Unit 3 About me教案（名师）

项目-能力链

Project Competence Chain

Module 2 Me, my family and friends Grade Project Competence 5 ‘Life in my 1. Students can describe the activities they do with grandparents with verb phrases and adverbs. grandparents’ home!’

e.g., write an e-mail, go shopping, play chess, once, twice, talk, (the) Internet To write a passage 2. Students can describe the similarities or difference between friends with these words. named “Life in my e.g., same, different, both, all, class, each other, together grandparents’ home”

3. Students can identify the directions of different rooms and what they do in different rooms.

e.g., north, south, west, east, study, a lot of 4.

Students can ask about the frequency of certain actions or the reasons with wh-questions. e.g., How often do you visit them? Why do you like it? 5. Students can express the frequency of certain actions. e.g., I visit them once a week. 6. Students can describe the similarities between friends.

e.g., Alice and I both go to Rainbow Primary School. 7. Students can give reasons with the modelled sentences.

e.g., Because it’s quiet. 8. Students can write a passage about Life with grandparents with at least 40 words. 9. Students can identify the pronunciation of the sounds /a:/,/ʌ/, /u:/, /ʊ/ ,/f/,/v/,

// ,//.

‘The person I love’

1.

To make an introduction

about your family member Students can identify the relatives in a family, people’s jobs and clothes items with nouns. e.g., uncle, aunt, cousin, niece

doctor, nurse, teacher, student, firefighter, cook, bus driver, police officer

coat, shirt, blouse, T-shirt, skirt, sweater, jeans, shorts

4

or your good friend

2.

Students can identify a person’s job and indicate possession. e.g., He/ She is … I have one cousin/ a friend.

He/ She has … (clothes)

He/ She can …

3.

Students can talk, read and write with yes/no questions to elicit a positive or negative response. e.g., Do you have …? Yes, I do./ No, I don’t.

Is he/ she …? 4.

Students can find out a person’s information just like name, age and job with wh-questions. e.g., Who’s that man?

How old is …?

What does … do? 5. Students can describe the contextual with the conjunction word ‘but’.

e.g., I don’t have any brother and sisters, but I have cousin. 6.

Students can write a passage about The person I love with at least 30 words. 7.

Students can identify the pronunciation of ‘-sh’, ‘dr-‘, ‘pr-‘, ‘br-‘, ‘cr-’ in words.

e.g., dish, fish, wash, dress, princess, bread, ice cream 1. Students can identify family members or friends with nouns.

e.g. grandfather, grandmother, father, mother, brother, sister, me,

friend 2. Students can describe a person about his/her appearance with adjectives and nouns.

e.g., fat, thin, tall, short,

girl, boy,

eye, nose, hair, ear, mouth, small , long, big

3. Students can ask yes/no questions to find out specific information. e.g., Is he/she...?

Are you...?

4. Students can use the wh-questions to identify a person. e.g., Who’s your friend? Who is he/she?

Who am I?

5. Students can describe and write about what people look like. e.g., My ears/nose..is/are...

6. Students can use the modal verb can and its negative form can’t to express abilities. e.g., He/She can/ can’t...

7. Students can use the possessive adjectives correctly. e.g., my ,

your 8. Students can write a passage about I love my family with at least 2 sentences. ‘I love my family’

To make a little book about oneself’s family and write about it 3

9. Students can identify the pronunciation of the letter i’ , ‘e’ in words. e.g., ten, pen,

kite, bicycle,

pig, pink

‘My album’

To stick the pictures and talk about friends and family members including their abilities and outlooks 1. Students can describe the appearance, abilities about a person with nouns, adjectives and verbs. e.g. run, write, swim, fly, young, old, hair, head, face 2.

Students can get specific information with yes/no questions . e.g. Can you...? Yes, I can. / No, I can’t.

Is he/she …? Yes, he/she is. No, he/she isn’t.

3.

Students can get some information from a person wh-questions.

e.g. What can you do? Who’s he/she?

4. Students can describe people with to be sentences.

e.g. I’m… You’re… He/She is… My/Your…is/are…

5. Students can make a description about oneself with at least three sentences orally. 6. Students can read write and use the letters: Gg Hh Ii Jj Kk Ll.

2 1 ‘I like my …’

1. Students can describe the appearance, abilities about family members with nouns, adjectives and verbs. To introduce a family e.g. dance, read, sing, draw, grandfather, grandmother, father, mother, me, fat, thin, tall, short member or a friend 2. Students can understand the pronouns, possessive adjectives and use in context. e.g. he, she, my

in class 3. Students can ask and introduce one’s abilities with wh-questions and ‘can’ pattern . e.g. What can you do? I can…

4. Students can introduce a person with to be pattern. e.g. He/She /This is…

5. Students can ask and know about who the person is with wh-questions.

e.g. Who is he/she?

6. Students can make a description about a family member or a friend

with at least two sentences orally.

7. Students can greet people and make farewell with formulaic expressions.

e.g. –How are you?. –Fine, thank you.

目标-任务链

Objective Task Chain

OE BOOK 3A Module 2 Me, my family and friends Project: To make a little book about oneself’s family and write about it

Competence:

1. Students can read and write the key words.

e.g., fat, thin, tall, short,

girl, boy, friend, grandfather, grandmother, father, mother,

brother, sister, me,

eye, nose, hair, ear, mouth, small , long, big

2. Students can ask yes/no questions to find out specific information

E.g., Is he/she...?

Are you...?

3. Students can use the wh-questions to identify a person.

E.g., Who’s your friend? Who is he/she?

Who am I?

4. Students can describe and write about what people look like.

E.g., My ears/nose..is/are...

5. Students can use the modal verb can and its negative form can’t to express abilities

E.g., He/She can/ can’t...

6. Students can use the possessive adjectives correctly

E.g., my ,

your 7. Students can identify the pronunciation of the letter i’ , ‘e’ in words.

e.g., ten, pen,

kite, bicycle,

pig, pink

Unit 1 My friends

Topic: I love my friends

Task:To

make a description about a good friend

Learning objectives: 1. To use the key words and phrases in context.

2.To use the wh-questions to identify a person.

3. To introduce a person to others

4.To use the modal verb can and its negative form can’t to express abilities.

5. To ask yes or no questions to ask about specific

information

6.To

identify the pronunciation of the letter

‘e’ in words.

Core contents: Words: fat, thin, tall, short,

girl, boy, friend

Patterns: He’s/ She’s... Is he/she...? Yes, he/she is. No, he/she isn’t.

Who’s your friend? He/She can/ can’t...

Sounds:e-

ten, pen

WB: P21-25

Unit 2 My family

Topic: I love my family

Task: To talk and write about one’s family

Learning objectives: 1. To use the key words and phrases in context. 2.To use the wh-questions to identify a person.

3. To introduce family members to others. 4. To describe the things one likes. 5. To

identify the pronunciation of the letter

‘i’ in words.

Core contents: Words:

grandfather, grandmother, father, mother, brother, sister, me,

Patterns:

Who is he/she? He’s/ She’s... This is my... Sounds: i-kite, bicycle,

WB: P26-30 Unit 3 About me Topic: Me and my family Task: To draw and write about oneself

Learning objectives: 1.To use the key words and phrases in context. 2.To describe and write about what people look like.

3. To use the possessive adjectives correctly.

E.g., my ,

your 4. To use the wh-questions to identify a person.

E.g.,

Who am I?

5.To identify the pronunciation of the letter

‘i’ in words.

Core contents: Words:

eye, nose, hair, ear, mouth, small , long, big

Patterns:.My ears/nose..is/are...

Sounds: i- pig, pink

WB: P31-35

内容-话语链

Content Discourse Chain

M2

Unit 1 My friends Task: To make a description about a good friend Learning objectives:

1. To use the key words and phrases in context. 2.To use the wh-questions to identify a person.

3. To introduce a person to others 4.To use the modal verb can and its negative form can’t to express abilities.

5. To ask yes or no questions to ask about specific information 6.To identify the pronunciation of the letter

‘e’ in words.

Period 1 Period 2 Period 3 Period 4 Period & Sub-topic How do we look? My friend Who is your friend? I love my friend To make a description To draw a picture and To do a survey and talk To draw and write Sub-task about self and a friend write a riddle about a about one’s friend

about a friend then friend

share 1. To use the key words 1.To use the wh-questions 1.To use the wh-questions To full-fill this unit

and phrases in context. to identify a person.

to identify a person.

2. To introduce a person 2.To ask yes or no 2.To use the modal verb to others. questions to ask about can and its negative form 3. To describe a person’s specific information Learning can’t to express abilities.

outlook. 3. To describe a person 3. To ask yes or no Objectives 4. To listen and recite the about how he/she looks questions to ask about chant on P17 4.To identify the specific information pronunciation of the letter

4.To describe a person in ‘e’ in words.

oral Core contents: Words: Patterns:

Discourse

fat, thin, tall, short,

girl, boy, friend,babies, teachers, mothers

Patterns: He’s... She’s. Listening and speaking: Hello, my name’s... I am a boy/girl. I am eight/... I am tall. I am thin.

My friend is... He/She is nine. He/She is fat/... Reading and writing: My friend is xxx. He’s/She’s a boy/girl. He/She is thin/fat. He/She is tall/short.

He’s/ She’s... Is he/she...? Yes, he/she is./ No... Sound:e-

ten, pen Listening and speaking: S1: A riddle Look at the boy/girl. He’s/ She’s my friend.

He’s/ She’s fat/... Who is he/she? S2: Is he/she...? S1: Yes, he/she is./ No...

Reading and writing: S1: A riddle Look at the boy/girl. He’s/ She’s my friend.

He’s/ She’s fat/... Who is he/she? S2: Is he/she...? S1: Yes, he/she is./ No... Patterns: Who is your friend? He/She can/can’t...

Listening and speaking: 1. Do a survery: S1:Hello,... How old are you?

What can you do?

What can’t you do? S2: I am nine. I can ..., but i can’t... 2. Guessing game: S1: He/She is tall/... Eight. He can/can’t... Who is he/she? S2: Is he/she...? S1: Yes./ No.

Describe a friend in oral: Lily is my friend. She is a girl. She’s nine. She is thin/.. She can...But she can’t... I like Lily.

Reading and writing:

Task: Draw and write a friend ____is a girl.She/he is my friend. She’s nine.

She is tall/... She can...But she can’t...

I like my friend.

Materials SB: WB: Part A

SB: WB:

Part F

3A M2U3About me

SB:,

Part B,C, D, G, a game> TASK WB:Part G

Period: 1st

Sub-topic: About my face

Sub-task: To make self introductions about appearances Learning objectives: 1.To use the key words and phrases in context. e.g., eye, nose, hair, ear, mouth 2. To describe and write oneself. 3. To use the possessive adjectives correctly.

E.g., my…

Difficulties: 1. To read and write the words correctly. 2. To use the verbs correctly in the key pattern “My…is/are…”

Aids: Multi-Media , SB: , WB: Part A , Task

Flashcards3A,A paper cut-out of a girl’s face

Procedures Contents Methods Purpose 1. song 通过歌曲,复习学习过的五Pre-task Activity1: sing a song

官词汇,为新授做铺垫。

preparations Ss sing together

复习二年级学过的句型，

Activity2: act as Giant 2. about Giant 引入新授内容。

T: do the demo

Ss: Say by self

Sa-Sb-Sn: share

Activity3: talk about my face 3. about my face

Ss: say by self Sa-Sb-Sn: share in the class While-task procedures

1. About Linda’s face

Part1: Hello, my name is Linda. I’m nine. I’m tall. I’m thin.

Part2: My hair is long. My nose is small. My mouth is big.

Part3: My eyes are big. And my ears are big too. Activity4: introduce myself (Linda) 1)T: show the video Ss: Listen 2)Sa-Sb-Sn: answer the questions

3) Ss: Listen again and try to repeat 4) Sa-Sb-Sn: role play

Activity5: introduce my face(Linda) 1)Ss: Listen again and complete the information 2)Ss: Listen

3)Sboys: repeat 4)Ss: Listen, imitate and spell the words 5) Sa-Sb-Sn: use the words to make sentences 6)Ss: read part 2 7)Sboys-Sgirls: recite part 2 8)Sa-Sb-Sn: role play

Activity6: introduce my face(Linda) 1)Ss: Listen

3)Sgirls: repeat 引起学生的学习兴趣，带着问题听，提高听力效率。

通过角色扮演，叠加课文内容，帮助学生记忆背诵课文，为之后的输出做铺垫。

About Danny’s face

4)Ss: Listen, imitate and spell the words 5) Sa-Sb-Sn: use the words to make sentences 6)Ss: read part 3 7)Sg1: recite part 3 8)Sa-Sb-Sn: role play Activity7: Introduce my face(Danny) 1)Sa-Sb-Sn: role play 2)Ss: Listen, imitate and spell the words 3) Sa-Sb-Sn : make sentences 4) Sa-Sb-Sn : talk about Danny’s face 5) Ss: write and check

核心句型的操练从模仿到自己造句，层层递进。be动词的正确使用是本堂课的难点，因此通过练习再次强化。

Post-task activities:

About my face Hello, my name is ... I’m...

I’m....

My … is...

My … are...

Assignment:

Activity7: Introduce my face 1.Ss: introduce themselves 2. Ss: write about my face and check 3.Sa-Sb-Sn: share in the class Ss: give assessment

1. Listen and repeat P22 five times 2. Copy the words and sentences 3. Introduce oneself to your parents or friends 学生在进行自我介绍时,运用了核心词汇和句型，达到实际运用的效果。

On the blackboard:

M2U3 About me

face

hair

eye

ear

nose

mouth

Hello, I’m...

I’m ...(age). I’m...(how).

My …

is/are…