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1、课题 UNIT 4 Feelings（1）个人调整教学内容Part 1 ,2教材分析教学建议本课包含sad, happy, angry, tired,scared情绪单词以及相应动作cry,smile,stamp,go to sleep的歌曲。其中happy为三上旧知，tired/scared发音较难。作为本单元第一课，重点放在认读单词及词组，在真实的语境对话中理解情感，结合学生生活实际情况辨认情感，对于歌曲中动词第三人称变形只做初步理解。教学目标1. 学生能根据听到声音判断或根据图片认读单词sad, happy, angry, tired, scared，理解How is he feelin
2、g?He is happy.等表达情感的句型，能听录音给图片排序。2. 学生能指认图片并认读cry,smile,stamp,go to sleep，并作出相应的表情及动作。3.学生能初步感知动词第三人称的变化，例如cry-cries，并知道读音的变化。4.学生能唱歌曲Tobys sad并作出相应的动作。教学重难点1.学习单词：sad, happy, angry, tired, scared,cry,smile,stamp,go to sleep。2.初步理解How is he feeling?He is happy.等表达情感的句型。教学准备录音机、单词卡、图片教学过程教学过程Step1 Wa
3、rm up1.Greeting.2.Free talk. T:How are you today?Are you happy?（教师做出笑脸动作） S:I am happy.Step 2 Presentation1.新授单词sad, happy, angry, tired,scared。（1） (听Part 1中的录音哭声): sad T: Listen!How is Toby feeling?Listen for three times.Teach the word./ s / / a / / d / sad Choose some lines to read the word.（随机抽查整
4、条学生读单词。）T:How is Toby feeling?S:He is sad.（学生跟教师读句子，并将句子在黑板上板书出来。）T:What are we talking about? Ss:Feelings.引出课题feelings，新授单词并板书，注意ee字母组合发音，例如bee/knee。（2）新授angry, tired, scared用同样的方法播放音效并教学: angry, tired, scared.边读边示范，带领学生一起做相应的动作，感知情感单词的含义。注意i/are 字母组合的发音，例如tired-five,scared-chair/square等。（3） Play t
5、he game：老师说单词，学生做相应的表情；看老师的脸部表情，说出单词，然后指名说对的学生上来表演，请另外的学生说。（4）完成Part 1听力练习，听录音给图片标号，然后老师核对答案。再边听边指图片，大声跟读单词。Step 3 Practice1.Listen to the song:How is Toby feeling? （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 feelin
6、g? 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）Tobys sister broke the kite .How is he feeling? 听歌曲：Hes angry,angry,angry.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 da
7、y 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。Step 4 Development1.Emmas day。教师呈现Emma一天的学习生活轨迹，让学生猜测How is Emma feeling？
8、Eg. T: At 6:30，Emma gets up.How is Emma feeling？S:She is.引导学生尝试说出不同答案。T:Emma loves her school.She is happy.（通过不断呈现生活中的场景，引导学生做出相应的情感判断，并尝试用She is .句型回答。） 作业设计1.Write the words：sad, happy, angry, tired,scared，画出相应的表情。2.sing the song.板书设计 Unit 4 Feelingssad cry How is Toby feeling?happy smile He is happy.angry stamptired go to sleepscared 教学 反思
