Teaching Plan for Oxford English 4B Module 1 Using my five senses
Unit 1 Look!
Look and learn& say and act At the bookshop
The First Period
Contents: Look and learn& say and act At the bookshop (P2)
1、Basic Aims:
⑴Using Predicative adjectives to describe objects. ⑵Using nouns to identify objects. ⑶Using demonstratives to refer to objects.
⑷Asking “Wh-”questions to find out specific information about a person . 2、Developing Aims:
⑴To learn the new word: paint brush. ⑵Free talk.
Education Aims: To take care of your books, paints… Teaching main points: 1、These /Those…are… 2、They?re…
3、What have you got? I?ve got…
Teaching Procedure: 教学意图 一、Warming-up.
1、A Children?s Rhyme. 活跃课堂气氛， 2、Sing an English song. 创设学习氛围。 二、Pre-task preparation 1、Read the following:
∣I∣ thin thick milk this 加强语音训练， ∣eI∣ plane make paint eight 培养学生语感， ∣ ∣ bus rubber cut brush 在巩固旧知的同 ∣e∣ desk hen pen felt 时学习新知。 ∣∣ thin thick three thirteen ∣∣ this that these those 2、Talk about something.
e.g. What is this / that / t? 以旧引新，为学
Is this / that / it…? 新知张铺垫。
What are these / those / they? Are these / those / they…? 三、While-task procedure
1、To learn the New words: thick、thin. 以直观教学手段进 ⑴T:(Show two books.) Can you say something about the 行教学，激发学生
books? 的求知欲，充分体 ⑵T: Look. Is this a thin book? 现以学生为主体， S1:Yes,it is.→ thin T: Is that a thin book, too? S2:No,it?s a thick book.→ thick ⑶Please say something about your books.
2、To learn: Paints, brushes, felt pens, paint brush. ⑴T: What can you do, dear children? S1: I can swim\\jump\\paint … ⑵T(show some paints, brushes and felt pens.) Look, Are they crayons? No, they are paints. Paints Are they new or old? S1:They?re new. ⑶T: Are those paints? S2: No, they aren?t.
T: What are those? Listen carefully. They?re brushes. Ask the students to listen and complete the word. brushes ⑷T: There are something in my hands. We can draw some pictures with them. Please guess. What are they? S1: Are they paints /brushes/ pencils…? T: No, they aren?t. Look. They?re felt pens. S: Oh, how nice!→ felt pen ⑸T: Look. This isn?t a brush. It isn?t a felt pen. It?s a paintbrush. →paint brush.
⑹Ask the students to say something about the paints / brushes/ felt pens /paint brush. 3、To learn the dialogue: At a bookshop.
⑴Look at the pictures, listen to the tape.
渗透学法，注重效 果。 在民主和谐的师生 关系中，用谈话法 引出所授内容，更 在学习知识的同时 增进师生的友谊。 教学中由扶到放，
培养学生的自主学 习能力。 加强听、说训练，
⑵Say after the tape. 提高技能技巧，培 ⑶Please form groups of four ,talk about the pictures. 养学生的思维能力 e-g· Picture 1:Are those crayons thin? Yes, they are. 和活用知识的能
How are those crayons? They?re thin. 力。 Are those crayons thin or thick? They?re thin.
⑷Open your books. Read after the tape. 四、Post-task activity
1、Please form groups of three, act out the dialogues. 在及时反馈中培养 2、Make a new dialogue. 学生的英语交际能 3、Work Book P1. 力，同时在作业过 五、Home work. 程中养成良好的作 1、Read after the tape. 业习惯。 2、Copy the new words. 附： 板书设计 教学随笔 Unit 1 Look thick thin paints _______________________ brushes felt pens ________________________ At the bookshop ________________________ These/Those…are… _______________________ They?re… ________________________ A: What have you got? _________________________ B: I?ve got… _________________________ Module 1 using my five senses Unit 1 Look The Second Period.
Contents: Say and act & Ask and answer (P3). Basic aims:
1.Using demonstratives to refer to objects.
2. Asking ?Wh-? questions to find out which person something belongs to 3. To learn the sound: －ck | k | Developing aims: Free talk. Education aims: Helping each other.
Main points and difficult points: Whose…are these /those? They?re…
Materials: A cassette player, some objects, some pictures, work Book 4B. Teaching procedure: 教学意图 一、Warming-up.
Sing an English song. 创设学习氛围。 二、Revision.
1. Take out the paints, brushes, felt pens and so on, try to 为以上课时迅速 say some sentences about them. 过渡到本课新授 2. Act out dialogue on P2. 作准备。 三、New teaching.
1. Have students look at six characters at the top of the page. 对学生进行发散 Ask: What has___ got? to elicit: He?s/she?s got ____. 性思维训练，培养 2. To learn: Whose…are these/those? They?re… 其良好的学习习 1) Point to the pictures, talk about them: 惯。 e.g. T: Whose brushes are these?
S1: They?re kitty?s brushes.
2) Form groups of six. Talk about the pictures. 使学生利用学法， Write: Whose…are these/those? 快速掌握新知。 3) T: Look. The pencils are on the floor. 在学习中渗透思想
Whose pencils are they? 教育。 S: They?re… T: What will we do? S: Pick up the pencils.
T: You?re good children. We must help each other. 3. Listen and read after the tape. 4. Learn the sound: －ck | k | 四、Consolidation. 1. Act out the dialogue.
2. Look at the picture again. Practice in pairs.
3. Hare each student put some classroom objects into the bag and pass it to the student who is sitting in front of him/her. Remind students that they hare to put in at least two of each item. Ask students to use a rubber band to
tie their things up before putting them into the bag. 丰富多彩的游戏 4. Collect the bags and put group them on your desk. Give 活动是巩固新授 each row a bag from one of the other groups. Groups 的催化剂。
take turns to play the game. Group A students take turns and pick things up from the bag. Group B points to the student who is talking things out and ask: Whose___ are those? to elicit：Those are____?s____. If the student is correct, he gains a mark for his group. If he/she is wrong, no marks will be given. The group with the most correct guesses will be the winner. 5. Workbook P2. 五、Homework. 1. Read after the tape.
2. Grammar Practice Book 4B P2. 板书设计 课后随笔 Say and act __________________________________ Whose…are these/those? __________________________________ They?re… __________________________________ __________________________________