2024年1月6日发(作者：)

沪教版英语三年级上册《Feelings》教案

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 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 Students 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 Students 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 Students Book 3A page 18

l Cassette 3A and a cassette player

l Workbook 3A page 13

l Photocopiable page 15 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. 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, Im 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