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　　module1gettingtoknowyouunit3howdoyoufeel？（period1）topic：feelingslanguageaims：usingthekeywordsincontexte。g。happy，sad，hungry，full，thirsty，tiredusingmodelledsentencestodescribefeelingse。gi’mhappyusingwhquestionstofindouthowpeoplefeele。g。howdoyoufeel？abilityaims：studentscandescribefeelingsemotionalaims：differentsituation，differentfeelingskeypoints：howdoyoufeel？i’m（predicativeadjectives）difficultpoints：usethenewsentencepatters‘i’m’todescribefeelingsmaterials：student’sbook4a（p13p16）cassette4aandcassetteplayermultimedia：ppt
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　　purposei。pretaskpreparationrhymequestionshavethestudentslistentotherecordingfor‘listenandenjoy’onpage161。what’sthegirl’sname？2。what’stheboy’sname？3。howissusie？howdoessusiefeel？4。howissimon？howdoessimonfeel？利用儿歌引出复习的内容通过教师的问题，让学生体会，了解同一个内容的不同问法ii。whiletaskprocedurenewwordsandthesentences‘full，tired，angry，afraid’1。showthewords：hungry，thirsty2。question：howdoyoufeeltoday？showthewords：happy，sad，full，tired，hungry，thirsty，angry，afraid，hot，colds1：iami’m。3。readandrepeatallthewords4。showthesentenceandreadhowdoyoufeel？5。askandanswer：e。g。s1：howdoyoufeel，？s2：（frownormimecrying）i’msad。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。posttaskactivitiesbrainstorm1。askandanswer：t：whatdoyoudowhenyou’rehappysadhungryfullthirstytired？s：iamhappy。isingasong。2。t：giveyouanewbook。howdoyoufeel？s：ihaveanewbook。i’mhappy。isingasong。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。listenandrepeatpage14162。copythewordsandsentences板书：howdoyoufeel？howareyou？i’m。（happysad，hungryfull，thirsty，tired，angry，afraid，hot，cold）
　　unit3howdoyoufeel？（period2）topic：feelingslanguageaims：usingpredicativeadjectivestodescribefeelingse。g。he’shappy。usingwhquestionstofindouthowpeoplefeele。g。howdoesheshefeel？usingyesnoquestionstoelicitapositiveornegativeresponsee。g。areyouhungry？yes，weare。isheshehungry？no，hesheisn’t。abilityaims：studentscanaskandansweraboutotherperson’sfeelingemotionalaims：differentsituation，differentfeelingskeypoints：howdoesheshefeeling？he’sshe’sareyou？isheshe？difficultpoints：usewhquestionsandyesnoquestionstoaskotherperson’sfeelingsmaterials：student’sbook4a（p121316）cassette4aandcassetteplayermultimedia：ppt
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　　purposei。pretaskpreparationryhmndailytalk。listentothetapeabouttheryhmnonpage16againandtrytorepeatafterthetapeaskstudentssomequestionsaboutfeelinghowdoyoufeel？areyouhappy？isheshehappy？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。whiletaskprocedurelookandsay（dialogue）learnthenewsentence1。showthedialogueonpage12andaskthestudentssomequestionsaboutthepicturewhoarethey？howdoeskittyfeel？isbenhappy，too？howdoesbenfeel？2。showthesentencesontheblackboardandreadhowdoesheshefeel？hesheis。3。playagameplaythegameonpage13s1：（showthewordcardforsadtos2）s2：（frownormimecrying）s1：howdoesfeel，s3？s3：isheshetired？s1：no，hesheisn’t。s3：isheshesad？s1：yes，hesheis。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dialogue1。listentothetape2。questions：howdoeskittyfeel？whatdoesshewanttodo？howdoesbenfeel？
　　whatdoeshewanttodo？aretheytired？3。listentothedialogueagainshow：havesomethenthem4。actoutthedialogue5。readthedialoguetogether6。makeanewdialogue表演对话，激发学生兴趣的同时，学习课文并培养听力iii。posttaskactivitiessurveyexercise1。pidethestudentsintogroupsoffourandhavethemtoasurveyquestion：howdoyoufeel？whatdoyouwanttodo？areyou？2。askthestudentstofinishthetableaboutotherperson’sfeeling3。giveareportaboutaclassmateaccordingtothesurveye。g。xxistired。hewantstositonthechair。he’snothungry1。finishtheexercisesonworkbookpage14152。thenchecktheanswerswiththem。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。readp12、1316aftertape2。trytorecitethedialogue板书：howdoyoufeel？iamhappy。howdoesheshefeel？hesheishappy。areyouhappy？yes，iam。no，iamnot。isheshehappy？yes，hesheis。no，hesheisn’t。thenthemunit3howdoyoufeel？（period3）topic：feelingslanguageaims：usingmodelledsentencestodescribefeelingse。g。samisthirstyusingyesnoquestionstoelicitapositiveornegativeresponsee。g。areyouthirstytoo，ginger？usingformulaicexpressionstoexpressapologye。g。sorry。abilityaims：studentscandescribefeelings。emotionalaims：differentsituation，differentfeelingskeypoints：understandthedialogueandactoutthedialougeusingformulaicexpressionsdifficultpoints：actoutthedialougeusingformulaicexpressionsmaterials：student’sbook4a（p14，p16）cassette4aandcassetteplayermultimedia：ppt
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　　purposei。pretaskpreparationrhymedailytalkreadtherhymeonpage16togetherandtrytoreciteittshowdoyoufeel？howdoesheshefeel？howareyoutoday？areyouhungry？ifyou’rehappy，whatdoyouwanttodo？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。whiletaskproceduredialogueonpage14here’ssome。。。herearesome1。t：ifyou’rehungrythirsty，whatdoyouwant？2。showthesentencesandreadhere’ssomewater。here’ssomewaterforyou。herearesomecakes。herearesomecakesforyou。thankyou。3。askandanswer（s1s2）。s1：howdoyoufeel？s2：i’mhungry。s1：here’sacakeforyou。s2：thankyou。4。ifadogcatishungry，whatdoeshewant？ifadogcatisthirsty，whatdoeshewant？5。listentothedialogue。showandread：eachother6。havestudentsaskandanswerquestionsinpairse。g。s1：howdoessamfeel？s2：he’sthirsty。7。choosesomestudentstoreadthedialogue8。roleplayingroupsoffive9。readtogether拓展学生思维的同时，自然引出句型：here’shereare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’sherearede运用情况iii。posttaskactivitiesexercisefillintheblanksgame：‘informationgap’exercise21。havethestudentsfillintheblankstodescribethepicturesfor‘sayandact’。ben，kittyandsamgotopeter’shomeatnoon。samis。hedrinksginger’s。thewaterisniceandsamis，butgingerisnot。sheistoo。petergivesgingersomeandnowgingeris，butshedoesnotlikesam。theydon’tlike。2。readthepassagebythemselveshavethestudentsplaythegame‘informationgap’inpairs。lookatthepassagewithblanks。askyourpartnersquestionstofindouttheinformationtofillintheblanks。workbookpage1617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。listentothetapeandreadp142。writethenewwordsandphrases3。readtheexploringpassage。充分利用教学中用过的短文作为朗读材料板书：here’ssomewater。here’ssomewaterforyou。herearesomecakes。herearesomecakesforyou。theydon’tlikeeathother。comeinsitdownunit3howdoyoufeel？（period4）topic：feelingslanguageaims：usingpredicativeadjectivestodescribefeelings。e。g。i’mthirstyandtiredusingformulaicexpressionsincontexte。g。ihaveanidea。abilityaims：studentscanretellthestory。emotionalaims：differentsituation，differentfeelingskeypoints：understandthestorydifficultpoints：studentscanretellthestorywiththeirownwordsmaterials：student’sbook4a（p15）cassette4aandcassetteplayermultimedia：ppt
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　　purposei。pretaskpreparationrhyme。dailytalk。1。saytherhymnonpage162。focusonthephrasesandthenewwordsicecreamcreamstrawberryberryberrieslemonlemonadeabottleoflemonadealargebottleoflemonade1。ifyouhaveasuperbicycle，howdoyoufeel？ifyouarehappy，whatdoyouwanttodo？ifyourfatherhasasupercar，whatdoeshefeel？2。studentstrytosay：myfatherisifhehas。mymother。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。whiletaskprocedure
　　iii。posttaskactivitiesnewword：crowreadastorydescribethestoryfillintheblanks1。showthecrowpuppet。learntheword：crowhowisthecrow？whatcanthecrowdo？doyoulikeit？introducethecrowe。g。thisisacrow。it’sblack。itswingsarebig。itcanfly。2。questions：howdoesthecrowfeel？whatdoesitwant？showabottlewithalongandthinneckhowisthebottle？3。readthestorybythemselvesread，chooseandwrite4。learntheword：pebblesihaveanideagreati’msohappy。so5。questions：canthecrowdrinkthewater？whatdoesitdo？whatdoyouthinkofthiscrow？6。readthestoryagain1。describethestorywithyourwords（groupwork）2。trytohavethestudentsroleplaythestoryifthestudentshavedifficulties，youmayactasthenarratoryourself3。havethestudentscompletethefollowingsummaryofthestory‘athirstycrow’。thenencouragethemtoretellthestoryitisadaytoday。thereisaintheforest。thecrowfliesandflies。heisand。thenheseesa。thereissomeinit。thecrowwantstothewater，butthebottleistooand。thecrowcannotdrinkthewater。hecansome。heputsthepebblesintothebottle。one，two，three，therearemanypebblesinthebottlenow，andthecrowdrinkthewater。howthecrowis！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。copythenewwordsandphrases2。readp15aftertapeandwritethestoryinsixsentencesatleast。分层作业，适合所有学生板书：acakewithcreamandberriesalargebottleoflemonadecrowthirstyandtiredbottlelongandthinpebblepebblesanideagreatsohappyunit3howdoyoufeel？（period5）topic：feelinglanguageaims：usingthekeywordsandsentencestotalkandwriteaboutfeelingsidentifyingthepronunciationof‘st’inwordssuchastoast，postmanandlampposte。gtoast，postman，lamppostabilityaims：studentscantalkandwriteaboutfeelingsemotionalaims：differentsituation，differentfeelingskeypoints：studentscanidentifythepronunciationof‘st’inwordsstudentscanwriteseveralsentencestodescribepeople’sfeelingdifficultpoints：usethenewsentencepatterstowritedownpeople’sfeelingmaterials：student’sbook4a（p16）cassette4aandcassetteplayermultimedia：ppt
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　　purposei。pretaskpreparationrhymereviewthewords1。readthewordsandphrases2。havethestudentsrecitetherhyme1。lookatthecardsandtrytosaytherhymne。g。happy，happy。isinganddancehungry，hungry。hewantssomenoodles。tired，tired。igotobed。sad，sad。shecriesandcries。2。lookatthecardsandanswerthequestion。howdoyoufeel？howdoesheshefeel？areyouhungry？ishehappy？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。whiletaskprocedurecheckthehomeworkexercise1。communicatethestorywhattheywriteabouttextwiththepartners2。readthebeststorytoclass1。havethestudentsdotheexercisesonpage1819oftheworkbook2。checktheanswers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
　　learnthesound1。showtheflashcardsfor‘learnthesound’onpage16andhavethestudentsrepeatthetwowordstoastlamppost2。readallthewordse。g。st，toastst，postmanst，lamppost3。encouragethestudentstothinkofmorewordswiththesounde。g。list，taste，dentist，guest，forest4。listentothetapeandrepeatit用儿歌的形式朗读单词及发音，让学生不觉的枯燥iii。posttaskactivitiesreadthenewrhymn1。pidethestudentsintogroupsoffiveorsixandreadtherhymn2。makeanewdialogueaboutthefeelingswithyourpartners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。getreadyforthedictationofthisunit2。recitetherhymnonpage16板书：st：toastpostmanlampposttastedentistlistforest