Teaching Plan for Oxford English 3B Module4 More things to learn
Unit 1 My body
一、单元教材结构分析表
项目 |
内容 |
话题 |
人与社会 单元话题： My body |
功能 |
介绍 单元功能：询问 |
教材 板块 内容 功能 |
核心版块 |
Look and learn |
在学习活动中引导学生背记、理解、运用核心词汇 |
Look and say |
在语境和学习活动中理解、运用核心词汇和句型，介绍自己的身体部位。 |
非核心版块 |
Listen and enjoy |
在听唱歌曲的活动中背记核心词汇 |
Say and act |
在语境和学习活动中运用核心词汇和句型，开展语用交际活动，介绍自己的身体部位。 |
Listen and say |
在语境中背记核心词汇 |
Play a game |
在玩游戏的语境中背记核心词汇 |
单元核心内容学习水平及要求表
学习内容 |
学习 水平 |
学习要求 |
语音 |
1.3.2 基本句式的朗读语调 |
A |
用正确的升降调朗读基本句式 |
1.3.3 句子的朗读节奏 |
感知朗读句子时的节奏 |
词汇 |
2.1核心词汇 body,head,shoulder,arm,finger,hand,knee,leg,foot (feet) |
C |
背记、理解、运用这些核心词汇 |
词法 |
3.2.1.人称代词 |
A |
知道my.me,myself,yourself 的意思及用法
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3.2.2指示代词 |
C |
理解These are …的结构，并能正确表达
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3.5.1情态动词 |
C |
理解Can you …?的结构，并能作出正确回答
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3.5.2时态 |
C |
理解一般现在时I have …的结构，并能正确表达
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3.5.3祁使语气 |
A |
知晓、简单表达并回应 |
句法 |
4.2.1陈述句 |
C |
用陈述句进行表达 |
4.2.2．1一般疑问句 |
C |
用一般疑问句Canyou…?提问并应答 |
语篇 |
5.1.1 基本信息 |
A |
简单讲述对话中的基本信息 |
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5.1.2 基本结构 |
B |
介绍自己的身体部位 |
学情分析表
本单元知识要点 |
学生基础 |
词汇 |
核心词汇 |
body,shoulder,arm,finger,hand,knee,leg,foot (feet)（新知） head(熟知) hand（略知） |
非核心词汇 |
yourself,myself of course,raise,stretch,stamp,clap （新知） touch,funny（略知） |
句法 |
I have… Can you…? These are… They are… |
新知 (熟知) 新知 (熟知) |
已学相同的主题 |
1A My face 2A My hair is short 3AM3 U2 About me |
已学相关的知识 |
head,face ,eye,hair,nose,ear,mouth This is my…My…is../are…Your…is/are… |
已有的语言能力 |
学生在身体器官的话题上，能够简单地用This is my …My…is../are…Your…is/are…等句型简单地介绍自己的身体器官。 |
本单元的重难点 |
重点：能用已学句型正确熟练地介绍自己的身体部位 难点：身体部位的名词的单复数形式 |
二、单元课时、话题及教学版块安排
课时 |
话题 |
版块 |
The 1st period |
Dancing with my body parts |
Look and learn, play a game |
The 2nd period |
Knowing about animals’ bodies |
Listen and say, Listen and enjoy
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The 3rd period |
Drawing myself |
Say and act, Draw and say
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三、单元教学目标及各课时教学目标
【语用任务】
能在语境中，在照片和语言支架的帮助下，用核心句型I 询问并用I have… These are…They are ..简单地介绍自己的身体部位，语音语调正确，表达达意。
语言知识与技能
1. 能正确熟练地运用核心词介绍自己的身体部位。
2. 能正确熟练地用核心句型I have… These are…They are ..简单地介绍自己的身体部位，表达规范流利。
情感态度价值观
通过介绍各自的身体部位，感受其特点与功能。在此过程中，学会观察与思考，感受个体的不同。
学习策略
1. 通过图片、视频等媒体帮助学习语言、运用语言的策略；
2. 通过任务合作、互动交流等学习途径提升语言能力的策略；
3. 通过板书上的信息及支架的帮助，在话题和任务中，有逻辑的表达和交际。
课时 |
语用任务 |
语言知识与技能 |
情感目标 |
学习策略 |
第一 课时 |
借助场景（Dancing with my body parts），通过孩子们教大家用身体的各个部位跳舞的方式学习、操练与运用相关的身体部位类词汇，如：body, head, shoulder, arm, finger, hand, knee, leg, foot(feet)等，注意其单复数；能运用My …is/are… I can … with …等句型描述身体部位，感受其特点与功能。语音语调正确，表达达意。 |
1. 能听懂正确朗读核心词汇 2. 能较为熟练地运用如下句型：My...is/are ... I can … with …等 |
描述身体部位，感受其特点与功能。
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1. 通过图片、视频等媒体帮助学习语言、运用语言的策略； 2. 通过参与讨论、任务合作、互动交流等学习途径提升语言能力的策略； 3. 通过板书上的信息及支架的帮助，在话题和任务中，有逻辑的表达和交际。
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第二 课时 |
借助场景（Knowing about animals’ bodies），想从动物的身体部位的角度出发，带领学生一起认识动物身体部位的特征和功能，比较与人类身体部位的不同之处，语音语调正确，表达达意 |
1. 能正确认读核心词汇 2. 运用I’m… I have… My…is / are… I can…with…来描述身体部位及其特征、能力。 |
通过对比、阅读、理解，了解同一身体部位在人与动物的不同之处，并利用前面所学的句型来操练阅读中所提取的信息，进一步提升学生对于身体部位的不同作用理解。
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第二 课时 |
能正确地运用核心句型介绍自己的身体部位，语音语调正确，表达达意。 |
1. 能正确比较流利地运用核心词汇介绍自己的身体部位 2. 能正确熟练地用I have，，These are.. They are..介绍自己的身体部位，表达规范。
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感受人体部位的单复数状况，人体部位的特点、功能，进一步描述自己、认识自己。
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四、各课时教学文本
The 1st period
Miss Fang: How can you dance, Mike?
Mike: One. Dance, dance, dance with me. Raise my head and stretch my arms. One and two and three and four.
Mike: Two. Dance, dance, dance with me. Left, right, left, right. Stamp my feet and one two three.
Miss Fang: Very good, Mike!
Tom: Three. Dance, dance, dance with me. I can, I can clap my hands. Eight little fingers, eight little fingers. Open and close. Open and close.
Miss Fang: Great!
Tom: Four. Left shoulder right shoulder one and two. Touch my shoulders.
Touch your shoulders. One and two and three and four.
Miss Fang: Good job, Tom! Thank you!
Lisa: Five. Dance, dance, dance with me. Bent your legs and touch your knees. Heigh-ho, the derry-o. Do you want to dance with me?
Miss Fang: Very nice!
The 2nd period
Dog:I am Dog. I have four feet. My feet are strong. I can run fast with my feet.
Boo: Wow! Dog has four feet. But I have two feet. My feet are thin. I can ski with my feet.
House lizard: I am House lizard. I am a small animal. I have some fingers. My fingers are small. I can climb on the wall with my fingers.
Boo: House lizard has many fingers. I have fingers, too. They are long and thin. I can draw with my fingers.
Bat: I am Bat. I have a mouth and ears. My mouth is big. My ears are long. I can see with my mouth and ears. How super I am!
Boo: I have mouth and ears, too. But my mouth is small. I can taste with my mouth. My ears are small, too. I can hear with my ears.
The 3rd period
Dog:I am Dog. I have four feet. My feet are strong. I can run fast with my feet.
Boo: Wow! Dog has four feet. But I have two feet. My feet are thin. I can ski with my feet.
House lizard: I am House lizard. I am a small animal. I have some fingers. My fingers are small. I can climb on the wall with my fingers.
Boo: House lizard has many fingers. I have fingers, too. They are long and thin. I can draw with my fingers.
Bat: I am Bat. I have a mouth and ears. My mouth is big. My ears are long. I can see with my mouth and ears. How super I am!
Boo: I have mouth and ears, too. But my mouth is small. I can taste with my mouth. My ears are small, too. I can hear with my ears.
单元作业目标：
1、通过作业，复习巩固所学单词和句型，能以正确的语音语调朗读。
2、能运用I have... These are…They are介绍自己的身体部位。
五、教学过程设计
Topic: Dancing with my body parts
Procedures |
Contents |
Methods |
Purpose |
Pre-task preparation |
1. Warming up
2. Lead-in |
1-1 Sing a song. 1-2 Ask and answer. Listen to the dialogue. |
通过问答复习旧知，引出新知。 |
While-task procedure |
1. Learn: head & arm(s) |
1-1 Listen to Mike. 1-2 Learn ‘head’. 1-3 Learn ‘arm’. an arm; two arms 1-4 Ask and answer. What can you do with your arms? I can … with … 1-5 Play in roles. |
根据Mike的表演动作引出身体的部位，通过形象的表演让学生学习单词。 |
2. Learn: foot & feet |
2-1 Listen to Mike. 2-2 Learn ‘foot’ & ‘feet’. 2-3 Talk about ‘feet’. 2-4 Play in roles. |
通过语段的描述来增进对’feet’的理解。 |
3. Learn: hands & finger(s) |
3-1 Listen to Tom. 3-2 Learn ‘hands’ & ‘fingers’ 3-3 Sing a song. 3-4 Ask and answer. What can you do with your fingers? I can … with … 3-5 Play in roles. |
通过唱歌带动孩子的积极性，通过问答让孩子进一步理解身体部位的功能。 |
 4. Learn:
Shoulder(s) |
4-1 Listen to Tom. 4-2 Learn ‘shoulders’. 评价维度：学习习惯 评价内容：读的习惯， 观察点：在朗读单词shoulders时读准单词，认清词形，把握语义 评价方式：教师口头评价 4-3 Read a rhyme. 4-4 Play in roles. |
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5. Learn: legs & knee(s) |
5-1 Listen to Lisa. 5-2 Learn ‘legs’ and ‘knees’ 5-3 Play in roles. |
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6. Learn: body & bodies |
6-1 Learn ‘body’. 6-2 Learn ‘bodies’. |
通过游戏分清单复数的变化。 |
Post-task activities |
Consolidation |
1. Listen and read. 2. Play a guessing game. 3. Choose one of the characters and talk about him/her. 4. Talk about yourselves. 评价维度：学业成果 评价内容：语言运用， 观察点：运用语言框架介绍自己的身体部位 评价方式：教师口头评价 |
在各种练习中加深对学学的巩固，体验语用。 |
Assignment |
1. Listening: Listen to the words on P38. 2. Speaking: Say something about how to dance. 3. Reading: Read the book and the material. 4. Writing: Copy the new words on P38. |
注意作业形式的多样，关注学生的技能培养。 |
板书设计 |
3BM4U1 MyP1 Dancing with my body parts Step 1
Step 2
Step 3
Step4
Step 5
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教 学 反 思 |
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Topic: Knowing about animals’ bodies
Procedures |
Contents |
Methods |
Purpose |
Pre-task preparation |
1. Warming up
2. Lead-in: Boo |
1-1 Sing a song. 1-2 Play game. 2-1 Listen to Boo and say about yourself. 2-2 See the app. |
通过儿歌和游戏复习旧知。 并通过引出Boo的介绍文本为后面的模仿练习铺垫。 |
While-task procedure |
1. Learn: I have … run fast |
1-1 Listen to dog. 1-1.1 Learn the sentence. 1-1.2 Read a rhyme. 1-2 Learn the phrases. 1-2.1 Ask and answer. 1-2.2 Fill in and try to say. 1-3 Say about my feet. |
通过学生熟悉的dog，引出小狗的feet能力，学习用简单的英语句型来描述身体的能力，帮助学生进行语段的输出，为后文的学习铺垫。 |
2. Learn: house lizard climb on the wall |
2.1 Learn the animal. 2-1.1 Look and guess. 2-1.2 Describe the house lizard. 2-2 Learn the phrases. 2-2.1 Ask and answer. 2-2.2 Watch a video. 评价维度：学习习惯 评价内容：听的习惯， 观察点：在老师提问题How is the lizard?，观看视频，作出回答 评价方式：教师口头评价 2-2.3 Learn and say. 2-3 Compare myself. 2-4 Learn more about it. |
通过先让学生看图片来猜一猜，学习单词和词汇，然后通过阅读语段，进一步了解壁虎的身体特征和能力，增强学生的学习兴趣。 |
3. Learn: bat |
3-1 Learn the word: bat 3-1.1 Show pictures. 3-1.2 Learn and read. 3-1.3 Read a chant. 3-2 Learn more about bat. 3-2.1 Listen the passage. 3-2.2 Fill in the blanks. 3-3 Try to say. 3-4 Compare my parts. 3-5 Learn more about eyes. |
通过观察来学习单词蝙蝠，并通过与众不同的“看”来帮助学生学习蝙蝠依靠嘴巴和耳朵在黑夜中行走，进一步与自身作对比，提高学生的学习能力。 |
Post-task activities |
More practice |
1. Listen and read.
2. Try to say more. 评价维度：学业成果 评价内容：语言运用， 观察点：用语言框架介绍动物的身体部位 评价方式：教师口头评价 |
再听一遍内容，不断巩固本课内容。 运用语句演一个自己最感兴趣的动物，并且选一个熟悉的动物说一说他们身体部位的能力。 |
Assignment |
1. Writing: Copy the new words and phrases 2. Speaking: Try to introduce the animals to your friend. 3. Surfing: Explore more ability of the different animals on the APP and books. |
最后通过作业的形式希望能激发学生的兴趣去探索更多动物的能力并阅读更多的科普读物。 |
板书设计 |
3B M4 U1 P2 Knowing about animals’ bodies I’m… I have… My…is/are… I can…with… feet strong run fast
fingers small climb on the wall
mouth big see ears long |
教学反思 |
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Topic：Drawing our bodies
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Procedure |
Contents |
Methods |
Purpose |
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Pre-task preparation |
Warming up & Revision |
1. Look and match.
2. Play a guessing game. 3. Think and say. |
通过match的游戏来复习第一课时的核心词汇。 通过猜谜的游戏进一步复习本单元的核心词汇。 |
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While- task procedure |
1. Part 1 To learn: myself, yourself, of course |
1-1 Listen and say. 1-2 Learn: myself, yourself 1-3 Try to say 1-4 Listen and say 1-5 Learn: of course 1-6 Try to say 1-7 Read in roles. |
尝试使用新授句型，结合先前学过的句型，进一步描述。
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2. Part 2 To practise: strench, raise, clap, stamp |
2-1 Listen and say. 2-2 Learn: stretch. 2-3 Say a chant. 2-4 Listen and say. 2-5 Learn: raise, clap 2-7 Make a chant. 2-8 Listen and say. 2-9 Learn: stamp 2-10 Make a chant. 2-11 Act and say. 2-12 Listen and say. |
在情境中推进问答交流，巩固核心句型学习。同时，帮助学生熟悉文字材料的基本框架。 |
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Post- task activities |
More practice |
1. Enjoy the whole story. 2. Read the material in groups. 评价维度：学习习惯 评价内容：读的习惯， 观察点：朗读故事的情况 评价方式：同桌评价 3. Choose and read in roles. 3. Draw and say.
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鼓励学生根据所给情景，按照故事情节推进，尝试表演故事的核心部分，达到语言输出的目的。 将语言学习从故事情境转移到实际表达，让学生能根据校园生活介绍自己。综合运用语言，实现语用体现。 |
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Assignments |
1. Listening: Listen to the texts on P39, 40 2. Reading: Read the words and material 3. Speaking: Act and say 4. Writing: draw your bodies and write about yourself |
从多维度入手，巩固所学，同时兼顾各项技能的训练，进一步提高学生的语用能力。 |
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板书设计 |
3BM4U1 My body Period 3 Drawing our bodies
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教学反思 |
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评价设计表
项目 |
内容 |
评价性质 |
诊断性评价 √ 形成性评价 终结性评价 |
评价类型 |
纸笔测试 √ 表现性任务 学习记录单 其他__________ |
评价维度 |
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观察点 |
评价方式 |
评价主体 |
评价形式 |
评价时间 |
学习兴趣 |
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学习习惯 |
写的习惯，根据图片书写单词的情况 |
课堂观察 |
教师 |
口头评价 |
课堂 |
学业成果 |
能在语境中，运用所学单词body,shoulder,arm,finger,hand,knee,leg,foot，feet，完成听说读写语言实践活动 |
课堂观察 |
教师 |
等地评价 |
课堂 |
评价内容 |
学习习惯维度：书写核心词汇 学业成果维度：能在语境中，运用核心单词，完成听说读写语言实践活动 |
结果呈现 |
√ 等第 评语 其他 ________ |