Unit 3 Touching and feeling（精选2篇）

Unit3Touchingandfeeling篇1

unit3touchingandfeeling（2）

教学内容 speaking

1. openaninteractionbyaskingaquestion

2. maintainaninteractionbyreplyingtoaquestion

listening

locatespecificinformationinresponsetosimplequestion

教学目标： 知识与技能：掌握祈使句和相关形容词的用法。

过程与方法：学会灵活的自编小对话。

情感、态度与价值：学会礼貌的待人接物。

教学重难点 1. usingadjectivestodescribethings

2. usingimperativestogiveinstructions

3. asking‘how’questionstofindoutthetextureofathing

教学准备 cassette3bandacassetteplayer,asofttoy,abag,aballoon,anappleandapineapple

教学过程 教师活动 学生活动 教学意图

pre-taskpreparation a.askstudentstotouchtheirdesk.

say:touchyourdesk.howdoesitfeel?

toelicit:it'shard/smooth.

promptstudentstosay:it'shardandsmooth.

bchoosesomeclassroomobjects.

invitesomemoreablestudentstodescribetheobjectsusingmorethanoneadjective.e.g.it's...and...

readthenewwords.

askthequestions. 

用旧知引入新知识，新单词。

引入新的句型。

while-taskprocedure 1dividestudentsintogroups.

studentstaketurnstofeeltheobjects.

otherstudentssay:touchthe...howdoesitfeel?

thestudentwhofeelstheobjectsays:it's...and.

2otherstudentsfeelthatobjectandseeiftheyagree.

3studentsarerequiredtoticktherealobjectsthattheyhavetouchedbutnotthoseobjectsprintedonthetable.

studentstickthetableintheirbooks.

dopairswork.

workinthegroups.

makedialogues. 

练习问答，巩固句型。

通过对话练习来运用英语。

post-taskactivity 1dividestudentsintogroups.

usephotocopiablepages6and7.

2studentsstickthelettersoncardthencutoutthelettersandputthemonthedesk.alternativelydistributecommerciallyproducedmagneticlettersifavailable.

3chooseagroupleader.blindfoldtheotherstudents.askthemtotouchandguess.say:it's...groupleadergivesthemembersanswers:yes/no.

studentstaketurnstobethegroupleader.

playgames. 

利用活页资料做游戏复习巩固。

homework

copythewordsagainandrecitethem

教学效果反馈 

本节课在开始时，教师直接利用每位学生都能触摸到的课桌让学生来练说，刚开始学生都只会说一种特性，这时，老师适当对他们进行提示，可以用and来连接，班中一些反应比较快的学生马上接受。而后引导学生利用书上的内容进行问答操练，学生接受得比较快。在随后的练习中学生对于这样的句型thedeskishard。写出问句时，写成了whatisit？howdoesisdeskfeel？

Unit3Touchingandfeeling篇2

unit3touchingandfeeling（1）

教学内容 1. learnersidentifyobjectsbytouch

2. learnerscategorizeobjectsbyfeelingtocompleteatable

3. learnersplayagametoguesswhatanobjectisbyfeelingandcategorizingit

4. learnersshouldconcludethatwefeelwithourhands

教学目标： 知识与技能：掌握祈使句和相关形容词的用法。

过程与方法：学会灵活的自编小对话。

情感、态度与价值：学会礼貌的待人接物。

教学重难点 5. identifyingobjectsbytouch

6. askingquestionsaboutanddescribingthewaythingsfeel

7. identifyinglettersofthealphabetshapes

8. respondingtosimpleinstructions

9. sayingthesound‘e’initsopensyllableform

教学准备 cassette3bandacassetteplayer,wallpictures,cushion,pineapple,apple

教学过程 教师活动 学生活动 教学意图

pre-taskpreparation .revision

1.putonthemasksthenplaythegame.

2.whatcanyoudo?introduce.

3.showthepictures.what’sthis/that?

isthis/that…?whatdoyousee?

1.words:soft,hard,rough,smooth

1.t:whatdoyousee?p:iseesomesweets.

2..touchthesweetsonebyonethenteach”soft”

3.whatissoft? pleasetellme.

4.touchthedeskthenteach“hard”.

5.thesamewaytoteach“rough,smooth”

6.makeanewrhyme.

2playthecassetteagain.studentsrepeat.

3inviteindividualstudentstocometothedesk.givethemathingtotouchandfeel.studentshavetoclosetheireyeswhentheyplaythegame.

say:touchit.howdoesitfeel?

toelicit:it's...

ask:whatisit?

toelicit:it'satan...

askthequestions. 

用旧知引入新知识，新单词。

引入新的句型。

while-taskprocedure 1. dividestudentsintopairs.askthemtochoosethreethingsfortheirpartnertotouchandfeel.

2. studentsusethedialoguewhentheyplaythegame.

3. askstudentstowritedowntheirthreethingsandhowtheyfeelonasheetofpaperasriddles,e.g.it'sbrown.it'sbig.it'ssmooth.it'shard.whatisit?(adesk)

4. inviteindividualstudentstoreadouthowacertainthingfeelsandthethreethingsfortheclasstoguesswhichoneitshouldbe.

dopairswork.

workinthegroups.

makedialogues. 

练习问答，巩固句型。

通过对话练习来运用英语。

post-taskactivity workbookpage6

a reviewadjectivesandnounsatthetopofthepage.

b studentscompletethedialoguesorallyinpairs.

c studentswritethemissingwords.

d invitestudentstoreadoutthedialoguestocheckanswers.

doexercises. 

书面练习加强巩固。

homework

copyandrecitethenewwordsandthetext

教学效果反馈 本课我事先准备一些相关的物品带入教室，让学生从感性上进行触摸，而后引出新单词，学生的积极性很高，愿意表达自己的想法，但由于本课新单词教多，学生一节课下来对于smooth，rough，touch这三个单词的认读能力存在着困难，掌握情况不是很好，在随后的抽读中特别明显。在后来的课课练中，学生对于句子itishard.划线提问中都写成了whatisit？而没做成howdoesitfeel？