Unit 3 How do you feel?优秀教学设计

Oxford English 4A M1U3 How do you feel? 一、教材内容

二、单元目标

【语用任务】

在询问和描述他人感受的语境中，借助信息表，用五至六句话，口头和书面描述特定场景中他人的不同心情。

·语言知识和技能

1. 能尝试运用发音规律，正确拼读含有字母组合st的单词。

2. 能用本单元的核心词汇happy, hungry, thirsty, sad, full, tired等进行询问、应答、描述并能正确书写，掌握其音义形。

3. 能用本单元的核心句型How do you feel? I’m…/We’re…进行询问、应答、描述并能正确书写，并能尝试在语境中进行交流和表达。

4. 能用句型Have some...Thank you .Sorry. I have an idea 。在适当语境中进行应答

·文化与情感

通过了解他人日常生活中的不同感受，学会理解和尊重他人。

·学习策略： 在课堂学习中，注意倾听、模仿、积极思考；能积极运用所学英语进行表达和交流。

三、单课教学话题

第一课时：Our feelings

第二课时：Their feelings

第三课时：Sam and Ginger 第四课时：A thirsty crow

四、分课时教学目标

教学

语用任务

语言知识与技能

目标

第

能扮演Kitty、Ben、1.了解字母组合st 在单词词尾的发音

初步感一

课

Mum表达自己感受同知发音规则，尝试跟读儿歌。

时

时能询问并了解他人2. 能理解并正确朗读核心词汇happy, hungry, 的感受。

要求（语音thirsty, sad, full, tired。

基本正确，内容达意。）

3. 能听懂并初步感知核心句型How do you

feel? I’m/We’re…

4. 听懂并朗读对话语篇，了解文中人物感受。

第

二

课

时

能扮演文中人物

，尝1.正确朗读含有字母st在单词词尾的单词发音,试用本单元核心词汇尝试朗读儿歌。

和句型询问并了解他2.

能正确拼读核心词汇: happy, hungry, 人感受。要求(语音正thirsty, full, tired, sad. 确，表达较流利，内容

3.能认读单词cream, berry, large, bottle, 达意。)

lemonade,理解其音形义。

4. 能正确朗读，并运用核心句型How do you feel? I’m/We’re…进行问答。尝试运用What does he/she want? He/She wants…进行问答。

第

三

课

时

能围绕中“Sam and 1.尝试运用发音规则，正确拼读含有字母组合stGinger”这个话题

扮在单词词尾的新词，熟练朗读儿歌。

演Peter和Ben完成对2.能熟练运用核心词汇和句型进行询问和应答话

。要求语音正确，及描述。

表达较流利（语音正3. 能理解、表演对话。

确，表达流利，内容完

整。）

第

四

课

时

借助图片和语言信息1. 熟知字母组合st的发音规则，并能举例

，诵有感情地复述故事

要读儿歌。

求：（语音正确，表达2. 借助语境，进一步巩固核心单词和句型。

流利，内容达意。)

3. 能理解、朗读、复述课文，并能在小组内合作演绎。

五、

第一课时教学设计

重点：能正确理解核心词汇happy, tired, hungry, thirsty的音形义，并能模仿跟读。

难点：能听懂、读懂、并朗读核心句型How do you feel? I’m/We’re…并模仿用一用。 1.

教学过程

Procedure

Contents Methods Purposes 1. Sounds learning.

1. Ask and answer Who can you see? What is the postman eating? 2.Try to read after the flash.

Kitty is happy 1-1 Show the picture and today. answer: How do you feel,

Kitty?

1. .In the 1-2 Teach: happy Read and spell morning 1-3 Ask and answer:

Why are you happy?

1--4Ask and answer：How

do you feel, Ben？

Why?

1-5Teach:sad

Read and spell.

I’m sad because I can’t…

1-6 Read together.

初步感知音标/st/,问答引入，过渡自然。

I.Pre-task preparation

II.While-task procedure

带着问题看视频，培养学生捕捉信息的能力。

教师先示范，给学生的学习提供了支架，减小学习难度。

2..In afternoon

the 2-1 Ask and answer: How 时间过渡，

do you feel in the 由问题引入Kitty在下午afternoon? 的感受，自然2-2 Teach: tired

过渡到新授Read and spell. 单词的教学。

2-3 Complete the

dialogue .

2-4 Read the dialogue

together.

2-5 Look and guess: How

让学生运用核心句型进do you feel now?

行操练，学以2-6 Teach: hungry, thirsty. 致用。

Read and spell.

2-7 Look and make a new dialogue. 2-8 Ask and answer

1. the whole 1-1 Watch and try to follow 回到整体，在III.Post-task activities

story. the flash. 1-2 Act out the story. 综合运用中进一步操练句型，提升运用能力. IV.Assignment

1.Read book P12 after the tape. 2.Act out the dialogue.

4A M1U3 Our

feelings

Who

How

why

V.Blackboard design Kitty

happy

a new skateboard

tired

hungry

Ben

sad

a broken bicycle

thirsty

第二课时教学设计

1．重点：能正确朗读并拼读核心词汇happy, hungry, thirsty, full, tired, sad.进一步理解其音形义，并能运用进行问答及描述。

2. 尝试运用What does he/she want? He/She wants…进行问答。

3.教学过程

Procedure

Contents Methods Purposes 1. Sounds 1-1. Ask and answer 语音学习在前一课时的learning. 1-2 Read after the flash. 基础上继续

I.Pre-task 2. Revision. 2-1 Show pictures and ask 深化。

问答和图片preparation

and answer. 引入，复习知2-2.Ask and answer in 识点，为新课pairs. 学习做铺垫。

1.How does 1-1 look and guess 问答和图片Susie feel？

Are you full? 导入语境，以

1-2 Look and answer: How 语篇带动词

do you feel, Susie and 句的教学。

Simon?

1-3 Ask and answer

Teach: What does she

want?

1-4 Teach: cream, berry

1-5 read the rhyme

II.While-task

together.

procedure

2-1 Look and try to make a 2. How does

Simon feel？

new dialogue. 在学习词组

2-2 Teach：a large bottle of 的同时，巩固

lemonade.

学习核心句2-3 Teach: lemonade

2-4 large, bottle 型。

2-3 Read and follow the

rhyme together.

1. After school

III.Post-task activities

1-1 Ask and answer: Are 回到整体，起they full? 1-2 Make a new rhyme.

到巩固的作用。

在编新儿歌的过程中巩固本课新知。

IV.Assignment

1.Read bookP12、13、16 after the tape. 2.Make a new rhyme.

4AM1U3(2) Their

feelings

V.Blackboard design Who?

How does..feel?

What does..want?

…is…

…wants…

Susie

hungry

a cake with cream and berries Simon

thirsty

a large bottle of lemonade

第三课时教学设计

1. 重点：能熟练运用核心词汇和句型进行询问和应答及描述。

2. 难点：能表演对话,表达流利，内容完整。

3. 教学过程

Procedure

Contents Methods 1. Sounds learning.

2. Revision. I.Pre-task preparation

Purposes 1-1. Ask and answer 1-2 Read after the flash

2-1 Enjoy the flash. 2-2 Read the rhyme. 2-3 Ask and answer: How do you feel？

How does he/she/it feel? 在之前的基础上进一步学习语音/st/

复习巩固句型，为新授做铺垫。

1.

II.While-task procedure

Ginger is 1-1 Look and answer；在问答游戏Who goes to Peter’s 中激发学生home? 思维和兴趣。

1-2 Watch the flash and 整体感知文think: Why is Ginger 本，由问题分angry? 1-3 Ask and answer:How

does Sam feel? What

does he want? 1-3 Read the passage.

利用假设发复习旧知。

angry.

层推进教学。

2.Sam is angry. 2-1 Ask and answer: feel? 1)Now, how does Ginger 散学生思维，2)If you’re Peter. What

can you do to make

Ginger happy?

2-2 Make a new dialogue. 在编一编对

2-3 Ask and answer: Does 话的过程中Ginger like Sam？

2-4 Teach: each other 巩固新授。

III.Post-task activities

IV.Assignment

1. the whole 1-1 Fill in the blanks story 1-2 Retell the story.

1-3 Read the story. 1.Read bookp12-14 after the tape. 2.Read and act out the story.

4AM1U3(3) Angry Sam and Ginger 回到整体，检测语用输出。

V.Blackboard design

How does…feel？

What does…want? Sam

thirsty

water Ginger

thirsty

water

第四课时教学设计

1.重点：借助语境，进一步巩固核心单词：happy, hungry, thirsty, full, sad, tired，并能听说认读单词：crow, pebbles，领悟其音形义。

2. 难点：复述课文，并能在小组内合作演绎。

。3.教学过程

Procedure

I.Pre-task preparation

Contents Methods Purposes 1. Sounds learning.

1-1. Ask and answer 进一步学习1-2.Read the rhyme 语音-st的发音。

together

1. A crow

1-1 Look and answer: 语境导入，由What can you see? 问答引出话II.While-task procedure

1-2 Introduce the crow. 题，复习核心1-4 Listen and answer:

句型和词汇，How does the crow feel?

为后续教学

How is the weather today?

做铺垫。

1-5 Read together.

2-1 Look and answer:If 2.The crow is 问题的设计you are the crow, what do thirsty. 适当开放，引you want?

入新授。

Can the crow find the

water?

2-2 Ask and answer:

1)What does the crow

问答推进故see?

事内容的分2) What’s in the bottle?

层教学。

3)Can the crow drink the

water in the bottle? Why?

2-3 Read the passage.

在猜一猜的2-4 Think: I have an idea.

过程中激发_____.

学生思维，吸2-5 Read and underline

引学生兴趣。

the answer.

2-6 Teach：pebble

Read and spell.

He puts ___ pebble(s) into

the bottle.

2-7 T/F questions.

利用T/F和重2-8 Rearrange the

新排序帮助sentences.

学生理解故

事内容。

1. The III.Post-task activities

whole 1-1 Read the story. 1-2 Fill in the blanks. 1-3 Watch the flash. 1-4 retell the story. 联系生活，练习语言表达。

story.

IV.Assignment

1.Read bookp12-15 after the tape. 2.Retell the story to your parents. 4AM1U3(4) A thirsty crow V.Blackboard design

4AM1U3(4) A thirsty crow