Unit 3 Days of the week教案和课堂实录

项目-能力链 Project Competence Chain OE Book(B) Module 3 Things around us Grade 5 Project The weather To describe the weather

Competence 1.Students can read and write the key word e.g . sign, walk, smoking, snow, snowy, storm, stormy, fog, foggy, cloud, rain, degree, weather, make, yesterday, mirror, cushion, bookshelf, cupboard, bed, lamp, sofa, next, move, give, furniture, window, wall 2.Students can use wh-questions to find out specific information. e.g. What does this sign mean? What’s the weather like today? Where was it? 3.Students can use the modeled sentences to give instructions. e.g. You can’t ride your bicycle here. 4.Students can use the simple past tense to talk about present tense e.g. It’s windy today. Now it is under the window. 5.Students can use the simple present tense to talk about past states and activities e.g. It was rainy yesterday. George planted some rice. The sofa was under the shelf. 8.Students can identify the pronunciation of the sounds /s/, /z/, /ts/ and /dz/,/ɔ:/,/ɒ/,/ɜ:/ /

ə / 1.Students can read and write the words about things in the room, time, activities and the days of week. e.g. bell, television, seven o’clock, a quarter past seen, half past seven, a quarter to eight, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday. 2.Students can read and write the adjectives to describe the sounds and the adverbs to indicate frequency. e.g. quiet, loud, always, usually, often, sometimes, never 3.Students can use modeled sentences to indicate present activities and talk about the frequency of certain activities.

e.g …am/is/are …(doing)…

He/She/It…often/always, usually, sometimes, never…does.. 4.Students can talk, read and write with yes/no questions to elicit a positive or negative response. e.g. Is/Are…(doing)?

Yes, …is/are. No, …isn’t/aren’t. 5.Students can talk, read and write with wh-questions to ask for the time and specific information.

e.g What time is it? What are…(doing)? 6.Students can identify the pronunciation of ‘-are’, ‘-ear’, ‘-air’,

‘-ou-’, ‘ow-’, ‘-ay’, ‘-ai-’,’ in words.

e.g. square, bear, hair, mouse, owl, May, wait. 1. Students can read and write the key words. e.g., circle, square, triangle, star, rectangle, sky, sea, mountain, river, plant a tree, have a picnic, ice-skate, ski 2. Students can use wh-questions to find out specific information. e.g., What shape is it? What colour is the sky? What colour are the leaves? What season is it? 3. Students can use modelled sentences about the activities people can do e.g., We can plant trees. 4. Students can write a passage about My favourite season with at least 3 sentences.

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4 My week To write an introduction about the life in a week with adverbs

3 The season I like To make a little book about one’s favourite season and write about it

2 My clothes To make a poster about the seasonal clothes and activities in four seasons and introduce it to others.

1 Weather and seasons To colour and talk about one picture of a season (spring or summer)

by using the key patterns in this module. 5. Students can identify the pronunciation of the sound ‘-ff’, ‘cl-’, ‘pl-’, ‘gl-’, ‘bl-’, ‘fl-’, ‘sl-’ in words.

e.g., turn off, take off, clothes, plant, gloves, blue, flower, slowly 1. Students can read the words in context correctly. e.g. autumn, winter, cool, cold, stop, go, wait, trousers, sweater, shirt, coat 2. Students can use modeled sentences to indicate one’s likes.

e.g. I like riding my bicycle in the park. 3. Students can use imperatives to give simple instructions. e.g. Look at the light.

Stop! 4. Students can use formulaic expressions to give suggestions. e.g. Let’s stop!

5. Students can use modeled sentences to indicate possession. e.g. I have …

6. Students can identify the sounds: s, z, m, n, l ,r 1. Students can use the words in context correctly. e.g. spring, warm, summer, hot, sunny, cloudy, rainy, windy, T-shirt, dress, blouse, shorts 2. Students can use modeled sentences to indicate

3. Students can use nouns to identify two seasons (spring and summer), the weather and some clothing items. 4. Students can express preferences about seasons.

5. Students can develop the common sense of how to choose the clothes according to the weather.

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目标-任务链

Objective Task Chain

OE BOOK 4B Module 3 Things around us

Project: My week To write an introduction about the life in a week with adverbs Competence:

1. Students can use adverbs of frequency.

2. Students can use phrases to indicate time and activities.

3. Students can use wh-questions to find out specific information 4. Students can use the present continuous tense to describe an action taking place 5. Students can use the simple present tense to describe daily routines. 6. Students can identify the pronunciation of the sounds. Unit 1 Sounds Topic: Sounds in my life

Task: To make a report about the sounds one’s like or dislike

Learning objectives: 1. To use the key words in context e.g. quiet, loud, bell, television, sound, noisy 2. To use yes/no questions to elicit a positive or negative response 3. To use formulaic expressions for getting attention, expressing warnings and give simple instructions 4. To understand a story and finish the exercises 5. To describe the sound properly 6. To identify the pronunciation of the sounds Core contents:

Words: quiet, loud, bell, television, sound, noisy, ring, outside, doorbell,

Patterns: ---Is/ Are…(doing)?

---Yes,… is/ are./ No, … isn’t/ aren’t.

Sounds: -are, -ear, -air Topic: My day Task:To make a table of your friend’s day and talk about it Learning objectives: 1. To use phrases to indicate time

e.g. half past seven 2. To use wh-questions to find out specific information e.g. What time is it?/ What are you doing?

3. To use verb phrases to indicate activities e.g. get up 4.To understand a story . 5. To write 6 sentences properly 6. To identify the pronunciation of the sounds Core contents: Words: seven o’clock, half past seven, a quarter past seven, a quarter to seven Patterns:

---What time is it? ---It’s …

--- What are you doing? ---I’m …(doing) Sounds:

-ou-, ow-

Unit 2 Time Unit 3 Days of the week Topic: My week Task: To write an introduction about one’s week with adverbs Learning objectives:

1.To understand the adverbs to indicate frequency e.g., always, usually, often, sometimes, never. 2. To use modelled sentences to talk about the frequency of certain activities e.g., He often goes to the school library on Monday afternoon. 3. To understand a story and retell it. 4. To identify the pronunciation of the words Core contents: Words: always, usually, often, sometimes, never, Chinese chess, at weekends Patterns: He often goes to the school library on Monday afternoon. Sounds: -ay, -ai-

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内容-话语链 Content Discourse Chain

OE BOOK 4B Module 3 Unit 3 Days of the week Periods & Sub-topics Sub-tasks Period 1 My weekdays To introduce one’s weekdays To identify and write the adverbs

e.g., always, often, usually, sometimes, never. To express the frequency of certain activities e.g., In the morning, I often get up early. To introduce one’s weekdays

Period 2 Peter’s week To introduce Peter’s week To identify and write the adverbs

To express the frequency of certain activities To express activities by using simple present tense e.g., Peter often goes to the school library on Monday afternoon. To introduce Peter’s week

Period 3 A party Period 4 My week To introduce and write To introduce and write about about one’s week friend’s week To identify and write the adverbs

To express the frequency of certain activities To express activities by using simple present tense To introduce one’s week To identify and write the adverbs

To express the frequency of certain activities To express activities by using simple present tense To introduce friend’s week

Learning Objectives Core contents: Words: Words:

always, usually, often, from Monday to Friday, the sometimes, never Chinese chess club, have a good Patterns: time After school, I usually play Patterns: badminton.. Peter often goes to the school library on Monday afternoon. Words:

in the middle of, shy, kind Patterns: I often go to school on Monday. At weekends, I usually watch TV. Pronunciation: ay, ai Words May, wait Patterns: Ben I often goes to school on Monday. At weekends, Ben usually watches TV.

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Discourse Speaking: Hello, I’m…

After school, I…

I …

In the morning, I…

I …

I ‘m usually busy, but I’m always happy.

SB: P42 Listen and enjoy P42 Look and learn WB: P60 A,B, P62 E

Speaking: Peter’s week

Speaking: My week Writing: My week Speaking: My friend’s week Writing: My friend’s week Materials

SB: P43 Say and act WB: P61, C, D, P62,F P63 H

SB: P45 Read a story WB: P62 G, P64 I SB: P46 Learn the sounds P46 Read and say WB: P65 Task: My busy week

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4BM3U3单元设计工具表

4B Module3 Things around us Unit 3 Days of the week Contents 语音

Look and say, Look and learn -ay, -ai- L1——能体会出元音字母组合在单词中的发音；

L2——借助辅音、元音字母组合发音规则能够读出单词；

L3——能借助辅音和元音开闭音节发音规则拼出核心词汇。

核心: always, usually, often, sometimes, L1——能正确背默核心单词、词组；

never, Sunday, Monday, Tuesday, L2——能够理解核心词汇的意义；

Wednesday, Thursday, Friday, Saturday, Chinese chess, at weekends L3——能根据情境选择合适的词汇进行交流。

非核心: Music class, meeting, music show, see a film

Frequency adverbs: always, usually, often, L1——能够知晓词法规则；

sometimes, never L2——能理解词法规则，正确表达；

L3——能够根据语境，运用正确的词法规则进行口头以及书面表达。

Simple present tense:

e.g. Peter goes to school from

Monday to Friday. Look and say Read a story 语篇

L1——能理解核心句型的含义，能参照核心句型进行会话；

L2——能够运用句法规则进行句型转变；

L3——能根据句法规则，用核心句型的不同形式进行口头和书面表达。

L1——能通过听力和阅读，理解60词左右的语篇；

L2——能根据话题、图片、关键词、思维导图、问题或图表等提示，进行7-8句有逻辑的口头表述

L3——能够借助不同形式提示根据话题进行6-7句（三种句式）的书面表达。

Task

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Level 词汇

词法

句法

创设学校生活的情境，写一写自己一周的生活。

本课时教案

Lesson plan

Topic: Betty and Sally

Period: 1st Sub-task: To introduce one’s week

Background analyses: 4BM3 的学习主题是

Things around us，从sounds，time，days of the week来学习身边的事物。四年级的学生已经有较好的听、说、读、写能力，并对本课时的第一人称一般现在时的用法有一定的练习，对星期一到五的表达也比较熟悉。本课时重点学习always, usually, often, sometimes, never频率副词的用法，并能用第一人称一般现在时来介绍自己一周的活动。本课时设计了听、说、读、写等方面的练习帮助学生学习巩固旧知和新知。

Objectives: Using adverbs to indicate frequency Using modeled sentences to talk about the frequency of certain activities Using the simple present tense to describe daily routines

Difficulties: Using adverbs to indicate frequency

Aids: Power point, Clothes , Flashcards, exercise paper

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Lesson plan: Procedures I. Pre-task preparation Contents Activity 1. Listen and enjoy:

Activity 2. Free talk 1.How many days are there in a week? 2.What are they? Methods 1. Ss enjoy a song together.

1.Ask and answer 2.Ss read and spell the seven days of the week

1.Ss listen 2.Ss answer the key information 1.Ss listen and answer the question: What does Purposes To concentrate students, arouse interest. To elicit the theme To do free talk To review the words learnt II. While-task 1.To learn: always procedure Activity 1. To listen and answer

Activity 2. About Betty

To elicit the two main roles

To learn new knowledge

To practice the words in sentences

To consolidate the sentence patterns

Hello, I’m Betty. I like sports very much. Betty do after school After school, I always play sports from 2.Ss read and spell: always Monday to Friday. Sports make me happy. 3.Ss be Betty 2.To learn: never Activity 1. Learn: never

Activity 2. Be Sally 3.To consolidate always and never Activity 1. Try to say

1.Listen and answer: What does Sally do after To elicit the word school? 2.Ss read and spell: never 3. Ss listen and repeat 1.Ss be Sally 1.Ss try to talk about themselves

To practice the words in sentences To consolidate the words and sentence patterns

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I always _____ after school. I never ___________. 4.To learn: usually Activity 1. Look and read

Activity 2. To learn: usually In the morning, I usually…. Activity 3. Be Sally and act out

5.To learn: often, sometimes Activity 1. To learn In the morning, I usually…

In the morning, I sometimes…

Activity 2. What about your morning?

6.Act out Activity1: Choose and act out

7.Exercises Activity 1. Listen and circle

1.Ss look and read 2.Ss read the phrases

1.Ss read and spell: usually 2.Ss try to say 3.Ss be Sally

1.Ss read and spell: often, sometimes 2.Try to say the sentences 3.Read the paragraph 1.Talk about morning In the morning, I usually/sometimes ______.

1.Ss choose and act out the paragraph

1.Ss do listen and circle

To practice reading

To learn new knowledge To act out the paragraph and consolidate

To elicit the word To learn the word To consolidate with chant

To act out the paragraph and consolidate

To consolidate the words and review III. Post-task Activity 1.Try to say

My school days 1. Pair work 2.Ss introduce

To consolidate the content

To use of the new knowledge

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activities Hello, I’m _____.

After school, I always/usually/sometimes …

In the morning, I …

I’m happy./ I’m busy…

Activity 2. Assignment 3.Ss introduce in front of the class

1 Listen to the tape and copy the words on P42. 2 Finish the exercises on Workbook P61、62 3 Say something about your week To output the language and practice speaking English

To consolidate after class On the blackboard: 4BM3U3 Days of the week Period 1 My school days Hello, I’m…

After school,

I

always

(do…). In the morning,

usually

often

Sometimes

never I’m happy/busy/... Exercise paper: Workbook P61

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4BM3U3评价表

Class:___________ Name:_____________ No.______________

评价维度

评价内容

评价标准

能在老师或同伴的帮助下，完成关于饮食情况的提问或问答。

能独立完成关于学校生活的提问或问答

能积极参与问答，有着较高的表达兴趣，表达流利

能正确表达自己的学校生活

能认真听取他人的学校生活并记录信息

能认真听取他人的学校生活并用第三人称复述

能用六到七句话描写自己的校园生活

能用六到七句话描写他人的校园生活

能用合理的写话结构和语序完成描写和自我检查

评价等第

学习兴趣

表达兴趣

学习习惯

听、说、读、写的习惯

学业成果

语言运用

A：8-9 颗星

B：7颗星

C：5-6颗星

D：1-4颗星

Your grade is ___________________

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