Unit 1 What can you smell and taste?ppt配套的教学设计及说课稿

4B Module 1 Using my five senses Unit 1 What can you smell and taste

Content

Aims 4BM1U1 Look and learn (P3)

(Period 1) 1. To learn the following new words: melon, watermelon, grape, cherry, strawberry, plum 2. To encourage students to use the new words. 3. To encourage students to act out the dialogue. Language focus Teaching aids To use the words and phrases correctly. Multimedia, PPT, etc Procedures Step Pre-task preparation Teacher’s activities

1. Sing a song. 2. Daily talk. Do you like…? Does he/she like…? Where can we buy fruit? Students’ activities

1. Sing a song. 2. Answer the questions. Purpose 轻快的歌曲为课堂营造轻松的氛围。

日常对话围绕水果展开，为本课埋下伏笔。

While-task procedure 1. To teach: melon/watermelon (1) To elicit: Peter and his mum want to buy some fruit in the supermarket. (2) Introduce: …, I think. (3) Show the new words. (4) Compare: melon and lemon. (5) Show the short dialogue.

2. To teach: grape. Mum: How about grapes? (1) Show the new word. 1. To learn: melon/watermelon (1) Look and read.

(2) Read the sentence. (3) Read the new words. (4) Compare: melon and lemon. (5) Act out the short dialogue.

2. To learn: grape.

(1) Read the new word. 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。

(2) Introduce: a bunch of grapes. (2) Read the phrases. (3) Show the short dialogue.

(3) Act out the short dialogue. 1

3. To teach: cherry P: What are those near the melons? (1) Show the new word. (2) To elicit: cherries. (3) Show the short dialogue.

4. To teach: strawberry P: What’s in the basket? (1) Show the new word. (2) To elicit: strawberries. (3) Introduce: strawberry cake/jam/juice/ice cream (4) Show the short dialogue.

5. To teach: plum P: Are there any plums here? (1) To elicit: /

plʌm/ (2) Show the new word. (3) Show the short dialogue. Post-task activity 1. Show the whole dialogue. 2. Read and fill in the blanks. 3. To learn: cherry

(1) Read the new word. (2) Read the word. (3) Act out the short dialogue.

4. To learn: strawberry

(1) Read the new word. (2) Read the word. (3) Read the phrase.

(4) Act out the short dialogue.

5. To learn: plum

(1) To spell the word. (2) Read the new word. (3) Act out the short dialogue. 1. Act out the whole dialogue. 2. Read and fill in the blanks.

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。

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:

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

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Content

Aims 4BM1U1 Look and say (P2)

(Period 2) 1. To learn the following new word, phrase and sentences: a glass of …, juice, Is it … or …? It’s…

2. To learn the following daily expressions: Yes, you are right. / …, I think. 3. To encourage students to make sentences. 4. To encourage students to act out the dialogue. Language focus Teaching aids To use the sentence structure correctly. Multimedia, PPT, etc Procedures Step Pre-task preparation Teacher’s activities

1. Say a chant. 2. Make a chant. 3. Daily talk. What’s this, ...? Do you like eating …? How does/do it/they taste? Students’ activities

1. Say a chant. 2. Make a new chant. 3. Answer the questions. 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。

While-task procedure 1. To teach: a glass of … / juice (1) To elicit: Peter wants to drink some fruit juice. His mum makes some for him. (2) To elicit: a glass of ... / juice (3) Show the short dialogue.

2. To teach: Is it … or …? It’s …

Mum: Is it watermelon juice or strawberry juice? (1) Show the new sentence. (2) Introduce: alternative questions. (3) Show two pictures. (4) Try to compare. 1. To learn: a glass of … / juice (1) Look and read.

(2) Look and read. (3) Act out the short dialogue.

2. To learn: Is it … or …? It’s …

(1) Read the new sentence. (2) Look and read.

(3) Make some questions. (4) Compare the sentences. 3 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。

(5) Show the short dialogue. Post-task activity Assignment:

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1. Show the whole dialogue. 2. Make a new dialogue. 1. Read the text on P2. (5) Act out the short dialogue. 1. Act out the whole dialogue. 2. Act out the new dialogue.

2. Listen to the tape and read after it.

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Content

Aims 4BM1U1 Ask and answer & Say and act (P3-4)

(Period 3) 1. To learn the following new sentence: Do you like … or …? I like …

2. To learn the following daily expressions: How about…? 3. To encourage students to make sentences. 4. To encourage students to act out the dialogue. Language focus Teaching aids To use the sentence structure correctly. Multimedia, PPT, etc Procedures Step Pre-task preparation Teacher’s activities

1. Say a chant. 2. Daily talk. Is it … or …? Do you like …? While-task procedure 1. Picture 1 Alice’s home Where are they? What does Alice have? What does Kitty like? (1) Listen to the sound. (2) Show the short dialogue.

Students’ activities

1. Say a chant. 2. Answer the questions. Purpose 通过歌谣温故上一课时的句型，同时带动学生学习兴趣。

1. Picture 1 Alice’s home

(1) Listen and answer. (2) Fill in the blanks and act out 4 提问引发学生思考，养成带着问题听的习惯。

2. Picture 2 What colour are the apples? the short dialogue.

2. Picture 2

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。

Does Kitty like red ones or green

ones? (1) Listen to the sound. (2) To teach: Do you like …

or …? (3) Show some pictures.

3. Picture 3 (1) Listen to the sound. (2) Show the short dialogue.

4. Picture 4 How does the red apple taste? How about the green one? (1) Listen to the sound. (2) To teach: crunchy Read the word. (3) Show the short dialogue.

5. Picture 5 Show the dialogue. Post-task activity 1. Show the whole dialogue. 2. Make a new dialogue.

(1) Listen and answer. (2) To learn: Do you like …

or …? (3) Make some questions.

3. Picture 3 (1) Listen and fill in the blanks. (2) Act out the short dialogue.

4. Picture 4

(1) Listen and answer. (2) To learn: crunchy Follow and read the word. (3) Fill in the blanks and act out the short dialogue.

5. Picture 5 Act out the 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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Content

Aims 4BM1U1 Read a story (P5)

(Period 4) 1. To learn the following new word and phrases: vine, not … at all 2. To learn the following daily expressions: Yum! 3. To encourage students to retell the story. Language focus Teaching aids To use the word correctly. Multimedia, PPT, etc Procedures Step Pre-task preparation Teacher’s activities

1. Daily talk. What animal do you like? What do … like eating? Do you like … or …? While-task procedure 1. Picture 1 To elicit: It is a very hot day. A thirsty fox wants to find some water. Then he sees a bunch of grapes on a tall vine. (1) Ask and answer. What colour are the grapes? How are the grapes? Does the fox want them? (2) Show a dialogue. (3) To teach: What nice grapes! (4) Show the paragraph.

Students’ activities

1. Answer the questions. Purpose 日常对话既复习了旧句型又为新授做铺垫。

1. Picture 1

(1) Answer the question.

(2) Act as a fox. (3) To learn: What nice grapes! (4) Read the paragraph. 6 故事教学能激发学生的学习兴趣。

通过提问让学生更好的理解故事内容，同时将对话形式的文本再构成故事形式，有利于学生对故事的理解。

初步认识感叹句。

2. Picture 2 To elicit: The fox looks at these grapes. He wants to eat them. (1) Ask and answer. Where are the grapes? Can the fox eat them? What can the fox do then? (2) Show the paragraph.

3. Picture 3 To elicit: But the grapes are so high. The fox can’t reach them. A little bird comes. (1) Ask and answer. Can the bird eat the grapes? Why can the bird eat them? How do the grapes taste? (2) Show the dialogue. (3) Show the paragraph.

4. Picture 4 (1) Ask and answer. How does the bird/the fox feel now? (2) Show the dialogue. (3) To teach: not … at all (4) Show the paragraph. Post-task activity 1. Show the whole paragraph. 2. Ask and answer. 3. Read and choose. 4. Show some key words.

3. Picture 2

(1) Answer the questions.

(2) Read the paragraph.

3. Picture 3

(1) Answer the questions.

(2) Act as a bird. (3) Read the paragraph.

4. Picture 4 (1) Answer the questions.

(2) Act as a fox. (3) To learn: not … at all (4) Read the paragraph. 1. Read and fill in the blanks. 2. Answer the questions. 3. Choose the title of the story. 4. Retell the story. 7

问题层层深入，激发学生思考。

拓展Not at all.增加学生对课外知识的了解。

形式多样的巩固练习加强学生掌握知识的能力。

5. Brainstorm. If you are the fox, what will you do? Assignment: 1. Read the text on P5. 2. Retell the story. 5. Discuss and answer. 开放式问题更能引发学生的思考。

3. Listen to the tape and read after it.

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Aims Language focus Teaching aids 4BM1U1 Read a story (P6)

(Period 5) 1. To learn the following new words: car, park, blue, school 2. To learn the following sounds: /a:/(-ar,-ar-), /u:/(-ue,-oo-) To judge the sound correctly. Multimedia, PPT, etc Procedures Step Pre-task preparation Teacher’s activities

1. Say a chant. 2. Daily talk. 3. Some riddles. While-task procedure 1. Show the rhyme. It is green and round.

It is red and sweet inside. What is this fruit? Can you guess? The watermelon! Yes, yes, yes! 2. To elicit:

Students’ activities

1. Say a chant. 2. Answer the questions. 3. Read and guess. 1. Read the rhyme.

3. Answer the question. 8 Purpose 节奏轻快的儿歌渲染学习的氛围。

谜语的游戏开发学生的思维，又能为下文的儿歌做铺垫。

When do you often eat watermelon? 3. To teach: sit around, enjoy 4. Show the whole rhyme. 5. To teach the sound. To elicit: fruit--ui--/u:/ (1) Show some words with –ue and -oo- (/u:/) (2) Show some words with –ar and -ar- (/a:/) (3) Show the paragraph. Post-task activity 1. Read and judge. 2. Read and choose. 3. Read and write. Assignment:

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1. Read the text on P6.

3. Read the word. 4. Read the rhyme. 5. To learn the sound.

(1) Read the words.

(2) Read the words.

(3) Read the paragraph. 1. Read and judge. 2. Read and choose. 3. Read and write.

通过单词的积累掌握字母组的发音规律。

通过不同类型的联系巩固字母组的发音。

2. Listen to the tape and read after it.

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