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中小學教育資源及組卷應用平臺
Unit 3 Learning better PB Let's learn
看一看，寫一寫，讀一讀
單項選擇
Taste ____ green apple.
A.a B. an C. the
2. Can I use your pencil ___________.
A.Thanks. B.You’re welcome C. No problem.
3. I taste with my _______.
A.tongue B. hands C. eye
4.What are _____ They’re apples.
A.that B. these C. this
5.The book _____ orange.
A.has B. is C. does
參考答案
看一看寫一寫：
mouth eyes
nose ears
hands
單項選擇。ACABB
21世紀教育網(www.21cnjy.com)
Read and match
I taste with my
I hear with my
I smell with my
I see with my
I touch with my_
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Hi, I’m a botanist（植物學家）.
I want to choose the best apples.
Can you help me
What _____ ________
are
these
fruits
What _____ ________
are
these
They are ________.
pears
They’re not ________.
apples
bananas
What _____ ________
are
these
They are ________.
They’re not ________.
apples
apples
How do you choose the best apples
We can ______ with our ______.
see
eyes
group 1
group 2
group 3
group 4
See, the apples are __________.
green
How do you choose the best apples
group 1
group 2
group 3
group 4
See, a worm is on the _____ apples.
yellow
How do you choose the best apples
group 1
group 2
group 3
group 4
We can smell.
Wait. What’s that sound
It’s a _________.
duck
We hear the sound of a duck.
ear
h
How do you choose the best apples
group 1
group 2
group 3
group 4
We hear the sound of a ________.
pig
bird
dog
They smell ________.
How do you choose the best apples
group 1
group 2
group 3
group 4
They went away.
We can ______ with our _____.
smell
nose
good
bad
How do you choose the best apples
group 1
group 2
group 3
group 4
We can ______ with our _____.
touch
hands
Let’s touch the ______ apples.
green
yellow
red
Oh, that’s terrible.
How do you choose the best apples
group 1
group 2
group 3
group 4
We can ______ with our _______.
taste
tongue
Taste a ______ apple.
taste
green
yellow
red
How do you choose the best apples
group 1
group 2
group 3
group 4
see
√
√
√
×
smell
We can _______.
√
√
√
×
touch
√
√
√
×
√
√
√
×
taste
Which apples will you choose
see
hear
touch
smell
taste
sense
s
Read and match
I hear with my _______.
ears
I taste with my _______.
tongue
I see with my _______.
eyes
I smell with my _______.
nose
I touch with my _______.
hands
Let’s say
hear
taste
smell
see
touch
Listen and order
1
2
3
4
5
https://www.21cnjy.com/help/help_extract.php課題 Unit 3 B Let’s learn & Listen and do 總課時 5課時
教材分析： 本章主要圍繞”Learning better”展開的，目的是如何讓自己學的更好。本節課是通過展示五種感受，通過感受讓自己更好的學習，并從中學習到單詞“see, hear, smell, taste, touch”。并且通過五種感受能分別并認識到自己面前的東西？ 學習了句子“What’s this ””It’s a/an ... .” Listen and do 一共六句話，每句話都是對各個單詞的拓展：看到水果”See some fruit.”,觸摸感受“Touch and fell”,吃一個蘋果”Taste an apple”, 聽到聲音”Hear the sound.”聞到果皮”Smell the peel.”
學情分析： 三年級學生已經學習了半年的英語。大部分學生對英語還有濃厚的興趣。他們傾向于直觀形象思維，對游戲、競賽、繪畫等趣味活動充滿興趣。這個課時學習的是感受，比較貼近現實。我們可以用制作感受卡片，進行游戲的方式激發他們對于英語的興趣。
教學目標： 能夠聽懂、會說、認讀單詞：smell, see, taste, hear, touch 2. 能夠在真實或虛擬的情景中聽懂、會說、認讀句式：What’s this It’s a ... . 3. 能夠聽懂會說唱Listen and do 教學重、難點： 1.重點 能夠聽懂、會說、認讀單詞：smell, see, taste, hear, touch 能夠在真實或虛擬的情景中聽懂、會說、認讀句式：What’s this It’s a ... . 2. 難點 能夠聽懂會說唱Listen and do
教學準備： 教師自制課件、詞卡
Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Enjoy an English song—Five senses 3. Lead-in & Revision. T: Who is she She is a botanist. Today she wants to choose the best apples. Can you help her Ss: Sure. T: Look. These are ... . Ss: Fruits T: Great. Where are these S1: They are pears. They are not apples. Revise the sentence “What are these ” and let students read it one by one. T: What are these Ss: They are bananas. T: Great! And these？ Ss: They are apples. Step 2: Presentation & Practice 1. Learn the new word “see” T: How do you choose the best apples T: We can see with our ... . (Point to the eyes) Ss: We can see with our eyes. T: Yes, We can see with our eyes. Lead students read the word “see.” and write it down. T: We can divide the apples into four groups. T: See, the apples ... . Ss: Green./ Yellow. / Red. T: See, a worm is on the yellow apples. 2.Learn the word “hear” T: We can smell. Wait. What’s that sound Ss: I hear the sound of a ... . T: See, it’s a ... . Ss: It’s a duck. Write down the word “hear” and let students read the word and the sentence. T: What can you hear Ss: We can hear the sound of a pig/ bird/ dog. Let students guess the sounds of animals. 3.Learn the word “smell” T: We can see with our eyes. We can smell with our ... . Point the nose. S: Nose. T:Yes, smell with our nose. Write down the word “smell” on the blackboard and let students read together twice. T: Wow, they smell good. Let student practice the word smell. They smell good/bad. T: Group 3 smell good. 4. Learn the word touch. T: We can see and smell. We also can touch with our ... . Point to the hands. Ss: Hands T：Yes, we can touch with hands. Write down the word “smell” on the blackboard and let students read together. Practice the sentence “Let’s touch the ... apples .” T: Look, rotten apples. That’s so terrible. 5.Learn the word taste. T: We can see, smell and touch. We also can taste with our ... . Point the tongue. Ss: Mouth. T: No, we can taste with our tongue. Write down the word “taste ” on the blackboard and let students read together. Practice the sentence “taste a/an ... apple .” Step 3: :Consolidation & Extension 1. Listen to the “Let’s learn ”and imitate. Play the recording and let students listen and imitate word by word. 2. Read the words. Ask students to read the word freely and then in pairs or in groups. 3. read and match. T: Today, we’ve learned the words “smell, see, taste, hear, touch”. They all relate to the senses. Now let's read and match them with the body parts. 4.Listen and order. T: See, what are they doing Now, try to listen and order. Check the answer. 5.Listen and do 批注/修改
Teaching purpose 創設一個植物專家要選蘋果的場景，從而引入感官動詞。讓學生能夠更加感興趣。 Teaching purpose 讓學生猜動物的叫聲能夠讓他們更加有興趣。 Teaching purpose 形式多樣的朗讀訓練可以鞏固和強化目標詞匯和句型。生生互動可以有效地提升學生的學習熱情，增強學生的自信心，滿足學生的成就感。 Teaching purpose 通過匹配身體部位和感官動詞來加強學生對于smell, see, taste, hear, touch的理解，并且可以此操練這些單詞。如果可以能加上音樂，變成一個chant。
作業設計： 1. Read the new vocabulary. 2. Talk about your school things with your partner. 3. Do the exercises.
板書設計：
教學反思： 優點： 本課目標“學生能準確將感官動詞（smell, see, taste, hear, touch）與對應身體部位（nose, eyes, tongue, ears, hands）一一匹配”。通過同學們的上課反應來看，大部分同學掌握的比較好。 “單詞與圖片匹配”活動效果較好。同學們可以很好的把感官和身體部位匹配起來。 缺點： 上課氛圍不夠積極熱鬧，可以加入增加“聽指令做動作”環節（如教師說“Touch your ears!”，學生快速反應），鞏固身體部位詞匯，提升學生的積極性。 部分薄弱學生對于單詞的發音記得不是太牢。尤其會把tongue 和taste 搞混淆。

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