Unit7Clothes语言训练提要

Unit7Clothes语言训练提要The1stperiodMywardrobe1.Readandjudge读一读，划线部分的字母发音相同吗？1.teacherwatch()2.glovessocks()3.shortschocolate()4.coatboat()参考答案：1.√2.╳3.╳4.√训练目的：本课词汇的发音练习。训练方式：方式一结合课堂教学请学生完成。帮助学生巩固词汇的发音。方式二请学生课后作为练习完成。2.Listen,fillinandreadjeansblousetiecoatshortssockscapglovesbeltsCarolisacutegirl.Shelikesbeautifulclothes.Therearealotofniceclothesinherwardrobe.Look,sheisshowingthemtohergoodfriendAlice.Welcometomyhome,Alice.Thisismywardrobe.Therearemanyniceclothesinit.Lookattheleft.Thereisa________,a______anda____init.Andthisismyschooluniform.IweariteveryMonday.Lookattheright.Thereisapairof________andapairof________init.Iliketowearthembecausetheyarecomfortable.Inthedrawers,thereisapairof________andapairof________.Andtherearetwo______anda______,too.Yes,Ihavealotofniceclothes.AndIlikeallofthem.Tapescript&AnswerKeys:Carolisacutegirl.Shelikesbeautifulclothes.Therearealotofniceclothesinherwardrobe.Look,sheisshowingthemtohergoodfriendAlice.Welcometomyhome,Alice.Thisismywardrobe.Therearemanyniceclothesinit.Lookattheleft.Thereisablouse,acoatandatieinit.Andthisismyschooluniform.IweariteveryMonday.Lookattheright.Thereisapairofjeansandapairofshortsinit.Iliketowearthembecausetheyarecomfortable.Yes,Ihavealotofniceclothes.AndIlikeallofthem.1.训练目的（该训练项目中的文本基于教材中本单元Wonderland板块所提供的信息进行组织与编写）1)帮助学生体验核心词汇所适用的语境。2)帮助学生理解核心词汇的单复数形式以及意义。3)帮助学生检验自己掌握单词拼写的情况。2.训练方式结合课堂教学过程中的post-task环节应用该训练项目。Step1:请学生在听录音前快速阅读短文，大致了解短文内容。Step2:请学生听录音并记录所缺内容。Step3:留出一段空白时间，允许学生将刚才未写完整的单词填补完整。Step4:请学生听第二遍录音，并校对答案。Step5:请学生反馈答案，收集信息，了解学生掌握情况。3.TrytosayPleaseintroduceyourwardrobetoyourfriends.★Look,thisismywardrobe.Therearemanyniceclothesinit.Lookattheleft.Thereis/are____________________________.Lookattheright.Thereis/are__________________________init.Yes,Ihavealotofniceclothes.AndIlikeallofthem.★★Look,thisismywardrobe.Therearemanyniceclothesinit.Lookattheleft.Thereis/are____________________________.Andthisis/theseare______________________________.Lookattheright.Thereis/are__________________________init.Inthedrawers,thereis/are___________________________,too.Yes,Ihavealotofniceclothes.AndIlikeallofthem.★★★Look,thisismywardrobe.Therearemanyniceclothesinit.Lookattheleft.Thereis/are____________________________.Andthisis/theseare______________________________.Ioften____________________________.Lookattheright.Thereis/are__________________________init.Iliketowearthembecause__________________.Inthedrawers,thereis/are__________________________,too.Yes,Ihavealotofniceclothes.AndIlikeallofthem.1.训练目的结合本堂课主题Mywardrobe引导学生在语境中运用新学词汇。通过所提供的语言提示，帮助学生整合新旧知识、结合生活实际来说话，关注表达，培养语用能力。2.训练方式方式一Step1:由学生选择合适自己的语言提示级别。Step2:给出学生一定的时间进行准备。Step3:鼓励学生在组内交流。Step4:班级范围内展示反馈。方式二作为学生的回家作业，口头完成该训练项目。请学生于下一课时进行交流与反馈。4.TrytowriteCarolandherclassmateswillgotothebeachonMonday.Theyaregoingtocollectshellsfortheirsciencelesson.Whatclothescanshewear?Let’shelpCarol!CarolwillgotothebeachonMonday.CarolwillgotothebeachonMonday.Ithinktheseclothesaregoodforher.Shecanwear__________.Itmakes/Theymakeher__________.Andshecanwear__________.Itmakes/Theymakeher__________.Shewillhaveagoodtimeatthebeach!1.训练目的通过创设为Carol去海滩挑选合适的服装的语境，引导学生关注服装的功能，能根据场合和活动选择相适应的服装，并把它们正确地写出来，培养语用综合能力。2.训练方式方式一作为课堂训练环节，口头完成该训练项目。Step1:出示语言模式，明确任务。Step2:给出学生一定的时间进行准备。Step3:鼓励学生在组内交流。Step4:班级范围内展示反馈。方式二作为学生的回家作业，书面完成该训练项目。请学生于下一课时进行交流与反馈。The2ndperiodWhoseClothes1.Look,readandchoose1.----Whoseshoes________________?(isthis,arethese)----TheyareAlan’sshoes.2.----Whosearethosecookies?----_______________mine.(It’s,They’re)3.----__________familyphotoisthis?(Who’s,Whose)----It’sMary’s.4.----Whoseclassroom____________?(isthis,arethose)----__________theirs.(It’s,They’re)5.----Whoseisthis________?(letter,letters)----It’s__________.(your,yours)AnswerKeys:1.arethese2.They’re3.Whose4.isthis,It’s5.letter,yours1.训练目的在图片创设的语境中，帮助学生理解和运用Whose…？句型的单数、复数形式及其回答，同时加强对这组问答句中物主代词的认知，通过落笔练一练加深体验和记忆。2.训练方式方式一结合教学过程，在教授句型的过程中应用该训练项目，帮助学生体验与记忆。方式二作为学生课后作业，帮助学生加深体验、巩固记忆。2.LookandDo“Q&A”Eg:A:Whoseshellisthis?B:It’sTom’s.Hisshellisgrey.A:Whoseshellsarethese?B:They’reSandy’s.Hisshellsaresmall.Nowyoutry!1.2.shell,Carol’s,redA:_________________________?B:_________________________._________________________.shells,HongWei’s,smallA:_________________________?B:_________________________._________________________.3.4.shells,Mingming’s,longA:_________________________?B:_________________________._________________________.shell,Norman’s,verybigA:_________________________?B:_________________________._________________________.1.训练目的通过口头问答训练，巩固Whose…?句型的单数、复数形式及其回答。并能用正确的形容词性物主代词和形容词对物品进行补充描述，丰富语言的表达。2.训练方式方式一结合教学过程，在教授句型的过程中应用该训练项目，帮助学生体验与记忆。Step1:出示语言范式，明确任务。Step2:给出学生一定的时间进行准备。Step3:鼓励学生在组内交流。Step4:班级范围内展示反馈。方式二作为学生的回家作业，既可口头又可书面完成该训练项目。请学生于下一课时进行交流与反馈。3.ReadandanswerMissGreen:Wow,you’vegotsomanyshells.Letmehavealook.Whoseredshellisthis?Carol:It’smyshell.Itlookslikearedstar.MissGreen:Whosewhiteshellisthat?Tom:It’smine.Isitbeautiful?MissGreen:Sureitis.Arethesesmallshellsyours,too?Tom:No,theyaren’t.TheyareSandy’s.Sandy:Ilikesmallshells.Theyarelovely.Lookatthis,MissGreen.Itlookslikeafan.Ilikeitverymuch.MissGreen:It’sreallynice.Ilikeit,too.Oh,dear.Itmustbethebiggestone.Whoseisthis?Norman:Mine,Igotitinthesand.MissGreen:Aha,luckyyou!Answerthequestions:1.Whoseshelliswhite?_________________________________________________________2.Whosearethesesmallshells?___________________________________________________3.Who’sgotthebiggestshell,CarolorNorman?_____________________________________4.Dothechildrenliketheirshells?_________________________________________________AnswerKeys:1.Tom’sshelliswhite.2.They’reSandy’s.3.Norman.4.Yes,theydo.1.训练目的通过提问帮助学生理解语篇意义、关注信息的提炼。2.训练方式方式一结合教学过程，在教授句型的过程中应用该训练项目，帮助学生正确理解和运用。Step1:请学生默读，完成练习。Step2:讨论确认答案。Step3:集体或分组朗读语篇。方式二作为学生课后作业，帮助学生加深体验、巩固记忆。4.Lookandsay,thenwriteDialogueA:DialogueB:A:I’m______.I’mlookingformy________.A:I’m______.I’mlookingformy________.B:Whatdoesit/dotheylooklike?B:Whatdoesit/dotheylooklike?A:Itis/Theyare___________.A:Itis/Theyare___________.B:Hereis/are__________.B:Hereis/are__________.Isit/Aretheyyours?Isit/Aretheyyours?A.Oh,yes.Thanksalot.A:No,it’s/they’renotmine.B.Youarewelcome.B:I’msorrytohearthat.Hopeyouwillfindit/themsoon.A:Thankyouanyway..Nowpleasetell:1.---Whose_________________?---_____________________________.2.---Whose_________________?---_____________________________.3.---Whose_________________?---_____________________________.4.---Whose_________________?---_____________________________.1.训练目的通过创设的失物招领的语境，培养学生用语言做事的能力。同时，培养学生仔细观察的习惯，根据图片提供的信息选择恰当的语言模式来说话，并书面完成问答练习，发展综合语用能力。2.训练方式方式一结合教学过程，在教授句型的过程中应用该训练项目，帮助学生体验与记忆。Step1:出示语言模式，明确任务。Step2:给出学生一定的时间进行准备。Step3:鼓励学生在组内交流。Step4:班级范围内展示反馈。方式二作为学生的回家作业，既可口头又可书面完成该训练项目。请学生于下一课时进行交流与反馈。The3rdperiodBeautifulClothes1.TrytotalkWhatareyougoingtodoatthesportsmeet?Whatareyougoingtowearforthesportsmeet?Whyareyougoingtowearthem?★Ourschoolsportsdayisnextweek.I’mgoingto____________________(have/do/play/…)atthesportsmeet.I’mgoingtowear______________________________.Theyaregoodforme.I’mlookingforwardtoit!★★Ourschoolsportsdayisnextweek.I’mgoingto____________________(have/do/play/…)atthesportsmeet.I’mgoingtowear______________________________.I’mgoingtowear______________________________,too.Theyaregoodformeto____________________(runfast/playwell/…).I’mlookingforwardtoit!★★★Ourschoolsportsdayisnextweek.I’mgoingto____________________(have/do/play/…)atthesportsmeet.I’mgoingtowear______________________________.I’mgoingtowear______________________________,too.Theyaregoodformeto____________________(runfast/playwell/…).AndI’mgoingtotake__________________________(somewater/acamera/…).I’mlookingforwardtoit!1.训练目的引导学生“用语言做事”，通过学习能就运动会的参赛项目和服装准备做出简单的陈述。2.训练方法：Step1:由学生选择合适自己的语言提示级别。Step2:给出学生一定的时间进行准备。Step3:鼓励学生在组内交流。Step4:班级范围内展示反馈。2.Read,fillinandretellthestoryReadthestoryApettygirlTodayisSaturday.Carolisathome.Sheisgettingreadyforasportsmeet.Mum:“PutonyourgreenT-shirt,Carol.Andputonyourjeans.”Carol:“Allright.ButI’mgoingtodohighjumpatthesportsmeet.Iwillputonmyshorts.”“Lookatme,Mum.AgreenT-shirtwithwhiteshorts.AmIcool?”Mum:“Oh,Whataprettygirl!”“Hey,Carol!”Carol:“Yes,mum?”Mum:“Lookatyourshoes.Whoseshoesarethose?”Carol:“Uh-oh,they’reyours.I’llputonmysneakers.”FillintheblanksTodayis______________.Carolisgoingto_________________________.Mumwantshertowear____________with____________.ButCarolisgoingtowear____________with____________.Shethinksthey’regoodforthesportsmeet.Look!Caroliswearing____________________shoes.Howfunny!Andnowsheisgoingtoputonher_______________.RetellthestoryAnswerkeys:Saturday,asportsmeet,aT-shirt,jeans,aT-shirt,shorts,hermother’s,sneakers1.训练目的：通过阅读、补全和复述短文，帮助学生理解语篇意义、关注信息的提炼。2.训练方式：Step1:请学生默读，完成练习。Step2:讨论，确认答案。Step3:集体或分组朗读补全的语篇。Step4:请个别学生班级范围内复述语篇。3.Read,fillinandsayReadthestory:Carolisgoingtoheruncle’sweddingparty.Whatclothesisshegoingtowear?Whatclothesaregoodfortheweddingparty?OnMonday,I’mgoingtowearshortswithsneakers.ButonTuesday,I’mgoingtowearablousewithshortsfortheparty.Theymakemecool.Butmumsaysno.OnWednesday,I’mgoingtowearadresswithabelt.ButonFriday,I’mgoingtowearmyblousewithaskirtfortheparty.Theymakemecute.ButmybrotherNormansaysno.Oh,somanyprettyclothes!Whatclo