【導(dǎo)讀】情感、態(tài)度與價值觀：讓學(xué)生了解一天中影子的變化過程。跟日常生活切貼，孩子們有親身的感受，接。受起來不是很困難，但也易錯，尤其是影子的方位。/ｅ/讀音需鞏固。在練習(xí)中還會出現(xiàn)孩子們不看所給的單。情感、態(tài)度與價值觀：懂得詢問物體的所在位置，并回答。

　　

【正文】 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 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。但新的知識點不多，還是溫習(xí)現(xiàn)在進行時和名詞性物主代詞。學(xué)生已能熟練掌握。在練習(xí)中學(xué)生易犯這樣的錯誤 Cut out cat(cat)強。 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)度與價值觀： / 教學(xué)重點和難點 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 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)和運用前面所學(xué)的知識，沒有新的知識點，是通過看圖說話來操練學(xué)生的說話能力。學(xué)生對 smooth these three 辯音存在一定的困難。在以后的教學(xué)中要加強 音標(biāo)教學(xué)。 課題 Module 1 Using my five senses Unit 4 Use your five senses! Look and act 教學(xué)目標(biāo) 知識與技能： Using the simple present tense to express simple truths . I smell with my nose. 過程與方法： Identify key words in an utterance by recognizing the stress. Identify main ideas. Produce simple phrases and sentences. Locate specific information in a short text in response to questions. 情感、態(tài)度與價值觀： 用自己的感官去體驗各種味道。 教學(xué)重點和難點 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 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 一個句型 I ? with? 學(xué)生掌握的較好，能運用自如。但對幾組近義詞 listen and hear touch and feel look and see 之間的差異掌握的不是很好。作業(yè)中部分學(xué)生常出現(xiàn) I can look and see with my eye 的錯誤。I taste with my tongue.(把 I換成 He)知道把主語換成 He要用三單，但后面的人稱不會隨主語的變化而變化，在后面的教學(xué)中須鞏固加強。 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 utterance by recognizing the stress. Recognize differences in the use of intonation and respond appropriately. Locate specific information in a short text in