(
课件网) Unit 6 Shopping Part A Let’s spell 人教（PEP）四年级下册 Let’s sing Where will the truck go (卡车将会开去哪一站) water tiger computer dinner sister er / / Where will the truck go (卡车将会开去哪一站) girl bird dirt birth ir / / hurt nurse purse burn ur / / Where will the truck go (卡车将会开去哪一站) Where will the bus go (汽车将会开去哪一站) arm car card ar /ɑ / ball tall wall Where will the truck go (卡车将会开去哪一站) al / / Where will the truck go (卡车将会开去哪一站) or / / horse fork born corn Where will the truck go (卡车将会开去哪一站) or / / homework world word worm people apple little le /l/ Where will the bus go (汽车将会开去哪一站) Let’s review ar er ir or ur “r” family al le Watch and read Try to read (读单词，帮助Uncle Dan摘苹果) sir mall park circle turn work turtle corn yard call barber litter Let’s sort ladder firm puddle purse cycle / / / / /l/ anger work after jumble Let’s sort star dark pork scarf lord /ɑ / / / sharp fall smart hall sword Look, listen and write uncle farmer tall ball Look, say and write My _____ is a _____. She is _____. She likes to eat _____. She can use a _____. sister nurse tall hamburgers fork Look, say and write Mark is a _____ boy. He is _____. He has a _____ _____. He likes to ride a _____. little short purple car horse Listen and fill in the blanks Two _____ _____ are sitting on a _____. One is big and the other is _____. A cute ____ _____ is playing with a _____. Be careful, _____ _____!! Don’t knock them off the _____. little birds wall small little girl ball little girl wall Watch and chant Summary Unit1 er / / dinner sister computer tiger Unit2 ir ur / / bird girl dirt first nurse burn hurt surf Unit3 ar al /ɑ / car card arm farm / / ball wall tall mall Unit4 or / / horse fork forty born / / work world worm worth Unit5 le /l/ people little table apple中小学教育资源及组卷应用平台 PEP四下Unit6 Shopping单元整体设计 第一部分 单元教学设计总思路 一、教学理念 (义务教育英语课程标准(2022年版)》指出:“英语课程的实施要充分发挥核心素养的统领作用，以主题为引领选择和组织课程内容，以语篇为依托融入语言知识、文化知识、语言技能以及学习策略等学习要求，以单元的形式呈现。“2022版课标”的课程六要素新增了“主题”和“语篇”两个要素，并突出了单元整体教学的重要性。单元整体教学过程的设计要先从整体安排教学环节，形成单元框架结构。(王建平，2020)无论是单元整体框架，还是课时教学，都要有学生的学习活动作支撑，围绕单元学习重点、促进单元目标的达成，因此学习活动要体现整合性和纵深行。 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 学生能够根据不同的场所，合理搭配自己的穿衣风格，建立朴素的大方的审美观，养成及时整理个人物品和独立自主的生活好习惯。 （二） 教材分析 本单元学习的主题是购物。教材通过John和Sarah与妈妈在服装店的情景呈现本单元要学习的核心词汇和句型。学生在上个单元已经学习过有关衣服的名词，能够表达自己想要穿的衣服，对衣服的穿搭有自己一定的见解，能根据不同场合，不同天气选择不一样的衣服。 ... ...
