沪教版英语三年级上册《Feelings》教案

小学教育网

　　Tasks and clusters of tasks
       
        　　Feelings
       
        　　l Learners talk about feelings in the context of a birthday party
       
        　　l Learners complete task sheet
       
        　　l Learners role-play in context of birthday party
       
        　　l Learners play a recognition game
       
        　　Language learning objectives
       
        　　Functions
       
        　　l Describing people
       
        　　l Asking about desires of others
       
        　　l Expressing thanks
       
        　　l Identifying objects
       
        　　l Finding out about a thing
       
        　　l Obtaining simple responses
       
        　　l Confirming/denying
       
        　　l Expressing thanks
       
        　　l Expressing refusal
       
        　　Language/Vocabulary
       
        　　l Predicative adjectives: happy, sad, hungry, thirsty
       
        　　l Inverted word order for questions: e.g. Is Ben sad? Is it a book?
       
        　　l Indefinite articles ‘a’ and ‘an’
       
        　　l Pronoun: it
       
        　　l Wh-question: What is it?
       
        　　Formulaic expressions
       
        　　l Yes, please/No, thank you.
       
        　　l Here you are.
       
        　　l Thank you.
       
        　　l Question: A (cake), Ben?
       
        　　l Yes/No
       
        　　Skills
       
        　　Speaking
       
        　　l Use modelled phrases and sentences to communicate with teachers and students

jzfour

        　　Listening
       
        　　l Recognize differences in intonation/differentiate between questions and statements
       
        　　Reading
       
        　　l Hold book correctly, turn pages from front to back
       
        　　l Locate specific information in a short text in response to questions
       
        　　Resources
       
        　　l Student’s Book 3A P18-20
       
        　　l Word and Picture Cards 3A
       
        　　l Cassette 3A
       
        　　l Photocopiable page15
       
        　　l Workbook 3A P13-15, P41-43
       
        　　l Grammar Practice Book 3A P15-18
       
        　　l Student’s self-assessment sheet P59
       
        　　The First Period
       
        　　Dimension targets:
       
        　　l Converse about feelings
       
        　　Language focus:
       
        　　l Using adjectives to describe how people feel
       
        　　l Asking Yes/No questions to obtain simple responses
       
        　　Language skills:
       
        　　Reading:
       
        　　Locate specific information in a short text in response to questions
       
        　　Speaking:
       
        　　Pronounce correctly words in connected speech by linking together and using appropriate stress
       
        　　Materials:
       
        　　l Student’s Book 3A page 18
       
        　　l Cassette 3A and a cassette player
       
        　　l Workbook 3A page 13
       
        　　l Photocopiable page 15

jzone

        　　Preparation:
       
        　　Bring some magazines with pictures of food and drinks for students to cut from magazines.
       
        　　Steps:
       
        　　Pre-task preparation:
       
        　　A. Ask the students if they go to KFC; what they like to eat and drink there; if they have ever been to a birthday party at KFC. Ask if they think parties are fun. If not, what are the sorts of things that happen at a party that might make them sad.
       
        　　B.
       
        　　1. Introduce: happy/ sad with blackboard drawings.
       
        　　2. Introduce: hungry/ thirsty with pictures of food and drinks and gestures.
       
        　　3. Play the cassette. Listen and follow in their books.
       
        　　4. Read: The party. Ask students to decide how each character feels by using picture clues.
       
        　　5. Write: happy/ sad/ hungry/ thirsty on the board, with simple drawings to demonstrate each feeling.
       
        　　While-task procedure:
       
        　　1. Distribute Photocopiable page 15.
       
        　　2. Ask the questions.
       
        　　3. Give the students a few minutes to read the questions.
       
        　　4. The students read the questions and tick Yes or No.

jzfour

        　　5. Encourage the students to say why the subjects are happy/sad, etc.
       
        　　6. Ask the questions again.
       
        　　7. In pairs, the students practise: Ask and answer. More able students may develop the tick-list into written response. (e.g. Yes, Mr Li is happy.)
       
        　　8. Ask the open-ended question: Is Grandma happy/sad/hungry/thirsty? Students may decide for themselves what the response is, and why.
       
        　　Post-task activities:
       
        　　1. Ask individuals: Are you happy/sad? to elicit: Yes/No.
       
        　　2. Cut out pictures of food and drink. Ask individuals: Are you hungry/thirsty? to elicit: Yes/No.r
       
        　　2 More able students can be taught to reply: Yes, I am./No, I’m not.
       
        　　3. Workbook page 13
       
        　　a) Draw a happy or a sad mouth on the faces, and trace the words.
       
        　　b) Give they a few minutes to read the questions.
       
        　　Go over the questions and explain how to tick the correct box.
       
        　　c) Ask individuals the questions.
       
        　　d) The students trace and tick.
       
        　　e) Ask the questions again to check understanding.
       
        　　Consolidation:
       
        　　At this stage Grammar Practice Book 3A page 15 could be used to practise and consolidate the oral and written language in this section further