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opic: feelings

Language aims:

Using the key words in context

e.g.happy, sad, hungry, full, thirsty, tired

Using modelled sentences to describe feelings

e.g I’m happy

Using wh-questions to find out how people feel

e.g. How do you feel?

Ability aims:

Students can describe feelings

Emotional aims:

Different situation, different feelings

Key points:

How do you feel? I’m …(predicative adjectives)

Difficult points:

Use the new sentence patters ‘I’m …’ to describe feelings

Materials:

Student’s Book

4A( P13P16)

Cassette 4A and cassette player

Multimedia: PPT

Procedures

Contents

Methods

Purpose

I. Pre-task Rhyme

Have the students listen to the 利用儿歌引出preparation

recording for ‘listen and enjoy’ on page 复习的内容

16

Questions

1. What’s the girl’s name?

通过教师的问

2. What’s the boy’s name?

题，让学生体3. How is Susie?

会，了解同一个How does Susie feel?

内容的不同问4. How is Simon?

法

How does Simon feel?

II. New 1. Show the words: hungry, thirsty

结合学生实际While-task words

2. Question:

生活，利用关键procedure

and the How do you feel today?

问题了解学生sentences

Show the words: happy, sad,

的feelings, 同

full, tired, hungry, thirsty, angry, 时教学新词

afraid,hot, cold

‘full, tired, S1: I am/ I’m _______.

www.xkb1.com

angry, 3. Read and repeat all the words

afraid’

4. Show the sentence and read

How do you feel?

5. Ask and answer:

e.g.

小组互动，巩固

S1: How do you feel, …?

单词与句型

S2: (Frown or mime crying) I’m sad.

III. brainstorm

1. Ask and answer:

Post-task

T: What do you do when 通过activities

you’re happy/sad/hungry/full/thirsty/tibrainstorm让red?

学生谈论自己S: I am happy. I sing a song.

在不同的感觉2. T: give you a new book. How do you 时的不同行为, feel?

拓宽学生的思 S: I have a new book. I’m happy. I 维

sing a song.

IV.

1. listen and repeat page 14& 16

Assignment

2. 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: feelings

Language aims:

Using predicative adjectives to describe feelings

e.g. He’s happy.

Using wh-questions to find out how people feel

e.g. How does he/she feel?

Using yes/no questions to elicit a positive or negative response

e.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 feeling

Emotional 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 player

Multimedia: PPT

Procedures

Contents

I. Pre-task Ryhmn

Methods

Purpose

Listen to the tape about the 再一次让孩子听

preparation

Daily talk.

ryhmn on page 16 again and 16页的儿歌，本课try to repeat after the tape

时中尝试跟读

Ask students some

questions about feeling

借用各类问题复习How do you feel?

上节课所学

Are you happy?

Is he/she happy?

II. Look and say

1. Show the dialogue on

While-task (dialogue)

page 12 and ask the

procedure

Learn the new students some questions

sentence

about the picture

从图中引出第三人

Who are they?

称的问句

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 game

通过游戏使学生巩Play the game on page 13

固与运用新句型

S1: (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.

Dialogue

1. Listen to the tape

表演对话，激发学

2. Questions:

生兴趣的同时，学

How does Kitty feel?

习课文并培养听力

What does she want to do?

How does Ben feel?

What does he want to do?

Are they tired?

3. Listen to the dialogue again

Show: have some… then---them

4. Act out the dialogue

5. Read the dialogue

III. Post-task Survey

activities

Exercise

IV.

Assignment

together

6. Make a new dialogue

1. Divide the students

into groups of four and have

them to a survey Question:

How do you feel? What do 用小调查的方式，you want to do? Are you …? 培养学生运用所学2. Ask the students to 语言交流的能力和finish th e table about other 记录所获信息的能person’s feeling 3. Give 力

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.

1. 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 --- them

Unit 3 How do you feel? (period 3)

Topic: feelings

Language aims:

Using modelled sentences to describe feelings

e.g.Sam is thirsty

Using yes/no questions to elicit a positive or negative response

e.g. Are you thirsty too, Ginger?

Using formulaic expressions to express apology

e.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 expressions

Difficult points:

act out the dialouge using formulaic expressions

Materials:

Student’s Book

4A( P14, P16)

Cassette 4A and cassette player

Multimedia: PPT

Procedures

Contents

I. Pre-task Rhyme

preparation

Daily talk

Methods

Purpose

Read the rhyme on page 16 在前两节课的基础together and try to recite it

上尝试背诵儿歌

T--- S

学习儿歌，热身运How do you feel?

动，让学生扮演角色How does he/ she feel?

来说儿歌，激发兴How are you today?

趣，为后面学习打基Are you hungry?

础。

If you’re happy, what do you want to do?

II. Dialogue on 1. T: If you’re

While-task page 14

hungry/thirsty, what do you 拓展学生思维的同procedure

want?

时，自然引出句型：

Here’s 2. Show the sentences Here’s …/ Here

some...

and read

are…

Here are Here’s some water.

some…

Here’s some water for you.

Here are some cakes.

Here are some cakes for

you.

Thank you.

3. Ask and answer

( S1---S2).

设计简单的对话进

S1: How do you feel?

行操练，使学生能牢

S2: I’m hungry.

记生活中的实用语

S1: Here’s a cake for you.

言，从中检测学生

S2: Thank you.

Here’s…Here arede

4. If a dog/cat is hungry, 运用情况

what does he want?

If a dog/cat is thirsty, what

does he want?

5. Listen to the

dialogue.

Show and read: each other

6. Have students ask

and answer questions in

pairs

e.g. S1: How does Sam feel?

S2: He’s thirsty.

7. Choose some students to read the dialogue

8. Role play in groups of five

9. Read together

III. Post-task

activities

Exercise Fill 1. Have the students fill 由对话到短文填空，in the blanks

in the blanks to describe the 为培养学生根据对

pictures for ‘Say and 话复述故事的能力

act’. Ben, Kitty and Sam go 打下基础

to Peter’s home at noon.

Sam is _____. He drinks

Game: Ginger’s ____. The water is

‘information nice and Sam is ___, but 用向对方提问获取gap’

Ginger is not ____. She is 自己所要的信息的

_____too. Peter gives 游戏，进一步巩固学

Ginger some _____ and 生运用关键句型的

now Ginger is _____, but 能力

she does not like Sam. They

Exercise 2

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

IV.

1. Listen to the tape and

Assignment

read P14

充分利用教学中用2. Write the new words 过的短文作为朗读and phrases

材料

3. Read the exploring passage.

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 down

Unit 3 How do you feel? (period 4)

Topic: feelings

Language aims:

Using predicative adjectives to describe feelings.

e.g. I’m thirsty and tired

Using formulaic expressions in context

e.g. I have an idea.

Ability aims:

Students can retell the story.

Emotional aims:

Different situation, different feelings

Key points:

Understand the story

Difficult points:

Students can retell the story with their own words

Materials:

Student’s Book

4A( P15)

Cassette 4A and cassette player

Multimedia: PPT

Procedures

Contents

I. Pre-task Rhyme.

preparation

Daily talk.

Methods

Purpose

1. Say the rhymn on page 16

在学生会吟诵的基2. Focus on the phrases and 础上让学生了解与the new words

学习其中的一些单 ice-cream---cream

词与词组

strawberry---berry---berries

lemon---lemonade

a bottle of lemonade

a large bottle of lemonade

1. If you have a super 开放性问题拓展学bicycle, how do you feel?

生思维，训练学生 If you are happy, what do 语言

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 …

II. New word:

1. Show the crow

While-task Crow

puppet. Learn the word:

procedure

crow

How is the crow?

时刻以问题贯穿故

What can the crow do?

事阅读，启发学生

Do you like it?

发现故事的道理

Introduce the crow

e.g. This is a crow. It’s black.

Read a story

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 neck

How is the bottle?

3. Read the story by

themselves

Read, choose and write

4. Learn the word:

pebbles

I have an idea great

I’m so happy. so

5. Questions:

Can the crow drink the

water?

What does it do?

What do you think of this

crow?

Describe the 6. Read the story again

对于有一定难度的III. Post-task story

描述故事环节，用activities

小组活动形式降低

1. Describe the story with 难度，从中发挥学

your words （group work）

生集体的力量，互

2. Try to have the students 相学习

role-play the story

If the students have

Fill in the difficulties, you may act as

blanks

the narrator yourself

用短文填空的练习3. Have the students 检测学生对故事的complete the following 理解程度，并为写summary of the story ‘A 话作业提供帮助

IV.

Assignment

thirsty crow’.Then encourage them to retell the story

It 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!

1. Copy the new words 分层作业，适合所and phrases

有学生

2. Read P15 after tape and write the story in six sentences at least.

板书：

a cake with cream and berries

a large bottle of lemonade

crow --- thirsty and tired

bottle --- long and thin

pebble---pebbles

an idea great so happy

Unit 3 How do you feel? (period 5)

Topic: feeling

Language aims:

Using the key words and sentences to talk and write about feelings

Identifying the pronunciation of ‘-st’ in words such as toast, postman and lamp post

e.g toast, postman, lamp post

Ability aims:

Students can talk and write about feelings

Emotional aims:

Different situation, different feelings

Key points:

Students can identify the pronunciation of ‘-st’ in words

Students can write several sentences to describe people’s feeling

Difficult points:

Use the new sentence patters to write down people’s feeling

Materials:

Student’s Book

4A( P16)

Cassette 4A and cassette player

Multimedia: PPT

Procedures

Contents

I. Pre-task Rhyme

preparation

Review the words

II. Check the While-task homework

procedure

Exercise

Learn the Methods

Purpose

1. Read the words and 儿歌的教学分散在phrases

本单元各个课时

2. Have the students recite 用儿歌的形式对单the rhyme

元重点内容作一个

整体的复习

1. Look at the cards and try to say the rhymn

e.g. Happy, happy. I sing and dance

Hungry, 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?

1. communicate the 交流学生的家庭作story what they write about 业中写的部分，充分text with the partners

利用资源，在交流中2. Read the best story 对自己的故事进行to class

修改，互相取长补短

1. Have the students do

the exercises on page

18&19 of the workbook

2. Check the answers

1. Show the flashcards for 用儿歌的形式朗读

‘Learn the sound’ on page 单词及发音，让学生16 and have the students 不觉的枯燥

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

III. Post-task Read the 1. Divide the students

activities

new rhymn

into groups of five or six and 让学生尝试自己设read the rhymn

计有关feelings的对2. Make a new dialogue 话，为学生提供更多about the feelings with your 说的机会

partners

IV.

1. Get ready for the

Assignment

dictation of this unit

2. Recite the rhymn on page 16

板书：

-st: toast postman lamp post

taste dentist list forest

sound