(共34张PPT)
英 语
PEP版 五年级（上册）
Unit 1
What’s he like
Part B
Read and write & Let’s check & Let’s wrap it up
1.能够在图片的帮助下读懂日记,在语境中理解新单词“robot, made, speak, finish”的意义;
2.能按照正确的意群及语音、语调和语气朗读日记内容。
能够完成读后练习——选出描述Robin特征的单词;
3.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。
学习目标
1.He always says “please” “Excuse me.” “Thank you.” to his friends.
He is ________.
2.I can help my mother sweep the floor.
I am ________.
3.She can listen carefully in class and finish her homework well.
She is __________.
polite
helpful
hard-working
I say and you guess.
Warm up
finish
[ f n ]
v.
结束，完结
Warm up
4.He always hides behind his father with a red face.
He’s _______.
5.Wu Yifan can speak Chinese and English.
He is ________.
clever
shy
Warm up
speak
[spi k]
v.
谈话，讲述
I can speak Chinese.
speak,tea, clean, sea
ea :[i ]
Warm up
Lead in
Presentation
This is a robot.
That is a robot.
They are robots.
robot
[ r b t]
n.
机器人， 复数形式为robots.
Presentation
Robots can do housework.
Robots can walk.
Robots can help children learn.
Do you like them
(Yes, I do.)
Presentation
Wu Binbin likes robots, too.
And he has a robot.
Here is a diary of Wu Binbin.
Let’s read his diary.
Presentation
I have a robot! His name is Robin.My grandpa made him.
Presentation
Now, we have some questions:
Read and write
1.What’s the robot’s name
His name is Robin.
2.Where is it from
Wu Binbin’s grandpa made him.
Presentation
made
[me d]
v.
制造,make 的过去式
Presentation
Now,we have the third question:
What ’s Robin like
Presentation
Presentation
So,we can get the answer:
What ’s Robin like
He is short but strong.
He is really clever.
He is hard-working and helpful.
He is strict.
Presentation
He is ___,too.He makes me finisn my homework.
I have a___! His name is___.My ___ made him.
Robin is ___ but ___
.He is really ___.
He can speak ___
and English.
He is ___.
He is very ___ at home.
Try to write
Presentation
He is ___,too.He makes me finisn my homework.
I have a___! His name is___.My ___ made him.
Robin is ___ but ___
.He is really ___.
He can speak ___
and English.
He is ___.
He is very ___ at home.
robot
Robin
grandpa
short
strong
clever
Chinese
hard-working
helpful
strict
Presentation
I want a robot.He ’s clever,funny and hard-working. What about you
What’s your robot like
My robot is...
Presentation
Let’s check
Practice
Practice
Practice
Practice
It is funny, too.
Practice
He ____ strict.
She ____ shy.
You ____ funny.
They ____ friendly.
Ms Wang ____our new English teacher.
Mr Young ____ old, but Mr Jones ____ young.
What should we write
Practice
be动词的不同应用形式：
am：I am；
are：We are,You are,You（复数） are,They are；
is：主语是第三人称单数，比如he,she,it 或单独的人名
或者称呼之后。
Practice
He ____ strict.
She ____ shy.
You ____ funny.
They ____ friendly.
Ms Wang ____our new English teacher.
Mr Young ____ old, but Mr Jones ____ young.
is
is
are
is
is
is
are
Practice
Practice
Practice
is
is
is
are
are
Practice
Look, say and write
Practice
Unit One What ’s he like
Part B Read and write & Let’s check &
Let’s wrap it up
1.He is strict.
2.You are funny
3.They are friendly.
课堂小结
https://www.21cnjy.com/help/help_extract.phpThe sixth period
Part B Read and write & Let’s check & Let’s wrap it up
内容分析
本单元学习的主题是介绍人物外貌或性格特征。教学内容主要是围绕着给新同学介绍其他同学和谈论新老师展开。教学重点是能够听、说、认读本单元的核心词汇和句型，完成相关练习题，巩固本单元所学的知识点。
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
1.设定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，学会从文本中提取关键信息的技巧。
2.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。
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
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
教学课件、课文视频等。
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 & Revision & Lead-in
1. Greetings.
2. I say and you guess.
The teacher says something and students guess.
①He always says “please” “Excuse me.” “Thank you.” to his friends. He is ________.
②I can help my mother sweep the floor. I am ________
③She can listen carefully in class and finish her homework well. She is ________.
④He always hides behind his father with a red face. He’s _______.
⑤Wu Binbin can speak Chinese and English. He is ________.
Students give the answers: polite, helpful, hard-working, shy, clever.
When students guess the third word, lead them to study the word “finish” with the phonetic symbol. Help students understand its meaning with some sentences.
When they guess the fifth word, teach the word “speak” through the words “tea, clean, sea”. Ask them to pay attention to the sound of “ea” and then try to spell the word “speak”. Let students practice it in these sentences: I can speak Chinese. Sarah can speak English. Wu Binbin can speak Chinese and English.
Step 2: Presentation
“Read and write”
1. Learn the word “robot”.
Play a video about robots. (出示课件) Let students guess the content that they will study today. Then show different robots and point to them and spell the word “robot”—ro-bot, robot. （出示课件） Lead students to read. Then lead students to practice it in these sentences: This is a robot. That is a robot. They are robots.
2. Learn the format and Paragraph 1.
T: Robots can do housework. Robots can walk. Robots can help children learn. I like robots. Do you like them Wu Binbin likes robots, too. And he has a robot. What’s the robot’s name Where is it from Here is a diary of Wu Binbin. Let’s read his diary.
Show the diary on the PPT. Play the recording of Paragraph 1 and let students try to underline the key sentences about the answers. (出示课件) Explain the format of the diary.
T: What’s the robot’s name Ss: Robin.
T: Who made the robot
Let students read the first paragraph and answer the question.
Ss: Wu Binbin’s grandpa. T: How do you know
Lead students to underline the sentence and spell the word “made”. Give some examples like these: I made a kite. She made a cake…
3. Learn Paragraphs 2~4.
T: What’s Robin like Is he clever Is he funny Now read the text loudly from the second paragraph to the fourth paragraph. Circle the key words.
4. Read and tick or cross.
Ask students to read the text silently and then tick or cross.
Show the form on page 9. (出示课件) Let students tick or cross. Check the answers with students and ask. (课件出示:教材P9表格答案)
T: How do you know Where can you find the answers Please read them out.
When students read the sentence “Robin is short but strong.”， explain the sentence with “Robin is short, but he is strong.” Give more example sentences. When students read the sentence “He makes me finish my homework.”, the teacher asks: Who makes you finish your homework
Then lead students to say: My mother/father/…makes me finish my homework.
5. Read and act.
Students read after the recording one by one. Pay attention to the intonation, the stress, the pause and the sense group. After reading together, students read freely. Then they can have a reading show in class.
6. Retell the diary.
Show the diary with some blanks. （出示课件）Lead students to read and fill in the blanks to retell the diary. The answers are: robot, Robin, grandpa, short, strong, clever, Chinese, helpful, strict.
7. Finish the task on page 9.
Ask students to design a robot of their own, draw and write about him/her. At last students can have a show.
Step 3: Practice
“Let’s check”
1. Listen and circle.
(1)Ask students to read the two sentences and understand the requirements of the title.
(2)Play the recording. (出示课件) Ask students to judge the answer to the first sentence and circle the answer to the second sentence. Then check the answer with students.
2. Listen again and answer.
T: What are the two teachers like Look at the second part of “Let’s check”. Listen again and answer by writing the answers on the lines. Write down the key words first. And then finish the whole sentences.
Play the recording. (出示课件) Let students write down the answers. Then check the answers with students.
Step 4: Consolidation & Extension
Let’s wrap it up.
1. Think and match.
(1)Show the answers to “Let’s check”: She is friendly. He is funny. Then show a picture of a funny dog with a sentence: It is funny, too. (出示课件) Lead students to know that “is” is behind the personal pronouns “he, she, it”.
(2)Show the personal pronouns “we, you, they”. Let students think how to match with the correct form of verb “be”. Give some sentences like these to help students: They are funny. We are helpful. You are hard-working. Lead students to know that “are” is behind the personal pronouns “we, you, they”.
(3)Show the exercise.
Ask students to choose and give the reason. Lead students to know that “am” is behind the personal pronoun “I”.
(4)Ask students to finish the task of “Think and match”. Check the answers and sum up the collocation rules with students.
2. Choose and write.
Ask students to finish the task of “Choose and write” on page 10. Let them pay attention to the collocation rules of the verb “be” with personal pronouns.
After students finish it, the teacher checks the answers with them. Ask students to read the sentences together.
3. Look and say, then write.
中小学教育资源及组卷应用平台
Show some pictures on 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 look at the pictures and say sentences. Then ask students to choose three pictures to write down the sentences.8
板书设计
作业设计
完成本节课习题。
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。
