-
人教版五年级英语上册
Pep
Book5 Unit4 What can you do? Part
B
教案
(
阅读课
)
一、【教学目标】
知识技能
1.
能听懂、会说单词和词组
set
the table, do the dishes, make the bed, play
chess,
use a computer, housework,
robot.
2.
能听懂、
会说、
会运用句型
Can you make the bed,
do the dishes
…
?Yes, I
can./No,
I can
’
t.
3.
通过阅读了解机器人能做什么,学习如何询问别人的能力
并进行谈论。
学习策略
1.
教会学生在阅读的过程中快速获取关键信息。
2.
引导学生整体阅读课文对话,理解课文细节信息。
3
.引导学生借助关键词记住文章主要意思并尝试表达。
< br>
情感态度
1.
培养学生积极用英语表达的情感态度。
2.
引导学生树立正确的人生价值观
,培养学生尊重和热爱劳动的态度及乐于助
人的品德。
二、【教学重难点】
1.
能听懂、会说、会运用句型
Can you
…? Yes, I can./
No, I
can
’
t.
2
通过阅读,学会如何询问别人能做什么并能叙述。
3.
对高年级学生英语学习方法的指导。
三、【教学过程】
Step
One:
Lead-in
1 .
Self-introduction
(教师自我介绍)
The teacher introduces herself using a
rhyme and chats with the students.
I am
Nancy. I
’
m a good teacher.
I can sing. I can draw.
I
can do everything you can do.
I can do better than you.
Ss: No, you
can
’
t.
Yes, I
can.
〔设计说明〕
:教师通过自编歌谣介绍自己,师生相
互熟悉,活跃气氛,为学习
新课做好准备。
2. Learn to describe
students
’
abilities.
(谈论学生能做的家务)
T: I
’
m a good
teacher at school, and I
’
m a
good housewife at home. Look, I
can
make the bed, I can
…
T: I can do lots of housework. What can
you do? Can you
…
?
Ss: Yes, I can. / No, I
can
’
t.
〔设计说明〕
:
教师系围裙并画简笔画,板书短语,同时用动作来引导学生学
会用句子
I
can
…
描述自己能做的家务。
3. Let
’
s talk:
Group work( Chain game)
A: Can you do
the dishes, B?
B: Yes, I can. Can
you
…
,C?
C: No, I
can
’
t. Can
you
…
, D?
D:
…
…
p>
〔设计说明〕
:通过排火车的方式操练句型。
Step Two: Presentation
1.
Guess the
people in the text
(猜测我的朋友是谁)
T
:
I have a good
friend. He can do many things. Who is he?
〔设计说明〕
:
通过
PPT
只出示两只眼睛,
让学
生猜测是谁,
引发学生阅读兴趣。
为进入课文阅读进行铺垫。<
/p>
2. Read the text quickly and
bring up the topic
(快速阅读课文,揭示话题
,
了解文章
大意)
Students
turn
books
to
P51
and
read
quickly,
then
choose:
What
’
s
the
text
about?
A. What
’
s
Robot
’
s favourite sport? B.
What can robot do? C. Who can
make the
robot?
T
:
Today
let
’
s talk about robot.
〔设计说明〕
:揭示话题引入课文情境,通过快速阅读
< br>(skimming)
的方式了解文
章大意。
3.
Read
the text in details and fill in the blanks
< br>(仔细阅读课文,了解
robot
能做的
事情)
Robot can
Robot
can’t
〔设计说明〕
:通过仔细阅读(
comprehensive reading
< br>)课文的方式,指导学生如
何读懂课文细节,进一步理解阅读内容
,
教授词组
use a computer,
play chess.
and read the
text.
(听课文内容,尝试跟读,模仿文中语音语调)
The students listen to the text and try
to follow, imitate the pronunciation and
intonation.
〔设计说
明〕
:通过边听课文边跟读,模仿地道的语音语调。
Step Three: Consolidation
1.
Students show the text in
groups.
(小组内选择自己喜欢的方式展示课文)
The students
read the text in groups and help each other. The
teacher helps the
students to read
better.
〔设计说明〕
:学
生通过在小组内再次朗读课文或分角色表演课文等自选方式,
从整体上再次回顾课文内容
,在小组互助中学会合作学习。
2. Fill in
the blanks.
(根据课文内容填空)
This is a robot, he
can
’
t_____. He
can
’
t______. He
can
’
t______. But he
can_______.
He can______. He is a
_______. I can_______chess with him. I like him.
What about
you?
〔设计说明〕
:通过完型填空复述课文,指导学生如何根据关键词及短语说一说
课文主要内容。
3. Enjoy a
song.(
创编歌曲,总结课文
)
Students sing a song about the
dialogue.
〔设计说明〕
:师生同唱通过《小星星》
歌曲旋律改编的课文,巩固和总结对话
内容,活跃气氛,为后边的学习作一下缓冲。
p>
?
Robot, robot, can you make the bed ?
?
No, I can’t.
No, I can’t.
?
Robot, robot,
can you do the dishes ?
?
No, I can’t.
No,
I can’t.
?
Robot, robot, can you set the table ?
?
No, I can’t.
No, I can’t.
?
What can you do ? What can you do ?
?
I
can play chess.
I can play
chess.
?
Can you
use a computer ?
?
Yes, I can.
Yes,
I can.
?
I - am
–
a - computer.
?
I - am
–
a - computer.
注:学生对自己本环节的表现作自我评价:
内
容
等级
A
B
C
课
1
、
短语我会读
内
2
、
句型我会用
阅
读
3
、
课文我理解
p>
A
级指标:自己都做到了,并做得好极了。
B
级指标:对自己的表现基本满意。
C
级指标:自己正努力做到。
Step Four: Expansion
more
passages about robots family.
(读机器人家族文章,回答问题)
Robots Family
(
机器人家族
)
Robots
have a big family. They can do many things.
The robot dancers
are from Japan. So they can dance
Japanese dancing.
Look, this is
a robot dog
. It is very
nice. It can`t drink or eat. But it can help the
blind people, It can walk and say
“
hello
”
!
Look at the girl. She is pretty. She
has two big eyes and long hair. She is
a robot
TV
reporter
, she can talk, she likes to
ask and answer questions. We all like her.
Robots family are very helpful.
①
Read quickly and answer:
How many robots are there? What are they?
(Underline
them)
〔设计说明〕
:指导学生快速浏览课文,获取自己需要的关键信息。
②
Read and guess the meaning
of
“
TV
reporter
”
〔设计说明〕<
/p>
:指导学生一种快速阅读技巧:查读
(scanning)
,获取自己需要的关
键信息。遇到不认识的单词可根据上下文猜测词义
。
③
Choose one
robot to talk about.
(阅读你喜欢的机器人,跟同伴交流)
〔设计说明〕
:学生选择自己喜欢的机器人来阅读,小组内交流自己所读部分机
器人的特点。
volunteer is suitable for Asian
Games?
(为广州亚运招募志愿者)
PPT
出示招聘启示:
V
olun
teers
Wante
d(
志愿者招聘
)
Guangzhou Asian Games is
coming. We need volunteers(
志
愿者
) now. Can you speak
English? Can you carry heavy bags?
Can you dance?
Can you read quickly?
Can you set the
table?
Can you
put away the clothes?...
Can
you help us
?
Three
departments are waiting for you .
A
Propaganda Department
(
宣传部
)
B
Reception Department
(
接待部
)
C
Cleaning
Department
(
保洁部
)
The Asian Games
Committee
T:
Robots
are
helpful.
Everyone
is
helpful,
too.
Now
Guangzhou
Asian
Games
is
coming, they need volunteers, here are
three letters, who is suitable?
(
PPT
展示亚运会招聘部门)
Students
read
the
letters
quickly
and
find
the
suitable
person
for
each
department.
Then talk about
the reason in groups.
(计时阅读)
〔设计说明〕
:
计时阅读(
timed reading
)
2
分钟,可以让学生精力高度集中并运用所学阅
读技巧。
3.
主题升华
(Emotion)
T:
Robots can do many
things for us.
They
are
helpful and powerful,
but
human is
more
powerful, because the human made them.
Maybe a robot teacher will teach you
one day in the future, can you imagine that?
〔设计说明〕
:想像未来的机器人能做的事情,引发学生思考机器人与人之
间的
关系,体会人类最伟大。
注:学生对自己本环节的表现作自我评价:
拓
展
p>
阅
读
内
容
1
、大意我理解
2
、阅读策略我掌握
a
找关键词
b
联系上下文猜测词义
c
搜集整合信息
等级
A
B
C
Step Five: Homework
Homework
(
①②为自选题,③为必做题
)
①
Design your
robot and make an advertisement for it.
(设计三十年后的机器人,
为它作一个宣传广告。
)
Eg. Hello, this is my robot. It
can
……
②
Write a short
letter for taking part in Asian Games.
(写一封亚运会志愿者的自
荐信推销自己。
)
< br>
Eg. My name is_____.
I
’
m_____ years old.
I
’
m from______. I
can___________
....
I am
helpful.
③
Read the passages and try to retell the
contents according to the key words.
<
/p>
(
读课外阅读材料,并尝试根据自己整理的关键词复述所读篇章内
容
)
〔设计说明〕
:通过作业自选超
市和具有层次性的作业设计,兼顾到不同水平学
生阅读
、复述、理解、写作等各方面能力的发展,引导学生学以致用。
(A) Future
Robot(
未来的机器人
)
Hello!
I
’
m a future
robot. My name is Mini. I have two small eyes, a
small nose
and a very big mouth. I can
read and write. I can speak Chinese and English. I
can play football, basketball and
badminton quite well. And I can sing and dance
very
well!
But I can’t run
and swim. I always cook breakfast for my master.
My master is
Sally. She is a pretty
girl. She plays hopscotch very well.
I
love my master very much.
(B) My Robot
I always have a
dream to have a robot named Superman. It can do so
many things
for
me,
helping
me
with
all
of
my
housework,
especially
cleaning
the
floor.
It
can
cook the meals for my family. It can
take me to school. It could also be my teachers,
teaching me English and Math! What a
helpful robot! I think that my dream will come
true one day.
注:学生对自己本节课的表现作总评:
我
的
收
p>
获
同伴寄语
:
四、【板书设计】
(Blackboard design)
Robot
make the
table?
do the
dishes?
Can you set the table?
Use a computer?
Yes, I
can.
No, I can
’
t.
顶岗实习申请表
填表日期
:
班级:
单位名称:
本人
姓名:
情况
学号
实习
地址:
单位
联系人姓名:
联系电话:
申请实习理由
顶岗实习项目及内容:
联系人电话:
参加顶岗实习起始时间:
年
月
日
~
年
月
日
住宿地址及联系方式:
1
.顶岗实习期间,我将严格按照实习要求,认真完成实习任务,绝不弄虚作
假;严格执行学生行为规范,遵守实习单位和学校的各项规章制度,
保证做到努力
学习、踏实工作。
2
.在此期间,若发生任何违法乱纪行为或因个人的原因造成的事故,一切后
果自负。<
/p>
学生本人签字:
日期:
家长已经知道孩子的情况,同
意孩子的意见。孩子在其实习期间,我们将保
持与其联系,叮嘱其注意安全,遵守法纪、
校规及企业相关规章制度。要求其密
切保持和学校指导教师的联系,保证通讯渠道顺畅,
按期完成顶岗实习任务。如
因自身原因导致安全事故,责任由孩子自行承担,与学校无关
(注:确因距离远,
家长不能亲自签字的,必须注明“已告知家长”,并由学生代签)。
学生家长签字:
日期:
联系电话:
单位盖章:
日期:
盖章:
日期:
下午
13
:
0
0
—
17
:
0
0
B
.实行不定时工作制的员工,在保证完成甲方工作任务情
况下,经公司同意
,
可自行安排工作和休息时间。
3
.
1
< br>.
2
打卡制度
安全责
任承诺
家长
意见
实习单
位意见
(是否
< br>同意接
收)
系
(部)
意见
3.1.2.1
公司实行上、下班指
纹录入打卡制度。全体员工都必须自觉遵守工作时间,实行不定时工作制的员工不必打卡。
3.1.2.2
打卡次数:一日两次,即早上上班打卡一次
,下午下班打卡一次。
3.1.2.3
打卡时间:打卡时间为上班到岗时间和下班离岗时间;
3
.1.2.4
因公外出不能打卡:因公外出不能打卡应填写《外勤登记表》
,
注明外出日期、事由、外勤起止时间。因公外出需事先申请,如因特殊情况
不能事先申请,应在事毕到岗当日完成申请、
审批手续,否则按旷工处理。因停电、卡钟
(工卡)故障未打卡的员工,上班前、下班后要及时到部门考勤员处填写《未打卡补签申请表》
< br>,由直接主管签字证明当日的出勤状况,报部门经理、
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