Unit 3 What can you feel?ppt配套的教学设计方案

4A Module 1

Getting to know you Unit 3

How do you feel? Period one (P13) Content 教

学

目

标

2. 3. 1. (Period1) Use the key words in the context

e.g., happy, sad, hungry, full, thirsty, tired Using modeled sentences to describe feelings e.g., I’m happy. 能利用所学的句型和单词介绍自己的感觉。

Use the key words in the context Using modeled sentences to describe feelings 教学准备

Multimedia, tape，etc. Procedures Step Pre-task preparation While-task procedure 1. Warming up 1) Listen and enjoy 2) Daily talk 1. Learn the words – happy (1) happy (2) I am happy. I like to ____. (3) Show some action words and fill in the blanks

I am happy. I like to ____ and ____. (4) Song (5) Say a rhyme

Feel, feel. How do you feel?

Happy, happy. I am happy. 2. Learn the words – sad (1) sad (2) _____ is sad because ______. e.g., The duck is sad because he can’t fly. The baby is sad because he is hungry. The cat is sad because she can’t see her mother. (3) Say a rhyme

Feel, feel. How do you feel?

Sad, sad. I am sad.

1 教学重难点

Teacher’s activities

Purpose 通过儿歌和日常对话帮助学生逐渐进入学习状态。

happy和sad是一对反义词，利用句子和歌曲，反复操练单词。

3. Learn the words – hungry (1) watch a cartoon (2) hungry (3) I am hungry. I want some … It’s/They’re …

(4) Say a rhyme

I am Sally, Sally, Sally.

I am hungry, hungry, hungry.

I want some cakes, cakes, cakes.

They’re yummy, yummy, yummy. (5) Say a new rhyme

I am ____, ____, ____.

I am hungry, hungry, hungry.

I want some ____, ____, ____.

It's/They're nice, nice, nice. 4. Learn the words – thirsty (1) thirsty (2) I am thirsty. I want some ...

(3) Make a dialogue

A: I'm thirsty, Mum.

B: What do you want?

A: I want some...

B: Ok. Here you are.

A: Thank you. It's... 5. Learn the words – full (1) full (2) I eat some ______ and ______. Now, I am full. 6. Learn the words – tired (1) tired (2) I _____, _____, _____ and _____. Oh! I am so tired! Post-task activity 1.

Fill in the blanks thirsty

hungry

happy

full

sad My name is Sally. Today is my birthday. I play with my friends. I am not _____. I am so ______. I want some cakes and cookies because I am ______. And I want some

学以致用，巩固所学的知识。

2

milk and orange juice because I am _______. Now, I am very ______. 2. Can you say? Name Lisa …

3. Read a passage I am ______. I clap my hands. I am ______. I cry and cry. I am ______. I eat some cakes. I am ______. I drink some juice. I am ______. I sit on the floor. I am ______. I want to have a rest. Assignment

Board design Listen to the tape and read page 13. Copy the new words. Unit 3 How do you feel? happy

sad hungry

full thirsty

tired I am…

hungry …

I…

eat some cakes …

将所学知识化成自己的内容。

课后反思：

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Period two (P16, 12) Content 教

学

目

(Period2) 1. Using predicative adjectives to describe feelings e.g., I’m thirsty and tired 通过看、听、说等师生、生生交互活动，在模仿—操练—巩固中，让学生熟练地运用3 1. 2.

标

教学重难点

教学准备

所学句型及单词进行交际性的操练,达到学以致用的目的。

Key points: Using modeled sentences to introduce a person’s name and age. Multimedia, tape，etc. Procedures Step Teacher’s activities

1. Daily talk 2. Quick response

I am ______. (thirsty, tired, full, hungry …) 3. Listen and enjoy (1) Listen to the tape (2) Questions:

How does Susie feel?

What does she want?

How does Simon feel?

What does he want? (3) new words –

cream, berry (berries), a large bottle of lemonade. (4) Read the rhyme together or by individuals

Purpose Pre-task preparation While-task procedure 1.

- How do you feel? – I’m ____.

(1) T: I think you’re super. Can you do some actions with me? 教授新课前，先帮e.g, I can jump. I can hop. I can swim. I can paint. I can ride 助学生理解本课a bicycle… Boys and girls, after doing so many actions. How do you feel? S1: I’m so tired. (2) Quick response (3) Fill in the blanks A: Feel, feel. How do you feel? B: _____, _____. I’m _____.

2.

Look and say (1) Show pic 1, and ask some questions: a. Who are they? b. What does Kitty have? How does she feel? c. Is Ben happy? How does he feel? Why? 的重点句型。

在初步感知环节，让学生先大致了解文章含义，然后设置问题进行检

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(2) Fill in the blanks and act out Today is Sunday. Ben and Kitty have no lessons. Kitty: Look! I have a new _________. It’s super.

All: How do you feel, Kitty? Kitty: I’m _______.

Ben: Oh, no! Look at my ______. It’s broken.

All: How do you feel, Ben? Ben: I’m not ______. I’m _____.

(3) Question: How do Ben and Kitty feel when they come home? a. watch the flash again b. make a dialogue - How do you feel? - We’re tired. (4) Rearrange the sentences (

) Yes, we are. (

) Are you thirsty, Ben? (

) Have some water then. (

) Are you hungry? (

) Thanks, Mum. (

) Have some biscuits. (

) Yes, I’m thirsty.

(

) Thank you, Mum. Post-task activity Assignment

Board design 1. Read the whole story by individuals or together 2. Offer the students some key words and ask them to retell the story. Listen to the tape and read page 12 and recite the dialogue. Copy the new dialogue. Unit 1 Meeting new people How do you feel? I’m …

We’re …

测。

设置悬念，进一步推进故事。

根据文章的内容，能够将文字正确排序。

将故事内容根据关键词复述出来，化成自己的语言。

课后反思：

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Period three (P14) Content 教

学

目

标

2. 1. (Period3) 1. Using modeled sentences to introduce a person’s age and student number.

e.g., She’s ten years old. Her student number is sixteen. 2. 重复操练本课句型及对话内容。

通过看、听、说等师生、生生交互活动，在模仿—操练—巩固中，让学生熟练地运用所学句型及单词进行交际性的操练,达到学以致用的目的。

3. 教学重难点

教学准备

能根据关键词复述课。

Key points: Using modeled sentences to introduce a person’s name and age. Multimedia, tape，etc. Procedures Step Pre-task preparation 1. Warming up 1) Listen and enjoy 2) Daily talk 2. Look and say Feel, feel. How do you feel? I’m _____.

We’re _____.

While-task procedure 1. How does he/she feel? (1) Show some pictures and ask the students to make sentences. a. He is thirsty.

6 Teacher’s activities

Purpose 复习儿歌、日常对话和课文复述，让学生逐渐进入学习状态。

在How do you feel?的基础上，扩展句型How does

b. She is full. c. It is happy. (2) Ask the students to raise questions according to the underline parts. a. How does he feel? b. How does she feel? c. How does it feel? (3) Explain the grammar parts (4) Play a game All: Feel, feel. How do you feel? S1: _____, _____. I’m _____.

All: Feel, feel. How does he/she feel? S2: _____, _____. He’s/She’s _____.

2.

Say and act (1)

Watch the flash video (2)

Questions: a. Who go to Peter’s home? b. How does Sam feel? What does he want? c. Sam drinks Ginger’s water. How does Ginger feel?

(3) Combine the dialogue and the aside together and ask the students to read it. (4) Further questions: a. Now, how does Ginger feel? b. If you’re Peter. What can you do to make Ginger happy?

(5) Make a dialogue (6) each other This is my good friend, ______. We like each other. And we help(帮助) each other.

7 he/she/it feel?

解释语法知识点，并进行语言操练。

设置问题，在初步感知对话内容时，为学生提供理解的抓手。

How happy we are! (7) Fill in the blanks Post-task activity Assignment 1. Read the dialogue 2. Retell the story Listen to the tape and read page 14 and recite the dialogue. Copy the new dialogue.

Board design Unit 3

How do you feel? How does he/she feel? He/She/It is _______. 朗读并复述课文。

课后反思：

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Period four (P15) Content 教

学

目

标

2. 1. (Period3) 1. Using predicative adjectives to describe feelings

e.g., I’m thirsty and tired. 2. Using formulaic expressions in context

e.g., I have an idea. 通过看、听、说等师生、生生交互活动，在模仿—操练—巩固中，让学生熟练地运用所学句型及单词进行交际性的操练,达到学以致用的目的。

3. 教学重难点

教学准备

能根据关键词复述课文。

Using predicative adjectives to describe feelings Multimedia, tape，etc. Procedures

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Step Pre-task preparation 1. Daily talk Teacher’s activities

Purpose 日常对话。

2. Show the crow puppet. Teach the students the word 教授单词crow。

crow. Have the students describe the crow’s colour,

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

3. Take out a bottle with a long and thin neck. Describe the 描述bottle的特bottle by saying: This is a bottle. How does it look? The bottle is long and thin. While-task procedure 1. Have the students read the story in ‘Read a story’ and to 初步感知课文大do ‘Read, choose and write’. Then check the answers with 意。

征。

them. Tell the students how to use the formulaic expression

I have an idea. The teacher can give them examples to help 理解I have an them understand: T: I want to colour the tree. But I don’t have green paint. What can I do? Ah! I have an idea! (mix the blue paint and yellow paint) Now I have green paint.

2. Play the recording for ‘Read a story’ and have the idea.的含义。

通过小练习检验students repeat after it. Have the students judge whether 学生的理解情况。

the statements below are true or false. (

) 1. The crow is thirsty and hungry. (

) 2. There is some water in the bottle. (

) 3. The bottle is short and thin. (

) 4. The crow can put the pebbles in the bottle. (

) 5. The crow can drink the water. It is clever.

3. Divide the students into groups of four. Each group can

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在理解课文的基

have five pieces of paper. On each piece of paper there are 础上，对说给句子several sentences. Ask the students to put the sentences in 进行排序。

order.

(

) The bottle is too long and thin. The crow cannot drink

the water. What can he do? (

) Oh! The crow sees a bottle. It has some water in it. (

) One, two, three, … There’re many pebbles in the bottle

now; and the crow can drink the water! How happy the

crow is! (

) There is a crow in the forest. It is hot and dry today.

The crow is thirsty and tired. (

) The crow sees some pebbles. He puts the pebbles into the bottle.

4. Have the students role-play the story in pairs. Have one student act as the crow and the other act as the narrator. Then invite several pairs to act in front of the class. Post-task activity Have the students complete the following summary of the story. Then encourage them to retell the story. 语言输出，能够填入所缺单词，说一

It is _____ and _____ today. There is a ______. The crow 说、读一读。

flies and flies. He is _______ and _____. He sees a _______. And it has some _______in it. The crow wants to ______ the water. But the bottle is too ______ and _______. The crow cannot drink the water. He can see 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! Assignment

Board design

Listen to the tape and read page 15 and recite the passage.

A thirsty crow

I have an idea! 10

课后反思：

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