资源简介

基于课程标准的“教学评一体化”设计
课时备课卡
课题 Unit 1 The secrets of happiness Presenting ideas
日期 课时 1 课型 Presenting 授课教师
目标 确立 依据 课标 分析 课标摘录 义务教育《英语课程标准》语言技能四级标准： 读：2.能理解简易读物中的事件发生顺序和人物行为； 3.能从简单的文章中找出有关信息，理解大意； 4.能根据上下文猜测生词的意思。
课标分解 1.能通过泛读文章，找出每段段落大意； 2.能通过精读文章，找出文章中的具体人物、时间、事件、原因，结果等信息； 3.能在语境中猜出生词的意思，不妨碍阅读的理解。
语篇 研读 【What】本课首先介绍了如何写一页书评。列举三件让人幸福的事，如帮助他人、保持积极心态等，并给出理由，还提及幸福的来源。总结获得幸福的方法并提醒人们保持积极。 【Why】本单元的主题是“幸福的秘密”，旨在引导学生深入思考幸福的内涵、来源及获取方式，培养积极的生活态度和价值观。同时，通过各类活动提升学生在词汇、语法和表达方面的英语语言能力，发展他们的团队合作、沟通及批判性思维能力。 【How】本课的语篇内容采用模块化结构，包含引言、正文、结论、拓展和反思等清晰板块，并配有插图以增强视觉吸引力和趣味性。学生首先需要找到志同道合的同学并集体讨论，然后使用提供的提纲和语言提示来写出书页。
学情 分析 已有基础： 学生在小学学习中，已经学习一般过去时的基本用法，并已有初步的认知。（语言能力） 学生在以往的学习中，初步掌握如何理解和分析图片、对话、文章和视频等多模态语篇，并从中获取爱好的包容性，功用性及交际性的特点。（思维品质） 学生在以往的学习中，已经初步养成合作学习的习惯、借助英语理解、表达和反思自我的意识。（学习能力） 问题预设： 学生之前未接触的词汇较多，且难以灵活运用一般现在时，过去式来描述幸福及经历。（语言能力） （2）学生对书页的这种应用文形式还不太了解。（文化意识） （3）学生尚不能做到较深入地理解和分析图片、对话、文章和视频等多模态语篇，分析、推断和总结相关信息。（思维品质） （4）学生尚未养成良好的合作学习的习惯、较强的借助英语理解、表达和反思自我的意识以及主动思考、探究和表达的积极性等（学习能力） 学习需求： 学生需学习与幸福有关的词汇和短语，利用一般过去时讲述幸福的经历（语言能力） 学生需通过学习本模块的多模态语篇，深入体会爱好的包容性，功用性及交际性，促进对学生认知及人格的培养。（文化意识） 学生需在教师的引导下，学习如何较深入理解和分析图片、对话、文章、视频等多模态语篇，并能深层次分析、推断和总结相关信息。（思维品质） 学生需在本模块的学习中，继续培养合作学习的习惯、强化借助英语理解、表达和反思自我以及主动思考探究表达的积极性等。（学习能力)
学习 目标 通过本课时学习，学生能够： 1.能在日常交流中准确运用与幸福相关的词汇和表达。（语言能力） 2.能独立探究和总结幸福知识的能力。（学习能力） 3.能深入思考幸福的本质和影响因素。（思维能力） 4.能理解不同文化中幸福概念的文化内涵与差异。（文化意识）
评价任务 评价标准
1.学生积极参与小组讨论，共同确定手册的主题、名称、活动内容、好处、集会时间和地点，并独立撰写社团计划书（指向目标1） 通过审阅学生的社团计划书，评估其内容的完整性、逻辑性和创新性。
2.学生参与讨论，积极分享自己的幸福个人经历，以及如何丰富他们的生活。（指向目标2） 通过学生的讨论贡献和展示表现来评估他们的语言运用能力和表达清晰度。
3.学生在全班前进行书页的展示，应用所学的演讲技巧，展现自己的成果划。（指向目标3） 根据学生的展示内容、语言流畅性、组织结构和观众互动来评估其公共演讲能力。
4.学生参与投票，对其他小组的展示给出建设性的反馈，学习如何提供和接受评价。（指向目标3） 收集学生互评和反馈，评估学生的评价能力和对他人工作的理解。
教学过程
教学环节 教学活动 评价要点
Step1 Lead in 1.Present a series of pictures showing happy moments on the PPT, such as families having dinner together, friends laughing and playing, people enjoying the beautiful scenery in nature, and volunteers smiling after helping others. For each picture, ask the students: （1）“What can you see in the picture ” （2）“How do you think the people in the picture feel ” 2.Guide the students to describe the content of the pictures in English and use words like "happy", "joyful", "content" to express the emotions of the people in the pictures. 激发学生兴趣，引入书页计划主题。
Step 2 Group work 1.After showing the pictures, organize the students into groups for discussion. Put forward the following questions: （1）“What does happiness mean to you ” （2）“Can you share a happy moment from your life ” Each group selects a representative to record the key points of the discussion. Encourage the students to actively share their experiences of happiness and their understanding of it, thus stimulating their interest and enthusiasm for the theme of this lesson. Justification: This step is designed to activate students' background knowledge about happiness and provide a foundation for their thinking. By sharing and discussing their own experiences of happiness, students will be better equipped to express their ideas when creating works related to happiness later. 2.Provide students with a worksheet that contains three questions related to happiness: "What makes you happy ", "How can we help others be happy ", and "What other advice do you have for people to be happy ". Divide students into groups and ask them to discuss and write down their ideas. This step encourages students to brainstorm and share their initial thoughts, activating their prior knowledge and experiences related to happiness. 练习合作与信息整合能力。
Step3 Sharing 1.Show students a series of pictures that depict different scenarios such as people engaged in hobbies (like painting, reading, playing sports), spending time with family and friends (having a picnic, celebrating a birthday), or achieving personal goals (getting a good grade, winning a competition). For each picture, ask students to think about how it relates to the question "What makes you happy " and discuss in pairs. Then, invite some students to share their answers with the class. This visual approach helps students to better understand and express their ideas. 让学生整个自己小组的信息，根据结构制定出一个完整的书页，并恰当的表达和展示。
Step4 Voting Students start to create their own book pages using the ideas and language they have learned. While they are working, the teacher moves around the classroom to offer guidance and support. Once the students finish, they use a checklist that includes criteria such as the use of appropriate tense, correct grammar and sentence structure, inclusion of all required aspects (introduction, body, conclusion), effective use of colors (if applicable), and the clarity and attractiveness of the presentation. Students evaluate their own work first and then exchange with their peers for mutual evaluation. Finally, select the best book pages and ask the authors to present them to the class. This process not only allows students to practice their writing and presentation skills but also provides an opportunity for them to learn from each other. 2.Provide students with a well-crafted book page created by the teacher about happiness. This book page should contain clear and engaging content, with a proper structure and a variety of language expressions. Ask students to carefully read and study the book page, paying attention to how the ideas are organized and the language is used. They can underline or take notes on the parts they find interesting or useful. 练习批判性思维和评价能力。
Step5 Reflection 1.Display the slide titled "To express my understanding, I can...". Explain to students that they need to self-assess their ability in the following aspects: （1）Use words and expressions in the unit to talk about happiness. （2）Use the simple past tense to describe happy moments. （3）Sharing the meaning of happiness in our lives. (1 = excellent 2 = good 3 = not yet) 2.Ask students to quietly rate themselves on each item according to their own perception. Encourage them to be honest with themselves. 促进学生自我反思和评价。
Homework For all: 1.Further polish your handbook according to the checklist and the feedback from peers and teachers; 2.Complete the Reflection on the textbook; Optional: Use the learned language tips or expressions in this unit to write an article about your family.
教学反思

展开更多......

收起↑