PEP五年级上册Unit 1What’s he like 第1课时6页

ThefirstperiodPartALet’stry&Let’stalk内容分析一、教材分析本单元学习的主题是介绍人物外貌或性格特征。教学内容主要是围绕着给新同学介绍其他同学和谈论新老师展开。教学重点是学生能够在情景中运用句型“—Isheyoung/funny?—Yes,heis./No,heisn’t.”询问并回答某人的性格和外貌特征。课时目标知识与能力1.学生能够借助图片听懂简短对话，抓住关键信息，提高听的能力。2.学生能够对新句型在听觉上有所感知，并完成听录音选图片的活动。3.学生能够理解对话大意，能够按照正确的意群及语音、语调朗读对话并进行角色扮演。4.学生能够在情景中运用句型“—Isheyoung/funny?—Yes,heis./No,heisn’t.”询问并回答某人的性格和外貌特征。5.学生能够运用所学句型和参考词汇并根据教师的特点进行问答。6.学生能够在语境中理解新单词“know”及句子“DoyouknowMrYoung?”的意思并正确发音。过程与方法采用快闪的手法，通过熟悉的面孔，让学生学习三会单词know，领悟句子“Doyouknow?”的含义。适时引出新同学Oliver，以Oliver为主线，可以有效地引导学生进一步学习本课内容。通过观察图片，引导学生猜测，让学生带着问题，有目的地听录音，培养学生的观察能力和逻辑推理能力。通过选出正确图片的任务引导学生进行描述，让学生有意识地感知目标句型。充分发挥多媒体和图片的作用，用图片对比、单词拆分等多种方法让学生理解新词的含义，并做到词不离句,为学生透彻理解对话扫清障碍,同时也可以培养学生的观察能力和逻辑思维能力。情感态度价值观通过语境真实的对话，增强学生口语表达能力，提高学习英语的自信心，提高学生之间合作能力。教学重难点教学重点1.学生能够理解和掌握本课重点单词和句型。2.学生能够在情景中运用句型“—Isheyoung/funny?—Yes,heis./No,heisn’t.”询问并回答某人的性格和外貌特征。,教学难点学生能够灵活运用所学句型在情景中谈论人物的性格和外貌特征，实现语言输出。教学准备教学课件、课文视频、卡片、照片等。教学媒体选择多媒体，录音。教学活动1.角色扮演；2.游戏；3.观看动画。教学过程Step1:Warm-up&Lead-in1.Greetings.2.Singthesong—Who’syourteacher?(出示课件：包括歌名、与歌词相关的图片。播放歌曲)LyricsWho’syourteacher?Who’syourEnglishteacheratschool?Who’syourEnglishteacheratschool?Issheprettyortallorshort?Tellmewhatyouknow!Who’syourChineseteacheratschool?Who’syourChineseteacheratschool?Ishefunnyoryoungorold?Tellmewhatyouknow!3.Lead-in.T:It’sanewtermnow.Doyourememberyourclassmates?(QuickFlash)Showsomepicturesofthecharactersinthetextbookonebyone.(出示课件)Thentalkaboutthemwithstudentslikethis:T:Doyouknowhim/her?Ss:Yes!T:Whoishe/she?Ss:He’s…/She’s…Writedowntheword“know”intime.Leadstudentstoreadit:know—know—Doyouknow?—Iknow.AtlastshowthepictureofOliverandask:Doyouknowhim?Helpstudentsanswer.Ss:No,Idon’t.,T:Who’she?Let’swatchthevideo.(课件出示:Unit1主情景图视频)T:Nowdoyouknowtheboy?Ss:Yes!He’sOliver./HisnameisOliver.T:You’reright.Inthisterm,wewillhaveanewclassmate.HisnameisOliver.Let’ssayhellotoOliver.Ss:Hello,Oliver！设计意图：利用快闪活动带着同学们回顾教材中涉及到的角色，通过新角色引出本节课所学的重点句型：Doyouknow……?为接下来展开具体的学习做铺垫。Step2:Presentation1.Let’stry.T:WuYifanandOliverseeMrLi.Herearethreepictures.(出示课件)WhoisMrLi?Canyouguess?Ss:…T:Really?Oliverisanewclassmate.Sohedoesn’tknowhisteachers.Let’slistenandtick.Andyoucancheckwhatyouguess.Playtherecordingof“Let’stry”.(出示课件)Letstudentslistentotherecording,graspthekeyinformation,andthenfindtheanswer.Checktheanswerwithstudents.Accordingtotherightpicture,asklikethis:T:Ishestrong?Ss:Yes,heis.T:Isheagoodbasketballplayer?(withsomeactions)Ss:Yes,heis.T:Goodjob!Andsometimesheisstrict.(withsomeexpressions)(课件出示:教材P4Let’stry板块的听力材料)2.Let’stalk.(1)Learnsomenewwords.①Showapictureofayoungteacherwhostudentsknowverywell.T:Doyouknowhim/her?Ss:Yes.T:Whoishe/she?Ss:He/Sheis…T:Yes,he/sheisourChinese/maths…teacher,Mr/MissX.Emphasizetheword“our”withsomeactions.Helpstudentsreaditandunderstanditsmeaning:our—our—ourteacher—ourclassroom—ourfriends.Writeitdownontheblackboard.②ShowthepictureofMrYoungonthePPT.(出示课件)Pointtoitandask:Doyouknowhim?Ss:No,Idon’tknow.,T:He’sMrYoung.Askstudentstoreaditthreetimes:young—young—MrYoung.T:(Pointtohiswhitehair.)Isheold?Ss:Yes,heis.T:(PointtoMr/MissX.)Ishe/sheold?Ss:No,he/sheisn’t.Helpstudentsanswerslowly:He/Sheisyoung.Writedowntheword“young”ontheblackboard.Thenteach:young—young—She’syoung.He’syoung.(Showsomepicturesofyoungstars.)(出示课件)Leadstudentstocomparetheformsof“young”in“MrYoung”and“He’syoung.”Helpstudentsfindthedifferenceandunderstandtheirmeanings.③T:MrYoungisold.Andhe’sveryfunny.Showawordcardof“funny”.Readitandhelpstudentsunderstanditsmeaning.T:fun-ny—fun-ny—funny.He’sfunny.She’sfunny.(Showsomepicturesoffunnystars.)(出示课件)AndIlikefunnyteachers.设计意图：结合情景，先讲解单词，后梳理文章，由简单到复杂。(2)Learnthedialogue.T:WuYifanandOliveraretalkingaboutMrYoungnow.Let’swatchthecartoonandreadthedialogueafterit.TrytoknowmoreaboutMrYoung.Playthecartoonof“Let’stalk”.(出示课件)Letstudentsreadafterit.Askstudentstoreadthedialogueagainandanswerthefollowingquestions:①WhoisMrYoung?②Isheyoung?③Ishefunny?Checktheanswerswithstudents.LeadstudentstomakeanintroductionofMrYoungaccordingtotheanswerslikethis:MrYoungisWuYifanandOliver’smusicteacher.Heisn’tyoung.He’sold.Andhe’sfunny.(3)Readandact.①Playthecartoonagain.(出示课件)Letstudentsreadafteritandtrytoimitatetheintonationandthepronunciationoftherecording.Thenaskstudentstoreadtogether.Atlastaskstudentstoreadfreely.②Letstudentsactoutthedialogueinpairs.Severalminuteslater,takeoutsomeheadwearsandasksomestudentstoactout.③Choosethebestperformerswithstudentsandgiveawards.(4)Retellthedialogueaccordingtotheblackboard.Makeamodelfirstandthenleadstudentstoretell.设计意图：通过根据线索复述文章的练习，锻炼学生的思维能力，语言组织能力，英语语言综合运用能力。Step3:Practice1.Sharpeyes.,Showthewords“tall,friendly,quiet,funny,young,old”onthePPT.(出示课件)Letstudentsreadthemoutquickly.2.Talkaboutthestarsandyourteachers.(1)Iaskandyouanswer.Choosethreepicturesofmovieactorswhostudentslikeverymuch.Askandansweraccordingtothesepictures.T:Who’she/she?Ss:He’s/She’s…T:Ishe/shefunny/young/old?Ss:Yes,he/sheis./No,he/sheisn’t.(2)Pairwork.Showsomephotosofstudents’teachersonebyone.T:Doyouknowhim?Ss:Yes,heisour…teacher.T:Canyoutalkaboutyourteachers?Ss:…Showthepartof“Talkaboutyourteachers”onpage4.Providesomesentencespatterns“Who’syour…teacher?”“—Isshe/he…?—Yes,she/heis./No,she/heisn’t.”(出示课件)Letstudentsaskandanswerwiththeirpartners.(3)Showtime.Asksomestudentstoactoutandencouragemorestudentstoparticipatein.(4)Showtime.Step4:Consolidation&ExtensionMakeadialogue.(1)Makeamodel.(课件出示：一些名人或学生生活中接触过的“熟人”的照片)T:Doyouknow…?Ss:No,Idon’t.Whoishe/she?T:He’s/She’smyfather/friend/grandpa/uncle/sister…Ss:Ishe/she…?T:Yes,he/sheis./No,he/sheisn’t.Ilikehim/her.(2)Lookandsay.Askeachstudenttodrawapicture.Thenletthemimitatetotalkaboutitwiththeirpartners.(3)Showtime.Asksomestudentstoshowtheirdialoguesandencouragemorestudentstoparticipatein.,板书设计作业设计完成《核心课堂》/《一本好卷》本节课习题。教学反思1.本节课采用QuickFlash的方法，通过让学生在新学期伊始回忆熟悉的面孔并认识新同学Oliver,然后从Oliver的角度去认识新老师，适时地导入新知并进行新词和核心句型的学习。2.新词的学习做到了词不离句;任务型教学法的采用强化了学生对文本的理解;以学生为本，构建有效的对话情境，引导学生自主合作；突出语言的语用功能，通过学科整合进行拓展，让学生学以致用，提升了学生的综合语言运用能力。3.不同形式的朗读及角色扮演，训练了学生使用正确的语音、语调，并在具体的语境中落实了核心句型的运用。4.板书简洁清晰，重点突出，对学生的复述起到了很好的辅助作用。