PEP五年级上册Unit 1What’s he like 第6课时5页

ThesixthperiodPartBReadandwrite&Let’scheck&Let’swrapitup内容分析本单元学习的主题是介绍人物外貌或性格特征。教学内容主要是围绕着给新同学介绍其他同学和谈论新老师展开。教学重点是能够听、说、认读本单元的核心词汇和句型，完成相关练习题，巩固本单元所学的知识点。课时目标知识与能力1.学生能够在图片的帮助下读懂日记的内容。2.学生能够在语境中理解新单词“robot,made,speak,finish”的意义。3.学生能按照正确的意群及语音、语调和语气朗读日记内容。4.学生能够完成读后练习——选出描述Robin特征的单词。5.学生能够“设计”一个机器人并写出三个描述其特征的句子。6.学生能够听懂并会写单元核心句型。7.学生能够在教师的帮助下正确进行be动词与不同人称代词的搭配。过程与方法1.设定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，学会从文本中提取关键信息的技巧。2.列举大量例句，引导学生通过观察总结出be动词与人称代词的搭配规则,提升学生的自主学习能力，培养学生的观察能力和逻辑思维能力。情感态度价值观培养学生养成总结归纳知识点的学习习惯。教学重难点教学重点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。教学准备教学课件、课文视频等。教学媒体选择多媒体，录音。,教学活动1.角色扮演；2.游戏；3.观看动画。教学过程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.Step2:Presentation“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.Step3:Practice“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.1.Thinkandmatch.(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、害羞的、聪明的、努力的）Letstudentslookatthepicturesandsaysentences.Thenaskstudentstochoosethreepicturestowritedownthesentences.,板书设计作业设计完成《核心课堂》/《一本好卷》本节课习题。教学反思1.本节课由读写、检测与语法小结三个部分构成。采取任务型阅读法，从整体到局部，层层深入地引导学生读懂文本，并在语境中理解新词的意义。引导学生按照正确的意群、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掌握，并帮助学生总结了be动词与人称代词的搭配规则。2.教学中注重激发学生的学习兴趣，考查学生对语篇结构的理解能力，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能力，培养了学生的语言综合运用能力。3.板书简洁明晰，重点突出，一目了然。