加入音标拼读单词的课前练习.doc

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Unit 4 What can you smell and taste ?Teaching Contents: P14-P18Teaching Aims:Learners read the story about Bens friend Learners play the guessing game using different food realia Learners write food riddles and play the guessing game Learners draw food that smells nice and does not smell nice Learners read the story about a fox and some grapes Learners write an extended version of the story Teaching FocusTeaching Time: 5 periodsFirstTeaching Contents:P14Teaching Aims:Learners read the story about Bens friendLanguage focus:1.Using predicative adjectives to describe people. E.g. He is blind.2.Using modals to talk about ability. e.g. I can smell kiscuits.3.Asking yes / no questions to obtain simple responses. e.g. Is this a fruit shop?Teaching Type: NewMaterials:Cassette. Cassette player.Drawing paper. Fruit and snacks.Procedure: Warming up: 加入音标拼读单词的课前练习。 Answer the question: What can you hear with your ears? What can you see with your eyes?What can you touch with your hands?What can you smell with your nose?What can you taste with your mouth? 加入盲人模拟的导入环节。 While-task procedure New lesson1. Bens friend. This is David. Is he blind.Can you see? What can he do?Hear, touch feel smell taste 2. Im a fruit shop. What can you smell?Im a cake shop. What can you smell?Im a hamburgers. Is this McDonalds?I can taste.What can David smell? He can smell . Listen to the cassette and read after it. 加入以听力课文的形式引入，以此达到练习听短文的能力训练。 Post-task activity1. Play a game.I can smell .Blackboard designsee hear touch feel smell taste blindfruit shop cake shopWhat can you amell?What can he smell? Assignment 1. Recite “read and answer”2. Copy it. Summarize1、 这一课时的教学内容故事和对话教学较为简单，学生对课文内容掌握的较好，句型结构也没有难度，对于新单词blind的运用还不是太熟练，主要是课文中出现练习的地方较少。2、 这一课时我主要以听短文形式引入，比较适合高年级学生，在教授重点单词blind时以体态模仿形式教授，学生易懂易记，效果较好。3、 课堂反馈作业中单词blind学生易误用为名词，McDonalds拼写错误较多。SecondTeaching Contents:P15Teaching Aims:Learners play the guessing game using different food realiaLearners write food riddles and play the guessing game Learners draw food that smells nice and does not smell niceLanguage focus:1. Using predicative adjectives to describe things. e.g. Its rough.2. Using imperatives to five instructions. e.g. Close your eyes.3. Asking “wh”-question to find out various kind of information about a person. e.g. What have you got, kitty?Teaching Type: NewMaterials:Cassette. Cassette player.Colour pencils and sissors.Procedure: Warming up Recite “read and answer”Have a dictation. While-task procedureLook and talk.P1 lime. P2 an apple. 加入猜谜语的环节，提升学生的学习兴趣。Talk about the pictures.Read and answerWhat have you got, Kitty?Its an apple. Its nice. Close your eyes, smell it.Sandwitch. Post-task activity1. Listen to the cassette then read after it.2. Say something about you. 鼓励学生口头说语段，尽量多说。3. Blackboard designIt is .It is.It is.Smell it.It is.Its a . Assignment1. Recite “read and answer”2. Copy it. Summarize1、这一课时课文内容较为简单，学生掌握的很好，主要是单词sandwich的发音容易带出字母d的音。2、课文与talk的内容我主要是设计猜谜语的方式来进行导入，小学生对于谜语的形式还是很感兴趣的，教学效果也比较好。3、作业写一种水果，在句型结构方面学生还有很多缺陷，主要表现在句型结构的种类上。ThirdTeaching Contents:P16Teaching Aims:Learn a new storyCompre hinding simple narratives.Asking Wh- questions to find out various kinds of information about an animal e.g. What colour is the fox?Asking yes/no questions to find out sth feeling.e.g. Are the grapes sour?Asking yes/no questions to find out sth feeling.e.g. Are the grapes sour? Learners collect objects in class and act out the story in groupsLanguage focus:Asking Wh- questions to find out various kinds of information about an animal e.g. What colour is the fox?Teaching Type: NewMaterials:Students Book 4B page 16Cassette 4B and a cassette playerWorkbook 4B page 11Photocopiable page 17Pre-task preparation 设计讲故事环节，让学生课下做相应的准备。1、Answer the questions. T: What fruits do you like? T: What fruits dont you like? 2. Describe the fruits. What shapes and colours are they? How do they taste?While-task procedure1. Learn the words: grape, bird, fox Show the picture with the grapes on it. Show the picture with the bird and the fox on it. T: Which animal do you like?2. Show some pictures of the story.T: Look, whats the bird/the fox doing?3.Practise in pairs.4.Tell the pupils the main part of the story in the book.5.Pupils discuss in groups and report.课堂中多给学生留下表演故事的时间，鼓励他们多多表演，可以分情景表演。Post-task activity1. Listen to the story.2. Answer the questions.3. Read the story. Then act it out.Do more reading ConsolidationTell the story to your parents.Extend or adapt the story Summarize1、这一课时是故事教学，学生对中文故事已经很熟，因此新授知识教起来很快，学生也掌握的较好。2、在新授之间以故事演讲开始，新授之后以表演故事为主，整堂课程都环绕故事教学为主。3、作业主要以翻译句子为主，内容以课文故事为本，帮助学生熟悉英文故事中的句子。FourthTeaching Contents:P17Teaching Aims:Learners identify thingsLanguage focus :Using nouns phrases to identify things e.g. pineapple juice Teaching Type: NewMaterials :Students Book 4B page 17Cassette 4B and a cassette playerWorkbook page 10Different kinds of fruit juice An orange , a lemon and a squeezerPaper cups of straws PreparationBring different kinds of fruit juice , an orange , a lemon , a squeezer , paper cups and straws .While-task procedure课前准备好各类水果汁，玻璃杯，水和咖啡等饮料。1. Introduce : orange juice , lemon juice , using the juice you have just made .2. Play the cassette : Look and learn . Students listen and follow in their books .3. Play the cassette again . Students listen and repeat 4. Put six paper cups on your desk . Label the first paper cup as A , the second one as B and so on .5. Pour a different kind of juice into each cup . Pour water into the last paper cup. .6. Draw a table similar to the one on page 17 on the board .7. Invite an individual student to come to your desk . Have the student close his/her eyes . Ask him/her smell a certain kind of drink . Say : Close your eyes . Smell it .8. Give a straw to that student . Ask him/her to taste the juice . Say : Taste it . What is it ? to elicit : Its _ .9. The students puts a tick and his/her name beside the tick on the table .10. Invite a few more students to taste the drink in paper cup A . Repeat Steps 7,8,9 .11. Continue the game by asking students to taste the other drinks . 12. Let students know the answers . The class check the board and find out the student with most correct guesses .Learn the sound 1. Play the cassette . Students listen and follow in their books .2. Play the cassette again . Students listen and repeat .3. Invite individual students to read the sentence .Post-task activityWorkbook page 10a. Ask the students to look at the table for a few seconds .b. Have students close their books . Invite individual students to tell the class the drinks the blind boy likes and the drinks he doesnt like .c. Students finish writing the sentences in Look , read and write .d. Ask individual students : What do you like ? to elicit : I like _ .( a kind of drink from the first exercise )Consolidation At this stage Grammar Practice Book 4B , page 14could be used to practice and consolidate the oral and written language in this section further . Summarize1、课程内容主要是教授不可数名词的运用，难点在于帮助学生弄清不可数名词在不同情况下可数的用法。2、课堂教学我主要是借助事物来进行教学，这样会更直观些。3、作业中there be句型be动词的用法结合不可数名词和相应词组的变化，学生还有相当的错误率。FifthTeaching Contents:P18Teaching Aims:Learners comprehend the simple narratives Language focus :Asking Wh- questions to find out various kinds of specific information about a person e.g. Where is mum , Kally ?Using the present continuous tense to describe an action taking place at the time of speaking e.g. Shes making a cake .Using demonstratives to refer to objects e.g. Whose presents are those ? Using formulaic expressions to express good wishes e.g. Happy birthday !Using imperatives to give instructions e.g. Close your eyes .Using imperatives to indicate prohibitions e.g. Dont be late again .Teaching Type: NewMaterials:Students Book 4B page 18Cassette 4B and a cassette playerA toy car A box of chocolates An alarm clockPreparation :Bring some beautifully wrapped presents to class or remind students to bring some presents .Pre-task preparation :Introduce the background of the dialogue .Review birthday and Happy birthday! with students . Use guided questions to prompt students to say the above words .While-task procedure 1. Have students close their books . Play the dialogue on the cassette in six parts .Ask some comprehension questions after each part is played .Encourage the more able students to predict what will happen next .2. Play the dialogue again while students follow in their books . Students learn the content through listening .3. Divide students into groups of five to act the story . Use the presents brought to class as props .4. Select groups to act the dialogue to the class . Students vote for the best group .由于是故事教学，因此在教学时可以分段分图结合听力来进行教学。并且在课后引导学生去表演课文。Post-task activities1. Extend the task by having the same groups practise the dialogue , substituting the