资源简介

Unit 6 Being creative
Lesson 3 What is in the box
一、教学内容分析
本课时为阅读语法课，内容涉及一篇对话。内容上围绕盒子里的物品展开，呈现了王梅和李琳的交流。李琳制作的泥猴子和用旧布做的服装，以及提及端午节自制小龙舟送朋友，展现了DIY活动和传统文化元素。学生理解在真实生活场景中如何运用语言进行沟通，通过对物品的描述和活动计划的讨论，呈现信息的同时也培养了学生在交流中获取和传递信息的能力。语法上，引导学生理解反身代词在表达 “自己做某事” 情境中的意义，既丰富语言知识，又加深对语篇中 DIY 活动含义的理解，还能培养学生文化意识和语言综合运用能力。
二、语篇分析
【What】 本课时包含一篇短文。短文讲述了王梅好奇盒子里的东西，与李琳一起打开后，发现有黏土猴子和自制服装。李琳介绍猴子的制作情况。之后王梅询问能否给猴子穿上服装，李琳同意。最后李琳提议为迎接端午节，一起自制小龙舟送朋友，王梅表示赞同。 【Why】 本课时通过展现王梅和李琳的对话，呈现了手工制作的成果与乐趣，体现了朋友间的互动与分享。自制小龙舟送朋友，将传统文化与手工活动相结合，有助于增强对传统文化的认知，培养动手能力和创造力，增进相互友谊。 【How】 语篇为对话形式，语言口语化，自然亲切。语篇中使用反身代词，如 “myself” “yourself”，突出个人动手参与，像李琳说自己做猴子、上色，与王梅约定一起为朋友制作小龙舟，推动手工制作话题，使朋友间交流场景展现生动，情节发展自然。
三、学情分析
学生在英语学习上有一定基础，能够理解和参与日常对话讨论，如对盒子里物品的猜测和交流，具备初步的口语表达能力。但在文化知识的英语表达方面可能存在不足，像用英语描述传统节日习俗及相关手工艺品制作等。同时，在运用英语进行创意活动（如 DIY）的交流时，可能会遇到词汇和句式的限制，需要进一步提升语言运用的熟练度和准确性。
四、教学目标
通过本节课的学习，学生能够： 通过阅读活动梳理语篇，获取中国传统文化元素在生活中体现的信息； 运用正确语言询问和描述物品，准确表达想法和计划； 在不同语境中，准确使用反身代词进行表达； 培养自主和合作学习能力，了解中国传统文化元素，增强文化认同感。
五、教学重难点
【重点】 1. 对话场景中准确获取和传递关键信息，提升语言交际能力； 2. 能够掌握反身代词在不同句式和语境中的用法。 【难点】 学会在复杂语境中正确并灵活运用反身代词； 能够运用正确的语言描述和讨论传统文化相关内容。
六、教学活动设计
环节一：创设情境，展开讨论，激发本课的学习兴趣。（5 mins） 学生参与看图猜谜的形式，谈论是否有创造力、手工艺技术制作小动物。讨论与本课相关的话题，激发学生兴趣，进而过渡到新课的学习。
教学活动 活动层次 效果评价
Students play a guessing game. What is it in the box Students talk about if they can use handicraft skills to make the animals. 学习理解之感知与注意 观察学生回答与主题相关问题的表现，了解学生的已知和未知，评估学生的观察力和逻辑思维能力。
环节设计意图：引导借看图猜谜，激发学生观察思考，锻炼提取关键信息与逻辑推理能力，启发学生对手工艺制作的兴趣，为后续学习做铺垫。
环节二：阅读对话内容，分析文本结构，积累语言素材。（15 mins） 学生阅读对话，完成回答问题、根据课文内容填空等任务，梳理对话中的情节脉络，掌握核心词汇，深入理解文本。
教学活动 活动层次 效果评价
Students read the the conversation and underline what is in the box. It’s a cute monkey and some costumes. Students read the conversation and answer some questions. Students read Li Lin’s DIY and fill in the blanks. Students learn about the key words and phrase in the passage. Students read the conversation again and fill in the blanks. 学习理解之获取与梳理、概括与整合 观察学生回答问题的正确率，能否准确提取关键信息，以及填空内容的完整性和准确性，判断他们对文本的理解程度。
环节设计意图: 通过读后活动梳理情节脉络，帮助学生构建完整的故事框架，使其更好地理解文本结构和内容，提升整体感知能力。
环节三：提炼、分析并总结反身代词的用法。（15 mins） 学生观察文本中的反身代词，结合例句，分析并总结其在句子中所作的成分，在句子中起到的作用，关于反身代词的一些固定搭配，最后做关于反身代词的巩固练习。
教学活动 活动层次 效果评价
Students read the conversation and pay attention to the coloured words. Circle the reflexive pronouns. Students read the sentences and write down the reflexive pronouns. Students read the sentences, think about the components reflexive pronouns play and make conclusions. Students read the sentences, think about the functions of reflexive pronouns in sentences, and make conclusions. Students read and say what the phrases mean in the sentences. Students complete the conversation with the reflexive pronouns. 学习理解之概括与整合 应用实践之描述与阐释、内化与运用 观察学生能否准确正确分析和总结反身代词的用法，评估学生能否将知识灵活运用到实际语境。 观察学生答题情况，在学生遇到困难时提供必要的指导和帮助。
环节设计意图: 学生在文本中探究语言现象，分析总结语法点，通过不同类型的操练，培养学生观察分析能力、深化语法理解、丰富词汇积累并强化知识运用。
环节四：扩展话题内容，输出语言知识。（10 mins） 学生编写新的对话，以其他节日送自己制作的手工艺品礼物为背景，利用反身代词和本课中所学到的语言知识，编写对话并展示。
教学活动 活动层次 效果评价
Students make up a new conversation to talk about their DIY in pairs, thinking about what kind of handmade gift they can make, the materials and their feelings. Reflexive pronouns must be used. Students show their conversations before the class. One sample is provided. Students make a reasonable evaluation of their performances. 应用实践之内化与运用 迁移创新之想象与创造、批判与评价 观察学生编写对话时语言知识的运用准确性、创意丰富度，展示时是否表达流畅。教师鼓励每位同学积极参与课堂活动，引导学生进行合理评价。
环节设计意图: 运用反身代词和本课语言知识和语法知识编写并展示对话，达到巩固知识、激发创意、培养合作与展示能力以及促进文化融合的目的。
作业与拓展 (Required) 1. Make a conversation about making one handicraft by yourself. Use at least three reflexive pronouns in your conversation. (Optional) 2. DIY a gift for the coming festival. Write down the materials and steps to make it.
4 / 4(共21张PPT)
Being creative
第3课时
Unit 6
Lesson 3
Learning
Learning objectives
通过本节课的学习，学生能够：
1.通过阅读活动梳理语篇，获取中国传统文化元素体现的信息；
2.运用正确语言询问和描述物品，准确表达想法和计划；
3.在不同语境中，准确使用反身代词进行表达；
4.培养自主和合作学习能力，了解中国传统文化，增强文化认同感。
重点
重点
Guess and say
Let’s play a guessing game. What animals are they
What is it in the box
a rabbit
a bird
a rooster
a fish
Look and say
Can you make them
I can make the sugar rabbit and the fish. I know how to heat sugar and draw the rabbit. And I can fold paper to make different animals.
I can make neither. DIY needs good skills. I’m not good at matching colours and shaping small animals. I think it’s fun but I’m not patient enough to create new things.
Read and underline
Read the conversation and underline what is in the box.
Wang Mei: What’s in the box
Li Lin: Can you guess
Wang Mei: No e on! What is it
Li Lin: Let’s open the box together.
Wang Mei: Wow! It’s a cute monkey and some costumes!
Li Lin: I made the monkey out of clay. I painted it myself.
Wang Mei: That’s wonderful. Did you make the costumes by yourself
Li Lin: Yes, I used some old cloth. It’s easy.
Wang Mei: That’s great. Can I put the costumes on the monkey
Li Lin: Go ahead.
Wang Mei: Done! Let’s see... It’s the Monkey King!
Li Lin: The Dragon Boat Festival is coming. Let’s make some small dragon boats by ourselves. We can give them to our friends.
Wang Mei: Good idea! DIY is fun and creative.
Read and answer
Read the conversation and answer some questions.
1. How did Li Lin make the monkey
She made the monkey out of clay and painted it herself.
2. What did Li Lin use to make the costumes
She used some old cloth.
3. Can Wang Mei put the costumes on the monkey
Yes, she can.
4. What will they do on the Dragon Boat Festival
They will make some small dragon boats by themselves and give them to their friends.
5. What does Wang Mei think of DIY
She thinks DIY is fun and creative.
Read and fill
Read the conversation and fill in the blanks.
Wang Mei: Wow! It’s a cute monkey and some costumes!
Li Lin: I made the monkey out of clay. I painted it myself.
Wang Mei: That’s wonderful. Did you make the costumes by yourself
Li Lin: Yes, I used some old cloth. It’s easy.
Wang Mei: That’s great. Can I put the costumes on the monkey
Li Lin: Go ahead.
Wang Mei: Done! Let’s see... It’s the Monkey King!
a cute monkey
What is it made from
______________
______________
______________
______________
clay
by Li Lin herself
old cloth
some costumes
by Li Lin herself
Who made it
Monkey King
What is it made of
Who made it
Read and learn
Wang Mei: What’s in the box
Li Lin: Can you guess
Wang Mei: No e on! What is it
Li Lin: Let’s open the box together.
Wang Mei: Wow! It’s a cute monkey and some costumes!
Li Lin: I made the monkey out of clay. I painted it myself.
Wang Mei: That’s wonderful. Did you make the costumes by yourself
Li Lin: Yes, I used some old cloth. It’s easy.
Wang Mei: That’s great. Can I put the costumes on the monkey
Li Lin: Go ahead.
Wang Mei: Done! Let’s see... It’s the Monkey King!
Li Lin: The Dragon Boat Festival is coming. Let’s make some small dragon boats by ourselves. We can give them to our friends.
Wang Mei: Good idea! DIY is fun and creative.
costume [ k stju m]
n. 服装; 装束
ahead [ hed]
adv.向前；领先；提前
Go ahead. 做吧。
clay [kle ]
n. 黏土;陶土
cloth [kl θ]
n.布料; 布
king [k ]
n. 国王
ourselves [ a selvz]
pron. 我们自己
Read and fill
Read the conversation again and fill in the blanks.
Li Lin had a box. Wang Mei was eager to find out what was inside. So they __________ it. They found a __________ and some costumes. Li Lin used __________ to make the monkey and painted it __________. She used some __________ to make the costumes. Then Wang Mei __________ the costumes __________ the monkey. It was the Monkey King. DIY is fun and creative. They want to make some small dragon boats by __________ for their friends.
opened
monkey
clay
herself
cloth
put
on
themselves
Pay attention to the coloured words.
Wang Mei: What’s in the box
Li Lin: Can you guess
Wang Mei: No e on! What is it
Li Lin: Let’s open the box together.
Wang Mei: Wow! It’s a cute monkey and some costumes!
Li Lin: I made the monkey out of clay. I painted it myself.
Wang Mei: That’s wonderful. Did you make the costumes by yourself
Li Lin: Yes, I used some old cloth. It’s easy.
Wang Mei: That’s great. Can I put the costumes on the monkey
Li Lin: Go ahead.
Wang Mei: Done! Let’s see... It’s the Monkey King!
Li Lin: The Dragon Boat Festival is coming. Let’s make some small dragon boats by ourselves. We can give them to our friends.
Wang Mei: Good idea! DIY is fun and creative.
reflexive pronouns
Read and think
Think and learn
Let’s learn about reflexive pronouns.
● I painted it myself.
● Let’s make some small dragon boats by ourselves.
I you he she it we you they
myself
yourself
himself
herself
itself
ourselves
yourselves
themselves
We use a reflexive pronoun to emphasize that someone does something without any help.
What components（成分） do reflexive pronouns play in a sentence
Jane is too young to look after herself.
It’s important for us to learn how to learn by ourselves.
He didn’t hurt himself, thank goodness.
The poor boy was myself.
He doesn’t seem himself today.
The story itself is good. Only he didn’t tell it well.
I spoke to the lawyer himself.
作动词短语的宾语
作介词by的宾语
作动词的宾语
作be的表语
作系动词seem的表语
作主语的同位语
作宾语的同位语
作宾语
作表语
作同位语
Think and learn
Think and learn
What are the functions（作用） of reflexive pronouns in sentences
I washed myself after playing in the mud.
She hurt herself when she fell off the bike.
Why don’t you go by yourself
The children made the meal by themselves.
Frank himself closed the window.
I want to see Bob himself.
① for same subject and object
② + by meaning alone
③ for emphasis
Reflexive pronouns cannot be used as the subject alone, but we can use them with a noun or pronoun to emphasize the subject.
Talk and learn
What do these phrases mean in the sentences
- I will go to Beijing for holiday.
- Enjoy yourself.
Welcome to my home. Help yourselves to the snacks.
I go to school by myself. Because my parents are too busy.
- How do you learn English
- I teach myself.
Be careful! Don’t hurt yourself.
You must learn to look after yourself. You are old enough.
Lisa is only 3 years old. But she can dress herself.
enjoy oneself 玩的开心
= have fun = have a good time
help oneself to...自取，请自便
by oneself 独自一人
= alone
teach oneself 自学
hurt oneself 伤到自己
look after oneself 照顾自己
dress oneself 给自己穿衣服
Read and fill
Complete the conversation with the reflexive pronouns.
A — How was the birthday party for your grandpa yesterday
— We enjoyed __________ at the party.
B — The scarf is beautiful. Is it a gift from your mother
— Yes, my mum made it __________.
C — You are a good cook. The food smells delicious.
— Thank you. Help __________ to some fish, Jack.
D — Do you need to drive David to school
— No, he is old enough to go by __________.
ourselves
herself
yourself
himself
Think and talk
Make up a new conversation to talk about your DIY.
Suppose Mother’s Day is coming. Think about what kind of handmade gift you can make.
Describe your DIY: materials, how to make, your feelings.
Use reflexive pronouns to explain how you make a handmade gift without any help.
Talk with your friend and make a new conversation.
A: Mother’s Day is coming. I’ll make a gift for my mother.
B: What will you make
A: I’ll make ... by myself.
B: Good idea.
...
A: Mother’s Day is coming. I’ll make a gift for my mom.
B: That’s great! What will you make
A: I’ll make a paper flower by myself. It’s easy and beautiful.
B: Sounds nice. What do you need
A: Just some coloured paper, scissors and glue. I prepared them all by myself.
B: How do you make it
A: First, I cut the paper into flower shapes. Then I use the glue to stick them together. It’s really simple.
B: Your mom will like it for sure. Do you enjoy making it
A: Yes, I do. I feel happy when making it all by myself. It shows my love for her.
Why not make anything by yourself
B: Good idea.
Have a show
Make up a new conversation and show us before the class.
Sample
Evaluate
How many stars can you get 1. Did you include all the aspects in the conversation
2. Did you use right words to describe your DIY
3. Did you use reflexive pronouns correctly
4. Did you show any creativity in your DIY
5. Did you present the dialogue fluently and loudly
Evaluate your conversation according to the table.
Summary
realize the importance of creativity in DIY activities.
master the usage of reflexive pronouns in sentences.
know about making handicrafts for festivals.
2
3
1
After learning this lesson,
I can
Homework
(Required)
1. Make up a conversation about making one handicraft by yourself. Use at least three reflexive pronouns in your conversation.
(Optional)
2. DIY a gift for the coming festival. Write down the materials and steps to make it.
Bye-bye!

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