(共27张PPT)
Unit 1 What’s he like
Part B Read and write
人教（PEP）六年级上册
Let’s watch
1、 What’s his name
2、 Who made him
Listen and answer questions.
His name is Robin.
Wu Binbin’s grandpa.
A.制造 B.购买
Meet Robin !
Look at the pictures below. Guess: What’s he like
Guess and say
Free talk
clever
dance
helpful
funny
......
I have a robot,too.
What’s his name
What’s he like
Let’s read Wu Binbin’s diary.
Look and say:
Listen and finish the card
Name:
Robin
From:
Wu Binbin’s grandpa
Look like:
short but strong
Read and discuss: How do you know Robin is strong/clever….
clever
strong
hard-working
helpful
strict
Read and answer
Let’s check
made
make
原形
I made a cake.
Let’s check
but
但是（表示转折）
____ is ____ but _____.
She
old
helpful
Fast reading.Read and answer.
1
Can Robin speak English and Chinese
2
Did Robin make Wu Binbin finish his homework
Yes,he can.
Yes,he did.
Let’s check
speak + 语言
speak Chinese
speak English
speak French
Let’s check
make sb. do sth.
使/让某人做某事
My grandma often makes me eat vegetables.
Careful reading.Read and answer.
What is Robin like Read and tick or cross.
What’s Robin like
Careful reading.Read and answer.
What is Robin like Read and tick or cross.
Robin
name
ability
appearance
short
strong
speak Chinese
speak English
character
clever
hard-working
helpful
strict
Fill in the mind map
Listen and repeat
Fill in the blanks
Meet Robin
Sept. 1st Tuesday
I have _______!
His name is Robin.
My grandpa __________.
Robin is ______________.
He is really _____.
He can speak _________________.
made him
a robot
short but strong
clever
Chinese and English
Fill in the blanks
He is ___________.
He is very ______at home.
He is _____, too.
He _________________________.
hard-working
helpful
makes me finish my homework
strict
Fill in the blanks and retell the story
Wu Binbin has a _______! His grandpa ______the robot. The robot's name is _______. Robin is ______but________. He is really_______. He can speak__________________.He is ______________and very ________at home. He is _____, too. He makes Binbin ___________________.
Robin
robot
made
short
strong
clever
Chinese and English
hard-working
helpful
strict
finish his homework
Meet Robin
1. ___________ is ______________.
2. ___________ is ______________.
3. ___________ is ______________.
What’s his/her name
What’s he/she like
What can he /she do
Design a robot of your own.Draw and write about him/her.
Writing
Design a robot in groups小组设计一个机器人
I have a robot.
His/Her name is ________.
Look! This is my robot.
_____ is____________.
_____ is____________.
_____ is____________. He /She can __________.
1. Discuss it.Draw a robot(小组内讨论你们设计的机器人 一个学生负责画)
2.One student can write it down（一位同学负责写）
3. Show us.(给大家展示)
Introduce and act the robot（一位学生负责介绍机器人、另一个同学演机器人）
Let’s write-Write a diary about your robot
I have a robot! _____name is ______.
_______ made it._____ is_________ but ________. _____ can_____________. _____ likes to___________. _____ makes me ______________.
I like the robot very much!
Meet My Robot
Summary
1.复习了本单元的单词：
2.复习了询问他人外貌特征的句子：
What’s he/she like
He’s/She’s_____.
3.学习了一个故事。
old、young、funny、kind、strict、polite、hard-working、helpful、clever、shy
1. 复述故事给小组长听。
2. 同桌之间角色扮演练习对话。
3. 设计一个机器人， 并介绍它给你的朋友或同桌听。
4. 完成同步练习。
Homework中小学教育资源及组卷应用平台
Part B（第3课时 Read and write）
姓名_______________ 班级________
一.选词填空，把句子补充完整。
is and are but
Robin is short strong.
He can speak English Chinese.
He very helpful at home.
4.My teachers old.
阅读下面的对话，根据上下文，从所给的七个句子中选择六个句子，将对话补充完整，并将该选项的字母编号写在横线上。
Tutu:I have three new teachers.
Lisa:Really 1.
Tutu:Mr.Brown,Mr.Green and Miss White
Lisa:Oh. 2.
Tutu:She's kind and nice.
Lisa:3.
Tutu:Yes, and she is clever. She likes reading books.
Lisa:Do you know Mr.Huang
Tutu:4.
Lisa:He's hard-working and helpful. He's a good PE teacher.
Tutu:5.
Lisa:Yes,I do. 6.
Tutu:Really!
读下面的短文，根据短文内容选择合适的选项，把编号写在括号里。
I have a friend named Sarah. She is from the UK. She is only seven years
old. She is very funny and polite. She is very clever. She can speak English and
Chinese. She is hard-working. She is very helpful at home. She always helps her mother. She can clean the room.She is a good girl. We all like her.
( )1.Who is the writer's friend
A.Sarah. B.Amy.
( )2.Sarah is only years old.
A.8 B.7
( )3.Sarah can speak
A.Chinese B. English and Chinese
( )4.Sarah can
A.play football B.clean the room
( )5.Sarah is very funny and
A.polite B.strict
6中小学教育资源及组卷应用平台
教学设计
学科 英语 年级 五年级 课型 新授课
课题 Unit1 What’s he like 课时 B Read and write
课标要求 （2022版）《义务教育英语课程标椎》指出在语境中理解词汇的含义，在运用中逐步积累词汇；在特定语境中，运用词汇描述事物、行为、过程和特征，表达与主题相关的主要信息和观点。能用简短的句子描述所学的与中外文化有关的具体事物：初步具有观察、识别、比较中外文化异同的能力;能识别、提炼、概括语篇的关键信息、主要内容、主题意义和观点。
教材分析 What: 本课时是一节阅读教学课，语篇体裁为日记形式。本课时的主题是Meet our special friend-Meet Robin，教材通过阅读吴彬彬的日记，介绍新朋友Robin，了解到Robin是一个机器人，它身上具备丰富的外貌和性格特征，并且还会做很多事情，比如做家务，监督吴彬彬完成作业等等。Why: 教材情景中要求学生借助图片阅读吴彬彬日记中的四段文字，完成相关的练习，了解日记的基本格式，最后设计一个机器人并描述它的特征，培养学生阅读和写作的能力，善于观察身边的事物，了解高科技产品带给我们生活的便利，学会热爱生活。How: 本节课是一节读写课，旨在培养学生的阅读技巧，提升学生的写作能力。语篇分为读、写两部分：第一部分为日记形式，要求学生借助图片读懂吴彬彬日记中的四段文字，并完成读后练习Read and tick or cross，选择机器人特征的单词，第二部分为仿写句子活动，首先由教师展示自己设计的机器人图片及文段，然后要求学生设计一个机器人并写出描述其特征的三个句子。
学情分析 能力基础：经过三年的英语学习，学生具了一定的听、说、读、写能力，能读懂语言简单、主题相关的简短语篇，获取具体信息，理解主要内容，能运用所学语言与他人进行简单的交流。 知识基础：学生在三年级下册第四单元中学过句型：Where is...？It's in/on/under...来询问物品的位置，在四年级上册unit4 My home中，学过地点词汇：living room, library，study，garden等，学生已有的知识储备为本节课的学习打下了基础
核心素养目标 1.在录音和图片的帮助下读懂吴彬彬的日记，理解新单词robot, made, speak, finish的意义，并回答问题和完成相关的读后练习；（学习理解）2.按照正确的意群及语音、语调和语气朗读日记内容，并对语篇内容（Robin的特征）进行描述或复述；（应用实践）3.对新朋友Robin进行简短评价，学会观察，善于发现身边事物的优点，感受高科技给生活带来的便利，学会热爱生活；（迁移创新）4.“设计”一个机器人并写出几个描述其特征的句子。（迁移创新）
教学重点 理解日记内容并按照正确的意群及语音、语调朗读日记； 完成读写任务，对自己设计出的机器人进行简短的描述。
教学难点 在语境中理解新单词robot, made, speak, finish的意思；并对自己设计出的机器人进行简短的描述 。
教学方法 教法：多模态教学法、合作教学法、情境教学法学法：自主学习法、合作学习法
教学过程
教学环节 教师活动 学生活动 设计意图
Step 1: Warming up Sing a song2.Guess and say. 1.唱歌引入主题2.看图，回答问题。 利用故事形式导入本单元的大情境，激发学生的兴趣。
Step 2: Presentation Lend in： Look and say教师介绍到Wu Bin bin has a special friend. It’s a robot.并呈现主情景图，然后提问：What can you see Listen and answer教师播放语篇听力，引导学生听录音，然后回答问题：Q1:What’s his name Q2:Who made him Careful reading.Read and answerWhat is Robin like Read and tick or crossFill in the mind mapFill in the blanks and retell the story 学生观看教师呈现的图片，从图片获取信息，如标题，日期，文段，吴彬彬和一个机器人。 本阶段的学习旨在帮助学习理解语篇内容，为了达成这个目标，在阅读中设计了听音浏览，图片浏览，细读文段等活动，获取Robin的外貌性格特征，完成相应的练习活动，培养学生阅读技巧，提升阅读能力
Step 3: Practice 1.Listen and repeat.2.Group work:A:He is ___________. He is very ______at home.He is _____, too. He ______________________. 学生跟读录音，关注单词正确的语音、语调。学生四人小组合作朗读，学习能力较强的学生可以选择复述一到两段，或是进行复述比赛，以小组为单位每人说一句，介绍Robin. 通过不同形式的朗读或复述，让学生进一步理解语篇语言和结构，将知识进一步内化，也为后面评价和写作输出做铺垫。
Step 4: Production Design a robot of your own. Draw and write about him/her.Design a robot in groups小组设计一个机器人1. Discuss it.Draw a robot(小组内讨论你们设计的机器人 一个学生负责画) 2.One student can write it down（一位同学负责写）3. Show us.(给大家展示)Introduce and act the robot（一位学生负责介绍机器人、另一个同学演机器人） 学生先了解教师呈现出设计的机器人，感受语篇的语言结构，为后面的自主写作做铺垫。学生设计自己的机器人，将它画出来，并向同桌描述它的特点。 本阶段是本课时的情感升华阶段，学会观察，善于发现身边事物的优点，感受高科技给生活带来的便利，学会热爱生活。
Step 5: Summary 1. 学习了词汇：2. 学习了句型：Who’s your ____teacher ______./He/She’s ______.Is she/he ______ Yes,_____is ./No,she/he isn’t.
分层作业 基础作业: 抄写词汇三行，并背诵。拓展作业：与同学操练句型：Who’s your ____teacher ______./He/She’s ______.Is she/he ______ Yes,_____is ./No,she/he isn’t.
板书设计
教学反思 亮点整节课的教学主题清晰，情景连贯，学生能够快速在语境中掌握核心单词和词汇，2.课堂上对词汇的操练比较少，改成语篇和句型的输出。3.对基础比较薄弱的学生考虑欠佳，可以在课后适当布置作业加以巩固。
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