PEP五年级上册Unit 1What’s he like 第4课时5页

ThefourthperiodPartBLet’stry&Let’stalk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在情景中运用句型“—What’she/shelike?—He’s/She’s…”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.学生能够根据核心句型和关键词的提示听懂对话，完成听对话选单词活动。2.学生能够在图片和教师的帮助下理解Let’stalk板块对话的大意。3.学生能够按照正确的意群及语音、语调朗读并表演对话。4.学生能够根据人物的体貌及性格特征在情景中运用句型“—What’she/shelike?—He’s/She’s…”进行问答。5.学生能够在语境中理解句子“MsWangwillbeournewChineseteacher.”的意义并能正确朗读。6.学生能够根据朋友或教师的性格，运用句型“—What’she/shelike?—He’s/She’s…”展开问答。过程与方法“快看快答”的游戏活动唤起学生对本单元已学知识的全面记忆，激发学生的学习兴趣，培养学生的观察能力和逻辑思维能力。新词的教学贯穿在情景中，词不离句，有助于学生的理解。采用任务型教学法，通过观看图片、视频以及精读，让学生对文本先整体感知，后细致了解，获取关键信息，完成对应的练习，从而全面、正确地理解文本。操练活动环环相扣，引导学生一步一步地巩固核心句型的运用。层层铺垫使学生能说、会说。小组合作能有效提高学生的兴趣，同时也能让学生感受到成功的喜悦，增强学生学习英语的自信。情感态度价值观小组合作能有效提高学生的兴趣，同时也能让学生感受到成功的喜悦，增强学生学习英语的自信。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“—What’she/shelike?—He’s/She’s…”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，达到语篇输出的效果。教学准备教学课件、课文视频、头饰、单词卡片等。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&Revision&Lead-in1.Greetings.2.Lookandanswerquickly.Showtheteachers’picturesofthefirstpartonpage5quicklyonthePPT.(出示课件)Asksomequestionsaccordingtothesepictures.Letstudentsanswerquickly.Thesesentencescanbechosen:Who’she/she?Ishe/she…?Doyoulikehim/her?Why?…3.Lead-in.Showtheteacher’spictureof“Let’stry”onpage7.(出示课件)T:Who’sshe?Doyouknow?Ss:Sorry!Idon’tknow.T:OK.Nowlet’shavealook.Step2:Presentation1.Let’stry.Askstudentstoreadthetopicof“Let’stry”andanswerthequestion:Who’sshe?Studentsreadthetopicandgivetheanswer.Teachstudentstoreadtheword“Ms”andexplainthedifferenceamong“Ms,Mrs.,Miss,Mr.”.T:MsWangisanewteacher.Isshefunny?Isshequiet?Isshefriendly?…Idon’tknow.Let’slistenandtick.Playtherecordingandletstudentslistentoitandticktherightword.(出示课件)Checktheanswerwithstudentsandleadstudentstoaskandanswerlikethis:—What’sMsWanglike?—She’sfriendly.2.Let’stalk.,(1)Learn“…willbe…”T:ZhangPenghasamusicteacher,anartteacher,ascienceteacher,anEnglishteacherandamathsteacherthisterm.Butwho’shisChineseteacher?IknowhisChineseteacherisanewteacher.Canyouguess?S1:…S2:MsWang?T:Yes.MsWangwillbehisnewChineseteacher.Writedown“willbe”ontheblackboard.Studentsreaditaftertheteacher.Explainthemeaningof“willbe”andgivesomesentencesforstudentstounderstand.Makemodelslikethese:We’reinGradeFivenowandwewillbeinGradeSix.Todayitiswindy,butitwillbesunnytomorrow.(2)Learnthedialogue.Showthepictureof“Let’stalk”onpage7onthePPT.(出示课件)T:MsWangwillbeourChineseteacher.ButIdon’tknowherwell.Look!ChenJieandJohnaretalkingaboutMsWang.Let’swatchthecartoonandanswerthequestion(课件出示:教材P7Let’stalk板块的视频)Q.WhoisMsWang?Sheis_______mother?T:MsWangisChenJie’smother.SoChenJiemustknowherwell.Doyouwanttoknowherwell?Let’sgoandaskChenJie.Watchthecartooncarefully.Thenunderlinethekeysentences.Q.MsWangis_________.Sometimesis__________.Afterstudentswatch,askthemtofillintheblanks.Studentsgivetheanswers:kind,strict.Explaintheword“sometimes”andgivesomesentencestohelpstudentsunderstand.Thesentencesarelikethese:SometimesIgotoschoolbybus.SometimesIgotoschoolbybike.Askstudentstoreadthetwosentences:Sheiskind.Sometimessheisstrict.Thenleadstudentstoanswerthequestion“What’sshelike?”with“Sheiskind.Sometimessheisstrict.”Writedown“—What’sshelike?—She’skind.Sometimessheisstrict.”ontheblackboard.Studentsreadthemaftertheteacher.Askandanswerbetweenboysandgirls.Thenexchange.(3)Readandact.①Readthetext.Playtherecording.(出示课件)Letstudentsreadafterit.Askstudentstopayattentiontothepronunciationandtheintonation.Thenstudentsreadtogether.Boysread,andgirlsread.Theycanhaveacompetition.Atlast,studentsreadfreely.②Pairwork.Letstudentspracticethedialoguewiththeirpartners.③Actout.,Takeouttheheadwears.Asksomestudentstoactout.Tellthemtopayattentiontothepronunciationandtheintonation.Praiseandcorrectintime.Encouragemorestudentstoparticipate.(4)Retellthedialogueof“Let’stalk”.Studentsretellthedialoguewiththehelpoftheteacherandthewritingontheblackboard.Step3:Practice1.Saymorewords.Askstudentstosaymorewordsthatcanbeusedtodescribecharacters,suchastall,short,young,funny,cute…Theycanhaveacompetitionbetweengroups.2.Groupwork.Showthepicturesof“Let’slearn”onpage5.（出示课件）Makeamodelwithastudentfirst:T:What’shelike?S1:He’sold.Theteacherasksandstudentsanswer.Thenaskingandansweringcanbedonebetweengroups.Thesesentencepatternscanbeused:—What’she/shelike?—He’s/She’s…3.Pairwork.Askstudentstotalkabouttheirteachersorfriendswithpartners.Showthethirdpartofpage7onthePPT.(课件出示:Let’stalk下方的活动板块)Letstudentsaskandanswerinpairs.4.Actout.Asksomestudentstoactout.Praisethemintimeiftheydoagoodjob.Step4:Consolidation&Extension1.Makeupadialogue.Dividestudentsintoseveralgroupsandgiveoutatasklistofdescribingpeopletoeverygroup.Letstudentsmakeupadialogueingroupsoffour.Leadstudentstodiscussandfinishthetask.Atlastchoosetwostudentsfromeachgrouptoactoutthedialogue.2.Describeyourteachersorfriends.Askstudentstodescribetheirteachersorfriendsaccordingtothedialoguesthattheyhavemadeupingroups.Makeamodel:MissWanwillbeourmusicteacher.Shehaslonghair.Sheisyoung.She’skind.Sometimessheisstrict.Ilikeher.,板书设计Unit1What’shelike?What’sMsWanglike?She’skind.Sometimessheisstrict.ShewillbeournewChineseteacher.She’sChenJie’smother.作业设计完成《核心课堂》/《一本好卷》本节课习题。教学反思1.本课时以会话教学为中心，通过“快看、快答”，唤起学生对旧知的回忆。在情境中完成单词和核心句型的教学，做到词不离句。2.采用任务型教学法，层层递进，让学生一步步深入文本，获取关键信息，理解文本内容。3.操练活动形式多样，较好地激发了学生的学生兴趣，使核心句型在反复操练的过程中得到落实。4.利用小组合作创编对话，培养学生的团队精神，让学生感受到成功和自信，提高了学生的语言综合运用能力。5.板书线条清晰，结构性强，可以很好地辅助学生的语言输出。