教科版（五四学制）Unit 5 It Smells Good教学设计
展开UNIT 5 It Smells Good
Lesson 3
教学目标 | 知识目标 | 1．Grasp the words. 2．Express idea and write something in English. | |
能力目标 | To improve the Ss’ writing skills. | ||
情感.态度.价值观 | Take care of the organs of the five senses | ||
教学重点 | 1．Language to Know. 2．Writing. | ||
教学难点 | 1．Use the sentences to express ideas in writing | ||
教学设计 | Reviewing---Practicing----Grasping | ||
教学过程 | |||
Ⅰ．Lead in 1．复习上一节课学过的结构,完成Part A and B. 2．T: How does apple taste? S: Sweet T: How does apple smell? S:Good T: How does apple feel? S: Hard Ⅱ．Presentation T: How does candy taste? S: Sweet T: How does candy smell? S:Good T: How does candy feel? S: Hard … Ⅲ．Discuss in groups and Finish Part A Ⅳ．Play the game 老师讲述Part B 的规则,分小组游戏. Ⅴ．Writing 1．Let the students write a letter back to Marie. 2．Share the ideas. | |||
板书设计 | Unit 5 Writing Taste good… Look big… Sound beautiful… Smell sweet… Feel hard… | ||
作业布置 | Finish the composition in Part C. | ||
Lesson 4
教学目标 | 知识目标 | 1．Grasp the words. 2．Grasp “Language to Know” 3．Know some reading methods. | |
能力目标 | To improve the students' reading skills. | ||
情感态度价值观 | Take care of the organs of the five senses | ||
教学重点 | 1．The new words. 2．Language to Know. | ||
教学难点 | According the clue of the story, to retell this story again | ||
教学设计 | Reviewing---Practicing----Grasping | ||
教学过程 | |||
Ⅰ．Lead in Teach the new words by using pictures. T: Can you remember what can our five senses do? S: … Ⅱ．Pre-reading T: Look at the book before reading, and add one more to the list. S: Taste good… Look pretty… Sound great… Smell smelly… Feel hard… Ⅲ．While-reading 1．Scan the story. (Do the exercises in part A and B) 2．Extensive reading. (Do the exercises in part C.) 3．Perusal. Ⅳ．After-reading 1．Task-reading 2．Give the students two pieces of advice: （1） Sum up by the Ss themselves. （2） Try to use the reading methods to read. 3．Time for asking questions. | |||
板书设计 | Unit 5 It smell good Reading Reading Methods What How Scanning Why Extensive reading Who Perusal | ||
作业布置 | Read the passage fluently. | ||
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