下载文档原格式
单元整体教学设计四下Unit 5 My clothes一、单元主题：Clothes for different places该主题属于“人与自我”和“人与社会”范畴，属于“生活与学习”和“社会服务与人际沟通”主题群，涉及“学习与生活的自我管理”和“团队生活与集体生活，参与意识与集体精神”。
二、教学理论《义务教育英语课程标准（2022年版）》指出：“英语课程的实施要充分发挥核心素养的统领作用，以主题为引领选择和组织课程内容，以语篇为依托融入语言知识、文化知识、语言技能以及学习策略等学习要求，以单元的形式呈现。
“2022版课标”的课程六要素新增了“主题”和“语篇”两个要素，并突出了单元整体教学的重要性。
单元整体教学过程的设计要先从整体安排教学环节，形成单元框架结构。
（王建平，2020）无论是单元整体框架，还是课时教学，都要有学生的学习活动作支撑，围绕单元学习重点、促进单元目标的达成，因此学习活动要体现整合性和纵深性。
单元整体教学是指教师基于课程标准，围绕特定主题，对教材等教学资源进行深入解读、分析、整合和重组后，搭建起的一个由单元大主题统领、各语篇次主题相互关联、逻辑清晰的完整教学单元，使教学能够围绕一个完整的主题设定单元目标，引导学生基于对单独语篇小观念的学习和提炼，逐步构建基于该单元主题的大观念。
三、单元内容分析本单元的学习主题是衣物，主要学习各类衣物名称，询问衣物的归属，描述自己的喜好等，这些内容和学生的生活比较贴切。
但是各课时之间的情景和话题分割性比较强，所以结合教学目标和学习主题，本单元的单元大任务为“Clothes for different places”，划分成为五个课时：Clothes for PE class（A Talk& B Learn）；Clothes for the party(A Learn&C Story)；A Let’s spell; Clothes for the trip(B Talk& Let’s find out)；Clothes for the summer camp(B Read and write)引导学生根据不同场合选择不同的穿衣风格，形成良好的生活习惯，学会合理搭配自己的衣物。
第五单元知识梳理第五单元复习班级姓名学号一、判断每组中画线部分读音是(T)否(F)相同。
( )1. apple table ( )2. little uncle ( )3. shorts shirt ( )4. clothes sock ( )5. pack jacket ( )6. whose those ( )7. shirt fork ( )8. mine animal 二、选出每组中不同类的一项。
( )1. A. brown B. green C. jacket( )2. A. skirt B. dress C. wait( ) 3. A. me B. mine C. yours( )4. A. eight B. pants C. twenty( )5. A. this B. clothes C. that三、单项选择。
( )1. — kite is this? —It's Tom's.A. Who'sB. WhoseC. What( )2. —Is this Tshirt ? —Yes, it is.A. AmyB. Amy'sC. Amys'( )3. — are the shoes? —Yellow.A. What colourB. How manyC. Where( )4. —Is that your blue jacket? —No, .A. it isn'tB. it isC. is not( )5. My sweater new. Your pants old.A. are; isB. are; areC. is; are( )6. Where my shorts?A. isB. amC. are( )7. this hat? Whose is it?A. What'sB. What aboutC. How( )8. I want my new jacket.A. wearB. to wearC. wears( )9. You're on a trip.A. goB. goingC. goes( )10. This ruler is . is over there.A.mine;YourB. me ;YoursC. mine; Yours四、情景选择。
The sixth period (第六课时)Part B Read and write & Let’s check & Let’s sing▶教学内容与目标课时教学内容课时教学目标Read and write ·能够通过图片等读懂短文，看图选择肯定或否定回答·能够按照意群和正确的语音、语调朗读短文·能够在有意义的语境中抄写单元核心句型，并根据实际情况仿写句子Let’s check·能够根据图片信息预测听力考查点，有意识地去听录音并完成判断任务·能够在教师的引导下仔细看图并完成单词与图片的连线任务Let’s sing·能够借助图片、PPT了解歌词意思，并学会清晰、准确地演唱▶教学重点能够通过图片等读懂短文，并按要求完成练习。
▶教学难点能够通过观察图片理解例句，并能够在有意义的语境中仿写核心句型。
▶教学准备1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。
2. PPT课件、课文录音、视频、卡片等。
▶教学过程Step 1: Pre-reading①1. Greetings.2. Revision.Use the word cards to help students review the words of the clothes.3. Look and say.Show a picture on the PPT. Students look at it and say the words.S1: Whose pants are those? Teaching purpose①用单词卡片复习相关衣物类的单词，通过活动“看一看，说一说”复习相关单词和句型，激活学生已有知识，为后面的学习做好铺垫。
S2: They’re Sarah’s.S1: What colour are they?S2: They’re blue.Step 2: While-reading1. Look at the picture.Present the picture of Sarah. (课件出示:Read and circle中Sarah的夏令营图片)T: Sarah’s summer camp is over. This is a photo of her and her friends. Who are they? What are they wearing?Encourage students to answer the questions and check the answers.2. Listen and understand.Play the recording of the first sentence. （课件出示:Read and circle 中第一句的音频）T: Oh, it’s time to pack the clothes.Do the action to help students understand the word “pack”. Teach the word.3. Watch and circle.②Show the pictures of many clothes on the PPT. Ask students to look at the pictures and circle the clothes Sarah will pack. (课件出示:各类衣物的图片)Play the cartoon. （出示课件）Students watch the cartoon and circle the right pictures.4. Read, circle and underline.③(1) Students read the text. Try to circle A or B by themselves in the books.(2) Students underline the sentences about the descriptions of the clothes.5. Check the answers.6. Read the text.Students read the text after the recording. Then practice the text by themselves. （出示课件）7. Point and say.Students point to the pictures. Ask and answer in pairs.Step 3: Post-reading1. Look and write.④(1) Ask students to look at the pictures of “Look and write”. Lead students to answer the questions: Who is he/she?/What are these?/What is this?T: Whose…are/is…?S1: These are John’s shoes.S2: This is Chen Jie’s dress. Teaching purpose②初看动画，请学生圈出相应的衣物，为后面的阅读任务的完成降低难度，对学生进行阅读策略的培养。
