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Unit 6 Being creative
Lesson 3 What is in the box
一、教學(xué)內(nèi)容分析
本課時(shí)為閱讀語法課，內(nèi)容涉及一篇對(duì)話。內(nèi)容上圍繞盒子里的物品展開，呈現(xiàn)了王梅和李琳的交流。李琳制作的泥猴子和用舊布做的服裝，以及提及端午節(jié)自制小龍舟送朋友，展現(xiàn)了DIY活動(dòng)和傳統(tǒng)文化元素。學(xué)生理解在真實(shí)生活場景中如何運(yùn)用語言進(jìn)行溝通，通過對(duì)物品的描述和活動(dòng)計(jì)劃的討論，呈現(xiàn)信息的同時(shí)也培養(yǎng)了學(xué)生在交流中獲取和傳遞信息的能力。語法上，引導(dǎo)學(xué)生理解反身代詞在表達(dá) “自己做某事” 情境中的意義，既豐富語言知識(shí)，又加深對(duì)語篇中 DIY 活動(dòng)含義的理解，還能培養(yǎng)學(xué)生文化意識(shí)和語言綜合運(yùn)用能力。
二、語篇分析
【W(wǎng)hat】 本課時(shí)包含一篇短文。短文講述了王梅好奇盒子里的東西，與李琳一起打開后，發(fā)現(xiàn)有黏土猴子和自制服裝。李琳介紹猴子的制作情況。之后王梅詢問能否給猴子穿上服裝，李琳同意。最后李琳提議為迎接端午節(jié)，一起自制小龍舟送朋友，王梅表示贊同。 【W(wǎng)hy】 本課時(shí)通過展現(xiàn)王梅和李琳的對(duì)話，呈現(xiàn)了手工制作的成果與樂趣，體現(xiàn)了朋友間的互動(dòng)與分享。自制小龍舟送朋友，將傳統(tǒng)文化與手工活動(dòng)相結(jié)合，有助于增強(qiáng)對(duì)傳統(tǒng)文化的認(rèn)知，培養(yǎng)動(dòng)手能力和創(chuàng)造力，增進(jìn)相互友誼。 【How】 語篇為對(duì)話形式，語言口語化，自然親切。語篇中使用反身代詞，如 “myself” “yourself”，突出個(gè)人動(dòng)手參與，像李琳說自己做猴子、上色，與王梅約定一起為朋友制作小龍舟，推動(dòng)手工制作話題，使朋友間交流場景展現(xiàn)生動(dòng)，情節(jié)發(fā)展自然。
三、學(xué)情分析
學(xué)生在英語學(xué)習(xí)上有一定基礎(chǔ)，能夠理解和參與日常對(duì)話討論，如對(duì)盒子里物品的猜測和交流，具備初步的口語表達(dá)能力。但在文化知識(shí)的英語表達(dá)方面可能存在不足，像用英語描述傳統(tǒng)節(jié)日習(xí)俗及相關(guān)手工藝品制作等。同時(shí)，在運(yùn)用英語進(jìn)行創(chuàng)意活動(dòng)（如 DIY）的交流時(shí)，可能會(huì)遇到詞匯和句式的限制，需要進(jìn)一步提升語言運(yùn)用的熟練度和準(zhǔn)確性。
四、教學(xué)目標(biāo)
通過本節(jié)課的學(xué)習(xí)，學(xué)生能夠： 通過閱讀活動(dòng)梳理語篇，獲取中國傳統(tǒng)文化元素在生活中體現(xiàn)的信息； 運(yùn)用正確語言詢問和描述物品，準(zhǔn)確表達(dá)想法和計(jì)劃； 在不同語境中，準(zhǔn)確使用反身代詞進(jìn)行表達(dá)； 培養(yǎng)自主和合作學(xué)習(xí)能力，了解中國傳統(tǒng)文化元素，增強(qiáng)文化認(rèn)同感。
五、教學(xué)重難點(diǎn)
【重點(diǎn)】 1. 對(duì)話場景中準(zhǔn)確獲取和傳遞關(guān)鍵信息，提升語言交際能力； 2. 能夠掌握反身代詞在不同句式和語境中的用法。 【難點(diǎn)】 學(xué)會(huì)在復(fù)雜語境中正確并靈活運(yùn)用反身代詞； 能夠運(yùn)用正確的語言描述和討論傳統(tǒng)文化相關(guān)內(nèi)容。
六、教學(xué)活動(dòng)設(shè)計(jì)
環(huán)節(jié)一：創(chuàng)設(shè)情境，展開討論，激發(fā)本課的學(xué)習(xí)興趣。（5 mins） 學(xué)生參與看圖猜謎的形式，談?wù)撌欠裼袆?chuàng)造力、手工藝技術(shù)制作小動(dòng)物。討論與本課相關(guān)的話題，激發(fā)學(xué)生興趣，進(jìn)而過渡到新課的學(xué)習(xí)。
教學(xué)活動(dòng) 活動(dòng)層次 效果評(píng)價(jià)
Students play a guessing game. What is it in the box Students talk about if they can use handicraft skills to make the animals. 學(xué)習(xí)理解之感知與注意 觀察學(xué)生回答與主題相關(guān)問題的表現(xiàn)，了解學(xué)生的已知和未知，評(píng)估學(xué)生的觀察力和邏輯思維能力。
環(huán)節(jié)設(shè)計(jì)意圖：引導(dǎo)借看圖猜謎，激發(fā)學(xué)生觀察思考，鍛煉提取關(guān)鍵信息與邏輯推理能力，啟發(fā)學(xué)生對(duì)手工藝制作的興趣，為后續(xù)學(xué)習(xí)做鋪墊。
環(huán)節(jié)二：閱讀對(duì)話內(nèi)容，分析文本結(jié)構(gòu)，積累語言素材。（15 mins） 學(xué)生閱讀對(duì)話，完成回答問題、根據(jù)課文內(nèi)容填空等任務(wù)，梳理對(duì)話中的情節(jié)脈絡(luò)，掌握核心詞匯，深入理解文本。
教學(xué)活動(dòng) 活動(dòng)層次 效果評(píng)價(jià)
Students read the the conversation and underline what is in the box. It’s a cute monkey and some costumes. Students read the conversation and answer some questions. Students read Li Lin’s DIY and fill in the blanks. Students learn about the key words and phrase in the passage. Students read the conversation again and fill in the blanks. 學(xué)習(xí)理解之獲取與梳理、概括與整合 觀察學(xué)生回答問題的正確率，能否準(zhǔn)確提取關(guān)鍵信息，以及填空內(nèi)容的完整性和準(zhǔn)確性，判斷他們對(duì)文本的理解程度。
環(huán)節(jié)設(shè)計(jì)意圖: 通過讀后活動(dòng)梳理情節(jié)脈絡(luò)，幫助學(xué)生構(gòu)建完整的故事框架，使其更好地理解文本結(jié)構(gòu)和內(nèi)容，提升整體感知能力。
環(huán)節(jié)三：提煉、分析并總結(jié)反身代詞的用法。（15 mins） 學(xué)生觀察文本中的反身代詞，結(jié)合例句，分析并總結(jié)其在句子中所作的成分，在句子中起到的作用，關(guān)于反身代詞的一些固定搭配，最后做關(guān)于反身代詞的鞏固練習(xí)。
教學(xué)活動(dòng) 活動(dòng)層次 效果評(píng)價(jià)
Students read the conversation and pay attention to the coloured words. Circle the reflexive pronouns. Students read the sentences and write down the reflexive pronouns. Students read the sentences, think about the components reflexive pronouns play and make conclusions. Students read the sentences, think about the functions of reflexive pronouns in sentences, and make conclusions. Students read and say what the phrases mean in the sentences. Students complete the conversation with the reflexive pronouns. 學(xué)習(xí)理解之概括與整合 應(yīng)用實(shí)踐之描述與闡釋、內(nèi)化與運(yùn)用 觀察學(xué)生能否準(zhǔn)確正確分析和總結(jié)反身代詞的用法，評(píng)估學(xué)生能否將知識(shí)靈活運(yùn)用到實(shí)際語境。 觀察學(xué)生答題情況，在學(xué)生遇到困難時(shí)提供必要的指導(dǎo)和幫助。
環(huán)節(jié)設(shè)計(jì)意圖: 學(xué)生在文本中探究語言現(xiàn)象，分析總結(jié)語法點(diǎn)，通過不同類型的操練，培養(yǎng)學(xué)生觀察分析能力、深化語法理解、豐富詞匯積累并強(qiáng)化知識(shí)運(yùn)用。
環(huán)節(jié)四：擴(kuò)展話題內(nèi)容，輸出語言知識(shí)。（10 mins） 學(xué)生編寫新的對(duì)話，以其他節(jié)日送自己制作的手工藝品禮物為背景，利用反身代詞和本課中所學(xué)到的語言知識(shí)，編寫對(duì)話并展示。
教學(xué)活動(dòng) 活動(dòng)層次 效果評(píng)價(jià)
Students make up a new conversation to talk about their DIY in pairs, thinking about what kind of handmade gift they can make, the materials and their feelings. Reflexive pronouns must be used. Students show their conversations before the class. One sample is provided. Students make a reasonable evaluation of their performances. 應(yīng)用實(shí)踐之內(nèi)化與運(yùn)用 遷移創(chuàng)新之想象與創(chuàng)造、批判與評(píng)價(jià) 觀察學(xué)生編寫對(duì)話時(shí)語言知識(shí)的運(yùn)用準(zhǔn)確性、創(chuàng)意豐富度，展示時(shí)是否表達(dá)流暢。教師鼓勵(lì)每位同學(xué)積極參與課堂活動(dòng)，引導(dǎo)學(xué)生進(jìn)行合理評(píng)價(jià)。
環(huán)節(jié)設(shè)計(jì)意圖: 運(yùn)用反身代詞和本課語言知識(shí)和語法知識(shí)編寫并展示對(duì)話，達(dá)到鞏固知識(shí)、激發(fā)創(chuàng)意、培養(yǎng)合作與展示能力以及促進(jìn)文化融合的目的。
作業(yè)與拓展 (Required) 1. Make a conversation about making one handicraft by yourself. Use at least three reflexive pronouns in your conversation. (Optional) 2. DIY a gift for the coming festival. Write down the materials and steps to make it.
4 / 4(共21張PPT)
Being creative
第3課時(shí)
Unit 6
Lesson 3
Learning
Learning objectives
通過本節(jié)課的學(xué)習(xí)，學(xué)生能夠：
1.通過閱讀活動(dòng)梳理語篇，獲取中國傳統(tǒng)文化元素體現(xiàn)的信息；
2.運(yùn)用正確語言詢問和描述物品，準(zhǔn)確表達(dá)想法和計(jì)劃；
3.在不同語境中，準(zhǔn)確使用反身代詞進(jìn)行表達(dá)；
4.培養(yǎng)自主和合作學(xué)習(xí)能力，了解中國傳統(tǒng)文化，增強(qiáng)文化認(rèn)同感。
重點(diǎn)
重點(diǎn)
Guess and say
Let’s play a guessing game. What animals are they
What is it in the box
a rabbit
a bird
a rooster
a fish
Look and say
Can you make them
I can make the sugar rabbit and the fish. I know how to heat sugar and draw the rabbit. And I can fold paper to make different animals.
I can make neither. DIY needs good skills. I’m not good at matching colours and shaping small animals. I think it’s fun but I’m not patient enough to create new things.
Read and underline
Read the conversation and underline what is in the box.
Wang Mei: What’s in the box
Li Lin: Can you guess
Wang Mei: No e on! What is it
Li Lin: Let’s open the box together.
Wang Mei: Wow! It’s a cute monkey and some costumes!
Li Lin: I made the monkey out of clay. I painted it myself.
Wang Mei: That’s wonderful. Did you make the costumes by yourself
Li Lin: Yes, I used some old cloth. It’s easy.
Wang Mei: That’s great. Can I put the costumes on the monkey
Li Lin: Go ahead.
Wang Mei: Done! Let’s see... It’s the Monkey King!
Li Lin: The Dragon Boat Festival is coming. Let’s make some small dragon boats by ourselves. We can give them to our friends.
Wang Mei: Good idea! DIY is fun and creative.
Read and answer
Read the conversation and answer some questions.
1. How did Li Lin make the monkey
She made the monkey out of clay and painted it herself.
2. What did Li Lin use to make the costumes
She used some old cloth.
3. Can Wang Mei put the costumes on the monkey
Yes, she can.
4. What will they do on the Dragon Boat Festival
They will make some small dragon boats by themselves and give them to their friends.
5. What does Wang Mei think of DIY
She thinks DIY is fun and creative.
Read and fill
Read the conversation and fill in the blanks.
Wang Mei: Wow! It’s a cute monkey and some costumes!
Li Lin: I made the monkey out of clay. I painted it myself.
Wang Mei: That’s wonderful. Did you make the costumes by yourself
Li Lin: Yes, I used some old cloth. It’s easy.
Wang Mei: That’s great. Can I put the costumes on the monkey
Li Lin: Go ahead.
Wang Mei: Done! Let’s see... It’s the Monkey King!
a cute monkey
What is it made from
______________
______________
______________
______________
clay
by Li Lin herself
old cloth
some costumes
by Li Lin herself
Who made it
Monkey King
What is it made of
Who made it
Read and learn
Wang Mei: What’s in the box
Li Lin: Can you guess
Wang Mei: No e on! What is it
Li Lin: Let’s open the box together.
Wang Mei: Wow! It’s a cute monkey and some costumes!
Li Lin: I made the monkey out of clay. I painted it myself.
Wang Mei: That’s wonderful. Did you make the costumes by yourself
Li Lin: Yes, I used some old cloth. It’s easy.
Wang Mei: That’s great. Can I put the costumes on the monkey
Li Lin: Go ahead.
Wang Mei: Done! Let’s see... It’s the Monkey King!
Li Lin: The Dragon Boat Festival is coming. Let’s make some small dragon boats by ourselves. We can give them to our friends.
Wang Mei: Good idea! DIY is fun and creative.
costume [ k stju m]
n. 服裝; 裝束
ahead [ hed]
adv.向前；領(lǐng)先；提前
Go ahead. 做吧。
clay [kle ]
n. 黏土;陶土
cloth [kl θ]
n.布料; 布
king [k ]
n. 國王
ourselves [ a selvz]
pron. 我們自己
Read and fill
Read the conversation again and fill in the blanks.
Li Lin had a box. Wang Mei was eager to find out what was inside. So they __________ it. They found a __________ and some costumes. Li Lin used __________ to make the monkey and painted it __________. She used some __________ to make the costumes. Then Wang Mei __________ the costumes __________ the monkey. It was the Monkey King. DIY is fun and creative. They want to make some small dragon boats by __________ for their friends.
opened
monkey
clay
herself
cloth
put
on
themselves
Pay attention to the coloured words.
Wang Mei: What’s in the box
Li Lin: Can you guess
Wang Mei: No e on! What is it
Li Lin: Let’s open the box together.
Wang Mei: Wow! It’s a cute monkey and some costumes!
Li Lin: I made the monkey out of clay. I painted it myself.
Wang Mei: That’s wonderful. Did you make the costumes by yourself
Li Lin: Yes, I used some old cloth. It’s easy.
Wang Mei: That’s great. Can I put the costumes on the monkey
Li Lin: Go ahead.
Wang Mei: Done! Let’s see... It’s the Monkey King!
Li Lin: The Dragon Boat Festival is coming. Let’s make some small dragon boats by ourselves. We can give them to our friends.
Wang Mei: Good idea! DIY is fun and creative.
reflexive pronouns
Read and think
Think and learn
Let’s learn about reflexive pronouns.
● I painted it myself.
● Let’s make some small dragon boats by ourselves.
I you he she it we you they
myself
yourself
himself
herself
itself
ourselves
yourselves
themselves
We use a reflexive pronoun to emphasize that someone does something without any help.
What components（成分） do reflexive pronouns play in a sentence
Jane is too young to look after herself.
It’s important for us to learn how to learn by ourselves.
He didn’t hurt himself, thank goodness.
The poor boy was myself.
He doesn’t seem himself today.
The story itself is good. Only he didn’t tell it well.
I spoke to the lawyer himself.
作動(dòng)詞短語的賓語
作介詞by的賓語
作動(dòng)詞的賓語
作be的表語
作系動(dòng)詞seem的表語
作主語的同位語
作賓語的同位語
作賓語
作表語
作同位語
Think and learn
Think and learn
What are the functions（作用） of reflexive pronouns in sentences
I washed myself after playing in the mud.
She hurt herself when she fell off the bike.
Why don’t you go by yourself
The children made the meal by themselves.
Frank himself closed the window.
I want to see Bob himself.
① for same subject and object
② + by meaning alone
③ for emphasis
Reflexive pronouns cannot be used as the subject alone, but we can use them with a noun or pronoun to emphasize the subject.
Talk and learn
What do these phrases mean in the sentences
- I will go to Beijing for holiday.
- Enjoy yourself.
Welcome to my home. Help yourselves to the snacks.
I go to school by myself. Because my parents are too busy.
- How do you learn English
- I teach myself.
Be careful! Don’t hurt yourself.
You must learn to look after yourself. You are old enough.
Lisa is only 3 years old. But she can dress herself.
enjoy oneself 玩的開心
= have fun = have a good time
help oneself to...自取，請(qǐng)自便
by oneself 獨(dú)自一人
= alone
teach oneself 自學(xué)
hurt oneself 傷到自己
look after oneself 照顧自己
dress oneself 給自己穿衣服
Read and fill
Complete the conversation with the reflexive pronouns.
A — How was the birthday party for your grandpa yesterday
— We enjoyed __________ at the party.
B — The scarf is beautiful. Is it a gift from your mother
— Yes, my mum made it __________.
C — You are a good cook. The food smells delicious.
— Thank you. Help __________ to some fish, Jack.
D — Do you need to drive David to school
— No, he is old enough to go by __________.
ourselves
herself
yourself
himself
Think and talk
Make up a new conversation to talk about your DIY.
Suppose Mother’s Day is coming. Think about what kind of handmade gift you can make.
Describe your DIY: materials, how to make, your feelings.
Use reflexive pronouns to explain how you make a handmade gift without any help.
Talk with your friend and make a new conversation.
A: Mother’s Day is coming. I’ll make a gift for my mother.
B: What will you make
A: I’ll make ... by myself.
B: Good idea.
...
A: Mother’s Day is coming. I’ll make a gift for my mom.
B: That’s great! What will you make
A: I’ll make a paper flower by myself. It’s easy and beautiful.
B: Sounds nice. What do you need
A: Just some coloured paper, scissors and glue. I prepared them all by myself.
B: How do you make it
A: First, I cut the paper into flower shapes. Then I use the glue to stick them together. It’s really simple.
B: Your mom will like it for sure. Do you enjoy making it
A: Yes, I do. I feel happy when making it all by myself. It shows my love for her.
Why not make anything by yourself
B: Good idea.
Have a show
Make up a new conversation and show us before the class.
Sample
Evaluate
How many stars can you get 1. Did you include all the aspects in the conversation
2. Did you use right words to describe your DIY
3. Did you use reflexive pronouns correctly
4. Did you show any creativity in your DIY
5. Did you present the dialogue fluently and loudly
Evaluate your conversation according to the table.
Summary
realize the importance of creativity in DIY activities.
master the usage of reflexive pronouns in sentences.
know about making handicrafts for festivals.
2
3
1
After learning this lesson,
I can
Homework
(Required)
1. Make up a conversation about making one handicraft by yourself. Use at least three reflexive pronouns in your conversation.
(Optional)
2. DIY a gift for the coming festival. Write down the materials and steps to make it.
Bye-bye!

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