how do you feel 课件

导读：　　　课件(courseware)是根据教学大纲的要求，经过教学目标确定，教学内容和任务分析，教学活动结构及界面设计等环节，而加以制作的课程软件 ...

　　课件(courseware)是根据教学大纲的要求，经过教学目标确定，教学内容和任务分析，教学活动结构及界面设计等环节，而加以制作的课程软件。中国招生考试网www.chinazhaokao.com 小编今天为大家精心准备了how do you feel 课件，希望对大家有所帮助!

　　how do you feel 课件

　　5Y k J. c oM Module1 Getting to know you

　　Unit 3 How do you feel? (period1)

　　Topic: feelings

　　Language aims:

　　Using the key words in context

　　e.g.happy, sad, hungry, full, thirsty, tired

　　Using modelled sentences to describe feelings

　　e.g I’m happy

　　Using wh-questions to find out how people feel

　　e.g. How do you feel?

　　Ability aims:

　　Students can describe feelings

　　Emotional aims:

　　Different situation, different feelings

　　Key points:

　　How do you feel? I’m …(predicative adjectives)

　　Difficult points:

　　Use the new sentence patters ‘I’m …’ to describe feelings

　　Materials:

　　Student’s Book 4A( P13P16)

　　Cassette 4A and cassette player

　　Multimedia: PPT

　　ProceduresContentsMethodsPurpose

　　I. Pre-task preparationRhyme

　　Questions

　　Have the students listen to the recording for ‘listen and enjoy’ on page 16

　　1. What’s the girl’s name?

　　2. What’s the boy’s name?

　　3. How is Susie?

　　How does Susie feel?

　　4. How is Simon?

　　How does Simon feel?利用儿歌引出复习的内容 how do you feel 课件.

　　通过教师的问题，让学生体会，了解同一个内容的不同问法

　　II. While-task procedureNew words

　　and the sentences

　　‘full, tired, angry, afraid’

　　1. Show the words: hungry, thirsty

　　2. Question:

　　How do you feel today?

　　Show the words: happy, sad,

　　full, tired, hungry, thirsty, angry, afraid,hot, cold

　　S1: I am/ I’m _______.

　　3. Read and repeat all the words

　　4. Show the sentence and read

　　How do you feel?

　　5. Ask and answer:

　　e.g.

　　S1: How do you feel, …?

　　S2: (Frown or mime crying) I’m sad.结合学生实际生活，利用关键问题了解学生的feelings, 同时教学新词

　　www.xkb1.com

　　小组互动，巩固单词与句型

　　III. Post-task activitiesbrainstorm

　　1. Ask and answer:

　　T: What do you do when you’re happy/sad/hungry/full/thirsty/tired?

　　S: I am happy. I sing a song.

　　2. T: give you a new book. How do you feel?

　　S: I have a new book. I’m happy. I sing a song.

　　通过brainstorm让学生谈论自己在不同的感觉时的不同行为, 拓宽学生的思维

　　IV. Assignment1. listen and repeat page 14& 16

　　2. copy the words and sentenceshow do you feel 课件.

　　板书：

　　How do you feel? = How are you?

　　I’m ______. (happy---sad, hungry---full, thirsty, tired, angry, afraid, hot, cold)

　　Unit 3 How do you feel? (period 2)

　　Topic: feelings

　　Language aims:

　　Using predicative adjectives to describe feelings

　　e.g. He’s happy.

　　Using wh-questions to find out how people feel

　　e.g. How does he/she feel?

　　Using yes/no questions to elicit a positive or negative response

　　e.g. Are you hungry? Yes, we are. Is he/she hungry? No, he/she isn’t.

　　Ability aims:

　　Students can ask and answer about other person’s feeling

　　Emotional aims:

　　Different situation, different feelings

　　Key points:

　　How does he/she feeling? He’s/She’s … Are you…? Is he/she…?

　　Difficult points:

　　Use wh-questions and yes/no questions to ask other person’s feelings

　　Materials:

　　Student’s Book 4A( P12&13&16)

　　Cassette 4A and cassette player

　　Multimedia: PPT

　　ProceduresContentsMethodsPurpose

　　I. Pre-task preparationRyhmn

　　Daily talk.Listen to the tape about the ryhmn on page 16 again and try to repeat after the tape

　　Ask students some questions about feeling

　　How do you feel?

　　Are you happy?

　　Is he/she happy?再一次让孩子听16页的儿歌，本课时中尝试跟读

　　借用各类问题复习上节课所学

　　II. While-task procedureLook and say

　　(dialogue)

　　Learn the new sentence

　　1. Show the dialogue on page 12 and ask the students some questions about the picture

　　Who are they?

　　How does Kitty feel?

　　Is Ben happy, too?

　　How does Ben feel?

　　2. Show the sentences on the blackboard and read

　　How does he/she feel?

　　He/she is ______.

　　3. Play a game

　　Play the game on page 13how do you feel 课件.

　　S1: (show the word card for sad to S2)

　　S2: (frown or mime crying)

　　S1: How does … feel, S3?

　　S3: Is he/she tired?

　　S1: No, he/she isn’t.

　　S3: Is he/ she sad?

　　S1: Yes, he/she is.

　　从图中引出第三人称的问句

　　通过游戏使学生巩固与运用新句型

　　Dialogue

　　1. Listen to the tape

　　2. Questions:

　　How does Kitty feel?

　　What does she want to do?

　　How does Ben feel?

　　What does he want to do?

　　Are they tired?

　　3. Listen to the dialogue again

　　Show: have some… then---them

　　4. Act out the dialogue

　　5. Read the dialogue together

　　6. Make a new dialogue表演对话，激发学生兴趣的同时，学习课文并培养听力

　　III. Post-task activitiesSurvey

　　Exercise1. Divide the students into groups of four and have them to a survey Question: How do you feel? What do you want to do? Are you …? 2. Ask the students to finish th e table about other person’s feeling 3. Give a report about a classmate according to the survey e.g. xx is tired. He wants to sit on the chair. He’s not hungry…

　　1. Finish the exercises on workbook page 14&15

　　2. Then check the answers with them.

　　用小调查的方式，培养学生运用所学语言交流的能力和记录所获信息的能力

　　IV. Assignment1. Read P12、13&16 after tape

　　2. Try to recite the dialogue

　　板书：

　　How do you feel? ---- I am happy.

　　How does he/she feel? ---- He/She is happy.

　　Are you happy? Yes, I am. / No, I am not.

　　Is he/she happy? Yes, he/she is. / No, he/she isn’t.

　　then --- them

　　Unit 3 How do you feel? (period 3)

　　Topic: feelings

　　Language aims:

　　Using modelled sentences to describe feelings

　　e.g.Sam is thirsty

　　Using yes/no questions to elicit a positive or negative response

　　e.g. Are you thirsty too, Ginger?

　　Using formulaic expressions to express apology

　　e.g. Sorry.

　　Ability aims:

　　Students can describe feelings .

　　Emotional aims:

　　Different situation, different feelings

　　Key points:

　　Understand the dialogue and act out the dialouge using formulaic expressions

　　Difficult points:

　　act out the dialouge using formulaic expressions

　　Materials:

　　Student’s Book 4A( P14, P16)

　　Cassette 4A and cassette player

　　Multimedia: PPT

　　ProceduresContentsMethodsPurpose

　　I. Pre-task preparationRhyme

　　Daily talk

　　Read the rhyme on page 16 together and try to recite it

　　T--- S

　　How do you feel?

　　How does he/ she feel?

　　How are you today?

　　Are you hungry?

　　If you’re happy, what do you want to do?在前两节课的基础上尝试背诵儿歌

　　学习儿歌，热身运动，让学生扮演角色来说儿歌，激发兴趣，为后面学习打基础。

　　II. While-task procedure

　　Dialogue on page 14

　　Here’s some...

　　Here are some…

　　1. T: If you’re hungry/thirsty, what do you want?

　　2. Show the sentences and read

　　Here’s some water.

　　Here’s some water for you.

　　Here are some cakes.

　　Here are some cakes for you.

　　Thank you.

　　3. Ask and answer ( S1---S2).

　　S1: How do you feel?

　　S2: I’m hungry.

　　S1: Here’s a cake for you.

　　S2: Thank you.

　　4. If a dog/cat is hungry, what does he want?

　　If a dog/cat is thirsty, what does he want?

　　5. Listen to the dialogue.

　　Show and read: each other

　　6. Have students ask and answer questions in pairs

　　e.g. S1: How does Sam feel?

　　S2: He’s thirsty.

　　7. Choose some students to read the dialogue

　　8. Role play in groups of five

　　9. Read together

　　拓展学生思维的同时，自然引出句型：Here’s …/ Here are…

　　设计简单的对话进行操练，使学生能牢记生活中的实用语言，从中检测学生Here’s…Here arede 运用情况

　　III. Post-task activities

　　Exercise Fill in the blanks

　　Game: ‘information gap’

　　Exercise 2

　　1. Have the students fill in the blanks to describe the pictures for ‘Say and act’. Ben, Kitty and Sam go to Peter’s home at noon. Sam is _____. He drinks Ginger’s ____. The water is nice and Sam is ___, but Ginger is not ____. She is _____too. Peter gives Ginger some _____ and now Ginger is _____, but she does not like Sam. They don’t like ____ ____. 2. Read the passage by themselves

　　Have the students play the game ‘information gap’ in pairs.

　　Look at the passage with blanks. Ask your partners questions to find out the information to fill in the blanks.

　　Workbook page 16&17

　　由对话到短文填空，为培养学生根据对话复述故事的能力打下基础

　　用向对方提问获取自己所要的信息的游戏，进一步巩固学生运用关键句型的能力

　　IV. Assignment1. Listen to the tape and read P14

　　2. Write the new words and phrases

　　3. Read the exploring passage.

　　充分利用教学中用过的短文作为朗读材料

　　板书：

　　Here’s some water.

　　Here’s some water for you.

　　Here are some cakes.

　　Here are some cakes for you.

　　They don’t like eath other.

　　come in sit down

　　Unit 3 How do you feel? (period 4)

　　Topic: feelings

　　Language aims:

　　Using predicative adjectives to describe feelings.

　　e.g. I’m thirsty and tired

　　Using formulaic expressions in context

　　e.g. I have an idea.

　　Ability aims:

　　Students can retell the story.

　　Emotional aims:

　　Different situation, different feelings

　　Key points:

　　Understand the story

　　Difficult points:

　　Students can retell the story with their own words

　　Materials:

　　Student’s Book 4A( P15)

　　Cassette 4A and cassette player

　　Multimedia: PPT

　　ProceduresContentsMethodsPurpose

　　I. Pre-task preparationRhyme.

　　Daily talk.1. Say the rhymn on page 16

　　2. Focus on the phrases and the new words

　　ice-cream---cream

　　strawberry---berry---berries

　　lemon---lemonade

　　a bottle of lemonade

　　a large bottle of lemonade

　　1. If you have a super bicycle, how do you feel?

　　If you are happy, what do you want to do?

　　If your father has a super car, what does he feel?

　　2. Students try to say:

　　My father is ______ if he has _______. My mother….I …

　　在学生会吟诵的基础上让学生了解与学习其中的一些单词与词组

　　开放性问题拓展学生思维，训练学生语言

　　II. While-task procedure

　　III. Post-task activities

　　New word:

　　Crow

　　Read a story

　　Describe the story

　　Fill in the blanks1. Show the crow puppet. Learn the word: crow

　　How is the crow?

　　What can the crow do?

　　Do you like it?

　　Introduce the crow

　　e.g. This is a crow. It’s black. Its wings are big. It can fly.

　　2. Questions:

　　How does the crow feel?

　　What does it want?

　　Show a bottle with a long and thin neck

　　How is the bottle?

　　3. Read the story by themselves

　　Read, choose and write

　　4. Learn the word: pebbles

　　I have an idea great

　　I’m so happy. so

　　5. Questions:

　　Can the crow drink the water?

　　What does it do?

　　What do you think of this crow?

　　6. Read the story again

　　1. Describe the story with your words (group work)

　　2. Try to have the students role-play the story

　　If the students have difficulties, you may act as the narrator yourself

　　3. Have the students complete the following summary of the story ‘A thirsty crow’.Then encourage them to retell the story

　　It is a _____ day today. There is a ______ in the forest. The crow flies and flies. He is ____ and ____. Then he sees a ____. There is some _____ in it. The crow wants to _____ the water, But the bottle is too _____ and _____. The crow cannot drink the water. He can _____ some _____. He puts the pebbles into the bottle. One, two, three,…There are many pebbles in the bottle now, and the crow ____ drink the water. How ____ the crow is!

　　时刻以问题贯穿故事阅读，启发学生发现故事的道理

　　对于有一定难度的描述故事环节，用小组活动形式降低难度，从中发挥学生集体的力量，互相学习

　　用短文填空的练习检测学生对故事的理解程度，并为写话作业提供帮助

　　IV. Assignment1. Copy the new words and phrases

　　2. Read P15 after tape and write the story in six sentences at least.分层作业，适合所有学生

　　板书：

　　a cake with cream and berries

　　a large bottle of lemonade

　　crow --- thirsty and tired

　　bottle --- long and thin

　　pebble---pebbles

　　an idea great so happy

　　Unit 3 How do you feel? (period 5)

　　Topic: feeling

　　Language aims:

　　Using the key words and sentences to talk and write about feelings

　　Identifying the pronunciation of ‘-st’ in words such as toast, postman and lamp post

　　e.g toast, postman, lamp post

　　Ability aims:

　　Students can talk and write about feelings

　　Emotional aims:

　　Different situation, different feelings

　　Key points:

　　Students can identify the pronunciation of ‘-st’ in words

　　Students can write several sentences to describe people’s feeling

　　Difficult points:

　　Use the new sentence patters to write down people’s feeling

　　Materials:

　　Student’s Book 4A( P16)

　　Cassette 4A and cassette player

　　Multimedia: PPT

　　ProceduresContentsMethodsPurpose

　　I. Pre-task preparationRhyme

　　Review the words1. Read the words and phrases

　　2. Have the students recite the rhyme

　　1. Look at the cards and try to say the rhymn

　　e.g. Happy, happy. I sing and dance

　　Hungry, hungry. He wants some noodles.

　　Tired, tired. I go to bed.

　　Sad, sad. She cries and cries.

　　2. Look at the cards and answer the question.

　　How do you feel?

　　How does he/she feel?

　　Are you hungry?

　　Is he happy?儿歌的教学分散在本单元各个课时

　　用儿歌的形式对单元重点内容作一个整体的复习

　　II. While-task procedureCheck the homework

　　Exercise1. communicate the story what they write about text with the partners

　　2. Read the best story to class

　　1. Have the students do the exercises on page 18&19 of the workbook

　　2. Check the answers交流学生的家庭作业中写的部分，充分利用资源，在交流中对自己的故事进行修改，互相取长补短

　　Learn the sound

　　1. Show the flashcards for ‘Learn the sound’ on page 16 and have the students repeat the two words toast lamp post 2. Read all the words e.g. –st, toast -st, postman -st, lamp post 3. Encourage the students to think of more words with the sound e.g. list, taste, dentist, guest, forest… 4. Listen to the tape and repeat it

　　用儿歌的形式朗读单词及发音，让学生不觉的枯燥

　　III. Post-task activitiesRead the new rhymn1. Divide the students into groups of five or six and read the rhymn

　　2. Make a new dialogue about the feelings with your partners

　　让学生尝试自己设计有关feelings的对话，为学生提供更多说的机会

　　IV. Assignment1. Get ready for the dictation of this unit

　　2. Recite the rhymn on page 16

　　板书：

　　-st: toast postman lamp post

　　taste dentist list forest

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