1 Touch and feel优质课教案推荐

Teaching Plan for Oxford English 4B Module 1 Using my five senses Unit 1 Look! Look and learn& say and act At the bookshop The First Period Contents:

Look and learn& say and act At the bookshop (P2)

1、Basic Aims: ⑴Using Predicative adjectives to describe objects. ⑵Using nouns to identify objects. ⑶Using demonstratives to refer to objects. ⑷Asking “Wh-”questions to find out specific information about a person .

2、Developing Aims: ⑴To learn the new word: paint brush. ⑵Free talk. Education Aims: To take care of your books, paints…

Teaching main points: 1、These /Those…are…

2、They’re…

3、What have you got? I’ve got…

Teaching Procedure:

教学意图

一、Warming-up. 1、A Children’s Rhyme.

活跃课堂气氛，

2、Sing an English song.

创设学习氛围。

二、Pre-task preparation 1、Read the following: ∣I∣

thin

thick

milk

this

加强语音训练，

∣eI∣

plane

make

paint

eight

培养学生语感，

∣

∣

bus

rubber

cut

brush

在巩固旧知的同

∣e∣

desk

hen

pen

felt

时学习新知。

∣∣

thin

thick

three

thirteen ∣∣

this

that

these

those

2、Talk about something. e.g. What is this / that / t?

以旧引新，为学

Is this / that / it…?

新知张铺垫。

What are these / those / they? Are these / those / they…?

三、While-task procedure 1、To learn the New words: thick、thin.

以直观教学手段进

⑴T:(Show two books.) Can you say something about the 行教学，激发学生

books?

的求知欲，充分体

⑵T: Look. Is this a thin book?

现以学生为主体，

S1:Yes,it is.→

thin

渗透学法，注重效

T: Is that a thin book, too?

果。

S2:No,it’s a thick book.→

thick ⑶Please say something about your books. 2、To learn: Paints, brushes, felt pens, paint brush.

在民主和谐的师生

⑴T: What can you do, dear children?

关系中，用谈话法

S1: I can swim\jump\paint …

引出所授内容，更

⑵T(show some paints, brushes and felt pens.)

在学习知识的同时

Look, Are they crayons? No, they are paints. Paints

增进师生的友谊。

Are they new or old? S1:They’re new.

⑶T: Are those paints? S2: No, they aren’t.

T: What are those? Listen carefully. They’re brushes.

Ask the students to listen and complete the word.

brushes ⑷T: There are something in my hands. We can draw some

教学中由扶到放，

pictures with them.

培养学生的自主学

Please guess. What are they?

习能力。

S1: Are they paints /brushes/ pencils…?

T: No, they aren’t. Look. They’re felt pens.

S: Oh, how nice!→

felt

pen ⑸T: Look. This isn’t a brush. It isn’t a felt pen. It’s a paint

brush. →paint brush. ⑹Ask the students to say something about the paints / brushes/ felt pens /paint brush. 3、To learn the dialogue: At a bookshop. ⑴Look at the pictures, listen to the tape.

加强听、说训练，

⑵Say after the tape.

提高技能技巧，培

⑶Please form groups of four ,talk about the pictures.

养学生的思维能力

e-g· Picture 1:Are those crayons thin? Yes, they are.

和活用知识的能

How are those crayons? They’re thin.

力。

Are those crayons thin or thick?

They’re thin.

⑷Open your books. Read after the tape. 四、Post-task activity 1、Please form groups of three, act out the dialogues.

在及时反馈中培养

2、Make a new dialogue.

学生的英语交际能

3、Work Book P1.

力，同时在作业过

五、Home work.

程中养成良好的作

1、Read after the tape.

业习惯。

2、Copy the new words. 附：

板书设计

Unit 1 Look

thick

thin

paints

_______________________

brushes

felt pens

________________________

At the bookshop

________________________

These/Those…are…

_______________________

They’re…

________________________

A: What have you got?

_________________________

B: I’ve got…

_________________________

Module 1 using my five senses Unit 1 Look The Second Period.

Contents: Say and act & Ask and answer (P3). Basic aims:

1.Using demonstratives to refer to objects. 2. Asking ‘Wh-’ questions to find out which person something belongs to

3. To learn the sound: －ck | k | Developing aims: Free talk. Education aims: Helping each other. Main points and difficult points: Whose…are these /those? They’re…

Materials: A cassette player, some objects, some pictures, work Book 4B. Teaching procedure:

教学意图

一、Warming-up. Sing an English song.

创设学习氛围。

二、Revision. 1. Take out the paints, brushes, felt pens and so on, try to

为以上课时迅速

say some sentences about them.

过渡到本课新授

2. Act out dialogue on P2.

作准备。

三、New teaching. 1. Have students look at six characters at the top of the page.

对学生进行发散

Ask: What has___ got? to elicit: He’s/she’s got ____.

性思维训练，培养

2. To learn: Whose…are these/those? They’re…

其良好的学习习

1) Point to the pictures, talk about them:

惯。

e.g. T: Whose brushes are these? S1: They’re

kitty’s

brushes.

2) Form groups of six. Talk about the pictures.

使学生利用学法，

Write: Whose…are these/those?

快速掌握新知。

3) T: Look. The pencils are on the floor.

在学习中渗透思想

Whose pencils are they?

教育。

S: They’re…

T: What will we do? S: Pick up the pencils. T: You’re good children. We must help each other.

3. Listen and read after the tape. 4. Learn the sound: －ck | k | 四、Consolidation. 1. Act out the dialogue. 2. Look at the picture again. Practice in pairs. 3. Hare each student put some classroom objects into the bag and pass it to the student who is sitting in front of him/her. Remind students that they hare to put in at least two of each item. Ask students to use a rubber band to tie their things up before putting them into the bag.

丰富多彩的游戏

4. Collect the bags and put group them on your desk. Give

活动是巩固新授

each row a bag from one of the other groups. Groups

的催化剂。

take turns to play the game. Group A students take turns and pick things up from the bag. Group B points to the

student who is talking things out and ask: Whose___ are those? to elicit：Those are____’s____. If the student is correct, he gains a mark for his group. If he/she is wrong,

no marks will be given. The group with the most correct guesses will be the winner. 5. Workbook P2. 五、Homework. 1. Read after the tape. 2. Grammar Practice Book 4B P2.

板书设计

Say and act

__________________________________ Whose…are these/those?

__________________________________

They’re…

__________________________________

__________________________________

The Third Period Contents: Say and act & Look and say & Play a game. (P4) Basic Aims: Using the present continuous tense to describe an action taking place at the time of speaking.

e.g. What are you doing? I’m drawing. Developing Aims: A: What is he/she doing?

B: He’s/She’s…

Education Aims: Good habit. Main points and difficult points: What are you doing? I’m…

Materials: Workbook 4B page 3, a cassette player, some pictures, Photocopiable pages 1, 2and 3 Teaching procedures:

教学意图

一、Warming-up. Listen and sing a song《Are you sleeping?》

所学唱歌曲与新

课有联系。

二、Revision 1. Ask and answer: What can you do?

以旧引新，为新授

作铺垫。

2. Talk about: Whose…are these/those/they?

三、New teaching. 1. Listen and act. e.g. T: Write, please. What are you doing? I’m writing.

注重口语，培养学

Say and write: paint—painting write—writing

生听、说能力，

talk—talking

draw—drawing 并注意渗透学法，

read—reading

sit—sitting

鼓励学生主动求

sleep—sleeping

sing—singing

知，充分体现以

say—saying

学生为主体的英

2. To learn how to add-ing.

语课堂活动。

3. Look at the pictures, listen to the tape. 4. Talk about the pictures.

e.g. What is Eddie doing? What is he saying? Is Eddie sleeping? Are you sitting? 5. Read after the tape. 四、Consolidation. 1. Please form groups of four, make some new dialogues. 举一反三，培养

2. Paly a game.

和提高学生灵活

3. Photocopiable page 1, 2 and 3.

运用知识的能力。

五、Homework. 1. Read after the tape. 2. Grammar Practice Book 4B, page 3.

附：

板书设计

A: What are you doing?

_________________________________ B: I’m…

_________________________________

paint—painting

__________________________________ write—writing

__________________________________ sit—sitting

__________________________________

___________________________________

Teaching Plan for Unit 1 Look and say

The Fourth Period Contents: Look and say (P5) Teaching aims: To learn the new sentences:

Where’s…? He’s\She’s…

What’s…doing? He’s\She’s…

Where are…? They’re…

What are they doing? They’re…

Developing aims: 1) To learn the new words.

2) Say more sentences about somebody. Education aims: 1) To take care of the things around us.

2) Asking sb. not to do sth.

e.g. Don’t walk on the grass.

Teaching main points and difficult points:

1) A: Where’s\Where are…?

B: He’s\She’s\They’re…

2)

A: What’s he\she doing?

B: He’s\She’s…

3)

A: What are they doing?

B: They’re…

Teaching materials: A cassette player, some pictures\a computer,

A small blackboard. Teaching procedure:

教学意图

一.

Warming-up. 1.

Sing a song. 2.

A Children’s Rhyme.

二.

Pre-task preparation 1.

Read the following words.

may

day

play

playground

he

meet

teacher

speak

my

five

bicycle

library

go

no

know

home

use

you

pupil

super 2.

Add-ing (Group work)

e.g. jump—jumping

make—making

sit—sitting

3.

Say and act. Where are you? I’m…

What are you doing? I’m…

三.

While-task procedure 1.

To learn: Where’s…? He’s\She’s…

What’s he\she doing? He’s\She’s…

1)

Show a computer\picture.

循序渐进，从所学

T: Look. Who’s he?

知识入手以多媒体

S1: He’s Danny.

教学为主线，鼓励

T: Where’s he?

学生用英语直接思

S1: He’s on the grass.

维，同时维护和谐

T: Can you say something about Danny?

的师生关系，体现

S: He’s Danny. He’s a boy. He’s a pupil. Today is

师生之间的互动教Sunday.

学。

He has no classes. He’s in the park. Look. He’s

on the Grass….

2)

T: Now look. What is he doing?

由直观教学及谈话

S: Try to say: He’s walking on the grass

法引出思想品德教

T: Can you walk on the grass?

育，让学生在学习

S: No, we can’t.

知识的同时，接受

T: What will you say to Danny?

情感体验。

S1: Danny, please don’t walk on the grass….

3)

T: Look. Where’s Danny?

S: He’s in the playground.

T: Can you say something about him now? S: This is Danny. He’s in the playground.

He is not walking.

He’s playing…Now he’s playing in the street.

T: Can he play in the street?

通过play in the

S: No, he can’t.

playground引出

T: What will you say to him?

play in the street等

S: Don’t play in the street.

增加语言的摄入

4)

Please talk about Danny, using the following

sentences with your partners. Show: Where’s …? He’s\She’s…

What’s he doing? He’s\She’s…

Please look at the scream. Who’s she? Is she

dancing? Where’s she? Please talk about her,

do pair work.

5)

Show many pictures, ask each group to choose

2 pictures to

Talk about with the partners.

To learn:

A: Where are…? B: They’re…

A: What are you doing? B: They’re…

1)

Show a picture. T: Where are Danny and Kitty? S1: They’re in the playground.

T: What are they doing? S2: They’re playing.

2)

Show a library. T: Can you talk about the library?

S: This is a library. We can borrow books from 量，并为学生的后

续学习打基础，

又通过不该做某

事对学生进行思

想教育。

激发学生用语言

组织来引出本课

学习重点，并让其

接受思维训练。

充分发挥学生的

主体作用，强调

the library. We can read books in it.

主体意识，让学

But we must be quiet in it. Show: Peter and

生从生活实际悟

Betty are in the library.

出真理。

T: Can you talk about Peter and Betty? Please

form groups of four.

3)

T: Very Good. Would you please using the

并懂得为人，从

following sentences to talk about them?

小学好真本领。

Show: Where are …? They’re…

What are they doing? They’re…

4)

Show another pictures, then talk about them.

one person→some people

.

Post-task activity

1.

Ask and answer. (Group work)

Show some pictures on P5, talk about with your

deskmates.

e.g. A: Who’s she?

B: She’s Alice.

A: Where’s she?

B: She’s in the classroom.

A: What’s she doing? B: She’s writing in the

classroom. 2.

Listen and colour, then talk about the pictures.

e.g. Kally is singing\dancing\sweeping the floor\

drawing a picture\ doing some washing\playing

piano…in the classroom.

Listen and choose one, then colour it and talk about

it with your good friend.

发挥合作探究精

神，使学生在相

互合作探究中寻

求答案。

概括性操练，帮

学生理清学习思

路，同时进一步

突破本课难点，

反馈新授情况。

巩固新知的同

时，增加语言量，同时提高输出

量。

这部分体现本课

高潮，让学生通

过复习再求得本

课升华，达到“学以致用”的目的，

同时通过动手涂

色，剪剪，说说

四

等形式，使Homework. 师生情绪始终饱满，提高教学效果。

3.

Sing a song.

Read after the tape & Say something about your friends\ partners

After class.

附：

板书设计

Look and say 1. A: Where’s…?

______________________________

B: He’s/She’s…

______________________________

A: What’s…doing?

_____________________________

B: He’s/She’s…

_____________________________ 2. A: Where are…?

_____________________________ B: They’re…

_____________________________

A: What are they doing?

____________________________ B: They’re…