Unit 1 My abilities教案评析

Project - Competence Chain（项目-能力链）

OE BOOK A Module 2 Me, my family and friends Grade Projects “My daily life”

To make an introduction about one’s relatives or friends with

‘This is my…, He/She is…, He/She is a … He/She can …

and he/she likes …, He/She likes …

but he/she can’t …

(fast, well), …

both…, …

all …, … the same/different …’

Competences 1. Students can identify and use the words about activities, differences and directions in context. e.g., write an e-mail, go shopping, play chess, the same, different, both, all, east, south, west, north 2. Students can find out the frequency of certain actions and the reasons with wh-questions. e.g., How often do you visit them? Why do you like it? 3. Students can express the frequency of certain actions. e.g., I visit them once a week. 4. Students can describe the similarities between friends. e.g., Alice and I both go to Rainbow Primary School. 5. Students can express the reasons with ‘because’

e.g., Because it’s quiet. 6. Students can write a passage logically with at least eight sentences. 7. Students can identify and compare the pronunciation of the sounds /a:/ /ʌ/ /u:/ /u/

/f/ /v/ /ϑ/ /ð/ 1. Students can identify and use the words about relatives, jobs and clothes in context. e.g., uncle, aunt, cousin, doctor, nurse, teacher, student, firefighter, cook, bus driver, police officer

coat, shirt, blouse, T-shirt, skirt, sweater, jeans, shorts 2. Students can elicit a positive or negative response with yes/no questions. e.g. Do you have any uncles and aunts?

3. Students can find out a person’s identity with wh-questions. e.g., Who’s that man? He’s my uncle. 4. Students can find out a person’s job with wh-questions. e.g., What does your father do? 5. Students can write a passage logically with at least five sentences. 6. Students can identify and compare the pronunciation of the letters ‘-sh’, ‘dr-‘, ‘pr-‘, ‘br-‘, ‘cr-’. 1. Students can identify and use the words about family members, appearance and facial features in context. e.g., grandfather, grandmother, father, mother, brother, sister, fat, thin, tall, short, eye, nose, hair, ear,mouth 2. Students can describe one’s appearance with adjectives. e.g., He’s tall. She’s short. 3. Students can find out specific information with yes/no questions. e.g., Is he Danny? Yes, he’s Danny. 5 4 “My family tree”

To make a family tree about one’s family member with ‘This is my…, He/She is…, He/She is a …He/She has …

He/She can …

and he/she likes …, He/She likes …

but he/she can’t … (fast, well)’

“The person I like”

To Use the extending words to write a short passage about the person like family member or friends with‘

This is my…, He/ She is…, He/ She is a …

3

He/ She can …, but he/she 4. Students can express abilities with verb can or its negative form can’t. can’t …’

e.g., She can sing, but she can’t swim.

5. Students can write a passage with three sentences. 6. Students can identify and compare the pronunciation of the letters ‘i’, ‘e’. 7. Students can read and act out the stories vividly. “My friend and I”

To draw a picture and talk about one’s friend and one self with ‘I’m …, I’m a …, My …is/are …, I can … with…’

1. Students can identify the words about appearance, abilities in context. e.g., run, write, swim, fly, young, old, hair, head, face

2. Students can find out one’s abilities with yes/no questions and elicit the answers. e.g., Can you run? Yes, I can. 3. Students can describe one’s appearance with adjectives. e.g., He’s young. He’s old. 4. Students can get the information about one’s abilities and identity with wh-questions. e.g., What can you do? Who’s he? 5. Students can make an oral description with at least four sentences. 6. Students can recognize and remember the letters: Gg , Hh, Ii, Jj, Kk, Ll 7. Students can read and act out the stories vividly. 1. Students can identify the words about actions, family members and appearance in context. e.g., dance, read, sing, draw, grandfather, grandmother, father, mother, me, fat, thin, tall, short 2. Students can express abilities with the modal verb can. e.g., I can dance. 3. Students can find out one’s ability with wh-questions. e.g. What can you do? 4. Students can describe a person with to be pattern e.g. He/She/This is…

5. Students can find out one’s identity with wh-questions

e.g. Who is he/she? 6. Students can make an oral description with at least two sentences. 7. Students can read and act out the stories vividly. 2 1 “My friend”

To draw a picture and introduce one’s own and simple information about ones friends through making up stories with ‘This is my…, He/ She is…’

Objective - Task Chain（目标-任务链）

OE BOOK 2A Module 2 Me, my family and friends Project:

About me

To do a survey and give an oral report about oneself with ‘I’m …, I’m a …, My …is/are …, I can …’

Competences:

1. Students can identify the words about appearance, abilities in context. e.g., run, write, swim, fly, young, old, hair, head, face

2. Students can find out one’s abilities with yes/no questions and elicit the answers.

e.g., Can you run? Yes, I can. 3. Students can describe one’s appearance with adjectives.

e.g., He’s young. He’s old. 4. Students can get the information about one’s abilities and identity with wh-questions.

e.g., What can you do? Who’s he? 5. Students can make an oral description with at least four sentences. 6. Students can recognize and remember the letters: Gg , Hh, Ii, Jj, Kk, Ll Unit 1 I can swim Topic: My ability Task: To do a survey about one’s abilities with modal verb ‘can’

Learning objectives: 1. To identify the words about actions Unit 2 That’s my family

Topic: Your father and mother Task: To show a photo by describing a person with the pattern ‘to be’

Learning objectives: 1. To identify the words to describe people e.g., young, old

2. To learn yes/no questions to ask about a person Unit 3 My hair is short Topic: Introduce myself Task: To make an introduction about oneself with different adjectives Learning objectives:

1. To identify the new words to describe people

e.g., run, write, swim , fly e.g., long, short 2. To ask about one’s abilities with “Can you...?”

e.g., Can you draw?

3. To give a positive and negative response

e.g., Is he/she tall? “Yes/No...”

e.g., My hair is short. My eyes are small. Your hair is 3.To give a positive and negative response with long. Your eyes are big. e.g., Yes, he/ she is.

No, he/ she isn’t.

4.To recognize and remember the letters:

Ii insect, Jj jar Core contents: Words: young, old Patterns:

Is he/she …?

Yes, he/ she is. No, he/ she isn’t

Letters: Ii insect, Jj jar WB: P18-21 2. To describe people with” My/Your...is/are...”

e.g., Yes. I can. No. I can’t.

4.

To recognize and remember the letters:

Gg girl, Hh hand Core contents:

Words: run, write, swim , fly Patterns:

Can you …? Yes. I can.

Can you …? No. I can’t.

Letters: Gg girl, Hh hand WB: P14-17 3. To recognize and remember the letters: Kk kite,

Ll li Core contents: Words: hair, head, face, long, short Patterns:

My hair is ... My eyes are ...

Your hair is ... Your eyes are …

Letters: Kk kite, Ll lion WB: P22-25

Content - Discourse Chain（内容-话语链）

OE BOOK 2A Module 2 Unit 1 I can swim Periods Sub-topics Sub-tasks & Period 1 Little Danny abilities 1.

To identify the words about actions Supergirl

express abilities and inabilities Period 2 Supergirl

Period 3 My ability Period 4 Unit revision To make a dialogue about one’s To make an introduction about To fulfill the task of this unit

1. To learn the verb ”can, can’t” to 1. To tick or cross, and then

talk about yourself 2. To make a dialogue in pairs e.g., run, write, swim , fly Learning Objectives 2. To ask about one’s abilities with 2. To recognize and remember “Can you...?”

the letters: Gg girl,

Hh hand e.g., I can run. But I can’t write.

e.g., Can you draw? 3. To give a positive and negative response with “Yes/No...”

e.g., Yes, I can. No, I can’t.

Words: Words:

Patterns: I can…. I can…

But I can’t…

Listening and speaking: run, write, swim , fly Patterns: Listening and speaking: Hi! I’m Supergirl.

I can run. I can swim. I can fly.

But I can’t write.

Words:

Patterns: Hello, …

Can you…?

Yes, I can./ No, I can’t.

What can you do? I can…

Listening and speaking: Hello, Eddie. Can you swim? Yes, I can./ No, I can’t.

What can you do?

I can run.

run, write, swim , fly Patterns: Core contents Can you …? Yes, I can. No, I can’t.

Hi! I’m …

Discourse Can you draw? Yes, I can.

Can you write, Danny? No, I can’t.

Reading and writing: run, write, swim , fly

SB: P14 Look and learn

SB: P15 Enjoy a story P17 Learn the sounds WB: P16 C SB: P17 Learn the letters WB: P15 B

P17 A, B

Materials Look and say P16 Do a survey WB: P14 A

整体设计工作表

2A

Module 2 Me, my family and friends

Unit 1

I can swim

Contents 语

音

词

汇

词

法

句

法

核心（SC）: I can … / I can’t …

i （write）

L1——能知道单个辅音字母在单词中的发音规则

Level

学习兴趣/习惯/策略

1. 认真听示范发音，听清后模仿。

2. 养成有感情地朗读或表演语句内容的习惯，增加语感，加深对语句的理解。

3. 从学生对事物的认知出发，充分理解本课相关动词的含义及用法，再根据自身实际情况来运用新句型来描述自己的能力。

y （fly）

核心(VC):

run, write, swim, fly

L1——能朗读、抄写单词

L2——能听懂、读懂单词，理解单词的含义

L3——能够根据语境运用核心单词进行口头表述

L1——能知道简单的词法规则（can+动词的用法）；

L2——能理解词法规则，用正确的此法规则做替换练习

L3——能够根据语境运用正确的此法规则进行口头表述

L1——能跟读、朗读句子

L2——能听懂、读懂句子表达的含义，并作出应答

L3——能根据图片、话题语境，能正确运用核心句型进行口头表述

L1——能根据话题、图片，背记、表演基本话语语段

L2——能理解基本话语语段，并根据话题、图片进行词汇替换

L: V.

核心（PC）：

语

篇

Hi! I’m supergirl. I can run. I can swim. I can fly. L3——能根据话题、图片，在基本话语语段的基础上，增加1-2句学过的句型进行口头表述

But I can’t write.

Lesson plan

Procedures I. Pre-task

preparations: Contents 1．

Sing a song：

I can draw

2．

Greeting and daily talk. (little train) What’s your name? How’s the weather? What can you do? Are you …

Methods Activity1: Let’s sing T/Ss sing together. Purposes To activate the atmosphere of class

Activity 2: Ask and answer

T ask questions

Sn answer the questions.

To review the sentence pattern they have learnt.

II. While-task

procedures:

1. New words: run

swim

Activity 3: Spelling and chant To elicit the new words T: Today let’s meet a new friend: Supergirl. VC-L1 Let’s get to know her together.

T (play flash once)

T act body language-run and read.

Ss repeat.

T show the picture of the word.

S1-S6 read (little train).

T show the word car and ask S1 to read and

spell. To help students to memorize S1-S3: Run, run, r-u-n run. the new word.

T show pictures of animal. VC-L1

T: Who can run?

S4: The dog can run.

T: Can Supergirl run?

S5: Yes, she can.

T: Can you run？

S6-S9: Yes, I can. To elicit new word. T act swimming and read the word. VC-L1 Ss repeat.

fly

write

T show the picture of swim. Sg read. Sb: read. T take out the word card. S1-S3 read and spell. Can Supergirl swim？

S4: Yes, she can. T: Can you swim? S5-S7 answer according to their own situation.

T take out a picture of the word and read. Ss repeat T show pictures of different animal and ask Ss who can fly. S1 The bird can fly. S1-S6 read. (little train) T show the word card. T: who can spell fly. S7-S9 read and spell. Can Supergirl fly？

Ss: Yes, she can. T: Can you fly? S10-S12: No, I can’t.

T take out a piece of paper and act writing. T: Look! I can write. T show picture of the word and read. Ss repeat. S1-S6: I can write. T show the word card. S7-S9 read and spell. T: Can Supergirl write? S1: No, she can’t.

To help students to memorize the new word.

VC-L1

To elicit the sentence pattern I can’t.... SC-L1

2.

Quick Response run, swim, fly, write, dance, sing, draw, ect

3.

Supergirl VS Elsa I can…

I can’t …

4.

Tell the story Hi, I’m Supergirl. I can run. I can swim. I can fly. But I can’t write.

5.

Our cartoon friends’ abilities. I am…

I can… I can…

But I can’t ... Name

can

can can’t Elsa

sing write fly

Activity 5: Flash words on screen and body movements.

T show pictures of new words on the blackboard. Ss say words quickly.

Activity 4: Compare between Elsa and Supergirl T show a list what Supergirl/Elsa can and cannot do. Ss group reading Sgroup1: I can sing. Sgroup2: I can’t sing. Sgroup1: I can swim. Sgroup2: I can’t swim.

Activity 6: Look at pictures and finish dialogue

T play flash again.

Ss repeat.

T show pictures of one by one.

S1-S4 try to tell the story by looking at pictures only. S5-S6 try to recite the dialogue.

Activity 7: Talk about abilities and inabilities.

To practice new words with mechanic practice. VC-L1

To get familiar with new patterns according to the given table. SC-L1

To help students better understand the meaning of new sentence pattern. SC-L2

To consolidate new sentence patterns by acting cartoon T shows cartoon characters and along with a characters.

table of what they can and they can’t do. SC-L2 T give examples first.

T: I’m Elsa.

Superman

fly run dance Peggi

run sing write Nemo

dance swim run

6.

Play a game: Finding friends.

I’m Miss/ Mr …

I can…

Who is my friend?

Activity 8: Who is my friend? To active atmosphere and apply T give pictures of animal (cat, dog, fish, duck, new words and sentence bird, butterfly) to S1-S6.

patterns during the game. T take the bird. SC-L2 T: Hi I’m a Bird. I can fly. I can’t run. VC-L3

Who is my friend?

I’m a girl.

I’m tall.

I can sing. I can write.

But I can’t fly.

Ss try to use I’m…I can…

I can’t…

to make sentence.

S2: Hi, I’m a butterfly. I can fly. I can’t run.

I’m your friend. S3: Hi, I’m Miss Monkey. I can run. I can’t fly. S4: Hi, I’m a Pig. I can run. I can’t fly.

I’m your friend. …

III. Post-task

activities: 1. WB P17 Do a survey I’m… I’m a …

I can… I can… I can…

But I can’t …

Activity 9: Talk about my abilities. T give example first about her abilities and inabilities. T: Hi, I’m Jade.

I’m short and thin.

I can write.

I can swim.

I can run.

But I can’t fly. Ss finish the table and try to talk about their abilities.

To cultivate students learning interest through the task and apply knowledge to Ss themselves. SC-L3 On the blackboard:

2A M2U1 Me, my family and friends

Supergirl

I can …

I can’t …