PEP小学英语三年级下册Unit2单元整体教学设计

PEP小学英语三年级下册Unit2单元整体教学设计
Unit 2: My Clothes
Topic: Clothes
Grade: Third grade
Duration: 2 weeks
Aim: The aim of this unit is to help students learn more about clothes, including describing clothes, identifying clothes for different occasions and seasons, and learning how to buy clothes.
Objectives:
By the end of the two-week period, students will be able to:
1. Identify different types of clothes and describe their colors, patterns, and materials.
2. Recognize what clothes are appropriate for different occasions and seasons.
3. Understand basic shopping vocabulary and expressions.
4. Use the present continuous tense to describe what they are wearing.
Teaching Materials:
1. Picture flashcards of different clothes types, colors, and patterns.
2. Real clothes, including formal and informal wear, clothes for different seasons, and accessories such as hats, scarves, and gloves.
3. Role-play scenarios for shopping, with emphasis on common vocabulary and expressions.
4. Worksheets and activity books focusing on the vocabulary and grammar objectives.
Teaching Methodology:
1. Total Physical Response (TPR): Using TPR, students will be taught new vocabulary items by linking them to actions.
2. Role-play and Dramatization: Students will engage in role-play scenarios such as shopping, describing clothes, and modeling clothes to reinforce vocabulary and grammar structures.
3. Storytelling: Fables and short stories will be used to reinforce vocabulary and teach morals.
Teaching Procedure
Week 1
Day 1-2: Introduction to Clothes
5 minutes - Warm-up: (TPR) Teacher introduces different clothes
types and models them while saying the words. Students follow the clothes movements and repeat the words.
10 minutes - Introduction to clothes: Teacher uses picture flashcards to introduce different types of clothes (shirts, pants, dresses, skirts, jackets, etc.)
15 minutes - Clothes Descriptions: Teacher asks students to describe clothes by color, pattern, and material. For example, teacher would hold up a red sweater and ask, "What is the color of this sweater?" "What material is it made of?" "Do you see any patterns or designs?"
Day 3-4: Clothes for Different Seasons and Occasions
10 minutes - Warm-up: (TPR) Teacher introduces students to different clothes for different seasons (summer, winter, autumn, spring) while modeling each type.
15 minutes - Clothing for Occasions: Teacher uses pictures and real-life examples to demonstrate the appropriate clothes to wear for different occasions such as weddings, graduations, and birthday parties.
Day 5-6: Shopping for Clothes
10 minutes - Warm-up: Teacher introduces common shopping vocabulary and phrases.
15 minutes - Role-play Shopping: Students will simulate shopping
scenarios with a partner using the common shopping expressions and vocabulary already introduced.
Week 2
Day 1-2: More Shopping for Clothes
10 minutes - Warm-up: Students will review the previous week's shopping vocabulary and phrases.
20 minutes - Role-playing different shopping scenarios: Teachers will introduce new shopping scenarios and provide students with more opportunities to practice using the shopping vocabulary and expressions.
Day 3-4: Present Continuous Tense with Clothes
10 minutes - Warm-up: Students will review the present continuous tense and its usage.
20 minutes - Description of Clothes: By using the present continuous, students will describe what they are currently wearing to their classmates.
Day 5-6: Assessment
30 minutes - Assessment: Students will take an assessment that assesses their ability to recognize different clothes types, describe clothes, identify appropriate clothes for different occasions, shop for clothes with common shopping vocabulary, and correctly use
the present continuous tense when describing their outfit. Conclusion
This unit will help students understand the different types of clothes, describe them by color, pattern, and material. They will recognize what is appropriate to wear for different occasions and seasons. The student will also attain an understanding of common shopping vocabulary and expressions that they will use when shopping for clothes. They will also be able to identify the present continuous tense and describe their outfit using this tense.During the two-week period, the students will have various opportunities
to engage in hands-on activities that reinforce their understanding of the topic. The use of real clothes and picture flashcards allows them to visually identify and describe different clothes types, colors, patterns and materials.
In addition to identifying clothes, the students will also learn about the appropriateness of certain clothes for different events and seasons. They will learn that weddings require formal wear and that winter requires warm clothing. This understanding will enable them to make informed decisions when choosing what to wear for any given event or season.
Another important aspect of this unit is teaching the students shopping vocabulary and expressions. Through role-playing different shopping scenarios, they will become familiar with the language used by customers and store employees in clothing stores. This will empower them to communicate more effectively when they go shopping for clothes, whether with their parents or
independently.
Throughout the unit, the students will also improve their grammar skills by learning how to use the present continuous tense to describe what they are currently wearing. This grammar structure is essential in communicating in everyday situations, and it will help them to describe themselves accurately and confidently.
At the end of the two-week period, the students will take an assessment that assesses their ability to recognize and describe different clothes types, use common shopping vocabulary and expressions, and correctly use the present continuous tense to describe their outfit. The assessment will provide a measure of the students' understanding of the topic, as well as identify areas that may require further attention.
In conclusion, this unit on clothes provides an engaging and comprehensive learning experience for students. Through hands-on activities such as role-playing, storytelling and the use of real clothes, students will acquire knowledge and skills that will be useful in their everyday lives. The unit will also serve as a foundation for future learning in related areas such as fashion, culture and language learning.Furthermore, this unit promotes cultural awareness and appreciation. Clothing is an essential aspect of culture, and the unit provides opportunities for students to learn about the different types of clothing worn in various countries and cultures around the world. By learning about the diversity of clothing styles and traditions, students will develop an understanding and appreciation of cultural differences.
The unit also encourages creativity and self-expression. By allowing the students to explore different styles and express their personalities through their clothes, they will develop their sense of individuality and creativity. The use of picture flashcards and real clothes allows them to experiment with different colors, patterns, and materials, promoting self-discovery and personal expression.
Moreover, this unit promotes social and emotional learning. The role-playing activities encourage the development of social skills, such as turn-taking, communication, and empathy. Through storytelling, students can engage in emotional expression and build their capacity for empathy and understanding.
Finally, this unit reinforces cross-curricular learning. By learning about different types of clothing, colors, patterns, and materials, students can apply their knowledge to related subjects such as art, science, and geography. For example, they can explore the chemistry behind dyeing techniques or the cultural significance of certain clothing styles.
In conclusion, this unit on clothes provides an engaging and comprehensive learning experience that promotes cultural awareness, creativity, social-emotional learning, and cross-curricular learning. It prepares students for everyday situations, such as shopping for clothes, and serves as a foundation for future learning in related subjects.这个单元教学计划关于服装的主题是一个全面而有趣的学习体验，它涉及到文化意识、个性表达、情感社交学习以及跨学科学习等方面。

通过学习服装的种类、颜色、图案和材料，学生可以了解到来自世界各地的不同文化特点。

通过学习和探索这些文化差异，学生可以培养对文化多
样性的理解和欣赏能力。

此外，该单元计划还鼓励创造性和个性表达。

通过允许学生尝试不同的风格并通过衣着来表达自己的个性，他们将发展出自己的个性和创造力。

通过图片卡片和真实服装的使用，他们可以尝试不同的颜色、图案和材料，促进自我发现和个人表达。

此外，该单元计划还促进社会情感学习。

角色扮演活动可以鼓励社交技能的发展，例如轮流、交流和共情。

通过故事讲述，学生可以参与情感表达，建立起同情心和理解能力。

最后，该单元计划还巩固了跨学科学习的知识。

通过学习不同的服装类型、颜色、图案和材料，学生可以将他们的知识应用到涉及到艺术、科学和地理等相关学科中去，例如，他们可以探索染色技术背后的化学原理或某些服装款式的文化意义。

总之，这个以服装为主题的单元教学计划提供了一个全面而综合的学习体验，它促进文化意识、创造性、社会情感学习以及跨学科学习，为学生提供了以后在相关科目中学习的基础。

它还为学生应对日常生活中的场景，例如购物提供了帮助。