Unit 2 How does it feel?优秀完整教案

【4BM1U2

How does it feel?】

一、内容要求解析

语音

词汇

单元教学内容

-ir-, -ur-, -au-, -oor 《基本要求》相关内容与要求

1.1.3 常见字母组合的读音规则——知晓常见字母组合的读音规则

hard, soft, rough, smooth, 2.1 核心词汇---背记、理解和运用sharp, blunt, thick, 核心词汇

3.3形容词--知晓形容词在句子中的

A

A

C thin,knife,pencil, C 学***

A pencil-case

词法

Adjective:

sharp, blunt, thick, thin

hard, soft, rough, smooth, 表语、定语功能

Possessive case nouns: Danny's... 句法

Wh- question:

Whose ... is this/that /are these/those? Verb“to be”: of 3.1.3 识别名词所有格's的用法

4.2.2.2特殊疑问句——用特殊疑问句提问，并作出回答

It’s … / They’re …

语篇

Look and say(核心板块) Say and act(次核心板块) Play a game(非核心板块) 5.1.1 记叙文基本信息---简单讲述对话、故事等记叙文中的时间、地点、人物、事件等基本信息。

A

二、学生情况分析



知识与技能分析

1.通过一、二、三年级核心板块的学习，学生已经能用颜色、大小、新旧等词汇介绍物品的特征。已经能用Smell/Taste/Touch …；How does it feel/smell/taste? What is/are …?；Is this/that …?；

2.通过一至三年级学习，学生Are these/ those …?；… like(s) … 询问或介绍. 3.在四年级下，学生将通过选择疑问句“Is it...or...?”的学习巩固对闻到、听到、看到、品尝到的事物的表达。并通过句型“Whose...is this/that are these/those?”的提问，学习并正确运用单词“hard, soft, rough, smooth, sharp, blunt, thin, thick”，从而进一步操练对触摸到的事物的触感表达。

三、

教学目标设定

【单元目标】



知识与技能

1. 学生能在儿歌中知晓字母组合-ir-, -ur-, -au-, -oor在单词中的读音规则。

2. 学生能在a guessing game的语境中，认读、理解、运用核心词汇，并会识别其词形变化。

3. 学生能在a guessing game和a happy day on the beach的语境中，了解whose表示问谁的，必须与名词连用表示完整的意思。

4.学生能根据情境提问物品主人，能识别名词所有格's的用法，运用核心句型进行口头交际和书面交流。

5. 学生通过整合获取的信息，在a guessing game和A happy day on the beach的语境中，能在图片、单词或例句提示下有条理的简单描述。



文化与情感

通过the blind brothers and the elephant故事的学习，明白看待事物不能片面，要有全面性的了解。



学习策略

1、在课堂学习和交流中，通过倾听、阅读、思考、询问等方式，完成学习任务。

2、简单陈述，尝试完成介绍，内容正确，表达流利。

【单元语用任务】



学生能从颜色、大小、新旧、状态等等方面询问物品的归属并做出相应的回答；并会介绍物的特征。

【分课时话题】

第一课时：A guessing game 第二课时：A happy day on the beach 第三课时：The blind brothers and the elephant

【分课时目标】

单元主题

课时话题

Period 1 核心语言

Put ___ in the bag. bag. Touch one thing. How does it feel? Abilities 语用任务

在猜谜的情境设定态等方面询问物品以及归属，并能做出相应的回答。

知识与技能

1.能正确拼读核心词汇：hard，soft, rough, smooth, sharp, blunt, thick, thin, knife, pencil, pencil case. Put your hand in the 中，能通过大小、状

What is it? Whose ___ is this/that? Whose _____________ are these/those? Period 2 How does the sand feel? 能运用所学词汇和句How does the key feel? Whose key is this? 型来询问物品的特点和归属。

2.能识别名词所有格's的用法

1.正确朗读、理解词汇：sand, lost-property 2.正确运用核心句型描述物品的特点并能询问归属问题。

key, Period 3 The four brothers can 通过故事的学习，会___ with their ____. But they cannot ___. ___. One brother touches the elephant's ___ and says the elephant is ___. It is like a ___. 描述大象的特点，并能总结出不能片面看1.运用核心词汇和句型更具体的描述。

2. 正确朗读并理解

The elephant has got 待事物的重要信息。

blind的含义。

四、

课时内容整合

Period 1: A guessing game Today is the first class of 2018. The students are playing a guessing game in the classroom.

Miss Fang: Danny, put your pencil in the bag.

Jill, put your pencil case and an art knife in the bag.

Kitty, put your balls in the bag.

I put my books in the bag. Alice: Peter, put your hand in the bag. Touch one thing. How does it feel? What is this? Peter: It's very sharp and thin. It's a pencil. Alice: Kitty: How does it feel?

Kitty: It's soft. It's a pencil case. Alice: Whose pencil case is that? Kitty: It's Jill's. She likes it very much. Oh, an art knife in it. It's blunt and thin. Kitty: Danny, touch something round. What are these? Danny: They are two balls. They are big and round. They're smooth and soft. Peter: Alice, what else in the bag? How are they?

Alice: They are books. They are thick and rough.

Peter: Whose books are those?

Alice: They're Miss Fang's. She has many books.

Period 2: A happy day on the beach

It’s a hot summer day. There are many people on the beach. The sky is blue and clear. The sand is yellow and soft. Some people are walking on the beach, some are sitting on the sand, and some are swimming in the sea. Kitty and her parents are having a picnic.

It’s lunch time. We are hungry and tired. Look, we have some food, fruit and drinks. We like hamburgers and bread. They’re soft and nice. Apples are sweet and juicy. Cokes are so cool. Can you see the camera? I want to take some beautiful photos on the beach.

Kitty and her parents are walking on the beach. Kitty: Mum: Kitty: Mum: Kitty: Dad: Kitty: Dad: Man: Mum:

Kitty:

Period 3: The blind brothers and the elephant The sand is very soft. Can I take off my shoes? Yes, of course you can Ouch! What’s the matter? There’s something in the sand. It’s hard! Oh, look. It’s a key. Whose key is this? Let’s ask the man over there. Hello, is this your key？

No, it isn’t. Let’s take it to the lost-property office. OK. Let’s go. Under the tree, there are four brothers. They can hear with their ears. They can smell with their noses. They can taste with their tongues. And they can touch and feel with their hands. But they can not see. They are all blind. Here comes a man on an elephant. The brothers can hear the elephant, but they cannot see it. Brother 1:

The man:

Brother 1:

Brother 2:

Brother 3:

Brother 4:

The man: ‘What’s that?’

‘It’s an elephant. You can touch it. How does it feel?’

‘I know. The elephant is smooth and hard. It is like a spear.’

‘No, it isn’t. The elephant is big and thick. It is like a tree.’

‘No. The elephant is big and soft. It is like a fan.’

‘No, the elephant is long and thin. It is like a rope.’

‘The elephant is not like a spear or a tree or a fan or a rope. You only touch part of the elephant. You don’t feel the whole animal. All

of you are wrong.’

五、

教学环节设计

Period 1 Procedure Pre-task

2. Questions While- task 1. Elicit the story: Contents 1. A rhyme: fruit

2-1 Methods 确。

Look Assessment 1-1 Listen and enjoy. 全体学生能跟说儿歌，发音准and 反馈的学生能提取有效信息，正确回答问题。

answer. 1-1 Look and know 全体学生能完整、整齐地说出

全体学生能了解书包内物品的名称，反馈的学生能进行比较完整地表达。

is

ball The students are how to get ready for 放进书包的物品。

playing a guessing the game: game

3.

The game. in the Put... in the bag.

Look and know: How does it feel? 2-2 knife: Look and know: How does it feel? 2-3 pencil case Look and know: How does it feel? 2-4 balls: Look and know: Whose this/that? 2-5 books:

Look and know: and whose books?

classroom. 2. Things in the bag:

2-1 pencil:

How do they feel

guessing 3-1 Get information 全体学生通过学习文本，了解from the guessing 游戏的要求和过程，能够进行game. 正确朗读，语音语调准确，朗

Post- task 1.A passage

1-1 Retell the story. 读流利。

全体学生能积极参与讨论，并正确运用所学词汇和句型，将游戏过程表达完整。

Homework Board-design 1. Copy the new words.

2. Read the context nicely.

Period 2 Procedure Pre-task

2. A rhyme

3. A picture Contents 1. A flash Methods (-ir-, -ur-, -au-, -oor)

2-1 rhyme.

answer. Read encourage Assessment 正确朗读单词和句子，语音语调准确，朗读流利。

and 全体学生能跟说儿歌，发音准the 确,反馈的学生能根据儿歌模板进行合理正确的续说

的学生能提取有效信息，正确回答问题。

and 全体学生通过图文观察，了解环境，反馈的学生能提取有效信息，正确回答问题。

1-1 Learn the sound. 全体学生能字母组合的规律，3-1 Look, ask and 全体学生通过观察图片，反馈While- task 1. A picture of the 1-1 beach

2. A picnic picture

the beach.

4. A chant

Read answer. 2-1 Look and raa.

Look Listen answer. 3-2 answer. 3-3 Rea and answer.

4-1 chant. Read 3. Some pictures on 3-1 and 全体学生通过观看视频，能了解故事梗概，反馈的学生能提and 取有效信息，正确回答问题，帮助大家梳理内容。

then 全体学生能跟说chant，发音准确,富有节奏感。

Post- task 1. A short passage 1-1 Fill and tell the

story.

Homework Board-design 1. Read the context nicely.

Period 3 Procedure Pre-task While- task Contents feelings brothers.

Methods the rhyme. Assessment 歌，语音语调准确，声音优美。

全体学生能听懂四个盲眼兄弟的回答。

全体学生能认真听故事的引入；反馈的学生能提取有效信梳理内容。

文本，积极参与讨论和回答问题；反馈的学生能在语言模式支撑下尝试说出盲眼兄弟摸象之后的表达，语音语调准确，表达正确。

正确运用所学词汇和句型复述故事概况。

1. A rhyme of 1-1 Read and know 全体学生能朗读关于感觉的儿1. A picture of four 1-1 Listen and tick. blind 1-3 Quick response

1-2 Look and learn: 的内容，能根据问题进行正确2. A story about the 2-1 Look and read, blind brothers and 2-2 Look and say. the elephant.

2-3 think. story.

Post- task about the story. Homework Board-design and retell the story. Watch and 息，正确回答问题，帮助大家2-4 Enjoy the whole 全体学生通过观看视频和学习1.A short passage 1-1 Fill in the blanks 全体学生能积极参与讨论，并1. Read the context nicely. 2. Tell the story.