四年级下册Module1Unit4Whatcanyousmellandtaste6课时英文表格式教案.docx
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四年级下册Module1Unit4Whatcanyousmellandtaste6课时英文表格式教案.docx
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四年级下册Module1Unit4Whatcanyousmellandtaste6课时英文表格式教案
2019-2020年四年级下册Module1Unit4Whatcanyo
usmellandtaste6课时英文表格式教案
Languageskills:
Listening:
Recognizedifferencesintheseofintonationtodifferentiatebetween
questionsandrespondappropriately
Identifykeywordsinanutterancebyrecognizingthestress
Locatespecificinformationinashorttextinresponsetoquestions
Speaking:
Usemodeleddialoguetocommunicatewithotherlearners
Reading:
Identifythemainideafromadialogue
Locatespecificinformationinashortdialogueinresponseoquestions
predictastoryusingpictureclues
Writing:
Developwrittentextsbyaddingpersonalideasandinformationtowriting
whenamodelorframeworkisprovided
Difficultpoints:
Askingaboutdescribingandidentifyingthesmell/tasteofcommonfoodand
drinks
Verbs:
Ilike/don’tlike…
Question:
Doyoulike…?
Materials:
Pictures,objects,tape
Teachingtime:
Fiveperiods
FirstPeriod
Contents:
Words:
cannot,blind,smell,shop,taste,hamburger
Languagefocus:
Usingpredicativeadjectivestodescribepeople
e.g.Heisblind.
Usingmodalstotalkaboutability
e.g.Icansmellbiscuits.
Asking‘yes/no’questionstoovtainsimpleresponsew
e.g.Isthisafruitshop?
Difficultpoints:
Usingpredicativeadj.todescribepeople
Teachingbreach:
Actanttrytoknowthestory.
Procedure
Contents
Method
Purpose
Pre-task
preparation
1.Song
2.Dailytalk
3.Revision
Pssingtogether
T-P
P-P
T:
Whatcanyoudo?
P:
Icansmell/taste/feel/touch…
While-task
procedure
Readandanswer
Playagame
T:
cantheboysee?
P:
No,hecan’t.
T:
Yes,he’sblind.
Pread‘blind’
T:
Whatcanhedo?
P:
Hecantouch/smell/taste…
Tplaythecassette
Pslistenandrepeat
Panswerthequestions:
WhatcanDavidsmell?
Hecansmell…
P-P:
Actout(Ben$David)
Tdividestudentsintogroups
Askthemtoputtheirsnacksonthedesk
Pusethedialogueinplayagametoplaythissmellinggame
通过对盲人的了解来学会帮助别人.学会珍惜自己所拥有的,知道自己的感官的用处.
Post-taskactivities
Canyousmellit?
Tdividestudentsintogroups.Askthemtodrawfoodthatgivesastrongsmellandfoodthatgivesalightsmellondifferentsheetsofdrawingpaper
Homework
Copythewordsandsentences
SecondPeriod
Contents:
Withsth..aboutfruit
Languagefocus:
Usingpredicativeadjectivestodescribethings
e.g.It’srough.
Usingimperativestogiveinstructions
e.g.Closeyoureyes.
Asking‘wh-‘questionstofindoutvariouskindsofinformationaboutaperson
e.g.Whathaveyougot,Kitty?
Difficultpoints:
singpredicativeadjectivestodescribethings
Teachingbreach:
Tasteandtrytodiscribethefeelings.
Procedure
Contents
Method
Purpose
Pre-task
preparation
1.Song
2.Dailytalk
3.Revision
Pssingtogether
T-P
P-P
Playagame
P-P:
Closeyoureyes.Whatcanyousmell?
Icansmell….Isitnice?
Yes/No.
While-task
procedure
Lookandtalk
Readandanswer
Ttape,Plistenandread
Tinvitestudentstolistthefoodshowinthepicturesontheboard
Pguessriddles$say
It’s(size)
It’s(fexture)
It’s./It’snice./notnice.
It’sa/an.
Ttape,Plistenandrepeat.
Tdividestudentsintopairs.AskstudentstousethedialogueinReadandanswertoaskandguess.
Paskandguess
Thavestudentsnamethefoodshowinaboutyou.Encouragestudentstocirclethefoodthatsmellnice.
通过对事物的描述锻炼学生的写作能力.
在通过感官参与的活动中,培养学描述能力.
Post-taskactivities
Workbookpage9
Askingandmatch
Workinpairs
Completethedialogues
Homework
Copythewordsandsentences
Feedback:
小学生学习英语最好的方法就是通过活动来学习,“语言是练会的,而不是学会的。
”情景教学通过图画、音乐、演示、多媒体等来设置情景,使学生可以眼看、耳听、鼻闻、手触等各种感官吸收信息,从而获得生动的形象,丰富了具体的知识。
今天学生是积极主动的观察、感受、想象,因而充分拓展了学生思维的新奇思路。
Thirdperiod
Contents:
Readastory
Languagefocus:
Usingpredicativetodescribethings
e.g.Thegrapesareroundandpurple.
Usingthepresentcontinuoustensetodescribeanactiontakingplaceatthe
timeofspeaking
e.g.Afoxislookingatthegrapes.
Asking‘wh-‘questionstofindoutvariouskindsofinformationabouta
thing/ananimal
e.g.///whatshapearethegrapes?
Whatcolouristhefox?
Usingdemonstrativestorefertopeopleorthings
e.g.Thosegrapesaresour.
Difficultpoints:
Retellthestory.
Teachingbreach:
Usingthepicturestoimaginethestory.
Procedure
Contents
Method
Purpose
Pre-task
preparation
1.Song
2.Dailytalk
3.Revision
Pssingtogether
T-P
(kindsoffruit)
T:
I’vegotfruit.It’ssmall/big/rough/sweet…
While-task
procedure
Readastory
P:
It’sa…
Tshowgrapes
Psread:
grape,Ilikegrapes.
Taskquestionsaboutgrapes.
Panswer:
Thefox/birdlikesgrapes
Psayandact
Ttape,Pread
Pretellthestory
T:
Atlastthefoxcan’teatthegrapes.
在教学中通过观看图片,想象故事的发展,训练学生的想象和会话能力.
Post-taskactivities
AnextendedversionofThefoxandthegrapes
Dividestudentsintogroups.
Encouragestudentstodiscussandritesomenarrativesentencesforthepicturesandfillinthespeechbubbles.
Colourthepictures.
Actthestory.
Homework
Copythewordsandsentences
FourthPeriod
Contents:
Words:
lemonjuice,water
Languagefocus:
Usingnounphrasestoidentifythings
e.g.pineapplejuice
Difficultpoints:
Sound:
-fffluff,cuff
Teachingbreach:
Usingthejuicetotasteandlearnthewords.
Procedure
Contents
Method
Purpose
Pre-task
preparation
1.Song
2.Dailytalk
3.Revision
Pssingtogether
T-P
Uncountablenouns:
Food:
bread,flour,chocolte…
Drink:
water,juice,Coke,coffee…
While-task
procedure
Lookandlearn
Learnthesound
T:
Whatkindofjuicedoyoulike?
P:
Ilikeapple/orange/banana…juice.
Ttape,Pfollowinbooks
Tpouradifferentkindofjuiceintoeachcup,drawatablesimilartotheoneonpage1ofthestudents’book…
T:
Closeyoureyes.Smellit.
Tgiveastrawtothestudent
T:
Tasteit.Whatisit?
P:
It’s…
Ptasteandfinishthetable
-ff
Somefluffisonthecuff.
Psreadafterthetape
在教学中通过学生对果汁的品尝中学习词汇,学生对果汁较感兴趣,因此积极性较高,易于接受.
Post-taskactivities
Workbookpage10
PfinishwritingthesentencesinLook,readandwrite
Askindividualstudents:
Whatdoyoulike?
ToelicitIlike
(akindlfdrinkfromthefirstexercise)
Homework
Copythewordsandsentences
FifthPeriod
Contents:
Words:
kitchen,makeacake,present,clock
Sentences:
WhathaveIgot?
Youhavegot….
Languagefocus:
Asking‘wh-‘questionstofindoutvariouskindsofspecificinformationaboutaperson
e.g.Whereismum,Kally?
Usingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeaking
e.g.She’smakingacake.
Usingdemonstrativestorefertoobjects
e.g.Whosepresentsarethose?
Usingformulaicexpressionstoexpressgoodwishes
e.g.HappyBirthday!
Usingimperativestoindicateprohibitions
e.g.Closeyoureyes.
Usingimperativestoindicateprohibitions
e.g.Don’tbelateagain.
Difficultpoints:
Newwords:
kitchen,make,present,clock…
Teachingbreach:
Makingabirthdaypartytolearn.
Procedure
Contents
Method
Purpose
Pre-task
preparation
1.Song
2.Dailytalk
3.Revision
Pssingtogether
T-P
Birthdaywishes
birthdaycake/card
P-P
While-task
procedure
Sayandact
Birthdaypresent
Learnthesound
T:
It’sKally’sbirthdaytoday.
Weshallgivehersomeflowers,toys.Theyarepresents.
Pread:
present
Tshowapresent:
Guess,whatisit?
Pguess
TaskonePtocloseeyesandtouchandguess
T:
WeshallgiveKallyacake.Buyacakeormakeacake?
Pread:
Make
T:
Whatcanyoumake?
P:
Icanmakeaplane/cat…
Y:
Wherecanyoumakeacake?
Intheclassroom/fruitshop…?
Tshow:
kitchen
Pread:
kitchen
通过创设这样的情景,使学生体会生日派对的气氛,了解外国人生日的不同表示.,了解中外不同的文化差异.
Post-taskactivities
Workbookpage11
Extendthetaskbyhavingthesamegroupspracticethedialogue,substitutingthetoycar,theboxofchocolatesandtheclockwithotherspresents.
Selectgroupstoactoutthenewdialogue.Checkstudent’spronunciation,andcorrectifnecessary.
Homework
Copythewordsandsentences
Feedback:
SixthPeriod
Contents:
Modalverbs:
cancannot
Imperatives:
Closeyoureyes.Haveabiscuit.
PredicativeadjectivesPresentcontinuoustense
Difficultpoints:
Presentcontinuoustense
Procedure
Contents
Method
Purpose
Pre-task
preparation
1.Song
2.Dailytalk
3.Revision
Pssingtogether
T-P
Preadandspellthewords.
While-task
procedure
Sayandact
Dotheexercises
a.Actoutthestory‘Thefoxandthegrapes’
b.Actthedialogue
Fillintheblanks:
1.Wheremum?
isthekitchen.
2.What’sthis?
aboxofchocolates.
3.Whatarethese?
arenewpens.
1.arethegrapes?
Theyarepurple.
2.Doyoulikelemons?
No,I.
3.Thefoxlikeapples.
4.Lookthebananas.arenice.
Homework
ReviewUnit4
Feedback:
培养学生的综合语言运用能力,必须为学生提供语言实践活动的空间。
只有在交际性的活动中,才能使学生主动运用拓展所学的内容,提高用英语交际的能力。
表演活动是一种行之有效的语言实践活动,本课故事内容单调枯燥,用复述故事的形式会显得呆板,没有趣味,受内容的局限,戴上头饰表演也有困难。
我就让学生自己制作好puppets,在小组中用木偶剧的形式表演,鼓励学生加入人物的对话并且可以续编,学生在表演活动中主动参与,创造性地运用语言,使故事情节更完整,内容更具体,语言更丰富,学生在语言实践中体验成功的快乐。
这样的活动不仅培养了学生的合作创新精神,也培养了学生主动应用拓展的能力,提高交际的能力,达到“学以致用”的目的。
附送:
2019-2020年四年级下册Module2Unit3Abusyfami
ly6课时英文表格式教案
Languageskills:
Listening:
Recognizedifferencesintheuseofintonationtodifferentiatebetween
questionsandrespondappropriatelyandstatements
Identifykeywordsinanutterancebyrecognizingthestress
Recognizewordswithfinalsound’-sp’
Speaking:
Usemodeledphrasesandsentencestocommunicatewithotherlearners
Useappropriateintonationinquestionsandstatements
Identifythemainideafromatextwithteacher’ssupport
Producesimplephrasesandsentences
Pronouncecorrectlywordswithfinalsound‘-sp’inanutterance
Reading:
Predictthemea
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- 四年级 下册 Module1Unit4Whatcanyousmellandtaste6 课时 英文 表格 教案
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