4AM1模块与单元分析(2012年9月）

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1、注：教材按照课标要求而编，选取的是符合学生生理和心理特点的素材，极具生活性、时代性和文化性。同时，教材采用了模块建构式编写，将语言材料与语言技能有机结合，注重了各模块在横向学习内容上的循序渐进以及在纵向语言知识与技能上的滚动与复现。我们所提供的教材分析参照了教参，注意了新知与已学的通盘思考，想通过单元与模块学习内容的分析帮助一线教师很好地解析学习内容。若有不妥，敬请各位谅解并提出。 浦东教发院 吴建新 2012年8月31日4A M1 Getting to know you教材分析 一、模块教学任务分析主题：Getting to know you单元：Unit 1 Meeting new peo

2、ple Unit 2 Abilities Unit 3 How do you feel?4A M1的学习主题为Getting to know you，这个单元涉及到的词汇包括人名（有性别之分）、数字、动词、物主代词、感觉类形容词等；涉及到的句型包括to be、can以及一般现在时态（以how引导的特殊问句以及回答）。虽然没有涉及新的语法内容，但学习内容更加宽泛，学习要求有所提高，更关注于学生技能训练以及语用能力的培养。本模块，既有新同学的认识与介绍、对他人的采访与能力的表述，还有不同场景下人物心情与感受的合理表述，可以说，单元间学习内容较为紧密；单元内内容的学习主线明晰。通过本模块三个单元的学

3、习，使学生能用几句话准确、合理、较为立体地介绍自己或他人（包括家人、朋友、同学等），内容涉及姓名、年龄、能力、喜好、心情与感受等诸多方面，尤其通过使用程度副词（very, fast, well, high）来合理区分个体能力的强与弱。二、1AM1、2AM1、3AM1与4AM1模块知识结构图比较1A M1UnitKey structureVocabularyGetting to know you 1 GreetingsHello! Hi! Good morning. Good afternoon. Goodbye.morning afternoon2 My classmatesGive me,

4、please. Here you are. Thank you.book ruler pencil rubber3 My faceLook! This is my Touch your eye mouth face nose ear2A M1UnitKey structureVocabularyGetting to know you1 HelloGoodHow are you? Im fine. Thank you. morning afternoon evening night2 Im DannyIm Youreboy girl big small3 A new classmateAre y

5、ou?Yes, Im/ No. Imseven eight nine ten3A M1UnitKey structureVocabularyGetting to know you1 How are you?How are you?Fine, thanks. /Im fine too.Very well, thank you.Miss Mr Mrs2 Whats your name?Whats your name?My namesstand up sit down open close door name book write3 How old are you?How old are you?

6、Im Are you ?one two three four five six seven eight nine ten4A M1UnitKey structureVocabularyGetting to know you1 Meeting new peopleHis / Her name is Hes / Shes He/ She can eleven twelve thirteen fourteen fifteen sixteen classmate 2 AbilitiesCan he / she swim?Yes, he / she can. / No, he / she cant.pa

7、int draw read write swim jump fast very well high picture fly3 How do you feel?How do you feel?Im / Werehappy hungry thirsty sad full tired new back biscuit then比对1A、2A和3A的同一模块主题，我们发现，学习的线索十分明朗，逐层递进，实现了从单一的认识自我向周遭他人认识的过渡；从显性（如：打招呼、问候、姓名、年龄等）关注逐步扩展到隐性（如：能力、心情、感觉等）的思考。虽然在4A第一模块中，呈现的新内容不多，这一方面符合教材编排的特点

8、，另一方面，关注于学生对某一人物的综合判断，能在一定的语境之下用几句话合理地、有条理地介绍自己或周遭人物，使其较为真实，更为立体。此外，随着年段的递升，要关注语言输入的有效、输出的及时以及学生读写能力的侧重。三、本模块中三个Unit的联系 4AM1是围绕“遇见新朋友”，“能力”以及“感受与心情”这三个话题加以展开，从介绍人物的基本情况，到描写人物的能力，再到人物不同的感受与心情，相互关联，层层推进，逐步架构出一个鲜活的生命，体现了学生不断积累和运用语言的递进过程与生长阶段。第1单元以“遇到新朋友”为话题，要求学生进一步合理运用日常问候语、学习掌握相关数字以及物主代词的表达，形成具有一定逻辑顺序

9、的人物话语描述。第2单元以“能力”为话题，要求学生能合理描述自己或他人的能力，关注能力的多样，通过合理使用程度副词来区分能力的强弱，加深对人物的认识。第3单元以“感受与心情”为话题，要求学生合理运用相关形容词来询问和描述自己或他人的感受与心情。学完本单元后，学生能够运用所学合理补充对所描述的人物的感受与心情的描述，使人物描述更加完整与立体。四、各单元具体分析Unit 1 Meeting new people（遇见新朋友）新学期、新同学、新气象。本单元要求学生掌握数字11-16的表达（适当补充17-100中的相关数字），了解一定的构词规律；在第一人称、第二人称表述的基础上合理转向第三人称表述，包

10、括名字、年龄、学号以及能力等。此外，能在不同的场合与时间，用恰当的问候语主动与他人打招呼与道别。1、各学习项目分析Look and learn: 核心学习板块。主要进行词汇学习，重点是1116（适当补充17-20， 30-90, 100等）。Look and say: 核心学习板块。主要进行句型学习，关注物主代词的使用，掌握如下核心语句：His / Her name is （包括中文名字表达结构）Ask and answer: 语言活动与练习板块。能初步运用Look and say中的核心句型，结合已学，从姓名、年龄、能力等诸方面简单介绍朋友。Say and act: 语言活动与练习板块。关注

11、于情景运用，是核心学习板块的具体化。要求学生在场景中学会新学、操练新学、运用新学，积累生活经验。Look and read: 语言活动与练习板块。关注于学生的阅读能力的培养。要求学生借助阅读，了解更多的相关信息，掌握一定的阅读技巧。Listen and enjoy: 语言欣赏板块。通过儿歌吟唱，激发学习兴趣、形成良好语感。Learn the sound: 语音学习板块。通过小诗感受辅音字母组合的发音，初步树立音素概念，做到发音准确、到位。2、知识要点介绍（1）能学习和掌握单词：eleven, twelve, thirteen, fourteen, fifteen, sixteen和 class

12、mate等，做到音、形、义的统一；关注数词的使用场合；（2）能学习和掌握形容词性物主代词：my, your, his和her；同时，学习和掌握Peters （彼得的）的使用；（3）能用“to be”句型进行人物的客观描述，如：Her name is Shes ；My name is Im 等；在此过程中，合理进行不同的人称区分；（4）能用合理的语言来问候他人或与他人道别，如：Nice to meet you. See you. （5）能学习和掌握字母组合-sk的发音，如：desk, mask, ask等。3、学生已有的能整合到本单元的知识（1）词汇：one-six (1A M3 U1) sev

13、en-ten (2A M1 U3)（2）句型：He/She/This is(1A M2 U2) How many?(1A M3 U1) I /He/She can (1B M4 U1) I like (doing)(2B M3 U1) We have(3A M1 U1) Whats your name? My name is (3A M1 U2) Whos your friend? (3A M2 U1)4、单元目标与内容Unit 1 Meeting new peopleTasks in this unit: Use numbers to talk about a persons age Use

14、 formular expressions to greet new people, respond to greetings and take leave Use modelled sentences to introduce a persons name, age and student numberLanguage focus: Using the key words in contexte.g., eleven, twelve, thirteen, fourteen, fifteen, sixteen Using modelled sentences to introduce a pe

15、rsons namee.g., Her name is Sally. His name is Paul. Using modelled sentences to introduce a persons age and student numbere.g., Shes ten years old. Her student number is sixteen. Using formulaic expressions to greet new people, respond to greetings and take leavee.g., Nice to meet you. Nice to meet

16、 you too. See you. Identifying the pronunciation of -sk in words such as desk and maske.g., desk, maskLanguage skills:Listening Identifying the key words by listening to the pronunciatione.g., eleven, twelve, thirteen, fourteen, fifteen, sixteen Understanding modelled sentences introducing a perons

17、namee.g., Her name is Sally. His name is Paul. Understanding modelled sentences introducing a persons age and student numbere.g., Shes ten years old. Her student number is sixteen. Understanding formulaaic expressions greeting new people, responding to greetings and taking leavee.g., Nice to meet yo

18、u. Nice ti meet you too. See you. Identifying the pronunciation of -sk in words such as desk and maske.g., desk, maskSpeaking Pronouncing the key words correctlye.g., eleven, twelve, thirteen, fourteen, fifteen, sixteen Using modelled sentences to introduce a persons namee.g., Her name is Sally. His

19、 name is Paul. Using modelled sentences to introduce a persons age and student numbere.g., Shes ten years old. Her student number is sixteen. Using formulaaic expressions to greet new people, respond to greetings and take leavee.g., Nice to meet you. Nice ti meet you too. See you. Pronouncing the so

20、unds -sk correctly in words such as desk and maske.g., desk, maskReading Understanding dialogues introducing a persons name, age and abilities Reading the key words, sentences and the text aloud with the appropriate pronunciation and intonationWriting Writing the key words correctlye.g., eleven, twe

21、lve, thirteen, fourteen, fifteen, sixteen Writing the key sentences correctlye.g., Her name is Sally. His name is Paul. Writing several sentences to describe a person5、课时划分与单元教学计划标题单元知识整合的知识拓展的知识Materials综合应用第一课时Look and learn, Listen and enjoy单词eleven, twelve, thirteen, fourteen, fifteen, sixteenon

22、e-ten17-1920, 30, 9033, 56, 100, etcSB:pp.3 and 6WB:p4 Part E语境建议：1. 生日宴会2. 水果园摘水果3. 数学课上数形状4. 自我介绍句型Imyears old.Hes/Shes(age)There beI can see第二课时Look and say,Ask and answer单词classmatehis, her, my, Peters deskmate, schoolmate,family name, first nameSB: pp.2 and3 WB: pp.2,3,4Parts A ,C and F语境建议：1.

23、路上遇见新朋友2. 谈论照片中的朋友句型His /Her name isThis is myHis/Her namesHes/Shes(age)He/She canSee you.But he/she cantHe/She likes (doing)He/She has第三课时Say and act单词student numberNo. lucky numberSB: p.4WB:p.2 Part BP3 Part D语境建议：1. 介绍新同学的基本信息2. 介绍家人的基本信息3. 介绍朋友的相关信息句型My/Your/His/Her student number is-Nice to mee

24、t you.-Nice to meet you too.Whats your/his/her student number?第四课时Look and read,Learn the sound语音-sk desk maske seven, ten,eleven, twelve seventeen, seventysk- skateboard, skySB: p.5and6WB:P.6 and 7Part H and Task语境建议：1. 深入介绍新同学的其他信息2. 深入介绍周围的朋友第五课时单元复习6、教学建议教材提供的话题是“遇见新来的人们”，学习内容设置在学校这一大环境中。基于应用性阅读

25、教学的基本原理和主题单元的教学要求，作为教师，要通盘思考单元板块的课时落实、单元内容的合理划分以及相关文本材料的创编、改编或使用；尽量用线索架构的方式将分课时学习内容统整、采用情境来合理推进学习内容，着力体现单元学习内容的整体性、递进性、完整性与真实性。作为教师，要善于将学习内容与学生的实情结合、与生活结合，能鼓励学生运用所学，如：客人老师来校参观，介绍自己的老师或同学给客人老师；家长会当天，向家长介绍自己的老师或者同学；向幼儿园的小朋友介绍自己的老师或同学；向同学或朋友介绍自己的家人等等；并能合理、有条理地将描述的话语落实到笔头。就学习内容而言，可以进行适度拓展，如及时补充seventeen

26、, eighteen, nineteen, twenty, twenty-one, thirty, forty, fifty, sixty, seventy, ninety, one hundred等数词的学习，了解其构成规律；适当补充schoolmate、deskmate、workmate, roommate等与mate整合的复合词；在掌握人称代词的基础上，可以强化my, his, her, our, their, its等形容词性物主代词的学习与运用。此外，学习、感受Peters 这一结构并正确使用的基础上逐步形成物品与人物的所属关系，如Dannys teacher, Alices dre

27、sses等。具体的课时安排、内容推进等详见4AM1U1教案和课件（由澧溪小学和康桥小学提供）。7、温馨提示（Note）Tell the students that people often say Nice to meet you (too). when they meet for the first time. When people meet again, they usually say Nice to see you (too).Unit 2 Abilities（能力）人物不同、能力有别。通过本单元的学习，学习更多的实义动词，进一步巩固Can句型，尤其能用一般疑问句来询问他人的能力所及

28、，并作出合理应答。同时，能结合所学，进一步完善对自己或他人的能力描述，能运用程度副词合理区分能力的强弱。此外，能用and, but等单词更好地传情达意。1、各学习项目分析Look and learn: 核心学习板块。主要进行词汇学习，重点是：paint, jump, read, swim, write, draw等（可以适当补充学校生活中常见的动作名称）。Look and say: 核心学习板块。主要进行句型学习，重点是：Can he/ she ? Yes, he she can. / No, he/ she cant. 能用程度副词合理区分能力的大小与强弱，如run fast, swim w

29、ell, fly high等；此外，能用and, but等单词来表达更为完整的想法。Ask and answer: 语言活动或练习板块。要求学生能初步运用Look and say中的核心句型，从人类能力的询问过渡到动物能力的询问，由此了解动物的不同本领，积累生活经验。Look and read: 语言活动或练习板块。关注于学生的阅读能力的培养。要求学生借助借助对Supergirl的采访，进一步巩固Can句型。同时，通过角色扮演，提高学生的学习兴趣与语言表达能力。Play a game: 语言活动或练习板块。Guessing game是Look and say的延伸。通过游戏，整合新旧知识，通过

30、对人物性别、年龄、外貌、能力以及能力大小与强弱的整体拿捏，形成个体特色，达到运用所学的目的。Listen and enjoy: 语言欣赏版块。通过儿歌吟唱，激发学生学习兴趣、巩固新学知识、培养学生良好的语感。Learn the sound: 语音学习板块。感受辅音字母组合-sp的发音，初步树立音素概念，做到发音准确、到位。2、知识要点介绍（1）能学习和掌握paint, draw, read, write, swim, jump, fly等动词以及名词picture，做到音、形、义的统一；在此基础上，学习和掌握与上述动词相关的词组表达，如：paint a picture, read a book

31、等；（2）能学习和掌握相关副词：fast, very, well, high等；能学会与动词的合理搭配，如：swim very well, swim very fast, run fast, fly high等，由此感受个体能力的强弱与大小；（3）能学习和掌握情态动词can引导的一般疑问句的问答，如：- Can she run fast? - Yes, she can. / No, she cant.等；（4）能学习和掌握情态动词can引导的特殊疑问句的问答，如：- What can you do? - I can fly very high.等；（5）能学习和掌握and的用法，如：Its b

32、lack and white. I can run and swim.等；能注意与but在意义表达上的不同，如：I can run, but I cant swim.等；（6）能学习和掌握字母组合-sp的发音，如：wasp, crisp等。3、学生已有的能整合到本单元的知识（1）词汇：动词：dance, read, sing, draw (1A M2 U1) ride, skip, play, fly (1B M4 U1) run, write, swim, fly (2A M2 U1) run, skate, hop, ride a bicycle, skip a rope (2B M2 U

33、1) play football, play basketball, play ping-pong, play cards(2B M4 U1) plant a tree, have a picnic, ice-skate, ski (3B M3 U3) 连词：and, but (3B M1 U1)（2）句型： What can you do? I can (1A M2 U1) What can you / he / she do? I / He / She can (1B M4 U1) Can you? Yes, I can. / No, I cant. (2A M2 U1) Can he /

34、 she? Yes, he / she can. / No, he / she cant. (2B M4 U1) I like (doing) (2B M3 U1)4、单元目标与内容Unit 2 AbilitiesTasks in this unit: Use the modal verd can and its negative form cant to express abilities Use the adverbs to modify a verb Use connectives to link ideasLanguage focus: Using the key words in c

35、ontexte.g., paint, draw, read, write, swim, jump Using the modal verb can and its negative form cant to express abilitiese.g., She can swim. He cant swim well. Using the adverbs to modify a verbe.g., I can run very fast. Using yes/ no questions to elicit a positive or negative responsee.g., Can she

36、swim? Yes, she can swim very well. Using wh-questions to find out a persons abilitiese.g., What can you do? I can play football. Using connectives to link ideas e.g., I can swim very well, and I can fly very high. Identifying the pronunciation of -sp in words such as wasp and crisps e.g., wasp, cris

37、psLanguage skills:Listening Identifying the key words by listening to the pronunciatione.g., paint, draw, read, write, swim, jump Understanding modelled sentences introducing a perons abilitiese.g., She can swim. He cant swim well. Understanding the meaning of yes/no questions e.g., Can she swim? Ye

38、s, she can. Understanding wh-questions asking for special informatione.g., What can you do? Identifying the pronunciation of -sp in words such as wasp and crispse.g., wasp, crispsSpeaking Pronouncing the key words correctlye.g., paint, draw, read, write, swim, jump Using modelled sentences to descri

39、be a persons abilitiese.g., She can swim. Using yes/ no questions to elicit a positive or negative responsee.g., Can she swim? Yes, she can swim very well. Using wh-questions to find out a persons abilitiese.g., What can you do? I can play football. Using connectives to link ideas e.g., I can swim v

40、ery well, and I can fly very high. Pronouncing the sounds -sp correctly in words such as wasp and crispse.g., wasp, crispsReading Understanding an interview about abilities Reading the key words, sentences and the text aloud with the appropriate pronunciation and intonationWriting Writing the key wo

41、rds correctlye.g., paint, draw, read, write, swim, jump Writing the key sentences correctlye.g., Can she swim? Yes, she can swim very well. Writing several sentences to describe a persons abilities5、课时划分与单元教学计划标题单元知识整合的知识拓展的知识Materials综合应用第一课时Look and learn单词paint, jump, read, swim, write, draw, pic

42、ture, fast, well, highdance, ride, skip, play, fly, run, ski, ice-skate, swing, play football/basketball/ping-pong walk slowlySB: pp.7 WB: pp.8 and 9 Part A and C语境建议：1. 才艺大比拼2. 采访大明星句型What can you do? Can you ?I can But I cant I can I like (doing) 第二课时Look and say, Listen and enjoy单词ponySB: pp.7 an

43、d 8WB: pp.8, 10 and 11Part B, D and F语境建议：1. 才艺秀2. 电影院门口3. 美术课上句型Can he/she ? Yes, he/she can. / No, he/she cant.What can you/ he/ she do?Can you ? 第三课时Look and read, Play a game单词interview, welcome, guest, both, allSB: pp.9 and 10 WB: pp.12Part G语境建议：1. 电视采访2. 脱口秀3. 采访班级小明星句型Welcome to .第四课时Ask and

44、 answer, Learn the sound语音-sp wasp crispssp-sport, spicy, speak /sp/SB: pp.11 WB: pp.10 and 13 Part E and Task语境建议：1. 动物之王竞选2. 动物才艺秀句型Can it (a tiger/ a bird/)? Yes, it can, but it cant / No, it cant, but it can hopdive第五课时单元复习6、教学建议教材提供的话题是“能力”，学习内容源于学校生活。基于应用性阅读教学的基本原理和主题单元的教学要求，作为教师，要通盘思考单元板块的课时落

45、实、单元内容的合理划分以及相关文本材料的创编、改编或使用；尽量用线索架构的方式将分课时学习内容统整、采用情境来合理推进学习内容，着力体现单元学习内容的整体性、递进性、完整性与真实性。作为教师，要善于将学习内容与学生的实情结合、与生活结合，能鼓励学生运用所学。如：可以从“Supergirl”作为学习主线来展开学习活动。通过对Supergirl的采访，引出本单元的动词学习（含动词的合理搭配）、情态动词can引导的一般疑问句的问答以及对能力大小与强弱的表述等。在学习过程中，能区分paint, draw和colour三个动词的不同特点。在此基础上，采用猜一猜、连一连、动一动、做一做等形式来展现达人秀、

46、现实生活中个人的特殊才能以及动物的特殊本领，以此巩固新知，并将它纳入对自己或他人的合理表述的范畴之中，让描述的形象更为丰满和立体。在此基础上，兼顾笔头跟进。就学习内容而言，可以进行适度拓展，如及时补充dive, drive以及相关动词词组，如play the piano, play chess, play computer games等，便于学生更好地来理解与运用well, fast, high, very 等副词。同时，在关注can do这一语言结构的基础上，强化学习和掌握and的用法，如：Its black and white. I can run, read and swim.等；能注意

47、与but在意义表达上的不同，如：I can run, but I cant swim.具体的课时安排、内容推进等详见4AM1U2教案和课件（由世博家园小学和光明学校提供）。7、温馨提示（Note）Tell the students that the symbol & in the poster on Page 8 of the Students Book means and.Unit 3 How do you feel? （感受与心情）阶段不同，感受不一。通过本单元的学习，理解与掌握常用的、表达个体感受与心情的形容词；能用How do you feel?来问答各自的心情与感受；能基于不同的心情

48、与感受寻求不同的需要与帮助。此外，将所学整合入个体（自我或他人）描述，使描述更显完整与立体，从显性所见向隐性所思递进。1、各学习项目分析Look and learn: 核心学习板块。主要进行词汇学习，重点是happy, sad, hungry, full, thirsty, tired等，要注意一词多义。Look and say: 核心学习板块。主要进行句型学习，重点是：How do you feel? Im / Were 可以适当补充：How does feel? Hes/ Shes/ Its Play a game: 语言活动或练习板块。通过Guessing game，整合新知旧学，在关注

49、对方感受的同时，逐步过渡到对他人感受的关注。在强化语言结构操练的同时，学会关注他人的表情与相关肢体，学会预测，激发兴趣。Say and act: 语言活动或练习板块。关注于情景运用，是核心学习板块的具体化。要求学生在场景中学会新学、操练新学、运用新学，积累生活经验。Read a story: 语言活动或练习板块。通过童话故事阅读，扩充的学生阅读量；通过对阅读文本关键内容的捕捉，培养学生搜寻目标信息的能力；通过故事的阅读，了解所学新知在特定语境下的运用。Listen and enjoy: 语言欣赏板块。通过儿歌吟唱，激发学生学习兴趣、培养学生良好语感。Learn the sound: 语音学习板

50、块。能感受辅音字母组合的发音，初步树立音素概念，做到发音准确、到位。2、知识要点介绍（1）能学习和掌握happy, hungry, thirsty, sad, full, tired, new等形容词，做到音、形、义的统一；能适当补充和复习相关形容词，如：hot, cold, warm, cool, empty等；能关注反义词和一词多义；（2）能学习和掌握biscuit, back, then等单词，尤其关注then的使用；适当补充和复习相关的食品类单词；同时，继续学习和掌握Gingers （Ginger的）的使用。（3）能用“to be”句型来合理描述人们的心情与感受，如：Im hungry

51、. We are tired. Hes happy.等；同时，着重学会“How do you feel?”以及回答。同时，在表达人物心情与感受的基础上，学会表达适切的需要或帮助。（4）能进一步掌握情态动词can的用法；感受there be句型的肯定形式表达以及祈使句的肯定形式表达。（5）能学习和掌握字母组合-st的发音，如：toast, postman, lamp post等。3、学生已有的能整合到本单元的知识（1）词汇：感觉类：soft, hard, rough, smooth (2B M1 U2) hungry, thirsty (2B M4 U3) sweet, sour, salty,

52、 bitter (3B M1 U3) 食物类: apple, pear, peach, orange (1A M3 U2) hamburger, pizza, cake, pie (1A M3 U3) rice, soup, egg, noodles (1B M1 U3) jelly, ice cream, sweet, biscuit (1B M2 U2) salad, carrot, fish, chicken, banana (2B M2 U2) bread (2B M4 U3) pineapple, cake (3B M1 U2) 饮料类：cola, juice, milk, wate

53、r (1B M2 U3) （2）句型： How does it feel? How do they feel? (3B M1 U2) There is / are (2A M3 U3) Touch this. Is it? (2B M1 U2) Have . (2B M4 U2)4、单元目标与内容Unit 3 How do you feel?Tasks in this unit: Use predicative adjectives to describe feelings Use yes/no questions to find out a persons feelings Use wh-q

54、uestions to find out how people feel Use imperatives to give simple instructions or make suggestions Use formulaic expressions in contextLanguage focus: Using the key words in contexte.g., sad, happy, hungry, full, thirsty, tired Using modelled sentences to describe feelingse.g., I am happy. Using y

55、es/ no questions to elicit a positive or negative responsee.g., Are you hungry? Yes, we are. Using wh-questions to find out how people feele.g., How do you feel? Using formulaic expressions in context e.g., I have an idea. Identifying the pronunciation of -st in words such as toast, postman and lamp

56、 post e.g., toast, postman, lamp postLanguage skills:Listening Identifying the key words by listening to the pronunciatione.g., sad, happy, hungry, full, thirsty, tired Understanding wh-questions asking about how people feele.g., How do you feel? Understanding the meaning of yes/no questions e.g., A

57、re you hungry? Yes, we are. Understanding formulaic expressions in contexte.g., I have an idea. Identifying the pronunciation of -st in words such as toast, postman and lamp poste.g., toast, postman, lamp postSpeaking Pronouncing the key words correctlye.g., sad, happy, hungry, full, thirsty, tired

58、Using yes/ no questions to elicit a positive or negative responsee.g., Are you hungry? Yes, we are. Using wh-questions to find out how people feele.g., How do you feel? Using formulaic expressions in context e.g., I have an idea. Pronouncing the sounds -st correctly in words such as toast, postman a

59、nd lamp poste.g., toast, postman, lamp postReading Understanding the main idea of a story Reading the key words, sentences and the text aloud with the appropriate pronunciation and intonationWriting Writing the key words correctlye.g., sad, happy, hungry, full, thirsty, tired Writing the key sentenc

60、es correctlye.g., How do you feel? I am full. Writing several sentences to describe peoples feelings5、课时划分与单元教学计划标题单元知识整合的知识拓展的知识Materials综合应用第一课时Look and learn, Listen and enjoy 单词happy hungry thirsty sad full tiredcold hot cool warm angry warmcream berrylemonadeSB:pp13and16WB:p.14Part A1. 能表达自己或他人不同的感受，以及在此感受下想要什么。2. 能知晓儿歌的含义并能吟诵。3. 设置拜访长辈会亲戚的场景。句型What does she want?What do you want?Thats what she (he)wants.How do you feel?第二课时Look and say,Play a game单词then biscuit backSB: p13 and 12WB: P.15 Part C1. 能模仿教材中Look and say的情景表演。2. 创设不同的情景，将核心句型运用