Unit3Howdoyoufeel教案.docx
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Unit3Howdoyoufeel教案
Unit3Howdoyoufeel教案
odule1Gettingtonoyou
Unit3Hodoyoufeel?
Topic:
feelings
Languageais:
Usingtheeyordsincontext
e.g.happy,sad,hungry,full,thirsty,tired
Usingodelledsentencestodescribefeelings
e.gI’happ
Usingh-questionstofindouthopeoplefeel
e.g.Hodoyoufeel?
Abilityais:
Studentscandescribefeelings
Eotionalais:
Differentsituation,differentfeelings
eypoints:
Hodoyoufeel?
I’…
Difficultpoints:
Usethenesentencepatters‘I’…’todescribefeelings
aterials:
Student’sBoo4A
cassette4Aandcassetteplayer
ultiedia:
PPT
Procedures
contents
ethods
Purpose
I.Pre-taspreparation
RhyeQuestions
Havethestudentslistentotherecordingfor‘listenandenjoy’onpage16
hat’sthegirl’snae?
hat’stheboy’snae?
HoisSusie?
HodoesSusiefeel?
HoisSion?
HodoesSionfeel?
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.hile-tasprocedure
Neords
andthesentences‘full,tired,angry,afraid’
Shotheords:
hungry,thirst
Question:
Hodoyoufeeltoday?
Shotheords:
happy,sad,
full,tired,hungry,thirsty,angry,afraid,hot,cold
S1:
Ia/I’_______.
Readandrepeatalltheords
Shothesentenceandread
Hodoyoufeel?
Asandanser:
e.g.
S1:
Hodoyoufeel,…?
S2:
I’sad.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
xb1.
小组互动，巩固单词与句型
III.Post-tasactivities
brainstor
Asandanser:
T:
hatdoyoudohenyou’rehappy/sad/hungry/full/thirsty/tired?
S:
Iahappy.Isingasong.
T:
giveyouaneboo.Hodoyoufeel?
S:
Ihaveaneboo.I’happy.Isingasong.
通过brainstor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.Assignent
listenandrepeatpage14&16
copytheordsandsentences
板书：
Hodoyoufeel?
=Hoareyou?
I’______.Unit3Hodoyoufeel?
Topic:
feelings
Languageais:
Usingpredicativeadjectivestodescribefeelings
e.g.He’shappy.
Usingh-questionstofindouthopeoplefeel
e.g.Hodoeshe/shefeel?
Usingyes/noquestionstoelicitapositiveornegativeresponse
e.g.Areyouhungry?
yes,eare.Ishe/shehungry?
No,he/sheisn’t.
Abilityais:
Studentscanasandanseraboutotherperson’sfeeling
Eotionalais:
Differentsituation,differentfeelings
eypoints:
Hodoeshe/shefeeling?
He’s/She’s…Areyou…?
Ishe/she…?
Difficultpoints:
Useh-questionsandyes/noquestionstoasotherperson’sfeelings
aterials:
Student’sBoo4A
cassette4Aandcassetteplayer
ultiedia:
PPT
Procedures
contents
ethods
Purpose
I.Pre-taspreparation
RyhnDailytal.
Listentothetapeabouttheryhnonpage16againandtrytorepeatafterthetape
Asstudentssoequestionsaboutfeeling
Hodoyoufeel?
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.hile-tasprocedure
Looandsa
Learnthenesentence1.Shothedialogueonpage12andasthestudentssoequestionsaboutthepicture
hoarethey?
Hodoesittyfeel?
IsBenhappy,too?
HodoesBenfeel?
Shothesentencesontheblacboardandread
Hodoeshe/shefeel?
He/sheis______.
Playagae
Playthegaeonpage13
S1:
S2:
S1:
Hodoes…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.Listentothetape
Questions:
Hodoesittyfeel?
hatdoessheanttodo?
HodoesBenfeel?
hatdoesheanttodo?
Aretheytired?
Listentothedialogueagain
Sho:
havesoe…then---the
Actoutthedialogue
Readthedialoguetogether
aeanedialogue
表演对话，激发学生兴趣的同时，学习课文并培养听力
III.Post-tasactivities
SurveyExercise
DividethestudentsintogroupsoffourandhavethetoasurveyQuestion:
Hodoyoufeel?
hatdoyouanttodo?
Areyou…?
2.Asthestudentstofinishthetableaboutotherperson’sfeeling3.Giveareportaboutaclassateaccordingtothesurveye.g.xxistired.Heantstositonthechair.He’snothungry…
Finishtheexercisesonorboopage14&15
Thenchectheansersiththe.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.Assignent
ReadP12、13&16aftertape
Trytorecitethedialogue
板书：
Hodoyoufeel?
----Iahappy.
Hodoeshe/shefeel?
----He/Sheishappy.
Areyouhappy?
yes,Ia./No,Ianot.
Ishe/shehappy?
yes,he/sheis./No,he/sheisn’t.
then---the
Unit3Hodoyoufeel?
Topic:
feelings
Languageais:
Usingodelledsentencestodescribefeelings
e.g.Saisthirst
Usingyes/noquestionstoelicitapositiveornegativeresponse
e.g.Areyouthirstytoo,Ginger?
Usingforulaicexpressionstoexpressapolog
e.g.Sorry.
Abilityais:
Studentscandescribefeelings.
Eotionalais:
Differentsituation,differentfeelings
eypoints:
Understandthedialogueandactoutthedialougeusingforulaicexpressions
Difficultpoints:
actoutthedialougeusingforulaicexpressions
aterials:
Student’sBoo4A
cassette4Aandcassetteplayer
ultiedia:
PPT
Procedures
contents
ethods
Purpose
I.Pre-taspreparation
RhyeDailytal
Readtherhyeonpage16togetherandtrytoreciteit
T---S
Hodoyoufeel?
Hodoeshe/shefeel?
Hoareyoutoday?
Areyouhungry?
Ifyou’rehappy,hatdoyouanttodo?
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.hile-tasprocedure
Dialogueonpage14
Here’ssoe...
Herearesoe…
T:
Ifyou’rehungry/thirsty,hatdoyouant?
Shothesentencesandread
Here’ssoeater.
Here’ssoeaterforyou.
Herearesoecaes.
Herearesoecaesforyou.
Thanyou.
Asandanser.
S1:
Hodoyoufeel?
S2:
I’hungry.
S1:
Here’sacaeforyou.
S2:
Thanyou.
Ifadog/catishungry,hatdoesheant?
Ifadog/catisthirsty,hatdoesheant?
Listentothedialogue.
Shoandread:
eachother
Havestudentsasandanserquestionsinpairs
e.g.S1:
HodoesSafeel?
S2:
He’sthirsty.
choosesoestudentstoreadthedialogue
Roleplayingroupsoffive
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-tasactivities
ExerciseFillintheblansGae:
‘inforationgap’
Exercise2
Havethestudentsfillintheblanstodescribethepicturesfor‘Sayandact’.Ben,ittyandSagotoPeter’shoeatnoon.Sais_____.HedrinsGinger’s____.TheaterisniceandSais___,butGingerisnot____.Sheis_____too.PetergivesGingersoe_____andnoGingeris_____,butshedoesnotlieSa.Theydon’tlie________.2.Readthepassagebytheselves
Havethestudentsplaythegae‘inforationgap’inpairs.
Looatthepassageithblans.Asyourpartnersquestionstofindouttheinforationtofillintheblans.
orboopage16&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.Assignent
ListentothetapeandreadP14
ritetheneordsandphrases
Readtheexploringpassage.
充分利用教学中用过的短文作为朗读材料
板书：
Here’ssoeater.
Here’ssoeaterforyou.
Herearesoecaes.
Herearesoecaesforyou.
Theydon’tlieeathother.
einsitdon
Unit3Hodoyoufeel?
Topic:
feelings
Languageais:
Usingpredicativeadjectivestodescribefeelings.
e.g.I’thirstyandtired
Usingforulaicexpressionsincontext
e.g.Ihaveanidea.
Abilityais:
Studentscanretellthestory.
Eotionalais:
Differentsituation,differentfeelings
eypoints:
Understandthestor
Difficultpoints:
Studentscanretellthestoryiththeironords
aterials:
Student’sBoo4A
cassette4Aandcassetteplayer
ultiedia:
PPT
Procedures
contents
ethods
Purpose
I.Pre-taspreparation
Rhye.Dailytal.
Saytherhynonpage16
Focusonthephrasesandtheneords
ice-crea---crea
straberry---berry---berries
leon---leonade
abottleofleonade
alargebottleofleonade
Ifyouhaveasuperbicycle,hodoyoufeel?
Ifyouarehappy,hatdoyouanttodo?
Ifyourfatherhasasupercar,hatdoeshefeel?
Studentstrytosay:
yfatheris______ifhehas_______.yother….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.hile-tasprocedure
III.Post-tasactivities
Neord:
croReadastoryDescribethestoryFillintheblans
Shothecropuppet.Learntheord:
cro
Hoisthecro?
hatcanthecrodo?
Doyoulieit?
Introducethecro
e.g.Thisisacro.It’sblac.Itsingsarebig.Itcanfly.
Questions:
Hodoesthecrofeel?
hatdoesitant?
Shoabottleithalongandthinnec
Hoisthebottle?
Readthestorybytheselves
Read,chooseandrite
Learntheord:
pebbles
Ihaveanideagreat
I’sohappy.so
Questions:
canthecrodrintheater?
hatdoesitdo?
hatdoyouthinofthiscro?
Readthestoryagain1.Describethestoryithyourords
Trytohavethestudentsrole-playthestor
Ifthestudentshavedifficulties,youayactasthenarratoryourself
Havethestudentspletethefolloingsuaryofthestory‘Athirstycro’.Thenencouragethetoretellthestor
Itisa_____daytoday.Thereisa______intheforest.Thecrofliesandflies.Heis____and____.Thenheseesa____.Thereissoe_____init.Thecroantsto_____theater,Butthebottleistoo_____and_____.Thecrocannotdrintheater.Hecan_____soe_____.Heputsthepebblesintothebottle.one,to,three,…Thereareanypebblesinthebottleno,andthecro____drintheater.Ho____thecrois!
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.Assignent
copytheneordsandphrases
ReadP15aftertapeandritethestoryinsixsentencesatleast.
分层作业，适合所有学生
板书：
acaeithcreaandberries
alargebottleofleonade
cro---thirstyandtired
bottle---longandthin
pebble---pebbles
anideagreatsohapp
Unit3Hodoyoufeel?
Topic:
feeling
Languageais:
Usingtheeyordsandsentencestotalandriteaboutfeelings
Identifyingthepronunciationof‘-st’inordssuchastoast,postanandlappost
e.gtoast,postan,lappost
Abilityais:
Studentscantalandriteaboutfeelings
Eotionalais:
Differentsituation,differentfeelings
eypoints:
Studentscanidentifythepronunciationof‘-st’inords
Studentscanriteseveralsentencestodescribepeople’sfeeling
Difficultpoints:
Usethenesentencepatterstoritedonpeople’sfeeling
aterials:
Student’sBoo4A
cassette4Aandcassetteplayer
ultiedia:
PPT
Procedures
contents
ethods
Purpose
I.Pre-taspreparation
RhyeRevietheords
Readtheordsandphrases
Havethestudentsrecitetherhye
Looatthecardsandtrytosaytherhyn
e.g.Happy,happy.Isinganddance
Hungry,hungry.Heantssoenoodles.
Tired,tired.Igotobed.
Sad,sad.Shecriesandcries.
Looatthecardsandanserthequestion.
Hodoyoufeel?
Hodoeshe/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.hile-tasprocedure
checthehoe
升级会员 