Unit 1 Look and seeppt配套教案和课堂实录

课题

Module 1

Using my five senses Unit 1 Looking and say

（1）

1.

Learners to say a poem to identify parts of the face, including eyes 2.

Learners making a blindfold mask to wear and identify the function of the eyes 3.

Learn to identify items around the classroom in terms of color and complete a table of colors 4.

Learners identify belongings by sight recognition 5.

Learners should conclude that we see with our eyes 教学内容

知识与技能：掌握祈使句和相关形容词的用法。

教学目标：

过程与方法：学会灵活的自编小对话。

情感、态度与价值：学会自制转盘并编对话。

教学重难点

1.

Talking about ability: I/You can/can’t see…

2.

Asking and answering questions: What can you see? What color is it? Is this your…?

3.

Possessive adj.: my, your 4.

Countable nouns

教学准备

教学过程

Cassette 3B and a cassette player, Wall picture 3B, small mirror, scissors and string, Make a mask

教师活动

Warming up Greetings：Happy new year.

Nice to meet you. How are you?…

Pre-task Preparation 1.Show the mirror then teach. 2.Touch then say out. (Black hair, two brown eyes, one nose, two ears and a mouth) 3.Listen to the tape then repeat.

While-task Procedure (1)

Play the poem on the cassette. Students listen to the poem. (2)

Play the poem again. Encourage them to say the poem with the cassette. (3)

Invite individual students to say the poem with the cassette. (4)

Play the cassette: Look and Say. The students follow in their books. (5)

Game: One student in each group wears the mask. The others ask: ‘What can you see?’ To elicit: “I can’t see.” Then, they put some objects on a desk. The student with a mask asks each member of the group: “What can you see?” to elicit: I can see a/an…

(6)

Show the sentences: What can you see? I can’t see. I can see an apple.

(7)

Competition: Members of the group put some more objects on the desk. Then the student takes off the mask and picks up the objects that the group members have mentioned. Post-task Activities (1)

Ask the students to read the given words with me (2)

Do workbook P1 (3)

Check answers by inviting students to label a face on the board. (4)

Play Simon says… with the students using eyes, ears

Consolidation (1)

Say the poem twice (2)

Read Look and Say after the cassette (3)

Read it again by themselves (4)

Read together

Homework

（1）.Listen to the tape then repeat. （2）Say and act the poem to your parents. （3）Copy the new words

教学效果

本课的教学目标是让学生学会can 句型的特殊疑问句的回答及反馈

该句型的否定句，在本教时的教学中达到了效果。在教学中利用镜子学小诗，学会can句型的特殊疑问句和它的回答，利用让学生闭上眼睛的方式引出该句的否定句，学生对于这个顺序比较容易接受。而且，I am a wood baby 的游戏对于课堂安静的操控很有效。

课题

Unit 1

Looking and Seeing

（2）

教学内容

Speaking 1. Use modeled phrases and sentences to communicate with teacher and other learners 2. Open an interaction by asking questions 3. Maintain an interaction by replaying to questions Listening Recognize differences in the use of intonation to differentiate questions and statements

知识与技能：掌握特殊疑问句及常用词

教学目标：

过程与方法：学会根据教室里的东西灵活的自编小对话。

情感、态度与价值：学会相互询问有关学习用品。

1. Using nouns to identify things 教学重难点

2. Using predicative adjectives of colour to describe things 3. Using modal verb ‘can’ to talk about ability

教学准备

教学过程

Cassette 3B and a cassette player, Colour cards, Word cards

教师活动

Pre-task preparation

A

Review classroom vocabulary.

The students make and place labels on: blackboard, chair, door, bag, rubber, pencil, book, desk, ruler, and pen.

Review colours: red, orange, ye/low, green, blue, black, white, pink

Ask the students to read these words and spell them out B 1 Stick the Word and Picture Cards on the board. Introduce: brown and grey. 2 Ask students to point to objects of a certain colour. 3 Play the cassette. The students point to the object and repeat.

4 Pick up a classroom object. Ask: What colour is it? to elicit: It's ...

While-task procedure

1

Put some classroom objects on your desk. Ask: What can you see? to elicit: I can see a. ..Ask: What colour is it? to elicit: It's

2

Divide students into pairs.

Have Student A blindfolded and Student B put a classroom object on the desk. Student A asks: What can you see? What colour is it? to elicit: I can see a ...It's ...from Student B. Then Student B puts a few more of the same classroom objects but of different colours on the desk. Student A takes off the mask and chooses the correct object.

3

Split the class into two groups. Group A looks at the front of the classroom. Group B turns the chairs and looks at the, back of the classroom. Use Photocopiable page 2.

Ask students Ito colour the objects that they can see in the classroom on the sheet, then write down the colour.

When they have finished, ask the two groups to share their work. Ask the more able students to point out the differences if there are any.

Post-task activities

1 Workbook page 2

a Read number 1 with the students. Ask them to colour the desk with the correct colour.

b Complete number 2 orally. The students fill in the blanks.

c Invite individual student to read the completed sentences.

2 Play a guessing game with the students. Choose an object in the classroom. Say: I can see something beginning with (letter). It's (colour). The students guess what the object is.

Homework

教学效果反馈

Copy the new words and the dialogue Listen to the tape then repeat.

本课的目标是让学生通过对教室里一些常用事物的问答，复习与巩固前面学过的What can you see？和What colour is it？利用学生身边的东西进行提问，让学生相互之间进行问答，学生的兴趣较高，也乐于开口与同学合作。在之后的练说中，学生在颜色的回答中加了a，把grey抄写错误。总体来说，大多数的学生学的比较好，在默写中的错误率教低。在周练卷中学生把What colour is it？What colour can you see？混淆起来。

课题

Unit 1

Looking and Seeing

（3）

教学内容

Speaking 1.

Use modeled phrases and sentences to communicate with teacher and other learners 2.

Pronounce correctly a series of words in a sentence with the vowel sound ‘a’ in its open syllable form

Listening Identify a series of words in a sentence with the vowel sound ‘a’ in its open syllable form

教学目标：

教学重难点

知识与技能：掌握形容词的一般疑问句的用法。

过程与方法：巩固学会特殊疑问句和一般疑问句的用法。

情感、态度与价值：学会礼貌的待人接物。

1.

Asking ‘Wh-’ questions to find out various colours students see

2.

Using modal verb ‘can’ to talk about ability

教学准备

Cassette 3B and a cassette player, a piece of paper, scissors, colour pen, toothpick 教学过程

教师活动

Pre-task Preparation

. Revision

What can you see?

I can see…

What colour is it? It’s…

While-task procedure

1 Divide students into groups. Use Photocopiable page 1.

2 Read Make and play instructions as I demonstrate making the spinner on page 4 of the Student's Book. (The instructions are passive language.)

3 Students make a spinner per group. They can stick the circle on a card. Students spin the spinner. Members in a group ask and, tell each other about the colours. What colour can you see? I can I see ... Ask the group leader to make a record of all the colours the group members see.

Encourage them to pick out the new colours. Ask the more able students to show the class how colours mix together and form new colours.

Learn the sound

1 Play the cassette. Students listen.

2 Play the cassette again. Students follow.

3 Students repeat after you.

4 Ask individuals to read the sentence.

Homework

1.

Play the spinner and say. 2.

.2Write the new sentences

教学效果反本课是让学生在做做玩玩中学说句型What colour can you 馈

see？I can see…课前我让学生在家里预习并把它做好,在课堂上请一些学生说出做的步骤,在说的过程中,学生把本堂课的内容也掌握了,在他们遇到一些单词不会读时,正好进行教学,效果挺好,在随后的Learn the sound中,适当的结合以往的单词教学,使学生在复习中学新知识。但在学生边玩边说的过程中，还是有一部分学生回答成了It is green。

课题

Unit 1

Looking and Seeing

（4）

教学内容

Speaking 1.

Use modeled phrases and sentences to communicate with teacher and other learners 2.

Open an interaction by asking a question 3.

Close an interaction by using appropriate formulate Listening 1.

Identify key word in an utterance by recognizing the stress 2.

Recognize differences in the use of intonation to differentiate questions and statements 1.

知识与技能：掌握一般疑问句的问答

教学目标：

过程与方法：学会灵活的自编小对话。

情感、态度与价值：学会询问别人

教学重难点

1.

Using possessive adjectives to show possession

教学准备

教学过程

Cassette 3B and a cassette player, pen, pencil, book, ruler and so on.

教师活动

Pre-task Preparation

A Review the names of some classroom objects, e.g. pen, ruler, book, etc.

What’s this? It’s…

Is this …? Yes, it is.

No, it isn’t.

B Ask: Is this your ..., (student's name)? When I give my students' belongings back. Give some of the objects back to the wrong student deliberately. Prompt the students to say: Yes, it is./No, it isn't.

1.Take someone’s book and ask him:

Is this your book? P: Yes , it is.

Ask the other pupils.

Is this your book? P: No, it isn’t.

2.Teach the question. Is this your…?

3.Ask and answer each other. 4.Write down the new sentences then read. 5.Change the sentences.

While-task procedure

1 Play the cassette. The students follow in their books. 2 Play the cassette again. Students repeat.

T: Now listen to the cassette and read after it. 3 Invite students to read the dialogue.

4 Divide the class into groups.

Ask students to clear their desks. Each member chooses three objects from

their drawer. With their eyes closed, students put the objects on the group's desk at the same time and mix them up.

5 Students are to find out the owners of the objects.

They use the dialogue in Ask and answer while they are doing the task.

Post-task activity

Workbook page 3

a Read number 1 with the students.

b Give the students a few minutes to prepare the other three questions.

c Invite individual students to complete the exercise orally. The rest of the class check their answers.

d Students use the completed dialogues in pairs.

Homework Recite the dialogue and say it with your friends

教学效果反本课要求学生能利用一般疑问句与物主代词进行相互问答，知馈

道一般疑问句的回答，利用课堂上的问答引出本课内容，然后

同桌或三人进行问答，在这之前先复习一下人称代词与物主代词的转换关系。整堂课学生练说的积极性挺高。但一些学生对于我的与你的具体的区分还是不够明确。在随后的练习中，选择好人称代词后没有进行相应的变化，对于you’re my的用法有不明确

课题

Unit 2

Listening and hearing （1）

Listening 1.

Identify key words in an utterance by recognizing stress 教学内容

知识与技能：掌握can句型的一般疑问句和特殊疑问句

教学目标：

过程与方法：学会灵活的自编小对话。

情感、态度与价值：学会问候别人。

教学重难点

1.

Using imperatives to give instructions and directions 2.

Using nouns to identify things

教学准备

Cassette 3B and a cassette player, wall picture 教学过程

教师活动

备注

Pre-task preparation

A Talk about the different sounds animals make.

Ask students to make different animal sounds.

B Ask students to look at the picture on Student's

Book page 6.

They are to identify the animals and where the

animals are.

Introduce: roof; street and cage. Review: tree.

While-task procedure

1 Play the cassette. Students listen.

2 Play the cassette again. Students follow and

say the rhyme.

3 Invite individuals to say the rhyme.

4 Use Word and Picture Cards to introduce: an

aeroplane, a bus, a car, a boat, a drill, a telephone

5 Ask the students to make the sounds for each

of the things.

6 Play the cassette. Students listen to: Look

and learn and follow in their books.

7 Play the cassette again. Students repeat the words.

8 Invite students to match the Word and Picture Cards on the board.

9 Split the class into two groups.

Group A say: Listen to the aeroplane. You say: In the sky and write it on the board.

Group B imitates the sound of an aeroplane. Introduce the six new objects and their locations to make a new rhyme.

10 Divide students into pairs.

Student A chooses an animal or a thing and says: Listen to the ... Student B says: In/On the... 1.Show the pictures then read. Car bus boat

2.Draw and teach. An

aeroplane 3.Show the phone and teach. A telephone 4.Act and show the object then teach:a

Student A and B imitate the sound of that animal or thing. Students make new rhymes and illustrate them.

11 Ask less able students to make new rhymes by rearranging the order of the animals in the original rhyme. Encourage more able students to make new rhymes by using the new lexical items and the phrases you have written on the board.

Invite some of the students to say their new rhymes to the class.

Post-task activity

drill 5.Say something to these words. 6.Make some sounds and say the words

Workbook page 4

a Complete the first exercise orally.

b Students write the words and match.

c Read the words in the second exercise- d Students complete the second exercise.

e Stick the Picture Cards on the board. Invite students to write the word under each card.

The rest of the class check answers.

Homework Recite and copy the new words and the rhyme

课堂效果反利用让学生学一些动物的叫声来引入课文，学生馈

兴趣比较高，今天的单词也正好都能用声音来表示，教师自己学声音让学生来猜的方式学习，但由于本课单词比较多，学生一下不能接受，在单词的发音上出现错误率较多，在后面的课上，学习比较有困难的学生对于个别词如aeroplane，telephone的发音还是存在困难。在后来的练习中对于in，on的用法错误较多，还有学生对于tree，street这两词有混淆。

课题

Unit 2

Listening and hearing （2）

教学内容

Speaking 1.

Use modeled phrases and sentences to communicate with other learners 2.

Open an interaction by asking a question 3.

Maintain an interaction by replying to a question 4.

Pronounce correctly a series of word in a sentence with the vowel sound ‘a’ in its closed syllable form Listening Identify a series of word in a sentence with the vowel sound ‘a’ in its closed syllable form

知识与技能：掌握can句型的一般疑问句和特殊疑问句

教学目标：

过程与方法：学会灵活的自编小对话。

情感、态度与价值：学会问候别人。

教学重难点

1.

Using modal verb ‘can’ to talk about abilities

2.

Asking ‘Wh-’ questions to find out various kinds of specific information about a person

教学准备

Cassette 3B and a cassette player, Wall picture, Word cards 教学过程

教师活动

备注

Pre-task preparation

A Ask the students to be perfectly silent and listen to what noises they can hear.

B Ask: What can you hear? to elicit: I can hear a/an ...

While-task procedure

1 Put the Wall picture on the board. Students look at it carefully.

2 Students say what they can see in the picture.

Ask: What can you see? to elicit: I can see a/an ...

3 Divide students into groups.

Use Photocopiable page 3. Play the cassette.

Students listen carefully and tick the animals or things they can hear on the sheet.

4 Play the cassette again.

Ask: What can you hear? when there is a certain noise to elicit: I can hear a/an. ..

5 Ask more able students to point out the animals or things that they cannot hear. Ask less able students to tell what noises they can hear. The groups check answers.

Learn the sound

1 Play the cassette. Students listen and follow in their books.

2 Play the cassette again. Students repeat.

3 Ask individual students to read the sentence.

Past-task activity

Workbook page 5

a Review names of different objects with the students.

b Students work in pairs and complete the exercise orally.

c Students match and write the missing words.

d Check answers with students by inviting them to read out the sentences.

Consolidation Pair work: A student ask and other answer

A: What can you hear?

B: I can hear a/an…

Recite the dialogue on Page 7 Homework

课堂效果反本课的教学内容比较简单，通过录音里的声音学习句

馈

型What can you hear？

I can hear a …学生很快就接受了，在音标的学习上，因为这个元音的发音在平时的单词中较多出现，学生掌握的还可以。在周练中，学生没有看清题目，对于I can hear an aeroplane。的提问写成了What can you see？总体来说，学生对于这课的掌握情况良好。

课题

Unit 2

Listening and hearing （3）

教学内容

Speaking 1．Use modeled phrases or sentences to communicate with other learners 2.

Open an interaction by asking a question 3.

Maintain an interaction by replying to a question

知识与技能：掌握can句型的一般疑问句和特殊疑问句

教学目标：

过程与方法：学会灵活的自编小对话。

情感、态度与价值：学会问候别人。

教学重难点

1．Using formulaic expressions to start a telephone conversation 2．Using formulaic expressions to greet people and respond to greetings 3.

Using imperatives to give instructions

教学准备

Cassette 3B and a cassette player, two paper cups, a pencil and sting

教学过程

教师活动

备注

Pre-task preparation

A

Put an enlarged copy of Photocopiable page 4 on the board.

Demonstrate how to make a telephone with two paper cups and a piece of string.

Demonstrate its use. Have a conversation with a selected student. Say: Hello, this is Miss/Mrs/Mr (your name) to elicit: Hello, -(your name). How are you? Answer: I'm fine, thank you.

B 1 Play the cassette. Students listen and follow in their books.

2 Play the cassette again. Students repeat.

3 Invite individual students to say the dialogue with me using the telephone.

While-task procedure

1

Divide students into groups.

Read the instructions to the class.

Ask them to follow the pictures on page 8 of the Student's Book and make a telephone per group. (The instructions are passive language.)

2

Students in the same group take turns to use the dialogue with the telephone, using their own names.

Consolidation Pair work: say the dialogue on page 8, with their good friends Homework 1.

Recite the word they’ve learned

2.

Prepare for the new class

课堂效果反在上这节课之前先让学生预习并在家做好电话馈

机，老师先用打电话的形式引出打电话的习惯用语，并区分与平时的自我介绍的不同，而后让学生能初步的会说做电话的步骤。在随后的pair work中学生都能注意到打电话的用语。

课题

Unit 2

Listening and hearing （4）

教学内容

Speaking 1.

Use modeled phrases or sentences to communicate with other learners 2.

Open an interaction by asking a question 3.

Maintain an interaction by replying to a question

知识与技能：掌握can句型的一般疑问句和特殊疑问句

教学目标：

过程与方法：学会灵活的自编小对话。

情感、态度与价值：学会问候别人。

教学重难点

1.

Using modal verb ‘can’ to talk about abilities

2．Asking ‘yes/no’ questions using modal verb ‘can’

教学准备

Cassette 3B and a cassette player, Work book Page 5 教学过程

教师活动

备注

T:What can

Pre-task preparation

A

Ask students to look at the pictures and find out you hear? XX：: I can which things or animals are making a noise.

Ask: Look at Picture 1. What can Ming hear? to elicit: Ming can hear an aeroplane.

B

1 Play the cassette. Students follow in their books.

2 Invite individual students to practise the dialogue with you.

While-task procedure

1 Divide students into pairs. Ask students to point to each of the pictures and use the dialogue.

2 Ask students to tick the animals or things that Ming can hear on the table.

3 Ask: What can Ming hear? to check answers.

Listening task

Photocopiable page 5

listen and tick

Dr Hou: Hello. I'm Dr Hou. What's your name? hear..

T: What can XX hear? P:He can hear... 2.Practice:What can ***hear? He/She can hear…

3.Look,listen then tick.

Mandy: I'm Mandy.

Dr Hou: Sit down, please.

Mandy: Thank you.

Dr Hou: Look at the photographs. What can you see?

Mandy: I can see an apple. I can see a rabbit and a dog.

Dr Hou: A rabbit? What colour is it?

Mandy: It's brown. Oh! It has short ears. It's a cat. I'm sorry, Dr Hou.

Dr Hou: It's OK. Look here. Can you see a cup?

Mandy: I can't see.

Dr Hou: Urn. Look here, Mandy. What can you see?

Mandy: I can see a boat.

Dr Hou: Good. (Pause) OK. Mandy, listen.

Mandy: Yes.

Dr Hou: What can you hear, Mandy?

Mandy: I can hear an aeroplane. I can hear a bus. I can hear a dog and a cat.

Dr Hou: Can you hear a bird?

Mandy: No, I can't hear a bird.

Dr Hou: Urn. Mandy listen again.

Dr Hou: Can you hear a drill?

Mandy: Yes, I can.

Dr Hou: OK. Mandy, you can go now.

Mandy: Thank you, Dr Hou. Goodbye.

Dr Hou: Goodbye, Mandy.

Consolidation Grammar Practice Book 3B page 6 Oxford English Practice and Assessment Series 3B

Part 1 Module1 Unit 2

Homework

Listen to the text。

课堂效果反本课通过听一些物体的声音来先学习can句型的特殊

馈

疑问句，在而后的练习中操练了该句型的一般疑问句和肯否定的回答，由于在这之前已对一般疑问句进行过练习，学生对于本课知识的掌握还是比较好。在后来的listen中，由于书上没有相应的文字，一些听力上比较差的学生对于听力中的内容一下子不能听出来。

课题

教学内容

Unit 3 Touching and feeling（1）

1.

Learners identify objects by touch 2.

Learners categorize objects by feeling to complete a table 3.

Learners play a game to guess what an object is by feeling and categorizing it 4.

Learners should conclude that we feel with our hands

知识与技能：掌握祈使句和相关形容词的用法。

教学目标：

过程与方法：学会灵活的自编小对话。

情感、态度与价值：学会礼貌的待人接物。

教学重难点

5.

Identifying objects by touch 6.

Asking questions about and describing the way things feel 7.

Identifying letters of the alphabet shapes 8.

Responding to simple instructions 9.

Saying the sound ‘e’ in its open syllable form

教学准备

Cassette 3B and a cassette player, wall pictures, cushion, pineapple, apple 教学过程

教师活动

学生活动

教学意图

. Revision

Pre-task

preparation

1.Put on the masks then play the game. 2.What can you do? Introduce.

用旧知引3.Show the pictures. What’s this/that?

入新知Is this/that…? What do you see?

识，新单1．Words: soft, hard, rough, smooth

词。

1.T: What do you see? P:I see some sweets.

2..Touch the sweets one by one then teach”

Ask the

soft”

questions.

3.What is soft?

Please tell me. 引入新的4.Touch the desk then teach “hard”.

句型。

5.The same way to teach “rough, smooth”

6.Make a new rhyme.

While-task procedure 2 Play the cassette again. Students repeat.

3 Invite individual students to come to the desk. Give them a thing to touch and feel. Students have to close their eyes when they play the game.

Say: Touch it. How does it feel? to elicit: It's ... Ask: What is it? to elicit: It's at an ...

1.

Divide students into pairs. Ask them to choose three things for their partner to touch and feel. 2.

Students use the dialogue when they play the game.

3.

Ask students to write down their three things and how they feel on a sheet of

Do pairs work.

Work in the groups.

练习问答，巩固句型。

paper as riddles, e.g. It's brown. It's

big. It's smooth. It's hard. What is it?

通过对话(a desk)

练习来运4.

Invite individual students to read out Make 用英语。

how a certain thing feels and the three dialogues. things for the class to guess which one it should be.

Workbook page 6

Post-task a

Review adjectives and nouns at

activity the top of the page. Do 书面练习b

Students complete the dialogues exercises. 加强巩orally in pairs.

固。

c

Students write the missing words.

d

Invite students to read out the dialogues to check answers.

Homework Copy and recite the new words and the

text

本课我事先准备一些相关的物品带入教室，让学生从感性上进行

触摸，而后引出新单词，学生的积极性很高，愿意表达自己的想

法，但由于本课新单词教多，学生一节课下来对于smooth，rough，教学效果反touch这三个单词的认读能力存在着困难，掌握情况不是很好，在馈

随后的抽读中特别明显。在后来的课课练中，学生对于句子It is hard.划线提问中都写成了What is it？而没做成How does it feel？

课题

Unit 3 Touching and feeling（2）

教学内容

教学目标：

教学重难点

教学准备

教学过程

Pre-task preparation

While-task procedure Post-task activity Speaking 1.

Open an interaction by asking a question 2.

Maintain an interaction by replying to a question Listening Locate specific information in response to simple question

知识与技能：掌握祈使句和相关形容词的用法。

过程与方法：学会灵活的自编小对话。

情感、态度与价值：学会礼貌的待人接物。

1.

Using adjectives to describe things 2.

Using imperatives to give instructions 3.

Asking ‘How’ questions to find out the texture of a thing

Cassette 3B and a cassette player, A soft toy, a bag, a balloon, an apple and a pineapple 教师活动

学生活动

教学意图

A. Ask students to touch their desk. the 用旧知引

Say: Touch your desk. How does it Read feel? new words. 入新知

to elicit: It's hard/smooth.

识，新单

Prompt students to say: It's hard and

词。

smooth.

B Choose some classroom objects. Ask the

Invite some more able students to questions. 引入新的describe the objects using more than 句型。

one adjective. e.g. It's ...and ...

1 Divide students into groups.

Do pairs 练习问Students take turns to feel the objects.

work. 答，巩固Other students say: Touch the ...How

句型。

does it feel?

The student who feels the object says: Work in the

It's. ..and.

groups. 通过对话2 Other students feel that object and see

练习来运if they agree.

用英语。

3 Students are required to tick the real

objects that they have touched but not Make those objects printed on the table.

dialogues. Students tick the table in their books.

1 Divide students into groups.

Use Photocopiable pages 6 and 7. Play games. 利用活页

2 Students stick the letters on card then cut out the letters and put them on the desk. Alternatively distribute commercially produced magnetic letters if available.

3 Choose a group leader. Blindfold the other students. Ask them to touch and guess. Say: It's ...Group leader gives the members answers: Yes/No.

Students take turns to be the group leader.

Homework

Copy the words again and recite them

资料做游戏复习巩固。

本节课在开始时，教师直接利用每位学生都能触摸到的课桌让学

生来练说，刚开始学生都只会说一种特性，这时，老师适当对他教学效果反们进行提示，可以用and来连接，班中一些反应比较快的学生马馈

上接受。而后引导学生利用书上的内容进行问答操练，学生接受得比较快。在随后的练习中学生对于这样的句型The desk is hard。写出问句时，写成了What is it？ How does is desk feel？

课题

教学内容

Unit 3 Touching and feeling（3）

Speaking 1.

Open an interaction by asking a question 2.

Maintain an interaction by replying to a question 3.

Use modeled sentences to communicate with other learners 4.

Pronounce correctly a series of words in a sentence with the vowel sound ‘e’ in its open syllable form

Listening 1.

Locate specific information in response to simple question 2.

Identify a series of words in a sentences with the vowel sound ‘e’ in its open syllable form

知识与技能：掌握形容词的一般疑问句的用法。

教学目标：

过程与方法：巩固学会特殊疑问句和一般疑问句的用法。

情感、态度与价值：学会礼貌的待人接物。

教学重难点

3.

Asking ‘How’ questions to find out the texture of a thing

4.

Asking ‘Wh’ questions to obtain simple responses

教学准备

Cassette 3B and a cassette player, a cup of hot tea and some ice 教学过程

教师活动

学生活动

教学意图

Pre-task preparation

A Introduce: hot, cold. Ask students to Learn the 用旧知引touch the cup of hot tea and the desk. new words. 入新知Have students think of other things that

识，新单are hot and cold.

词。

B

Ask students to feel different

classroom objects, e.g. window, Review the 复习已学student's drinks flask. Ask: Is it hot/ the structure 句型。

cold/ smooth/ rough, etc. to elicit: Yes, it is./ No, it isn't.

While-task and 练习问procedure 1.

Divide students into groups. Ask Blindfold one of the students. answer. 答，巩固

句型。

The other students ask: How does it

feel? Is it ...?

2.

Students take turns to make guesses Guessing 用猜谜游and ask about each object.

game. 戏来巩固3.

Ask students to make a record of the 句型。

guesses.

The student who has the most correct

guesses is the winner.

Post-task Workbook page 7

activity Do A Students work in pairs to finish the first exercises. exercise.

B Students do the second exercise orally in pairs.

C Invite students to read out the dialogues to check answers.

Homework

Copy the new words and text.

Exercises.

本节课的单词在以往接触过，在单词的教学上学生进行的很顺利，

在随后的游戏中让学生来猜东西的形式教学一般疑问句的形式，教学效果反学生兴趣比较浓厚，整堂课的教学效果也比较好。

馈

课题

Unit 4 Tasting and smelling (1)

练习册的书面练习。

教学内容

1

Learners are encouraged to taste various foods to identify what they are, and to understand the concept of sweet and sour 2.

Learners complete a classification table 3.

Learners practise distinguishing different smells and express opinions about the smells 4.

Learners should conclude that we taste with our mouths and smell with our noses

知识与技能：掌握祈使句和相关形容词的用法。

教学目标：

过程与方法：学会灵活的自编小对话。

情感、态度与价值：学会礼貌的待人接物。

教学重难点

1

Identifying objects by taste and smell 2.

Asking questions about and describing the taste and smell of objects 3.

Responding to simple instructions 4.

Saying the sound ‘e’ in its closed syllable form

教学准备

1.

Cassette 3B and a cassette player 2.

Some apples, some lemons, some oranges, some chocolate, a knife

教学过程

教师活动

学生活动

教学意图

Pre-task A Show students the Picture Cards. Learn and 从旧知引preparation

Introduce: an apple, an orange and a read the 入新单词lemon. Stick the Word Cards on the new words. 的教学。

board. Invite students to touch a certain

fruit on your desk according to my

instructions. Say: Touch the lemon.

B 1 Invite students to match the Picture

and 进行问答Cards with the Word Cards on the board.

Ask 练习。

2 Cut a lemon into slices. Invite answer.

students to taste the lemon and the

chocolate. Introduce: sweet, sour.

3 Ask students to guess whether apples

and oranges are sweet or sour.

4 Prompt students to say: It's sweet/ sour.

While-task 1 Play the cassette. Students follow in

Learn the

procedure their books.

学习新的2 Cut the fruit into slices. Blindfold some new sentences. 句型。

of the students.

Say: Taste this. What is it? to elicit: It's sweet/sour. It's a/an ...

3 Divide students into groups.

Distribute slices of fruit to each group on a paper plate. Blindfold one of the group members. Others offer this student something to taste and guess what it is. Students take turns to make guesses.

Post-task Workbook page 8

activity a Students work in pairs to complete the first exercise orally.

b Students fill in the missing words.

c Invite students to read the dialogues to check answers.

d Students tick the boxes in the second exercise to show

Homework Copy and recite the new words and the

text

Work in the groups.

小组活动巩固学习。

Workbook exercises.

书面练习巩固新知的学习。

教学效果反这节课除了让学生掌握几个名词外，还要让学生体会sweet，sour思

这两个形容词，在教学中，我带着能表现这两中口味的东西进入课堂，让学生在品尝中理解句子，学生兴趣较浓，对于课文中的知识掌握的较好。在随后的练习中，学生对于No，the apple is sweet。这样的句子写出问句有些学生写成了Is the applesweet？说明学生在理解上还是不够。

课题

Unit 4 Tasting and smelling (2)

教学内容

Speaking 1.

Open an interaction by asking a question 2.

Maintain an interaction by replying to a question 3.

Use modeled sentences to communicate with teacher and other learners Listening 1.

Identify key words in an utterance by recognizing stress

2.

Recognize differences in the use of intonation

知识与技能：掌握祈使句和相关形容词的用法。

教学目标：

过程与方法：学会灵活的自编小对话。

情感、态度与价值：学会礼貌的待人接物。

教学重难点

1.

Using nouns to identify things 2.

Using adjectives to describe things 3.

Using imperatives to give instructions 4.

Asking ‘Wh-‘questions to find out a specific thing

教学准备

1.

Cassette 3B and a cassette player 2.

Bananas, lemons, oranges, apples, apples, strawberries, limes

教学过程

教师活动

学生活动

教学意图

Pre-task A Use the Word and Picture Cards to

preparation

introduce: banana, strawberry and lime.

Learn the 教学新单Ask students to hold up a certain fruit , new words. 词。

according to my instructions.

B Invite individual students to play the

game.

Ask and

Blindfold the students. Ask them to answer. 引入新的guess what the fruit is by tasting it.

句型。

Ask: Taste this. What is it? to elicit: It's ...It's a/an ...

While-task procedure 1

Divide students into groups.

Ask students to put their fruit on the group's desk. Blindfold one of the students. Students take turns to taste the fruit offered by the group members and guess what it is. Students use the dialogue when they play the game.

Do pairs work.

Work in the groups.

练习问答，巩固新句型的教学。

2

Students put a tick on the table in their books after tasting a certain fruit.

Students compare their answers with the others. They may find different answers for a certain fruit from different groups depending on individuals' preferences.

Make dialogues.

通过对话练习来运用英语。

Post-task 1 Play the cassette: Look and say.

activity Students listen and follow in their book.

2 Play the cassette again. Students repeat.

Using the new 3

Invite individual students to play the sentences to game. Use the fruit, from the previous do pairs. task. Choose some more classroom objects, e.g. rubbers, biscuits. Say: Close your eyes. Smell this. Is it nice? to elicit: Yes, it is./No, it isn't.

Then ask students to guess what it is. Say: What is it? To elicit: It’s a/an…

句型和单词操练。

Homework Recite and copy the dialogue

这节课是在闻上面进行知识的教学，利用一些特征比较明显的物

体让学生来边闻边进行知识的教学，学生容易接受而且效果较好。教学效果反他们也都能积极的加入课堂中。在后来的练习中学生对于缺词填思

空Close——

eyes。your 填成you说明学生对于知识还是掌握的不够牢固。

课题

教学内容

Unit 4 Tasting and smelling (3)

Speaking 1.

Open an interaction by asking a question 2.

Maintain an interaction by replying to a question 3.

Use modeled sentences to communicate with teacher and other learners 4.

Pronounce correctly a series of word in a sentence with the vowel sound ‘e’ in its closed syllable form

Listening 4.

Identify key words in an utterance by recognizing stress

5.

Recognize differences in the use of intonation 6.

Identify a series of word in a sentence with the vowel sound ‘e’ in its closed syllable form

知识与技能：掌握祈使句和相关形容词的用法。

教学目标：

过程与方法：学会灵活的自编小对话。

情感、态度与价值：学会礼貌的待人接物。

教学重难点

4.

Using nouns to identify things 5.

Using adjectives to describe things 6.

Using imperatives to give instructions 7.

Asking ‘Wh-‘questions to find out a specific thing

教学准备

Cassette 3B and a cassette player, Different kinds of fruit, dried fish, dried prawns, sweets, cakes, and a pineapple. 教学过程

教师活动

学生活动

教学意图

Pre-task A Use the pineapple and a dried prawn to

Learn and 用旧知引preparation

introduce: a pineapple, a prawn.

read the 入新知Stick the Word Cards on the board.

new words. 识，新单词。

B 1 Invite students to stick the correct

Picture Cards beside the Word Cards on

the board.

2 Invite students to smell the pineapple

Ask and 引入新的and the dried prawn.

Say: Smell this. Is it nice? to elicit: answer the 句型。

questions. Yes, it is./No, it isn't.

While-task procedure 1

Divide students into groups. Ask

Do

pairs 练习问

students to put the food items on the group's desk. Students take turns to close their eyes and smell the food items offered by the group members. They use the dialogue when they play the game.

2

Use Photocopiable page 8.

Students conduct a survey within their group to find out if their group members consider a certain thing nice or not.

Students ask their classmates: Is it nice? to elicit: Yes, it is./No, it isn't. Students draw happy faces or unhappy faces on the survey sheet.

3 Students exchange and compare their work with other groups.

Post-task Work book page 9

activity a

Divide students into pairs. Ask students to complete the exercise orally. b Students write down the answers. c Invite pairs of students to read out the exercise.

(Students may have different ideas about the smell of the things.)

Homework

work.

Work in the groups.

Make new dialogues. 答，巩固句型。

通过对话练习来运用英语。

Workbook exercises.

利用练习册做书面练习巩固新知。

Review the words and the dialogues

they’ve learned

教学效果反这节课是在前面一节课的基础上让学生自由选东西进行对话练思

习，我是把这些相关的图片出示，让学生自由组合进行对话练习，收到的效果较好。但是对于单词prawn的读音学生有一部分发不准。

课题

Unit 4 Tasting and smelling (4)

教学内容

Speaking 1. Open an interaction by asking a question 2. Maintain an interaction by replying to a question Listening 1.

Identify key words in an utterance by recognizing stress 2.

Recognize differences in the use of intonation

知识与技能：掌握形容词的一般疑问句的用法。

过程与方法：巩固学会特殊疑问句和一般疑问句的用法。

情感、态度与价值：学会礼貌的待人接物。

3.

Using formulaic expressions to greet people and respond to greetings 4.

Using formulaic expressions to start a conversation 5.

Using formulaic expressions to request something 6.

Using formulaic expressions to reply to requests 7.

Using imperatives to give instructions 8.

Using adjectives to describe things 9.

Asking ‘yes/no’ questions to obtain simple responses

10.

Using formulaic expressions to express thanks

Cassette 3B and a cassette player, an orange, wall pictures

教师活动

学生活动

教学意图

Pre-task preparation

Cut

the orange into pieces and ask some Review the 复习已学students to taste them. the structure 句型。

Ask individual students: Is it sweet? to elicit: Yes, it is./ No, it isn't. It's sour.

1 Play the dialogue on the cassette while

Ask and 练习问students follow in their books. answer. 答，巩固

Students learn the content through

句型。

listening.

2 Play the dialogue in five parts. Students

follow the tape and repeat.

3 Divide students into groups of three to

act the story.

Work

in 小组对话4 Select groups to act the dialogue to the groups. 练习。

class. Students vote for the best group.

1 Extend the task by having the same

groups practise the dialogue, substituting

教学目标：

教学重难点

教学准备

教学过程

Pre-task preparation

While-task procedure Post-task activity

Homework

本堂课是对于前面所学知识的综合运用，我是出示一些水果模具教学效果反和一些真水果，让学生在品尝当中来进行对话练习。当学生碰到思

不知该说什么时，进行适当的指导教学。学生对于Can I help you？这句句子在后来的练习中错误较多。

oranges with other fruit.

Act out the .2 Select groups to act out the new dialogues. dialogue. Check student's pronunciation, and correct if necessary.

Recite the new dialogue. 表演对话复习巩固新知。