小学英语新版-牛津上海版一年级下册Unit 3 Taste and smell优质课件ppt

Tasks in this unit

1.Use modelled phrases to communicate with other students

2.Use modelled phrases to begin and maintain an interaction by providing information in respone to factual questions

3. Use imperatives to give simple instructions.

Language focus

1. Using nouns to indentify food items.

e.g.,rice, soup, egg, noodles

2. Use imperatives to give simple instructions.

e.g., Taste the noodles.

3. use imperatives to express preferences.

e.g., Soup, please.

4. Using formulaic expressions to ask customers’ preferences.

e.g., Can I help you?

5. Using formulaic expressions to express thanks

e.g., Thank you.

Learning skills:

Listening

1. Identify the key words in an utterance by hearing the pronunciation

e.g., soup, rice, noodles, egg

2. Understand simple instructions.

e.g., Taste the noodles.

3. Understand formulaic expressions asking customers’ preferences.

e.g., Can I help you?

4. Understand formulaic expressions offering people’s things.

e.g., Here you are.

5. Understand formulaic expressions expressing thanks

e.g., Thank you.

Speaking

Use imperatives to give simple instructions.

e.g., Taste the noodles.

use imperatives to express preferences.

e.g., Soup, please.

Using formulaic expressions to ask customers’ preferences.

e.g., Can I help you?

Using formulaic expressions to express thanks

e.g., Thank you.

Scheme of work

period

Core contents

Extension

Materials

Grammar and expressions

Vocabulary

1

Taste…

Smell …

Soup noodles

Can I help you?

…, please?

SB:pp.10.11

2

Taste…

Smell …

Touch …

Rice, egg

meat

SB: pp. 12and 13

WB: pp.10.11.12and 13 , PartsA.B.C.D and Task

Content

Oxford English 1B Module 1 Unit 3

Taste and smell

Period

1

Teacher

Language focus:

1. Using nouns to indentify food items.

e.g.,rice, soup, egg, noodles

2. Use imperatives to give simple instructions.

e.g., Taste the noodles.

3. use imperatives to express preferences.

e.g., Soup, please.

4. Using formulaic expressions to ask customers’ preferences.

e.g., Can I help you?

5. Using formulaic expressions to express thanks

e.g., Thank you.

Language skills

Listening

1. Identify the key words in an utterance by hearing the pronunciation

e.g., soup, rice, noodles, egg

2. Understand simple instructions.

e.g., Taste the noodles.

3. Understand formulaic expressions asking customers’ preferences.

e.g., Can I help you?

4. Understand formulaic expressions offering people’s things.

e.g., Here you are.

5. Understand formulaic expressions expressing thanks

e.g., Thank you.

Speaking

1. Pronounce the key words correctly.

e.g.,rice, soup, egg, noodles

2. Use imperatives to give simple instructions.

e.g., Taste the noodles.

3. use imperatives to express preferences.

e.g., Soup, please.

4. Using formulaic expressions to ask customers’ preferences.

e.g., Can I help you?

5. Using formulaic expressions to express thanks

e.g., Thank you.

Materials:

Student’s Book 1B, p10.11

Cassette 1B

Flashcards 1B (rice, soup, egg, noodles)

Teaching Procedure

Procedure

Teacher’s activity

Learner’s activity

Purpose

Pre-task preparation

Warming up

Activity 1

Ask some questions to help the students review lesson one and two.

Activity 2

Show the students the wall picture for Student’s Book page 10. have the students listen to the recording. Then ask the more able students to act according to your instructions.

e.g., T: Taste the noodles, Peter. Smell the soup, Linda.

Sing a song

Read the flash cards and answer some questions.

Learn the new words: taste   smell

While-task procedure

Activity 1

Show the pictures of the food. Review the words: soup, noodles, rice.

Activity 2

Show the picture of an egg.

Activity 3

Ask the students to listen to and repeat after”Look and say” on Studetn’s Book page 10. have the students practice the dialogue with you in the following manner. Boys should act as Tom and girls should act as Alice.

e.g.,

T: Taste the noodles, Tom.

B: Yummy, yummy.

T: Smell the soup, Alice.

G: It’s nice.

Activity 4:

Present the students listen to the recordering. Ask them questions to elicit the general idea of the story on Student’s Book page 11. then let them repeat after the recordering.

e.g.,

T: What is Kitty tasting? Noodles or soup?

Ss: Soup.

Activity 5

Present the students the flash cards of food items. Give commands and have the students do the corresponding actions.

e.g.,

T: Smell the fish.

S:Smells the fish.

Make them practice in pairs.

Read the flash cards.

Learn the new word: egg.

Listen to the tape and repeat it after the recorder.

Practice the dailogue with me in roles.

Do some actions.

Listen to the recorderig.

Repeat the dialogue after it.

Review the new words.

Do the actions.

Practice in pairs.

Act the dialogue out on page 11.

Post-task activities

Activity 1

Bring some food and drinks to the class. Have the students close their eyes and guess the names of the items by smelling and tasting them in groups.

e.g.,

s1: close your eyes. Smell the food what is it?

S2: (smells) it’s an apple.

S1: yes. Taste the apple.

S2: yummy, yummy.

Activity 2

Ask the students to work in groups of four and make the dialogus on page 10. they should then act their dialogue out.

Activity3:

Create a restaurant scene. Give each student a menu which includes pictures and words for food items, such as rice, noodles, egg, soup. Have the students make a short dialogue in pairs lije the following. Then have them change roles.

close their eyes and guess the food is.

Act out the dialogue on page 10. practice in pairs.

Create a new dialogue according to the menu and act out it.

Board

Taste the noodles, Tom. Yummy, yummy.

Smell the soup, Alice. It’s nice.

Can I help you?

Soup, please.

Here you are.

Thank you.

Taste it, please.

Hmm… Yummy. Yummy.

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Content

Oxford English 1B Module 1 Unit 3

Taste and smell

Period

2

Teacher

Language focus:

1. Using nouns to indentify food items.

e.g.,rice,, egg,

2. Use imperatives to give simple instructions.

e.g.,Touch your nose.

Language skills

Listening

1. Identify the key words in an utterance by hearing the pronunciation

e.g., rice, egg

2. Understand simple instructions.

e.g., Touch your nose.

Speaking

1. Pronounce the key words correctly.

e.g.,rice, egg

2. Use imperatives to give simple instructions.

e.g., Touch your nose.

Materials:

Student’s Book 1B, p12 and 13

Cassette 1B

Flashcards 1B (rice, soup, egg, noodles)

Teaching Procedure

Procedure

Teacher’s activity

Learner’s activity

Purpose

Pre-task preparation

Warming up

Activity 1

Give commands to the students and have them do the actions with you.

e.g.,

T: Touch your nose.

Ss: do it.

Activity 2

Have the students listen to the rhyme on page 13 while you do the corresponding actions.

Sing a song.

Do quick responses.

Listen to the rhyme and look at my questions and facial expressions.

While-task procedure

Activity 1

Have the students practice the rhyme several times with me.

Activity 2

Ask them to creat their rhyme according to the food they have learned.

Activity 3

Have the students in pairs take turns giving commands and doing the actions.

S1: touch your nose.

S2: It’s my nose.

Practice the rhyme in pairs. And act it out.

Creat a new rhyme and discuss in pairs.

Post-task activities

Activity 1

Have the students do exercises on work book page 12,13.

Do exercises.

Board

Touch your nose.

Smell the egg. Smell the rice.

Egg and rice.

Nice, nice, nice.

Taste the soup. Taste the noodles.

Soup and noodles,

Yummy, yummy, yummy.

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