Unit 6 教学设计 译林版（2024）七年级英语上册

这是一份Unit 6 教学设计 译林版（2024）七年级英语上册，共12页。
Unit 6 My clothes, my styleWelcome to the unit is to explore different types of clothes, their names and students’ favorite colors. Key vocabulary includes "blouse, dress, jacket, jeans, scarf, shirt, shorts, skirt, sweater, tie, trousers, and T-shirt" .1、单元分析Reading is to explore the art of choosing the right colour in fashion, highlighting the significance of colour matching and its impact on personal style. It also emphasizes the importance of considering one's skin tone and understanding how different colour can enhance or detract from one's appearance. Key vocabulary includes "advice, choose, fashion, mix,similar" and phrases like " suitable for, go well with" .Theme:Human & SelfHuman & SocietyHuman &SocietyThis unit is centered on the topic of "clothes", which belongs to the "Life and Learning" , "History, Society, and Culture" thematic cluster of "Human & Self","Human and Society", and the thematic contexts are about " Personal Preferences and Community Life" Grammar is to foster students' ability to articulate inquiries about clothes effectively, exploring question types such as yes-no questions, wh-questions, and questions with 'or' give two or more choices related to clothes. It emphasizes understanding question structures in the context of clothing.Unit 6My clothes, my stylePronunciation is to foster students' understanding of diphthongs ( [ei] [ai] [ɔi] [au] [əu] [iə] [eə] [uə] ) and their correct pronunciation. It also emphasizes the importance of accurate pronunciation in spoken English.Integration is to cultivate understanding of traditional Chinese clothing and their cultural significance, while developing students' comprehensive language abilities. It explores the varieties such as hanfu, qipao,and emphasizes the importance of traditional clothing in reflecting and preserving China's heritage.Assessment is to evaluate and demonstrate comprehension and application of vocabulary related to clothing and fashion in speaking, listening, reading, and writing tasks.Further study provides tailored learning opportunities for students to reinforce understanding, fill knowledge gaps.Further study provides tailored learning opportunities for students to reinforce understanding, fill knowledge gaps, and develop advanced skills in discussing and creating fashion designs based on feedback from the assessment.2.课标落实第一课时 Welcome to the unit1. Study of the TextWhat: The text in the "Welcome to the unit" section of this fashion unit focuses on introducing the broad concept of fashion. It presents a variety of images showcasing different fashion styles, from casual to formal, and different clothing items and accessories. It poses questions that prompt students to think about their own fashion preferences and how fashion influences their daily lives. The text also briefly touches upon the idea of personal style and the importance of expressing oneself through clothing choices.How: The text uses a visually stimulating approach, with vivid and colorful images to capture students' attention. The language is simple and straightforward, avoiding complex vocabulary and sentence structures. It starts with open-ended questions to engage students' minds and encourages them to share their initial thoughts and opinions. The layout of the text is likely designed to be visually appealing and easy to follow, with clear sections and headings to guide the flow of the content.Why: The author's main purpose seems to be to generate students' interest in the topic of fashion. By presenting various styles and asking thought-provoking questions, the text aims to get students to start reflecting on their own sense of style and the role that fashion plays in their self-expression. It also intends to lay the foundation for further exploration and learning about fashion throughout the unit. Additionally, the text might aim to cultivate students' aesthetic sense and their ability to make conscious choices about their appearance and self-presentation. Overall, it promotes an awareness of the significance of fashion in personal and social contexts.2. Teaching ObjectivesBy the end of this lesson, we are able to:Identify different clothing styles and accessories; Express personal preferences in fashion; Understand the impact of fashion on self-expression.3. Teaching Process第二课时 Reading1. Study of the Text What: The text in the second lesson of Reading is about fashion. It shows different fashion trends and styles, maybe with examples of famous designers or brands. It could talk about how some fashion items changed or how fashion affects society. It might also have personal stories related to fashion.How: The text probably uses a mix of describing and telling stories. It has words about fashion like clothes, materials, and design. Sentences can be simple or complex. It might use the present tense for current trends and the past tense for past events. The text is organized in paragraphs about specific fashion things.Why: The author might have several aims. First, to give students knowledge about fashion. Second, to make students be creative and express themselves through fashion. Also, to make them think about how fashion influences people and society. By showing different parts of fashion, the text helps students like beauty and cultural expressions. It could also get them ready for more fashion topics later. 2.Teaching ObjectivesBy the end of this lesson, we will be able to:1. understand the advice on choosing the right colour for clothing;2. identify different colour categories and their effects on appearance;3. analyze and apply colour-matching principles in fashion;4. discuss and share personal preferences for warm or cool colour and justify reasons.第三课时 Grammar & Pronunciation1. Study of the Text What: This text in the third lesson focuses on grammar related to asking questions and pronunciation of vowel sounds. For the grammar part, it presents examples of yes-no questions, wh-questions, and questions with “or” through conversations. It then gives rules for forming these question types and includes exercises for students to practice completing questions with correct wh-words and answering questions in a conversation context. For the pronunciation part, it showcases various words with specific letter groups in bold and asks students to pay attention to different vowel sounds. It also has activities like matching words with sounds and reading pairs of words and sentences to practice pronunciation.How: The text combines a practical approach for grammar with an auditory approach for pronunciation. For grammar, it presents real conversations followed by analysis of question types, clear explanations and rules, and then practice exercises. For pronunciation, it first shows words with target sounds, then provides activities for students to recognize and produce those sounds. The layout is structured with grammar examples and explanations followed by pronunciation words and activities.Why: The author aims to enhance students' language skills in multiple ways. For grammar, it helps students understand and use different question types effectively in communication, improving their language skills and confidence in asking questions for gathering information and having conversations. It also promotes critical thinking by requiring students to analyze and choose the correct question type based on the situation. For pronunciation, it aims to improve students' pronunciation skills so they can communicate more clearly and accurately. The text as a whole helps students develop a more comprehensive understanding of the English language.2. Teaching ObjectivesBy the end of this lesson, we will be able to:1. identify and differentiate between yes-no questions, wh-questions, and questions with “or” in grammar and recognize different vowel sounds in pronunciation.2. form correct questions using appropriate grammar rules and pronounce words with specific vowel sounds correctly.3. answer different types of questions accurately and apply proper pronunciation in sentences.3. Teaching Process第4课时 Integration (A-C)1.Study of the TextWhat: This text focuses on different types of traditional Chinese clothes. It introduces some popular traditional clothes like hanfu, qipao, and tangzhuang. It provides details about the styles, designs, history, and popularity of hanfu and qipao. It also includes a conversation between Sandy and Millie about their favorite traditional Chinese clothes, which models how to discuss and share opinions on this topic.How: The text uses a combination of description and conversation. It begins with a brief introduction to traditional Chinese clothes, followed by more specific information about hanfu and qipao. The conversation between Sandy and Millie shows how to express preferences and knowledge about traditional clothes in a natural way.Why: The author aims to introduce students to traditional Chinese clothing culture and encourage them to appreciate and understand the diversity of traditional attire. By presenting this topic, students can expand their cultural knowledge and develop their language skills through discussion and description.2.Teaching ObjectivesBy the end of this lesson, we will be able to:1. describe different types of traditional Chinese clothes.2. discuss preferences for traditional Chinese clothes.3. understand the cultural significance of traditional Chinese clothes.3.Teaching Process第5课时 ( Writing)1.Study of the Text What: The text presents Sandy's fashion design for daily wear and provides an example article. It then tasks students with writing their own article about their fashion design, giving useful expressions to guide them.How: The text shows Sandy's design as an example and provides a writing plan and useful expressions. It encourages students to imitate the structure and language to create their own written descriptions of fashion designs.Why: The author aims to develop students' writing skills by having them describe their fashion designs. This helps students practice organizing their thoughts, using descriptive language, and applying specific writing structures. It also allows them to be creative and express their personal style.2.Teaching ObjectivesBy the end of this lesson, we will be able to:1. describe a fashion design in writing.2. use provided expressions in writing.3. organize a fashion description effectively.3.Teaching ProcessTeaching ObjectivesTeaching ActivitiesEffectiveness Evaluation1.To identify different clothing styles and accessories.Step 1: Lead-in1. Show a series of pictures featuring various clothing styles and accessories.2. Students observe and name the styles and accessories they see.The effectiveness will be evaluated based on students' accuracy in identifying and naming the different clothing styles and accessories, indicating their visual recognition skills.Purpose: To introduce the topic of fashion through visual stimuli and get students familiar with common fashion elements.2.To express personal preferences in fashion. Step 2: Group Discussion1. Students form groups and discuss their favorite clothing styles and accessories.2. Each group selects a representative to share their group's preferences. Observation of students' participation and the clarity and coherence of the representatives' sharing will determine the effectiveness, showing their ability to express and communicate preferences.Purpose: To provide a platform for students to express their opinions and exchange ideas on fashion preferences.3.To understand the impact of fashion on self-expression.Step 3: Pair work1.Using fashion to express their personality or for specific occasions.2. Students analyze and discuss how fashion contributes to self-expression in these cases. The depth and accuracy of students' analysis and discussion will measure the effectiveness, reflecting their understanding of the impact.Purpose: To deepen students' understanding of the role of fashion in self-expression.4.To identify different clothing styles and accessories. Step 4: Fashion QuizConduct a quiz with questions related to different clothing styles and accessories shown earlier.Students answer the questions.The number of correct answers and the speed of response will assess the effectiveness, demonstrating their knowledge retention.Purpose: To reinforce the recognition of various fashion elements.5.To express personal preferences in fashion.Step 5: Fashion Show SimulationStudents Students simulate a fashion show and describe their chosen outfits and why they like them.The creativity and confidence in expressing preferences will evaluate the effectiveness, showcasing their ability to articulate personal style.Purpose: To allow for practical application and expression of fashion preferences.6.To understand the impact of fashion on self-expression.Step 6: Reflection and SummaryStudents reflect on what they have learned and summarize the impact of fashion on self-expression.Evaluation of the completeness and depth of their reflections and summaries will determine the effectiveness, indicating comprehension.Purpose: To consolidate understanding and internalize the concept of fashion's influence on self-expression.Homework Required: Create a mood board of your favorite fashion looks and explain why you like them.Optional: Attend a local fashion event and write a short report on the fashion styles you observe.Teaching ObjectivesTeaching ActivitiesEffectiveness Evaluation1.To understand the advice on choosing the right colours for clothing.Step 1: Lead-in1. Display pictures of people wearing different colours and ask students which outfits they think look good and why.2. Ask students if they have a favourite colour and what they think that colour says about them.This step is effective as it engages students' interest and gets them thinking about colours and fashion.Purpose: To introduce the topic of colour in fashion and get students thinking about their own preferences.2.To understand the advice on choosing the right colours for clothing;Step 2： Pre-reading1. Students look at the questions at the beginning of the reading and discuss them in pairs.2. Questions like "Do you think colour matching is important? Why or why not?" and "What questions about colours do you have for a fashion designer?".This step is effective as it prepares students for the reading by activating their prior knowledge and generating curiosity.Purpose: To set the stage for the reading and get students thinking about the topic.3.To understand the advice on choosing the right colours for clothing; Step 3: Fast readingStudents read the interview script quickly and answer the question "What is the main advice given by Ms Li on choosing colours?". This activity is effective for a quick comprehension check and helps students get an overview of the main points.Purpose: To assess students' understanding of the main advice given in the text.4.To identify different colour categories and their effects on appearance; Step 4: Detailed reading1. Students read the text again and make a list of warm colours and cool colours mentioned.2. Discuss how these colours can affect people's appearance.This step is effective in helping students understand the different colour categories and their impact.Purpose: To deepen students' understanding of colour categories and their effects.5.To analyze and apply colour-matching principles in fashion; Step 5: Activity1. Students are given some clothing items in different colours and asked to mix and match them according to the colour-matching principles learned.2. Present their combinations and explain why they think they work. This activity is effective in allowing students to apply what they have learned and develop their creativity.Purpose: To give students a practical opportunity to apply colour-matching principles.6.To help students discuss and present preferences for warm or cool colours and reasons.Step 6: Group Discussion1. Students form groups and discuss whether they look better in warm or cool colours and why.2. Each group presents their views and examples.  This step is effective in promoting peer interaction and sharing of ideas.Purpose: To encourage students to think about their own colour preferences and express their opinions.7.To summarize lesson on colour choice and stress its importance in clothing.Step 7: SummarySummarize the main points of the lesson and emphasize the importance of choosing the right colours for clothing. This step is effective in reinforcing learning and helping students consolidate their understanding.Purpose: To wrap up the lesson and leave students with a clear understanding of the topic.Homework Required: Make a list of your own clothing items and categorize them by colour.Optional: Design an outfit using colour-matching principles and draw it or describe it in words.Teaching ObjectivesTeaching ActivitiesEffectiveness Evaluation1.To know the three types of questions and eight diphthongsStep 1: Presentation1. Display examples of yes-no questions, wh-questions, and questions with “or” on the board or through a slideshow. Also, show words with different diphthongs.2. Discuss the characteristics of each question type and have students repeat the words with diphthongs. （详见课件资源）Observe students' ability to identify question types and pronounce diphthongs.Purpose: To introduce students to both grammar and pronunciation aspects of the lesson.2.To use the three types of questions correctly and pronounce diphthongs accurately. Step 2: Practice1. Provide various scenarios for students to form questions using the three types of questions.2. Have students work in pairs or small groups to ask and answer questions. Assess students' ability to form correct questions and answer them accurately.Purpose: To give students practice in using question types in context.3.To use the three types of questions correctly and pronounce diphthongs accurately. Step 3: Production1. Have students read words with diphthongs and match them with the correct sounds.2. Read pairs of words and sentences to practice pronunciation. Check students' pronunciation accuracy and ability to distinguish different sounds.Purpose: To improve students' pronunciation skills.4.To apply what we have learnt to talk about the preparation for the fashion show. Step 4: Fashion Show Discussion1. Have a class discussion about the preparation for the fashion show, using the three types of questions.2. Encourage students to use words with diphthongs in their discussions. （详见课件资源）Observe students' participation and ability to apply both grammar and pronunciation in context.Purpose: To apply learned knowledge to a real-life topic.Homework Required: 1. Write down three yes-no questions, three wh-questions, and three questions with “or” about different types of clothes.2. Use eight words with diphthongs to make sentences.Optional: 1. Have a discussion about fashion choices with a friend or family member using the three types of questions and mention words with diphthongs in the conversation.2. Create a short story that includes at least five different questions (of any of the three types) and five words with diphthongs.Teaching ObjectivesTeaching ActivitiesEffectiveness Evaluation1. To recognize different types of traditional Chinese clothes through listening.Step 1: Lead-in1. Play a short video or show pictures of people wearing traditional Chinese clothes.2. Ask students to name the clothes they see and share what they know about them. （详见课件资源）This step effectively engages students and activates their prior knowledge.Purpose: To introduce the topic and arouse students' interest.2. To listen for details about traditional Chinese clothes. Step 2: Pre-listening1. Present some key words and phrases related to traditional Chinese clothes.2. Have students predict what they might hear in the listening material.This step prepares students for listening and focuses their attention.Purpose: To set expectations and activate listening strategies.3.To listen and take notes on different traditional Chinese clothes. Step 3: Listening Activity1. Play the listening material once. Students listen for the main types of traditional Chinese clothes mentioned.2. Play it again. Students take notes on the features and occasions when these clothes are worn.This step helps students improve their listening skills and gather information.Purpose: To develop students' listening comprehension.4. To discuss and share what they heard about traditional Chinese clothes.Step 4: Group Discussion1. Divide students into groups. Have them discuss the details they heard about traditional Chinese clothes.2. Each group presents their findings to the class. （详见课件资源）This step promotes collaboration and communication.Purpose: To encourage students to share their understanding and practice speaking.5. To express personal opinions on traditional Chinese clothes. Step 5: Opinion Sharing1. Ask students to share which traditional Chinese clothes they like best and why.2. Encourage students to use the language they learned from the listening.（详见课件资源）This step allows students to express their personal preferences and opinions.Purpose: To develop students' speaking skills and creativity.6. To summarize the importance of traditional Chinese clothes. Step 6: Summary1. Summarize the main points about different traditional Chinese clothes.2. Emphasize the cultural significance of these clothes.（详见课件资源）This step reinforces learning and promotes cultural awareness.Purpose: To consolidate understanding and raise cultural consciousness.Homework Required: Listen to the recording again and write down three more details about traditional Chinese clothes.Optional: Share what you learned about traditional Chinese clothes with your family and discuss their opinions.Teaching ObjectivesTeaching ActivitiesEffectiveness EvaluationTo Generate unique fashion design ideas and assess students' creativity and collaboration. Step 1: Lead-in Display pictures of various fashion designs. Ask students to describe what they see. 2. Discuss the importance of fashion and personal style.Observe students' ability to describe fashion and express opinions.Purpose: To introduce the topic and stimulate interest. Effectiveness Evaluation: Assess students' participation and description skills. To help students analyze Sandy's article to understand the elements and language of a fashion design description.Step2: Analyze Model 1.Have students read Sandy's fashion design article. Identify the elements of the description (clothing items, features, colors, materials). 3. Discuss the language used. Observe students' understanding of the model.  Check students' ability to analyze the article. Purpose: To provide a model for students to follow. To enable students to generate unique fashion design ideas and assess their creativity and collaboration.Step 3: BrainstormingDivide students into groups. Ask them to brainstorm fashion design ideas. Encourage creativity in choosing items, colors, and features. 4. Have each group share their ideas. Assess students' creativity and collaboration. Evaluate the uniqueness and variety of ideas. Purpose: To generate ideas for their own designs.To guide students to make a writing plan for their fashion designs to enhance organization.Step 4: Planning 1. Guide students to create a writing plan. 2. Outline the clothing items, features, colors, and materials. 3. Consider using useful expressions from the model. Review students' plans for clarity. Check the completeness and coherence of plans. Purpose: To help students create a detailed writing plan. It enables them to organize their fashion design ideas effectively.To instruct students to write fashion design articles and improve writing skills.Step 5: Writing 1. Have students write their fashion design articles. 2. Remind them to use proper language and expressions. 3. Circulate and provide individual feedback. Evaluate students' writing for language accuracy and description. Effectiveness Evaluation: Assess the quality of writing.Purpose: To let students express their fashion design ideas through writing. It helps them improve their language usage and description skills.To enable students to improve their writing through peer review and interaction.Step 6: Peer Review 1. Students exchange articles with a partner. 2. They read and provide feedback on content and language. 3. Partners discuss and suggest improvements. Assess students' ability to give and receive feedback. Evaluate the quality of feedback.  Purpose: To improve writing through peer interaction.To describe a fashion design using appropriate language. Step 7: Language Points Review1. Present and explain the language points from the article, including "any," "popular with," and "be made of/from."2. Have students complete exercises to practice using these language points.（详见课件资源）Assess students' understanding of the language points through their performance on the exercises.Step 8: Revision1. Have students revise their articles based on feedback and the language points review.2. Encourage students to read their articles aloud to check for flow and clarity. Review revised articles for improvement in language and description.Purpose: To improve the quality of students' writing through revision.Homework Required（必做）: Write another fashion design article with different items. Optional（选做）: Create a visual representation of the design.