Zara was happy英语教案及教学反思
Zara was happy英语教案及教学反思
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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