牛津英語3B33——331

1、M1U3 Touching and feelingPeriod 1 Mar.3rd Teaching Contents: Look and sayFunction Targets: Language Targets: Words: soft hard touch feelStructures: Touch this.(Touch the) How does it feel? Its aTeaching Procedure:Step1. Pre-task Activities1.Sing an English song. 2.Daily Talk. Ask and answer. What da

2、y is today? Where are you? Is this your ruler? What colour is it?Step2. While-task ActivitiesIts a doll. 1.Show the doll. Its soft. T: What can you see?P:I can see a toy. T: What is it? P: Its a doll. T: Touch this. How does it feel? Its soft. T: Do you want to touch it? P: Yes, I do. T: Touch this.

3、 How does it feel? P: Its 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: Its soft. Hard: 1.Show the bottle.T: Touch the bottle . Is it soft? P: No, it isnt. T: How does it feel? Its h

4、ard. T: Do you want to touch it? P: Yes, I do. T: Touch this. How does it feel? P: Its 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. Its soft. P: Touch my coa

5、t. Its soft. Touch the desk. Its hard.Step3. Post-task ActivitiesT: Do you want to touch it? P: Yes, I do.T: Touch this. How does it feel? P: Its 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 doe

6、s it feel? P: Its soft.Hard: 1.Show the bottle.T: Touch the bottle. Is it soft? P: No, it isnt. T: How does it feel?Its hard. T: Do you want to touch it? P: Yes, I do. T: Touch this. How does it feel? P: Its hard. 2.Show the word ”hard”.3.Which things are hard?P:The door is hard.T:Do you want to tou

7、ch it?You should say:Touch this. T:Which things are hard or soft? EG:Touch the toy pig.Its soft. P:Touch my coat.Its soft.Touch the desk.Its hard. AP:Toch this.How does it feel? P:Its. AP:What is it? P:Its a.Listen and answer 1.T:Touch the rubber.How does it feel? P:Its hard. 2.Touch the chair.Its i

8、t soft? P:No,it isnt.Its hard. 3.T:Touch your pant.Is it hard or soft? P:Its soft.Step4. Homework1.Listen to the tape.2.Read the words and spell.Period 2Mar.4th Teaching Contents: Look and sayLanguage Targets: Words: smooth, roughStructures:Touch this: How does it feel? Its smooth and hard. Its a.Te

9、aching Procedure:Step1. Pre-task Activities1.Say and act the rhyme.2.Daily Talk.3.Review. T: Touch this. How does it feel? P: Its soft. T: What is it? P: Its a doll. T: Touch this. Is it soft? P: No, it isnt. Its hard. T: What is it? P: Its a pencil.Step2. While-task ActivitiesSmooth Show an apple.T

10、: Say something about the apple.P: Its green. Its sweet. Its big.B: T: Touch the apple. How does it feel?P: Its hard.T: Yes, its hard and smooth.C: Show the word: smooth.D: T: Whats smooth?EG: The desk is smooth and hard. The.Rough T: Close your eyes. Touch this. Is it hard?P: No, its soft. T: Is it

11、 smooth? P: No, it isnt smooth. T: What is it? P: Its an orange. T: How does it feel? P: Its soft. T: Yes, it soft and rough. T: Whats rough? EG: The pineapple is rough and hard. TheStep3. Post-task Activities1.T:Listen to the tape and repeat.3.Read the sentences.3.Touching games.Touch it. How does

12、it feel? What is it?(apple, pencil, rubber, balloon)4.Describe something. Guess. What is it?Step4. Homework1.Gopy the words and sentences.2.Do exercises.Period 3 Mar.5th Teaching Contents: Feel and guessLanguage Targets: Words: hot, cold.Structures:How does it feel? Is it hot? No, it isnt.Teaching P

13、rocedure:Step1. Pre-task Activities1, Daily Talk.3. Ask and answer. T: Close tour eyes. Touch this. How does it feel. P: Its smooth and hard. T: What is it? P: Its a desk. T: What colour is it? P: Its yellow.Step2. While-task ActivitiesCold T: Do you like ice-creams? P: Yes, I do.T: What do you thin

14、k of it? P: Its nice/delicious/sweet. I like it very much. T: Touch it. How does it feel? P: Its hard and rough. T: Yes, the ice-cream is cold. Its cold. P: Touch this. It is cold. T: Which is cold, too? P: Touch the milk, its cold(desk/pencil/bottle)Hot T: Close your eyes. Touch this, Is it cold? P

15、:No,it isnt. T:How does it feel? P:It isnt cold. T:Yes,its hot. P:The water is hot. T:Make a hot faceStep3. Post-task Activities1.Feel and guess T:Practice in pairs. T:Show the words:hot,cold. Make a dialogue. Eg:Im thirsty. Drink some water. OK.Oh,its too hot.I cant drink it. Touch this.Its cold. I

16、 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 pronouncedStep4. Homework1.Read and spell the words.2.Do exercises.高效英語課堂電腦鏈接 Mar.6th 高效英語課堂操作指導(dǎo) Mar.7th M1U3 Period 4Do the paper.Mar.10th Module 1 Unit 4 Tasting

17、 and smellingPeriod 1Mar.11th Teaching Contents: The words: lemon, sweet, sour, taste, smell.The patterns: -Taste this. What is it?-Its sweet. Its.Function Targets: 1.Saying nouns to identify things2.Using adjectives to describe things3.Using imperatives to give instructions4.Asking Wh- questions to

18、 find out a specific thingLanguage Targets: a lemon sweet Taste this. What is it?Teaching Procedure:Step1. Pre-task Activities1. Sing a song.2. Daily talk.3. Ask and answer.HowIs it What isStep2. While-task Activities1. T: The sun is shining. Lets go shopping. What do you want?P1:I want a pear.T:For

19、 the most part.want to buy some fruit. Go and buy.(1) Elict: apple. Orange. Lemon. pear. banana. Learn “l(fā)emon”(2) T:I want to taste. Cut the fruit and taste. Elicit: sweet. As tasting as learning: Its sweet. (3) The same ways of “sour”. 2. Say out other things are sweet. sour.3. Show the picture P13

20、.(1) Listen and elicit: taste. To teach “taste”.(2) Practise the pattern. T-P P-P4. Listen and act the other dialogue.Step3. Post-task Activities1. Read afcer the recording twice.2. Free talkMake the dialogue according the pattern.Step4. Homework1.Grammar Practice Book 3B page 11.2.To feel the thing

21、s of their home.M1U4 Period 2Mar.12th Teaching Contents: Lime, strawberry, nice, fish-Close your eyes. Is it nice?-Yes, it is, / No, it isnt.Function Targets: 1.Using nouns to identify things2.Using adjectives to describe things3.Using imperatives to give instructions4.Asking Wh- questions to find o

22、ut a specific thingLanguage Targets: a limeIs it nice?Close your eyes.What is it?Teaching Procedure:Step1. Pre-task Activities1. Say the rhyme2. Ask and answer3. T: Whats in the fruit shop?P1: bananaT: Elicit: lime strawberry.4. Divide students into groupPut the fruit on the desk. Blindfold one of t

23、he students. Students take turns to taste.T: Taste this What is it?P: Its. Its a/an5. Complete the table on page 14.Step2. While-task Activities1. 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

24、. 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 isnt.3. Look at the picture and listen.(1) Practice. T-P P-P(2) Get ready and act4. Show another picture.(1) Listen and follow.(2) Oral practice with neighbour.(3) Perform.Step3.

25、 Post-task Activities1. 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 isnt. Then ask students to guess what it is.Step4. Homework1. Read page 14.2. Copy the text.M1U4 Period 3Mar.13th Teachi

26、ng Contents: Pineapple, prawn-Close your eyes. Smell this. Is it nice?-Yes, it is, / No, it isnt.-What is it?-Its a / anFunction 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 pineappleIs it nice?

27、What is it?Teaching Procedure:Step1. Pre-task Activities1. Greetings.2. Act out the dialogue we have learned last times.Step2. While-task Activities1. Ask and answer. Taste this. Is it nice? Yes, it is.What is it? Its an apple.Close your eyes. Smell this.Is it nice?No, it isnt.2. Act out the dialogu

28、e: At the fruit shop.Step3. Post-task Activities1. Exercises: Read and tick.AN ORANGE A FISH A FLOWERA PINEAPPLE A SRTAWBERRY A GIRL Is it nice? Smell this.FLOWER Yes, it is. No, it isnt. ItsFISH Yes, it is. No, it isnt. ItsAPPLE Yes, it is. No, it isnt. ItsPINEAPPLE Yes, it is. No, it isnt. ItsStep

29、4. Homework1.Read page 15.2.Copy the text.M1U4 Period 4Mar.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

30、help you?3.Using formulaic expressions to express thanksLanguage Targets: Good morning.Good morning.Can I help you?Oranges, please.Thank you.Teaching Procedure:Step1. Pre-task ActivitiesSay the rhyme.Step2. While-task Activities1. P:I lost my pen. T: Can I help you?(1) Follow me.(2) According the si

31、tuation 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 isnt. Its sour.(2) Practise the pattern. T-P. P-P.(3) Perform.Step3. Post-task Activities1. Read after the recording.2. Make the di

32、alogue.Step4. Homework1.Read page 16.2.Copy the text.3.Review the dialogue.M1U4 Period 4 Do the paper.Mar.17th M2U1 Animals I LikeMar.18thVocabulary: rabbit , lizard, snake , giraffe, panda , monkey, tiger, giraffe, panda, monkey. guess, riddle, animalGrammar: Do you like_?-Yes, I like_. / No, I don

33、t like_.-I like_rabbits,Theyre. What are they?-TheyreDo you like.? What animals are they?Language focus:Asking about and expressing likes/ dislikes.Using nouns to identify animals.e.g. snakesUsing simple present tense to express interests and preferences.e.g. I like cats.Asking Yes/No questions to o

34、btain 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 it

35、s open syllable form.Develop written text by reproducing sentences from teachers writing.Module 2 unit 1 Period 1Mar.19th Teaching Contents: Page 17 In a pet shop.Function Targets: Asking about and expressing likes/ dislikes.Using nouns to identify animals.e.g. snakesUsing simple present tense to ex

36、press 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 , dont, likeB.STRUCTURES:-Do you like_?-Yes, I like_. / No, I dont like_.-I like_rabbits, lFurther aims:Adding some words: g

37、iraffe, kangarooTeaching Procedure:Step1. Pre-task Activities1. Say a rhyme.Let the whole class say the rhyme.2. Review the wordsLet the students review the words by showing them the word and picture cardsStep2. While-task Activities1. Elicit the new subject.1) Learners talk about animals they alrea

38、dy 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 ani

39、mals 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 dont like1) Ask individual students: Do y

40、ou like? To elicit: I like cats. /I dont 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 Activities1. Do some exercise.Wordbook page 10A Students work in pairs to complete the first exercise or

41、ally.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. Homework1. Listen to the tape.2. Copy the text.Module 2 unit 1Period 2Mar.20th Teaching Contents: Page 18In a p

42、et 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

43、other learners.Language Targets: Basic aims:WORDS:Tiger, giraffe, panda, monkey.B.STRUCTURES:-Do you like_?-Yes, I like_. / No, I dont like_ Adding some words: zoo, wildlife.Teaching Procedure:Step1. Pre-task Activitiesa. Say a rhyme.Let the whole class say the rhyme.b. Review the words.Let the stud

44、ents review the words by showing them the word and picture cardsStep2 While-task Activitiesa. 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 fou

45、nd 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 re

46、peat.c. Practise in pairs1) 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 likeStep3. Post-task Activitiesa. Look at the

47、picture.Choose one animal and ask and answer about it.b. Make a dialogue_Lets go to the pet shop._OK.Look at the animal. Do you like monkeys?_No, l dont like monkeys. I like tigers._How about the tigers?_Theyre big.Step4. Homeworka. Listen to the tape.b. Copy the words and sentences.Module 2 unit 1P

48、eriod 3Mar.21st Teaching Contents: M2 U1 In a pet shop. Students Book 3B page 19 CassetteFunction Targets: Describing and identifying animals.Saying the sound i in its open syllable form.Using adjectives to describe animals.e.g. Theyre tall.Asking Wh-questions to find out about an animal.e.g. What i

49、s it?Open an interaction by asking a question.Language Targets: Basic aims: Guess, riddle, animal.B.STRUCTURES:-Theyre. What are they?-TheyreFurther aims:Adding some words: nice, beautiful, ugly.Teaching Procedure:Step1. Pre-task Activitiesa. Daily talk.b. Revision Ask and answer.Do you like-?Yes, I

50、 do. No, I dont. Step2.While-task Activitiesa. Elicit the new subject.) Ask students to look at Students Book page 19. 2) Promote them to say the names of the animals at the top of the page, e.g. elephants3) Describe the animals.Say: Look at the elephants. Theyre big. Theyre grey. 4) Invite more abl

51、e 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