Unit 1 Water教学设计范文

Project - Competence Chain（项目-能力链）

OE 5A Module 4 The natural world

Grade 5 Projects “A travel diary”

To write a travel notes with “

First…

Next…

Then…

Finally…

There is/ are…

It is…

They are…

Don’t…

…mustn’t…”

“A travel guide”

To make a travel guide for the

farm with “We can… We can’t…

It is…

They are…

It has… They have… Don’t…”

“Small insects”

Learning objectives 1.

2.

3.

4.

5.

1.

2.

3.

4.

To use adverbs to indicate sequences. To use the present continuous tense to describe actions taking place at the time of speaking. To use adverbs to describe a certain action. To use modeled sentences to express obligations and prohibitions. To use the simple present tense to express simple truths.

To use imperatives to express prohibitions or make suggestions. To use wh-questions to find out location. To use imperatives to express prohibitions. To use wh-questions to inquire about the weather. To use nouns to identify different insects, animals in the natural world. To know the different parts of a plant. To ask wh-questions to find out specific information about something. To describe an insect, an animal or a plant properly and logically. Grade 4 Grade 3 1.

To describe

different 2.

insects, with “It is … It has…

3.

They’re…”

4.

“My picture”

To draw a picture of the park and introduce it with “Look at … It’s a … It’s … and …”

“Lovely animals”

To describe the animals in the zoo with “It is a … It is…”

Grade 2 1.

To use the wh-question to find out specific information. 2.

To use prepositions to identify positions. 3.

To use imperatives to give simple instructions. 5. To use formulaic expressions to describe quantity. 1.

To use pronoun to refer to something.

2.

To ask wh-questions to find out specific information about something. 3.

To use adjectives to describe animals.

4.

To ask yes/no questions to elicit responses. 5.

To use onomatopoeic words to indicate animal sounds. Grade 1

Objective - Task Chain（目标-任务链）

OE BOOK 5A Module 4 The natural world Project: “A travel diary”

To write a travel notes with “ First… Next… Then… Finally… There is/ are… It is… They are… We can…Don’t…

…mustn’t…”

Learning objectives:

1. To use adverbs to indicate sequences. 2. To use the present continuous tense to describe actions taking place. 3. To use adverbs to describe a certain action. 4. To use modeled sentences to express obligations and prohibitions. 5. To use the simple present tense to express simple truths.

Unit 1 Water

Task: “Water in life”

different drinks by using the adverbs. Unit 2 Wind

with adverbs. Task: “A diary in a windy day”

Learning objectives: 1.

To use adverbs to describe manner. the wind. weather conditions. 4.

To identify the pronunciation of the sounds. Unit 3 Fire

mustn’t…”

Task: “A notice”

Learning objectives: 1.

To use the key words in context. prohibitions. 4.

To review the pronunciation of the sounds learnt in the previous units.

To write about the process of making To describe what people do in a windy day To make a notice about the fire safety with “We must… We Learning objectives: 1.

To use adverbs to indicate sequences. describe actions taking place at the time of speaking. 3.

To use wh-questions asking for specific information. 4.

To use formulaic expressions in context. 2.

To use the present continuous tense to 2.

To use modeled sentences to describe 2.

To use modeled sentences to express obligations and 3.

To use modeled sentences to talk about 3.

To use the simple present tense to express simple truths. 5.

To identify the pronunciation of the

sounds.

Content - Discourse Chain（内容-话语链）

OE BOOK 5A Module 4 Unit 1 Water

Periods & Period 1 Period 2 Sub-topics Water in the drinks I can make some drinks To talk about what we need to make Sub-tasks different drinks by using the key words. 1. To use the key word: e.g. tea, teapot, cup 2. To use ‘I like drinking…’

to express one’s preference. Learning 3. To use the patterns Objectives to talk about what one needs /has to make different drinks：

e.g. She has some tea.

I have some cups. To write about the process of making some drinks one’s like by using’

first, next, then, finally’. about making tea step descriptions

e.g. First, boil the water.

indicate the sequences in doing something

e.g. Next, put some tea in the teapot. Words: first, next, then, finally Patterns: First, …

Next, …

Then, …

Finally, …

Listening and speaking: What are you doing? I’m making some tea. To make a report about the Huangpu River with ‘first, next, then and finally’

River indicate sequences Period 3 Water in the river To retell the story the To fulfill the task of this journey of Little Water unit Drop with ‘first, next, then and finally’

present tense to talk indicate the sequences in doing something the step descriptions 3. To identify the phonetic symbols /ʃ/, /tʃ/, /ʒ/ and /dʒ/

2. To understand a story 2. To learn how to write

Period 4 Water in the sea Period 5 Water in our life 1. To get the general idea 1. To know about Yangtze 1. To use the simple 1. To use the words to 2. To learn how to write the 2. To use adverbs to about the story 3. To try to describe the and retell it 3. To use the adverbs to river Words: tea, teapot, cup, water pot, powder, sugar, juicer Core Patterns: contents: I like drinking…

I want to make some…

I have…

Then I can make some…

Listening and speaking: Discourse Kitty is in the kitchen with her grandma. Words: through, gorge, meet Patterns:

First, …

Next, …

Then, …

Finally, …

Words: inside

Patterns: First, …

Next, …

Then, …

Finally, …

give a report, start, fall, rise up, fly over, Listening and speaking: Listening and speaking: The Yangtze River is Retell the story. very, very long. First, it

Listening and speaking: What’s your favourite juice? I like milk

tea best.

Grandma likes drinking tea. She wants to make some tea. She has a water pot, a teapot, some tea and some cups. Then she can make some tea. Reading and writing: I like drinking tea. I want to make some tea. I have a water pot, a teapot, some tea and some cups. Then I can make some tea.

How do you make it? What’s next? teapot.

And then? the teapot. Finally? the cups. Reading and writing: I can make some tea. First, we boil the water. Next, we put some tea in the teapot. Then, we pour the water into the teapot. Finally, we pour the tea into the cups and drink the tea. It tastes great. I like it very much. starts high in the

First, we must boil the water. mountains in the west of China. Next, it runs down mountains and through the beautiful Three Gorges. Then, it many other lakes and rivers. Finally, it runs

Next, we put some tea in the the What colour is it? It’s brown. How does it taste? It’s sweet and nice. Can you make it? Of course. First, pour Then, we pour the water into meets more water from Finally, we pour the tea into into the sea. some hot tea in the cups. Next, pour some milk in the tea. Then, put some sugar in the tea and mix it. Finally, you can drink the milk tea.

Reading and writing:

Peter

and I both like drinking milk

tea. It tastes nice. It is brown. Do you want to make it? First, pour some hot tea in the cups. Next, pour some milk in the tea. Then, put some sugar in the tea and mix it. Finally, you can drink the milk tea.

SB: P47 Look and say;

P48 Look and learn WB: P73 E F SB: P49 Say and act

P51 Make a rainbow WB: P72 C D

P74 G SB: P50 Read a story WB:

P75 H SB: P51 Learn the sounds WB: P71 A B

P76 Task A B C Materials

五年级第一学期（5A）学期学习要求

语言技能

语言知识分级

语音

L1——识别并正确朗读国际音标（A）

L2——背记元音、辅音及字母组合的发音规则（A）

L3——根据单词的发音，找到相应的音标词（A）

听

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说

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读

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写

学习策略与思维方式

词汇

L1——背记单词，并在语境中知晓词性和词义（A）

L2——在听说读写活动中正确理解单词（B）

L3——根据任务，在语境中运用核心单词，完成交际任务（C）

词法

L1——知晓各种词法（介词、动词、副词、形容词等）的语法功能（A）

L2——在语境中理解和掌握词法的表意功能（B）

L3——根据语境运用单词的适当形式进行填空（B）

L4——根据语境，运用正确的词法规则进行恰当的口头以及书面表达（C）

句法

L1——知晓句法规则（A）

L2——理解并掌握不同句子结构在交流使用中的不同意义（B）

L3——区分，判断不同的句子类型，正确改写不同的句型（B）

L4——根据语境，运用正确的句法规则进行表达和交际（C）

语篇

L1——用适切的语音语调背诵课文；认读90词左右的语篇内容；知晓记叙文的基本结构（A）

L2——理解90词左右的语篇的含义，并正确的判断、选择或应答（B）

L3——根据语境进行口头9-10句话的表达及书面不少于8句的表述。（C）

1、能认读音标，并读准单词。

2、能尝试使用词典学习词汇，能学

会用方法背记核心单词，养成积累词

汇的学习策略。

3、能根据语境需要选择恰当词汇，

正确运用词法规则，提高日常交际表√

达中遣词造句的准确性。

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4、能通过朗读、记忆、阅读和表达等方式，用正确的句子种类进行表达

和交际。

5、能借助图片，表格，mind-map等√

信息理解、记忆语言及口头复述。

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6、在听读活动中获取信息，理解大意，增加语言积累，体验语言的文化

内涵。在说写活动中运用语言知识进

行说明和描述。

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7、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。

8、形成自我管理和检验的习惯，能

自我意识到错误并及时纠正，同时认真倾听他人并作出恰当的评价。

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9、能在语言实践活动中互帮互学。

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单元整体设计工具表

5A

Module 4

The natural world

Unit 1 Water Contents /tʃ/: ch- /dʒ/: -g-, j- 语音

/ʃ/: sh-

/ʒ/: -s- 核心(VC)：First, next, then, finally, tea, boil, pour, drink 词汇

非核心(VE)：report, start, lake, part, piece, sunlight, hold, above, rainbow Level L1——识别并正确朗读国际音标（A）

Learning strategies 1、能认读音标，并读准单词。

L2——背记元音、辅音及字母组合的发音规则（A）

2、能根据语境需要选择恰L3——根据单词的发音，找到相应的音标词（A）

当词汇，正确运用词法规则，提高日常交际表达中遣L1——背记单词，并在语境中知晓词性和词义（A）

词造句的准确性。

L2——在听说读写活动中正确理解单词（B）

3、能通过朗读、记忆、阅读和表达等方式，用正确的L3——根据任务，在语境中运用核心单词，完成交际任务（C）

句子种类进行表达和交际。

L1——知晓表示顺序的副词的语法功能（A）

4、能借助图片，表格，L2——在语境中理解和掌握词法的表意功能（B）

mind-map等信息理解、记忆词法

L: adverb 语言及口头复述。

L3——根据语境运用单词进行填空（B）

5、在听读活动中获取信息，L4——根据语境，运用正确的词法规则进行恰当的口头以及书面表达（C）

理解大意，增加语言积累，核心(SC)：First, … Next, … Then, …

L1——知晓句法规则（A）

体验语言的文化内涵。在说句法

Finally, …

L2——理解并掌握不同句子结构在交流使用中的不同意义（B）

写活动中运用语言知识进非核心(SE)：What do we do first?

行说明和描述。

L3——根据语境，运用正确的句法规则进行表达和交际（C）

6、形成自我管理和检验的L1——用适切的语音语调背诵课文；认读90词左右的语篇内容；知晓记叙文习惯，能自我意识到错误并的基本结构（A）

及时纠正，同时认真倾听他P：Look and say, Say and act, Look 语篇

L2——理解90词左右的语篇的含义，并正确的判断、选择或应答（B）

人并作出恰当的评价。

and read 7、能在语言实践活动中互L3——根据语境进行口头9-10句话的表达及书面不少于8句的表述。（C）

帮互学。

Task 运用表示顺序的副词，写一写制作饮品的过程。

Period 2

Lesson Plan

PROCEDURES CONTENTS Pre-task 1.Warming up I like drinking…

Preparations: I want to make some ...

I have…

Then I can make some …

While-task Procedures:

METHODS PURPOSES To review the items we need to Activity1:

Think, choose and say

Ss choose the drinks and say something about the make different drinks.

preparation of making the drinks.

To elicit the sub-topic of this class. Activity 2: Elicitation T: show the picture of Grandma and Kitty and elicit the

question ‘How to make tea?’.

Activity 3: Learn the new patterns 2. Patterns: To get an initial perception 1. Look and order How to make tea? Ss look at the pictures of making tea and try to order according to the life experience. First, (we) boil the water.

them in pairs. Next, (we) put some tea in the teapot.

Then, (we) pour the hot water into the 2. Listen and say ①Ss look at the steps of making tea, listen to To learn the adverbs to express teapot. Grandma’s introduction. the process of making tea. Finally, (we) pour the tea in the cups. ②Say the phrases of the action in the steps.

③Say the sentences of the steps.

④Learn the adverbs to express the process.

⑤Oral practice

3. Read, write and number

4. Watch the video

5. Read the dialogue in roles

To practice and consolidate the Activity 4: Practise the patterns 3. Patterns: patterns by saying the process of 1. Think and say

How to make coffee? ①Review the items we need to make coffee. making coffee.

②Say the process of making coffee.

③Make a new dialogue

Post-task Activities: 1. I can make some drinks I can make some …

First, …

Next, …

Then, …

Finally, … and I can drink the …

It tastes… I like it very much.

On the blackboard

To improve the ability in using the Activity 5: Choose, write and share

language. 1. Write the process of making drinks ①Choose the drinks, milk tea or juice. ②Choose and write about the process of making these drinks. ③Share the writing.

Word Bank water pot juicer cup sugar teapot powder

…

5AM4U1 Water I can make some drinks First, (we)…

Next, (we)…

Then, (we)…

Finally, (we)…