Unit 1 What can you smell and taste?公开课教案

4B Module 1 Unit 1 What can you smell and taste?

Teaching plan 授课教师：朱可雯

一、单元教学目标

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语言知识与技能

1、语音和词汇

（1）能知晓字母组合ar, ue, oo在单词中的发音规则，并能正确朗读含有字母组合ar, ue, oo的单词。

（2）能正确认读与拼写本单元核心词汇watermelon, grape, plum, cherry, strawberry, juice, a glass of，并熟练运用这些核心词汇对自己所闻见或者看见的水果进行描述。

2、句法与语篇

（1）能够熟练运用表示询问地点的特殊疑问句“Is it … or …? It is …”, 在具体的语境中进行准确的回答。



语言情感

通过了解不同水果的特点，在与他人分享与水果的过程中，学会谦让与友爱。

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四、教学设计

Period 1

Contents 1. A chant.

2. Daily talk.

1-1. Say a chant. 1-2. Make a new chant. 2. Ask and answer.

What’s this, ...?

Do you like eating …?

How does/do it/they taste?

While-task procedure 1. To teach: melon/watermelon

1-1. Look and read.

Peter and his mum want to buy some fruit in the supermarket. 1-2. Read the sentence.

…, I think. 1-3. Read the new words. 1-4. Say the short dialogue in pairs.

通过Peter和妈妈去超市买水果贯穿全文。

让学生对…, I think.句型有初步的认识。

区分音近形似的单词。

让学生对How about…? 句型有初步的认识。

Procedures Pre-task preparation Methods Purpose 有节奏的歌谣为课堂营造轻松的氛围。

日常对话既复习了旧句型又为新授做铺垫。

2. To teach: a bunch of grape. 2-1. Ask and answer.

2-2. Say the short dialogue in groups.

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3. To teach: cherry

4. To teach: strawberry, plum

Post-task activity 3-1. Ask and answer.

3-2. Look and say.

4-1. Look and say. 4-2. Ask and answer.

What’s in the basket? 4-3. Say in pairs. 4-4. Read the dialogue. 4-5Act out the short dialogue. 通过形状区分樱桃和葡萄。

强调复数形式的变化。

由于单词比较长，通过不同的短语来训练单词的发音。

通过较简单的音标让学生拼单词，让学生对音标有初步的认识。

1. Show the whole dialogue. 1. Act out the whole dialogue. 2. Read and fill in the blanks. 2. Read and fill in the blanks. 文本以对话的形式展开，贴近生活实际，让学生能学以致用。

Assignment: 1. Read and copy the new words on P3. 2. Listen to the tape and read after it. Board design

Period 2 Procedures Pre-task Contents 1. A chant. 1-1. Say a chant. Methods Purpose 有节奏的歌谣为课堂营造轻松的

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preparation 3. Daily talk.

1-2. Make a new chant. 2-1. Answer the questions. What’s this, ...? Do you like eating …? How does/do it/they taste?

氛围。

日常对话既复习了旧句型又为新授做铺垫。

While-task procedure 1. To teach: a glass of … / juice 1-1. Look and read.

2. To teach: Is it … or …?

3. The whole dialogue

1-2. Look and say.

2-1. Ask and answer Is it watermelon juice or strawberry juice? 2-2. Look and read. 2-3. Act out the short dialogue.

3-1. Look and read. 3-2. Say in pairs. 3-3 Act out the whole dialogue. 沿用第一课时的教学情境，起到连贯性。

通过不同的果汁巩固a glass of 短语。

正确区别选择疑问句和一般疑问句的回答。

Post-task activity 1. Show the whole dialogue. 2. Make a new dialogue. 1. Act out the whole dialogue. 2. Act out the new dialogue.

Assignment: 1. Read the text on P2. 2. Listen to the tape and read after it.

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Board design

Period 3 Procedures Pre-task preparation

Contents 1. A chant. 2. Daily talk.

Methods 1. Say a chant. 2. Answer the questions. Is it … or …? Do you like …?

Purpose 通过歌谣温故上一课时的句型，同时带动学生学习兴趣。

While-task procedure 1. The first dilogue

(1) Listen to the sound. (2) Show the short dialogue.

2. The second dialogue

1-1. Listen and answer. Where are they? What does Alice have? What does Kitty like? 1-2. Fill in the blanks and act out the short dialogue.

2-1. Ask and answer. What colour are the apples? 提问引发学生思考，养成带着问题听的习惯。

填入所缺的词完成句子，检验学生听力及拼写的能力。

把两个模块的内容整合在一篇对话中，以文本再构的形式出现。

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3. The third dialogue.

4. The whole diaogue

Does Kitty like red ones or green ones? 2-2 Say in pairs. 2-3. Act out the second dialogue.

3-1. Listen and answer.

Do you like … or …? 3-2. Ask and answer How does the red apple taste? How about the green one? 3-3. Make a new dialogue. 3-4. Say in pairs. 3-5. Act out the dialogue. Post-task activity 1. Show the whole dialogue. 2. Make a new dialogue. 1. Act out the whole dialogue. 2. Act out the new dialogue. 对话操练加强了学生交流的机会和能力。

Assignment: 1. Read the text on P3-4. 2. Listen to the tape and read after it.

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