Unit 5 Fruit优质课教案整理

Unit 5 Fruit 1、

Teaching aims: ss can pronounce words properly, master words of some common fruits. ss can use the sentence pattern : “What’s this/that?” freely. 2、

Teaching aids: tape recorder 3、

Teaching methods: visual method 4、

language focus: use modeled phrases to communicate 5、

Teaching period: 6

[1] Teacher’s activity Ss’ activity remarks

Pre-task 1. Free talk: ask Students 以文号的方式开始students some easy communicate with the 每天的新课，可以激daily questions, and teacher 发学生兴趣，消除学ask them to ask some

生的紧张。

questions too.

2. play the cassette Ss listen and look 从听、看入手，逐步tape for the four

过度到跟读，说、做。pictures and do the

循序渐进，符合学生actions. Ask the class

认知规律。

to look and listen.

3.play the cassette Ss follow the tape

tape again and ask the

class to follow your

actions

While-task 1. Play the tape Ask Individual Ss carry

some Ss to act it and out the commands

the rest of the class to The whole class

judge right or wrong. judge right or wrong

2. take out some Ss guess

fruits, and ask

students to guess

what is it through:

smell/ touch/taste 3. Open the Ss’

book to page 24 and read the commands for the class to follow, or play the cassette tape. Ask the Ss’

to point to the relevant pictures with their fingers. 4. give commands and ask individual Ss to repeat and act them.

Post-task 1. Give commands “smell the …../ touch your….”

2. Repeat the commands and ask Ss to act them. 3. Divide the Ss into pairs. One student give commands and the other student act them. Then let them change roles. 4. Divide the whole class into two teams, ask individual Ss to give commands and to see which team is better. Vary the game by letting Ss to give commands to their own team or the

Ss follow the tape and point to the relevant picture.

Individual Ss repeat and act

Ss carry out the commands

Ss repeat

Ss do pair work

Ss change their roles

Ss compete between the two teams.

让学生在听的同时，指出相应的图片，使学生建立起音、形之间的联系。

通过游戏，使学生巩固所学，避免了枯燥。

opposite.

blackboard design: smell

[pictures] touch

[pictures] taste

[pictures]

Teacher’s activity Pre-task 1. wrap up a

real or plastic fruit with a cloth: don’t hide its shape. ask “What’s this ?”

if students respond with a one-word answer, re-state it this way,”

yes, it is a/an..”

2. continue the game with other fruit so that students can practice saying the expression more. 3. Let students try and wrap the fruit when they are familiar with the game. 4. play the cassette tape to listen to and then say the expression

properly. 5. use the cassette [2] Ss’ activity

Ss watch and guess

Ss continue the game

Ss try it

Ss listen and repeat

Ss listen and repeat remarks

利用实物引出整个对话，让学生了解对话的发音和意思，比较生动有趣。

tape to revise pronunciation. 6.

put some fruit on a tray. cover the tray with a cloth, have individual students touch something under the cloth and guess what it is. They must say it in English.

While-task 1. put up the wall chart on the board do that the Ss can see it. 2. play the cassette tape for page25 and Ss listen and repeat. 3. Ss prepare the dialogue in groups of four. 4. select groups to act the dialogue for the class. Provide them the character masks.

Consolidation Put a tick in the correct box. blackboard design: this -------------- that What’s this/ that? It’s a/an……

the sentences

Ss look at the board

Ss listen to the story Ss listen and repeat

Ss work in groups of four

Individual groups act for the class

Ss do the exercises

通过反复练习，使每个学生都有练习的机会，并且在练习中熟练。

利用挂图做图意描述，使学习比较直观，符合低年级学生的特点

[3]

Teacher’s activity Pre-task 1. Ask Ss “ what can you see in the basket?”

[put some fruit in the basket] 2. introduce the vocabulary by carefully pronouncing the words and let Ss repeat several times. 3. Ask individual Ss “What’s this/that?”

Prompt the Ss to hold up their personal stationary and repeat the words

While-task 1. play the cassette tape. Ask the Ss to point to the relevant pictures and repeat. 2. put the vocabulary objects on your desk. Say “a pear”

“a melon”, etc. Invite a student to come up and pick out the right object. 3. Say “a pear”. Ask the class to tell which picture and repeat “a pear”. Practice until the Ss can respond quickly. 4. put up the picture Ss’ activity

Ss: I can see…

Ss pronounce the words carefully after the teacher.

Individual Ss respond the question

Ss listen to the tape and point to relevant pictures.

Individual Ss come up and pick

The whole class listen and act

Ss look at the board remarks

联系实际，引出问句，为下面的教学做铺垫

让学生建立起单词音、形、义之间的联系。

card for “pear” on the

board, and put the

word card next to it.

Read the word

several times and ask

the Ss to repeat.

5. Repeat steps 3 and

4 with the other new

words.

Post-task 1. one the left side of Ss come up and the board put up the change the order. word cards for all the

new words and on the

right their picture

cards but in a

different order. Point

to one word and the

picture opposite and

ask

“

Is this right?”

Have Ss come up and

change the order.

2. after the words and Ss read the words pictures are correctly again matched, practice

reading the words

again.

3. ask individual Ss to Individual Ss come come up and put up and put away the away the pictures and word card cards as you tell them. blackboard design: an apple/orange a pear/melon/lemon/ peach This/that is…..

通过各种不同的游戏来操练巩固所学的单词，使学生乐学、好学。

Teacher’s activity Pre-task 1. hold up the six vocabulary objects or picture cards and ask what they are. Remind Ss to put up their hands instead of simply calling out the answer. Also call on Ss who do not raise their hands. At times you may wish the whole class to respond, saying “

the whole class”

and move your hands to give them a hint. 2. put up the picture cards for the new words on the board. Ask individual Ss to come up and choose a certain card. Then put up the corresponding word card next to it and read the word. 3. say “ today we are going to learn a very interesting story

While-task 1. discuss with Ss what is happening in [4] Ss’ activity

Ss read the words according to the pictures.

Individual Ss come up and choose the certain card and read them

Ss tell the teacher what is happening in remarks

通过复习昨天所学的生词来开始今天的新课，以旧带新，符合认知规律。

先让学生观察图片，讨论图中发生的事，

the picture and then read the verse to them. 2. play the cassette tape for this verse. The Ss look at the picture in their books, listen and repeat 3. play the cassette again and encourage the Ss to join in and practice several times. 4. invite pairs of Ss to try to retell the story. 5. the whole class retell the story together 6. ask individual students to retell the story before the class

Post-task 1. ask each student to draw a picture of some fruit. Divide the class into pairs and let them compose another verse by substituting the fruit name. Help the less able Ss while you walk around the classroom 2. ask individual pairs to act out this new the picture

Ss look at the pictures and listen and repeat

Ss practice the rhyme

Individual pairs retell

Ss take out a pen and draw pictures

可以让学生对即将要学的故事有一个自己的认识和猜测，为下面的学习做了一个很好的铺垫。

对故事进行拓展，可以复习运用更过所学词汇。

story. 3. play the cassette tape for the whole story

while Ss look at the pictures in their Ss’ book and repeat.

Ss look at the book and listen to the tape again

blackboard design Is this/that a/an。。。？

Yes, it is/ No, it isn’t.

[5] Teacher’s activity Ss’ activity

Pre-task 1. do daily free talk Ss greet to the teacher 2. Have a basket of Ss answer real fruit, including

an apple, a lemon and

etc. pick up the apple

and ask “Is this an

apple?”

repeat the

question in English

immediately. say”

yes, it is.”

again

repeat the answer in

English.

3. hold up the lemon Ss answer and ask “

is this a

banana?”

repeat in

English. Answer “No,

it is not!” in students’

mother tongue first,

then in English.

4. open the student’s Ss discuss with the book to page 26. teacher Discuss with

remarks

以问候方式开始本课，激发学生兴趣，消除紧张感

students what they can see in each picture.

While-task 1. use the pictures to let students practice the target language. get two students come up to the front. one is to ask” is

this a/an…?”

and the other is to say “yes, it

is “ or “No, it is not”

2. choose more able students to ask questions to elicit the answer “No, it is not”

Post-task Workbook19 blackboard design Is this/that…? Yes, it is/ No, it is not.

Teacher’s activity Finish workbook 1.

page 16: put a cross on the one which is not a fruit. 2.

page 16: listen and draw the fruit

Ss practice

More able students ask questions

[6] Ss’ activity

Ss finish workbook

remarks

the 通过完成练习册，巩固学生听和认读的技巧

on the plate. 3.

page 17: circle the fruit and color it. 4.

page 17: draw a line to match the words with its pictures

Revision of Unit 1 1.

play the game:

teacher verses students 2.

using pictures to ask students questions “What’s this/that?”. After the student respond to the sentence, he can ask his friend the question 3.

show the Ss the word cards and ask them to judge. If what the teacher said is correspond to the picture, Ss repeat. Otherwise, don’t. 4.

Game: response quickly.

Teacher goes first, ask one student a question, using “Is this/that a/an…?”, and the student has to

Ss play the game :

Ss ask and answer

Ss judge and repeat the right word

Ss play the game and practice in the game

借由各种各样的游戏，来复习本单元所学的所有的知识点，真正做到寓教于乐。

response quickly.

And then he can

go on the chains

to ask others. The

team that can ask

more questions is

the winner

5.

ask Ss to retell the Ss retell the story story blackboard design:

Is this/ that?

word

Yes, it is.

cards

No, it isn’t. It is…..

教学后记：

学生能在创设的情境中自如地运用所学的词汇和句型。但是，学生在认读单词方面，有个别同学存在困难，他们当听到中文或看到图片时，能够准确说出英文单词，但当单独看到英文单词时却读不出，以后要多加强单词的认读训练。