文档内容
The sixth period(第六课时)
Part B Read and write & Let’s check & Let’s wrap it up
教学内容
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Read and write ·在图片的帮助下读懂日记的内容
·在语境中理解新单词“robot, made, speak, finish”的意义
·按照正确的意群及语音、语调和语气朗读日记内容
·完成读后练习——选出描述Robin特征的单词
·“设计”一个机器人并写出三个描述其特征的句子
Let’s check ·对于对话细节有所了解
·听懂并会写单元核心句型
Let’s wrap it up ·在教师的帮助下正确进行be动词与人称代词的搭配
教学重点
▶
1. 学生能够在图片的帮助下读懂日记，完成阅读任务。
2. 学生能够听懂录音并完成相应的练习。
3. 学生能够了解be动词与人称代词的搭配规则。
教学难点
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学生能够在语境中正确进行be动词与人称代词的搭配。
教学准备
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1. 预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。
2. PPT课件、课文录音、视频等。
教学过程
▶
Step 1: Warm-up & Revision & Lead-in①
Teaching purpose①
1. Greetings.
“猜一猜”活动可以很
2. I say and you guess.
好地激发学生的学习热情，
The teacher gives some sentences and students guess.
自然地呈现新词并帮助学生
① He always says “Please...” “Excuse me.” “Thank you.” to
在情境中学习新词，既可以
his friends. He is ________.
复习旧知，又可以为文本的
②I can help my mother sweep the floor. I am ________. 阅读做好铺垫。
3③ She can listen carefully in class and finish her homework well.
She is ________.
④He always hides behind his father with a red face. He’s _______.
⑤Wu Binbin can speak Chinese and English. He is ________.
Students give the answers: polite, helpful, hard-working, shy,
clever.
When students guess the third word, lead them to study the word
“finish” with the phonetic symbol. Help students understand its meaning
with some sentences.
When they guess the fifth word, teach the word “speak” through the
words “tea, clean, sea”. Ask them to pay attention to the sound of “ea”
and then try to spell the word “speak”. Let students practice it in these
sentences: I can speak Chinese. Sarah can speak English. Wu Binbin can
speak Chinese and English.
Step 2: Presentation②
“Read and write”
Teaching purpose②
1. Learn the word “robot”.
各种形式的阅读任务，
Play a video about robots. (出示课件) Let students guess the 让学生自主探究，从文本中
content that they will study today. Then show different robots and point 提取关键信息，加深对文本
to them and spell the word “robot”—ro-bot, robot. （出示课件） Lead 的理解。考查学生的概括、
归纳能力和对语篇结构的理
students to read. Then lead students to practice it in these sentences: This
解能力，渗透阅读策略，提
is a robot. That is a robot. They are robots.
高学生的阅读能力。利用学
2. Learn the format and Paragraph 1.
科整合，培养学生的动手能
T: Robots can do housework. Robots can walk. Robots can help 力和发散思维。
children learn. I like robots. Do you like them? Wu Binbin likes robots,
too. And he has a robot. What’s the robot’s name? Where is it from?
Here is a diary of Wu Binbin. Let’s read his diary.
Show the diary on the PPT. Play the recording of Paragraph 1 and
let students try to underline the key sentences about the answers. (出示
课件) Explain the format of the diary.
T: What’s the robot’s name? Ss: Robin.
T: Who made the robot?
Let students read the first paragraph and answer the question.
Ss: Wu Binbin’s grandpa. T: How do you know?
Lead students to underline the sentence and spell the word “made”.
Give some examples like these: I made a kite. She made a cake…
3. Learn Paragraphs 2~4.
T: What’s Robin like? Is he clever? Is he funny? Now read the text
loudly from the second paragraph to the fourth paragraph. Circle the key
words.
4. Read and tick or cross.
4Ask students to read the text silently and then tick or cross.
Show the form on page 9. (出示课件) Let students tick or cross.
Check the answers with students and ask. (课件出示:教材 P9 表格答
案)
T: How do you know? Where can you find the answers? Please
read them out.
When students read the sentence “Robin is short but strong.”，
explain the sentence with “Robin is short, but he is strong.” Give more
example sentences. When students read the sentence “He makes me
finish my homework.”, the teacher asks: Who makes you finish your
homework?
Then lead students to answer: My mother/father/…makes me finish
my homework.
5. Read and act.
Students read after the recording one by one. Pay attention to the
intonation, the stress, the pause and the sense group. After reading
together, students read freely. Then they can have a reading show in
class.
6. Retell the diary.
Show the diary with some blanks. （出示课件）Lead students to
read and fill in the blanks to retell the diary. The answers are: robot,
Robin, grandpa, short, strong, clever, Chinese, helpful, strict.
7. Finish the task on page 9.
Ask students to design a robot of their own, draw and write about
him/her. At last students can have a show.
Step 3: Practice③
“Let’s check”
Teaching purpose③
1. Listen and circle.
引导学生分析句子，理
(1)Ask students to read the two sentences and understand the
解题意，对学生进行有效的
requirements of the title.
听力技巧指导，注重学生学
(2)Play the recording. (出示课件) Ask students to judge the answer 习方法的培养。
to the first sentence and circle the answer to the second sentence. Then
check the answer with students.
2. Listen again and answer.
T: What are the two teachers like? Look at the second part of “Let’s
check”. Listen again and answer by writing the answers on the lines.
Write down the key words first. And then finish the whole sentences.
Play the recording. ( 出 示 课 件 ) Let students write down the
answers. Then check the answers with students.
Step 4: Consolidation & Extension④
5Let’s wrap it up.
1. Think and match.
Teaching purpose④
(1)Show the answers to “Let’s check”: She is friendly. He is funny.
列举大量例句，引导学
Then show a picture of a funny dog with a sentence: It is funny, too. (出
生通过观察总结出 be动词
示课件) Lead students to know that “is” is behind the personal pronouns
与人称代词的搭配规则,提
“he, she, it”.
升学生的自主学习能力，培
(2)Show the personal pronouns “we, you, they”. Let students think
养学生的观察能力和逻辑思
how to match with the correct form of verb “be”. Give some sentences 维能力。
like these to help students: They are funny. We are helpful. You are
hard-working. Lead students to know that “are” is behind the personal
pronouns “we, you, they”.
(3)Show the exercise.
Ask students to choose and give the reason. Lead students to know
that “am” is behind the personal pronoun “I”.
(4)Ask students to finish the task of “Think and match”. Check the
answers and sum up the collocation rules with students.
2. Choose and write.
Ask students to finish the task of “Choose and write” on page 10.
Let them pay attention to the collocation rules of the verb “be” with
personal pronouns.
After students finish it, the teacher checks the answers with them.
Ask students to read the sentences together.
3. Look and say, then write.
Show some pictures on the PPT. （课件出示:几张人物图片，如礼
貌的、害羞的、聪明的、努力的人物）Let students look at the pictures
and say sentences. Then ask students to choose three pictures to write
down the sentences.
板书设计
▶
作业设计
▶
1. Read the text skillfully.
2. Search for information about robots and introduce them briefly.
3. Do the exercises. (见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课
时作业)
教学反思
▶
61.本节课由读写、检测与语法小结三个部分构成。采取任务型阅读教学法，从整体到局部，层
层深入地引导学生读懂文本，并在语境中理解新词的意义。引导学生按照正确的意群、语音、语调
及语气朗读文本内容，很好地完成了读后练习。同时也检测了学生对单元核心句型的掌握，并帮助
学生总结了be动词与人称代词的搭配规则。
2.教学中注重激发学生的学习兴趣，考查学生对语篇结构的理解能力，适时地渗透了阅读策
略，训练了学生的听力技巧，提升了学生自主学习的能力，培养了学生的综合语言运用能力。
3.板书简洁明晰，重点突出，一目了然。
▶Teaching Contents
Read and write
·Understand the text with the help of the pictures.
·Understand the new words “robot, made, speak, finish” in context.
·Read the diary with the right sense group, pronunciation and intonation.
·Finish the tasks.
Let’s check
·Know the details of the dialogues.
·Understand and write the key sentence patterns of this unit.
Let’s wrap it up
·Sum up and use the collocation rules of the verb “be” with personal pronouns with the teacher’s
help.
▶Teaching Priorities
·Be able to understand the text with the help of the pictures and finish the reading tasks.
·Be able to understand the recording and finish the listening tasks.
·Be able to know the collocation rules of the verb “be” with personal pronouns.
▶Teaching Difficulties
·Be able to use the collocation rules of the verb “be” with personal pronouns.
▶Teaching Procedures
Teaching Teacher’s Activities Students’ Activities Teaching Purposes
Stages
Warm-up 1. Greetings. 1. Greetings. Activate students’ learning
& 2. I say and you guess. 2. Guess the answers according to interest by guessing.
Revision Give some sentences and teach the the sentences. Learn the words Present the new words
& words “finish, speak”. and practice them in sentences. naturally. Prepare for the
Lead-in reading of the text.
“Read and write” 1. Watch the video. Guess the Improve students’ abilities
1. Learn the word “robot”. content to be learned in this of independent exploration
Play a video about robots. Teach the lesson. Learn the word by reading based on tasks.
word “robot”. “robot”. Make students get a better
Presentation
2. Learn the format and Paragraph 1. 2. Read Paragraph 1 of the diary understanding of the text
Lead students to listen and read after the recording. Know the by finding the key
Paragraph 1 of Wu Binbin’s diary. format of the diary. Underline information. Examine
Explain the format of the diary. Ask the sentences about the students’ abilities of
7students to underline the key
answers and answer the
sentences about the answers in generalization and
questions. Spell and
Paragraph 1. Lead students to spell summary.
understand the word “made”.
the word “made”.
3. Learn Paragraphs 2~4. 3. Read Paragraphs 2~4 and circle Make sure students
Ask students to read Paragraphs 2~4 the key words. understand the text.
of the diary and circle the key 4. Read the text silently and then Infiltrate reading strategies.
words. tick or cross. Check the Cultivate students’
4. Read and tick or cross. answers with the teacher. divergent thinking and
Show the form on page 9. Check the Understand the sentences language using abilities by
answers with students. Explain the “Robin is short but strong. He integrating subjects.
sentences: Robin is short but strong. makes me finish my
He makes me finish my homework. homework.”
5. Read and act. 5. Read after the recording one by
Ask students to pay attention to the one. Read together. Read
intonation, the stress, the pause and freely. At last have a reading
the sense group. show in class.
6. Retell the diary. 6. Read and fill in the blanks to
Show the diary with some blanks. retell the diary.
7. Finish the task on page 9. 7. Design a robot. Draw and write
Ask students to finish the task on page about him/her. Then have a
9. show.
8（续表）
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Practice “Let’s check” (1)Read the two sentences and Lead students to analyze
1. Listen and circle. understand the title. sentences and understand
(1)Ask students to read the two (2)Judge the answer to the first the title. Train students’
sentences and understand the title. sentence and circle the listening skills effectively.
(2)Play the recording. Check the answer to the second Cultivate students’ learning
answer with students. sentence. Check the answer methods.
with the teacher.
2. Listen again and answer. Know the listening skills.
Tell students how to finish the Listen to the recording again.
listening task. Play the recording Write down the answers on the
again and check the answers with lines. Check the answers with
students. the teacher.
Consolidation “Let’ s wrap it up” 1. Know and sum up the Lead students to sum up
& 1. Think and match. collocation rules of the verb the collocation rules of the
Extension Lead students to know the usage “be” with personal verb “be” with personal
of “am/is/are”. Sum up the pronouns. Finish the task of pronouns by observing a
collocation rules with students. “Think and match”. Check lot of sentences. Improve
Check the answers. the answers with the students’ autonomous
2. Choose and write. teacher. learning abilities. Cultivate
Ask students to finish the task of 2. Finish the task of “Choose students’ observation and
“Choose and write”. Check the and write”. Check the logical thinking abilities.
answers with students. answers with the teacher.
3. Look and say, then write. Read them together.
Show some pictures. 3. Look at the pictures and say
sentences. Then choose
three pictures to write down
the sentences.
Homework 1. Read the text skillfully.
2. Search for information about robots and introduce them briefly.
3. Do the exercises.
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