Unit 2 Touching and feeling教学设计一等奖

3B Module 1 Using my five senses

Unit 2 Touching and feeling 一、单元教学目标

【语用任务】

在教室、商店等不同情境下，学生能使用形容词rough, smooth, hard, soft来表达不同物体的不同感觉。学会用How does it feel?向别人提问，以及如何根据实际情况用形容词来回答，达到学以致用的目的。

A. 语言知识与技能

1、能正确认读、理解本单元的核心词汇：pineapple, cake, bread, glass, bag 2、理解和运用句型How does it/do they feel? 进行询问感受，并能用所学的形容词正确描述事物的感受。

3、能正确认读、理解词汇：rough, smooth, hard, soft, hungry, yummy。理解并运用本单元的句型：Touch the glasses. It’s rough and soft. Me too.

4、学习、识别字母组合sh- 在单词中的正确发音。

B. 语言情感

感受不同物体的不同感受，懂得触觉对认识事物的重要性。养成正确的触摸方式有助于自我保护。

C．学习策略

1、通过对话等形式推进语言，以模仿朗读、角色扮演等方式巩固和操练语言知识。

2、通过视频等方式呈现语言，以对话、角色扮演等形式内化语言，进行语用输出。

3、通过视频欣赏等形式呈现语言，以问答、模仿等方式进行文本学习与操练。

二、学情分析

这一单元教学的内容是牛津英语3BM1 U2Touching and feeling，在M1这个模块中三个单元都是围绕感觉描述。在U1中，让学生通过声音来辨别事物，知道声音对认识事物的重要性；而本单元主要让学生能够学会如何在实际语用环境中使用形容词rough, smooth, hard, soft来表达感觉，达到学以致用的目的。学生在一、二年级已经对关于表达的感觉的词汇和句型有所接触，本单元将进一步学习。

三、

单课教学目标

课时

话题

语用任务

在In the classroom的情境下，学生能使用形容词rough, smooth, hard, soft来第一课时

In the classroom 表达不同物体的不同感觉。学会用How does it feel?向别人提问，以及如何根据实际情况用形容词来回答。

在In the shop的情境下，学语言知识与技能

1.学习、理解、运用核心词汇：pineapple, cake, bread, glass, bag

情感目标

2.

感知、理解:

How does/do it/they feel? It is/They are….

3.感知，理解祈使句：Touch…

感受不同物体的不同感受。

第二课时

In the shop 1.复习巩固并能运用核心词汇：生能使用形容词rough, pineapple, cake, smooth, hard, soft来表达不bread, glass, bag, soft, rough, smooth, 同物体的不同感觉。学会用hard

How does it feel?向别人提2.

进一步学习特殊疑问句及其回答：问，以及如何根据实际情况How does it feel? 用形容词来回答，达到学以It’s…How do they feel? They are…

致用的目的。

3.运用祈使句：

Touch…

通过故事的学习，复习巩固核心词汇和句型。学生通过小组合作，完成表演，1.学习、理解、运用核心短语：Moon bread, Moon pie, too hard, soft and nice, Moon yuan

2. 进一步学习特殊疑问句及其回答：How does it feel? It’s…How do they feel? They are…

3. 通过对故事的了解，学会如何在实际语用环境中使用形容词来表达感觉。

感受不同物体的不同感受，懂得触觉对认识事物的重要性。养成正确的触摸方式有助于自我保护。

第三课时

在此基础上，进行汇报，On the moon 培养学生的合作、运用语言能力。

懂得触觉对认识事物的重要性。养成正确的触摸方式有助于自我保护。

四、单课教学文本与教学过程

(1st Period) In the classroom 主体学习内容：

Miss Fang: Look. I have two bananas, two glasses and a bag.

Please touch the bag, Alice. How does it feel? Alice: It’s rough and soft. Miss Fang: Touch the glasses, Kitty. How do they feel? Alice: They’re smooth and hard. Miss Fang: Touch the bananas, Peter. How do they feel? Peter: This banana is soft, but that one isn’t. 预设输出语言：

Touch the …? How does it /do they feel? It’s/ They’re…

Teaching Processes：

Procedure Pre-task preparation Contents 1.Review the rhyme(2B) and elicit the topic of the unit. 2.Teach:soft,hard,smooth,rough Methods 1.Read the rhyme:

A bag, a doll,

I can see.

Soft and nice,

For you and me.

…. 2. Ask the students to bring some toys or fruits. Describing how things feel.(Pair work) e.g.. S1:Touch this apple. Is it rough? S2.No,it isn’t. It’s smooth. S1.Is it hard? S2.Yes,it is. (hold a toy bear) Elict :soft Purpose 利用已经学过的儿歌引出单词教学，以激发学生的学习兴趣

While-task procedure 1.Teach: glass

pineapple, 1.

Bring some things in the : bag. Guess. What’s in the bag? elicit: pineapple. Then point to a

pineapple)

T:Touch the pineapple. Is

it soft?

S1:No,it isn’t.

T:Is it hard? Is it rough?

S2:Yes it is. It’s rough and

hard.

What’s in the bag?

elicit: glass. Then point to

a

glass)

Pair work

S1Touch the glass. Is it

soft?

S2:No,it isn’t.

S1:Is it smooth? Is it 2.Look and say rough?

S2Yes,it is. It’s smooth

and hard.

2.

Look at the pictures and

ask them some

questions.(P6)

T:What can you see on the 3.Practice: table? What does Alice How does it feel? touch? It’s…

How does it feel? How do they feel? 3.

(hold a toy bear) They’re…

Practice in pairs Touch it? How does it feel? (hold two pencils) Touch them. How do they feel? Post-task activities 1. Make a dialogue.

2.Draw and write

1.Divide the students into groups of four. Ask them to make a new dialogue using the things they have as follows: (hold a ruler) S1:Look.I have a ruler. Please touch it. How does it feel? S2(touch the ruler)It’s hard and smooth. I have three books. Please touch the books. How do they feel? S3:They’re smooth. 2.Have the students draw things they like. Then write. 利用对话，可以活跃课堂气氛，激发学生的参与兴趣。

3.Guessing game e.g. It’s rough. It’s hard. It’s a pineapple. 3.Guessing: e.g. It is a fruit. It’s yellow. How does it feel? It’s rough and hard. What is it? Assignment 1.

Copy the new words. 2.

Read and recite the text according to the recording. 3.

Complete the exercises on the workbook. pineapple, bag

soft，

hard，

rough，

smooth How does it feel? It’s…

How do they feel? They’re….

Boarding writing (2ndPriod) 主体学习内容：

Supergirl: I want to go to the Moon with Superdog.

We want to take some food. Supergirl: How does the bag feel? Superdog: Woof…Woof… It’s rough.

Supergirl: How do the cakes feel? Superdog: Woof…Woof… They are soft.

预设输出语言：

Touch the …? How does it /do they feel? It’s/ They’re…

Teaching Processes：

Procedure Pre-task preparation Contents 1.Say the rhyme.

2. Review the words: pineapple,cake,bread,glaMethods 1.Show the students some pictures of fruits, drinks and toys. Say the rhyme.

e.g. Some fruits are rough. Some drinks are hot. …

2.

Put the things on your Purpose 通过儿歌学习新单词，可以吸引学生注意，积极投入课堂

ss,bag desk. Touch it. Answer the questions. e.g. T:Touch the apple. How does it feel? Is it soft? 1.Write soft, hard, smooth, hard on the blackboard. Then sticking “bread, cake, glass”

e.g. T:How does it feel?S1:It’s soft.(stick “bread”

below the heading soft) 2.Ask them to work in pairs(S 7).Do a survey. Complete the table. e.g. S1.Touch the bag, please. How does it feel?S2:It’s soft and rough.

3.Put the wall picture on the blackboard. Have the students say how different things feel according to the survey one page 7. S1:The desk is hard. The toy bear is soft. 4.Listen,judge and write(w8) 5.Make a dialogue according to the pictures in Part D e.g. S1:Touch the glass. How does it feel? S2:It’s smooth and hard. 1. Put all the things in a big box. Ask some students to touch one thing .e.g.

T:Here’s a big box. What’s in it? How does it feel?

S1:It’s hard and smooth.

T:Is it an apple?

S1:No.It’s a glass. 2.Play a game.(Mix the cards. Lay the cards. Then turn over a card. Count the

通过练习，可以巩固所学。

While-task procedure 1. Matching game

2.Do a survey.

3. Look and say

4.Listen,judge and write 5.Make a dialogue Post-task activities 1.Ask and answer.

2.Play the game.

让学生带着问题玩游戏，可以让他们深入了解知识点

cards.)e.g. S1:It’s a pinapple. It’s rough. It’s

a ball. It’s smooth.

Assignment 1.Read and recite the text according to the recording. 2.Complete the exercises on the workbook. Touch the desk, Alice. How does it feel? It’s smooth and hard. Boarding writing

(3rdPriod) On the moon 主体学习内容：

Superdog: I’m hungry.

Supergirl: Look! There’s a supermarket. Let’s go and get some food. Superdog: What’s that? How does it feel? Supergirl: It’s Moon bread. Oh, it’s too hard. Superdog: What’s this? Supergirl: It’s a Moon pie. It’s soft and nice. Supergirl: How much? Shop assistanet: Ten Moon yuan, please. Supergirl: I like the Moon pie. Superdog: Me too. It’s yummy. 预设输出语言：

Supergirl and Superdog are on the _______. They are_______. There is a______ over there. They see some _______in it. The _______ is too________. They don’t like it. They like the ______ pie. They’re _______and_______. Teaching Processes：

Procedure Pre-task preparation Contents Methods Purpose

复习旧知，创设良好的学习氛围。

1.Listen and enjoy

1. Listen and enjoy. Then encourage on page 19. them to say with the recording.

2. Review the story.

2.Review the story about p15(2A).Then introduce Superdog to the students. e.g.

T:Look!This is Supergirl. She has a friend. It’s a dog. Its name is Superdog.

While-task procedure 1. Ask and answer.

2.Do “True or false.”

3. Role-play 4. Make a dialogue 1.Show the picture p8..Ask and answer.

T:Where are Supergirl and Superdog?

S1:On the Moon.

T:I s Superdog hungry?

S2:Yes,it’s hungry.

Picture 2:

T:Look.What’s that?

S3:It’s Moon bread. T:How does it feel? S4:It’s hard. 2.Have the students read the story by themselves and do “True or false.”

3.Role-play the story .Then act it. 4.Divide the class into groups of four. Make a dialogue following “Read a story”.e.g. S1:Look.There’s a toy shop. Let’s go. S2:What’s that? How does it feel? S1:It’s…

S2:How much? S1:…yuan, please. S1:I like this…

S2:Me too. It’s lovely. 1.Complete the passage according to the story.e.g. Supergirl and Superdog are on the ____.They are _____.There is a______ over there. They see some _____in it. The____ is too _____.They don’t like it. They like the _____pie. They’re____ and_____. 2. Do Part E(p9).Ask them to act out the dialogue in pairs.

通过问答，提高他们的口头表达能力。

小组合作，完成表演，在此基础上，进行汇报，培养学生的合作、运用语言能力。

Post-task activities 1. Complete the passage 2. Do Part E(p9).Ask them to act out the dialogue in pairs.

通过学生之间的问答巩固新知识。

通过练习，可以巩固所学。

Assignment 1.Copy the words.( Moon bread, Moon pie) 2.Read and recite the text according to the recording. 3.Complete the exercises on the workbook.

Boarding writing Moon bread,Moon pie How does it feel?.

单元评价量表：

Well done, Very super, 教师用语

Very good, excellent... 并奖励★★★

教学目标

1.

能够正确拼读A（ ）

B（ ）

Good, nice, cool, Yes... 并奖励★★

并激励★

C（ ）

OK/Yes, but ... 并进行适当纠正

单词并在语境中语音语调正确；

熟练运用单词表达流利；

pineapple,cake,bread,glass,bag。

2. 能够熟练使用A（ ）

能清楚地区分词的音、形、义。

语音语调较正确；

表达较流利；

能较清楚地区分词的音、形、义。

语音语调错误；

表达不够流利；

不能区分词的音、形、义。

B（ ）

C（ ）

特殊疑问句How does it feel？How 语音语调正确；

do they feel?并能在实际生活中正确表述。

语音语调较正确；

语义连贯；

表达较流利；

语音语调错误；

语义连贯；

表达不够流利；

语义连贯；

表达流利；

A（ ）

3.

能够使用祈使句Touch…

B（ ）

C（ ）

语音语调正确；

语义连贯；

表达流利。

A（ ）

语音语调基本正确；语语言语调错误；

义较为连贯；

表达较为流利。

B（ ）

能够较为正确熟练地朗读儿歌。

语义不够连贯；

表达不够流利。

C（ ）

不能够正确熟练地朗读儿歌。

4.

能够熟练地有能够正确熟练地有感感情地朗读儿歌。

情地朗读儿歌。

A（ ）

5.

能够了解字母B（ ）

C（ ）

组合sh在单词中语音正确。

语音基本正确。

语音不正确。

的发音。

A（ ）

分工明确；

小组合作

合作默契；

表达流利。

A（ ）

能较正确朗读课文的能正确朗读课文内作业评价

容，语音语调优美；美，能够较熟练地与同确，无法顺利与同伴完能够熟练地与同伴进伴进行对话。

行对话。

A（ ）

总评

能够顺利达成本课时教学目标

B（ ）

能基本达成本课时教学目标

C（ ）

无法有效达到本课时教学目标

成对话。

内容，语音语调较优容，语音语调不够准不能正确朗读课文内合作较默契；

表达较流利。

B（ ）

合作不够默契；

表达不够流利。

C（ ）

B（ ）

分工较明确；

C（ ）

分工不够明确；