牛津英语教案3B3.3——3.31

M1U3 Touching and feeling Period 1 Mar.3rd Teaching Contents: Look and say Function Targets: Language Targets: Words: soft hard touch feel Structures: Touch this.(Touch the~) How does it feel? It?s a……Teaching Procedure: Step1. Pre-task Activities 1.Sing an English song. 2.Daily Talk. Ask and answer. What day is today? Where are you? Is this your ruler? What colour is it? Step2. While-task Activities It?s a doll. 1.Show the doll. It?s soft. T: What can you see? P:I can see a toy. T: What is it? P: It?s a doll. T: Touch this. How does it feel? It?s soft. T: Do you want to touch it? P: Yes, I do. T: Touch this. How does it feel? P: It?s soft. Show the word: soft. Which things are soft? P: The coat is soft. T: Do you want to touch it? You should say: Touch this. P: Touch this. T: How does it feel? P: It?s soft. Hard: 1.Show the bottle. T: Touch the bottle . Is it soft? P: No, it isn?t. T: How does it feel? It?s hard. T: Do you want to touch it? P: Yes, I do. T: Touch this. How does it feel? P: It?s hard. 2. Show the word “hard”. 3. Which things are hard? P: The door is hard. T: Do you want to touch it? You should say: Touch this. T: Which things are hard or soft? Eg: Touch the toy pig. It?s soft. P: Touch my coat. It?s soft. Touch the desk. It?s hard. Step3. Post-task Activities T: Do you want to touch it? P: Yes, I do. T: Touch this. How does it feel? P: It?s soft. 1.Show the word: soft. 2.Which things are soft? P: The coat is soft. T: Do you want to touch it? You should say: Touch this. P: Touch this. T: How does it feel? P: It?s soft. Hard: 1.Show the bottle. T: Touch the bottle. Is it soft? P: No, it isn?t. T: How does it feel? It?s hard. T: Do you want to touch it? P: Yes, I do. T: Touch this. How does it feel? P: It?s hard. 2.Show the word ”hard”. 3.Which things are hard? P:The door is hard. T:Do you want to touch it?You should say:Touch this. T:Which things are hard or soft? EG:Touch the toy pig.It?s soft. P:Touch my coat.It?s soft.Touch the desk.It?s hard. AP:Toch this.How does it feel? P:It?s……. AP:What is it? P:It?s a……. Listen and answer 1.T:Touch the rubber.How does it feel? P:It?s hard. 2.Touch t he chair.It?s it soft? P:No,it isn?t.It?s hard. 3.T:Touch your pant.Is it hard or soft? P:It?s soft. Step4. Homework 1.Listen to the tape. 2.Read the words and spell. Period 2 Mar.4th Teaching Contents: Look and say Language Targets: Words: smooth, rough Structures: Touc h this: How does it feel? It?s smooth and hard. It?s a……. Teaching Procedure: Step1. Pre-task Activities 1.Say and act the rhyme. 2.Daily Talk. 3.Review. T: Touch this. How does it feel? P: It?s soft. T: What is it? P: It?s a doll. T: Touch this. Is it soft? P: No, it isn?t.It?s hard. T: What is it? P: It?s a pencil. Step2. While-task Activities Smooth Show an apple. T: Say something about the apple. P: It?s green.It?s sweet.It?s big. B: T: Touch the apple. How does it feel? P: It?s hard. T: Yes, it?s hard and smooth. C: Show the word: smooth. D: T: What?s smooth? EG: The desk is smooth and hard. The…………. Rough T: Close your eyes. Touch this. Is it hard? P: No, it?s soft. T: Is it smooth? P: No, i t isn?t smooth. T: What is it? P: It?s an orange. T: How does it feel? P: It?s soft. T: Yes, it soft and rough. T: What?s rough? EG: The pineapple is rough and hard. The…… Step3. Post-task Activities 1.T:Listen to the tape and repeat. 3.Read the sentences. 3.Touching games. Touch it. How does it feel? What is it?(apple, pencil, rubber, balloon) 4.Describe something. Guess. What is it? Step4. Homework 1.Gopy the words and sentences. 2.Do exercises. Period 3 Mar.5th Teaching Contents: Feel and guess Language Targets: Words: hot, cold. Structures: How does it feel? Is it hot? No, it isn?t. Teaching Procedure: Step1. Pre-task Activities 1, Daily Talk. 3. Ask and answer. T: Close tour eyes. Touch this. How does it feel. P: It?s smooth and hard. T: What is it? P: It?s a desk. T: What colour is it? P: It?s yellow. Step2. While-task Activities Cold T: Do you like ice-creams? P: Yes, I do. T: What do you think of it? P: It?s nice/delicio us/sweet. I like it very much. T: Touch it. How does it feel? P: It?s hard and rough. T: Yes, the ice-cream is cold. It?s cold. P: Touch this. It is cold. T: Which is cold, too? P: Touch the milk, it?s cold(d esk/pencil/bottle) Hot T: Close your eyes. Touch this, Is it cold? P:No,it isn?t. T:How does it feel? P:It isn?t cold. T:Yes,it?s hot. P:The water is hot. T:Make a hot face Step3. Post-task Activities 1.Feel and guess T:Practice in pairs. T:Show the words:hot,cold. Make a dialogue. Eg:I?m thirsty. Drink some water. OK.Oh,it?s too hot.I can?t drink it. Touch this.It?s cold. I like to drink cold water.Thank you. T:Show the sentence.She can see these trees on the street. 2.Read the sentence. 3.Show 4.Say the word pronounced Step4. Homework 1.Read and spell the words. 2.Do exercises. 高效英语课堂电脑链接 Mar.6th 高效英语课堂操作指导 Mar.7th M1U3 Period 4 Do the paper. Mar.10th Module 1 Unit 4 Tasting and smelling Period 1 Mar.11th Teaching Contents: The words: lemon, sweet, sour, taste, smell. The patterns: ----Taste this. What is it? ----It?s sweet. It?s…... Function Targets: 1.Saying nouns to identify things 2.Using adjectives to describe things 3.Using imperatives to give instructions 4..Asking …Wh-? questions to find ou t a specific thing Language Targets: a lemon sweet Taste this. What is it? Teaching Procedure: Step1. Pre-task Activities 1. Sing a song. 2. Daily talk. 3. Ask and answer. How… Is it… What is… Step2. While-task Activities 1. T: The sun is shining. Le t?s go shopping. What do you want? P1:I want a pear. T:For the most part.want to buy some fruit. Go and buy. (1) Elict: apple. Orange. Lemon. pear. banana. Learn “lemon” (2) T:I want to taste. Cut the fruit and taste. Elicit: sweet. As tasting as learning: It?s sweet. (3) The same ways of “sour”. 2. Say out other things are sweet. sour. 3. Show the picture P13. (1) Listen and elicit: taste. To teach “taste”. (2) Practise the pattern. T-P P-P 4. Listen and act the other dialogue. Step3. Post-task Activities 1. Read afcer the recording twice. 2. Free talk Make the dialogue according the pattern. Step4. Homework 1.Grammar Practice Book 3B page 11. 2.To feel the things of their home. M1U4 Period 2 Mar.12th Teaching Contents: Lime, strawberry, nice, fish ----Close your eyes. Is it nice? ----Yes, it is, / No, it isn?t. Function Targets: 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 Language Targets: a lime Is it nice? Close your eyes. What is it? Teaching Procedure: Step1. Pre-task Activities 1. Say the rhyme 2. Ask and answer 3. T: What?s in the fruit shop? P1: ba nana… T: Elicit: lime strawberry. 4. Divide students into group Put the fruit on the desk. Blindfold one of the students. Students take turns to taste. T: Taste this What is it? P: It?s…. It?s a/an… 5. Complete the table on page 14. Step2. While-task Activities 1. T: Take out the vegetable Smell and say: nice (1) Elicit: nice. (2) Practice each other. Is it nice? Yes, it is. 2. T:Point to the cookie. Do the action: smell. Elicit: smell. (1) Say it one by one. (2) As saying as smelling. (3) Replace: Smell this. Is it nice? Yes, it is. No, it isn?t. 3. Look at the picture and listen. (1) Practice. T-P P-P (2) Get ready and act 4. Show another picture. (1) Listen and follow. (2) Oral practice with neighbour. (3) Perform. Step3. Post-task Activities 1. Read after the recording. 2. Act. 3. Game: Use the fruit from the previous task. 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. Step4. Homework 1.Read page 14. 2.Copy the text. M1U4 Period 3 Mar.13th Teaching Contents: Pineapple, prawn ----Close your eyes. Smell this. Is it nice? ----Yes, it is, / No, it isn?t. ----What is it? ----It?s a / an… Function Targets: 1.Using nouns to identify things 2.Using adjectives to describe things 3.Asking 'Wh' questions to find out a specific thing. Language Targets: a pineapple Is it nice? What is it? Teaching Procedure: Step1. Pre-task Activities 1. Greetings. 2. Act out the dialogue we have learned last times. Step2. While-task Activities 1. Ask and answer. Taste this. Is it nice? Yes, it is. What is it? It's an apple. Close your eyes. Smell this. Is it nice? No, it isn't. 2. Act out the dialogue: At the fruit shop. Step3. Post-task Activities 1. Exercises: Read and tick. "AN ORANGE" "A FISH" "A FLOWER" "A PINEAPPLE" A SRTAWBERRY" " A GIRL" Is it nice? Smell this. FLOWER Yes, it is. No, it isn't. It's… FISH Yes, it is. No, it isn't. It's… APPLE Yes, it is. No, it isn't. It's… PINEAPPLE Yes, it is. No, it isn't. It's… Step4. Homework 1.Read page 15. 2.Copy the text. M1U4 Period 4 Mar.14th Teaching Contents: ---- Good morning. ---- Good morning. ----Can I help you? ----Oranges, please. Function Targets: 1.Using formulaic expressions to greet people and respond to greetings. 2.Using formulaic expressions to start a conversation e.g. Can I help you? 3.Using formulaic expressions to express thanks Language Targets: Good morning. Good morning. Can I help you? Oranges, please. Thank you. Teaching Procedure: Step1. Pre-task Activities Say the rhyme. Step2. While-task Activities 1. P:I lost my pen. T: Can I help you? (1) Follow me. (2) According the situation and make the dialogue. 2. Show the picture. (1) T: Listen twice. Radio: Good morning. Good morning. Can I help you? Oranges, please. Taste this Is it sweet? No, it isn't. It's sour. (2) Practise the pattern. T--P. P--P. (3) Perform. Step3. Post-task Activities 1. Read after the recording. 2. Make the dialogue. Step4. Homework 1.Read page 16. 2.Copy the text. 3.Review the dialogue. M1U4 Period 4 Do the paper. Mar.17th M2U1 Animals I Like Mar.18th Vocabulary: rabbit , lizard, snake , giraffe, panda , monkey, tiger, giraffe, panda, monkey. guess, riddle, animal Grammar: Do you like____? ----Yes, I like___. / No, I don?t like____. ----I like____rabbits, They?re….. What are they? ----They?re… Do you like….? What animals are they? Language focus: Asking about and expressing likes/ dislikes. Using nouns to identify animals.e.g. snakes Using simple present tense to express interests and preferences.e.g. I like cats. Asking …Yes/No? questions to obtain simple responses.e.g. Do you like cats? Use modeled phrases and sentences to communicate with teacher and other learners. Identify key words by recognizing the stress. Locate specific information in response to simple questions. Identify a series of words in a sentence with the vowel sound …i? in its open syllable form. Develop written text by reproducing sentences from teacher?s writin g. Module 2 unit 1 Period 1 Mar.19th Teaching Contents: Page 17 In a pet shop. Function Targets: Asking about and expressing likes/ dislikes. Using nouns to identify animals.e.g. snakes Using simple present tense to express interests and preferences.e.g. I like cats. Asking …Yes/No? questions to obtain simple responses.e.g. Do you like cats? Language Targets: Basic aims: WORDS: Lizard, snake, do , don?t, like B.STRUCTURES: ----Do you like____? ----Yes, I like___. / No, I don?t like____. ----I like____rabbits, l Further aims: Adding some words: giraffe, kangaroo Teaching Procedure: Step1. Pre-task Activities 1. Say a rhyme. Let the whole class say the rhyme. 2. Review the words Let the students review the words by showing them the word and picture cards Step2. While-task Activities 1. Elicit the new subject. 1) Learners talk about animals they already know from previous module? Animals? in terms of preference. 2) Ask students about their pets. 3) Do a simple survey to find out their favorite animals. 4) Introduce: rabbits, lizards, snakes, birds using the Picture Cards. Pair the Picture Cards and Word Cards up. Stick them on the board. 5) Name animals you like. I like birds. Prompt students to name animals they like and dislike. 2. Listen to the tape recorder. 1) Play the casstte: Look and Say. Students listen and follow in their books. 2) Play the cassette again. Students repeat. 3. To elicit: I like…. I don?t like… 1) Ask individual students: Do you like? To elicit: I like cats. /I don?t like cats. 4. Practice in pairs. Divide students into pairs. They take turns to ask and answer questions about their preferences of animals. Step3. Post-task Activities 1. Do some exercise. Wordbook page 10 A Students work in pairs to complete the first exercise orally. B Students fill in the blanks. C Invite students to read the dialogues. The rest of the class check answers. D Encourage students to use the dialogues using their own preferences. Step4. Homework 1. Listen to the tape. 2. Copy the text. Module 2 unit 1 Period 2 Mar.20th Teaching Contents: Page 18In a pet shop. Function Targets: Asking about and expressing likes/ dislikes. Using simple present tense to express interests and preferences.e.g. Yes, I like pandas. Asking …Yes/No? questions to obtain simple responses.e.g. Do you like monkeys? Use modeled phrases and sentences to communicate with teacher and other learners. Language Targets: Basic aims: WORDS: Tiger, giraffe, panda, monkey. B.STRUCTURES: ----Do you like____? ----Yes, I like___. / No, I don?t like____ Adding some words: zoo, wildlife. Teaching Procedure: Step1. Pre-task Activities a. Say a rhyme. Let the whole class say the rhyme. b. Review the words. Let the students review the words by showing them the word and picture cards Step2 While-task Activities a. Elicit the new subject. 1) Stick the Wall picture on the board. Ask students if they have been to a zoo before. 2) Ask students to look at Students? Book page 17 and point out the animals that may also be found in a zoo. 3)Introduce: lions, tigers, zebras, elephants, giraffes, pandas, monkeys using Picture Cards and Work Cards. Ask students to pair the Words and Pictures Cards up. b. Listen to tape recorder. 1)Play the casstte.Students listen and follow in their books. 2) Play the cassette again. Students repeat. c. Practise in pairs 1) Divide students into groups. Groups take turns to walk around the classroom and ask their classmates about their preferences of animals. 2) Students take their books and write down their classmates? names beside the animal they like Step3. Post-task Activities a. Look at the picture.Choose one animal and ask and answer about it. b. Make a dialogue ___Let?s go to the pet shop. ___OK.Look at the animal. Do you like monkeys? ___No, l don?t like monkeys. I like tigers. __How about the tigers? __They?re big. Step4. Homework a. Listen to the tape. b. Copy the words and sentences. Module 2 unit 1 Period 3 Mar.21st Teaching Contents: M2 U1 In a pet shop. Student?s Book 3B page 19 Cassette Function Targets: Describing and identifying animals. Saying the sound …i? in its open syllable form. Using adjectives to describe animals.e.g. They?re tall. Asking …Wh-…questions to find out about an animal.e.g. What i s it? Open an interaction by asking a question. Language Targets: Basic aims: Guess, riddle, animal. B.STRUCTURES: ----They?re….. What are they? ----They?re… Further aims: Adding some words: nice, beautiful, ugly. Teaching Procedure: Step1. Pre-task Activities a. Daily talk. b. Revision Ask and answer. Do you like------? Yes, I do. No, I don?t. Step2.While-task Activities a. Elicit the new subject. ) Ask students to look at Student?s Book page 19. 2) Promote them to say the names of the animals at the top of the page, e.g. elephants 3) Describe the animals. Say: Look at the elephants. They?re big. They?re grey. 4) Invite more able students to describe the other animals on the page. b. Listen to the tape recorder. 1) Play the cassette: Look and Guess. Students listen to number 1 and follow in their books. 2) Play the cassette, pausing for the students to answer. c. Practise in pairs. 1) Divide students into pairs. 2) One student reads out the riddles and the other guesses and answers. 3) Invite individual students to read out the riddles. Others guess and answer. 4)Divide students into groups. 5) Distribute drawing paper to each student. Ask students to draw their favorite?s animal on the paper and write a caption. 6) Each group collects their pictures and makes an Animals Big Book. Groups exchange their books to share their work. Put all the Animals Big Books in the Class Library. Step3. Post-task Activities a. Learn the sound ) Play the cassette. Students listen to follow in their books. 2) Play the cassette again. Students listen and repeat the sounds. 3) Invite individual students to read out the sentence. b. Do some exercise. 1) Wordbook page 11 A Student to read the animals? names on the page. B Divide students into pairs. They take turns to ask and answer. C Students complete the exercise. D Invite pairs of students to read out the riddles and answers. The rest of the class check answers. 2.)A.UsePhotocopiable pages 12, 13 and 14.Students use a big card board as the area of a forest. B Students colour the animals, cut them out, and stick them on the card. They can addtrees, mountains, rivers.etc. C Ask more able students to write their own riddles. They can follow the book or they can add some clues, e.g. eyes: big and black; hair: long ;neck: long, etc. Step4. Homework a. Write a composition: Animals l like Module 2 Unit 1 Period 4 Do the paper. Mar.24th M2U2 Toys I like Period1 Mar.25th Teaching Contents: At the toy shop Function Targets: Learn to ask others like or dislike Language Targets: 1.Words: bicycles, super beautiful dolls, bear these 2.Structures: :Do you like these____s? Yes, I do. No, I don?t. Teaching Procedure: Step1. Pre-task Activities a. Daily Talk Question: What day is today? What?s the weather like today? What can you see in the sky? Can I help you? Where?s your teacher?s office? b. S ay something about …giraffe” P; Look, this is a giraffe. It?s brown. It?s tall. It has a long neck. It can?t speak. It eats leaves. I can see it in the zoo. c. Students draw their favourite toys on the boar d. d. Introduce: bicycles, dolls, bears-----. Step2. While-task Activities a. I ntroduce …these, this? with toys. Say: These bears are lovely. This dog is lovely, too. T; What have you got? Practice with :”these---s are---. This----is----. P: This bear is soft. This bear is soft, too. These bears are soft. P: This doll is beautiful. This doll is beautiful, too. These dolls are beautiful. b. Introduce “super” T: Compare these bicycles. What?s the different? P: The handlebars are different. T: How can you describe these bicycles? P: They are super.\ Say: They are super. c. I like this------. I don?t like these-----. T: Stick the pictures on the board. Draw some more toys on the board. P: Practice with deskmates: I like this car. I don?t like these dolls. d. Do you like these toys? T: Invite students to name toys in ask and answer. Introduce …robot” Write the word on the board. Ask: Do you like these toys? P: Yes, l like these toys./No, l don?t like these toys. Practise in pairs. Step3. Post-task Activities a. Listen to the tape and read after the tape. b. Make a dialogue P1: I want to buy a present for my friend. P2; Let?s go to the toy shop P1:Great. P2:Look, here are many toys in the toy shop.These bicycles are super. P1: These dolls are beautiful. P2:Do you like dolls? P1: NO,I don?t like dolls. I like cars. P2:These cars are shiny. Which one do you like? P1:I like this red one. Step 4. Homework Read the text. Copy the sentences. M2U2 Toys I like Period 2 Mar.26th Teaching Contents: Read a story Function Targets: Use English to describe ones like or dislike Language Targets: The words: skateboard robot box Structures: I like----- I don?t like---- Teaching Procedure: Step1. Pre-task Activities a. Daily talk Questions: What day is today? What?s the weather like today? Which class are you in? What?s your father? b. Short speech : My hobby P: I like swimming. Now I can swim well. It?s hot in summer. I often go to swim in the swimming pool. I go swimming with my father. c. Review :Do you like these ------? I like-------. I don?t like-----. d. Introduce ; cars, skateboards, robots Step2. While-task Activities a. Say sth about skateboards and robots P; This is a skateboard. It has four wheels. I can play the skateboard. I like skateboards. T: What?s this? P: It?s a robot. T: Do you like robots? P: Yes, I like robots. b. I like-------. I don?t like------. T: What are these? P: They?re skateboards. T: Do you like skateboards? P1: Yes, I like skateboards. P2: No, I don?t like skateboard s. Practise in pairs c. Ask and answer P1: Look at the skateboard and robot. What do you like? P2: I like robots. I don?t like skateboards. d. Read a story This is dog Sam and this is cat Min. They?re good friends. But today they?re having a row. They have the different ideas. Listen and answer: What does Sam like and what does Min like? Listen to the tape and answer. Step3. Post-task Activities a. Read the story b. Act out the story Step 4. Homework a. Read the story. b. Copy the sentences. 3B M2U2 Toys I like Period 3 Mar.27th Teaching Contents: Make a robot Function Targets: Learn to how to make a robot. Language Targets: Basic aims: foil, stick, glue, button Structures: Stick the foil/boxes/ buttons. Teaching Procedure: Step1. Pre-task Activities a.Daily talk b.Questions: Which class are you in ? Where are you from /? What?s your favourite food? Do you like cars? b. Short speech T: What?s your toy? Say sth about it. P:I have a pet, It?s a cat. It?s white. It can run fast. It can catch the mouse. It has two blue eyes. It likes to eat fish. I like cats Step2. While---task Activities a. Let?s make a robot T:(Show a robot) Do you like this robot? P: Yes, I like this robot. T: Let?s make it. b. What do we need to make a robot? T: We need some boxes, some foils, some glue and some buttons. How to make it, let?s look at the pictures and listen to the tape. c. T: How do you use the glue? P: Stick the foil. P: Stick the boxes. P: Stick the buttons. d. Now let?s try to make a robo t. Step3. Post-task Activities a. Let the student say how to make it. b. Put the key words on the board. Practice in pairs to say the procedure. c. Describe the robot. Greet to robot. Step 4. Homework Make a robot. 2.Say the steps of making robot. M2U2 Toys I like Period 4 Mar.28th Teaching Contents: Look and say Function Targets: Consolidate the structure we learnt. Language Targets: Basic aims: Words: cars, dolls, bicycles, boats, aeroplanes, kites Structures: What do you like? I like----- We don?t like-----. Do you like----? Teaching Procedure: Step1. Pre-task Activities a.Daily talk b.Questions: What day is today? What?s the weather like today? What toys do you like? Do you like------? b. How to make a robot? P: Stick the foil. Stick the boxes. Stick the buttons. Step2. While-task Activities a. Look and say T: Let?s do a survey. What toys do you like? Dolls, boats, cars, kites, robots P1: What do you like? P2: I like dolls. P3: I like dolls. P23: We like dolls. b. T: Now let?s play a guessing game. P1: (Ask two pupils)Do you like cars? P23: NO, we don?t like cars. c. Sound[ I] The big pig is in the bin. T: Can you read this sentence? T: Do you know another words pronounced [I] ? P: SIX,SIT,CHICK, DIG Step3. Post-task Activities a. Listen to the tape and read after it. b. Do a survey T: What do you like? S1:We like----- S2: We don?t like----- Find your friends do a survey. c. Do exercises. Work book page 13 Step 4. Homework a. Do a survey b. Copy the sentences. M2U2 Toys I like Period 5 Do the paper. Mar.31st