Unit 4 Tasting and smelling（精選2篇）

Unit 4 Tasting and smelling 篇1

　　unit 4 tasting and smelling (1)

　　教學內容 1 learners are encouraged to taste various foods to identify what they are, and to understand the concept of sweet and sour

　　2. learners complete a classification table

　　3. learners practise distinguishing different smells and express opinions about the smells

　　4. learners should conclude that we taste with our mouths and smell with our noses

　　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 identifying objects by taste and smell

　　2. asking questions about and describing the taste and smell of objects

　　3. responding to simple instructions

　　4. saying the sound ‘e’ in its closed syllable form

　　教學準備 1. cassette 3b and a cassette player

　　2. some apples, some lemons, some oranges, some chocolate, a knife

　　教學過程 教師活動 學生活動 教學意圖

　　pre-task preparation a show students the picture cards.

　　introduce: an apple, an orange and a lemon. stick the word cards on the board. invite students to touch a certain fruit on your desk according to my instructions. say: touch the lemon.

　　b 1 invite students to match the picture cards with the word cards on the board.

　　2 cut a lemon into slices. invite students to taste the lemon and the chocolate. introduce: sweet, sour.

　　3 ask students to guess whether apples and oranges are sweet or sour.

　　4 prompt students to say: it's sweet/ sour.

　　learn and read the new words.

　　ask and answer. 

　　從舊知引入新單詞的教學。

　　進行問答練習。

　　while-task procedure 1 play the cassette. students follow in their books.

　　2 cut the fruit into slices. blindfold some of the students.

　　say: taste this. what is it? to elicit: it's sweet/sour. it's a/an ...

　　3 divide students into groups.

　　distribute slices of fruit to each group on a paper plate. blindfold one of the group members. others offer this student something to taste and guess what it is. students take turns to make guesses.

　　learn the new sentences.

　　work in the groups. 

　　學習新的句型。

　　小組活動鞏固學習。

　　post-task activity workbook page 8

　　a students work in pairs to complete the first exercise orally.

　　b students fill in the missing words.

　　c invite students to read the dialogues to check answers.

　　d students tick the boxes in the second exercise to show

　　workbook exercises.

　　書面練習鞏固新知的學習。

　　homework

　　copy and recite the new words and the text

　　教學效果反思 這節課除了讓學生掌握幾個名詞外，還要讓學生體會sweet，sour這兩個形容詞，在教學中，我帶著能表現這兩中口味的東西進入課堂，讓學生在品嘗中理解句子，學生興趣較濃，對于課文中的知識掌握的較好。在隨后的練習中，學生對于no，the apple is sweet。這樣的句子寫出問句有些學生寫成了is the applesweet？說明學生在理解上還是不夠。

Unit 4 Tasting and smelling 篇2

　　unit 4 tasting and smelling (2)

　　教學內容 speaking

　　1. open an interaction by asking a question

　　2. maintain an interaction by replying to a question

　　3. use modeled sentences to communicate with teacher and other learners

　　listening

　　1. identify key words in an utterance by recognizing stress

　　2. recognize differences in the use of intonation

　　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 nouns to identify things

　　2. using adjectives to describe things

　　3. using imperatives to give instructions

　　4. asking ‘wh-‘questions to find out a specific thing

　　教學準備 1. cassette 3b and a cassette player

　　2. bananas, lemons, oranges, apples, apples, strawberries, limes

　　教學過程 教師活動 學生活動 教學意圖

　　pre-task preparation a use the word and picture cards to introduce: banana, strawberry and lime.

　　ask students to hold up a certain fruit , according to my instructions.

　　b invite individual students to play the game.

　　blindfold the students. ask them to guess what the fruit is by tasting it.

　　ask: taste this. what is it? to elicit: it's ...it's a/an ...

　　learn the new words.

　　ask and answer. 

　　教學新單詞。

　　引入新的句型。

　　while-task procedure 1  divide students into groups.

　　ask students to put their fruit on the group's desk. blindfold one of the students. students take turns to taste the fruit offered by the group members and guess what it is. students use the dialogue when they play the game.

　　2  students put a tick on the table in their books after tasting a certain fruit.

　　students compare their answers with the others. they may find different answers for a certain fruit from different groups depending on individuals' preferences.

　　do pairs work.

　　work in the groups.

　　make dialogues. 練習問答，鞏固新句型的教學。

　　通過對話練習來運用英語。

　　post-task activity 1 play the cassette: look and say. students listen and follow in their book.

　　2 play the cassette again. students repeat.

　　3 invite individual students to play the game. use the fruit, from the previous task. choose some more classroom objects, e.g. rubbers, biscuits. say: close your eyes. smell this. is it nice? to elicit: yes, it is./no, it isn't.

　　then ask students to guess what it is.

　　say: what is it? to elicit: it’s a/an…

　　using the new sentences to do pairs. 

　　句型和單詞操練。

　　homework

　　recite and copy the dialogue

　　教學效果反思 

　　這節課是在聞上面進行知識的教學，利用一些特征比較明顯的物體讓學生來邊聞邊進行知識的教學，學生容易接受而且效果較好。他們也都能積極的加入課堂中。在后來的練習中學生對于缺詞填空close—— eyes。your 填成you說明學生對于知識還是掌握的不夠牢固。

　　課題 unit 4 tasting and smelling (3)

　　教學內容 speaking

　　1. open an interaction by asking a question

　　2. maintain an interaction by replying to a question

　　3. use modeled sentences to communicate with teacher and other learners

　　4. pronounce correctly a series of word in a sentence with the vowel sound ‘e’ in its closed syllable form

　　listening

　　4. identify key words in an utterance by recognizing stress

　　5. recognize differences in the use of intonation

　　6. identify a series of word in a sentence with the vowel sound ‘e’ in its closed syllable form

　　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 4. using nouns to identify things

　　5. using adjectives to describe things

　　6. using imperatives to give instructions

　　7. asking ‘wh-‘questions to find out a specific thing

　　教學準備 cassette 3b and a cassette player, different kinds of fruit, dried fish, dried prawns, sweets, cakes, and a pineapple.

　　教學過程 教師活動 學生活動 教學意圖

　　pre-task preparation a use the pineapple and a dried prawn to introduce: a pineapple, a prawn.

　　stick the word cards on the board.

　　b 1 invite students to stick the correct picture cards beside the word cards on the board.

　　2 invite students to smell the pineapple and the dried prawn.

　　say: smell this. is it nice? to elicit: yes, it is./no, it isn't.

　　learn and read the new words.

　　ask and answer 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. ask students to put the food items on the group's desk. students take turns to close their eyes and smell the food items offered by the group members. they use the dialogue when they play the game.

　　2  use photocopiable page 8.

　　students conduct a survey within their group to find out if their group members consider a certain thing nice or not.

　　students ask their classmates: is it nice? to elicit: yes, it is./no, it isn't.

　　students draw happy faces or unhappy faces on the survey sheet.

　　3 students exchange and compare their work with other groups.

　　do pairs work.

　　work in the groups.

　　make new dialogues. 

　　練習問答，鞏固句型。

　　通過對話練習來運用英語。

　　post-task activity work book page 9

　　a  divide students into pairs. ask students to complete the exercise orally.

　　b students write down the answers.

　　c invite pairs of students to read out the exercise.

　　(students may have different ideas about the smell of the things.)

　　workbook exercises. 

　　利用練習冊做書面練習鞏固新知。

　　homework

　　review the words and the dialogues they’ve learned  

　　教學效果反思 這節課是在前面一節課的基礎上讓學生自由選東西進行對話練習，我是把這些相關的圖片出示，讓學生自由組合進行對話練習，收到的效果較好。但是對于單詞prawn的讀音學生有一部分發不準。