Unit3 What would you like ? Part B Read and write 教学设计（含反思）
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| 名称 | Unit3 What would you like ? Part B Read and write 教学设计（含反思） |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2020-10-28 14:22:35 | ||
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PEP5 Unit3 B Read and write
教学目标
知识与能力目标
1. 学生能够在图片的帮助下读懂两张便条，完成读后选图的活动。
2. 学生能够参考范例填充单词完成一张给机器人留的便条。
情感态度、文化意识、学习策略目标
1. 学生能够提高合作意识和进行自主探究、归纳的能力。
2. 学生能够进一步提高从阅读中提取信息的能力和按意群阅读的能力。
教学重点
学生能够理解短文，完成读后选图活动，并在情境中完成个性化写的活动。
教学难点
学生能够按意群阅读，并能进行个性化写的活动。
教学过程
Step1 Pre-reading
课前播放视频 “He likes food.”
1．导入主题
回顾短片大意，揭示主题: Food.
Game: 30 seconds’ Non-stop Talking----food or tastes.
Lead in: sweet, delicious…
T: Hello, boys and girls.
Ss: Hello, Miss Yang.
T: Nice to meet you.
Ss: Nice to meet you, too.
T: Look, this is the video we just look. It抯 about? / They are all?
Ss: Food.
T: So, first, let抯 play a game about food, ok?
Ss: Ok.
T: Look, the game is about 30 seconds Non-stop Talking. Four students in a group, and talk about food or tastes. Ready? Go.
T: Now, time抯 up. Who can show us, what did you say? Any more? Very good. You remember so many words.
贴 sweet...
T: And some of you said this…
Ss: Delicious.
贴2 delicious
T: Yes, de-li-cious. You can say like this “Mm…delicious.”
3-4 students try to read it.
2.讨论自己喜欢的食物及原因
My favourite food is… It’s/ They’re… (about 3 students)
T: Yes, that sounds good. And I like delicious food very much. And my favourite food is tomatoes, they’re sweet and sour. What about you? What’s your favourite food? You can say “My favourite food is…It’s/ They’re…”
贴3 My favourite food is… It’s/ They’re…
T: That’s good. Pay attention, …we say…?
Ss: They’re…
Step2 While-reading
1. 呈现人物，导入文本情景
猜猜Robin最喜欢的食物
呈现课题
T: Boys and girls, today, a friend comes with me. Look, who’s he?
Ss: Robin.
T: Yeah, say hello to Robin.
Ss: Hello, Robin.
T: What’s Robin’s favourite food? Can you guess?
About 3 students guess.
T: Maybe. Ok, we know Robin is a robot. So, he doesn’t eat food. But he can cook food. Listen.
Robin: Robin will cook today.
贴4 Robin will cook today
T: Who can try this sentence?
2 students read the sentence.
T: Together.
2. 课本文本教学
1）阅读回答（Read and answer.）
Robin: What can I cook?
Task1: Read and answer.
What’s Wu Yifan’s favourite food? Why?
What’s Wu Yifan’s favourite vegetable?
What’s Grandpa’s favourite food? Why?
学生阅读后，回答问题。
课件一一呈现答案，并链接到原文，跟读
T: Today, Robin will cook for…?
Ss: Wu Yifan and his grandpa.
T: They left two notes to Robin. Let抯 see. This is a?
Ss: Note.
T: Now, Robin is reading the two?
Ss: Notes.
T: And he has some questions. Let抯 listen.
Robin: What can I cook?
T: What can I cook for Grandpa and Yifan? So, let抯 help him, ok?
Ss: Ok.
T: First question is卼ogether./ Two/ Three
T: Yes, the answers are on the notes. Before you read, pay attention to the tips. Please read quickly, find the answers. And underline the key sentences. Ok? Open your books, turn to P29. Are you ready? Let’s go.
Check the answer.
T: Let’s check it. Which is the key sentence?
Imitate.
2) 阅读判断（Read and tick or cross.）
Robin: What don’t they like?
Task2: Read and tick or cross.
Wu Yifan doesn’t like beef, but he likes chicken. ( )
Wu Yifan doesn’t like salad. ( )
Grandpa likes vegetables, but doesn’t like carrots. ( )
学生做完后校对，并链接到原文，跟读。教师引导学生按意群阅读，并进一步理解原文意思。
T: So, Robin knows what’s their favourite, but Robin has more questions. Let’s listen.
Robin: What don’t they like?
T: What don’t they like? Here, Wu Yifan doesn抰 like What is 揹oesnt? Doesn抰 means don抰. So, let抯 help Robin again. Please read silently, and tick or cross. Don抰 forget to underline the key sentences with wavy lines. Let抯 go.
Check the answers.
T: Why? Which is the key sentence?
Eg. That means, I don抰 like beef, but I don抰 like chicken or I like chicken?
贴5 I don’t like…but I like…
That means I like vegetables, but I…? (don’t like…)
Imitate.
3） 阅读打勾（Read and tick.）
Guess: What does Robin cook?
观看动画，理解这是一道怎样的菜。
学生跟读，同桌演一演。
If you are Robin, what will you cook?
Task3: Read and tick. What can they both eat?
学生勾出正确答案，回答后，可以追问其他两幅不对的原因。
T: Now, Robin knows what they like, and what they don’t like. So he says…
Robin: I know.
T: Can you guess, what does Robin cook?
Ss guess.
T: Let’s see.
Robin: Here you are. Chicken ice cream.
T: Ok, chicken ice cream. What is chicken ice cream? Tell me. How to make it? Do you like it? Listen and follow.
Act in pairs.
T: Do they like the chicken ice cream? Of course not. If you are Robin, what will you cook for them? You can say “I will cook…”（板书：I）
2 students.
T: I see, you have many ideas. Here, I have 3 choices. What are they?
Ss:1 2 3
CAI: What can they both eat?
T: Read again and tick on your books.
Check the answer.
Ss: Picture 1.
T: Why not Picture 2/3? （板书加：…doesn’t like…）You did very good job. So…
Robin: Thank you.
T: So now, Grandpa and Yifan can both eat.
Step3 Post-reading
1. 课文朗读（Listen and read.）
Task4: Read it better
要求：Stress. Intonation. Pause.
逐句跟读，并显示重音、停顿、声调标记。遇到重点或难点句子，多跟读几遍。
请学生根据课件的标记提示，自由朗读，并展示。
T: Now, it’s time for us to read it better. While we’re reading, pay attention to the stress, intonation and pause. Got it? First time, look at your books, just listen看书本…Second time, look at the screen, listen again, pay attention to the marks…Follow it…This time, read by yourselves.
Feedback.(4 students together.)
T: Then this one…
2. 了解note的体裁
Robin: What about you? Write a note to me. I will cook for you.
教师示范，给板书画上边框，问：Is it a complete note? 引导学生对比课本中的note, 一起讨论怎样写一则完整的note.
课件播放教师的note拓展书写示范。指导书写小知识。
T: Today, we help Robin a lot. He’s very happy. He says…
Robin: What about you? Write a note to me. I will cook for you.
T: Robin will cook for us. So, let me be the first. （完成板书，增加同义句：I don’t like fish, but chicken is ok.★/ I like chicken, but not fish.★ 指导便条格式。）This is my note… Is it complete? Let’s compare with this note. What’s missing?
贴6 Dear Robin, Thanks! Yang Liping
T: I have the big letter Y and L. Now, my note is complete. But it is very simple. And I can also write like this. (CAI) Pay attention to the red letters…They all have long legs, yes? When we’re writing, please use the line as third lines. It’s your turn now. Write your note to Robin. You can choose this one, or this one. Just choose one.
3. 个性化书写活动：Your note to Robin.
Task5: Write your note to Robin.
呈现两种层次的书写要求，请学生自选一种书写。
若干学生在投影仪下示范朗读自己的note，并请其他同学扮演Robin进行互动。
请学生挑一挑其中的书写错误或语法错误，教师在投影仪下批改。
T: Who can be Robin? What’s your idea? Anything wrong with this note?
Step4 Assessment
课外链接：Cooking is fun.
Robin: Cooking is so much fun.
T: Today, Robin is very happy to see your notes, and we know that he like’s cooking very much. And he always says “Cooking is so much fun.” Enjoy a video.
T: Cooking is so much fun. Maybe one day, you can learn how to cook. And you can cook for your parents and your friends. Here’s your homework.
Homework
1. Read P29. Repeat after the tape (5 times).
(跟着tape朗读书本P29五遍，注意模仿重音、停顿、语调)
2. Try to recite the text.
（尝试背诵课文）
3. Try to write more about your note to Robin.
（把写给Robin的便条写得更完整）
T: So much for the class. Thank you. Bye!
反思：本课的阅读课中，我应该调整的有这么几个地方，首先在观看短片的时候，可以提问学生“What can they do?”这样可以衔接下一单元的内容；其次在让学生讲favourite food时，应该对食物类单词的单复数做进一步强调，让学生进一步感知和；理解这一难点知识；再次，在突破文本难点时，可以让学生自行体悟和比较，以加深学生的语感，让学生习得一定的辨别能力；最后，在书写时，建议对书本的书写进行调整，将文本做进一步整合。
2
教学目标
知识与能力目标
1. 学生能够在图片的帮助下读懂两张便条，完成读后选图的活动。
2. 学生能够参考范例填充单词完成一张给机器人留的便条。
情感态度、文化意识、学习策略目标
1. 学生能够提高合作意识和进行自主探究、归纳的能力。
2. 学生能够进一步提高从阅读中提取信息的能力和按意群阅读的能力。
教学重点
学生能够理解短文，完成读后选图活动，并在情境中完成个性化写的活动。
教学难点
学生能够按意群阅读，并能进行个性化写的活动。
教学过程
Step1 Pre-reading
课前播放视频 “He likes food.”
1．导入主题
回顾短片大意，揭示主题: Food.
Game: 30 seconds’ Non-stop Talking----food or tastes.
Lead in: sweet, delicious…
T: Hello, boys and girls.
Ss: Hello, Miss Yang.
T: Nice to meet you.
Ss: Nice to meet you, too.
T: Look, this is the video we just look. It抯 about? / They are all?
Ss: Food.
T: So, first, let抯 play a game about food, ok?
Ss: Ok.
T: Look, the game is about 30 seconds Non-stop Talking. Four students in a group, and talk about food or tastes. Ready? Go.
T: Now, time抯 up. Who can show us, what did you say? Any more? Very good. You remember so many words.
贴 sweet...
T: And some of you said this…
Ss: Delicious.
贴2 delicious
T: Yes, de-li-cious. You can say like this “Mm…delicious.”
3-4 students try to read it.
2.讨论自己喜欢的食物及原因
My favourite food is… It’s/ They’re… (about 3 students)
T: Yes, that sounds good. And I like delicious food very much. And my favourite food is tomatoes, they’re sweet and sour. What about you? What’s your favourite food? You can say “My favourite food is…It’s/ They’re…”
贴3 My favourite food is… It’s/ They’re…
T: That’s good. Pay attention, …we say…?
Ss: They’re…
Step2 While-reading
1. 呈现人物，导入文本情景
猜猜Robin最喜欢的食物
呈现课题
T: Boys and girls, today, a friend comes with me. Look, who’s he?
Ss: Robin.
T: Yeah, say hello to Robin.
Ss: Hello, Robin.
T: What’s Robin’s favourite food? Can you guess?
About 3 students guess.
T: Maybe. Ok, we know Robin is a robot. So, he doesn’t eat food. But he can cook food. Listen.
Robin: Robin will cook today.
贴4 Robin will cook today
T: Who can try this sentence?
2 students read the sentence.
T: Together.
2. 课本文本教学
1）阅读回答（Read and answer.）
Robin: What can I cook?
Task1: Read and answer.
What’s Wu Yifan’s favourite food? Why?
What’s Wu Yifan’s favourite vegetable?
What’s Grandpa’s favourite food? Why?
学生阅读后，回答问题。
课件一一呈现答案，并链接到原文，跟读
T: Today, Robin will cook for…?
Ss: Wu Yifan and his grandpa.
T: They left two notes to Robin. Let抯 see. This is a?
Ss: Note.
T: Now, Robin is reading the two?
Ss: Notes.
T: And he has some questions. Let抯 listen.
Robin: What can I cook?
T: What can I cook for Grandpa and Yifan? So, let抯 help him, ok?
Ss: Ok.
T: First question is卼ogether./ Two/ Three
T: Yes, the answers are on the notes. Before you read, pay attention to the tips. Please read quickly, find the answers. And underline the key sentences. Ok? Open your books, turn to P29. Are you ready? Let’s go.
Check the answer.
T: Let’s check it. Which is the key sentence?
Imitate.
2) 阅读判断（Read and tick or cross.）
Robin: What don’t they like?
Task2: Read and tick or cross.
Wu Yifan doesn’t like beef, but he likes chicken. ( )
Wu Yifan doesn’t like salad. ( )
Grandpa likes vegetables, but doesn’t like carrots. ( )
学生做完后校对，并链接到原文，跟读。教师引导学生按意群阅读，并进一步理解原文意思。
T: So, Robin knows what’s their favourite, but Robin has more questions. Let’s listen.
Robin: What don’t they like?
T: What don’t they like? Here, Wu Yifan doesn抰 like What is 揹oesnt? Doesn抰 means don抰. So, let抯 help Robin again. Please read silently, and tick or cross. Don抰 forget to underline the key sentences with wavy lines. Let抯 go.
Check the answers.
T: Why? Which is the key sentence?
Eg. That means, I don抰 like beef, but I don抰 like chicken or I like chicken?
贴5 I don’t like…but I like…
That means I like vegetables, but I…? (don’t like…)
Imitate.
3） 阅读打勾（Read and tick.）
Guess: What does Robin cook?
观看动画，理解这是一道怎样的菜。
学生跟读，同桌演一演。
If you are Robin, what will you cook?
Task3: Read and tick. What can they both eat?
学生勾出正确答案，回答后，可以追问其他两幅不对的原因。
T: Now, Robin knows what they like, and what they don’t like. So he says…
Robin: I know.
T: Can you guess, what does Robin cook?
Ss guess.
T: Let’s see.
Robin: Here you are. Chicken ice cream.
T: Ok, chicken ice cream. What is chicken ice cream? Tell me. How to make it? Do you like it? Listen and follow.
Act in pairs.
T: Do they like the chicken ice cream? Of course not. If you are Robin, what will you cook for them? You can say “I will cook…”（板书：I）
2 students.
T: I see, you have many ideas. Here, I have 3 choices. What are they?
Ss:1 2 3
CAI: What can they both eat?
T: Read again and tick on your books.
Check the answer.
Ss: Picture 1.
T: Why not Picture 2/3? （板书加：…doesn’t like…）You did very good job. So…
Robin: Thank you.
T: So now, Grandpa and Yifan can both eat.
Step3 Post-reading
1. 课文朗读（Listen and read.）
Task4: Read it better
要求：Stress. Intonation. Pause.
逐句跟读，并显示重音、停顿、声调标记。遇到重点或难点句子，多跟读几遍。
请学生根据课件的标记提示，自由朗读，并展示。
T: Now, it’s time for us to read it better. While we’re reading, pay attention to the stress, intonation and pause. Got it? First time, look at your books, just listen看书本…Second time, look at the screen, listen again, pay attention to the marks…Follow it…This time, read by yourselves.
Feedback.(4 students together.)
T: Then this one…
2. 了解note的体裁
Robin: What about you? Write a note to me. I will cook for you.
教师示范，给板书画上边框，问：Is it a complete note? 引导学生对比课本中的note, 一起讨论怎样写一则完整的note.
课件播放教师的note拓展书写示范。指导书写小知识。
T: Today, we help Robin a lot. He’s very happy. He says…
Robin: What about you? Write a note to me. I will cook for you.
T: Robin will cook for us. So, let me be the first. （完成板书，增加同义句：I don’t like fish, but chicken is ok.★/ I like chicken, but not fish.★ 指导便条格式。）This is my note… Is it complete? Let’s compare with this note. What’s missing?
贴6 Dear Robin, Thanks! Yang Liping
T: I have the big letter Y and L. Now, my note is complete. But it is very simple. And I can also write like this. (CAI) Pay attention to the red letters…They all have long legs, yes? When we’re writing, please use the line as third lines. It’s your turn now. Write your note to Robin. You can choose this one, or this one. Just choose one.
3. 个性化书写活动：Your note to Robin.
Task5: Write your note to Robin.
呈现两种层次的书写要求，请学生自选一种书写。
若干学生在投影仪下示范朗读自己的note，并请其他同学扮演Robin进行互动。
请学生挑一挑其中的书写错误或语法错误，教师在投影仪下批改。
T: Who can be Robin? What’s your idea? Anything wrong with this note?
Step4 Assessment
课外链接：Cooking is fun.
Robin: Cooking is so much fun.
T: Today, Robin is very happy to see your notes, and we know that he like’s cooking very much. And he always says “Cooking is so much fun.” Enjoy a video.
T: Cooking is so much fun. Maybe one day, you can learn how to cook. And you can cook for your parents and your friends. Here’s your homework.
Homework
1. Read P29. Repeat after the tape (5 times).
(跟着tape朗读书本P29五遍，注意模仿重音、停顿、语调)
2. Try to recite the text.
（尝试背诵课文）
3. Try to write more about your note to Robin.
（把写给Robin的便条写得更完整）
T: So much for the class. Thank you. Bye!
反思：本课的阅读课中，我应该调整的有这么几个地方，首先在观看短片的时候，可以提问学生“What can they do?”这样可以衔接下一单元的内容；其次在让学生讲favourite food时，应该对食物类单词的单复数做进一步强调，让学生进一步感知和；理解这一难点知识；再次，在突破文本难点时，可以让学生自行体悟和比较，以加深学生的语感，让学生习得一定的辨别能力；最后，在书写时，建议对书本的书写进行调整，将文本做进一步整合。
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