Unit 2 Touching and feeling教案（名师）

Oxford English 3BM1U2 Touching and feeling 赵君英

教学内容：Oxford English 3BM1U2

Touching and feeling

Period 1

研究主题：在英语教学中培养学生问题意识的实践与研究

教材分析： 本课时是3BM1U2

Touching and feeling的第一课时。本单元主要是对触摸事物的感觉的了解和表达。本课时的五个相关单词是pineapple，bread，glass，bag，cake。单词中“bag，cake”这两个单词平时用的多，应该已经掌握，而“pineapple，bread，glass”这3个单词在以前学习其它内容时有所接触，应该略有印象。学生已经学过soft，hard，smooth，hard等形容词，可能略有遗忘。对于How does/do it/they feel?的问句是初次认知，对于这个to do 句型的学习有些困难。

学生分析：

三(3)班学生共有43名学生。该班学生对学习英语有着良好的兴趣，有着较好的预习习惯，也已具备一定的语言知识和语言技能。上个单元学了seeing and hearing的表达，这个单元要学习touching and feeling的表达。

目标设计：

1．能听说读拼“pineapple，bread，glass”这3个单词；

2．能用How does/do it/they feel?了解并用It’s/They’re …

来表达物品的特点。

3．能用所学句式的单复数对事物进行提问和表述；

教学重难点：

1．对How does/do it/they feel?的使用和回答。

过程设计：

Procedure Teacher’s activity Pre-task 1. Song <

I preparation hear raindrops > 2. Ask: What can you see?

Step Students’ activities

1.

Sing a song. “I hear raindrops”

2.

Daily talk.

Eg, Pitter-patter, what can you hear? What’s this?

Purpose

热身活动。

从日常问答引出学习对象。

While-task procedure 1. To teach

“pineapple”. Review the feeling words.

1. T shows a pineapple:

What’s that?

To elicit: pineapple

2.

T shows the ‘pine’ and ‘apple’.

Ss read and spell ‘pineapple’.

3. Ss say: I have a pineapple. It’s yellow and green. It’s ….

4

T:

Let’s touch it.

通过对pineapple的图意、单词的合成、拼拼读读以及说句练习来完成单词的完整学习。

再通过单词来带出对touch这一行为的感知，为下文的词句学习做好准备。

Practice the pronunciation of ‘touch’.

复习一些相关形容词，5.

Review the felling words.

Ss say:

Touch … It’s …

Say a poem. 6. Pair works:

---What is soft/ hard/ smooth/ rough? ---The … is ….

2. To teach: “bread”

1. T shows bread: What’s that?

To elicit: bread Practice the pronunciation of ‘bread ’. Ss read and spell ‘bread ’.

3.

Ss say: some bread, much bread, a piece of bread,

Ss say the rhymes.

4

T: Touch the bread. How does it feel?

It’s …

3. To teach:

“glass”

1. T shows a glass: What’s that?

To elicit: glass

Ss read and spell ‘glass ’.

2.

Ss say: This is a glass. It’s …

3.

Ss say: a glass of water, two glasses of juice

4.

Tongue twister: The smooth glass is on the smooth desk. Two smooth glasses are on the smooth desk.

加入词组和儿歌的朗读以促进对bread的认知和掌握。

先熟悉答句It’s …对事物特征的描述。

对单词glass的学习拓展了量词词组和绕口令，增加点学习的知识和趣味。

4. To teach: 1.

T:

Touch the bread. How does it “How does it feel?

feel? It’s …”

T shows the sentence. Ss read it one by one. 2. Pair work:

--Touch the bread. How does it feel? --It’s …

3. Guessing dialogue:

--Touch the bread. How does it feel? --It’s _____.

It’s ...

We

can …

….

One pupil can guess the thing. 5. To teach: 1.

T:

Look, I have two glasses. Touch “How do they the glasses. How _____ they feel? feel? Ss try to fill in the blanks. They’re …”

2.

Pair work:

在一连串的听与感知之后，正式学习问句How does it feel?从读到练，从师生到生生对练，致使能熟练掌握句式。

通过“设疑”和提示，促使学生思考并寻找到正确的答案，加深印象，对话中加以巩固。

A: Look, I have _____.

Touch the 再“设疑”，促使学生问______. How do they feel? 句中代词与名词的指示与替代，进一步对句式的形式进行强化。

B: They’re _____ and _____.

3.

Try to do. Look! ‘A: How does it feel?

=How does the biscuit feel? B: It’s hard.’

Try:

‘A: How do they feel?

=How do _______ feel? B: They’re hard.’

Post-task activity

1. Words 1. Sing a song to have a rest. revisions.

2.

Pair works. A: Look, I have ….

Touch the ….

How do/does …feel?

B: It’s/They’re ….

3.

Watch the video of the text. Ps act it out.

通过对话和课文演绎，考察学生运用新单词、新句式的掌握程度。教师观察得到教学反馈。

Assignment 1. To show the 1. Read, spell and copy the words on P7. 基本读写之外让学生们students’

尝试编对话，使学习更2. Read the words and the text on P6&P7.

homework. 实用。

3. Make a dialogue with your friend about one thing.

板

书

设

计

M3U3 In the restaurant

May I have a/an…?

cake

hamburger

pie

pizza Here you are.

教

学

反

思