4b Unit 1 using my five senses.docx

4b Unit 1 using my five senses.docx

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4bUnit1usingmyfivesenses

TeachingPlanforOxfordEnglish4B

Module1Usingmyfivesenses

Unit1Look!

Lookandlearn&sayandactAtthebookshop

TheFirstPeriod

Contents:

Lookandlearn&sayandactAtthebookshop（P2）

1、BasicAims:

⑴UsingPredicativeadjectivestodescribeobjects.

⑵Usingnounstoidentifyobjects.

⑶Usingdemonstrativestorefertoobjects.

⑷Asking“Wh-”questionstofindoutspecificinformationaboutaperson.

2、DevelopingAims:

⑴Tolearnthenewword:

paintbrush.

⑵Freetalk.

EducationAims:

Totakecareofyourbooks,paints…

Teachingmainpoints:

1、These/Those…are…

2、They’re…

3、Whathaveyougot?

I’vegot…

TeachingProcedure:

教学意图

一、Warming-up.

1、AChildren’sRhyme.活跃课堂气氛，

2、SinganEnglishsong.创设学习氛围。

二、Pre-taskpreparation

1、Readthefollowing:

∣I∣thinthickmilkthis加强语音训练，

∣eI∣planemakepainteight培养学生语感，

∣∣busrubbercutbrush在巩固旧知的同

∣e∣deskhenpenfelt时学习新知。

∣∣thinthickthreethirteen

∣∣thisthatthesethose

2、Talkaboutsomething.

e.g.Whatisthis/that/t?

以旧引新，为学

Isthis/that/it…?

新知张铺垫。

Whatarethese/those/they?

Arethese/those/they…?

三、While-taskprocedure

1、TolearntheNewwords:

thick、thin.以直观教学手段进

⑴T:

（Showtwobooks.）Canyousaysomethingaboutthe行教学，激发学生

books?

的求知欲，充分体

⑵T:

Look.Isthisathinbook?

现以学生为主体，

S1:

Yes,itis.→thin渗透学法，注重效

T:

Isthatathinbook,too?

果。

S2:

No,it’sathickbook.→thick

⑶Pleasesaysomethingaboutyourbooks.

2、Tolearn:

Paints,brushes,feltpens,paintbrush.在民主和谐的师生

⑴T:

Whatcanyoudo,dearchildren?

关系中，用谈话法

S1:

Icanswim\jump\paint…引出所授内容，更

⑵T（showsomepaints,brushesandfeltpens.）在学习知识的同时

Look,Aretheycrayons?

No,theyarepaints.Paints增进师生的友谊。

Aretheyneworold?

S1:

They’renew.

⑶T:

Arethosepaints?

S2:

No,theyaren’t.

T:

Whatarethose?

Listencarefully.They’rebrushes.

Askthestudentstolistenandcompletetheword.

brushes

⑷T:

Therearesomethinginmyhands.Wecandrawsome教学中由扶到放，

pictureswiththem.培养学生的自主学

Pleaseguess.Whatarethey?

习能力。

S1:

Aretheypaints/brushes/pencils…?

T:

No,theyaren’t.Look.They’refeltpens.

S:

Oh,hownice!

→feltpen

⑸T:

Look.Thisisn’tabrush.Itisn’tafeltpen.It’sapaint

brush.→paintbrush.

⑹Askthestudentstosaysomethingaboutthepaints/

brushes/feltpens/paintbrush.

3、Tolearnthedialogue:

Atabookshop.

⑴Lookatthepictures,listentothetape.加强听、说训练，

⑵Sayafterthetape.提高技能技巧，培

⑶Pleaseformgroupsoffour,talkaboutthepictures.养学生的思维能力

e-g·Picture1:

Arethosecrayonsthin?

Yes,theyare.和活用知识的能

Howarethosecrayons?

They’rethin.力。

Arethosecrayonsthinorthick?

They’rethin.

⑷Openyourbooks.Readafterthetape.

四、Post-taskactivity

1、Pleaseformgroupsofthree,actoutthedialogues.在及时反馈中培养

2、Makeanewdialogue.学生的英语交际能

3、WorkBookP1.力，同时在作业过

五、Homework.程中养成良好的作

1、Readafterthetape.业习惯。

2、Copythenewwords.

附：

板书设计教学随笔

Unit1Look

thickthinpaints_______________________

brushesfeltpens________________________

Atthebookshop________________________

These/Those…are…_______________________

They’re…________________________

A:

Whathaveyougot?

_________________________

B:

I’vegot…_________________________

Module1usingmyfivesenses

Unit1LookTheSecondPeriod.

Contents:

Sayandact&Askandanswer（P3）.

Basicaims:

1.Usingdemonstrativestorefertoobjects.

2.Asking‘Wh-’questionstofindoutwhichpersonsomethingbelongsto

3.Tolearnthesound:

－ck|k|

Developingaims:

Freetalk.

Educationaims:

Helpingeachother.

Mainpointsanddifficultpoints:

Whose…arethese/those?

They’re…

Materials:

Acassetteplayer,someobjects,somepictures,workBook4B.

Teachingprocedure:

教学意图

一、Warming-up.

SinganEnglishsong.创设学习氛围。

二、

Revision.

1.Takeoutthepaints,brushes,feltpensandsoon,tryto为以上课时迅速

saysomesentencesaboutthem.过渡到本课新授

2.ActoutdialogueonP2.作准备。

三、Newteaching.

1.Havestudentslookatsixcharactersatthetopofthepage.对学生进行发散

Ask:

Whathas___got?

toelicit:

He’s/she’sgot____.性思维训练，培养

2.Tolearn:

Whose…arethese/those?

They’re…其良好的学习习

1）Pointtothepictures,talkaboutthem:

惯。

e.g.T:

Whosebrushesarethese?

S1:

They’rekitty’sbrushes.

2）Formgroupsofsix.Talkaboutthepictures.使学生利用学法，

Write:

Whose…arethese/those?

快速掌握新知。

3）T:

Look.Thepencilsareonthefloor.在学习中渗透思想

Whosepencilsarethey?

教育。

S:

They’re…

T:

Whatwillwedo?

S:

Pickupthepencils.

T:

You’regoodchildren.Wemusthelpeachother.

3.Listenandreadafterthetape.

4.Learnthesound:

－ck|k|

四、Consolidation.

1.Actoutthedialogue.

2.Lookatthepictureagain.Practiceinpairs.

3.Hareeachstudentputsomeclassroomobjectsintothe

bagandpassittothestudentwhoissittinginfrontof

him/her.Remindstudentsthattheyharetoputinatleast

twoofeachitem.Askstudentstousearubberbandto

tietheirthingsupbeforeputtingthemintothebag.丰富多彩的游戏

4.Collectthebagsandputgroupthemonyourdesk.Give活动是巩固新授

eachrowabagfromoneoftheothergroups.Groups的催化剂。

taketurnstoplaythegame.GroupAstudentstaketurns

andpickthingsupfromthebag.GroupBpointstothe

studentwhoistalkingthingsoutandask:

Whose___are

those?

toelicit：

Thoseare____’s____.Ifthestudentis

correct,hegainsamarkforhisgroup.Ifhe/sheiswrong,

nomarkswillbegiven.Thegroupwiththemostcorrect

guesseswillbethewinner.

5.WorkbookP2.

五、Homework.

1.Readafterthetape.

2.GrammarPracticeBook4BP2.

板书设计课后随笔

Sayandact__________________________________

Whose…arethese/those?

__________________________________

They’re…__________________________________

__________________________________

TheThirdPeriod

Contents:

Sayandact&Lookandsay&Playagame.（P4）

BasicAims:

Usingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeaking.

e.g.Whatareyoudoing?

I’mdrawing.

DevelopingAims:

A:

Whatishe/shedoing?

B:

He’s/She’s…

EducationAims:

Goodhabit.

Mainpointsanddifficultpoints:

Whatareyoudoing?

I’m…

Materials:

Workbook4Bpage3,acassetteplayer,somepictures,Photocopiablepages1,2and3

Teachingprocedures:

教学意图

一、Warming-up.

Listenandsingasong《Areyousleeping?

》所学唱歌曲与新

课有联系。

二、Revision

1.Askandanswer:

Whatcanyoudo?

以旧引新，为新授

作铺垫。

2.Talkabout:

Whose…arethese/those/they?

三、Newteaching.

1.Listenandact.

e.g.T:

Write,please.

Whatareyoudoing?

I’mwriting.注重口语，培养学

Sayandwrite:

paint—paintingwrite—writing生听、说能力，

talk—talkingdraw—drawing并注意渗透学法，

read—readingsit—sitting鼓励学生主动求

sleep—sleepingsing—singing知，充分体现以

say—saying学生为主体的英

2.Tolearnhowtoadd-ing.语课堂活动。

3.Lookatthepictures,listentothetape.

4.Talkaboutthepictures.

e.g.WhatisEddiedoing?

Whatishesaying?

IsEddiesleeping?

Areyousitting?

5.Readafterthetape.

四、Consolidation.

1.Pleaseformgroupsoffour,makesomenewdialogues.举一反三，培养

2.Palyagame.和提高学生灵活

3.Photocopiablepage1,2and3.运用知识的能力。

五、Homework.

1.Readafterthetape.

2.GrammarPracticeBook4B,page3.

附：

板书设计课后随笔

A:

Whatareyoudoing?

_________________________________

B:

I’m…_________________________________

paint—painting__________________________________

write—writing__________________________________

sit—sitting__________________________________

___________________________________

TeachingPlanforUnit1Lookandsay

TheFourthPeriod

Contents:

Lookandsay（P5）

Teachingaims:

Tolearnthenewsentences:

Where’s…?

He’s\She’s…

What’s…doing?

He’s\She’s…

Whereare…?

They’re…

Whataretheydoing?

They’re…

Developingaims:

1）Tolearnthenewwords.

2）Saymoresentencesaboutsomebody.

Educationaims:

1）Totakecareofthethingsaroundus.

2）Askingsb.nottodosth.

e.g.Don’twalkonthegrass.

Teachingmainpointsanddifficultpoints:

1）A:

Where’s\Whereare…?

B:

He’s\She’s\They’re…

2）A:

What’she\shedoing?

B:

He’s\She’s…

3）A:

Whataretheydoing?

B:

They’re…

Teachingmaterials:

Acassetteplayer,somepictures\acomputer,

Asmallblackboard.

Teachingprocedure:

教学意图

一.Warming-up.

1.Singasong.

2.AChildren’sRhyme.

二.Pre-taskpreparation

1.Readthefollowingwords.

maydayplayplayground

hemeetteacherspeak

myfivebicyclelibrary

gonoknowhome

useyoupupilsuper

2.Add-ing（Groupwork）

e.g.jump—jumpingmake—makingsit—sitting

3.Sayandact.

Whereareyou?

I’m…

Whatareyoudoing?

I’m…

三.While-taskprocedure

1.Tolearn:

Where’s…?

He’s\She’s…

What’she\shedoing?

He’s\She’s…

1）Showacomputer\picture.循序渐进，从所学

T:

Look.Who’she?

知识入手以多媒体

S1:

He’sDanny.教学为主线，鼓励

T:

Where’she?

学生用英语直接思

S1:

He’sonthegrass.维，同时维护和谐

T:

CanyousaysomethingaboutDanny?

的师生关系，体现

S:

He’sDanny.He’saboy.He’sapupil.Todayis师生之间的互动教Sunday.学。

Hehasnoclasses.He’sinthepark.Look.He’s

ontheGrass….

2）T:

Nowlook.Whatishedoing?

由直观教学及谈话S:

Trytosay:

He’swalkingonthegrass法引出思想品德教

T:

Canyouwalkonthegrass?

育，让学生在学习

S:

No,wecan’t.知识的同时，接受

T:

WhatwillyousaytoDanny?

情感体验。

S1:

Danny,pleasedon’twalkonthegrass….

3）T:

Look.Where’sDanny?

S:

He’sintheplayground.

T:

Canyousaysomethingabouthimnow?

S:

ThisisDanny.He’sintheplayground.

Heisnotwalking.

He’splaying…Nowhe’splayinginthestreet.

T:

Canheplayinthestreet?

通过playinthe

S:

No,hecan’t.playground引出

T:

Whatwillyousaytohim?

playinthestreet等

S:

Don’tplayinthestreet.增加语言的摄入

量，并为学生的后

续学习打基础，

又通过不该做某

事对学生进行思

想教育。

4）PleasetalkaboutDanny,usingthefollowing

sentenceswithyourpartners.

Show:

Where’s…?

He’s\She’s…

What’shedoing?

He’s\She’s…

Pleaselookatthescream.Who’s