Unit 2 In the fruit shop第二课时教学设计

Project - Competence Chain（项目-能力链） OE BOOK 1B Module 3 Things around us Grade Project “ Changes in daily life ”

To make a report to talk about changes in the daily life.

Competence Good ☆

1. Students can make a report about changes in the daily life at least 3 aspects (general information, public rules, daily life ) 2. Students can make a report logically and correctly, both verbally and in writing. 3. Students can express clearly with the support of the survey. 4. Students can eventually self correct their expressions according to the criteria of evaluation chart.

5. Students can abstract and classify the necessary information. 6. Students will obey the public rules and use the patterns to express prohibitions. Very good

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7. Students can get more information by extra reading or learning. 8. Students can make a report with one’s own experience or personal idea.

9. Students can make a report about the history of Shanghai according to the photos at least 9 sentences orally. Good ☆

1. Students can introduce one’s family’s home life with the adverbs of frequency fluently.

2. Students can make introductions logically and correctly, both verbally and in writing. 3. Students can express clearly with the support of the form and question chains. 4. Students can eventually self correct their expressions according to the criteria of evaluation chart. 5. Students can get a general idea of the home lives in different countries. 6. Students can identify the pronunciation of ‘-are’, ‘-ear’, ‘-air’, ‘-ou-’, ‘ow-’, ‘-ay’ and ’-ai-’ in words. Very good

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7. Students can get more information by extra reading or learning. 8. Students can introduce the home life with one’s own experience or personal idea.

5 4 “My family’s home life”

Write a passage about one’s family’s home life with the adverbs of frequency and introduce it to the class.

“Songs of seasons”

To make an introduction of one’s favorite season.

3 2 “My show”

To draw a picture of a model with nice clothes and introduce the picture.

Good ☆

1. Students can introduce one’s favourite season at least 4 aspects (weather, things you can see/hear, activities, clothes you can wear). 2. Students can make their introductions logically and correctly, both verbally and in writing. 3. Students can express clearly with the support of the thinking map and different medias. 4. Students can identify the pronunciation of ‘-ff’, ‘cl-’, ‘pl-‘ , ‘gl-‘ , ‘bl-’, ‘fl-‘, ‘sl-‘ in words. Very good

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5. Students can abstract and classify the necessary information. 6. Students can get some information from various resources.

Good ☆

1. Students can introduce a picture of a model at least 2 aspects (what clothes, how is the clothes). 2. Students can make their introductions logically and correctly

3. Students can express clearly with the help of the picture. 4. Students can pronounce the sounds correctly. e.g. s, z, m, n, l, r

Very Good ☆☆

5. Students can use imperatives to give simple instructions. 6. Students can use modelled sentences to indicate possession. Good ☆

1. Students can introduce the season in Shanghai at least 3 sentences. 2. Students can express clearly with the support of the picture and body language. 3. Students can imitate and repeat teacher’s introduction.

4. Students can get some information from various resources (pictures, photos, etc). 5. Students can classify seasons, weather and clothing items.

6. Students can get general idea of seasons in different countries.

Very good

☆☆

7. Students can focus on teacher’s and classmates’ words.

8. Students can introduce a season with one’s personal idea and different ways.

1 “Seasons in Shanghai”

Make an introduction of the weather and what people wear in different seasons in Shanghai.

Objective - Task Chain（目标-任务链）

OE BOOK 1B Module 3 Things around us

Make an introduction of the weather and what people wear in different seasons in Shanghai.

Competence:

1. Students can use nouns to identify seasons and clothing items. e.g., spring, summer, T-shirt, dress, shorts, blouse 2. Students can use adjectives to identify weather. e.g., sunny, cloudy, rainy, windy 3. Students can use adjectives to express how people feel. e.g., warm, hot

4. Students can use predicative adjectives to describe conditions. e.g., Spring is warm.

5. Students can use the simple present tense to state facts. e.g., I see/smell/drink …

6. Students can use formulaic expressions to describe weather. e.g., It’s sunny.

7. Students can ask question to find out specific information about weather. e.g., How is the weather?

8. Students can use verbs to indicate needs. e.g., I need …

9. Students can ask wh-question to find out people’s needs. e.g., What do you need?

Unit 2 Weather Topic: Weather in four seasons Task: Make an introduction of the weather in four seasons. Learning objectives:

1. To use adjectives to identify weather. 2. To use ask question to find out specific information about weather. 3. To formulaic expressions to describe weather. Core contents: Words: sunny, cloudy, rainy, windy Pattern: How is the weather? It’s …

Daily expressions: --- How is the weather?

--- It’s …

Unit 3 Clothes Topic: Clothes for four seasons Task: Make an introduction of what people wear in four seasons in Shanghai. Learning objectives:

1. To use nouns to identify clothing items. 2. To use verbs to indicate needs. 3. To ask wh-question to find out people’s needs. Core contents:

Words: T-shirt, dress, shorts, blouse Patterns: What do you need? I need …

Extension: shirt, skirt Project: Seasons in Shanghai

Unit 1 Seasons Topic: Four seasons

Task: Make an introduction of their favourite season. Learning objectives:

1. To use nouns to identify seasons.

2. To use adjectives to express how people feel.

3. To use predicative adjectives to describe conditions.

4. To use the simple present tense to state facts.

Core contents:

Words:

warm, hot, spring, summer Pattern: Spring/Summer is …

Extension:

autumn, winter, cool, cold

Content - Discourse Chain（内容-话语链）

OE BOOK 1B Module 3 Unit2 Weather

Period & Sub-topic Sub-task Period 1 My favourite weather To talk about the weather they like. Period 2 Going out To fulfill the task of this unit 1. To ask question to find out specific information about weather. e.g., How is the weather? 2. To use formulaic expressions to describe weather.

e.g., It’s sunny.

Words:

beach Pattern: How is the weather? It’s …

Listening and speaking: --- How is the weather? --- It’s sunny. --- Let’s go to the beach. --- OK.

enjoy WB: p.30 Part A; p.31 Part B WB: p.32 Part C; p.33 Task 1. To use adjectives to identify weather.

e.g., sunny, cloudy, rainy, windy

Learning Objectives 2. To use formulaic expressions to describe weather.

e.g., It’s sunny.

Words:

sunny, cloudy, rainy, windy Pattern: It’s …

Listen and speaking: It’s sunny. Core contents: Discourse I can see the red sun. I can eat ice cream. I like sunny days.

SB: p.30 Look and learn ; p.31 Do a survey, p.33 Listen and SB: p.30 Look and say; p.31 Play a game; p.32 Say and act

Materials

单元整体设计

单元课题

单元目标

单元任务

课时话题

（T）

课时目标

1B Module 3 Unit 2 Weather

1. To use adjectives to identify weather. 2. To use ask question to find out specific information about weather. 3. To formulaic expressions to describe weather. To make an introduction of the weather in four seasons.

Period 1 My favourite weather

Period 2 Going out

1. To ask question to find out specific information about weather.

2. To use formulaic expressions to describe weather.

Make an introduction of what I wear in spring and summer in Shanghai. Pattern:

How is the weather? It’s …

1. To use adjectives to identify weather.

2. To use formulaic expressions to describe weather.

（O）

Choose the suitable clothes I like for different seasons and talk 课时子任务

about them. （U）

Words:

学习内容

sunny, cloudy, rainy, windy

（C）

1. Warming-up 2.

Revision 3.

Lead-in 4. Elicitation 1&2 5. Consolidation 1&2&3 6. Introduction

学习过程

（P）

1. Assignment check. 2. Elicitation. 3. Imitation 4. Consolidation 5. Q & A

板书设计

（B）

Module 3 Unit2 Period 1 My favourite weather Module 3 Unit2 Period2

Going out

How is the weather? .

It’s...

It’s.. sunny rainy cloudy windy.

sunny. cloudy rainy windy

I like … days

I can …

Let’s …

OK. Listening and speaking: Listening and speaking: It’s

sunny. I like sunny days. I can see green trees.

--- How is the weather? --- It’s

sunny.

It’s

hot.

Let’s

go to the beach. --- OK.

预设达标

话语评价

（E）

Lesson plan-2nd period Procedures I. Pre-task 1. A song

Rain, rain, go away

2. Words of weather

3. A survey: The weather I like preparation Contents Activity1

Warm-up Ss: Sing together..

Spair: Spell

Sa-Sb-Sc: Introduce Activity2

Elicitation1 1. T-S-Sa: Listen and follow

How is the weather?

It’s sunny.

2. Guessing game 3. Ask and answer in pairs

Activity3

Elicitation2 2. Sa-Sb-Sc: Its sunny. It’s hot. Let’s …

Activity4

Consolidation1 Ss: Look and think Spair: Make a dialogue To know the meaning of the new sentence. (PC-L1)

To know the meaning of the new sentence. (PC-L1)

To understand the meaning of the new sentence. (PC-L2) Methods Purposes To warm the class and review what they’ve learnt before. (VC-L3)

II. While-task 1.

procedures

--How is the weather? --It’s sunny.

2.

beach. --OK.

3. --How is the weather? --It’s sunny. It’s hot. Let’s go to the 1. T-Ss-Sa: Its sunny. It’s hot. Let’s go to the beach.

--It’s sunny. It’s hot. Let’s go to the Ss: Watch the dialogue and check the answer

beach. --OK. 4.

--How is the weather? --It’s ... It’s …

Let’s ... --OK.

III.

Post-task activities On the blackboard: 1. Task: A dialogue

Sgirls-Sboys: Read the dialogue.

Activity5

Consolidation2 Spair: Guess the weather and talk in pairs.

To practice the new sentence in a new situation and consolidate the new sentence pattern. (PC-L2)

Activity6

A dialogue making 1. Circle, tick and draw 2. Ask and answer 3. Give a heart. To create a situation to use the language in the dialogue. (PC-L3)

Module 3 Unit2 Period2

Going out

How is the weather? .

It’s..

Let’s …

OK.

Pic. Pic. Pic. Pic.