures 2

T：Let’s look at pictures 2 .How does she feel? Ss: She feels happy.

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Why ? Listen again.(听完录音) Why she feels happy ? S1: Because she won a chess game?

T：Yes! You are so clever! Pay attention to the word(点击课件game 变成红色教学单词game) Who can read ?请一个同学读。This word 同样的方法学won。

T ：Let’s listen and read to happy! Ss: 有感情的读出句子。

【通过不同形式的小组展示激发学生朗读的积极性和主动性。】

pictures 3

T：Look at pictures 3.How does Sam feel? Ss: He feels bored.

T：Listen and tell me. What’s the weather? Ss: It’s raining.

T：Yes, it’s raining. He can’t go out to play. He feels bored.(点击课件出示bored) read to bored together. (引导学生读出bored)。

【设计意图：培养学生的自主意识，实现“教师为导，学生为主”的课堂，把课堂交给学生。】

pictures 4

T：Look at pictures 4. How does Lingling feel? Ss: She feels sad.

T：Listen and tell me. Why? Ss: She lost her bag .

T：Yes, she lost her bag. She feel sad.( 边说边做哭)(点击课件出示lost) 教学单词lost. T: Who can read to sad?请一个同学读出sad. 分小组读出sad. pictures 5

T：Look at pictures 5. How does he feel? Ss: She feels hungry. T：Listen and tell me. Why?

Ss: Because he smell some nice noodles soup.

T: (点击课件)出示smell, 教学单词smell, /e/ 指名检查读音。 T: Can you change a letter? S1: 把 e变a 变成small .

T:教师示范I can smell some nice noodles soup. 闻的动作，I feel hungry. Ss: 边读边做动过

【设计意图：让学生在泛读课文的基础上，再进一步精读课文，体味细节，进一步了解课文内容。】

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Step 5 课文巩固。

T :You are wonderful. Can you fill in the blank.(点击课件出示) 1、Today I helped my grandfather on the farm. Now I feel tired. 2、Today won a chess game. Now I feel happy 3、It’s raining and I can’t go out to play. I feel bored. 4、Yesterday I lost my bag. I can’t find it. I feel sad. 5、I can smell some nice noodles soup. I feel hungry.

【设计意图让学生真实的语境中，学会运用本课的句型，巩固练习句型，以达到在学中做，做中学

Step 6 课文拓展。

T：You did good job. Do you know my feelings.（点击课件展示我帮助人的照片）Yesterday I helped people on the bus. Now I feel happy. Today I watched TV at home. I feel angry. Let’s watch again!(点击课件，播放视频)

T：Diaoyu Island is belong to China! I feel angry. What about your feelings? Let’s look at the pictures.(点击课件出示孩子们的照片)

Ss: (欣赏照片)

T：Tell me your feelings like this. (点击课件)出示：范本 Yesterday I .I feel . Today I .I feel .

【设计意图让学生真实的语境中，学会运用本课的句型，巩固练习句型，以达到在生活中的运用。让学生学会关心他人，关心社会。

Step 7 完成任务

T：Let’s write a letter to Cheng Siyu . Tell her you feelings. (点击课件出示范文) Dear Cheng Siyu,

How are you? I miss you very much! Yesterday, I helped poeple , Now I feel happy. Today I watched TV, Now I feel angry. It’s sunny today, I can fly kites. I feel happy. love,

Ss: 在音乐用写信

T：Do you finish? Who can read you letter?(请2个学生读信件)

设计意图：在读的过程中增强学生语感。知道书信的格式及sad的使用。 Step 9 Homework

T: 1、This is my QQ:602982081. Write a E-mail to me . Tell me your feelings.（给我写一封信，谈谈你

的感觉）

2、Listen and read the test three times. (听读课文3次)

【设计意图：让学生在交流中提高综合运用语言的能力，达到交际目的。】

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Step 8 课文小结

T：Help people make happy. I hope you are happy every! Happy every day, happy all life! Thank you boys girls, Turn back Say ：Goodbye to the teachers.

板书设计 Module 9 Feelings Unit 2 I feel happy.

I feel… happy They feel…

He feels…

She feels… sad

hungry tired

bored angry

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