C第二课时教学设计

Unit 1 Read and Write Teaching Plan I. warm –up: (1) T: Let’s begin our class. There is a song for you. Let’s sing together. Ss sing the song. (2) T: This is a song of teachers. I want to know who’s your favourite teacher? Ss answer T: What’s he /she like? Ss…

(3) T: Look. There is a picture. It’s one of your teachers. Maybe she is your Chinese teacher, Miss Feng. Maybe she is your math teacher Miss Li. Guess! Who is she? or who is he? S1: She is Miss Liu.(学生根据模糊的图片猜测) T: What’s Miss Feng like?（教师顺势提问，引导他们用所给句型描述老师。）

She has…. She is…. She’s really ….(板书) Ss: She has…

She is …

T: Other ideas? （共请四个学生描述）. Let me show you. Who’s he? Ss Mr Huang? T: What’s Mr Huang like? Ss; He is… He has… He is really…

Ⅱ.

T: Oh, at school, you have so many teachers to help you. Look1 Are they your teachers? Ss: No T: They are Wu Yifan’s teachers. They are Mr Yang…. Ss:…

T: They help Yifan a lot. So Wu Yifan is happy at school. But, look! Now he’s sad. Why? He says: Dad and mom are very busy. No one can help me finish my homework. Help! Help! (2) T: Grandpa wants to help Yifan. So he made a gift for him. Look ,this is Yifan’s new friend. What do you think of his friend? Maybe he is….

S1: Maybe he is…. S2: Maybe he is…. Take out your paper, say and tick in groups. Ss tick. T: What’s your idea? One student can only say one word. Ss: Maybe he is…. （教师根据学生的回答，贴相应的词到黑板上。）

(3)T: Are they right? Let’s listen.

Ss listen. T: What’s he like?

Ss: He is….

(教师根据回答，选择相应的单词贴到黑板上。) T: Let’s listen and check again. This time, you have another task: find out his name. Ss listen again. T：What’s his name? (依次校对，最后在PPT上呈现答案) Ss: Robin. T: / /, / /, Robin. Robin, Robin. Read it, please. T：What’s Robin like?

Ss say. T: Ok! Today, let’s meet Robin.(贴课题) （4）T: Now please read the first part of the text. Find out Robin is a…. Ss read and find. T: Robin is not a real boy. He is a robot.(贴机器人图) / /, / /, robot. robot ,robot. Read it, please. Ss read one by one.

(5)T: Let’s play. Robin, robot / robot, Robin/ Robin is a robot. Ss: Robin, robot / robot , Robin/ Robin is a robot. T: Who made Robin? Ss: Grandpa. T: Listen and repeat. Look at the picture and guess,made in Chinese means? (6)T: Wu Yifan wtites a dairy about Robin. Open your book.Read and find out What can Robin do? Ss: He can speak Chinese and English.( 黑板上贴He can….) T :Robin can speak Chinese and English. What about you? Ss: I can speak Chinese and English. T: Robin is helpful. He can speak Chinese and English. What other things can he do? Read again and find out. Ss : He can make me finish my homework. (7)T: Look! M-e .me, M-y, my. Fish -----finish Ss listen and repeat. (请四个孩子单独读，再请小组读，最后大家一起读) T: Robin is strict. He makes Yifan do many things. Look! Ss: Robin is strict. He makes me…. T: Will Robin make Yifan watch TV everyday? Ss: No! T: What a strict robot! (板书呈现What a _________ robot!) 总结：Look at Robin. He has a big head. He has big eyes. He is clever. He can speak Chinese and English. What a cool robot! (8)T:This is a diary about Robin. let’s listen and repeat. (9) T: Close your ears and read the dairy by yourselves.

Ⅲ.Consolidation:

(10) Boys and girls, it’s time to talk about Robin. if you choose A, you can get one star. If you choose B, you can get three stars.For example: A B C D. T : Are you clear? Ss say. (11) T: Do you want a friend like Robin? It’s your turn now. T: You can write like this.. Name your robot. He has___________. He is_____________________. ( 黑板上贴Meet my robot____________) He can____________________________________. What a __________ robot! Then you can show your robot in groups. Ss show. (12) T: Today’s homework. Read the text on page 9 for 5 times. Introduce your robot to your fiends. 教学反思：

这是一节关于介绍Robin的阅读课，教学内容为学生掌握He is…。以及这一单元所学的表示人物性格特征的单词。

由于是与学生息息相关的教学内容，整堂课课堂气氛活跃，学生能积极愉快地配合，学习兴趣高。整节课知识的滚动性非常大，我一直都在贯彻着知识的互相联系，也就是贯彻滚雪球式的英语学习法！尽量的把前面学习过的知识重复的运用，把使用句型的任务很好地融入到了教学中。在英语教学中，我们要尽量为学生提供展示的大平台，让他们觉得英语原来就是从单词到句子，再从句子到语篇的简单过程，这样孩子们的成就感就会被激发起来。学习英语起来也是事半功倍。

本节课节本环节的操作比较得当，上课流程比较清晰，学生也比较顺利地接受了新的内容。但是在最后的输出环节，让学生用自己的语言来描述Robin这一环节的处理上，有待改进。教师虽然请另外三个学生一起进行了示范，但是由于没有很好的利用板书中的四个句型，而是用了比较模糊的课件中的句型，使学生没有领会教师的意图，导致输出的句型不够丰富，学生也没有进行边说边演的活动，是个比较失败的教师示范。我想在改进时，可以请学生看黑板上的板书，明确自己的任务语句，然后进行表演示范，效果可能会更好。