Lesson 3: Chip’s Robot名师教学视频（文字实录）

Chip’s Robot

Details Grade Date: Lesson: 1 16-05-2018

Chip’s Robot

Name of Teacher: Class: Number of Students: 李卓奕

Class 5 26

Overview

Aims and Objectives

Vocabulary, students are able to produce: head, leg, arm, robot Sentence, students are able to produce: This is a/an … It is a/an

Discourse, students are able to produce: Hello everyone, look, this is my robot, This is an arm, it is a rectangle. This is the head, it is a circle. This is a leg, it is a rectangle too. This is the body it is a triangle. can you see my robot now? Emotions & values: students can cooperate with others; students may know everything is useful, make full use of wastes.

Target Language This is an arm, it is a rectangle. This is the head, it is a circle. This is a leg, it is a rectangle too. This is the body it is a triangle.

Materials Needed

Word cards, boxes, magnets, computer, things to make a robot for students, timer. Perceived Difficulties

1, students may have difficulty in making their own robot. 2, time is not enough.

Contingency Plans

Faster teaching pace, help students when they need.

Page 1 of 4

Lesson Plan Time 8:35-8:37 Stage Warm-up Activity T: “How are you today?”

Ss: “I’m happy.”

T: “Great! Let’s sing a happy song.”

Teacher and students sing and dance: Head, shoulders, Knees and Toes together. Interaction T-Ss 8:37-8:40 Lead-in T: “I have a present for you, but it is behind those boxes, can you guess what it is? Me first. “Is’t a big cake?” “No, it isn’t.””

One by one, invite students ask questions, and remove a box after a question is asked until students can guess the right answer: is it a robot? If the students get the answer before the boxes are removed, have all the students say: “is it a robot?” together until all the boxes are removed.

Teacher write down half of the title “Robot” on the board. Have students pronounce: ro-bot, robot, it is a robot” for twice.

T: “I can be a robot, look: It is a robot (speak like a robot) can you be a robot?”

Teacher invite 2 students act and say like a robot. T: “Great! I like XX’s and XX’s robot very much, and I also like this (point to the picture showing) very much, do you know whose robot is this? Ss: XX’s, XX’s…

Teacher: “yes, it is Chip’s robot.” (teacher write down the full title on board) T-Ss

T-S Page 2 of 4

8:40-8:58 Text Processing Picture 1: T: “Chip can make a robot, do you want to make a robot?”

T-Ss

Ss: “Yes!”

T: “Great, now let’s learn from Chip, how to make a robot.”

T: “what can you see in the picture?”

T-S S1: “…”

S2: “…”

S3: “…”

S4: “…”

If the students mentioned the box in the middle then

continue to teach, if they cannot ask: “what is the big white thing in the middle?”

Teacher show the sound of “ox” review chant: “box, box,

box. Fox, fox fox. X says X, ox ox ox.

T: “Is this box, joey’s box? Flopy’s box?”

Ss: “No, it’s flopy’s box.

Teacher show the text sentence. Lead students read. Clap handsX2, bang the deskX2, have students read

following the beats.

T-S Picture 2:

T: (point at the boxes) “Are these boxes a robot?”

Use higher or lower voice lead the students read the text

twice.

T: “look a tiger!” (distract students’ attention) and show

them my boxes. Have student (3 at the most) hold the box and

say the sentence. T: “I want to see Chip’s robot, let’s say together: Chip,

Chip, where’s your robot?

Ss: “Chip, Chip, where’s your robot?”

Picture 3: T: “wow, look, what is this part, is this a big mouth? Please T-S listen and tell me”

S1: …

S2: ...

T: “l-e-g, this is a leg!”

Ss :…

S-S After twice play bomb game (students who have said the

sentence invite those who are sitting down until all of them

have said the sentence) T-S Teacher: stick the robot body on board, show the leg to

students, invite students come and stick the leg. While sticking, students need to say: this is a leg.

Teacher write down: this is a leg, on board.

T: “What shape is the leg?”

T-S S1: …

S2: ... Teacher write down: is is a rectangle on board.

Teacher invite a student to stick the second leg on board

while saying: This is a leg. It is a rectangle.

Picture 4: Same with Picture 2 Page 3 of 4

Practice with “whisper game”. (teacher whisper a sentence

learnt in this lesson, the student whispers the other one. Who T-Ss have heard the sentence can walk around in the classroom tell

8:58-9:03 9:03-9:07 consolidatio1. Show students all the picture, students listen and choose the right picture. n 2. Students watch and read the story video. Team work T: “now do you know how to make a robot? “

S: …

T: “Great! Let’s make a robot.!”

Teacher set the rules, and give them materials according to their team points. Invite the first team who have finished their robot, demo their robot, and say the senteces. T-Ss S-S 9:07-9:08 9:08-9:10 Students demo Ending & Homework S-Ss Show students robots made of waste bottles, paper rolls, bottle T-Ss caps, tell them everything is useful. Tell them to make a robot with those things they don’t need after they back home.

Listen to the story and read it skilfully and dramatically.

Level 1: listen, look and read.

Level 2: look and read.

Level 3: dub for the video.

Find things you don’t need , and use them to make a robot.

Page 4 of 4