Unit 2 Timeppt配套教案和课堂实录

4B Module 3 Things around us ’s Friday Afternoon Unit3 Time Period 2

上海市徐汇区汇师小学张百伶2018.4

Kitty

范畴

一年级

范音，观察老师的口型。

2.在听录音、视频等材料的过倾听

汇师小学英语学科学习规范细则

二年级

并做出行为反应。

2．在听录音、视频等材料的三年级

对听的关注，做出相应的反应。

2.能从录音，视频等材料中抓住关键词，理解语句。

四年级

心，尊重他人的不同意见。

2. 在听录音、视频等材料的过程中，能在语段中抓住关习资料。

五年级

1.集中注意力听老师的示1.专注听老师或同学发言，1.用眼神、表情、动作等体现1.在听他人表述时表现出耐1.能自觉聆听录音、视频等学2.在听录音、视频等材料的过程中，能在语篇中抓住关键信息，理解语篇，并有适当记程中，初步模仿语音语调。

过程中，注意力集中，有意识模仿语音语调。

键句来理解语段的含义。

录的习惯。

1.根据媒体或示范，仿说儿1.根据媒体或示范，表演儿1.能运用简单的发音技巧进1.能运用发音规则进行交流，1.能运用发音规则进行交流，歌、对话、故事或小短剧。歌、对话、故事或小短剧。

行交流。

2.表达时声音响亮，态度自然表达

大方。

体现语言表达的态度和情感。

体现语言表达的态度和情感。

进行8-10句口头描述，不少于50词连贯且有条理的书面表述。

进行10句以上口头描述，不少于60词连贯且有条理的书面表述。

2.表演时面向听众，态度自2.根据不同的活动选择适当2.能根据所给主题，有逻辑地2.能根据所给主题，有逻辑地然，能让别人挺清楚。

写或仿写词汇和句子。

的音量、面部表情、和肢体语3.按照话题、语境和格式要求，规范写句和写话。

3.通过观察、比较，正确抄言进行交流。

1.能根据教师和音频的示进行跟读。

2.能通过“滚雪球”、“减词操作

法”、“角色扮演”等趣味诵（练习）

读，强化记忆。

3.能坚持每天大声朗读10分钟。

1.能使用正确的语音语调朗2.能正确拼读单词。

3.能在抄写、填写或仿写词句时做到先读后写，保持书写姿势端正。

4.能坚持每天大声朗读10-15分钟。

1.能通过模仿和迁移，使用正确的语音语调朗读语段，进2能采用圈、划、涂色等方式3.能坚持每天大声朗读15-20分钟和课外阅读。

1.能通过模仿和迁移，进行介1.能通过模仿和迁移，进行介范，模仿正确的语音语调，读。

绍、对话或表演等学习活动。

绍、对话或课本剧表演等学习息差异，找到关键提示，标注3.能按照要求的步骤、内容和时间安排，完成学习活动。

4.能坚持每天课外阅读202.能自主、有序、合理地安行对话、表演等学习活动。

2.能通过关注听、读内容的信活动。

比较音、义、形相近的词句。

学习重点。

排学习任务。

3.能坚持每天课外阅读20分钟，并借助词典等工具书辅助阅读。

分钟。

能根据指导或示范，端正自己在练习或表达时的语音、语调、语气、动作、站坐姿等方面的表现。

反思

能根据给出评价要点图片或文字，采用圈、划、画、抄等方式体现自己在学习活动中的态度。

1.能参照评价内容的提示，对自己在语音、语法等语言以及非语言信息交流方面的学习表现作出自我评价，调整、改变自己的后继学习行为。

2.能按要求及时订正书面表达中的错误。

1.能参照评价内容，对自己学习表现作出自我评价，并调整、改变自己的后继学习行为。

2.能按要求及时订正书面表达中的错误。

1.能参照评价内容，对自己学习表现作出自我评价，并调整、改变自己的后继学习行为。

2.能按要求及时订正书面表达中的错误，根据提示将错误内容进行整理归类，改进学习表现。

1.能遵守角色朗读、对话、表演等合作学习的活动规则，完成自己承担的任务。

2.能对他人的语言表述或学合作

习成果表示赞赏。

1.能遵守角色朗读、对话、表演等合作学习的活动规则，完成自己承担的职责和任务。

2以友善的态度帮助同伴改进语音、表情、动作等方面的表现。

1.在互补式阅读、宣讲介绍等同伴合作学习的活动中，通过协商确定分工与职责，按照要求完成自己承担的任务，并主动帮助有需要的同伴完成任务。

2.用诚恳的态度与学习伙伴进行交流，交换意见。

1.在海报制作、宣讲介绍、故事讲述等同伴合作学习的活动中，通过协商确定分工与职责，按照要求完成自己承担的任务，并主动帮助有需要的同伴完成任务。

2.能对别人提出的意见或建议作出适当的应答。

1.在介绍、课本剧表演等同伴合作学习的活动中，通过协商确定分工与职责，按照要求完成自己承担的任务，并主动帮助有需要的同伴完成任务。

2.能对别人提出的意见或建议作出适当的应答。。

四年级第二学期（4B）学期学***描述

知识

语音

学***

A 水平描述

学习策略/思维方式

L1——知晓元音字母组合在单词中的发音规则，并能用适切的语音，语调跟读、朗读核心内1、养成关注听力文本的容

关键信息，适当做好L2——根据元音字母组合的发音规则，判断字母组在不同单词中的发音

笔记的习惯。

L1——能背记核心词汇及词组

2、能够根据问题找到语L2——能理解词汇及词组所表达的含义

篇的关键信息并划L3——能够根据语境，运用核心单词与词组进行口头和书面表述

出，通过划出的关键L1——能知晓词法规则（动名词、现在分词等）

词法

C L2——能理解词法规则，用单词的不同形式正确书写句子

L3——能根据语境，运用正确的词法规则进行口头以及书面表述

L1——能规范默写核心句型；

句法

C L2——能理解句子表达的含义；能理解句型的语法现象（现在进行时态）

L3——能根据语境，用核心句型的不同句式进和句法规则进行口头和书面表述

L1——能背记核心栏目语言；能用适切的语音、语调朗读80词左右的语篇

语篇

B L2——能理解核心栏目语言，进行10句以上的模仿说话；

能听读、读懂80词左右的语篇内容，并做出正确判断、选择与应答

L3——能根据语境，用10句以上句进行口头描述、不少于50词进行书面表述

信息帮助理解。

3、提高阅读英语故事及其他英语课外读物的兴趣。

4、能够运用写作的基本结构和框架，有逻辑，有核心观点，详略得当地进行写作。

词汇

C

Project - Competence Chain（项目-能力链）

OE BOOK 4B Module 3 Things around us Grade Project “ Changes around us ”

To make a report to talk about changes around us. Competence Good ☆

1. Students can make a report about changes around us at least 3 aspects (general information, public rules, daily life ) 2. Students can make a report logically and correctly, both verbally and in writing. 3. Students can express clearly with the support of the survey. 4. Students can eventually self correct their expressions according to the criteria of evaluation chart.

5. Students can abstract and classify the necessary information. 6. Students will obey the public rules and use the patterns to express prohibitions. Very good

☆☆

7. Students can get more information by extra reading or learning. 8. Students can make a report with one’s own experience or personal idea.

9. Students can make a report about the history of Shanghai according to the photos at least 9 sentences orally. Good ☆

1. Students can introduce one’s life in at least 5 sentences orally.

2. Students can make introductions logically and correctly, both verbally and in writing. 3. Students can express clearly with the support of the form and question chains. 4. Students can eventually self-correct their expressions according to the criteria of evaluation chart. 5. Students can get a general idea of the home lives in different countries. 6. Students can identify the pronunciation of ‘-are’, ‘-ear’, ‘-air’, ‘-ou-’, ‘ow-’, ‘-ay’ and ’-ai-’ in words. Very good

☆☆

7. Students can get more information by extra reading or learning. 8. Students can introduce the home life with one’s own experience or personal idea. Good ☆

1. Students can introduce one’s favourite season at least 4 aspects (weather, things you can see/hear, activities, clothes you can wear). 5 “My family’s home life”

Make an introduction of one’s

home life 4 3 “Songs of seasons”

To make an introduction of one’s favorite season.

2 “My talent show”

Good ☆

To make an introduction of 1. Students can make an introduction of one’s talent at least 2 aspects (clothes, activities in different one’s talent and clothes in seasons). different seasons.

2. Students can make their introductions logically and correctly.

3. Students can express clearly with the help of the picture. 4. Students can pronounce the sounds correctly. e.g. s, z, m, n, l, r

Very Good ☆☆

5. Students can use imperatives to give simple instructions. 6. Students can use modelled sentences to indicate possession.

“Seasons in Shanghai”

Make an introduction of the weather and what people wear in different seasons in Shanghai. Good ☆

1. Students can introduce the season in Shanghai at least 3 aspects (season, weather and clothes). 2. Students can express clearly with the support of the picture and body language. 3. Students can imitate and repeat teacher’s introduction.

4. Students can get some information from various resources (pictures, photos, etc). 5. Students can classify seasons, weather and clothing items.

6. Students can get general idea of seasons in different countries.

Very good

☆☆

7. Students can focus on teacher’s and classmates’ words.

8. Students can introduce a season with one’s personal idea and different ways.

2. Students can make their introductions logically and correctly, both verbally and in writing. 3. Students can express clearly with the support of the thinking map and different medias. 4. Students can identify the pronunciation of ‘-ff’, ‘cl-’, ‘pl-‘ , ‘gl-‘ , ‘bl-’, ‘fl-‘, ‘sl-‘ in words. Very good

☆☆

5. Students can abstract and classify the necessary information. 6. Students can get some information from various resources.

1

Objective - Task Chain（目标-任务链

）

OE BOOK 4B Module 3 Things around us

Project: Kitty’s Friday Give a report about Kitty’s Friday with time and verb phrases to the class. Competence: 1.

Students can use nouns to identify different places at home. e.g. living room, bathroom.

2.

Students can use adjectives to describe sounds. e.g. quiet, loud 3.

Students can use phrases to indicate time and activities. e.g. seven o’clock, a quarter past seven, half past seven, get up, wash my face, have breakfast.

4.

Students can use the present continuous tense to describe an action taking place at the time of speaking. e.g. I’m making a model plane.

5.

Students can ask yes/no questions to elicit a positive or negative response. e.g. Are they playing basketball? Yes, they are.

6.

Students can use wh-questions to find out specific information. e.g. What are you doing?

7.

Students can use formulaic expressions to ask for the time, express one’s opinion and get attention. e.g. What time is it? 8.

Students can identify the pronunciation of ‘-oy’, ‘oi’, ‘-are’, ‘-ear’, ‘-air’, ‘ou-’ and ‘ow-’ in words. Unit 1 Home life Topic: A good Day Task: To write and describe what people and their family members are doing on Saturday evening.

Learning objectives:

1.To use the key words to identify different places at home. 2.To describe an action taking place at the time of speaking by using the present continuous tense.

3.To use prepositions to indicate positions 4.To use wh-questions to find out positions. 5.To identify the pronunciation of ‘-oy’

and ‘-oi-’

in words such as toy and noise 6. To understand a story and retell it. 7. To write 5- 6 sentences properly. Core contents: Words: bedroom, bathroom, kitchen, living room, homework, model plane, wash, dinner Patterns:

...am/is/are...(doing) Where are you?

Sounds: -oy(toy)

-oi- (noise)

Materials: OE4B M2U3 SB: P27-31 WB:P37-42 Unit 2 Sounds Topic: Animal sounds Task: To ask and find out specific information about the sounds collected at different places Learning objectives: 1.To use adjectives to describe sounds and express one’s preferences of the sounds to be heard at a certain place 2.To use yes/no questions to elicit a positive or negative response. 3. To use formulaic expressions to get attention, express warnings and give simple instructions. 4. To identify the pronunciation of ‘-are’, ‘-ear’ and ‘-air’

in words such as square, bear and hair. 5.To understand a story and finish the exercises 6.To write 5-6 sentences properly Core contents:

Words: quiet, loud, bell, television(TV), noisy, ring, watch TV, doorbell, careful, lady(ladies), doze,

Patterns:

-Is/Are…(doing)?

-Yes, … is/are. / No, … isn’t/aren’t.

There are…

Sounds: -are, -ear, -air

Materials: OE4B M3U1 SB: P32-36

WB: P48-53 Unit 3 Time Topic: Kitty’s Friday Task: To give a report about Kitty’s Friday with time and verb phrases to the class. Learning objectives: 1. To use phrases to indicate time in two ways. 2. To use phrases to indicate activities.

3. To use wh-questions to find out specific information.

4. To use formulaic expressions to ask for the time and express one’s opinion. 5. To identify the pronunciation of -’ou-’, ‘ow-’ in words such as mouse and owl. 6. To introduce one’s actions at a certain time logically. Core contents:

Words: o’clock, quarter, half, past, to Patterns: What are you doing?

I’m...

What time is it? Sounds: -ou-, ow- Materials: OE4B M3U2 SB: P37-41 WB:P54-59

P.S. 本模块三个单元的安排根据学校“项目式学习”规划进行了调整。

Content - Discourse Chain（内容-话语链）

OE BOOK 4B Module 3 Things around us Period 1 Kitty’s Friday morning morning. 1.

To use phrase to indicate time. activities. 3.

To use formulaic expressions to ask for the time. 4.

To make an introduction of Kitty’s Friday morning. 1. To use wh-question to find out specific 1.

To activate students’ prior

knowledge about the dialogue 2.

To extract key elements from the

passage jigsaw reading

e.g. What are you doing? I’m ... What are you… (doing)? I’m… (doing). Where are you …(doing)?

I’m…(doing)…

2.

To use phrases to indicate activities.

3.

To give a report to introduce one’s afternoon logically.

Words: clock, o’clock, quarter, half, past, face, have breakfast Words: lunch break What are you doing? I’m…

What are you… (doing)? I’m (doing). Where are you …(doing)?

I’m…(doing)…

Words:

puzzle, cartoon, tomorrow, finish

Patterns: homework. It’s time for...

Words:

battery, late, start, leave Patterns: Tom wakes up at ten thirty. 1.To use the key words in context 2.To use present continuous tense and simple present tense 3.To understand a story and retell it 4. To identify the pronunciation of -’ou-’, ‘ow-’ in words such as mouse and owl.

2.

To use phrase to indicate information. Period & Sub-topic Sub-task Unit 3

Time Period 2 Kitty’s Friday afternoon Period 3 Kitty’s Friday evening

To talk about Kitty’s Friday evening. Period 4 Story Time To retell the story. To talk about Kitty’s Friday To talk about Kitty’s Friday afternoon. 3.

To cooperate with partners through in different situations. Learning Objectives get up, brush my teeth, wash my Patterns: Patterns: What time is it? It’s... It’s.....

...am/is/are...( doing)

Core contents: It’s five forty-five. Kitty is doing her Mum, I’m going to school.

Listening and Speaking: S1: What time is it? S2: It’s a quarter to eight. my teeth.

Listening and Speaking: S1:What are you doing? S2: I’m watching a ladybird. S2: I’m drawing a monster. S1: Where is Kitty playing basketball? playground. Writing:

What are you doing? I’m... Listening and speaking: 1. Picture talking 2. Retell the text

Reading and writing: Listening and speaking: 1. Picture talking 2. Retell the story

Reading and writing: S3: It’s half past seven.I am brushing S1:What are you drawing? Discourse

Writing:

What time is it? It’s ...

It’s five forty-five. Kitty is doing her True or false S2: She is playing basketball in the homework.

SB: p.41 Listen and enjoy; p.38 SB: p.37 Look and say, p.38 Play a game SB: p.39 Say and act WB: p.56 F SB: p.40 Read a story, p.41 Learn the sound WB: p.58 H, 59Task Materials Look and learn WB: p.56 E WB: p.57 G

单元整体教学表

4B Module 3 Unit 2 Time

1. To use phrases to indicate time in two ways. 2. To use phrases to indicate activities.

3. To use wh-questions to find out specific information.

4. To use formulaic expressions to ask for the time and express one’s opinion.

5. To identify the pronunciation of -’ou-’, ‘ow-’ in words such as mouse and owl.

6. To introduce one’s actions at a certain time logically.

To give a report about one’s school day to the class

单元课题

单元目标

单元任务

Period 1

1.

To use phrase to indicate time. activities. 3.

To use formulaic expressions to ask for the time. Objectives

4.

To make an introduction of Kitty’s Friday morning. 2.

To use phrase to indicate information. Period 2

Period 3

knowledge about the dialogue 2. To extract key elements from the

passage jigsaw reading

context Period 4

1.To use the key words in 2.To use present continuous tense and simple present tense 3.To understand a story and retell it 4. To identify the pronunciation of -’ou-’, ‘ow-’ in words such as mouse and owl.

1. To us e wh-question to find out specific 1. To activate students’ prior

e.g. What are you doing? I’m ... What are you… (doing)? I’m… (doing). Where are you …(doing)?

I’m…(doing)…

2.To use phrases to indicate activities.

3.To give a report to introduce one’s afternoon logically.

3. To cooperate with partners through in different situations. Topic Use of language Kitty’s Friday morning Introduce the time and present activities Kitty’s Friday afternoon Give a report of one’s afternoon Kitty’s Friday evening

Story Time Talk about Kitty’s Friday evening

Retell the story

and act out the story

.

1. 视频导入，创设情境

Procedure 2. 引入新知，理解语义

3. 操练词汇，加强记忆

4. 语篇推进，语用尝试

M3U3P1 Kitty’s Friday morning seven o’clock

get up

Board design a quarter past seven brush my teeth half past seven

wash my face a quarter to eight

have breakfast Speaking: S1: What time is it? S2: It’s a quarter to eight. 1. 任务反馈，引出故事

2. 情境创设，引入新知

3. 分段推进，逐步巩固

4. 问答互动，完成任务

M3U3P2 Kitty’s Friday Afternoon

1. 任务反馈，复习巩固

2. 引出故事，理解故事

3. 朗读课文，角色扮演

M3U3P3

Kitty’s Friday evening

five forty-five

do her homework six thirty

have dinner seven thirty

do a puzzle nine fifteen

watch TV 1. 情境导入，感知语音

2. 任务反馈，复习巩固

3. 分段理解，排序朗读

4. 合作学习，完成复述

M3U3P4

Tom’s clock

Picture1: reading, a new battery Picture2: wakes up, at eight Picture3: runs, doesn’t

eat breakfast Picture4: seven o’clock, not late

Speaking: 1. Picture talking 2. Retell the story

Writing: Speaking: S1:What are you doing? S2: I’m watching a ladybird.

Speaking and reading: 1. Picture talking 2. Read the text and act it out.

Writing: S3: It’s half past seven. I am S1:What are you drawing? brushing my teeth at half past S2: I’m drawing a monster. Assessment

seven.

Writing:

What time is it? It’s ...

S1:Where is Kitty playing basketball? playground. Writing:

What are you doing? What are you …(doing)? Where are you …(doing)?

Emotion To get to know the time To give a report It’s five forty-five. / It’s a quarter to True or false S2:She is playing basketball in the six. Kitty is doing her homework.

To act out the story To retell the story

Lesson Plan (Period 2) PROCEDURES I. Pre-task

preparations

CONTENTS 1. A song

2. An introduction:

Kitty’s Friday morning METHODS Activity 1: Warming-up

Ss: sing together

Activity2 : Revision

Sn: Make an introduction of Kitty’s Friday morning.

PURPOSES To warm up the class and

arouse attention the student’s

Criterion Contents

SC-L3 level To use the language 4.2 they’ve learnt in last

class.

To understand the sentence pattern. To consolidate and use the sentence pattern. Get to know how to introduce one’s action in a logical way.

To understand the sentence pattern

II. While-task

procedures A dialogue:

Part I

It’s half past twelve. It’s the Activity 3: Elicitation 1 lunch break. Kitty is in the 1.

T-Sn: Ask and answer school garden. She is watching 2. Sn: listen and repeat an insect. doing? It’s on the leaf.

Wow, it’s cute.

Sentence:

What are you doing? I’m…

Part II are having an Art class. 3. Ss: Read and say 5. Sa: make an introduction

Activity 4: Elicitation 2 2.Sa: Talk about the picture Alice: Hi, Kitty! What are you 4. Sp: read and complete

Kitty: I’m watching a ladybird.

Alice: Let me have a look.

4.2

4.2

P-L1

SC-L1

SC-L2

SC-L1 It’s two o’clock. The children 1.T-Sn: Ask and answer

Peter: What are you drawing, 3. Sn: listen and imitate Kitty? Kitty: Guess!

robot? monster! Haha!

Sentence:

What are you …(doing)? I’m… (doing).

Part III Alice: Let's clean 4. Ss: read 5. Sp: think and complete

Activity 5: Elicitation 3 the 2. Sb&g: Read the passage 3. Sn: Give a report of Kitty’s Friday Afternoon

1. Ss: read and choose is playing 2. Sp: check the answer Peter: Are you drawing a 6. S2: Introduce

Kitty: No, I’m drawing a

It’s three thirty. School is over.

1. T-S: read and answer classroom, Peter.

Peter :OK! Alice: What is Kitty doing? basketball. basketball? Peter:

Sentence:

Where are you.. (doing)? I’m…(doing)…

She basketball in the playground.

To consolidate sentence pattern.

To consolidate the sentence pattern.

introducing

the

4.2

Kitty’s Try to use the skill of afternoon logically with the help of the given information. Peter: Look! She is playing

Alice: Where is she playing Activity 6: Read, choose and complete

SC-L2

SC-L2

SC-L3

III. Post-task

activities

On the blackboard: A survey

Activity 7: Do a survey Step1: Read, write and fill

Step2: Ask and fill Step3: Give a report To use the sentences 5.1 they’ve learnt in the 4.2 class.

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Kitty’s Friday Afternoon

when

12:30

2:00

3:00

what

watch a ladybird

draw a monster

play basketball

What are you doing?

where

in the school garden

in the art room

in the playground