PEP五上U1Readandwrite教案.docx

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1、2015年2月精品教案新版PEP Unit 1What s he like? Read and write Meet Robin 教学设计东阳市外国语小学 程珊珊一教学目标1.能熟练掌握描述性单词polite, hard- working, helpful, shy, strong, kind, strict ,clever, funny, young等的听、说、读写。 2.能灵活运用句型Whatslike? Hes /Shes .来谈论人物性格特征。3.能正确听、说、朗读Meet Robin这个小故事，并能根据这篇文章改写一篇类似的描写性故事。4.能了解英文日记的基本格式5.在对话交流中使学

2、生养成用英语交流的习惯，培养良好的语音语调和语感，培养学生互相帮助，团结协作，努力学习的良好品质。二教学重难点重点：1.能听懂、读懂Meet Robin ,并能创编一个新故事。 2.人称代词和be动词的搭配难点：能根据Meet Robin文本进行故事创编三教学过程Step1: Warming up and revision1. GreetingsT: Good morning, boys and girls. Ss: Good morning, Miss Cheng.T: How are you?Ss: Fine, thank you.2.T: Before the class, lets s

3、ing a song.My new teacher(sing 2 times)3. T: Who is your Chinese teacher?S1: Miss Zhang.T: Whats she like?S1: She is strict/young/tallT: I am your new English teacher. Whats your name? (Talk to 1 Student)S: My name is T:(日语)你好！S1:?(不知如何回答)T: I can speak Japanese. He cant speak Japanese.T：（普通话）早上好！你几

4、岁了？ S2:早上好！我11岁了。T: I can speak Mandarin. He can speak Mandarin, too.T: （东阳方言）你哪里人？/你饿了吗？S3: 我是人。/.T: I can speak Dongyang localism. He can speak Dongyang localism, too. T: So, I can speak Japanese. I can speak Chinese，Mandarin and Dongyang localism, And I can also speak English. Can you speak Chine

5、se and English?S: Yes, I can. I can speak Chinese and English.T: Can you speak Chinese and English?S4: Yes, I can.T: How about you?S: I can speak Chinese and English, too.T: (T points at a boy，Ss: He can speak Chinese and English.T points at a girl，Ss: She can speak Chinese and English. )He can spea

6、k Chinese and English.(板书) (Bb writing: He can speak Chinese and English.)4. T: Boys and girls, I can speak Chinese and English? But I cant make a paper plane? Can you make a paper plane?S: Yes, I can. /No, I cant.T: Who can help me?,Can you help me?S: Yes.T: Really? Oh, help me, please. (学生动手在做纸飞机)

7、 can make a plane.Look, he is making a plane now.(学生做完了)Wow! He made it. T: Wow, you made it. You are really helpful. Thank you.(操练 He made it.教师适当中文解释：他会做纸飞机He can make a plane. 刚才他帮老师折了一架纸飞机, 折飞机这件事情已经过去了，所以我们用He made a plane.）2. T: Well, lets have a brain storm. Say out as quickly as you can(已学的单

8、词和图片快速闪现，学生快速读出)T: Whats the boy /.like?3. T: Good job! Lets chant. First time I say you do.Young, young, baby is young.Old, old, Grandpa is old.Strong, strong, I am strong. Clever, clever, he is cleverHelpful, helpful, she is helpfulStrict, strict, who is strict?T:This time, lets say more quickly.

9、T: Who is strict? Your mother, father, or the teacher?Ss: . is strict. T: Why is he/she strict ?Ss: Because he/she.T: He/She makes you finish your homework. You can say: My mother is strict, because she makes me finish my homework.(操练finish, fishni-finish)(Bb Writing: She makes me finish my homework

10、.) (操练这一句型：She makes me finish my homework.)Step 2: Presentation1. T: Your mother is strict. Wu Yifans friend is strict, too. Can you guess who is Wu Yifans friend?Ss:.T: Clever! Wu Yifans friend is a robot. Do you know robot? Robot is very clever, Ill show you a clever robot. Lets have a look.T: Se

11、e? Its interesting. The young robot is smart. Lets finish this passage. (播放Robot 和Granny的视频,然后完成短文填空 .)2.T: Robot can do many things. What can they do?S1: The robot can run, he is strong. S2: The robot can play football, he is strong, too.S3: The robot can water the flowers, he is clever and helpful

12、. S4: The robot can play music, he is clever. S5: The robot can water the flowers, sweep the floor and cook, he is hard-working and helpful.3.T: Robot can do so many things. How about Wu Yifans robot friend? Can you guess what can Wus robot friend do?Ss: Can he .？T: Maybe！Ss: Can he ?T: Maybe! Lets

13、read Wus diary, it will tell you the answers.（解释diary,注意格式：星期几，天气.）(Ss listen and look at Wus diary the first time)1) T: Now, boys and girls. Listen to the tape, and think about the 5 questions.Q1: Whats the name of Wu Yifans robot?Q2: Who made the robot?Q3: What can Robin do ? Q4: Is Robin helpful

14、at home?Q5: Who makes Wu Yifan finish his homework? 2)T: Read after the tape sentence by sentence.3)T: Read by yourself, meanwhile pick up your pencils, and line the answers . (Ss answer the five questions one by one)4)T: Lets read together.4.T: Lets read together. Then finish the table.What is Robi

15、n like?Ss ask and answer like this: Is he tall? No, he isnt.Step3 : Consolidation and extension1. T: Boys and girls, you have known so much about Robin, Robin is a good robot. Miss Cheng has a robot friend, too. Ill share it with you.I have a friend.He is a robot.His name is Wally.He is small but cl

16、ever.He is old but strong.He is kind , too. He can speak English. He likes flowers very much. Do you know what he likes to eat?Apples? No! Chicken? No! He likes to eat books!2.T: Now, its your term,Design a robot of your own. Draw and write about him/herYou can write like this.I have a friend. He/Sh

17、e is a _.His/Her name is _._ made him/her. He is_ but _.He can _. He can _. He can _.He is really_.He likes _.He likes to eat_ very much. Step4: HomeworkDraw and write about your robot.教学反思： 本堂课是一节语篇课。在课刚开始的时候，我通过头脑风暴，让学生复习本单元的描述人物的重点单词和句型Whats she like?又通过Lets chant,把本单元重点单词和句型串在一起。为了激发学生的兴趣，在新课的引出

18、中，我让学生猜Wu Yifan 的朋友是谁？接着，给学生看一个Robot的视频，让学生说说聪明的机器人会做什么，看完后请学生来把小短文补充完整。接着问Wu Yifans friend Robin会做什么，引出文本。在文本的处理中，重点教学阅读的方法，教会学生处理信息的能力。我设计了五个针对文本信息的问题，让学生先快速阅读一遍，画出关键句，标上序号，圈出关键词。然后请学生回答每个问题的答案。请学生再读文本，再次理解文本意思。最后跟着录音，模仿录音的语音语调。接着， 我设计了第二个练习，请学生把Robin的特点全部选出来。 在拓展环节，我设计了一个“设计自己的机器人”的环节，让学生设计一个自己的机器人，完成小短文。 语篇教学是比较难上的一种课型，也是我公开课上很少选择会上的课型。首次尝试，虽然把设计的每个环节上完了，但是在一节课中，并不能照顾到所有学生的阅读能力，可能后进生这样上完一节课，对这篇文章还不了解。所以，关于阅读的落实，还要在平时的教学中，多注意对学生阅读方法和阅读习惯的培养，逐步养成阅读能力。