(共20张PPT)
The five peas period 3
Unit 12
(沪教版深圳用）六年级下册
学习目标
1
歌曲导入
2
Revision
3
Lead-in: Have a debate
4
Learn how to rewrite or continue a story
5
Rewriting and Continuing Stories
6
Expansion and summary
7
Homework
8
学习目标
Creative Storytelling
Rewriting and Continuing Stories
歌曲导入
Revision
five peas, pod
forever;
bigger and stronger;
see the world;
bigger and bigger;
a boy;
excited;
the boy;
take…out of…
bullets;
first, world;
second, sun;
third and fourth; lazy, sleep;
fifth, useful;
Revision
one by one;
into the sky;
first, roof, a bird;
second, some water;
third and fourth, yard;
fifth, hit, green leaves;
a girl;
look out of;
bigger and taller;
strong, try to do;
Revision
Big dreams are good, but helping others is better.
Even small things can do great things.
Never give up—good things can grow from hard times.
Lead-in: Have a debate
Have a debate
Topic: Is being useful more important than being happy
**For (Yes):**
*"Being useful is better because:*
1. Helping others makes us happier.
2. The fifth pea felt proud (not lazy).
3. The world needs helpful people."
**Against (No):**
*"Being happy is better because:*
1. The lazy peas enjoyed life.
2. No one should work all the time.
3. Happy people spread joy too!"
Pictures of your stories
Lead-in: share
Learning new
What is Rewriting of a Story？
What is Continuing of a Story？
Rewriting means changing parts of the story , such as characters setting or plot， while keeping its core idea. For examples change the ending: the fifth pea gets eaten but saves a bird.
Continuing means extending the story logically after its original ending. For examples ：
show the future ：the girl grows up and plants more peas.
Add new events ：the fifth pea's plant faces a storm. Introduce characters： a new animal discovers the pea plant.
The Plant's Gift
The pea plant grew more leaves. The girl took its seeds and planted them. Soon, many pea plants grew. She shared them with sick children. Everyone said, "This plant is magic!"
Try to find out the structures of writing.
(WHO/WHEN/WHAT/HOW)
Continuing
Rewriting
Rewriting:Before the fifth pea met the sick girl, it met another girl.
Try to read and then work in groups to finish Fun Dubbing.
Fill in the 5 W frame
Original: Your Version:
WHO (Characters) The fifth pea, the sick girl, the mother Could add new characters like a gardener, talking animals, or the pea's offspring...
WHEN (Time) Springtime, over several weeks Fast-forward to winter, or make it happen overnight...
WHERE (Setting) Windowsill in a small house Move to a school garden, space station, or fairy kingdom...
WHAT (Action/Plot) The pea grows into a plant that inspires the girl Maybe the pea becomes medicine, or the plant has magical powers...
HOW (Extension) Happy, lucky ...
Rewrite or continue the story
Evaluation and Tracking:
AI Polishing and Proofreading of Short Essays.
Expansion
Big dreams are good, but helping others is better.
Even small things can do great things.
Never give up—good things can grow from hard times.
Small deeds can change the world.
Summary
Continuation（What Happened Next ）
1. **The Plant's Gift**
The pea plant grew more leaves. The girl took its seeds and planted them. Soon, many pea plants grew. She shared them with sick children. Everyone said, "This plant is magic!"
2. **The Boy's Surprise**
The boy saw the pea plant. "I'm sorry I threw you!" he said. He watered it every day. The plant grew tall and gave sweet peas. They became friends.
3. **The Lazy Peas' Dream**
The third and fourth peas woke up inside the chickens. "We want to be useful now!" they said. The chickens laid eggs. The eggs became new plants.
4. **The Sun's Answer**
The second pea flew to the sun in its dream. The sun smiled, "Help others like the fifth pea." The pea became light and warmed the girl's room.
5. **A New Adventure**
Wind blew the fifth pea's seeds far away. They grew in new places. One seed said, "Let's help more people!" The adventure never ended.
Rewriting（Same Story, New Ways）
1. **Simple Timeline**
Five peas lived in a pod. A boy picked them. They flew away. Four peas died. The fifth pea grew into a plant. It helped a sick girl get well.
2. **Peas' Diary**
"Day 1: We left the pod. Day 2: I hit the ground. Day 30: I became a plant. Day 60: A girl smiled at me. I'm happy!" —Fifth Pea's Diary
3. **Girl's Voice**
I was sick. I saw a tiny plant. It grew every day. I thought, "If it can grow, I can get well!" So I did. Thank you, little pea!
4. **Animal View**
A bird ate the first pea. "Yummy!" it said. Chickens ate two peas. "We love peas!" they said. But no one saw the fifth pea grow.
5. **Poem Version**
Five peas, five dreams,
Fly high in the sky.
One helps, one grows,
A girl waves goodbye.
Summary
Original: Your Version:
WHO (Characters) The fifth pea, the sick girl, the mother Could add new characters like a gardener, talking animals, or the pea's offspring...
WHEN (Time) Springtime, over several weeks Fast-forward to winter, or make it happen overnight...
WHERE (Setting) Windowsill in a small house Move to a school garden, space station, or fairy kingdom...
WHAT (Action/Plot) The pea grows into a plant that inspires the girl Maybe the pea becomes medicine, or the plant has magical powers...
HOW (Extension) Happy, lucky ...
Summary 5W
Homework:
1.With the help of AI,polish the composition.
2.Transcribe.
3.Try to make your story in to picturebooks
the help of AI.(choose to do)
Revision牛津深圳版6B Unit12 The five peas第三课时教学设计
学科 英语 年级 六年级 课型 新授课 设计者 梁婵娟
课题 Unit12 The five peas 课时 Period 3
课标要求 根据2022新课程理念，秉持英语学科育人理念，以主题意义引领，创设真实语境，让学生在故事阅读与创作中提升语言能力，通过对故事理解与讨论，培养文化意识、思维品质，借助合作学习、探究活动发展学习能力 。践行跨学科融合，关联语文（续写、改写的写作技巧）、德育（价值引导）、信息（数字技术运用）等内容，促进学生全面发展。
教材分析 本科时教学内容为牛津深圳版6BU12P3，围绕五颗豌豆的故事展开，涵盖故事词汇（pea, pod, roof, yard 等）、重点语句（如 “I’ll see the world.” 等豌豆的不同表达 ），理解故事情节发展（豌豆的想法、经历及结果 ），挖掘故事寓意（有用、积极的生活态度 ），最后以写作的形式综合输出。学时安排：共3学时。本节课为第三学时：在复习词汇、故事情节中深入探讨故事的寓意，从而推进故事的续写或者改写，由数字人引出范例的听、读写，为学生搭建写作的支架，最后鼓励学生以小作文的形式输出。
学情分析 （一）起点能力学生有一定英语基础，已掌握简单词汇、语句、语法知识，但在复杂故事文本的理解（如多角色情节、寓意挖掘 ）、句型在语境中的准确运用及语法在连贯的写作中需提升。对英语小作文写作有初步认知，但对于故事的续写和改写能力仍需提升 。（二）学习风格大多数学生正在从直观思维过渡到形象思维上，依然喜欢生动、有趣的教学形式（如动画、趣味配音 ）。部分学生倾向深度学习，通过交流分享加深理解；也有学生偏好自主探索，借助数字资源独立学习 。（三）数字素养学生熟悉基本电子设备操作（如电脑、平板、手机 ），能运用简单学习类 APP 完成任务，但在复杂数字资源创作（如动画制作、润色批改小作文的指令方面 ）、深度利用在线平台开展探究学习上，能力有待加强 。
核心素养目标 （二）相关学科核心素养英语学科：语言能力方面，学生能理解故事文本，准确认读、运用故事中的词汇、语句交流；文化意识方面，感受故事传达的积极价值观，如第五颗豌豆的 “useful” 精神；思维品质方面，能分析豌豆不同经历，推理故事寓意，进行比较、归纳；学习能力上，通过自主阅读与写作、合作交流，提升阅读策略、写作策略与协作学习能力 。跨学科关联：语文学科关联写作技巧（续写、改写的写作技巧）；信息学科关联数字技术运用；德育学科渗透积极生活态度、乐于奉献等价值观培养 。
教学重点 掌握故事核心词汇（pea, pod 等 ）与 “I’ll...” 结构语句，能在语境中正确运用 。能够灵活运用5W五要素（When\Where\Who\What\HOW）进行创作型输出。
教学难点 深入挖掘故事寓意，理解第五颗豌豆 “useful” 体现的价值，关联自身生活形成积极价值观 。运用英语续写或者改写准确表达对故事的理解、感悟，开展高阶思维的讨论与创作 。
教学方法 情境教学法、任务型教学法（TBLT）、问答启发法、范例教学法、AI赋能的教学方法线上+线下混合式学习法、AI纠错机器人 、 豆包智能体构思辅助创作多结局故事、多模态展示法（趣配音短剧）
教学过程（教学环节可结合学科特点自行设置）
教学环节 教师活动 学生活动 设计意图
环节一 1.Pre-class (10mins)①warm-up: sing a song② revision: Play the videoShow the dataAsk the question:What lesson can you learn from the story sing a songWatch the videoThink and answer 通过金太阳数字课堂动画使学生再次巩固课文基础知识，通过旧知联结新知做准备，通过排序复习课文情节及内容；分析问卷星作业深挖故事寓意及故事其他可能性创想。
环节二 2.During-class(25mins)①Let’s have a debate with DOUBAO AI AGENT.Topic: Is being useful more important than being happy Models how to interact with the AI (e.g., "Ask Doubao: 'What are three arguments for leaving '")Facilitates a class discussion to summarize key points. Students are For (Yes)E.g.:1. Helping others makes us happier. 2. The fifth pea felt proud (not lazy). 3. The world needs helpful people." Input opinions into Doubao AI and read responses aloud.Note down compelling arguments from both sides. 通过与豆包智能体辩论，激发学生思辨能力，通过人机互动形式降低辩论门槛，增强表达信心。借助AI即时反馈功能，帮助学生梳理论点，培养逻辑思维。
环节三 ②Digital Avatar Explains Rewriting/Continuing WritingPlays a pre-recorded digital avatar video defining:→ Rewriting: Changing story elements (e.g., characters/endings)→ Continuing: Extending the story logicallyWhat is Rewriting of a Story？What is Continuation of a Story？【数字人讲解What】 Watch and take notes on differences.Identify examples of each type from provided samples.Pair-share: "Would you rewrite or continue this story Why " 通过动态数字人讲解，直观区分"改写"与"续写"的概念差异，避免混淆。范例续写趣配音改写增强课堂科技感，提升学生注意力与学习兴趣。
环节四 ③Analyze Writing Structure (5W)Displays a 5W graphic organizer (Who/When/Where/What/How).Models filling it for the original story Complete 5W frameworks for their own story ideas in groups. 提供标准范例（如续写模板："Five years later, the pea..."），降低写作焦虑。用5W框架（Who/When/Where/What/How）结构化写作思路，解决"无从下笔"问题。为后续创意写作搭建逻辑支架，确保内容完整性。
环节五 ④Creative Writing AttemptProvides tiered prompts:→ Basic: Complete sentence stems ("The pea decided to...")→ Advanced: Write a paragraph with 5W elementsCirculates to offer individualized feedback. Draft stories (rewrite or continuation) using 5W notes. 鼓励个性化表达，尊重多元创意（如改写结局或续写新角色）。提供分层任务：基础层（补全句子）、进阶层（独立段落）、拓展层（多结局创作）。培养创造性思维，将语言知识转化为真实输出能力。
环节六 AI Polishing & FeedbackDemonstrates submitting writing to AI tools (如：复制粘贴到对话框，给出指令“找出语法错误并给出建议”，又如升级词汇："happy"→"joyful").Addresses common errors (如：时态一致性) based on AI reports. Upload drafts for instant AI pare original vs. AI-edited versions and choose preferred phrases. 即时反馈语法错误（如时态、单复数），替代传统延时批改。AI润色建议（如升级词汇："happy"→"joyful"）提升语言质量。通过对比修改前后文本，强化学生自我修订意识。
环节七 Shows real-world examples Share personal "small but useful" actions in breakout rooms. 关联现实生活（如讨论"如何像第五颗豌豆一样帮助他人"），促进价值观内化。通过名言总结（如"Small deeds can change the world."）深化主题感悟。
总结评价 Recaps key terms (*rewrite/continue/5W*) Think deeply 复盘本课重点（5W结构、改写与续写区别），强化记忆锚点。
分层作业 基础作业： 1.With the help of AI, polish the composition. 2.Transcribe.拓展作业：Try to make your story in to picture-books with the help of AI.
板书设计
教学反思 本次课程以"创意写作"为核心，融合AI技术开展教学，现从三个维度进行反思：一、成效亮点技术赋能显著提升课堂效能：AI机器人人、豆包智能体使抽象情节可视化，AI批改实现写作反馈即时化，学生修改效率较传统课堂有所提升。2. 价值观辩论、开放式创意写作等环节培养学生创造性思维和思辨能力。二、改进空间1. 技术应用需优化：部分学生过度依赖AI润色，弱化了自主修改意识，需增设"人机对比修改"环节。2. 思维引导待深化：续写作品呈现两极分化，应增加"5W思维导图"的协作填写活动。3. 设备适配问题：需预备离线备用方案。三、迭代方向1. 构建更精准的AI评价体系，增加"创意指数"等维度评估。2. 开发跨学科项目包，整合与植物生长相关科学观察日记与德育实践记录。3. 建立"写作成长区块链"，追踪学生从模仿到创新的全过程。本次教学验证了"技术+人文"双轮驱动模式的有效性，后续将重点突破技术工具与思维培养的深度融合。
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