【文章內(nèi)容簡介】 he time of speaking Using predicative adjectives to describe feelings Using preposition to indicate positions Difficult points: basket, hole, eating, chasing Teaching breach: Try to act out the story and discuss the end. Procedure Contents Method Purpose Pretask preparation talk Ps sing together TP PP Whiletask procedure Read a story The cat and the mouse Learn the sound The small ball is on the wall. Read and answer practice T:(show pictures) Whose house is it? It‘s cat‘s house. It‘s a basket. P read T show pictures P say sth. about the pictures: The cat is in the basket. It is sleeping. The mouse is hungry. It is eating… T tape P listen and read PP: Ask and answer pp: Act out the story 在故事教學(xué)中注重學(xué)生的想象能力的培養(yǎng) ,讓學(xué)生想象結(jié)果回如何 ,讓學(xué)生敘編故事 ,并通過體溫的形式串聯(lián)起來 ,便于學(xué)生的復(fù)述 . Posttask activities That‘s not the end of the story P draw pictures and rewrite the new ending Homework Copy the words and sentences Fifth period Contents: Review the words Review the sentences Difficult points: Prepositions: behind, beside, in, on, under ?Wh? questions: Where\What\Whose…? Teaching breach: Using the questions to practice. Procedure Contents Method Purpose Pretask preparation talk Ps sing together TP PP Whiletask procedure Recite the words and sentences Do the exercises TP Correct 1) Whose pen are these? 2) Those paint are new. 3) What has you got? I ?ve got a dogs. 4) What is they doing? They are read. 5) What are he doing? He‘s playing. 6) Where is Peter and Tom? 7) He is in the hall. 在這課中通過對平時作業(yè)的批改和總結(jié) ,找出學(xué)生易錯的地 方進行針對性的練習 . Homework Copy the words and sentences Feedback： 聯(lián)系實物，學(xué)習新知。小學(xué)高年級學(xué)生仍以形象思維為主。因此，我結(jié)合手勢，借助于投影，運用圖片進行直觀教學(xué)。 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 municate 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 . donkey Using imperatives to give instructions . Feel the donkey. Difficult points: basket, hole, eating, chasing Teaching breach: Using the pictures to put and say. Procedure Contents Method Purpose Pretask preparation talk Ps sing together TP PP Whiletask procedure tail Donkey Look and say Feel… 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. Monkeydonkey P read. T tape P read after the tape 在單詞的訓(xùn)練中注重加強和相近字的比較 ,找出不同點 ,便于學(xué)生記憶 . 通過自畫缺胳膊段腿的動物來操練句型 ,注重單復(fù)數(shù)的比較和操練 . Put… Touch and feel Play a game P say and act P match and fill in the blanks: This is\ These are the. Put the on the. pp 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. Posttask activities Workbook page6 pp ask and answer ps practice ps do the exercises Homework Copy the words and sentences Feedback： 在教與學(xué)的互相推動中，學(xué)生才是課堂的主體，老師 只是起到了一個引導(dǎo)者的作用。我在課中每進行一個步驟都體現(xiàn)了這一點。在第一個講授單詞的環(huán)節(jié)中，就充分調(diào)動起學(xué)生的積極性，由自己表演，來讓大家猜出新單詞。在學(xué)習了詞匯，集中與單獨讀過之后，為了加深大家的記憶，又讓同學(xué)們來表演每個單詞。在 whiletask procedure 中，又對主要句型進行了對話訓(xùn)練。在最后的 Roleplay 中，大家踴躍表演，充分練習，發(fā)揮了課堂主人翁的作用。 Second period Contents: Words: sharp, blunt Sentences: Is it hot?\ It‘s… Language focus: Using imperatives to give instructions . Touch the window. Asking ?yes\no‘ questions to obtain simple responses . Is it hot? Using predicative adjectives to describe things . It‘s blunt. Difficult point: sing nouns to identify animals Teaching breach: Using the opposite words to describe the things. Procedure Contents Method Purpose Pretask preparation talk Ps sing together TP Game:This is is\These are its. Feel the . Put the on the. Whiletask 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. pp practice 這一課主要是對反義詞的復(fù)習和使用 ,通過對事物的描述訓(xùn)練學(xué)生表達和對反義詞的掌握 . Ask and answer Play the game in pairs Touch the…..Feel it. Is it hot\cold\…? T introduce a few more pairs of opposites: cleandirty, oldyoung, fastslow…. Posttask activities Workbook page 7 PP 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 . Danny, put your pencil in