【文章內(nèi)容簡(jiǎn)介】 t. Let the students make the dialogue about how to buy the fruit.S1: Can I help you?S2: Yes. May I have some apples, please?S1: Sure. How many apples?S2: Six. Are there any peaches too?S1: Yes, there are. How many peaches?S2: Four. Thank you. How much are they?S1: They are twenty yuan.Activity 4Show the flashcards for ‘watermelon, grape, plum, cherry, strawberry’. Ask the students to read and spell the words after you. Then flash the cards one by one and ask the students to say the corresponding words.Activity 5Let one student e to the front and cover his eyes. Let him taste one kind of fruit and ask some questions to him.T: Taste it! Is it sweet?S1: ….T: Is it sour?S1: ….T: What fruit is it? Can you guess?S1: It’s a …Activity 61. Show some pictures of fruit and some adjective. Let the students choose one kind of fruit and match the correct adjective.2. Have the students discuss with the desk mates about the fruit and the key words.Posttask activitiesActivity 7Write the words ‘sweet, salty, sour, bitter, round, soft, hard’ on the board. Divide the students into groups of four. Give each group some pictures of fruit such as watermelon and plum. Ask them to make phrases.S1: (Show the pictures of watermelon)S2: Watermelon is sweet and round.Activity 8Have the students finish Part A ‘Listen and choose’ on page 2 of the Workbook. Then check the answers with them.Activity 91. Have the students finish Part E ‘Read, write and draw’ on page 4 of the Workbook. Then check the answers with them.2. Let the students try to describe the fruit they like according to the examples on Part E. Let them write it down on the exercise books. Then introduce it to their friends in the groups.第二課時(shí)教學(xué)目標(biāo)及活動(dòng)舉例課時(shí)目標(biāo)：1)知識(shí)與技能ⅰ能使用所學(xué)句型Is it…or…? It’s詢問(wèn)對(duì)方對(duì)某樣事物的感受或喜好，并掌握正確的應(yīng)答。ⅱ能掌握選擇疑問(wèn)句和一般疑問(wèn)句的區(qū)別，并能根據(jù)問(wèn)句進(jìn)行正確應(yīng)答。ⅲ能在不同場(chǎng)景下，從嗅覺(jué)和味覺(jué)對(duì)某樣事物進(jìn)行描述。2)過(guò)程與方法通過(guò)聽(tīng)讀對(duì)話、結(jié)對(duì)操練和小組調(diào)查等活動(dòng)，掌握選擇疑問(wèn)句的正確問(wèn)答，提高在實(shí)際生活中運(yùn)用語(yǔ)言的能力。3)情感態(tài)度與價(jià)值觀使學(xué)生在互動(dòng)與交流的過(guò)程中學(xué)習(xí)并運(yùn)用語(yǔ)言知識(shí)，體驗(yàn)學(xué)習(xí)英語(yǔ)的樂(lè)趣?；顒?dòng)舉例：Pretask preparationActivity 11. Have the students listen to the recording for ‘Listen and enjoy’ on page 6 of the students’ book. Let the students read and review the chant.2. Let the students make a new chant with their favourite fruit.Activity 2Have some students e to the front and describe one kind of fruit. Let the other students try to guess what it is.S1: It’s big and green. It’s round too. Cut it! It’s red inside. Taste it! It’s very sweet. People like it in summer.S2: It’s a watermelon.Whiletask procedureActivity 3Have the students listen to the recording for ‘Look and say’ on page 2 of the students’ book. Then ask the students some questions.T: What does Eddie have?S1: He has …T: What colour is the grape juice?S1: It’s……Activity 4Write the key structure ‘Is it…or…?Its…’ and ‘Is it…? Yes, it is./ No, it isn’t.’ on the board. Let the students pare with the two structures. Then ask the students some questions.T: (hold a pencil) Is it a pencil?S1: …T: (hold a pencil) Is it a pencil or a rubber?S1: …Activity 51. Have the students listen to the for ‘Listen and enjoy’ on page 6 of the students’ book again and try to follow the tape.2. Have the students act as Danny and Eddie in pairs.Activity 61. Put three glasses of watermelon juice, cherry juice and grape juice on the table. Let the students try to judge by the colours.2. Let the students act the dialogue on Page 2 in the front.Activity 71. Have the students watch the flash for ‘Ask and answer’ on page 3 of the students’ book. 2. Have the students talk with the desk mates according to the given dialogue on page 3.Posttask activitiesActivity 8Divide the students into groups of four. Have the students ask their group members about their favourite food and finish the form.S1: How does it taste?S2: It’s ….S1: How does it feel?S2: It’s ….S1: Is it … or…?S2: It’s ….NameHow does it taste?How does it feel?Favourite foodActivity 9Have the students finish Part B ‘Listen and choose’ on page 2 and Part F ‘Read and write’ on page 5 of the Workbook. Then check the answers with them.Unit 2 How does it feel? (它摸上去怎么樣)單元教學(xué)任務(wù)分析4BM1U2的教學(xué)主題是How does it feel?以“觸感”為話題，通過(guò)讓學(xué)生摸一摸不同的文具、玩具等描述不同的感受。本單元結(jié)合學(xué)生已學(xué)過(guò)的句型How does it feel?及感覺(jué)類形容詞進(jìn)行教學(xué)內(nèi)容拓展，擴(kuò)充更多的形容詞詞匯，并進(jìn)行新句型Whose的特殊疑問(wèn)句的教學(xué)。通過(guò)學(xué)習(xí)，學(xué)生除了可以描述自己的感受之外還能與他人進(jìn)行交流，詢問(wèn)對(duì)方的感受，并能運(yùn)用所學(xué)的句型詢問(wèn)物品的歸屬，使所學(xué)內(nèi)容與實(shí)際生活緊密相連，達(dá)到學(xué)能致用的目的。本單元可以通過(guò)組織學(xué)生進(jìn)行實(shí)物體驗(yàn)、對(duì)話交流、摸一摸猜一猜、小組調(diào)查等方式開(kāi)展教學(xué)，讓學(xué)生在不同的活動(dòng)體驗(yàn)中學(xué)習(xí)新授詞匯與句型。在詞匯與句型積累的基礎(chǔ)上，逐步提高學(xué)生閱讀語(yǔ)篇的能力。本單元的語(yǔ)篇改編自中國(guó)著名成語(yǔ)“盲人摸象”，語(yǔ)篇閱讀不僅能鞏固單詞、句型教學(xué)，而且表達(dá)了“不能以偏概全，只看事物的一部分，而應(yīng)看全局才能了解事物的全面和真實(shí)情況”的寓意。單元教學(xué)任務(wù)一覽Look and learn:核心學(xué)習(xí)內(nèi)容，主要進(jìn)行詞匯學(xué)習(xí)hard, soft, rough, smooth, sharp, blunt, thick, thin, knife, pencil, pencil case.Look and say:核心學(xué)習(xí)內(nèi)容，主要進(jìn)行句型學(xué)習(xí)Whose…is this/ that/ are these/ those? It’s …/ They’re …Play a game:游戲活動(dòng)，利用摸一摸猜一猜的游戲，整合新舊知識(shí)，關(guān)注學(xué)生對(duì)物品感受的描述和對(duì)新句型的運(yùn)用。Say and act:對(duì)核心句型的情景運(yùn)用，通過(guò)閱讀、理解、表演情景對(duì)話鞏固對(duì)Look and say中核心句型的理解和使用。Read a story:語(yǔ)篇閱讀。“盲人摸象”的故事，結(jié)合核心詞匯，闡述深刻寓意。使學(xué)生在閱讀過(guò)程中拓展更多詞匯量，提高語(yǔ)篇閱讀能力，明白寓言含義。Listen and enjoy:在兒歌誦讀中，激發(fā)學(xué)生的學(xué)習(xí)樂(lè)趣，感受兒歌朗讀的節(jié)奏，提高學(xué)生的學(xué)習(xí)興趣。Learn the sounds:對(duì)元音字母組合“ir, ur, au, oor”的語(yǔ)音學(xué)習(xí)，結(jié)合相關(guān)詞匯、兒歌的學(xué)習(xí)，感受字母組合的發(fā)音，培養(yǎng)語(yǔ)感，做到準(zhǔn)確發(fā)音。本單元語(yǔ)言知識(shí)梳理1)語(yǔ)音ⅰ正確掌握元音字母組合“ir, ur, au, oor”的發(fā)音，能準(zhǔn)確朗讀字母組合的發(fā)音。ⅱ能舉例曾學(xué)過(guò)的含有“ir, ur, au, oor”的單詞。ⅲ有節(jié)奏地朗讀兒歌，并體會(huì)“ir, ur, au, oor”的發(fā)音，初步培養(yǎng)語(yǔ)感。2)詞匯ⅰ鞏固復(fù)習(xí)感覺(jué)類形容詞hard, soft, rough, smooth.ⅱ學(xué)習(xí)新授詞匯: sharp, blunt, thick, thin, knife, pencil, pencil case能聽(tīng)懂單詞并能準(zhǔn)確發(fā)音。ⅲ能正確拼寫(xiě)新授單詞，掌握單詞的含義并能在句型中進(jìn)行運(yùn)用。3)句型ⅰ學(xué)習(xí)和掌握句型的問(wèn)答Whose…is this/ that/ are these/ those? It’s …/ They’re …ⅱ能運(yùn)用所學(xué)句型詢問(wèn)某件物品的歸屬。ⅲ能運(yùn)用所學(xué)句型描述對(duì)某件物品的觸覺(jué)感受?？梢院捅締卧系囊延兄R(shí)1)詞匯：文具：pencil, book, ruler, rubber(1AM1U2)+bag, box, desk, chair(2AM3U2)玩具：ball, doll, bicycle, kite(1BM2U1)+boat, balloon(3AM3U3)+toy train, skateboard, robot(3BM2U2)動(dòng)物：dog(1BM1U2)+fox(2AM4U2)+elephant(2BM2U3)形容詞：tall, short(1AM2U3)+soft, hard, rough, smooth(2BM1U2) + sweet(adj.), sour, salty, bitter(3BM1