【module1usingmyfivesenses】Module1Usingmyfivesense

【jiaoan.jxxyjl.com--小学四年级英语教案】

module 1 using my five sense
teaching contents: p2—p18
teaching aims:
learners develop their range of stationary vocabulary
learners collect objects and talk about what belongs to whom
learners identify different musical instruments
learn sing a song about the music man
learners make and match cards for the ‘touch and feel’
learners talk about opposites using classroom objects 
learners read the story about ben’s friend
learners play the guessing using different food realia
learners read the story about a fox and some grapes 
teaching focus:
1. using predictive adjectives to describe objects and nouns to identify object
2.asking ‘wh’ questions to find out specific information about a person
3.using demonstratives to refer to objects  
4.asking ‘wh’ questions too find out  which person sth belongs to
e.g. whose pens are these?
5.using the present continuous tense to describe an action taking place at the time of speaking.
        e.g. what are you doing? i’m drawing.
6.asking ‘wh’ questions to find out the place . e.g. where are peter and betty?
7.using the present continuous tense to describe an action taking place at the time of speaking.
e.g. what’s he doing?
8.using nouns to identify things.
e.g. a piano.
9.sing and say.
10.asking yes/no questions to obtain simple responses.
e.g. is it year violin, kitty?
11.asking “wh” questions to find out which person something belong to.
e.g. whose guitar is this?
12.using pronouns to indicate possessions.
e.g. no, it isn’t my violin.
13.using possessive forms of nouns to show possessions.
e.g. it’s eddie’s.
14.using prepositions to indicate positions.
e.g. it’s behind her chair.
15.ask “wh” questions to find out the position.
e.g. where’s katty’s drum?

16.using the present continuous tense to describe an action taking place at the time of speaking.
e.g. it is sleeping.
17.using predicative adjectives to describe feelings.
e.g. the cat is angry and tired.
18.using prepositions to indicate positions. e.g. the mouse is under the chair.
19.using nouns to identify animals.
e.g. donkey
20.using imperatives to give instructions.
e.g. feel the donkey.
21.using imperatives to give instructions.
e.g. touch the window.
22.asking yes / no questions to obtain simple responses.
e.g. is it hat?
23.using predicative adjectives to describe things.
e.g. it’s blunt.      
24.using imperatives to five instructions.
e.g. danny, put your pencil in the bag.
25.asking “wh” questions to find out which person something belong to. 12345678910111213141516
e.g. whose balloon is this?
26.asking “wh” questions to find out various kind of specific information about a thing. e.g. what is it?
27.using predicative adjectives to describe things.
e.g.  it’s smooth.
28.asking “wh” questions to find out the positions.
e.g. where’s my rabbit?
29.asking yes / no questions to obtain simple responses.
e.g. is it under your desk?
30.using predicative adjectives to describe people. e.g. he is blind.
31.using modals to talk about ability.
e.g. i can smell kiscuits.
32.asking yes / no questions to obtain simple responses.
e.g. is this a fruit shop?
33.using predicative adjectives to describe things.
e.g. it’s rough.
34.using imperatives to five instructions.
e.g. close your eyes.
35.asking “wh”-question to find out various kind of information about a person.

teaching time:
17 periods
unit 1  look!
teaching contents: p2—p5
teaching aims:
1.  learners develop their range of stationary vocabulary
2.  learners collect objects and talk about what belongs to whom
3.  learners in groups play a miming game to guess what others are doing
4.  learners act as a boss or a secretary in a role-play and talk about what the staff members are doing in the office
5.  learners prepare a slide show and write about where people are in school and what people are doing
teaching focus:
1. using predictive adjectives to describe objects and nouns to identify object
2. asking ‘wh’ questions to find out specific information about a person
3. using demonstratives to refer to objects
4. asking ‘wh’ questions too find out which person sth belongs to
e.g. whose pens are these?
5. using the present continuous tense to describe an action taking place at the time of speaking.
       e.g. what are you doing? i’m drawing.
6. asking ‘wh’ questions to find out the place.
e.g. where are peter and betty?
7. using the present continuous tense to describe an action taking place at the time of speaking.
e.g. what’s he doing?
teaching time: 4 periods

1st lesson
teaching contents:p2
teaching aims:
learners develop their range of stationary vocabulary
language focus:
1.  using predictive adjectives to describe objects and nouns to identify object
2.  ask ‘wh’ questions: ‘what have you got?’
teaching type: new
materials:
cassette，  cassette player
word and picture cards
procedures:
1. pre-task preparation
 warming up: review the sounds.
                  have students works in pairs and list out the things in their school key on a sheet of paper. invite students to tell the class what they have got. you may introduce new vocabulary or you may take this to encourage pair learning.12345678910111213141516
         2.  while-task procedures:
1) words: what do you need for a class?
    paint颜料 brush刷子 felt pens水彩笔  thin薄  thick厚
   look at the book, which one is thick. which one is thin?
2）say and act.    at the bookshop
a. look. these crayons are thin. those crayons are thin.
b. which felt pens are new？ which ones are old？  new-old新-旧
c. show the brush to the pupils. ask which one is long, which one is short.  these brushes are long. those brushes are short.
d. what have you got? i’ve got these crayons. they’re thick.
3. post-task activities
1) listen to the cassette and read after it.
2) look at the objects and say sth about it.
e.g.  these crayons are new.
those ____________ old.
what have you got?
i’ve got ___________.
they are_____________.
          blackboard design
          brush ( es)        new-old
          paint            thin-thick
          felt pens         these-those
                          long-short
          4. assignment:
1) oral: recite the words and sentences.
2) written work: copy it.
summarize:
这一课主要教学几个有关文具的名词和修饰他们的形容词，大部分学生掌握较好，极个别学生paint发音不准确，稍加纠正就没问题了，只是在作业中发现these, those作为形容词性指示代词使用的英语习惯掌握不扎实，需加强练习。

2nd lesson

teaching contents: p3
teaching aims:
learners collect objects and talk about what belongs to whom
language focus:
1. using demonstratives to refer to objects  
2. asking ‘wh’ questions too find out which person sth belongs to
e.g. whose pens are these?
teaching type: new
materials:
cassette，  cassette player
big plastic bags( in dark colours)
procedures:
warming up
1. read unit 1 look then have a dictation.
2. fill in the blanks.
1) those crayons are________（厚）. _______（那些） felt pens are _________.
2) what ____ you _____ got? i’ve got some _____（薄） books.
3) what have you got? i’ve got some _______（旧） cars.12345678910111213141516
4) this pencil is _____（长）. that pencil is _______ （短）
           while-task procedure
           teacher ask : whose…. are these/those?
           learn the text.
whose pens are these? they are betty’s pens.
whose pencils are those? they are eddie’s pencils.
           post-task activity:
1)ask and answer.p3
answer the questions
whose paints are these?  (我的)
whose crayons are those? (你的)
whose pencils are these?  (他的)
whose ruler is this?      (她的)
whose book is that?      我的）
whose chairs are these?   （他们的）
       
           2) listen to the cassette then read after it.
3) learn the sound “ok”
blackboard design
whose ….. are these?         they’re………
whose……are those?         they’re………
assignment:
1.  oral work: recite “ say and act”
2. written work: answer the above questions
summarize :
    这堂课的重点是whose句型，这个语法知识上学期已经教学过，而且学生掌握较好，所以这堂课学生学得很轻松，掌握得更扎实，练习正确率很高。

 3rd lesson
teaching contents:p4
teaching aims:
1.   learners in groups play a miming game to guess what others are doing
2.   learners act as a boss or a secretary in a role-play and talk about what the staff members are doing in the office
language focus:
using the present continuous tense to describe an action taking place at the time of
speaking.
   e.g. what are you doing? i’m drawing.
teaching type: new
materials:
cassette  cassette player  pictures
procedures:
warming up
1. answer the questions:
1) whose book is this?     (danny’s)
2) whose felt pen is that?  （他的）
3) whose crayons are these? (我的)
4) whose brushes are those? (他的)
 while-task procedure:
1) look at the pictures. what are the children doing?     child       children     
2)  t: what are you doing? 
i’m writing, drawing, painting, reading.
3)  are you talking? no, i’m………
4)   practise in two:
what are you doing? i’m……12345678910111213141516
5)   look at the picture.
what’s he /she doing?  he’s/ she’s………
6) are you painting? no, i’m drawing.
3.      1)  listen to the cassette and read after it.
2) answer the question:
what are you doing?
what’s he doing?
what are the children doing?
are you running.?
are you jumping?
blackboard design:
write –writing      read-reading         talk-talking
sleep-sleeping    paint-painting        draw-drawing
what’s he/she doing?    he’s /she’s……ing.
 4. assignment.
   oral work: recite “ say and act”  “ look and say”
   written work: copy it..
summarize :
这堂课主要教学现在进行时态，学生能理解老师的意思，但进行时的结构是学生初次接触，所以有点难，在练习中出现的最多的错误是句中漏掉be动词或ing。大部分学生掌握不好，但这是正常的。

4th lesson
teaching contents:p5
teaching aims:
learners prepare a slide show and write about where people are in school and what people are doing
language focus:
i. asking ‘wh’ questions to find out the place . e.g. where are peter and betty?
ii. using the present continuous tense to describe an action taking place at the time of speaking.
e.g. what’s he doing?
teaching type: new
materials:
   cassette. cassette player.
   photocopiable page 4.
procedure:
   ⅰwarming up
1) have a diction
2)   answer the question.
whose chair is this?       (我的)
whose ruler is that?       (peter的)
whose bags are these?     (我们的)
whose books are these?    (她的)
what are you doing?       (读书)
what are the children doing? (跳舞)
what’s danny doing?      (写字)
what’s miss tang doing?   (说话)
are you cooking?         (是的)
are you jumping?         (不在教室里)
   ⅱ  while-task procedure:
       look at the pictures and answer the questions:
where’s danny?  he is in the playground.
what’s he doing?  he is playing.
where’s kitty?    she is in the hall.
what’s she doing?  she is saying.
where are peter and betty?
they are in the library.
what are they doing? they are reading.
   ⅲ  post-task activity12345678910111213141516
1.  listen to the cassette and practise it in two.
2.  ask and answer ( p5 )
   first oral then written.
  blackboard design
where’s ……? /where are….?
he’s/she’s /it’s/they’re…….
assignment
1.  oral: recite “look and say.
2.  written: copy it.
summarize:
    这堂课一是巩固where句型的用法，学生都已掌握；二是继续进行时的学习，强化进行时的结构，通过这堂课的进一步学习，大部分学生对以习惯了进行时结构，也基本能熟练的使用进行时进行英语表达。

unit 2 what can you hear ?
teaching contents: p6-p9
teaching aims:
1. learners identify different musical instruments
2. learners sing a song about the music man
3. learners work in pairs to find out where their partners has put the various objects provided , on the task sheet
4. learners read a story about a cat and a mouse
5. learners write the dialogues between the cat and the mouse
teaching focus
   1.  using nouns to identify things.
e.g. a piano.
2.  sing and say.
    3.  asking yes/no questions to obtain simple responses.
e.g. is it year violin, kitty?
4.  asking “wh” questions to find out which person something belong to.
e.g. whose guitar is this?
    5.  using pronouns to indicate possessions.
e.g. no, it isn’t my violin.
6. using possessive forms of nouns to show possessions.
e.g. it’s eddie’s.
7. using prepositions to indicate positions.
e.g. it’s behind her chair.
    8.  ask “wh” questions to find out the position.
e.g. where’s katty’s drum?
    9.  using the present continuous tense to describe an action taking place at the time of speaking.
e.g. it is sleeping.
using predicative adjectives to describe feelings.
e.g. the cat is angry and tired.
using prepositions to indicate positions. e.g. the mouse is under the chair.
teaching time: 4 periods
first
teaching contents:p6
teaching aims:
learners identify different musical instruments
learners sing a song about the music man
language focus:
1.using nouns to identify things.
e.g. a piano.
2. sing and say.
teaching type: new
materials:
cassette. 
cassette player.
word and picture card.
procedure:
ⅰ warming up
1.  recite “look and say” and have a dictation.
     2.   look at the picture and write something about it.
ⅱ  while-task procedure
 1.  learn the new words
          piano 钢琴.    12345678910111213141516
recorder 笛子
violin 小提琴  
guitar 吉它
triangle 三角铃 
drum 鼓
         2.   who can play the piano?
乐器前一定要加 “the”
球类前不加 “the”
e.g. play football.
 learn the song
sing and say.
     the music man.
blackboard design:
piano 钢琴.   
recorder 笛子
violin 小提琴  
guitar 吉它
triangle 三角铃 
drum 鼓
assignment
 1.  recite these new words.
     2.  copy them.
summarize :
这堂课中乐器的名称很多，发音也较难，所以发音是这堂课的难点，但通过乐器发出的来声音斑竹教学及帮助学生记忆乐器的名称又提高了学习的积极性。

second
teaching contents:p7
teaching aims:
learners work in pairs to ask and answer whose sth it is .
language focus:
1.asking yes/no questions to obtain simple responses.
e.g. is it year violin, kitty?
2.asking “wh” questions to find out which person something belong to.
e.g. whose guitar is this?
3.using pronouns to indicate possessions.
e.g. no, it isn’t my violin.
4.using possessive forms of nouns to show possessions.
e.g. it’s eddie’s.
teaching type: new
materials:
cassette. cassette palyer
the musical instruments.
procedure:
ⅰ  warming up
recite the new words and have a dictation.
ⅱ while-task procedure:
    in the music room.
    what can you hear? can you have a noise?
    is it your violin, kitty?
    no, it isn’t my violin.
    is it your ______, ….?
    no, it isn’t my _____.
    i’m sorry.     对不起
   that’s all right. 没关系
ⅲ post-task activeities
1. listen to the cassette and read after it
2. ask and answer.
what guitar is this? it’s eddie’s.
look at the pictures, practise in two.
first oral then written.
blackboard design
noise  can you hear a noise?
is this your…?
  whose guitar is this ?
it’s eddie’s .
assignment
1. oral: recite “ in the music room”
2. written: copy it.
summarize:
        这堂课的知识点很简单，学生都掌握很好。

third
teaching contents:p8
teaching aims:
learners identify different musical instruments
learners sing a song about the music man
language focus:
1.using prepositions to indicate positions.
e.g. it’s behind her chair.
2.ask “wh” questions to find out the position.
e.g. where’s katty’s drum?
teaching type: new
materials:
cassette. cassette player.
five boxes. some objects.
procedure:
ⅰ warming up12345678910111213141516
1. recite “ in the music room” and have a dictation
2. answer the question.
ⅱwhile-task procedure
1. show the box and pencil to the pupils.
ask some questions.
where’s the pen?
it’s in the box.    在…里
it’s on the box.    在…上
it’s under the box.  在…下面
it’s behind the box. 在…后面
it’s beside the box. 在…旁边
2. practise in two. (using box and pencil)
3. translate the expressions.
在椅子上  在书包里 在书桌下      在 kitty后  在eddie旁
4. point and say.
where’s kally’s drum?
it’s behind her chair.
look at the pictures and practise in two.
where’s _____ ?  it’s _____ .
ⅲpost-task activity
     learn the sound.
     the small ball is on the wall.
blackboard design
 in  on  under  behind  beside
ⅳ assignment
1. copy the new words and recite it.
2. answer the question.
where’s the drum?    在danny后
where are the violins? 在kitty旁
where’s the bag?     在书桌里
where are the pencils? 在铅笔盒上
where is the triangle? 在椅子下
summarize:
小部分学生对behind, beside的拼写和词义理解有些困难，四（3）的学困生连介词词组也不会说，以后要加强这方面的训练。两个班级在练习中都有一个共同错误：物主代词和定冠词连用。

fourth
teaching contents:p9
teaching aims:
learners read a story about a cat and a mouse
learners write the dialogues between the cat and the mouse
language focus:
1.using the present continuous tense to describe an action taking place at the time of speaking.
e.g. it is sleeping.
2.using predicative adjectives to describe feelings.
e.g. the cat is angry and tired.
3.using prepositions to indicate positions.
e.g. the mouse is under the chair.
teaching type: new
materials:
cassette.
cassette player.
word and picture cards.
procedure:
   ⅰ warming up
1. recite the new words and translate the expressions
在黑板上   在教师里  在danny后
在操场上   在大厅旁  在方桌下
   ⅱwhile-task procedure
read a story.
the cat and the mouse.
1. where is the cat? in the basket. 篮子
what is it doing?
2. who is beside the cat?
how is it?
what is it doing?
3. where’s the cat?
behind the mouse. mouse. 老鼠
mouse. 单数， 复数
what’s the cat doing?
chase the mouse. 追逐
4. how is the mouse? where’s the mouse?
5. where is the mouse? is it running?
6. where’s the mouse?
in the hale.在洞里  is it happy?
how is the cat? (angry and tired)12345678910111213141516
   ⅲ  post-task activity
1. listen to the cassette and read after it.
2. practise in two and look at the picture. retell the story.6
3. blackboard design:
sleeping  eating  chasing  jumping  running
 in  the basket       beside the cat 
behind the mouse   on the door
under the chair      in the hole
    ⅳ assignmnet
       1.  recite “the cat and the mouse”
2.  written.
    answer the above questions.
summarize :
个别学生basket的读音有困难，大部分学生能朗读和表演这个故事，有一些学生特别优秀，能改编故事并表演出来，非常棒。  

unit 3 what can you feel ?
teaching contents: p10-p13
teaching aims:
1. learners make and match cards for the ‘touch and feel’ game
2. learners play the game in groups
3. learners talk about opposites using classmate objects
4. learners make cards for the ‘opposites’ game and play the game in pairs
5. learners collect objects in class and play the guessing game in groups
6. learners read and act the story about kitty’s rabbit 
teaching focus
1.using imperatives to give instructions.
e.g. touch the window.
2.asking yes / no questions to obtain simple responses.
e.g. is it hat?
3.using predicative adjectives to describe things.
e.g. it’s blunt.
4.using imperatives to give instructions.
e.g. touch the window.
5.asking yes / no questions to obtain simple responses.
e.g. is it hat?
6.using predicative adjectives to describe things.
e.g. it’s blunt.
7.using imperatives to five instructions.
e.g. danny, put your pencil in the bag.
8.asking “wh” questions to find out which person something belong to.
e.g. whose balloon is this?
9.asking “wh” questions to find out various kind of specific information about a thing. e.g. what is it?
10.using predicative adjectives to describe things.
e.g.  it’s smooth. 
11.asking “wh” questions to find out the positions.
e.g. where’s my rabbit?
12.asking yes / no questions to obtain simple responses.
e.g. is it under your desk?
teaching time: 4 periods

first
teaching contents:p10
teaching aims:
learners make and match cards for the ‘touch and feel’ game
learners play the game in groups
language focus:
1.using nouns to identify animals.
e.g. donkey
2.using imperatives to give instructions.
e.g. feel the donkey.
teaching type: new
materials:
cassette. cassette player.
sissors and blutac. 12345678910111213141516
procedure.
ⅰwarming up
   retell the story “ the cat and the mouse.
ⅱwhile-task procedure
learn the new lesson
   this is a donkey.  驴
   this is its tail.    尾巴
   can you see? no, i can’t.
   feel the donkey.   感觉
   put the tail on the donkey.  把…放在…上
ⅲpost-task activity
   play a game.
   make the cards.
   match the cards
1. this is a ______ .
2. this is / there are its ______.
3. feel the ______.
4. put the _______ on the ______.
5. blackboard design
donkey     tail 
ⅳ   assignment                 
1. oral: recite “ look and say”
2. written: copy it.  
summarize:
         这堂课的教学内容其实是一个贴鼻子的游戏，所以学生都特别有兴致，但四（3）的学生祈使句put…on…明显没有四（4）班掌握得好。练习中donkey 的复数形式去y变ies的学生特别多，需强调。

second
teaching contents:p11
teaching aims:
learners talk about opposites using classmate objects
learners make cards for the ‘opposites’ game and play the game in pairs
language focus:
1.using imperatives to give instructions.
e.g. touch the window.
2.asking yes / no questions to obtain simple responses.
e.g. is it hat?
3.using predicative adjectives to describe things.
e.g. it’s blunt.     
teaching type: new
materials:
cassette. cassette player.
large pieces of card.
some objects.
procedure:
   ⅰ warming up:
     let the pupils touch the things in their classroom and tell the feeling.
     e.g.
touch the desk:
how does it feel?
it’s hand and smooth.
touch the coat:
how does it feel?
it’s soft.
   ⅱwhile-task procedure
1. touch the window: 摸
feel it.          感觉
it’s hot / cold.     热/冷
2. touch the desk. feel it.
is it smooth.       光滑
    rough        粗糙
3. touch the pencil: feel it.
is it sharp? 尖   hard 硬
    blunt 钝   soft  柔软
   ⅲ
1. listen to the cassette and read after it.
2. write the opposite words on the cards.
play the game in pairs.
make your cards.
put your cards on the desk.
show two cards.12345678910111213141516
collect opposite cards.
blackboard design.
sharp/blunt
   ⅳassignment
1. recite these new words.
2. copy it.
summarize:
          这堂课没难度，学生表现很好。练习中问感觉的两种形式相混淆：如how does it feel? how is it? 会写成 how is it feel?

third
teaching contents:p12
teaching aims:
learners collect objects in class and play the guessing game in groups
language focus:
1.using imperatives to five instructions.
e.g. danny, put your pencil in the bag.
2.asking “wh” questions to find out which person something belong to.
e.g. whose balloon is this?
3.asking “wh” questions to find out various kind of specific information about a thing. e.g. what is it?
4.using predicative adjectives to describe things.
e.g.  it’s smooth.  
teaching type: new    
materials:
cassette. cassette player.
a bag.
procedure:
   ⅰwarming up 
看图片，说出下列单词的反义词
big – small   hat – cold   smooth – rough
soft – hard   sharp – blunt  tall – short
thin – thick   new - old
   ⅱwhile-task procedure
danny, put your pencil in the bag.
把….放在….里
pencil, balloon, rubber, ruler, round圆的.
put your hands in the bag. touch one thing.
fell it. how does it feel?
it’s big. it’s round. it’s smooth. it’s soft.
what is it? it’s a balloon.
whose balloon is this? it’s kitty’s balloon.
complete the volumes.
   ⅲpost-task activity
1. listen to the cassette and read after it.
2. play a game.
(collect different things, play the game in two)
blackboard design
put….. in the……..
round

   ⅳ assignment
1. recite it.
2. copy it.
summarize:
         学生听指令做动作都会，但要学生自己发指令就有困难，所以对话交流显得很生硬。

fourth
teaching contents:p13
teaching aims:
learners read and act the story about kitty’s rabbit 
language focus:
1.asking “wh” questions to find out the positions.
e.g. where’s my rabbit?
2.asking yes / no questions to obtain simple responses.
e.g. is it under your desk?
teaching type: new
materials:
cassette. cassette player.
pictures.
procedure:
   ⅰwarming up 
写出下列词组：
大书包  小桌子  圆脸  硬铅笔  软苹果
粗糙的菠萝   光滑的窗  尖铅笔  钝刀
   ⅱwhile-task procedure
     listen to the tape and learn the lesson
where’s kitty’s rabbit?
this is my rabbit. where is my rabbit?12345678910111213141516
is it in your desk? no.
is it under your desk? no.
is it in the bag? no.
that’s peter’s bag.
my rabbit is soft and smooth. it’s white.
look. it’s on your chair. you’re sitting on your rabbit.
   ⅲ post-task activity
1. listen to the cassette then read after it.
2. true or false.
3. learn the sound.
-ss
there is a glass in miss tang’s classroom.
blackboard design
where’s my rabbit?
rabbit  soft   smooth
sit on
   ⅳ.assignment
1. oral work: recite it.
2. written work: copy it.
summarize:
         这堂课主要是阅读理解，但故事情节很简单，也没有生词，都会理解，所以学生很有成就感。

unit 4  what can you smell and taste ?
teaching contents: p14-p18
teaching aims:
learners read the story about ben’s 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 focus
teaching time: 5 periods

first
teaching contents:p14
teaching aims:
learners read the story about ben’s friend
language 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: new
materials:
cassette. cassette player.
drawing paper. fruit and snacks.
procedure:
   ⅰwarming up:
     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?
   ⅱwhile-task procedure
       new lesson
1. ben’s friend. this is david. is he blind.
can you see? what can he do?
hear,  touch  feel   smell   taste
2. i’m a fruit shop. what can you smell?
i’m a cake shop. what can you smell?
i’m a hamburgers.
is this mcdonald’s?
i can taste.
what can david smell? he can smell ….
        listen to the cassette and read after it.
       post-task activity
1. play a game.
i can smell ….
blackboard design
see  hear   touch  feel   smell  taste   blind12345678910111213141516
fruit shop    cake shop
what can you amell?
what can he smell?
   ⅳ assignment
1. recite “read and answer”
2. copy it.
   summarize:
课文中的知识点比较好理解，游戏学生也做得很好，对话也能紧扣主题，只是smell的拼写易于small混淆，blind的发音需在下一堂课进行强调一下，还有商店的名称可以进行拓展一点，如coffee shop—starbuck等。
   
second
teaching contents:p15
teaching aims:
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
language focus:
1.using predicative adjectives to describe things.
e.g. it’s 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: new
materials:
cassette. cassette player.
colour pencils and sissors.
procedure:
   ⅰwarming up
recite “read and answer”
have a dictation.
   ⅱwhile-task procedure
look and talk.
p1 lime.       p2  an apple.
talk about the pictures.
read and answer
what have you got, kitty?
it’s an apple. it’s nice. close your eyes, smell it.
sandwitch.
   ⅲ post-task activity
1. listen to the cassette then read after it.
2. say something about you.
3. blackboard design
it is …..
it is…….
it is…….
smell it.
it is……..
it’s a ……..

 ⅳassignment
1. recite “read and answer”
2. copy it.
summarize:
这堂课教师应使用不同的方法和形式让学生学会描述一种水果，并学会迁移，进而描写一种食品。通过教学，学生基本上都会描述一种物品，只是所使用的句型太少，要么都是to be句型，要么以祈使句为主；而且角度和思路很狭隘，都只会从表面做文章，不会想到是水果店里的水果或者是树上的果子。教师还要在教会学生语言的实际运用上多花功夫。

third
teaching contents:p16
teaching aims:
learn a new story
compre 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 groups

language focus:
asking ‘wh-’ questions to find out various kinds of information about an animal
e.g. what colour is the fox?
teaching type: new
materials:

student’s book 4b page 16
cassette 4b and a cassette player12345678910111213141516
workbook 4b page 11
photocopiable page 17
pre-task preparation
1. answer the questions.
   t: what fruits do you like?
   t: what fruits don’t you like?
 2. describe the fruits.
   what shapes and colours are they?
   how do they taste?

while-task procedure
1. 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, what’s 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.
post-task activity
1. listen to the story.
2. answer the questions.
3. read the story. then act it out.
do more reading
consolidation
tell the story to your parents.
extend or adapt the story
summarize:
这堂课又是一个故事，而且学生非常熟悉，所以故事情节的理解对学生没有难度，主要是情感教育、词的教学和故事的表演，所以教师可以在学生的表演上多加指导，以提高学生语言的运用能力。

fourth
teaching contents:p17
teaching aims:
learners identify things
language focus :
using nouns phrases to identify things
e.g. pineapple juice
teaching type: new
materials :
student’s book 4b page 17
cassette 4b and a cassette player
workbook page 10
different kinds of fruit juice
an orange , a lemon and a squeezer
paper cups of straws
preparation
bring different kinds of fruit juice , an orange , a lemon , a squeezer , paper cups and straws .
while-task procedure
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 : it’s ______ .
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 .12345678910111213141516
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 activity
workbook page 10
a. 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 doesn’t 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 .
summarize:
这堂课主要是通过游戏的方法教授一些生活常识，如lemon juice 是什么颜色的，什么味道的等等，学生对游戏有着天然的兴趣，所以上的积极性高涨，就连版中最差的学生也跃跃欲试。

fifth
teaching contents:p18
teaching 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. she’s 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. don’t be late again .
teaching type: new
materials:
student’s book 4b page 18
cassette 4b and a cassette player
a toy car
a box of chocolates
an alarm clock
preparation :
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 .12345678910111213141516
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 .
post-task activities
1. extend the task by having the same groups practise the dialogue , substituting the toy car , the box of chocolates and the clock with other presents .
2. select groups to act out the new dialogue . check student’s pronunciation , and correct if necessary .
consolidation
oxford english practice and assessment series 4b part1 ,module 1 , unit 4 presents further grammar and vocabulary exercises as well as listening and reading skills development tasks .
summarize:
这堂课是前四课时的综合运用，其中涉及地点的提问和回答，现在进行时的问答，物体归属的问答等语法知识，还有文化的差异，如西方国家和东方国家过生日的不同等，学生很感兴趣，学得也不错, 但教师可以多给学生进行一些不同国家和地区的文化交流，以促进语言表达的规范性。

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