Unit 1 Put on my coat （教学设计）-2025-2026学年人教PEP版（一起）英语二年级下册

该小学英语教学设计聚焦Unit 1 Period 1，核心教学四个服装词汇（sweater, coat, T-shirt, skirt）及句型“I have a...”“Me too.”。课堂导入以“Chen Jie旅行不同城市”为情境，结合天气图片展示对应服装，构建生活与新知的联系，搭建学习支架。 此资料亮点在于情境化与任务驱动结合，通过“帮陈洁洗衣服”游戏、“班级时装秀”等互动活动提升语言能力，融入汉服等传统服饰文化角培养文化意识，梳理“天气与服装”逻辑发展思维品质。丰富的听说实践与生活联结，助力学生自信表达，为教师提供可操作的趣味教学方案。

英语课时教学设计 课题 Unit 1 Put on my coat Period 1 教学内容分析 This lesson focuses on teaching four basic clothing vocabulary words: sweater, coat, T-shirt, skirt, along with the core sentence structure "I have a..." and the response "Me too." 学情分析 Second-grade students are at the beginning stage of English learning. They have limited English vocabulary but are enthusiastic about visual and interactive activities.They follow simple instructions and enjoy imitating sounds and actions. Need repeated exposure to new words and sentence patterns to build confidence in speaking. 学习目标 1.Students can recognize, pronounce, and spell the words: sweater, coat, T-shirt, skirt. 2.Students can use the sentence pattern "I have a..." to talk about their own clothes and respond “Me,too” 3.Students can listen and point to the correct clothing item when hearing the word. 4.Students can participate in short dialogues to practice the target language. 5.Students will feel confident to speak English in class. 6.Students will connect English learning to their daily life. 学习重难点 1. 重点：Mastering the pronunciation and meaning of the four clothing words.Using the sentence pattern "I have ..." correctly in speech. 2.难点：Pronouncing the plural/singular forms and the linking sound in "I have a...".Responding appropriately with "Me too." in a natural conversation flow. 驱动性任务 及问题 Driving Task: Create a "Class Fashion Show" where students introduce their clothes using "I have a..." and classmates respond with "Me too." Q:Can you say "I have a..." to tell me about your clothes? 教学活动设计 教师活动 学生活动 二次备课 Step 1 Warm-up (5 mins) 1. Greet students and sing a song. and ask: "What’s the song about? 2. Q1:What’s the title of this unit? Q2: What do they wear? 3. Lead-in: Tell students "Chen Jie likes traveling. She will travel around China today. Let's go with her and see what clothes she wears in different cities!" Step 2 Presentation (10 mins) 1.Situational Presentation with City & Weather (1) Show the map of China and the picture of Harbin (-20℃). Present the sentence I have a coat. With a picture of a coat. Teach the word coat: repeat the pronunciation (teacher leads, students follow), spell it (C-O-A-T), and do the action of putting on a coat. Guide students to say Coat, coat, I have a coat. (2) Show the picture of Guangzhou (7℃). Present sweater in the same way, and guide students to chant Sweater, sweater, I have a sweater. (3) Show the picture of Sanya (32℃). 2. Present T-shirt and skirt together, teach the pronunciation and spelling respectively, and guide students to say T-shirt, T-shirt, I have a T-shirt. and Skirt, skirt, I have a skirt. 3. Play the tape of the sentence patterns. Students listen, follow and read aloud together, then do individual and group reading to practice the linking sound in I have a.... 4. Simple Sentence Making: Guide students to make sentences with the four words and the pattern I have a... (e.g. I have a T-shirt./I have a skirt.) with the help of pictures on the blackboard. Step 3 Practice (15 mins) 1. Think and Choose: Show fill-in-the-blank sentences (I have a ____.) with pictures of different clothes as hints. Ask students to stand up and fill in the blanks with the correct words quickly. 2. Listen and Do: Teacher says the sentence I have a... (e.g. I have a coat.), students who wear the corresponding clothes stand up immediately and respond with Me too.; if not, they keep quiet. Repeat the game to practice the target language in a lively way. 3. Game: Help Chen Jie Wash Clothes: Show the game interface with blurred clothing pictures. After clicking "START", the clear picture appears, and students need to say the complete sentence I have a... with the correct word to "help Chen Jie wash the clothes". 4. Small Group Practice: Divide students into groups of 4-5. Each student takes turns to say one sentence about their own clothes with I have a..., and other group members respond with Me too. The teacher walks around to guide and correct pronunciation. Step 4: Production (5 minutes) 1. Good to Know: Summarize the key sentence Different cities, different weather. Different weather, different clothes. with the pictures of the three cities. Ask students to read the sentence together and understand the logical connection. 2. Help Chen Jie Choose Clothes: Tell students Chen Jie will go to Xi'an in May (very hot) and doesn’ t know what clothes to wear. Ask students to give suggestions with the learned words (e.g. She can wear a T-shirt./She can wear a skirt.). 3. Class Fashion Show: Invite several students to the front as the "fashion models". Each model introduces their clothes with I have a..., and the whole class responds with Me too. if they have the same clothes. Praise all participants to encourage their expression. 4. Culture Corner: Show pictures of Hanfu, Tang Suit and Cheongsam, teach the English words and simple introductions. Ask students: Do you know these Chinese traditional clothes? Do you like them? Encourage students to express their feelings in simple English or Chinese. Step 5: Summary & Homework (3 minutes) 1. Summary: 1. Review the four clothing words with the pictures on the blackboard, and guide students to read them aloud together. 2. Review the core sentence pattern I have a... and the response Me too., and do a quick oral review with the whole class. 3. Briefly review the connection between weather and clothing, and the Chinese traditional clothing learned in the cultural corner. 2. Homework: 2. Read the four clothing words and the sentence patterns aloud 5 times, and recite the simple chants (e.g. Coat, coat, I have a coat.). 2. Talk with family members about their clothes with I have a... (can mix English and Chinese). 2. Finish the worksheet: fill in the blanks with the correct clothing words (Hello, I'm ____. I have a ____. It's nice. I like it.). 1. Respond to the teacher's greeting (Good morning!) in simple English, clap along to the music, and listen attentively to the song content. 2. Raise your hand to answer the song's theme based on the options, respond collectively to the unit title, and describe your daily clothing choices in Chinese or simple English. 3. Pay close attention to the teacher's contextual introduction, and enter the class with the question "What clothes does Chen Jie wear in different cities?" 3. Look at the pictures and the teacher’s actions, repeat the words, spell them out loud, act out dressing actions with the teacher, and chant sentences like “Coat, coat, I have a coat.” together. 4. Watch the video and listen to the audio carefully, point to the corresponding clothes words or pictures on the blackboard. 5. Repeat sentence by sentence after the recording, pay attention to the liaison in “I have a...”, and take an active part in individual and group reading presentations. 6. Make complete sentences independently or with deskmates using the pictures on the blackboard, raise hands voluntarily and stand up to show your sentences. 7. Look at the questions and picture prompts, think quickly, stand up and say the correct clothing words aloud to fill in the blanks. 8. Listen carefully to the sentences spoken by the teacher, check your own clothes. Students who match stand up immediately and say “Me too.” loudly; those who do not match stay quiet. Take an active part in the game. 9. After seeing the clear clothing pictures, raise your hands quickly and say the complete sentence “I have a + clothing word” aloud to join the game “Help Chen Jie Wash Clothes”. 10. Listen carefully to group members and help correct simple pronunciation mistakes with each other. 11.Read the key sentences aloud together with the teacher and understand the logical relationship that "different weather calls for different clothes". 12. Considering the hot weather in Xi’an in May, put up your hands actively and give dressing advice to Chen Jie with sentences such as "She can wear a T-shirt/skirt." 13. Students on stage confidently introduce their clothes with "I have a...", and students below respond "Me too." in chorus according to their own clothes. Watch classmates’ presentations carefully and clap for them. 14. Learn the English expressions for Hanfu, Tang suit and cheongsam, read the words after the teacher, answer the teacher’s questions in simple English or Chinese, and talk about your feelings about traditional costumes. 板书设计 设计意图：The blackboard design is simple and intuitive. The combination of pictures and text fits the cognitive characteristics of second-grade students, and key content is highlighted in bold. Words, sentence patterns and core sentences are presented in separate sections to help students organize their knowledge system. A section on traditional costumes is added to integrate cultural education, making the blackboard design both informative and culturally meaningful. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $