Unit 3 My clothes板书设计

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2B M3U3 My clothes

二年级第二学期（2B）学期学***描述

知识

语音

学***

A 水平描述

L1——能知道单个辅音字母在单词中的发音规则

L2——能判断单个辅音字母在单词中的发音

L1——能朗读、抄写、背记核心单词

词汇

C L2——能听懂、读懂单词，理解单词的含义

L3——能够根据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（动词、形容词等）；

词法

B L2——能理解句子表达的含义；能理解词法规则，用正确的此法规则做替换练习

L3——能够根据语境运用正确的此法规则进行口头表述

L1——能跟读、朗读写核心句子

句法

C L2——能听懂、读懂句子表达的含义，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

B L2——能听懂、读懂基本话语语段，并作出正确的判断、选择

L3——能根据话题、图片语境，用5-6句话进行口头表述

学习策略/思维方式

1、

先倾听单词发音连续三遍，然后跟读，跟读形式多样。

2、看清示范，观察单词中每个字母在四线三格的正确位置，然后再动笔书写。

3、整体识读句子，通过句子中词汇的替换，操练句型，进行口头表达。

4、运用图片，关键词等方式记忆句序，逐步累计语量，促进有序的表达。

5、用打五角星的方式，进行同伴互评。

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Project - Competence Chain（项目-能力链）

OE BOOK 2B Module 3 Things around us Grade Projects “Changes around us”

To write a report about the changes with simple past tense and simple present tense 5 Competences 1.

Students can read and write the words about the signs, the weather and furniture. e.g., telephone, toilet, restaurant, exit, entrance, stormy, foggy, rainy,mirror, cushion, cupboard, lamp,sofa 2.

Students can use imperatives to express prohibitions in different places. e.g., No smoking!/ Don’t litter!

3.

Students can talk and write about the weather they like/dislike and illustrate the following reasons.

e.g., I like the rain. Because it helps my plants grow and grow. 4.

Students can talk and write about past states and activities with the simple past tense . e.g., The sofa was under the shelf. 5.

Students can use wh-questions to find out specific information. e.g., What’s the weather like today?

6.

Students can identify the phonetic symbols /l/ /r/

Students can write a passage with more than 10 sentences.

“My busy week”

1. Students can understand the key words in context. To make a report about the e.g., quiet, loud, bell, television (TV) noisy, ring, watch (TV), seven o’clock, a quarter past seven, half past life in a week with adverbs seven, a quarter to eight, get up, brush my teeth, wash my face, have breakfast, always, usually, often, sometimes, never 2. Students can elicit a positive or negative response. e.g., Are they playing basketball? Yes, they are.

3. Students can indicate present activities. e.g., I’m brushing my teeth.

4. Students can talk about the frequency of certain activities. 3 / 13

4

e.g., He often goes to the school library on Monday afternoon.

5. Students can ask for the time, express one’s opinion, and reply to requests.

e.g., What time is it? It’s so much fun. All right.

6. Students can write a passage logically with at least 35 words. 7. Students can identify the pronunciation of the letters ‘-oy, -oi-, -ou-, ow-, -ay, -ai-‘

“In the park”

1. Students can understand the context.

To make a report and get e.g., circle, square, triangle, star, rectangle, house, sky, sea, mountain, river, plant a tree, have a picnic, information about the things ice-skate, ski, around us by using 2. Students can give specific information. ‘It’s/They’re ...’

e.g., How many circles? Three. 3. Students can find out specific information. e.g., What shape is it ? It’s a rectangle. What season is it? It’s spring.

4. Students can identify the colours of things. e.g., What colour are the leaves? They’re green.

5. Students can write a passage with at least two sentences. 6. Students can identify and compare the pronunciation of the letters ‘-ff’ ‘cl-‘ ‘pl-‘ ‘gl-‘ ‘bl-‘ ‘fl-‘ and ‘sl-‘

1. Students can use the pattern to indicate one’s likes.

“Seasons”

e.g.,

I like riding my bicycle in the park. Make a poster about the seasonal activities and clothes 2. Students can use nouns to describe clothing items. e.g., sweater, trousers, shirt, coat, T-shirt, blouse, dress. shorts in four seasons and introduce 3. Students can describe the seasons and introduce the seasonal clothes with about 4 sentences.

it to others. e.g., Spring is warm and nice. I have a shirt. It’s nice. It’s clean. 4. Students can recognize the sounds: s, z, m, n, l, r 5. Students can feel the beauty and differences among different seasons.

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3 2

“Weather and seasons”

Solve the problem about choosing clothes I need according to different seasons and weather.

1. Students can read the words about the seasons, weather and clothes.

e.g., warm, hot, spring, summer, sunny, cloudy, rainy, windy, T-shirt, dress, shorts, blouse

2. Students can use modeled sentences to describe the conditions and weather, indicate one’s needs and likes of clothes in different weather in spring or summer.

e.g., It’s … I need … I like …

3. Students can use wh-questions to find out the information about weather and people’s needs.

e.g., How is the weather?

What do you need?

4. Students can use imperative sentence to talk about the activities they can do in different weather. e.g., Let’s ...

5. Students can choose the right clothes according to the different weather.

1

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目标-任务链Objective Task Chain

OE BOOK 2B Module 3

Things around us

Project:

Make a poster about the seasonal clothes and activities in four seasons and introduce it to others.

Competence:

1. Students can use the pattern to indicate one’s likes.

2. Students can use nouns to describe clothing items.

3. Students can describe the seasons and introduce the seasonal clothes with at least 4 sentences.

4. Students can recognize the sounds: s, z, m, n, l, r

Unit 1 The four seasons Task: To make a mind map to show things you like Unit 2 __Rules_____ Task: To draw a picture and introduce the traffic rules by using’ Let’s…’

Learning objectives: 1. To use the key words in context e.g. Light, stop, go, wait 2. To use imperatives to give simple instructions e.g. Look at the light. Stop! 3. To use formulaic expressions to give suggestions e.g. Let’s stop!

4. To identify the pronunciation of the sound ‘-m’ ‘-n’

e.g. mouth, warm, nose, ten

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5 Students can feel the beauty and differences among different seasons.

doing in four seasons by using ’I like (doing)…in/on…’

Learning objectives: 1.

To use nouns to describe the seasons.

e.g., spring, summer ,autumn and winter

2. To use adjectives to describe the seasons.

e.g. Spring is warm and nice.

3.To use modelled sentences to indicate one’s likes.

e.g. I like riding my bicycle in the park.

4. To identify the pronunciation of the sound ‘-s’ ‘-z’

e.g. sun, bus, zebra, zoo

Unit 3

My clothes

Task: To introduce the weather and clothes in a certain season by using ’I have…’

Learning objectives: 1.

To use nouns to describe clothing items

e.g., sweater, trousers, shirt, coat,

2. To use modeled sentences to indicate possession. e.g., I have a shirt.

3. To describe the seasons and introduce the seasonal clothes with about 4 sentences. e.g., Spring is warm and nice. I have a shirt. It’s nice. It’s clean.

4. To feel the beauty and differences among different seasons.

Core contents:

Words: autumn, winter, cool, cold (look and learn)

cloudy and cold.( listen and enjoy)

Phrases: nice and warm, sunny and hot, windy and cool,

Patterns: I like (doing)…in/on…( look and say)

Do you like…? Yes, I do. /No, I don’t.

Sounds: -s -z

SB: P26-29

Core contents: 5. To identify the pronunciation of the sound Words: ‘-l’ ‘-r’ in words

stop, go, wait

e.g., light, cool, run, orange

Patterns: Core contents: Look at … It’s…

Words : Let’s…( Look and say)

trousers, sweater, shirt, coat

Sounds: -m -n

Patterns: SB: P30-33 … is …

I have…

It’s…/ They’re … (Look and say)

Sounds: -l -r

SB: P34-37

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内容-话语链

Content Discourse Chain

OE BOOK 2B Module 3

Things around us

Unit 3

My clothes

Period & Sub-topic Sub-task Period 1 Clothes in four seasons To describe the weather and clothes in different seasons.

1.

To read, copy and recite the nouns about clothes items.

Period 2

Clothes for my birthday To describe the seasons and the clothes on one’s birthday. Learning Objectives 1. To follow and read the sentences to indicate possession. e.g., I have a shirt. e.g., trousers, sweater, shirt, coat 2. To understand meaning of the sentence and give a 2.

To understand the meaning of these nouns.

response to it. 3.

To use these nouns to describe clothing items

e.g., What do you have for spring? I have a coat.

4. To use modeled sentences to describe the different 3. To use modeled sentences to indicate possession. clothes.

e.g., I have a T-shirt and shorts.

e.g., Look at my sweater. It’s blue.

5. To describe the clothes in different seasons with 3-4 4. To describe the seasons and introduce the clothes for one’s birthday with at least 4 sentences. sentences.

e.g., Spring is warm. Look at my sweater. It’s blue. How nice!

e.g., Spring is warm and nice.

It’s my birthday. I have a shirt. It’s nice and clean.

5. To identify the pronunciation of the sound ‘-l’ ‘-r’ in words

e.g., light, cool, run, orange

Speaking: Speaking: Spring is warm.

Spring is nice and warm.

It’s my birthday. I have a T-shirt and a skirt. I’m very happy.

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Discourse Analyses Look at my trousers.

They’re blue. Look at my sweater. It’s yellow.

How nice!

Words: (Level C) coat, trousers, sweater, shirt Patterns: (Level B)

… is ...

Look at my…

It’s …

SB:

P34 Look and learn / Look and say P35 Play a game P37 Listen and enjoy WB: P34 A,

P36 C,D

Passage: (Level B) I’m a...(girl/boy)

It’s …(New Year’s day/ my birthday/Children’s Day)

I have…for …

I’m very happy.

SB:

P36 Enjoy a story P37 Learn the sound WB: P35 B

P37Task

Core Contents & Levels

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Lesson plan Period 1 Procedures I. Pre-task

preparations: Contents Methods Purposes To use the core words

Criterion Content Level

C – L3

An introduction: Clothes in Activity1

Revision summer Summer is hot. Look at my blouse.

It’s yellow.

1.

Ss: Say a rhyme ‘Four seasons’

2.

T: Ask the questions: How is the weather in summer? Ss: Answer Ss: Listen to a passage. Sn: Talk about the clothes in summer.

and sentence pattern 4.2

they’ve learnt before.

II. While-task

procedures:

Passage 1: Kitty’

s clothes Activity 2

Elicitation in spring

Spring is warm. Look at my sweater. It’s yellow. Look at How nice!

New word:

trousers

sweater 1)

T: (Show a picture of spring )

season. 3)

T: Elicit the word: sweater, trousers

4)

SS: Read , spell and recite.

5)Sp: Mirror game.

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To imitate and

the 4.2 and

to

the

2.1

C – L1

C- L1

What season is it? It’s Kitty’s favourite pronunciation intonation remember structure.

my trousers. They’re pink. 2)

Ss: Listen to a passage.

Passage 2:Tom’s clothes Activity 3

Imitation

in spring

To know the

2.1

C-L2

C-L2

1) T: ( Show a picture of Tom)

Ss: Introduce Tom’s picture.

Ss: Listen to a passage.

T: Elicit the words:

‘shirt’

Ss-Sa-Sb: Imitate the word ‘shirt’ and spell Ss: Compare two words: shirt &T-shirt. Ss: Read, spell and recite. Ss: Introduce Kitty’s shirt.

6)

T: (Act as Tom) Look at my coat. It’s orange. Ss: Listen and imitate.

Ss: Read, spell and recite. Ss: Say a rhyme.

Sp: Talk about Tom’s coat.

Sn: Introduce Tom’s three clothes.

1)

T: ( Show pictures of girl’s clothes) Ss: Read and spell words. 2)

T: (Show nine clothes) 11 / 13

pronunciation and the

meaning of the word.

To remember Spring is warm. Look at my coat. It’s orange. How nice!

New words:

shirt

coat

shirt. It’s yellow. Look at my 5)

T: (Show another picture of Tom) the

4.2

pronunciation and the

meaning of the words

To substitute the words

of sentence patterns .

Passage 3: Alice’s and Activity 4:

Consolidation Tom’s clothes

Ss: Missing game Ss: Review the words of boy’s clothes 3)

Ss: Do the worksheet Part A (Tom’s clothes) Sp: Evaluate in pairs.

2.1

C-L3 To consolidate the key 4.2 words and the sentence patterns

C-L2 III. Post-task

activities: My clothes

dress. It’s red. How nice! Activity 5: Role play

Talk in pair.

C-L3

Summer is hot. Look at my Sp: Choose clothes for Kitty and Tom.

Autumn is cool. Look at my

Ss: Act out.

sweater. It’s green. How

nice!

After class:

1. Finish the worksheet

2. Talk about your clothes in

four seasons

To use the language 4.2 they’ve learnt in this

class.

On the blackboard:

3B M3U3 My clothes Period 1 Clothes in four seasons 12 / 13

Clothes for Tom

Clothes for Kitty

hot

warm

cool

cold

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