(共33张PPT)
Lesson 1
He is wearing a blue T-shirt.
第一课时
接力版 六年级下册
Sing a song
Clothes for PE class
Clothes for different places
Free talk
Clothes for PE class
T-shirt
shorts
shoes
socks
We should wear some sportswear for PE class.
Free talk
Let’s learn
Is she wearing a yellow T-shirt
T-shirt
Who are they
Look and say
Jack
Peter
What are they looking for
Look and say
Peter and Jack are looking for John.
What is John like
Look and guess
tall
strong
polite
...
Listen and answer
What do we know about John
He is tall and strong.
He is wearing a blue T-shirt. And he's holding a basketball.
He likes playing basketball.
Let’s learn
She is holding a basket.
hold
1. Who is Tom ________________________
2. Is John wearing a blue and white T-shirt
________________________
3.What are they going to do then
________________________
Read and answer
Who is Tom
Read and answer
Tom is a tall and thin boy.
Jack: Look at that boy! Is it John
Peter: Which one
Jack: The tall and thin boy.
Peter: No. That is Tom.
John is tall and strong.
Is John wearing a blue and white T-shirt
Read and answer
Peter: Look! John is over there. He's talking with his friends.
Jack: Is he wearing a blue and white T-shirt
Peter: No. He is wearing a blue T-shirt. And he's holding a basketball.
Jack: Oh! He's cool!
No. He is wearing a blue T-shirt. And he's holding a basketball.
What are they going to do then
Read and answer
Peter: John, this is my cousin, Jack.
John: Nice to meet you, Jack.
Jack: Nice to meet you, too.
Peter: Jack likes playing basketball, too.
John: Great! Let's go and play.
They are going to play basketball.
Let’s learn
Which one do you want
which
Let’s learn
He is my cousin.
cousin
which
cousin
wear
strong
thin
tall
T-shirt
Click and say.（快速翻译）
hold
矮的
Play a game
Listen and repeat
Jack: Look at that boy! Is it John
Peter: Which one
Jack: The tall and thin boy.
Peter: No. That is Tom. John is tall and strong.
Peter: Look! John is over there. He's talking with his friends.
Jack: Is he wearing a blue and white T-shirt
Listen and repeat
Peter: No. He is wearing a blue T-shirt. And he's holding a basketball.
Jack: Oh! He's cool!
Peter: John, this is my cousin, Jack.
John: Nice to meet you, Jack.
Jack: Nice to meet you, too.
Peter: Jack likes playing basketball, too.
John: Great! Let's go and play.
Show time
Role-play
Is she wearing a red and black T-shirt
No, she is wearing a red and white T-shirt.
Practice
Is he wearing a yellow sweater
Yes, he is wearing a yellow sweater
Practice
John is tall and strong.
He’s wearing a blue T-shirt.
He’s holding a basketball.
Look and say
Look and practice
tall and thin
Mr Wang is tall and thin.He's wearing a black coat. He's holding a box.
Mr Wang
Look and practice
short and strong
Xiaoyu
Xiaoyu is short and strong.He's wearing a green sweater. He's holding a kite.
Look and practice
tall and beautiful
Ms Zhang
Ms Zhang is tall and beautiful. She's wearing a blue dress. She's holding a Chinese book.
Look and practice
short and thin
Fangfang
Fangfang is short and thin.She's wearing a yellow T-shirt and a red skirt. She's holding a picture.
John is a ______and strong boy.
He likes _______basketball. Look!
He ________a blue T-shirt. And he is holding a _______in his hand. Now, he is talking with Peter and Jack. They are going to_____ basketball. Is he cool
Read and fill
tall
basketball
is wearing
playing
play
How about your friends Can you make a card for your friends Then introduce.
Extension
Summary
cousins
which
T-shirt
hold
New words:
Sentence patterns
He is tall and strong.
He is wearing a ...
He is holding a/an ...
1. 背诵本课的生词。
2. 在会写的基础上正确朗读本课对话。
3.完成本课的课后作业。
Homework
谢谢
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接力版六下Lesson 1 He is wearing a blue T-shirt.单元整体设计
第一部分 单元教学设计总思路
一、教学理念
《2022年新课标》首次使用了“大观念”一词，强调“以学科大概念为核心，使课程内容结构化，以主题为引领，使课程内容情景化”。基于真实语言运用视角，分析教材内容与学生情况，确定学习发展的内容主题，初定真实任务（鲁子问，张荣干，2005）。确定单元大任务和具体的小任务。秉持真实语言运用的语言理念，围绕主题语境，依托语篇，联结英语课堂与真实生活，设计语言、思维、文化相融合的层次性学习活动，使学生在追求达成真实任务成果的过程中学习和尝试运用语言或非语言手段理解与表达意义，实现深度学习，从而培养文化意识，发展多元思维形成学习能力。基于学生学习视角，设定以达成真实任务成果为目标的学生学习过程，以及教师对学生任务成果达成和素养学习发展的相应支持引导过程（张荣干，2017），形成主题意义引领下基于真实任务的任务前、任务中、任务后等阶段及其环节的师生活动流程。
二、单元教材分析
（一） 单元主题意义分析 项目 内容
主题意义 ◎交往 √ ◎感情 ◎态度
单元功能：询问、介绍
育人价值 能主动交友，相互学习，体验友谊的快乐。
（二） 教材分析 板块一 Look and listen: 本板块为听力板块，通过Jack 和Peter谈话寻找John的语言情景，谈论John的外貌特征，引出本课话题，从而衔接本课的后续学习内容，使语言情景连续成统一的整体。本板块只呈现情景图，围绕情景图展开寻找人物的谈话，提出了引出话题所需的问题，文本材料附在教师用书中，有利于培养学生的听力。 板块二Look, listen and say: 本板块与上一板块在内容和话题上相衔接，以分图的形式呈现Jack 和Peter寻找John、认识John的情景，同时学习描述人物的句型He’s wearing a blue T-shirt. And he’s holding a basketball.自然复习再现现在进行时态的语言知识，并增加了“描述人物”的语用功能。 板块三 Look and say: 本板块通过看图说话的形式，总结提炼“描述人物”的表达方式：John is tall and strong. He’s wearing a blue T-shirt. He’s holding a basketball. 板块四 Look and practise: 本板块是巩固操练板块。通过描述四个不同人物的特点，综合运用形容词和现在进行时态“描述人物”。 板块五 Enjoy reading: 本板块是一个趣味故事，通过Sally买泰迪熊的故事，体现妈妈对Sally的关爱，Sally对玩具泰迪熊的喜爱和他们一起玩耍陪伴的幸福。 板块六 Play a game: 本板块是猜测游戏活动，通过谈论人物外貌、衣着等猜测确定人物，综合复习本课的描述人物的核心目标语言。 板块七 Sing a song: 本板块是一首关于衣着状态的歌曲，内容简单，易于上口，便于帮助学生巩固核心目标句型。 板块八 Pronunciation: 本语音板块通过呈现几个例词，梳理学习辅音字母组合ch和sh在单词中的发音，要求学生能认读ch和sh的音标/t / 和/ /，感知拼读规律，能根据拼读规则拼读含有字母组合ch和sh的单词。 板块九 Fill in the blanks: 本板块作为练习板块，是对板块二对话内容的整体内容概括。要求学生能读懂短文，并根据图画和短文意思填空。
三、学情分析
本刚上 六年级的学生学英语已经三年了，六年已形成较好的英语学习习惯，绝大多数的学生掌累了一定的词汇、句型，以及了解一些常见的语法，具备了基本的英语听、说、读、写技能。大部分学生对英语有着浓厚的学习兴趣，也掌握了学习英语的方法，但仍有些学生在英语学习上由于基础薄弱和态度不好，造成英语学习困难重重。当然他们也喜欢引起别人的注意，重视老师的表扬，不怕犯错，很少有羞怯感。他们的记忆力好，形象思维好，但缺乏理性思维，逻辑思维不强。他们爱玩、爱唱、爱游戏、爱活动，这一切都是小学生身心发展的特点。当然六年级个别学生还存在顽劣和懒惰倾向，上课爱搞小动作，作业完成不及时的坏毛病，学习效率也较差。 逻辑
四、单元整体设计思路
学生在四年级上册第6课学习了谈论能力的句子I can see with my eyes. 在四年级下册第8课学习过表达能力的句子I can swim/use the computer.在五年级上册第7课学习了表达请求和允许的句型Can I have a Coke No, you can’t. You can have some water.本课是在此基础上继续学习can用来表达可能性的用法How can we draw a line We can draw it with a ruler.
五、单元总目标
11.知识目标 （1）能听、说、读、写本课单词cousin, Ms。 （2） 能够听、说、读、写本课的主要句型John is tall and strong. He’s wearing a blue T-shirt. He’s holding a basketball. （3）能听、说、认读本课单词：which, T-shirt, hold。 （4）能认读单词：child, China, lunch, much, shop, shirt, wash, fish，并认读字母组合ch和sh在这些单词中的发音音标/t / 和/ /。 2.能力目标 （1）能准确模仿本课录音中的内容。 （2）能够在图片或情景的帮助下运用句型He’s … …He’s wearing …... He’s holding …...描述人物。 （3）能根据拼读规则自然拼读含有字母组合ch或sh的单词。 3.情感态度，文化知识，学习策略 （1）能够认真观察、仔细聆听，积极思考，对英语学习有兴趣，乐于模仿，善于积极沟通。 （2）能根据发音规律拼读单词，逐步形成有效的学习策略。 （3）能主动交友，相互学习，体验友谊的快乐。 （4）体验爱与陪伴的情感。
六、单元设计框架
（一）单元课时安排及板块分配（示意图）
第二部分 分课时教学设计
【第 1课时】
教师 授课内容 Look and listen & Look, listen and say & Look and say & Look and act in groups & Let’s chant
课时文本分析 [What]主题意义和主要内容 本板块与上一板块在内容和话题上相衔接，以分图的形式呈现Jack 和Peter寻找John、认识John的情景，同时学习描述人物的句型He’s wearing a blue T-shirt. And he’s holding a basketball.自然复习再现现在进行时态的语言知识，并增加了“描述人物”的语用功能。 [How]文本结构和语言修辞 本板块为听力板块，通过Jack 和Peter谈话寻找John的语言情景，谈论John的外貌特征，引出本课话题，从而衔接本课的后续学习内容，使语言情景连续成统一的整体。
二、教学重难点
教学重点 在实际情境中运用He’s … … He’s wearing …... He’s holding …...描述人物。
教学难点 在实际情境中运用He’s … … He’s wearing …... He’s holding …...描述人物。
三、教具准备
PPT、板书
四、教学过程设计
教学环节 教师活动 学生活动 设计意图
Pre-task Greeting Let’s sing a song Greeting to the teacher
While-task Free talk: Clothes for PE class Let’s learn S1:shorts S2: T-shirt 本部分通过活动的图片内容创设情景，让学生能在一个连贯的语境中理解和复习clothes。
Look and say Look and guess 5.Listen and answer S1: tall S2:strong 通过观察图片，讨论和思考what’s John like
6.Let’s learn 7.Read and answer 8.Let’s learn Tom is tall and thin. 通过观察图片，让学生进一步了解对话内容，同时也增加了学生的视觉、听觉的语言输入，为后面输出打下基础。
9.Play a game tall 通过阅读思考，加深对文本的理解
Post-task 1.Listen and repeat 2.Role play 3.Practice A: Is he/she wearing ... B: Yes/No, he/she is wearing... . 训练学生的独立思考和图文匹配能力，提高学生对核心句型的理解能力，同时也是检验学生的学习方式。
4.Look and say 5.Look and practice 6.Read and fill 7.Extension S1:...
8:Summary
9.Homework 分层作业，自主拓展，有利于学生的语言表达和写作能力的发展。
五、板书设计
Lesson 1 He is wearing a blue T-shirt.
