Unit1 My day Part B Read and write 教案（含反思）
文档属性
| 名称 | Unit1 My day Part B Read and write 教案（含反思） |  | |
| 格式 | docx | ||
| 文件大小 | 80.7KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-02-28 20:16:38 | ||
图片预览
文档简介
Part B Read and write & Let’s check & Let’s wrap it up
内容分析
本课时为PEP五年级下册Unit 1的第六课时。本课时学习的主题是日常学习生活以及周末活动安排。教学重点是能够读懂Read and write板块的信件，简单了解《鲁滨逊漂流记》中的主人公 Robinson。
课时目标
知识与能力
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“robot, 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Robin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。
学生能够听懂并会写单元核心句型。
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
能够在图片和教师的帮助下读懂 Robin 的台词。
能够在语境中理解词汇:play, letter, island, early, cave, Friday;能够在情境中运用短语 live on, get up, wash my face, eat breakfast, clean my cave, go swimming, play sports
能够完成正误判断活动,并完成写信的任务。
能够按照正确的语音 语调及意群朗读。
能够通过写信等多种形式,与他人交流有关日常生活及行为习惯的信息。
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
能够读懂Read and write板块的信件，简单了解《鲁滨逊漂流记》中的主人公Robinson
教学难点
能够按正确的语音 语调及意群朗读并表演Robinson的台词,并能在有意义的语境中仿写
教学准备
教学课件、课文视频、表演小道具等。
教学媒体选择
多媒体，录音。
教学活动
角色扮演；
游戏；
观看动画。
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
2. Lead-in.
Make a competition between boys and girls.
(1) Chain talk.
T: What do you do on the weekend
S1: I often play basketball.
S2: I usually do homework.
S3: Sometimes I go shopping with my mum.
(2) Pre-reading.
T: Last class I required you to understand the main idea of Robinson Crusoe. Did you do it
Ss: Yes, I did.
T: Great! Now let’s learn something about it together.
Show the brief introduction of the book on the PPT.
T: Who are the characters
Ss: Robinson and Friday.
T: Why is he called Friday
Ss: Because Robinson met him on Friday.
T: Great! Now, let’s watch the video about Robinson.
Step 2: Presentation
1. Fast reading.
Play the recording of the whole text.Let students listen and read the text carefully.
(1) Look, listen and read.
T: Robin is in a play. He is Robinson now. Here is a letter from him. What does Robinson do Now, let’s listen, read and find.
(2) Read and circle.
Students read and circle what Robinson does.
Read and write
Read and circle the thing Robinson does.
What does Robinson always/often/sometimes do？
get up early do morning exercises eat breakfast
go for a walk wash face go shopping
clean the cave go swimming play sports
The teacher and students check the answers together.
(Write down “get up early, wash my face, eat breakfast, go swimming, play sports, clean the cave” on the blackboard.)
2. Careful reading.
(1) Learn the first paragraph.
Students read carefully and finish exercises 1~2 in “Tick or cross”.
Check the answers.
Students read after the recording sentence by sentence (the first paragraph). The teacher explains the new words: live on, island, cave.
T: I live in a city. How about Robinson Does he live in a city
Ss: No.
T: Look, he lives on an island.
Students read “is-land, island, live on an island” after the teacher.
T: Where does Robinson live In a house
Ss: No, he lives in a cave.
T: Look! This is a cave.
Students read “cave” after the teacher.
(Write down “live on an island, cave” on the blackboard.)
(2) Learn the second paragraph.
Students read carefully and finish exercise 3 in “Tick or cross”.
Check the answer.
The teacher explains the language points: go swimming, in the water, play sports.
T: Let’s go swimming in the water! Follow me. Go swimming in the water.
The teacher does the action and says the sentence. Students follow the teacher.
T: Who is Robinson’s friend What’s his name
Ss: Friday.
T: Look, what are they doing
Ss: They are playing basketball.
T: Yes. They often play sports together.
Students read the phrase after the teacher.
Students read after the recording sentence by sentence (the second paragraph).
(3) Learn the third paragraph.
Students read after the recording sentence by sentence (the third paragraph).
The teacher explains the new language points: is good at, win.
T: If you are good at something, you can win the game.
(Write down “is good at, win “on the blackboard.)
(4) Read the whole text after the recording.
3. Retell the story.
Students fill in the blanks.
4. Read and act.
Three students work in a group. One is the narrator. One plays Robinson. One plays Friday.
Step 3: Practice
Post-reading: Write a letter to Robinson.
Let students finish the task. Then ask some of them to read to the class.
Step 4: Consolidation & Extension
1. Let’s check.
(1) Look and say.
Show the four pictures.
Students say the activities according to the four pictures in order.
(2) Listen and tick.
(3) Check the answers.
(4) Give answers about yourself.
Let students write down the sentences. Then ask some of them to read to the class.
2. Let’s wrap it up.
(1) Read and match.
Show the eleven words and phrases in the text on the PPT. The teacher encourages students to match the verbs with the nouns.
(2) Check the answers.
板书设计
教学反思
1.本课内容非常丰富,时间安排合理,详略得当,圆满完成教学任务
2.尽可能设计简洁明了的思维导图,帮助学生理解 记忆文本
3.在表演环节尽可能提供小道具,极大地提高学生的参与度,让学生乐于参与其中
内容分析
本课时为PEP五年级下册Unit 1的第六课时。本课时学习的主题是日常学习生活以及周末活动安排。教学重点是能够读懂Read and write板块的信件，简单了解《鲁滨逊漂流记》中的主人公 Robinson。
课时目标
知识与能力
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“robot, 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Robin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。
学生能够听懂并会写单元核心句型。
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
能够在图片和教师的帮助下读懂 Robin 的台词。
能够在语境中理解词汇:play, letter, island, early, cave, Friday;能够在情境中运用短语 live on, get up, wash my face, eat breakfast, clean my cave, go swimming, play sports
能够完成正误判断活动,并完成写信的任务。
能够按照正确的语音 语调及意群朗读。
能够通过写信等多种形式,与他人交流有关日常生活及行为习惯的信息。
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
能够读懂Read and write板块的信件，简单了解《鲁滨逊漂流记》中的主人公Robinson
教学难点
能够按正确的语音 语调及意群朗读并表演Robinson的台词,并能在有意义的语境中仿写
教学准备
教学课件、课文视频、表演小道具等。
教学媒体选择
多媒体，录音。
教学活动
角色扮演；
游戏；
观看动画。
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
2. Lead-in.
Make a competition between boys and girls.
(1) Chain talk.
T: What do you do on the weekend
S1: I often play basketball.
S2: I usually do homework.
S3: Sometimes I go shopping with my mum.
(2) Pre-reading.
T: Last class I required you to understand the main idea of Robinson Crusoe. Did you do it
Ss: Yes, I did.
T: Great! Now let’s learn something about it together.
Show the brief introduction of the book on the PPT.
T: Who are the characters
Ss: Robinson and Friday.
T: Why is he called Friday
Ss: Because Robinson met him on Friday.
T: Great! Now, let’s watch the video about Robinson.
Step 2: Presentation
1. Fast reading.
Play the recording of the whole text.Let students listen and read the text carefully.
(1) Look, listen and read.
T: Robin is in a play. He is Robinson now. Here is a letter from him. What does Robinson do Now, let’s listen, read and find.
(2) Read and circle.
Students read and circle what Robinson does.
Read and write
Read and circle the thing Robinson does.
What does Robinson always/often/sometimes do？
get up early do morning exercises eat breakfast
go for a walk wash face go shopping
clean the cave go swimming play sports
The teacher and students check the answers together.
(Write down “get up early, wash my face, eat breakfast, go swimming, play sports, clean the cave” on the blackboard.)
2. Careful reading.
(1) Learn the first paragraph.
Students read carefully and finish exercises 1~2 in “Tick or cross”.
Check the answers.
Students read after the recording sentence by sentence (the first paragraph). The teacher explains the new words: live on, island, cave.
T: I live in a city. How about Robinson Does he live in a city
Ss: No.
T: Look, he lives on an island.
Students read “is-land, island, live on an island” after the teacher.
T: Where does Robinson live In a house
Ss: No, he lives in a cave.
T: Look! This is a cave.
Students read “cave” after the teacher.
(Write down “live on an island, cave” on the blackboard.)
(2) Learn the second paragraph.
Students read carefully and finish exercise 3 in “Tick or cross”.
Check the answer.
The teacher explains the language points: go swimming, in the water, play sports.
T: Let’s go swimming in the water! Follow me. Go swimming in the water.
The teacher does the action and says the sentence. Students follow the teacher.
T: Who is Robinson’s friend What’s his name
Ss: Friday.
T: Look, what are they doing
Ss: They are playing basketball.
T: Yes. They often play sports together.
Students read the phrase after the teacher.
Students read after the recording sentence by sentence (the second paragraph).
(3) Learn the third paragraph.
Students read after the recording sentence by sentence (the third paragraph).
The teacher explains the new language points: is good at, win.
T: If you are good at something, you can win the game.
(Write down “is good at, win “on the blackboard.)
(4) Read the whole text after the recording.
3. Retell the story.
Students fill in the blanks.
4. Read and act.
Three students work in a group. One is the narrator. One plays Robinson. One plays Friday.
Step 3: Practice
Post-reading: Write a letter to Robinson.
Let students finish the task. Then ask some of them to read to the class.
Step 4: Consolidation & Extension
1. Let’s check.
(1) Look and say.
Show the four pictures.
Students say the activities according to the four pictures in order.
(2) Listen and tick.
(3) Check the answers.
(4) Give answers about yourself.
Let students write down the sentences. Then ask some of them to read to the class.
2. Let’s wrap it up.
(1) Read and match.
Show the eleven words and phrases in the text on the PPT. The teacher encourages students to match the verbs with the nouns.
(2) Check the answers.
板书设计
教学反思
1.本课内容非常丰富,时间安排合理,详略得当,圆满完成教学任务
2.尽可能设计简洁明了的思维导图,帮助学生理解 记忆文本
3.在表演环节尽可能提供小道具,极大地提高学生的参与度,让学生乐于参与其中