Unit4 My home Part B Let's talk 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、会说句型“Where are they ”“—Are they… —Yes, they are./ No, they aren’t.”。 2. 能够理解并正确朗读课文对话，发音准确、语调自然。 高阶目标： 1. 能够在真实的语境中运用本课的句型来询问物品或人物的位置，并进行回答。 2. 能够正确使用单复数形式。 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。通过提问和讨论图片激发学生的阅读兴趣，引导学生预测文本内容，培养学生的观察能力和逻辑推理能力，并使学生带着问题认真观看视频，整体感知文本，获取有用信息。
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) Look and predict. Show the pictures of “Let’s talk” and lead students to predict. (课件出示：教材P41 Let’s talk板块的图片) T: Who are they Ss: John and his mother. T: What’s in John’s hand in Picture 1 Ss: Keys. T: Follow me: k/k/-ey/i:/, key/ki:/, keys/ki:z/. Write down the word “key” on the blackboard. T: What are they talking about Ss: They are talking about the keys. They can’t find the keys. (2) Watch the video and answer the questions. Play the video and show the questions. (课件出示：教材P41 Let’s talk板块的视频) Task 2(任务2) Ask students to underline the answers in the book. (3) Watch the video again and check the answers. T: Are the keys on the table Ss: No, they aren’t. T: Are they near the phone Ss: No, they aren’t. T: Where are the keys Ss: They’re in the door. Write down the sentences “—Where are the keys —They’re in the door.” on the blackboard and teach them. Task 3(任务3). (1) Ask students to read after the recording and pay attention to the pronunciation and thion. (2) Let students practice the dialogue in groups.(3) Act out the dialogue. 2. Ask, answer and write.⑥ (1) Show the picture of “Ask, answer and write”.（出示课件） T: Look! Sarah writes a letter “p” in the circle on the desk. It means “The pens are on the desk. ” Please read what Sarah and Wu Binbin say. Read the dialogue of Sarah and Wu Binbin. (2) Ask students to play the game in pairs according to the dialogue. T: Look at the picture. You can write k (keys), b (book), p (pens), g (glasses) in the circles. Then your partner guesses where you write them. Guess like Sarah and Wu Binbin. (3) Show the dialogues.
二、迁移运用（板块） 1. A guessing game—“What is it / What are they ” T: (课件出示：书房场景图) Look at this picture. This is a study. What can you see in the study Ss: … T: Now, I will say a thing. Please guess what it is or what they are. Listen carefully. They are near the phone. What are they S1: They are keys.T: No, they aren’t.S2: They are books.T: Yes, they are books. T: Please ask and answer in pairs as above. Which pair wants to show your dialogue 2. Play a game — “The cat catches mice.” Divide students into four groups: red cat, white cat, black cat and yellow cat. T: A cat that catches a mouse is a good cat. There are three mice in Amy’s home. Where are they The group that can catch the most mice is the winner. （课件出示：老鼠在Amy家各个房间躲藏：1. 老鼠跑进卧室，藏在床底下；2. 老鼠跑进客厅，藏在沙发后面；3. 老鼠跑进书房，藏在桌子底下；4. 老鼠跑进厨房，藏在门后面） 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： Where are they ”“—Are they… —Yes, they are. / No, they aren’t.”。 Open the door please.
作业设计： 必做：1. Listen and imitate the dialogue for three times. Do the exercises. 选作：在家里和家长诉说家里常用物品或水果等位置
注明：教学过程、环节，请各学校自我规定，深度学习不提倡“环节”模式化，因此，不提供固化的教学模式