Unit1 What's he like ？PartB Read and write 教学设计
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教学设计基本信息
所教年级 五年级 所教册次、
单元 五年级上册Unit 1
设计主题 Unit 1 What's he like? Part B Read and write
1.整体设计思路、指导依据说明
指导思想：本课旨在通过读、说，表演等形式让学生能理解短篇内容；并能在学习语篇的过程中运用本单元所学的词句进行表达；同时扩展新文本，以此发展学生的语言能力，学习能力及思维能力。 整体设计思路：本节课是人教版新起点五年级上册第一单元What's he like? Part B Read and write部分新授内容。本节课话题是机器人，以认识课本里的机器人Robin, 认识课本外的不同种类机器人，完成思维导图设计并介绍自己喜欢的机器人，设计自己的梦想机器人为主线，运用所学知识及扩展内容描述性格外貌，描述机器人能做的事情。本课目的是希望学生通过听,说、读，表演等，学会思考，能够合作学习，更积极的去交流，以此来培养学生的学习能力，思维能力及语言能力。授课对象是小学五年级的学生。
2.教学背景分析
教学内容分析：本节课是人教版新起点五年级上册第一单元What's he like? Part B Read and write 部分新授内容。是阅读内容新授课。要求学生能通过读、说，表演等形式理解短篇内容，并能在学习语篇的过程中运用本单元所学的词句进行表达。能理解扩展阅读文本，并运用到自己的设计当中。 学生情况分析：授课对象是小学五年级的学生，他们学习英语多年，有词汇基础，语言功底较好。机器人是现代的，高科技的，且学生们感兴趣的话题，能很好的引起学生学习，交流的兴趣。
3.教学目标分析
教学内容（附图）
教学目标：
1、通过读、说，表演等形式让学生能理解短篇内容。在学习语篇的过程中运用本单元所学的词句进行表达。
2、通过听，读,说理解扩展文本内容。
3、尝试运用本课所学语言来设计并谈论机器人。
4.教学重点、难点分析
教学重点：1、会读，并理解短篇内容。能运用本课所学，进行交流表达。 2、能理解扩展文本。
3、运用所学句型，能设计并描述机器人。
教学难点：设计并介绍自己的机器人。
5.教学过程设计
课前准备： 教师播放机器人Alpha 视频学生观看,教师准备。
步骤1：Warming-up
首先通过问候学生，导入机器人，跟着老师学跳机器人舞，热身，调动学生气氛。同时引入本节课的话题“Robots”。
T: Ok, let's begin our class. Boys and girls, good morning.. Nice to meet you.
Ss: Nice to meet you too.
T: Just now we saw a video.Right? What's it about?
S1: Robin.
S2: robots.
T: Excellent, ro-bot(spell and teach) Follow me!
T: Look at this robot.What's his name?
S1: Alpha.
T: It’s Alpha . Alpha is a super robot. Alpha can dance very well. Can you dance like a robot?Let’s dance together.
设计意图:机器人舞蹈开课,调动学生兴趣。引出本课主题“robot”。
步骤2：Presentation and Practice
认识书本上的机器人Robin。 处理文本。先通过听文章的音频整体感知，回答两个问题。再观察图片，推断Robin的信息。然后学生听阅读，划出与Robin有关的关键词，教师将学生关键词分类，完善思维导图板书。再次小组朗读文本，小组表演文本。
Pre-reading阅读前
让学生运用What？Where?等构成的疑问句提出他们想了解到关于Wu Yifan’s Robot的信息
T: And today we will meet Wu Yifan's robot. Do you want to know something about Wu Yifan’s robot?Can you ask some questions about Wu Yifan’s robot.You can use “What? Where?Who?Is he…?and so on.
S1:What’s his name?
S2:Where is he from?
…
设计意图：激发学生的好奇心与发散孩子们的思维。
认识吴亦凡的机器人，听文章的音频整体感知，回答两个问题。
T:After learning this lesson we will find these answers,ok?
T:I will give you two questions about Wu Yifan’s robot.
Q1： What’s the robot’s name?
Q2 ：Who made him?
（板贴Wu Yifan’s grandpa made robin）
T:(跟读答案)Let’s read it together.Follow me. His name is… Wu Yifan’s grandpa made him.
3.读图，通过观察课本图片，猜测：Robin是什么样的机器人？
T: 揭题（板贴字和图一起）Look who is he. Yes,This class we will meet robin together. Wu Yifan wrote a diary about Robin. When did he write it?
Ss: Sept.1st.
T: Good, Wu Yifan wrote this diary (say it together) on Sept, the 1st, Tuesday, perfect. There are some pictures in the diary. What can you see?
Ss: Robin, and Wu Yifan.
T: Please talk about these pictures. (students talk freely .)
S1: Robin can do the dishes.
…
设计意图:观察图片，能让学生学会观察，并对后面的阅读文本寻找关键词，更明确，学习更深刻。
While-reading阅读中
Task1: 快速阅读，提取信息,圈出关键词
Q1：what’s he like?
T: Perfect, from the pictures, you've got some information. Is it right.? I’m not sure. Let’s go on and you will find the answers. But now I will give you a question . What is Robin like? Let's read the questions together. Please read the diary and find out the answer. Here's the tip for you. You can scan（浏览） and circle the keywords. Are you clear?
Ss:（学生自己读一读然后圈一圈）
(1)short but strong
T:Ok,have you finished ? What’s robin like?
S1:…short but strong.
T:Are you short but strong?
S1:No.
T:Read after the tape. Ss:学生跟读（什么内容）
T:I want to ask you a question? Who is short but strong in our classroom?
T:And another question. Who is tall but thin in our classroom?
（2）He is clever.
T:What’s robin like?
S1:He is very clever.
T:And you’re clever,too. Hi kids,Are you clever?
Ss:No
T:I think all of you are clever.only some kids are lazy and some kids are hard-working.跟读clever 叫说句子We are clever. Let’s hard-working.
(3)He is hard-working.
T:Another one. What’s robin like?
S1:He is hard-working.
T:Please read after me. Hard-working.跟读
T:Who is hard-working in your mind?
T:Let’s hard-working together. Please hard-working.
(4)He is very helpful.
T:Go on what’s robin like?
S1:He is very helpful.
T:Yes. Listen and repeat. 跟读He is very helpful at home.
T: Who is helpful in your family?
T: Are you helpful at home? What can you do at home?
(5)He is strict.
T:：What’s robin like?
S1: He is strict.，too.
T:And is your Chinese teacher very strict?
T:Who is strict in your mind?
T:Why?
T:What about others?
Task2：细读文本，回答更难的三个问题，划出关键句。
Q1.Why do you think he is clever?
Q2.Why do you think he is helpful?
Q3.Why do you think he is strict?
过渡T:This time, I will give you some more difficult questions. （读三个问题）And Let’s watch a video and you can read after it silently. And answer the questions.
播放视频
Q1.Why do you think he is clever?
T:Can you find the answers? Why do you think he is clever?
S:Because he can speak Chinese and Engliah.
T:Can you speak Chinese and English?/Who can speak Chinese and English?
T:You are all very clever ,too.
T:Please pay attention to this sentence. Let’s listen and repeat. Listen carefully. Who can try?（让学生读）
讲解He can speak Chinese and English 的发音。
T:Super！
Q2.Why do you think he is helpful?
T:Another one. Why do you think he is helpful?
S1:Because he can do much housework.
T:How do you know that?
T: The pictures can help you. Maybe Robin can do some housework. What can he do at home?
S1: He can cook.
S2: He can do the dishes at home. （板贴）
T: If you have a robot,you can imagine that What can he do ?
S:…
T:过渡So much imagination about your robot.And I hope you will have a robot in the future.
Q3.Why do you think he is strict?
T:Why do you think he is helpful?
S1:…
T: Wonderful. (Ask 3-4 students)I want to know who makes you finish your homework? Your father \your mother\your sister….
S4: My mother makes me finish homework.
T: How about you?
T:Ok,pay attention to this sentence. Listen and read after it. Listen carefully.
讲解He makes me/ finish my homework. There is a pause. Much better
步骤3：Consolidation
Post-reading阅读后
Task1:学生个人看思维导图练习复述文本。
T: Wow, this is robin. This is a wonderful robot. Please look here, that's a mind map of Robin. Let's introduce it together. This is robin. Grandpa made robin.Robin is.... Robin can.... (teacher introduces, then ask students to go on introducing. Ss together.) Perfect, you can introduce Robin very well.
设计意图:通过思维导图。教室复数。通过两人竞争的方式，展示学生复述情况。
Task2:小组表演文本。通过教师示范，学生表演文本内容。深化文本学习！
1.教师与一名学生一起示范
T: Look, here is Robin. Let's play a game with Robin. Who wants to be a clever Robin? Come here. Speak like a Robot. When we introduce , you should do actions Ok? ( Teacher introduces with students) 3,2,1 action. Now let’s introduce together.
2.小组表演
T: Well done, boys and girls. Who can show us?
Are you ready? Your group is ready！ So boys and girls let’s welcome that group.. Come here.
(Two students act.)
设计意图:通过教师示范及学生自己表演，学生扩展了文本内容及句型，提供平台，便于学生语言输出,让学生自己评价表演。
Task3：认识课本外的不同种类的机器人, 欣赏视频,回答问题。学生小组合作学习文本，完成机器人的表格。分小组，介绍不同种类的机器人。
1.欣赏不同种类机器人的视频，回答问题：How many kinds of robots are there in the video?
T:I think all of you can introduce robin very well. Your imagination is amazing.In fact, there are lots of different robots in the world, Robin is one of them. Now I will show a video. Please watch and think this question: How many kinds of robots do you see?
(Watch a video)
2. 阅读拓展文本，回答问题：Which robot do you like? Why do you like it?
（机器人视频图） （问题图）
扩展文本：
Meet robots in the world
There are lots of robots in the world.
1. Some robots look like persons. They are very clever. They cut vegetables. They can make salad for us.
2. Robots are also very helpful on the farm . These robots look like spiders. They can plant and harvest .
3. There are some robots like birds. They have wings. They are beautiful. They can fly and take pictures for us.
4. There are also other special robots. They can swim like fish. They can dive. They can work underwater.
设计意图:通过观看视频，理解文本内容，学生谈论从视频中获得的信息。介绍自己喜欢的机器人，帮助学生梳理文本，也为学生语言交流提供平台
Task4：机器人能完成很多事情。画自己的机器人，并介绍。
1.欣赏别人的梦想机器人介绍视频，了解如何设计并介绍自己的梦想机器人。
1.T:You know Robots are very helpful in our daily life, do you want one? My cousin wants to have a dream robot. Let's watch what his dream robot is.
(watch a video)
2.设计自己的机器人，并介绍。
T: That's my cousin’s dream robot. It's your turn now. Please do like this, write down the key information and introduce your dream robot to each other. You can design it individually or in groups of 3, look at sheet 3. Start now.
设计意图：设计自己的机器人，并介绍，这是一个语言输出的环节。
T: Thank you. Boys and girls, I like your robots. Your ideas are amazing. But in our real life. We don’t have any robots . Right? But there are some people around us. Who can help us and give us great love. Who are they? Maybe our teachers\our parents,our… And we should say thank you to them.
步骤4：Homework
Maybe you can make it more beautiful after class. Class is over, today's homework: Write down a diary about your dream robot . Goodbye! .
6.教学评价设计
评价内容：从学生的听，说，表演，综合评价学生对本课内容的掌握运用能力，并综合考察学生对英语的运用。 评价方法：本课的评价将从教师评价、学生个体评价、小组群体评价三个方面经行。
板书设计：采用思维导图的方式进行设计，四周的机器人贴纸是作为学生奖励的奖品。
所教年级 五年级 所教册次、
单元 五年级上册Unit 1
设计主题 Unit 1 What's he like? Part B Read and write
1.整体设计思路、指导依据说明
指导思想：本课旨在通过读、说，表演等形式让学生能理解短篇内容；并能在学习语篇的过程中运用本单元所学的词句进行表达；同时扩展新文本，以此发展学生的语言能力，学习能力及思维能力。 整体设计思路：本节课是人教版新起点五年级上册第一单元What's he like? Part B Read and write部分新授内容。本节课话题是机器人，以认识课本里的机器人Robin, 认识课本外的不同种类机器人，完成思维导图设计并介绍自己喜欢的机器人，设计自己的梦想机器人为主线，运用所学知识及扩展内容描述性格外貌，描述机器人能做的事情。本课目的是希望学生通过听,说、读，表演等，学会思考，能够合作学习，更积极的去交流，以此来培养学生的学习能力，思维能力及语言能力。授课对象是小学五年级的学生。
2.教学背景分析
教学内容分析：本节课是人教版新起点五年级上册第一单元What's he like? Part B Read and write 部分新授内容。是阅读内容新授课。要求学生能通过读、说，表演等形式理解短篇内容，并能在学习语篇的过程中运用本单元所学的词句进行表达。能理解扩展阅读文本，并运用到自己的设计当中。 学生情况分析：授课对象是小学五年级的学生，他们学习英语多年，有词汇基础，语言功底较好。机器人是现代的，高科技的，且学生们感兴趣的话题，能很好的引起学生学习，交流的兴趣。
3.教学目标分析
教学内容（附图）
教学目标：
1、通过读、说，表演等形式让学生能理解短篇内容。在学习语篇的过程中运用本单元所学的词句进行表达。
2、通过听，读,说理解扩展文本内容。
3、尝试运用本课所学语言来设计并谈论机器人。
4.教学重点、难点分析
教学重点：1、会读，并理解短篇内容。能运用本课所学，进行交流表达。 2、能理解扩展文本。
3、运用所学句型，能设计并描述机器人。
教学难点：设计并介绍自己的机器人。
5.教学过程设计
课前准备： 教师播放机器人Alpha 视频学生观看,教师准备。
步骤1：Warming-up
首先通过问候学生，导入机器人，跟着老师学跳机器人舞，热身，调动学生气氛。同时引入本节课的话题“Robots”。
T: Ok, let's begin our class. Boys and girls, good morning.. Nice to meet you.
Ss: Nice to meet you too.
T: Just now we saw a video.Right? What's it about?
S1: Robin.
S2: robots.
T: Excellent, ro-bot(spell and teach) Follow me!
T: Look at this robot.What's his name?
S1: Alpha.
T: It’s Alpha . Alpha is a super robot. Alpha can dance very well. Can you dance like a robot?Let’s dance together.
设计意图:机器人舞蹈开课,调动学生兴趣。引出本课主题“robot”。
步骤2：Presentation and Practice
认识书本上的机器人Robin。 处理文本。先通过听文章的音频整体感知，回答两个问题。再观察图片，推断Robin的信息。然后学生听阅读，划出与Robin有关的关键词，教师将学生关键词分类，完善思维导图板书。再次小组朗读文本，小组表演文本。
Pre-reading阅读前
让学生运用What？Where?等构成的疑问句提出他们想了解到关于Wu Yifan’s Robot的信息
T: And today we will meet Wu Yifan's robot. Do you want to know something about Wu Yifan’s robot?Can you ask some questions about Wu Yifan’s robot.You can use “What? Where?Who?Is he…?and so on.
S1:What’s his name?
S2:Where is he from?
…
设计意图：激发学生的好奇心与发散孩子们的思维。
认识吴亦凡的机器人，听文章的音频整体感知，回答两个问题。
T:After learning this lesson we will find these answers,ok?
T:I will give you two questions about Wu Yifan’s robot.
Q1： What’s the robot’s name?
Q2 ：Who made him?
（板贴Wu Yifan’s grandpa made robin）
T:(跟读答案)Let’s read it together.Follow me. His name is… Wu Yifan’s grandpa made him.
3.读图，通过观察课本图片，猜测：Robin是什么样的机器人？
T: 揭题（板贴字和图一起）Look who is he. Yes,This class we will meet robin together. Wu Yifan wrote a diary about Robin. When did he write it?
Ss: Sept.1st.
T: Good, Wu Yifan wrote this diary (say it together) on Sept, the 1st, Tuesday, perfect. There are some pictures in the diary. What can you see?
Ss: Robin, and Wu Yifan.
T: Please talk about these pictures. (students talk freely .)
S1: Robin can do the dishes.
…
设计意图:观察图片，能让学生学会观察，并对后面的阅读文本寻找关键词，更明确，学习更深刻。
While-reading阅读中
Task1: 快速阅读，提取信息,圈出关键词
Q1：what’s he like?
T: Perfect, from the pictures, you've got some information. Is it right.? I’m not sure. Let’s go on and you will find the answers. But now I will give you a question . What is Robin like? Let's read the questions together. Please read the diary and find out the answer. Here's the tip for you. You can scan（浏览） and circle the keywords. Are you clear?
Ss:（学生自己读一读然后圈一圈）
(1)short but strong
T:Ok,have you finished ? What’s robin like?
S1:…short but strong.
T:Are you short but strong?
S1:No.
T:Read after the tape. Ss:学生跟读（什么内容）
T:I want to ask you a question? Who is short but strong in our classroom?
T:And another question. Who is tall but thin in our classroom?
（2）He is clever.
T:What’s robin like?
S1:He is very clever.
T:And you’re clever,too. Hi kids,Are you clever?
Ss:No
T:I think all of you are clever.only some kids are lazy and some kids are hard-working.跟读clever 叫说句子We are clever. Let’s hard-working.
(3)He is hard-working.
T:Another one. What’s robin like?
S1:He is hard-working.
T:Please read after me. Hard-working.跟读
T:Who is hard-working in your mind?
T:Let’s hard-working together. Please hard-working.
(4)He is very helpful.
T:Go on what’s robin like?
S1:He is very helpful.
T:Yes. Listen and repeat. 跟读He is very helpful at home.
T: Who is helpful in your family?
T: Are you helpful at home? What can you do at home?
(5)He is strict.
T:：What’s robin like?
S1: He is strict.，too.
T:And is your Chinese teacher very strict?
T:Who is strict in your mind?
T:Why?
T:What about others?
Task2：细读文本，回答更难的三个问题，划出关键句。
Q1.Why do you think he is clever?
Q2.Why do you think he is helpful?
Q3.Why do you think he is strict?
过渡T:This time, I will give you some more difficult questions. （读三个问题）And Let’s watch a video and you can read after it silently. And answer the questions.
播放视频
Q1.Why do you think he is clever?
T:Can you find the answers? Why do you think he is clever?
S:Because he can speak Chinese and Engliah.
T:Can you speak Chinese and English?/Who can speak Chinese and English?
T:You are all very clever ,too.
T:Please pay attention to this sentence. Let’s listen and repeat. Listen carefully. Who can try?（让学生读）
讲解He can speak Chinese and English 的发音。
T:Super！
Q2.Why do you think he is helpful?
T:Another one. Why do you think he is helpful?
S1:Because he can do much housework.
T:How do you know that?
T: The pictures can help you. Maybe Robin can do some housework. What can he do at home?
S1: He can cook.
S2: He can do the dishes at home. （板贴）
T: If you have a robot,you can imagine that What can he do ?
S:…
T:过渡So much imagination about your robot.And I hope you will have a robot in the future.
Q3.Why do you think he is strict?
T:Why do you think he is helpful?
S1:…
T: Wonderful. (Ask 3-4 students)I want to know who makes you finish your homework? Your father \your mother\your sister….
S4: My mother makes me finish homework.
T: How about you?
T:Ok,pay attention to this sentence. Listen and read after it. Listen carefully.
讲解He makes me/ finish my homework. There is a pause. Much better
步骤3：Consolidation
Post-reading阅读后
Task1:学生个人看思维导图练习复述文本。
T: Wow, this is robin. This is a wonderful robot. Please look here, that's a mind map of Robin. Let's introduce it together. This is robin. Grandpa made robin.Robin is.... Robin can.... (teacher introduces, then ask students to go on introducing. Ss together.) Perfect, you can introduce Robin very well.
设计意图:通过思维导图。教室复数。通过两人竞争的方式，展示学生复述情况。
Task2:小组表演文本。通过教师示范，学生表演文本内容。深化文本学习！
1.教师与一名学生一起示范
T: Look, here is Robin. Let's play a game with Robin. Who wants to be a clever Robin? Come here. Speak like a Robot. When we introduce , you should do actions Ok? ( Teacher introduces with students) 3,2,1 action. Now let’s introduce together.
2.小组表演
T: Well done, boys and girls. Who can show us?
Are you ready? Your group is ready！ So boys and girls let’s welcome that group.. Come here.
(Two students act.)
设计意图:通过教师示范及学生自己表演，学生扩展了文本内容及句型，提供平台，便于学生语言输出,让学生自己评价表演。
Task3：认识课本外的不同种类的机器人, 欣赏视频,回答问题。学生小组合作学习文本，完成机器人的表格。分小组，介绍不同种类的机器人。
1.欣赏不同种类机器人的视频，回答问题：How many kinds of robots are there in the video?
T:I think all of you can introduce robin very well. Your imagination is amazing.In fact, there are lots of different robots in the world, Robin is one of them. Now I will show a video. Please watch and think this question: How many kinds of robots do you see?
(Watch a video)
2. 阅读拓展文本，回答问题：Which robot do you like? Why do you like it?
（机器人视频图） （问题图）
扩展文本：
Meet robots in the world
There are lots of robots in the world.
1. Some robots look like persons. They are very clever. They cut vegetables. They can make salad for us.
2. Robots are also very helpful on the farm . These robots look like spiders. They can plant and harvest .
3. There are some robots like birds. They have wings. They are beautiful. They can fly and take pictures for us.
4. There are also other special robots. They can swim like fish. They can dive. They can work underwater.
设计意图:通过观看视频，理解文本内容，学生谈论从视频中获得的信息。介绍自己喜欢的机器人，帮助学生梳理文本，也为学生语言交流提供平台
Task4：机器人能完成很多事情。画自己的机器人，并介绍。
1.欣赏别人的梦想机器人介绍视频，了解如何设计并介绍自己的梦想机器人。
1.T:You know Robots are very helpful in our daily life, do you want one? My cousin wants to have a dream robot. Let's watch what his dream robot is.
(watch a video)
2.设计自己的机器人，并介绍。
T: That's my cousin’s dream robot. It's your turn now. Please do like this, write down the key information and introduce your dream robot to each other. You can design it individually or in groups of 3, look at sheet 3. Start now.
设计意图：设计自己的机器人，并介绍，这是一个语言输出的环节。
T: Thank you. Boys and girls, I like your robots. Your ideas are amazing. But in our real life. We don’t have any robots . Right? But there are some people around us. Who can help us and give us great love. Who are they? Maybe our teachers\our parents,our… And we should say thank you to them.
步骤4：Homework
Maybe you can make it more beautiful after class. Class is over, today's homework: Write down a diary about your dream robot . Goodbye! .
6.教学评价设计
评价内容：从学生的听，说，表演，综合评价学生对本课内容的掌握运用能力，并综合考察学生对英语的运用。 评价方法：本课的评价将从教师评价、学生个体评价、小组群体评价三个方面经行。
板书设计：采用思维导图的方式进行设计，四周的机器人贴纸是作为学生奖励的奖品。