小学四年级英语Unit3 How do you feel教案.docx

小学四年级英语Unit3 How do you feel教案.docx

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小学四年级英语Unit3Howdoyoufeel教案

新修订小学阶段原创精品配套教材

Unit3Howdoyoufeel教案

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Unit3Howdoyoufeel

教师：

风老师

风顺第二小学

Unit3Howdoyoufeel教案

教材说明：

本教学设计资料适用于小学四年级英语科目，主要用途为培养学生的学习兴趣，提高逻辑思维、形象思维、口语交际及表达能力，进而促进全面发展和提高。

内容已根据教材主题进行配套式编写，可直接修改调整或者打印成为纸质版本进行教学使用。

　　module1gettingtoknowyouunit3howdoyoufeel?

（period1）topic:

feelingslanguageaims:

usingthekeywordsincontexte.g.happy,sad,hungry,full,thirsty,tiredusingmodelledsentencestodescribefeelingse.gi’mhappyusingwh-questionstofindouthowpeoplefeele.g.howdoyoufeel?

abilityaims:

studentscandescribefeelingsemotionalaims:

differentsituation,differentfeelingskeypoints:

howdoyoufeel?

i’m…（predicativeadjectives）difficultpoints:

usethenewsentencepatters‘i’m…’todescribefeelingsmaterials:

student’sbook4a（p13p16）cassette4aandcassetteplayermultimedia:

ppt

　　procedures

　　contents

　　methods

　　purposei.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:

（frownormimecrying）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www.小组互动，巩固单词与句型iii.post-taskactivitiesbrainstorm1.askandanswer:

t:

whatdoyoudowhenyou’rehappy/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____.（happy---sad,hungry---full,thirsty,tired,angry,afraid,hot,cold）

　　unit3howdoyoufeel?

（period2）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’sbook4a（p12&13&16）cassette4aandcassetteplayermultimedia:

ppt

　　procedures

　　contents

　　methods

　　purposei.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-taskprocedurelookandsay（dialogue）learnthenewsentence1.showthedialogueonpage12andaskthestudentssomequestionsaboutthepicturewhoarethey?

howdoeskittyfeel?

isbenhappy,too?

howdoesbenfeel?

2.showthesentencesontheblackboardandreadhowdoeshe/shefeel?

he/sheis____.3.playagameplaythegameonpage13s1:

（showthewordcardforsadtos2）s2:

（frownormimecrying）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?

（period3）topic:

feelingslanguageaims:

usingmodelledsentencestodescribefeelingse.g.samisthirstyusingyes/noquestionstoelicitapositiveornegativeresponsee.g.areyouthirstytoo,ginger?

usingformulaicexpressionstoexpressapologye.g.sorry.abilityaims:

studentscandescribefeelings.emotionalaims:

differentsituation,differentfeelingskeypoints:

understandthedialogueandactoutthedialougeusingformulaicexpressionsdifficultpoints:

actoutthedialougeusingformulaicexpressionsmaterials:

student’sbook4a（p14,p16）cassette4aandcassetteplayermultimedia:

ppt

　　procedures

　　contents

　　methods

　　purposei.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---s2）.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.comeinsitdownunit3howdoyoufeel?

（period4）topic:

feelingslanguageaims:

usingpredicativeadjectivestodescribefeelings.e.g.i’mthirstyandtiredusingformulaicexpressionsincontexte.g.ihaveanidea.abilityaims:

studentscanretellthestory.emotionalaims:

differentsituation,differentfeelingskeypoints:

understandthestorydifficultpoints:

studentscanretellthestorywiththeirownwordsmaterials:

student’sbook4a（p15）cassette4aandcassetteplayermultimedia:

ppt

　　procedures

　　contents

　　methods

　　purposei.pre-taskpreparationrhyme.dailytalk.1.saytherhymnonpage162.focusonthephrasesandthenewwordsice-cream---creamstrawberry---berry---berrieslemon---lemonadeabottleoflemonadealargebottleoflemonade1.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-taskprocedure

　　iii.post-taskactivitiesnewword:

crowreadastorydescribethestoryfillintheblanks1.showthecrowpuppet.learntheword:

crowhowisthecrow?

whatcanthecrowdo?

doyoulikeit?

introducethecrowe.g.thisisacrow.it’sblack.itswingsarebig.itcanfly.2.questions:

howdoesthecrowfeel?

whatdoesitwant?

showabottlewithalongandthinneckhowisthebottle?

3.readthestorybythemselvesread,chooseandwrite4.learntheword:

pebblesihaveanideagreati’msohappy.so5.questions:

canthecrowdrinkthewater?

whatdoesitdo?

whatdoyouthinkofthiscrow?

6.readthestoryagain1.describethestorywithyourwords（groupwork）2.trytohavethestudentsrole-playthestoryifthestudentshavedifficulties,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