Unit 3 Use your hands!
课时 课时一 教学内容及目标 教学重点 1. 新授单词: fluffy, shiny, warm 2. 学会使用形容词描述物体. e.g. It‟s soft and fluffy. 教学栏目 教学目标 Look and read Read and answer 1. 能够用形容词准确形容物体. e.g. It‟s soft and fluffy. 2. 能够使用名词性物主代词来表达出真实情况. e.g. This one‟s mine. His, hers, ours等名词性物主代词 1. 能够用 “Whose” 来进行提问。e.g. Whose…is this/are these?It‟s… 2. 名词性物主代词的学习。 Look and say Read and match 拓展内容 课时二 教学重点 教学栏目 教学目标 1. 名词性物主代词的各种形式 2. 句型“Whose”进行提问。 拓展内容 课时三 教学重点 Theirs，mine，yours 1. 新授单词： cushion 2. 学习故事Min and Mog Look and say Look and answer 1.掌握Whose 引导的特殊疑问句询问物品的主人，注意名词单复数与指示代词的变化。 2、掌握表示触觉的形容词，能正确表达某样物体的多种手感，并能用and连接。 Cushion, pillow 教学栏目 教学目标 拓展内容
Module 1 Using my five senses
Unit 3 Use your hands
【第一课时】 The parcel ( P11 ) 教学任务简述(Task):
通过观察身边的实物用形容词来进行描述事物，学生通过看听学说这一系列的教学活动来描述包裹里的礼物。在情境中学会用形容词来描述实物的练习。模仿教材中的句型进行描述身边的物品。
目标陈述(Objectives): 知识目标：
1. 新授单词: fluffy, shiny, warm
2. 学会使用形容词描述物体. e.g. It‟s soft and fluffy.
能力目标：
1. 能够在生活中正确使用英语。 2. 学习用形容词描述物品
情感目标：
通过同学之间相互送小礼物来介绍物品，让学生之间友爱互助，增进同学情。
重点难点说明(Focal points and difficulties): 重点：
3. 能够用形容词准确形容物体. e.g. It‟s soft and fluffy.
4. 能够使用名词性物主代词来表达出真实情况. e.g. This one‟s mine.
难点：
能够使用名词性物主代词来表达出真实情况. e.g. This one‟s mine.
教辅用品说明(Aids):
单词卡片，录音机 ，磁带，玩偶
教学过程： 教学过程：
Procedures Contents 1. Warming-up Methods 1. Sing a song 2. Daily talk 二次备课 创设英语学习 Purpose 气氛。 Play a game Pre-task preparation While-task procedure 游戏中学生可以将以前学过的形容词加以复习，又可以让学生摸一下，为下一层次猜parcel内的物品打下伏笔。 1.To learn the 1.T: Look, this is a parcel. It’s 以parcel 设疑words：from my friend. She is in 问，引出内物品，parcel，Beijing. You feel it just now. 并学习fluffy,shiny。 fluffy，shiny，Guess, what ‘s in it? How is it? warm P: „„ T: Oh, look, This is a bear. It’s soft and fluffy. This is a toy car. It‟s hard and shiny. Learn: fluffy, shiny A: Complete them. fl__ff__ sh__n__ B: Make some sentences. (2). T: (show some cups of tea) Touch it. How does it feel? P: ……(It‟s hot. It‟s cold. It‟s cool. It‟s warm.) Make some sentences with these words. 2. Play a game T: I have a toy. This thing’s warm 激发兴趣，提高and fluffy. What is it? Please 学习积极性，在游guess. 戏中巩固用形容词 P1: Is it „„ T: No, it isn’t. 来描述物品。 P2: Is it„„ T: No, it isn’t. P3: Is it a cat? T: Yes, it is. T: P3, bring your toy here. Please describe it first. You can use the words on the board. The words: fluffy smooth shiny rough cold long 参透德育教育， warm short 让学生自行提问回 hot soft 答，培养学生自主hard cool 学习的习惯，发挥 P3: This thing‟s … and …. What 学生的创新能力。 is it? P4: Is it……? P3: …… . T: Your toy animals are very lovely. Do you love animals? 1. Pass a parcel and introduce own toys. Eg. I have got a rabbit.It‟s white and soft. Post-task activity Homework On Board 1.What’s in Kitty’s hand? 增加inputHow many things are there in the “yours”。既让学生parcel? 增加输入量，又可Is the panda shiny? 以为下教时分散难How is it? 点打下伏笔。 Whose spaceship is it? Is it fluffy or shiny? Is it hard or soft? 3. Learn:mine,,yours T: This panda is Kitty’s. Kitty says: This one’s mine. T: (show some objects) This is my pen. I also can say, this pen is mine. This „„ is mine. Please make some sentences. P: This „„ is mine. T: This „„ is yours. T—P P—P Work in pairs 1. Make a new 1.Review classroom objects using 学生看图片，dialogue realia or by asking students to 用陈述句的形式，identify the items in the pictures 描述看到的景物，in make the word. 扩展语句使用范2. Students put the letters in the 围。 right order to form different 让学生画出学vocabulary items. 校或者班级的图3. Ask the student to look at the 片，根据自己的图pictures in Read,Look and 片，进行相应的描write.Ask:How many…are 述，尝试使用所学语言进行口头表there? 达。 4.Student write the missing words. 基础：1. Copy the new words. 2. Play this guessing game with your friends. 提高：1. Talk about your doll. Unit 3 Use your hands The parcel fluffy mine shiny yours warm Looking back Module 1 Using my five senses
Unit 3 Use your hands
【第二课时】 Whose is this？(P12). 教学任务简述(Task):
通过身临询问物品所属的情景，学生通过说一说，演一演的一系列的询问
活动，学习用Whose来询问物品所属。学会mine，ours，yours，theirs等含义及“this is” 和“these are”单复数用法。能用“Whose”句型询问及回答。并进行看图说话，互动交流等活动进行巩固灵活运用。
目标陈述(Objectives): 知识目标：
3. 能够用 “Whose” 来进行提问。e.g. Whose…is this/are these?It‟s… 4. 名词性物主代词的学习。
能力目标：
能够使用“Whose”来提问和回答。
情感目标：
通过本单元的学习，培养学生拾金不昧的精神。。
重点难点说明(Focal points and difficulties): 重点：
句型：Whose…is this/are these? It is…
难点：
1. 名词性物主代词的各种形式 2. 句型“Whose”进行提问。
教辅用品说明(Aids):
图片，卡片，录音机，收音机。
教学过程：
Procedures Contents 1. 1. Song 2.Daily talk Pre-task preparation Methods Down in the valley 二次备课 让学生进入英语 Purpose 学习氛围。巩固积累 Ask some questions to our study 复习旧句型为新授star. 作铺垫。 3.Ask and Act out some dialogues. e.g. Whose book is this? It‟s my book. 1.To learn：(1). T: On my way to our 创设情境，在 Whose…? Mine, classroom, I find something on 失物招领的过程中 yours, his, hers the floor. I pick them up. Hey, who 将his，hers， theirs, ours. lost them? his, hers, theirs ，ours自然 e.g. T: This is a rabbit. Is it yours, 引出学生比较容易 P1? theirs, 接受。 ours P1: No, it isn‟t mine. While-task T: Is it yours, P2? procedure P2: No, it isn‟t mine. T: P2, is it May‟s? Is it hers? P2: No, it is not hers. It is his. T: P3,is it yours? P3: Yes, it‟s mine. Thank you. (2) Ask and answer. (page12) Whose ___ is this/are these? It‟s my bear. It‟s mine. It‟s his pencil. It‟s _____. It‟s her book. It‟s ______. It‟s their car. It‟s ______. It‟s our dog. It‟s ______. They‟re your lunch boxes. They „re _______. (3). Make some short dialogues, use these words: mine, yours, his, hers, theirs, ours. 2. 2. Look, listen, ask Picture1 通过强化的操and answer 练，加深对名词性Is this pencil-case kitty‟s? 的物主代词的理What does she say? 解。 Picture2 Is this pencil-case Kitty‟s?Whose pencil-case is this? Which pencil-case is Kitty‟s? Picture3 Are the bags Eddie and Danny‟s? Whose bags are these? What do they say? Picture4 What‟s on the desk? Are they Kitty‟s? Whose lunch boxes are these? Picture5 What‟s in Miss fang‟s hand? 渗透德育教育，answer Post-task activity Are they Kitty‟s? Whose sweets are these? Picture6 Say some rules for the class. 1. Play a guessing Act out the dialogue. game. 2. Exercises 1. 1. Do the exercises Work book 2. Check the exercises 共同遵守校内，教室内的行为规范。 Homework 在游戏中让学生轻松巩固。 注意笔头的落实。给学生更广阔的发展空间。更深层次地调动学生的积极性。 基础：1. Play this guessing game with your friends. 提高: 2. Retell the dialogue. On Board Unit 3 Use your hands Whose is this？ mine yours his hers theirs ours Whose ____ is this? It‟s _______. Whose _____are they? They‟re _____. Looking back Module 1 Using my five senses
Unit 3 Use your hands
【第三课时】 Min and Mog (P13-14) 教学任务简述(Task):
本课时选用的教学内容 目标陈述(Objectives): 知识目标： 1. 新授单词： cushion 2. 学习故事Min and Mog 能力目标： 能够复述 情感目标： 使学生喜爱并爱护小动物。 重点难点说明(Focal points and difficulties): 重点： 1.掌握Whose 引导的特殊疑问句询问物品的主人，注意名词单复数与指示代词的变化。 2、掌握表示触觉的形容词，能正确表达某样物体的多种手感，并能用and连接。 难点: 正确使用名词性物主代词，能与形容词性物主代词做替换操练。 教辅用品说明(Aids): 单词卡片，图片， 课程表，录音机 教学过程： Procedures Contents 1.Warm-up 二次备课 1. Sing a song 《Sing a ling a ling》 让学生在歌曲 Methods Purpose 2. Say a rhyme. 3. Daily talk 中进行热身活动，由此导入新授的内容。 Revision Pre-task preparation While-task procedure (1).Ask and answer 复习旧知识为新 Act out some dialogues 授作铺垫准备。 “Whose…is this?” e.g.Is it yours? Is it his? Is it hers? Is it theirs? 在游戏中复习 No, it isn‟t. 介词和形容词为新 Yes, it is. It‟s mine. 授作铺垫。 (2) Play a guessing game. Describe a classroom object, e.g. it „s big/small/hard/soft/rough/smooth/hot/cold/fluffy/shiny. Say where the object is, e.g. It‟s in/on/ under/above/beside/the window, etc.Invite different students to guess what the object is. Prompt them, where necessary. 1.To learn the 承接上个猜的1. T: Guess. It‟s soft and. It‟s word：cushion under the desk. What is it? 游戏自然引出新单move P:…… 词。 T: Yes, it‟s a cushion. （1）Learn: cushion. a. Pay attention to this, u---[u] b. Make some short dialogues with 注意语音的训this word. (Ask and 练。让学生在使用answer) 。 单词巩固单词。 e.g. Is this cushion yours? No, it isn‟t. Is this cushion hers? No, it isn‟t. Is this cushion yours? Yes, it is ours (2) .Learn: move T says and act “move” 2.Look，listen， 1.T:(show two cats and two 通过直观的内ask and answer 容，给学生视觉上cushions) 的体验。 Look, who is this? 通过看图，培养Who‟s that? 学生的阅读能力，P: Min, Mog. 丰富学生的语言，T: Today. They have a question. 巩固所学的知识。 This cushion is soft. So, it‟s comfortable. Whose cushion is it? Let‟s listen to the cassette and look at the pictures. 3.Ask and answer Picture1. Where are both cushions? 学生在每幅图 What are Min and Mog 的自问自答中了解大意，并养成自主doing? Where are Min and 学习的好习惯。 Mog? Picture2. What has happened? What are Min and Mog doing? Picture3. Is Min in/on/under/beside…..the cushion? Where is Min? Is Mog in/on/under/beside…..the cushion? Where is Mog? What are Min and Mog doing? Are they happy? Picture4. Where is Min? Where is Mog? What are they doing? Is the cushion Mog‟s? Is the cushion Min‟s? Whose cushion is this? Picture5. How is this cushion? Dose Mog like the cushion? Dose Min like the cushion? Is Min‟s cushion soft? Is Mog‟s cushion hard? Which cushion dose Min like? Why? Which cushion dose Mog like? Why? Picture6. Where are Min and Mog? Whose cushion is this? Is Min happy? Why? Is Mog happy? Why? 4. Reason 渗透德育教(1) T: Although this cushion is 育，患难中见真朋Min‟s, Min and Mog all on the cushion. They say, the 友。 cushion are theirs, Min and Mog are very happy. A friend in need is a friend indeed. 5.Act 制作头饰为表1. T: Do you want to act out this 演对话作准备。弄dialogue? 清步骤及制作方P: Yes. T: First Let‟s make two masks. 法。 The white cat, Min and the black cat, Mog. (1)(Show the pictures and sentences of steps) Listen and look at the board. 带着自己制作(2)Match the picture and 的头饰，学生更能sentences. (3)Make a mask. Who will play 投入地表演兴趣更大，从而更好地达parts of Min and Mog and 到了巩固知识的效who will make that mask. 果。 1.Make a new Topic: A friend in need is a friend 运用快速反应dialogues. indeed. 练习进一步巩固了本节课的重点内容。 2.Photocopiable Do photocopiable page 16 给学生更广阔 的空间发挥他们的创造性及发散性思维。 基础：1. Do Grammar Practice Book 5B page12 and 13 提高：2. Retell the story。 Post-task activity Homework On Board Unit 3 Use your hands Min and Mog cushion move A friend in need is a friend indeed. Looking back 因篇幅问题不能全部显示，请点此查看更多更全内容