Unit 1 Looking and Seeing（精选3篇）

Unit1LookingandSeeing篇1

unit1 lookingandseeing 

教学内容 speaking

1.usemodeledphrasesandsentencestocommunicatewithteacherandotherlearners

2.openaninteractionbyaskingquestions

3.maintainaninteractionbyreplayingtoquestions

listening

recognizedifferencesintheuseofintonationtodifferentiatequestionsandstatements

教学目标： 知识与技能：掌握特殊疑问句及常用词

过程与方法：学会根据教室里的东西灵活的自编小对话。

情感、态度与价值：学会相互询问有关学习用品。

教学重难点 1.usingnounstoidentifythings

2.usingpredicativeadjectivesofcolourtodescribethings

3.usingmodalverb‘can’totalkaboutability

教学准备 cassette3bandacassetteplayer,colourcards,wordcards

教学过程 教师活动 

pre-taskpreparation

a reviewclassroomvocabulary.

thestudentsmakeandplacelabelson:blackboard,chair,door,bag,rubber,pencil,book,desk,ruler,andpen.

reviewcolours:red,orange,ye/low,green,blue,black,white,pink

askthestudentstoreadthesewordsandspellthemout

b1stickthewordandpicturecardsontheboard.introduce:brownandgrey.

2askstudentstopointtoobjectsofacertaincolour.

3playthecassette.thestudentspointtotheobjectandrepeat.

4pickupaclassroomobject.ask:whatcolourisit?toelicit:it's...

while-taskprocedure

1 putsomeclassroomobjectsonyourdesk.ask:whatcanyousee?toelicit:icanseea...ask:whatcolourisit?toelicit:it's

2 dividestudentsintopairs.

havestudentablindfoldedandstudentbputaclassroomobjectonthedesk.studentaasks:whatcanyousee?whatcolourisit?toelicit:icanseea...it's...fromstudentb.thenstudentbputsafewmoreofthesameclassroomobjectsbutofdifferentcoloursonthedesk.studentatakesoffthemaskandchoosesthecorrectobject.

3 splittheclassintotwogroups.groupalooksatthefrontoftheclassroom.groupbturnsthechairsandlooksatthe,backoftheclassroom.usephotocopiablepage2. askstudentsitocolourtheobjectsthattheycanseeintheclassroomonthesheet,thenwritedownthecolour.whentheyhavefinished,askthetwogroupstosharetheirwork.askthemoreablestudentstopointoutthedifferencesifthereareany.

post-taskactivities

1workbookpage2

areadnumber1withthestudents.askthemtocolourthedeskwiththecorrectcolour.

bcompletenumber2orally.thestudentsfillintheblanks.

cinviteindividualstudenttoreadthecompletedsentences.

2playaguessinggamewiththestudents.chooseanobjectintheclassroom.say:icanseesomethingbeginningwith(letter).it's(colour).thestudentsguesswhattheobjectis.

homework

copythenewwordsandthedialogue

listentothetapethenrepeat. 

教学效果反馈 本课的目标是让学生通过对教室里一些常用事物的问答，复习与巩固前面学过的whatcanyousee？和whatcolourisit？利用学生身边的东西进行提问，让学生相互之间进行问答，学生的兴趣较高，也乐于开口与同学合作。在之后的练说中，学生在颜色的回答中加了a，把grey抄写错误。总体来说，大多数的学生学的比较好，在默写中的错误率教低。在周练卷中学生把whatcolourisit？whatcolourcanyousee？混淆起来。

Unit1LookingandSeeing篇2

unit1 lookingandseeing （3）

教学内容 speaking

1. usemodeledphrasesandsentencestocommunicatewithteacherandotherlearners

2. pronouncecorrectlyaseriesofwordsinasentencewiththevowelsound‘a’initsopensyllableform

listening

identifyaseriesofwordsinasentencewiththevowelsound‘a’initsopensyllableform

教学目标： 知识与技能：掌握形容词的一般疑问句的用法。

过程与方法：巩固学会特殊疑问句和一般疑问句的用法。

情感、态度与价值：学会礼貌的待人接物。

教学重难点 1. asking‘wh-’questionstofindoutvariouscoloursstudentssee

2. usingmodalverb‘can’totalkaboutability

教学准备 cassette3bandacassetteplayer,apieceofpaper,scissors,colourpen,toothpick

教学过程 教师活动 

pre-taskpreparation

.revision

whatcanyousee?

icansee…

whatcolourisit?

it’s…

while-taskprocedure

1dividestudentsintogroups.usephotocopiablepage1.

2readmakeandplayinstructionsasidemonstratemakingthespinneronpage4ofthestudent'sbook.(theinstructionsarepassivelanguage.)

3studentsmakeaspinnerpergroup.theycanstickthecircleonacard.studentsspinthespinner.membersinagroupaskand,telleachotheraboutthecolours.whatcolourcanyousee?icanisee...

askthegroupleadertomakearecordofallthecoloursthegroupmemberssee.

encouragethemtopickoutthenewcolours.askthemoreablestudentstoshowtheclasshowcoloursmixtogetherandformnewcolours.

learnthesound

1playthecassette.studentslisten.

2playthecassetteagain.studentsfollow.

3studentsrepeatafteryou.

4askindividualstoreadthesentence.

homework 1. playthespinnerandsay.

2. .2writethenewsentences 

教学效果反馈 本课是让学生在做做玩玩中学说句型whatcolourcanyousee？icansee…课前我让学生在家里预习并把它做好,在课堂上请一些学生说出做的步骤,在说的过程中,学生把本堂课的内容也掌握了,在他们遇到一些单词不会读时,正好进行教学,效果挺好,在随后的learnthesound中,适当的结合以往的单词教学,使学生在复习中学新知识。但在学生边玩边说的过程中，还是有一部分学生回答成了itisgreen。

Unit1LookingandSeeing篇3

unit1 lookingandseeing （4）

教学内容 speaking

1. usemodeledphrasesandsentencestocommunicatewithteacherandotherlearners

2. openaninteractionbyaskingaquestion

3. closeaninteractionbyusingappropriateformulate

listening

1. identifykeywordinanutterancebyrecognizingthestress

2. recognizedifferencesintheuseofintonationtodifferentiatequestionsandstatements

1. 

教学目标： 知识与技能：掌握一般疑问句的问答

过程与方法：学会灵活的自编小对话。

情感、态度与价值：学会询问别人

教学重难点 1. usingpossessiveadjectivestoshowpossession

教学准备 cassette3bandacassetteplayer,pen,pencil,book,rulerandsoon.

教学过程 教师活动 

pre-taskpreparation

areviewthenamesofsomeclassroomobjects,e.g.pen,ruler,book,etc.

what’sthis?it’s…

isthis…?yes,itis.

no,itisn’t.

bask:isthisyour...,(student'sname)?whenigivemystudents'belongingsback.givesomeoftheobjectsbacktothewrongstudentdeliberately.promptthestudentstosay:yes,itis./no,itisn't.

1.takesomeone’sbookandaskhim:

isthisyourbook?p:yes,itis.

asktheotherpupils.

isthisyourbook?p:no,itisn’t.

2.teachthequestion.isthisyour…?

3.askandanswereachother.

4.writedownthenewsentencesthenread.

5.changethesentences.

while-taskprocedure

1playthecassette.thestudentsfollowintheirbooks.

2playthecassetteagain.studentsrepeat.

t:nowlistentothecassetteandreadafterit.

3invitestudentstoreadthedialogue.

4dividetheclassintogroups.

askstudentstocleartheirdesks.eachmemberchoosesthreeobjectsfromtheirdrawer.withtheireyesclosed,studentsputtheobjectsonthegroup'sdeskatthesametimeandmixthemup.

5studentsaretofindouttheownersoftheobjects.

theyusethedialogueinaskandanswerwhiletheyaredoingthetask.

post-taskactivity

workbookpage3

areadnumber1withthestudents.

bgivethestudentsafewminutestopreparetheotherthreequestions.

cinviteindividualstudentstocompletetheexerciseorally.therestoftheclasschecktheiranswers.

dstudentsusethecompleteddialoguesinpairs. 

homework

recitethedialogueandsayitwithyourfriends 

教学效果反馈 本课要求学生能利用一般疑问句与物主代词进行相互问答，知道一般疑问句的回答，利用课堂上的问答引出本课内容，然后同桌或三人进行问答，在这之前先复习一下人称代词与物主代词的转换关系。整堂课学生练说的积极性挺高。但一些学生对于我的与你的具体的区分还是不够明确。在随后的练习中，选择好人称代词后没有进行相应的变化，对于you’remy的用法有不明确