上海牛津版四年级英语下册Unit4 What can you smell and taste上课学.docx
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上海牛津版四年级英语下册Unit4Whatcanyousmellandtaste上课学
上海牛津版四年级英语下册Unit4Whatcanyousmellandtaste?
教案
Unit4whatcanyousmellandtaste?
Languageskills:
Listening:
Recognizedifferencesintheseofintonationtodifferentiatebetween
questionsandrespondappropriately
IdentifykeywordsinanutterancebyrecognizingthestressLocatespecificinformationinashorttextinresponsetoquestionsSpeaking:
UsemodeleddialoguetocommunicatewithotherlearnersReading:
IdentifythemainideafromadialogueLocatespecificinformationinashortdialogueinresponseoquestionspredictastoryusingpictureclueswriting:
DevelopwrittentextsbyaddingpersonalideasandinformationtowritingwhenamodelorframeworkisprovidedDifficultpoints:
Askingaboutdescribingandidentifyingthesmell/tasteofcommonfoodanddrinksVerbs:
Ilike/don’tlike…Question:
Doyoulike…?
materials:
Pictures,objects,tapeTeachingtime:
FiveperiodsFirstPeriodcontents:
words:
cannot,blind,smell,shop,taste,hamburgerLanguagefocus:
Usingpredicativeadjectivestodescribepeoplee.g.Heisblind.Usingmodalstotalkaboutabilitye.g.Icansmellbiscuits.Asking‘yes/no’questionstoovtainsimpleresponsewe.g.Isthisafruitshop?
Difficultpoints:
Usingpredicativeadj.todescribepeople
Teachingbreach:
Actanttrytoknowthestory.ProcedurecontentsmethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PP-PT:
whatcanyoudo?
P:
Icansmell/taste/feel/touch…
while-taskprocedure
ReadandanswerPlayagameT:
cantheboysee?
P:
No,hecan’t.T:
yes,he’sblind.Pread‘blind’T:
whatcanhedo?
P:
Hecantouch/smell/taste…TplaythecassettePslistenandrepeatPanswerthequestions:
whatcanDavidsmell?
Hecansmell…P-P:
ActoutTdividestudentsintogroupsAskthemtoputtheirsnacksonthedeskPusethedialogueinplayagametoplaythissmellinggame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-taskactivities
canyousmellit?
Tdividestudentsintogroups.Askthemtodrawfoodthatgivesastrongsmellandfoodthatgivesalightsmellondifferentsheetsofdrawingpaper
Homework
copythewordsandsentences
SecondPeriodcontents:
withsth..aboutfruitLanguagefocus:
Usingpredicativeadjectivestodescribethingse.g.It’srough.Usingimperativestogiveinstructionse.g.closeyoureyes.Asking‘wh-‘questionstofindoutvariouskindsofinformationaboutapersone.g.whathaveyougot,kitty?
Difficultpoints:
singpredicativeadjectivestodescribethingsTeachingbreach:
Tasteandtrytodiscribethefeelings.ProcedurecontentsmethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PP-PPlayagameP-P:
closeyoureyes.whatcanyousmell?
Icansmell….Isitnice?
yes/No.
while-taskprocedure
LookandtalkReadandanswer
Ttape,PlistenandreadTinvitestudentstolistthefoodshowinthepicturesontheboardPguessriddles$sayIt’sIt’s
It’s
./It’snice./notnice.It’sa/an
.Ttape,Plistenandrepeat.Tdividestudentsintopairs.AskstudentstousethedialogueinReadandanswertoaskandguess.PaskandguessThavestudentsnamethefoodshowinaboutyou.Encouragestudentstocirclethefoodthatsmellnice.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-taskactivities
workbookpage9Askingandmatchworkinpairscompletethedialogues
Homework
copythewordsandsentences
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。
Thirdperiodcontents:
ReadastoryLanguagefocus:
Usingpredicativetodescribethingse.g.Thegrapesareroundandpurple.Usingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeakinge.g.Afoxislookingatthegrapes.Asking‘wh-‘questionstofindoutvariouskindsofinformationaboutathing/ananimale.g.///whatshapearethegrapes?
whatcolouristhefox?
Usingdemonstrativestorefertopeopleorthingse.g.Thosegrapesaresour.Difficultpoints:
Retellthestory.Teachingbreach:
Usingthepicturestoimaginethestory.ProcedurecontentsmethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PT:
I’vegotfruit.It’ssmall/big/rough/sweet…
while-taskprocedure
Readastory
P:
It’sa…TshowgrapesPsread:
grape,Ilikegrapes.Taskquestionsaboutgrapes.Panswer:
Thefox/birdlikesgrapesPsayandactTtape,PreadPretellthestoryT:
Atlastthefoxcan’teatthegrapes.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-taskactivities
AnextendedversionofThefoxandthegrapesDividestudentsintogroups.Encouragestudentstodiscussandritesomenarrativesentencesforthepicturesandfillinthespeechbubbles.colourthepictures.Actthestory.
Homework
copythewordsandsentences
FourthPeriodcontents:
words:
lemonjuice,waterLanguagefocus:
Usingnounphrasestoidentifythingse.g.pineapplejuiceDifficultpoints:
Sound:
-fffluff,cuffTeachingbreach:
Usingthejuicetotasteandlearnthewords.ProcedurecontentsmethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PUncountablenouns:
Food:
bread,flour,chocolte…Drink:
water,juice,coke,coffee…
while-taskprocedure
LookandlearnLearnthesoundT:
whatkindofjuicedoyoulike?
P:
Ilikeapple/orange/banana…juice.Ttape,PfollowinbooksTpouradifferentkindofjuiceintoeachcup,drawatablesimilartotheoneonpage1ofthestudents’book…T:
closeyoureyes.Smellit.TgiveastrawtothestudentT:
Tasteit.whatisit?
P:
It’s…Ptasteandfinishthetable-ffSomefluffisonthecuff.Psreadafterthetape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-taskactivities
workbookpage10PfinishwritingthesentencesinLook,readandwriteAskindividualstudents:
whatdoyoulike?
ToelicitIlike
Homework
copythewordsandsentences
FifthPeriodcontents:
words:
kitchen,makeacake,present,clockSentences:
whathaveIgot?
youhavegot….Languagefocus:
Asking‘wh-‘questionstofindoutvariouskindsofspecificinformationaboutapersone.g.whereismum,kally?
Usingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeakinge.g.She’smakingacake.Usingdemonstrativestorefertoobjectse.g.whosepresentsarethose?
Usingformulaicexpressionstoexpressgoodwishese.g.HappyBirthday!
Usingimperativestoindicateprohibitionse.g.closeyoureyes.Usingimperativestoindicateprohibitionse.g.Don’tbelateagain.Difficultpoints:
Newwords:
kitchen,make,present,clock…Teachingbreach:
makingabirthdaypartytolearn.ProcedurecontentsmethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PBirthdaywishesbirthdaycake/cardP-P
while-taskprocedure
SayandactBirthdaypresentLearnthesoundT:
It’skally’sbirthdaytoday.weshallgivehersomeflowers,toys.Theyarepresents.Pread:
presentTshowapresent:
Guess,whatisit?
PguessTaskonePtocloseeyesandtouchandguessT:
weshallgivekallyacake.Buyacakeormakeacake?
Pread:
makeT:
whatcanyoumake?
P:
Icanmakeaplane/cat…y:
wherecanyoumakeacake?
Intheclassroom/fruitshop…?
Tshow:
kitchenPread:
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-taskactivities
workbookpage11Extendthetaskbyhavingthesamegroupspracticethedialogue,substitutingthetoycar,theboxofchocolatesandtheclockwithotherspresents.Selectgroupstoactoutthenewdialogue.checkstudent’spronunciation,andcorrectifnecessary.
Homework
copythewordsandsentences
Feedback：
SixthPeriodcontents:
modalverbs:
cancannotImperatives:
closeyoureyes.Haveabiscuit.PredicativeadjectivesPresentcontinuoustenseDifficultpoints:
PresentcontinuoustenseProcedurecontentsmethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PPreadandspellthewords.
while-taskprocedure
SayandactDotheexercises
a.
Actoutthestory‘Thefoxandthegrapes’b.
ActthedialogueFillintheblanks:
1.where
mum?
is
thekitchen.2.what’sthis?
aboxofchocolates.3.whatarethese?
arenewpens.1.
arethegrapes?
Theyarepurple.2.
Doyoulikelemons?
No,I
.3.
Thefox
likeapples.4.
Look
thebananas.
arenice.
HomeworkReviewUnit4
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。
升级会员 