(
课件网) Unit 2 My feelings B Read and write Listen and sing How does Sam feel Look and say How does this boy feel What do you want to know Read and say Who writes this email Who is this email addressed to 称呼语 主体 结束语 电子邮件地址 Read and say How does the boy feel What might his problem be Place Feeling Reason At school Jim is happy. At home Read and fill in the table Jim is sad. I have many friends. I play with them in the playground, and we share ideas in class. We laugh and study together all day. My family just moved to a new home. I have no friends there. I feel sad. I don't want to tell my parents. I don't want them to feel bad. Read and fill in the table At school At home Jim I have many friends. I play with them in the playground, and we share ideas in class. We laugh and study together all day. My family just moved to a new home. I have no friends there. I don't want to tell my parents. I don't want them to feel bad. Think and answer Why doesn't Jim want to tell his parents Is it good to hide your feelings Why Listen and read aloud Think and discuss What can Jim do to make friends in the new home He can join a club. He can talk to people. He can invite classmates to visit. S1 S2 S3 Read and complete Mike’s reply Role-play Homework 课后听录音，按照正确的语音、语调朗读 Read and write 的语篇，关注句子的停顿与重读。 选做： 学有余力的学生课后阅读 Reading time 的内容，理解故事 大意，圈出有关小狗的心情及原因的词句；完成 Project 步骤 3 制作情绪书，并借助步骤 4 句型介绍情绪书。中小学教育资源及组卷应用平台 中小学教育资源及组卷应用平台 中小学教育资源及组卷应用平台 教学设计 课程基本信息 学科 英语 年级 五年级 学期 秋季 课题 Unit 2 My feelings B Read and write 教学目标 1．能够通过阅读电子邮件梳理Jim在不同环境下的心情及其原因，提出建议帮助他尽快适应新环境，找到新朋友。 2．能够通过分析电子邮件的结构———称呼语、主体、结束语，识别语篇的关键信息。 3．能够用正确的语音、语调跟读、朗读语篇，感知句子的连读、停顿和升降调。 4．能够完成梳理Jim心情及原因的表格，借助教材提供的语言支架，完成电子邮件回复的任务。 教学重难点 教学重难点 1．阅读电子邮件梳理Jim在不同环境下的心情及其原因，提出建议帮助他尽快适应新环境，找到新朋友。 2．完成梳理Jim心情及原因的表格，借助教材提供的语言支架，完成电子邮件回复的任务。 教学过程 教学环节 主要师生活动 读前活动 歌谣热身 Listen and sing 教师播放开篇页Listen and sing歌曲，学生跟唱歌曲，在听到Sam的情绪变化的单词时学生做出相应的表情，复习巩固A部分和B部分的核心词汇。教师利用课件呈现不同情绪的图片，引导学生理解每个人的情绪都会随着经历的事情而发生变化。 读中活动 1．利用插图引入阅读教学 Look and say 教师呈现Read and write的两幅插图，引导学生观察插图并提问“How does this boy feel ”，请学生预测图中人物情绪产生的可能原因。学生结对讨论，并分享自己的预测。 2．细读语篇，提取细节信息，关注语篇结构 （1）Read and say 教师呈现插图旁边的文本内容，引导学生关注语篇结构，了解英语电子邮件的基本体例。教师提问“Who writes this email Who is this email addressed to How does the ... ...
