Unit 1 Looking and Seeing（精選3篇）

Unit 1 Looking and Seeing 篇1

　　unit 1  looking and seeing 

　　教學內容 speaking

　　1. use modeled phrases and sentences to communicate with teacher and other learners

　　2. open an interaction by asking questions

　　3. maintain an interaction by replaying to questions

　　listening

　　recognize differences in the use of intonation to differentiate questions and statements

　　教學目標： 知識與技能：掌握特殊疑問句及常用詞

　　過程與方法：學會根據教室里的東西靈活的自編小對話。

　　情感、態度與價值：學會相互詢問有關學習用品。

　　教學重難點 1. using nouns to identify things

　　2. using predicative adjectives of colour to describe things

　　3. using modal verb ‘can’ to talk about ability

　　教學準備 cassette 3b and a cassette player, colour cards, word cards

　　教學過程 教師活動 

　　pre-task preparation

　　a  review classroom vocabulary.

　　the students make and place labels on: blackboard, chair, door, bag, rubber, pencil, book, desk, ruler, and pen.

　　review colours: red, orange, ye/low, green, blue, black, white, pink

　　ask the students to read these words and spell them out

　　b 1 stick the word and picture cards on the board. introduce: brown and grey.

　　2 ask students to point to objects of a certain colour.

　　3 play the cassette. the students point to the object and repeat.

　　4 pick up a classroom object. ask: what colour is it? to elicit: it's ...

　　while-task procedure

　　1  put some classroom objects on your desk. ask: what can you see? to elicit: i can see a. ..ask: what colour is it? to elicit: it's

　　2  divide students into pairs.

　　have student a blindfolded and student b put a classroom object on the desk. student a asks: what can you see? what colour is it? to elicit: i can see a ...it's ...from student b. then student b puts a few more of the same classroom objects but of different colours on the desk. student a takes off the mask and chooses the correct object.

　　3  split the class into two groups. group a looks at the front of the classroom. group b turns the chairs and looks at the, back of the classroom. use photocopiable page 2.  ask students ito colour the objects that they can see in the classroom on the sheet, then write down the colour. when they have finished, ask the two groups to share their work. ask the more able students to point out the differences if there are any.

　　post-task activities

　　1 workbook page 2

　　a read number 1 with the students. ask them to colour the desk with the correct colour.

　　b complete number 2 orally. the students fill in the blanks.

　　c invite individual student to read the completed sentences.

　　2 play a guessing game with the students. choose an object in the classroom. say: i can see something beginning with (letter). it's (colour). the students guess what the object is.

　　homework

　　copy the new words and the dialogue

　　listen to the tape then repeat. 

　　教學效果反饋 本課的目標是讓學生通過對教室里一些常用事物的問答，復習與鞏固前面學過的what can you see？和what colour is it？利用學生身邊的東西進行提問，讓學生相互之間進行問答，學生的興趣較高，也樂于開口與同學合作。在之后的練說中，學生在顏色的回答中加了a，把grey抄寫錯誤。總體來說，大多數的學生學的比較好，在默寫中的錯誤率教低。在周練卷中學生把what colour is it？what colour can you see？混淆起來。

Unit 1 Looking and Seeing 篇2

　　unit 1  looking and seeing  （3）

　　教學內容 speaking

　　1. use modeled phrases and sentences to communicate with teacher and other learners

　　2. pronounce correctly a series of words in a sentence with the vowel sound ‘a’ in its open syllable form

　　listening

　　identify a series of words in a sentence with the vowel sound ‘a’ in its open syllable form

　　教學目標： 知識與技能：掌握形容詞的一般疑問句的用法。

　　過程與方法：鞏固學會特殊疑問句和一般疑問句的用法。

　　情感、態度與價值：學會禮貌的待人接物。

　　教學重難點 1. asking ‘wh-’ questions to find out various colours students see

　　2. using modal verb ‘can’ to talk about ability

　　教學準備 cassette 3b and a cassette player, a piece of paper, scissors, colour pen, toothpick

　　教學過程 教師活動 

　　pre-task preparation

　　. revision

　　what can you see?

　　i can see…

　　what colour is it?

　　it’s…

　　while-task procedure

　　1 divide students into groups. use photocopiable page 1.

　　2 read make and play instructions as i demonstrate making the spinner on page 4 of the student's book. (the instructions are passive language.)

　　3 students make a spinner per group. they can stick the circle on a card. students spin the spinner. members in a group ask and, tell each other about the colours. what colour can you see? i can i see ...

　　ask the group leader to make a record of all the colours the group members see.

　　encourage them to pick out the new colours. ask the more able students to show the class how colours mix together and form new colours.

　　learn the sound

　　1 play the cassette. students listen.

　　2 play the cassette again. students follow.

　　3 students repeat after you.

　　4 ask individuals to read the sentence.

　　homework 1. play the spinner and say.

　　2. .2write the new sentences 

　　教學效果反饋 本課是讓學生在做做玩玩中學說句型what colour can you see？i can see…課前我讓學生在家里預習并把它做好,在課堂上請一些學生說出做的步驟,在說的過程中,學生把本堂課的內容也掌握了,在他們遇到一些單詞不會讀時,正好進行教學,效果挺好,在隨后的learn the sound中,適當的結合以往的單詞教學,使學生在復習中學新知識。但在學生邊玩邊說的過程中，還是有一部分學生回答成了it is green。

Unit 1 Looking and Seeing 篇3

　　unit 1  looking and seeing  （4）

　　教學內容 speaking

　　1. use modeled phrases and sentences to communicate with teacher and other learners

　　2. open an interaction by asking a question

　　3. close an interaction by using appropriate formulate

　　listening

　　1. identify key word in an utterance by recognizing the stress

　　2. recognize differences in the use of intonation to differentiate questions and statements

　　1. 

　　教學目標： 知識與技能：掌握一般疑問句的問答

　　過程與方法：學會靈活的自編小對話。

　　情感、態度與價值：學會詢問別人

　　教學重難點 1. using possessive adjectives to show possession

　　教學準備 cassette 3b and a cassette player, pen, pencil, book, ruler and so on.

　　教學過程 教師活動 

　　pre-task preparation

　　a review the names of some classroom objects, e.g. pen, ruler, book, etc.

　　what’s this? it’s…

　　is this …? yes, it is.

　　no, it isn’t.

　　b ask: is this your ..., (student's name)? when i give my students' belongings back. give some of the objects back to the wrong student deliberately. prompt the students to say: yes, it is./no, it isn't.

　　1.take someone’s book and ask him:

　　is this your book? p: yes , it is.

　　ask the other pupils.

　　is this your book? p: no, it isn’t.

　　2.teach the question. is this your…?

　　3.ask and answer each other.

　　4.write down the new sentences then read.

　　5.change the sentences.

　　while-task procedure

　　1 play the cassette. the students follow in their books.

　　2 play the cassette again. students repeat.

　　t: now listen to the cassette and read after it.

　　3 invite students to read the dialogue.

　　4 divide the class into groups.

　　ask students to clear their desks. each member chooses three objects from their drawer. with their eyes closed, students put the objects on the group's desk at the same time and mix them up.

　　5 students are to find out the owners of the objects.

　　they use the dialogue in ask and answer while they are doing the task.

　　post-task activity

　　workbook page 3

　　a read number 1 with the students.

　　b give the students a few minutes to prepare the other three questions.

　　c invite individual students to complete the exercise orally. the rest of the class check their answers.

　　d students use the completed dialogues in pairs. 

　　homework

　　recite the dialogue and say it with your friends 

　　教學效果反饋 本課要求學生能利用一般疑問句與物主代詞進行相互問答，知道一般疑問句的回答，利用課堂上的問答引出本課內容，然后同桌或三人進行問答，在這之前先復習一下人稱代詞與物主代詞的轉換關系。整堂課學生練說的積極性挺高。但一些學生對于我的與你的具體的區分還是不夠明確。在隨后的練習中，選擇好人稱代詞后沒有進行相應的變化，對于you’re my的用法有不明確