Unit 6 My clothes, my style Welcome to the unit 教学设计 2025-2026学年译林版（2024）七年级英语上册

该初中英语教学设计聚焦“衣物名称及描述”核心知识点，涵盖T-shirt、skirt等词汇及“This is a.../These are...”等句型。通过时尚秀图片导入激发兴趣，搭建从词汇识别到句型运用的学习支架，为后续描述特征、表达偏好奠定基础。 特色在于情境化与任务驱动融合，如“flash-card”游戏强化词汇认读，小组创作派对服装对话提升语言能力，单复数区分训练思维品质，分层活动（听说练习到对话表演）培养学习能力。结构化流程与互动设计助力教师高效教学，学生在真实语境中提升综合语言运用能力。

Unit 6 My clothes, my style-Welcome to the unit This unit focuses on the topic of “My clothes, my style”. The “Welcome to the unit” part serves as an introduction, aiming to arouse students' interest in the topic. It presents various types of clothes through pictures and simple texts, guiding students to recognize and name different items of clothing in English. By doing so, students can lay a solid foundation for further learning about clothes, such as describing their characteristics, expressing preferences, and discussing fashion styles in the following sections of this unit. 教学目标 1. Knowledge Aims Students are expected to master the vocabulary related to different kinds of clothes, such as “T - shirt”, “skirt”, “sweater”, “jacket”, “pants”, “shorts”, “dress”, “coat”, etc. Enable students to understand and use simple sentences to describe clothes, like “This is a...”, “These are...”, “I like... clothes”. 2. Ability Aims Develop students' ability to identify and name clothes in English accurately and quickly. Improve students' listening and speaking skills through various activities, such as listening to descriptions of clothes and talking about their own clothes. 3. Emotional Aims Foster students' interest in learning English by connecting the topic with their daily lives. Encourage students to express their personal styles and respect the diversity of fashion among classmates. 教学重难点 1. Key Points The pronunciation and spelling of vocabulary about clothes. How to use simple sentences to describe and talk about clothes. 2. Difficult Points Distinguish between singular and plural forms when talking about clothes, for example, “This is a shirt.” and “These are shirts.” Guide students to express their opinions and preferences about clothes vividly in English. 1. Vocabulary Clothes names: T - shirt /ˈtiː ʃɜːt/ (n.) skirt /skɜːt/ (n.) sweater /ˈswetə(r)/ (n.) jacket /ˈdʒækɪt/ (n.) pants /pænts/ (n.) (always in plural form in American English; “trousers” in British English) shorts /ʃɔːts/ (n.) (always in plural form) dress /dres/ (n.) coat /kəʊt/ (n.) blouse /blaʊz/ (n.) (for women) jeans /dʒiːnz/ (n.) (always in plural form) hat /hæt/ (n.) cap /kæp/ (n.) scarf /skɑːf/ (n.) (plural: scarves /skɑːvz/ or scarfs) glove /ɡlʌv/ (n.) Descriptive words: new /njuː/ (adj.) old /əʊld/ (adj.) big /bɪɡ/ (adj.) small /smɔːl/ (adj.) long /lɒŋ/ (adj.) short /ʃɔːt/ (adj.) red /red/ (adj.) blue /bluː/ (adj.) green /ɡriːn/ (adj.) yellow /ˈjeləʊ/ (adj.) white /waɪt/ (adj.) black /blæk/ (adj.) 2. Sentence Patterns This is a/an + adj. + clothes name. e.g. This is a new T - shirt. These are + adj. + clothes names (plural). e.g. These are long pants. I like + adj. + clothes names. e.g. I like blue dresses. Do you like...? e.g. Do you like these shorts? Yes, I do. / No, I don't. 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Show some pictures of famous fashion shows on the PPT. While showing the pictures, say something like “Look at these cool shows. People are wearing all kinds of beautiful clothes. Do you want to know how to say these clothes in English? Let's start our new lesson today.” 2. Presentation (15 minutes) Vocabulary teaching Use the PPT to display pictures of different clothes one by one. For each picture, say the name of the clothes clearly, for example, when showing a picture of a T - shirt, say “This is a T - shirt. T - shirt, /ˈtiː ʃɜːt/ ”. Let students repeat after you several times. After teaching all the clothes names, play a “flash - card” game. Show the flash - cards of clothes names quickly and ask students to shout out the English words as fast as they can. Correct their pronunciation in time. Sentence pattern teaching Take a real T - shirt or point to a picture of a T - shirt on the PPT and say “This is a T - shirt. It's a blue T - shirt. I like this T - shirt.” Then write the sentence “This is a/an + adj. + clothes name.” on the blackboard. Ask students to describe other clothes using this sentence pattern. Invite several students to stand up and make sentences. Next, show some pictures of multiple clothes, like a group of pants or several sweaters. Say “These are pants. These are black pants.” Write the sentence “These are + adj. + clothes names (plural).” on the blackboard. Let students practice this sentence pattern with different clothes pictures. 3. Practice (15 minutes) Listening practice Play a short recording. In the recording, a person describes some clothes. For example, “I have a new dress. It's red and it's very beautiful. And I also have a pair of black pants.” After playing the recording once, ask students some simple questions, like “What clothes does the speaker talk about?” Play the recording again if necessary. Speaking practice Divide students into pairs. Each pair takes turns to describe a piece of clothing they are wearing or a picture of clothes they have (you can provide some extra pictures of clothes for students who don't have their own to describe). The partner listens and then repeats what the other says. Encourage them to use the sentence patterns they just learned. Walk around the classroom to monitor and offer help if needed. After pairs' practice, invite some pairs to come to the front of the class and show their conversation. Let other students listen carefully and give a simple evaluation, such as “They speak loudly and clearly.” or “They use the right sentence patterns.” 4. Production (8 minutes) Group activity Divide students into groups of four or five. Give each group a set of pictures of different clothes. The task for each group is to create a short dialogue about choosing clothes for a party. They need to use the vocabulary and sentence patterns they learned in this class. For example: Student A: “We are going to a party. What should we wear?” Student B: “I think this red dress is nice. What do you think?” Student C: “It's beautiful, but I like this blue jacket better. It's cool.” Each group prepares the dialogue for about 3 minutes. Then invite several groups to act out their dialogues in front of the class. 5. Summary and Homework (2 minutes) Summary Summarize the key points of this class with students, including the vocabulary of clothes and the sentence patterns for describing clothes. Ask students to recall the new words and sentences together. Homework Ask students to draw a picture of their favorite outfit and write a short passage to describe it using at least five sentences. They need to bring their work to the next class to share with classmates. 教学反思 After this class, I think the overall teaching process went smoothly. The warming - up part successfully attracted students' attention and aroused their interest in the topic. The use of pictures in the presentation part made the vocabulary learning more vivid and easy to understand. However, during the practice and production parts, I noticed that some students still had problems with the pronunciation of certain words, especially words like “sweater” and “scarf”. Also, a few students were a bit shy when speaking in front of the class, which affected their performance in pair and group work. In future teaching, I will pay more attention to individual students' pronunciation problems and provide more opportunities for shy students to practice speaking in a more relaxed environment. Additionally, I can design more challenging activities to further improve students' ability to use English to express their thoughts about clothes and fashion. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$