Unit 2 How does it feel?优质课教学设计

Oxford English 4B Module1 Unit2 Theme:How does it feel?

Topic:Touch the elephant (A story:The blind brothers and the elephant) (Period 3) ★单元教学目标：

知识：1.在语境中学习感官类单词：hard,soft,rough,smooth,sharp,blunt,thick,thin、文具类单词：pencil,knife,pencil case.、地点类词组：lost-property office.掌握单词和句子的音、形、义。

2.在语境中运用句型：Whose...is this/that/are these/those?来询问物品的主人。

3.在语境中运用句型：It’s/They’re...来描述物品的特征以及描述物品的主人。

4.在语境中运用句型：How does it feel?来询问物品的特性。

5.熟练掌握字母-ir,-ur,-au,-oor的发音并能够熟练朗读Learn the sound儿歌。

6.在语境中运用已经学过的句型来描述身边的物品以及动物elephant。

7.在语境中运用理解并且可以用英语解释blind的含义。

能力：1.通过运用Whose...is this/that/are these/those?,How does it feel?这类特殊疑问句来询问贴近生活的事物的特性以及从属来提高学生在生活中英语的语用能力。

2.通过利用句型来描述身边事物以及动物elephant提升学生的语言描述能力。

3.通过利用已学的句型来复述故事The blind brothers and the elephant来提高学生的语

言组织和表达能力。

情感：1.激发学生对于生活的热爱。

2.通过成语故事“盲人摸象”让学生知道看待事物不能以偏概全：Every coin has its two sides.

★单元课时划分

Period 1 Topics Touch the things around us Materials SB:p7(Look and say)p8(Look and learn )p8(play a game)p11(Listen and enjoy) P11(Learn the sounds) WB：p10 Part F p11Part G

SB:p9(Say and act) p11(Listen and enjoy)P11(Learn the sounds) WB:p13 Part C

SB:p10 (Read a story)p11(Learn the sound) WB:p12 Part H

2 Touch the sand on the beach 3 Touch the elephant

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教学目标

文化意识

情感态度

学习策略

语言知识

第一课时

初步掌握感官类单词：hard,soft,rough,smooth,sharp,blunt,thick,thin、文具类单词：pencil,knife,pencil case. 单词

句型

语言技能与运用

第二课时

巩固学习感官类单词，地点类词组：lost-property office. 第三课时

巩固学习感官类单词，理解并且可以用英语解释blind的含义。

掌握句型：Whose...is 熟练掌握句型：this/that/are Whose...is these/those?的含义。

this/that/are these/those? It’s/They’re... 1.能朗读文本Look and say. 2.能用句型Whose...is this/that/are these/those?来询问物品的主人,It’s/They’re...来描述物品的特征以及描述物品的主人。

了解身边事物的特性。

通过触觉体验身边事物的不同特性。

1.能听懂、角色扮演文本On the beach 2.能用句型They are homes for../There are...来描述世纪公园中的景点。

熟练掌握描述性的句型It’s/They’re...来描述elephant各部分的特征。

1.能朗读文本The blind brothers and the elephant 2.能用描述性的句型和单词来描述elephant各部分的特征。

了解如何处理丢失物品。

体验捡到丢失物品后询问他人以及交到失物招领处的生活经验。

通过阅读故事以及对于照片与故事的配对，培养学生语篇的理解及语言表达能力。

了解中国成语故事“盲人摸象”。

知道看待事物不能以偏概全：We can’t take a part for the whole. 以角色朗读、角色扮演的形式，在语境中巩固掌握词汇并且培养学生语用能力。

通过阅读来询问物品的主人以及描述身边的事物，结合语境，巩固词汇。

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★单课教学目标

单课教学目标、文本及教学过程

4A Module1 Unit2 Touch the elephant (A story:The blind brothers and the elephant) (Period 3) 教学目标：

1.在语境中运用理解并且可以用英语解释blind的含义。

2.在语境中能运用句型：How does it feel?来询问elephant各部分的特性。

3通过利用句型It’s...和感官类单词来描述elephant各部分的特性。

4.通过利用已学的句型来复述故事The blind brothers and the elephant。

6.通过成语故事“盲人摸象”让学生知道看待事物不能以偏概全：We can’t take a part for the whole. 7.体验到成语故事的幽默诙谐（funny)。

教学文本

辅助文本：

The first blind brother is so funny.He touches one of the elephant’s teeth and says,‘The elephant is smooth and hard.’

The second blind brother is so funny.He touches one of the elephant’s legs and says,‘It’s big and thick.’

The third blind brother is so funny.He touches one of the elephant’s ears and says,‘It’s big and soft.’

The last blind brother is so funny.He touches the elephant’s tail and says,‘It’s long and thin.’

教学过程：

Procedure Pre-task preparations Contents 1.Daily talk Methods 1)Ask and answer: 1）What can we see with our eyes? 2)What can we hear with our ears? 3)What can we touch with our hands? 4)How does it feel? 1）Listen and enjoy(3Bp9)

Purpose 日常对话复习本单元词汇句型并且引入新授环节。

通过已学的相关主题儿歌，活跃课堂气氛并且为新授环节改编的儿歌作铺垫。

2.Warming-up While-task procedures 1.Learn the first picture of the story. 1.Guess a riddle to learn the new word学习故事及新词‘blind’and explain it in English. 汇。

1)Ask four students to come to the front and read the riddle together. 3

We have two hands. We can touch everything with our two hands. We have two ears. We can hear everything with our two ears. We have two eyes. But we cannot see anything with our two eyes. Who are we? We are blind brothers. 2.Introduce the title of the story 3.Watch the video

4.Put the pictures into right order 5.Here is the picture on the first page. Please look at the picture. 1)How many brothers? 2)Where are they? 3)Why their eyes are all closed?

2.Learn the second

and the third picture of the story 3.Learn the fourth picture of the story 1)Listen to the sound of the elephant. What’s that?-It’s an elephant. 2)Can they touch it and feel it? 3)Role reading the picture3

1. 1)Listen to picture 4 学习第四幅图片2)Pair works and role reading about 并且不断补充、what do they say about the elephant 输出文本内容。

-How does the elephant feel? -It’s... 2.Think about which four parts of the elephant do the blind brothers touch? The first blind brother touches one of the elephant’s_______. The second blind brother touches one of the elephant’s________. The third blind brother touches one of the elephant’s_________. The______ blind brother touches the elephant’s_________. 3.Retell the fourth picture. 1)Do you think the first brother is funny? I think the first blind brother is so 4

funny.He touches one of the elephant’s teeth and says,‘The elephant is smooth and hard.’

The second blind brother is so funny.He touches one of the elephant’s legs and says,___________________. The third blind brother is_______.He touches one of the elephant’s ears and says,_______________. The last ..... He touches..... and says... Do you think the story and the blind brothers are funny?Since the story is funny,let’s watch the video again and tell the story in our own words.Then we can share it with our friends after class. Post-task activities 1.Add an ending to the story

let’s add an ending to the story. At last, the man on the elephant laughs and says，‘The elephant is big and strong. Its teeth are_______ and________. Its legs are__________. Its ears.... Its....’

发挥学生想象力，为故事添加结尾。

2.Group acting Students in group of six to act out the story. 让学生通过表演复习故事，进一步理解故事。

了解故事告诉我们的道理，升华学生情感。

3.Lessons we learn from the story Assignment We can’t take a part for the whole.

1)Read p10 2)Retell the story in your own words. M4U2 How does it feel? Touch the elephant A story: The blind brothers and the elephant

What they hear

What they touch

What they say

What they see Blind

Brother1

the elephant

teeth

smooth and hard

Nothing

Brother2

legs

big and thick

Brother3

ears

big and soft

Brother4

tail

long and thin

Don’t take a part for the whole.

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