Unit 2 What time is it Period 4 单元整体说课 课件(共36张PPT)

(共36张PPT)
Period 4
关键能力
必备品格
——崔允漷
价值观念
愿意并习惯做正确的事
能做成事——解决问题
寻求或坚持把事做正确
01.
单元整体规划
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02.
课时背景分析
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03.
教学过程阐述
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04.
教学效果反思
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Contents
01
PART.
单元整体规划
主题：时间管理 意义：Make our time well-spent .
话题：Daily routine 语言：A,B部分核心语言
教材分析
单元整体目标
科学时间管理
3.学会科学安排时间，形成科学时间管理的意识，提高时间管理能力
1.认识作息安排表，了解作息安排表的作用
2.理解感悟遵守科学作息安排的重要性
教材处理
Good
daily routine
Good life
成长路径
Good habbit
目标递进
内容关联
学 生 实 际 情 况
Period 2
Period 4
Period 3
Period 1
Learn: John and Wu Yifan follow timetable to be punctual.
Judge ：Can Mike keep a good timetable
Criticize：Why is Jimmy’s
day bad
Do: To reflect
and revise.
愿意并习惯做正确的事
能做成事
寻求或坚持把事做正确
Good timetable
语言复现
课时逻辑
单元评价规划
A task ：change daily routines to be a better me.
（人教资源）
A Let’s talk
A Let’s learn
B Let’s talk
B Let’s learn
B Read and write
Grow in English Level C What a day!
单元整体规划
主题意义
Make our time well-spent
主题
Time management
Period 1
理解timetable，
了解follow it的重要性。
Period 2
判断timetable的合理性,
明白How to keep a timetable的必要性。
Period 3
发现不合理daily routine带来的后果，感悟good daily routine 对生活带来的好处。
Period 4
反思并调整自己的日常作息，学会时间管理。
BQ: How to make our time well-spent
1
2
3
4
FOLLOW THE TIMETABLE TO BE PUNCTUAL.
THE NECESSITY TO KEEP A GOOD TIMETABLE.
KEEP A GOOD TIMETABLE TO HAVE A GOOD DAY!
CHANGE DAILY ROUTINES TO BE A BETTER ME.
02
PART.
课时背景分析
Analysis of the background (Ending section)
回归自我，反思不足；
进行真实的交流、语言的运用；
形成科学管理时间的意识，尝试去做时间管理。
需求
Teaching objectives
2. 反思和发现自己daily routine存在的问题, 思考
且作出相应修正，运用语言，提升批判性思维，及
发现问题、分析问题和解决问题的能力；
3. 通过完成任务，表达自己对未来生活的愿景，
深刻感悟主题。
1. 综合运用本单元的单词、短语和核心句型描述
自己生活作息安排，并作出客观的判断；
02
03
Teaching Strategies
01
Group cooperation strategy
小组合作
Cooperative learning Exploration
TBLT strategy
任务型教学法
Comprehensive language
independent learning
Drama-in-Education strategy
戏剧教学
Experience language Interact, communicate and create
（Cross Cutting and Forum Theater）
03
PART.
教学过程阐述
Pre-task
1. Cross cutting
2. Think and do
While- task
Post-task
Change daily routines to be a better me.
3R
Reflect
Rethink
Revise
1
Pre-task
2
While-task
Post-task
1
Pre-task
2
While-task
Post-task
复习已知，分析判断，告知主题，发起任务
Pre-task
1. Cross cutting
2. Think and do
While- task
1. Read and sort
2. Give some suggestions
Post-task
3. Forum theater
4. Think and mark
5. Try to change it
Change daily routines to be a better me.
3R
Reflect
Rethink
Revise
Read and sort
Time Activity
morning 5:30 a.m. get up
7:30 a.m. go to work
afternoon 1:30 p.m. have lunch
evening 7:00 p.m. go home
9:00 p.m. read books
12:00 a.m. go to bed
Judy’s old timetable
Every day, I get up at 5:30 in the morning. I cook breakfast and do some housework. Then I go to work at 7:30. At noon, I have lunch at 1:30 in the afternoon. I go back to work at 2:00 p.m. I go home at 7:00 in the evening. I read books at 9:00 and go to bed at 12:00 at night. What a day!
Read and sort
Time Activity
morning 5:30 a.m. get up
7:30 a.m. go to work
afternoon 1:30 p.m. have lunch
evening 7:00 p.m. go home
9:00 p.m. read books
12:00 a.m. go to bed
Judy’s old timetable
Every day, I get up at 5:30 in the morning. I cook breakfast and do some housework. Then I go to work at 7:30. At noon, I have lunch at 1:30 in the afternoon. I go back to work at 2:00 p.m. I go home at 7:00 in the evening. I read books at 9:00 and go to bed at 12:00 at night. What a day!
Micro-teaching
任务前的范式，从语块表述转向语篇表述，为产出做铺垫。
1
Pre-task
2
While-task
Post-task
任务初期，以戏剧的形式表现，让学生在活动中反思自我，并发现问题，提出解决方案。
1
Pre-task
2
While-task
Post-task
任务初期，以戏剧的形式表现，让学生在活动中反思自我，并发现问题，提出解决方案。
1
Pre-task
2
While-task
Post-task
回归现实，反思自我，重新思考
Try to change it
good
not good
1
Pre-task
2
While-task
Post-task
自我修正，意义建构，完成任务
Try to change it
Pre-task
1. Cross cutting
2. Think and do
While- task
1. Read and sort
2. Give some suggestions
Post-task
3. Forum theater
4. Think and mark
1. Share in groups
2. Sum up
3. Homework
5. Try to change it
Change daily routines to be a better me.
3R
Reflect
Rethink
Revise
1
Pre-task
2
While-task
3
Post-task
真实交流，思维碰撞，语言运用，
明晰道理，尝试时间管理。
1
Pre-task
2
While-task
3
Post-task
佐证判断，决定信心，知行合一，认知建构。
1
Pre-task
2
While-task
3
Post-task
总结所学，知行合一，认知建构
1
Pre-task
2
While-task
3
Post-task
佐证判断, 知行合一，
认知建构，综合评价。
Blackboard design
Graphic Organizer
信息组织图
将信息可视化
Formative Assessment
本节课的形成性评价
04
PART.
教学效果反思
Achieving the teaching objectives
successfully
Designing the learning log as
homework creatively
Adopting the teaching strategies
skillfully
Shining points
Teaching reflection
TBLT strategy
Forum theater
Learning Log
Potential Direction
Teaching reflection
Cross cutting can be taken by shadow game.
It can get students more involved.
Thank you!