资源简介

(共44张PPT)
Part B & Part C
Read and write & Project & Reading time
Unit 6 Changing for the seasons
Unit 6 Changing for the seasons
season
winter
socks
shirt
spring
summer
coat
sweater
autumn
dress
Revision
There are ______ seasons in a year.
four
They are _______, _______ , _______
and _______.
spring
summer
autumn
winter
What do you do in each season
What do you wear in each season
Free talk
Look and say
Pre-reading
What colour is spring/summer/autumn/winter
Listen and tick
While-reading
Read quickly and choose
1. Chen Jie takes many walks in ______.
2. Chen Jie enjoys ______ in Autumn.
A. spring B. summer
C. autumn D. winter
A. ice cream B. watermelons
C. Zongzi D. mooncakes
A
D
Read carefully and answer
1
What’s spring full of
How are the days in summer
2
What does Chen Jie like in autumn
3
What does Chen Jie wear in winter
4
1
What’s spring full of
Read, underline and check
Life.
be full of
充满
散步
放风筝
How are the days in summer
2
The days are long in summer.
Look and learn
This is a pink ______.
T-shirt
T恤衫
/ ti t/
What does Chen Jie like in autumn
3
She likes the falling leaves.
落叶
leaves
I like the falling leaves.
Look and learn
叶
/li f/
落下
/f l/
What does Chen Jie wear in winter
4
手套
/ɡl v/
She wears warm coats and gloves.
然后;
那时
/ en/
Read and write
Read and write F (Fact) or O (Opinion).
Colourful seasons, colourful life!
Post-reading
1. Summer is blue. ( )
2. I play games and sing songs. ( )
3. I like the falling leaves. ( )
4. Spring comes after winter. ( )
Fact: Something true
Opinion: Feelings & Thoughts
O
事实
观点
O
O
F
Read and complete
Spring is green.
It’s full of life.
I take many walks,
And fly my kite.
Summer is blue.
I play games and sing songs.
Wear dresses and T-shirts.
The days are so long.
Autumn is orange.
I like the falling leaves.
I wear sweaters and shirts.
And enjoy mooncakes.
Winter is white.
I make snowmen with friends,
Wear warm coats and gloves.
Then spring comes again.
Summer is blue.
... is ...
It is ...
I wear ...
I can ...
Summer
Write a poem
It is hot.
I wear a T-shirt.
I can eat ice cream and
go swimming.
Look, choose and write.
Read and write
It’s mine.
coat dress shirt sweater
Which season do you like Why
autumn spring summer winter
fly a kite make a snowman take a walk
Project: Make a travel card
summer autumn winter spring
1
The children are talking about seasons. Listen, tick and match.
Look and say
What can you see
2
Which are Mike’s clothes Which are Chen Jie’s Look and choose.
cap coat dress shirt socks sweater
The ... is/are ...
Look, choose and say
Mike’s
Chen Jie’s
3
Talk in groups.
4
Make a travel card. Then share it in class.
Self-check
1. I can talk about what people wear in different
seasons.
2. l can tell people about my favourite season.
3. l can talk about how seasons change our daily
lives.
4. I can read and spell words with “wh”.
Look and say
Which season is it
Where are they
What do they wear
Read and answer
What festival is it
What does he wear on Christmas
Does the snowman need a hat Why
Reading time
What festival is it
What does he wear on Christmas
Does the snowman need a hat Why
Watch and repeat
Why does he wear a
T-shirt on Christmas
Because the
weather is very
hot.
Because he is in
the southern
hemisphere ...
Think and talk
点击画面
播放视频
Watch and know more
点击画面
播放视频
Watch and know more
Summary
Colourful seasons, colourful life!
1
听录音，模仿并指读 Read and write 的诗歌。
2
制作一张旅行卡片，向父母展示并简单介绍自己的创作。
3
跟读故事，课下了解更多关于南、北半球的季节差异的知识。
HomeworkUnit 6 Changing for the seasons
第六课时
(B. Read and write & C. Project & Reading time)
语篇研读
What: Read and write是一首主题为“四季”的诗歌，诗歌介绍了四季的色彩 、季节特征 、人们的着装和活动等。 Reading time是一个配图小故事，主要讲述了来自南半球的考拉来到北半球过圣诞节，它和Zip讨论了圣诞节期间双方不同的穿衣习惯和活动，并融入了一些幽默元素。 Why: Read and write 旨在引导学生感悟每个季节的独特之美，形成热爱自然 、积极向上的情感态度；Reading time 旨在引导学生了解南北半球在气候 、着装及活动等方面的差异，同时培养分享与关爱的意识。 How: 语篇涉及衣物类及四季特征类的词汇，如 T-shirt、glove、 fall、leaf 等；涉及描述四季颜色、特 征、人们着装和活动的句型。语篇语言生动，贴近学生生活。
教学重点及难点
教学重点：能够阅读并理解关于四季的诗歌，并用简单的句子描述季节特征和活动；能够根据短文内容判断句子是事实(Fact)还是观点(Opinion)。 教学难点：能够灵活运用所学词汇和句型描述季节特征和活动；能够理解并区分事实和观点。
教学过程
教学目标 学习活动 效果评价
1.学生能够阅读并 理解诗歌内容，能够理解并区分事实和观点。(学习理解) Step 1 Revision&Lead in Revision 单词游戏。教师请学生快速读出蝴蝶身上的单词。 教师请学生填空：There are ___ seasons in a year.（four） They are _______, _______ , _______ and _______. （spring; summer; autumn; winter） Free talk 教师提问：What do you do in each season What do you wear in each season 请学生自由发言。 Step 2 Presentation & Practice Look and say PPT出示Read and write的版块插图(无文本)，教师提问： What colour is spring/summer/autumn/winter 请学生观察 图片并说一说。 Listen and tick 教师播放音频，请学生在听到的颜色下打勾。 Read quickly and choose PPT出示单选题，请学生快速阅读诗歌，完成题目。随 后师生共同核对答案。 Read carefully and answer 教师请学生仔细阅读诗歌，回答以下问题：What’s spring full of How are the days in summer What does Chen Jie like in autumn What does Chen Jie wear in winter Read, underline and check 教师带学生分段阅读诗歌，注意教学词汇 full, take walks, fly kites, T-shirt, fall, leaf, glove, then等，划出关键句，核 对问题答案。 Fill in the table 教师请学生完成以下学习单。 学习单 seasoncolourclothesactivitiesfeatures
Read and write PPT呈现完整的诗歌文本，教师请学生尝试翻译，然 后讲解事实(Fact)和观点(Opinion)的区别，并举例说 明，请学生完成判断F或O的练习，最后核对答案。 Watch and repeat 教师播放视频，请学生看视频跟读，注意模仿的语音、语调。 Read and complete PPT出示遮挡版诗歌，教师请学生朗读并补全诗歌。 教师观察学生能否积极参与课堂活动，及时给予认可或鼓励。 教师巡视了解学生问题及学习单的完成情况，及时给予学生帮助和纠正。 教师观察学生完成相关练习的情况，判断其能 否区分事实和观点，对有困难的学生给予指导。
设计意图：本阶段学习活动旨在帮助学生从诗歌中获取关键信息，理解诗歌大意，提高学生的阅读理解能力，并引导学生掌握事实和观点的区别。
2.学生能够准确完成和诗歌内容相关的练习和书写任务； 3.能够根据所学内容，完成project版块的所有任务，最后制作并介绍“旅行卡”的活动，综合性、创造性地运用语言。(应用实践) Write a poem PPT出示语言框架，请学生仿照课文，选择一个季节 自创一首诗歌，然后给出参考示例。 Look, choose and write. 教师引导学生根据短文内容和自身情况，选择正确的 词汇完成句子，并将答案工整地写在四线三格上。 然后师生共同核对答案。 Project: Make a travel card Listen, tick and match. PPT出示课本插图，教师请学生看图片颜色预测季 节。然后教师播放音频，请学生听录音，勾一勾并 连线。 Look and choose. PPT出示课本服饰插图，教师提问：What can you See 请学生回答。然后组织学生理解活动规则，将 Mike 与Chen Jie的衣物进行分类，并利用核心句型 对衣物的颜色和所属进行介绍。 Talk in groups. PPT呈现对话情境，教师让学生讨论寒假适合去的城市—海口，并介绍海口冬季的气候特点及人们能够在海口做的事情。教师布置对话表演人物，指 导学生模仿对话进行交流。 Make a travel card. Then share it in class. 学生四人一组，每组讨论寒假旅行计划，并参考课 本制作一张“旅行卡”，每组派代表按照活动提供 的语言框架对旅游卡进行介绍。 Self-check 教师请学生对本单元的学习情况进行自评。 教师观察学生的书写情况，并 展示书写工整的学生作业。 教师根据学生 的表现，对大胆展示、自信表达的学生给予表扬和奖励。
设计意图：本阶段学习活动旨在引导学生通过练习进一步巩固和运用所学语言，实现语用能力螺旋式的提升，同时提高学生的语言表达能力和书写能力。
4.学生能够将所学知识迁移到新语篇中，对比不同地区季节和文化活动的差异,拓展文化包容性。 (迁移创新) Step 3 Consolidation & Extension Reading time： 1.PPT呈现插图，教师引导学生观察图片，预测语篇 内容。 2.教师提出问题：What festival is it What does he wear on Christmas Does the snowman need a hat Why 引导学生从整体到细节逐步理解语篇内容。 3.教师播放视频，请学生跟读，并尝试复述故事。 4.教师提问：Why does he wear a T-shirt on Christmas 请学生在小组内讨论，各抒己见。 5.教师播放有关南、北半球季节差异的视频，揭示 问题答案。 教师观察学生能否通过阅读语篇，完成相关任务。如果学生存在困难，教师予以指导。
设计意图：本阶段学习活动旨在通过配图故事帮助学生复习本单元的核心词汇和句型，引导学生了解南北半球在气候 、着装及活动等方面的差异,同时培养分享与关爱的意识。
家庭作业
听录音，模仿并指读 Read and write 的句子。 2.制作一张旅行卡片，向父母展示并简单介绍自己的创作。 3. 跟读故事，课下了解更多关于南、北半球的季节差异的知识。
板书设计
Unit 6 Changing for seasons (B.Read and write & Project & C.Reading time） T-shirt fall leaf then take walks fly kites Fact: Spring comes after winter. Opinion: Summer is blue. I play games and sing songs. I like the falling leaves.
教学反思
在本次阅读教学中，我通过系统化的活动设计引导学生开展深度阅读。在诗歌理解环节，我 精心设计了问题链和学习单，帮助学生系统梳理诗歌内容，并有效培养了其区分事实与观点的能 力。在练习巩固环节，学生能够独立完成核心知识的应用练习，实现语用能力的提升。但是本节 课阅读量较大，节奏较快，基础较弱的学生没有足够的思考时间。后面在教学中我要兼顾不同学 习能力的学生，适当布置有效的课前预习作业，并提高课堂教学效率。

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