Unit 11 Children’s Day 说课课件

课件33张PPT。Children’s Day Around the World 说课内容10/21/201810/21/2018设计手稿：本课时原文本10/21/2018文本解读和再构的心路历程：10/21/2018文本再构之第一篇----迷茫阶段( Kitty is talking about Children’s Day with her classmates. )
Kitty: Hello, Peter. When is Children’s Day in China?
Peter: In China, Children’s Day is in June.
Kitty: When is Children’s Day in Canada, Alice?
Alice: In Canada, Children’s Day is in November.
Kitty: When is Children’s Day in India, Jill?
Jill: In India, Children’s Day is in November too.
Kitty: When is Children’s Day in Thailand?
Joe: In Thailland, Children’s Day is in January.
10/21/2018发现问题：会话发生的时间、地域、人物、
语境、会话的逻辑性等缺乏严密的考量。迷茫阶段反思：文本再构之第七篇---- 摸索阶段（作茧自缚阶段）10/21/2018(Peter Pan, Wendy and Tinker Bell have a good time on Children’s Day in China. They want to share their happiness with children in differrent countries. So they fly around the world.)
( First they fly to Canada. They meet a boy – Jack.)
Peter Pan: Hello, Jack. Nice to meet you! When’s Children’s Day in Canada?
Jack: In Canada, Children’s Day is on November 20th .
Peter Pan: Where can you go?
Jack: I can go to Canada Place. I can see a movie there.
Peter Pan: That’s fun!
(Then Peter Pan, Wendy and Tinker Bell fly to India. There they meet Jatin.)
Wendy: Hi, Jatin. Nice to meet you! When is Children’s Day in India?
Jatin: In India, Children’s Day is on November 14th .
Wendy: Where can you go?
Jatin: I can go to Taj Mahal. I can take photos.
Wendy: That’s wonderful!
(Then Peter Pan, Wendy and Tinker Bell fly to Thailand. There they meet Ann.)
Tinker Bell: Hello, Ann. Nice to meet you! When is Children’s Day in Thailand?
Ann: In Thailand, Children’s Day is on the second Saturday of January.
Tinker Bell: Where can you go?
Ann: I can go to the Grand Palace!
Tinker Bell: That’s cool and super!
摸索阶段之发现：课本文本4幅配图隐藏大量信息，信息更细节化。
1.配图出现日期10/21/2018the Great WallCanada PlaceTaj Mahalthe Grand Palace2. 配图背景图是各国著名景点(Peter Pan, Wendy and Tinker Bell have a good time on Children’s Day in China. They want to share their happiness with children in differrent countries. So they fly around the world.)
( First they fly to Canada. They meet a boy – Jack.)
Peter Pan: Hello, Jack. Nice to meet you! When’s Children’s Day in Canada?
Jack: In Canada, Children’s Day is on November 20th .
Peter Pan: Where can you go?
Jack: I can go to Canada Place. I can see a movie there.
Peter Pan: That’s fun!
(Then Peter Pan, Wendy and Tinker Bell fly to India. There they meet Jatin.)
Wendy: Hi, Jatin. Nice to meet you! When is Children’s Day in India?
Jatin: In India, Children’s Day is on November 14th .
Wendy: Where can you go?
Jatin: I can go to Taj Mahal. I can take photos.
Wendy: That’s wonderful!
(Then Peter Pan, Wendy and Tinker Bell fly to Thailand. There they meet Ann.)
Tinker Bell: Hello, Ann. Nice to meet you! When is Children’s Day in Thailand?
Ann: In Thailand, Children’s Day is on the second Saturday of January.
Tinker Bell: Where can you go?
Ann: I can go to the Grand Palace!
Tinker Bell: That’s cool and super!
10/21/2018文本再构之第七篇----摸索阶段（作茧自缚阶段）1.改变了原文本的类别和授课形式。本文在构之第七篇 —— 摸索阶段（作茧自缚阶段）发现问题1会话文本阅读文本改变了原文本的类别和授课形式，
破坏原有设计。1再次深研文本单元教材各部分的目的各部分之间的关联编者的意图学生背景知识生活经验的相关性发现问题2Peter Pan主线削弱儿童节的生活真实性。本文在构之第七篇 —— 摸索阶段（作茧自缚阶段） 解决问题：
10/21/20182. 上网搜索、比对各地儿童节的异同。对原教材特别是教材配图一并深入研究。上网搜索，继续探索其它国家儿童节10/21/2018本文在构之第10篇 —— 破茧阶段美国小孩
刚转来中国国际学校上学
恰逢中国儿童节第一课时第二课时10/21/2018更多元、更立体、更有独特的异域色彩10/21/2018文本再构之第10篇----破茧阶段：图文并茂，提高学生阅读兴趣。百度搜索网页，提高整个情境设计的真实性和可信度。强调读图，提高阅读效率。文本再构小结教学过程10/21/2018三种形式思维导图菜单思维导图泡泡思维导图圆圈思维导图借助思维导图整理信息。
发展学生归纳能力和演绎能力。
培养学生的思维品质和核心素养。
10/21/2018活跃课堂气氛
复习旧知1.观看视频，说出儿童节活动词组2. 师生问答
联系生活实际，为语言输出做好铺垫
What can they do on Children’s Day？
What do you like to do on Children’s Day?
3.引入本课时话题
介绍情境，引入Children’s Day Around the World
10/21/201810/21/2018初次详读文段
教师主导
While-reading10/21/2018简洁化
图示化
记忆文本信息While-reading10/21/20182.借助菜单思维导图—复述印度儿童节10/21/20183.泡泡思维导图—阅读加拿大儿童节句型结构相似
学生Pair work
While-reading10/21/20183.泡泡思维导图—阅读加拿大儿童节While-reading语言支架变少
阅读自主性增加
10/21/20184.借助泡泡思维导图—复述加拿大儿童节10/21/20185. 圆圈思维导图—阅读泰国儿童节10/21/2018圆圈思维导图—阅读泰国儿童节更简单
给学生的空间更大
激发学生的主观能动性
While-reading制作/创造思维导图10/21/2018Post-reading