Unit 2 Toys I like课件配套优秀公开课教案设计

3BM2U2P1 I like toys开课教案

体职院附小英语学习规范实施纲要

维度

评 价 点

一年级

1.眼神专注，集中注意力听老师说出的单词或儿歌，观倾听

察老师的口型和发音情况，不随意插嘴。

2.坐姿端正，静心倾听同伴发言。

1.模仿老师的口型和发音，发言先举手，发言时站姿正1.在仿说、诵读、表演时面向听众，站姿正确、态度大二年级

并做出行为反应。

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。

三年级

尊重他人的不同意见。 2.用手势、眼神表现聆听学习材料时的关注，初步学习从材料中抓住关键词，理解语句。

能根据主题，借助Mind-map的形式进行仿说和简单介绍。

能根据要求，用完整的语句回答问题。

1.能用正确的语音语调朗读小语段（40词左右）。

2能根据提示，规范书写句3. 能划出关键词，帮助知1.能划出关键词句，帮助知识点或语篇理解。

2.能根据word bank等辅助1.能划出关键词句，标注学习重点，帮助知识点或语篇理解。

能根据所给主题，根据所给提示，用50-60词连贯且有条理的表述。

能根据所给主题，通过Question-chains的帮助用70-80词进行复述、概述、转述等。

四年级

程中，能在语段中抓住关键信息来理解语段的含义。

五年级

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，并有适当记录的习惯。

1.专注听老师或同学发言，1.专注听老师或同学发言，在听录音、看视频材料的过确、态度大方，眼睛看老师。

方。

表达

2.表达口齿清楚、音量适中。2.表达口齿清楚、音量适（自己说轻声，个人说响亮，中。（自己说轻声，个人说集体说整齐）。

响亮，小组说适度，集体说整齐）。

1.坐姿端正，握笔姿势正确。

1.朗读时能正确模仿语音2.在老师的指导下，能大声操作

跟读音频资料，模仿语音语

调。

3.能按时完成课后的口头作语调，按时完成课后口头作业。

保持书写姿势端正。

2.能规范抄写字母和单词，子，卷面整洁。

信息来理解生词的含义等。

2.能根据word bank等辅3.按照要求的步骤、内容，助信息来理解生词的读

业。

3.能根据提示，写单词。

识点或句子的理解。

在指定时间内完成学习活动。

音，含义等，进而帮助学生初步掌握查字典的方法。

3.按照要求的步骤、内容，合理安排时间，完成学习活动。

遵守同伴合作要求，根据老师的指导完成自己承担的任务，并尊重同伴的表现。

合作

遵守合作活动的步骤和要并对小组成员的表现表示赞赏。

遵守合作活动的步骤和要并对小组成员的表现表示赞赏，能以友善的态度帮助同伴改进学习表现。

通过小组协商确定分工与基本流程，按照要求完成任务，并主动帮助同伴改进学习表现。

通过小组协商确定分工与职责，熟悉小组合作学习的基本流程，按照要求完成任务，并主动帮助同伴改进学习表现，对别人提出的意见或建议作适当的应答。

求，完成自己承担的任务，求，完成自己承担的任务，职责，知道小组合作学习的在老师指导下，采用圈、划、根据老师的反馈或对照音反思

画等方式体现自己学习活动中的态度。

频资料，对自己的口头作业或书面作业进行及时调整和纠正。

能通过比对评价标准发现练习或作业中的问题并纠正。

能运用学习方式的迁移来完成学习任务，做出自我评价。

能对学习内容进行梳理和分类，改进学习表现。

Grade Level 一至五年级学年-学期学***描述

1A 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4A 5A 能用适切的语音、语调跟读、认能辨认国际音标及简单的音标读核心语篇；

词；能用适切的语音、语调和语能判断辅音字母组在单词中的速，朗读、背记核心语篇；

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；能理解词法规则（频度副词、动词三单形式等）；

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；

能运用词法规则（序数词与基数词，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并正确应对；能听懂问题并做正行为

描述

确的口头应答；

能根据图片语境的含义，进行2-3句的口头表述。

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4-5句的口头表述。

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；能根据语境用6-7句话进行口头描述，

2句话进行书面表述。

题提示，有逻辑地进行7-8句口示，有逻辑地进行9-10句口头描头描述，并用不少于5句进行书述，并用不少于8句话进行书面面表述。

表述。

Grade Level 1B 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；

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；

能判断辅音字母在单词中的发音；能听懂、读懂504B 5B 能唱出教材中的儿歌、歌曲；能做简单的角色扮演；能行为

描述

跟读、朗读单词和语句；能正确认读26个字母，并正确能用适切的语音、语调和语速朗能辨认国际音标及简单的音标读、背记核心语篇；

词；能用适切的语音、语调和语能判断元音字母组在单词中的速，朗读、背记核心语篇；

发音；能听懂、读懂70词左右能听懂、读懂90词左右的语篇，的语篇，并做出正确的判断、选并做出正确的判断、选择、应答择与应答；

与分析；

书写。

能听懂简单的指令与问题并做正确的口头应答；

能跟据图片语境的含义，进行3-4句的口头表述；

能判断单个辅音字母在单词中的发音；能听懂、读懂核心内容，并做出正确的应答；

能根据语境，进行词左右的语篇，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；能根据语境，借助思维导图、问题或图表等提示，有5-6句的口头表述。

根据语境用6-7句话进行口头描述，不少于3句进行书面表述。

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，用不同句式进行表述；能根据语境，借助图片、关键词、思维导图或逻辑地进行7-8句口头描述，并问句提示有逻辑、有重点地进行用不少于6句进行书面描述。

不少于10句的口头及书面描述。

三年级第二学期（3B）学习要求

语言技能

听

语言知识分级

语音

说

读

写

学习方法与习惯

L1---- 了解辅音字母组合读音规则，并正确读出语音。

L2---- 根据辅音字母组合读音规则，朗读记忆核心词汇。

L3---- 根据辅音字母组合读音规则，朗读新词。

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词汇

词法

L1--- 能正确理解核心单词、词组在不同文本中的意义。

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L2---能够正确听写核心单词与词组；能够在不同语境中运用核心单词与√

词组进行口头表述。

L3---能够在不同语境中选择合适的核心单词与词组进行书面表达。

L1----能根据词法规则，进行正确的口头表达。

L2----能根据正确的词法规则，进行正确的书面表达。

方法：

通过简单mind-map,问题链，表格等理解关键信息。指导学生在单线上规范书写句子。根据主题，图片等，进行2-3句句子写作。认真听示范发音，听清后再模仿。鼓励学生参加语言实践活动。勇于交

句法

语篇

L3---能运用正确的词法规则进行适当的口头以及书面表达。

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L1---- 在单线上正确抄写核心语句。

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L2-----能根据句法规则正确运用肯定句，否定句等不同句式进行口头表达。

L3---- -能根据句法规则正确运用肯定句，否定句等不同句式用两句话进行

书面表达。

L1---- 能用适切的语音语调表演故事。

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L2---- 能通过听力和阅读，理解50词左右的语篇。

L3---- 能根据话题，图片，关键词及思维导图用7-8句话进行口头表述。

流。

习惯：

养成良好的倾听习惯，善于模仿。

养成自查的习惯，提高写句正确率。

运用适切的语音语调朗读课文。能体现不同的语气。

项目-能力链 Project Competence Chain OE BOOK 3B Module 2 My favourite things

Grade 5 Project Competence “Things I like”

1. Students can use the key words in context. To make a poster

about one’s

e.g., meat, pork, beef, chicken, fish, fruit, vegetable, tomato, potato, carrot, entrance, exit, seat, English, favorite things Chinese, Maths, Art, IT, Music, PE

2. Students can use determiners to express indefinite quantities.

e.g., They eat a lot of fruit and vegetables. 3. Students can use wh-questions to find out specific information.

e.g., What did you have for breakfast, Danny?

What class do we have today? 4. Students can use modeled sentences to express intentions and make suggestions or to state a certain action at a certain time.

e.g., Shall we go to see a film this afternoon?

I want to see Toy Story.

It’s time for Chinese class. 5. Students can use the simple present tense to describe habitual actions.

e.g., They watch too much TV and eat too much sweet food. 6. Students can identify the pronunciation of the sounds in words.

e.g., /j/, /h/, /w/, /m/, /n/, /ŋ/, /əu/, /au/ 4 “Sports clubs”

1. Students can indicate sports with verb phrases.

To design a poster for a e.g., play football. play badminton sports club and introduce it to 2. Students can use yes/ no questions to find out one’s likes and dislikes.

the class

e.g., Does he like playing basketball?

3. Students can choose proper formulaic expressions.

e.g., Let’s join the club. 4. Students can use wh-questions to find out specific information.

e.g., What does she like? 5. Students can identify the pronunciation of the sounds.

e.g., five(-i-), Joe(-oe), toy（-oy）

“Favorite things”

1. Students can identify different things such as animals and clothes. To write a passage and stick a

e.g., tiger, lion, panda, monkey, hat, scarf, jacket 3

photo about their favorite 2. Students can use yes/ no questions to elicit a positive or negative response. things.

e.g., Do you like tigers? Yes, I do. / No, I don’t. 3. Students can express apology or show concern for others by formulaic expressions.

e.g., I’m sorry. Are you ok? 4. Students can use wh-questions to find out specific information.

e.g., What are these/those? 5. Students can identify the pronunciation of the sounds.

e.g., clock(-ck), small(-ll), glass(-ss) “Things I like”

1. Students can spell the key words correctly. To introduce the things you e.g., run, skate, hop, ride a bicycle, skip a rope, salad, carrot, fish, chicken, banana, giraffe, snake, elephant, like and ask for others zebra 2. Students can ask about one’s likes with yes/no questions.

e.g., Do you like (doing)…? 3. Students can ask about one’s food preferences with Wh-questions. e.g., What do you like eating? 4. Students can find out specific information about things with Wh-questions.

e.g.,

What are they? 5. Students can answer the questions with modeled sentences.

e.g., Yes./ No. I like (doing)…

6. Students can know the pronunciation of some letters in words. e.g., /k/ (kite book)

/g/ (girl frog)

/h/ (hand hen)

/f/ (fish wolf)

/v/ (van five) “Things I like”

1. Students can identify toys, food, or drinks with nouns. To introduce toys, food and e.g., ball, doll, jelly, sweet, cola, juice drinks you like or dislike 2. Students can describe things with adjectives.

e.g., It’s super.

3.

Students can reproduce formulaic expressions to indicate preferences. 2 1

e.g., I like the ball. 4.

Students can ask yes/no questions to find out one’s preferences.

e.g., Do you like … ? 5.

Students can reproduce formulaic expressions to confirm or deny.

e.g., Yes./ No. 6.

Students can repeat wh-questions to ask for specific information about a person.

e.g., What do you like? 7.

Students can repeat the simple present tense to express preferences.. e.g., I like water.

目标-任务链

Objective Task Chain

OE BOOK 3A Module 2 My favourite things Project: My favourite animals, toys or clothes.

To write about your favourite animals,toys or clothes. Competence:

1. Use yes/no questions to elicit a positive or negative response. 2.

Use wh- questions to find out specific information. 3. Use modelled sentences to express one’s likes and dislikes.

4.

Use modelled sentences to describe things.

5.To know about the animals and they are humans’ friends ,and we should love them and take care of them .

Unit 1 Animals Topic: Animals I like

Task: To write about animals you like in the zoo. Learning objectives: 1.

Use nouns to identify animals. 2.

Use yes/no questions to elicit a positive or

negative response. 3.

Use modelled sentences to express one’s

likes. 4. Use modelled sentences to describe

animals.

Core contents:

Words:

tiger, lion, panda, monkey, clever, strong Patterns:

Do you like...? Yes, I do. No, I don’t. It’s .../They are ...

Sounds: -ck, clock, rock.

Unit 2 Toys Topic: Toys I like Task: To write about toys you like

Learning objectives: 1.

Use nouns to identify different toys. 2.

Use wh- questions to find out specific information. 3.

Use modelled sentences to express one’s likes and dislikes. 4.

Use modelled sentences to describe things. 5. Use formulaic expressions to express apology or show concern for others.

Core contents: Words:

toy train, doll, skateboard, robot Patterns:

Who do you like? I like ... It’s ... Sounds: -ll, small, tall, wall

Unit 3 Clothes Topic: Clothes I like Task: To write about clothes you like

Learning objectives: 1.

Use nouns and noun phrases to identify different clothes. 2.

Use wh- questions to find out specific information. 3.

Use modelled sentences to give specific information. 4. Use formulaic expressions to ask for permission.

Core contents: Words:

hat, scarf, jacket, a pair of glvoes, a pair of socks, a pair of shoes Patterns:

What are these/those? They are ... Sounds: i-ss, classroom, glass

内容-话语链 Content Discourse Chain

OE BOOK 3B Module 2 My favourite things Unit 2

Toys Task: To talk and write about toys you like

Learning objectives:

1.

2.

3.

4.

5.

Use nouns to identify different toys. Use wh- questions to find out specific information. Use modelled sentences to express one’s likes and dislikes. Use modelled sentences to describe things. Use formulaic expressions to express apology or show concern for others. Period &

Sub-topic Sub-task Period1 In the toy shop To make a dialogue about buying a toy.

Period2 My favourite toy To act out the story

Period3 Toys I like To write a short passage about the toy you like

1. Use nouns to identify different toys. 2. Use wh- questions to find out specific information. 3. Use modelled sentences to express one’s likes and dislikes. 4. Use modelled sentences to describe things. Learning objectives 1. Use nouns to identify different toys. 1. Use nouns to identify different toys. 2. Use wh- questions to find out specific 2. Use wh- questions to find out specific information. information. 3. Use modelled sentences to express one’s 3. Use modelled sentences to express one’s likes and dislikes. likes and dislikes. 4. Use modelled sentences to describe 4. Use modelled sentences to describe things. things.

5. Use formulaic expressions to express apology or show concern for others.

Discourse Analyses Speaking:

A: What do you like? B: I like skateboards. C: I don’t like skateboards. I like dolls. B: I like this skateboard. It’s nice. C: I like this doll. It’s lovely. Writing: I like skateboards. I like this doll. It’s lovely.

Words:

toy train, doll, skateboard, robot Patterns: Contents What do you like? & Levels I like skateboards. I like this doll. It’s lovely.

Speaking:

A: Let’s play together. B: OK. What do you like? A: I like skateboards. Look! I can ride it very well. It’s fun. B: I don’t like skateboards. I like robots. Look at my robot. It can walk. It’s super. A: Oh!

B: I’m sorry. Are you OK? A: That’s all right. I don’t like robots. Writing: I like robots. Look at my robot.

It can walk. It’s super. Patterns: What do you like? I like ... I like ...I don’t like ... Look at my.. It can ... It’s ... Speaking:

Hello. I’m Peter.

I like robots . They’re super.

Kitty likes dolls. They are lovely. Danny likes toy train. They are cool. Writing: Hello. I’m Peter.

I like robots . They’re super.

Kitty likes dolls. They are lovely. Danny likes toy train. They are cool.

Patterns: Hello. I’m ...

I like ...

They’re ... ... likes ... They are ... ... likes ... They are ...

本课时教案

Lesson plan

Period: 1

Lesson plan: Procedures I. Contents Methods Activity 1: Say a rhyme T→Ss

Activity 2: Talk about the toys T: (Show some pictures of toys)

Look. What can you see in this shop? Ss: I can see …

T: Can you …? Do you like …? S1 S2 Sn: Yes. /No. T→Sn

Activity3: Learn the words T: (Show some pictures of toys) Doll. D-O-L-L, doll. Purposes 通过学过的儿歌复习玩具单词，并鼓励学生尝试新编儿歌。

新授单词，复习相关句型。

新授单词，正确朗读拼写单词。

两人一组问答形式，巩固单词和相关句型。

Pre-task Let’s say the rhymes

preparations

What can you see in this shop?

Ss: I can see …

II. While-task toy train doll procedures skateboard

robot

What do you like ?

I don’t like ---. I like --- They are ---

Do you like it? Yes./ No. I like this --- It’s ---

Ss: Doll. D-O-L-L, doll. …

T→Ss

Activity4: Ask and answer T: （Ask the Ss take some toys to the class）

S1: What do you like ?

I don’t like ---.

I like ---

They are ---

Activity 5: Give example to Ss S1: Do you like it? S2: Yes./ No. …

T: I like this ---

It’s --- Ss T→Ss Ga Gb Gn …

Ss

教师示范，给例子让学生了解做机器人的步骤。

对话，巩固学所。

练习巩固。

两人对话，交际性操练。

Post-task Do you like toy …? Yes./ No. They are super activities

III. Activity 6: Workbook P26 (Part A) S1: (Show his/her toy …) Do you like toy …? S2: (Touch the toy …) Yes./ No. They are super Activity 1: Make dialogues

Assignment 1.

Listen and read after the tape 2. Copy the new words and sentences

3. Recite the new words

On the blackboard:

On the blackboard:

M2U2

Toys

What do you like?

I like skateboards/dolls/toy trains/robots.

I like this doll. It’s lovely.

nice , good , beautiful , cool ---