Unit 3 My clothes公开课参赛课教案

1 / 18

2B M3U3 My clothes

上海市教科院实验小学英语学科学习规范细则

维度

范围

界定

一年级

听老师、同伴发言，听音频视频等学倾听

评价点

低年段

二年级

1.听老师、同伴发言时目视对方，不做无关的动作，不随意打断，并做出行为反应。

2．在听录音、视频等材料的过程中，注意力集中，有意识模仿语音语调。

中高年段

三年级

1.用眼神、表情、动作等体现对老师或同学表达内容的关注，或做出相应的反应。

2.耐心倾听他人发言，不打断他人发言，尊重他人不同意见。

3.学会聆听音频、视频等学习资料

1.

主动表达自己，能够与他人进行对话等交流

2.

在个人、对子、小组、中，采用适当的音量、面部表情和肢体语言进行交流。

四年级

1.

用眼神、表情、动作等体现对老师或同学表达内容的关注，或做出相应的反应。

2.

能耐心地倾听他人表达的发言，并尊重他人的不同意见。

3.

自觉聆听录音、视频等学习资料。

1.

能主动表达自己的观点，做到语音语调正确，表述清晰。

全班等不同的表达范围中，采用适当的音量、面部表情和肢体语言进行交流。

3.

按照话题和格式要求，遵循书写规范进行写话。

五年级

1.用眼神、表情、动作等体现对老师或同学表达内容的关注，或做出相应的反应。

2.耐心倾听他人发言，不打断他人发言，尊重他人不同意见。

3.学会聆听音频、视频等学习资料

1.能主动表达自己的观点，做到语音语调正确，表述清晰。

班等不同的表达范围中，采用适当的音量、面部表情和肢体语言进行交流。

3.按照话题,语境和格式要求，遵循书写规范,有逻辑性进行写话,关注语段完整性。

1.

通过模仿与迁移，进行朗读、对话、说明或表演等学习活动。

1. 集中注意力听老师的示范音，观察老师的口型。

2.在听录音、视频等材料的过程中，初步模仿语音语调。

3 朗读课本等学习材料时按要求指读。

习材料时的具体规范

采用口头或书面的形式进行信息交流时的具体表达

1.根据媒体或示范，仿说儿歌、对话或小故事。

2.

表达时声音响亮，态度自1.根据媒体或示范，表演儿歌、对话或小故事。

2.表演时面向听众，态度3. 看清示范，模仿书再写，按照正确格式抄写词汇，提高书写质量。

自然，能让别人听清楚。

全班等不同的表达范围2.

在个人、对子、小组、2.在个人、对子、小组、全然大方。

规范

操作

采用口头或书面形式进行英1.坐姿端正，握笔姿势正确。

2.在老师的指导下，能大1. 朗读时能正确模仿语音语调，进行认读、跟读、拼1. 通过模仿与迁移，进行朗读、对话、说明或表演等2 / 18

1.

通过模仿与迁移，进行朗读、对话、介绍或表演。

语语言实践活动时的具体规范

声跟读音频资料，模仿语音语调，并按时完成听读读、默读、自读和展示读，按时完成听读作业。

2. 整体识读句子,通过配对、编号等识读句子。

3. 运用图片，关键词等方式记忆句序，逐步累计，增加语量，促进有序的表达。

学习活动。

2.采用圈、划、涂色方式比较音、义、形相近的词句，关注听、读内容的信息差异，找到关键提示，标注学习重点。

3.按照要求的步骤、内容和时间安排，完成学习活动。

2.

采用圈、划、涂色方式比较音、义、形相近的词句，关注听、读内容的信息差异，找到关键提示，标注学习重点。

3.

按照要求的步骤、内容和时间安排，完成学习活动。

2.采用圈、划、涂色方式比较音、义、形相近的词句，关注听、读内容的信息差异，找到关键提示，标注学习重点。

3.按照要求的步骤、内容和时间安排，完成学习活动。

4．能完整准确地记录课堂笔记。

作业。

3. 通过“滚雪球”“减词法”“角色扮演”等趣味诵读，强化记忆。

与学习伙伴共同经历英语学习实践活动时的具体规范

合作

1. 与同伴交流时，能尊重并1.根据指导与提示，能依1.在宣讲介绍、故事演绎等同伴合作学习活动前通过协商确定分工与职责；活动中，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学习任务。

2.诚恳地与学习伙伴进行交流，交换意见，并对别人提出的意见或建议作出适当的应答。

1.

在互补式阅读、海报制作、宣讲介绍、故事演绎等同伴合作学习活动前通过协商确定分工与职责；活动中，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学习任务。

2.

用诚恳的态度与学习伙伴进行交流，交换意见，并对别人提出的意见或建议作出适当的应答。

1.在宣讲介绍、故事演绎等同伴合作学习活动前通过协商确定分工与职责；活动中，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学习任务。

2.诚恳地与学习伙伴进行交流，交换意见，并对别人提出的意见或建议作出适当的应答。

据话题，主动与他人进行交流。

2.

对同伴的语言表达或学习成果表示赞赏：以友善的态度帮助同伴改进语音、表情、动作等方面的表现。

倾听对方的表达

2．遵守分角色朗读、对话、表演等合作学习的活动规则，根据步骤和要求，完成自己能承担的职责与任务。

在英语实反思

1. 在老师指导下，能认识自己的课堂行为。

1. 根据指导或示范，调整自己在表达时的语音、语调1.参照评价内容的提示，对自己在语音语调、表述内容、

与他人交流等语言和3 / 18

1.参照评价内容的提示，对自己在眼神交流、语言表述和表达1.参照评价内容的提示，对自己在语音语调、表述内容、

与他人交流等语言和践活动后进行自我

检查与评价的具体规范

2.

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

、语气、动作、站姿等方面的表现。

非语言信息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.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。

内容三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.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。

非语言信息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.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。

2.

根据老师的反馈，对自己的书面作业进行反思并及时纠正。

4 / 18

二年级第二学期（2B）学期学***描述

知识

语音

学***

A 水平描述

L1——能知道单个辅音字母在单词中的发音规则

L2——能判断单个辅音字母在单词中的发音

L1——能朗读、抄写、背记核心单词

词汇

C 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（动词、形容词等）；

词法

A L2——能理解句子表达的含义；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、朗读写核心句子

句法

C 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

语篇

B L2——能听懂、读懂基本话语语段，并作出正确的判断、选择

L3——能根据话题、图片语境，用5-6句话进行口头表述

5 / 18

学习策略/思维方式

1、

先倾听单词发音连续三遍，然后跟读，跟读形式多样。

2、看清示范，观察单词中每个字母在四线三格的正确位置，然后再动笔书写。

3、整体识读句子，通过句子中词汇的替换，操练句型，进行口头表达。

4、运用图片，关键词等方式记忆句序，逐步累计语量，促进有序的表达。

5、用打五角星的方式，进行同伴互评。

Project - Competence Chain（项目-能力链）

OE BOOK 2B Module 3 Things around us Grade Projects Competences “Changes around us”

1.

Students can read and write the words about the signs, the weather and furniture. To write a report about the e.g., telephone, toilet, restaurant, exit, entrance, stormy, foggy, rainy,mirror, cushion, cupboard, lamp,sofa changes with simple past 2.

Students can use imperatives to express prohibitions in different places. tense and simple present e.g., No smoking!/ Don’t litter!

tense 3.

Students can talk and write about the weather they like/dislike and illustrate the following reasons.

e.g., I like the rain. Because it helps my plants grow and grow. 5 4.

Students can talk and write about past states and activities with the simple past tense . e.g., The sofa was under the shelf. 5.

Students can use wh-questions to find out specific information. e.g., What’s the weather like today?

6.

Students can identify the phonetic symbols /l/ /r/

Students can write a passage with more than 10 sentences.

“My busy week”

1. Students can understand the key words in context. To make a report about the e.g., quiet, loud, bell, television (TV) noisy, ring, watch (TV), seven o’clock, a quarter past seven, half past life in a week with adverbs seven, a quarter to eight, get up, brush my teeth, wash my face, have breakfast, always, usually, often, 4 sometimes, never 2. Students can elicit a positive or negative response. e.g., Are they playing basketball? Yes, they are.

3. Students can indicate present activities. 6 / 18

e.g., I’m brushing my teeth.

4. Students can talk about the frequency of certain activities. e.g., He often goes to the school library on Monday afternoon.

5. Students can ask for the time, express one’s opinion, and reply to requests.

e.g., What time is it? It’s so much fun. All right. 6. Students can write a passage logically with at least 35 words. 7. Students can identify the pronunciation of the letters ‘-oy, -oi-, -ou-, ow-, -ay, -ai-‘

“In the park”

To make a report and get information about the things around us by using ‘It’s/They’re ...’

3 1. Students can understand the context.

e.g., circle, square, triangle, star, rectangle, house, sky, sea, mountain, river, plant a tree, have a picnic, ice-skate, ski, 2. Students can give specific information. e.g., How many circles? Three. 3. Students can find out specific information. e.g., What shape is it ? It’s a rectangle. What season is it? It’s spring.

4. Students can identify the colours of things. e.g., What colour are the leaves? They’re green.

5. Students can write a passage with at least two sentences. 6. Students can identify and compare the pronunciation of the letters ‘-ff’ ‘cl-‘ ‘pl-‘ ‘gl-‘ ‘bl-‘ ‘fl-‘ and ‘sl-‘

1. Students can use the pattern to indicate one’s likes.

“Seasons”

e.g.,

I like riding my bicycle in the park. Make a poster about the seasonal activities and clothes 2. Students can use nouns to describe clothing items. e.g., sweater, trousers, shirt, coat, T-shirt, blouse, dress. shorts in four seasons and introduce 3. Students can describe the seasons and introduce the seasonal clothes with about 4 sentences.

it to others. e.g., Spring is warm and nice. I have a shirt. It’s nice. It’s clean.

7 / 18

2

4. Students can recognize the sounds: s, z, m, n, l, r 5. Students can feel the beauty and differences among different seasons.

“Weather, clothes and seasons”

Solve the problem about choosing clothes I need according to different seasons 1 and weather.

1. Students can read the words about the seasons, weather and clothes.

e.g., warm, hot, spring, summer, sunny, cloudy, rainy, windy, T-shirt, dress, shorts, blouse

2. Students can use modeled sentences to describe the conditions and weather, indicate one’s needs and likes of clothes in different weather in spring or summer.

e.g., It’s … I need … I like …

3. Students can use wh-questions to find out the information about weather and people’s needs.

e.g., How is the weather?

What do you need?

4. Students can use imperative sentence to talk about the activities they can do in different weather. e.g., Let’s ...

5. Students can choose the right clothes according to the different weather.

8 / 18

目标-任务链Objective Task Chain

OE BOOK 2B Module 3

Things around us

Project:

Make a poster about the seasonal clothes and activities in four seasons and introduce it to others.

Competence:

1. Students can use the pattern to indicate one’s likes.

2. Students can use nouns to describe clothing items.

3. Students can describe the seasons and introduce the seasonal clothes with at least 4 sentences.

4. Students can recognize the sounds: s, z, m, n, l, r

Unit 1 The four seasons Task: To make a mind map to show things you like Unit 2 __Rules_____ Task: To draw a picture and introduce the traffic rules by using’ Let’s…’

Learning objectives: 1. To use the key words in context e.g. Light, stop, go, wait 2. To use imperatives to give simple instructions e.g. Look at the light. Stop! 3. To use formulaic expressions to give suggestions e.g. Let’s stop!

4. To identify the pronunciation of the sound ‘-m’ ‘-n’

e.g. mouth, warm, nose, ten

9 / 18

5 Students can feel the beauty and differences among different seasons.

doing in four seasons by using ’I like (doing)…in/on…’

Learning objectives: 1.

To use nouns to describe the seasons.

e.g., spring, summer ,autumn and winter

2. To use adjectives to describe the seasons.

e.g. Spring is warm and nice.

3.To use modelled sentences to indicate one’s likes.

e.g. I like riding my bicycle in the park.

4. To identify the pronunciation of the sound ‘-s’ ‘-z’

e.g. sun, bus, zebra, zoo

Unit 3

My clothes

Task: To introduce the weather and clothes in a certain season by using ’I have…’

Learning objectives: 1.

To use nouns to describe clothing items

e.g., sweater, trousers, shirt, coat,

2. To use modeled sentences to indicate possession. e.g., I have a shirt.

3. To describe the seasons and introduce the seasonal clothes with about 4 sentences. e.g., Spring is warm and nice. I have a shirt. It’s nice. It’s clean.

4. To feel the beauty and differences among different seasons.

Core contents:

Words: autumn, winter, cool, cold (look and learn)

cloudy and cold.( listen and enjoy)

Phrases: nice and warm, sunny and hot, windy and cool,

Patterns: I like (doing)…in/on…( look and say)

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

Sounds: -s -z

SB: P26-29

Core contents: 5. To identify the pronunciation of the sound Words: ‘-l’ ‘-r’ in words

stop, go, wait

e.g., light, cool, run, orange

Patterns: Core contents: Look at … It’s…

Words : Let’s…( Look and say)

trousers, sweater, shirt, coat

Sounds: -m -n

Patterns: SB: P30-33 … is …

I have…

It’s…/ They’re … (Look and say)

Sounds: -l -r

SB: P34-37

10 / 18

内容-话语链

Content Discourse Chain

OE BOOK 2B Module 3

Things around us

Unit 3

My clothes

Period & Sub-topic Sub-task Period 1 Clothes in four seasons To describe the weather and clothes in different seasons.

1.

To read, copy and recite the nouns about clothes items.

e.g., trousers, sweater, shirt, coat 2.

To understand the meaning of these nouns.

3.

To use these nouns to describe clothing items

Period 2

Clothes for my birthday To describe the seasons and the clothes on one’s birthday.

Learning Objectives 1. To follow and read the sentences to indicate possession. e.g., I have a shirt. 2. To understand meaning of the sentence and give a response to it. e.g., What do you have for spring? I have a coat.

4. To use modeled sentences to describe the different 3. To use modeled sentences to indicate possession. clothes.

e.g., I have a T-shirt and shorts.

e.g., Look at my sweater. It’s blue.

5. To describe the clothes in different seasons with 3-4 4. To describe the seasons and introduce the clothes for one’s birthday with at least 4 sentences. sentences.

e.g., Spring is warm. Look at my sweater. It’s blue. How nice!

e.g., Spring is warm and nice.

It’s my birthday. I have a shirt. It’s nice and clean.

5. To identify the pronunciation of the sound ‘-l’ ‘-r’ in words

e.g., light, cool, run, orange

Speaking: Speaking: Spring is warm.

Spring is nice and warm.

It’s my birthday. I have a T-shirt and a skirt. I’m very happy.

11 / 18

Discourse Analyses Look at my sweater. It’s yellow.

Look at my trousers.

They’re blue.

How nice!

Words: (Level C) coat, trousers, sweater, shirt Patterns: (Level B)

… is ...

Look at my…

It’s …

SB:

P34 Look and learn / Look and say P35 Play a game P37 Listen and enjoy WB: P34 A,

P36 C,D

Passage: (Level B) I’m a...(girl/boy)

It’s …(New Year’s day/ my birthday/Children’s Day)

I have…for …

I’m very happy.

SB:

P36 Enjoy a story P37 Learn the sound WB: P35 B

P37Task

Core Contents & Levels

12 / 18

Lesson plan Period 1 Procedures I. Pre-task

preparations: Contents Methods Purposes To use the core words

Criterion Content Level

C – L3

An introduction: Clothes in Activity1

Revision summer Summer is hot. Look at my blouse.

It’s yellow.

etc.

1.

Ss: Say a rhyme ‘Four seasons’

2.

T: Ask the questions: How is the weather in summer? Ss: Answer Ss: Listen to a passage. S1--Sn: Talk about the clothes in summer.

and sentence pattern 4.2

they’ve learnt before.

II. While-task

procedures:

Passage 1: Tom’ s clothes in Activity 2

Elicitation 1 spring

Spring is warm. Look at my sweater. It’s yellow. Look at my trousers. They’re blue. How nice!

1)

T: (Show a picture of spring )

Ss: Listen to a passage.

Ss: Repeat: Spring is warm. Ss: Listen to the sentence.

(Look at my sweater. It’s yellow.)

Sb&Sg&Ss: Imitate and repeat: sweater Look at my sweater. It’s yellow.

13 / 18

To imitate and

the 4.2 and

to

the

know the 2.1

C – L1

C- L1

It’s Tom’s favourite season. What season is it?

pronunciation intonation remember structure.

Ss-Sn: Repeat and build up: Spring is warm. To pronunciation and the

New word:

trousers

sweater

2) Ss: Listen to the sentence. (Look at my trousers. They’re blue.)

Ss: Imitate and repeat: trousers meaning of the word.

C-L2

C-L2

Ss-Sn: Repeat and build up: Spring is warm.

Look at my sweater. It’s yellow. Look at my

trousers. They’re blue.

3)

T: Do different actions and say : How nice!

Sn: Follow and repeat: How nice!

4) Ss: Repeat the whole passage.

5)

Sp: Mirror game.

Activity 3：Imitation 1 1)

Ss: Read with ‘Tom’s clothes in spring’

T: Elicit the words: sweater , trousers 2) T: Show the word: sweater Sn: Read , spell and recite.

T: Show different kinds of sweaters

Ss: Introduce these sweaters and spell. 3)T: Show the word: trousers

Sn: Read , spell and recite.

To remember the 2.1 the

pronunciation , the

meaning

and spelling of the words

T: Remind students how to copy the word at To substitute the words 4.2 the right position. Write the word on the in the sentence patterns.

blackboard. 14 / 18

Ss: Copy the word ‘trousers’ on the worksheet.

Ss: Introduce Tom’s different trousers.

1) T: ( Show a picture of Kitty)

Ss: Introduce Kitty’s picture.

Ss: Listen to a passage.

Ss: Repeat: Spring is warm. Ss: Listen to the sentence and repeat.

(Look at my shirt. It’s yellow.)

Ss: Imitate the word: shirt my shirt. It’s yellow.

2) Ss: Listen to the sentence and repeat (Look at my coat. It’s orange)

Ss: Imitate the word: coat

To

C- L1

C-L2

Passage 2:Kitty’s clothes Activity4：

Elicitation 2 in spring

Spring is warm. Look at my coat. It’s orange. How nice!

shirt. It’s yellow. Look at my 2)

T: (Show another picture of Kitty) know the 2.1

Ss: Repeat and build up: Spring is warm. Look at pronunciation and the

meaning of the word.

To consolidate the key 4.2

Ss: Repeat and build up: Spring is warm. Look at patterns.

my shirt. It’s yellow. Look at my coat. It’s

orange.

3)

T: Do different actions and say: How nice!

Ss: Follow and repeat: How nice!

4) SS: Repeat the whole passage.

15 / 18

New words:

shirt

coat

6)

Sp: Mirror game

Activity 5: Imitation 2 1）

Ss: Read the passage ‘Kitty’s clothes in spring’

T: Elicit the words: shirt , coat 2) T: Show the word: shirt Sn: Compare two words: shirt &T-shirt. Sn: Read, spell and recite. Ss: Introduce Kitty’s shirt.

3) T: (Act as Kitty) Look at my coat. It’s orange.

Ss: Listen and imitate.

Sn: Read, spell and recite. Ss: Say a rhyme.

S boy/ S girl: Talk about two coats.

Sn: Introduce Alice’s three clothes.

Activity 6:

Consolidation 1)

T: ( Show pictures of different clothes) Ss: Quick response for two times Ss: Say about the pictures. Ss: Spell the words. girls in different weather 16 / 18

To remember

the 2.1

C-L2

pronunciation and the

meaning of the words

To substitute the words 4.2 in the sentence patterns.

2.1 C-L2

C-L3

To consolidate the key

words

2)

Ss: Discussion: Clothes for boys & Clothes for

T: Stick the words on the blackboard SS: Read and spell the words.

blouse Ss: Copy the words on the worksheet.

III. Post-task

activities: Alice’s and Tom’s clothes Activity7: Role play

in four seasons

To remember 2.1 the

C-L2

3): T: Show the right way to copy the words: T-shirt

pronunciation

and the

spelling of the words

To use the language 4.2 they’ve learnt in this

C-L3

Sg: Group work the season they want to talk about. 3) Talk in groups Spring is warm. Look at my 1) Choose the person they want to act. And choose class.

coat. It’s orange. How nice!

Summer is hot. Look at my 2) Circle the clothes for this season. dress. It’s red. How nice!

Autumn is cool. Look at my 4) Sg: Act out

sweater. It’s green. How

nice!

After class:

1. Finish the worksheet

2. Talk about your clothes in

four seasons

17 / 18

On the blackboard:

2B M3U3 My clothes Period 1 Clothes in four seasons

Clothes for Tom

Clothes for Kitty

hot

dress

T-shirt

short

warm

shirt

blouse

cool

trousers

sweater

cold

coat

18 / 18