五年级英语上册Unit1What'shelike第六课时教案人教PEP

Page3Thesixthperiod(第六课时)PartBReadandwrite&Let’scheck&Let’swrapitup▶教学内容与目标课时教学内容课时教学目标Readandwrite·学生能够在图片的帮助下读懂日记的内容·学生能够在语境中理解新单词“robot,made,speak,finish”的意义·学生能根据正确的意群及语音、语调和语气朗读日记内容·学生能够完成读后练习——选出描述Robin特征的单词·学生能够“设计”一个机器人并写出三个描述其特征的句子Let’scheck·学生能够对于对话细微环节有所了解·学生能够听懂并会写单元核心句型Let’swrapitup·学生能够在老师的帮助下正确进行be动词与不同人称代词的搭配▶教学重点1.学生能够在图片的帮助下读懂日记，完成阅读任务。2.学生能够听懂录音并完成相应的练习。3.学生能够了解be动词与人称代词的搭配规则。▶教学难点学生能够在语境中正确进行be动词与人称代词的搭配。▶教学打算1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。2.PPT课件、课文录音、视频等。Teachingpurpose“猜一猜Teachingpurpose“猜一猜”活动可以很好地激发学生的学习热忱，自然地呈现新词并帮助学生在情境中学习新词，既可以复习旧知，又可以为文本的阅读做好铺垫。Step1:Warm-up&Revision&Lead-in1.Greetings.2.Isayandyouguess.Theteachersayssomethingandstudentsguess.①Healwayssays“please”“Excuseme.”“Thankyou.”tohisfriends.Heis________.②Icanhelpmymothersweepthefloor.Iam________.③Shecanlistencarefullyinclassandfinishherhomeworkwell.Sheis________.④Healwayshidesbehindhisfatherwitharedface.He’s_______.⑤WuYifancanspeakChineseandEnglish.Heis________.Studentsgivetheanswers:polite,helpful,hard-working,shy,clever.Whenstudentsguessthethirdword,leadthemtostudytheword“finish”withthephoneticsymbol.Helpstudentsunderstanditsmeaningwithsomesentences.Whentheyguessthefifthword,teachtheword“speak”throughthewords“tea,clean,sea”.Askthemtopayattentiontothesoundof“ea”andthentrytospelltheword“speak”.Letstudentspracticeitinthesesentences:IcanspeakChinese.SarahcanspeakEnglish.WuYifancanspeakChineseandEnglish.Teachingpurpose各种形式的阅读任务，让学生自主探究，从文本中提取关键信息，加深对文本的理解。考查学生的概括、归纳实力和对语篇结构的理解实力，渗透阅读策略，提高学生的阅读实力。利用学科整合，培育学生的动手实力和发散思维。Teachingpurpose各种形式的阅读任务，让学生自主探究，从文本中提取关键信息，加深对文本的理解。考查学生的概括、归纳实力和对语篇结构的理解实力，渗透阅读策略，提高学生的阅读实力。利用学科整合，培育学生的动手实力和发散思维。“Readandwrite”1.Learntheword“robot”.Playavideoaboutrobots.(出示课件)Letstudentsguessthecontentthattheywillstudytoday.Thenshowdifferentrobotsandpointtothemandspelltheword“robot”—ro-bot,robot.（出示课件）Leadstudentstoread.Thenleadstudentstopracticeitinthesesentences:Thisisarobot.Thatisarobot.Theyarerobots.2.LearntheformatandParagraph1.T:Robotscandohousework.Robotscanwalk.Robotscanhelpchildrenlearn.Ilikerobots.Doyoulikethem?WuYifanlikesrobots,too.Andhehasarobot.What’stherobot’sname?Whereisitfrom?HereisadiaryofWuYifan.Let’sreadhisdiary.ShowthediaryonthePPT.PlaytherecordingofParagraph1andletstudentstrytounderlinethekeysentencesabouttheanswers.(出示课件)Explaintheformatofthediary.T:What’stherobot’sname?Ss:Robin.T:Whomadetherobot?Letstudentsreadthefirstparagraphandanswerthequestion.Ss:WuYifan’sgrandpa.T:Howdoyouknow?Leadstudentstounderlinethesentenceandspelltheword“made”.Givesomeexampleslikethese:Imadeakite.Shemadeacake…3.LearnParagraphs2~4.T:What’sRobinlike?Isheclever?Ishefunny?Nowreadthetextloudlyfromthesecondparagraphtothefourthparagraph.Circlethekeywords.4.Readandtickorcross.Askstudentstoreadthetextsilentlyandthentickorcross.Showtheformonpage9.(出示课件)Letstudentstickorcross.Checktheanswerswithstudentsandask.(课件出示:教材P9表格答案)T:Howdoyouknow?Wherecanyoufindtheanswers?Pleasereadthemout.Whenstudentsreadthesentence“Robinisshortbutstrong.”，explainthesentencewith“Robinisshort,butheisstrong.”Givemoreexamplesentences.Whenstudentsreadthesentence“Hemakesmefinishmyhomework.”,theteacherasks:Whomakesyoufinishyourhomework?Thenleadstudentstosay:Mymother/father/…makesmefinishmyhomework.5.Readandact.Studentsreadaftertherecordingonebyone.Payattentiontotheintonation,thestress,thepauseandthesensegroup.Afterreadingtogether,studentsreadfreely.Thentheycanhaveareadingshowinclass.6.Retellthediary.Showthediarywithsomeblanks.（出示课件）Leadstudentstoreadandfillintheblankstoretellthediary.Theanswersare:robot,Robin,grandpa,short,strong,clever,Chinese,helpful,strict.7.Finishthetaskonpage9.Askstudentstodesignarobotoftheirown,drawandwriteabouthim/her.Atlaststudentscanhaveashow.Teachingpurpose引导学生分析句子，理解题意，对学生进行有效的听力技巧指导，注意学生学习方法的培育。STeachingpurpose引导学生分析句子，理解题意，对学生进行有效的听力技巧指导，注意学生学习方法的培育。“Let’scheck”1.Listenandcircle.(1)Askstudentstoreadthetwosentencesandunderstandtherequirementsofthetitle.(2)Playtherecording.(出示课件)Askstudentstojudgetheanswertothefirstsentenceandcircletheanswertothesecondsentence.Thenchecktheanswerwithstudents.2.Listenagainandanswer.T:Whatarethetwoteacherslike?Lookatthesecondpartof“Let’scheck”.Listenagainandanswerbywritingtheanswersonthelines.Writedownthekeywordsfirst.Andthenfinishthewholesentences.Playtherecording.(出示课件)Letstudentswritedowntheanswers.Thenchecktheanswerswithstudents.Step4:Consolidation&ExtensionLet’swrapitup.Teachingpurpose列举大量例句，引导学生通过视察总结出be动词与人称代词的搭配规则,提升学生的自主学习实力，培育学生的视察实力和逻辑思维实力。Teachingpurpose列举大量例句，引导学生通过视察总结出be动词与人称代词的搭配规则,提升学生的自主学习实力，培育学生的视察实力和逻辑思维实力。(1)Showtheanswersto“Let’scheck”:Sheisfriendly.Heisfunny.Thenshowapictureofafunnydogwithasentence:Itisfunny,too.(出示课件)Leadstudentstoknowthat“is”isbehindthepersonalpronouns“he,she,it”.(2)Showthepersonalpronouns“we,you,they”.Letstudentsthinkhowtomatchwiththecorrectformofverb“be”.Givesomesentenceslikethesetohelpstudents:Theyarefunny.Wearehelpful.Youarehard-working.Leadstudentstoknowthat“are”isbehindthepersonalpronouns“we,you,they”.(3)Showtheexercise.Askstudentstochooseandgivethereason.Leadstudentstoknowthat“am”isbehindthepersonalpronoun“I”.(4)Askstudentstofinishthetaskof“Thinkandmatch”.Checktheanswersandsumupthecollocationruleswithstudents.2.Chooseandwrite.Askstudentstofinishthetaskof“Chooseandwrite”onpage10.Letthempayattentiontothecollocationrulesoftheverb“be”withpersonalpronouns.Afterstudentsfinishit,theteachercheckstheanswerswiththem.Askstudentstoreadthesentencestogether.3.Lookandsay,thenwrite.ShowsomepicturesonthePPT.（课件出示:几张人物图片，如礼貌的、羞涩的、聪慧的、努力的）Letstudentslookatthepicturesandsaysentences.Thenaskstudentstochoosethreepicturestowritedownthesentences.▶板书设计▶作业设计1.Readthetextskillfully.2.Searchforinformationaboutrobotsandintroducethembriefly.3.Dotheexercises.(见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业)▶教学反思1.本节课由读写、检测与语法小结三个部分构成。实行任务型阅读法，从整体到局部，层层深化地引导学生读懂文本，并在语境中理解新词的意义。引导学生根据正确的意群、语音、语调及语气朗读文本内容，很好地完成了读后练习。同时也检测了学生对单元核心句型的驾驭，并帮助学生总结了be动词与人称代词的搭配规则。2.教学中注意激发学生的学习爱好，考查学生对语篇结构的理解实力，适时地渗透了阅读策略，训练了学生的听力技巧，提升了学生自主学习的实力，培育了学生的语言综合运用实力。3.板书简洁明晰，重点突出，一目了然。▶TeachingContents&TeachingAimsReadandwrite·Beabletounderstandthetextwiththehelpofthepictures.·Beabletounderstandthenewwords“robot,made,speak,finish”incontext.·Beabletoreadthediarywiththerightsensegroup,pronunciationandintonation.·Beabletofinishthetasks.Let’scheck·Beabletoknowthedetailsofthedialogues.·Beabletounderstandandwritethekeysentencepatternsofthisunit.Let’swrapitup·Beabletosumupandusethecollocationrulesoftheverb“be”withpersonalpronounswiththeteacher’shelp.▶TeachingPriorities·Beabletounderstandthetextwiththehelpofthepicturesandfinishthereadingtasks.·Beabletounderstandtherecordingandfinishthelisteningtasks.·Beabletoknowthecollocationrulesoftheverb“be”withpersonalpronouns.▶TeachingDifficulties·Beabletousethecollocationrulesoftheverb“be”withpersonalpronouns.▶TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Revision&Lead-in1.Greetings.2.Isayandyouguess.Givesomesentencesandteachthewords“finish,speak”.1.Greetings.2.Guesstheanswersaccordingtothesentences.Learnthewordsandpracticetheminsentences.Activatestudents’learninginterestbyguessing.Presentthenewwordsnaturally.Prepareforthereadingofthetext.Presentation“Readandwrite”1.Learntheword“robot”.Playavideoaboutrobots.Teachtheword“robot”.2.LearntheformatandParagraph1.LeadstudentstolistenandreadParagraph1ofWuYifan’sdiary.Explaintheformatofthediary.AskstudentstounderlinethekeysentencesabouttheanswersinParagraph1.Leadstudentstospelltheword“made”.1.Watchthevideo.Guessthecontenttobelearnedinthislesson.Learntheword“robot”.2.ReadParagraph1ofthediaryaftertherecording.Knowtheformatofthediary.Underlinethesentencesabouttheanswersandanswerthequestions.Spellandunderstandtheword“made”.Improvestudents’abilitiesofindependentexplorationbyreadingbasedontasks.Makestudentsgetabetterunderstandingofthetextbyfindingthekeyinformation.Examinestudents’abilitiesofgeneralizationandsummary.3.LearnParagraphs2~4.AskstudentstoreadParagraphs2~4ofthediaryandcirclethekeywords.4.Readandtickorcross.Showtheformonpage9.Checktheanswerswithstudents.Explainthesentences:Robinisshortbutstrong.Hemakesmefinishmyhomework.5.Readandact.Askstudentstopayattentiontotheintonation,thestress,thepauseandthesensegroup.6.Retellthediary.Showthediarywithsomeblanks.7.Finishthetaskonpage9.Askstudentstofinishthetaskonpage9.3.ReadParagraphs2~4andcirclethekeywords.4.Readthetextsilentlyandthentickorcross.Checktheanswerswiththeteacher.Understandthesentences“Robinisshortbutstrong.Hemakesmefinishmyhomework.”5.Readaftertherecordingonebyone.Readtogether.Readfreely.Atlasthaveareadingshowinclass.6.Readandfillintheblankstoretellthediary.7.Designarobot.Drawandwriteabouthim/her.Thenhaveashow.Makesurestudentsunderstandthetext.Infiltratereadingstrategies.Cultivatestudents’divergentthinkingandlanguageusingabilitiesbyintegratingsubjects.

（续表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPractice“Let’scheck”1.Listenandcircle.(1)Askstudentstoreadthetwosentencesandunderstandthetitle.(2)Playtherecording.Checktheanswerwithstudents.(1)Readthetwosentencesandunderstandthetitle.(2)Judgetheanswertothefirstsentenceandcircletheanswertothesecondsentence.Checktheanswerwiththeteacher.Leadstudentstoanalyzesentencesandunderstandthetitle.Trainstudents’listeningskillseffectively.Cultivatestudents’learningmethods.2.Listenagainandanswer.Tellstudentshowtofinishthelisteningtask.Playthe