牛津上海版(深圳用)四年级英语下册Unit11、Childrens、Day说课课件

Children’sDayAroundtheWorld1文本再构2教学过程说课内容6/6/2023“文本是一节课的半条生命。”6/6/2023设计手稿：本课时原文本6/6/2023文本解读和再构的心路历程：6/6/2023迷茫阶段文本再构之第一篇摸索阶段文本再构之第七篇破茧阶段文本再构之第十篇文本再构之第一篇----迷茫阶段(KittyistalkingaboutChildren’sDaywithherclassmates.)Kitty:Hello,Peter.WhenisChildren’sDayinChina?Peter:InChina,Children’sDayisinJune.Kitty:WhenisChildren’sDayinCanada,Alice?Alice:InCanada,Children’sDayisinNovember.Kitty:WhenisChildren’sDayinIndia,Jill?Jill:InIndia,Children’sDayisinNovembertoo.Kitty:WhenisChildren’sDayinThailand?Joe:InThailland,Children’sDayisinJanuary.6/6/2023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。1.再构文本内容单薄、语序机械、缺乏真实性和趣味性。2.忽略教材配图中隐藏的信息。3.忽略知识点之间的联系，尤其新旧知识的组合与运用。迷茫阶段反思：文本再构之第七篇----

摸索阶段（作茧自缚阶段）6/6/2023(PeterPan,WendyandTinkerBellhaveagoodtimeonChildren’sDayinChina.Theywanttosharetheirhappinesswithchildrenindifferrentcountries.Sotheyflyaroundtheworld.)

(FirsttheyflytoCanada.Theymeetaboy–Jack.)PeterPan:Hello,Jack.Nicetomeetyou!When’sChildren’sDayinCanada?Jack:InCanada,Children’sDayisonNovember20th.PeterPan:Wherecanyougo?Jack:IcangotoCanadaPlace.Icanseeamoviethere.PeterPan:That’sfun!(ThenPeterPan,WendyandTinkerBellflytoIndia.TheretheymeetJatin.)Wendy:Hi,Jatin.Nicetomeetyou!WhenisChildren’sDayinIndia?Jatin:InIndia,Children’sDayisonNovember14th.Wendy:Wherecanyougo?Jatin:IcangotoTajMahal.Icantakephotos.Wendy:That’swonderful!

(ThenPeterPan,WendyandTinkerBellflytoThailand.TheretheymeetAnn.)TinkerBell:Hello,Ann.Nicetomeetyou!WhenisChildren’sDayinThailand?Ann:InThailand,Children’sDayisonthesecondSaturdayofJanuary.TinkerBell:Wherecanyougo?Ann:IcangototheGrandPalace!TinkerBell:That’scoolandsuper!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6/6/2023theGreatWallCanadaPlaceTajMahaltheGrandPalace2.配图背景图是各国著名景点(PeterPan,WendyandTinkerBellhaveagoodtimeonChildren’sDayinChina.Theywanttosharetheirhappinesswithchildrenindifferrentcountries.Sotheyflyaroundtheworld.)

(FirsttheyflytoCanada.Theymeetaboy–Jack.)PeterPan:Hello,Jack.Nicetomeetyou!When’sChildren’sDayinCanada?Jack:InCanada,Children’sDayisonNovember20th.PeterPan:Wherecanyougo?Jack:IcangotoCanadaPlace.Icanseeamoviethere.PeterPan:That’sfun!(ThenPeterPan,WendyandTinkerBellflytoIndia.TheretheymeetJatin.)Wendy:Hi,Jatin.Nicetomeetyou!WhenisChildren’sDayinIndia?Jatin:InIndia,Children’sDayisonNovember14th.Wendy:Wherecanyougo?Jatin:IcangotoTajMahal.Icantakephotos.Wendy:That’swonderful!

(ThenPeterPan,WendyandTinkerBellflytoThailand.TheretheymeetAnn.)TinkerBell:Hello,Ann.Nicetomeetyou!WhenisChildren’sDayinThailand?Ann:InThailand,Children’sDayisonthesecondSaturdayofJanuary.TinkerBell:Wherecanyougo?Ann:IcangototheGrandPalace!TinkerBell:That’scoolandsuper!6/6/2023文本再构之第七篇----摸索阶段（作茧自缚阶段）更丰富、灵活、充满生气。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原文本再构文本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。14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2PeterPan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：6/6/20232.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6/6/2023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6/6/2023更多元、更立体、更有独特的异域色彩6/6/2023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。“教材不是圣经，它只是主要的教学资源之一；世上没有一套教材是专为你所教的学生而编写的；教师要对教材和教学资源整合、调整和补充。”文本再构小结读前Pre-reading读中While-reading读后Post-reading教学过程6/6/2023三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。6/6/2023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WhatcantheydoonChildren’sDay？What

doyouliketodoonChildren’sDay?3.引入本课时话题介绍情境，引入Children’sDayAroundtheWorld6/6/20236/6/20231.通过菜单思维导图，阅读印度儿童节初次详读文段教师主导While-reading6/6/2023简洁化图示化记忆文本信息While-reading6/6/20232.借助菜单思维导图—复述印度儿童节6/6/20233.泡泡思维导图—阅读加拿大儿童节句型结构相似学生PairworkWhile-readin