Unit 2 Touch and feelPPT专用教学设计内容

M1U2

Touch and feel Topic: Look & learn; Look & say; Listen & enjoy; Learn the sounds (P6&9)

Language aims (Know by all): Using adjectives to describe how objects feel e.g., soft, hard, rough, smooth

Using imperatives to give simple instructions e.g., Touch this bag. Using yes/no questions to find out facts e.g., Is it …?

Ability aims: Understanding and pronouncing the key words in context e.g., watch, bag, soft, hard, rough, smooth

Understanding yes/no questions to find out facts e.g., Is it …?

Identifying the sounds by listening to the pronunciation e.g., p, b Using yes/no questions to find out facts e.g., Is it …?

Using adjective to describe an object e.g., It’s hard.

Emotional aims: /

Key points watch, bag, soft, hard, rough, smooth Is it …?

Yes, it is./No, it isn’t.

Difficult points:

Pronunciation of “smooth, rough”

Materials: Student’s Book 2B, pp.6 and 9 Cassette 2B and a cassette player Some objects such as the ruler,

Multimedia

Procedures Pre-task preparation While-task procedure Contents & Methods 1.

Listen & act: Touch your/the …. 2.

Rhyme of “Tom’s rabbit”

1.

smooth, soft (1)

Elicit from the above Purpose 热身活动。

用触摸的形式让学生记单词。

(2)

Read & spell

(3)

Look & say: Touch this _____.

It’s _____.

2.

watch, hard, rough 通过反义词进行(1)

Touch to elicit “watch”

新单词学习。

(2)

Read & spell “watch”

(3)

Q: Is the watch soft/smooth? &

elicit “hard”

“rough”

(4)

Say: The _____ is hard/rough.

It’s not soft/smooth.

3.

Consolidate 结合上两项词句(1)

Say: Touch this _____.

It’s 学法，总复习。

_____.

It’s not _____. (bag,

doll, pen, watch)

(2)

Listen & enjoy (P9): read

together

(3)

Touch to ask “Touch this _____.

Is it …?”

4.

Look & say (P6) 复习后引入课文，(1)

Look & follow 降低学习难度。

(2)

Read in roles 将unit 1的句型一III. Post-task 1.

Learn the sounds (P9): read 2.

A dialogue like “P6/Look & say”

起进行整合。

activities 1.

Read P6&9 after tape

Assignment 2.

Memorize words (P6) 3.

Touch & tell one thing Teaching thinking 本课单词以4个形容词为主，较难。2A有一课的listen & enjoy中出现过smooth和soft，当时也和学生都说清楚中文意思，也考过他们。今天再次教授这两个单词时学生反映良好，但把rough和hard一并教下去后，学生开始对这4个形容词有些混淆了。第一节课是在(2)班上的，程度较好的班级在看图说Touch this _____.

It’s _____.

It’s not _____.句型时，他们也把形容词搞混了。于是我降低难度，把两对形容词打了出来，在后面两个班级学生在提示下能说一说了。