Unit 1 Toys I like教学目标

1B

1B M2U1 Toys I like Period1 At the toy shop

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1B

一中心小学英语学科学习规范细则

维度

范围

界定

一年级

低年段

二年级

三年级

评价点

中高年段

四年级

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。

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

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

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。

听老师、同1. 集中注意力听老师的1.听老师、同伴发言时目视1.用眼神、表情、动作等1.

用眼神、表情、动作1.用眼神、表情、动作等体伴发言，听示范音，观察老师的口型。

对方，不做无关的动作，不体现对老师或同学表达内音频视频2.在听录音、视频等材料的随意打断，并做出行为反容的关注，或做出相应的等学习材过程中，初步模仿语音语应。

倾听

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

他人进行对话等交流

料时的具调。

体规范

3 朗读课本等学习材料时按要求指读。

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。

采用口头1.根据媒体或示范，仿说1.根据媒体或示范，表演1. 主动表达自己，能够与1.

能主动表达自己的观1.能主动表达自己的观点，或书面的儿歌、对话或小故事。

信息交流自然大方。

时的具体表达

儿歌、对话或小故事。

形式进行2.

表达时声音响亮，态度2.表演时面向听众，态度2. 在个人、对子、小组、3. 看清示范，模仿书再中，采用适当的音量、面写，按照正确格式抄写词部表情和肢体语言进行交汇，提高书写质量。

流。

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、全规范

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1B

采用口头1.坐姿端正，握笔姿势正1. 朗读时能正确模仿语音1. 通过模仿与迁移，进行1.

通过模仿与迁移，进1.

通过模仿与迁移，进行或书面形确。

语调，进行认读、跟读、拼朗读、对话、说明或表演2.采用圈、划、涂色方式句，关注听、读内容的信息差异，找到关键提示，标注学习重点。

和时间安排，完成学习活动。

行朗读、对话、介绍或表演。

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。

朗读、对话、说明或表演等学习活动。

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。

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。

式进行英2.在老师的指导下，能大声读、默读、自读和展示读，等学习活动。

语语言实跟读音频资料，模仿语音语按时完成听读作业。

操作

践活动时调，并按时完成听读作业。

2. 整体识读句子,通过配比较音、义、形相近的词的具体规3. 通过“滚雪球”“减词对、编号等识读句子。

范

法”“角色扮演”等趣味诵读，3. 运用图片，关键词等方强化记忆。

式记忆句序，逐步累计，增

加语量，促进有序的表达。

3.按照要求的步骤、内容与学习伙1. 与同伴交流时，能尊重1.根据指导与提示，能依据1.在宣讲介绍、故事演绎1.

在互补式阅读、海报1.在宣讲介绍、故事演绎等伴共同经并倾听对方的表达

话题，主动与他人进行交等同伴合作学习活动前通过协商确定分工与职责；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。

历英语学2．遵守分角色朗读、对话、流。

习实践活表演等合作学习的活动规2.

对同伴的语言表达或活动中，按照要求完成自动时的具则，根据步骤和要求，完学习成果表示赞赏：以友己承担的任务，并主动帮体规范

合作

成自己能承担的职责与任善的态度帮助同伴改进语助有需要的同伴完成学习务。

音、表情、动作等方面的任务。

表现。

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。

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1B

在英语实1. 在老师指导下，能认识1. 根据指导或示范，调整1.参照评价内容的提示，践活动后自己的课堂行为。

自己在表达时的语音、语对自己在语音语调、表述和非语言信息方面的学习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。

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。

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。

进行自我2.

根据给出评价要点图片调、语气、动作、站姿等方内容、

与他人交流等语言检查与评或者文字，采用圈、划、画面的表现。

反思

价的具体等方式体现自己在学习活2.

根据老师的反馈，对自表现作出自我评价，调整、规范

动中的态度。

己的书面作业进行反思并及时纠正。

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1B

一年级第二学期（1B）学期学***描述

语言技能

语言知识分级

语音

L1——能跟读、模仿听到的语音语调；能认读26个字母；

L2——能用正确的语音语调朗读；能正确书写26个字母；

词汇

L1——能知晓并仿说单词； L2——能理解单词所表达的含义；根据图片对单词进行判断、选择； L3——能根据语境，运用单词进行口头表述； 词法

L1——能知晓词法规则，了解单词的不同形式（名词可数名词与不可数名词）；

L2——能理解句子中的词法现象；

L3——能根据语境，运用正确的词法规则进行口头表述；

语篇

L1——能朗读、背记核心栏目内容； L2——能理解核心栏目内容，进行角色扮演；能听懂指令与问句，做出正确应答；

L3——能根据语境，在基本话语的基础上用3-4句进行口头描述。

学习习惯与思维方式

1、养成每天听录音，模仿、朗读英语的习惯；

2、能够背出唱出教材中的部分儿歌和歌曲；

3、能够初步养成大声发言的习惯；

4、能够初步形成语言积累的意识，进行从1句到4句左右的语言积累。

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1B

Project - Competence Chain（项目-能力链）

OE BOOK 1B Module 2 My favourite things Grade 5 Projects “My daily life”

To make a report about one’s interests with food, films and subjects with ‘I like… ‘, ‘I should…’ and ‘I can …’

“My daily life”

To make a report about the daily life of one’s family with simple tense Competences 1. Students can identify different food, things in a cinema and school subjects. 2. Students can use the simple past tense to talk about past events. 3. Students can express intention and make suggestions. 4. Students can state a certain action at a certain time. 5. Students can identify the phonetic symbols. 1. Students can use the key words in context. 2. Students can describe a person’s likes and dislikes.

3. Students can find out a person’s identity.

4. Students can express simple facts with simple tense. 5. Students can describe an action taking place at the time of speaking with the present continuous tense. 6. Students can identify the pronunciation of the words. 4 3 “My favourite things”

1. Students can use the key words in context. To make a report about one’s 2. Students can use elicit a positive or negative response. likes by using ‘I like ...’

3. Students can find out specific information. 4. Students can express one’s likes and dislikes. 5. Students can identify the pronunciation of the sounds in words. “Things I like doing”

1. Students can use yes/no questions to ask about one’s likes.

To make a report about one’s 2. Students can understand how to express likes. likes with” I like…”

3. Students can ask questions to find out one’s favourite food.

4. Students can express one’s likes.

5. Students can ask the questions to know the information about things. 6. Students can read the sounds: k, g , h, f, v. “My favourite things”

1. Students can use nouns to identify toys, food and drinks. To make a report about one’s 2. Students can use formulaic expressions to indicate preferences.

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2 1

1B

favourite things ‘I like…’

3. Students can ask yes/no questions to find out one’s preferences. 4. Students can ask wh-questions to ask for specific information about a person.

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1B

Objective - Task Chain（目标-任务链）

OE BOOK 1B Module 2 My favourite things

Unit 1 Toys I like Topic: Toys I like Task: To make a report about one’s favourite toys by using ‘I like….’

Learning objectives: 1. To use nouns to identify toys 2. To use adjectives to describe things

e.g. It's super. 3. To use formulaic expressions to indicate preferences

e.g. I like the ball. Core contents:

Words: ball, doll, bicycle, kite Patterns:

I like …

WB: P14-P17

Unit 2 Food I like Topic: Food I like Task: To do a survey about one’s favourite food by using ‘Do you like…?Yes/ No.’

Learning objectives:

1. To use nouns to identify food 2. To use formulaic expressions to indicate preferences

e.g. I like ice cream. 3. To ask yes/no questions to find out one’s preferences

e.g. Do you like…?

4. To use formulaic expressions to confirm or deny

e.g. Yes. / No.

Core contents: Words: jelly, ice cream, sweet, biscuit Patterns: Do you like …? Yes, I like … No. WB:

P18-P21

Unit 3 Drinks I like Topic: Drinks I like Task: To do a survey about one’s favourite drinks by using’What do you like? I like…’

Learning objectives: 1. To use nouns to identify drinks 2. To use imperatives to give simple instructions

e.g. Drink some milk, Sam. 3. To ask wh-questions to ask for specific information about a person

e.g. What do you like? 4. To use the simple present tense to express preferences

e.g. I like water.

Core contents: Words: cola, juice, milk, water Patterns: What do you like? I like …. WB: P22-P25 Project: My favourite things

To make a report about one’s favourite things ‘I like…’

Competence:

1. Students can use nouns to identify toys, food and drinks. 2. Students can use formulaic expressions to indicate preferences. 3. Students can ask yes/no questions to find out one’s preferences. 4. Students can ask wh-questions to ask for specific information about a person.

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1B

Content - Discourse Chain（内容-话语链）

OE BOOK 1B Module 2 Unit 1 Toys I like Periods & Sub-topics Sub-tasks Period 1 At the toy shop To role play the story ‘ At the toy shop.’

1.To use the nouns “ball, doll, bicycle” to identify toys. 2.To learn a dialogue and roll play it. Period 2 My favourite toys To make a description about one’s favourite toys 1. To use formulaic expressions to indicate preferences

e.g. I like balls.

2. To use adjectives to describe things e.g. It's super.

3. To use formulaic expressions to offer people things

e.g. Here you are.

Learning Objectives 3.To express the toys the students like.

Words: ball-balls, doll-dolls, bicycle-bicycles, kite-kites Words: ball-balls, doll-dolls, bicycle-bicycles, kite-kites Patterns: I like the …

It's…

Listening

and

speaking: S1: Can I help you? S2: I like the bicycle. S3: I like the kite.

S1: Here you are. S2&S3: Thank you.

Core contents: Patterns: I like…(s)

Listening and speaking: G:Peppa, I see a ball. It is big. like balls. P: Wow, so cool. P: George, I see a doll. It’s nice. I like dolls. G:Oh. Nice, nice! P: Listen! I hear a bicycle. I can ride a bicycle. I like bicycles. G: Wow! How super!

Discourse

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1B

SB: P14 Look and learn Look and say;

SB: P15 Listen and enjoy

P16-P17 Say and act WB: P16 D,P17 Task

‘Draw your favouite toy and talk’

Materials

P15 Play a game

P17 Do a survey WB: P14 A, B

P15 C

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1B

Lesson plan Period 1 Procedures I. Pre-task

preparations: Contents 1.The alphabet song. ... 2. I’m Peppa. Methods Activity 1: Sing a song. Ss: Sing the song together. Activity 2：A mining game Purposes To be absorbed in the

class.

and use the body language understand.

Criterion Content Level

C – L1

C – L1

C- L2

…Mummy, Let’s go to T: Give instructions. Ss: Follow teacher to do a miming game.

the toy shop. II. While-task

procedures:

1.

Dialogue 1

At the toy shop

(pic 1) G:Peppa, I see a ball. It is big. I like balls. P: Wow, so cool. VC:ball –balls

SC: I like balls.

To practice the listening 4.2

Activity 3: Learn new words and the key

sentence.

1)

Learn the new words ball-balls in the dialogue. T: Play the recorder and ask questions.

George, George, what do you see? （Who will be George?）

S1: listen and answer: A ball. T: Play the recorder*3. T-Ss: Read and follow. Sgroup: Read in little trains. T: Show the pictures and ask: I see a monkey and a ball.

What do you see? S1-Sn: I see… and…

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the structure.

To imitate pronunciation, intonation.

To listen and remember 4.2 2.1

the

To practice and catch the

1B

2.

Dialogue 2

doll. It’s nice. I like dolls. G:Oh. Nice, nice! VC: doll-dolls

SC: I like...(s)

T: Elicit the plural, balls. How many balls? S1: Three balls. Ss: Follow and read. 2) Learn the new sentence I like...s.

T: George says: I like balls. Who can be different animals to read the sentence. S1-Sn: Read the sentence. 3) T: play the recorder of the dialogue 1 and make the Ss to read and act.(stick the word cool ) Ss: Listen and follow. Sboys-Sgirls: Role play.

Activity4：Learn new words doll-dolls and 1）

Learn the new words bicycle-bicycles in the dialogue3. T: Play the recorder and ask questions.

Peppa, Peppa, what do you see? （Who will be Peppa?）

S1: listen and answer: A doll. T: Play the recorder*3. T-Ss: Read and follow.

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meaning of the word.

2.1

4.2

C-L3

C-L3

C-L1

C-L1

To know the plural of

the word.

To listen and remember

the structure.

To remember P: George, I see a practice the sentence. 4.2

the

pronunciation , the 2.1 meaning of the words

1B

3.

Dialogue3:

P: Listen! I hear a bicycle.

I can ride a bicycle.

I like bicycles. G: Wow! How super! VC: bicycle-bicycles

Sgroup: Read in big trains.

2.1

4.2

remember

C- L3

C-L3

C-L1

C-L1

T: Everybody get on the train to

make

sentences.

Sgroup: Read the sentences. T: Elicit the plural, dolls.

I like dolls.

How about you, balls or dolls?

S1-Sn: I like…s.

T: Play the recorder. Ss: Try to remember the dialogue. Spair: Role play the dialogue.

Activity5：Learn new words bicyle-bicycles and practice the dialogue. 1)T: Listen! Here comes a bicycle.

Can you guess what will Peppa and George say? S1-Sn:…

T: Let’s listen. Play the recorder. What do you hear? S1: I hear a bicycle. T: Play the recorder*3. “balls” and “dolls”

To identify the words of

To consolidate the key 4.2 patterns.

To the 2.1 Ss: Listen and follow in different volume. pronunciation , the

2)T: Peppa says: I can ride a bicycle. meaning, the plural and

I can ride a bicycle too. Can you ride a the spelling of the

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1B

bicycle? S1-Sn: …

Who can do the action? Ss: Imitate with vivid body language. T: What colour is the bicycle? S1-sn: Answer：

It’s…

3)T: Chant a chant about the new words. Ss: Chant. 4)Pair work to act dialogue3. Activity6: Review the new words and sentences.

T: Introduce I say you say game. Ss: Play the game together. T: Introduce another game

Show the words quickly. Ss: Read the words and sentences as quickly as they can. words

2.1

C-L2

C-L2

To consolidate the key 2.1 words

III. Post-task

activities: The whole dialogue. Activity7 : Role-play G:Peppa, I see a ball. It is big. I like balls. P: Wow, so cool. 1)

Ss: Read the dialogue again. Focus on the new words. 2)

Ss: Trace the toys George likes and Peppa likes then complete the dialogue.

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4.2 C-L3

To consolidate the key

patterns.

1B

P: George, I see a 3)

Sg: Do role-play as George and Peppa. To use the language doll. It’s nice. I like dolls. G:Oh. Nice, nice! P: Listen! I hear a bicycle.

I can ride a bicycle.

I like bicycles. G: Wow! How super! After Class: 1. Read the dialogue by yourself. 2. Act the dialogue with your partner.

On the blackboard:

Choose toys you like and prepare in pair.

Sg: Feedback.

they’ve learnt in this class.

1BM2U1 Toys I like

ball-balls

doll-dolls

bicycle-bicycles

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1B

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