module 1 using my five senses
unit 1 use your eyes!
look and read
教学目标 知识与技能:using adjectives to describe objects
using the simple present tense to express simple truths
using prepositions to indicate position
过程与方法:locate specific information in response to simple instructions or questions
use modeled phrases and sentences to communicate with teachers and other learners
情感、态度与价值观:让学生了解一天中影子的变化过程。
教学重点和难点 using the simple present tense to express simple truths
asking questions to find out position
using prepositions to indicate position
教学媒体 pictures, an electic torch, a model of the block,
课前学生准备 reading the text
教学流程 pre-task preparation
1. ask and answer
2. use the torch to explain the movement of the sun during a day.
3. teach the new word: shadow (using the new word and picture card)
while-task procedure
1. (use the torch) t: look , the sun rises in the morning. is the shadow long or short? where is the block’s shadow?
2. t: it’s afternoon. how is the shadow? where is the shadow?
3. t: the sun goes down. is the shadow short? where is the block’s shadow?
4. the words: rise, shadow, block, go down
5. play the cassette. students listen and follow.
6. play again. listen and repeat.
7. review the prepositions: behind, in front of, in, on, beside.
e.g. ** is behind /beside/in front of the desk.
8. recite the text.
post-task activity
1. read: read and answer.
ask the questions about each of the three pictures.
2. more oral practice page20: look and say.
3. work book page1: complete the sentences.
consolidation
grammar practice book page1
板书设计 module 1 using my five senses
unit 1 use your eyes!
morning afternoon evening
the sun rises high goes down
block’s shadow long short long
behind beside in front of共17页,当前第1页1234567891011121314151617
教学效果的反馈 1. 这节课的主要内容是掌握一天中太阳和影子的变化,学生通过实践基本都能用语言来表达,学习效果较好。
2.我利用实验让学生了解光的直射和斜射,用简笔画的形式加深学生的印象,学生学习兴趣很浓。
3.在作业中,the block’s shadow is long.学生对疑问词有所遗忘。the moon goes down in the morning.部分学生对于第三人称单数还反应不快,对动作的提问,有学生漏了do。
课题 module 1 using my five senses
unit 1 use your eyes!
look and say
教学目标 知识与技能:using modals to talk about ability
asking ‘wh-’ questions to find out position
using imperatives to give instructions and directions
过程与方法:use modeled phrases and sentences to communicate with teachers or other learners.
identify key words in an utteance by recognizing the stress
情感、态度与价值观:懂得询问物体的所在位置,并回答。
教学重点和难点 using modals to talk about ability
asking ‘wh-’ questions to find out position
using imperatives to give instructions and directions
教学媒体 a box, some toys, cards
课前学生准备 recite some words of p2
教学流程 pre-task preparation
1. ask and answer
2. review: in, on, behind, in front of and beside. (using a student , the box and the soft toy)
3. ask the students to say something about the soft toy. e.g. it’s behind the box.
while-task procedure
1. teach the new word: inside
2. invite a student to place the toy.
3. ask: where is it?
4. play the cassette: look and say.
5. play again. listen and repeat.
6. read: read and match.
7. complete the exercises.
post-task activity
1. work in pairs.
2. play a guessing game
where is it?
invite one student to hide the toy. the others guess.
consolidation
grammar practice book page2
板书设计 i can’t see my…
where is it? where are they?
it’s… they’re…
inside outside glasses a pair of glasses
教学效果的反馈 1. 本课教学内容较为简单,where句型对学生来说并不陌生,全班都能应答自如,学习效果非常好。
2.我用实物来让学生对问句进行快速的应答,并分清单复数,再通过游戏的方法进行巩固,课堂气氛活跃。
3.作业中,对于练习册中的练习学生完成较好。my mother’s book’s on the table.中有部分学生不能分清两个’s 哪个是is.
课题 module 1 using my five senses
unit 1 use your eyes!
make a shadow
教学目标 知识与技能:using imperatives to give instructions共17页,当前第2页1234567891011121314151617
using prepositions to indicate position
using modals to talk about ability
过程与方法:identify key words in an utterance by recognizing the stress.
use modeled phrases and sentences to communicate with teachers and other learners.
情感、态度与价值观:学会制作,并能体验与别人一起做游戏的快乐。
教学重点和难点 using imperatives to give instructions
using prepositions to indicate position
using modals to talk about ability
教学媒体 a pair of scissors, coloured pencils, photocopiable p4,5
课前学生准备 reading the texts.
教学流程 pre-task preparation
1. ask and answer
t: where’s the sun in the afternoon?
s: it’s in the sky.
t: is your shadow long in the morning?
s: yes, it is.
t: does the sun go down in the evening?
s: yes, it does.
2. recite the text on page 2
3. review: in, on, in front of, behind, beside and inside.
4. read: make a shadow. then make it in groups.
5. play the cassette: look and say. listen and follow.
6. play again. listen and repeat.
7. read: play a game.
while-task procedure
1. play a game: hide the shadow. the students practise the model dialogue with the shadow they made.
post-task activity
1. invite one or two groups to play the game in front of the class.
consolidation
grammar practice book page 3
板书设计 make a shadow
1. draw 2. colour 3. cut out
play a game
can you see?
is it…? yes. no.
教学效果的反馈 1.这课的内容是is…?以及祈使句的正确使用,对学生来说较为简单,学习效果很好。
2.通过动手做影子,让学生了解做的过程。通过玩游戏,让学生操练了is it…?或are they…?的句型。
3.作业中,学生完成情况较好,其中open your eyes.(否,意思不变)少数学生加了don’t却忘了改close.
课题 module 1 using my five senses
unit 1 use your eyes!
say and act
教学目标 知识与技能:asking simple questions to obtain ‘yes/no’ responses
using formulaic expressions to express and respond to apologies
using adjectives to show quantities
过程与方法:identify key words in an utterance by recognizing the stress.
use modeled phrases and sentences to communicate with the teachers and other learners.共17页,当前第3页1234567891011121314151617
locate specific information in a short text in response to questions.
情感、态度与价值观:/
教学重点和难点 asking simple questions to obtain ‘yes/no’ responses
using formulaic expressions to express and respond to apologies
using adjectives to show quantities
教学媒体 some pictures of fruit,
课前学生准备 reading the texts each other.
教学流程 pre-task preparation
1. ask and answer.
t: is the block’s shadow long in the afternoon?
s: no, it’s short.
t: where’s my book?
s: it’s on your desk.
t: where are your pencils?
s: they’re in my pencil case.
2. make a shadow and play the game.
3. ask: what kinds of fruit you can buy at the market?
review: apples, oranges, bananas and grapes, use the pictures.
while-task procedure
1. teach the new words: strawberries, plums, cherries.
2. ask: what are they? to elicit: they’re plums/strawberries/cherries.
3. review: have you got any…..?
4. play the cassette. listen and follow.
5. play again. repeat.
6. work in groups. students role-play the dialogue.
7. invite one group to role-play the dialogue in front of the class.
8. read: ask and answer. the students practise the model dialogue.
post-task activity
1. work in groups, make a fruit stall.
2. make a new dialogue.
3. play a guessing game.
consolidation
grammar practice book page 4
板书设计 have you got any…? yes,…
sorry,(no) …
red ones or green ones?
教学效果的反馈 1. to have句型对学生来说已相当熟练,red ones or green ones?也掌握较好,但少数学生some与any还需提点。
2.学生通过问答的方式能对to have句型进行熟练操练,学生学习的积极性很高。
3.作业中,i’ve got some apples.(否)部分学生some没能改成any。he wants the big ones.(small选择)有些人复数不够仔细,第三人称单数does还有用错,需加强针对性练习。
课题 module 1 using my five senses
unit 1 use your eyes!
look and say
教学目标 知识与技能:using adjectives to show quantities
using prepositions to indicate position
过程与方法:locate specific information in response to simple instructions or questions.
use modelled phrases and sentences to communicate with teacher and other learners.
locate specific information in a short text in response to questions.共17页,当前第4页1234567891011121314151617
情感、态度与价值观:询问物体所在位置。
教学重点和难点 using adjectives to show quantities
using prepositions to indicate position
教学媒体 the pictures of fruit
课前学生准备 recite the texts.
教学流程 pre-task preparation
1. review the names of different kinds of fruit. ask: what is it?/ what are they?
2. ask and answer. what have you got? have you got any…..? where are they?
while-task procedure
1. play the cassette. listen and follow.
2. play again. repeat.
3. the students read the dialogue in pairs.
4. invite a few pairs to read the dialogue in front of the class.
post-task activity
1. read: ask and answer. the students practise the model dialogue.
2. invite a few pairs to role-play in front of the class.
3. play a shopping game.
4. workbook page2
5. invite students to tell you the names of different objects in the classroom.
6. students play the game: have you got any….? in pairs. they ask and answer about the classroom objects.
板书设计 have you got any…?
yes, i’ve got some…
i can’t see. where are they?
they’re… (beside, near, behind, in front of)
教学效果的反馈 1.这些内容学生都学过,因此学的很轻松,学习的效果非常好。
2.通过对子操练以及游戏的形式,让学生的学习兴趣很高。
3.作业中,学生完成情况较好,对上次的作业进行了巩固,如:she’s got some milk.(一问)学生基本不错,有了很大的进步。
课题 module 1 using my five senses
unit 2 use your ears!
read and say
教学目标 知识与技能:using formulaic expressions to get attention
using formulaic expressions to express apologies
using prepositions to indicate direction
using imperatives to express prohibitions
过程与方法:identify key words in an utterance by recognizing the stress.
use modelled phrases and sentences to communicate with teacher and other learners.
identify main ideas from a text with teacher support.
情感、态度与价值观:学会体谅别人的感受。
教学重点和难点 using formulaic expressions to get attention
using formulaic expressions to express apologies
using prepositions to indicate direction
using imperatives to express prohibitions
教学媒体 a small bell and a big bell
课前学生准备 making some dialogues.
教学流程 pre-task preparation
1. ask and answer共17页,当前第5页1234567891011121314151617
t: can you see my glasses?
s: yes, they are on your head.
t: have you got any plums?
s: yes.
t: where are they?
s: they’re beside the bananas.
2. have a dictation.
3. ask the students to listen and tell you if they can hear any noises around them. ask: is the noise loud or quiet?
ring the big bell and then the small bell and ask: is the bell loud?/ is the bell quiet/
4. teach the new word: asleep. invite different students to show what they would look like if they were asleep.
while-task procedure
1. play the cassette: read and say. the students listen and follow.
2. ask: what noises can you hear?
3. play again. the students listen and repeat.
4. divide the class into groups of five. invite a few groups to role-play in front of the class.
5. read: read and answer. the students follow in their books.
post-task activity
1. work in pairs. the students talk about the story and the pictures to decide which statements are true and which are false.
2. workbook page3
consolidation
grammar practice book page 5
板书设计 ben’s new bicycle
too quiet i’m sorry. be careful.
too loud be quiet.
lady(ladies) both asleep awake
教学效果的反馈 1.这是一篇综合的短文,学生对知识点的掌握情况较好,部分学生朗读还不够熟练。
2.通过情景的设置,学生对于i’m sorry 和excuse me!能区别对待,表演对话使学生学习积极性很高。
3.作业中,sam walks in front of ben’s bicycle.(where)有些学生不知道对哪里划线,还有第三人称单数有人错,需再进行练习。
课题 module 1 using my five senses
unit 2 use your ears!
look and say
教学目标 知识与技能:using adjectives to describe objects
using the simple present tense to express feelings
asking simple questions to obtain ‘yes/no’ responses
using qualitative adjectives
过程与方法:identify key words in an utterance by recognizing the stress.
locate specific information in response to simple instructions or questions.
locate specific information in a short text in response to questions.
情感、态度与价值观:表达需要某样东西时的礼貌用语。
教学重点和难点 using the simple present tense to express feelings共17页,当前第6页1234567891011121314151617
asking simple questions to obtain ‘yes/no’ responses
using qualitative adjectives
教学媒体 word and picture card, a small bell, a large bell, a toy hammer and a toy screwdriver
课前学生准备 listening to the texts.
教学流程 pre-task preparation
1. recite some words.
2. act out the dialogues.
3. show a toy bicycle. say: i like this bicycle but i don’t like this bell.
whose bicycle is this? to elicit: it’s ben’s.
4. review the story on page7.ask: who has a new bicycle? is his bell loud? is his bell quiet? what do the two old ladies say to ben?
ben doesn’t like the bell. so he asks his father to change the bell. what does his father want?
5. teach the new words: screwdriver and hammer, using the toy hammer and the toy screwdriver.
while-task procedure
1. play the cassette. the students listen and follow.
2. play again. the students listen and repeat.
3. work in pairs, the students read the dialogue.
4. act out the dialogue.
5. read: ask and answer. ask and answer the questions follow the model dialogue.
post-task activity
1. read the text together.
2. students role-play the dialogue in look and say.
3. workbook page 4
consolidation
grammar practice book page 6
板书设计 too quiet put on a new bell
give me a…, please.
do you want both…? no, the big one.
there you are.
thank you. you’re welcome.
教学效果的反馈 1.对于give me…学生进行了记忆的再现,掌握较好。both 的运用,还有部分学生后面忘复数,而且对于both的回答,有些学生反应不够迅速。
2.通过问答的对子操练,以及多媒体的直观,让学生印象深刻,活动积极。
3.作业中,i want this box. i want that box.(both合并)有些学生复数遗忘,有些学生this that没有去掉,需加强类似题目的训练。
课题 module 1 using my five senses
unit 2 use your ears!
make a musical instrument
教学目标 知识与技能:using imperatives to give instructions
using questions to find out specific information
using the simple present tense to make requests
e.g. give me a cup, please.
过程与方法:identify key words in an utterance by recognizing the stress.
use modelled phrases and sentences to communicate with teacher and other learners.
locate specific information in a short text in response to questions.
情感、态度与价值观:学会制作音乐摇动器。共17页,当前第7页1234567891011121314151617
教学重点和难点 using imperatives to give instructions
using questions to find out specific information
using the simple present tense to make requests
e.g. give me a cup, please.
教学媒体 beans, paper cups, pieces of paper, string, pairs of scissors
课前学生准备 recite some words.
教学流程 pre-task preparation
1. ask and answer
t: which book do you like?
s: i like the purple one.
t: do you like both books?
s: no, the big one.
t: give me a pencil, please.
s: ok.
t: thank you.
s: you’re welcome./that’s all right.
2. act out the dialogues.
3. discuss music and different musical instruments with the students. invite students to tell you which musical instruments they know the names of in english. write a list on the board.
while-task procedure
1. say: today we will make a musical instrument
teach the new word: beans
2. play the cassette. the students listen and follow in their books.
3. play again. the students listen and repeat.
4. work in pairs, make the musical instrument with the beans, cups, strings. discuss the task while walking around each pair in order to give more or less input as necessary.
post-task activity
1. invite the students to show their shakers.
2. act out with their new shakers.
consolidation
grammar practice book page 7
板书设计 what are you doing?
do you want the big ones or the small ones?
the big ones, please.
an empty cup over tie string shake
教学效果的反馈 1.对进行时的复习,学生完成较好,对于do you want both cups?和do you want the big ones or the small ones?的回答少数学生还有些混淆。
2.我通过边讲边演示的方法,让学生对制作摇动器的过程有了形象的了解,当然也比较感兴趣。
3.作业中,学生对词组的翻译做的不错,只有an empty paper cup少数学生用了a,需加强练习。
课题 module 1 using my five senses
unit 2 use your ears!
play a game
教学目标 知识与技能:using imperatives to give instructions
asking questions to find out position
using the simple present tense to describe habitual actions
e.g. the wheels on the bike go round and round.
过程与方法:identify key words in an utterance by recognizing the stress.
locate specific information in response to simple instructions or questions.
identify main ideas from a text with teacher support
情感、态度与价值观:/
教学重点和难点 asking questions to find out position共17页,当前第8页1234567891011121314151617
using the simple present tense to describe habitual actions
e.g. the wheels on the bike go round and round.
教学媒体 shaker, paper shadows
课前学生准备 recite some texts.
教学流程 pre-task preparation
1. listen to the song.
2. recite some words.
3. review the game: hide the shadow.
4. play the cassette: play a game. the students listen and follow in their books.
5. play again. the students listen and repeat.
6. divide the students into groups of five. the groups read the dialogue.
7. invite different groups to read the dialogue in front of the class.
8. practise the model dialogue with the students.
while-task procedure
1. invite a student to shake the shaker. the rest of the students close their eyes while he hides the shaker somewhere in the classroom.
2. play the game a few times with the class, with several students taking turns to hide the shaker.
3. distribute a shaker to each group. working in groups, the students play the game, taking turns to hide the shaker.
4. invite one group to play the game in front of the class.
post-task activity
1. play the cassette: sing a song. the students listen and follow in their books.
2. play again. the students listen and sing along. encourage the students to do appropriate actions while they are singing.
consolidation
grammar practice book page 8,9
板书设计 where is the shaker?
is it…? yes, it is.
no, it isn’t.
sing a song
wheel all say
教学效果的反馈 1.课文较简单,学生掌握很好,歌曲还有部分学生跟不上节奏,要进行再复习。
2.通过游戏和歌曲,学生学的很开心,课堂气氛活跃。
3.练习册上的作业,部分学生some/any还有混淆,the lady in the park says be quiet please 学生正确抄写句子都有很多错误,尤其是标点符号的使用,需要反复练习。
课题 module 1 using my five senses
unit 3 use your hands!
look and say
教学目标 知识与技能:using adjectives to describe objects
e.g. it’s soft and fluffy.
using the simple present tense to express simple truths
e.g. i can feel two things.
过程与方法:identify key words in an utterance by recognizing the stress.
recognize differences in the use of intonation.
produce simple phrases and sentences involving lists.
locate specific information in a short text in response to questions.
情感、态度与价值观: /
教学重点和难点 using adjectives to describe objects共17页,当前第9页1234567891011121314151617
e.g. it’s soft and fluffy.
using the simple present tense to express simple truths
e.g. i can feel two things.
教学媒体 a parcel, word and picture cards
课前学生准备 making some short dialogues.
教学流程 pre-task preparation
1. ask and answer
2. pass the parcel around the class. the students guess what is in the parcel. make sure that all the students have a turn.
3. teach the new word: parcel
4. open the parcel. take out the toy: a car and a toy bear.
ask: how is the toy? teach the new words: fluffy, shiny.
while-task procedure
1. read: look and learn. the students listen and repeat the words.
2. ask: whose toy is this? it’s mine.
3. teach the new word: mine
4. play the cassette: look and say. the students listen and follow.
5. play again. the students listen and repeat.
6. working in pairs, the students role-play the dialogue.
7. read: play a game. invite students to read the adjectives at the bottom of the page.
8. work in pairs. the students play the game ‘what does it feel like?’
post-task activity
1. workbook page 5
consolidation
grammar practice book page 10
板书设计 how does it feel?
it’s… fluffy shiny warm smooth rough
soft hard
parcel spaceship
教学效果的反馈 1.对于感觉的形容词,学生基本掌握,对与老师的问题能应答自如,但有少数学生对how does it feel? 和how is it? 容易搞错。
2.通过对实物的感觉和触摸,学生能快速的说出物体的特征,让学生说特征,让老师猜物品,学生觉得很有趣,学习的积极性大大提高了。
3.练习册上的作业中,有些学生对动物的特征还有点模糊。the panda is soft and fluffy.少数学生做成了how is the panda feel?两种方法有点混淆,需继续复习巩固。
课题 module 1 using my five senses
unit 3 use your hands!
look and say
教学目标 知识与技能:asking ‘wh-’ questions to find out possession
e.g. whose pencil case id this?
using pronouns to indicate possession
e.g. they’re his.
using the simple present tense to express simple truths
e.g. it’s mine.
过程与方法:identify key words in an utterance by recognizing the stress.
recognize differences in the use of intonation.
locate specific information in a short text in response to questions.
情感、态度与价值观: 了解班级中的一些规则。
教学重点和难点 asking ‘wh-’ questions to find out possession
e.g. whose pencil case id this?共17页,当前第10页1234567891011121314151617
using pronouns to indicate possession
e.g. they’re his.
using the simple present tense to express simple truths
e.g. it’s mine.
教学媒体 some classroom objects.
课前学生准备 reading the texts together.
教学流程 pre-task preparation
4. ask and answer
t: how does it feel?
s: it’s fluffy.
…
2. review classroom objects by playing the game: one, two, three, i can see something beginning with (a letter of the alphabet).
3. review the sentences: whose… is this? whose… are these? to elicit: it’s my pencil. it’s mine.
4. teach the new words: his, hers, ours, yours, theirs.
while-task procedure
1. play the cassette: look and say. the students listen and follow.
2. play again. the students listen and repeat.
3. work in pairs. the students role-play the dialogue.
4. invite a few pairs to role-play the dialogue in front of the class.
5. read: ask and answer. complete the sentences orally with the students.
6. practise in pairs with the classroom objects. e.g. it’s her pencil. it’s hers. it’s our classroom. it’s ours.
post-task activity
1. workbook page 6
2. collect a few items from different students. ask: is this yours? to elicit: yes, it’s mine./ no, it’s his.
3. more oral practice page20: look, ask and answer.
consolidation
grammar practice book page 11
板书设计 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
教学效果的反馈 1.对于whose句型学生并不陌生,对于名词性物主代词学生接触不多,但并不难,学生掌握规律后学习的很轻松,学习效果较好。
2.通过对比练习,学生能很快的掌握名词性物主代词的使用,通过对子操练,学生的反应较快。
3.作业中,those are their books.(意思相同)部分学生做成了those books are their.需加强练习。
课题 module 1 using my five senses
unit 3 use your hands!
min and mog
教学目标 知识与技能:using prepositions to indicate position
using pronouns to indicate possession.
using adjectives to describe objects
using imperatives to give instructions
过程与方法:recognize differences in the use of intonation.
produce simple phrases and sentences.共17页,当前第11页1234567891011121314151617