- 发布时间：2015-03-07 20:36:00
- 发布者：吾爱
- 微信号：wuaiyazhu.
- 浏览量：
- Tags：
-
公告：
新版4B Unit 1 What can you smell and taste教案
Module1 Using my five senses
Unit 1 What can you smell and taste?
(Period 1)
Language aims:
Using the key words and phrases in context
e.g. watermelon, grape, plum, cherry, strawberry, taste/smell ___
Using modeled sentences to introduce how things feel
e.g . How does the___ taste/smell? It’s _____.
Using alternative questions to find out specific information
Is it cherry juice or watermelon juice?
It’s _____.
Ability aims:
Students can introduce how they feel about the things.
Emotional aims:
Encourage students to use English fluently and confidently.
Key and difficult points:
Is it cherry juice or watermelon juice?
It’s _____.
Materials:
Student’s Book 4B( P3)
Cassette 4Band cassette player
Multimedia: PPT
|
Procedures
|
Contents
|
Methods
|
Purpose
|
|
I. Pre-task preparation
|
Daily talk
|
1. Ask and answer( T—P)
2. Talk about PP’s winter vocation.
|
利用日常问答换起学生对英语的熟悉和喜爱。
通过对寒假生活的讲述导入新授
|
|
II. While-task procedure
|
strawberry
How does the___ taste/smell? It’s _____.
watermelon
cherry
Smell the__.
How does it smell?
Taste the__.
How does it smell?
|
1. Elicit (Guess)
2. Teach: strawberry
(strawberries)
3. T shows a strawberry. Then ask and answer
4. Say about other fruits.
5. Review: grape, plum
6. Read and spell.
1. Elicit :watermelon
2. Let PP to remember water+ melon
3. Introduce watermelon one by one
4. Elicit cherry(guess)
T: It’s small and sweet.
It’s red.
I like it very much.
Is it a cherry or a strawberry?
5. Read and spell
6. Teach : cherries
7. Make a dialogue in pairs by using modeled sentences.
|
将句型和词汇相互结合使用，提高运用能力，并复习相关词汇。
解构单词帮助学生记忆单词。
用猜谜的方式导入新词，吸引学生兴趣，同时渗透选择疑问句，为接下来的内容做准备
|
|
|
or
Is it …or…?
It’s …
P3 Dialogue
|
1. Elicit the new sentence
2. T explains by showing the things around.
3. T ask , PP answer
4. Read the question together.
5. PP ask ,T answer
6. Ask and answer by PP
7. Pair work
1. Play a guessing game
2. Elicit : I think
3. Make some new sentences by using this phrase
4. Read the dialogue on P3
5. Answer the questions
6. Act in pairs
|
利用周围的事物进行问答，帮助学生理解选择疑问句并正确作答。
听录音回答问题，提高听力能力
听录音，让学生回答相关问题，熟悉课文内容。学会简单回答和完整回答。
|
|
III. Post-task activities
|
Make a new dialogue
|
1. Make a dialogue like P3(Pair work)
2. Say and act.
|
让学生自由进行对话，提高实际应用能力
|
|
IV. Assignment
|
|
1. Listen to the tape and read P3
2. Write the new words and phrase
|
注重作业中的读写练习，更是课堂教学的延续。
|
板书：
Is it…. or …？It’s….
Unit 1 What can you smell and taste?
(Period 2)
Language aims:
Using the key words and phrases in context
e.g. enjoy, inside, watermelon/ cherry/ strawberry juice, a glass of…
Using alternative questions to find out specific information
e.g. I have a glass of ….
Is it … or…? It’s …. Yes, you are right.
Using modeled sentences to introduce one’s like or dislike..
e.g. It’s watermelon juice. It’s sweet. I like it.
Ability aims:
Students can make a new dialogue.
Emotional aims:
Encourage students to use English fluently and confidently.
Key and difficult points:
. Is it cherry juice or watermelon juice?
It’s _____.
The rhyme on P6
Materials:
Student’s Book 4B( P2 P6)
Cassette 4B and cassette player
Multimedia: PPT
|
Procedures
|
Contents
|
Methods
|
Purpose
|
|
I. Pre-task preparation
|
Daily talk.
|
1.Review the new words and phrase
1. Ask and answer(T-PP)
2. Pair work
|
复习巩固词汇
利用对话复习所学，巩固旧知
|
|
II. While-task procedure
|
juice
watermelon juice
a glass of
a bottle of
a cup of
a packet of
a bar of
…
Smell/taste it. Is it... or …?
|
1. Elicit the juice
2. Learn the phrases
watermelon/ cherry/ strawberry juice
3. Elicit: a glass of
4. Make phrases: a glass of cherry juice
5. Review the other phrases
e.g. a bottle of
a bar of
6. Make sentences
I have a glass of …
It’s ….
I like/ don’t like it.
1. Guess game.
2. T: Now smell it. Is it cherry juice or watermelon juice?
PP answer.
T: Yes, you are right.
|
在课堂中注重新旧知识的结合，并相关拓展，切实提高学生的实际运用英语的能力
|
|
|
A new dialogue
|
1. Elicit
2. Listen and answer the questions
3. Learn the phrases
4. Read after tape
5. Read in pairs
6. Try to read and act vividly
|
让学生编新句型，充分练习短语。
夸张的表达让学生表演更加生动。让学生发挥想象练习对话。
|
|
III. Post-task activities
|
Rhyme
|
1. T elicit
T: What do you like eating in summer?
How do you eat?
2. Teach: sit around, enjoy, inside
3. Show the rhyme
4. Say and act together
5. P1P2 try to read
|
贴近生活的导入，激发学生学习兴趣
关键单词的重点教授让学生重点掌握
指导儿歌的诵读，鼓励学生表演
|
|
IV. Assignment
|
|
1. Read P2 P6 after tape and try to recite the dialogue and the rhyme
2. Try to make a new dialogue like P2 with friends
|
强调背诵的重要性，并要求编对话提高运用能力。
|
板书：enjoy, inside, watermelon/ cherry/ strawberry juice, a glass of…
Smell/taste it. Is it... or …? It’s …. Yes, you are right.
Unit 1 What can you smell and taste?
(Period 3)
Language aims:
Using the key words and phrases in context
e.g. crunchy, yard, also, around, never, a little car, ride around, on Sunny afternoons
Using alternative questions to find out specific information
e.g. Do you like … or…?
I like ….
Ability aims:
Students can make a new dialogue correctly.
Emotional aims:
Encourage students to use English fluently and confidently.
Key and difficult points:
. Do you like … or…?
I like ….
The rhyme on P6
The sounds: park car blue school
Materials:
Student’s Book 4B( P4 P6)
Cassette 4B and cassette player
Multimedia: PPT
|
Procedures
|
Contents
|
Methods
|
Purpose
|
|
I. Pre-task preparation
|
Rhyme
Daily talk.
|
1. Say and act
2 Ask and answer(T-PP)
3. Pair work
|
复习巩固词汇
利用对话复习所学，巩固旧知
|
|
II. While-task procedure
|
crunchy
Do you like … or…? I like ….
Do you like red ones or green ones？ I like green ones.
|
1.Elicit
T show the crisps to elicit: It’s very crunchy.
2. Read and spell
3.Make sentences: I have ….. It’s/ They are crunchy.
1. Elicit the new sentence
2. Ask and answer
3. Pair work
4. Learn how to use “one/ones” to replace the things have used in the above
|
利用薯片引出crunchy, 激发学生兴趣并利用句子操练巩固单词
本课以Do开头的选择疑问句有所不一样，加强了比较和学习
|
|
|
A new dialogue
|
1. Elicit
2. Listen and answer the questions
3. Learn the phrases
4. Read after tape
5. Read in pairs
6. Try to read and act vividly
|
让学生编新句型，充分练习短语。
让学生发挥想象练习对话。鼓励学生生动表演
|
|
III. Post-task activities
|
Learn the sounds
park car blue school
Rhyme
|
1.T elicit
2. Show the sounds, PP imitate
3. PP try to find out the other words with the same sounds
4. Do some exercises
5.Teach: yard, never,
ride around
on sunny afternoons
6Show the rhyme
7Say and act together
8.P1P2 try to read
|
关键音标的重点教授让学生重点掌握
指导儿歌的诵读，鼓励学生表演
|
|
IV. Assignment
|
|
1. Read P4 P6 after tape and try to recite the dialogue.
2. Try to make a new dialogue like P4 with friends
3. Write the key words and sentences
|
注重作业中的读写练习，更是课堂教学的延续。
|
板书：Do you like … or…? Do you like red ones or green ones？
I like …. I like green ones.
Unit 1 What can you smell and taste?
(Period 4)
Teaching aims:
1. Using predicative adjectives to describe things.
2. Using the present continuous tense to describe an action taking place
at the time of speaking.
3. Using the simple present tense to express one’s preference.
Ability aims:
Students can retell the story
Emotional aims:
Encourage students to use English fluently and confidently.
Difficult points:
Retell the story correctly.
Materials:
Student’s Book 4B( P2 P6)
Cassette 4B and cassette player
Multimedia: PPT
|
PROCEDURES
|
CONTENTS
|
METHODS
|
PURPOSE
|
|
Pre-task
preparation
|
1. Sing a song.
2. Daily talk
|
Ps: Sing a song.
We like fruit
T: What fruit do you like?
What fruit don’t you like?
|
用歌曲调动学生的情绪，使学生尽快投入到课堂中。
通过问答熟悉句型。
|
|
While-task
procedure
|
1. Teach: fox, bird, grapes
2. Listen to the story
3. Teach: vine
4. … are sour.
… are sweet.
They are not sweet at all..
5.The grapes are not sweet at all.
What nice grapes!
6. Read the story
7.. Retell the story.
|
T: The story is about a fox, a bird and some grapes.
Show: fox, bird, grapes
P: Read: fox, bird, grapes
Story: The fox and the grapes
T: I have got some sweets. Taste them.
How do they taste?
Elicit: sour, sweet
Elicit: vine
a tall vine
Read and spell.
T: Look at the fox. What is he doing?
The fox is looking at the grapes.
Show some pictures.
Ps: Say the sentence: The fox is looking at the …
T: What is the bird doing?
Ps: The bird is eating the grapes.
Teach: not … at all
Let PP to make some new sentences.
e.g. The classroom is not dirty at all. I like it.
T elicit: What nice grapes!
PP try to make new sentences
What ____ ____s!
What a/an ______ ______!
P: Look at the pictures and listen to the story.
Read the story together.
T: Can you retell the story?
Ps: Retell the story.
P: Feedback.
|
介绍故事中的角色，学习单词并掌握其元音发音。
把故事完整的呈现给学生，让他们对故事有个初步印象。并激发学生兴趣
操练故事中的主要句型，用不同的图片做替换练习，使学生熟悉该句型。
渗透现在进行时，利用造句来帮助学生理解和运用not…at all 的用法
教师给出关键词和主要句型，让学生复述故事，培养他们的口头表达能力。
|
|
Post-task
activity
|
1. Act the story.
2.The fox and the crow’
|
Ps: Act the story in groups.
T: Let’s write our own story.
Teach: crow
Show: The fox and the crow.
Ps: Answer the questions and write the story.
|
通过回答问题，编写自己的故事，培养学生举一反三的能力。
|
|
Assignment
|
Homework
|
1.Tell the story to your parents
2. Act the story.
|
主要以复述故事为主
|