Unit 3 What would you like Part B Read and write 说课 课件(共36张PPT)

(共36张PPT)
基于单元主题意义的读写课
PEP五年级上册 Unit 3 What would you like
Contents
Contents
01. What to teach
02. Who to teach
03. Where to go
04. How to teach
05. Why to teach
01
01
What to teach
What to teach
Who to teach
Where to go
How to teach
Why to teach
主题范畴
人与自我 人与社会
主题群
生活与学习 做人与做事
子主题
饮食与健康
健康、文明的行为习惯和生活方式
Analysis of the theme
三年级
四年级
五年级
纵向联系
Can I have some…
I’d like some…
学习食物、餐具词汇以及西方餐桌礼仪饮文化的渗透。
What’s for dinner？
Would you like some…
1.学习询问某人想吃/喝什么以及学会描述食物特征。
2.倡导健康生活、均衡饮食的理念
1.What would you like to eat/drink？
2.I’d like to eat/drink…
3. ate fresh food…
1.学习食物、饮料词汇与表述就餐愿望等句型
2.学习水果词汇与询问索取水果等句型
What to teach
Who to teach
Where to go
How to teach
Why to teach
发展性
整合性
关联性
Analysis of the textbook
What to teach
Who to teach
Where to go
How to teach
Why to teach
Family meals
School meals
Balanced diet
Food culture
Healthy balanced diet
Happy life
Analysis of the unit
Integration
Association
Progression
发展性
整合性
关联性
What to teach
Who to teach
Where to go
How to teach
Why to teach
What’s your eating habit
How to maintain a healthy diet
Healthy balanced diet.Happy life.
健康均衡饮食 幸福生活
学会合理搭配膳食，深化健康饮食的意识，形成健康饮食习惯和热爱劳动的品格。
Topic1:
Family meals
（感知饮食需求,体验饮食差异）
How do we eat and drink healthily
Topic 3：
Balanced diet
(体验均衡饮食，落实健康饮食)
Lesson 4（故事）
C.Story time
落实行动，热爱劳动
Topic 4:
Food culture
（了解饮食差异，体验文化异同）
Topic 2:
School meals
（感知饮食喜好，培养饮食习惯）
Lesson 1（对话） A.Let’s talk& A.Let’s learn
谈论喜好，
习得餐桌礼仪
Lesson 2（对话）
B. Let’s talk&
B. Let’s learn
描述喜好，
了解食物特征
Lesson 3（读写）
B. Read and write
融合项目化，
提升学习体验
Lesson5
（北极星分级绘本）
The Street Party
体验差异，接纳不同
What to teach
Who to teach
Where to go
How to teach
Why to teach
What
Theme: Man and self & man and society
Topic : Healthy food & healthy life
Content: Revolves around Wu Binbin and Grandpa
writing notes to Robin according to their dietary preferences.
Why
Intention: To mobilize students’ knowledge storage
and their dietary preferences
Attitude & Value: Healthy, balanced diet and happy life
How
Genre: Note
Structure: Topic---Main idea---Details
Language: Words and sentences about food and
dietary preferences
My favourite food is…
I like…but not…
I don’t like…but ..is OK.
Intention: To mobilize students’ knowledge storage
and experience of seasons
Attitude & Value: Appreciate seasons and enjoy their life.
Why
What
Theme : Man and nature
Topic : Features,changes & life in different
seasons.
Content : Robin's love for every season .
How
Genre : Voice-over, monologue and illustrations.
Structure: Topic---Main idea---Details
Language: Words about seasons and features&Sentences about seasons and reasons.
Analysis of the text
02
02
Who to teach
What to teach
Who to teach
Where to go
How to teach
Why to teach
Learners Analysis
活泼好动，好奇心强；喜欢新奇有趣的事物；有强烈的表现欲；从形象思维转为抽象思维，学习和认知活动主要从直接经验获取。
对食物选择的多样性、身体所需的营养和形成均衡健康饮食习惯等方面缺乏一定的了解和认识，“如何学会合理搭配膳食，形成健康饮食习惯”这一意识较为模糊。
已经掌握部分与食物相关的单词和句型，如I’d like……/ What would you like……？/Do you like……？，能具体描述自己的饮食需求；
03
03
Where to go
在用餐点餐情景中，表达需求，初步感知饮食
在讨论菜单情境中，询问、描述、表达食物偏好，树立饮食搭配的意识。
获取、梳理和整合关键信息，深化健康、合理饮食的意识。
交流、分析饮食习惯，反思、改善饮食习惯。
了解中西饮食文化的差异，尊重饮食习惯。
What to teach
Who to teach
Where to go
How to teach
Why to teach
对话(1课时)
“Family meals”
A.Let’s talk&Let’s learn
对话(1课时)
“School meals”
B.Let’s talk&Let’s learn
便条 (1课时）
“Balanced diet ”
Read and write
故事&绘本(1课时）
“ Healthy/Unhealthy diet”
Story time &Peter the foodie
绘本（1课时）
“Food Culture ”
The street party
单
元
目
标
迁移创新
应用实践
学习理解
思维品质
语 言 能 力 文化意识
语 言 能 力
学习能力
思维品质
语言能力
学习能力
思维品质
文化意识
能运用提问、读图、预测等策略提取爷爷和吴彬彬的饮食爱好，习得阅读策略，理解便条内容。
能获取、梳理和整合烹饪便条的关键信息，形成结构化知识，正确朗读和复述便条内容。
能分析、评价饮食爱好并给出合理的建议，形成健康、平衡饮食的意识和态度。
能在项目化学习体验中践行健康饮食理念，搭配出健康均衡的餐食。
What to teach
Who to teach
Where to go
How to teach
Why to teach
。
04
04
How to teach
Free talk
While-reading
Post-reading
Pre-reading
迁移创新类
应用实践类
学习理解类
What to teach
Who to teach
Where to go
How to teach
Why to teach
Look and say
Read and choose
Read and circle
Read,think and fill
Good to know
Think and say
Look,discuss and say
Listen,imitate and read
Think and say
Discuss and say
Watch and think
Do a project
Free talk
Write a note
Watch and answer
Talk in pairs
走近语篇 深入语篇 超越语篇
What to teach
Who to teach
Where to go
How to teach
Why to teach
2.Watch and answer
Part 1 Pre-reading
Purpose
Evaluation
30s
Review the key languages.
Stimulate the background of the text.
Can talk about their favourite food.
Can know the background of the text.
1.Talk in pairs
What to teach
Who to teach
Where to go
How to teach
Why to teach
1.Look and say
Part 2 While-reading
Purpose
Learning Assessment
Know the genre of the text.
Can choose the right answer.
2.Read and choose (1st reading)
Know the general idea of the text.
Students can select the correct answer.
What to teach
Who to teach
Where to go
How to teach
Why to teach
3.Read and circle (2nd reading)
Purpose
Evaluation
Focus on the key informations of the text.
Can circle the food words.
4.Read, think and fill
To summarize and categorize information.
Can complete the Venn Diagram.
What to teach
Who to teach
Where to go
How to teach
Why to teach
5.Good to know
Purpose
6.Think and say
Evaluation
Can tell the reasons about
the balanced diet.
To know how to maintain a balanced diet.
What to teach
Who to teach
Where to go
How to teach
Why to teach
7. Look, discuss and say
Purpose
Evaluation
Can get the main idea and imitate.
Can read fluently and correctly.
8. Listen and imitate
To cultivate the students’ critical thinking.
To deepen the understanding of the text
What to teach
Who to teach
Where to go
How to teach
Why to teach
Part 3. Post-reading
Purpose
extension reading
personal writing
internalization of healthy ,balanced diet
A project:Robin can cook better. Try him.
What to teach
Who to teach
Where to go
How to teach
Why to teach
1. Think and say
Part 3. Post-reading
2 mins
Purpose
Evaluation
Can share different opinions about Robin.
To cultivate the students’ critical thinking.
What to teach
Who to teach
Where to go
How to teach
Why to teach
Part 3. Post-reading
2 mins
Purpose
Evaluation
Can explore the steps of the project actively.
To know the steps of the cooking project.
2. Discuss and say
What to teach
Who to teach
Where to go
How to teach
Why to teach
Purpose
Evaluation
Create a situation for the project.
3. Watch and think
Can show their opinions about the updated Robin.
What to teach
Who to teach
Where to go
How to teach
Why to teach
4. Project
Purpose
Evaluation
Comprehen the new texts.
Generalize the main idea by using the Venn Diagram.
3 mins
Step 1. Read and finish the diagram
Can finish the Venn Diagram well.
What to teach
Who to teach
Where to go
How to teach
Why to teach
Purpose
Evaluation
Step 2. Design the dishes
Internalize the concept of a healthy and balanced diet by designing dishes.
Arouse the labour awareness.
Can desingn healthy and balanced dishes.
What to teach
Who to teach
Where to go
How to teach
Why to teach
Purpose
Evaluation
Understand the text and Internalize the concept of a healthy and balanced diet orally.
Step 3. Show and share
Can show and share correctly and actively.
What to teach
Who to teach
Where to go
How to teach
Why to teach
Purpose
5. Write a note about your diet to Robin
Internalize the concept of a healthy and balanced diet by writing.
Can write a note correctly.
Evaluation
What to teach
Who to teach
Where to go
How to teach
Why to teach
Purpose
Transfer what they have learned .
6. Homework
Evaluation
Can write a note to family correctly.
Arouse the labour awareness.
Unit 3 What would you like
Unit 3 What would you like
Unit 3 What would you like
salad
ice cream
chicken
beef
carrots
vegetable
onions
chicken
Robin will cook today
Healthy，balanced diet Happy Life.
What to teach
Who to teach
Where to go
How to teach
Why to teach
Blackboard design
My favourite food is ...
I like... but not ...
I don’t like... but ... is OK.
chicken
chicken
onions
onions
Unit 3 What would you like
Unit 3 What would you like
B Read and write
Healthy balanced
05
05
Why to teach
What to teach
Who to teach
Where to go
How to teach
Why to teach
Holistic unit learning
Guiding ideology
What to teach
Who to teach
Where to go
How to teach
Why to teach
Holistic unit learning
Higher-order thinking
Guiding ideology
What to teach
Who to teach
Where to go
How to teach
Why to teach
Holistic unit learning
Higher-order thinking
Project-based learning
Guiding ideology
What to teach
Who to teach
Where to go
How to teach
Why to teach
Project-based learning
Healthy, balanced diet.
Happy life!
Thank you!