Unit 1 Seasons板书设计及设计说明

范畴

一年级

范音，观察老师的口型。

倾听

2.在听录音、视频等材料的过漕开发实小英语学科学习规范细则二年级

三年级

对听的关注，做出相应的反应。

2.能从录音，视频等材料中抓住关键词，理解语句。

四年级

心，尊重他人的不同意见。

2. 在听录音、视频等材料的过程中，能在语段中抓住关习资料。

五年级

1.集中注意力听老师的示1.专注听老师或同学发言，1.用眼神、表情、动作等体现1.在听他人表述时表现出耐1.能自觉聆听录音、视频等学并做出行为反应。

2．在听录音、视频等材料的2.在听录音、视频等材料的过程中，能在语篇中抓住关键信息，理解语篇，并有适当记程中，初步模仿语音语调。

过程中，注意力集中，有意识模仿语音语调。

键句来理解语段的含义。

录的习惯。

1.根据媒体或示范，仿说儿1.根据媒体或示范，表演儿1.能运用简单的发音技巧进1.能运用正确的语音语调进1. 能运用正确的语音语调进歌、对话或小故事。

2.表达时声音响亮，态度自表达

然大方。

歌、对话或小故事。

然，能让别人听清楚。

写词汇。

行交流。

的音量、面部表情、和肢体语3.按照话题、语境和格式要求，规范写句和写话。

1.能用正确的语音语调朗读行交流，体现语言表达的态度2.能根据所给主题，有逻辑地进行6-8句口头描述，40词左右连贯且有条理的书面表述。

能在规定时间内按要求完成口头与书面练习。

行交流，体现语言表达的态度和情感。

2.能根据所给主题，有逻辑地进行8-10句口头描述，50词左右连贯且有条理的书面表述。

2.表演时面向听众，态度自2.根据不同的活动选择适当和情感。

3.通过观察、比较，正确抄言进行交流。

1.坐姿端正，握笔姿势正确。

1.朗读时能正确模仿语音语操作

（练习）

2.在老师的指导下，能大声调。

3.能按时完成听读作业。

在老师指导下，能认识自己反思

的课堂行为。

根据老师的反馈或对照音频资料，对自己的口头作业或书面作业进行反思并及时纠调，按时完成听读作业。

3.能根据提示，写单词。

能有序合理安排学习任务。

小语段（30词左右）。

子，卷面整洁。

3.能读懂小语段。

能通过比对评价标准发现练习或作业中的问题并纠正。

跟读音频资料，模仿语音语2.能规范抄写字母和单词。

2能根据提示，规范书写句

能运用学习方式的迁移来完成学习任务。

能对学习内容进行梳理和分类。

正。

与同伴交流时，能尊重并倾合作

根据指导与提示，能依据话知道小组学习的要求，明确熟悉小组合作学习的基本根据不同的活动的主题和内流程，完成任务。

容进行小组内成员角色的互听对方的表达。

题，主动与他人进行交流。

职责，承担角色。

换或轮换，完成合作任务。

一年级第二学期（1B）学期学***描述

知识

语音

学***

A 水平描述

L1——能仿说字母，辨认、抄写26个字母的大小写，知道元音字母和字母的排列顺序

L1——能跟读、朗读单词

词汇

C L2——能读懂单词，理解图片所表达的词汇的含义

L3——能够根据图片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（单数、复数、不可数等）；

词法

A L2——能够根据语境运用正确的词法规则进行口头表述

L1——能仿说句子

句法

B L2——能听懂句子表达的含义，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

A L2——能理解基本话语语段，并根据话题、图片进行词汇替换

L3——能根据话题、图片，在基本话语语段的基础上，增加1-2句学过的句型进行口头表述

学习策略/思维方式

1、

能够初步形成仔细倾听，认真模仿的习惯。

2、能够初步形成语言积累的意识，经过逐步积累，能够连续说话或应答。

3、能够背出或唱出教材中的部分儿歌、歌曲。

4、养成每天听录音，仿说和看图，说英语的习惯。

Project-Competence Chain (项目-能力链)

OE __B Module 3 Things around us Grade Project Learning Objective Outcome To make a report about ●

To use the simple past tense to talk about A report. past states and activities in groups. changes in the daily life in ●

To give instructions by using imperatives or different layouts.

sentences with modal verbs. ●

To use nouns and adjectives to identify

signs, weather, furniture and so on.

●

To focus on the different activities

depending on the changes of the weather.

●

To identify the pronunciation of the sounds and the Phonetic symbols.

To talk and then write ●

To use adjectives to describe sounds and A place of writing for the express one’s preferences of the sounds to about people’s frequency of picture. be heard at a certain place. activities at the same ●

To use phrases, key patterns to indicate time and present activities. specific time in different ●

To use key patterns to talk about the seasons. frequency of certain activities.

●

To understand people’s habits and activities

which may change according to the changing conditions.

To make a picture album of ●

To use the key patterns to describe the a picture album of four seasonal features, places, activities, and four seasons and write seasons. clothes in different seasons. some sentences to ●

To describe the things and colours in different seasons. illustrate the pictures.

●

To give the logical description of a season.

●

To feel the beauty of a nature by collecting

and describing the pictures.

To make a story book about ●

To describe the seasonal feature by using A story adjectives. four seasons and tell the seasons. ●

To indicate one’s preference by using the story to others by using key pattern. 5 4 3 book aboutfour 2

the key patterns.

●

To talk about four seasons and share opinions on describing seasons.

1 To colour and talk about ●

To use nouns to identify two seasons(spring The coloured picture of one and summer), the wather and some clothing one picture of a season(spring or summer). items. season(spring or summer) ●

To express preferences about seasons. by using the key patterns in ●

To develop the common sense of how to choose the clothes according to the this module.

weather.

●

To be motivated by colouring and

describing the picture.

Objective-Task Chain (目标-任务链) OE 1B Module 3 Things around us

Grade: 1

Project:

To colour and talk about one picture of a season(spring or summer) by using the key

patterns in this module.

Learning objectives:

●

To use nouns to identify two seasons(spring and summer), the weather and some clothing items.

●

To express preferences about seasons.

●

To develop the common sense of how to choose the clothes according to the weather. ●

To be motivated by colouring and describing the picture.

Unit 1 Unit 2 Unit 3 Task: Task: Task: To choose and colour one picture and then talk about the picture. To survey the preference for the weather in class.

To make a shopping list and then say something about it.

二、单课设计，明确语用

Learning objectives:

1. To use nouns to identify seasons. e.g. spring, summer 2. To use adjectives to express how people feel in different seasons. e.g. Spring is warm. Learning objectives:

1. To use the key words in context.

e.g. sunny 2. To use formulaic expressions to describe weather.

e.g. it’s sunny.

3. To ask wh-questions to find out specific weather.

e.g. How is the weather? 4. To express preferences about wether.

e.g. I like sunny days. information about Learning objectives:

1.

To use nouns to identify clothing items. e.g. T-shirt, dress 2. To use verbs to indicate needs.

e.g. I need…

3. To ask wh-questions to find out people’s needs

e.g. What do you need? 4. To use formulaic expression to express perferences.

e.g. I don’t like… I like…

5. To use formulaic expressions to express thanks

e.g. Thank you, Mum.

Summer is hot. 3.

To use the simple present tense to state facts.

e.g. I

see/smell/drink…

4. To describe a season with

modeled sentences.

Content - Discourse Chain（内容-话语链）

OE BOOK 1B Module 3 Things around us Unit 1 Seasons Task:

To choose, colour the picture and talk about the season. Learning objectives:

1.

2.

3.

4.

To use nouns to identify seasons To use adjectives to express how people feel To use predicative to describe conditions To use the simple present tense to state facts Sub-task Period & Sub-topic Period 1 I like spring. To talk about the season Period 2 I like summer.

To do a survey of one’s

favourite

season and talk about it 1. To use nouns to identify 1. To use nouns to identify

season seasons 2. To use adjectives to 2. To use adjectives to describe conditions describe conditions 3. To use the simple present 3. To use the simple tense to state facts present tense to state facts

Learning Objectives Discourse analysis Core contents

Speaking: Spring is green. Spring is warm. Speaking: Summer is red. Summer is hot.

Vocabulary warm

spring

Vocabulary Grammar Grammar hot

summer

Summer is…

I see…

I do…

I like summer. SB: pp.26, 27and 29 WB: pp.26, 27, 28 and 29, Part A,B,C,D and Task

Spring is …

I see…

I(do)…

I like spring. SB: pp.27 and 28 Materials

Lesson plan Period 1 Procedures I. Pre-task

preparations: II. While-task

procedures:

New word: warm Contents Methods Purposes To get preparation for new

lesson. To imitate Criterion Content Level

C – L1

C- L1

C- L2

C- L2 An introduction: Four Activity1

Warming-up

seasons 1. Spring is green. Spring is…

New word: spring

2. Spring is warm.

Spring is green Spring is warm.

Activity 2

Elicitation 1 the 4.2 T: Elicit the topic and show pronunciation and

pictures in spring. intonation and to

Ss: Listen to the sentence.

remember the sentence

Ss: Repeat: Spring is green. structure.

S1-n: Listen and describe.

Activity 3

Imitation 1 To know the pronunciation 2.1 1)

Ss: Read with teacher. and the meaning of the

T: Elicit the words: spring word.

2) T: Show the word: spring

Sn: Read.

3) T: Show some pictures of

spring.

S1-n: Describe different

colours of spring.

Activity4：

Elicitation 2 To consolidate the key 4.2 1)

T: Show a picture of patterns.

warm

“snowball rolling”

Ss: Listen to the sentence. S1-n: Look and say. Ss: Pair-work.

Activity 5

Imitation 2

To remember T: Present the way of doing

the 2.1

the

T: Elicit the words: warm meaning of the word.

2) T: Show the word: warm

Sn: Read.

To substitute the words in

3)

T: Show some pictures of the sentence patterns.

spring.

Ss: Say by themselves.

S1-n: Describe spring.

3. In spring, I see Activity 6 Consolidation

To consolidate the key 2.1

flowers.

1)T: Show pictures of spring. words.

2)

Ss: Read with teacher. pronunciation and Spring is green. Spring is warm. In spring, I flowers. I hear birds. Ss: Listen to the sentences. 2)T: Ask the questions: see What do you see in spring? What do you hear in spring? S1-n: Answer. 3) Ss: Pair-work. Activity 7

Cards game Ss: 1) Pick cards.

2) Say to the desk mate. see S1-n: Introduce spring.

To use the language they’ve 4.2 learnt in this class.

C- L3

III. Post-task

activities: 4. I like spring.

Spring is green. Spring is warm. In spring, I flowers. I see…

I hear birds. I hear…

I like spring.

After class: 1. Listen and read P28-29(5). 2. Introduce: Spring C- L3

On the blackboard:

1B M3U1 Seasons Period 1 I like spring.

Spring is green.

Spring is warm.