Unit 8 What we wear ？ Lead-in&cartoon time（教学设计）-2025-2026学年译林版（三起）英语四年级上册

该小学英语教学设计围绕“服饰名称及节日穿戴”核心知识点，通过复习上单元四季衣物自然过渡，借助“Wardrobe”游戏教新词汇，结合主题图和韵律诗引入节日穿戴，搭建从旧知到新知的学习支架。 资料以情境和任务驱动教学，Cartoon time故事中“bright”双关语培养思维品质，节日文化渗透提升文化意识，分角色表演和小组对话强化语言能力。为教师提供清晰流程，助力学生在真实语境中运用语言，理解文化内涵。

Unit8 What we wear (Lead-in & cartoon time) Theme analysis: 本课主题属于“人与自我”和“人与自然”范畴，涉及“身边的事物与环境”和“常见节假日，文化体验”两个子主题。 Analysis on teaching materials: Lead-in作为本单元学习的起点，以Big question:“What do you wear for special days?”引人单元主题，并设置三个单元学习目标:说出穿戴的服饰名称、谈论特殊日子的穿戴、展示和介绍派对穿戴。以关于苏海一家为春节做准备的单元主题图整体呈现学习情境，引导学生通过看图回答问题、听读关于节日穿的韵律诗、思考Big question等学习热身活动，初步感知单元主题 Cartoon time What:本语篇讲述了萨姆和博比等同学参加新年化装派对的故事。同学们盛装出席，萨姆和博比互相询问对方的服饰。这时，狐狸老师带着墨镜闪亮登场，学生都很喜欢，这时狐狸老师抛出问题:为什么她要在今天戴墨镜呢?狐狸老师给出了一个很棒的答案:“Because my students are very bright!”，一语双关，让学生感受到激励和关爱。 Why:本语篇以新年化装派对为背景展开对话，体现了学生之间、师生之间的互相赞赏与喜爱，引导学生主动分享、不吝赞美，并体会化装派对的乐趣，初步感受节日服饰的意义。故事生动且充满趣味，贴近学生生活，展现出学生间、师生间的温暖情谊。 How:本语篇是围绕新年化装派对上的服饰展开的对话，引导学生感知“常见节日穿戴”这一单元主题。对话呈现服饰类词汇，如:trousers、shorts、cap、sunglasses;问答服饰归属的核心句型:“Whose .. is/are ..?”“It's/They're ...’s”并以Why do I wear sunglasses today?Because my students are very bright! 的问答体现英语中的双关现象。语篇对话简单易懂，节日气氛浓郁。 Analysis on learners: 不同的衣物对于学生来说已经非常熟悉，他们具有基本的常识，能够说出常用衣物的英文表达，不过对于询问和回答衣物的所属还存在一定的困难。 Learning objectives: 通过本课时学习，学生能够： 1. 在单元主题图的帮助下，通过模仿、跟读等活动认读核心词汇，感知韵律诗 的节奏和内容，初步了解服饰名称，感受节日文化。。 1. 通过看、听、读、说等活动获取和梳理故事情节，了解人物穿戴并建立服饰 与所属人物的正确关联，体会人物情感，感悟节日喜悦。 3. 通过读课文、分角色表演和小组对话等活动进一步理解故事内涵，设计并初步运用核心语言交流自己的化装派对穿戴。 4. 以听、读、找、说的方式掌握单词重音，根据重音准确读出单词。 Focus of the lesson: 1. 通过看、听、读、说等活动获取和梳理故事情节，了解人物穿戴并建立服饰 与所属人物的正确关联，体会人物情感，感悟节日喜悦。 2. 通过读课文、分角色表演和小组对话等活动进一步理解故事内涵，设计并初步运用核心语言交流自己的化装派对穿戴。 Predicted area of difficulty: 1. 通过看、听、读、说等活动获取和梳理故事情节，了解人物穿戴并建立服饰 与所属人物的正确关联，体会人物情感，感悟节日喜悦。 2. 通过读课文、分角色表演和小组对话等活动进一步理解故事内涵，设计并初步运用核心语言交流自己的化装派对穿戴。 Teaching method: Cooperative teaching method Situational teaching method Task-based teaching method Teaching process: Learning objectives Learning objectives Assessment 1 Step1 Warm up & Lead in 1. Let’s review T: Last unit, we talked about Bobby’s four seasons. Look at the picture. Can you tell me the seasons? S: ... T: How do you know the seasons? S: Bobby wears different clothes. T: Yes. What clothes do you know? 1. Play a game---What’s in the wardrobe? T: Now let’s open the wardrobe and see what is in it. S: … 根据衣柜中出现的衣物，教读单词。 1. Look and say T: Look at the picture. What clothes can you see? S: .... T: Look at them. They are red and new. So what holiday is it about? How do you know? S: … T: Chinese new year is a special holiday. So what do you wear for special days? S: … 1. Let’s chant T: Now let’s chant about the special days! S: … Step 2 cartoon time 1. Watch and find T: We wear different clothes for special days. So what about Bobby and his friends? What do they wear? Q: What do they wear? 1. Read and match T: What do they wear? Can you match them with the clothing? S: … 1. Read and think T: They wear different. But how do they look? S: … T: Try to imitate their words. S: … T: Look at Bobby’s shorts. They are too big for him. Why? S: … T: 解释they’re 和it’s 的用法差别。 S: … T: Look at the two pictures. How do they ask? S: … 1. Pair work Work in pairs and try to read the dialogue in roles. 同桌合作，分角色读一读波比和山姆间的对话。 1. Listen and choose T: Look! Miss Fox is coming. What do they say? Let’s listen! S: … T: What holiday is it? S: … T: Look at the two holidays. What’s the difference? S: … 教师解释两个节日的不同。 1. Read and think T: Look at Bobby and Sam. What do they think of Miss Fox’s sunglasses? S: They like her sunglasses. T: What do you think of her sunglasses? S: … 引导学生根据前面所学说出自己的看法。 1. Let’s think T: Miss Fox asks a question. Can you read her question? How to read? S: … T: Can you have a guess? S: … 8. Let’s verify T: Why does she wear sunglasses? Let’s verify. S: … T: What does “bright” mean? S: … T: What do you think of Miss Fox? S: … 9. Read and tick T: What do Miss Fox and her students wear? S: … T: Can you judge the sentences and tell me the reasons? S: … 10. Listen and repeat Teacher observes whether students can say out the clothes we can see in the pictures correctly and gives encouragement as needed. Teacher encourages students to pay attention to the difference of the usage and helps them understand the difference. Teacher observes whether students can do “listen and choose” well and gives guidance accordingly. Teacher gives guidance or encouragement according to the students’ performance in reading the dialogue. Purpose of design 本阶段学习活动旨在帮助学生在语境中理解对话，并学习对话中的核心语言。学生在教师的引导下，通过Read and match, Listen and choose, Read and tick等活动，从大意到细节，逐步梳理不同人物所穿的衣物，以及衣物分别是谁的。并在Listen and repeat活动中逐步内化语言，为语言输出做准备。 1. 3 11. Let’s act Work in groups of 3 and try to act out the cartoon. 3人一组合作，尝试表演对话 The teacher observes whether the students can act according to the blackboard design and gives them some encouragement. Purpose of design 本阶段学习活动旨在引导学生在归纳和整理核心语言的基础上，复述卡通内容，让每个学生能够深入角色，运用语言，理解意义。促进语言进一步内化，为后面真实的表达做准备。 4 Step3 Sounds in focus 1. Look and say T: Miss Fox and her students wear different for special days. So do we. I took some photos. Look at them. What do they wear? S: … 1. Listen and chant T: Try to read the sentences first and then chant with music. S: … T: How to read these words? S: … 教师让学生感知单词的重音。 1. Let’s try T: Can you read the words’ stress correctly? Step4 Summary 1. Let’s summarize T: What do you learn from this lesson? √To name what people wear √To talk about what people wear for special days √To show and say what to wear for a party Teacher leads students to express Bobby’s feelings of different seasons and talk about the things we can do in different seasons according to their own experiences. Purpose of design 本阶段学习活动旨在帮助学生在迁移的语境中，创造性地运用语言。学生从课本到生活实际，初步行成对于特殊节日特殊装扮的认识和理解以及思考不同衣物和特殊节日的意义。 Assignment design Must-do: 1. Read Cartoon time after class and try to recite. 1. Talk about your clothes you wear today. Choose-to-do: 1. Know more about different clothes we wear in different parties. 2. Read more words to feel the stress and try to find the rules of stress. Blackboard design 学科网（北京）股份有限公司 $