Unit 2 insects and plants教学内容分析

徐汇区日晖新村小学 3A

一至五年级学***描述

Grade Level 1A 能唱出教材中的儿歌或者歌曲；能做简单的角色扮演；能跟读、朗读单词和语句；

能听懂简单的课堂指令行为

描述

并正确应对；能听懂问题并做正确的口头应答；

能根据图片语境的含义，

2A 能唱出并表演英语歌曲和儿歌；能跟读、认读核心单词和语句；能在四线三格中规范抄写、背记核心词汇与句子；

能听懂、读懂核心内容，并做出正确的应答；

能根据语境，进行4-5句3A 能用适切的语音、语调跟读、认读核心内容；能规范抄写、背记核心词汇与句型；

能判断元音字母开闭音节在单词中的发音；能通过读懂，听懂40词左右的语篇，并做出正确的判断、选择；

能根据词法规则（名词单复数、人称代词等）进行正确表述；能用核心句型的不同句式进行表述；能根2句话进行书面表述。

Grade Level 1B 能唱出教材中的儿歌、歌曲；能做简单的角色扮演；能跟读、朗读单词和语句；能正确认读26个字母，并正确书写。

行为

描述

能听懂简单的指令与问能跟据图片语境的含义，

2B 能唱出并表演英语歌曲和儿歌；能跟读、认读核心单词和语句；能在四线三格中规范抄写、背记核心词汇与句子；

能判断单个辅音字母在单懂核心内容，并做出正确3B 能用适切的语音、语调跟读、认读核心内容；能规范抄写、背记核心词汇与句型；

4A 能用适切的语音、语调跟读、认读核心语篇；

能判断辅音字母组在单词中的发音；能听懂、读懂60词左右的语篇，并做出正确的判断、选择与应答；能理解词法5A 能辨认国际音标及简单的音标词；能用适切的语音、语调和语速，朗读、背记核心语篇；

能听懂、读懂90词左右的语篇，并做出正确的判断、选择、应答与分析；

副词与形容词等）进行正确表述，能用核心句型的不同句式进行表述；能根据语境，借助图片、关键词、思维导图或问句提示，有逻辑地进行9-10句口头描述，并用不少于8句话进行书面表述。

4B 能用适切的语音、语调和语速朗读、背记核心语篇；

能判断元音字母组在单词中的发音；能正确的判断、选择与应答；

能根据句法规则（第三人称单数、现在进行时态等）进行正确表述；能用核心句型的不同句式进行表述；能根据语5B 能辨认国际音标及简单的音标词；能用适切的语音、语调和语速，朗读、背记核心语篇；

能听懂、读懂90词左右的语篇，并做出正确的判断、选择、应答与分析；

能运用句法规则（一般理在时态与一般过去时态等）进行正确表述；能根据语境及句法规则，用不同句式进行词、思维导图或问句提示有逻辑、有重点地进行不少于10句的口头及书面描述。

规则（频度副词、动词三单形式等）；

能运用词法规则（序数词与基数词，能根据句法规则（there be, to have等）进行正确表述；能用核心句型的不同句式进行表述；能根据语境，借助思维导图或问题提示，有逻辑地进行7-8表述。

进行2-3句的口头表述。

的口头表述。

据语境用6-7句话进行口头描述，

句口头描述，并用不少于5句进行书面能判断辅音字母在单词中的发音；听懂、读懂70词左右的语篇，并做出能听懂、读懂50词左右的语篇，并做出正确的判断、选择；

能根据词法规则（名词单复数、人称代词等）进行正确表述；能用核心句型的不同句式进行表述；能根题并做正确的口头应答；

词中的发音；能听懂、读进行3-4句的口头表述；

的应答；

能根据语境，进行5-6句的口头表述。

境，借助思维导图、问题或图表等提示，表述；能根据语境，借助图片、关键据语境用6-7句话进行口头描述，有逻辑地进行7-8句口头描述，并用不不少于3句进行书面表述。

少于6句进行书面描述。

徐汇区日晖新村小学 3A

三年级第一学期（3A）学期学习要求

语言技能

语言知识分级

语音

L1——知晓元音字母开闭音节发音规则；能用适切的语音语调跟读、朗读核心内容； L2——根据元音字母开闭音节发音规则，判断字母组在不同单词中的发音； L3——根据元音字母开闭音节发音规则，推断生词的发音； 词汇

L1——能正确抄写、背记词汇及词组；

L2——能理解单词及词组表达的含义；

L3——能够根据语境，运用核心单词与词组进行口头以及书面表述；

词法

L1——能知晓词法规则，了解单词的不同形式（代词或名词单复数等）； L2——能理解词法规则，用单词的不同形式正确书写句子； L3——能根据语境，运用正确的词法规则进行口头和书面表述；

句法

L1——能规范抄写、背记核心句型；

能知道句法规则（to be、特殊疑问句how many等）；

L2——能理解句子表达的含义；能理解句法规则，对核心句型进行句式转换； L3——能根据语境，运用核心句型的不同句式进行口头以及书面表述； 语篇

L1——能背记核心栏目内容；能了解40词左右的语篇内容，并正确朗读；

L2——能理解核心栏目内容，进行6-7句的模仿说话；

能听懂、读懂50词左右的语篇内容，并做出正确判断、选择；

L3——能根据语境，用6-7句进行口头描述、2句进行书面表述。

学习策略与思维方式

1、养成借助发音规则拼读单词，记忆单词的习惯；

2、通过音、义、形对比区分音近形近词；

3、在听、读、写过程中养成圈圈划划的习惯，强化词法句法；

4、运用图片、关键词等记忆句序，促进有序表达。

徐汇区日晖新村小学 3A

Project - Competence Chain（项目-能力链）

OE BOOK 3A Module 4 The natural world Grade 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…’

Competences 1. Students can use adverbs to indicate sequences. e.g., First, we boil the water. 2. Students can use the present continuous tense to describe actions taking place at the time of speaking. e.g., What are you doing, Grandma? I’m making some tea.

3. Students can use adverbs to describe a certain action. e.g., It is blowing gently. 4. Students can use modeled sentences to express obligations and prohibitions. e.g., People mustn’t smoke. 5. Students can use the simple present tense to express simple truths. e.g., We have some heavy rain and a strong wind today. 6. Students can write a passage logically with at least eight sentences. 7. Students can identify and compare the pronunciation of the sounds/tr/ /dr/ /ʃ/ /tʃ/ /ʒ/ /dʒ/

1. Students can identify the key words about the objects and weather. e.g., sketchbook, cap, camera, aviary, fountain, pond, hay, grass, corn, meat, sunny, rainy, cloudy, windy, wet, dry, 2. Students can express prohibitions or make suggestions. e.g., Don’t feed the bids. 3. Students can find out location. e.g., Where is Century Park? 4. Students can inquire about the weather. e.g., How is the weather in Australia now? 5. Students can describe the weather. e.g., In May and June, it’s always cool here. 6. Students can write a passage logically with at least five sentences. 7. Students can identify and compare the pronunciation of the letters ‘sc’, ‘sk’, ‘th’. 5 “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…’

4

徐汇区日晖新村小学 3A

“Small insects”

1. Students can identify the words about the insects, farm animals and the parts of the plant. To describe different insects e.g., chick, hen, duck, pig, dog, cat, ladybird, bee, butterfly, ant leaf(leaves), branch, trunk, root, plant with ‘It is … It has… They’re…’

2. Students can find out specific information about things. e.g., What’s this? What’s that? 3. Students can describe things or feelings. e.g., It is small. They are thin and short. 4. Students can identify the colours of objects. e.g., It’s red and black. 5. Students can write a passage with three sentences. 6. Students can identify and compare the pronunciation of the letters ‘u’

“My picture”

To draw a picture of the park and make an introduction with ‘Look at … It’s a … It’s … and …’

1. Students can identify the words about the things in the sky, in the park and the animals. e.g., fox, hippo, meat, grass, sun, moon, star, flower, tree, 2. Students can indicate one’s abilities.

e.g., Can you see the moon?

3. Students can use the imperative to give simple instructions. e.g., Look at the sky. Don’t climb the tree. 4. Students can describe what the animals like to eat. e.g., It likes meat. 5. Students can make an oral description with at least four sentences. 6. Students can recognize and remember the letters: Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz. 1. Students can identify the words about common animals and colours. e.g., chick, pig, duck, cow, bear, tiger, panda, monkey, red, green, blue, yellow 2. Students can describe animals with adjectives.

e.g., It’s fat. It’s thin.

3. Students can find out the information about something. e.g., What’s this? What colour is it? 4. Students can ask yes/no questions to elicit simple responses. e.g. Is this a bear? Yes, it is. 5. Students can indicate animal sounds with onomatopoeic words. e.g., It goes ‘Moo! Moo!’. 6. Students can make an oral description with at least two sentences. 3 2 “Lovely animals”

To make a description about the animals in the zoo with “It is a … It is…”

1

徐汇区日晖新村小学 3A

Objective - Task Chain（目标-任务链

）

OE BOOK 3A Module 4 The natural world Project:

The natural world

Competence:

To describe different insects with ‘It is … It has… They’re…’

1. Students can identify the words about the insects, farm animals and the parts of the plant. e.g., chick, hen, duck, pig, dog, cat, ladybird, bee, butterfly, ant leaf(leaves), branch, trunk, root, plant 2. Students can find out specific information about things.

e.g., What’s this? What’s that? 3. Students can describe things or feelings.

e.g., It is small. They are thin and short. 4. Students can identify the colours of objects.

e.g., It’s red and black. 5. Students can write a passage with three sentences. 6. Students can identify and compare the pronunciation of the letters ‘u’

Unit 1 Insects Unit 2 On the farm Topic: My favourite insects Topic: Animals on the farm Task: To make a report about the insects with Task: To do a survey about farm animals by using ‘This/That is a ...’ and ‘It’s ...’

‘What are they?’ and ‘How many ...?’

Learning objectives: Learning objectives:

1.

To know the names of insects 1.

To know the names of farm animals e.g., ladybird, bee, butterfly, ant e.g., chick, hen, duck, pig, dog, cat 2.

To find out specific information 2.

To find out specific information about things e.g., What’s that/that? What is it? e.g., What are they? 3.

To identify the insect 3.

To identify the plural forms of nouns e.g., It’s ladybird. e.g., They’re pigs. 4.

To describe the colours of objects 4.

To find out quantify e.g., It’s red and black. e.g., How many pigs? 5. To identify the pronunciation of the letter “u”

5.

To identify the pronunciation of the letters “a, e, e.g., duck, sun i, o ,u” in words Core contents:

Core contents: Words: ladybird, bee, butterfly, ant Words: chick, hen, duck, pig, dog, cat Patterns: What is it? It’s a …

Patterns: What are they? They’re …

It’s …

How many …?

It’s …

SB: P42-45 SB: P38-41

Unit 3 Plants Topic: The plants Task: To make an introduction about the plants by using ‘Look at ...’, ‘It has ...’ and ‘It’s/ They’re ...’

Learning objectives:

1.

To identify the different parts of plants e.g., leaves, brunch, trunk, roots, stalk 2.

To

identify possession e.g., It has leaves. 3.

To describe things or feelings

e.g., It is small. They are thin and short. We are happy. 4. To identify the pronunciation of the letters “a, e, i, o, u” in words Core contents: Words: leaf(leaves), branch, trunk, root, plant, green, pink, beautiful Patterns: It has …. They are …

SB: P46-49

徐汇区日晖新村小学 3A

Content - Discourse Chain（内容-话语链）

OE BOOK 3A Module 4 Unit 3 Plants Periods & Sub-topics Period 1 About the tree tree by using ‘They are …”

Period 2 A plant parts of the plant with ‘It has ...’

and

‘It’s/They’re ...’

Period 3 Seeds To make an introduction about the To make a report about the different To fulfill the task of this unit Sub-tasks 1.

To identify the different parts of 1.

To identify possession.

plants

e.g., leaves, branch, trunk, roots

e.g., It has leaves. 2. To describe things 1. To understand the main idea of a story 2. To describe feelings

e.g., We are happy. 3. To identify the pronunciation of the letters “a, e, i, o, u” in the words. 2.

To identity the plural forms of the

e.g., They are green and small. Learning Objectives nouns e.g., They are leaves. 3. To describe things

e.g., They are thin and short.

Words: Words: stalk It has …

They are /It is …

Words: Patterns: We are happy. We have roots. leaf(leaves), branch, trunk, root, plant, Patterns: Core contents: green, pink, beautiful Patterns: They are …

Speaking and writing: This is a tree. It’s big. Speaking and writing: This is a tree.

It’s big.

Speaking: S1: What are they? Discourse Look! They are leaves. They are green. Look! It has leaves. They are green and big. S2: They’re seeds. They are branches. They are long. It’s It has branches. They are brown

and S1: Are they big? a trunk. It’s thick. They are roots. rough. It has a trunk. It is thick and tall.

They are long. It has roots. They are thick and long.

S2: No. They are small. They are brown. S1: It’s rainy. Are they happy?

徐汇区日晖新村小学 3A

This is a plant. It’s nice.

S2: Yes, they are. Look! It has roots. They’re thin and short.

It has a stalk. It is thin

and long. It has

leaves. They are green and small. It has a flower. It is pink and beautiful.

SB: P46 Look and learn SB: P46 Look and say

P47 Ask and answer

Draw and write WB: P69 A SB: P48 Read a story

Learn the sound WB: P71, 72 E, F, G

P73 Task Materials P49 Listen and enjoy

徐汇区日晖新村小学 3A

Lesson plan Period 2 Procedures I. Pre-task

preparations: Contents 1.

Revision: 2.

WB P69

3.

About the plant.

Methods Ss: Listen and enjoy Look, listen and write

Sa-Sb: Look, listen and spell the words. T: Can you spell “leaves”? Ss: leaves, leaves, l-e-a-v-e-s, leaves.

Ss-Sa-Sb: Introduce the tree they’ve drawn.

This is a tree. It’s.... Look! They are ….They are …They are… They are…

It is …. It’s …. They are …. They are …

1. T: This is a tree. How is it?

Sa-Sb: Look and say.

Ss: Read together.

2. T: Show the paragraph of Picture 1

What does it have? How are they? T-Sa-Sb: It has leaves.

T-Sa-Sb: Ask and answer Sgroup1-Sgroup2-Sgroup3：Read the paragraph.

3.

T: Show the paragraph of Picture 2

What does it have? How are they? Ss-Sa-Sb: Read the paragraph by themselves and Purposes

To use the core words they’ve learnt in the last period. (VC – L3)

II. While-task

procedures:

1.

About the tree This is a tree.

It’s big.

Look! It has leaves.

They are green and big.

It has branches. They are brown and rough.

To know the feature of the tree.

(P – L1)

To imitate the pronunciation and intonation and to remember the sentence pattern. (SC – L1)

To consolidate the sentence pattern. (SC – L2)

徐汇区日晖新村小学 3A

It has roots. They are thick and long.

It has a trunk.

It’s thick and tall.

The whole passage.

2.

About the flower

stalk

The whole passage.

About our plants.

answer.

Ss: Sboy-Sgirl: Read the paragraph.

4.

T: Show the Picture 3 What else does it have? How are they? Ss-Spair: Look and say

5.

T: Show the Picture 4 T-Sa-Sb: Ask and answer. Ss-Sa-Sb: Read the paragraph.

6.

T: Show the four pictures Ss: Look and read Ss-Sboys-Sgirls: Look and say.

1.

T: Show the picture of the plant.

T-Sa-Sb: Learn the core word

2.

T: Show the picture of the exercise. Ss-Sgroup1-4: Choose and fill in the blanks

T-Sa-Sb: Check the answer

Ss-Sgroup1-4: Read the passage.

Ss：Look and say

III. Post-task

activities:

To consolidate the sentence pattern.

(SC – L2)

To imitate the pronunciation and intonation and to consolidate the sentence pattern. (SC – L1, SC-L2)

To consolidate the sentence pattern.

(P – L2)

To imitate the pronunciation and remember the core words. (VC- L2, SC – L1)

To consolidate the sentence pattern.

(SC – L2, P-L2)

T: Show three pictures of different plants

1. Ss: Choose one picture and talk to their desk To use the sentence pattern they’ve

徐汇区日晖新村小学 3A

mates:

Sa-Sb: Talk about four features of one plant

2. Feedback.

Write one feature of the plant.

1.

Read and recite on page 46. 2.

Introduce one plant with sentence pattern “It has…They are/ It is…”

On the blackboard:

3AM4U3

Plants

Period 2

A plant

leaves

trunk/stalk

It has…

branches

They are / It is…

roots

Assignment: learnt in class to introduce one

plant.

(SC – L3, P – L3)