Unit 3 ClothesPPT配套教学设计内容

M2 My favourite things

Unit 3

Clothes 【单元目标】

【语用任务】

能在语境中对各类服装进行问答，询问他人的服饰，并能简单描述自己的穿着。

●

知识与技能

1、能准确用hat, jacket, scarf, gloves, socks, shoes六个单词及词组a pair of等核心词汇来描述服装，语音标准并能正确书写。

2、能运用：What are these? What are those? They’re...等核心句型来询问他人的穿着，并能根据情况进行回答。

3、能用I can wear...句型结合六个目标单词、一个词组和已学知识描述不同天气及活动中的穿着。

4、能正确朗读ss的发音及含有此音素的单词，在儿歌中学习本课的音素。

●

文化与情感

通过语境的创设，使学生融入到多姿多彩的氛围中，懂得不同季节、不同天气、不同活动的衣着装扮，体会大自然的美好无比和生活的丰富多彩。

●

学习策略

在Different clothes for different weather的语境中，通过形式多样的教学方法，注意倾听，积极思考，让学生熟练运用六个目标单词及一个词组，掌握并运用新句型。

【课时话题】

第一课时：Clothes for weather

第二课时：Clothes for activities 第三课时：My favourite clothes

【分课时教学目标】

第

一

课

时

语言运用

能在语境中，借助图片和文本，运用所学词汇简单介绍自己的穿着，运用核心词汇和核心句型来询问对方的穿着，要求语音基本正确、内容达意。

语言知识与技能

1、能正确朗读ss的发音及含有此音素的单词，了解字母ss组合在单词中的基本读音。

2、能正确朗读核心词汇hat, jacket, scarf, gloves, socks, shoes。

3. 能运用所学词汇简单介绍自己的穿着。

4. 能运用句型What do you have?询问他人的穿着。

能在语境中，借助图片和文本框架1、能朗读含有ss的单词以及儿歌，

第

二

课

时

结构，运用所学词汇与句型来询问对方的穿着，并能针对对方的提问做出回答。要求语音正确，表达较流利，内容基本达意。

能在语境中灵活运用所学词汇及句第

型来询问对方喜欢的穿着，并能针三

对对方的提问做出回答，能够根据课

不同天气不同活动等不同情况搭配时

自己喜欢的穿着。要求语言正确，

表达较流利，内容基本达意。

【第一课时教学设计】

Date: 一、教学重点与难点

1、重点：能在语境中听懂并掌握单词发音，正确朗读本课的文本。

2、难点：能运用所学词汇简单介绍自己的穿着。

二、教学技术与学习资源应用

PPT，板书，音频

三、教学过程：

ProcedurTeacher’s Students’ Purpose es activities activities I. 1. Show some 1. Read the sounds 复习旧音素，学Pre-task sounds. and words, try to say 习新音素，并能more words. 举一反三。

2. Talk about “What 通过音素引出衣

clothes are they? In 服类单词的复what season do you 习，为本课学习2. Show some have it?”

打好基础。

pictures of clothes. II. 1. Show Minnie’s 1. Look at Minnie’s 以Minnie的朋友While-taFriends’ Circle, Friends’ Circle, 圈引出语境，借sk send an exercise to listen and do the 助电子书包，让students. exercise by self. 学生通过自主听录音，完成练习，

初步掌握文本中的信息。

知道ss在单词中的基本发音。

2、能听懂、读懂核心词汇hat, jacket, scarf, a pair of gloves/socks/shoes能用核心词汇表达穿着，并能正确抄写。

3、能用核心句型

What are these? What are those? They’re…进行询问和应答。

1、能正确朗读儿歌，并选择出含有该发音的单词。

2、在语境中复习巩固本单元的词汇与句型。

3、能熟练地朗读文本内容，知道不同人物喜好的不同穿着。

2. Show Kitty’s photo and message ，ask “Kitty, what do you have?”

3. Show some questions and Tom’s message.

借助电子书包，通过生词录音，2-1 Read the message 微课程教学，引by self. (Listen to 导学生自主学习the words.) 新词，并在不断的操练中巩固新2-2 Help Kitty 词，并掌握文本answer “Kitty, what 第一部分的内do you have?”

容。

2-3 Listen to the

teacher, then talk about self.

2-4 Watch the video

“a pair of的搭配”. Read “a pair

of shoes, a pair of

socks”.

2-5 Ask and answer

with teacher, then

in pairs. 2-6 Read the message

and answer some questions about the

message.

3-1 Look at Tom’s 通过让学生自主photo, ask some 提问，根据照片questions to Tom. 开展问答，自主3-2 Ask and answer in 学习文本，加强学生自己分析、pairs. 理解、学习文本的能力。

3-3 Read the message.

4-1 Look at the

在前两个文本学习的基础上，能

III. Post-task 4. Show Alice’s photo. 1.Point at the 1. Retell after Broad writing and teacher. retell.

2. Show the task 2. Share photos in groups, choose one task to talk. photo, try to finish 够根据照片自主Alice’s message.

完成Alice关于照片的描述。

4-2 Read the message. 通过板书梳理文本内容，复习巩固。

通过分组任务上传自己的照片并选择分层任务，运用所学进行语用输出。

IV. 1. Read and copy the words. Homework 2. Read the passage. 3. Share one photo in your Friends’ Circle and write something about your photo. 3B M2U3 Clothes

Clothes for weather

Who? Where? How’s the weather? What do you have? How? What can you do?

Kitty Harbin

cold

jacket scarf

warm

play snowballs

a pair of gloves

Tom Hainan

hot

T-shirt

cool

play in the sea

a pair of shorts

Alice Shanghai

warm

blouse skirt

watch the flowers

Broad writing

本课时文本：

Hello, I’m Kitty. I’m in Harbin. It’s cold in Harbin. I have a purple jacket and a red scarf. I have a pair of gloves too. I’m warm now. I can play snowballs.

Hello, I’m Tom. I’m in Hainan. It’s hot in Hainan. I have a pair of orange shorts and a pink T-shirt. I am cool now. I can play in the sea. Hello, I’m Alice. I’m in Shanghai. It’s warm in Shanghai. I have a white blouse and a pink skirt. I can watch the flowers.

【第二课时教学设计】

Date: 一、教学重点与难点

1、重点：能用I can wear...句型结合4个目标单词、词组和一些已学单词描述不同季节里的不同穿着。

2、难点：在different clothes for different seasons的情境中，能够运用I can wear...描述不同季节里的不同穿着。

二、教学技术与学习资源应用

PPT，板书，音频

三、教学过程：

Procedures Pre-task preparation

1.

Revision

2. Warming up Contents Methods 1.

Talk about picture 2.

Read 3.

Chant 1. Ask and answer Purpose Paul’s

复习上一教时的语言知识以及文本，为新课做好铺垫。

While-task procedure The text learning

I can wear…

1. Elicit the picture book 2. Ask and answer 3. Listen and match 1.

Read 2.

Ask and answer 1. Listen to Paul 2. Read and spell 3. Ask and answer

jacket 自然过渡到新课，并初步感知文本

学习新句型，并使学生自然运用语言。

通过朗读单词、

hat 1. Read and spell 2. Ask and answer 1. Read and spell 2. Teach: scarves 1. Read the phrase 2. Ask and answer

词组，以提问的方式总结提炼对图片的理解，让学生体验在不同的季节中不同的穿着。

scarf a pair of gloves Read the paragraph about winter Post-task activity Assignment 1. Read the paragraph

教师引导，检测2. Find the key information

学生对段落的理解。

Read the paragraphs 1. Read the paragraphs

由扶到放，学生about spring, summer 2. Find the key information 自己习得。

and autumn 3. Check Read the whole text Read the whole text

通过朗读复习所学。

Make a poster 1. Make a poster 输出、总结，运2. Performance 用语言，为下一课时作铺垫。

Illustrate the group’s poster after class.

Text: (再构文本) Spring is nice and warm.

I like planting trees in the garden.

The plants grow and grow. I can wear my sweater and trousers.

Summer is sunny and hot.

The sun shines and shines. I like swimming and running on the beach.

I can wear my T-shirt and shorts. But no socks.

Oh, yeah!

Autumn is windy and cool.

The wind blows and blows. I like flying a kite in the park. I can wear my favourite jacket and shoes.

Winter is snowy and cold.

The snow falls and falls. I like making snowmen outside.

I can wear my hat, scarf and gloves.

【第三课时教学设计】

Date: 一、教学重点与难点

1、重点：能用I can wear...句型结合六个目标单词、一个词组和已学知识描述不同天气及活动中的穿着。

2、难点：能够在Different clothes for different weather的情境中，运用所学知识及句型结构描述不同天气下、不同活动时的穿着。

二、教学技术与学习资源应用

PPT，板书，音频

三、教学过程：

Procedures Pre-task preparation While-task procedure Contents 1.

Warm up.

2.

Revision. Lead-in. Passage Learning. Methods 1.

Watch a video. 2.

Read and say. 1.

Brainstorm.

Part by part learning. Purpose 复习一、二教时的语言知识以及文本，体现单元性。

复习旧知，创设语境。

在体验理解文本的过程中进行语言学习。

通过视听导入呈现语言，运用口头与书面相结合的方法帮助学生巩固目标单词，并引导学生进行进一步的文本解读，更好地尝试语用。

通过听力导入第二段文本内容，在与学生的交流中获取信息反馈。帮助学生理解语段内容，提取语言信息。

通过学生的自主阅读加强语言运用，锻炼学生自Part one. 1.

Listen and think. Cloudy days can be 2.

Ask and answer.

fun! 3.

Trace and write.

4.

Pair works. Part two. 1.

Listen and think.

Snowy days can be 2.

Ask and answer. fun! 3.

Role-play.

4.

Read. Part three & Part four. . 1.

Windy days & Sunny 2.

days.

主学习的能力。

Post-task activity Consolidation. 通过小组活动形成生生互动，开展语用训练。

1.

Read the passage. 2.

Fill in the blanks. 3.

Group work. Assignment

Text: (再构文本) 主文本：

1.

Read the passage. 2.

Make your own photo album and introduce it to your friends. Cloudy days can be fun! In spring, I like going to the park. I can sit on the green grass, watch the funny clouds and enjoy the beautiful sky. So cool!

Snowy days can be fun! In winter, I like making a snowman outside. I can wear a hat, a scarf, a pair of gloves and a pair of boots. They keep me warm. Wow! What’s that? It’s a snowman. Let’s make a lovely snowman! How happy!

Windy days can be fun! In autumn, I like flying a kite in the park. I can wear a jacket and a pair of trousers. Let’s go! Have a good time!

Sunny days can be fun! In summer, I like swimming in the water. No socks, no shoes. I can wear my swimsuit. In autumn, I like having a picnic on sunny days. I can wear a sweater. How beautiful! Here we go! Colourful seasons, colourful clothes and colourful life, I love you!

辅助文本：

A: Look. There are many clouds in the blue sky.

B: What are those? Are they shoes? A: No. They’re socks.

B: What’s that?

A: It’s a hat, I think.

B: I like it. It’s funny. I can wear a hat on windy days.