Thesixthperiod(第六課時)PartBReadandwrite&Let’scheck&Let’swrapitup?教學(xué)內(nèi)容Readandwrite·在圖片的幫助下讀懂日記的內(nèi)容·在語境中理解新單詞“robot,made,speak,finish”的意義·按照正確的意群及語音、語調(diào)和語氣朗讀日記內(nèi)容·完成讀后練習(xí)——選出描述Robin特征的單詞·“設(shè)計”一個機器人并寫出三個描述其特征的句子Let’scheck·對于對話細節(jié)有所了解·聽懂并會寫單元核心句型Let’swrapitup·在教師的幫助下正確進行be動詞與人稱代詞的搭配?教學(xué)重點1.學(xué)生能夠在圖片的幫助下讀懂日記，完成閱讀任務(wù)。2.學(xué)生能夠聽懂錄音并完成相應(yīng)的練習(xí)。3.學(xué)生能夠了解be動詞與人稱代詞的搭配規(guī)則。?教學(xué)難點學(xué)生能夠在語境中正確進行be動詞與人稱代詞的搭配。?教學(xué)準(zhǔn)備1.預(yù)習(xí)《狀元大課堂》《創(chuàng)優(yōu)作業(yè)100分》《狀元作業(yè)本》中本課時的相關(guān)內(nèi)容。2.PPT課件、課文錄音、視頻等。Teachingpurpose①“Teachingpurpose①“猜一猜”活動可以很好地激發(fā)學(xué)生的學(xué)習(xí)熱情，自然地呈現(xiàn)新詞并幫助學(xué)生在情境中學(xué)習(xí)新詞，既可以復(fù)習(xí)舊知，又可以為文本的閱讀做好鋪墊。Step1:Warm-up&Revision&Lead-in①1.Greetings.2.Isayandyouguess.Theteachergivessomesentencesandstudentsguess.Healwayssays“Please...”“Excuseme.”“Thankyou.”tohisfriends.Heis________.②Icanhelpmymothersweepthefloor.Iam________.③Shecanlistencarefullyinclassandfinishherhomeworkwell.Sheis________.④Healwayshidesbehindhisfatherwitharedface.He’s_______.⑤WuBinbincanspeakChineseandEnglish.Heis________.Studentsgivetheanswers:polite,helpful,hard-working,shy,clever.Whenstudentsguessthethirdword,leadthemtostudytheword“finish”withthephoneticsymbol.Helpstudentsunderstanditsmeaningwithsomesentences.Whentheyguessthefifthword,teachtheword“speak”throughthewords“tea,clean,sea”.Askthemtopayattentiontothesoundof“ea”andthentrytospelltheword“speak”.Letstudentspracticeitinthesesentences:IcanspeakChinese.SarahcanspeakEnglish.WuBinbincanspeakChineseandEnglish.Teachingpurpose②各種形式的閱讀任務(wù)，讓學(xué)生自主探究，從文本中提取關(guān)鍵信息，加深對文本的理解。考查學(xué)生的概括、歸納能力和對語篇結(jié)構(gòu)的理解能力，滲透閱讀策略，提高學(xué)生的閱讀能力。利用學(xué)科整合，培養(yǎng)學(xué)生的動手能力和發(fā)散思維。Teachingpurpose②各種形式的閱讀任務(wù)，讓學(xué)生自主探究，從文本中提取關(guān)鍵信息，加深對文本的理解?？疾閷W(xué)生的概括、歸納能力和對語篇結(jié)構(gòu)的理解能力，滲透閱讀策略，提高學(xué)生的閱讀能力。利用學(xué)科整合，培養(yǎng)學(xué)生的動手能力和發(fā)散思維?！癛eadandwrite”1.Learntheword“robot”.Playavideoaboutrobots.(出示課件)Letstudentsguessthecontentthattheywillstudytoday.Thenshowdifferentrobotsandpointtothemandspelltheword“robot”—ro-bot,robot.（出示課件）Leadstudentstoread.Thenleadstudentstopracticeitinthesesentences:Thisisarobot.Thatisarobot.Theyarerobots.2.LearntheformatandParagraph1.T:Robotscandohousework.Robotscanwalk.Robotscanhelpchildrenlearn.Ilikerobots.Doyoulikethem?WuBinbinlikesrobots,too.Andhehasarobot.What’stherobot’sname?Whereisitfrom?HereisadiaryofWuBinbin.Let’sreadhisdiary.ShowthediaryonthePPT.PlaytherecordingofParagraph1andletstudentstrytounderlinethekeysentencesabouttheanswers.(出示課件)Explaintheformatofthediary.T:What’stherobot’sname?Ss:Robin.T:Whomadetherobot?Letstudentsreadthefirstparagraphandanswerthequestion.Ss:WuBinbin’sgrandpa.T:Howdoyouknow?Leadstudentstounderlinethesentenceandspelltheword“made”.Givesomeexampleslikethese:Imadeakite.Shemadeacake…3.LearnParagraphs2~4.T:What’sRobinlike?Isheclever?Ishefunny?Nowreadthetextloudlyfromthesecondparagraphtothefourthparagraph.Circlethekeywords.4.Readandtickorcross.Askstudentstoreadthetextsilentlyandthentickorcross.Showtheformonpage9.(出示課件)Letstudentstickorcross.Checktheanswerswithstudentsandask.(課件出示:教材P9表格答案)T:Howdoyouknow?Wherecanyoufindtheanswers?Pleasereadthemout.Whenstudentsreadthesentence“Robinisshortbutstrong.”，explainthesentencewith“Robinisshort,butheisstrong.”Givemoreexamplesentences.Whenstudentsreadthesentence“Hemakesmefinishmyhomework.”,theteacherasks:Whomakesyoufinishyourhomework?Thenleadstudentstoanswer:Mymother/father/…makesmefinishmyhomework.5.Readandact.Studentsreadaftertherecordingonebyone.Payattentiontotheintonation,thestress,thepauseandthesensegroup.Afterreadingtogether,studentsreadfreely.Thentheycanhaveareadingshowinclass.6.Retellthediary.Showthediarywithsomeblanks.（出示課件）Leadstudentstoreadandfillintheblankstoretellthediary.Theanswersare:robot,Robin,grandpa,short,strong,clever,Chinese,helpful,strict.7.Finishthetaskonpage9.Askstudentstodesignarobotoftheirown,drawandwriteabouthim/her.Atlaststudentscanhaveashow.Teachingpurpose③引導(dǎo)學(xué)生分析句子，理解題意，對學(xué)生進行有效的聽力技巧指導(dǎo)，注重學(xué)生學(xué)習(xí)方法的培養(yǎng)。STeachingpurpose③引導(dǎo)學(xué)生分析句子，理解題意，對學(xué)生進行有效的聽力技巧指導(dǎo)，注重學(xué)生學(xué)習(xí)方法的培養(yǎng)?！癓et’scheck”1.Listenandcircle.(1)Askstudentstoreadthetwosentencesandunderstandtherequirementsofthetitle.(2)Playtherecording.(出示課件)Askstudentstojudgetheanswertothefirstsentenceandcircletheanswertothesecondsentence.Thenchecktheanswerwithstudents.2.Listenagainandanswer.T:Whatarethetwoteacherslike?Lookatthesecondpartof“Let’scheck”.Listenagainandanswerbywritingtheanswersonthelines.Writedownthekeywordsfirst.Andthenfinishthewholesentences.Playtherecording.(出示課件)Letstudentswritedowntheanswers.Thenchecktheanswerswithstudents.Step4:Consolidation&Extension④Let’swrapitup.Teachingpurpose④列舉大量例句，引導(dǎo)學(xué)生通過觀察總結(jié)出be動詞與人稱代詞的搭配規(guī)則,提升學(xué)生的自主學(xué)習(xí)能力，培養(yǎng)學(xué)生的觀察能力和邏輯思維能力。Teachingpurpose④列舉大量例句，引導(dǎo)學(xué)生通過觀察總結(jié)出be動詞與人稱代詞的搭配規(guī)則,提升學(xué)生的自主學(xué)習(xí)能力，培養(yǎng)學(xué)生的觀察能力和邏輯思維能力。(1)Showtheanswersto“Let’scheck”:Sheisfriendly.Heisfunny.Thenshowapictureofafunnydogwithasentence:Itisfunny,too.(出示課件)Leadstudentstoknowthat“is”isbehindthepersonalpronouns“he,she,it”.(2)Showthepersonalpronouns“we,you,they”.Letstudentsthinkhowtomatchwiththecorrectformofverb“be”.Givesomesentenceslikethesetohelpstudents:Theyarefunny.Wearehelpful.Youarehard-working.Leadstudentstoknowthat“are”isbehindthepersonalpronouns“we,you,they”.(3)Showtheexercise.Askstudentstochooseandgivethereason.Leadstudentstoknowthat“am”isbehindthepersonalpronoun“I”.(4)Askstudentstofinishthetaskof“Thinkandmatch”.Checktheanswersandsumupthecollocationruleswithstudents.2.Chooseandwrite.Askstudentstofinishthetaskof“Chooseandwrite”onpage10.Letthempayattentiontothecollocationrulesoftheverb“be”withpersonalpronouns.Afterstudentsfinishit,theteachercheckstheanswerswiththem.Askstudentstoreadthesentencestogether.3.Lookandsay,thenwrite.ShowsomepicturesonthePPT.（課件出示:幾張人物圖片，如禮貌的、害羞的、聰明的、努力的人物）Letstudentslookatthepicturesandsaysentences.Thenaskstudentstochoosethreepicturestowritedownthesentences.?板書設(shè)計?作業(yè)設(shè)計1.Readthetextskillfully.2.Searchforinformationaboutrobotsandintroducethembriefly.3.Dotheexercises.(見“狀元成才路”系列叢書《創(chuàng)優(yōu)作業(yè)100分》或《狀元作業(yè)本》對應(yīng)課時作業(yè))?教學(xué)反思1.本節(jié)課由讀寫、檢測與語法小結(jié)三個部分構(gòu)成。采取任務(wù)型閱讀教學(xué)法，從整體到局部，層層深入地引導(dǎo)學(xué)生讀懂文本，并在語境中理解新詞的意義。引導(dǎo)學(xué)生按照正確的意群、語音、語調(diào)及語氣朗讀文本內(nèi)容，很好地完成了讀后練習(xí)。同時也檢測了學(xué)生對單元核心句型的掌握，并幫助學(xué)生總結(jié)了be動詞與人稱代詞的搭配規(guī)則。2.教學(xué)中注重激發(fā)學(xué)生的學(xué)習(xí)興趣，考查學(xué)生對語篇結(jié)構(gòu)的理解能力，適時地滲透了閱讀策略，訓(xùn)練了學(xué)生的聽力技巧，提升了學(xué)生自主學(xué)習(xí)的能力，培養(yǎng)了學(xué)生的綜合語言運用能力。3.板書簡潔明晰，重點突出，一目了然。?TeachingContentsReadandwrite·Understandthetextwiththehelpofthepictures.·Understandthenewwords“robot,made,speak,finish”incontext.·Readthediarywiththerightsensegroup,pronunciationandintonation.·Finishthetasks.Let’scheck·Knowthedetailsofthedialogues.·Understandandwritethekeysentencepatternsofthisunit.Let’swrapitup·Sumupandusethecollocationrulesoftheverb“be”withpersonalpronounswiththeteacher’shelp.?TeachingPriorities·Beabletounderstandthetextwiththehelpofthepicturesandfinishthereadingtasks.·Beabletounderstandtherecordingandfinishthelisteningtasks.·Beabletoknowthecollocationrulesoftheverb“be”withpersonalpronouns.?TeachingDifficulties·Beabletousethecollocationrulesoftheverb“be”withpersonalpronouns.?TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Revision&Lead-in1.Greetings.2.Isayandyouguess.Givesomesentencesandteachthewords“finish,speak”.1.Greetings.2.Guesstheanswersaccordingtothesentences.Learnthewordsandpracticetheminsentences.Activatestudents’learninginterestbyguessing.Presentthenewwordsnaturally.Prepareforthereadingofthetext.Presentation“Readandwrite”1.Learntheword“robot”.Playavideoaboutrobots.Teachtheword“robot”.2.LearntheformatandParagraph1.LeadstudentstolistenandreadParagraph1ofWuBinbin’sdiary.Explaintheformatofthediary.AskstudentstounderlinethekeysentencesabouttheanswersinParagraph1.Leadstudentstospelltheword“made”.1.Watchthevideo.Guessthecontenttobelearnedinthislesson.Learntheword“robot”.2.ReadParagraph1ofthediaryaftertherecording.Knowtheformatofthediary.Underlinethesentencesabouttheanswersandanswerthequestions.Spellandunderstandtheword“made”.Improvestudents’abilitiesofindependentexplorationbyreadingbasedontasks.Makestudentsgetabetterunderstandingofthetextbyfindingthekeyinformation.Examinestudents’abilitiesofgeneralizationandsummary.3.LearnParagraphs2~4.AskstudentstoreadParagraphs2~4ofthediaryandcirclethekeywords.4.Readandtickorcross.Showtheformonpage9.Checktheanswerswithstudents.Explainthesentences:Robinisshortbutstrong.Hemakesmefinishmyhomework.5.Readandact.Askstudentstopayattentiontotheintonation,thestress,thepauseandthesensegroup.6.Retellthediary.Showthediarywithsomeblanks.7.Finishthetaskonpage9.Askstudentstofinishthetaskonpage9.3.ReadParagraphs2~4andcirclethekeywords.4.Readthetextsilentlyandthentickorcross.Checktheanswerswiththeteacher.Understandthesentences“Robinisshortbutstrong.Hemakesmefinishmyhomework.”5.Readaftertherecordingonebyone.Readtogether.Readfreely.Atlasthaveareadingshowinclass.6.Readandfillintheblankstoretellthediary.7.Designarobot.Drawandwriteabouthim/her.Thenhaveashow.Makesurestudentsunderstandthetext.Infiltratereadingstrategies.Cultivatestudents’divergentthinkingandlanguageusingabilitiesbyintegratingsubjects.

（續(xù)表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPractice“Let’scheck”1.Listenandcircle.(1)Askstudentstoreadthetwosentencesandunderstandthetitle.(2)Playtherecording.Checktheanswerwithstudents.(1)Readthetwosentencesandunderstandthetitle.(2)Judgetheanswertothefirstsentenceandcircletheanswertothesecondsentence.Checktheanswerwiththeteacher.Leadstudentstoanalyzesentencesandunderstandthetitle.Trainstudents’listeningskillseffectively.Cultivatestudents’learningmethods.2.Listenagainandanswer.Tellstudentshowtofinishthelisteningtask.Playtherecordingag