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

Unit 6 My clothes, my style-Assessment Unit 6 "My clothes, my style" in the 7th - grade English textbook of Yilin Edition (2024) focuses on the theme of clothing and personal style. Through various reading materials, listening tasks, speaking activities and writing exercises, students will learn vocabulary related to clothes, such as different types of clothing names, colors, and patterns. They will also study how to describe clothes and express preferences about styles. The assessment in this unit is designed to comprehensively evaluate students' mastery of language knowledge, language skills, and their ability to use English in real - life - like situations related to the topic of clothes. 教学目标 Students will be able to master the new vocabulary about clothes, such as "jacket", "dress", "sweater", "T - shirt", "jeans", "shorts", "skirt", "coat", "hat", "scarf", "gloves", "boots", etc., as well as related adjectives for colors (e.g., "red", "blue", "green", "yellow", "black", "white", "purple", "orange") and patterns (e.g., "striped", "checked", "flowery"). Students should understand and be able to use key sentence structures for describing clothes, like "I'm wearing...", "She/He is wearing...", "It's a/an... (color + clothes name)", "It has... (pattern)", "I like... because...", "What do you think of...?" and "How do I look in...?". 教学重难点 1 Key Points The new vocabulary related to clothes, colors, and patterns. The key sentence structures for describing clothes and expressing preferences. The ability to integrate vocabulary and sentence structures to describe and communicate about clothes in different language skills (listening, speaking, reading, and writing). 2 Difficult Points How to help students use the learned language flexibly and appropriately in real - life communication situations, especially when expressing more complex opinions about clothing styles. How to guide students to write a coherent and vivid description of clothes, including organizing their thoughts and using proper connecting words. 1 Vocabulary Clothing Items: Top - wear: "jacket", "sweater", "T - shirt", "coat" Bottom - wear: "jeans", "shorts", "skirt" Accessories: "hat", "scarf", "gloves", "boots" Colors: "red", "blue", "green", "yellow", "black", "white", "purple", "orange", "brown", "gray" Patterns: "striped", "checked", "flowery" 2 Sentence Structures Describing Clothes: "I'm wearing a blue T - shirt and black jeans today." "She is wearing a beautiful flowery dress." "It's a red coat with a white scarf." "The shorts are checked." Expressing Preferences: "I like this jacket because it's warm and stylish." "What do you think of my new skirt?" - "It looks great on you!" "How do I look in this hat?" - "You look really cool." 教学过程 1 Warming - up (5 minutes) Show some pictures of different fashion shows on the screen. Ask students: "What can you see in these pictures? Do you like these clothes? Why or why not?" Encourage students to express their initial feelings and ideas about the clothes in the pictures, which can quickly arouse their interest in the topic of clothes. 2 Revision (8 minutes) Vocabulary Review: Use flashcards to review the vocabulary of clothes, colors, and patterns. Randomly show a flashcard and ask students to quickly say the corresponding word. For example, show a flashcard of a striped shirt and ask "What's this?" Students answer "Striped shirt". Sentence Structure Review: Divide students into pairs. One student describes a piece of clothing using a sentence structure they learned, such as "I'm wearing a yellow skirt", and the other student repeats the sentence and then makes a new sentence, like "She is wearing a green T - shirt". Keep going in turn to review and practice the sentence structures. 3 Assessment - Listening (10 minutes) Pre - listening: Present some pictures of people wearing different clothes on the PPT. Tell students: "Now we are going to listen to some conversations. These pictures may help you understand what you will hear." Let students look at the pictures and predict what kind of information they might hear, such as the type of clothes people are talking about, their colors, or preferences. While - listening: Play the recording of the listening material. The listening material can be a dialogue between two friends talking about what they are wearing today and their opinions on each other's clothes. Students listen carefully and answer some multiple - choice questions or fill - in - the - blanks on the handout. For example: Question 1: What is the girl wearing? A. A red dress B. A blue skirt C. A green T - shirt Blank: The boy thinks the girl's ______ is very nice. Post - listening: Check the answers with the whole class. Then play the recording again if necessary, and ask students to imitate the pronunciation and intonation in the dialogue. 4 Assessment - Speaking (10 minutes) Group Activity: Divide students into groups of four. Each group member takes turns to describe a piece of clothing they are wearing or a piece of their favorite clothing. Others in the group can ask questions, such as "What color is it?", "Does it have any pattern?", "Why do you like it?". After each student's description, the group gives feedback and comments. For example, one student says: "I'm wearing a black jacket today. It's made of leather." Then other group members can ask: "Is it warm? How much did you spend on it?" Presentation: Select some groups to come to the front of the class and present their group discussions. The presenting groups can choose one of the most interesting clothing descriptions to share with the whole class. The rest of the class listens carefully and can ask further questions. 5 Assessment - Reading (7 minutes) Pre - reading: Show the title and some pictures related to a short reading passage about a new fashion trend on the PPT. Ask students: "What do you think this passage will talk about? Based on the title and pictures, can you guess some key words that might appear in the passage?" Let students think and discuss in pairs for a while. While - reading: Distribute the reading passage handouts to students. The passage can be about a new type of eco - friendly clothing. Students read the passage quickly to get the main idea first. Then read it again carefully and answer some comprehension questions, such as true - or - false questions and short - answer questions. For example: True or False: The new eco - friendly clothes are made from recycled materials. (True) Question: Why are these new clothes popular? (Answer: Because they are environmentally friendly and stylish.) Post - reading: Ask students to summarize the passage in their own words. They can work in pairs to share their summaries and then one or two pairs can report to the whole class. 6 Assessment - Writing (3 minutes) Writing Task: Give students a writing task. For example, ask them to write a short paragraph about their dream outfit for a special occasion, like a party or a trip. Remind them to use the vocabulary and sentence structures they learned, such as describing the clothes, their colors, patterns, and why they choose this outfit. Peer Review: After students finish writing, they exchange their writings with their partners. Each partner reads the other's writing and gives some suggestions, such as correcting grammar mistakes, adding more details, or improving the sentence structure. 7 Summary and Homework (2 minutes) Summary: Summarize the key points of this assessment class, including the important vocabulary, sentence structures, and the performance of students in different language skills. Praise students for their good performance and point out areas that need improvement. Homework: Ask students to write a more detailed description of their favorite season's clothing style and make a small poster with pictures of relevant clothes and their written descriptions. Encourage students to listen to some English - language fashion podcasts or watch English - language fashion shows at home to further improve their listening and understanding of clothing - related English. 教学反思 After this 45 - minute assessment class, there are several aspects that can be reflected on. Firstly, in terms of the teaching process, the warming - up activity was effective in arousing students' interest, but it could be more interactive. For example, allowing students to share some of their own fashion - related experiences during this stage might engage them more deeply. In the vocabulary and sentence - structure review part, most students actively participated, but for some students with weaker English foundations, they still had difficulty in quickly using the sentence structures. More individualized practice and guidance could be provided in the future. Regarding the listening assessment, some students had trouble catching the key information due to the relatively fast speed of the recording. Adjusting the speed of the recording according to the actual situation of students in the future, or providing more pre - listening guidance on key words and sentence patterns might be helpful. In the speaking assessment, the group activity was lively, but there were some groups where only a few students dominated the conversation. In the future, clear group - work rules should be set to ensure the full participation of each student. For the reading assessment, some students had problems with understanding new words in the passage. Strengthening vocabulary - building strategies, such as context - guessing and word - formation analysis, should be emphasized in daily teaching. Finally, in the writing assessment, many students' writings were rather simple and lacked details. More writing - skills training, such as how to use adjectives and adverbs to describe vividly and how to organize paragraphs, needs to be carried out in subsequent classes. Overall, this assessment class provided a good opportunity to understand students' learning status, and corresponding adjustments and improvements will be made in future teaching. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$