优品课件之Unit4 What can you smell and taste.docx

优品课件之Unit4 What can you smell and taste.docx

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优品课件之Unit4Whatcanyousmellandtaste

Unit4Whatcanyousmellandtaste

Unit4Whatcanyousmellandtaste?

Languageskills:

Listening:

RecognizedifferencesintheseofintonationtodifferentiatebetweenquestionsandrespondappropriatelyIdentifykeywordsinanutterancebyrecognizingthestressLocatespecificinformationinashorttextinresponsetoquestionsSpeaking:

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.todescribepeopleTeachingbreach:

Actanttrytoknowthestory.

ProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk

3.RevisionPssingtogetherT-PP-PT:

Whatcanyoudo?

P:

Icansmell/taste/feel/touch…While-taskprocedure

Readandanswer

PlayagameT:

cantheboysee?

P:

No,hecan’t.T:

Yes,he’sblind.Pread‘blind’T:

Whatcanhedo?

P:

Hecantouch/smell/taste…TplaythecassettePslistenandrepeatPanswerthequestions:

WhatcanDavidsmell?

Hecansmell…P-P:

Actout（Ben$David）TdividestudentsintogroupsAskthemtoputtheirsnacksonthedeskPusethedialogueinplayagametoplaythissmellinggame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.AskthemtodrawfoodthatgivesastrongsmellandfoodthatgivesalightsmellondifferentsheetsofdrawingpaperHomework

Copythewordsandsentences

SecondPeriodContents:

Withsth..aboutfruitLanguagefocus:

Usingpredicativeadjectivestodescribethingse.g.It’srough.Usingimperativestogiveinstructionse.g.Closeyoureyes.Asking‘wh-‘questionstofindoutvariouskindsofinformationaboutapersone.g.Whathaveyougot,Kitty?

Difficultpoints:

singpredicativeadjectivestodescribethingsTeachingbreach:

Tasteandtrytodiscribethefeelings.ProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk

3.RevisionPssingtogetherT-PP-PPlayagameP-P:

Closeyoureyes.Whatcanyousmell?

Icansmell….Isitnice?

Yes/No.While-taskprocedure

Lookandtalk

Readandanswer

Ttape,PlistenandreadTinvitestudentstolistthefoodshowinthepicturesontheboardPguessriddles$sayIt’s（size）It’s（fexture）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-taskactivitiesWorkbookpage9AskingandmatchWorkinpairsCompletethedialoguesHomework

CopythewordsandsentencesFeedback：

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-P（kindsoffruit）T:

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-taskactivitiesAnextendedversionofThefoxandthegrapesDividestudentsintogroups.Encouragestudentstodiscussandritesomenarrativesentencesforthepicturesandfillinthespeechbubbles.Colourthepictures.Actthestory.HomeworkCopythewordsandsentences

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-taskactivitiesWorkbookpage10PfinishwritingthesentencesinLook,readandwriteAskindividualstudents:

Whatdoyoulike?

ToelicitIlike（akindlfdrinkfromthefirstexercise）HomeworkCopythewordsandsentencesFifthPeriodContents:

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-PWhile-taskprocedureSayandactBirthdaypresentLearnthesoundT:

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-taskactivitiesWorkbookpage11Extendthetaskbyhavingthesamegroupspracticethedialogue,substitutingthetoycar,theboxofchocolatesandtheclockwithotherspresents.Selectgroupstoactoutthenewdialogue.Checkstudent’spronunciation,andcorrectifnecessary.HomeworkCopythewordsandsentencesFeedback：

SixthPeriodContents:

Modalverbs:

cancannotImperatives:

Closeyoureyes.Haveabiscuit.PredicativeadjectivesPresentcontinuoustenseDifficultpoints:

Presentcontinuoustense

ProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PPreadandspellthewords.While-taskprocedureSayandactDotheexercisesa.Actoutthestory‘Thefoxandthegrapes’b.ActthedialogueFillintheblanks:

1.Wheremum?

isthekitchen.2.What’sthis?

aboxofchocolates.3.Whatarethese?

arenewpens.4.arethegrapes?

Theyarepurple.5.Doyoulikelemons?

No,I.6.Thefoxlikeapples.7.Lookthebananas.arenice.HomeworkReviewUnit4Feedback:

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。

Module2MyfavouritethingsUnit1MypetLanguageskills:

Listening:

RecognizedifferencesintheuseofintonationRecognizerhymingwordsinapoemRecognizewordswithfinalsound‘sh’Speaking:

UseappropriateintonationinquestionsandstatementsOpenaninteractionbyprovidinginformationinresponsetoquestionsPronouncecorrectlywordswithfinalsound‘sh’inanutteranceWriting:

WriteoutapieceofworkbyfollowingaframeworkprovidedandusingneatandlegiblehandwritingDevelopwrittentextsbyaddinginformationtowritingwhenamodelorframeworkisprovidedDifficultpoints:

Countablenoun:

petCountablenouns（animals）‘Wh-‘questions:

Whatcolourisit?

Who’s…?

What’sitsname?

Materials:

Pictures,recorder,tapesTeachingTimes:

FiveperiodsFirstPeriodContents:

Readapoem,DoasurveyLanguagefocus:

Asking‘Wh-‘questionstofindoutvariouskindsofinformationaboutananimalAsking‘yes/no’questionstofindoutaperson’spossessionsDifficultpoints:

Readapoem,doasurveyTeachingbreach:

Usingthecassettetolistenandact.Materials:

picturesofanimals,story,recorder

Procedure