Unit 2 What can you hear?教案3

Module1

Using my five senses Unit 2 How does it feel? Ⅰ. Teaching contents: 1. Words: hard, soft, rough, smooth, sharp, blunt, thick, thin, knife, pencil, pencil case, purse, Laura, floor, sand, key, ask, lost-property office, blind, answer

2. Sentences: Whose … is this/ that/ are these/ those?

It’s … They’re…

3. Sound:

-ir-

---skirt -ur-

--purse -au-

--Laura -oor

--floor Ⅱ. Functions 1. 能够用英语表达并运用一些感觉类的词汇。

2. 能在真实情景中运用句型Whose … is this/ that/ are these/ those? ，并能做出相应的回答。

3. 能读懂故事The blind brothers and the elephant并进行简单复述。

4. 知道字母组合” -ir-, -ur- ,-au-, -oor ”在单词中的发音规律。

Ⅲ. Difficulties: 1.

句型Whose … is this/ that/ are these/ those?单复数的不同回答及在真实生活中的正确运用。

2. 对故事The blind brothers and the elephant进行简单复述。

3．知道字母组合” -ir-, -ur- ,-au-, -oor ”在单词中的发音规律。

Ⅳ. Teaching allocation: 5 periods

1

M1U2

Period 1 Ⅰ

Contents: 1. Words and Expressions: hard, soft, rough, smooth, sharp, blunt, thick, thin, knife, pencil case

2. Sentence Structure:

Whose … is this/ that/?

It’s

XXX’s…

3. Language Function：

1）Using adjectives to describe things and how things feel

2）Using wh-questions to find out the smell and taste of different food and drinks, ownership, how things feel Ⅱ

Difficult Point: 1)

The pronunciation of the new word.

2)

Use the new sentences properly.

Ⅲ. Culture:

培养学生捡到失物要及时寻找失主的好习惯。

Ⅳ.Teaching aids:

Multi-media V. Teaching Procedures: 学习目标

导学方法

Adjustment

Ⅰ.Pre-task Preparation

创设良好的1. English rhymes. 2. Free talk. 学习氛围。

Ⅱ. While-task procedure

1. Learn: thick

1) Elicit by the picture: (A cleaning in the 能感知并理classroom) 解新授单词。

Oh! There’s a book on the floor. Whose book

is this? Is this your book, Kitty?

No, my book is thick.

2) Sounds & spelling: _ _ i _ _

3) Read and repeat 能朗读、运用4) Opposites: thin 5) Phrases: thick ______ 单词。

thin _______

6) Sentences:

XXX’s _______ is thin.

XXX’s _______ is thick. 2

能感知、理解新授句型。

能正确朗读。

能熟练运用新句型。

能正确朗读新单词。

能正确运用单词。

能正确朗读新单词。

能正确运用单词。

能综合运用所学知识。

能初步感知儿歌。

作业是课堂的延伸。

板书设计：

课后反思：

2. Learn the sentences:

Whose … is this/ that/?

It’s

XXX’s…

1) Elicit by talking: Is this your book, Danny? (No)Whose book is this? 2) Sounds & tones 3) Substitution: Whose ______ is this/that?

4) Ask and answer: --Whose ______ is this/ that? --It’s ______‘s. 3. Learn the new word: pencil case 1) Elicit: There’s something on the floor. What is that? Oh, it’s Peter’s pencil case. It’s soft. 2) Sounds & spelling 3) Describe the pencil case. 4. Learn the new word: blunt A. Elicit: What’s in the pencil case? There are some pencils. They’re not sharp. They’re blunt. 2) Sounds & spelling: _ _ unt 3) Phrases:

blunt ______

sharp ______ 5. Learn the new word: knife 1) Elicit by the phrase: sharp knife 2) Sounds & spelling 3) Phrases: ______knife

______knives

4) A short dialogue:

--Whose knife is this? Is this your knife, ___? --No, it isn’t. My knife is _____. But this knife is _______. It’s ______’s. Ⅲ. Post-task activities 1.Play a game: P8 2.Learn the rhyme:

P11 listen and enjoy 1) Look and listen 2) Understand and read the new words: yard 3) Read and act the rhyme. 3.Homework 1) Listen and read P8 2) Copy the new words 3) Preview the contents on P7,9

3

M4U1

Period 2 Ⅰ

Contents: 1. Words and Expressions: sand, key, ask, lost-property office 2. Sentence Structure: Whose … are these/ those?

They’re…

3. Language Function：

1）Using the key words properly. 2）Using wh-questions to find out the smell and taste of different food and drinks, ownership, how things feel Ⅱ

Difficult Point: 3)

The pronunciation of the new word.

4)

Use the new sentences properly.

Ⅲ. Culture:

培养学生捡到失物要及时寻找失主的好习惯。

Ⅳ.Teaching aids:

Multi-media V. Teaching Procedures: 学习目标

创设良好的学习氛围。

能初步感知新并理解新句型。

能初步理解,并能初步运用。

能初步感知新单词。

导学方法

Ⅰ.Pre-task Preparation

1. Free talk 2. Enjoy a rhyme: Listen and enjoy Ⅱ.While-task Procedures 1.

Sentence:

Whose … are these/ those? They’re…

1) Elicit the sentence:

Whose pencil is this?

Whose pencils are these?

2) Sounds & tones:

3) Substitution: Whose _____ are these/those? 4) Ask and answer: --Whose … are these/ those? --They’re…

2. Learn: key 1) Elicit: Whose keys are those? 2) Read and spell 4 Adjustment

能初步理解,并能初步运用。

能正确朗读句子。

能初步感知新单词。

能初步理解,并能初步运用。

作业是课堂的延伸。

板书设计：

课后反思：

3) Sentence: (Where are the keys?)

The keys are in/ on…the _____. 3. Learn: sand 1) Elicit: Where is the keys

The key is in the sand. 2) Read and spell 3) Phrase: sand _____ (dog, house, …) 4. Learn: ask

1) Elicit: The key is in the sand. Whose key is this? Let’s ask the man. 2) Read and spell. 3)Substitute: ask the _____(teacher, policeman…..) 5. Learn: lost-property office 1) Elicit: Is this your key? No, it isn’t. Let’s take it to the lost-property office. 2) Read and spell Ⅲ.Post-task activities 1. Say and act : On the beach 2. Homework. 1) Copy the news words 2) Listen and read P7,9

5

M1U2

Period 3 Ⅰ

Contents: 1. Words and phrases:

one of the …

blind

answer

another

last 1.

Function: Read and understand the story. Ⅱ

Difficult Point:

Ⅲ. Culture:

教育学生看事物要客观、全面。

Ⅳ.Teaching aids:

Multi-media V. Teaching Procedures: 学习目标

创设良好的学习氛围。

能初步理解,并能初步运用。

能熟练运用新知。

能初步感知、理解故事。

能初步感知新词组。能理解语法现象。

能正确运用新语法。

导学方法

Ⅰ.Pre-task Preparation

1.Rhyme: “Listen and enjoy”

2. Look and say on P7 Ⅱ.While-task Procedures 1. Word: blind 1) Elicit by the title of the story 2) Read and spell

3) Word groups: the blind _______ 4) Word in sentence:

There are _____ brothers. They are all ______. 2. Word: answer 1) Elicit by the story 2) Read

3) Word groups: ask/ answer the questions 3. Phrase: one of the…

1) Elicit by the story

2) Read the phrase

3) Word groups: one of the ________ 4) Read the sentences of Picture3 4. Word: another 1) Elicit by the story 2) Read and spell

3) Word groups: another _______ 5. Word: last 1) Elicit by the story 2) Read and spell

3) Word groups:

6 Adjustment

能朗读故事，并尝试复述。

作业是课堂的延伸。

板书设计：

课后反思：

one of the brother another brother the last brother Ⅲ.Post-task activities

M1U2

Period 4 Ⅰ Contents:

1) Learn the sound : -ir-

--skirt -ur-

--purse -au-

--Laura -oor

--floor

2) Revision 3) Do some exercises Ⅱ Difficult Point: 1) Writing the words and sentences correctly. 2) Doing the exercises correctly Ⅲ.Teaching aids:

Tape recorder, tape and workbook Ⅳ.Teaching Procedures: 学习目标

创设良好的学习氛围.

知道字母组合在单词中的发音规律

导学方法

Ⅰ.Pre-task Preparation

1. Greetings. 2. Listen and enjoy. Ⅱ.While-task Procedures 1.Learn the sound: -ir-

---skirt -ur-

--purse -au-

--Laura -oor

--floor

7 Adjustment

作业是课堂的延伸。

2. Read the words and sentences. 3. Say the rhyme. Ⅲ.Post-task activities 1. Do exercises 2. Homework. 1) Read P11.

2) Review M1U2.

3) Preview M1U3. 板书设计：

课后反思：

M1U2

Period 5 （练习课）

一、抄写句子，注意大小写及标点符号

1. whose pencils are these

theyre peters

________________________________________________ _____________ 2. hello is this your ball no it isnt _____________________________________________________________ 二、按要求写词

1. knife(复数)__________________ 3. blunt (反义词)_________________ 5.purse(划线部分发音相同) ______ 三、中英互译

1.吉尔的铅笔盒_________________ 3.另一个兄弟

_____________________ 5. one of the brother ________________ 四、按要求改写下面句子

1) Is that your knife？

(否定回答) ______________________________________________________________________ 2) Whose shirts are those? (Kitty’s) (根据提示回答问题) ______________________________________________________________________ 3) There is a key in the sand. (对划线部分提问) ______________________________________________________________________

8 2. key(复数) ______________ 4. thin (反义词)_________________ 6.floor(划线部分发音相同)____________ 2. 脱鞋____________________ 4. 在沙滩上____________________ 6. ask the man over there _____________

4) The books are thick and hard. (对划线部分提问) ______________________________________________________________________ 5)That’s Miss Fang’s pen.(对划线部分提问) ______________________________________________________________________ 五、阅读填空：

Kitty and her __________ are having a picnic in the park. Kitty: Oh, Peter, there is a camera on the grass. It’s red. Is this _____ camera, Peter? Peter: No, ____ ______. My camera is ______. Kitty: Whose ________ is this? Peter: Is it Tom’s? Let’s ask him. Tom ,_____ ______ your camera? Tom: Yes, it’s _____ camera. Thank you. Let’s take photos together. Kitty&Peter: That’s great!

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