Unit 3 What can you feel?
unit 3 what can you feel?
language skills:
listening:
locate specific information in response to simple instructions
reading:
locate specific information in a short text in response to questions
predict the meaning of unfamiliar words by using picture cues
speaking:
use modeled phrases and sentences to communicate with teachers or other
learners
writing:
revise and edit short written texts by making changes to incorrect
information
difficult points:
imperatives: feel\put\mix\show\collect…
inverted order for question: is it…?
predicative adjectives: sharp, blunt
possessive’s
‘wh-‘ questions: what is it? whose is this…?
materials:
word and picture cards, objects, cassette and a cassette player
workbook 4b
teaching times: five periods
first period
contents:
words: donkey,
imperatives: feel, put, mix, show
language focus:
using nouns to identify animals
e.g. donkey
using imperatives to give instructions
e.g. feel the donkey.
difficult points: basket, hole, eating, chasing
teaching breach: using the pictures to put and say.
procedure contents method purpose
pre-task
preparation 1.song
2.daily talk
3.revision ps sing together
t-p
p-p
while-task
procedure
tail
donkey
look and say
feel…
put…
touch and feel
play a game t:(show pictures) this is a horse…
this is its head. is this its head?
p: no.
t: this is its tail.
p read: tail
: is this a horse?
p: no.
t: it’s a donkey.
monkey-donkey
p read.
t tape
p read after the tape
p say and act
p match and fill in the blanks:
this is\ these are its-----.feel the------.
put the ----on the-----.
p-p
p1: i’m a duck. i haven’t got a nose.
p2: i can help you. feel the duck.
put the nose on the duck. 在單詞的訓練中注重加強和相近字的比較,找出不同點,便于學生記憶.
通過自畫缺胳膊段腿的動物來操練句型,注重單復數(shù)的比較和操練.
post-task activities
workbook page6 p-p ask and answer
ps practice
ps do the exercises
homework
copy the words and sentences
feedback：
在教與學的互相推動中，學生才是課堂的主體，老師只是起到了一個引導者的作用。我在課中每進行一個步驟都體現(xiàn)了這一點。在第一個講授單詞的環(huán)節(jié)中，就充分調(diào)動起學生的積極性，由自己表演，來讓大家猜出新單詞。在學習了詞匯，集中與單獨讀過之后，為了加深大家的記憶，又讓同學們來表演每個單詞。在while-task procedure中，又對主要句型進行了對話訓練。在最后的role-play中，大家踴躍表演，充分練習，發(fā)揮了課堂主人翁的作用。
second period
contents:
words: sharp, blunt
sentences: is it hot?\ it’s…
language focus:
using imperatives to give instructions
e.g. touch the window.