中小学PEP-5-Unit-1-B-Read-and-write教学设计公开课教案教学设计课件案例测.docx

教师
姓名
单 位
上课年级
课题名称
吴丹羽
马桥中心小学
五年级
PEP 5 Unit 1 What’s he like?
Part B Read and write
教学
材料
分析
1. 语篇的主题与内容是什么？（What?）
主题语境：人与自我——社会关系
内容：Wu Yifan日记中介绍Robin来处、外貌、性格和能力的四段文字。
2. 语篇的深层含义是什么? （Why?）
了解老师、家人、朋友是孩子们了解世界、了解社会的必要一环。其实了解他人、欣赏他人是人生中贯穿始终的命题。我们总是在不断认识新的朋友，加深对老朋友的认识。阅读文本后，没有哪个孩子不羡慕Wu Yifan的爷爷给他做的这个机器人，这样一个机器人是孩子们最好的伙伴。我们通过给Robin点赞的方式，从文本中体验和感悟到一个好的伙伴不是因为他是机器人，而是他的内在品质和能力。
3. 语篇具有什么样的文体特征？（How?）
该语篇是由四段文字构成的非连续性文本，图文并茂，贴近学生生活。语篇以Robin为线索，以来处、外貌、性格和能力为载体，呈现了该课的核心语言，如：He is clever. He can speak Chinese and English.等。并用but、really、very 等词来表现Robin的优良品质。四个小语段篇幅不一，为学生的语言产出预留了空间。
教学
设计
说明
上课学生为五年级学生，已经具备了基本的描述人物外貌、性格特征和能力的语言表达能力，能较为轻松地理解语篇的基本内容，但需要在教师的引导下更好地认识到一个人的优良品格在社会交往中的重要性。因此，教师的教学设计以英语学习活动观为指导，分别设计学习理解、应用实践、迁移创新三层教学活动，去理解和表达该语篇所承载的主题意义。
课堂
结构
确定

教学
目标
定位
1. 学生能够在图片的帮助下，通过阅读了解日记的格式、理解日记的内容；能用正确的语音语调朗读日记内容。
2. 学生能够在语境中理解新单词robot, made, him, speak, finish的意义；能综合运用语言描述机器人Robin：He is ... He is ... He can ...
3. 学生能够结合图片，合理想象Robin的特征；能结合文本内容，概括并表述Robin的特征；能结合自己的生活经验，说一说哪些是优良的品质。
4. 学生能够在有意义的语境中完成仿写活动，掌握规范书写句子的要求：开头字母大写；横线代表四线三格中的第三条线。
教学
重点
难点
教学重点：
1.学生能够在语境中理解新单词robot, made, him, speak, finish的意义；能综合运用语言描述机器人Robin：He is ... He is ... He can ...
2.学生能够在阅读日记的过程中，大胆想象、合理推理、概括总结特征。
教学难点：
1. 学生能够在有意义的语境中完成主题仿写活动。
2. 学生能在语境中领悟主题意义。
板书
设计

教学设计
教学
步骤
教师活动
学生活动
建议说明
Pre-reading
1. Free talk.
Who’s your good friend?
What’s he/she like?
2. Look and say.
What’s Wu Yifan like?
1. Talk about their good friends.
2. Look at the pictures and express what’s Wu Yifan like.
话题导入，激活旧知。进行主题表达：What’s your friend like?
While-
reading
1. Help Ss understand the
format of the diary. (heading and body) Then guide the Ss to read the four pictures and guess.
2. Guide Ss to listen and check. Then help Ss understand the first picture. (Where is he from?)
3. Guide the Ss to read the four pictures again and guess: What is Robin like?
4. Have Ss read the diary carefully and tick or cross: What is Robin like?
5. Check the answers with the class.
1) Robin is strong.
Guide the Ss to think: How do you know Robin is strong?
Help Ss understand the structure by reading.
2) Robin is clever.
Guide the Ss to think: How do you know Robin is clever?
Help Ss understand the structure by listening.
3) Robin is helpful.
Guide the Ss to guess: What can Robin do at home?
4) Robin is hard-working.

5) Robin is strict.
Guide the Ss to think: How do you know Robin is strict?
Help Ss understand the structure by thinking: What else does Robin do?
6) Is Robin old?
6. Guide the Ss to answer:
What is Robin like？By Bb design.
7. Guide the Ss to read the diary better.
1. Learn the format of the diary. Then read the pictures and guess what’s the diary about.

2.Listen and check the diary is about a robot/Robin. Try to find where is he from.

3. Look the pictures and guess: Maybe Robin is...

4. Read and circle the keys, then judge.

5. Answer the questions.
1) Read the picture and think.
Listen and repeat.
Robin is short but strong.

2) Read part 2 and think.
Listen and say.
He can speak Chinese and English.

3) Look at the pictures and answer: He can ___.

4) Listen and repeat.
5) Read part 4 and think.

Look at the pictures and answer: He is strict, too.
He makes me _______.

6. Retell the diary by looking at the Bb design.

7. Listen and repeat.
Read in four.

学习理解类活动：
1. 通过读图获取信息，猜测这则日记的主题。
2. 通过听，整体感知文本，验证主题并了解Robin的来处。

3. 深入阅读整个文本，获取关键信息。
4. 分段阅读文本细节，深入了解Robin the robot。

应用实践类活动：
1. 根据板书梳理文本内容，将信息分类，按照分类描述Robin the robot。
2. 再读课文，鼓励学生在理解的基础上进行个性化朗读。

Post-
reading
1. Guide the Ss to think:
Do you like Robin? Why?
2. Guide the Ss to look and get to know T’s robot. Write down T’s robot at home and share it with the Ss.
3. Guide the Ss to design their own robots. Draw and write about him/her.
4. Guide the Ss to introduce their own robots. Then check the handwriting and the content.
5. Guide the Ss to know：
Let the good become a habit, let friends be around you.

1. Think whether they like Robin or not and try to give the reasons.
2. Look and get to know T’s robot.
3. Draw and write about their own robots correctly.
4. Introduce their own robots.
5. Learn the importance of the good qualities.
创新迁移类活动：
1. 评述Robin the robot，说一说喜欢他的原因，鼓励多元思维。
2. 从文本信息迁移到学生的生活实际，获取更多主题信息。
3. 设计个性化的机器人，向大家描述并介绍，在学生表达的基础上深化主题意义。
Homework
1. Listen and repeat the diary 5 times.
2. Introduce your own robot to your good friends.
Finish homework.
将课内学习活动延伸到课外，巩固所学内容。

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