Unit 1 What's he like？ Part B Read and write 教案

第五课时
一、课时内容
教科书第9-10页：B. Read and write Let’s check.
二、课时分析
"What's he like "是本课时的主题，包含两个板块：Read and write和Let's check。
Read and write是阅读与写作训练板块，设计在学习A和B单词以及重点问答句型的基础上，通过一篇以日记形式呈现的描述机器人Robin的文章进行灵活的运用。文章配有五张插图，第一张展示Robin与人们打招呼，第二张展示他携带着盘子和碗，第三张图呈现他用功学习，第四张图是他在烹饪，最后一张图描绘他在督促“我”完成任务。机器人是学生们喜欢讨论的话题，引发了学生浓厚兴趣。随后，有两个练习板块，第一个要求学生判断Robin的特点，并在相应单词旁勾选或打叉；第二个练习要求学生设计一个自己的机器人，绘制其外貌并描述性格特点。
Let's check是听力训练板块，包括两个听力部分。第一个要求学生根据听到的内容圈出所听到的单词，第二个部分则要求学生根据听到的内容回答问题。这个板块的设置显示了学习英语不仅涉及理解，还需要学生回应听到的内容。这样的听力练习设计是对学生英语应用能力的检验，引导学生注重听力训练。
在本课中，学生需要通过阅读短文进行相关练习，准确地圈出所听到的单词，并能回答问题。这是对学生掌握重点词汇和句型的实践检验。为了充分发挥学生的应用能力，除了准备多媒体课件外，还提供了更多集中训练方式。通过多样练习，拓展学生的应用视野，以应对各类题型。这些设计旨在使学生熟练掌握多种题型，使其面对任何题型都能自如解决，真正体现了老师的教学用心。
三、课时目标
1.能够借助图片提示，阅读并理解关于以日记形式的《Meet Robin》的文章内容。
2.能够将短文内容准确翻译成中文意思。
3.能够准确完成短文后面的两个练习题。
4.能够独立完成听力训练活动。
5.能够自如地运用本单元所学的知识，解决实际问题。
四、课时重难点
1.重点
（1）能够借助图片提示，阅读并理解有关日记形式的《Meet Robin》短文内容，并准确完成后面的两个阅读练习题。
（2）具备独立完成听力训练的能力。
2.难点
（1）具备在实际情境中灵活应用本单元所学知识的能力，包括读懂与本单元相关的阅读材料。
（2）能够听懂与本单元相关的对话内容，并成功完成相关的练习任务。
五、教学准备
多媒体课件，录音机与录音磁带，自制PPT课件，课件内容包括与本单元有关的四个听力训练，以及三个阅读短文训练。
六、教学过程
1.课前热身
(1) Play the English song "Who’s your teacher."
Teacher: Alright, everyone, let's kick off our lesson with some music! Get ready to groove to the rhythm of the song "Who’s your teacher " As the song plays, listen carefully to the lyrics and the catchy tune.
(2) Divide the class into two groups and translate the key words and sentences.
Group 1: polite, polite— Group 2: 有礼貌 (yǒu lǐmào); helpful, helpful— Group 1: 有用的 (yǒuyòng de); shy, shy— Group 2: 羞怯的 (xiūqiè de); clever, clever— Group 1: 聪明的 (cōngmíng de); hard-working, hard-working— Group 2: 工作努力的 (gōngzuò nǔlì de); old, old— Group 1: 年老的 (nián lǎo de); young, young— Group 2: 年轻的 (niánqīng de); funny, funny— Group 1: 滑稽的 (huájī de); kind, kind— Group 2: 慈祥的 (cíxiáng de); strict, strict— Group 1: 严格要求的 (yángé yāoqiú de); Who’s your art teacher —— Group 2: 谁是你们的美术老师？Mr. Jones. —— Group 1: 琼斯先生。Is he young —— Group 2: 他很年轻吗？Yes, he is. —— Group 1: 是的，他是。What’s Wu Binbin like —— Group 2: 他学习很努力。What are they like —— Group 1: 他们什么样？They are helpful.—— Group 2: 他们很有用。
Teacher: Great job, everyone! Now you've all had a chance to practice the key words and sentences from our unit. This will come in handy as we move forward with today's activities. Keep up the enthusiasm, and let's keep the energy flowing!
Design Intent: This section serves as a fun and engaging review of the key vocabulary and sentence patterns introduced in the unit. The interactive translation activity not only reinforces learning but also encourages active participation from all students. By integrating music and interactive activities, the classroom environment remains lively and conducive to learning.
2.导入
(1) Play several sets of images and have students work in pairs to provide voiceovers for the images.
Teacher: Now it's time for an exciting activity! I have some images here, and I want you to work in pairs and come up to the front to provide voiceovers for them. Let's practice describing people using the sentences we've learned.
Student 1: What’s the girl like Student 2: She’s polite. Student 1: What’s the boy like Student 2: He’s helpful. Student 1: What are the students like Student 2: They are clever. Student 1: What is Li Gang like Student 2: He’s hard-working. Student 1: What is Yang Mei like Student 2: She is shy.
Teacher: Fantastic job, everyone! It's great to see your enthusiasm and creativity in action. You've described the people in the images using the adjectives we've learned. Keep up the excellent work!
Design Intent: This activity allows students to practice using the new vocabulary and sentence patterns in a dynamic and engaging way. By providing voiceovers for images, students can apply their knowledge while having fun. This hands-on approach keeps the class interactive and reinforces learning effectively.
(2) Language Introduction
Teacher: Boys and girls, have you heard about Robin Students: No, we haven't. Teacher: Do any of you have a robot at home Students: No, we don't. Teacher: But wouldn't it be exciting to have one Students: Yes, it would!
Teacher: Alright, let's get to know a robot named Robin. We'll explore Robin's characteristics and learn more about him.
Students: Sounds exciting!
Design Intent: Starting the lesson by discussing a topic that interests students, such as robots, immediately grabs their attention. This method of language introduction is effective in motivating students to engage with the lesson content and piques their curiosity. Connecting the lesson to students' interests encourages active participation and enhances their overall learning experience.
3. 新课呈现
(1) 观看图片，揣摩每幅图的内涵
① 打开多媒体，点击网络教育资源包，播放与本课时有关的课件。请同学们观看图片，并认真听录音。
② 老师解答短文中的难点问题：
"Sept" 是 "September" 的缩写，指的是一年中的九月。"1st" 表示一个月中的第一天。
"Robot" 意为 "机器人"，发音为 / r b t/。
"made" 是 "make" 的过去式，意为 "制作；制造"。常见短语有："make + sb. + do + sth." 表示 "使某人做某事"；"be made in + 地点" 表示 "由某地制造"；"be made of (from) + 物质名词" 表示 "由某种材料制成"。
"but" 读作 / b t /，是一个副词，用于表示转折或相反的意思。
"can" 读作 / k n /，是情态动词，表示能力。
"finish" / f n / 是动词，意为 "完成；结束"。常见短语有："finish + 名词" 表示 "完成某项任务"；"finish doing sth." 表示 "完成做某事"。
设计意图：通过解答难点问题，帮助学生理解并准备好阅读任务，为学生建立自信心，更好地完成阅读训练做好准备。
(2) 朗读短文
播放录音，让学生跟读。老师领读，学生们跟读；然后，请同学代表领读，同桌交替朗读。
设计意图：反复朗读短文可以提高理解和流利度，帮助学生内化内容，培养更好的阅读技能。
(3) 机器人角色扮演
全班观看老师和同学的角色扮演。一名学生扮演机器人，另一名根据老师的指令解释机器人的动作，同学猜测其含义。然后，将全班分成三人一组，轮流扮演老师、机器人和猜测者。
设计意图：这个有趣的活动以生动的方式加深课文内容的理解。通过表演和猜测游戏，学生可以创意地运用语言，理解上下文的语境。
(4) 翻译英语日记
选几位同学将英语日记翻译成汉语，辅以提供的图片。老师会在需要时进行修正和指导。
遇见 Robin！ Meet Robin！ 9 月 1 日，星期二 Sept. 1st, Tuesday 我有一个机器人！ I have a robot! 他的名字是 Robin。 His name is Robin. 我的爷爷制造了它。 My grandpa made him. Robin 个子很矮但是很强壮。 Robin is short but strong. 他很聪明。 He is really clever. 他会说汉语和英语。 He can speak Chinese and English. 他工作很努力。 He is hard-working. 他在家很有用。 He is very helpful at home. 他要求也很严格。 He is strict, too. 他强迫我完成作业。 He makes me finish my homework.
设计意图：让学生独立完成日记翻译，强化对课文的理解，同时练习英汉语言之间的转换。
(5) 完成第9页的练习
① 完成阅读练习1。
老师解释练习要求： "Robin 是什么样子？读一读，打对勾或叉出正确的单词。"
学生仔细阅读课文，用对勾标记与课文相符的单词，用叉标记不符的单词。
示范答案： 对勾：tall、strong、helpful、hard-working、clever 叉：short、old、strict、thin
② 老师监督并指导。当所有学生都完成后，让三名同学宣布他们的结果。回答正确的同学举手，与犯错的同学讨论，反思错误。
③ 完成阅读练习2。
老师解释练习要求： "为你自己设计一个机器人。把他/她画出来，并描述他/她的外貌或性格特点。"
示范答案（变体可行）： A. 他的名字是 Strong Man。 B. 他个子高又强壮。 C. 他聪明又有帮助的。 或： A. 她的名字是 Rose Woman。 B. 她个子矮又瘦。 C. 她严格又勤奋的。
设计意图：这些练习为学生提供了结构化的实践机会，强化了他们对课文内容的理解和表达。逐步的步骤确保大多数学生能够自信地完成任务。对于认为内容有难度的学生，老师可以提供个别帮助。
4.操练
(1) Listening Practice in Pairs
T: Boys and girls, are you interested in doing more listening exercises on your own Ss: Yes! T: Great! Let's work together on the next set of listening exercises.
Instructions: Divide the class into pairs. Provide each pair with printed listening materials and exercise cards. Assign one student in each pair to read the listening material aloud, while the other student listens and completes the exercise card according to the instructions. After completing the task, ask student representatives to share their process and results.
First Set of Listening Material: Listen to the material and tick the correct options. ① I have a robot. His name is Doudou. My grandpa made it. He is tall and strong. He is helpful. He is hard-working.
Exercise Card for the First Set: ① I have a __________ (robot). His name is __________ (Doudou). My grandpa __________ (made) it. He is __________ (tall) and __________ (strong). He is __________ (hard-working).
Sample Answers: robot; Doudou; made; tall; strong; hard-working
Second Set of Listening Material: ② I have a little sister. Her name is Lily. She is short and thin. She is kind. Sometimes she is funny. Sometimes she is shy. She is polite.
Exercise Card for the Second Set: ② I have a little __________ (sister). Her name is __________ (Lily). She is __________ (short) and __________ (thin). She is __________ (kind). Sometimes she is __________ (funny). Sometimes she is __________ (shy). She is __________ (polite).
Sample Answers: sister; Lily; short; thin; kind; funny; shy; polite
Teaching Intent: This activity aims to provide one-on-one listening practice for each student, making them both read aloud and comprehend listening materials. By alternating roles, students experience both listening and comprehension aspects of the exercise in a focused manner.
(2) Reading Comprehension
T: Boys and girls, you're all doing great! Are you ready for more reading exercises Ss: Yes! T: Awesome! Here's another reading exercise for you to complete.
Reading Passage: ① Hello, I’m Job. I’m tall and strong. I’m young. I’m hard-working. I’m helpful at home. This is my little brother. His name is John. He is short and thin. He is young, too. But he is very clever. He is very friendly. I like him.
Instructions: Read the passage and tick the correct options.
Table for Answers:
tall short strong thin young Hard-working helpful clever friendly
Job
John
Teaching Intent: This reading exercise encourages students to practice their comprehension skills by identifying information from the text. The table format helps organize their answers and promotes focused reading.
By providing various interactive activities and exercises, this teaching plan aims to engage students in a dynamic and effective learning process while enhancing their listening and reading abilities in an enjoyable manner.
5.课堂小结
T：Boys and girls, what do learn today
S1: 我学会了如何完成阅读练习。 S2: 我是先阅读，然后再完成练习。 S3: 我学会了如何完成听力练习。 S4: 我知道要认真听，然后再完成练习。
T: That's fantastic, everyone! It's great to see your enthusiasm for learning. Now, let's continue our journey of learning with some more interactive activities.
（1）Picture Interpretation Game
T: Now, let's have some fun with pictures! We'll play a game where you and your partner will provide voiceovers for different pictures.
Instructions:
Open the multimedia resources and access the online education materials.
Each pair of students will take turns coming up to the front and providing voiceovers for the pictures shown.
Use the English phrases we've learned to describe the people or objects in the pictures.
S1: What’s the girl like S2: She’s polite. S1: What’s the boy like S2: He’s helpful. S1: What are the students like S2: They are clever. S1: What is Li Gang like S2: He’s hard-working. S1: What is Yang Mei like S2: She is shy.
Teaching Intent: This activity encourages students to apply their vocabulary and sentence structure knowledge to real-world scenarios. It also fosters collaboration and creativity as students work together to provide voiceovers for the pictures.
（2）Language Introduction
T: Boys and girls, have you ever thought about having a robot
Ss: Yes!
T: That's exciting! Let's talk about robots. Today, we'll get to know a robot named Robin.
Ss: Sounds fun!
Teaching Intent: By connecting the topic to students' interests, the teacher engages the students and piques their curiosity about robots. This creates an interactive learning environment where students are eager to learn more about the new topic.
（3）Robot Role-play Game
T: Now, let's do something creative! We'll have a role-play activity where you'll get to be robots and guess the actions your friends are describing.
Instructions:
Two students will come to the front. One will act as a robot, and the other will describe actions for the robot to perform.
The rest of the class will try to guess the meaning of the actions based on the descriptions.
Afterward, we'll form groups of three, taking turns to be the teacher, the robot, and the guesser.
Teaching Intent: This activity promotes active engagement by combining imaginative play with language learning. Students take on different roles and practice understanding and describing actions in English, making learning both enjoyable and effective.
（4）Translating English Diary Entries
T: Now, let's practice translating English sentences into Chinese. Who's up for a challenge
Ss: We are!
Instructions:
Students will work in pairs.
Each pair will receive an English diary entry to translate into Chinese.
After translating, a representative from each pair will share their translation, and the teacher will provide feedback if needed.
Diary Entry: Meet Robin! Sept. 1st, Tuesday I have a robot! His name is Robin. My grandpa made him. He is short but strong. He is really clever. He can speak Chinese and English. He is hard-working. He is very helpful at home. He is strict, too. He makes me finish my homework.
Teaching Intent: This exercise challenges students to apply their language skills by translating text. It reinforces comprehension and vocabulary use in both languages, encouraging active engagement and critical thinking.
（5）Independent Reading Practice
T: You're all doing an amazing job! Let's finish today's lesson with some independent practice.
Exercise 1: Complete the reading comprehension on page 9 of the textbook. Read the text and tick the correct options.
Exercise 2: Complete the listening comprehension on page 10 of the textbook. Listen to the recording and circle the correct words.
Teaching Intent: These exercises provide students with opportunities to apply what they've learned independently. It reinforces their ability to comprehend text and audio while giving them a sense of accomplishment in their language skills.
By incorporating a variety of engaging activities and interactive elements, this bilingual teaching approach aims to captivate students' interest, enhance their language skills, and create a dynamic and enjoyable classroom experience.
……
板书设计
Unit 1 class 5
1.阅读训练答题要领：认真阅读数遍，解决疑难词句，理解整篇文章大大概意思，对照短文内容，回答相关问题。
2.听力训练答题要领：集中注意力，认真聆听录音内容，联系学过的重点知识，依照所听到的内容为依据，精心完成听力训练各个选项或填空等习题。