Unit 3 Touching and feeling（精選2篇）
Unit 3 Touching and feeling 篇1
unit 3 touching and feeling（2）
教學內容 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
教學目標： 知識與技能：掌握祈使句和相關形容詞的用法。
過程與方法：學會靈活的自編小對話。
情感、態度與價值：學會禮貌的待人接物。
教學重難點 1. using adjectives to describe things
2. using imperatives to give instructions
3. asking ‘how’ questions to find out the texture of a thing
教學準備 cassette 3b and a cassette player, a soft toy, a bag, a balloon, an apple and a pineapple
教學過程 教師活動 學生活動 教學意圖
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.
練習問答，鞏固句型。
通過對話練習來運用英語。
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習鞏固。
homework
copy the words again and recite them
教學效果反饋
本節課在開始時，教師直接利用每位學生都能觸摸到的課桌讓學生來練說，剛開始學生都只會說一種特性，這時，老師適當對他們進行提示，可以用and來連接，班中一些反應比較快的學生馬上接受。而后引導學生利用書上的內容進行問答操練，學生接受得比較快。在隨后的練習中學生對于這樣的句型the desk is hard。寫出問句時，寫成了what is it？ how does is desk feel？
Unit 3 Touching and feeling 篇2
unit 3 touching and feeling（1）
教學內容 1. learners identify objects by touch
2. learners categorize objects by feeling to complete a table
3. learners play a game to guess what an object is by feeling and categorizing it
4. learners should conclude that we feel with our hands
教學目標： 知識與技能：掌握祈使句和相關形容詞的用法。
過程與方法：學會靈活的自編小對話。
情感、態度與價值：學會禮貌的待人接物。
教學重難點 5. identifying objects by touch
6. asking questions about and describing the way things feel
7. identifying letters of the alphabet shapes
8. responding to simple instructions
9. saying the sound ‘e’ in its open syllable form
教學準備 cassette 3b and a cassette player, wall pictures, cushion, pineapple, apple
教學過程 教師活動 學生活動 教學意圖
pre-task preparation . revision
1.put on the masks then play the game.
2.what can you do? introduce.
3.show the pictures. what’s this/that?
is this/that…? what do you see?
1.words: soft, hard, rough, smooth
1.t: what do you see? p:i see some sweets.
2..touch the sweets one by one then teach” soft”
3.what is soft? please tell me.
4.touch the desk then teach “hard”.
5.the same way to teach “rough, smooth”
6.make a new rhyme.
2 play the cassette again. students repeat.
3 invite individual students to come to the desk. give them a thing to touch and feel. students have to close their eyes when they play the game.
say: touch it. how does it feel?
to elicit: it's ...
ask: what is it?
to elicit: it's at an ...
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 pairs. ask them to choose three things for their partner to touch and feel.
2. students use the dialogue when they play the game.
3. ask students to write down their three things and how they feel on a sheet of paper as riddles, e.g. it's brown. it's big. it's smooth. it's hard. what is it? (a desk)
4. invite individual students to read out how a certain thing feels and the three things for the class to guess which one it should be.
do pairs work.
work in the groups.
make dialogues.
練習問答，鞏固句型。
通過對話練習來運用英語。
post-task activity workbook page 6
a review adjectives and nouns at the top of the page.
b students complete the dialogues orally in pairs.
c students write the missing words.
d invite students to read out the dialogues to check answers.
do exercises.
書面練習加強鞏固。
homework
copy and recite the new words and the text
教學效果反饋 本課我事先準備一些相關的物品帶入教室，讓學生從感性上進行觸摸，而后引出新單詞，學生的積極性很高，愿意表達自己的想法，但由于本課新單詞教多，學生一節課下來對于smooth，rough，touch這三個單詞的認讀能力存在著困難，掌握情況不是很好，在隨后的抽讀中特別明顯。在后來的課課練中，學生對于句子it is hard.劃線提問中都寫成了what is it？而沒做成how does it feel？