Unit 3 Touching and feeling
Unit 3 Touching and feeling（精选2篇）
Unit 3 Touching and feeling 篇1
unit 3 touching and feeling（2）
教学内容 speaking
1. open an interaction by asking a question
2. maintain an interaction by replying to a question
listening
locate specific information in response to simple question
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. using adjectives to describe things
2. using imperatives to give instructions
3. asking ‘how’ questions to find out the texture of a thing
教学准备 cassette 3b and a cassette player, a soft toy, a bag, a balloon, an apple and a pineapple
教学过程 教师活动 学生活动 教学意图
pre-task preparation a. ask students to touch their desk.
say: touch your desk. how does it feel?
to elicit: it's hard/smooth.
prompt students to say: it's hard and smooth.
b choose some classroom objects.
invite some more able students to describe the objects using more than one adjective. e.g. it's ...and ...
read the new words.
ask the questions.
用旧知引入新知识，新单词。
引入新的句型。
while-task procedure 1 pide students into groups.
students take turns to feel the objects.
other students say: touch the ...how does it feel?
the student who feels the object says: it's. ..and.
2 other students feel that object and see if they agree.
3 students are required to tick the real objects that they have touched but not those objects printed on the table.
students tick the table in their books.
do pairs work.
work in the groups.
make dialogues.
练习问答，巩固句型。
通过对话练习来运用英语。
post-task activity 1 pide students into groups.
use photocopiable pages 6 and 7.
2 students stick the letters on card then cut out the letters and put them on the desk. alternatively distribute commercially produced magnetic letters if available.
3 choose a group leader. blindfold the other students. ask them to touch and guess. say: it's ...group leader gives the members answers: yes/no.
students take turns to be the group leader.
play games.
利用活页资料做游戏复习巩固。
homework
copy the words again and recite them
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the desk is hard。写出问句时，写成了what is it？ how does is desk feel？
Unit 3 Touching and feeling 篇2
unit 3 touching and feeling（1）
教学内容 1. learners identify objects by touch
2. learners categorize objects by feeling to complete a table
3. learners play a game to guess what an object is by feeling and categorizing it
4. learners should conclude that we feel with our hands
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. identifying objects by touch
6. asking questions about and describing the way things feel
7. identifying letters of the alphabet shapes
8. responding to simple instructions
9. saying the sound ‘e’ in its open syllable form
教学准备 cassette 3b and a cassette player, wall pictures, cushion, pineapple, apple
教学过程 教师活动 学生活动 教学意图
pre-task preparation . revision
1.put on the masks then play the game.
2.what can you do? introduce.
3.show the pictures. what’s this/that?
is this/that…? what do you see?
1.words: soft, hard, rough, smooth
1.t: what do you see? p:i see some sweets.
2..touch the sweets one by one then teach” soft”
3.what is soft? please tell me.
4.touch the desk then teach “hard”.
5.the same way to teach “rough, smooth”
6.make a new rhyme.
2 play the cassette again. students repeat.
3 invite inpidual students to come to the desk. give them a thing to touch and feel. students have to close their eyes when they play the game.
say: touch it. how does it feel?
to elicit: it's ...
ask: what is it?
to elicit: it's at an ...
ask the questions.
用旧知引入新知识，新单词。
引入新的句型。
while-task procedure 1. pide students into pairs. ask them to choose three things for their partner to touch and feel.
2. students use the dialogue when they play the game.
3. ask students to write down their three things and how they feel on a sheet of paper as riddles, e.g. it's brown. it's big. it's smooth. it's hard. what is it? (a desk)
4. invite inpidual students to read out how a certain thing feels and the three things for the class to guess which one it should be.
do pairs work.
work in the groups.
make dialogues.
练习问答，巩固句型。
通过对话练习来运用英语。
post-task activity workbook page 6
a review adjectives and nouns at the top of the page.
b students complete the dialogues orally in pairs.
c students write the missing words.
d invite students to read out the dialogues to check answers.
do exercises.
书面练习加强巩固。
homework
copy and recite the new words and the text
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it is hard.划线提问中都写成了what is it？而没做成how does it feel？
