人教版（新起点）五年级下册Unit 4 Last Weekend-Lesson 3-ppt课件-(含教案)--(编号：9024b).zip

12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 Yellow 1 group Yellow 2 group Pink 1 group Pink 2 group Green 1 group Green 2 group 首都师范大学附属小学首都师范大学附属小学首都师范大学附属小学首都师范大学附属小学 吴雪吴雪吴雪吴雪 Unit4 Colorful weekends Lesson4 Different weekends did homework and read a book played table tennis went to the art club played with a turtle drew pictures went to a museum ate yummy food went to a park played badminton climbed trees cooked went to a museum played with friends cleaned the room flew a kite played on the beach played tennis played chess played basketball rode a scooter Monday, April 23rd, 2018 On the weekend, I usually stay at home on Saturday morning and go to an English class on Saturday afternoon. On Sunday, I sometimes visite my grandparents and sometimes play with my friends. But last weekend was special. On Saturday, I visited my friend Wang Gaoyu because it was his birthday. We danced and played LEGO all morning. In the afternoon, we went to the park and rowed a boat in the park. On Sunday, I watched a basketball match with my dad in the morning. My favorite team won the match. I was very happy. In the afternoon, I had a basketball match with my friends. My team won the game. I was so excited. I really enjoyed last weekend. Ordinary time (平时) Monday, April 23rd, 2018 On the weekend, I usually stay at home on Saturday morning and go to an English class on Saturday afternoon. On Sunday, I sometimes visited my grandparents and sometimes play with my friends. But last weekend was special. On Saturday, I visited my friend Wang Gaoyu because it was his birthday. We danced and played LEGO all morning. In the afternoon, we went to the park and rowed a boat in the park. On Sunday, I watched a basketball match with my dad in the morning. My favorite team won the match. I was very happy. In the afternoon, I had a basketball match with my friends. My team won the game. I was so excited. I really enjoyed last weekend. speciaL Monday, April 23rd, 2018 On the weekend, I usually stay at home on Saturday morning and go to an English class on Saturday afternoon. On Sunday, I sometimes visited my grandparents and sometimes play with my friends. But last weekend was special. On Saturday, I visited my friend Wang Gaoyu because it was his birthday. We danced and played LEGO all morning. In the afternoon, we went to the park and rowed a boat in the park. On Sunday, I watched a basketball match with my dad in the morning. My favorite team won the match. I was very happy. In the afternoon, I had a basketball match with my friends. My team won the game. I was so excited. I really enjoyed last weekend. speciaL I think Guo Zirui s _weekend is _. Because he _. What do you think of Guo Zirui s weekend? Its . It can make him . . ordinaryordinaryordinary specialspecial 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 Emma s weekend Jane and Susan s weekend David s weekend Group DiscussionGroup DiscussionGroup DiscussionGroup Discussion I think s weekend was . Because he/ she . It was . It makes him/her . . Group DiscussionGroup DiscussionGroup Discussion American childrens weekendsAmerican childrens weekends David went to a museum. He saw many old and interesting things. He took many photos, too. David likes reading, so he really loved the old books in the museum. He is interested in history. He learnt a lot from the museum. He thought it was wonderful. American childrens weekendsAmerican childrens weekends Jane and Susan went camping together on Saturday. They walked up hills and looked at the trees and flowers. They cooked food and played games. They love to be close to nature. They were tired but happy. They had a lot of fun. American childrens weekendsAmerican childrens weekends Emma helped some old people near her home. She went shopping to buy some food for them. She also cleaned their homes. She took care of them patiently. She was very happy to help them. She is a volunteer in the community. She is a helpful girl. Different weekendsDifferent weekends From David, I learn a lot. He is good at reading. I want to read more books like him. From Emma, I also learn a lot. She is a warm-hearted girl. I also want to help the old people. It makes me happy. What do you learn from them? Different weekends From ,I learn a lot. He/She is . I want to . I think s weekend is . Because he/ she . It is . It makes him/her . . Guo Zirui s ordinary weekend Saturday morning visit grandparents stay at home play with friends go to an English class Saturday afternoon visit grandparents stay at home play with friends go to an English class Sunday visit grandparents stay at home play with friends go to an English class Guo Zirui s special weekend Saturday morning visited Wang Gaoyu danced played LEGO watched a basketball match Saturday afternoon went to the park rowed a boat played LEGO had a basketball match Sunday morning danced played LEGO went to the park watched a basketball match Sunday afternoon rowed a boat had a basketball match went to the park watched a basketball match Guo Zirui s ordinary weekend Saturday morning visit grandparents stay at home play with friends go to an English class Saturday afternoon visit grandparents stay at home play with friends go to an English class Sunday visit grandparents stay at home play with friends go to an English class Guo Zirui s special weekend Saturday morning visited Wang Gaoyu danced played LEGO watched a basketball match Saturday afternoon went to the park rowed a boat played LEGO had a basketball match Sunday morning danced played LEGO went to the park watched a basketball match Sunday afternoon rowed a boat had a basketball match went to the park watched a basketball match 1 教学设计教学设计 课课 题题Lesson 3 Different weekends 1.指导思想与理论依据指导思想与理论依据 通过语篇学习，通过语篇学习， 自主建构认知结构自主建构认知结构 小学英语教育正在向培养核心素养的方向转变，提倡将知识学习与技能发展融 入主题、语境、语篇和语用之中，促进文化理解和思维品质的形成，并引导学生学 会对语言的深度学习（王蔷，2015） 。基于此理念，本单元设计了主题引导下的内 容教学。本节课以语篇阅读教学为途径，通过深度学习活动，有机整合语言知识、 语言技能、文化知识，在分析、比较、评价语篇意义的过程中，发展学生的高阶思 维能力，促进认知建构与发展；同时培养正确的价值观和跨文化理解意识，实现学 科育人价值。本课教学基于学生的高阶思维培养，教师通过同一文本内容的前后对 比和中外不同学习材料的对比，让学生的理解由浅入深，让学生的思维不断拓展。 2.内容分析内容分析 本课时为本单元第四课时的学习，课题为：Different Weekends。本课时的学习 内容是：Lesson 3 A 项阅读语段以及 Fun Time 的 A 项阅读语段。通过阅读四个文 段，学生在感知、体验、总结、归纳、合作等活动中，在教师的帮助和引导下，学 会评价同伴和他人的周末活动，体验到中西文化的差异，对他人的周末活动有较科 学的认识，发表自己的真实见解。 3.学习者分析学习者分析 1. 知识储备： 通过本单元前三课时的学习，学生已经熟练掌握了有关上一个周末活动的相关 词汇及功能句，为本课展开对他人周末活动的评价，提供了语言保障。 2. 学情调研： 通过单元学习之前对学生的问卷调研可以看出，学生的日常活动如下图所示 2 学生的周末活动集中在几项活动中，其中玩电子产品高居首位，约有 21 人，做作业和参与课外辅导约有 20 人，进行兴趣爱好活动的约有 15 人，之后的活 动依次递减。这样的结果表明，学生的周末生活单一、缺少合理安排。 通过对自己和同伴周末活动评价的调研结果显示，教师应该引导学生正确看待 自己的周末生活，对生活充满积极、乐观、向上的人生态度，更应该学会合理规划 自己的周末生活。同时教师应该引导学生正确、科学的评价伙伴们的周末生活，让 学生感受到我们的周末生活同样的美好。 基于以上的学情分析，教师将教材第三课 A 项的人物 Bob 替换为本班学生熟 悉和喜爱的同学郭子睿，通过对本班周末活动的统计，学习如何评价大家的活动， 从而展开对郭子睿周末活动的讨论与评价，接着，以小组为单位，采用 Jigsaw reading 的形式学习有关美国小朋友的周末活动语段，在小组深度谈论和评价的基 础上，向全班同学进行汇报，最终让每一个学生表达自己对他人周末活动的不同看 法，发表个人见解，展开讨论，训练学生的批判性思维。 4.4.教学目标教学目标( (含重、难点含重、难点) ) 教学目标：教学目标： 1. 能够借助班级学生周末活动统计图，在教师的帮助下，尝试说出全班学生喜爱这 些活动的原因； 2. 能够借助 Jigsaw reading 的学习形式，在有限时间内，学生通过自学、讨论、分 享、评价等方式，深入理解文本内容； 3. 通过文本阅读，学生能够用几句连贯、完整的话正确评价他人，学习他人有意义、 有价值的周末活动，从而反思自己的周末。 对自己周末生活的感受对伙伴周末生活的感受 0% 50% 100% wonderful funjust so soboring terrible 对周末生活的感受 3 4. 通过阅读中外学生周末活动的语段，了解他人的周末生活，体会周末活动的丰富 多彩。 教学重难点：教学重难点： 能够了解他人们的周末活动，体会周末活动的丰富多彩，并运用已有语言积累 和生活经验对比分析、思考和评价。 5.5.教学过程与教学资源设计（可附教学流程图，含板书设计）教学过程与教学资源设计（可附教学流程图，含板书设计） 教学流程图： 教学过程：教学过程： . Warming up: 1. Watch and say: Enjoy our colorful weekends: 活动活动 1：出示本班学生上周末活动的照片，：出示本班学生上周末活动的照片， 将学生带入到话题中，并复习过去时将学生带入到话题中，并复习过去时 词组。词组。 课前热身，课前热身， 复习导入。复习导入。 了解同班同学郭了解同班同学郭 子睿的上周末活子睿的上周末活 动，做出自己的动，做出自己的 评价。评价。 活动活动 1：郭子睿朗读自己的周末生活日记，学郭子睿朗读自己的周末生活日记，学 生们听一遍。生们听一遍。 活动活动 2：Read and tick. Check the answers. 活动活动 3：对比郭子睿的平时与特殊的周末生活，：对比郭子睿的平时与特殊的周末生活， 借助语言支持说说自己的看法借助语言支持说说自己的看法。 了解三位美国小了解三位美国小 朋友的周末生活，朋友的周末生活， 做出评价。做出评价。 活动活动 1：全班开展全班开展 Jigsaw Reading 阅读活动，阅读活动， 每两组完成一个语篇的学习和讨论。每两组完成一个语篇的学习和讨论。 活动活动 2：每组选出一个人向全班汇报。：每组选出一个人向全班汇报。 对比五位小朋友的周对比五位小朋友的周 末生活，做自己的判末生活，做自己的判 断，从他们那里学习断，从他们那里学习 了哪些品质。了哪些品质。 活动活动 1：教师举例，学生讨论；：教师举例，学生讨论； 活动活动 2：评价并写出自己从他人的周末生活：评价并写出自己从他人的周末生活 的所学。的所学。 课堂小结。课堂小结。 教师总结并布置作业。教师总结并布置作业。 思考，讨论。思考，讨论。 活动活动 1：出示柱状图，根据学生之前做过的：出示柱状图，根据学生之前做过的 调查问卷，呈现本班学生周末活动的调查问卷，呈现本班学生周末活动的 状态，并在教师的引导下总结原因。状态，并在教师的引导下总结原因。 4 T: Hello, boys and girls. How are you today? And how was your last weekend? Lets enjoy our beautiful pictures of last weekend. 【设计意图】：教师利用学生自己上周末生活的照片引入，让学生真实的感受到我 们话题与自己生活的密切联系，激活学生的已有知识，为学生的语言运用提供相应 的背景支持。 . Think and talk. T: Boys and girls. We had a colorful weekend. Now here is a survey report about the weekend activities. Do you want to know? 教师分别提问： Which activity did we do the most? Yes, playing iPad and computer games is the No.1 activity. Why? And the NO.2 activity is different clubs and finish homework. I think you are all keen on studying very much. Why? The top No.3 is about our hobbies. Why? The No. 4 is doing chores. Why? The next is reading books. Why? The last but not least is doing exercises. Why? 引导学生回答出并板书： It can make us happy/relaxed/strong. It has a lot of fun. It is bad for our eyes . We can learn a lot. 5 It s good for our mindbody. Its our duty. It is meaningful. 【设计意图】：教师带领全班学生针对本班学生的周末生活进行分析，评价，谈论 每项活动的利弊，为之后的教学活动做铺垫，给学生提供表达的语言支撑，引导学 生利用这些句式发表自己的观点、丰富学生的语言。 .Read Guo Ziruis diary. 1. T: Now I want to share a piece of homework with you. Guo Zirui wrote his last weekend in his diary. Its very interesting. Do you want to know what he did? Ok, now lets invite him to read his last weekend for us. We just listen carefully! (1) Students listen to Guo Ziruis diary. (2) Read and tick his activities by themselves. (3) Check and talk their answers. 1) Summary Guo Ziruis ordinary and special activities. 2) Find Guo Ziruis feeling. (4) Compare his ordinary and special weekend. S: I think Guo Zirui s weekend is_. Because he_. Its .It can make him . 【设计意图】: 通过引导全班同学倾听、讨论、分析郭子睿的周末日记，了解同伴 的真实周末活动，让学生通过对比郭子睿日常和特殊的周末活动，尝试讨论和评价 同伴的周末生活，表达自己的观点。 2. Read American childrens weekend. (1) Read and underline the activities by themselves. T: These are our weekend activities. What about American childrens weekend? Here are four kids weekends in the USA. Lets read it separately. The yellow groups you read Davids weekend. The pink groups you read Jane and Susans weekend, please. And the green groups the read Emmas weekend. Firstly, read by yourself and try to underline their weekend activities. (2) Group discussion 6 1) Talk about the passage they read in groups. I think David s weekend was . Because he . It was . It can make him . . (3) Report Each group choose one student to report. 【设计意图】:教师通过 Jigsaw Reading 的形式，让学生先独立阅读一篇短文，再在 同组中进行深度讨论，最后进行全班汇报。通过这样的学习形式，在最短的时间内， 让学生获得了最多的信息，培养了学生的合作意识和认真倾听他人发言的习惯，在 思考、讨论中逐步形成自己的看法、观点。 . Discuss and write: 1. An example. T: We have enjoyed 5 kids different weekends. From David, I learn a lot. He likes reading. I want to read more books like him. From Emma, I also learn a lot. She is a warm-hearted 7 girl. I also want to help the old people. It makes me happy. What do you learn from their weekends? . Discuss and write. 【设计意图】：在学习了五个中外小朋友的周末生活后，教师希望每个学生都有自 己的判断、思考和评价，并最终有收获，从别人的生活中吸取智慧，为自己所有， 用较丰富的句式进行阐述。 . Summary and Homework: 1. T: What did you learn from todays class? T: Different people have different life style. We can learn from others and it can make our life more colorful. 【设计意图】：教师引导学生说一说自己的不同收获，简单总结，为下节课继续学 习做铺垫。 2.Homework: (1). Finish the short passage; (2). Compare the 5 students weekends with yours and then redesign your weekend activities. 板书设计：板书设计： 6.6.学习效果评价设计学习效果评价设计 8 评价方式与评价量规：评价方式与评价量规： 评价标准评价标准评价等级评价等级评价方式评价方式 能够正确、流利地评价能够正确、流利地评价 他人的周末生活他人的周末生活 自评自评+ +师评师评 能够汇报个人意见、能够汇报个人意见、 积极参与小组讨论积极参与小组讨论 流畅洪亮、完整详细流畅洪亮、完整详细 互评互评 句子书写规范、正确句子书写规范、正确 词句准确、句子丰富词句准确、句子丰富 师评师评 本课的学习主要采用了师评，互评和自评的方式，让学生清楚本节课的学习效 果。学生通过本课时的学习能够正确的评价他人的周末生活并且书写。 通过本单元的学习，最终学生能够合理规划自己的周末生活。 9 7.7.教学设计特色说明与教学反思教学设计特色说明与教学反思(300-500(300-500 字字) ) 特色说明：特色说明： 1.在阅读教学中培养学生的高阶思维能力。在阅读教学中培养学生的高阶思维能力。 通过让学生对不同文本的阅读，在提炼、整合、分析、比较、概括、评价 发展高阶思维能力。 2.基于学生需求，整合教材资源，创设较真实的语境。基于学生需求，整合教材资源，创设较真实的语境。 教师将教材中第三课 A 项有关 Bob 的文本根据本班一名学生的情况加以改 编，真实的再现了现实生活中同学们的周末生活。这样的变化让全班学生在理 解、思考和评价他人的周末生活时有话可说、有话想说。 3.教学活动的设计突出学生的深度参与、让学习活动真实发生。教学活动的设计突出学生的深度参与、让学习活动真实发生。 在学习美国四位小朋友的周末活动时，教师利用 Jigsaw Reading 的形式先让 每一名学生独立阅读一个文段，找出主要活动，再让同一组的同学展开讨论和 交流，相互介绍和评价对这一名美国小朋友周末生活的感受。最后每一个大组 选取一名同学为全班同学做介绍，通过介绍让全班学生在最短的时间内学习到 3 篇短文的内容，提高了学习效率，也让同学之间的交流更充分、更透彻。 教学反思：教学反思： 优势：优势： 1.以真实问题评价为导向，将学生的价值观培养贯穿教学过程的始终。以真实问题评价为导向，将学生的价值观培养贯穿教学过程的始终。 通过本课的学习，教师从入课到出课始终帮助学生不断提升正确看待他人 周末活动的意识，首先带领学生梳理评价会用到的句式，再到尝试评价，再到 独立思考和小组讨论，最后达到能够发表个人见解和主张的目标。 2.评价形式多样新颖，充分调动学生的学习主动性。评价形式多样新颖，充分调动学生的学习主动性。 利用自拼图进行评价。拼图的内容为学生们熟悉的卡图片。学生以小组为 单位，增强机体荣誉感、互相帮助。特别之处是，每个小组进行一个拼图，组 员第一次回答问题可以得到两块小拼图，之后回答问题精彩得到一块小拼图， 非常精彩可得两小块。最后，最先赢得全部拼图的组优胜。 问题：问题： 1.加强对学生书写的指导；加强对学生书写的指导； 10 2.加强对学生小组合作方法的指导和训练。加强对学生小组合作方法的指导和训练。 附录 学生调研问卷： 11 学生作业单： 12 13 14