德育渗透激发学生们的爱心.doc

Module 1 Using my five sensesUnit 3 What can you feel?Contents:1. Look and say2. Play a game: Touch and feel3. Ask and answer4. Make and play5. Read and tick6. Play a game7. Read and answer8. Learn the soundDimension targets: 1. Master the words: donkey, tail, put, touch, blunt, thing, sit2. Master the imperatives: Feel Put on Touch 3. Master the sentences:Whose is this? Where is ?4. Can use predicative adjectives to describe things.Materials:Students book, cassette and a cassette player, word cards and pictures, projection and a projectorTime allocations:Period 1 Look and say Play a gamePeriod 2 Ask and answer Make and playPeriod 3 Read and tick Play a gamePeriod 4 Read and answer Learn the sound Now listenPeriod 5 Revision & Do exercises德育渗透：激发学生们的爱心，成为保护小动物的卫士。Period 1Contents: Words: donkey, tail, feel, put Sentences: This is a This is / These are Feel the Put the on the Dimension targets: Master the words. Master the imperatives: Feel Put on Language focus: Master the words. Can use imperatives: Feel the Put the on Materials: Students book, Cassette and a cassette player, word cards and pictures, Objects突破口：教师通过直接在黑板上画一头没有尾巴的驴，激发学生的学习兴趣，从而自然引出课文，轻松完成学习任务。 Procedures:让学生自己说出对驴的认识，从而渗透新的单词丑的和愚蠢的，扩大学生使用词汇的能力。通过驴子的话激发学生的思维，让学生自己得出答案。让学生通过动作亲自体会put这个动词的意思，并能运用。These are 的句型是个难点，学生很容易遗忘名词后面的s，在这里进行比较，能巩固句型。Pre-task preparation:1.Sing a song.2. Daily talk and Greetings.4.Revision:1) Teacher put the picture card of a donkey (without a tail) on the blackboard.2) Draw lines pointing to different parts of the body.3) Invite students to come to the board and fill in the blanks.4) Read and spell the different parts of the body.While-task Procedures: Teach: This is a donkey.1.T: Look！Whats the animal？ P:Its the horse. T: Its smaller than a horse. Its a donkey. 2. Learn to read: donkey驴This is a donkey. Ask the students to sound the words and tell the similar word: monkey.3. Ask the students to talk about the donkey.5. Ask: What can you feel the donkey?6. Learn the new words: ugly and foolish. Teach: This is its tail.1. T: Close your eyes. Can you see? Please image: Theres a donkey in front of you. Touch and feel the donkey. What can you find?2. Learn to read : tail 尾巴 - its tail - This is its tail. (one by one)3. Draw a tail. Whats this? Whose tail is it?P: Its the donkeys tail.T: We also can say : Its its tail. Teach: Put the on the 1. T: The donkey hasnt got a tail. He says: I havent got a tail. I cant walk I cant balance my body. Who can help me? What should we do? P: We can put the tail on the donkey. T: Now what does the donkey feel?2. Ask the students to make sentences with: Putin/on/under/beside. Teach: These are its 1.Teacher show a cat without eyes:This is a cat. These are its eyes. 2. Teach: its eyes - These are its eyes. (one by one)3. Practise: TP1(接上最后一个学生)：This is a cat. These are its eyes. Feel the cat. Put the eyes on the cat. Two more times. Students try to say together.Post-task activities:1. Play the cassette. Students listen and follow.2. Play again. Students repeat after it.3. Show some animals without some parts of body. Ask the students to talk about it.This is a Its. It hasFeel theIt hasnt got Put theon theNow it is4. Play a game: All class - one student ( a mouse ) Practise in pairs with their own pictures.Assignments:1. Read after the cassette.2. Copy the words and sentences.3. Do workbook.Board activities:donkey tail feel put foolish uglyThis is a donkey.This is its tail. / These are its eyes.Feel the donkey. It hasnt gotPut the tail on the donkey.教后感： 在教的过程中，我采用了和驴子对话的方式进行教学，以驴子失去尾巴的痛苦，向学生求救再到驴子觉得这个尾巴太长不适合他，不喜欢要求更换，极大地激发了学生的学习热情。并让他们展开想象，运用多种句型而不是单一地采用书上的几个句子，并且对Feel Put后面的人称代词和具体实物进行了比较，让学生在书写的过程中不至于犯错。在家作中，我也不是单纯的叫学生抄课文，而是让学生仿句练习。Period 2Contents: Review the opposite words. Can play the game to review opposite words.Dimension targets: Master the opposite words. Can play the game.Language focus: Master the opposite words.Materials: Students book, Cassette and a cassette player, word cards and pictures, Objects突破口：通过触摸教师准备好的实物，从而引出出学生的感觉，并引出新单词：sharp-blunt.Procedures:让学生伸进袋子里摸他们看不到的东西，给他们一种神秘感，引起他们的好奇心和上来摸一摸的参与欲望。Pre-task preparation:1.Sing a song.2. Daily talk.3.Greetings.4.Review the opposite words:1) Teacher takes out a bag. There is a toy bear in it. 2) T - P1: Put your hand in the bag. Touch it and feel it. Is it hard？Is it smooth？Is it cold？Ask : If you feel cold, How can you make you warm? If you feel hot, How can you make you cool?3) Read and spell the words.4) Say some sentences about the bear:Ive got a bear. It is soft. It is rough. It is cold. It is brown. It is lovely.While-task Procedures: Teach: sharp & blunt1Ask the students to touch a needle.T: How does it feel?P: Its sharp.T: What animals teeth are sharp? 2Take out scissors. One is blunt.and one is sharp. Act it out to the students. T: Is it sharp? P: No, it isnt sharp. T: Its very blunt. What is blunt around you? P: It is hard. It is sharp.4Teach: blunt 钝 sharp 尖锐的，锋利的5. What opposite words do you know? Make and play1. Teacher mix the opposite cards: I mix the cards. Students read them.Ask the students to make a sentence about mix.2. T try to let students repeat: Look！I put the cards on the blackboard. Ask the students to say sth about Putprep.3. T: I show two cards. Students try to repeat. e.g. 翻开一张卡片：hot翻开另一张卡片：smooth. Are they opposite words？(No.)再翻开一张：cold. Are they opposite words？(Yes.)4. T: I collect opposite cards. Students try to repeat.5. Let some individuals go on to play the game. The other students try to say the four steps.6. Teach: mix 混合 show 出示collect 收集opposite 相反的7. Teach the four steps: Mix your cards. Put your cards on the desk. Show two cards. Collect opposite cards.Post-task activities:1. Play the cassette. Students listen and repeat.2. Go on to play the game until all cards are collected.Assignments:1. Copy the opposite words.2. Listen and repeat after the cassette.Board activities:hot - cold hard - softrough - smooth sharp - blunttouch 摸 mix 混合show 出示 collect 收集opposite 相反的教后感： 由于反义词学生在上学期就接触到，所以很容易就学会了blunt这个单词，也能说出许多的反义词，尽管在做游戏中出现很多的新单词，但并没有影响学生做完这个游戏，游戏结束，学生们也基本掌握了全部的内容。Period 3Contents: Read and tick. Play a game.Dimension targets: Master the word: thing Can use predicative adjectives to describe things. Can use the sentences: Whose is this? Its Put in Language focus: Can use predicative adjectives to describe things.Materials: Students book, Cassette and a cassette player, word cards and pictures, Objects突破口：以游戏的形式来引出本文的新授内容。Procedures:让学生自己用各种介词进行造句，培养学生的运用能力。并给予学生一些情景，让学生在实际情景中能实际运用。Pre-task preparation:1.Sing a song.2. Daily talk.3.Greetings.4.Review the opposite words: Read and spell the words.While-task Procedures: Teach: Look！I put a bear in the bag. I put a balloon in the bag.1. T: I have a big pocket. It can eat all of your things.A, put your ruler in the bag. B, put your book in the bag. (a pen，a pencil，a felt pen，a crayon，a rubber，an exercise book，a book，a paint )2. Teach: Put in the 3. Ask the students to say:PutPrep.4. Give some situations to them:If you see the rubbish on the ground.What can you do? Teach: Touch one thing.1. T: Put my hands in the bag. Touch one thing. Feel it. It is big. It is round. It is smooth. It is soft. Guess！What is it？(a balloon)2. T -P: Put your hands in the bag. Touch one thing. Feel it. How does it feel？What is it？Whose is it？ 3. Teach: thing 东西 - Touch one thing.Post-task activities:1. Play the cassette. Students listen and repeat.2. Go on to play the game. T: There are many different things in the book.Teach: different and sameIf you want to have a picnic, What can you find in it? Which are different things? And which are same things?Assignments:1. Listen to the cassette and repeat.2. Copy the patterns.3. Recite the patterns.Board activities:Put in thing 东西 Touch one thing. different-same教后感： 本课时较为简单，学生掌握的较好。Period 4Contents:1. Read and answer (p.13)1) Demonstratives: This/That is s.2) Wh-questions: Wheres？3) yes/noquestions: Is it ？2. Learn the sound:ssThere is a glass in Miss Fangs classroom.Dimension targets: 1. Review the prepositions. Can practise them.2. Review Wh-questions. Can practise them and ask&answer fluently.3. Can use the demonstrative to discribe sth.4. Can act out the dialogue “Kittys rabbit”5. Learn the new sound.Language focus: 1. Can ask Wh-questions to find out the positions: Wheres my rabbit？2. Ask yes/noquestions to obtain simple response.Materials: Students book, Cassette and a cassette player, word cards and pictures, Objects突破口：以学生自学自己完成后面练习为主，让学生能独立思考， 掌握自主学习的能力。Procedures:通过回答问题更好的理解课文内容。Pre-task preparation:1. Sing a song.2. Daily talk and Greetings.4. Play a game on page 12: collect different things. Play the game.5. Review: Ask and answer: Wheres my ？ Oh，its Thank you. Youre welcome.While-task Procedures:Ask the students to learn the text by themselves, then do the exercises. After finishing it , the teacher can analysis the language points. Teach: Learn: Is it in/on/under ？1. Lead in : P: Wheres my ？T: Is it in/on/under your ？P: Yes. / No.2. Learn: Is it ？Is it in