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Unit 4 Feelings happy sadscared tiredangryhappytiredangrysadscaredfeelingsToby is tired.HowHow isis TobyToby feelingfeeling today?today? ( ( TobyToby 今天感觉怎么样?)今天感觉怎么样?)Toby is happy.How is Toby feeling today? ( Toby 今天感觉怎么样?)Toby is angry.How is Toby feeling today? ( Toby 今天感觉怎么样?)Toby is scaredHow is Toby feeling today? ( Toby 今天感觉怎么样?)Toby is sad.How is Toby feeling today? ( Toby 今天感觉怎么样?)I am happy终于可以休息终于可以休息一下了!一下了!Im tiredThe grey wolf comes, lets run !(灰太狼来了,快跑呀!)没事,我没事,我有办法!有办法!Im scared你敢和我们玩捉迷藏的游戏吗?怎么不敢!They are playing “hide and seek”.(捉迷藏捉迷藏)The grey wolf is angryHe is sad -How are you today?feeling-Im .fineOKhappy今天你感觉怎样?Lets play a game:find the best acctor .找出最佳演员 每组选一名学生代表站在讲台上当小演员。全班同学一起提问How are you feeling today? 这名同学可以做出任意的表情或声音,同学们再一起回答:Im 比一比哪一组的演员最棒!NameFeelingsWork in pairs:Ask three children in class. How are you feeling today?Lets chantHow are you feeling today?Happy, happy , Im happy.Sad, sad ,Im sad.Angry, angry , Im angry.Tired, tired, Im tired.Scared, scared , Im scared.How are you feeling today?How are you feeling today?How are you feeling today?How are you feeling today?二、选出正确的答语1.( )-How are you feeling today? -_. A. Im scared. B.Im fine. C.Im seven.2.( )-How are you today? -_. A. Im happy. B. Im fine. C. Im sad. Homework:Do a survey. 采访你的朋友和家人今天感受如何,运用How are you feeeling today?教师研究课、优秀课、公开课教案教师研究课、优秀课、公开课教案执教人: 5 月 3 日科目:英语 课题 :Unit4 feelings 课型 : 对话授课学校: 班级:三(2) 组织级别:教室一、教学内容:情感内单词的表达与运用:happy,angry,tired,scared,sad 等。二、教学要求:1、熟悉掌握表情类单词2、会运用句型 How are you feeling?提问及回答3、情感教育:保持积极、健康的心态。三、教学重难点:How are you feeling today?Im Toby is sad/happy.四、教具准备: PPT五、教学过程:(一)、Warm up1、 “火眼金睛”:根据图片回忆表情类单词。2、Guessing game.(二)Presentation1、T:How is Toby feeling today? Ss: Toby is .2、老师带领朗读,引导学生回答。3、喜洋洋运动会 通过动画人物学会句型:“Im.” 表达自己的感情。4、区别 How are you today? -Im fine./OK. How are you feeling today? -Im happy. ( 三)Practice1、Find the best actor. 找出最佳演员。 通过表演练习句型。2、Work in pairs 采访同学 完成表格情感教育:我们要每天保持愉快的心情! (四)Homework 利用所学句型采访你的家人吧板书设计:How are you(today)?-Im fine/OK.How are you feeling (today)?-Im happy.
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