教科版（广州）五下Module 5 Safety-Unit 10 How to stay safe-Did you know& Self-assessment-ppt课件-(含教案+视频+素材)--(编号：90a96).zip

Facial Expression happy sad interested angrysurprisedcurious Well-done Ok quiet victory! gestures Call me! I love you! I dont know Youre great! Please stop! Im sorry! Body movements Read in groups!(小组内齐读5分钟)1、I can read those sight words: use were our still than cross didnt need 2、I can try to read those words: body language 肢体语言 know knew French 法语,法国人 growgrew Germany 德国 dontdidnt Japan 日本 wantwanted truth 事实 open-opened across 与交叉 learnlearned chest 胸部 honest 诚实的 thumbs up 竖起大拇指 explanation 解释 agree 同意 lying 说谎 广州市番禺区大石中心小学 黄丽娜 攀登英语阅读系列.分级阅读第五级 绘本阅读课 About meAbout me Miss Huang likes Miss Huang likes 1 Reading TimeReading Time 1 Design the contents 1 2 1 Reading timeReading time Its body language. body language What body language do you know?What body language do you know? What does it mean ?What does it mean ? I think it means I think it means Because her/his mouth is Because her/his mouth is 1 2 3 4 5 7 8 9 11 6 10 1 1 2 How do babies use body language? How do babies use body language? 2 1 When we were babies, we already knew how to use body language. When we wanted,weWhen we wanted,we P4-6P4-6 2 When you were babies,When you were babies, When I wanted to When I wanted to Sometimes body language is much more honest than words. Why? 3 89 10 11 Sometimes body language is much more honest than words. Why? On P_ to P_, I can see _. The man/woman says_, but his/her body language is _. I think the body language means_. 3 Tips: 仔细读P7-P11，小组成员一起 选一个例子，找找下列信息吧！ 12 89 On P_ to P_, I can see _. The man/woman says_, but his/her body language is _. I think the body language means_. That usually means _ ? 89 11 10 On P_ to P_, I can see _. The man/woman says_, but his/her body language is _. I think the body language means_. That usually means _ ? 10 11 What does it mean? I think it means 4 Some body language has totally different meanings in different countries. ? German Japanese 4 Therefore, be careful when you are using body language in different countries. 5 What does it mean?: In Brizil, means “Obscene(猥亵）”. In Britain, means “Ok or No problem”. In Japan, means “Money”. 5 What does it mean?: In USA, In French, grab and twist their nose. In Russia, flip their throat. 5 a sign for drinking or getting drunk In Bulgaria, means “Yes”. In Bulgaria, means “No”. In South Asia, means “Not sure”. 5 What does it mean?: 6 Design the contents meaning truth difference Part1: P-P? Part2: P-P ? Part3: P-P ? HomeworkHomework 1. Share what you learned with your friends and family. 2. Search the body language on P1-2 on Internet and make an introduction book. No matter how different a body language is, there is one kind of body language that never needs to explanation. 1 攀登英语阅读系列分级阅读第五级 北京师范大学出版社 Body Language 教学设计教学设计 一、一、教学内容分析教学内容分析 Body Language 是攀登英语阅读系列-分级阅读第五级，难度适合六年级学生使用，主 要介绍了肢体语言的意义、特点及其在不同文化中的差异，内容比较贴合学生的实际生活，学生 在内容的把握上比较轻松，可以很快理解绘本的主要意思。同时，不同的肢体语言所包含的不同 意义为学生提供思辨的空间。 选用本故事进行教学是因为它无论从内容主题或者语言难度都符合学生的认知水平，所涉及 的生词、句型多以学生接触过为主，故事情节生动、富有童趣。因此 Body Language 是一篇非常 适合孩子们做为课外阅读的故事。 二、教学对象分析二、教学对象分析 学生对于本课的话题并不陌生，在实际生活也经常遇到，利于学生对绘本内容的理解。本课 的授课对象是小学六年级学生，学生们有了一定的认读英语文字的能力，生性活泼好动，善于提 问，能够大胆参与课堂英语类的活动，乐于扮演、体验，喜欢阅读有思想挑战的英文故事，并表 达自己的看法，希望在课上得到老师和同学的认可和鼓励。六年级阶段，学生处在从形象思维向 理性思维的过渡阶段，需要教师引导，鼓励学生自己解决问题。因此，培养学生读图、猜测、开 放性思维表达、将是本课教学的重点。 三、教学目标三、教学目标 2 （一）语言能力目标（一）语言能力目标 1. 能用 Phonics 学习新单词并能根据图片猜测肢体语言表达的意思。 2. 能够有感情的朗读绘本，体会肢体语言在不同情境下的运用。 3. 能自信恰当地使用肢体语言，并使之能够有效地协助语言表达。 （二）学习能力目标（二）学习能力目标 1. 通过绘本阅读，学生能够了解肢体语言，并理解肢体语言的特点。 2. 通过问题引领，培养学生的审辩式思维能力，学会观察，学会学习。 3. 在与同伴合作学习中，学会与人合作，勇于表达自己的意见。 （三）思维品质目标（三）思维品质目标 不同肢体语言在不同情境、不同文化中的应用。 （四）文化品格目标（四）文化品格目标 1. 能在小组活动中学会尊重他人，积极与他人合作、互相帮助，共同完成学习任务。 2. 能够对故事表达不同的看法，逐渐养成爱思考、敢质疑的批判性思维习惯。 四、教学重、难点四、教学重、难点 （一）教学重点（一）教学重点: 1能够理解绘本内容。 2. 不同肢体语言在不同情境、不同文化中的应用。 （二）教学难点（二）教学难点: 1.观察肢体语言，理解内容，并用语言进行表述； 2.结合自己的认识，对一些开放性问题的回答。 3 五、教学理念及策略五、教学理念及策略 根据学生的情况，我采用图片环游教学法。师生分享阅读（shared reading）和学生独立 阅读（independent reading）的教学方式相交互。 基于“问题”导向的教学理念，我根据故事情节的设计一系列的问题链，以问题为导向， 激发阅读动机，通过封面、主题图等启发学生主动观察、预测、思考、分享个人的经验，意 义建构故事；在这一过程中学习语言知识，掌握阅读策略、把握故事情节，理解故事角色心 理，联系个人生活，探究故事含义。 根据王蔷教授所提倡的阅读活动设置的三个层次“学习与理解应用与实践迁移 与创新” 我设计连续性的教学活动“图片环游读故事肢体语言的意义、特点 不同文化中的差异”，活动层层递进，培养学生逻辑、推理、阐述、评价、分析等思维能力。 使学生在了解肢体语言知识的同时，还能够初步认识英语中说明文的特点。 六、教学媒体六、教学媒体 多媒体课件、试听材料、研学案、图片 7、教学过程教学过程 课前研学：课前研学： 1. I can read those sight words: use were our still than cross didnt need 2. I can try to read those words: 1)body language 肢体语言 knowknew 4 2)French 法语,法国人 growgrew 3)Germany 德国 dontdidnt 4)Japan 日本 wantwanted 5)truth 事实 open-opened 6)across 与交叉 learnlearned 7)chest 胸部 8)honest 诚实的 9)thumb up 竖起大拇指 10)explanation 解释 11)agree 同意 I. Preparation 1.Ps watch the vedio and sing the song. 2.Free talk. 【设计意图：通过歌曲，激活学生已有的知识，激发学生的阅读兴趣。】 II. Input& Internalization First reading: P2-P6 Bring pupils back to their baby time. How would they express themselves if they were babies? 1、 Picture talk P2-P3 2、The meaning of the body language. 5 3、Read the picture book P4-P6,try to think: When we were babies, how to use body language? What would you do when you want the ball? What would you do when you want a hug? 【设计意图：图片环游，让学生边看绘本插图边理解，理解肢体语言所要表达的意思，使 学生聚焦到对肢体语言的关注上，让学生能够体验肢体语言在实际生活中的应用。】 Second reading: P7-P11 As we grew up, we learned to speak. But it becomes more colorful and meaningful. Infer from the picture. Compare body language and words, which is more honest? Why? 1、 Group reading. 2、Choose one example to talk and discucss the imformation in groups. What do the body language mean? How do you know he is lying? 【设计意图:开放性问题的设计使学生能够联系生活实际，观察图片，通过自己的分析， 谈谈自己的见解。】 Third reading: P12-P13 Sometimes, body language has totally different meanings in different countries. Therefore, be careful when you are using body language in different countries. 1、Try to find out the different meanings of “thumbs up” in different countries. 2、Enjoy the video: some gestures that have different meanings in different countries. 6 【设计意图:通过事例了解同一肢体语言在不同国家的不同含义，使学生在运用肢体语 言有文化差异的意识。】 III. Output 1、Read the whole story again in silence and design the contents about the book in groups. 2、What have you learned about body language? 【设计意图:深度理解文本，为绘本设计合理的目录。】 Ending No matter how different the meaning of body language is, there is one kind of body language that never needs an explanation. That is a smile. 【设计意图：总结绘本，点明主题。】 IV. Assessment Homework： 1.Read the story fluently. 2.Write a story. 【设计意图：巩固拓展本课时学习的内容，及时评价反馈。】 V.Assessment Assessment ContentsGreatGood!OK! 7 Task1 我能利用 phonics 规则在课前研学读新词。 Task2 我能根据绘本圈出皇帝试穿的衣物。 Task3 我能在小组合作了解肢体语言的意义、特点。 Task4 我能说出肢体语言在不同文化中的差异。 八、教学流程图八、教学流程图 九、板书设计九、板书设计 8 附件：拓展材料附件：拓展材料 Its well-known that some gestures mean different things in different parts of the world. In some places, such as, in Britain this means everything is “OK”. When in Brazil and other places, its considered “Obscene”. And still in other places, such as in Japan, it means “Money”. In Italy, they may make this sign to emphasize the points while in Jordan it can mean “Wait a second”. Certain things often have gestures for them. For instance, in most places where drinking Alcohol is popular, there is a sign for drinking or getting drunk. In USA, its this, while in French they grab and twist their nose, and In Russia they flip their throat. On the other hand, some places are more less unique gestures. In Russia, to say youre making things too complicated. You scratch your ear by going around the back of your head. Among the most common and probably oldest gestures are nodding for Yes and shaking their head for no. But even this isnt universal. Bulgarian are famous for shaking their head to mean yes and nodding with a click of their tongue to mean no. and in South Asia, they have a third option, which involves tilting their head from side to side . Its used to acknowledge the person speaking to you, although in some contexts, it can also mean approval or even uncertainty. 9