Unit 6 单元教学设计

课题：PEPUnit6Changingforthe《义务教育英语课程标准（2022年版）》指出：英语课程内容由主题、语篇、语《义务教育英语课程标准（2022年版）》指出：英语课程内容由主题、语篇、语PEPUnit6Changingforthe畴PartA（Let’stalk;Let’slearn;）学生能够会读、听懂、拼写衣物的核心词汇：能在情境中运用核心语言“Whose...isit?/Whose...aretheseThey’re...”询问和回答物品所属关Part（Let’stalk; 能在情境中运用核心语言“Whichseasondolike?...Ican/often...”PartALet’swhwh在单词中的发音。wh在单词中的发音并能PartBReadand衣着等相关词汇和句子，如“Springisgreen.Iplaygamesandsingsongs.WeardressesandT-shirts等。能描述每个季节的活动，如“Itakemanywalks,flymykite.Iplaygamesandsingsongs-情境中运用核心语言“WhatdoyouusuallydoPartCreading3.4.Listenanddo,Makeasurvey本单元内容围绕“Changingforthereasons”这一主题展开，涉及五个语篇，包括两组语篇二是一首歌谣，语篇以冬季为背景，提出了几个问题。先是询问“为什么冬Sarah喜欢冬天，她能在雪中玩耍和堆雪人，Binbin也喜欢冬天，冬天里有很多节日，语篇四是四首诗歌，ChenJie通过诗歌的形式描述了四季的色彩、活动及穿着，展ZipKoala过圣诞的故事,weatherlike?It's...playbasketball,makeasnowman,flyakite,seeafilm.以及描述不同天气下进行的活动的核心语言：On...days,Wecan’t...butwecan...这些知识储备为本单元的学习做了铺垫。文化差异：涉及西方特定季节文化习俗（），因了解不足，理运用核心语言“Whose...isit?It’s.../WhosearetheseThey’re...”1.Lesson1视听说课“Clothesindifferentseasons”(PartALet’stalk&let’swh在单词中的发音并能够使用发音规2.Lesson2语音课“Thesongofseasons”(PartALet’sspell)3.境中运用核心语言“Whichseasondoyoulike?...Ican/often...”谈论喜欢的季节及活3.Lesson3“Activitiesindifferentseasons”(PartBLet’stalk&let’slearn)4.Lesson4“Colourfulseasons,colourful（PartBReadandwrite&5.Lesson5“Ourlivesaredifferentineach（PartCReadingtime五、教学重点能在情境中运用核心语言“Whose...isit?It’s...WhosearetheseThey’re...”whwh能听、说、读、写季节的核心词汇能在情境中运用核心语言“Whichseasondoyoulike?...Ican/often...”谈论喜欢的季如“Springisgreen.Iplaygamesandsingsongs.WeardressesandT-shirts等。能够准确认读、拼写并理解与衣物、天气相关的词汇：coat,sweater,shorts,Tshirt,cold,snowy，能在情境中运用核心语言“Whatdoyouusuallydoon...?”谈论节日活whHowareourlivesdifferentineach围绕单元主题，深挖各课时话题，在单元大任务“Howareourlivesdifferentin分目标，设计问题解决的任务清单（1：Whatdowewearindifferentseasons?2：htdoedoindierntssons?3：oweourlivsdentindentssons在课时教学中创设真实的情境，重视学生的真实经验和体验，充分发挥学生的ClothesindifferentPartALet’stalk&let'sThesongofPartALet’sActivitiesinPartBLet’stalk&let’sseasons,colourfulPartBReadandwriteOurlivesaredifferenteachPartCReadingTheFirstPeriod（第一个课时PartALet’stalk&let’s（2022版What:本语篇是小学生日常生活对话，围绕孩子与妈妈在整理衣物的场景展开学习。Sam先后询问毛衣、袜子是谁的，妈妈分别回应是爸爸的、自己的；孩子还询问能否穿新衬衫，Sarah同意但提Why作者通过呈现孩子与妈妈在整理衣物场景中的对话,引导How:该语篇是小学生日常生活对话，涉及衣物的核心词汇，如“sweater,coat,socks,dress,shirtSarahSam帮妈妈整理衣物的情景，使学生感知句型：Whosesweateristhis?It’syourdad’sWhosesocksaretheseThey’remine.的语用和语义情景，学生“不同天气的着装”以及“衣物归属”的话题高度契合。他们能够凭借生活经验理解对话can引导的表示请求的一般疑问句，在实际对话中正确使用这些sweater,coat,socks,dress,shirt以及询问物品主人的核心语言“WhosesweateristhisIt’syourdad’sWhosesocksaretheseThey’remine.”；（学习理解“Whose...isit?It’s...WhosearetheseThey’re...”和同伴谈论物品3.能在情境中运用核心语言“Whose...isit?It’s.../Whose...arethese?They’re...”询问和回答物品所属关系。PPT（体现学生主体Singasong-《WhatshouldIweartoday?》Let’sreviewQ:What’stheweatherlikein...?Lookand(BTalk情景T:Look,children,Whocanyouseeinthepicture?Whataretheydress,shirt以及询问this?It’syourdad’s.Whosesocksarethese?They’remine.（白：SarahandSamaregoingonatripwiththeirfriends,Sarahandmotherareputtingawaytheclothes.浏览主情景图，图片感知大意。整合之前已学知识，为后面的理解语篇做准备。WatchandchooseQ1:WhosesweaterisIt’sSam’smum’s.Q2:WhosesocksareT:WhatcolourareThey’re5.ReadandchooseSam:WhosesocksareQ2:It’sSam’s选项:They’re A:They’remine.ListenandfillSam:CanIwearthis Sarah:Yes,butwear 教授词汇ThinkandQ:WhatdoyouthinkSarahandSamisfunnyandcute.Sarahishelpfulandcaring.8.Lookandanswer(出Q1:Whatcolourisit?It’spurple.Q:Whosedressisthis?It’sMum’s.教授词汇9.Lookandsay(根据不议It’scold.Wewearcoatandsweater.It’shot.Weweardress.It’swarm.Wewearshirt.10.Listenandrepeat12.Readand11分角色扮演对12.言“Whose...isIt’s...Whose...theseThey’re...”和13.Match,askandA:Whosesweaterisit?B:It’sLuWei’s.A:WhoseshirtsareB:They’reXiao“Whose...isit?It’s...Whose...theseThey’re...”和“Whose...isit?It’sWhosearetheseThey’re...”3.14.Choose,colourandBinbinandXinxinarepackingfortheirwinter14.Binbinandmine.句型：Thesocksaremine.

Let’stalkNo,theyYes,itIt’syourNo,theyYes,itIt’syourThey’re )2.Whosecoatis )3.Arethey )4.Whosesocksare )5.CanIwearthisnewshirtWordbanks:Clothes(衣服)Wordbanks:Clothes(衣服)pants,dress,shoes,sweater,shortshat，jacket,shirtcoatsocks,shirtT-shirt.Colour(颜色):yellow,blue,brown,purple,black,orange,white,pinkredgreen..Iwillgo Iwillwearmy （亮点与不足

物类词汇“sweater，socks,shirt,coat,dress”等有了较好的认读Thinkandsay环节让学生评价人物，激发了批判性思维；观Match,askandanswerMatch,askandanswerChoosecolourandsay活动中，多数学生能准确问答，语言输出较为流畅。TheSecondPeriod（第二个课时PartALet’s2022版《义务教育英语课程标准》二级目标指出：学生能借题。先是询问“为什么冬天如此寒冷”,探讨冬季气候特点；接着Why:wh（（）“wh”开头的疑问词用法。How:“why,what,where,who”wh的发音有/w/和/h/Whatdoyouwearinthesnow?”“Oh,whereismyglove?wh的两种发音/w/和/h/wh的单词;（学习理解）（现作出评价。（迁移创新wh的单词。PPT1.Chantwith1.ReadandanswerQ1:Whyiswintersocold?Q2:Whatdoyouwearinthesnow?Wewearsweaterandcoat.Q3:Whereisgirl’sglove?Zipwearglove.Readandcircle(圈出含Wh组合的单词wh组wh组合的单wh的单Let’swhwho时，一般Let’s教师播放视频引导学生6.Listen,repeatand2.教师根据观察学wh的符合发音规律的单词,7.Let’s呈现两组难度不同的拼身学习情况选择拼读任习情况选择拼读生在小组合作中的参与度以及拼读的准确性，及时对练习内容进8.Let’s8.wh不同的观察学生是否能分类，并给予指9.Read,listenand9.10.Look,listenand11.Let’sreada帮助学生整体朗读绘本故事《TheWhaleandtheWhaleandthewh的单词拓展型作业：继续阅读绘本故事《TheWhaleandtheWheat（亮点与不足（一）ChantwithmeReadandanswer环节，结（二）（三）whwh组合单词，再（一）Let’sgroup环节虽设计小组活动，但对小组任务分工、合作（二）TheThirdPeriod（第三个课时PartBLet’stalk&let’s（2022版）《义务教育英语课程标椎》指出在语境中理解词汇的含及相应的活动展开。SarahBinbin言，如“Whichseasondoyoulike?WinterIcan/often...”该对话情节简单知识储备：学生已经掌握了活动的词汇,如“playbasketball,makeasnowman,flyakite,seeafilm,playfootball,playgames,readbooks”以及描述不同天气下进行的活动的核心语言：On...days,Wecan’t...butwecan...在第如“autumn”等较长单词。在口语表达上，可能出现语序混乱、语法错误等问题，如表述自己喜欢的季节活动时，不能准确运用“can”等情态动summer,autumn,winter.及谈论喜欢的季节和活动的核心语言“Whichseasondoyoulike?...Ican/often...”；（学习理解）能分角色扮演对话并运用核心语言对班级同学的季节喜好进行调2.能在情境中运用核心语言“Whichseasondoyoulike?...IPPT（体现学生主体seasondoyouSingasong-1.Singasong-WhatshouldIwearLet’sreview说出闪现的衣物单词LookandQ1:Whoarethey?They’reBinbinandSarah.Q2:Whataretheydoing?They´redrawingaWatchandchooseQ:Whataretheytalking5.ListenandQ1:They’reBinbinandSarah.Q2:They´rea唱歌活跃课堂气的距离。教师观察学生是否能说出衣物的表扬。教师观察学生是否能看图回答问馈。教师观察学生是否能看视频选择反馈。Q:WhichseasonSarahBinbinlike?教授词汇ListenandtickQ:WhatcanSarahdoinHeplayplayintheflyamakeaListenandanswerQ1:WhichseasondoesBinbinlike?HelikesQ2:Whatdotheyoftendoinwinter?Therearemanyfestivals.Hisfamilyandheoftengettogetherandhavefun.Let´sWhichseasonisit?It'sspring.Wecanflyakiteandtalkawalk.WhichseasonisQ1:Helikeswinter.Q2:Therearemanyfestivals.Hisfamilyandheoftengettogetherandhave否能听录音选择指导和反馈。教师观察学生是否能听录音勾出指导和反馈。教师观察学生是否能听录音回答帮助。It'ssummer.It´sWecanswiminthepool.Wecaneatwatermelon.(3)Whichseasonisit?It’sautumn.Wecanpick汇9.Readand教师观察学生是否能完成简单的图文配对并描述10.Listenand10.talk2.能分角色扮演对话并运用核心语言对班级同学的季节喜好进行用英语汇报调查（12.DoasurveyA:WhichseasondoyouB:IThirtystudentslikespring.Fifteenstudents11.12.调查同学喜欢的教师观察学生能否能做调查并汇现给予必要的提示和指导。设计意图：本阶段学习活动旨在帮助学生在归纳和整理核心语言的基础上，通过角色扮13.Drawandsay(画出你I I 教师观察学生是否能完成绘画任困难的学生提供帮助。Let’stalk抄写单词：spring,summer,autumn,winter三遍。 拓展题：Makeasurvey:What’syourfamily’sfavourite（(一）与不足（二）DoasurveyRole-play环节中，有师生互评、自评和生生互评。（一）（二）TheFourthPeriod（第四个课时PartReadand义务教育英语课程标准(2022What：本语篇是四首诗歌，ChenJie通过诗歌的形式描述了四季的How：本语篇是四首诗歌，运用色彩来象征四季，如“Springgreen.Summerisblue.Autumnisorange.Winteriswhite.”，赋予季节鲜明Itakemanywalks,Andflymykite.Iplaygamesandsing对于像四季特点这种贴近生活、具有明显特征的内容，能够初步感知和区分。但对于抽象概念如事实（act）和观点（pinon）的准确辨别，还需要进一步引导和练习。white天气“cold,warm,cool,hot,sunny,windy,cloudy,snowy”季节“spring、summer、autumn、winter”、衣物“coat、dress，sweater，shirt,socks”、活动：flyakite、takeawalk,makeasnowman等相关词。对四季的基本（应用实践词汇和句子，如“Springisgreen.Iplaygamesandsingsongs.WeardressesandT-shirts等。PPT（体现学生主体Singasong(What’syourfavouriteseason?)It'shotandsunny.Wecanswiminthepool.It'swindyandcool,Therearelotsoffruits.Therearegoldenleaves,too.2.（学习理解It'warm.TherearegreentreesandbeautifulflowersIt'scoldandsnowy,Icanmakeasnowman.3.FreeT:WhichseasondoSs:...I4.4.Readandcircle(短文，圈出四季5.Readandfill(5.短文，完成填空6.6.Readandwrite（Fact）or7.7.ThinkandT:Seasonsarecolourfulandbeautiful.Enjoytheseasons!Enjoythelife!Protecttheenvironment!Lovethenature!8.Listenand8.用实践9.Let´s教师利用思维导图引导10.Look,chooseand设计意图：本阶段学习活动旨在帮助学生基于语篇内容复述短文，二项活动层层递进，3.能结合自身生活制作个性化旅行卡培养创新思维和语言综合运用能力。（迁移创新11.DiscussinA:WecangotoHaikouinB:Yes,it’shotthere.C:IcanwearmynewD:Icanswiminthesea.E:Icaneatseafood.12.MakeatravelcardandshareinclassIlike Icangoto Icanwear Icaneat 一、单词翻译，把相应的序号填在（） B. （一）Whatsouravoutesson?”让学生在欢快旋律中初步感知四季主题；猜谜活动以描述四季特征引导学生思考和作答，促使学生主动运用语言知识，激发探索欲。（二）活动设计覆盖听、说、读、写。Listenandrepeat锻炼听力和语音模仿能力；Freetalk,Discussinpairs为学生提供口语表达机会，培养交流能力；Readandcircle,Readandfill,ReadandwriteF(Fact)orO(Opinion)提升阅读技巧，训练信息提取、判断能力；Look,chooseandwrite及制作旅行卡片则强化书写能力，实现语言技能综合发展。（三）（一）如RednditeFat)orOpinon)”（二）DiscussinpairsThePeriod（第五课时PartCReadingWhat:ZipKoala过Why:ZipKoala如“Whatdoyouusuallydoon...?I...”及穿着建议的语言，如“Ineedtocold,rainysnowycloudywindy”What'stheweatherlike?It's...playbasketball,makeasnowman,flyakite,seeafilm.以及描述不同天气下进行的活动的核心语言：On...days,Wecan’t...butwecan...T恤去海滩的生活场景比较陌生。能在教师指导下完成续编故事。（迁移创新coat,sweater,shorts,Tshirt,cold,snowy，能在情境中运用核心语言“Whatdoyouusuallydoon...?”谈论节日活动。PPT（体现学生主体Singasong-《《WhatshouldIwear说出闪现的季节和Q1:TheyareZipandQ2:Attheairport.Q3:It’sverycoldQ4:Merry2，IputonmyshortsandT-shirtandgotoshouldIweartoday?2.Sharpeyes(季节和衣物词汇。3.FreeQ1:WhichanimaldolikeI1.4.LookandQ1:WhoareQ2:Whereare习理解Q3:What’stheQ4:WhataretheyMerry5.ReadandQ:WhatdoesKoaladoChristmas2教学句子：IputonmyshortsandT-shirta