五年级上册英语教案Unit1What,shelikeBReadandwrite人教PEP.doc

教学设计基本信息所用教科书书名人教PEP所教年级五年级所教册次、单元五年级上册Unit 1设计主题Unit 1 Whats he like? Part B Read and write1. 整体设计思路、指导依据说明指导思想：本课旨在通过读、说、表演等形式让学生能理解短篇内容，并能在学习语篇的过程中，运用本单元所学的词句进行表达。同时扩展新文本，以此发展学生的语言能力、学习能力及思维能力。整体设计思路：本节课是人教版五年级上册第一单元Whats he like? Part B Read and write部分新授内容。本节课话题是机器人，以认识课本里的机器人Robin，认识课本外的不同种类机器人，完成思维导图设计并介绍自己喜欢的机器人，设计自己的梦想机器人为主线，运用所学知识及扩展内容描述性格外貌，描述机器人能做的事情。本课目的是希望学生通过听、说、读、表演等，学会思考，能够合作学习，更积极地去交流，以此来培养学生的学习能力、思维能力及语言能力。授课对象是小学五年级的学生。2. 教学背景分析教学内容分析： 本节课是人教版五年级上册第一单元Whats he like? Part B Read and write 部分新授内容。是阅读内容新授课。要求学生能通过读、说、表演等形式理解短篇内容，并能在学习语篇的过程中运用本单元所学的词句进行表达。能理解扩展阅读文本，并运用到自己的设计当中。学生情况分析：授课对象是小学五年级的学生，他们学习英语多年，有词汇基础，语言功底较好。机器人是现代的、高科技的，是学生们感兴趣的话题，能很好的引起学生学习、交流的兴趣。3. 教学目标分析教学目标：1. 通过读、说、表演等形式让学生能理解短篇内容。在学习语篇的过程中运用本单元所学的词句进行表达。2. 通过听、读、说理解扩展文本内容。3. 尝试运用本课所学语言来设计并谈论机器人。4. 教学重点、难点分析教学重点：1. 会读并理解短篇内容。能运用本课所学内容，进行交流表达。2. 能理解扩展文本。3. 运用所学句型，能设计并描述机器人。教学难点：设计并介绍自己的机器人。5. 教学过程设计课前准备： 教师播放机器人Alpha视频，学生观看，教师准备。步骤1：导入首先通过问候学生，导入机器人，跟着老师学跳机器人舞，热身，调动学生气氛。同时引入本节课的话题“Robots”。T: OK, lets begin our class. Boys and girls, good morning. I am Carol. Nice to meet you. Ss: Nice to meet you, too. T: Just now we saw a video. Whats it about? S1: Robin. S2: robots.T: Excellent, ro-bot (spell and teach) Whats his name? S1: Alpha. T: Alpha can dance very well. Can you dance like a robot?Ss: No.T: Lets have a try. Stand up, please. Follow me. Right hands up, left hands down. Music, go. (Students follow the teacher, and dance)T: Great, sit down, please. You dance very well, like cute robots. 设计意图: 机器人舞蹈开课。调动学生兴趣。引出本课主题“robot”。步骤2：认识书本上的机器人Robin，处理文本。先观察图片，推断Robin的信息。然后学生阅读，划出与Robin有关的关键词，教师将关键词分类，完善思维导图板书。小组朗读文本，小组表演文本。一、认识吴一凡的机器人，观察图片，通过观察课本图片，猜测：Robin是什么样的机器人？然后阅读文本划关键词，学习文本。T: And today we will meet Wu Yifans robot. Its cute, too. Whats his name? Ss: Robin. T: Lets meet Robin together. Wu Yifan wrote a diary about Robin. When did he write it? Ss: On Sept.1st.T: Good, Wu Yifan wrote this diary (say it together) on Sept, the 1st, Tuesday. There are some pictures in the diary. What can you see? Ss: Robin and Wu Yifan.T: Please talk about these pictures. (Students talk freely.)S1: Robin can do the dishes. S2: Robin can teach the boy do homework. S3: Robin can lift the plates.T: Perfect, from the pictures, youve got some information. Is it right? Please read the diary and find out the answers. Lets read the questions together. What is Robin like? What can he do? Heres the tip for you. You can scan and circle the key words. Look at sheet 1. Ready go!(Students read by themselves and circle the answers).T: OK, tell me your answers.(Students answer and teacher writes them down on the blackboard.)S1: Robin is short but strong.T: Great. Any other information?S2: He is clever. T: You got it. How do you know Robin is clever? S2: He can speak Chinese and English. T: Yes. Maybe Robin can do a lot of things. Ss: Robin can do kung fu/dance. T: Do you have any other answers?S3: Robin is strict. T: How do you know he is strict? Look, Wu Yifan is doing his homework.S3: Robin makes Wu Yifan finish his homework. T: Wonderful. (Ask 3-4 students) Who makes you finish your homework? S4: My mother makes me finish homework. T: How about you? S5: My teacher makes me finish my homework. S6: I finish my homework by yourself. T: You are a hard-working boy. Do you have any other answers?S1: Robin is helpful. S2: Robin is hard-working. T: Why does Wu Yifan think Robin is helpful and hard-working? The pictures can help you. Maybe Robin can do some housework. What can he do at home?S1: He can cook. S2: He can do the dishes at home. T: Who is helpful in your family?S1: My mother is helpful. T: Are you helpful at home? What can you do at home? S1: I can cook for my mom. S2: I can do the laundry. T: Good daughter. Helpful son. You have got everything about Robin. Such a wonderful robot. Who made it?Ss: Grandpa.T: Look, who made this robot? Ss: Teacher. T: Great, you have got it. Who made this card?S1: Teacher. T: My students made this card.设计意图: 观察图片，能让学生学会观察，并对后面的阅读文本寻找关键词，更明确，学习更深刻。二、学生个人看思维导图练习复述文本。T: Well done, you are very smart, here are the answers. Please look, thats a mind map of Robin. Lets introduce it together. Robin is . Robin can . (Teacher introduces, then asks students to go on introducing together.) Perfect, you can introduce Robin very well. 设计意图: 通过思维导图，教师引导学生复述。通过两人竞争的方式，展示学生复述情况。三、小组表演文本。通过教师示范，学生表演文本内容。深化文本学习！1. T: Look, here is Robin. Lets play a game with Robin. Who wants to be a clever Robin? Come here. Speak like a Robot. When we introduce, you should do actions, OK? (Teacher introduces with students) 3, 2, 1, action. Ss: This is Robin. Grandpa made it. He is short but strong. (S1 does actions) He is clever. He can speak Chinese and English. T: Please speak Chinese. (S1 does actions) Please speak English. (S1 does actions) Can you sing a song? Please sing for us. (S1 does actions)Ss: He is helpful and hardworking. T: Im hungry, Robin. Can you cook for me? Please cook. (S1 does actions)Ss: He is strict, too. He makes Wu Yifan do his homework.T: Robin, can I watch TV now? (S1 does actions and say “No!”) Please, I will only watch for a while. S1: No, do your homework first.T: Its over. Is it interesting? I think you will be better. Now please work in groups of 3 or 4, one is Robin, the other students are the narrators like me. Act it out. Please remember: use the sentences from the text. Be brave. Lets start, go.(Students practice.)2. T: Well done, boys and girls. Who can show us? (Students show time) Boys and girls, when you are watching, please watch carefully, then tell me the answers: What do you think of them? (Two students act.)T: Do you like their show? Why? S1: Yes. They are good.T: What do you think of their English?S1: They speak clearly.T: What do you think of this boy/ this girl?S1: They are funny. S2: There are some new sentences in their show.设计意图: 通过教师示范及学生自己表演，学生扩展了文本内容及句型，提供平台，便于学生语言输出，让学生自己评价表演。步骤3：认识课本外的不同种类的机器人，欣赏视频，回答问题。学生小组合作，学习文本，完成机器人的表格。分小组，介绍不同种类的机器人。欣赏不同种类机器人的视频，回答问题：How many kinds of robots are there in the video? 1. T: I like your shows, boys and girls. Your imagination is amazing. In fact, there are lots of different robots in the world. Robin is one of them. Now, I will show some different kinds of robots for you. Please watch and think this question: How many kinds of robots do you see? (Watch a video)2. T: So how many kinds of robots do you see? S1: There are 4. T: Great, there are 4. Which robot do you like? S1: I like Robot 2. T: Why do you like it? Can you introduce it? S1: It looks like a spider. T: Perfect. Any other answers? Which one do you like? Why do you like it?S1: I like No. 2. Because I like the 2nd robot.S2: I like No. 4. Because it can fly.S3: I like No. 1. Because I like eating.T: Well down. I think you are all awesome. 设计意图: 通过观看视频，理解文本内容，学生谈论从视频中获得的信息。介绍自己喜欢的机器人，帮助学生梳理文本，也为学生语言交流提供平台。步骤4：机器人能完成很多事情。画自己的机器人并介绍。一、欣赏别人的梦想机器人介绍视频，了解如何设计并介绍自己的梦想机器人。T: You know Robots are very helpful in our daily life, do you want one? My cousin wants to have a dream robot. Lets watch what his dream robot is.(watch a video)T: Well, Shark wants to have a robot dog. What is the name of it? S1: I think its puppy.T: Whats it like? S1: It is clever. It is funny.T: What can it do? S1: It can talk to him. It can dance and play sports.T: Why does he like a robot dog? S1: He likes it because it can make him happy.T: Thats his dream robot. Its your turn now. Please do like this, write down the key information and introduce your dream robot to each other. You can design it individually or in groups of 3, look at sheet 3. Start now.二、小组合作设计自己的机器人，并介绍。T: Great! Ive seen some beautiful and useful robot. Who can introduce? S1: It is a Bomb Robot. It is small. It can help soldiers to get off the bombs on the battle. It can protect us.S2: It is a Spiderman Robot. It looks like a person. It is clever and strong. It can fly. It can catch the bad men.S3: It is a Robot Ship. It looks like a ship. It is strong and helpful. It can fly. It can dive.