PEP五年级上册Unit 1What’s he like 第2课时5页

ThesecondperiodPartALet’slearn&Askandanswer内容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听、说、读、写并熟练运用五个描述人物性格及外貌特征的单词“old,young,funny,kind,strict”。课时目标知识与能力1.学生能够听、说、读、写五个描述人物年龄和性格特点的形容词“old,young,funny,kind,strict”2.学生能够在语境中熟练运用这五个单词询问并回答关于人物性格及外貌特征的问题。3.学生能够根据图片提示或实际情况运用“Let’slearn”板块的单词和句型。过程与方法用歌曲活跃气氛，在歌曲中帮助学生复习“Who’syourEnglish/Chineseteacher?”“Ishe/she…?”等句型。联系学生新学期新老师的实际，在真实、自然的情境中，用“最强记忆力”的游戏，呈现本节课所有的老师，让学生认识老师，为下一步的学习做好铺垫。通过图片的直观刺激，调动学生的学习兴趣，加深学生的印象。注重采用多种方法教授单词，帮助学生学会听、说、读、写单词的方法和策略，激发学生的学习热情。情感态度价值观让学生在尽量真实的语境中合理运用所学词汇和句型，培养学生的综合语言运用能力，达到语言输出的目的。教学重难点教学重点学生能够听、说、读、写并熟练运用五个描述人物性格及外貌特征的单词“old,young,funny,kind,strict”。教学难点学生能够在语境中熟练运用所学核心词汇及句型。教学准备教学课件、课文视频等。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&Revision&Lead-in1.Greetings.2.Singthesong—Who’syourteacher?Playthevideo.(出示课件)Letstudentssingtogetherwiththemusic.Step2:Presentation1.Playagame:Thestrongestmemory.T:Boysandgirls,wewillhavesomenewteachersthisnewterm.Whoarethey?Doyouwanttoknow?ShowthepictureofamusicbookonthePPT.(出示课件)Askthequestion:What’sthis?Leadstudentstoanswer:It’samusicbook.ThenshowthepictureofMrYoungandsay:MrYoungisthemusicteacher.(出示课件)IntroducetheartteacherMrJones,thescienceteacherMissGreen,theEnglishteacherMissWhiteandthemathsteacherMrLiinthesameway.AtlastshowthepictureofMrsSmithonthePPTandsay:She’stheheadteacher.Leadstudentstoknowthemeaningof“headteacher”.T:Doyourememberourteachers?Nowletmetestyourmemory.Whohasthestrongestmemory?Showthesixpicturesinthebookonpage5.(出示课件)Theteacherasksandstudentsanswerquickly.T:Who’stheartteacher?Ss:MrJones.T:Who’sthemusicteacher?…Choosethestudentwhohasthestrongestmemoryandgivehim/heranaward.Thenexplainthedifferenceamong“Mr,Miss,Mrs”.设计意图：以游戏为开端，即在游戏中锻炼学生的记忆力，同时为后面学习新单词做铺垫。2.Learnthenewwords“old,young”.T:Who’sOliver’smusicteacher?Ss:MrYoung.ShowthepictureofMrYoung.(出示课件)T:Goodmemory!(Pointtothewhitehair.)Isheyoung?Ss:No,heisn’t.He’sold.Writedowntheword“old”ontheblackboardandleadstudentstoreadlikethis:old,old,he’sold.ShowthepictureofMrJones.(出示课件)LeadstudentstocompareMrJoneswithMrYoung.,T:MrYoungisold.IsMrJonesold,too?Ss:No,heisn’t.He’syoung.Writedowntheword“young”ontheblackboard.Teachitlikethis:/j/-/ʌ/-/ŋ/young,young,he’syoung.Letstudentstrytowriteandread.Letstudentsperceivethepronunciationoftheletter“y”byreadingthewords“yes,yellow,you”.Explainthattheword“young”istheantonymoftheword“old”.Thenshowapictureofanoldmanandask:Isheyoung?Studentsanswer:No,he’sold.(出示课件)Playagametopracticethetwowordsbetweengroups.Onegroupsays:old.Theotheronesays:young.Thenexchange.Atlastaskstudentstowritewordsyoungandold.3.Learnthenewword“funny”.ShowthepictureofMissGreen.(出示课件)Thenasktwoquestions:Whoisshe?Issheyoung?Askstudentstoanswerthequestions.Thensay:Andshe’sfunny.Writedowntheword“funny”ontheblackboardandread:fun-nyfunny,funny,she’sfunny.Letstudentstrytospellitandperceivethepronunciationoftheletter“y”.Showtwopictures.Oneisamaleclownandtheotheroneisafunnygirl.(出示课件)Saythesentenceswithstudents:He’sfunny.She’sfunny.Askstudentstomakefunnyfaces.Lettheyreadthewordloudlyatthesametime.Atlastaskstudentstowritethewordfunny.4.Learnthenewword“kind”.T:WehaveknownMrYoungisold.MrJonesisyoung.MissGreenisfunny.DoyourememberMissWhite?HowaboutMissWhite?ShowthepictureofMissWhite.(出示课件)Pointtohersmilingfaceandsay:She’skind.Thenshowanotherpicture.(课件出示:一位不友好的男士图片)Say:Heisn’tkind.Letstudentsknowthemeaningof“kind”.Askstudentstopayattentiontothepronunciationoftheletter“i”.Leadstudentstoreadlikethis:kind,kind,she’skind.Askthemtowriteitwiththeirfingersatthesametime.Letstudentspracticeitbetweenboysandgirls.Askstudentstowritethewordkind.5.Learnthenewword“strict”.ShowthepicturesofMrLiandMrsSmith.(出示课件)T:MissWhiteisverykind.ButMrLiisverystrict.MrsSmithisstrict,too.Saythefirstsentencewithasmilingface.Saythesecondsentencewithstaringandstomping.Saythethirdsentencewithastrictexpression.Writedowntheword“strict”ontheblackboard.Spellitslowly.Leadstudentstolearnthepronunciationof“str-”fromtheword“strong”.Askstudentstopayattentiontothepronunciationoftheletter“i”.Studentsreadaftertheteacherseveraltimes.Thenstudentsreaditonebyoneandpracticeitinsentences.TheteacherpointstoMrLiandMrsSmithandasks:Ishe/shestrict?Studentsanswer:Yes,he/sheis.Atlastaskstudentstowritethewordstrict.,设计意图：逐个单词讲解，确保学生掌握。6.Pairwork.Showthepartof“Let’slearn”onpage5.(出示课件)First,letstudentslistentotherecordingandreadafterit.(课件出示:教材P5Let’slearn板块的音频)Askstudentstopayattentiontothepronunciationandtheintonation.ThenaskstudentstoimitateOliverandZhangPengtoaskandanswerwiththeirpartners.Atlastchoosesomestudentstoactout.Step3:Practice1.Canyoudo?Showfivepicturesofdifferentexpressionsandthefivenewwords.(出示课件)Explaintherulesofthegame:Ifthepicturematchestheword,makeasmilingface;ifthepicturedoesn’tmatchtheword,makeasadface.2.Canyouguess?Showsomesentencesandpictureswithcovers.Letstudentsguesswhohe/sheisbyaskingandanswering.(出示课件)Thefollowingmethodscanbeused:Theteacherasksandstudentsanswer;GroupOneasksandGroupTwoanswers;Boysaskandgirlsanswer.Praisethestudentswhoareright.Step4:Consolidation&Extension1.Askandanswer.ShowthepictureofMrsSmithandsomesentences.(出示课件)(1)Makeamodel.PointtoMrsSmithandask:Who’sMrsSmith?Helpstudentsanswer:She’stheheadteacher.She’stall.She’sstrict.Wealllikeher.(2)Pairwork.ReplacethepictureofMrsSmithwithsomephotosofteacherswhomstudentsknowwell.Letstudentsimitatetoaskandanswerwiththeirpartners.(3)Actout.Asksomestudentstoactout.Encouragestudentstodescribetheirteacherswithmorewords.2.Emotionaleducation.Letstudentsknowthatteachersteachthemknowledgeandtheyshouldalwaysrespecttheirteachersasmuchastheyrespecttheirparents.,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.本节课有效地运用了图片和多媒体课件，刺激学生的视觉、听觉，激发学生的学习兴趣。注重采用归类法、对比法、单词拆分法、自然拼读法等多种方法教授单词，注重学习方法和学习策略的培养，指导学生有方法地记忆单词。2.以学生为本，充分考虑到学生活泼、好奇、爱表现的心理，通过让学生猜一猜、说一说、唱一唱、做一做等方式，鼓励学生积极、主动地参与课堂活动，让学生爱上课堂。3.有效地设计开放性练习帮助培养学生的发散性思维，注意话题的延续性和整体性；抓住课堂教学契机，在教学语言的同时适时进行情感教育和人文渗透。4.板书简洁清晰，重点突出，有效地辅助了课堂教学。