1、Teaching contents: Unit 4 Feelings Part 3 and 4.Teaching aims:1. The Ss can listen and draw the childrens faces and then speak “Peter is ”.2. Circle the right names. Practice the sentence: Someone is happy/sad/ 3. Pair work: ask and answer with your partner, then fill in the table. Practice the sent
2、ences: How are you feeling? How is he/she feeling?Key points:1. The Ss can listen and draw the childrens face and then speak “Peter is ”.2. Pair work: ask and answer with your partner, then fill in the table. Practice the sentences: How are you feeling? How is he/she feeling?Teaching process:Step1.
3、Warm up.1. Greetings.T: How are you today?Ss:.T: Im happy to hear that.【设计意图】 简单的日常对话可以融洽师生之间的关系，调节气氛，使老师和学生进入到良好的状态中。老师运用“How are you today?”这个句型为后面“How are you feeling today?”的学习作铺垫，同时老师用“Im happy to hear that.”来回答，引入新课的学习。2. Revision:A: Look and Say the feeling words .B: Listen and mime the actio
4、ns.C: Read and match:a. Lets match.b. Show the faces pictures, let students find differences of their mouths.【设计意图】运用动画复习表情类单词，加强学生的认读能力；采用听和演的方式既能训练学生的听力又能激趣、愉悦身心，带领学生积极的走进课堂；读和配对，再次让学生认单词，同时识别表情图，为下面听和画的活动做铺垫，强调嘴唇的不同，旨在让学生在听时可仅画嘴唇来作简要记录，为后文的听赢得时间。Step2. Presentation.A: listen and draw the children
5、s faces.1. Know the eight friends. Lets say old friends names and learn new friends names.2. Play the cassette. The children listen to the cassette and draw the childrens faces. The children only can draw their mouths.3. Show their pictures and check answers.4. Practice the sentences “Peter is ”. 5.
6、 Lets talk:a. Know boys names and girls names.b. Use the sentences “Peter is ”.,“He is ”; “Karen is ”.,“She is ”.c. Talk the pictures by yourselves.【设计意图】在做听力前，通过认老、新朋友扫清障碍，并强调学生仅仅可画唇形来作简要的记录；在做听力时，师先通过听前面两个情境来师范如何切入，以教给学生听的关键；然后后面六段一起听，放手让学生去尝试，给学生自主学习的空间；在核对答案时，老师隐射句型“How is Peter feeling?”引导学生来回答
7、，让学生在听中习得语言，同时为后面的拓展学习作铺垫。区分男女孩，让学生懂得男孩、女孩分别用he/she来表达，并用人称代词来替换人名来操练句型。操练句型时又分梯度引导，先以完整的句子文本呈现，后脱离句子文本以图的形式让学生自由表达。B: Circle the right names.1. Know boys names and girls names.2. Check answers and read the sentences together.C: Play a game: mime the action.Let two boys and two girls mime some actio
8、ns, other students try to describe with the sentence “he /she is”.【设计意图】再次辨认男、女孩，继续练习“He /She is”句型。Step3. Practice: Pair work: ask and answer in your group, then fill in the table. a. Try to read the sentence “How are you feeling?”b. Show time: a student asks, another student answers. Like this one
9、 by one. How are you feeling? Im c. Ask and answer in your group ,one of children write down the answers. d. Make a report.【设计意图】小组合作学习，先让学生自学句型“How are you feeling?”，指名学生示范问答，然后展开小组问答，四人小组循环问答，其中一人作记录，师抽查部分小组的汇报情况。Step4. Consolidation: Show some classmates photos , ask and answer with the sentence
10、“How is he/she feeling?” ,“He/she is”.【设计意图】出示班上学生的表情照片，尝试着运用句型“How is _ feeling?”，引导生用“He/she is”回答。完成由“How are you feeling?”到“How is he/she feeling?”的拓展。用大家熟悉的同学的照片作为话题，既吸引了学生的注意力，同时又为学生搭建了语言交流的平台，让学生体验学习的乐趣，让课本回归到生活。Step5. Free time: Play a video.【设计意图】在课的结尾，播放一则视频，配放“If you are happy”这首歌曲，紧扣学习主题，从视和听的角度给学生以更多的知识，意欲未尽，让学生去回味。Step6.Homework:1. Go on drawing the childrens faces.2. Practice: Page72, part4.
