Unit 6 Shopping Part B Let’s talk & Let’s act （说课课件+说课稿）-2023-2024学年人教PEP版英语四年级下册

XXX Unit 6 Shopping B Let’s talk & Let’s act 说课 Be a smart consumer. 目录 CONTENTS 1 What to teach 2 Who to teach 4 How to teach 3 Where to go 5 Why to teach 1. What to teach Analysis of Teaching Material PEP Book 4 Unit 6 Shopping Theme: Man & Self Thematic content: Rational consumption Analysis of Teaching Material 4 单元 词汇 句型 关联性 Book 1 U2 Colours red, yellow, blue, green... I see ... . Show me... 谈论购物时商品的颜色 Book1 U6 Happy birthday cool,cold, arm,c old, sunny,rainy What’s the weather like in ...? It’s.... 谈论购买商品的数量 Book 2 U3 At the zoo long, short, small, big... Look at that ... It’s so ... 用形容词描述商品的特征 Book4 U5 Clothes clothes, hat, skirt, pants.. Are these yours? Whose coat is this? 学习如何介绍衣物 教材分析 Vertical Relation (纵向关联) PEP 四下 Unit 3 Weather 掌握服装的表达 学习购物的简单用语。 PEP 四下 Unit 6 Shopping 描述购物时的天气 PEP 四下 Unit 5 Clothes 教材分析 Horizontal Relation（横向关联） Shopping 子主题1：基于生活需要，明确购物需求。 子主题2： 精打细算，量入为出。 Before shopping During shopping 子主题3： 合理消费让生活更美好。 After shopping 语篇1 A (Let's talk) Shop according to the right size. 语篇2 A (Let's learn) Shop according to the different weather. 语篇3 B (Let's talk) Shop according to money. 语篇4 B (Let's learn) Shop according to money and favor. 语篇6 Story time Zoom’s day at the clothes shop. 主题意义探究：Good shopping makes a good life.树立正确的消费观和价值观，学会科学合理消费。 Shopping单元主题内容框架图 语篇5 Read and Write&Let’s spell Shop rationally. Analysis of Lesson 3 What Theme: Man and self Topic: Shop according to money. Content: Sarah’s shopping day Why Genre: Listening and speaking Structure: Text--Sentences--Words Language: Simple present tense How Intention: To describe the goods’ price and quality. Attitude & Value: Better plan, better life. 文本分析 2. Who to teach Analysis of Learners 语言储备 Students have some basis of the words and sentences: hat, clothes, skirt, drress,coat.... It’s.../This is... /These are.... 生活经验 Have some expenience about shopping with families. Know the corresponding activities about shopping. Less experiences about shop by themselves or judge by themselves. 认知特点 Develop abstract thinking ability. Learn better through Multimodal English teaching(多模态英语教学). Analysis of Learners 认知特点 语言储备 生活经验 G4 学习需求 Curious about something over their daily life. Like money rate of interest between dollar and RMB. 策略经验 Can build some connections between new and existing knowledge by themselves;and willing to have a group work and join in other activities. 潜在困难 Less opportunity to use money by themselves and how to shop rationally. 潜在困难 学习需求 策略经验 解决措施：分步骤设计合理的课后实践任务，引导学生逐渐全面认识自然生态农业。 解决措施：提供图片/视频/阅读等素材，借助主线创设情景，利用结构化板书，为学生语言输出提供支撑。 分析学情，精准育人起点 3. Where to go Key points & Difficult Points Teaching Objectives of The Unit Teaching & Learning Strategies Theoretical Basis 3. “教—学—评”一体化 1.指向英语课程要培养的学生核心素养的单元整体教学 2. 英语学习活动观 Theoretical Foundation 2022版 思维品质 学习能力 文化意识 语言能力 加程晓堂的书 Learning & Understanding Practice & Application Transfer & Innovation Think within the text 理解文本字面意思 Think beyond the text 理解文本背后含义 Think about the text 体会文本价值和情感 Meaning 知识意义化 Function 知识功能化 Accomplishment 知识素养化 The Activity-based Approach 英语学习活动观 文本问题化 问题思维化 思维活动化 课堂观察 课堂提问 课堂练习 学生自评 教师评价 生生互评 Integration of Teaching & Learning & Assessment “ 教、学 、评 ” 一体化 评价唯度多维化 评价主题多样化 评价方式多样化 学习兴趣 学习习惯 学习成果 评价标准与教学目标相契合： 协同原则（王初明） 单 元 目 标 框 架 单单元教学目标 语篇 本单元学习后，学生能够： 目标1： 运用所学语言与小组成员交流、对准备购买的商品进行简单的描述与评价，基于生活需要，制作购物清单，明确购物需求，并向全班介绍。 Lesson 1,2, Part A talk&learn 对话 目标2： 运用所学语言，运用语言描述商品的价格和印象，了解主要英语国家的货币名称和符号，学习在购物中如何得体地与他人交流，分享购物经历。 Lesson 3,4 Part B talk&learn 对话 目标3： 能够读懂促销广告，了解打折现象，运用所学语言介绍如何成为做到理性消费，体会个人理财，初步培养财商。 Lesson 5 Part B Read and write&Let’s spell 介绍小短文 目标4： 复述Zoom 把价签贴倒引发大象老板生气的故事；小组合作，续编故事，分享自己对Zoom的看法以及给出建议。 Lesson 6 art C Story time 故事 整体性： 在情境中运用语言做事。 教育性： 形成正确的价值判断和行为准则。 综合性： 语言能力、文化意识、思维品质、学习能力 实用性： 可操作、可观测、可评价 介绍衣着和描述商品的尺码、价格、质量 01 02 03 04 1.在看、听、说的活动中，获取、梳理Sarah和妈妈的购物的喜好和购买价格，能在情境中运用目标语言描述商品。（学习理解） 2. 能正确朗读，借助语言支架和表格信息进行角色扮演故事。（应用实践） 3. 简要评价和判断Sarah和妈妈购物行为。如何成为一个精明的消费者（迁移创新） 4. 运用所学语言与小组成员交流参加“智慧小管家：挑战赛的省钱计划，并向全班介绍。（迁移创新） Teaching Objectives of Lesson 3 课时目标框架 能在购物情境中运用单词“pretty、expensive”、句型“How much is ...? lt's ...“、”How do you like ...? lt's ...."。 Situational teaching method Task-based approach Communicative approach Multiple-media approach Cooperative teaching approach Teaching Strategies Individual Learning 自主学习 Cooperative Learning 合作学习 Inquiry Learning 探究式学习 Learning Strategies 18 Phonics Watch a video. 01 02 Solutions Act out the story. Blackboard design. Guide their focus through the pictures. 01 02 03 Solutions 2.Role play the text. 3. Be able to talk about their rational shopping plan . 1. How to shop according to money and favor. Key points 2. Be able to master money rate of interest between dollar and RMB. 1. Difficult words: “expensive, $89” Difficulties 4. How to teach Teaching Procedures Pre-learning While-learning Post-learning 1. Sing a song 2.Look and say 5.Good to know 学习理解类 4.Watch and answer 6.Listen and imitate 应用实践类 10.Talk and share 9. Think and judge 8.Deep thinking 迁移创新类 教学活动分类 3.Predict and listen 7.Role play the text ① Sing a song ② Look and say 感知与注意 ① 歌曲导入，激活旧知。 ② 创设主题情境，激活已有生活经验。 ③ 读图预测对话内容，感知新语言。 Purpose 学习理解 pre-learning Poat-learning While-learning 1. To lead in the topic and review the words about the clothes. 2. Create a real scenario and activate their existing life experience. ③ Predict and listen 学习理解 ④ Watch and answer ③看图预测，理解对话大意。 ④ 观看视频，理解对话细节； 获取与梳理 Purpose 1. To Cultivate observation ability. 2. Develop Students’ imagination. ⑤ Good to know 获取与梳理 学习理解 ⑤ 为什么这一条89美元的裙子是贵的呢?因为这是美元。教师借助这一契机，拓展不同国家的货币及其符号，在全球化的背景下，培养学生国际视野。 Purpose 1. To to know that different countries use different currencies. 2. To improve students’ cultural awareness. ⑥ Listen and imitate 获取与梳理 Evaluation 学习理解 Purpose Assessment Pronunciation (语音准确) Intonation (语调优美) Emotion(感情到位) 1. Perceive the story. 2. Focus on the pronunciation and intonation. 应用实践 ⑦ Role play the text 内化与运用 应用实践 1. To cultivate students’ ability of speaking and cooperation. 2. To help students internalize the language. Purpose Evaluation 迁移创新 ⑧Deep thinking ⑨ Group discussion 批判与评价 想象与创造 ⑩ Think and share Purpose 迁移创新 批判与评价 Evaluation 1. To cultivate students’ critical thinking. 2. Connect with their real life based on what they have learned. 、 “教-学-评”一体化(自评、组评、师评) Assessment Rubrics 评价量规 小组合作 Homework 分层布置，拓展运用 知识结构化，师生共生成 Blackboard 实践性作业 拓展性作业 Homework & Blackboard 5. Why to teach Highlights and Reflection 1.主题引领，语篇依托，回归育人根本 Why 走近语篇 Sarah’s shopping day. 深入语篇 Join the smart bulter competition. 超越语篇 Be a smart consumer. 主题：Good shopping makes a good life. 育人价值 Better plan, better life! 2.目标导向，活动推进，落实核心素养 Why ① 学习理解 应用实践 迁移创新 ⑥ ⑧ ① ② ③ ④ ⑤ ⑦ ⑨ ⑩ 3.问题驱动，层层递进，走向深度学习 Why What do you want to buy in the shopping mall? What does Sarah want to buy? Did Sarah buy this skirt? Why does Sarah want to buy the skirt? How much is the skirt? Did Sarah buy this skirt? Why？ Role play the text. If you were Sarah and you had only 50 yuan, how would you choose? Are they a reasonable consumer? 问题链 活动层次 感知与注意 获取与梳理 概括与整合 分析与判断 内化与运用 批判与评价 想象与创造 激活已知生活与知识经验 目的 读图预测， 建立阅读期待 获取主旨大意 梳理细节信息 深入人物内心，探究主题意义 借助文本结构图，内化语言 借助文本结构图，内化语言 评价人物，进一步探究主题意义 联系实际，解决问题 4.“教-学-评”一体化 Why 互动评价，交流展示，促进思考 实时反馈，针对性教学 以评促教 及时反馈，自我监控调整 以评促学 信息技术 教师 评价 学生 自评 生生 互评 以评促思 Thanks 创意动态PPT 尾页 沙漠星空02 Lavf57.25.100 $$ PEP四下Unit 6 Shopping Part B Let’s talk Good morning, ladies and gentlemen. Today I'm very honored to present my teaching design. My presentation will cover the following five parts. First of all, what to teach First, let’s look at the teaching material. The lesson is from PEP Book 4 Unit6 shopping, Part B Let’s talk . The topic of this unit is about shopping.The theme areas of this unit include man and self ,man and society which focus on rational consumption（理性消费）. From the vertical relation, students have already learned about colors, numbers in PEP Book1, and some adjectives words in PEP Book2. In book4, students have learned the topic of clothes. From the horizontal relation ,there are six units in this text book. The topics start from shopping day’s weather in unit 3,it also paves a way for the discussion about clothes of unit 5. The topic of unit 6 is about shopping. With the unit and the same topic about shopping.I analyze all the texts and generalize three sub topics.Before shopping, while shopping and after shopping. Each sub- topic will be learned with one integrated[ˈɪntɪɡreɪtɪd] lesson, and all the lessons together contribute to the educational value of the whole unit:Good shopping makes a good life. For this design, we will focus on lesson 3. This lesson is listening and speaking.It's a text about Sarah’s shopping day .The topic belongs to the man and self,and conveys a very important attitude to students:Better plan, better life. The structure of this lesson is from topic to details.And the language is simple present tense,which is not very difficult for students. Next, let's move on to part two who to teach. The target students are the 4th graders . They are active, curious, willing to have a group work. have some basis of the words and sentences about clothes. In terms of the topic shopping, they have same experience . But they have no deep thinking about how to shop wisely. So based on the detailed analysis of the teaching material and students, we can set the proper teaching objectives. That is part three where to go. （第12页）According to the English Curriculum Standard of 2022. （第13页）I designed my lesson from learning and understanding, practice and application, transfer and innovation. Have them think within the text, think beyond the text and then think about the text. Step by step, logical thinking, critical thinking, and creative thinking are all developed. （第14页）Furthermore, I will try to achieve the integration of teaching, learning, and assessing. Therefore, in my lesson, I am at diving student to embrace the principle of agreement, not only as the part of learning, but also as the criteria from various form of assessment. Based on the theory, I set the following teaching objectives of this unit. （第16页）In lesson 3, students are able to describe the goods with the key words and sentence structures . They can read the text fluently and role play the text. They can express their opinions about how to shop wisely. Last, they are able to make a good shopping plan in the real life. （第17页）In order to achieve the objectives better, some teaching and learning strategies are required. In my class, I will use these teaching strategies, especially the situational teaching method. （第18页）As for learners, They will learn a text with these learning strategies. （第19页）Here are key points and difficult points of this lesson. Let's turn to part four, How to teach? The lesson can be divided into three parts. Pre-learning , while-learning and post-learning. In pre-learning, there are 2 activities of learning and understanding. ①Sing a song First, I will sing a song to lead in the topic like "……” it can arouse Ss interests and review the words about the clothes. ② Look and say And then based on the situational teaching method, I create a situation: Sarah and her mom want to go shopping. And how about you? What do you want to buy in the shopping mall? It can activate their existing life experience. And there is a competition about smart butler. Ss need to use only 50 yuan to buy 3 things which is as good as possible. And the purpose is to create a real scenario for the student. If students can say one loudly and correctly, I will also use my body language like a big smile or big hands. Of course, I will encourage my students to help Sarah to get the coupon in the next tasks. ③ View and predict Here comes the while learning parts. The pictures of let’s talk are presented. students will first view the picture and check their prediction. What does Sarah want to buy? Did Sarah buy this skirt? At the same time, I will help them find the key words to get the main idea. ④ Watch and answer Then students will watch a video about the whole story with 3 questions :Why does Sarah want to buy the skirt? How much is the skirt? Did Sarah buy this skirt? Why？At the same time, teacher will guide students to analyze the sentences structures: How do you like?/How much is it/are they? Ss reading stratigies are improved. ⑤ Good to know While checking the answer, the difference between dollar and RMB is highlighted. In this part, Students can get to know that different countries use different currencies. It helps to break through the difficult points. 活动6:Read in groups Later I’ll let students to listen and read after the tape and then we will have to practice in groups. Ss’s pronunciation and intonation are improved. 环节三：读后 活动4: role play After activities of learning and understanding, students will apply and practice the language. Next, I have student role play the whole text or creat the text with their own experience. In this part, I will ask students to focus on the pronunciation and intonation.At the same time, students can evaluate each other in groups with this evaluation chart from good speaking or correct answer. 活动4: Deep thinking After that,I will let students to discuss in groups : If you were Sarah and you had only 50 yuan, how would you choose? This is to cultivate students rational expression and multiple thinking and have students to have a deeper understanding of shop rationally. 活动5: Think and judge Next, ss are asked to finished the activities of let’s act. Wu binbin, john and mike have 50 yuan. Let’s watch, discuss and fill in the blanks about what they buy? And are they suitable? In this part, ss realized that Sarah, wubinbin and mike are not a reasonable consumer. We need to shop rationally and make a reasonable shopping plan. 活动6: Talk and share So can you plan well? Let ss finished the last task. In order to connect with their real life based on what they have learned. I design the last activity: Take part in the competition about smart butler: buy 3 things with only 50 yuan. In this part, it can cultivate their creative ability and cooperative ability. Here is the assessment during the class, which in group includes Self assessment, Group-assessment, and Teachers’ assessment. To sum up , let’s ss think: How to consume rationally? Ss can get the idea : Better plan! Better life! form Daofa text book. It can realize the integration of English teaching with morality and Law. Classroom Evaluation And this will be the last part for today's lesson. Students should finish this classroom evaluation. 7.说作业 As for homework,as we can see,my homework is also based on the big idea of whole unit teaching. There are 3 levels. Ss can choose what they want. Here is the blackboard design. In the end, I want to briefly explain why I design my teaching this way. First, the lesson is organized around the theme: Good shopping makes a good life.with three test phase activities. It aims to realize educational value. Better plan, better life! Second, all the activities are designed towards the teaching objectives From the level of learning and understanding, applying and practicing, to transferring and creating, to help the development of student’s English core competence. Third, to help students achieve deep learning. The questions push forward students thinking from lower level to high level step by step. Last but not least, integration of teaching and evaluation plays an important role in this class. That is all for my sharing today. Thank you for your attention. 1 学科网（北京）股份有限公司 $$