5A M3U2 Buying new clothes单元整体设计
School: Siyan Primary School
Teacher：Lexi （唐俐媛）
Book：Oxford English (Shanghai Edition)
Date: Nov.6th. 2019
一、教材内容
二、单元规划
（一）教材分析
1. 分析教材结构
表2.1 教材结构分析
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项目 |
内容 |
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话题 |
R人与社会 □人与自然 单元话题 Buying new clothes |
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功能 |
R交往 £感情 £态度 单元功能 询问、介绍 |
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育人价值 |
通过本单元的学习，学生能在日常购物对话中，学会整洁简朴、勤俭节约的美德，通过皇帝的新装的故事，学会脚踏实地，实话实说的人格品质。 |
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教材 板块 定位 |
核心板块
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Look and learn |
核心词汇：button, pocket, zip |
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Look and say |
核心句型：Which...do you like, the...one or the...one? I like the ...one. |
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Learn the sounds |
音标/ ɔː/ /ɒ/的发音 |
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非核心板块
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Say and act |
听说演： Buying a new dress |
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Read a story |
阅读： The emperor’s new clothes |
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Ask and answer |
问一问，答一答 你喜欢哪件衣服，为什么？多少钱？ |
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辅助板块 |
Listen and enjoy |
儿歌： Polka dot party |
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2.厘清内容要求
表2.2 学习水平分类表
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学习内容 |
学习水平 |
学习要求 |
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知道 (A) |
理解 (B) |
运用 (C) |
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语音 |
国际 音标 |
字母o, a的发音规律/ɒ/以及字母组合or, ol, au, oor的发音/ɔ:/ |
√ |
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识别并正确朗读国际音标 |
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朗读 |
基本句式的朗读语调 |
√ |
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用正确的升降调朗读基本句式 |
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词汇 |
核心 词汇 |
button, pocket, zip, need ,put on ,try on |
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√ |
背记、理解与运用核心词汇 |
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词法 |
名词 |
可数名词的数量表达 单数：dress pocket 复数： dresses pockets |
√ |
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知晓可数名词的数量表达
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代词 |
不定代词:one，ones |
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√ |
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知晓不定代词的意思并根据情境正确使用 |
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句法 |
选择疑问句 陈述句 特殊疑问句 |
Which do you like, the …one or the …one? I like the...one. How much is it? How much are they? |
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√ |
用选择疑问句和特殊疑问句进行询问；运用陈述句进行表达 |
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语篇 |
记叙文 |
基本信息 |
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√ |
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简单讲述对话、故事中的时间、地点、人物、事件等 |
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基本结构 |
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√ |
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描述关于服饰特征与价格的介绍 |
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（二）学情分析
本次的教学对象是奉贤区思言小学五年级的学生，按照“年级学期”、“已积累的语言知识”、“已形成的语言能力”和“预计学习的知识与技能”作了如下梳理和罗列：
表2.3 学情分析
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年级学期 |
学习内容与学习要求 |
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已知 |
1BM2U1 Toys I like |
I like the doll. 能根据情境，用I like...描述自己喜欢的玩具。 |
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2BM3U2 My clothes |
I have trousers. 能根据情境，用I have...描述自己拥有的服饰。 |
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3AM3U2 Shopping |
How much? 能根据情境，询问物品的价格 |
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4AM3U3 In the shop
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How much is it? It’s... How much are they? They’re... 能根据情境，询问不同数量的物品的价格并回答 |
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应知 |
5AM3U2 Buying new clothes |
button, pocket, zip, need ,put on ,try on Which do you like, the …one or the …one? I like the...one. How much is it? /How much are they? 能在购物的情景中，选择喜欢的服饰进行描述，能询问或回答服饰的价格。 |
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预知 |
5BM2U2 Films |
Can I have three tickets for Snow White, please? 能根据情境选择喜欢的电影并购买电影票。 |
（三）单元目标
◆知识与技能
1. 在语境中学习、理解、运用本单元核心词汇：
button, pocket, zip,put on ,clothes try on
2. 在语境中学习、理解本单元拓展词汇
Emperor , magic ,nod , slilent
3. 在语境中学习、理解、运用本单元核心句型：
Which do you like, the …one or the …one?
How much is it? How much are they?
4. 在语境中学习、理解以下日常表达: Why not try on both?
Good idea.
5.在具体的商店情景中，学会用日常交流语句买衣服， 培养综合实践活动能力及
团队合作能力。
6. 在语境中，能正确朗读故事、对话，并能尝试表演故事。
◆文化与情感
1. 通过具体情境体验买衣服的日常交流方式，学会询问自己喜爱服饰的价格并购买。
2.通过故事的学习，体会衣服不应该成为虚荣心的外衣，应该更加注重内在修养的培养而不是仅仅注重外在。
◆学习策略
1. 通过文本阅读、视听体验、活动交流等，共同参与课堂学习活动。
2. 运用信息技术，主动探究，积极思考，解决问题。
（四）单元语用任务
在单元语境中，简单描述服饰的特征，选择喜爱的服饰并阐述原因，学会关注服饰的季节性与性别差异。能根据需求购买喜爱的服饰，并能询问服饰的价格；能在有关服饰的故事情节推进过程中，通过体验故事人物的不同感受，准确、有感情地表达人物语言，并能复述故事的发展过程；能用至少5句话与朋友们分享自己设计的服饰，并加以描述，内容清晰，表达合理。
（五）分课时话题
分课时话题及内容
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单元主题 |
课时 |
话题 |
学习内容 |
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BUYING NEW CLOTHES |
Period1 |
Choosing clothes for a party |
Look and say， Look and learn, Learn the sound |
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Period2 |
Buying clothes for a party |
Say and act, Ask and answer, Learn the sound |
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Period3 |
The emperor’s new clothes |
Read a story Learn the sound |
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Period4 |
Designing clothes for a party |
Listen and enjoy,Look and learn,Learn the sound |
（六）分课时目标
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课时 |
语言知识与技能 |
语用任务 |
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第一课时 |
1.能正确跟读字母o, a的发音规律并读准确/ɒ/和字母组合or, ol, au, oor的发音/ɔ:/。发音准确。 2.能在语境中正确朗读核心词汇button, zip, pocket等，建立音、形、义的关系。 3.能在对话语境中尝试使用句型Which …do you like, the…one or the …one? I like … one. It has _____. It's / They're _______来描述喜爱的服饰和服饰配饰的特征。 4.初步感知Why not …?尝试向他人提供建议。 |
简单描述服饰的特征，选择喜爱的服饰并阐述原因，学会关注服饰的季节性与性别差异，能了解服饰上的不同配件的功能。 |
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第二课时 |
1.能正确跟读含字母o, a的发音/ɒ/和字母组合or, ol, au, oor的发音/ɔ:/的单词和儿歌，发音准确。 2.能进一步理解和运用第一课时学习的词汇，如：button, zip, pocket。 3.能听懂、读懂、学习并运用词组try on、look great on you。 4.能在语境中初步理解和运用--- Which…one(s) do you like, the …one(s) or the …one(s)? --- I like the …one(s).等进行问答，表达个人喜好。 |
能选择性询问、表达各人喜好；在此基础上，适当拓充ones的学习与操练； 初步感知Why not…？这一句型，尝试向特定的语境下向他人提供合适的建议；在进一步观察生活细节，表达服饰配件的基础上，初步形成服饰与文化的链接；能根据需求购买喜爱的服饰，并能询问服饰的价格。 |
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第三课时 |
1.能正确读出带有字母o, a的发音/ɒ/和字母组合or, ol, au, oor的发音/ɔ:/的单词和儿歌，能够根据读音进行归类。 2.能在故事语境中知晓了解新词汇，如：emperor, magic, nod with a big smile ,keep silent, cry out, have nothing on。 3.能在语境中进一步巩固、运用单元核心词汇和核心句型，如：It has … (button, pocket.). Which … do you like, the … one or the … one?等； 4．能在故事情节的推进过程中，通过体验故事人物的不同感受，准确、有感情地朗读人物语言，如：They’re so beautiful! But only clever people can see them. Look! He has nothing on! 等； 5、能感受人物心理的变化过程，有感情地讲述故事的经过。
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能在故事情节的推进过程中，通过体验故事人物的不同感受，准确、有感情地表达人物语言，并能复述故事的发展过程。 |
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第四课时 |
1.能熟练、优美地朗读字母o, a的发音/ɒ/和字母组合or, ol, au, oor的发音/ɔ:/的拓展词汇和儿歌。 2.能在语境中较熟练地运用单元核心词汇，如：button, pocket, zip,等 3.适度拓展词汇fit和fit well。 4.在语境中熟练运用核心句型Which…do you like, the …one/ones or the …one/ones? I like the … one/ ones.等来询问并表达喜好。
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能用至少5句话与朋友们分享自己设计的服饰，并加以描述，内容清晰，表达合理
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三、课时教学设计
1.重点、难点
（1）重点：在故事语境中，熟练运用核心词汇, button, pocket, put on ,clothes，
在故事语境中，熟练运用句型Which do you like, the …one or the …one?I like...
（2）难点：通过故事阅读，能根据问题获取关键信息理解故事，能有感情地朗读故事，从而获得阅读技能的提升；
2.教学文本
Scene 1:
There is an emperor. He has hundreds of clothes. But he always wants some new ones.
Emperor: I love new clothes!
Scene 2:
One day, two tailors visit the emperor with some new clothes.
Tailor 1: We have some magic clothes. They’re very beautiful.
Tailor 2: But only clever people can see them!
Scene 3:
One of the tailors opens the bag and says:‘What magic clothes! Do you like them?’The emperor cannot see any clothes.But he nods with a big smile and says, ‘They’re so beautiful!’ Then the emperor gives them a lot of money.
Emperor: Here’s the money.
Tailor 2: Thank you !
Scene 4:
The emperor wants to put on his new clothes.
Tailor 1: Which one do you like, the long one or the short one?
Tailor 2: Look! The long one has buttons and the short one has pockets. They are golden!
Emperor: Umm… I like the long one. Because there are many gold buttons on it. So shiny!
Tailor1&2: Wow! It looks great on you!
Scene 5:
The emperor walks down the street. People keep silent. But a child cries out, ‘Look! He has nothing on!’ The emperor is too shy.
…
3.教学技术与资源
教材，课件，板书等
4.本课时教学过程
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Procedures |
Contents |
Methods |
Purposes |
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Pre-task preparations |
Revision |
1. Read the rhyme 2. Try to classify the words 2. Homework check |
通过创建新对话，让学生回顾所学核心单词，并引出新授的故事。 （对应目标：1） |
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While-task procedures |
1. The cover Learn: emperor
2. Scene 1 The introduction about the crazy emperor. Learn: crazy
3. Scene 2 Two men are coming. The emperor is happy. Learn: magic clothes, clever
4. Scene 3 The emperor can’t see the clothes. He’s puzzled. But he thinks he is clever. Learn: nod with a big smile
5. Scene 4 The emperor and the men are talking about the ‘clothes’ and try on the ‘clothes’. Practice: It looks great on you!
6. Scene 5 The emperor walks down the street. He has nothing on. He’s too shy. Learn: keep silent, cry out, have nothing on |
1-1 Show the cover and Ss ask the questions 1-2 Learn ‘emperor’ ‘tailor’ 2-1 Look at the picture 1 and answer What does the emperor like? What does he have? How is he? 2-2 Listen and try to say more 2-3 Show ‘crazy’ 2-4 Read in roles
3-1 Think and imagine What’s in the bag? How are they? 3-2 Listen to Scene 2 3-3 Elicit:magic clothes Why are they magic?What do you think of ‘magic’? 3-4:Listen and answer 3-5:Read in roles
4-1 Read and underline: What can the emperor see? What does he do? What does he say? 4-2 Think and imagine: What does the emperor think? 4-3 Learn ‘nod with a big smile’ 4-4 Listen to Scene 3 4-5 Elicit:puzzled 4-5 Read in roles
5-1 Listen to tailor one and describe the magic clothes 5-2Think and write: What does the emperor say? 5-3 Read in roles 5-4Act out the body of the story (group work)
6-1 Watch the video and learn:keep silent 6-2Think and say: What do the people think? 6-3 Enjoy the video 6-4Learn ’cry out’& ‘have nothing on’ 6-5 Enjoy the video |
通过观察和学生提问的方式，启发学生思维，并自然引出人物。 （对应目标：2）
通过提炼人物心理，丰富人物性格，为故事的发展作铺垫。 （对应目标：4）
通过学生对magic的理解和本文人物对比，凸显出服饰的特别，感受新词在本文中的含义。（对应目标：2）
带着问题进行文本阅读，引出故事核心词汇nod with a big smile（对应目标：2） 通过思考，了解故事的发展以及皇帝的心理变化，为下文的输出做铺垫。（对应目标：4）
复习巩固核心词汇pocket, button以及句子It looks great on you!（对应目标：3） 在有感情地表演过程中融入故事情境。 （对应目标：4）
通过视频，生动形象的引出核心内容：keep silent、cry out、have nothing on,在故事的发展中体会人物情感（对应目标2、4）
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Post-task activities |
Task1:
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1-1. Read the story together 1-2. Retell the story 1-3. Draw a conclusion 1-4.Learn more information about the story |
通过回顾整个故事以及板书的呈现，帮助学生理清故事线索。（对应目标：2、4、5）
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Assignment |
1. Review the story Level 1: Read the story emotionally. Level 2: Retell the story. 2. Read a story wrote by Hans Christian Andersen and share with friends |
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Board design |
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