Unit 1 Animals教学内容

基于课程标准的教学与评价

-- 关注学生核心素养在教学中的渗透

Book: Oxford English 3b M2 U1 Theme: Animals Topic: Animals I see Period: 1st

Teacher: 王莎

School: 九亭第三小学

Date： 2018-3-27

一、单元教学流程设计

课时

P1 单课话题

Animals I See 教学目标

能正确朗读抄写核心词汇；尝试运用核心语言进行询问和应答；借助板书内容对各类动物进行简单描述。

核心内容

核心词汇：tiger, lion, panda, monkey, clever, strong和核心句型：Do you like...? Yes, I do./ No, I don’t.

核心词汇：tiger, lion, panda, monkey, clever, strong和核心句型：Do you like...? Yes, I do./ No, I don’t.

教学方法

Ask and answer Look and say Say and act Think and say 语用任务

在观看电视的语境中，借助句型框架和板书内容，尝试对各类动物进行询问、应答及简单描述。

评价伴随

通过角色扮演朗读，尝试借助板书对各类动物进行询问、应答及简单描述等评价活动，检测学生对核心内容的掌握情况。

通过问题驱动，视听呈现，阅读判断，借助句型框架丰富对猴子动物及个性的介绍的评价活动，检测学生对核心内容的运用程度。

通过阅读回答问题，想一想，说一说，写一写等方式检测本单元的教学目标的达成情况。

P2 Animals I Know 能用核心语言进行熟练的询问与应答；借助板书和句型框架对语篇故事进行描述；要求语音语调准确，内容达意，表达较流利。

Ask and answer Read and underline Read and complete Think and say （借助句型框架）

P3 Animals I Like 能熟练运用已学语言，借助句型框架有条理第口头和书面介绍自己喜爱的动物，要求语音语调准确，内容完整达意、表达较流利、书写及语法正确。

核心词汇：tiger, lion, panda, monkey, clever, strong和核心句型：Do you like...? Yes, I do./ No, I don’t.

在Monkey and hats的故事语境中，结合已学语言知识，在句型框架的帮助下，进一步运用本单元的核心语言，丰富对猴子这一类动物的描述。

Listen and tick 在谈论自己喜爱的动Read and answer 物的语境中，从外Think and say 形、能力等方面，结Think and write 合已学语言，借助句（借助句型框架）

型框架，运用本单元核心语言，用4-6句话口头及书面介绍自己喜爱的动物。

二、

单元教材内容

三、单元教学目标

Oxford English 3B Module 2 Unit 1 Animals ●

语言知识与技能

1. 全体学生能在语境中正确朗读字母组合-ck 读音以及含有这些字母的单词和相关语音儿歌，并能运用语音规则拼读含有字母组合-ck的其他词汇。

2. 全体学生能在语境中正确认读、拼读本单元核心词汇tiger, lion, panda, monkey, clever, strong并能运用核心词汇进行正确应答、描述及书写。

3. 全体学生能在语境中运用本单元核心句型Do you like...? Yes, I do./ No, I don’t. 以及核心词汇进行正确询问、应答、书写及描述，语音语调准确，表达流利。

4. 全体学生能结合已学语言知识，口头及书面介绍自己喜欢的动物，语音语调准确，表达完整达意、表述流利、拼写及语法正确。

●

语言情感

学生在语境中加深对不同动物的了解，认识各种不同的动物，感受动物的不同性情及可爱之处。

●

学习策略

学生能在课堂交流中，注意倾听，自觉模仿，积极思考；能利用学习资

源，积极与他人合作，共同完成学习任务。

【语用任务】

学生能在谈论自己喜爱的动物的语境中，从外形特征、喜好、能力等方面，结合已学语言，借助句型框架，运用本单元核心语言，用4-6句话口头及书面介绍自己喜爱的动物。要求语音语调准确、内容完整达意、表达流利、拼写及语法正确。

1

四、单元课时划分

课时

Period 1

Period 2

Period 3

话题

教材

内容

整合

Animals I See Look and say

Look and learn

Read a story Listen and enjoy Learn the sounds

Animals I Know Look and say

Look and learn

Read a story Listen and enjoy Learn the sounds

Animals I Like Look and say

Look and learn

Do a survey Learn the sounds Listen and enjoy

五、分课时教学目标

课时

语言知识与技能

语用任务

1.正确跟读含有字母组合-ck的单词，了解字母在观看电视的语境中，借助组合-ck单词中的发音。

句型框架和板书内容，尝试2.正确朗读与抄写核心词汇tiger, lion, panda, 对各类动物进行询问、应答monkey, clever, strong；正确朗读核心句型Do 及简单描述。

you like...? Yes, I do./ No, I don’t. 。

3.在观看电视的语境中，尝试对各类动物进行询问、应答及简单描述，语音语调准确，表达较流利。

第

一

课

时

2

1.正确朗读儿歌，并尝试归纳字母组合-ck在单在Monkey and hats的故事语词中的发音规律。

境中，结合已学语言知识，2.能正确背记核心词汇tiger, lion, panda, 在句型框架的帮助下，进一monkey, clever, strong并运用核心句型Do you 步运用本单元的核心语言，第

二

课

时

like...? Yes, I do./ No, I don’t. 进行正确的询问、丰富对猴子这一类动物的描应答及书写。

情节，增加对猴子的认识，能有感情地朗读故事，语音语调准确，表达较流利。

1.

尝试运用发音规律，正确拼读含有字母组合在谈论自己喜爱的动物的语-ck的新词。

境中，从外形特征、喜好、2.熟练运用核心词汇tiger, lion, panda, monkey, 能力等方面，结合已学语clever, strong和核心句型Do you like...? Yes, I 言，借助句型框架，运用本第

三

课

时

do./ No, I don’t. 进行询问、应答、讲述并书单元核心语言，用4-6句话口写。

语言，对自己喜爱的动物进行口头和书面介绍，语音语调准确、内容完整达意、表达流利、拼写及语法正确。

头及书面介绍自己喜爱的动3. 在谈论自己喜爱的动物的语境中，运用核心物。

述。

3. 在Monkey and hats的故事语境中，了解故事

六、本课时教学设计

Oxford English 3B M2U1 Animals（Period 1）

Animals I See 1. 教学重点与难点：

1）

重点：运用核心语言进行询问、应答并完整描述相关动物。

2）

难点：结合已学语言、借助板书内容和句型框架完整描述相关动物。

2. 教学技术与学习资源应用

PPT，板书，练习纸，音频、视频支持

3

3.

本课时教学文本

1.

Lions: Kitty: Look at the animals, Peter. Are they tigers? Peter: No, they are lions. Kitty: Oh, lions. I don’t like lions. Do you like lions? Peter: Yes, I do. They can run fast. They are cool. I want to be cool.

2.

Tigers Kitty: Oh, what are they? They are crying(吼叫). Are they lions, Peter? Peter: No, they are tigers. Tigers are the king of the forest. Kitty: Ah, they are strong! Peter: Yes. They can run fast. And they can climb trees too. They like eating meat. Kitty: Mmm! They have a big mouth. Do you like tigers? Peter: Yes, I do. Do you like tigers, Kitty? Kitty: No, I don’t. Tigers make me afraid.

3.

Pandas Peter: Kitty, you don’t like tigers or lions. What animals do you like? Kitty: Guess. I like cute animals. Peter: Elephants? Kitty: No. They are black and white. Peter: Zebras? Kitty: No, they like eating bamboos. Peter: Ah, I see. You like pandas. Kitty: Bingo! Do you like pandas? Peter: Yes, I do. They are soft and lovely.

4.

Monkeys Kitty: Peter, look at the animals. What are they? Are they dogs? Peter: No, dogs have a short tail. But they have a long one. And dogs like eating bones(骨头). But they like eating bananas. Kitty: Oh, let me see. Are they monkeys? Peter: Yes, you are right. They are so clever. Look! They can ride bicycles. I like monkeys. Do you like monkeys? Kitty: Yes, I do. They can play on the swing too. How fun!

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4. 本课时教学目标

课时

语言知识与技能

语用任务

1.正确跟读含有字母组合-ck的单词，了解字在观看电视的语境中，借母组合在-ck单词中的发音。

助句型框架和板书内容，2.正确朗读与抄写核心词汇tiger, lion, panda, 尝试对各类动物进行询monkey, clever, strong；正确朗读核心句型Do 问、应答及简单描述。

you like...? Yes, I do./ No, I don’t. 。

3.在观看电视的语境中，尝试对各类动物进行询问、应答及简单描述，语音语调准确，表达较流利。

第

一

课

时

5. 本课时教学过程

Procedure Content Method 1-1 Ask and answer 1-2 Look and read

2-1 Watch and think 2-2 Ask and answer

1-1 Listen and think 1-2 Think and answer

2-1 Listen and answer 2-2 Ask and answer 2-3 Pair work 2-4 Look and read

5 Purpose 通过整合单词和朗读韵律，初步感知字母组合-ck在单词中的发音规律。

通过Kitty和Peter导入语境，观看视频引入话题。

问题驱动，整体感知对话文本。

通过听音频，引出核心单词；运用所学句型归纳所听信息，通过朗Assessment 评价目的：检测学生对-ck字母组合在单词、句子中发音的掌握情况。

评价维度：学习习惯

评价内容：观察、模仿老师的口型和发音评价主体：教师

评价方式：课堂观察

评价标准：能观察老师的口型，正确跟读单词和句子。

评价目的：检测对话文本的理解与关键信息的捕捉能力

评价维度：学习习惯

评价内容：听的习惯

评价主体：教师

评价方式：课堂问答评价标准：能正确捕捉关键信息。

评价目的：检测听、1.

Sounds Ⅰ. Pre-task

preparations

2.

Video

1.

Audio

Ⅱ. While-task

procedures

2.

Lions

3.

Tigers

4.

Pandas

3-1 Listen and answer 3-2 Read and answer 3-3 Look and say 3-4 Ask and answer 3-5 Pair work 3-6 Look and read

4-1 Look and guess 4-2 Look and think 4-3 Listen and fill in the blanks 4-4 Read and think 4-5 Ask and answer 4-6 Look and say

6 读文本对核心句型进行初步感知。

通过音频，引出核心单词；通过阅读文本，捕捉并归纳重要信息；根据信息对该动物进行简单描述；通过问问题引出核心句型，并借助核心句型表述对这一动物的喜好。

通过显露的图片猜测动物，引发学生的兴趣，引出核心单词；通过听音频补充文本，锻炼学生的听力和提炼信息的能力;借助图片和所学句型对核心句型和核心单词、核心句型进行巩固操说、读的能力。

评价维度：学习习惯

评价内容：语言表达

评价主体：教师

评价方式：即时评价评价标准：正确朗读对话文本，尝试借助板书和句型框架介绍职业。

评价目的：检测自主阅读，寻找关键信息，借助句型框架介绍动物，并借助核心句型表达对动物的喜好。

评价维度：学习习惯

评价内容：语言运用

评价主体: 师生

评价方式：即时评价评价标准：正确获取信息进行书写并借助句型框架表达喜好。

5.

Monkeys

5-1 Look, think and guess 5-2 Think and say 5-3 Look and read 5-4 Pair work

Ⅲ. Post-task activities 1.

Review

2. More animals

1-1 Choose and read

2-1 Make a dialogue

练。

通过已给图片，整合信息，猜测动物，引出核心单词；借助图片对动物进行简单描述；借助图片和已给句子完成对话。

通过选择文本朗读，对已学旧知进行巩固，同时到考虑不同学生的需求，学生可自选任务完成。

学生尝试

结合已学句型，关于其他动物编对话。

评价目的：检测学生通过本课学习，能否运用核心内容对相关动物表述喜好。

评价维度：学业成果

评价内容：语言运用

评价主体：教师

评价方式：表现性任务

评价标准：能借助板书框架对相关动物完整地口头表述，内容达意，表达较流利。

7

Board design

Assignment 1.

Copy the new words and sentences. 2. Listen and read the dialogues nicely.

通过不同形式的作业帮助进一步巩固所学内容；拓展学习的空间，提升语用能力。

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6. 本课练习设计

1

七、各课时教学文本

1.

第一课时教学文本

Kitty and Peter are at home. They are watching TV.

Kitty: Look at the animals, Peter. Are they tigers? Peter: No, they are lions. Kitty: Oh, lions. I don’t like lions. Do you like lions? Peter: Yes, I do. They can run fast. They are cool. I want to be cool.

Kitty: Oh, what are they? They are crying(吼叫). Are they lions, Peter? Peter: No, they are tigers. Tigers are the king of the forest. Kitty: Ah, they are strong! Peter: Yes. They can run fast. And they can climb trees too. They like eating meat. Kitty: Mmm! They have a big mouth. Do you like tigers? Peter: Yes, I do. Do you like tigers, Kitty? Kitty: No, I don’t. Tigers make me afraid.

Peter: Kitty, you don’t like tigers or lions. What animals do you like? Kitty: Guess. I like cute animals. Peter: Elephants? Kitty: No. They are black and white. Peter: Zebras? Kitty: No, they like eating bamboos. Peter: Ah, I see. You like pandas. Kitty: Bingo! Do you like pandas? Peter: Yes, I do. They are soft and lovely.

Kitty: Peter, look at the animals. What are they? Are they dogs? Peter: No, dogs have a short tail. But they have a long one. And dogs like eating bones(骨头). But they like eating bananas. Kitty: Oh, let me see. Are they monkeys? Peter: Yes, you are right. They are so clever. Look! They can ride bicycles. I like monkeys. Do you like monkeys? Kitty: Yes, I do. They can play on the swing too. How fun!

2.

第二课时教学文本

It is a hot summer day. Uncle Bai walks on the road. He has many hats. He looks tired. Uncle Bai: It’s so hot. I want to have a rest. He sees a tree. The tree is big. He takes a rest under the tree. Uncle Bai: Yeah! It’s cool here. Let me have a rest.

Uncle Bai takes a nap. But some monkeys take his hats and jump into the tree. Monkey1: Look! What’s this? Monkey2: It’s a hat. Do you like it? Monkey3: Yes.

Uncle Bai wakes up. He is angry! But the monkeys in the tree are laughing. Uncle Bai: They are my hats! Monkeys: They are our hats! Uncle Bai: Give them back to me, naughty monkeys! Monkey1: I don’t want this hat! Monkey2: I don’t want this hat! Finally, he gets his hats back.

3.

第三课时教学文本

I like monkeys. They are clever. They can climb trees. They have a long tail. They can play games in the tree. Sometimes they are naughty but very cute. I like elephants. They have a long nose. They are big and strong. They can carry people and help people. They are very friendly. I like pandas best. They are black and white. They are smooth and soft. They like eating bamboos. They are very cute. I want to be friends with pandas.

1