英语5年级上册Unit 1The sixth period（第六课时）

Step1:Warm-up&Revision&Lead-in①1.Greetings.2.Isayandyouguess.Theteachergivessomesentencesandstudentsguess.Healwayssays“Please...”“Excuseme.”“Thankyou.”tohisfriends.Heis________.②Icanhelpmymothersweepthefloor.Iam________.③Shecanlistencarefullyinclassandfinishherhomeworkwell.Sheis________.④Healwayshidesbehindhisfatherwitharedface.He’s_______.⑤WuBinbincanspeakChineseandEnglish.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.WuBinbincanspeakChineseandEnglish.Teachingpurpose②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。Teachingpurpose②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。“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?WuBinbinlikesrobots,too.Andhehasarobot.What’stherobot’sname?Whereisitfrom?HereisadiaryofWuBinbin.Let’sreadhisdiary.ShowthediaryonthePPT.PlaytherecordingofParagraph1andletstudentstrytounderlinethekeysentencesabouttheanswers.(出示课件)Explaintheformatofthediary.T:What’stherobot’sname?Ss:Robin.T:Whomadetherobot?Letstudentsreadthefirstparagraphandanswerthequestion.Ss:WuBinbin’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?Thenleadstudentstoanswer: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.Teachingpurpose③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。STeachingpurpose③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。“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&Extension④Let’swrapitup.Teachingpurpose④Teachingpurpose④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)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、努力的人物）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。采取任务型阅读教学法，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，培养了学生的综合语言运用能力。3.板书简洁明晰，重点突出，一目了然。▶TeachingContentsReadandwrite·Understandthetextwiththehelpofthepictures.·Understandthenewwords“robot,made,speak,finish”incontext.·Readthediarywiththerightsensegroup,pronunciationandintonation.·Finishthetasks.Let’scheck·Knowthedetailsofthedialogues.·Understandandwritethekeysentencepatternsofthisunit.Let’swrapitup·Sumupandusethecollocationrulesoftheverb“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.LeadstudentstolistenandreadParagraph1ofWuBinbin’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.Playtherecordingagainandchecktheanswerswithstudents.Knowthelisteningskills.Listentotherecordingagain.Writedowntheanswersonthelines.Checktheanswerswiththeteacher.Consolidation&Extension“Let’swrapitup”1.Thinkandmatch.Leadstudentstoknowtheusageof“am/is/are”.Sumupthecollocationruleswithstudents.Checktheanswers.2.Chooseandwrite.Askstudentstofinishthetaskof“Chooseandwrite”.Checktheanswerswithstudents.3.Lookandsay,thenwrite.Showsomepictures.1.Knowandsumupthecollocationrulesoftheverb“be”withpersonalpronouns.Finishthetaskof“Thinkandmatch”.Checktheanswerswiththeteacher.2.Finishthetaskof“Chooseandwrite”.Checktheanswerswiththeteacher.Readthemtogether.3.Lookatthepicturesandsaysentences.Thenchoosethreepicturestowritedownthesentences.Leadstudentstosumupthecollocationrulesoftheverb“be”withpersonalpronounsbyobservingalotofsentences.Improvestudents’autonomouslearningabilities.Cultivatestudents’observationandlogicalthinkingabilities.Homework1.Readthetextskillfully.2.Searchforinformationaboutrobotsandintroducethembriefly.3.Dotheexercises.Unit1What’shelike?教学反思发现于生活，运用于生活。这是我对于这节阅读课最深的体会。文本是对机器人Robin从外形到技能描写的一片日记。在整个教学过程中又渗透了对人物品德的崇尚，并由