知识学习Unit3 How do you feel教案.docx
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知识学习Unit3Howdoyoufeel教案
Unit3Howdoyoufeel教案
module1GettingtoknowyouUnit3Howdoyoufeel?
Topic:
feelingsLanguageaims:
Usingthekeywordsincontexte.g.happy,sad,hungry,full,thirsty,tiredUsingmodelledsentencestodescribefeelingse.gI’mhappy
Usingwh-questionstofindouthowpeoplefeele.g.Howdoyoufeel?
Abilityaims:
StudentscandescribefeelingsEmotionalaims:
Differentsituation,differentfeelingskeypoints:
Howdoyoufeel?
I’m…Difficultpoints:
Usethenewsentencepatters‘I’m…’todescribefeelingsmaterials:
Student’sBook4Acassette4Aandcassetteplayermultimedia:
PPTProcedurescontentsmethodsPurposeI.Pre-taskpreparationRhymeQuestionsHavethestudentslistentotherecordingfor‘listenandenjoy’onpage161.
what’sthegirl’sname?
2.
what’stheboy’sname?
3.
HowisSusie?
HowdoesSusiefeel?
4.
HowisSimon?
HowdoesSimonfeel?
利用儿歌引出复习的内容通过教师的问题，让学生体会，了解同一个内容的不同问法II.while-taskprocedureNewwordsandthesentences‘full,tired,angry,afraid’1.
Showthewords:
hungry,thirsty2.
Question:
Howdoyoufeeltoday?
Showthewords:
happy,sad,full,tired,hungry,thirsty,angry,afraid,hot,coldS1:
Iam/I’m_______.3.Readandrepeatallthewords4.ShowthesentenceandreadHowdoyoufeel?
5.
Askandanswer:
e.g.S1:
Howdoyoufeel,…?
S2:
I’msad.结合学生实际生活，利用关键问题了解学生的feelings,同时教学新词小组互动，巩固单词与句型III.Post-taskactivitiesbrainstorm1.Askandanswer:
T:
whatdoyoudowhenyou’re
happy/sad/hungry/full/thirsty/tired?
S:
Iamhappy.Isingasong.2.T:
giveyouanewbook.Howdoyoufeel?
S:
Ihaveanewbook.I’mhappy.Isingasong.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.Assignment1.
listenandrepeatpage14&162.
copythewordsandsentences板书：
Howdoyoufeel?
=Howareyou?
I’m______.Unit3Howdoyoufeel?
Topic:
feelingsLanguageaims:
Usingpredicativeadjectivestodescribefeelingse.g.He’shappy.Usingwh-questionstofindouthowpeoplefeele.g.Howdoeshe/shefeel?
Usingyes/noquestionstoelicitapositiveornegativeresponsee.g.Areyouhungry?
yes,weare.
Ishe/shehungry?
No,he/sheisn’t.Abilityaims:
Studentscanaskandansweraboutotherperson’sfeelingEmotionalaims:
Differentsituation,differentfeelingskeypoints:
Howdoeshe/shefeeling?
He’s/She’s…Areyou…?
Ishe/she…?
Difficultpoints:
Usewh-questionsandyes/noquestionstoaskotherperson’sfeelingsmaterials:
Student’sBook4Acassette4Aandcassetteplayermultimedia:
PPTProcedurescontentsmethodsPurposeI.Pre-taskpreparationRyhmnDailytalk.Listentothetapeabouttheryhmnonpage16againandtrytorepeatafterthetapeAskstudentssomequestionsaboutfeelingHowdoyoufeel?
Areyouhappy?
Ishe/shehappy?
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-taskprocedureLookandsayLearnthenewsentence1.Showthedialogueonpage12andaskthestudentssomequestionsaboutthepicturewhoarethey?
Howdoeskittyfeel?
IsBenhappy,too?
HowdoesBenfeel?
2.Showthesentencesontheblackboardandread
Howdoeshe/shefeel?
He/sheis______.3.
PlayagamePlaythegameonpage13S1:
S2:
S1:
Howdoes…feel,S3?
S3:
Ishe/shetired?
S1:
No,he/sheisn’t.S3:
Ishe/shesad?
S1:
yes,he/sheis.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Dialogue1.
Listentothetape2.
Questions:
Howdoeskittyfeel?
whatdoesshewanttodo?
HowdoesBenfeel?
whatdoeshewanttodo?
Aretheytired?
3.
ListentothedialogueagainShow:
havesome…
then---them4.
Actoutthedialogue5.
Readthedialoguetogether6.
makeanewdialogue表演对话，激发学生兴趣的同时，学习课文并培养听力III.Post-taskactivitiesSurveyExercise1.
DividethestudentsintogroupsoffourandhavethemtoasurveyQuestion:
Howdoyoufeel?
whatdoyouwanttodo?
Areyou…?
2.
Askthestudentstofinishthetableaboutotherperson’sfeeling3.
Giveareportaboutaclassmateaccordingtothesurveye.g.xxistired.Hewantstositonthechair.He’snothungry…1.
Finishtheexercisesonworkbookpage14&152.
Thenchecktheanswerswiththem.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.Assignment1.
ReadP12、13&16aftertape2.
Trytorecitethedialogue板书：
Howdoyoufeel?
----Iamhappy.
Howdoeshe/shefeel?
----He/Sheishappy.
Areyouhappy?
yes,Iam./No,Iamnot.
Ishe/shehappy?
yes,he/sheis./No,he/sheisn’t.
then---themUnit3Howdoyoufeel?
Topic:
feelingsLanguageaims:
Usingmodelledsentencestodescribefeelingse.g.SamisthirstyUsingyes/noquestionstoelicitapositiveornegativeresponsee.g.Areyouthirstytoo,Ginger?
Usingformulaicexpressionstoexpressapologye.g.Sorry.Abilityaims:
Studentscandescribefeelings.Emotionalaims:
Differentsituation,differentfeelingskeypoints:
UnderstandthedialogueandactoutthedialougeusingformulaicexpressionsDifficultpoints:
actoutthedialougeusingformulaicexpressionsmaterials:
Student’sBook4Acassette4Aandcassetteplayermultimedia:
PPTProcedurescontentsmethodsPurposeI.Pre-taskpreparationRhymeDailytalkReadtherhymeonpage16togetherandtrytoreciteitT---SHowdoyoufeel?
Howdoeshe/shefeel?
Howareyoutoday?
Areyouhungry?
Ifyou’rehappy,whatdoyouwanttodo?
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-taskprocedureDialogueonpage14Here’ssome...Herearesome…1.
T:
Ifyou’rehungry/thirsty,whatdoyouwant?
2.
ShowthesentencesandreadHere’ssomewater.Here’ssomewaterforyou.Herearesomecakes.
Herearesomecakesforyou.
Thankyou.3.
Askandanswer.S1:
Howdoyoufeel?
S2:
I’mhungry.S1:
Here’sacakeforyou.S2:
Thankyou.4.
Ifadog/catishungry,whatdoeshewant?
Ifadog/catisthirsty,whatdoeshewant?
5.
Listentothedialogue.Showandread:
eachother6.
Havestudentsaskandanswerquestionsinpairse.g.S1:
HowdoesSamfeel?
S2:
He’sthirsty.7.
choosesomestudentstoreadthedialogue8.
Roleplayingroupsoffive9.
Readtogether拓展学生思维的同时，自然引出句型：
Here’s…/Hereare…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…Herearede运用情况III.Post-taskactivitiesExerciseFillintheblanksGame:
‘informationgap’Exercise21.
Havethestudentsfillintheblankstodescribethepicturesfor‘Sayandact’.
Ben,kittyandSamgotoPeter’shomeatnoon.Samis_____.HedrinksGinger’s____.ThewaterisniceandSamis___,butGingerisnot____.Sheis_____too.PetergivesGingersome_____andnowGingeris_____,butshedoesnotlikeSam.Theydon’tlike________.2.ReadthepassagebythemselvesHavethestudentsplaythegame‘informationgap’inpairs.Lookatthepassagewithblanks.Askyourpartnersquestionstofindouttheinformationtofillintheblanks.
workbookpage16&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.Assignment1.
ListentothetapeandreadP142.
writethenewwordsandphrases3.
Readtheexploringpassage.充分利用教学中用过的短文作为朗读材料板书：
Here’ssomewater.
Here’ssomewaterforyou.
Herearesomecakes.
Herearesomecakesforyou.
Theydon’tlikeeathother.
comein
sitdownUnit3Howdoyoufeel?
Topic:
feelingsLanguageaims:
Usingpredicativeadjectivestodescribefeelings.e.g.I’mthirstyandtiredUsingformulaicexpressionsincontexte.g.Ihaveanidea.Abilityaims:
Studentscanretellthestory.Emotionalaims:
Differentsituation,differentfeelingskeypoints:
UnderstandthestoryDifficultpoints:
Studentscanretellthestorywiththeirownwordsmaterials:
Student’sBook4Acassette4Aandcassetteplayermultimedia:
PPTProcedurescontentsmethodsPurposeI.Pre-taskpreparationRhyme.Dailytalk.1.Saytherhymnonpage162.Focusonthephrasesandthenewwords
ice-cream---cream
strawberry---berry---berries
lemon---lemonade
abottleoflemonade
alargebottleoflemonade1.Ifyouhaveasuperbicycle,howdoyoufeel?
Ifyouarehappy,whatdoyouwanttodo?
Ifyourfatherhasasupercar,whatdoeshefeel?
2.
Studentstrytosay:
myfatheris______ifhehas_______.mymother….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-taskprocedureIII.Post-taskactivitiesNewword:
crowReadastoryDescribethestoryFillintheblanks1.
Showthecrowpuppet.Learntheword:
crowHowisthecrow?
whatcanthecrowdo?
Doyoulikeit?
Introducethecrowe.g.Thisisacrow.It’sblack.Itswingsarebig.Itcanfly.2.
Questions:
Howdoesthecrowfeel?
whatdoesitwant?
ShowabottlewithalongandthinneckHowisthebottle?
3.
ReadthestorybythemselvesRead,chooseandwrite4.
Learntheword:
pebblesIhaveanidea
greatI’msohappy.
so5.
Questions:
canthecrowdrinkthewater?
whatdoesitdo?
whatdoyouthinkofthiscrow?
6.
Readthestoryagain1.Describethestorywithyourwords（groupwork）2.Trytohavethestudentsrole-playthestory
Ifthestudentshavedifficulties,youmayactasthenarratoryourself3.Havethestudentscompletethefollowingsummaryofthestory‘Athirstycrow’.ThenencouragethemtoretellthestoryItisa_____daytoday.Thereisa______intheforest.Thecrowfliesandflies.Heis____and____.Thenheseesa____.Thereissome_____init.Thecrowwantsto_____thewater,Butthebottleistoo_____and_____.Thecrowcannotdrinkthewater.Hecan_____some_____.Heputsthepebblesintothebottle.one,two,three,…Therearemanypebblesinthebottlenow,andthecrow____drinkthewater.How____thecrowis!
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.Assignment1.
copythenewwordsandphrases2.
ReadP15aftertapeandwritethestoryinsixsentencesatleast.分层作业，适合所有学生板书：
acakewithcreamandberriesalargebottleoflemonadecrow---thirstyandtired
bottle---longandthin
pebble---pebbles
anidea
great
sohappyUnit3Howdoyoufeel?
Topic:
feelingLanguageaims:
UsingthekeywordsandsentencestotalkandwriteaboutfeelingsIdentifyingthepronunciationof‘-st’inwordssuchastoast,postmanandlampposte.gtoast,postman,lamppostAbilityaims:
StudentscantalkandwriteaboutfeelingsEmotionalaims:
Differentsituation,differentfeelingskeypoints:
Studentscanidentifythepronunciationof‘-st’inwordsStudentscanwriteseveralsentencestodescribepeople’sfeelingDifficultpoints:
Usethenewsentencepatterstowritedownpeople’sfeelingmaterials:
Student’sBook4Acassette4Aandcassetteplayermultimedia:
PPTProcedurescontentsmethodsPurposeI.Pre-taskpreparationRhymeReviewthewords1.Readthewordsandphrases2.Havethestudentsrecitetherhyme1.Lookatthecardsandtrytosaytherhymne.g.Happy,happy.IsinganddanceHungry,hungry.Hewantssomenoodles.Tired,tired.Igotobed.Sad,sad.Shecriesandcries.2.Lookatthecardsandanswerthequestion.
Howdoyoufeel?
Howdoeshe/shefeel?
Areyouhungry?
Ishehappy?
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-taskprocedurecheckthehomeworkExercise1.
communicatethestorywhattheywriteabouttextwiththepartners2.
Readthebeststorytoclass1.
Havethestudentsdotheexercisesonpage18&19oftheworkbook2.
checktheanswers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Learnthesound1.Showtheflashcardsfor‘Learnthesound’onpage16andhavethestudentsrepeatthetwowords
toast
lamppost2.Readallthewords
e.g.–st,toast
-st,postman
-st,lamppost3.Encouragethestudentstothinkofmorewordswi
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