人教版 (PEP)五年级上册Unit 1 What's he like? Part B教学设计

这是一份人教版 (PEP)五年级上册Unit 1 What's he like? Part B教学设计，共7页。

▶教学内容与目标
▶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
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。
Teaching purpse
“猜一猜”活动可以很好地激发学生的学习热情，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。
▶教学过程课时教学内容
课时教学目标
Read and write
·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“rbt, made, speak, finish”的意义
·学生能按照正确的意群及语音、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Rbin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’s check
·学生能够对于对话细节有所了解
·学生能够听懂并会写单元核心句型
Let’s wrap it up
·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
Step 1: Warm-up & Revisin & Lead-in
1. Greetings.
2. I say and yu guess.
The teacher says smething and students guess.
①He always says “please” “Excuse me.” “Thank yu.” t his friends. He is ________.
②I can help my mther sweep the flr. I am ________.
③She can listen carefully in class and finish her hmewrk well. She is ________.
④He always hides behind his father with a red face. He’s _______.
⑤Wu Yifan can speak Chinese and English. He is ________.
Students give the answers: plite, helpful, hard-wrking, shy, clever.
When students guess the third wrd, lead them t study the wrd “finish” with the phnetic symbl. Help students understand its meaning with sme sentences.
When they guess the fifth wrd, teach the wrd “speak” thrugh the wrds “tea, clean, sea”. Ask them t pay attentin t the sund f “ea” and then try t spell the wrd “speak”. Let students practice it in these sentences: I can speak Chinese. Sarah can speak English. Wu Yifan can speak Chinese and English.
Teaching purpse
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、归纳能力和对语篇结构的理解能力，渗透阅读策略，提高学生的阅读能力。利用学科整合，培养学生的动手能力和发散思维。
Step 2: Presentatin
“Read and write”
1. Learn the wrd “rbt”.
Play a vide abut rbts. (出示课件) Let students guess the cntent that they will study tday. Then shw different rbts and pint t them and spell the wrd “rbt”—r-bt, rbt. （出示课件） Lead students t read. Then lead students t practice it in these sentences: This is a rbt. That is a rbt. They are rbts.
2. Learn the frmat and Paragraph 1.
T: Rbts can d husewrk. Rbts can walk. Rbts can help children learn. I like rbts. D yu like them? Wu Yifan likes rbts, t. And he has a rbt. What’s the rbt’s name? Where is it frm? Here is a diary f Wu Yifan. Let’s read his diary.
Shw the diary n the PPT. Play the recrding f Paragraph 1 and let students try t underline the key sentences abut the answers. (出示课件) Explain the frmat f the diary.
T: What’s the rbt’s name? Ss: Rbin.
T: Wh made the rbt?
Let students read the first paragraph and answer the questin.
Ss: Wu Yifan’s grandpa. T: Hw d yu knw?
Lead students t underline the sentence and spell the wrd “made”. Give sme examples like these: I made a kite. She made a cake…
3. Learn Paragraphs 2~4.
T: What’s Rbin like? Is he clever? Is he funny? Nw read the text ludly frm the secnd paragraph t the furth paragraph. Circle the key wrds.
4. Read and tick r crss.
Ask students t read the text silently and then tick r crss.
Shw the frm n page 9. (出示课件) Let students tick r crss. Check the answers with students and ask. (课件出示:教材P9表格答案)
T: Hw d yu knw? Where can yu find the answers? Please read them ut.
When students read the sentence “Rbin is shrt but strng.”， explain the sentence with “Rbin is shrt, but he is strng.” Give mre example sentences. When students read the sentence “He makes me finish my hmewrk.”, the teacher asks: Wh makes yu finish yur hmewrk?
Then lead students t say: My mther/father/…makes me finish my hmewrk.
5. Read and act.
Students read after the recrding ne by ne. Pay attentin t the intnatin, the stress, the pause and the sense grup. After reading tgether, students read freely. Then they can have a reading shw in class.
6. Retell the diary.
Shw the diary with sme blanks. （出示课件）Lead students t read and fill in the blanks t retell the diary. The answers are: rbt, Rbin, grandpa, shrt, strng, clever, Chinese, helpful, strict.
7. Finish the task n page 9.
Ask students t design a rbt f their wn, draw and write abut him/her. At last students can have a shw.
Teaching purpse
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，注重学生学习方法的培养。
Step 3: Practice
“Let’s check”
1. Listen and circle.
(1)Ask students t read the tw sentences and understand the requirements f the title.
(2)Play the recrding. (出示课件) Ask students t judge the answer t the first sentence and circle the answer t the secnd sentence. Then check the answer with students.
2. Listen again and answer.
T: What are the tw teachers like? Lk at the secnd part f “Let’s check”. Listen again and answer by writing the answers n the lines. Write dwn the key wrds first. And then finish the whle sentences.
Play the recrding. (出示课件) Let students write dwn the answers. Then check the answers with students.
Step 4: Cnslidatin & Extensin
Let’s wrap it up.
Teaching purpse
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。
1. Think and match.
(1)Shw the answers t “Let’s check”: She is friendly. He is funny. Then shw a picture f a funny dg with a sentence: It is funny, t. (出示课件) Lead students t knw that “is” is behind the persnal prnuns “he, she, it”.
(2)Shw the persnal prnuns “we, yu, they”. Let students think hw t match with the crrect frm f verb “be”. Give sme sentences like these t help students: They are funny. We are helpful. Yu are hard-wrking. Lead students t knw that “are” is behind the persnal prnuns “we, yu, they”.
(3)Shw the exercise.
Ask students t chse and give the reasn. Lead students t knw that “am” is behind the persnal prnun “I”.
(4)Ask students t finish the task f “Think and match”. Check the answers and sum up the cllcatin rules with students.
2. Chse and write.
Ask students t finish the task f “Chse and write” n page 10. Let them pay attentin t the cllcatin rules f the verb “be” with persnal prnuns.
After students finish it, the teacher checks the answers with them. Ask students t read the sentences tgether.
3. Lk and say, then write.
Shw sme pictures n the PPT. （课件出示:几张人物图片，如礼貌的、害羞的、聪明的、努力的）Let students lk at the pictures and say sentences. Then ask students t chse three pictures t write dwn the sentences.
▶板书设计
▶作业设计
1. Read the text skillfully.
2. Search fr infrmatin abut rbts and intrduce them briefly.
3. D the exercises. (见“”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。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。
▶Teaching Cntents & Teaching Aims
Read and write
·Be able t understand the text with the help f the pictures.
·Be able t understand the new wrds “rbt, made, speak, finish” in cntext.
·Be able t read the diary with the right sense grup, prnunciatin and intnatin.
·Be able t finish the tasks.
Let’s check
·Be able t knw the details f the dialgues.
·Be able t understand and write the key sentence patterns f this unit.
Let’s wrap it up
·Be able t sum up and use the cllcatin rules f the verb “be” with persnal prnuns with the teacher’s help.
▶Teaching Pririties
·Be able t understand the text with the help f the pictures and finish the reading tasks.
·Be able t understand the recrding and finish the listening tasks.
·Be able t knw the cllcatin rules f the verb “be” with persnal prnuns.
▶Teaching Difficulties
·Be able t use the cllcatin rules f the verb “be” with persnal prnuns.
▶Teaching Prcedures
（续表）
Teaching Stages
Teacher’s Activities
Students’ Activities
Teaching Purpses
Warm-up
&
Revisin
&
Lead-in
1. Greetings.
2. I say and yu guess.
Give sme sentences and teach the wrds “finish, speak”.
1. Greetings.
2. Guess the answers accrding t the sentences. Learn the wrds and practice them in sentences.
Activate students’ learning interest by guessing. Present the new wrds naturally. Prepare fr the reading f the text.
Presentatin
“Read and write”
1. Learn the wrd “rbt”.
Play a vide abut rbts. Teach the wrd “rbt”.
2. Learn the frmat and Paragraph 1. Lead students t listen and read Paragraph 1 f Wu Yifan’s diary. Explain the frmat f the diary. Ask students t underline the key sentences abut the answers in Paragraph 1. Lead students t spell the wrd “made”.
1. Watch the vide. Guess the cntent t be learned in this lessn. Learn the wrd “rbt”.
2. Read Paragraph 1 f the diary after the recrding. Knw the frmat f the diary. Underline the sentences abut the answers and answer the questins. Spell and understand the wrd “made”.
Imprve students’ abilities f independent explratin by reading based n tasks. Make students get a better understanding f the text by finding the key infrmatin. Examine students’ abilities f generalizatin and summary.
3. Learn Paragraphs 2~4.
Ask students t read Paragraphs 2~4 f the diary and circle the key wrds.
4. Read and tick r crss.
Shw the frm n page 9. Check the answers with students. Explain the sentences: Rbin is shrt but strng. He makes me finish my hmewrk.
5. Read and act.
Ask students t pay attentin t the intnatin, the stress, the pause and the sense grup.
6. Retell the diary.
Shw the diary with sme blanks.
7. Finish the task n page 9.
Ask students t finish the task n page 9.
3. Read Paragraphs 2~4 and circle the key wrds.
4. Read the text silently and then tick r crss. Check the answers with the teacher. Understand the sentences “Rbin is shrt but strng. He makes me finish my hmewrk.”
5. Read after the recrding ne by ne. Read tgether. Read freely. At last have a reading shw in class.
6. Read and fill in the blanks t retell the diary.
7. Design a rbt. Draw and write abut him/her. Then have a shw.
Make sure students understand the text. Infiltrate reading strategies. Cultivate students’ divergent thinking and language using abilities by integrating subjects.
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Practice
“Let’s check”
1. Listen and circle.
(1)Ask students t read the tw sentences and understand the title.
(2)Play the recrding. Check the answer with students.
(1)Read the tw sentences and understand the title.
(2)Judge the answer t the first sentence and circle the answer t the secnd sentence. Check the answer with the teacher.
Lead students t analyze sentences and understand the title. Train students’ listening skills effectively. Cultivate students’ learning methds.
2. Listen again and answer.
Tell students hw t finish the listening task. Play the recrding again and check the answers with students.
Knw the listening skills. Listen t the recrding again. Write dwn the answers n the lines. Check the answers with the teacher.
Cnslidatin
&
Extensin
“Let’ s wrap it up”
1. Think and match.
Lead students t knw the usage f “am/is/are”. Sum up the cllcatin rules with students. Check the answers.
2. Chse and write.
Ask students t finish the task f “Chse and write”. Check the answers with students.
3. Lk and say, then write.
Shw sme pictures.
1. Knw and sum up the cllcatin rules f the verb “be” with persnal prnuns. Finish the task f “Think and match”. Check the answers with the teacher.
2. Finish the task f “Chse and write”. Check the answers with the teacher. Read them tgether.
3. Lk at the pictures and say sentences. Then chse three pictures t write dwn the sentences.
Lead students t sum up the cllcatin rules f the verb “be” with persnal prnuns by bserving a lt f sentences. Imprve students’ autnmus learning abilities. Cultivate students’ bservatin and lgical thinking abilities.
Hmewrk
1. Read the text skillfully.
2. Search fr infrmatin abut rbts and intrduce them briefly.
3. D the exercises.