资源简介 Unit4 Feelings单元整体教学设计指导思想《英语课程标准》中指出:“基础教育阶段英语课程任务之一是:激发和培养学生学习英语的兴趣,使学生树立自信心,养成良好的学习习惯和形成有效的学习策略,发展自主学习的能力和合作精神。”在单元整体教学设计中,教师应认真解读教材,关注预期学习结果,选择恰当的教学行为,引领学生通过一系列英语学习活动与体验,实现语言知识与技能的整合发展,促进思维品质、文化意识及学习能力的同步提升。二、单元教材内容分析(一)解读编者意图Part1a,1b,2 通过歌曲和做动作,感知各种情绪。Part3, 4, groupwork 在对话中表达情绪,学会关注他人情绪。Part5, 6a, 6b 通过学习故事---The birthday present,体会情绪的变化。Part7, pairwork, 8 在游戏中学习数字的表达。(二)探究主题意义本单元为 Join in 教材三年级下册第四单元。本单元的标题是 Feelings ,涉及的话题是情绪,所属的主题范畴为人与自我。本单元将以情绪为线索, 通过探究“如何表达情绪”、“如何询问他人情绪”、“如何正确处理自己的情绪”这三个基本问题,学习与探究“情绪表达和处理”的单元主题意义,让学生学会准确洞察他人情绪,合理表达和处理自己的情绪。(三)单元课时安排教学板块 课时 教学内容如何识认和感知情绪? Lesson1 Part1a Listen and fill in the numbers Part1b Listen, point and repeat Part2 Listen and point. Sing the action song. Revision2 Part1,6如何在具体情境中判断他人情绪? Lesson2 Part3 Listen and draw the children’s faces. Part4 Language puzzle. Circle the right name. Groupwork ask your parents “how are you feelings today ” Revision2 Part12如何表达和处理自己的情绪? Lesson3 Part5 A story- The birthday present Part6a Language puzzle. Think and match. Part6b Say the sentences如何识认数字? Lesson4 Part7 Listen, point and repeat Part8 Listen and point to the numbers Pairwork point, ask and answer.(四)形成结构图示本单元的话题是“Feelings”,主要围绕“认识、表达和处理情绪”这个主题而展开。在“学习和感知情绪”这个子主题中学习了解各种各样的情绪,在“表达和判断情绪”这个子主题中学习围绕情绪进行相互交流,在“学会处理情绪”这个子主题中学习情绪的变化与处理,在“学习数字”这个子主题中根据数字做出动作,认识数字表达。具体结构图示如下:三、单元学习目标1.能用英语描述自己与同伴的情绪,并能在真实语境中相互交流,感受生活中的各种情绪。2.能辨别、区分不同情绪,培养准确判断他人情绪的能力,与同伴友好相处。3.能有效整合认知策略、交际策略和方法,明白合理表达和正确处理情绪的重要性,培养良好的情绪控制能力。四、单元学习评价单元 主题 评价内容 评价说明 评价等级A B C认知不同情感 能听懂情感单词,指认图片,并根据图片认读单词。能边唱歌曲边做出相应的表情动作。 (第一课时) 熟练掌握情感单词,能根据图片认读单词,能根据听到的单词熟练地指认图片或做出相应的表情动作,能熟练唱出歌曲并作出动作,语音语调标准。 能听懂情感单词,能根据听到的单词或词组指认图片或做出相应的表情动作,会唱歌曲,语音语调标准。 能听懂情感单词,能理解图片代表的情绪,能理解并跟唱歌曲。语音语调比较标准,表达流利。表达和描述情绪 在真实语境中感知他人情绪,并进行相互交流。 (第二课时) 能在具体情境中合理表达和正确处理情绪,并准确感知和描述他人情绪,语音语调标准,表达流利。 能在具体情境中正确表达情绪,并描述他人情绪,语音语调标准。 能在他人帮助下询问他人情绪,并表达自己的情绪,语音语调基本正确。角色扮演表演故事 基于对故事情节的掌握和理解,与同伴共同表演故事。 (第三课时) 能完全脱离课本,生动形象地表演故事,声音洪亮,语音语调标准,表达流利。 能脱离课本,在录音的提示下表演故事,语音语调较为标准,表达较流利。 能在图片的帮助下读懂故事并表演故事,发音不标准,表达不清晰。参与游戏 具备良好的控制情绪的能力以及拥有良好的参与游戏的规则意识。 (第四课时) 能独立参与游戏并能自然地用匹配的英语句子或短语表达出因某种情绪而衍生出来的肢体动作。 能主动参与游戏并用匹配的英语句子或短语尽量表达出因某种情绪而衍生出来的肢体动作。 能在同伴的帮助下参与游戏并基本完成游戏。五、第一课时教学设计(Part1a,1b,2,Revision 2 part 1,6)(一)语篇分析(what, why, how, how)主题与内容(what): 通过Toby的喜怒哀乐表情来学习情感单词,体会不同的情感所对应的动作行为并感受歌曲带来的快乐。写作目的(why): 让学生认识辨别不同的情感。语篇结构(how): 学习情感单词,并以歌曲的形式,呈现不同的情绪及对应动作表情。语言特点(how): 通过歌曲的演唱并伴随动作。(二)学情分析1.对话题的喜好和熟悉程度: 本单元话题是“Feeling”,我们的学生每天都会经历不同的事情,产生各种不同的情感和情绪,学生对如何描述和谈论表达这些情绪有着浓厚的兴趣。2.已有的知识技能储备:有些情感单词在平时也接触过,加上对应表情的图片,学生不难理解。3.预期学习困难:本单元有多个表示不同情感的新单词,学生在理解记忆上可能存在一定困难。(三)教学目标1.任务目标(1)通过听、说和读理解情感单词,并能正确朗读几个情感单词。(2)通过歌曲的演唱并伴随动作,sad-cry, happy-smile, angry-stamp your feet, tired-go to bed学会正确表达情绪。2.体验目标(1)通过学习情感单词,体验不同情绪的变化。(2)通过对比人物的情感,引导学生形成健康积极的心态,拥有健康情绪。(3)通过观察图片,培养学生的观察能力。3.语言目标(1)能够根据所给图片理解并认读词汇:sad, happy, angry, tired, scared.(2)能在语境中理解并运用单词或者短语:smile, cry, stamp his feet, go to sleep.(四) 教学重难点1.教学重点: 学习掌握单词 sad, happy, angry, tired, scared,指认图片或做出相应的表情或动作,并根据图片认读单词。2.教学难点:(1)正确区分本单元中有关feelings的形容词和动词,在句中学会正确表达。(2)演唱歌曲并做出相应动作,sad-cry, happy-smile, angry-stamp your feet, tired-go to bed,正确表达情绪。(五)教学活动设计教学目标 教学活动 活动层次 设计意图任务目标1: 通过听、说和读理解情感单词,并能正确朗读几个情感单词。 体验目标1: 通过学习情感单词,体验不同情绪的变化。 体验目标2: 通过对比人物的情感,引导学生形成健康积极的心态,拥有健康情绪。 体验目标3: 通过观察图片,培养学生的观察能力。 语言目标1:能够根据所给图片理解并认读词汇:sad, happy, angry, tired, scared. 语言目标2: 能在语境中理解并运用单词或者短语:smile, cry, stamp his feet, go to sleep. 任务目标2: 通过歌曲的演唱并伴随动作,sad-cry, happy-smile, angry-stamp your feet, tired-go to bed学会正确表达情绪。 Step1: warm up T: Good morning, class S: Good morning , Ms. Li T: How are you today S: I’m fine. Thank you. T: Are you happy Ss: Yes. 学习理解 学习理解 熟练运用 Free talk引出本课时话题。 创设Toby过生日的情景,帮助学生学习和理解情感单词。 进一步理解各种情绪产生的场景及相应的动作表情。 在学习理解情感单词的基础上,学唱歌曲,并模仿相应的动作表情,熟悉各种情绪的表达。 在理解情感单词的基础上进行练习和配对。Step 2: Presentation 1. Learn the new words: sad, happy, angry, tired, scared, cry, smile, stamp, go to sleep After singing the song, T asks “ How are you feeling now ” Ss: I’m happy. T: If you are happy, what will you do Ss: ... T: If I am happy , I will smile. What about you Ss: ... T: Look, he/ she smiles. Look and say: How is Toby feeling He/ Toby is happy. He smiles. T: Today is Toby’s birthday. He is happy. He smiles. Show the second picture. Look, is Toby happy (No, he isn’t.) His friend forgot his birthday, nobody comes to his house. Guess, how is Toby feeling Ss: ... T: Oh, Toby is angry. What will he do Learn the sentence: He stamps his feet. Do the action and say the phrase. T: And he is sad, too. He cries and cries. (sound) Then he goes back to his house. Oh , what’s this A present. He opens the box. Oh, a monster. How is Toby feeling (He is scared.) At last, He plays with his friends. He is tired. He goes to sleep. Step3: Practice 1. Listen and find the words about feelings. 2. Listen and fill in the numbers. 3. listen to the song and T does the actions , Ss watch. 4. Listen to the song again and Ss do the actions. 5. Ss sing the song and do the actions with their partners. Step4: Consolidation Look at the sentences and pictures, sing and mime. (Revision 2 part 1) Match the faces with the feelings. (Revision 2 part 6) Step 5 Emotion education Help Ss to understand the power of smile is large, it can make us feel happy including yourself. Smile to the world, to others and to everything. Step5: Homework 1.Sing the song and mime the action. 2.Create a new song.(六)板书设计Unit 4 Feelingshappy smilesad cryangry stamp your feettired go to sleepscared(七)作业设计1.Sing the song and mime the action.2.Create a new song.(八)教学反思六、第二课时教学设计(Part3,4,Groupwork, Revision2 Part12)(一)语篇分析(what,why, how,how)主题与内容(what):学习感知不同情境下人物情绪,以及如何针对情绪感受进行简单交际。写作目的(why):通过创设情境对话,准确感知人物的情绪,并运用所学句型进行交流。语篇结构(how):通过听音判断情绪、读句推断人物姓名、对话交流情绪的活动,学会用英语描述自己与他人的情绪感受。语言特点(how):人物姓名、人称代词和情绪表达。(二)学情分析1.对话题的喜好和熟悉程度学生对情绪这个话题很熟悉,并且乐于观察人物情绪。2.已有的知识技能储备通过第一课时的学习,学生已经学习了各种情绪的英文表达。而且经过前面几个单元的学习,学生能够对对话型文本进行快速反应。3.预期的学习困难学生可能在区分男女生姓名方面有一定困难。(三)教学目标1.任务目标(1)能在具体情境中正确感知人物情绪。(2)能通过观察和分析,用人称代词替换人物姓名。(3)能运用所学句型,简单交流情绪感受。2.体验目标(1)了解如何从对话中迅速获取有效信息。(2)体会如何感受他人情绪以及合理表达自己的情绪。3.语言目标(1)能在语境中理解、运用angry, sad, scared, tired, happy, feeling, he, she, wake up等词汇及词组。(2)能在语境中理解、运用How are you feeling today I am.../ He is.../ She is...等句型。(四)教学重难点1.教学重点掌握人称代词He和She,以及运用How are you feeling today I am...句型进行对话交流。2.教学难点区分男女姓名,并准确感知人物情绪。(五)教学活动设计教学目标 教学活动 活动层次 设计意图Step1. Warm up 1.Sing the song. Listening to the tape, students sing the action song and do the actions together. 2.Review Teacher shows the pictures of Toby, and asks students to say the words: sad, happy, angry, tired, scared. 学习理解 学习理解 复习第一课时所学的歌曲和情绪单词,吸引学生的注意力并激发学生的兴趣,为本课时教学做好铺垫。任务目标1: 能在具体情境中正确感知人物情绪。 任务目标2: 能通过观察和分析,用人称代词替换人物姓名。 体验目标1: 了解如何从对话中迅速获取有效信息。 体验目标2: 体会如何感受他人情绪以及合理表达自己的情绪。 语言目标1: 能在语境中理解、运用angry, sad, scared, tired, happy, feeling, he, she, wake up等词汇及词组。 Step2. Presentation 1.Teacher shows the pictures of faces in part3. And students say the words and show the expressions on their faces. 2.There are eight children’s faces without expressions. Teacher asks students to listen to the tape and draw the children’s faces. 3.Divide students into two groups. He—boys,She—girls. Listen again, teacher asks questions, and students in groups answer together. T: Who is he Boy: He is Peter. T: How is he feeling Boy: He is happy. T: Who is she Girl: She is Karen. T: How is she feeling Girl: She is tired. And then exchange. 带领学生在听音判断中感受人物情绪的表达,学会从具体情境中获取重要的情绪信息。 将学生分成男女生组,进行问答,帮助学生更好地理解和掌握人称代词He和She与人物名称之间的对应关系。任务目标2: 能通过观察和分析,用人称代词替换人物姓名。 语言目标2: 能在语境中理解、运用How are you feeling today I am.../ He is.../ She is...等句型。 Step3.Practice 1.Language puzzle. Circle the right name. 2.Make conversations with your partner using the information in part3 & 4. -How is Frank feeling -He/Frank is scared. -How is Maria feeling -She/Maria is sad. 3.Finish Revision2 Part12. 应用实践 通过与同伴进行对话练习,将文本与图片联系起来,并且学习用人称代词替换人物姓名,在做中学。任务目标3: 能运用所学句型,简单交流情绪感受。 体验目标2: 体会如何感受他人情绪以及合理表达自己的情绪。 语言目标1: 能在语境中理解、运用angry, sad, scared, tired, happy, feeling, he, she, wake up等词汇及词组。 语言目标2: 能在语境中理解、运用How are you feeling today I am.../ He is.../ She is...等句型。 Step4.Groupwork Ask and answer in group of four and fill in the form. Then teacher invites some groups to show us. -Hello, ***. -Hello, ***. -What day is today -Today is Monday. -How are you feeling today -I am ... today. How are you feeling today -I am ... today. -Nice to meet you. -Nice to meet you, too. Step5.Report Students report the results of your group. Hello, I am .... Today is ... . I will introduce the feelings of my group today. This is .... He/She is ... today. ... And I am ... today. Step6. Homework 1.用句型-How are you feeling today -I am..与父母交流情绪、感受。 2.用He/She/Name is...来转述他人的情绪、感受。 迁移创新 让学生进行小组合作学习,不仅在小组中运用所学句型和单词进行简单交际,表达情绪,而且在正确记录同伴情绪的基础上,再次整合、提炼、汇报,培养学生的综合语言运用能力。(六)板书设计Unit 4 FeelingsHe—boys She—girls -How are you feeling today Peter Karen -I am ...Tom Sophie -How is he/she/Name feeling today Nick Sally -He / She / Name is ...David PaulaFrank ClaireMike MariaBob AnnaSteve RoseJim(七)作业设计1.用句型-How are you feeling today -I am..与父母交流情绪、感受。2.用He/She/Name is...来转述他人的情绪、感受。(八)教学反思七、第三课时教学设计(Part5,6a,6b)(一)语篇分析(what, why, how, how)主题与内容(what):一篇讲述Milk生日礼物的小故事。写作目的(why):通过学习故事,使学生能够正确对待并处理自己的情绪。语篇结构(how):通过故事中的小男孩Milk情绪的对比,来感受情绪的变化。语言特点(how):以第一人称表达情感。(二)学情分析1.对话题的喜好和熟悉程度:学生对生活中送生日礼物的话题非常熟悉,而且比较喜欢礼物题材以及故事形式。2.已有的知识技能储备:本课时是第4单元的第三课时,学生已经有前面第一、第二课时的学习。学生对于情绪的话题非常熟悉,也很感兴趣。3.预期学习困难:过去式的学习对孩子有一定困难。(三)教学目标1.任务目标(1)能在图片的提示下听懂、读懂小故事The birthday present,了解故事大意并能进行简单的角色表演。(2)完成6a,6b,学会描述他人情感。2.体验目标(1)帮助学生在真实的语境对话中理解并辨认情感。(2)通过他人的行为了解情感,鼓励学生正确对待自己的情绪。3.语言目标(1)能在图片的提示下听懂、读懂小故事The birthday present。(2)学习并了解be动词的过去式。(四) 教学重难点1.教学重点: 学习句型Hi, I’ve got a new game. Let’s play. Now we’ve got another game.学会在真实语境中运用和操练句子。2.教学难点: 在具体的情境中判断他人的心情,并做出正确的回答。(五)教学活动设计教学目标 教学活动 活动层次 设计意图语言目标:能在图片的提示下听懂、读懂小故事The birthday present。 体验目标:通过他人的行为了解情感,鼓励学生正确对待自己的情绪。 Step1: Warm up T: Good morning, class S: Good morning , Miss wei T: How are you feeling today S: ……. T: How is S1 feeling today Ss: He/She is .... 学习理解 熟练运用 引导学生能回答出因为他爸爸给了他礼物。 学生在理解Mike情感变化的基础上,体会、理解句子:I was angry.老师可稍作解释:was是am的过去式,Mike在这句话中是用was来描述自己刚才的情感Step 2: Presentation Now, please look at Page 34. Here is a story—The birthday present. Teachers show a box and tell them this is a birthday present. T:How are you feeling when you get a birthday present S:I am happy. T: I think someone must be very happy. Because he or she can get a present. Now, please listen to the tape. And answer the questions: How is Mike feeling now S:He is happy. T: Why is he happy S: because his father gives him a birthday present. Ask students to mime the action.“Super!”read the sentences in Page 34. 3.Listen to the tape (P3-P4) and answer the questions: Look at the p3 and guess : How is Mike feeling now Why is he a little sad Read the sentences: Hi, I ’ve got a new game. Let’s play. No, we’ve got another game. T: Is your answer right Let’s listen and read the sentences. Look, he is angry. He roars. T: Does he like the new game now (No, he doesn’t.) What does he think of the games (It’s stupid.) 4. Listen to the tape (P3-P4) ,read and answer the questions: How is Mike feeling now (He feels sorry.) Which sentences tell you Try to find it. (I was sorry.) Step 3: Practice 1.Listen and read. Listen to the tape and read the whole story. 2.Read the sentence and fill in the blanks. Mike gets a ________. His dad gives him a new _____. He says to Other children, “I’ve got a new game. Let’s play.” The other children say, “No, we’ve got another _____.” Mike goes back to his dad and says the game is _____. At last, Mikes plays the new game with ______. 3.Read the story and choose your favorite character and act out the part you like. Step 4: Homework 1.Read and act out the story with your parents. 2.Make a mind map of the story, and then retell the story.(六)板书设计Unit 4 FeelingsThe birthday presentMilk: Happy He has got a birthday present.Angry The children don’t play the new game with him.Happy He says sorry to his dad and play the game with his dad.(七)作业设计1.Read and act out the story with your parents.2.Make a mind map of the story, and then retell the story.(八)教学反思八、第四课时教学设计(Part7,8,pairwork)(一)语篇分析(what,why,how,how)主题与内容(what):本课时是通过游戏的形式复习本单元所习得的因不同情绪而衍生出来的肢体动作。写作目的(why):引导孩子参与游戏,在交流时主动表达,培养交流沟通能力。语篇结构(how):与人交往交流时,能就情绪话题做简短描述。语言特点(how):与人交流时,主动表达个人情绪。(二)学情分析已有知识储备:三年级属于起始阶段,大多数学生初次正式接触英语。通过一个半学期的学习,学生对英语学科有兴趣,理解本课内容应该问题不大。预期的困难:对动作指令的词义混淆,语音语调可能不够准确。(三)课时学习目标1.任务目标:能听懂并完成动作指令。能在真实场景中运用英语进行交流。2.体验目标:在生活场景中,能听懂动作指令并对日常生活话题进行交流。3.语言目标:能听懂动作指令并能进行回应。能独立完成数字游戏。(四)教学重难点教学重点:能主动参与并完成游戏。教学难点:能指认数字单词并能与伙伴们在游戏中理解数字。(五)教学活动设计教学目标 教学活动 活动层次 设计意图Step 1. Lead in 1. Sing a song —Ten little Indian boys. 2. Review the numbers. Listen and clap: four & five Look and say: three ,eight, one,zero, ten. What time is it It’s eleven, twelve. 学习理解 复习简单的数字单词, 为本节课做好铺垫任务目标(1): 能听懂并指认数字单词,能在适当场景中准确运用。 语言目标(1): 能听懂并准确而流利地表达数字eleven-twenty。 Step 2. Presentation What’s seven and six It’s thirteen. Read the word thirteen one by one. Ask Ss to pay attention to the part th, ir, teen. Show the word and pictures of fourteen, fifteen, sixteen, seventeen, eighteen, nineteen. Ask Ss try to read these words. Then ask Ss to discuss in groups and find the rules of spelling. Learn the word: twenty. Listen ,point and repeat the numbers. Then Ss ask and answer in pairs. Games. T: sixteen. Ss: six T: five Ss: fifteen ... Game2: What’s missing What’s the number It’s ... 学习理解 通过呈现真实情景中的数字,让学生理解这些单词的音形义和运用场景,与数学学科完美整合。体验目标: 在真实场景中,能自然地用匹配地英语句子或短语表达因某种情绪而衍生出来地肢体动作。 Step 3. Practice Pair work: -- Play the game. Try to speak out: Put on your trainers. Put on your cycle helmet. Clap your hands. Stand up. Sit down. Open the door. Roar like a tiger. Snap your fingers. Look angry. Stretch. Look scared. Smile. 实践运用 通过游戏训练学生掌握及运用语言地熟练程度。任务目标(2): 能在游戏中运用英语进行交流。 语言目标(2): 能根据棋盘指令,口述内容并做出正确地动作。 Step 4. Production Show a group Step 3. Homework 1.Remember the words of numbers. 2.Make a new miming game and play with your family. 迁移创新 通过展示一组学生的游戏过程,对需要帮助地其他学生起到良好地引导和带动作用。(六)板书设计Unit 4 FeelingsEleven Snap your fingers.Thirteen Roar like a tigerFifteen Look angry.Seventeen Stretch.Eighteen Look scared.Twenty Smile.(七)作业设计1.Remember the words of numbers.2.Make a new miming game and play with your family. 展开更多...... 收起↑ 资源预览