Unit 2 Touching and feeling主要内容及教案内容

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Oxford English 3B M1U2 Touching and feeling

一、单元目标: ·语言知识与技能

1．能听说读写：能听说读写默：pineapple, cake, bread, glass, bag 2.能掌握并运用：How does it / do they feel? It’s/They’re… Touch the…

3.能听说读写：finger, I can …..with...句型，too+形容词，There be…,Let’s …句型，Me too. I have….句型

4.掌握辅音组合sh-的发音

·文化与情感

1. 在触摸的过程中，流利的表达自己的感受并与同伴进行愉快的交流。

2. 能用所学的表示感官类的动词和形容词来表达对所接触的物品的感觉和喜好等，并且自己能够创编简单的介绍自己的小诗歌。

·学习策略

能在课堂学习中，通过倾听、模仿、阅读、思考及小组合作等方式，完成学习任务。

【语用任务】

通过本单元的学习，学生能够运用五种感官中的触觉描述自己的感受并互相问答。

二·、单课教学话题

第一课时：How does it/ do they feel? 第二课时: On the moon 第三课时：My feelings 三、分课时教学目标

教学

目标

第

一

课

时

第

二

课

时

第

三

课

时

语用任务

通过英语歌曲，儿歌的学习，复习巩固所闻所见词汇与句型，为下一感官的引入做铺垫。在一定的语境中，能用学过的语言对自己感觉得到的物品的特征做一个简单的描述。

语言知识与技能

1.

在一定的语境种，能听说读写表示感官类的单词（五官之中的“摸一摸”）：touch and feel, pineapple, cake, bread, glass, bag 2. 在一定的语境种，通过对话，合作表演等学习句型how does is/ do they feel? It’s/ they’re…

3. 通过实例分析，对话训练，学习认读rough, smooth, hard, soft等反义词组的含义。

School: Zizhu Primary School Teacher: Jessie Class: Class 1,2

Grade 3 Date: 2nd Mar, 2018 能在语境中，借助图片、框架结构，1. 在一定的语境种，能听说读写表示感官类的单词（五官之运用核心词汇、短语和句型，通过问中的“摸一摸”）：touch and feel, pineapple, cake, bread, glass, bag答，简单介绍自己的触感。要求语音以及rough, smooth, hard, soft等反义词组。

正确，表达比较流利，内容达意。

2. 在一定的语境种，通过对话，流利的合作表演句型how does is/ do they feel? It’s/ they’re…

3. 通过实例分析，能够用几句话表达自己的感受。

通过文本学习，整合前两课时内容，1. 在一定的语境种，能熟练的运用表示感官类的单词（五官运用所学词汇和句型，介绍自己接触之中的“摸一摸”）：touch and feel, pineapple, cake, bread, glass, 到的物品。要求内容完整，表达流利，bag以及rough, smooth, hard, soft等反义词组。

语法基本正确。

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2. 能用核心句型how does is/ do they feel? It’s/ they’re…进行应答、讲述及书写。

3. 能完整朗读、讲述及书写有关描述性的短文。

四、第一课时教学设计

Procedures

Stage Step 1 Warming Up

Step 2 Pre-task preparation

Contnets Methods Purpose Show a chant ‘Five Senses’

Daily Talk I can ____ with my_____.

Students chant together. Students talk themselves.

活跃课堂气氛

激活学生about 通过口语小对话，对本课所学的知识进行关联。然后再用日常用语导入新授内容。

Step 3 While-task procedure

Teacher : Showing a 以旧引新，过渡比较自1.Introduce Jessica, and show picture of the apple, 然。

her introduction. then asking “What’s

this?”

Elicit and teach new words: Learn new words and

smooth, hard read it by many times.

Elicit and teach new sentence: Elicit: smooth, hard.

How does it feel? It’s smooth.

It’s hard.

Say the chant and make 教师引出今天新授句型

the new chant. 和单词，通过机械操练，

Touch the____. 使学生逐步掌握新单词

_____ is smooth. 的意义区别和发音规

律。

2.Introduce the chant about

smooth. The same ways as above.

3.Elicit new words: pineapple, T: Touch the pineapple.

rough How is it?

S: It’s rough and hard. 过句子替换操练，使学生掌

Students make a dialogue. 握新授句型，达到口头

运用的目的.

Show the dialogue and ask

students to make it.

Students learn the new

words. 4.Elicit new words: cake and Introduce the cake and soft. practice the new words Showing picture of Pineapple: of soft and new

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What do you like eating? sentence of ‘How does it feel?’

Step 4 Post-task activities

Assignment 1.Group work: Ask students to 1. Introduce the things 通过日常生活中经常使introduce the things they like what they have touched 用的一则小对话，让学on screen with key patterns. and felt, describe the 生在口语操练中，感受

feelings, 到英语句子在生活中的2. Pair work: Ask students to

真实使用，从而提高学make a whole dialogue about 2. Make a whole dialogue 以致用的能力。

the things what they touch with partners according

and feel. to the key patterns.

1.

Listen and read the text on page 6. 2.

Copy the new words on page 6, then make the recitation.

M1U2 Touching and feeling

I have a/an______. (pineapple, cake …) Touch it. How does it feel? It’s______.

(rough, hard, smooth, soft)

Blackboard Design Feedback

五、第二课时教学设计

Procedures

Stage Contents Methods Purpose

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Step 1 Warming Up

Step 2 Pre-task preparation

Warming up: Chant: I have five senses.

Free talk: I have ____. I can ____ with my ____.

Students read the chant 活跃课堂气氛

together. 激活学生1.Introduce by the 通过口语小对话，的知识。然后再用日常用语patterns. 导入新授内容。

Step 3 While-task procedure

1.Students listen and 偶

带着问题听本课的新短1.Elicit new text on page 9, ask answer question. 文，并且回答问题，可students to listen and answer It’s…. 以快速帮助学生熟悉本questions. How does it feel?

课所学的知识内容。

2、

Elicit and learn the new 2.Learn the new words words: glasses, banana

and read together. 3.

Ask and answer:

Touch it. How does it feel? 1.

Make the new rhyme.

Touch, touch, touch it. 4.

Ask students to practice the How does it feel?

new It’s, it’s, it’s ______. words, such as, 4.Students practice the hard,rough,smooth,soft by new words and sentence describing the feelings of by introduction. touching according to the

key patterns on screen.

5、

Introduce new dialogue and

have students to make

practice with new

sentences. 5.Students practice New sentences: sentence with partners. Touch the _____s. One makes the directions, How do they feel? the other does the They are______. activities.

6.Show the dialogue below.

A: Close your eyes.

B: OK.

A: Touch ____s.

How do they feel?

B: They’re…. 6. Students make the new A: What are they? dialogue. B: …? A: Yes.

No.

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Step 4 Post-task activities

1.Ask students to do a survey 1.

by touching and feeling.

2.Show the whole dialogue and 2.

ask students to make it with aim to practices new sentences and words.

3.Souds learning. Sh ship, shop

Show the souds rhyme 3.

Doing a survey and 通过学生练习和游戏的give the feedback 形式来巩固新知，起到with partners. 巩固的作用。

Making a whole dialogue.

Assignment Learn and read the sounds. 4.

Learn the sounds rhymes and create a mini sounds rhyme. 5.

Listen and read the text on page 7 and 9. 6.

Copy the new words on page 7 and 9, then make the recitation.

M1U2 Touching and feeling

Touch the_____s. / Feel them.

(glasses, bread,,,,,) How do they feel? They’re ________ (smooth/rough.)

Blackboard Design Feedback

Procedures

六、第三课时教学设计

Stage Step 1 Warming Up

Contnts Methods Purpose Warming up: Song Flying on the moon Step 2 Pre-task preparation

Students sing a 通过歌曲引出今天所要song

moon.>

1.Students chant together. 通过儿歌操练，可以地1、Let’s chant: Touch it. How

帮助学生回忆上堂课所does it feel? 2.

Students make a free 学的知识内容，并起到2、

Free talk talk.

很好的新课过渡作用。

Such as, Close your eyes. Touch it. How does it feel? It’s…

Is it..? Yes. No.

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Step 3 While-task procedure

Step 4 Post-task activities

1.Students listen and read 偶

以旧引新，过渡比较自1.Review the text on page6-7, the text on page 6-7. Then 然。

ask students to have the they make the dialogue dialogue as below mentioned, with partners and give the so as to consolidate the new feedback.

words and sentences what

they’ve learnt before.

A: Look. I have two bananas,

two glasses and a bag.

B: Please touch the bag. How

does it feel?

A: It’s rough and soft.

B: Touch the glasses. How do

they feel?

A: They’re smooth and hard.

B: Touch the…

A How does it feel?

(How do they feel?)

B:It’s…/ They’re…

2、Introduce the new text

to

students and teach the new 2.Learn the new words and words:

read together. moon bread, moon pie

3、Listen and answer the

questions on the text.

1) Where is the Supergirl? 3. Students listen and 2) How does the moon bread answer the questions from feel? the text 3) How do the moon pies feel? 1) They are on the moon.

2) It’s…

3) They’re…

4.Show the key patterns of the

story and ask students to retell

it.

4.Students retell the story according to the key patterns. 1.Sounds learning 1.Learn the new sounds of 通过学生练习和游戏的Ship “sh”. 形式来巩固新知，起到shop

巩固的作用。

2.Ask students to have the 2.Brain storm: speak out brain storm about the sound of the words has the same

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Assignment “sh”

sound like she, show

3. Students do the sound 3. Do the sound judge of

“a”

judge.

by T or F.

1.Listen and read the text on page 8-9. 2.Copy the new words on page 8-9. then make the recitation. 3.Recite the sound rhyme.

M1U2 Touching and feeling

Supergirl is on the moon Get some foon - moon bread, moon pies

How does it feel>

How do they feel? Sound Learning:

Ship, shop,

…….

Blackboard Design Feedback

本单元主要教授pineapple, cake, bread, glass, bag并能掌握并运用：How does it / do they feel?

It’s/They’re…

Touch the…

对于单数形式的回答It’s …小朋友们并不陌生，但是涉及到touching and feeling的复数形式时，学生在问答中，容易出错。这和上课的教学环节紧密相关，在设计学生体验摸一摸说一说环节的时候，学生兴趣高昂，可能注意力放在在猜测上，对于句型的理解和掌握没有关注。这也让我反思，如何在一节课中，既能设计出让学生感兴趣的小活动，又能牢牢抓住学生的学习重心。