沪教牛津版(五四制)四年级上册Module 1 Getting to know youunit 3 How do you feel?教案及反思

教师

姓名

单 位

上课年级

课题名称

四年级

Module 1 Getting to know you

Unit 3 How do you feel

Look and say    Feelings

教学

材料

分析

本课教学材料选牛津上海课标版4A Module 1 Unit 3第一课时Look and say，本模块主题是Getting to know you，本单元主题是How do you feel?

教材讲述了Kitty and Ben一天经历的感受，带领学生体会不同感受产生的原由，培养积极情感态度Life is full of ups and downs, be happy every day.

教学

设计

说明

教学中将从小游戏Magical feeling plate入手描述感受及其转变，通过不同情境的体验，将不同感受呈现出来，从而过渡到本课Kitty and Ben’s Day，以视频动画整体呈现文本，利用主人公情绪波动变化分析和教学，尝试能根据对方的感受做出适当的回应。最后引发学生共鸣，能根据生活实际情景，调用所学语言创编对话个性化表达，培养学生语言和学习能力，提升思维品质。

教学

内容

确定

I’m happy. I have a new skateboard.

I’m sad. Look at my bicycle.

We’re back. How do you feel?

We’re tired.

Are you hungry?

Yes, we are.

Have some biscuits.

Thanks, Mum.

Are you thirsty, Ben?

Yes, I’m thirsty.

Have some water then.

Thank you, Mum.

教学

目标

定位

1．学生能听懂、会说、会读How do you feel? I’m/ We’re ... 句型并能就具体生活情境进行运用；

2．学生能理解对话大意，用正确的语音、语调，有感情地朗读；

3．学生能够主动运用所学语言表达感受，关心、理解别人的情绪并进行交流。

4．培养积极情感态度Life is full of ups and downs, be happy every day.

教学

重点

难点

1．能运用I’m/ We’re…的句型和各种形容词主动表达自己的感觉，并且会用How do you feel? 和Are you…? 来询问别人的感觉。

2．在对话过程中积极思维，根据对方的不同感受，给予适当的回应或提供建议和帮助。

板书

设计

教学设计

教学

步骤

教师活动

学生活动

建议说明

Warming up

1．Enjoy the song and tell me what the song about.

2．Game:

Magical feeling plate.

Pictures behind the plate:

 run, music, ... 

T: How do you feel?

Are you ...?

1. Watch and try to answer.

2. Take a picture from the box 

and say.

E.g.(1) I’m happy. I can run fast.

run for a long time: I’m  tired/

thirsty/ hungry...

(2) I’m sick. I’m sad.

You’re sick, but Mum is there with you: I’m happy, warm...

(3) music

     ...

歌曲引入揭示主题,营造轻松英语学习氛围。

学生点击屏幕转盘，自由选择表达的图片。激发表达欲望，并由现场情况改变，即时生成情绪转变，激活话题表达所需的语言和信息。

Presentation

& Practice

1.   Listen and answer

Picture,

How do Kitty and Ben feel in the park?

2.Listen and tick the feelings of Kitty and Ben all day long

3.Read Picture 2:

Is Kitty happy all day long? Look at the picture

How do they feel? Why?

4.Discuss and answer

Picture 1&2

Do you know why?

You can guess and act.

5.Watch and answer

What does Mum do for them?

6. Think and answer.

They’re hungry, what can you do for them?

7. Read and imitate

8. Read in roles

9. Role-play

1. Think and answer

How do Kitty and Ben feel in the park?

Kitty is happy. Ben is sad.

Because she has a new skateboard.

Because his bicycle is broken.

2.Finish the table

3.Students answer.

They are tired.

Maybe they walk back home because Ben’s bicycle is broken.

...

4.Students think about the reasons why they are tired and answer

5. I can give them some food.

   ...

6. Try to answer

I can give them some …

I can sing a song for them.

7. Imitate the pronunciation and intonation.

8. Read in pairs.

9. Students try to act with feelings and actions.

从上一游戏环节过渡到课文线索，比较自然合理。

结合情境，熟练掌握重点句型。

整体输入视频，并引导学生不仅表达情感，而且激发学生思维，说出简单原由，并给予适时适当的回应。

培养学生读图技巧，同时激发学生合理猜测并进行小组讨论，提升思维。

表演图1-2既

是知识巩固，

也是理解文本

内涵，情绪变化

猜测的补白。

引导学生根据对方不同的情绪情况，给予适时适当的回应。

带问题听力，培养语言能力。

引导学生理解对话大意，锻炼提取信息能力。

借助板书心情变化线，尝试脱稿复述。

按照意群块状跟读,有助学生整体理解文本。

运用道具，增加表演趣味。

Production

1. Group work:

Choose some feelings, make a new dialogue and act it out.

2. Life is full of ups and downs. Let’s keep the happy feelings and learn to deal with the bad feelings.

1.Practice and act the dialogue.

2.Try to ask ‘How do you feel?’ to care about friends and family.

When you meet with bad feelings, try to be a happy man.

生活中情绪变化小故事有趣味，引发学生共鸣，引导学生注意表达的丰富性与创造性。

联系生活运用，实现语言迁移运用。

引导学生健康的情感态度，正确处理不良情绪，关爱他人。

Homework

1. Read with feelings: Read the dialogue beautifully.
2. Talk more about feelings: Act out your own story. We’ll have a show next class.
3. Know more about feelings: You can read the story book ‘Feelings’ or watch the movie 'Inside out'.(头脑特工队)