Module 2 Unit 3 Clothes（讲义）-2023-2024学年牛津上海版（试用本）英语三年级下册

东门小学英语单元整体设计 Teaching Plan for Oxford English（3A M2U3） 主备者： 调整者： 第一部分：单元规划 1、 分析教材结构 项目 内容 主题 人与社会 人与自然 （单元话题 clothes ） 功能 交往 情感 态度 （单元功能 介绍 ） 育人价值 教材 板块 内容 功能 核心 板块 Learn the sounds 字母组合 -ss在单词中的发音 Look and learn 核心词汇hat, scarf, jacket, a pair of gloves, a pair of socks, a pair of shoes Look and say 核心句型:What are these/those? They’re... 非核心板块 Play a game 对话操练：What are these/those? They’re... Say and act 语篇Danny’s hat Listen and enjoy 熟练朗读儿歌，并注意语音语调。 2、 厘清内容要求 教材 内容 学习内容 学习 水平 学习要求 3B M2 U2   语音 1.1 读音规则 1.1.3 常见字母组合的读音规则 -ss A 背记常见字母组合-ss的读音规则 1.2 国际音标 /s/ 识别并正确朗读国际音标/s/ 1.3 朗读 1.3.2 基本句式的朗读语调 What are these/those? They’re … 用正确的升降调朗读基本句式 1.3.2 句子的朗读节奏 感知句子朗读时的节奏 词汇 2.1 核心词汇 hat, scarf, jacket, a pair of gloves, a pair of socks, a pair of shoes C 背记、理解和运用核心词汇 2.3 非核心词汇 classroom,glass,clothes,these,those,funny... A 知晓非核心词汇 句法 4.2.2.2 特殊疑问句 What are these/those? C 用特殊疑问句提问，并做出回答 语篇 5.1.1 （记叙文）基本信息 A 简单讲述对话、故事等记叙文中的时间、地点、人物、事件等基本信息 5.1.2 （记叙文）基本结构 B 描述人或物；阐明事件的起因、经过、结果 3、 学情分析 内容 知识要点 教材栏目 学生基础 活动选择 语音 常见字母组合-ss的读音规则 Learn the sound （ ）熟知 （√ ）略知 （ ）新知 倾听、模仿、朗读、... 词汇 核心词汇hat, scarf, jacket, a pair of gloves, a pair of socks, a pair of shoes Look and learn Listen and enjoy （ ）熟知 （ ）略知 （ √）新知 倾听、模仿、朗读、问答... 句法 核心句型核心句型:What are these/those? They’re... Look and say Play a game （ ）熟知 （ √）略知 （ ）新知 倾听、模仿、朗读、问答、交流... 语篇 理解语篇含义的同时，提高听说和交际能力 Say and act （ ）熟知 （ ）略知 （√ ）新知 倾听、朗读、阅读、问答、表演... 4、 单元课时、话题及教学版块安排 课时 话题 版块 P1 Looking for my clothes Look and learn, look and say, learn the sound P2 Enjoying the clothes Look and say, play a game, learn the sound P3 Danny’s ‘hat’ and ‘horse’ Look and say, Say and act, learn the sound P4 Clothes for the party Listen and enjoy, Say and act, learn the sound 第二部分：单元教学目标与分课时教学目标 一、单元教学目标 · 知识与技能 1、 在语境中，模仿并掌握字母组合ss在单词中的发音，正确朗读例词和儿歌。 2、 在语境中，学习服饰的核心词汇hat, scarf, jacket, a pair of gloves, a pair of socks, a pair of shoes正确识读和拼写，理解其语义。 3、在语境中结合已学句型运用What are these/those?They’re …简单描述各种服饰。 4、在语境中，学习并理解运用What are these/those?They’re …等进行问答和交流；在此基础上，运用What are these/those?They’re …中描述，合理表达各自的服饰喜好。 · 文化与情感 在语境中，感受服饰的特征与多样，学会合理使用礼貌用语，懂得尊重并赞美他人。 · 学习策略 1、通过图片、视频等形式的语境学习语言。 2、通过听说读、角色扮演、小组活动等方式，借助语篇语境带动语言的学习。 3、通过问题链的方式，学生从获取信息、分析信息、形成框架、尝试语用，向 运用信息、体验语用发展。 · 语用任务 能在语境中，借助图片、文字和板书信息，运用本单元的核心词汇及核心句型问答与描述服饰，语调正确达意，表达规范流畅。 2、 分课时教学目标 话题 知识与技能 语用任务 情感态度 Period 1 Looking for my clothes 1.能正确跟读例词及儿歌，并感受常见字母组合 “-ss”在单词中的读音。 2.能初步建立hat, scarf, jacket, a pair of gloves, a pair of socks, a pair of shoes及其单复数等核心词汇音、形、义之间的联系。 3.能在语境中问答与描述What are these/those?They’re …，语音语调正确。 在语境、图片、语言支架的帮助下，朗读描述服饰的语段，语音正确，语调优美。 在语境中，感受服饰的多样，感受服饰的特征。 Period 2 Enjoying the clothes 1.能朗读例词并尝试朗读儿歌，进一步感知常见字母组合“-ss”在单词中的读音。 2.能初步运用hat, scarf, jacket, a pair of gloves, a pair of socks, a pair of shoes及其单复数等核心词汇描形容服饰的特征。 3.能知晓、正确朗读these,those,funny等非核心词汇。 4.能正确理解，并初步运用本单元的核心句型What are these/those?They’re …问答与描述服饰，表达正确、规范，达意。 在语境、在图片、语言支架的帮助下，问答与描述服饰，语音语调正确，句法基本规范、正确，表达较为流利。 在语境中，感受服饰的季节性与性别特征，感受服饰美。 Period 3 Danny’s ‘hat’ and ‘horse’ 1.能知晓常见字母组合“-ss”在单词中的读音，并能正确朗读例词及儿歌。 2.能在语境中正确、熟练地运用hat, scarf, jacket, a pair of gloves, a pair of socks, a pair of shoes及其单复数等核心词汇描述描形容服饰的特征，并能正确书写。 3.能在语境中正确、熟练地运用本单元的核心句型What are these/those?They’re …问答与描述服饰，句法正确，表达流畅。 在语境中，问答与描述服饰，句法规范、正确，语音正确，语调规范，表达流畅。 在语境中，进一步增添对衣服的喜爱及对他人服饰的赞美，学会有礼貌。 Period 4 Clothes for the party 1.能知道常见字母组合 “-ss” 在单词中的发音，并能正确朗读例词和儿歌； 2.能运用本单元hat, scarf, jacket, a pair of gloves, a pair of socks, a pair of shoes及其单复数等核心词汇描形容服饰的特征，并能正确书写； 3.能知晓these,those,funny等非核心词汇； 4.能运用核心句型What are these/those?They’re …问答与描述服饰，表达规范正确，并能正确书写。 能在语境中，借助图片、文字和板书信息，运用本单元的核心词汇及核心句型问答与描述服饰，语调正确达意，表达规范流畅。 在语境中，感受服饰的特征与多样，学会合理使用礼貌用语，懂得尊重并赞美他人。 第三部分：分课时教学设计 第一课时 P1：Looking for my clothes 1、 教学文本 Little Peacock: Good morning, Little Rooster. What’s that on your head? Little Rooster: It’s a hat. It’s red. Little Peacock: How cool! I like your hat. May I have your hat? Little Rooster: No! No! No! Little Peacock:Good afternoon, Little Parrot. What’s that on your body? Little Parrot: It’s a jacket. It’s green. Little Peacock: How nice! I like your jacket so much. May I have your jacket? Little Parrot: No! No! No! Little Peacock:Good morning, Little Rabbit. What’s this on your neck? Little Rabbit:It’s a scarf. It’s purple. Little Peacock: So beautiful! I like your scarf. May I have your scarf? Little Rabbit: No! No! No! Little Peacock: Good afternoon, Little Cat. What’s this on your hand? Little Cat: It’s a glove. It’s black. Little Peacock: So cool! I like your glove. May I have your glove? Little Cat:No! No! No! Little Peacock: I can’t find nice clothes. Mum: Look! Here’s a nice dress! Little Peacock: How beautiful! I like this dress. May I have this dress? Mum: Sure. It’s for you. Have a good time! Little Peacock: Thank you, Mum! Procedure Contents Methods Purpose Evaluation Pre-task preparation 1. Warm-up 2. Revision 3. Elicit: Little Peacock Sing a song. <Your clothes> Ask and answer. Lead in. 通过歌曲复习单词，引出主题clothes。 引出主人公Little Peacock并初步了解。 While-task procedure Scene 1 Learn: hat, hats, What’s that on…? Scene 2 Learn: jacket Scene 3 Learn: scarf/ scarfs/ scarves Scene 4 Learn: glove/a pair of gloves What’s this on…? Scene 5 1-1 Listen to Dialogue1. 1-2 Read and spell the word: hat(s) 1-3 Say a chant. 1-4 Learn: What’s that on…? 1-5 Ask and answer. 1-6 Read in roles. 2-1 Listen to Dialogue 2-2 Read and spell the word: jacket 2-3 Say a chant. 2-4 Read in roles. 3-1 Listen to Dialogue 3 3-2 Read and spell the word: scarf 3-3 Touch and answer. 3-5 Make a chant. 3-6 Learn and spell: scarfs/scarves 3-7 Say a chant. 3-8 Read in roles. 4-1 Listen to Dialogue 4-2 Read and spell the word: glove 4-3 Learn:What’s this on…? 4-4 Learn:a pair of gloves 4-5 Sing a song. 4-6 Learn more about ‘a pair of’. 4-6-1Do a quick response. 4-6-2 Learn: a pair of trousers 4-6-3 Ask and answer. 4-7 Read in roles. 5-1 Listen to Dialogue 5-2 Say and act. 语音渗透。 有节奏地朗读，巩固单词，增添学习乐趣。 通过师生、生生对话，以句型操练带动单词的复习巩固。 通过夸张的肢体语言和对话，更好地体验角色。 语音渗透。 在儿歌中巩固。 在角色扮演中体会。 通过亲自感受物品的特征，自编儿歌，体会学习的快乐。 分角色朗读，帮助学生更好地进入情境。 已知句型带动单词的操练，理解语言的内容和功能。 通过递进式的操练，让学生理解a pair of的含义。 通过歌曲的演唱，巩固新授内容，活跃课堂气氛。 在模仿中加深理解与语用。 即时评价： 朗读是否流利，语音语调是否正确。 角色扮演中语言是否流畅，语音语调是否优美。 Post-task Activities More practice 1. Listen to the story again. 2. Read in roles. 3. Enjoy more clothes. 4. Make a new dialogue. 整体感知故事。 让学生选择喜欢的语段分角色朗读，体现出以学生为课堂教学的主体。 学业成果评价：对于预设的语言材料，朗读是否流利，语音语调是否正确优美。 Assignment 1. Listening & Reading: Listen and recite the new words. Listen to the materials. Read the words and the materials. 2. Speaking : Do a survey. Blackboard Design Looking for my clothes Little Rooster：hat Little Peacock：What’s this on..? Little Parrot：jacket Little Rabbit：scarf(scarves) Little Cat：glove a pair of gloves 教学 反思 二、教学过程 第二课时（Period 2） Enjoying the clothes 一、教学文本 Dialogue 1: Winnie: Little Peacock, what’s this? Peacock: It’s a hat. It’s red. Winnie: Oh, I see. It’s his hat. It’s so funny. Dialogue 2: Winnie: Little Peacock, she has a hat. What are these? Peacock: They’re gloves. They’re yellow. Do you like the gloves? Winnie: Yes, I do. They’re nice. Dialogue 3: Winnie: Little Peacock, what are those? Peacock: They’re jackets. They’re red, green and blue. Winnie: I like the blue jacket. How cool! 二、教学过程 Procedure Content Methods Purpose Evaluation Pre-task preparation 1. Warming up 2. Revision Sing a song. 2-1 Do a quick response. 2-2 Ask and answer. 2-3 Review the story. 通过游戏和介绍复习上一课时的核心词汇和故事内容。 While-task procedure 1. The first part of the story his, funny 1-1 Listen to Dialogue1. 1-2 Read and spell: his 1-3 Look and say. 1-4 Read and spell: funny 1-5 Enjoy more pictures of funny 1-6 Try to say. 1-7 Read in roles. 通过小孔雀和Winnie的出场引出故事。 聆听对话，熟悉对话发生的情境，进行角色演绎。 通过欣赏图片让学生直观理解funny的含义。 同桌对话，角色演绎。 即时评价： 朗读是否流利，语音语调是否正确。 角色扮演中语言是否流畅，语音语调是否优美。 2. The second part of the story What are these? They’re … 2-1 Listen to Dialogue 2-2 Learn to say: They’re … 2-3 Play a guessing game. 2-4 Learn and spell: these 2-5 Say a chant. 2-6 Say a new chant. 2-7 Learn to say: What are these? They’re… 2-8 Work in pairs. 2-9 Say a chant. 2 10 Make a chant. 2-11 Read in roles. 游戏活动，激发兴趣。 通过chant让学生初步区分特殊服饰单复数的表达。 3.The third part of the story What are those? They’re… 3-1 Learn and spell: those 3-2 Learn to say: What are those? 3-3 Listen to Dialogue 3-4 Compare: What are these? What are those? 3-5 Ask and answer. 3-6 Enjoy a rhyme. 通过jackets的引入让学生明白these和those的区别。 通过猜谜游戏让学生学会运用this/that/these/those针对物体进行提问。 Post-task activities More practice 1. Enjoy the whole story. 2. Read in groups. 3. Enjoy the animals’ fashion show. 4. Make a dialogue. 整体聆听故事，对句型进行进一步的巩固。 通过观看show，感受人类与动物的服饰美。 学业成果评价：对于预设的语言材料，朗读是否流利，语音语调是否正确 Assignment 1. Listening and reading: Listen and read the book on P22. Read the materials. 2. Acting: Choose one part of the story and act it out. 3. Speaking: Make a dialogue about the clothes. 分层布置作业，让学生的语用能力得以训练。 Board designing Enjoying the clothes What are these/those? They’re...They’re...(colour, how) 教学 反思 第三课时（Period 3） Danny’s ‘hat’ and ‘horse’ 一、教学文本 In the study Danny and Peter like reading English books together. Peter can read the English word for ‘hat’. It’s brown. It’s warm and nice. Danny: What’s this in English, Peter? Peter: It’s a hat. Peter can read the English word for ‘horses’. They are tall. They can run fast. Danny: What are these in English? Are they zebras? Peter: No. They’re horses. In the living room Danny can make a ‘hat’. It’s nice. Peter likes it. Danny: Look, Peter! Peter: Wow! What’s that? Danny: It’s a hat. Is it nice? Peter: Yes, it is. I like it! Danny can ride a ‘horse’. It is cool. Peter can ride a ‘horse’ too. They’re happy! Peter: What’s this, Danny? Danny: It’s my horse! Peter: I want to ride it. May I have a try? Danny: Sure. Danny and Peter like reading English books together. Peter can read the English words for ‘hat’ and ‘horse’. Danny can make a ‘hat’ and ride a ‘horse’. 二、教学过程 Procedure Content Methods Purpose Evaluation Pre-task preparation 1. Warming up 2. Lead-in 1-1 Enjoy an English song. 1-2 Review the words and sentences. 1-3 Ask and answer. 2. Set a scene: Danny and Peter are reading an English book in a study. 歌曲引入，激发兴趣，铺垫English。 While-task procedure 1. Picture1 and Passage 1 1)New word: word 2) New phrase: in English 2. Picture 2 and Passage 2 1) New word: horse 2) New sound: -ss 3. Picture 3 and Passage 3 4. Picture 4 and Passage 4 1) New phrase and daily expression : want to; --- May I have a try? --- Sure. 5.Passage 5 1-1 Learn Passage 1. 1-1-1 Watch the video of Pic.1. 1-1-2 Fill in the blanks. 1-1-3 Read Passage 1. 1-2. Learn the word: word. 1-2-1 Read the word: word. 1-2-2 Play a guessing game: 1-3 Listen and read Dialogue 1. 1-4 Ask and answer. 1-5 Read Pic. 1 and Passage 1 in roles. 2-1 Learn Passage 2. 2-1-1 Watch the video of Pic.2. 2-1-2 Fill in the blanks. 2-1-3 Read Passage 2. 2-2 Listen and read Dialogue 2. 2-3 Learn the word: horse. 2-3-1 Read the word: horse. 2-3-2 Say a chant. 2-4 Listen and read Dialogue 2. 2-5 Read in roles. 2-6 Act out Pic.1and Pic. 2. 3-1 Learn Passage 3. 3-1-1 Watch the video 3-1-2 Fill in the blanks. 3-1-3 Read Passage 3. 3-2 Enjoy a video of ‘making a hat’. 3-3 Listen and read Dialogue 3. 3-5 Act out Pic.3. 4-1-1 Watch the video 4-1-2 Fill in the blanks. 4-2 Listen and read Dialogue 4. 4-3 Learn: want to; --- May I have a try? --- Sure. 4-3-1 Look and say. 4-3-2 Ask and answer. 4-4 Read in roles. 4-5 Act out Pic.4. 5. Learn Passage 5. 5-1 Enjoy the video of Passage 5. 带着问题,观看视频，边看边思，养成良好的学习习惯。 通过猜测英文单词还是中文词语，巩固English和word这两个拓展词汇。 图一的小组分角色朗读，为图二的个人分角色朗读做铺垫。 从horse过渡到Learn the sound的语言-ss，学生通过诵读新编儿歌，既初步学习了语音板块，又操练了horse。 观看制作帽子的视频，直观感受词组make a hat。 提供不同场景，如骑自行车，操练May I have a try?的日常表达，学会有礼貌。 通过说一说、演一演，激发学习兴趣。 教材的总起语篇变为文本的小结，梳理故事大意。 即时评价： 朗读是否流利，语音语调是否正确。 角色扮演中语言是否流畅，语音语调是否优美。 Post-task activities More practice 1. Enjoy the whole story. 2. Think and judge. 3. Read the material in roles. 4. Try to say and act. 学生通过角色扮演，体会分享衣物、玩具的乐趣，进一步增添对衣服的喜爱之情。 学业成果评价：对于预设的语言材料，朗读是否流利，语音语调是否正确 Assignment 1. Listen to the dialogue on P24.☆ 2.Read P24 and the material.☆☆ 3. Act out the story with your friends after class.☆☆☆ 4. Write a passage about your favorite clothes.☆☆☆☆ 板书 设计 Danny’s ‘hat’ and ‘horse’ What’s this in English? It’s... May I have a try? Sure. 教学 反思 第四课时（Period 4） Clothes for the party 一、教学文本 Shop assistant: Welcome to my clothes shop! Danny: Wow, so cool！What’s this? Shop assistant: It’s a hat. It’s black. Danny: What’s that? Shop assistant: It’s a pair of gloves. Is it nice? Danny: Yes, it is. May I have a try? Shop assistant: Sure! Kitty: Wow! So nice! What are these? Shop assistant: They are dresses. Are they beautiful? Kitty: Yes. I like the blue dress. And what are those? Shop assistant: They are shoes. They are blue. Kitty: May I have a try? Shop assistant: Sure! Danny & Kitty: Let’s party! Danny: Look at me. I have a hat. It’s black. I have a pair of gloves too. So cool. Kitty: Look at me. I have a blue dress. It’s long. And I have a pair of blue shoes. So pretty! Danny & Kitty: We like singing and dancing together. We are happy. 二、教学过程 Procedure Content Methods Purpose Evaluation Part 1 Warming up 1. Sing a song. 2. Do a quick response. 3. Read the rhyme. 4. Do the exercise of the sounds.(T or F) 利用游戏来进一步复习单词，并通过听力练习看图选单词，来巩固核心词汇。 Part 2 Part 1: About words 1. Listen to Dialogue 2. Listen and complete. 3. Read in roles. 4. Listen and tick. 5. Look and say. 通过创设为party选衣服的情境，以店员与孩子们的对话展开。巩固核心词汇，通过练习、复习重点单词。 Part 2: About patterns. 1. Listen to Dialogue 2. Compare ‘What are these?’ and ‘What are those?’. 3. Compare ‘What’s this/that?’ and ‘What are these/those?’. 4. Say a chant. 5. Listen and choose. 6. Read in roles. 店员和Kitty的对话，通过练习复习核心句式。 Part 3: About the passage. 1. Listen to Dialogue 2. Listen and number. 3. Read in roles. 4. Think and say. 通过孩子们的自我介绍，完现本单元单词和句式的综合运用。 学业成果评价：对于预设的语言材料，朗读是否流利，语音语调是否正确 Part 3 More practice 1. Draw a conclusion. 2. Listen and judge. 最后的练习环节对于情景做出延伸。 Assignment 1. Listening: Listen to the text from P22-P25. 2. Reading: Read the text from P22-P25. 3. Speaking: Try to make a dialogue with the patterns and words in this unit. 4. Writing: Finish some written exercises. 板书 设计 Clothes for the party What’s this/that? It’s...It’s...(colour, how) What are these/those? They’re...They’re...(colour, how) May I have a try? Sure. 教学 反思 1 学科网（北京）股份有限公司 $$