UnitEight (2)

1、Unit Eight Feelings*Learn to understand:Super! Ive got a new game.Lets play. No, weve got another game.This game is stupid, Dad. But Mike!Im sorry. The game is not stupid.I was angry. Thats OK, (Mike.)*Learnt to use:Feeling words: sad, happy, angry, tired, and scared.He cries, he smiles, he stamps h

2、is feet, he goes to bed.Language for a card game.The tired mouse, please; here you are; sorry.Happy birthday, (Mike). Thank you.He is scared. She is angry.*Activities and skills:Listening to feeling words and filling in numbers.Doing the actions to a song.Listening to short conversations from the ca

3、ssette and interpreting peoples feelings.Drawing childrens faces according to their feelings.Cutting out cards for a game from the Appendix.Playing a card game.Decoding the meaning of the language in a story.Playing a board game; miming written instructions.Deciding on personal pronouns to replace f

4、emale and male names.Writing sentences about children and how they feel.*Key points:The spelling and the writing of the feeling words.Drills: He is happy. She is sad. Mike is tired. Its an angry mouse. *Difficult points:A set of grammatical forms used in referring to a person or thing other than the

5、 speaker or the one spoken to.*Teaching course:(I)1. Greeting.What day is it today?How are you doing?2. Warming up.Play the cassette, the whole class mime and sing the birthday song.3. Presentation.a. Use the pictures to tell a story to the pupils: Once, Toby took an English test and he got 10 marks

6、, he is sad (present a sad face on the blackboard). When Toby told his father about the test, his father is angry (present an angry face on the blackboard). He shouted to Toby, so Toby is very scared (present a scared face). From then on, Toby begins to study English very hard; he listened to the ta

7、pe, read the books, and did the exercise. Its twelve oclock and Toby did not sleep. He is very tired (present a tired face). But he still continued with his homework. A month later, Toby takes another test. This time, he got 100. Toby is very happy (present a happy face), he told this to his father,

8、 Tobys father is happy, too. b. Tell the story again, but encourage the pupils to follow up. For example, when it comes to Toby took an English test and he got 10 marks, he is leaving this part to the pupils. Then introduce the word sad to the pupils. Use TPR method to teach this word, repeat it sev

9、eral times. c. Write the word on the blackboard, ask the pupils to read it and spell it. When the whole class gets more familiar, check the word in the action train.Continue the story, introduce other feelings by using such method: angry, scared, tired, and happy.4. Revision.a. The teacher says the

10、words; the pupils mime the corresponding feelings. First, the teacher gives in the original order, and then goes into the jumbled order. When they get familiar to this, the teacher mimes the feelings, the pupils say out the words. b. At this stage, the teacher might put the feeling words into a sent

11、ence and let the pupils to follow it. The teacher can say and mime I am happy.c. The teacher points to the blackboard, and ask the pupils to read the words and spell them. Then the teacher spell the words, the pupils have to say out the words immediately. 5. Game.Ask five pupils to come out and rais

12、e the feeling cards, when the teacher says I am sad, the pupil who holds the corresponding card has to raise it and repeat the sentence, then the whole class spell the word sad.6. Listen and fill in the numbers.a. Play the cassette, ask the pupils take out the pencils and listen carefully. Fill the

13、numbers in the blanks. Tape script:Number one: happy.Number two: angry.Number three: sad.Number four: tired.Number five: scared.b. Check the answer by asking the pupils, the teacher says the number, the pupils answer the feelings.7. Homework assignment.*Homework: 1. Copy the new letters: feeling, sa

14、d, angry, scared, tired, happy.2. Make the word cards.(II)1. Greeting.2. Warming up.Do the action train exercise, ask the pupils to read and spell the new words.3. Presentation.a. Before the class, the teacher took some pictures of some pupils of the class. And took some personal pictures for the le

15、sson.b. The teacher shows her pictures to the class and says I am happy. I am sad and so on. Then presents the pupils pictures. When Toms picture is presented, Tom must stands up, and the teacher would ask him How are you feeling? Tom should responds I am tired and so on. Ask more pupils to try this

16、 exercise. Write down the sentences on the blackboard. Let the pupils to read the sentences.c. After several pupils answer the question, the teacher asks the whole class about the last one How is Sam feeling? Lead the pupils to say Sam is angry. Then change more pictures to practise the drills. d. P

17、resent some pictures of other kids to the pupils; introduce the new name to the pupils. Then ask some questions about these kids. How is Peter feeling? How is Karen feeling? When the pupils get familiar to the names, the teacher presents the pictures and the names, the pupils should say out the sent

18、ences straight. Sophie is sad, etc.4. Listen and draw the childrens faces.a. The pupils listen to the cassette, and without necessarily understanding everything word for word, they have to identify the feelings of the characters and draw their faces in the picture.b. First make sure that everybody u

19、nderstands what feelings are being expressed in the pictures. The pictures illustrate respectively the following adjectives: happy, sad, angry, scared, and tired.c. Before doing the exercise, it is useful to ask the pupils to imitate the feelings expressed. The teacher should name a feeling, e.g. ti

20、red, and one or more of the pupils mime it.d. A competition could be organized to discover is the best actor in the class. Then play the cassette.Tape script:*Mum: Close your eyes, Peter.Peter: Ok.Mum: 10987654321open your eyes.Peter (happily): Oh, what a super T-shirt.*Karen (yawning): Good night,

21、Mum.Mum: Good night, Karen.*Sophie: No, its my pencil case.*Dad: Wake up, Tom. Time for school. Tom (yawning): Ahhh.*Nick (scared): Help! A mouse!*David (angry voice): Ouch! Stop it!*Dad: Heres your orange juice, Sally.Sally: Thank you. Aaaaaaahh. Thats good.*Paula (sobbing): Look, look at my new T-

22、shirt. Dad: Im sorry, Paula.5. Check the answer.Ask the pupils to draw the faces on the blackboard; the whole class gives true or false to the faces.6. Homework assignment.*Homework: 1. Dictation. 2. Draw the feeling faces, and write about your feelings. (III)1. Greeting.What day is it today?How are

23、 you feeling today?2. Dictation.3. Text reading.4. Presentation.a. The teacher presents some faces and asks the pupils: How is Peter feeling? They would answer Peter is happy. Then the teacher continues to ask: How is he feeling? Lead the pupils to say: He is happy. When the pupils get familiar to t

24、he drills, write down the sentences on the blackboard. Let the pupils read out the sentences.b. Give some more pictures to the pupils to practise the drills. First the teacher asks the questions, the whole class answers the questions. Then the teacher asks the same kind of questions, the pupils answ

25、er them one by one. c. At this stage it can be done in this way, the whole class asks the question instead of the teacher, then one pupil to answer the question and then go on like this way. After several times, one finishes the answer then ask another classmate the question.d. The aims at the pract

26、ice are to help the pupils to get familiar to the drills: How is he feeling? He is happy. How is she feeling? She is angry. How is Peter feeling? Peter is sad. How is Karen feeling? Karen is feeling tired. Tell the pupils that when answer the question: How is Peter feeling? They can answer either: H

27、e is sad or Peter is sad.5. Practise.a. Exercise one, the teacher writes the sentences about the kids feelings, and the pupils draw their faces. b. Exercise two, the teacher draws the faces about the kids and writes down their names, the pupils write sentences to describe their feelings. The pupils

28、are supposed to write two types of sentences. E.g. Peter is happy. He is happy.6. Check the answer.Ask the pupils to draw the faces and write the sentences on the blackboard, the whole class helps them to check the answer.7. Homework assignment.*Homework: 1. Give some names to the pupils and ask the

29、m to draw some faces and write some sentences to describe their feelings. 2. Dictation.(IV)1. Greeting.How are you feeling today?How is he feeling today?How is she feeling today?2. Dictation.3. Text reading.4. Presentation.a. The teacher presets the pictures about Toby, and asks the questions: How i

30、s Toby feeling? After the pupils give the answer, the teacher begins to introduce, when Toby is sad, he cries. Then teach them to say cry with TPR method. Repeat the word several times, and then write down the word on the blackboard. Read and spell the word. Then write down the word cries on the bla

31、ckboard; ask the pupils compare the two words. Then put the words into the sentences: I cry. He cries. She cries. Toby cries. Ask the pupils to observe the sentences.b. Then introduce another feeling like this way. When Toby is happy, he smiles. Then teach them to say smile with TPR method. Repeat t

32、he word several times, and then write down the word on the blackboard. Read and spell the word. Then write down the word smiles on the blackboard; ask the pupils compare the two words. Then put the words into the sentences: I smile. He smiles. She smiles. Peter smiles. Ask the pupils to observe the

33、sentences.c. Continue like this way; tell the pupils that when Toby is angry, he stamps his feet. Stress the word stamp, for the phrase the pupils had learnt before. Then teach them to say stamp, then mime the action with TPR method. Repeat the word several times, and then write down the word on the

34、 blackboard. Read and spell the word. Then write down the word stamps on the blackboard; ask the pupils compare the two words. Then put the words into the sentences: I stamp my feet. He stamps his feet. She stamps her feet. Peter stamps his feet. Ask the pupils to observe the sentences. d. Present t

35、he pictures of Toby is tired, tell them Toby is tired so he goes to sleep. Teach them the phrases go to sleep. Then mime the action with TPR method. Repeat it several times, and then write down the word go on the blackboard. Read and spell the word. Then write down the word goes on the blackboard; a

36、sk the pupils compare the two words. Then put the words into the sentences: I go to sleep. He goes to sleep. She goes to sleep. Peter goes to sleep. Ask the pupils to observe the sentences. 5. Practise.a. The teacher gives the instructions; the pupils mime the actions with their body. Then change it

37、; the teacher mimes the actions, the pupils say out the instructions.b. Practise the actions into the sentences, the teacher says: Toby is sad. The pupils should say: He cries. Or they can present it in this way: Toby cries. 6. Learn to sing the song.a. Play the cassette; the pupils listen to the so

38、ng with their books closed.b. Play the song again, encourages the pupils to listen and mime the actions.c. Play the cassette, this time the pupils can open the books and look at the pictures. Follow the cassette to try to sing and mime the song. Repeat it two or three times.d. Read the song in rhyth

39、m.e. Sing the song with the music.7. Homework assignment.*Homework: 1. Copy the song on P70. 2. Copy the new words.3. Dictation.4. Cut out the cards on P109.(V)1. Greeting.2. Warming up.Sing the song- The Action Song.First the pupils follow the cassette to sing the song, and then they follow the mus

40、ic, the last time they sing the song by themselves.3. Presentation.a. The teacher introduces that today we will go to the shop to see the pets. Then the teacher presents some music and pictures, make the feels of going to the shop. b. Then the teacher presents one pet and shouts: Look, what is it? T

41、he teacher continues: How is the cat feeling? The pupils might answer: The cat is happy. Then lead them to say: It is a happy cat. Present the animals with this way. Stress on the feeling of angry, they might describe in this way: It is an angry mouse.c. Present more pictures to help the pupils to p

42、ractise the drills. Then presents five pictures on the screen once, let the pupils to describe the feelings of the pets.d. Then ask the pupils: Which pet do you like? The teacher should answer the question ahead: I like the happy budgie. When it comes to the angry budgie, the teacher should stress t

43、he pronunciation to the pupils.4. Pair work.a. Ask the pupils to take out the cards to practise in pairs. One flashes the cards, the other describe in this way: It is a sad hamster. The pupils are supposed to exchange after several times.b. At this stage, the pupils ask and answer in pairs: Which pe

44、t do you like? I like the scared dog.5. Card game.a. The pupils should be divided into groups to four.b. The aim of the game is to form as many families as possible (group of four cards), by asking the other pupils in the group for their cards.c. One pupil begins e.g. (Peter), the tired mouse, pleas

45、e. If (Peter) has the card with the tired mouse on it, he should give it to the pupils that asked for it and answer here you are. d. The first pupils should continue to ask for cards either from (Peter) or from the other pupils. When one of the other pupils doesnt have the requested card, he should

46、say sorry, and then it is his turn to ask the others for their cards.e. When one of the pupils manages to form a complete family (e.g. four mice), that family belongs to him and no one else can ask for those cards.f. The game is over when all the families have been completed. The pupil with the most

47、 families is the winner.6. Homework assignment.*Homework: 1. Describe the feelings of the animals (Choose one pet).2. Dictation.(VI)1. Greeting.2. Warming up.The teacher flashes the feeling cards of the pets and the pupils describe the feelings of the pets as soon as possible.3. Learn the story - Th

48、e birthday present.a. Play the video, the pupils watch the story with their books closed. This stage, the pupils are supposed to catch the main idea about the story.b. Play the video again; encourage the pupils to mime the actions of the story follow the people in it.c. The teacher says the story, m

49、iming the actions sentence by sentence, the pupils follow to say and mime the actions.Happy birthday, Mike. (Suppose to give a gift to Mike.)Thank you, Dad. (Accept the gift happily.)Super! (Being very excited.)Hi, Ive got a new game. Lets play! (Want to share the game with some friends.)No, weve go

50、t another game. (Refuse the request.)This game is stupid, Dad. (Acted angrily, throw the gift to Dad.)But Mike! (Being very disappointed.)(Mike closes the door, and Dad looks at the door.)(Mike thinks about everything, suddenly he gets the idea.)Im sorry, Dad. The game isnt stupid. I was angry. (Sor

51、ry for everything.)Thats OK, Mike. (Embrace each other.)Lets play the game. (Play the game together.)OK! (Say it happily.)d. Repeat the story twice; makes the pupils get familiar to the sentences and the actions. Then the teacher tell the story, the pupils try to imitate the actions. Then the pupils

52、 say and mime the story, the teacher is supposed to give their some hints.e. Play the cassette, the pupils follow the cassette, say and mime the story. At first, the teacher mimes the actions with the pupils, after that, let the pupils do it by themselves.f. Play the video without any sounds, ask th

53、e pupils to say out the dialogue according to the actions of the people.4. Read the story.a. Ask the pupils to open their books, read the story follow the teacher, after that, and encourage the pupils to read the text by themselves.Dad: Happy birthday, Mike.Mike: Thank you, Dad. Super!Ive got a new

54、game. Lets play!Girls: No, weve got another game.Mike: This game is stupid, Dad.Dad: But Mike!Mike: Im sorry, Dad. The game isnt stupid. I was angry.Dad: Thats OK, Mike. Lets play the game.Mike: OK.b. Stress the new words of the story: a new game, lets play, stupid and Im sorry.5. Homework assignmen

55、t. *Homework: 1. Read the story, act the story to your parents.2. Copy the new words.3. Dictation.(VII)1. Greeting.2. Dictation.3. Text reading.4. Revision.The teacher plays the cassette, the pupils say and mime the story follow the cassette. Then divide the pupils into two groups, one group is Mike

56、, the other group is Dad, let the pupils read the story. 5. Presentation.Present the characters of the story on the board, ask the pupils to read the story word by word. When they get more familiar to the characters, encourage them to read the sentences in jumbled order. Divide the pupil into two gr

57、oups again but this time let them imitate the tones and voice in the story.Dad: Happy birthday, Mike.Mike: Thank you, Dad. Super!Ive got a new game. Lets play!Girls: No, weve got another game.Mike: This game is stupid, Dad.Dad: But Mike!Mike: Im sorry, Dad. The game isnt stupid. I was angry.Dad: Tha

58、ts OK, Mike. Lets play the game.Mike: OK.6. Reading comprehension.To check the pupils general understanding, the teacher can proceed as follows: tell the pupils that you are going to say some correct and some incorrect sentences about the contents of the story they have just listened to. When one of the pupils hears an inc