Unit 3 Animals I like教案2

向阳小学英语学习规范细则

维度

范围

界定

一年级

评价点

低年段

二年级

三年级

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

操作

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、涂色方式行朗读、对话、介绍或表演。

2.

采用圈、划、涂色方朗读、对话、说明或表演等学习活动。

2.采用圈、划、涂色方式比式进行英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。

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”“减词法”“角对、编号等识读句子。

范

色扮演”等趣味诵读，强化记忆。

3. 运用图片，关键词等方式记忆句序，逐步累计，增

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。

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。

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。

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。

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。

反思

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。

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。

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。

规范

动中的态度。

己的书面作业进行反思并及时纠正。

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、

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。

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。

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。

二年级第二学期（2B）学期学习要求

知识

学***

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

学习策略/学习思维

1. 通过借助图片、图形等方式记忆词汇。

2. 看清示范，模仿书再写。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. 具备一定的识图说话的能力。逐步累计语言，增加语量。

4. 运用图片、关键词等记忆句序。

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

语音

A

C

L1——能朗读、抄写、背记核心单词

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

词汇

A 词法

L1——能知道简单的词法规则（动词、形容词等）；

C

句法

L1——能跟读、朗读、抄写核心句子

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

B

语篇

L1——能根据话题、图片，背记、表演基本话语语段

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

Project - Competence Chain（项目-能力链）

OE BOOK B Module 2 My favourite things Grade 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 …’

Competences 1.

Students can identify different food, things in a cinema and school subjects. e.g., pork, beef, vegetable, tomato, potato, cabbage, bean, entrance, exit, seat, subject, Chinese, English, Maths, IT, PE and Music

2.

Students can use the simple past tense to talk about past events. e.g., I had a hamburger and a large cola. 3.

Students can express intention and make suggestions. 5 e.g., Shall we go to see a film this afternoon? 4.

Students can state a certain action at a certain time. e.g., It’s time for Chinese class.

5. Students can identify the phonetic symbols /j/, /h/, /w/, /ŋ/,/əʊ/,/aʊ/

6. Students can write more than 10 sentences. “My daily life”

1. Students can use the key words in context. To make a report about the e.g., play football, play table tennis, play volleyball, play badminton, play basketball, bone, cat food, fish, daily life of one’s family with

dog food, parrot, tortoise,

bedroom, living room, bathroom, kitchen simple tense 2. Students can describe a person’s likes and dislikes.

e.g., She likes playing volleyball, basketball and table tennis.

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

e.g., What does she eat?

4. Students can express simple facts with simple tense. e.g., She eats fish.

5. Students can describe an action taking place at the time of speaking with the present continuous tense. 4 e.g., I’m making a model plane in my bedroom.

6. Students can write a passage logically with at least 35 words. 7. Students can identify the pronunciation of the letters ‘-i- , -ie, -oe, -oa-, -o, -oy, -oi-‘

3 “My

favourite things”

1. Students can use the key words in context. To make a report about one’s e.g., tiger, lion, panda, monkey, clever, strong, toy train, doll, skateboard, robot, lovely, hat, scarf, jacket, a pair likes by using ‘I like ...’

of gloves, a pair of socks, a pair of shoes, funny, his,

2. Students can use yes/no questions to elicit a positive or negative response. e.g., Do you like tigers? Yes, I do. No, I don’t.

3. Students can find out specific information. e.g., What do you like? I like skateboards.

4. Students can express one’s likes and dislikes.

e.g., I don’t like skateboards. I like dolls.

5. Students can write a passage with at least two sentences. 6. Students can identify and compare the pronunciation of the letters ‘ch’

“Things I like doing”

1. Students can use the key words in context. To make a report about one’s e.g., run, skate, hop, skip, ride a bicycle, flying, hopping, swimming, skating, riding, salad, carrot, fish, chicken,

likes with” I like…”

banana, giraffe, snake, elephant, zebra 2. Students can use yes/no questions to ask about one’s likes.

e.g., Do you like running? 2 3. Students can ask questions to find out one’s favourite food.

e.g.,

What do you like eating? Do you like zebras? 4. Students can express one’s likes.

5. Students can express likes or dislikes 6. Students can recognize the sounds: k, g , h, f, v. 7. Students can make an oral description with at least five sentences “My favourite things”

1. Students can use nouns to identify toys, food and drinks。

To make a report about one’s e.g., ball, ball, bicycle, kite, jelly, ice cream, sweet, biscuit, cola, juice, milk, water favourite things ‘I like…’

2. Students can use formulaic expressions to indicate preferences. e.g., I like eating fish. e.g. Yes, I do./No, I don’t.

1 e.g., I like the ball. 3. Students can ask yes/no questions to find out one’s preferences.

e.g., Do you like …?

4. Students can ask wh-questions to ask for specific information about a person. e.g., What do you like? 5. Students can make a dialogue with about 3-4 sentences.

Project:

Things I like doing

Competences: Objective - Task Chain（目标-任务链）

OE BOOK 2B Module 2 My favourite things To make a report about one’s likes with” I like…”

e.g., run, skate, hop, skip, ride a bicycle, flying, hopping, swimming, skating, riding, salad, carrot, fish, chicken,

banana, giraffe, snake, elephant, zebra 2. Students can use yes/no questions to ask about one’s likes.

e.g., Do you like running? 3. Students can understand how to express likes.

e.g., Yes. I like running. No. I like skating. 4. Students can ask questions to find out one’s favourite food.

e.g.,

What do you like eating? 5. Students can express one’s likes.

e.g., I like eating fish. 6. Students can ask the questions to know the information about things.

e.g.,

Do you like zebras?

7. Students can express likes or dislikes

e.g. Yes, I do./No, I don’t. 8. Students can recognize the sounds: k, g , h, f, v. 9. Students can make an oral description with at least five sentences Unit 1 Things I like doing Unit 2 My favourite food Topic: Different things Topic: The food you like Task: To do a survey about one’s likes with” I like…”

Task: To do a survey about one’s favourite food Learning objectives: with” I like…”

1. To use the new words to indicate actions Learning objectives: 1. To use the words to indicate the food item

e.g., run, skate, hop, skip, ride a bicycle 2. To use yes/no questions to ask about one’s likes

e.g., salad, carrot, fish, chicken, banana 2.To ask the questions to find out one’s favourite e.g., Do you like running? food.

3.To know how to express likes

e.g., What do you like eating? e.g., Yes. I like running. No. I like skating.

3.To know how to express likes 4.To read the sounds: k, g Core contents:

Words: run, skate, hop, skip, ride a bicycle Patterns:

Do you like …? Yes. I like …/No. I like ...

Sounds: k-kite, book

g-girl, frog

WB: P14-17 4.To read the sounds: h Core contents: Words: salad, carrot, fish, chicken, banana Patterns: What do you like eating? I like eating ….

Sounds: h-hand

WB: P18-21

Unit 3 Animals I like Topic: My animal friends Task: To make a riddle about one’s favourite animals with “They are …

They have …They like …What are they…? Do you like …?”

Learning objectives:

1.To use the new words to know the

animals 2.To ask the questions to know the information about things.

3. To use yes/no questions to ask about one’s likes 4.To understand how to express likes 5. To read the sounds: f, v Core contents: Words: giraffe, snake, elephant, zebra Patterns:

What are they ? They are ... Do you like …? Yes, I do./No, I don’t. Sounds: f-fish, wolf

v-van, five WB: P22-25

1. Students can use the key words in context. e.g., giraffe, snake e.g., I like eating fish. e.g., Do you like zebras?

e.g., Yes, I do./No, I don’t.

内容-话语链

Content Discourse Chain

Period & Sub-topic Sub-task Period 1 My favorite wild animals OE BOOK 2B Module 2

Unit 3 Animals I like Period 2 My favorite toy animals To make a description about a kind of wild animals I like with To make a riddle about one’s favourite animals with “They are … They “Look at ….They are … They are … They like eating…I like …”

have …They like …What are they…? Do you like …?”

1.

To read ,copy and recite the words of wild animals correctly.

1. To use yes/no questions to ask about one’s likes eg., zebra, elephant, giraffe, snake. e.g., Do you like pigs?

2. To understand how to express likes and dislikes e.g., Yes, I do. /No, I don’t.

Learning Objectives 2.

To understand the new words of animals.

eg., zebra, elephant, giraffe, snake. 3.

To describe different animals by using modeled sentences of 3. To ask the questions to know the information about things plural form. eg., Look at the monkeys. They are naughty.

e.g., What are they? They’re zebras. 4. To make a dialogue about one’s likes or dislikes

4.

To make a description about my favorite wild animals in 5 sentences. eg., Look at the rabbits. They are cute. They are white. They like eating carrots. I like rabbits.

e.g.,

-- What are they? -- They are toy giraffes? --Do you like toy giraffes? --Yes, I do. 5. To make a riddle about animals fluently in 4 sentences

e.g., They are brown. They are naughty. They have long tails. They like eating bananas. What are they? 6. To identify the pronunciation of the sound ‘-f’ ‘-v’ in words

e.g., fish, wolf, van, five

Speaking: Look at the hippos. They are fat. Speaking: Sa: They are green. They are smooth. They have long bodies. They like eating mice. What are they? Sb: Snakes? Sa: Yes! Do you like snakes? Sb: No, I don’t.

Patterns: (Level C) Sa: They are …They have … They like eating…What are they? Sb: They are …

Sa: Do you like…? Sb: Yes, I do. / No, I don’t. P24 Play a game

Learn the sounds

Discourse Analyses They are grey. They like eating grass. I like hippos.

giraffe, snake, elephant, zebra

Patterns: (Level B)

Core Contents & Look at …

They are …

Levels They like …

Words: (Level C)

I like …

SB:

P22 Look and learn WB: P22-24

P23 Say and act WB: P25

2B

Lesson Plan：M2U3

Period1

Sub-topic: My favorite wild animals

Period: Period 1 Sub-task: To make a description about a kind of wild animals I like with “Look at ….They are … They are … They like eating…I like …”

Background study and material analyses: The content of this class is 2B Module 2 Unit 3 Animals I like 1st period. Before this lesson, the students

have learnt some wild animals like “bear, monkey, tiger, panda, elephant, and zebra”. They also can describe an animal in singular form like” It’s…. It can… It likes…”.In this lesson the students are going to use” They

are . They like eating … They have …such possessive adjectives to describe wild animals first. They are also going to make a riddle about their favorite animals to let the whole class to guess. Owing to the new pattern of They are…(s), the teacher should give students more opportunities to repeat , practice and help them don’t forget “s” .

Sub-learning objectives:

5.

To read ,copy and recite the words of wild animals correctly. Eg. zebra, elephant, giraffe, snake. 6.

To understand the new words of animals. Eg. zebra, elephant, giraffe, snake. 7.

To describe different animals by using modeled sentences of plural form. Eg: Look at the monkeys. They are naughty. 8.

To make a description about my favorite wild animals in 5 sentences.

Eg: Look at the rabbits. They are cute. They are white. They like eating carrots. I like rabbits.

Difficulties: Try to use modeled sentences to make a description about animals.

Aids: Multimedia Computer

Lesson plan: Procedures I. Contents Activty 1 Revision T: Show a book about animals in the forest

Sn: introduce

To imitate the 4.2 and

the

C-L1

Methods Purposes Criterion Content Level C-L3 Pre-task 1. Animals in the book Look at the fox. It’s orange. It’s nice. I like the fox. To review the words 4.2 and structures

preparations

II. While-task procedures 2. Animals in Rainbow Forest Activity 2 Elicitation and Imitation New words: giraffe, leaves T: Listen to the record from Alice Ss: Listen and repeat according to the pictures.

pronunciation remember

Look at the giraffes. They are tall. They are brown. They like eating leaves. I like giraffes.

T: What are they? Sa: They are giraffes. T: play the record of ‘giraffe’

Sn: imitate Ss: spell and write ”giraffe”

Activity 3 Consolidation1 T：

How are they? Sn: They are tall. T: What colour are they? Ss: They are brown. structure

2.1

C-L1

C-L2

To consolidate the key 4.2 words and sentences

together

They are giraffes, giraffes, T: What do they like eating? giraffes. And They are tall, tall, tall. Sa: Leaves. Ss: repeat (leaf-leaves) They are brown, brown, brown. T: Show more animals and ask ‘what do they like eating?’

And They like eating leaves, Ss: choose and answer leaves, leaves.

T: Show a chant Ss: read Ss: Introduce giraffes according to the questions. Ss: read

New words: snake mice Look at the snakes. They are green. They’re smooth. They like eating mice. I like snakes.

Activity 4 Elicitation and imitation T: Listen to the record from Eddie. Ss: repeat according to the hints. T: What are they? Sn: answer T: play the record of ‘snake’

Ss: imitate Ss: Spell and write

To imitate

the 4.2 and

the

2.1

C-L1

C-L1

C-L2

C-L1

pronunciation remember structure

They are snakes, snakes, Activity 5 Consolidation 2 snakes. T: show the frame of the chant To consolidate the key 4.2 words and sentences

together

To imitate

the

and 4.2 the

And They are smooth, smooth, Sa: Fill in the blanks with own words. smooth. They are green, green, green. Ss: make a new chant about snakes Sp: Introduce snakes. And They like eating mice,

mice, mice.

3. Animals in Happy Forest

New word: zebra

Activity 6 Elicitation and imitation T: ( Hide zebras) What do you want to know about the pronunciation animals?

remember

Look at the zebras. They are black and white They are big. They like eating grass. I like zebras.

New word: elephant Look at the elephants. They are big. They are grey They like eating grass. I like elephants.

Look at the lions. Sn: What are they?

How are they?

What colour are they?

What do they like eating? T: (Show a picture of zebras) Can you answer now? Sn: Answer T: play a record of ‘zebra’

Ss: imitate ,spell and write.

Activity 7 Introduction

Sn: Answer each questions. Ss: make a description according to the answers

Activity 8 Picture talk

structure

2.1

C-L1

C-L2

C-L1

C-L3 To describe one kind of

animals by questions.

4.2

T: Show different pictures of elephants and lions to To describe one kind of 2.1 different students. T: play the record of ‘elephant’

Ss: Imitate and spell

animals and get

information from other

students

4.2 Sp: Make a description of the animals you have and finish a

table. Sn: Share the animals you have.

They are strong. They are yellow. They like eating meat. I like lions. III. Post-task activities

4.Animals in National Forest Look at the hippos. They are fat. They are grey。

They like eating grass. I like hippos.

2. After-class

On the blackboard:

Activity 9 Quick response

T: Show the animals in the forest Ss: Response Activity 10 My favorite wild animals Sp: choose the favorite animals and make a description

T: ask students come to the front and introduce. Sn: say Ss: check and judge

1. Listen and read P22 2. Copy the following words elephant giraffe snake zebra bear monkey lion To help the students 2.1 practice understand how and

to

4.2 C-L3

C-L3 introduce animals.

M2U3 Animals I like

My favorite wild animals

What are they?

How are they?

What colour are they?

What do they like eating?

giraffes

tall

brown

leaves

snakes

smooth(long)

green

mice Look at

zebras

big

black and white

grass

elephants

strong

grey

grass