【正文】 3. More oral practice page20: Look, ask and answer. Consolidation Grammar Practice Book page 11 板書設(shè)計(jì) Whose pencil case is this? It’ s my pencil case. = It’ s mine. Whose bags are these? They’ re our bags. =They’ re ours. mine yours his hers ours theirs its 教學(xué)效果的反饋 本節(jié)課是在前一課的基礎(chǔ)上繼續(xù)教其他名詞的名詞性物主代詞，我給同學(xué)們歸納總結(jié)找規(guī)律，這樣學(xué)生對其他幾組的名詞性物主代詞掌握起來容易多了也容易記憶。 教學(xué)重點(diǎn)和難點(diǎn) Using prepositions to indicate position . I’ m under the cushion. Using pronouns to indicate possession. . It isn’ t yours. Using adjectives to describe objects . Now the soft cushion is ours. Using imperatives to give instructions . Draw a cat’ s face. 教學(xué)媒體 Soft toys: white cat, black cat, soft cushion, hard cushion 課前學(xué)生準(zhǔn)備 Read the text 教學(xué)流程 Pretask preparation talk 2. Have a dictation 3. Play a guessing game. Describe a classroom object, . It’ s big/ small/ hard/ soft/ rough/ smooth/ hot/ cold/ fluffy/ shiny. Say where the object is, . It’ s in/ on/ under/ above/ beside the window, etc. Invite different students to guess what the object is. Propmpt them, where necessary. :cusion/fall Whiletask procedure 1. Take out two toy cats. Say: This is Min. This is Mog. They have two cushions. 2. Play the cassette: Read and act. Please listen what have happened. Using the toy cats and two cushions to demonstrating the actions. again. The students listen and repeat. in groups. Two students roleplay the dialogue between Min and Mog and the third student reads the narrative. 5. Invite a few groups to roleplay the story in front of the class. Posttask activity 1. Read: make a mask. Work in groups , the students make the masks. 2. The students wear their mask and act out the dialogue. Consolidation Grammar Practice Book page 13 板書設(shè)計(jì) cushion fall move Make a mask 教學(xué)效果的反饋 本節(jié)課的課文篇幅較長，學(xué)生背誦起來較難。 課題 Module 1 Using my five senses Unit 3 Use your hands! Point and say 教學(xué)目標(biāo) 知識與技能： Using adjectives to describe objects . It’ s cold. Using connectives to add information . It’ s smooth and shiny. 過程與方法： Identify key words in an utterance by recognizing the stress. Produce simple phrases and sentences. Use modelled phrases and sentences to municate with teacher and other learners. 情感、態(tài)度與價(jià)值觀： / 教學(xué)重點(diǎn)和難點(diǎn) Using adjectives to describe objects . It’ s cold. Using connectives to add information . It’ s smooth and shiny. 教學(xué)媒體 Small toys, pairs of scissors, pictures 課前學(xué)生準(zhǔn)備 English book some things 教學(xué)流程 Pretask preparation 1. Daily talk. the words: hot, cold, rough, smooth, hard, soft, fluffy, shiny, big, round. 3. Pass the small toys around the class. Invite different students to describe them, is soft/ hard/fluffy/shiny, where necessary. 4． Phoic symbol Whiletask procedure 1. Discuss the pictures with the students. Invite different students to tell you what the friends are saying in each of the pictures. 2. Work in pairs, the students look at the pictures and using the adjectives at the top of the page to say something. 3. Distribute a copy of Photocopiable page 17 to each student. The students cut out the picture cards and the word cards to use in a game. They colour in the picture cards. 4. Working in pairs, the students play the game. Then take turns to choose a picture and describe it with the word cards. Posttask activity 1. Display the small toys at the front of the class. Invite different students to choose a small toy and to describe it, . it’ s fluffy. Consolidation Grammar Practice Book page 14 板書設(shè)計(jì) How does it feel? How is it? hot cold rough smooth hard soft fluffy shiny big round ? 教學(xué)效果的反饋 本節(jié)課的內(nèi)容是復(fù)習(xí)和運(yùn)用前面所學(xué)的知識，沒有新的知識點(diǎn)，是通過看圖說話來操練學(xué)生的說話能力。 教學(xué)重點(diǎn)和難點(diǎn) Using the simple present tense to express simple truths . I smell with my nose. 教學(xué)媒體 A few sweets, a lemon, etc 課前學(xué)生準(zhǔn)備 English book some cakes an orange and so on 教學(xué)流程 Pretask preparation talk 2. Review each of the five senses with the students, using the real the difference between listen and hear/touch and feel/look and see. Introduce:tongue : I ? with? 4. Play the cassette: The students listen and repeat. 5. Invite different students to read a sentence each. Encourage all the students to do appropriate actions as each student reads. Whiletask procedure 1. Work in groups. Play the roles shown in the story on page 15. 2. Invite a few pairs to do the roleplay in front of the class. 3. Read: Look and tick. Invite different students to say each of the pictures in the table represents. Write the words on the board. 4. Distribute a copy of Photocopiable page 18 to each student. Orally, plete the first column of the table with the students. Ask: Can you see a flower? Can you smell a flower? Can you taste a flower? Can you feel a flower? The students tick the correct boxes in the table. 5. The students plete the table in pairs. 6. Ask questions about the table. 7. Play a guessing game. . I can see it. I can smell it. I can taste it. What is it? Posttask activity 1. Workbook page 7 2. Play a game with the wrapped sweets. Consolidation Grammar Practice Book page 15 板書設(shè)計(jì) I listen and hear with my ears. I smell with my nose. I look and see with my eyes. I touch and feel with my hands. I taste with my tongue. 教學(xué)效果的反饋 本節(jié)課的知識結(jié)構(gòu)簡單就 一個(gè)句型 I ? with? 學(xué)生掌握的較好，能運(yùn)用自如。 課題 Module 1 Using my five senses Unit 4 Use your five senses! Supergirl’ s adventure 教學(xué)目標(biāo) 知識與技能： Using modals to talk about ability. Using the simple present tense to express simple truths. Using the present continuous tense to describe an action taking place at the time of speaking. 過程與方法： Identify key words in an utt