Unit4 My home Part B Let’s learn教学评一体化课时教学设计表

教学评一体化课时教学设计表（教师个体备课表）
课题
学习目标 低阶目标： 1. 能够听懂、会说、认读单词“bed, phone, table, sofa, fridge”。 2. 能够运用句型“—Where are the keys —They are…”询问物品的位置并作出回答。 高阶目标： 能够熟练且正确地运用句型“—Where are the keys —They are…”询问并回答物品的位置。 达成评价 能通过观察图片，猜测问题题的答案““Where are they ”“—Are they… —Yes, they are./ No, they aren’t.”。 ” 阅读并回答问题，捕捉日常活动的基本信息，并圈出相应单词和句子，形成语篇的语言支架。 2-1.借助语言支架，同伴之间互相复述“Where are they ”“—Are they… —Yes, they are./ No, they aren’t.”。 。2-2.借助语言支架，在班内进行展示。
先行组织：设置情景，让学生在语境中熟悉新单词，感知新句型。通过情景引入新词，将单词与情景结合起来学习，再在游戏中巩固，使学习更加轻松愉快，从而达到更好的学习效果。
问题与活动（做什么、怎么做） 嵌入评价（做到什么程度）
一、新知建构（板块） Task 1(任务1). Let’s talk.④ 1. Learn the new words. Present a picture of a home. (出示课件) (1) Review the word “key”. T: This is my home. It’s big. I have a living room, a study, a bedroom, a kitchen and a bathroom. Do you want to visit my home Let’s go. First, let me open the door. Oh, no! Where are the keys Are they in my bag No. Are they in my pocket Yes, they are. Look, they are my keys. Now, let’s open the door. (2) Teach the words “sofa, table, phone”.（课件出示：客厅的图片) Task 2(任务2) Let’s learn.③ (1) Present the picture of “Let’s learn” and talk about it. (课件出示：教材P42 Let’s learn板块的图片，遮住钥匙的位置) T: John can’t find his keys! He is looking for the keys. Where are the keys Guess！ S1: Are they on the table T: No, they aren’t. Look at that table. A phone is on the table. S2: Are they on the bed T: No, they aren’t. Look at that bed. A teddy bear is on the bed. … （2）Watch the cartoon and answer the question.（课件出示:教材P42 Let’s learn板块的视频） T: Watch the cartoon and answer the question: Where are the keys Ask students to underline the key sentence of the answer. T: Where are the keys Ss: They’re on the fridge. T: Yes, they’re on the fridge. Write down the sentences “—Where are the keys —They’re on the fridge.” on the blackboard. Ask students to read the sentences together orTask 3(任务3). 1. Sharp eyes.④ (课件出示：单词sofa, bed, fridge, table, phone的卡片逐个出现) T: If you know the word, you can stand up and read it. 2. Hide-and-seek. (课件出示：两只小猫躲进了Amy家的客厅) T: Where are the cats They’re on/ near/ under… 3. Let’s play. Present the picture of “Let’s play”.（出示课件） T: Now let’s play a game “Sentence Chain”. Three students make up a group. For example: S1: Look at that room. S2: Look at that room. It has a blue bed. S3: Look at that room. It has a blue bed. The bed is near the window. Ask some groups to act it out.
二、迁移运用（板块） 1. A guessing game—“What is it / What are they ” 1. Design a dream home.⑤ Divide students into four groups. Ask students of every group to design a dream house together. A student can be chosen from the group to introduce the house as the demonstration. At last, select the most beautiful house. 任务1中活动2的评价： LA:顺利填写导图中的信息，组员填写词汇准确，小组成员可以轻松交流，分享信息。+3 LB:可以完成导图中的信息，有个别单词拼写错误，小组成员分享不充分。+2 LC:可以完成导图，但错误比较多，没有完成小组分享。+1 任务2中活动2的评价： LA:能正确使用句型--.. .语音语调流利，声音洪亮，有肢体语言的展示。+3 LB:能准确使用句型- Where are they ”“—Are they… —Yes, they are./ No, they aren’t.”。 LC:可以使用句型-- Where are they ”“—Are they… —Yes, they are./ No, they aren’t.”。 . .但是语音语调有待改进。+1
成果集成：
作业设计： 1. Listen to the recording and read the new words and sentences. 2. Introduce your room to your family or friends. 3. Do the exercises.