2 Smell and taste名师教学设计2

教学设计

Title:

Book 4B

Module 1

Unit 2 Smell and taste

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一、单元教学目标

（建议多使用英语课程标准中各级目标的描述语言）

语用任务

通过会话情境和任务布置，能运用新旧知识结合句型学会用Is it strawberry juice or watermelon juice? Yes, it is./ No, it isn’t. 来询问并描述食物的感觉。

1.在情景中，学会用Is it strawberry juice or watermelon juice? Yes, it is./ No, it isn’t.来询问并描述食物的感觉。

2.在情景中，能够用It’s sweet/ sour/ bitter/ nice…来确认事物的特征。

3.在情景中，能够从颜色、大小、形状、触觉、味觉等方面来描述物体。

1. 通过感知和体验语言，激发孩子的学习情趣，养成良好的听、说、读和写习惯。

2. 通过语境设置，让学生通过味觉感知身边的食物。

3. 知道要从外形、触觉、味觉等方面全面了解事物，避免以点带面、以偏概全。

1.通过情景设置和任务布置，通过听、读完整文段获取关键信息。。

2. 通过句子学习、角色扮演、小组讨论、小组对话、问题思考等方式，有层次有梯度地学习和操练知识。

Period 2 1. 在情景中，能掌握并运用以下味觉的词汇：sweet, sour, bitter, spicy以及表示水果的词语：grape, strawberry, watermelon. 2.复习字母组合sh的发音和关联词，熟练拼读相关单词。

1

知识与技能

文化与情感

方法与策略

二、单元基本架构

Period 1 1.

在情景中，能感知并理Objective 单课时目标

解以下味觉的词汇：sweet, sour, bitter, spicy以及表示水果的词语：grape, strawberry, Period 3 1.在情境中感知和掌握以下单词或词组：wait a minute these, sour. 2.熟练掌握故事The fox and the grape。

3.会小组合作表演故事The fox and the grapes. 4.复习字母组合sh的发音和关联词，学习一个

Topic 单课时话题

watermelon. 2.

在情景中，学会用Is it strawberry juice or watermelon juice? Yes, it is./ No, it isn’t.来询问并描述食物的感觉。

3．学习字母组合sh的发音和关联词，练习拼读单词。

Smelling and tasting the Smelling and tasting the food fruit juice 新的韵律诗。

The story about smelling and tasting 2

Content 单课时教学文本

Tom: Look, joe. I have some juice here. Joe: What’s this, joe?

Tom: Is it orange juice? Joe: Yes, it is. Tom: smell this. Is it strawberry juice or watermelon juice? Joe: Is it strawberry juice?

Tom: Taste it. Joe: It’s sweet and sour.

It’s strawberry juice!

Tom: You’re right.

Blackboard design 板书设计

Unit 2 Smell and taste

Is it … or …?

Yes, it is./ No, it isn’t.

Unit 2 Smell and taste Is it … or …?

Yes, it is./ No, it isn’t. 3

Unit2 Smell and taste fox –--

hungry and thirsty can’t get and eat

Grape, strawberry, watermelon Grape, strawberry,

Sour, sweet, spicy, bitter

watermelon Sour, sweet, spicy, bitter

三、单课教学设计

Period 1 Procedures Pre-lesson Greeting Phonics:

1. Letters ‘sh’.

2.Read the chant about “sh”

Pre-task preparation Contents Methods

(sour and not sweet) grapes --- round and purple , yummy , sweet Purpose 学生认真观看视频，并通过教学习字母组合sh发音，初步感知chant，师的引导，找出发音单词

并找出故事中含有sh的词汇。

1.播放歌曲apples与孩子一起边唱边跳。

1.

学生认真听和跟唱歌曲1.

运用歌曲激发学生学习兴趣，活跃课堂apples并舞动。

2.教师询问学生

气氛

2.

学生与教师互动。大声说T:

Touch the apple.

2.

通过复习旧知smell it, taste it以前学习英语，与老师交流。

How does it feel? 过的水果过渡到新词grape, strawberry,

Smell it. How does it smell? watermelon以旧带新，为新知做铺垫

Taste it. How does it taste? S: It ‘s ….

3. Look at the picture and review: Touch and how does it feel?

4. Look and say. Review the words students 4

leant before.

1.

Guess and learn the new words: strawberry, grape, watermelon.

2.

Describe the characters of the fruits 3.

Make some juice with different juice，ask: Is it..juice or …juice? 4. Guess and answer: Are they…or..? 1.学生回答老师的问题。并猜测是什么水果

2.通过感知，学生用旧知描述水果的特征

3. 学生回答老师关于果汁的1.

通过感官触摸与闻嗅初步感知词汇strawberry, grape, watermelon. 2.

带领学生温习旧知

3.

带领学生在情境中初步感知句型Is it…juice or … juice? 4.

进一步拓展句型

Are they…or..? 5.

整体感知文本

6.

学生能够提取文本的关键信息

7.

让学生能够在情境中灵活使用Is it…juice or … juice?，并且可以根据不同的问题回答Yes, it is./ No, it isn’t.

5.Listen and say: listen to the dialogue of 提问,并通过提示做出选择

Tom and Joe. Ask and answer with the 4. 学生进一步在师生问答中猜测水果

teacher. Is it…juice or … juice? While-task procedure 6. following the tape and read loudly, then fill in the blanks of the dialogue 7.taste and guess 给出句型框架，让学生根据实际情况与同桌互问A: I have some juice. Smell this. Is it … juice or … juice?

B: Is it … juice?

A: Taste it. Is it … juice?

B: It’s (sweet/sour). It’s … juice.

5. 学生认真听关于smell and taste的音频，回答老师提出的问题。能初步运用句型

Is it…juice or … juice? 6..学生跟读录音之后认真思考，补全对话

7. 学生同桌互问，

A: I have some juice. Smell this. Is it … juice or … juice?

5

A: You’re right./Sorry, it’s …

B: Is it … juice?

A: Taste it. Is it … juice?

B: It’s (sweet/sour). It’s … juice. A: You’re right./Sorry, it’s …

Post-task activity 1.

Ask and answer about the fruit we like:

What colour is it? How does it taste? How does it feel? Is it …or…?

2. Read the dialogue. 让学生跟读录音，分组齐读以及男女交替读对话

1. 通过问答，引导学生复习旧知并再次巩固本课时的重点句型，Is it … or …?

2. 让学生在朗读中进一步巩固文本

3. 通过表演，进一步熟悉并感知文本的语境

3. Role-play the dialogue.同桌操练对话，4. 让学生自行编作一个riddle。

分角色朗读，并选取若干组上台表演。

4. make a riddle of your favorite fruit. 1.

Listen and read pages 6 and 7. Preview page 8. 2.

Copy and recite the new word and sentences:

grape

Is it watermelon juice or strawberry juice?

It’s strawberry juice.

You’re right.

1.

通过反复操练以及表演表演，让

学生熟练使用句型Is it … or …?

2

让学生通过自编谜语，让学生在真实的语境中巩固句型Is it … or …? Yes, it is./ No, it isn’t.并培养孩子的合作能力,提升英语交际能力

Assignment 6

3. Complete Workbook 4B pages 8 and 11.

Period 2 Procedures Pre-lesson Pre-task preparation Contents Review the “sh” chant and the sounds.

Guessing game

1.

Chant. 2.

Blend the words.

1.

Ask and answer: What do you like? How does it feel/smell? What colour is the juice? How does it taste? Review the riddle the students made in period 1.

Exercises to practice the main sentences

While-task procedure 1. Listen and guess. 2. Ask and answer. 3. play a game. 4. draw and say. 5.Do a survey.

四大活动帮助学生复习并运用本单元重点句型和单词。

复习第一课时所学

Methods Purpose 复习sh字母组合并练习拼读练习。

Post-task Learn more

Read and write. 拓展运用。

7

activity Assignment

Period 3 Procedures Pre-lesson Contents 1.

Review the sound and the ryme. 2.

Learn a new chant. Methods Purpose 1.Pl.ay the video , and 1.通过跟读复习学过的语音单ask the pupils to follow. 词和小诗。

2. Ask the pupils to look 2.拓展一些新的词汇和句子，8

at the picture and read 增加学生的知识面。

the new chant. 3. 复习巩固第二课时学过的3.Pair work. Talk about 旧知识，为新知的学习做好铺the food in the picture. 垫。

3.Free talk.( Talk about the food) Pre-task preparation Listen and guess.

A They’re round and purple.

They’re smooth.

They’re sweet and juicy.

We eat them in summer.

Are they grapes or strawberries?

B It’s brown. It’s not very big.

It has a big and long tail.

It likes meat.

It can run fast.

Is it a fox or a lion? C 9

.Ask the pupils to guess what the things are. 通过猜谜，引出本课的主要角色：狐狸、葡萄和鸟。

It’s small.

It can fly.

It goes “tweet, tweet” …

What is it?

1.Look and complete. The fox is _______ and ________. He can see some _________. The grapes are _____ and ______. What _______ grapes. 2.Listen and circle. While-task procedure

The fox can/ cannot get the grapes.

The bird can/ cannot get the grapes. 3.Read and answer. 1.Ask the pupils to look 1. 通过看图，让学生填空，降at Picture1 and complete 低学生对图片理解的难度，提the blanks, then say it 高学生的看图和说话能力。

with their deskmates. 2.Ask the pupils to listen to the tape of Picture2, then circle the correct words.

2.通过听和圈让学生理解故事，同时提高学生的听力能力。

3.通过阅读故事，让学生思考问题并在小组内讨论，找出答案，培养学生的阅读和小组合作能力。

4.通过看图和猜，让学生设身处地去感受狐狸的心情。

3. Ask the pupils read

a. Can the fox eat the grapes? the story of Picture 3, think about the four

b. How does the fox feel? questions , then discuss

C. How does the bird feel? in the groups.

d. What do they say?

4. Show the picture and ask the pupils to guess the result and

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5. Discuss. Why does the fox say that the grapes are sour. 4.Ask the pupils to look at the last picture and They’re not sweet. guess. 5. Ask the pupils discuss in groups. what will the fox say.

Post-task activity 1.Retell the story. 2.Role-play the story. a. Model.. b. Group work. C. Report.

3.Read another story.

The crow and the fox

5.通过故事告诉学生，这是一种酸葡萄心理，在生活中要正确看待自己，不需要嫉妒他人。

1. Ask the pupils to look 1.通过复述故事，检查学生是at the pictures and retell the story. 否掌握了故事。

2.First, ask four pupils 2.通过表演让学生巩固对整个role-play the story as 故事的掌握，同时可以检查学生对整个故事的掌握程度，还a model.. Then ask 培养了学生的合作能力。

the pupils each four 3.《狐狸和乌鸦》的故事与本课的故事主角狐狸相关，拓宽pupil in a group to 学生的知识面，提高学生的阅读兴趣。

role-play the story. Finally, ask some groups to act the story in front of the 11

students. 3. Ask the students to read the story about the fox and the crow.

Assignment

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