unit4whatcanyoudo的教案_Unit4Whatcanyousmellandtaste?

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unit4 what can you smell and taste?
language skills:
listening:
recognize differences in the se of intonation to differentiate between       
questions and respond appropriately    
identify key words in an utterance by recognizing the stress
locate specific information in a short text in response to questions 
speaking:
use modeled dialogue to communicate with other learners  
reading:
identify the main idea from a dialogue
locate specific information in a short dialogue in response o questions
predict a story using picture clues
writing:
develop written texts by adding personal ideas and information to writing
when a model or framework is provided
difficult points:
asking about describing and identifying the smell/taste of common food and
drinks
verbs: i like /don’t like…
question: do you like…?
materials: pictures, objects, tape
teaching time: five periods
first period
contents:
words: cannot, blind, smell, shop, taste, hamburger
language focus:
using predicative adjectives to describe people
e.g. he is blind.
using modals to talk about ability
e.g. i can smell biscuits.
asking ‘yes/no’ questions to ovtain simple responsew
e.g. is this a fruit shop?
difficult points:
using predicative adj. to describe people
 teaching breach: act ant try to know the story.

procedure contents method purpose
pre-task
preparation 1.song
2.daily talk

3.revision ps sing together
t-p
p-p
t: what can you do?
p: i can smell/taste/feel/touch… 
while-task
procedure

 read and answer

play a game t: can the boy see?
p: no, he can’t.
t: yes, he’s blind.
p read ‘blind’
t: what can he do?
p: he can touch/smell/taste…
t play the cassette
ps listen and repeat
p answer the questions:
what can david smell?
he can smell…
p-p: act out (ben$ david)
t divide students into groups
ask them to put their snacks on the desk
p use the dialogue in play a game to play this smelling game 通过对盲人的了解来学会帮助别人.学会珍惜自己所拥有的,知道自己的感官的用处.
post-task activities

 can you smell it? t divide students into groups. ask them to draw food that gives a strong smell and food that gives a light smell on different sheets of drawing paper 
homework

 copy the words and sentences

second period
contents:
with sth.. about fruit
language focus:
using predicative adjectives to describe things
e.g. it’s rough.
using imperatives to give instructions
e.g. close your eyes.
asking ‘wh-‘ questions to find out various kinds of information about a person12345678
e.g. what have you got, kitty?
difficult points: sing predicative adjectives to describe things
teaching breach: taste and try to discribe the feelings.
procedure contents method purpose
pre-task
preparation 1.song
2.daily talk

3.revision ps sing together
t-p
p-p
play a game
p-p: close your eyes. what can you smell? i can smell…. is it nice? yes/no. 
while-task
procedure

 look and talk

read and answer

 t tape, p listen and read
t invite students to list the food show in the pictures on the board
p guess riddles $ say
it’s       (size)
it’s         (fexture)
it’s          . /it’s nice./not nice.
it’s a/an       .

t tape, p listen and repeat.
t divide students into pairs. ask students to use the dialogue in read and answer to ask and guess.
p ask and guess
t have students name the food show in about you. encourage students to circle the food that smell nice. 通过对事物的描述锻炼学生的写作能力.

在通过感官参与的活动中,培养学描述能力.
post-task activities
 workbook page 9 asking and match
work in pairs
complete the dialogues 
homework

 copy the words and sentences
  
feedback：
小学生学习英语最好的方法就是通过活动来学习，“语言是练会的，而不是学会的。”情景教学通过图画、音乐、演示、多媒体等来设置情景，使学生可以眼看、耳听、鼻闻、手触等各种感官吸收信息，从而获得生动的形象，丰富了具体的知识。今天学生是积极主动的观察、感受、想象，因而充分拓展了学生思维的新奇思路。

third period
contents: read a story
language focus:
using predicative to describe things
e.g. the grapes are round and purple.
using the present continuous tense to describe an actiontaking place at the
time of speaking
e.g. a fox is looking at the grapes.
asking ‘wh-‘ questions to find out various kinds of information about a
thing/an animal
e.g. ///what shape are the grapes? what colour is the fox?
using demonstratives to refer to people or things
e.g. those grapes are sour.
difficult points: retell the story.
teaching breach: using the pictures to imagine the story.
procedure contents method purpose
pre-task
preparation 1.song
2.daily talk
3.revision ps sing together
t-p
(kinds of fruit)
t: i’ve got fruit. it’s small/big/rough/sweet… 
while-task
procedure

 read a story

 p: it’s a…
t show grapes
ps read: grape, i like grapes.
t ask questions about grapes.
p answer: the fox/bird likes grapes
p say and act12345678
t tape, p read
p retell the story
t: at last the fox can’t eat the grapes. 在教学中通过观看图片,想象故事的发展,训练学生的想象和会话能力.
post-task activities
 an extended version of the fox and the grapes divide students into groups.
encourage students to discuss and rite some narrative sentences for the pictures and fill in the speech bubbles.
colour the pictures.
act the story. 
homework   copy the words and sentences 

fourth period
contents:
words: lemon juice, water
language focus:
using noun phrases to identify things
e.g. pineapple juice
difficult points:
sound: -ff fluff, cuff
teaching breach: using the juice to taste and learn the words.
procedure contents method purpose
pre-task
preparation 1.song
2.daily talk
3.revision ps sing together
t-p
uncountable nouns:
food: bread, flour, chocolte…
drink: water, juice, coke, coffee… 
while-task
procedure

 look and learn
learn the sound t: what kind of juice do you like?
p: i like apple/orange/banana…juice.
t tape, p follow in books
t pour a different kind of juice into each cup, draw a table similar to the one on page1 of the students’ book…
t: close your eyes. smell it.
t give a straw to the student
t: taste it. what is it?
p: it’s…
p taste and finish the table
-ff
some fluff is on the cuff.
ps read after the tape 在教学中通过学生对果汁的品尝中学习词汇,学生对果汁较感兴趣,因此积极性较高,易于接受.
post-task activities
 workbook page 10 p finish writing the sentences in look, read and write
ask individual students: what do you like? to elicit i like   
(a kind lf drink from the first exercise) 
homework
 copy the words and sentences  
fifth period
contents:
words: kitchen, make a cake, present, clock
sentences: what have i got?
           you have got….
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 indicate prohibitions
e.g. close your eyes.
using imperatives to indicate prohibitions
e.g. don’t be late again.
difficult points:
new words: kitchen, make, present, clock…
teaching breach: making a birthday party to learn .
procedure contents method purpose12345678
pre-task
preparation 1.song
2.daily talk
3.revision ps sing together
t-p
birthday wishes
birthday cake/card
p-p 
while-task
procedure
 say and act
birthday present
learn the sound t: it’s kally’s birthday today.
we shall give her some flowers, toys. they are presents.
p read: present
t show a present: guess, what is it?
p guess
t ask one p to close eyes and touch and guess
t: we shall give kally a cake. buy a cake or make a cake?
p read: make
t: what can you make?
p: i can make a plane/cat…
y: where can you make a cake?
in the classroom/fruit shop…?
t show: kitchen
p read: kitchen 通过创设这样的情景,使学生体会生日派对的气氛,了解外国人生日的不同表示.,了解中外不同的文化差异.
post-task activities
 workbook page 11 extend the task by having the same groups practice the dialogue, substituting the toy car, the box of chocolates and the clock with others presents.
select groups to act out the new dialogue. check student’s pronunciation, and correct if necessary. 
homework   copy the words and sentences 
feedback：
sixth period
contents:
modal verbs: can cannot
imperatives: close your eyes. have a biscuit.
predicative adjectives
present continuous tense
difficult points:
present continuous tense

procedure contents method purpose
pre-task
preparation 1.song
2.daily talk
3.revision ps sing together
t-p
p read and spell the words. 
while-task
procedure
 say and act
do the exercises
 a. act out the story ‘the fox and the grapes’
b. act the dialogue
fill in the blanks:
1. where         mum?   is      the kitchen.
2. what’s this?        a box of chocolates.
3. what are these?      are new pens.
4.       are the grapes? they are purple.
5. do you like lemons? no, i     .
6. the fox      like apples.
7. look   the bananas.    are nice. 
homework  review unit4  
feedback:
培养学生的综合语言运用能力，必须为学生提供语言实践活动的空间。只有在交际性的活动中，才能使学生主动运用拓展所学的内容，提高用英语交际的能力。表演活动是一种行之有效的语言实践活动，本课故事内容单调枯燥，用复述故事的形式会显得呆板，没有趣味，受内容的局限，戴上头饰表演也有困难。我就让学生自己制作好puppets, 在小组中用木偶剧的形式表演，鼓励学生加入人物的对话并且可以续编，学生在表演活动中主动参与，创造性地运用语言，使故事情节更完整，内容更具体，语言更丰富，学生在语言实践中体验成功的快乐。这样的活动不仅培养了学生的合作创新精神，也培养了学生主动应用拓展的能力，提高交际的能力，达到“学以致用”的目的。12345678
module2 my favourite things
  unit 1 my pet
language skills:
listening:
recognize differences in the use of intonation
recognize rhyming words in a poem
recognize words with final sound ‘sh’
speaking:
use appropriate intonation in questions and statements
open an interaction by providing information in response to questions
pronounce correctly words with final sound ‘sh’ in an utterance
writing:
write out a piece of work by following a framework provided and using neat and legible handwriting
develop written texts by adding information to writing when a model or framework is provided
difficult points:
countable noun: pet
countable nouns (animals)
‘wh-‘ questions: what colour is it? who’s…? what’s its name?
materials: pictures, recorder, tapes
teaching times: five periods
first period
contents:
read a poem, do a survey
language focus:
asking ‘wh-‘ questions to find out various kinds of information about an animal
asking ‘yes/no’questions to find out a person’s possessions
difficult points:
read a poem,do a survey
teaching breach: using the cassette to listen and act.
materials:  pictures of animals ,story, recorder

procedure contents method purpose
pre-task
preparation 12. song
13. daily talk
14. revision ps sing together
t-p
t show some animals,ask questions about the animals
p answer 
通过唱歌调动气氛。
while-task
procedure
 read a poem
do a survey
 t: tape,p read after the tape
t:divide pinto three groups
group1:the first three lines
group2:the fourth to sixth
group3:the last

t: show animals on the board
p: circle the animals people keep as pets
t: have you got a pet?
p:yes/no
t:tape,p:read
p-p using the dialogue in do
a survey
p:report 用听听、看看激发学生兴趣，培养学生说的兴趣。
post-task activities
 workbook page11
 p-p ask and answer
 通过各种形式的操练，培养学生实际运用的能力。        
homework
 copy the words and sentences  这一环节注重培养学生的language运用能力。
second period
contents:
play a game
language focus:
using imperatives to give instructions
using predicative and attributive adjectives to describe animals                               difficult points:. 
using imperatives to give instructions   eg. fold the paper
materials: some boxes, glue, some buttons, foil, recorder
teaching breach: making and try to discribe the pet.12345678
procedure contents method purpose
pre-task
preparation 1.song
2.daily talk
3.revision ps sing together
t-p
p-p rhyme
p-p practice: have you got a pet? yes, i’ve got a…
    what colour…?
 
while-task
procedure
 play a game
what is my pet?
 t tape, p listen and follow in their books
p draw and colour their own pet or a pet they would like(if they haven’t got any pets)
p write a few sentences similar to the ones on p’s book
p for more able p.enconrage them to write a few more ps to describe their pets
  it has got----eyes.
  it likes-----
  it is-----
p guess:it’s a… 
通过对动物的描述，提高学生的会话能力。
post-task activities draw and write  
homework  copy the words and sentences 
feedback：
融洽师生关系，建立一种真诚的、互相理解和信任的师生关系是非常重要的。课前，当我笑容可掬、精神饱满地站在学生面前，就已经给学生带来了愉快地情绪；课中，我用亲切、鼓励、信任地目光使学生不怕错误、积极地发表自己的见解，使他们主动地投入教学活动。我和这个班级师生关系就象朋友。

third period
contents:
ask and answer, learn the sound
language focus
asking ’how- ‘ questions to find out quantity
using numerals to show quantity
difficult points:
p1. child- children
asking ‘how’ questions to find out quantity
main point: using the sentences to express like and dislikes.
teaching beach: using the toys and ask the questions.
materials:      some pictures, recorder
teaching breach: using the chart to ask and answer.
procedure contents method purpose
pre-task
preparation 1.song
2.daily talk
3.revision ps sing together
t-p
some pets
p-p:have you got a pet?
    yes…
 进入学习英语氛围
每堂课的日常对话有着不可轻视的作用。让学生的能力真正发挥！
while-task
procedure
 ask and answer
do a survey
  a pet
learn the sound 1.t:are you teachers?
p:no.
t:are you babies/adults?
no,you are children..
p:read:children
t tape,p read
2.t go through the nouns at the bottom of the chart with the students,ask all questions about the pets of 4a
p-p pair work
    how many children in class 4a/4b/4c have dogs/cats/…?three/four
3.t encourage ps to refer to the chart and check if the answer given by their classmates are correct
4. do a survey. ask and answer.
-sh the fish is on the dish
p follow the tape
 通过从机械性到替换性到实际性操练，让学生真正掌握句型。
post-task activities
 workbook page 12 
homework  copy the words and sentences 
feedback：12345678
情景的出示，在教师语言的支配下，使学生置身于特定的情景中，客观的情景不仅影响儿童的认知心理，而且能充分调动儿童的情感参加学习，让学生在其中体察，从而产生探求的动机。本节课上，我先通过图片使学生置身于公园的场景，后来又通过询问刺激其求知的需求并引导学生发现那些不应该做的事，继而趁热打铁，教会他们如何劝解。
fourth period
contents:
look and read,ask and answer
language focus:
using the present continuous tense to describe an action taking place at the
time of speaking
asking ‘wh-‘ questions to find out specific information about an animal
difficult points: new words: dig, bone, shake, fall/
digging  shaking  falling
teaching breach: show the pictures to make a new dialogue.
procedure contents method purpose
pre-task
preparation 1.song
2.daily talk
3.revision ps sing together
t-p
p-p pair work 
while-task
procedure
 look and read
dig, bone
 shake, fall
 t show pictures: what has superdog got? he has got a bone.
p read: bone
t how did he get the bone?
  (show)he’s digging a hole.
the bone is in the hole.
p say sth. about the pictures
t show: milly likes the apple.
  ella is helping him.
  what’s ella doing?
  he’s shaking the trees.
p read: shake
t how about the apple?
  it’s falling.
p read: fall-falling
p say sth. about the pictures
t tape, p read
p-p act out 通过各种形式的操练，培养学生正确拼读单词。        

post-task activities a poster for the story  这一环节注重培养学生的想象能力和表达能力。
homework
 copy the words and sentences  
feedback:
情景教学”以情感为基础，因此“情”是一个必不可少的因素。情感是学生参与教学活动的基础。因此，教师要注重感情投资，把微笑和鼓励带进课堂。学生起立回答老师的问题时，教师的笑容对学生常常是一种鼓励。即使一时哑口无言，从教师的笑容中也能得到安慰。事实上，教师的教态和表情是学生情绪的调节器。良好的学习情绪有利于激发学生的学习兴趣，调动他们的学习积极性。
fifth period
contents: review the words
review the sentences
language focus:
asking for things that are needed to complete a task
comprehending simple narratives
saying the sound”-sh’
difficult points:
countable noun:pet.countable nouns(animals)
‘wh-‘ questions:what colour is it? who’s…? what’s its name?
possessive adjective:its
predicative adjectivespossessive’s
present continuous tense
procedure contents method purpose
pre-task
preparation 1.song
2.daily talk
3.revision ps sing together
t-p
p1 introduce the pet
ps guess
p-p ask and answer 

while-task12345678
procedure
 do the exercise 1. have a dictation
pet brownie giraffe toy twenty superdog bone shake fall   my little brown dog   my toy   its name   how many   dig a hole   in the hole   a small bone   eat the bone   shake the tree   eat some leaves
2. change the sentences
1) the giraffe is yellow.(what)
2) its name is lucy.(what)
3) milly is looking at an apple.(what)
4) superdog is in the hole.(where)
3. introduce your pet  
通过复习巩固旧知，引出新知。起一个承上启下的作用。
homework
 read the words and sentences  
feedback：
总之，教师要努力营造比较真实的语言环境，让学生在一定的情景中学会表达自己的见解，，学会选择学过的、合适的语言；同时让学生有更多的时间与空间在师与生、生与师、生与生的语言交流中，不断实践、不断巩固、不断更正、灵活运用所学的英语知识。

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