[unit3whatcanyousee]Unit3Whatcanyoufeel?

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unit 3 what can you feel?
language skills:
listening:
locate specific information in response to simple instructions
reading:
locate specific information in a short text in response to questions
predict the meaning of unfamiliar words by using picture cues
speaking:
use modeled phrases and sentences to communicate with teachers or other
learners
writing:
revise and edit short written texts by making changes to incorrect
information
difficult points:
imperatives: feel\put\mix\show\collect…
inverted order for question: is it…?
predicative adjectives: sharp, blunt
possessive’s
‘wh-‘ questions: what is it? whose is this…?
materials:
word and picture cards, objects, cassette and a cassette player
workbook 4b
teaching times:  five periods
first period
contents:
words: donkey,
imperatives: feel, put, mix, show
language focus:
using nouns to identify animals
e.g. donkey
using imperatives to give instructions
e.g. feel the donkey.
difficult points: basket, hole, eating, chasing
teaching  breach: using the pictures to put and say.
procedure contents method purpose
pre-task
preparation 1.song
2.daily talk
3.revision ps sing together
t-p
p-p
 
while-task
procedure

 tail
donkey
look and say
feel…
put…
touch and feel
play a game t:(show pictures) this is a horse…
  this is its head. is this its head?
p: no.
t: this is its tail.
p read: tail
: is this a horse?
p: no.
t: it’s a donkey.
  monkey-donkey
p read.
t tape
p read after the tape
p say and act
p match and fill in the blanks:
this is\ these are its-----.feel the------.
put the ----on the-----.
p-p
p1: i’m a duck. i haven’t got a nose.
p2: i can help you. feel the duck.
put the nose on the duck. 在单词的训练中注重加强和相近字的比较,找出不同点,便于学生记忆.
通过自画缺胳膊段腿的动物来操练句型,注重单复数的比较和操练.
post-task activities

 workbook page6 p-p ask and answer
ps practice
ps do the exercises 
homework
 copy the words and sentences  
feedback：
在教与学的互相推动中，学生才是课堂的主体，老师只是起到了一个引导者的作用。我在课中每进行一个步骤都体现了这一点。在第一个讲授单词的环节中，就充分调动起学生的积极性，由自己表演，来让大家猜出新单词。在学习了词汇，集中与单独读过之后，为了加深大家的记忆，又让同学们来表演每个单词。在while-task procedure中，又对主要句型进行了对话训练。在最后的role-play中，大家踊跃表演，充分练习，发挥了课堂主人翁的作用。

second period
contents:
words: sharp, blunt
sentences: is it hot?\ it’s…
language focus:
using imperatives to give instructions
e.g. touch the window.1234
asking ‘yes\no’ questions to obtain simple responses
e.g. is it hot?
using predicative adjectives to describe things
e.g. it’s blunt.
difficult point: sing nouns to identify animals
teaching breach:  using the opposite words to describe the things.

procedure contents method purpose
pre-task
preparation 1.song
2.daily talk
3.revision ps sing together
t-p
game:this is a--------.this is\these are its------.
feel the -------. put the ------on the---------. 
while-task
procedure
 make and play
 t:(show pictures) describe the things.
p say: the water is hot. the ice is cold.
the strawberry is rough. the apple is smooth. the….ect.
t: this pencil is sharp.
is this pencil sharp?
p: no.
t: it’s blunt.
p read
p make sentences with their own things: my face is smooth. my chair is hard. ect.
p-p practice 
这一课主要是对反义词的复习和使用,通过对事物的描述训练学生表达和对反义词的掌握.
ask and answer

play the game in pairs touch the…..feel it.
is it hot\cold\…?
t introduce a few more pairs of opposites: clean-dirty, old-young, fast-slow…. 
post-task activities
 workbook page 7 p-p ask and answer
ps do the exercises 
homework
 copy the words and sentences  
feedback：
third  period
contents:
sentences: what is it?\ how does it feel?\ put the… in the bag.
language focus:
using imperatives to give instructions
e.g. danny, put your pencil in the bag.
asking ‘wh-’ questions to find out which person something belong to
e.g. whose balloon is this?
asking ‘wh-‘ questions to find out various kinds of specific information about
a thing
e.g. what is it?
using predicative adjectives to describe things
e.g. it’s smooth.
difficult point:
using imperative to give instructions
using predicative adjectives to describe things
teaching breach: using the pupils’ things to ask and practice.
procedure contents method purpose
pre-task
preparation 1.song
2.daily talk
3.revision ps sing together
t-p
p: show sth.: the…is…
  the …are… 
while-task procedure read and tick
thing t(show a bag): there are some things in my bag.
p read: thing
t: put my hands in the bag. touch one thing. ask me ‘how does it feel?’
p:how does it feel?
t: it’s a balloon.
t play the cassette
ps  listen and follow.
p-p act out. 在游戏中学会描述事物的不同特征,学生兴趣较浓,表达踊跃.
 tick the words
play a game p-p: is the balloon big or small?
is the balloon hard or soft?
is the balloon smooth or rough?

p-p practice
p1 put the things into the bag.1234
p2/p3…: put your hand in the bag.
p1: touch one thing. ho does it feel?
p2: it’s big/smooth/soft… 在描述中,鼓励学生用尽量多的词汇来形容,.
post-task activities
 workbook page 7 p-p ask and answer
ps do the exercises 
homework
 copy the words and sentences  
feedback：
   当有学生回答问题很准确时，教师适时的向对方投去赞许的目光，而当有同学不小心犯了错误时，她会巧妙地绕过这个失误，自己给出正确答案并强调一下。这种教学方式能使学生感到亲切、自然，信心百倍的投入到学习中。
fourth period
contents:
sentences: where is it? /is it…?
language focus:
asking ‘wh-‘ questions to find out the positions
e.g. where’s my rabbit?
asking ’yes/no’ questions to obtain simple responses
e.g. is it under your desk?
difficult points:
asking ’wh-‘questions to find out the positions
teaching breach: using the things to practice.
procedure contents method purpose
pre-task
preparation 1.song
2.daily talk
3.revision ps sing together
t-p
fill in the blanks:
where’s---------?
it’s in/on/under… 
while-task procedure read and answer
thing
true and false
learn the sound
  -ss t (show a bag)
p: put my hand in the bag.
touch one thing.
it’s smooth/soft.
it’s a rabbit.
t: it’s my rabbit. where’s my rabbit?
p: it’s on the desk. it’s in the bag…
t play the cassette
ps listen and follow

p-p read and judge
ps read together

t play the cassette
ps listen and read
ps collect the words with ‘-ss’
ps read the words
 在教学中通过创设情景对地点的不同变化来操练句子.
在发音的学习中注重学生体会和对学过单词的发音体会,了解发音规律.
post-task activities
listening task workbook page8 a. have students look at the pictures and identify the positions of the different objects.
b. have students finish the exercises.
c. invite individual students to give you the answers. the rest of the class  check answers.
t play the cassette
ps listen and match
t-ps : check the answers. 
homework
  a. copy the words and sentences
b. listen to the tape again 
fifth period
contents: revisions
difficult points:
imperatives: feel/put/mix/show/collect…
inverted order for question: is it…?
predicative adjectives: sharp, blunt
‘wh-‘ questions: what is it?
               whose is this? …
          
procedure contents method purpose
pre-task
preparation 1.song
2.daily talk ps sing together
t-p 
while-task procedure revisions  1. review the words1234
donkey   tail  feel   put   touch   rough  smooth   cold   hard   soft   blunt   thing  
a. ps read together
b. invite individual students to read
2. fill in the blanks
1) ----is she doing? she’s sitting.
2) –is he? he’s tom.
3) ----re they? they are in the hall.
4) ---pens? there are two.
5) ---cat is it? it’s my cat.
6) ---is the ruler? two yuan.
3. writing 
feedback：
布置作业，鼓励创新。小学生英语听说领先，读写应该紧跟。因此，我请学生边抄边读四会单词。创新是一个民族进步的灵魂。小学生想象丰富，我鼓励他们自己在课后编新的儿歌，学以至用。

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