Module 1 Using my five senses学案
牛津上海版小学英语四年级下册全册教案
牛津上海版小学英语四年级下册全册教案牛津上海版小学英语四年级下册全册教案目录Module1 Using my five senses《Unit1 What can you smell and taste》 (2)Module1 Using my five senses《Unit2 How does it feel》 (8) Module1 Using my five senses《Unit3 Look at the shadow!》(13)Module2 My favourite things《Unit1 Sports》 (17)Module2 My favourite things《Unit2 Cute animals》 (25)Module2 My favourite things《Unit3 Home life》 (31)Module3 Things around us《Unit1 Sounds》 (36)Module3 Things around us《Unit2 Time》 (43)Module3 Things around us《Unit3 Days of the week》 (51) Module4 More things to learn《Unit1 A Music class》 (56)Module4 More things to learn《Unit2 Festivals in China》 (62) Module4 More things to learn《Unit3 Story time》 (66)《Daily expressions》 (74)Module1 Using my five senses《Unit1 What can you smell andtaste?》1教学目标1)能感知、理解水果类的单词,如:watermelon, strawberry, cherr y, grape, plum等。
一年级英语Module_Using my five senses教研课教案
Step1. Warm up and review(热身及复习)T: Class begins!Ss: Stand up!T: Good morning, boys and girls!Ss: Good morning，Winnie!T: Sit down, please! This class, there is a competition between boys and girls. You can cheer for yourselves. So boys, boys, boys!Boys: Go! Go!Go!T: Girls, Girls, GirlsSs: Go! Go! Go!T: Firstly let’s review. Look and read aloud.Ss read aloud together. 4students stand up to read.Step 2. Lead in〔引入〕T：Well done! Today we’ll go on learning Chapter3 my school things. School things are useful, we can use our pencils to write, use rulers to match .But sometimes we have some troubles with them.For example these students have some troubles.Ss watch the video together.T as ks question after each video “What can you hear?〞Ss can answer the questions in Chinese.T: Is Aimee happy? Do you have an eraser? Who can help her? Wow you are good classmate. T: you are really good classmates, Today we’ll learn a story. It is about a boy and his classmates. Step3. Picture walking(逐图阅读)Picture1T: listen ! his name is …Ss: Ben.T: Listen again, What does Ben have?S1: He has a school bag.S2: he has a pencil case.T: What are in his pencil case?Ss give their answer.T: How about pencil sharpeners? Does he have a pencil sharpener?Picture2T: listen!Audio: One day at school!T: What can you hear?Ss: schoolT: Yes, at school. We are at school now. one day let’s make it today. Today is October the 22nd. It’s Thur sday.T: look at me! What’s this?S1: it’s a pencil.T: Y es, this girl is writing something. What’s this?Ss: it’s a cat.T: c-o-t cat?Ss: No.T: the right spelling is c-a-t. oh , No. I need an …Ss: eraser.T: look at her face. Is she happy?Ss: No.T: Why? Does she have an eraser?Ss:NoT: Does Ben have an eraser?Ss: yes, he has an eraser.T: Will Ben help his classmate?Ss: Yes.T: What is Ben saying?Ss: I have an eraser.T: Is this girl happy?Ss: yes,T: What does she say? Ss: Thanks, Ben!T: Why does Ben help this girl? Will he help other students?Ss: yes.Picture3T: look at me, What’s this?Ss: It’s a pencil.T: look! Her pencil is broken. He can’t write. What does she need? She needs…S1: a pencil sharpener.T: look at her face! Is she happy?Ss: NoT: why? Does she have a pencil sharpener?Ss: NoT: T his time can Ben help this girl? Does he have a pencil sharpener? Let’s listen!T: What does Ben have?Ss : Ben has three pencil sharpeners.T: Is that girl happy? What is she saying?Ss: Thank you!T: Is Ben a good classmate?Ss: Yes.Picture4T: Ben helps Girl1 with an eraser. Helps Girl2 with a pencil sharpener. (put the pictures on the board.) Does Ben only help girls? How about boys? Will he help boys?T: look, What’s this?Ss: It’s a book.T: He is doing this. (read two items for students) What school things does he need? H e needs…Ss: He needs a pencil and a ruler.T: What does he have? He has …Ss: He has a pencil.T: look at his face. Is he happy?Ss: NoT: because he doesn’t have ….Ss: a ruler.T: Does Ben have a ruler? Listen! What does Ben have?S1: He has five rulers.T: listen again, can that boy have all the rulers? Ben says you can have five?Ss: you can have one. (put the pictures on the board)T:is that boy happy now?Ss : yes.T plays the audio from picture1 to picture4.T: What school things does Ben have? Ben has…Ss give their answers.Picture5T: They are Ben’s school things. And Ben can share his school things. Is he a good boy. Do you like Ben？Do you want to make friends with Ben?Ss: yes.T: this story happened at one day at school, That’s October the 22nd it’s Thursday. Today is Thursday. Right? How about the next day? It’s 23rd, it’s Friday.T: Who is this boy?S1: BenT: look at his face, on Thursday he is happy. He helps his classmates a lot. But now is he happy? Who can show the face?S1 show the face.T: What happened?Ss give their own answersT: listen! What is at home?S1: pencil case.T: do you remember this girl. Ben lent that girl with …S2: an eraser.T: Ben lent that boy with…S: a ruler.T: now Ben has some troubles. Will they help Ben?Ss: Yes.T: Look! What does this girl have?S1: She has three pencils.T：How about that girl?S1: She has three pencils.T: three and three is …S1: six.T: listen and repeat.T: look at this boy, What does he have?S1: he has two rulersT: listen and repeat. Look at that girl, What does she have?S1: She has an eraser.T: listen and repeat. Is Ben happy now?Ss: yes.T: What does Ben say?S1: Thank you.T: listen and repeat. Is the teacher happy?Ss: yes.T: What does the teacher say?Ss give their own answer.T: listen and repeat. A lot of means only one friend? It means Many friends Picture6What does she have?Ss: She has three pencils.T: how about that girl?Ss: she has three pencils.T: three and three is ….Ss: six.T: what will they say?Ss: we have six pencils.Listen and repeat. (put the pictures on the board)T: the boy has…Ss : two rulers.T: what will he say?Ss : I have two rulers.( put the pictures on the board)Listen and repeat!T: this girl has..Ss: She has an eraser.T: What does she say?Ss: I have an eraser.T: is Ben happy now?Ss: Yes.( put the pictures on the board)T: What does he say to his friends?Ss : thank you!Listen and repeatT:Who is she?Ss: she is the teacher.T: what does the teacher say?Ss give their own answer.Listen and repeat.“A lot of〞means not only one.Step 4 conclusionT: let’s make a conclusion Ben helps this girl with …Ss: an eraser.T: Ben helps this girl with …Ss：a pencil sharpenerT: Ben helps this boy with…Ss: a ruler.T: did they say thanks to Ben? Do they do anything to thank Ben? Ss: yes.T: Ben gets a pencil from the two girls.Ben gets a ruler from that boy.Ben gets an eraser from a girl.Ben helps his classmates and his classmates help him.Can you read?往而不来，非礼也；来而不往，亦非礼也。
Module 1 Using my five senses(单元整体)
Oxford English 1B Module 1 Unit 1 Look and see(2 periods)一、分课时话题Period 1: Play in the park<Look and learn & listen and engjoy>Period 2: Colour in the park<Look and say & Ask and answer& Play a game>二、单元教学目标（一）知识目标：1. 在语境中学习、理解、运用本单元核心词汇：frog, bee, bird, rabbit2. 在语境中学习、理解本单元拓展词汇：see, butterfly, pupil3. 在语境中学习、理解、运用本单元核心句型：What do you see? I see a …What colour is it? It’s …（二）能力目标：1. 能正确认读核心词汇：frog, bee, bird, rabbit, see, butterfly,并运用所学词汇编儿歌。
2. 能正确认读核心句型：What do you see? I see a …What colour is it? It’s …3. 能正确并合理运用核心句型询问看见了什么及什么颜色，并能正确地应答。
4. 能画下自己喜欢的动物，为它们涂上颜色，并且介绍给朋友或同学。
5. 在语境中，引导学生能进行小对话，并能尝试表演。
（三）情感目标：在语境中，让学生感受大自然中动物及多姿多彩的颜色。
Module 1 Using my five sensesUnit 1 Look and see1st PeriodKnowledge objectives:1.To learn the new words: frog, rabbit, bee, bird2.To learn the rhyme: One, two, threeSkill objectives:1. Be able to master the new words2. Be able to master the pattern: I am …3. Be able to recite and act the rhymeEmotion objectives:We have fun in the park!Teaching procedure:I.Pre-task1.Greetings : Happy new year!Hello! I’m Nancy.How are you?Nice to see you.2.Revision:Look! Children ! This is a zoo. It’s nice. （show a picture of a zoo）:Q: What can you see?What’s this?Is that a bear?How many tigers/lions/monkeys?What color is the panda?Look! What can you see? (Rabbits.)So cute! I like the rabbits. Do you like the rabbits?Yes! Let’s sing a song! <Ten little paper rabbits>II. While-taskA. New words and expressions:1. rabbitWow! We can see many animals in the zoo.We also can see many animals in the park.（show a picture of a park）(1) Elicit: Is it a paper rabbit? （show a rabbit in the park.）No! it’s a real rabbit.(2) Say after the teacher.(3) Reading drills(4) Q: How is the rabbit?Big rabbit, small rabbit, One and two. Big rabbit, small rabbit, I see you!Say and act: (Show a jumping rabbit in the park.)Say: One, two ,three , I am a rabbit.Act: jump, jump.2. frog(1) Elicit: (Show a sound from the frog: Hello! I am small . I can jump. Gua gua…who am I ?Yes! I am a frog.)(2) Say after the teacher.(3) Reading drills(4) Make sentences with the new word(5) Say and act: (Show a speaking frog in the park.)Say: Four, five, I am a frog.Act: Gua…gua….3. bee(1) E licit: Show a sound “Wen …wen…” Children, what’s this?Bee: Hello! I am a bee. Wen… wen….(2) Say after the teacher.(3) Reading drills(4) Say and act: (Show a speaking bee in the sky.)Say: Six, seven, eight, I am a beeAct: Wen… wen….4. bird(1) Elicit: Look at the tree in the park. What can you see? A bird.(2) Say after the teacher.(3) Reading drills(4) Make sentences with the new word: I am a bird. Fly…fly…(5) Say and act Say and act: (Show a speaking bird in the sky.)Say: Nine, ten, I am a bird.Act: Fly…fly….5. Review the new words(1) Say out the new words according to the pictures(2) Match the words to the picturesB. New rhyme1. Listen and act the new rhyme( read after the PPT)Rabbit: One, two ,three , I am a rabbit. Jump, jump.Frog: Four, five, I am a frog. Gua…gua…Bee: Six, seven, eight, I am a bee Wen… wen….Bird: Nine, ten, I am a bird. Fly…fly….R&F&B&B: We have fun in the park!2. Play a game3. Reading drills4.Open the book and read after the tape.III. Post-task1. Recite and act the new rhyme2. Say more about the animalse.g. I am a bee. Wen ..wen…I am yellow and brown.I am small.I can fly.I like flowers…3. Homework(1) Listen and read P2(2) Make a headdress and try to introduce the animal with more sentencesModule 1 Using my five sensesUnit 1 Look and see2nd PeriodKnowledge objectives:1. To learn the new words: butterfly, pupil2. To learn the new pattern: What do you see? I see…What colour is it? It’s…Skill objectives:1. Be able to master the new words2. Be able to master the new pattern3. Be able to introduce oneselfEmotion objectives:I like the park. How nice!Teaching procedure:I. Pre-task1. Warming-upSing a song:<Ten little paper rabbits>Say and act : One, two, three, I am a bee. …2. Quick response. (Show a picture of a park and some Qs)What’s this? Is that a frog?How many rabbits? Is that a monkey?How many bees? What can you do?3. Revision:a. Words: red, green, yellow…b. Phrases: a red apple….c. Match the words to the pictures frog, rabbit, bird, beed. Ask and answer: What’s this? What colour is it?e. Introduction:Ask the students to put on their headdresses and introduce like this:Hello, I am a bee.I am yellow and brown.I am small.I can fly.I like flowers…II.W hile-taskA.Learn to introduce oneself（Picture: Kitty and Danny are in the park.）1.Elicit: (show a record)Danny: Hello, I’m Danny . Kitty: Hello, I’m Kitty .I’m a pupil. I’m a pupil.I’m ten. I’m ten.I’m tall and fat. I’m thin.I can…I can…2.Try to introduce yourself3.Learn the new patterns: I see…Elicit: (Picture: Kitty and Danny are in the park.)Kitty: Look! Danny, I see a frog.Danny: Yes！What color is it?Kitty: It’s green.Say after the teacher: I see a frog.Practice: T: What do you see? (Show Pictures )S: I see… (use the pictures: panda, tiger, bear, monkey, butterfly) 4. Learn the word: butterfly,(1) Reading drills(2) Say something about a butterfly5. Learn the question: What do you see?(Open the books and read P3)6. Practice in pairs with the pictures:Panda, tiger, bear, monkey, butterfly, frog, rabbit, bee, bird7. Compare: What can you see? What do you see?III.Post-task1. Elicit: T: Now, children. What do you see?S: I see a frog.T: What color is it?S1: It’s green.2. Act out the dialogue3. Repeat the patterns4. Reading drills5. Show the animal pictures and ask and answer in pairs6. Play a game on P5 in pairsIV. Homework:(1) Listen and read P2,3,4(2) Introduce yourself(3) Make a new dialogue with your partner(4) Do the exercises on the workbook。
5BM1教材分析(提供：张江高科实验小学)
各位老师，提供的教材分析比较全面，但仅供大家参考，在使用过程中一定要学会唯教师所有、唯学生所用。
此外，不要忘记参照教学参考资料提供的所有内容，包括提供的单课时活动设计、教学小贴士等等。
浦东教发院吴建新Oxford English Book 5B Module 1Using my five senses教材分析提供：邱烨红张慧慈丁征宇庄丽华（张江高科实验小学）审核统稿：吴建新（浦东教发院）一、模块教学任务分析主题：Using my five senses单元：Unit 1 What a mess! Unit 2 Watch it grow! Unit 3 How noisy!5BM1的学习主题为Using my five senses。
这个模块涉及到的新内容包括学校里经常使用的一些学习物品（如笔记本、蜡笔、胶带、颜料等），名词性物主代词（如mine, yours, his, hers, ours, theirs等），昆虫、动物成长过程的不同阶段名称（如egg, cocoon, caterpillar, puppy等），能发出特殊响声的一些生活物品类单词（如drill, lorry, motorbike等）。
在学习本模块之前已经涉及了不少人称代词的主格、宾格和所有格（又称形容词性物主代词）、一些常见的学习物品、某些常见的昆虫和动物的名称以及一些常见的交通工具等等。
这些都是学习本模块内容的基础和前提。
本模块的句型与时态，主要是进一步复习和巩固一般现在时态和can句型。
在此基础上，出现一种全新的时态，即一般过去时态(simple past tense)。
一般过去时态则从be动词的用法开始学习，转向行为动词的一般过去时态的陈述形式的用法与表达。
从身体感官为出发点，以“真是一团糟”、“昆虫、动物的成长”和“生活中的嘈杂声音”为话题展开学习内容，不仅注意到了新旧知识的有机整合，而且对学生的语言能力提出了更高的要求，进一步从听说读能力的培养转向听、说、读、写、练、用的全面兼顾。
M1_Using my five senses 章节分析
最大最全最精的教育资源网 需要更完整的资源请到 新世纪教育网 学校租用教师免费下载 Module 1 Using my five senses 章节分析【章节分析（MODULE ANALYSIS ）】一、章节主题（MODULE THEME ）本章节围绕主题Using my five senses(运用人体的五种感官)开展教与学的各项活动。
二、教材地位（MODULE POSITION ）本章节是围绕Using my five senses 这一中心主题，通过“Looking and seeing ” “Listening and hearing ” “Touching and feeling ” “Tasting and smelling ” 四个不同的单元主题来展开教与学的各项活动。
关于感官类的相关词汇和句型在1、2年级以及3年级第一学期学过：1AU4 Myself (Touch your toes/…)，1AU5Autumn ( Smell/Feel/Taste the …)，2AU7 Weather (Look at the …/Listen to the …)，2BU1 Animals (What do you see/hear? I see/hear …)，3AM3U3 Parks and activities （Point to …/Look at ….）本章节在重现这些感官的词汇及英语表达时，按照视觉、听觉、触觉、味觉和嗅觉进行分类，并在原有词汇和句型的基础上增加了一般疑问句的表达；掌握的要求也从一、二年级的达到听、说、做的目标为达到听、说、读、写、用的目标。
三、教学目标（MODULE TARGETS ）1. Sounds of letters: 元音字母a, e 在开、闭音节单词的发音2. Words and expressions ：hair, eye, mouth, nose …3. Structures:(1)What can you/she … see? I /she …can see … I she/…can ’t see …(2) Is this your/his/her …? Yes, it is. / No, it isn ’t.(3) Can you/he/she hear …? Yes, I/he/she can. / No, I/he/she can ’t hear …(4) How does it feel? It’s……(5) Touch this/the desk/the apple …4. Function (Language focus)(1) Using imperatives to give instructions and directions.(2) Asking ‘How ’ questions to find out the texture of a thing.(3) Asking ‘yes/no ’ questions to obtain simple responses.(4) Asking ‘Wh-’ questions to find out a specific thing.(5) Using modal verb ‘can/can ’t ’ to talk about ability.。
小学五年级英语：Module 1 Using my five senses教学设计
新修订小学阶段原创精品配套教材Module 1 Using my five senses 教材定制 / 提高课堂效率 /内容可修改Module 1 Using my five senses教师：风老师风顺第二小学编订：FoonShion教育Module 1 Using my five sensesmodule 1 using my five sensesunit 1 use your eyes!look and read教学目标知识与技能：using adjectives to describe objects using the simple present tense to express simple truthsusing prepositions to indicate position过程与方法：locate specific information in response to simple instructions or questionsuse modeled phrases and sentences to communicate with teachers and other learners情感、态度与价值观：让学生了解一天中影子的变化过程。
教学重点和难点using the simple present tense to express simple truthsasking questions to find out positionusing prepositions to indicate position教学媒体pictures, an electic torch, a model of the block,课前学生准备reading the text教学流程pre-task preparation1.ask and answer2. use the torch to explain the movement of the sun duringa day.3. teach the new word: shadow (using the new word and picture card)while-task procedure1. (use the torch) t: look , the sun rises in the morning. is the shadow long or short? where is the block’s shadow?2. t: it’s afternoon. how is the shadow? where is the shadow?3. t: the sun goes down. is the shadow short? where is the block’s shadow?4. the words: rise, shadow, block, go down5. play the cassette. students listen and follow.6. play again. listen and repeat.7. review the prepositions: behind, in front of, in, on, beside.e.g. ** is behind /beside/in front of the desk.8. recite the text.post-task activity1. read: read and answer.ask the questions about each of the three pictures.2. more oral practice page20: look and say.3. work book page1: complete the sentences.consolidationgrammar practice book page1板书设计module 1 using my five sensesunit 1 use your eyes!morning afternoon eveningthe sun rises high goes downblock’s shadow long short longbehind beside in front of教学效果的反馈 1. 这节课的主要内容是掌握一天中太阳和影子的变化，学生通过实践基本都能用语言来表达，学习效果较好。
Module 1 Using my five senses
Module 1 Using my five sensesUnit 1 Use your eyes!教学目标：1.学习用behind,beside,inside,outside,in front of等介词表示某物的位置。
2.复习用can’t表示“不能”。
3.学习音标/ /和/ /。
4.学习和复习不同种类水果的名称。
教具准备：small blackboard radio课时安排：三课时第一课时教学过程：Step 1: Show the subject and the aims.1. Greetings.2. Show the subject and the aims.T: Boys and girls, today we’re going to learn Module 1 Using my five sensesUnit 1 Use your eyes!(板书)Here are our aims, they are…(利用小黑板出示学习目标)Learn aims:1.学习用behind,beside,inside,outside,in front of等介词表示某物的位置。
T:教学单词behind, beside, inside, outside, in front of连用实物摆出不同的位置，帮助学生认读和记忆单词。
Step2:第一次先学后教先学：Show the learn guide one:请同学们自己学习“Look and read”这部分，找出自己不认识的单词和不理解的句子。
I will give you about five minutes,then we’ll check up.后教：1、让学生们说出自己不会的单词和不理解的句子，先让其他同学帮助解决，必要时教师再作指导。
2、指名同学读课文。
（有错学生先纠正，必要时教师指导。
）3、同学们一起读课文。
4、播放录音，学生边听录音边跟读。
小学一年级英语 Module 1 Using my five senses Revision1教学设计
课题课时：1B Revision Module 1 Using my five senses 授课年级：一年级学生分析：一年级作为小学的起始年段，是一个特殊的年段，学生从幼儿园进入小学不久，是处于学习习惯的培养阶段，是在逐渐适应小学的学习要求过程中。
教师需要重点关注学生学习习惯的培养，对于英语学科而言，就是对学生听读说的技能训练。
我所执教的班级学生都比较活泼，课堂上能积极参与各种课堂活动，对于英语学习有比较浓厚的兴趣，也有一定的语言模仿能力。
这个Module中学习的动物、食品类单词和语言技能学习在1A中已经学习过了，学生有了相关的知识储备。
教材分析：本课内容出现在《深圳版牛津英语教材》一年级第二册第1个复习单元，学生在这个Module 中，主要是五种基本感官的参与为主线，Unit 1\2学习了八个动物的单词，运用句型What do you see? I see …/What do you hear? I hear…强调视觉、听觉，Unit 3通过学习食物引出Smell the…和Taste the…强调嗅觉、味觉。
本课内容重点：复习动物类的单词；熟练运用I see…/ I hear…句型描述自己看到和听到的东西；复习食物、饮料类单词，能在正确的情境中运用句型Smell the…和Taste the…能用形容词yummy, nice 描述自己喜欢的食物。
本课难点：动物类单词的单、复数形式，食物类单词的可数和不可数名词的形式，学生在运用句型时要注意语用的准确性；句型I see/ hear …and …在使用上比前面独立单元学习时有所提高，学生需要花一些时间进行操练；在语言运用的过程中还涉及到谈论颜色、数量，学生需要在情境中综合运用。
教学目标：一、语言知识目标掌握八个动物类单词，四个食物类的单词，两个相关的形容词yummy/nice，四个句型What do you see? I see …/ What do you hear? I hear …Smell the… It’s nice. / Taste the… It’s yummy.复习相关的动物类、食物类单词，运用谈论颜色、数量等相关的句型。
Module 1 Using my five senses Unit 2 How does it f
Module 1 Using my five senses Unit 2 Howdoes it feel？教案教学设计Module 1 Using my five senses Unit 2 How does it feel Teaching contentsLook and learn Look and sayTeaching Objectives1. Enable students to read , listen and say the new words: hard soft rough smooth sharp blunt thick and thin.2. Enable students to read , listen and say the new sentences: Whose … is this/ that/are these/those3. Enable students to apply the words and sentence patterns to practical communication flexibly.Teaching key points and difficult points.1. Key points:a. To master the new words:hard soft rough smooth sharp blunt thick and thin.b. To master the new sentences:Whose … is this/ that/are these/those It’s/ They’re…2. Difficult points:a. To communicate with others in a real context when students ask their objects.b. To help students built the habit to help others.Teaching Aids1. PPT CAI2. Pillow3.Ping-pongTeaching StepsStep 1 Warm upGreetings : Good morning. How are you What’s the weather like today( 课前简答的英语问答活跃课堂气氛，把学生带入英语的氛围。
上海牛津版三年级英语下册MODULE1USINGMYFIVESENSES教学设计
上海牛津版三年级英语下册MODULE1USINGMYFIVESENSES教学设计grammar:3. yes/no question: is this your --- /is it--- yes, it is./ no, it isn’t.6. verb ‘to be’: it’s --- /it’s a/ansounds: a ( jane, make, aeroplane)a (fat, man, jam)e (she, see, these, tree, street)e (eddie, ten, red, peg)daily expressions:hello, this is --- (on the phone)saying the sound ‘a’ in its open syllable formusing nouns to identify different parts of the bodylanguage skills:materials: a mirror , a mask , a tape, book 3bmethodspurposesing an english song.sing together.歌曲引入，使学生轻松进入英语学习氛围。
revision:daily talk:t~ pp~ t通过问答复习，为新授作铺垫。
presentationhairmirrorsay a poem.4. make the phrases.5. say something about your body.i have a mouth.---mirror2. repeat the poem.在复习相关人体器官的基础上新授，降低新知难度。
assignment2.listen and read poem.3. make a mask.methodspurposesay the poem.look at the mirror and say the poem.revisioni have ---.2.p~ p (use the things)用旧句型复习操练，通过问答自然而然引入新课句型。
Module1Usingmyfivesense
Module1Usingmyfivesensemodule 1 using my five senseteaching contents: p2—p18teaching aims:learners develop their range of stationary vocabularylearners collect objects and talk about what belongs to whomlearners identify different musical instrumentslearn sing a song about the music manlearners make and match cards for the ‘touch and feel’learners talk about opposites using classroom objectslearners read the story about ben’s friendlearners play the guessing using different food realialearners read the story about a fox and some grapesteaching focus:1. using predictive adjectives to describe objects and nouns to identify object2.asking ‘wh’questions to find out specific information about a personing demonstratives to refer to objects4.asking ‘wh’questions too find out which person sth belongs toe.g. whose pens are these?ing the present continuous tense to describe an action taking place at the time of speaking.e.g. what are you doing? i’m drawing.6.asking ‘wh’questions to find out the place . e.g. where are peter and betty?ing the present continuous tense to describe an action taking place at the time of speaking.e.g. what’s he doing?ing nouns to identify things.e.g. a piano.9.sing and say.10.asking yes/no questions to obtain simple responses.e.g. is it year violin, kitty?11.asking “wh”questions to find out which person something belong to.e.g. whose guitar is this?ing pronouns to indicate possessions.e.g. no, it isn’t my violin.ing possessive forms of nouns to show possessions.e.g. it’s eddie’s.ing prepositions to indicate positions.e.g. it’s behind her chair.15.ask “wh”questions to find out the position.e.g. where’s katty’s drum?ing the present continuous tense to describe an action taking place at the time of speaking.e.g. it is sleeping.ing predicative adjectives to describe feelings.e.g. the cat is angry and tired.ing prepositions to indicate positions. e.g. the mouse is under the chair.ing nouns to identify animals.e.g. donkeying imperatives to give instructions.e.g. feel the donkey.ing imperatives to give instructions.e.g. touch the window.22.asking yes / no questions to obtain simple responses.e.g. is it hat?ing predicative adjectives to describe things.e.g. it’s blunt.ing imperatives to five instructions.e.g. danny, put your pencil in the bag.25.asking “wh”questions to find out which person something belong to. 共16页，当前第1页12345678910111213141516e.g. whose balloon is this?26.asking “wh”questions to find out various kind of specific information about a thing. e.g. what is it?ing predicative adjectives to describe things.e.g. it’s smooth.28.asking “wh”questions to find out the positions.e.g. where’s my rabbit?29.asking yes / no questions to obtain simple responses.e.g. is it under your desk?ing predicative adjectives to describe people. e.g. he is blind.ing modals to talk about ability.e.g. i can smell kiscuits.32.asking yes / no questions to obtain simple responses.e.g. is this a fruit shop?ing predicative adjectives to describe things.e.g. it’s rough.ing imperatives to five instructions.e.g. close your eyes.35.asking “wh”-question to find out various kind of information abouta person.teaching time:17 periodsunit 1 look!teaching contents: p2—p5teaching aims:1. learners develop their range of stationary vocabulary2. learners collect objects and talk about what belongs to whom3. learners in groups play a miming game to guess what others are doing4. learners act as a boss or a secretary in a role-play and talk about what the staff members are doing in the office5. learners prepare a slide show and write about where people are in school and what people are doingteaching focus:ing predictive adjectives to describe objects and nouns to identify object2.asking ‘wh’questions to find out specific information about a personing demonstratives to refer to objects4.asking ‘wh’questions too find out which person sth belongs toe.g. whose pens are these?ing the present continuous tense to describe an action taking place at the time of speaking.e.g. what are you doing? i’m drawing.6.asking ‘wh’questions to find out the place.e.g. where are peter and betty?ing the present continuous tense to describe an action taking place at the time of speaking.e.g. what’s he doing?teaching time: 4 periods1st lessonteaching contents:p2teaching aims:learners develop their range of stationary vocabularylanguage focus:1. using predictive adjectives to describe objects and nouns to identify object2. ask ‘wh’questions: ‘what have you got?’teaching type: newmaterials:cassette，cassette playerword and picture cardsprocedures:1.pre-task preparationwarming up: review the sounds.have students works in pairs and list out the things in their school key on a sheet of paper. invite students to tell the class what they have got. you may introduce new vocabulary or you may take this to encourage pair learning.共16页，当前第2页123456789101112131415162. while-task procedures:1)words: what do you need for a class?paint颜料brush刷子felt pens水彩笔thin薄thick厚look at the book, which one is thick. which one is thin?2）say and act. at the bookshopa.look. these crayons are thin. those crayons are thin.b.which felt pens are new？which ones are old？new-old新-旧c.show the brush to the pupils. ask which one is long, which one is short. these brushes are long. those brushes are short.d.what have you got? i’ve got these crayons. they’re thick.3. post-task activities1)listen to the cassette and read after it.2)look at the objects and say sth about it.e.g. these crayons are new.those ____________ old.what have you got?i’ve got ___________.they are_____________.blackboard designbrush ( es) new-oldpaint thin-thickfelt pens these-thoselong-short4. assignment:1)oral: recite the words and sentences.2)written work: copy it.summarize:这一课主要教学几个有关文具的名词和修饰他们的形容词，大部分学生掌握较好，极个别学生paint发音不准确，稍加纠正就没问题了，只是在作业中发现these, those作为形容词性指示代词使用的英语习惯掌握不扎实，需加强练习。
3BModule1Usingmyfivesenses
Multimedia, tape …
Procedures
Step
Teacher’s activities
Purpose
Pre-task preparation
1.Song.
2.Ask the students some questions about the picture for‘listen and enjoy’on page 5.
e.g. T: What can you see in the picture?
S: I can see two apple trees, a girl and a dog.
T: What else can you see?
S: I can see a frog.
…
2). Then ask the students to make a dialogue in pairs and complete the following table.
e.g. A: What can you hear?
B: I can hear a dog.
What can you see?
A: I can see some flowers.
语音教学,旨在提高学生的辨音能力,培养学生正确的语感.
创设贴合学生实际的生活情境,给学生搭建语言平台,提高学生的会话能力.
Pronouncing the sound‘ch-‘correctly in word such as chick and chair
2.重复并演唱歌曲,并训练语音提高学生的辨音能力.
2.
通过看,听,说等交互活动,在不断的模仿—操练—巩固中,让学生牢固掌握所学内容,提高学生的语音水平,达到牢固掌握的目的.
禄丰县某小学三年级英语下册 Module 1 Using my five senses Unit 1
ColoursLesson 5 Let’s run a race Teaching topic: Listen and do; Talk and tick; Listen and number.Teaching material analysis:(教材分析)1)Review the words: Play a game.做游戏. Run a race.赛跑. Line up.站好队.2)Make the sentences using the form: Let’s …….3)Learn the new words: walk, jump , run, swim. stand up ,sit down, ruler.4)Sing“The duck can run”song.5)Review the Phonetic Symbols:[b][s][g][n][d][k][m][r][h][t][^].Goal request:(教学目的)1)Make the sentences using the form: Let’s …….2) Learn the new words: walk, jump, run, swim, stand up ,sit down, ruler.Key difficulty:(重点难点)Master the Phonetic Symbols:[b][s][g][n][d][k][m] [r][h][t][^].Teaching times:(教学时间)1Teaching methods :(教学方法)three doubts three searchesTeaching aid study:(教学工具)cards, tapeTeaching process:(教学过程)Step 1设疑自探一(8 minutes)1、谈话导入：T: Good afternoon, class.Ss: Good afternoon, teacher.T: Hi, Zhang Lei! How are you?Ss: I’m OK. Thank you. And you?T: Not bad. Very good . Now class begins, today we go on learning Lesson Five. Write the new words on the blackboard：walk, jump , run, swim. stand up ,sit down, ruler.T: Please look at the blackboard. Can you read these words?Ss: No.T: Now please talk about them the in four, OK?Ss: OKStep 2 解疑合探一(12 minutes)1、Then encourage the Ss to stand up and read the words, if all the Ss do not know how to read, the teacher should tell them.2、Talk and tick.师利用简笔画让学生说英文单词。
Module 1 Using my five senses第一课时
Touch the apple.
It’s hard and smooth.
Smell it.
It’s nice.
Taste it.
It’s sweet.
touch
摸一摸
smooth
光滑的
smell
闻一闻
taste
尝一尝
3. 选择一种你喜欢的水果，按照黄色框中的句型完成 对话。
Touch the … It’s …(hard/soft/smooth/rough/…) Smell it. It’s … (nice/ bad) Taste it. It’s … (sweet/ sour/)
grape juice watermelon juice strawberry juice
2. 读一读，回答问题，观察下面的问句有什么共同之处？
1. Are they soft or hard? 2. Are they smooth or rough? 3. Are they sweet or sour? 4. Are they watermelons or lemons?
1. 同学们，让我们来猜一猜A.B.C,分别是哪种果汁？
Look at juice A. It’s purple. Is it grape juice or watermelon juice?
It’s ________ juice.
You’re right! √ Sorry! It’s … ×
A
B
C
a watermelon
a grape
strawberry
5. 同学们，敲黑板了，重要的事情读三遍： strawberry 在变复数时，要变y为ies.
a strawberry
依安县四小四年级英语下册 Module 1 Using my five senses Unit 1《
Module 1 Unit 1 Touch and feel一、教材分析本课是《牛津英语》4B Module 1 Unit 1的教学设计。
本单元的语言功能项目是 How does it feel? It’s ____. Is it a/an ____? Yes, it is./No, it isn’t.主要话题是Feelings。
本课内容贴近学生的生活和学习实际，为学生操练对话创设了一个真实的语言情景，有利于学生在比较接近实际的情景中听听说说，从而培养他们运用英语进行交际的能力。
二、学情分析本课的教学内容和学生的实际生活息息相关，因而本课的教学内容对学生来说并不难理解，关键单词的学习和日常交际用语在实际生活中的准确运用及扩展运用。
教学中通过游戏活动创设情景，和小组合作完成任务等教学活动引导学生学习。
三、设计理念《英语课程标准》中明确指出，学生的发展是英语课程的出发点和归宿。
通过教师合理的活动设计与真实的情景设置，使学生学到规范、生动、纯熟的英语，掌握基本语言，具有初步的英语交际能力。
同时新课程标准提倡任务型教学，让学生在教师指导下通过感知、体验、实践、交流、合作等方式实现任务的目标，感受成功。
本着这一理念与思想，我在设计课堂教学时努力为学生营造民主、和谐的课堂氛围，让学生在教师的指导下感受学英语的乐趣与愉悦。
四、教学重难点1.能听说认读单词：soft , hard, rough, smooth,并能准确运用这些词汇来表达物体的性状。
2.能在生活的真实情景中，熟练运用句型“How does it feel? It’s hard/soft/smooth/rough.”去询问和表达对物品的感受；能运用句型“Is it a/an…? Yes, it is./No, it isn’t. It’s a/an…”去询问和表达物品是什么。
3.通过情景模仿，体验盲人生活的不易，学会关心帮助残疾人。
教学重点：单词：soft, hard, rough, smooth,句型：Is it a/an…? Yes,it is./No,it isn’t.教学对象及其学习需要分析：四年级的学生对英语已经没有开始学习的那种陌生感，也没有开始那种新鲜感，为了不断激发他们学习的兴趣和对英语的新鲜感，需要利用多种手段吸引他们的兴趣。