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1/182BM3U3Myclothes维度范围界定评价点低年段中高年段一年级二年级三年级四年级五年级倾听听老师、同伴发言，听音频视频等学习材料时的具体规范1.集中注意力听老师的示范音，观察老师的口型。2.在听录音、视频等材料的过程中，初步模仿语音语调。3朗读课本等学习材料时按要求指读。1

.听老师、同伴发言时目视对方，不做无关的动作，不随意打断，并做出行为反应。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。1.用眼神、表情、动作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.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1.用眼神、表情、动作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。1.用眼神、表情、动作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.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、视频等学习资料表达采用口头或书面的形式进行信息交流时的具体规范1.根据媒体或示范，仿说儿歌、对话或小故事。2.表达时声音响亮，态度自然大方。1.根据

媒体或示范，表演儿歌、对话或小故事。2.表演时面向听众，态度自然，能让别人听清楚。3.看清示范，模仿书再写，按照正确格式抄写词汇，提高书写质量。1.主动表达自己，能够与他人进行对话等交流2.在个人、对子、小组、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。1.能主动表达自己的观点，做到语音语调正确，表述清晰。2.在个人、对子、小组、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。1.能主动表达自己的观点，做到语音

语调正确，表述清晰。2.在个人、对子、小组、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,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。2/18操作采用口头或书面形式进行英语语言实践

活动时的具体规范1.坐姿端正，握笔姿势正确。2.在老师的指导下，能大声跟读音频资料，模仿语音语调，并按时完成听读作业。3.通过“滚雪球”“减词法”“角色扮演”等趣味诵读，强化记忆。1.朗读时能正确模仿语音语调，进行认读、跟读、

拼读、默读、自读和展示读，按时完成听读作业。2.整体识读句子,通过配对、编号等识读句子。3.运用图片，关键词等方式记忆句序，逐步累计，增加语量，促进有序的表达。1.通过模仿与迁移，进行朗读、对话、说明或表演等学习活动

。2.采用圈、划、涂色方式比较音、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。1.通过模仿与迁移，进行朗读、对话、介绍或表演。2.采用圈、划、涂色方式比较音、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。1.通过模仿与迁移，进行朗读、对话、说明或表演等学习活动。2.采用圈、划、涂色方式比较音、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。4．能完整准确地记录课堂笔记。合作与学习伙伴共同经历英语学习实践活动时的具体规范1.与同伴交流时，能尊重并倾听对方的表达2．遵守分角色朗读、对话、表演等合作学习的活动规则，根据步骤和要求，完成自己能承担的职责与任务。1.根据指导与提示，能依据话题，主动与他人进行

交流。2.对同伴的语言表达或学习成果表示赞赏：以友善的态度帮助同伴改进语音、表情、动作等方面的表现。1.在宣讲介绍、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.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。1.在互补式阅读、海报制作、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。1.在宣讲介绍、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.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。3/

18反思在英语实践活动后进行自我检查与评价的具体规范1.在老师指导下，能认识自己的课堂行为。2.根据给出评价要点图片或者文字，采用圈、划、画等方式体现自己在学习活动中的态度。1.根据指导或示范，调整自己在表达时的语音、语调、语气、动作、站姿等方面的表现。2.根据老师的反馈，对自己的书面作业进行

反思并及时纠正。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。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。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。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。4/18二年级第二学期（2B）学期学习

水平描述知识学习水平水平描述学习策略/思维方式语音AL1——能知道单个辅音字母在单词中的发音规则1、先倾听单词发音连续三遍，然后跟读，跟读形式多样。2、看清示范，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、整体识读句子，通过句子中词汇的替换，操练句型，进行口头表达。4、运用图片，关键词等方式记忆句序，逐步累计语量，促进有序的表达。L2——能判断单个辅音字母在单词中的发音词汇CL1——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法AL1——能知道简单的词法规则（动词、形容词等）；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句法CL1——能跟读、朗读写核心句

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语篇BL1——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5/18L3——能根据话题、图片语境，用5-6句话进行口头表

述5、用打五角星的方式，进行同伴互评。Project-CompetenceChain（项目-能力链）OEBOOK2BModule3ThingsaroundusGradeProjectsCompetences5“Changesaroundus”Towriteareporta

boutthechangeswithsimplepasttenseandsimplepresenttense1.Studentscanreadandwritethewordsaboutthesigns,thewe

atherandfurniture.e.g.,telephone,toilet,restaurant,exit,entrance,stormy,foggy,rainy,mirror,cushion,cupboard,lamp,sof

a2.Studentscanuseimperativestoexpressprohibitionsindifferentplaces.e.g.,Nosmoking!/Don’tlitter!3.Studentscantalkandwriteabouttheweatherthe

ylike/dislikeandillustratethefollowingreasons.e.g.,Iliketherain.Becauseithelpsmyplantsgrowandgrow.4.Studentscantalkandwritea

boutpaststatesandactivitieswiththesimplepasttense.e.g.,Thesofawasundertheshelf.5.Studentscanusewh-questionstofindoutspecificinformation.e.

g.,What’stheweatherliketoday?6.Studentscanidentifythephoneticsymbols/l//r/Studentscanwriteapassagewithmorethan10sentences.4“

Mybusyweek”Tomakeareportaboutthelifeinaweekwithadverbs1.Studentscanunderstandthekeywordsincontext.e.g.,quiet,loud,bell,television(TV)noisy,r

ing,watch(TV),seveno’clock,aquarterpastseven,halfpastseven,aquartertoeight,getup,brushmyteeth,washmyface,havebreakfast,always,usually,often,sometimes

,never2.Studentscanelicitapositiveornegativeresponse.6/18e.g.,Aretheyplayingbasketball?Yes,theyare.3.Studentscanindicatepre

sentactivities.e.g.,I’mbrushingmyteeth.4.Studentscantalkaboutthefrequencyofcertainactivities.e.g.,Heoftengoestothescho

ollibraryonMondayafternoon.5.Studentscanaskforthetime,expressone’sopinion,andreplytorequests.e.g.,Whattimeisit?It’ssomu

chfun.Allright.6.Studentscanwriteapassagelogicallywithatleast35words.7.Studentscanidentifythepronunciationoftheletters‘-oy,-oi-,-

ou-,ow-,-ay,-ai-‘3“Inthepark”Tomakeareportandgetinformationaboutthethingsaroundusbyusing‘It’s/They’re...’1.Studentscanunders

tandthecontext.e.g.,circle,square,triangle,star,rectangle,house,sky,sea,mountain,river,plantatree,haveapicnic,

ice-skate,ski,2.Studentscangivespecificinformation.e.g.,Howmanycircles?Three.3.Studentscanfindoutspecificinformation.e.g.,Wha

tshapeisit?It’sarectangle.Whatseasonisit?It’sspring.4.Studentscanidentifythecoloursofthings.e.g.,Whatcolouraretheleaves?T

hey’regreen.5.Studentscanwriteapassagewithatleasttwosentences.6.Studentscanidentifyandcomparethepronunciationoftheletters‘-f

f’‘cl-‘‘pl-‘‘gl-‘‘bl-‘‘fl-‘and‘sl-‘2“Seasons”Makeaposterabouttheseasonalactivitiesandclothesinfourseasonsandintroduce1.Studentsc

anusethepatterntoindicateone’slikes.e.g.,Ilikeridingmybicycleinthepark.2.Studentscanusenounstodescribeclothingitems.e.g.,sweater,trou

sers,shirt,coat,T-shirt,blouse,dress.shorts7/18ittoothers.3.Studentscandescribetheseasonsandintroducetheseasonalclotheswitha

bout4sentences.e.g.,Springiswarmandnice.Ihaveashirt.It’snice.It’sclean.4.Studentscanrecognizethesounds:s,z,m,n,l,r5.Studentscanfeel

thebeautyanddifferencesamongdifferentseasons.1“Weather,clothesandseasons”SolvetheproblemaboutchoosingclothesIneed

accordingtodifferentseasonsandweather.1.Studentscanreadthewordsabouttheseasons,weatherandclothes.e.g.,warm,hot,spring,summer,sunny

,cloudy,rainy,windy,T-shirt,dress,shorts,blouse2.Studentscanusemodeledsentencestodescribetheconditionsandweather,indicateone’sneedsandlikesofclothe

sindifferentweatherinspringorsummer.e.g.,It’s…Ineed…Ilike…3.Studentscanusewh-questionstofindouttheinformationaboutweatherandpeop

le’sneeds.e.g.,Howistheweather?Whatdoyouneed?4.Studentscanuseimperativesentencetotalkabouttheactivitiestheycandoindifferentweat

her.e.g.,Let’s...5.Studentscanchoosetherightclothesaccordingtothedifferentweather.8/18目标-任务链ObjectiveTaskChainOEBOOK2

BModule3ThingsaroundusProject:Makeaposterabouttheseasonalclothesandactivitiesinfourseasonsandintroduceittoothers.C

ompetence:1.Studentscanusethepatterntoindicateone’slikes.2.Studentscanusenounstodescribeclothingitems.3.S

tudentscandescribetheseasonsandintroducetheseasonalclotheswithatleast4sentences.4.Studentscanrecognizethesounds:s,z,m,n

,l,r5Studentscanfeelthebeautyanddifferencesamongdifferentseasons.Unit1ThefourseasonsTask:Tomakeamindmapt

oshowthingsyoulikedoinginfourseasonsbyusing’Ilike(doing)…in/on…’Learningobjectives:1.Tousenounstodescribetheseasons.e.g.,spring,summer,autumna

ndwinter2.Touseadjectivestodescribetheseasons.e.g.Springiswarmandnice.3.Tousemodelledsentencestoindicateone’slikes.e.g.Ilikeridingmybicyclei

nthepark.4.Toidentifythepronunciationofthesound‘-s’‘-z’e.g.sun,bus,zebra,zooUnit2__Rules_____Task:Todrawapictureandintroducethetrafficrulesbyusi

ng’Let’s…’Learningobjectives:1.Tousethekeywordsincontexte.g.Light,stop,go,wait2.Touseimperativestogivesimpleinstructi

onse.g.Lookatthelight.Stop!3.Touseformulaicexpressionstogivesuggestionse.g.Let’sstop!4.Toidentifythepronunciatio

nofthesound‘-m’‘-n’e.g.mouth,warm,nose,tenUnit3MyclothesTask:Tointroducetheweatherandclothesinacertainseasonbyusing

’Ihave…’Learningobjectives:1.Tousenounstodescribeclothingitemse.g.,sweater,trousers,shirt,coat,2.Tousemodeledsentencestoindicatepossessio

n.e.g.,Ihaveashirt.3.Todescribetheseasonsandintroducetheseasonalclotheswithabout4sentences.e.g.,Springiswarmandnice.Ihaveashirt.I

t’snice.It’sclean.4.Tofeelthebeautyanddifferencesamongdifferentseasons.9/185.Toidentifythepronunciationofthesound‘-l’‘-r’inwords

e.g.,light,cool,run,orangeCorecontents:Words:trousers,sweater,shirt,coatPatterns:…is…Ihave…It’s…/They’re…(Lookandsay)Sounds:-l-rSB:P34-37Corecont

ents:Words:stop,go,waitPatterns:Lookat…It’s…Let’s…(Lookandsay)Sounds:-m-nSB:P30-33Corecontents:Words:autumn,winter,cool,cold(lookandlearn)cloudyandc

old.(listenandenjoy)Phrases:niceandwarm,sunnyandhot,windyandcool,Patterns:Ilike(doing)…in/on…(lookandsay)Doyoulike…?Yes,Ido./No,Idon’t.

Sounds:-s-zSB:P26-2910/18内容-话语链ContentDiscourseChainOEBOOK2BModule3ThingsaroundusUnit3MyclothesPeriod&Sub-topic

Period1ClothesinfourseasonsPeriod2ClothesformybirthdaySub-taskTodescribetheweatherandclothesindifferen

tseasons.Todescribetheseasonsandtheclothesonone’sbirthday.LearningObjectives1.Toread,copyandrecitethenou

nsaboutclothesitems.e.g.,trousers,sweater,shirt,coat2.Tounderstandthemeaningofthesenouns.3.Tousetheseno

unstodescribeclothingitems4.Tousemodeledsentencestodescribethedifferentclothes.e.g.,Lookatmysweater.It’sblue.5.Todescribe

theclothesindifferentseasonswith3-4sentences.e.g.,Springiswarm.Lookatmysweater.It’sblue.Hownice!1.Tofollowandreadthesentencestoi

ndicatepossession.e.g.,Ihaveashirt.2.Tounderstandmeaningofthesentenceandgivearesponsetoit.e.g.,Whatdoyouhaveforspring?Ihaveacoat.3.Tousemodele

dsentencestoindicatepossession.e.g.,IhaveaT-shirtandshorts.4.Todescribetheseasonsandintroducetheclothesforone’sbirthdayw

ithatleast4sentences.e.g.,Springiswarmandnice.It’smybirthday.Ihaveashirt.It’sniceandclean.5.Toidenti

fythepronunciationofthesound‘-l’‘-r’inwordse.g.,light,cool,run,orangeDiscourseAnalysesSpeaking:Springiswarm.Lookatmysweat

er.It’syellow.Lookatmytrousers.They’reblue.Speaking:Springisniceandwarm.It’smybirthday.IhaveaT-shirtandaskirt.I’mv

eryhappy.11/18Hownice!CoreContents&LevelsWords:(LevelC)coat,trousers,sweater,shirtPatterns:(LevelB)…is..

.Lookatmy…It’s…SB:P34Lookandlearn/LookandsayP35PlayagameP37ListenandenjoyWB:P34A,P36C,DPassage:(LevelB)I’ma...(girl/boy

)It’s…(NewYear’sday/mybirthday/Children’sDay)Ihave…for…I’mveryhappy.SB:P36EnjoyastoryP37LearnthesoundWB:P35BP37Task12/18Lessonp

lanPeriod1ProceduresContentsMethodsPurposesCriterionContentLevelI.Pre-taskpreparations:Anintroduction:ClothesinsummerSummerishot

.Lookatmyblouse.It’syellow.Activity1Revision1.Ss:Sayarhyme‘Fourseasons’2.T:Askthequestions:Howistheweatherinsummer?Ss:Answ

erSs:Listentoapassage.S1--Sn:Talkabouttheclothesinsummer.Tousethecorewordsandsentencepatternthey’velearntbefore.4.2C–L3II.W

hile-taskprocedures:Passage1:Tom’sclothesinspringSpringiswarm.Lookatmysweater.It’syellow.Lookatmytro

users.They’reblue.Hownice!Activity2Elicitation11)T:(Showapictureofspring)It’sTom’sfavouriteseason.Whatseaso

nisit?Ss:Listentoapassage.Ss:Repeat:Springiswarm.Ss:Listentothesentenceandrepeat.(Lookatmysweater.It’syellow.)Ss:Imitatetheword:sweaterSs:Repeat:S

pringiswarm.Lookatmysweater.Toimitatethepronunciationandintonationandtorememberthestructure.Toknowthepronunciationandthe4.22.1C–L1C-L113/18N

ewword:trouserssweaterIt’syellow.2)Ss:Listentothesentenceandrepeat(Lookatmytrousers.They’reblue.)Ss:Imitatetheword:trousersSs:Repeat:Springiswarm.L

ookatmysweater.It’syellow.Lookatmytrousers.They’reblue.3)T:Dodifferentactionsandsay:Hownice!Sn:Followandrepeat:Hownice!4)Ss:Repeatthewh

olepassage.5)Sp:Mirrorgame.Activity3：Imitation11)Ss:Readthepassage‘Tom’sclothesinspring’T:Elicitthewords:sweater,trousers2)T:Showth

eword:sweaterSn:Read,spellandrecite.T:ShowdifferentkindsofsweatersSs:Introducethesesweaters.3)T:Showtheword:trousersSn:Read,spellandrecite.T:

Remindstudentshowtocopythewordattherightposition.Writethewordontheblackboard.meaningoftheword.Torememberthepronunciationandthemeaningofthewor

dsTosubstitutethewordsinthesentencepatterns.2.14.2C-L2C-L214/18Passage2:Kitty’sclothesinspringSpringiswarm.L

ookatmyshirt.It’syellow.Lookatmycoat.It’sorange.Hownice!Ss:Copytheword‘trousers’ontheworksheet.Ss:IntroduceTom’sdifferenttrousers.Activity4：Elicita

tion21)T:(ShowapictureofKitty)Ss:IntroduceKitty’spicture.2)T:(ShowanotherpictureofKitty)Ss:Listentoapassage.Ss:Repeat:Sp

ringiswarm.Ss:Listentothesentenceandrepeat.(Lookatmyshirt.It’syellow.)Ss:Imitatetheword:shirtSs:Repeat:Springiswarm.Lookatmyshirt.It’syellow.2)Ss:

Listentothesentenceandrepeat(Lookatmycoat.It’sorange)Ss:Imitatetheword:coatSs:Repeat:Springiswarm.Lookatmyshirt.It’syellow.L

ookatmycoat.It’sorange.3)T:Dodifferentactionsandsay:Hownice!Ss:Followandrepeat:Hownice!4)SS:Repeatthewholepassage.6)S

p:MirrorgameToknowthepronunciationandthemeaningoftheword.Toconsolidatethekeypatterns.2.14.2C-L1C-L215/18Newwords:shirtcoat7)Activity5:Imi

tation21）Ss:Readthepassage‘Kitty’sclothesinspring’T:Elicitthewords:shirt,coat2)T:Showtheword:shirtSn:Comparetwowords:shirt

&T-shirt.Sn:Read,spellandrecite.Ss:IntroduceKitty’sshirt.3)T:(ActasKitty)Lookatmycoat.It’sorange.Ss:Liste

nandimitate.Sn:Read,spellandrecite.Ss:Sayarhyme.Sboy/Sgirl:Talkabouttwocoats.Sn:IntroduceAlice’sthreeclothes.Activ

ity6:Consolidation1)T:(Showpicturesofdifferentclothes)Ss:QuickresponsefortwotimesSs:Sayaboutthepictures.Ss:Spellthewords.2)Ss:Dis

cussion:Clothesforboys&ClothesforgirlsindifferentweatherT:StickthewordsontheblackboardTorememberthepronuncia

tionandthemeaningofthewordsTosubstitutethewordsinthesentencepatterns.Toconsolidatethekeywords2.14.22.1C-L2C-L2C-L31

6/18SS:Readandspellthewords.3):T:Showtherightwaytocopythewords:T-shirtblouseSs:Copythewordsontheworks

heet.III.Post-taskactivities:Alice’sandTom’sclothesinfourseasonsSpringiswarm.Lookatmycoat.It’sorange.Hownice!Summerishot.Lookatmy

dress.It’sred.Hownice!Autumniscool.Lookatmysweater.It’sgreen.Hownice!Afterclass:1.Finishtheworksheet2.Talkaboutyourclothesinfourseas

onsActivity7:RoleplaySg:Groupwork1)Choosethepersontheywanttoact.Andchoosetheseasontheywanttotalkabout.2)Circlethec

lothesforthisseason.3)Talkingroups4)Sg:ActoutTousethelanguagethey’velearntinthisclass.4.2C-L317/18On

theblackboard:2BM3U3MyclothesPeriod1ClothesinfourseasonsClothesforTomClothesforKittyhotdressT-shirtshortwarmshirtblousecooltrousersswe

atercoldcoat18/18WorksheetClass__________Name___________PartAClothesinfourseasonsClothesforTomClothesforKitty