Unit 4 Feelings-Lesson 2-ppt课件-(含教案)-外研版剑桥版三年级下册-(编号：f1c1c).zip

1、Unit 4Feelings-How is Toby feeling today?-How is Toby feeling today?-He is _.-He is _.Tobys happy ,happy ,happy .And he smiles . smileTobys sad ,sad ,sad .And He cries ,cries , cries . cryHes angry ,angry ,angry .And he stamps his feet. stamp his feetHes tired ,tired ,tired .And he goes to sleep.sle

2、epHes tired ,tired ,tired .And he goes to sleep.Hes angry ,angry ,angry .And he stamps his feet. Tobys happy ,happy ,happy .And he smiles . Tobys sad ,sad ,sad .And He cries ,cries , cries . She is happy.看图片，我来说：She is sad.看图片，我来说：He is scared.看图片，我来说：He is tired.看图片，我来说：He is angry.看图片，我来说：FrankCla

3、ireAnnaMikeRoseMariaBobSteveListen and drawhappysadangryscaredtired 1 2 3 4 5Peter is happy. He is happy.Karen is tired. She is tired.Sophie is angry. She is angry. Tom is tired. He is tired.Nick is scared. He is scared. David is angry. He is angry. Sally is happy. She is happy. Paula is sad. She is

4、 sad.1课题 UNIT 4 Feelings（2）个人调整教学内容Part 3, 4,GW，P71 1,4教材分析教学建议上节课中学生已经掌握情感单词，本节课 Part3 为以 8 个情景为主的听力练习，要以小组合作及情景教学为主，帮助学生在真实的语境中辨明情感，利用书上的练习，帮助学生能用He/She 替换男性和女性的名字，理解与运用 How is he/she feeling？He/She is.的句型。教学目标1. 学生能在与同伴的交流中，灵活运用句型 How is he/she feeling？He/She is happy today.描述和询问他人的情绪，并认真倾听他人说话。2

5、. 学生能运用句型 How are you feeling today?Im happy/sad/angry/scared/tire.完成书上的调查任务，正确记录同伴情感，并能相互交流简单的情感。3. 学生能用人称代词 He/She 替换男生和女生的名字，并能在句子中灵活使用。教学重难点1.能用 How is he/she feeling？He/She is happy today.描述自己与他人的感受。2.学习 he/she，并能能熟练在句子中使用。教学准备录音机、单词卡、图片教学过程Step1 Warm up1.Listen to the song:How is Toby feeling?

6、 （呈现图片）Ss:He is sad/happy/angry/tired.2.创设情境。T:Why Toby has so many feelings?（1）Toby and his sister want to fly a kite. How is he feeling? 听歌曲：Tobys happy,happy,happy.And he smiles. S:He is happy.新授 smile,教读句子并纠音，注意词尾 s 发音。2教学过程（2）Tobys sister broke the kite .How is he feeling? 听歌曲：Hes angry,angry,a

7、ngry.And he stamps his feet. S:He is angry and sad.新授 stamp his feet/cry,教读句子并纠音，注意词尾 s 发音。（3）Toby goes home.He is tired and he goes to bed.Next day his sister come and bring a new kite.Tobys happy again.用同样的方式新授 go to sleep，多次播放歌曲。3.播放歌曲，学生跟唱，并指出相应图片。（放风筝）T:Toby is happy.Lets sing the song. 4.学生完整演

8、唱歌曲，并配上相应的表情或体态语。5.学生分组练习歌曲，教师可根据学生的分组活动情况，选取 2-3 组进行表演和展示。在学生表演后，老师可适当的评价活动。Step2 Presentation1.T: Please look at these pictures. 2.（呈现图片）T:How is Toby feeling today？ S:He is happy.板书句子，教师带读句子，指名读，并用粉笔圈出 He. T:Toby is a boy.He is happy. 将问句中的 Toby 圈出来，用 he 来替换，让学生明白 he 的意思。3.（呈现图片）T:This is Tobys s

9、ister.How is Tobys sister feeling? S:She is happy. 板书句子，用同样的方法教读句型。4.用图片呈现不同性别人的感觉，要求学生判断人物的性别，并判断用 He or She.Eg.boy-he: Peter/Tom/Nick/David girl-she: Karen/Sophie/Sally/Paula5.呈现各种不同的图片或声音，让学生学生选择 He is_.或者3She is _.回答。Step 3 Practice1. 通过图片展示 P33 第四题 10 个姓名，让学生知道他们的性别并且教读其名字的读音。Part 4：（1）读一读圈出正确的

10、名字，学生独立思考。（2）师生共同核对答案。 S: He is scared.Frank is scared.She is sad.Maria is sad.（3）小组内进行对话操练，巩固对话。S1：How is Frank feeling?S2:He is scared.2.Part3：（1）呈现 Part 3 表情图片，学生观察图片，理解图片表达了什么样的情绪。老师说单词，学生做出相应的表情。（2）呈现人物的名称，教师带读。（3）播放录音，学生听录音，不需要逐字理解，只要求能够判断出人物的情感并在图片内画上他们的脸。（4）师生核对答案。T:How is Peter feeling toda

11、y? S: Peter/He is happy today.T:How is Karen feeling today? S:She is happy today.（5）再次播放录音，学生跟读。Step 4. Consolidation.1.小组活动：“How are you feeling today?” 学生在班内展开调查，询问并记录周围同学的情感，并将调查结果记录在表中。老师鼓励学生在规定时间内调查的同学越多4越好，并强调调查过程中中能用英语进行询问。2.小组活动：学生分组，创设情感对话。作业设计1. 完成 P70 1,42. 预习 P34 5板书设计 Unit 4 FeelingsHow is he/she feeling？He/She is happy today.教 学 反 思