2020鲁科版英语三年级上册第一二单元教案

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1、Unit1 TeachersDay【单元教材分析】功能：谈论人物外貌及性格特征教学重点：能听懂、会说并认读句子“Whos your favourite teacher?”“She was young。”“Her hair was short.”“Where they active in class?”“Yes,they were.”能灵活运用一般过去时与谈论人物以前的外貌及性格特征，并与人物现在的外貌及性格特征进行比较。教学难点：用一般过去时描述人物以前的外貌及性格特征，并与人物现在的外貌及性格特征做比较。【单元教学目标】1.能听懂、会说、认读、规范书写单词：card,who,kind,his

2、,little,thin,interesting,pupil,but;能听懂、会说、认读单词；September,strict,was,then,where,ago,active,smart,naughty,并能结合句型灵活运用。2.能听懂、会说、认读句型；“Whos your favourite teacher?”“Shes young.”“She has long hair.”“She was young.”“Her hair was short.”“Were they active in class”“Yes,they were.”能运用所学语言谈论及描述人物现在与过去的外貌及性格特征。

3、3.初步了解字母x，y，z在单词中懂得发音规律。4.培养学生尊敬师长，爱戴老师的品质。【教学程序建议】Lesson1 Shes very kind(第一课时)一、 热身（Warm-up）1.教师与学生交流问好，拉近师生距离，营造英语学习的良好氛围。2.教师出事一些卡片，比如教师节卡片、圣诞节卡片、新年卡片等等，向学生提问“What are they？”出示单词卡片card并教授，然后引导学生说出cards，为新课做好铺垫。二、 呈现（Presentation）1.运用教学挂图或教学光盘呈现Listen and say的第一幅图片，教师介绍：Danny和Jenny正在教室里，并就图提问：“Wha

4、ts Danny doing？”学生看图回答：“Danny is maring cards.”随后老师提问Danny为什么要制作贺卡，引导学生快速读第一段文字，找出Danny的话“This one is for my favourite teacher.”“Tomorrow is September s TeachersDay.”教师出示单词卡片，教授September。2.教师提问：“Whos Dannys favourite teacher?”然后播放listen and say部分的录音，引导学生回答“Shes Miss Zhang.”3.教师再次播放Listen and say部分的光

5、盘或录音，提出问题：“Whats she like?”引导学生回答：“Shes has long shes kind.”教师出示单词卡片，教授young和kind。4.教师提问：“Is Miss Zhang strit？”引导学生通过阅读课文或是观看光盘得出答案：“Yes，she is。”教师出示单词卡片，教授strict。5.教师再次播放录音或教学光盘，引导学生进行模仿跟读，注意学生的语音音调。三、练习（Practice）1.小组内分角色表演课文对话，并戴头饰上台表演展示。2.请学生看教材Lets talk部分的内容，播放录音或教学光盘，学生模仿跟读后，请学生上台展示。3.完成配套练习。四、

6、运用（production） 完成Lets do部分，调查、交流组内同学最喜欢的教师的外貌及性格特征。可让学生用简笔画画出自己最喜欢的教师，然后交流。五、课外活动（After-school Activities） 1.听录音，模仿跟读。2.与朋友讨论最喜欢的教师。Lesson 2 He was young then(第二课时)一、热身（Warm-up）1.教师就上一课内容进行提问：“Whos Dannys favourite teacher? Whats she like?”2教师与学生交流：“Whos your favourite teacher? Whats she/he like?”复习

7、巩固上一课的语言知识，为学习新课做好准备。二、呈现（Presentation）1.教师出示Listen and say 部分的挂图，引导学生说出“Its September 10. Its Teachers Day.”2.教师提出问题：“Whats Miss Zhang doing?”教师播放课文录音或教学光盘，学生结合课文找出答案：“Shes making a card for her teacher, Mr Wang.”3.教师出示挂图上Miss Zhang 小时候与Mr Wang 的合影，提问“What was Mr Wang like then?”引导学生说出关键词：young, st

8、rong。教师进行补充，并板书呈现重点句型“He was young. He was strong. His hair was black.”重点讲解was 是is 的过去式，引导学生在语境中理解一般过去时的含义。4.教师指着图片中的小女孩提问：“Whos this little girl? What was she like?”学生小组合作找出答案：“Shes Miss Zhang. She was nine was short and thin.”5.教师再次播放课文录音或教学光盘，学生模仿跟读，注意语音语调。三、练习（Practice）1.小组内分角色表演课文，并进行展示。2.请学生看L

9、ets talk 部分的内容，教师播放录音或教学光盘，学生模仿跟读后，请学生上台展示，最后请全班分组操练此部分内容。四、运用（production）1.完成Lets do 部分。活动步骤如下：（1）学生将自己各个年龄段的照片制成成长册。（2）四人小组进行交流与展示，向小组成员介绍自己不同年龄段的外貌及性格特征，然后向全班展示。2.完成配套练习。五、课外活动（After-school Activities）1.听录音，模仿跟读。2.课后与朋友分享自己的成长册，并向朋友介绍自己不同年龄段的外貌及性格特征。Lesson 3 Were they active in class?(第三课时)一、热身（W

10、arm-up）1.教师说出关于人物性格或外貌的形容词，全班学生一边重复教师说的词，一边做动作，如：tall, thin, strong, young, old, kind, strict,复习前两课所学内容。2.运用所学句型自由交流，两人一组进行问答“Whos your favourite teacher?” “Whats he/she like?” “What was he/she like?”复习所学语言，为学习新课做好铺垫。二、呈现（Presentation）1.教师出示Listen and say部分的教学挂图，指着图中的高中生问：”Who are they?”然后播放录音或光盘，引导

11、学生回答：“They were Mr Wangs pupils.” 教师出示单词卡片并讲授新词pupil。2.教师引导学生对比挂图中这些学生现在和小时候的样子，说出：“Theyre very they were short then.”教授板书，将were和then标红，引导学生在语境中体会、理解were和then的含义。3.教师提出并板书“Were they active in class?”单词were标红，教师再次播放录音或教学光盘，启发学生找出答案：“Yes,they they were smart.”教师出示单词卡片active,smart进行教授。4.教师引导学生找出课文中另一个含

12、有“were”的句子“Were they naughty?”教师播放课文录音或教学光盘，学生跟读并回答：“Yes,sometimes.”5.教师再次播放录音或教学光盘，学生模仿跟读。三、练习（Practice）1.请学生分组演练课文对话，然后戴头饰上台表演演示。2.请学生看教材Lets talk部分的内容，教师播放录音或光盘，学生模仿跟读后上台展示，最后两人一组操练此部分内容。四运用（production）1.做游戏：Guessing game.教师提前搜集一些小动物的图片，对图片进行遮盖，只留下关键词：Animal,并随着学生的提问不断露出动物。学生可以提问：“Were they tall?

13、”“Were they big?”“Were they naughty？”教师回答，最后教师问：“What are they?”学生猜：“They are”2.完成配套练习。五句子书写（Lets write） 这一部分给出的单词small，young，short，thin，都是描述人物外貌的形容词，此处要求学生仿照例句，根据图片和句子的需要，将所需单词填入相应位置，书写应正确、规范。 答案：He was thin ten years s strong now. It was small two years ago. Its big now. They were young thirty yea

14、rs re old now.六、课外活动（After-school Activities） 1.听录音，模仿跟读。2.以小组为单位，从报刊或网络上搜集一些人物过去与现在的图片进行对比，就外貌或性格进行提问或描述。Lesson 4 Again,please!(第四课时)一、 热身（Warm-up）1.教师快速呈现本单元的单词卡片，学生快速读出单词，复习本单元知识。2.教师与学生回答，如：T：Whos your favourite teacher?S：Shes同学根据描述来猜这名同学最喜欢的教师是谁。二、 练习（Practice）1.完成Lets listen部分的内容。听力原文及答案：（1）Bo

15、y:My favourite teacher has short s strict. （2）Boy:My favourite teacher is young and strong（3）Boy:I like my science s not very s kind and smart. (4)Boy:Shes my facourite s beautiful and has long hair.答案：(1)2(2)4(3)1(4)32.完成Talk about the above picture部分。教师祖师学生观察听力部分四位老师的外貌特征，并进行描述。3.学习Listen and repe

16、at部分。教师播放录音，请学生跟读，引导学生找出每组单词中红色字母的发音规律。然后再次播放录音，学生模仿跟读，找出其符合发音规律的单词并朗读。三、运用（production）1.完成Listen and repeat部分。 此版块的功能是通过阅读帮助学生巩固拓展知识，使学生感知词汇、语句的使用，更好地理解和内化知识，改善学生的语感，增加中外文化常识，培养学生自主阅读的能力。学生阅读短文之后自主完成相关练习题，教师也可以根据短文内容口头提问，能够答对问题即可。（1）教师组织学生默读以李明的日记形式呈现的语篇，引导学生自主阅读，发现问题，提示学生可参考“Notes”来理解文章。（2）教师检查题目完

17、成情况，也可根据学生的学习水平提出问题，请学生回答。（3）教师播放Lets read部分的录音，请学生模仿跟读。答案：（1）对（2）错（3）对（4）对2完成Fun time部分。先请学生自己阅读谜语，然后在小组内讨论答案。答案：（1）Because theyre the grandfather,the father and the son.(2)pen 3.完成配套练习。四课外活动（After-school Activities） 运用本单元所学知识描述朋友或家人过去或现在的外貌及性格特征。【参考资料】 （一）文化背景知识国外的教师节是哪一天？阿尔巴尼亚的教师节是每年的3月7日，教师节放假一天

18、。捷克的教师节定于每年3月28日，学生们会在教师节这天送花给他们的老师。印度的教师节是每年9月5日，这一天也用来纪念印度第二位总统Sarverpalli Radhakrishnan, 他也是一位教育家。拉丁美洲的教师节为每年9月11日，这个节日是在1943年巴拿马所举行的泛美教育会议上所制定的。美国的教师节也称为“调师周”，是每年5月的第一个星期二，教师节放假一天。家长往往选择发送电子邮件或在电子邮件中送虚拟礼物的方式给老师们庆祝节日。韩国的教师节是每年5月15日，在这天，学生们会送给老师们康乃馨。新加坡的教师节是每年9月1日，教师节这天，新加坡所有的学校放假一天。越南的教师节是每年11月20

19、日，这天越南的所有学校都放一天假，学生们向老师们献花。俄罗斯的教师节是每年10月5日。按照传统，这一天许多中学、职业院校及高等院校的学生们将以各种形式向老师们祝贺节日：赠送献花、组织晚会、表演戏剧等等。此外，俄罗斯主要的电视频道还将播放献给老师的电影和节日晚会。（二）趣味活动活动名称：寻找老照片。组织方法：学生可以收集家人的老照片，并和现在的照片进行对比，用“He/She was ” “He/ She is ” “They were ” “They are ”进行描述。UNIT 2 FELLINGS教学内容: Unit 2 Book 5的主题是Feelings.语言功能是谈论及描述自己或他人的

20、心情感受；学习任务为Were you happy? Yes, I was. Was he happy? Yes, he was. No, he wasnt. He was sad.学情分析：本课的教学对象是五年级学生。通过两年的英语学习，他们的听说读写能力已经初步形成，已掌握了丰富的英语知识。同时不能忽视后进生的发展，培养学生积极的情感态度和自主学习能力。教学目标：知识目标：1. 能听懂、会说、认读、规范书写单词：late, with;能听懂、会说、认读单词：glad, worried, , wasnt, poor并结合句型灵活运用。2. 能听懂、会说、认读句型：Were you happy?

21、 Yes, I was. Was he happy? Yes, he was. No, he wasnt. He was sad.能力目标：能够运用所学句型：Were you happy? Yes, I was. Was he happy? Yes, he was. No, he wasnt. He was sad.表达自己或询问他人的心情感受。情感目标：通过各种形式的同桌或小组活动，激发学生表达的欲望，培养学生的合作意识。教学重点：能听懂、会说并认读句子：Were you happy? Yes, I was. Was he happy? Yes, he was. No, he wasnt.

22、He was sad.能用一般过去时表达自己和询问他人的心情感受。教学难点：教学难点是一般过去时与一般现在时的区分。基本功训练点1 规范书写单词：late, with;2 能听懂、会说、认读单词：glad, worried, , wasnt, poor并结合句型灵活运用。3 能听懂、会说、认读句型：Were you happy? Yes, I was. Was he happy? Yes, he was. No, he wasnt. He was sad.教学手段多媒体课件、单词卡片、人物头饰。教学方法实物激趣法、任务型教学课时数及课时安排每课一课时，共计四课时。单元检测试题 伴你学单元过关卷

23、LESSON 1 Hes excited .课型：新授课教学目标：知识目标：使学生能够听说认读单词：look, excited, sky, angry, lost, sad.掌握单词及读音。能准确理解并熟练地运用句型：Hes excited/happy/sad/angry/.“What he doing ?Hes doing.能力目标：通过讨论及互动，学会描述他人的及自己的喜怒哀乐。情感目标：感受到他人的喜怒哀乐。并在生活中学会描述出自己的感受。教学重点：1、听说、认读单词：look, excited, sky, angry, lost, sad.2、能够准确理解并熟练运用句型Hes exci

24、ted/happy/sad/angry/.教学难点：在真实的情境中灵活运用新知识询问并描述他人的感受。教学方法：实物激趣法、任务型教学教具：录音机，单词卡片，磁带，挂图。教学过程：Step 1 : warming-upT: Hello! Boys and girls!S: Hello! Miss Sun!T: OK! First, let us read these words one by one ,are you ready?S: Ready!(We read these words about UNIT 1 ,and we can review these words.)T:OK! St

25、op here! Everybody is so great! Now, look at the blackboard. Yes, there are 4 people ,can you talk about them ?S: Yes!T:Now,2 in a group talk about them ,then i will invite you to show it, understand?S:YES!(The students talk about the pictures,we can review the sentences patterns.)T:OK! Which group

26、? OK! YOU two.S1:He is young and strong .S2:YES, She is beautiful and kind.T:OH! You are so good!.Step2:PresentationT:OH! Everybody is so good! NOW, look at the blackboard, I show some pictures for you .Can you say it ?S1:他看起来很高兴。T: YES. Can you say it in English ? Now ,look at the card. Read after

27、me“excited .S: Excited T: He looks excited .S:He looks excited .T: Who can say it ? OK ,you please.S: He looks excited .T:Great boy!(I WILL lead students to learn the new words like this.)T: Everybody is so great！ at the pictures. lets listen to the tape.(Students listen to the tape .)T: Now, open y

28、our s listen to the tape again .Listen and point .Ready?S: Ready!(we listen to the tape .)T: Next , lets follow the tape .ready?S:Ready!(Students read after the tape .)T: Now, Lets read it in in a group .then ,I will invite you to show the dialogue. Understand?S: Yes !(Students read it )T:ok !which

29、group ? OK,tis group.S1:You look so happy ,Danny.S2:re going to the park .（I will invite 3 groups to read it .)STEP3-PracticeT:OK! Everybody is great！look at the blackboard ,Can you say it ? Now,2 in a group .talk about it. OK? Start!(Students talk about the pictures.)T: OK! Who can ? OK, You two pl

30、ease!S1:S2:T:OH! Very good! Thank you!(I will invite 4-5 groups to do it )Step4- Consolidation.T:Now,Take out a piece of paper and draw a picture, and then say it .OK!START!(Students draw it and talk about it.)T: WHO can say about your pictueres ? OK, boy please.S1:.(I will invite 4students to do it

31、.）Step5- Summary T: Today, we learned how to say about our fellings .Can you say it?Now, let us say it together.Step6-AssignmentT:I hope you can say it to your parents .and our homework is to listen to the tape. Understand?S: Yes.T:OK! Class is over! Goodbye class!S: Goodbye MISS SUN!(THE class is o

32、ver .)板书设计： UNIT 2 LESSON 1 Hes excited.Whats Danny doing there ?He is dancing there.He is sad/ excited./happy./angry. 课后反思本课的教学，经过反复琢磨，感觉有以下收获：（1）面向全体，活动设计由易到难，梯度合理。在学习课文时，第二副图的问题让学生通过选择来回答问题，难度较小。当学生比较熟悉问答句型后，采用教师提问，学生直接组织语句回答问题，难度略有提高。而在学习第四副图时，让学生自己提出问题，自己选择学生回答。将学习的主动权放给学生，进一步提高了学习要求。这三副图的不同处理方

33、法，也是对班里不同层次学生的不同要求，适合四年级学生的现状。在学习第二副图后，教师设计chant帮助学生巩固核心句型，而在学习了第三，第四副图后，让学生自己替换单词编写chant巩固句型，提高学生的创编能力和学习主动性。情景表演，内化课文环节，也考虑到这是第一课时，难度不易过高，需要照顾全班各个层次学生的不同情况，所以将课文分成三部分，让学生自由选择，自主学习，充分体现了以学生为本的教学原则。（2） 开展各种形式的学习活动，提高学习效率，培养合作意识。学生的个性差异是客观存在的，无论教师如何精心设计，总会有个别学生学习效果不够理想，因此在教学过程中经常要采用同桌学习、小组学习的方式，以提高学习

34、的效率，培养学生互帮互助的合作意识。在本课的教学中，学习完课文后先是采用集体听录音读课文，接着全班分成两大组，分角色朗读，之后采用同桌分角色朗读的形式，互相检查互相学习。而在后面的Practice中均采用小组活动的方式来完成这种难度稍大的任务，在交流过程中，小组内不同水平的学生都可以分工做难易程度不同的工作，这样，每个层次的学生都各得其所，学生都有较强的集体荣誉感，因此都积极参与，认真学习，以最佳的状态参与集体活动，使平日里比较低调的学生展现出自己的学习热情，从而达到全面丰收。UNIT 2 FeelingsLesson 2 Was he happy ?课型：新授课教学目标：知识目标：使学生能够

35、听说认读单词：late, glad, worried, with, wasnt,poor掌握单词及读音。能准确理解并熟练地运用句型：Was he happy?能力目标：通过讨论及互动，学会描述他人的及自己的喜怒哀乐。情感目标：感受到他人的喜怒哀乐。并在生活中学会描述出自己的感受。教学重点1听说、认读单词：late, glad, worried, with, wasnt,poor.2能够准确理解并熟练运用句型Was he happy？教学难点：在真实的情境中灵活运用新知识询问并描述他人的感受。教学方法：实物激趣法、任务型教学教具：录音机，单词卡片，磁带，挂图。教学过程：Step 1 : warm

36、ing-upT:Good morning,Boys and girls!S:Good morning!Miss Wang!T:OK!First,let us read these words one by one ,are you ready?S:Ready!(We read these words about UNIT 2 ,and we can review these words.)T:OK!Stop here! Everybody is so great! Now,look at the , there are 4 people ,can you talk about them ?S:

37、Yes!T:Now,2 in a group talk about them ,then i will invite you to show it,understand?S:YES!(The students talk about the pictures,we can review the sentence patterns.)T:OK!Which group ? OK! YOU two.S1:He is young and strong .S2:YES,She is beautiful and kind.T:OH!You are so good!.Step2:PresentationT:O

38、H!Everybody is so good! NOW,look at the blackboard,I show some pictures for you .Can you say it ?S1:他看起来高兴吗？T: you say it in English ? Now ,look at the after me“happy .S:happy T: Was he happy.S: Was he happy .T:Who can say it ?OK ,you please.S: Was he happy .T:Great boy!(I WILL lead students to lear

39、n the new words like this.)T:Everybody is so great！ at hte s listen to the tape.(Students listen to the tape .)T:Now,open your s listen to the tape again .Listen and point .Ready?S:Ready!(we listen to the tape .)T:Next ,lets follow the tape .ready?S:Ready!(Students read after the tape .)T:Now,Lets r

40、ead it in in a group .then ,I will invite you to show the ?S:Yes !(Students read it )T:ok!which group ? OK,this group.S1:Were you happy?S2: was. I played games with Ienny and Li Ming.（I will invite 3 groups to read it .)STEP3-PracticeT:OK!Everybody is great！look at the blackboard ,Can you say it ? N

41、ow,2 in a group .talk about ? Start!(Students talk about the pictures.)T:OK!Who can ?OK, You two please!S1:S2:T:OH!Very good!Thank you!(I will invite 4-5 groups to do it )Step4-Consolidation.T:Now,Take out a piece of paper and draw a picture,and then say it .OK!START!(Students draw it and talk about

42、 it.)T: WHO can say about your pictueres ? OK,boy please.S1:.(I will invite 4students to do it.）Step5- Summary T: Today ,we learned how to say about our you say it?Now ,let us say it together.Step6-AssignmentT:I hope you can say it to your parents. and our homework is to listen to the tape .Understa

43、nd?S:Yes.T:OK! Class is over! Goodbye class!S: Goodbye MISS SUN!(THE class is over .)板书设计： UNIT 2 LESSON 2 Was he happy ?Was he happy ? Yes. he was.No. he want,he was sad.Were you happy ?Yes. I was. No. I wasnt.I was worried.He was excited.She was worried. UNIT 2 FeelingsLesson 3 You look worried.课型

44、：新授课教学目标：知识目标：1知识目标：使学生能够听说认读单词：matter, find, worry, saw, yesterday掌握单词及读音。2 能准确理解并熟练地运用句型：You look worried.能力目标：通过讨论及互动，学会描述他人的及自己的喜怒哀乐。情感目标：感受到他人的喜怒哀乐。并在生活中学会描述出自己的感受。教学重点1、 听说、认读单词：matter, find, worry, saw, yesterday.2、 能够准确理解并熟练运用句型You look worried.教学难点：在真实的情境中灵活运用新知识询问并描述他人的感受。教学方法：实物激趣法、任务型教学教

45、具：录音机，单词卡片，磁带，挂图。教学过程：Step 1 : warming-upT: Good morning, Boys and girls!S: Good morning! Miss Wang!T: OK! First, let us read these words one by one ,are you ready?S: Ready!(We read these words about UNIT 2 ,and we can review these words.)T: OK! Stop here! Everybody is so great! Now, look at the bla

46、ckboard. Yes, there are 2 people ,can you talk about them ?S: Yes!T:Now,2 in a group talk about them ,then I will invite you to show it, understand?S:YES!(The students talk about the pictures, we can review the sentence patterns.)T:OK!Which group ? OK! YOU two.S1:Was he happy?S2:No, he wasnt.T:OH!Yo

47、u are so good!.Step2: PresentationT: OH! Everybody is so good! NOW, look at the blackboard,I show some pictures for you .Can you say it ?S1:你看起来不安。T: YES. Can you say it in English ? Now ,look at the card. Read after me“worried .S: worried T: You look worried.S: You look worried.T: Who can say it ?

48、OK ,you please.S: You look worried.T: Great boy!(I WILL lead students to learn the new words like this.)T:Everybody is so great！Now. Look at the pictures. lets listen to the tape.(Students listen to the tape .)T: Now, open your books. lets listen to the tape again .Listen and point .Ready?S: Ready!(

49、we listen to the tape .)T: Next ,lets follow the tape .ready?S: Ready!(Students read after the tape .)T: Now, Lets read it in in a group .then ,I will invite you to show the dialogue. Understand?S: Yes !(Students read it )T:ok! which group ? OK this group.S1:You look worried, wang hong. Whats the ma

50、tter?S2:I cant find my English book, mum.（I will invite 3 groups to read it .)STEP3-PracticeT:OK!Everybody is great！look at the blackboard ,Can you say it ? Now,2 in a group .talk about ? Start!(Students talk about the pictures.)T:OK!Who can ?OK, You two please!S1:S2:T:OH!Very good! Thank you!(I wil

51、l invite 4-5 groups to do it )Step4-Consolidation.T:Now,Take out a piece of paper and draw a picture,and then say it .OK!START!(Students draw it and talk about it.)T: WHO can say about your pictueres ? OK ,boy please.S1:.(I will invite 4students to do it.）Step5- Summary T:Today, we learned how to sa

52、y about our fellings .Can you say it?Now,let us say it together.Step6-AssignmentT:I hope you can say it to your parents and our homework is to listen to the tape. Understand?S:Yes.T:OK! Class is over! Goodbye class!S: Goodbye MISS Wang!(THE class is over .)板书设计： UNIT 2 Lesson 3 You look worried.You

53、look worried.Whats the matter ?I cant find my book/cap.He is happy/excited/worried.UNIT 2 FeelingsLESSON 4课型：复习课教学目标：知识目标：使学生能够听说认读单词：look, excited, sky, angry, lost, sad. late, glad, worried, with, wasnt(was not),poor, matter, find, worry, saw(see的过去式。)yesterday。掌握单词及读音。能准确理解并熟练地运用句型：Hes excited/ha

54、ppy/sad/angry/.“What he doing ?Hes doing.“Was he happy ?”Yes, he was./No, he wasnt” ”You look worried.”能力目标：通过讨论及互动，学会描述他人的及自己的喜怒哀乐。情感目标：感受到他人的喜怒哀乐,学会关心他人。并在生活中学会描述出自己的感受。教学重点：1、听说、认读单词：look, excited, sky, angry, lost, sad. late,glad, worried, with, wasnt(was not),poor, matter, find, worry, saw(see的

55、过去式。)yesterday。.2、能够准确理解并熟练运用句型：Hes excited/happy/sad/angry/.“What he doing ?Hes doing.“Was he happy ?”Yes, he was./No, he wasnt”You look worried.”教学难点：在真实的情境中灵活运用新知识询问并描述他人的感受。教学方法：实物激趣法、任务型教学教具：录音机，单词卡片，磁带，挂图。教学过程：Waming up:T: How are you feeling? Im happy. Because I have English with you . Are yo

56、u happy?设计意图：热身环节引导学生表达自己的真实感受。T: We have a new friend. Who is he? Mr Feeling.T: Today he is going to help ue to review U2.设计意图：介绍Mr Feeling，运用卡通人物贯穿整节课，引导复习活动，呈现知识点小贴士，增加趣味性。Review the text.1、T：We have many feelings. They are interesting. We cant touch them. But your body can show them. Can you say

57、 and act?设计意图：快速出示脸部表情，引导学生抢答单词并用体态活动表演。在趣味活动中复习单词。T：Can you say more words about feeling?设计意图：反馈学生搜集新单词情况，给学有余力学生提供平台当小老师。2、T：Sometimes the colours can represent the feelings.设计意图：通过学生猜测颜色可以表示的情绪，引导学生从不同角度感知feeling.让学生板书单词。为复习第一课的故事做铺垫。T：Can you act the story and ask some Qs?设计意图：小组合作表演对话，反馈课前布置的作业

58、完成情况，并且让学生在小组里提问，培养自主学习能力。T: Q：Who is worried about Danny?What does he say?设计意图：引导学生对课文内容进行深入思考，通过进一步挖掘LiMingJennyWanghong对Danny说的话中所体现的感情，引导学生体会关爱他人的情感和表达方式。3、T：Mum was worried about she is asking her some Qs. Can you make a dailoge?设计意图：指导学生复习第二篇课文，根据图片提示和课文内容编排对话，学生设想自己是Mum,体验Wanghon晚回家的那种担心的情绪，进

59、行小组活动编演对话，发散思维，最后通过Mr Feeling的提示Dont be late.渗透情感. 通过板书梳理Was/Were?4、T：Our feelings can change from time to time. WangHong was worried,now she is happy? Whats the matter? 设计意图：通过Mr feeling引导学生了解感情是随时变化的。运用课本图片WangHong表情的变化，引导学生复述第三个故事，强化was-is。并引导学生自读Fun time的小故事，并且引导学生在小组里根据提示讲故事，充分运用教材提供的素材。5、T:We

60、reviewed the 3 stories of this Unit. 设计意图：梳理板书，提炼语言框架。Do the exercises.1. Listen and match. 设计意图：连线，回答问题，训练学生的听力。2. Read and write.设计意图：引导学生阅读句子，写出关于feeling的单词，训练学生书写，单词过关。3、T：Different things can give us the same feeling. Think it ove. What can make you feel happy/worried?对学生进行思维训练，头脑风暴说出让你感到快乐的事情。4、Game设计意图：采用新课标提供的案例，学生抽单词描述自己的情感并说明原因，小组成员提问交流，学生真实谈论自己的feeling,进行语言实践，灵活运用知识进行表达。Talk about feelings deeply:1 T：If some children are playing in your garden, how do you feel?T：On the same thing,we have different feelings.设计意图：引导学生发表自己的见解，表达真实想法。同时让学生明白对待同一件事人们会有不同的感觉。2、T:Read the story Mr Blacks