Unit3ampnbspHowampnbspdoampnbspyouampnbspfeel教案

　　module1 getting to know youunit 3 how do you feel? (period1)topic: feelingslanguage aims:using the key words in contexte.g.happy, sad, hungry, full, thirsty, tiredusing modelled sentences to describe feelingse.g i’m happy using wh-questions to find out how people feele.g. how do you feel?ability aims:students can describe feelings emotional aims:different situation, different feelingskey points:how do you feel? i’m …(predicative adjectives)difficult points: use the new sentence patters ‘i’m …’ to describe feelingsmaterials:student’s book 4a( p13p16)cassette 4a and cassette playermultimedia: ppt
　　procedures
　　contents
　　methods
　　purposei. pre-task preparationrhymequestionshave the students listen to the recording for ‘listen and enjoy’ on page 161. what’s the girl’s name?2. what’s the boy’s name?3. how is susie?how does susie feel?4. how is simon?how does simon feel?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-task procedurenew wordsand the sentences‘full, tired, angry, afraid’1. show the words: hungry, thirsty2. question:how do you feel today?show the words: happy, sad, full, tired, hungry, thirsty, angry, afraid,hot, colds1: i am/ i’m _______.3. read and repeat all the words4. show the sentence and readhow do you feel?5. ask and answer: e.g.s1: how do you feel, …? s2: (frown or mime crying) i’m 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www.xkb1.com小组互动，巩固单词与句型iii. post-task activitiesbrainstorm1. 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. assignment1. listen and repeat page 14& 162. 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: feelingslanguage aims:using predicative adjectives to describe feelingse.g. he’s happy.using wh-questions to find out how people feele.g. how does he/she feel? using yes/no questions to elicit a positive or negative responsee.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 feelingemotional 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 playermultimedia: ppt
　　procedures
　　contents
　　methods
　　purposei. pre-task preparationryhmn daily talk.listen to the tape about the ryhmn on page 16 again and try to repeat after the tapeask students some questions about feelinghow 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 procedurelook and say(dialogue)learn the new sentence1. show the dialogue on page 12 and ask the students some questions about the picturewho 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 gameplay the game on page 13s1: (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 tape2. 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 againshow: have some… then---them4. act out the dialogue5. read the dialogue together6. 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 activitiessurveyexercise1. pide 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 according 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. assignment1. 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 --- themunit 3 how do you feel? (period 3)topic: feelingslanguage aims:using modelled sentences to describe feelingse.g.sam is thirstyusing yes/no questions to elicit a positive or negative responsee.g. are you thirsty too, ginger? using formulaic expressions to express apologye.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 expressionsdifficult points: act out the dialouge using formulaic expressions materials:student’s book 4a( p14, p16)cassette 4a and cassette playermultimedia: ppt
　　procedures
　　contents
　　methods
　　purposei. pre-task preparationrhymedaily talkread the rhyme on page 16 together and try to recite itt--- show 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 proceduredialogue on page 14here’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 other6. have students ask and answer questions in pairse.g. s1: how does sam feel? s2: he’s thirsty.7. choose some students to read the dialogue8. role play in groups of five9. 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 activitiesexercise fill in the blanks game: ‘information gap’exercise 21. 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. assignment1. listen to the tape and read p142. write the new words and phrases3. 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. come in sit downunit 3 how do you feel? (period 4)topic: feelingslanguage aims:using predicative adjectives to describe feelings.e.g. i’m thirsty and tiredusing formulaic expressions in contexte.g. i have an idea.ability aims:students can retell the story.emotional aims:different situation, different feelingskey points:understand the story difficult points: students can retell the story with their own wordsmaterials:student’s book 4a( p15)cassette 4a and cassette playermultimedia: ppt
　　procedures
　　contents
　　methods
　　purposei. pre-task preparationrhyme.daily talk.1. say the rhymn on page 162. focus on the phrases and the new words ice-cream---cream strawberry---berry---berries lemon---lemonade a bottle of lemonadea large bottle of lemonade1. 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 activitiesnew word:crowread a storydescribe the storyfill in the blanks1. show the crow puppet. learn the word: crowhow is the crow?what can the crow do?do you like it?introduce the crowe.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 neckhow is the bottle?3. read the story by themselvesread, choose and write4. learn the word: pebblesi have an idea greati’m so happy. so5. questions:can the crow drink the water?what does it do?what do you think of this crow?6. read the story again1. describe the story with your words （group work）2. try to have the students role-play the storyif the students have difficulties, you may act as the narrator yourself3. have the students complete the following summary of the story ‘a thirsty crow’.then encourage them to retell the storyit 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. assignment1. copy the new words and phrases2. 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 berriesa large bottle of lemonadecrow --- thirsty and tired bottle --- long and thin pebble---pebbles an idea great so happyunit 3 how do you feel? (period 5)topic: feelinglanguage aims:using the key words and sentences to talk and write about feelingsidentifying the pronunciation of ‘-st’ in words such as toast, postman and lamp post e.g toast, postman, lamp postability aims:students can talk and write about feelingsemotional aims:different situation, different feelingskey points:students can identify the pronunciation of ‘-st’ in wordsstudents can write several sentences to describe people’s feelingdifficult points: use the new sentence patters to write down people’s feelingmaterials:student’s book 4a( p16)cassette 4a and cassette playermultimedia: ppt
　　procedures
　　contents
　　methods
　　purposei. pre-task preparationrhymereview the words1. read the words and phrases2. have the students recite the rhyme1. look at the cards and try to say the rhymne.g. happy, happy. i sing and dancehungry, 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 procedurecheck the homeworkexercise1. communicate the story what they write about text with the partners2. read the best story to class1. have the students do the exercises on page 18&19 of the workbook2. 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 activitiesread the new rhymn1. pide 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. assignment1. get ready for the dictation of this unit2. recite the rhymn on page 16板书： -st: toast postman lamp post taste dentist list forest