Unit 3 Touching and feeling（2）
unit 3 touching and feeling（2）
教學(xué)內(nèi)容 speaking
1. open an interaction by asking a question
2. maintain an interaction by replying to a question
listening
locate specific information in response to simple question
教學(xué)目標(biāo)： 知識與技能：掌握祈使句和相關(guān)形容詞的用法。
過程與方法：學(xué)會靈活的自編小對話。
情感、態(tài)度與價值：學(xué)會禮貌的待人接物。
教學(xué)重難點 1. using adjectives to describe things
2. using imperatives to give instructions
3. asking ‘how’ questions to find out the texture of a thing
教學(xué)準(zhǔn)備 cassette 3b and a cassette player, a soft toy, a bag, a balloon, an apple and a pineapple
教學(xué)過程 教師活動 學(xué)生活動 教學(xué)意圖
pre-task preparation a. ask students to touch their desk.
say: touch your desk. how does it feel?
to elicit: it's hard/smooth.
prompt students to say: it's hard and smooth.
b choose some classroom objects.
invite some more able students to describe the objects using more than one adjective. e.g. it's ...and ...
read the new words.
ask the questions.
用舊知引入新知識，新單詞。
引入新的句型。
while-task procedure 1 divide students into groups.
students take turns to feel the objects.
other students say: touch the ...how does it feel?
the student who feels the object says: it's. ..and.
2 other students feel that object and see if they agree.
3 students are required to tick the real objects that they have touched but not those objects printed on the table.
students tick the table in their books.
do pairs work.
work in the groups.
make dialogues.
練習(xí)問答，鞏固句型。
通過對話練習(xí)來運用英語。
post-task activity 1 divide students into groups.
use photocopiable pages 6 and 7.
2 students stick the letters on card then cut out the letters and put them on the desk. alternatively distribute commercially produced magnetic letters if available.
3 choose a group leader. blindfold the other students. ask them to touch and guess. say: it's ...group leader gives the members answers: yes/no.
students take turns to be the group leader.
play games.
利用活頁資料做游戲復(fù)習(xí)鞏固。
homework
copy the words again and recite them
教學(xué)效果反饋
本節(jié)課在開始時，教師直接利用每位學(xué)生都能觸摸到的課桌讓學(xué)生來練說，剛開始學(xué)生都只會說一種特性，這時，老師適當(dāng)對他們進行提示，可以用and來連接，班中一些反應(yīng)比較快的學(xué)生馬上接受。而后引導(dǎo)學(xué)生利用書上的內(nèi)容進行問答操練，學(xué)生接受得比較快。在隨后的練習(xí)中學(xué)生對于這樣的句型the desk is hard。寫出問句時，寫成了what is it？ how does is desk feel？