Unit3Howdoyoufeel教案

详细内容

小组互动，巩固单词与句型

III. Post-task activities

brainstorm

1. Ask and answer:

T: What do you do when you’re happy/sad/hungry/full/thirsty/tired?

S: I am happy. I sing a song.

2. T: give you a new book. How do you feel?

S: I have a new book. I’m happy. I sing a song.

通过brainstorm让学生谈论自己在不同的感觉时的不同行为, 拓宽学生的思维

IV. Assignment

1. listen and repeat page 14& 16

2. copy the words and sentences

板书：

How do you feel? = How are you?

I’m ______. (happy---sad, hungry---full, thirsty, tired, angry, afraid, hot, cold)

Unit 3 How do you feel? (period 2)

Topic: feelings

Language aims:

Using predicative adjectives to describe feelings

e.g. He’s happy.

Using wh-questions to find out how people feel

e.g. How does he/she feel?

Using yes/no questions to elicit a positive or negative response

e.g. Are you hungry? Yes, we are. Is he/she hungry? No, he/she isn’t.

Ability aims:

Students can ask and answer about other person’s feeling

Emotional aims:

Different situation, different feelings

Key points:

How does he/she feeling? He’s/She’s … Are you…? Is he/she…?

Difficult points:

Use wh-questions and yes/no questions to ask other person’s feelings

Materials:

Student’s Book 4A( P12&13&16)

Cassette 4A and cassette player

Multimedia: PPT

Procedures

Contents

Methods

Purpose

I. Pre-task preparation

Ryhmn

Daily talk.

Listen to the tape about the ryhmn on page 16 again and try to repeat after the tape

Ask students some questions about feeling

How do you feel?

Are you happy?

Is he/she happy?

再一次让孩子听16页的儿歌，本课时中尝试跟读

借用各类问题复习上节课所学

II. While-task procedure

Look and say

(dialogue)

Learn the new sentence

1. Show the dialogue on page 12 and ask the students some questions about the picture

Who are they?

How does Kitty feel?

Is Ben happy, too?

How does Ben feel?

2. Show the sentences on the blackboard and read

How does he/she feel?

He/she is ______.

3. Play a game

Play the game on page 13

S1: (show the word card for sad to S2)

S2: (frown or mime crying)

S1: How does … feel, S3?

S3: Is he/she tired?

S1: No, he/she isn’t.

S3: Is he/ she sad?

S1: Yes, he/she is.

从图中引出第三人称的问句

通过游戏使学生巩固与运用新句型

Dialogue

1. Listen to the tape

2. Questions:

How does Kitty feel?

What does she want to do?

How does Ben feel?
What does he want to do?

Are they tired?

3. Listen to the dialogue again

Show: have some… then---them

4. Act out the dialogue

5. Read the dialogue together

6. Make a new dialogue

表演对话，激发学生兴趣的同时，学习课文并培养听力

III. Post-task activities

Survey

Exercise

1. Divide the students into groups of four and have them to a survey Question: How do you feel? What do you want to do? Are you …? 2. Ask the students to finish th e table about other person’s feeling 3. Give a report about a classmate aording to the survey e.g. xx is tired. He wants to sit on the chair. He’s not hungry…

1. Finish the exercises on workbook page 14&15

2. Then check the answers with them.

用小调查的方式，培养学生运用所学语言交流的能力和记录所获信息的能力

IV. Assignment

1. Read P12、13&16 after tape

2. Try to recite the dialogue

板书：

How do you feel? ---- I am happy.

How does he/she feel? ---- He/She is happy.

Are you happy? Yes, I am. / No, I am not.

Is he/she happy? Yes, he/she is. / No, he/she isn’t.

then --- them

Unit 3 How do you feel? (period 3)

Topic: feelings

Language aims:

Using modelled sentences to describe feelings

e.g.Sam is thirsty

Using yes/no questions to elicit a positive or negative response

e.g. Are you thirsty too, Ginger?

Using formulaic expressions to express apology

e.g. Sorry.

Ability aims:

Students can describe feelings .

Emotional aims:

Different situation, different feelings

Key points:

Understand the dialogue and act out the dialouge using formulaic expressions

Difficult points:

act out the dialouge using formulaic expressions

Materials:

Student’s Book 4A( P14, P16)

Cassette 4A and cassette player

Multimedia: PPT

Procedures

Contents

Methods

Purpose

I. Pre-task preparation

Rhyme

Daily talk

Read the rhyme on page 16 together and try to recite it

T--- S

How do you feel?

How does he/ she feel?

How are you today?

Are you hungry?

If you’re happy, what do you want to do?

在前两节课的基础上尝试背诵儿歌

学习儿歌，热身运动，让学生扮演角色来说儿歌，激发兴趣，为后面学习打基础。

II. While-task procedure

Dialogue on page 14

Here’s some...

Here are some…

1. T: If you’re hungry/thirsty, what do you want?

2. Show the sentences and read

Here’s some water.

Here’s some water for you.

Here are some cakes.

Here are some cakes for you.

Thank you.

3. Ask and answer ( S1---S2).

S1: How do you feel?

S2: I’m hungry.

S1: Here’s a cake for you.

S2: Thank you.

4. If a dog/cat is hungry, what does he want?

If a dog/cat is thirsty, what does he want?

5. Listen to the dialogue.

Show and read: each other

6. Have students ask and answer questions in pairs

e.g. S1: How does Sam feel?

S2: He’s thirsty.

7. Choose some students to read the dialogue

8. Role play in groups of five

9. Read together

拓展学生思维的同时，自然引出句型：Here’s …/ Here are…

设计简单的对话进行操练，使学生能牢记生活中的实用语言，从中检测学生Here’s…Here arede 运用情况

III. Post-task activities

Exercise Fill in the blanks

Game: ‘information gap’

Exercise 2

1. Have the students fill in the blanks to describe the pictures for ‘Say and act’. Ben, Kitty and Sam go to Peter’s home at noon. Sam is _____. He drinks Ginger’s ____. The water is nice and Sam is ___, but Ginger is not ____. She is _____too. Peter gives Ginger some _____ and now Ginger is _____, but she does not like Sam. They don’t like ____ ____. 2. Read the passage by themselves

Have the students play the game ‘information gap’ in pairs.

Look at the passage with blanks. Ask your partners questions to find out the information to fill in the blanks.

Workbook page 16&17

由对话到短文填空，为培养学生根据对话复述故事的能力打下基础

用向对方提问获取自己所要的信息的游戏，进一步巩固学生运用关键句型的能力

IV. Assignment

1. Listen to the tape and read P14

2. Write the new words and phrases

3. Read the exploring passage.

充分利用教学中用过的短文作为朗读材料

板书：

Here’s some water.

Here’s some water for you.

Here are some cakes.

Here are some cakes for you.

They don’t like eath other.

e in sit down

Unit 3 How do you feel? (period 4)

Topic: feelings

Language aims:

Using predicative adjectives to describe feelings.

e.g. I’m thirsty and tired

Using formulaic expressions in context

e.g. I have an idea.

Ability aims:

Students can retell the story.

Emotional aims:

Different situation, different feelings

Key points:

Understand the story

Difficult points:

Students can retell the story with their own words

Materials:

Student’s Book 4A( P15)

Cassette 4A and cassette player

Multimedia: PPT

Procedures

Contents

Methods

Purpose

I. Pre-task preparation

Rhyme.

Daily talk.

1. Say the rhymn on page 16

2. Focus on the phrases and the new words

ice-cream---cream

strawberry---berry---berries

lemon---lemonade

a bottle of lemonade

a large bottle of lemonade

1. If you have a super bicycle, how do you feel?

If you are happy, what do you want to do?

If your father has a super car, what does he feel?

2. Students try to say:

My father is ______ if he has _______. My mother….I …

在学生会吟诵的基础上让学生了解与学习其中的一些单词与词组

开放性问题拓展学生思维，训练学生语言

II. While-task procedure

III. Post-task activities

New word:

Crow

Read a story

Describe the story

Fill in the blanks

1. Show the crow puppet. Learn the word: crow

How is the crow?

What can the crow do?

Do you like it?

Introduce the crow

e.g. This is a crow. It’s black. Its wings are big. It can fly.

2. Questions:

How does the crow feel?

What does it want?

Show a bottle with a long and thin neck

How is the bottle?

3. Read the story by themselves

Read, choose and write

4. Learn the word: pebbles

I have an idea great

I’m so happy. so

5. Questions:

Can the crow drink the water?

What does it do?

What do you think of this crow?

6. Read the story again

1. Describe the story with your words （group work）

2. Try to have the students role-play the story

If the students have difficulties, you may act as the narrator yourself

3. Have the students plete the following summary of the story ‘A thirsty crow’.Then encourage them to retell the story

It is a _____ day today. There is a ______ in the forest. The crow flies and flies. He is ____ and ____. Then he sees a ____. There is some _____ in it. The crow wants to _____ the water, But the bottle is too _____ and _____. The crow cannot drink the water. He can _____ some _____. He puts the pebbles into the bottle. One, two, three,…There are many pebbles in the bottle now, and the crow ____ drink the water. How ____ the crow is!

时刻以问题贯穿故事阅读，启发学生发现故事的道理

对于有一定难度的描述故事环节，用小组活动形式降低难度，从中发挥学生集体的力量，互相学习

用短文填空的练习检测学生对故事的理解程度，并为写话作业提供帮助

IV. Assignment

1. Copy the new words and phrases

2. Read P15 after tape and write the story in six sentences at least.

分层作业，适合所有学生

板书：

a cake with cream and berries

a large bottle of lemonade

crow --- thirsty and tired

bottle --- long and thin

pebble---pebbles

an idea great so happy

Unit 3 How do you feel? (period 5)

Topic: feeling

Language aims:

Using the key words and sentences to talk and write about feelings

Identifying the pronunciation of ‘-st’ in words such as toast, postman and lamp post

e.g toast, postman, lamp post

Ability aims:

Students can talk and write about feelings

Emotional aims:

Different situation, different feelings

Key points:

Students can identify the pronunciation of ‘-st’ in words

Students can write several sentences to describe people’s feeling

Difficult points:

Use the new sentence patters to write down people’s feeling

Materials:

Student’s Book 4A( P16)

Cassette 4A and cassette player

Multimedia: PPT

Procedures

Contents

Methods

Purpose

I. Pre-task preparation

Rhyme

Review the words

1. Read the words and phrases

2. Have the students recite the rhyme

1. Look at the cards and try to say the rhymn

e.g. Happy, happy. I sing and dance

Hungry, hungry. He wants some noodles.

Tired, tired. I go to bed.

Sad, sad. She cries and cries.

2. Look at the cards and answer the question.

How do you feel?

How does he/she feel?

Are you hungry?

Is he happy?儿歌的教学分散在本单元各个课时

用儿歌的形式对单元重点内容作一个整体的复习

II. While-task procedure

Check the homework

Exercise

1. municate the story what they write about text with the partners

2. Read the best story to class

1. Have the students do the exercises on page 18&19 of the workbook

2. Check the answers交流学生的家庭作业中写的部分，充分利用资源，在交流中对自己的故事进行修改，互相取长补短

Learn the sound

1. Show the flashcards for ‘Learn the sound’ on page 16 and have the students repeat the two words toast lamp post 2. Read all the words e.g. –st, toast -st, postman -st, lamp post 3. Encourage the students to think of more words with the sound e.g. list, taste, dentist, guest, forest… 4. Listen to the tape and repeat it

用儿歌的形式朗读单词及发音，让学生不觉的枯燥

III. Post-task activities

Read the new rhymn

1. Divide the students into groups of five or six and read the rhymn

2. Make a new dialogue about the feelings with your partners

让学生尝试自己设计有关feelings的对话，为学生提供更多说的机会

IV. Assignment

1. Get ready for the dictation of this unit

2. Recite the rhymn on page 16

板书：

-st: toast postman lamp post

taste dentist list forest