人教版 (PEP)五年级上册Unit 1 What's he like? Part A第一课时教案

这是一份人教版 (PEP)五年级上册Unit 1 What's he like? Part A第一课时教案，共9页。


The first perid (第一课时)
Part A Let’s try & Let’s talk
▶教学内容与目标
▶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“—Is he yung/funny? —Yes, he is./N, he isn’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
1. 预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。
2. PPT课件、课文录音、视频、卡片、照片等。
Teaching purpse
采用快闪的手法，通过熟悉的面孔，让学生学习三会单词knw，领悟句子“D yu knw?”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。
▶教学过程教材分析
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。教学重点是能听、说、读、写句型“—Is he yung/funny? —Yes, he is./N, he isn’t.”“—What’s he/she like? —He / She is kind/…”；能听、说、读、写单词“ld, yung, funny, kind, strict, plite, hard-wrking, helpful, clever, shy”。
教学目标
知识与能力目标:
句型
·能够听、说、读、写句型“—Is he yung/funny? —Yes, he is./N, he isn’t.”“—What’s she like? —She’s kind.”
·能够在情景中运用句型“Is he/she yung/…?”“—What’s he/she like? —He / She is kind/…”询问并回答某人的性格或外貌特征
· 能够在语境中理解单词“knw”和句子“D yu knw Mr Yung?” “Ms Wang will be ur Chinese teacher.”的意思，并能正确发音
·能够理解对话大意，按照正确的意群及语音、语调朗读对话并进行角色扮演
·能够在图片的帮助下理解吴一凡的日记；能够按照正确的意群及语音、语调朗读日记，并运用句型“He is hard-wrking/…”口头和书面描述机器人Rbin及其他人物
词汇
·能够听、说、读、写单词“ld, yung, funny, kind, strict, plite, hard-wrking, helpful, clever, shy”
·能够在语境中运用这些单词询问并回答关于人物性格或外貌特征的问题，或运用这些单词描述人物性格或外貌特征
语音
·能够掌握字母-y的发音规则，即-y在单词词尾发/i/
·能够读出符合-y发音规则的单词，并能够根据发音拼写出符合-y发音规则的单词
·能够在单线上完成抄写句子的活动，做到书写规范
情感态度､文化意识､学习策略目标:
·树立正确的审美观，避免以貌取人
·能够在教师的帮助下进行be动词与人称代词的搭配小结，学会正确搭配
·能够根据-y的发音规则拼读、拼写单词
课时安排
第一课时： Part A Let’s try & Let’s talk
第二课时： Part A Let’s learn & Ask and answer
第三课时： Part A Let’s spell
第四课时： Part B Let’s try & Let’s talk
第五课时： Part B Let’s learn & Match and say
第六课时： Part B Read and write & Let’s check & Let’s wrap it up
课时教学内容
课时教学目标
Let’s try
·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
·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
Let’s talk
·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
·学生能够在情景中运用句型“—Is he yung/funny? —Yes, he is./N, he isn’t.”询问并回答某人的性格和外貌特征
·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
·学生能够在语境中理解新单词“knw”及句子“D yu knw Mr Yung?”的意思并正确发音
Step 1: Warm-up & Lead-in
1. Greetings.
2. Sing the sng—Wh’s yur teacher? （出示课件）
3. Lead-in.
T: It’s a new term nw. D yu remember yur classmates?
(Quick Flash) Shw sme pictures f the characters in the textbk ne by ne. (出示课件) Then talk abut them with students like this:
T: D yu knw him/her? Ss: Yes!
T: Wh is he/she? Ss: He’s…/She’s…
Write dwn the wrd “knw” in time. Lead students t read it: knw—knw—D yu knw? —I knw. At last shw the picture f Oliver and ask: D yu knw him? Help students answer.
Ss: N, I dn’t.
T: Wh’s he? Let’s watch the vide. (课件出示: Unit 1主情景图视频)
T: Nw d yu knw the by?
Ss: Yes! He’s Oliver. /His name is Oliver.
T: Yu’re right. In this term, we will have a new classmate. His name is Oliver. Let’s say hell t Oliver.
Ss: Hell, Oliver！
Teaching purpse
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。
Step 2: Presentatin
1. Let’s try.
T: Wu Yifan and Oliver see Mr Li. Here are three pictures. (出示课件) Wh is Mr Li? Can yu guess?
Ss: …
T: Really? Oliver is a new classmate. S he desn’t knw his teachers. Let’s listen and tick. And yu can check what yu guess.
Play the recrding f “Let’s try”. (出示课件) Let students listen t the recrding, grasp the key infrmatin, and then find the answer. Check the answer with students. Accrding t the right picture, ask like this:
T: Is he strng? Ss: Yes, he is.
T: Is he a gd basketball player?(with sme actins) Ss: Yes, he is.
T: Gd jb! And smetimes he is strict. (with sme expressins)
(课件出示:教材P4 Let’s try板块的听力材料)
Teaching purpse
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。
2. Let’s talk.
(1)Learn sme new wrds.
①Shw a picture f a yung teacher wh students knw very well.
T: D yu knw him/her? Ss: Yes.
T: Wh is he/she? Ss: He / She is…
T: Yes, he/she is ur Chinese/maths…teacher, Mr/Miss X.
Emphasize the wrd “ur” with sme actins. Help students read it and understand its meaning: ur—ur—ur teacher—ur classrm— ur friends. Write it dwn n the blackbard.
②Shw the picture f Mr Yung n the PPT. (出示课件) Pint t it and ask: D yu knw him?
Ss: N, I dn’t knw.
T: He’s Mr Yung.
Ask students t read it three times: yung—yung—Mr Yung.
T: (Pint t his white hair.) Is he ld? Ss: Yes, he is.
T: (Pint t Mr/Miss X.) Is he/she ld? Ss: N, he/she isn’t.
Help students answer slwly: He / She is yung. Write dwn the wrd“yung”n the blackbard. Then teach: yung—yung—She’s yung. He’s yung. (Shw sme pictures f yung stars.)(出示课件)
Lead students t cmpare the frms f “yung” in “Mr Yung” and “He’s yung.” Help students find the difference and understand their meanings.
③T: Mr Yung is ld. And he’s very funny.
Shw a wrd card f “funny”. Read it and help students understand its meaning.
Teaching purpse
任务型教学法能让学生对文本有比较全面的认识；根据问题的答案组织语言对人物进行描述，可以锻炼学生的语言表达能力，进一步强化学生对文本的理解。而不同形式的朗读旨在培养学生使用正确的语音、语调，并在具体的语境中落实核心句型的运用。利用板书让学生复述课文，加深对文本的记忆。
T: fun-ny—fun-ny—funny. He’s funny. She’s funny. (Shw sme pictures f funny stars.) (出示课件) And I like funny teachers.
(2)Learn the dialgue.
T: Wu Yifan and Oliver are talking abut Mr Yung nw. Let’s watch the cartn and read the dialgue after it. Try t knw mre abut Mr Yung.
Play the cartn f“Let’s talk”. (出示课件) Let students read after it. Ask students t read the dialgue again and answer the fllwing questins:
①Wh is Mr Yung? ②Is he yung? ③Is he funny?
Check the answers with students. Lead students t make an intrductin f Mr Yung accrding t the answers like this: Mr Yung is Wu Yifan and Oliver’s music teacher. He isn’t yung. He’s ld. And he’s funny.
(3)Read and act.
①Play the cartn again. (出示课件) Let students read after it and try t imitate the intnatin and the prnunciatin f the recrding. Then ask students t read tgether. At last ask students t read freely.
②Let students act ut the dialgue in pairs. Several minutes later, take ut sme headwears and ask sme students t act ut.
③Chse the best perfrmers with students and give awards.
Teaching purpse
通过先引导学生进行操练，然后学生结对自主合作练习，最后进行展示等一系列的活动，强化学生对核心句型的理解和掌握，让学生在语言支架的帮助下，有话可说，增强学生的自信，激发学生的学习兴趣。
(4)Retell the dialgue accrding t the blackbard.
Make a mdel first and then lead students t retell.
Step 3: Practice
1. Sharp eyes.
Shw the wrds “tall, friendly, quiet, funny, yung, ld” n the PPT. （出示课件）Let students read them ut quickly
2. Talk abut the stars and yur teachers.
(1)I ask and yu answer.
Chse three pictures f stars wh students like very much. Ask and answer accrding t these pictures.
T: Wh’s he/she? Ss: He’s /She’s…
T: Is he/she funny/yung/ld? Ss: Yes, he/she is. /N, he/she isn’t.
(2)Pair wrk.
Shw sme phts f students’ teachers ne by ne.
T: D yu knw him? Ss: Yes, he is ur…teacher.
T: Can yu talk abut yur teachers? Ss: …
Shw the part f “Talk abut yur teachers” n page 4. Prvide sme sentences patterns “Wh’s yur…teacher?” “—Is she/he…? —Yes, she/he is. /N, she/he isn’t.” (出示课件) Let students ask and answer with their partners.
(3)Shw time.
Ask sme students t act ut and encurage mre students t participate in.
Teaching purpse
通过学科整合进行拓展，构建有效的对话情境，创编对话，让学生学以致用，提升学生的综合语言运用能力。
(4) Shw time.
Step 4: Cnslidatin & Extensin
Make a dialgue.
(1)Make a mdel.
T: (Draw a picture n the blackbard.) D yu knw…?
Ss: N, I dn’t. Wh is he/she?
T: He’s/She’s my father/friend/grandpa/uncle/sister…
Ss: Is he/she…?
T: Yes, he/she is./N, he/she isn’t. I like him/her.
(2)Lk and say.
Ask each student t draw a picture. Then let them imitate t talk abut it with their partners.
(3)Shw time.
Ask sme students t shw their dialgues and encurage mre students t participate in.
▶板书设计
▶作业设计
1. Practice the dialgue.
2. D the exercises. (见“”系列丛书《创优作业100分》或《状元作业本》对应课时作业)
▶教学反思
1.本节课采用Quick Flash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。
▶Teaching Cntents & Teaching Aims
Let’s try
·Be able t understand the recrding, grasp the key infrmatin and imprve listening abilities.
·Be able t perceive the key sentence patterns and tick the right answer.
Let’s talk
·Be able t understand the main idea f the dialgue and read the dialgue with crrect sense grups, prnunciatin and intnatin and act it ut.
·Be able t use the target wrds and sentence patterns t ask and answer in cntext prperly.
·Be able t understand and read the wrd“knw”and the sentence“D yu knw Mr Yung?” crrectly.
▶Teaching Pririties
·Be able t understand and master the key wrds and sentence patterns f this lessn.
·Be able t use the target sentence patterns t ask and answer in cntext prperly.
▶Teaching Difficulties
·Be able t talk abut characters’ features by using the vcabulary and the sentence patterns flexibly.
▶Teaching Prcedures
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Warm-up
&
Lead-in
1. Greetings.
2. Sing the sng—Wh’s yur teacher?
3. Lead-in.
Shw sme pictures ne by ne and ask questins “D yu knw him/her? Wh is he/she?” Intrduce a new classmate. Teach the new wrd “knw”.
1. Greetings.
2. Learn t sing the sng—Wh’s yur teacher?
3. Lk at the pictures and answer the questins. Knw the new classmate. Learn the new wrd “knw”.
Learn the new wrd “knw” and understand the meaning f the sentence “D yu knw?” thrugh the quick flash. Lead in the new lessn.
Presentatin
Presentatin
1. Let’s try.
Ask students t bserve the three pictures and guess.
Play the recrding f “Let’s try”.
Check the answer with students.
Ask sme questins accrding t the right picture.
Observe the three pictures and guess.
Listen t the recrding and tick the answer.
Check the answer with the teacher.
Answer the questins accrding t the right picture.
Lead students t guess by bserving the pictures. Cultivate students’ bservatin and lgical reasning abilities. Help students perceive the key sentence patterns.
2. Let’s talk.
(1)Teach the new wrds.
①Teach the new wrd“ur” in phrases and sentences.
②Teach the new wrd “yung”. Cmpare the frms f it in “Mr Yung” and “He’s yung.”
③Lead students t learn the wrd“funny”with sme pictures f funny stars.
(1)Learn and understand the new wrds “ur, yung, funny”. Knw the difference f “yung” and “Yung”.
Understand the meanings f the new wrds by cmparing and wrd splitting. And practice the new wrds in sentences. Reduce the difficulty f learning and stimulate students’ learning interest by using sme pictures f stars.
(2)Teach the dialgue.
Play the cartn and let students knw mre abut Mr Yung. Ask sme questins. Check the answers with students. Lead students t make an intrductin f Mr Yung accrding t the answers.
(2)Watch the cartn and knw mre abut Mr Yung. Read after the cartn and find the answers t the questins. Check the answers with the teacher. Make an intrductin f Mr Yung.
Let students knw the text thrughly by answering the questins. Train students’ language cmpetence by describing the character. Strengthen their understanding f the text.
(3)Let students read and act.
①Play the cartn again.
②Take ut sme headwears and ask sme students t act ut.
③Give awards.
(3)Read after the cartn again. Try t imitate the intnatin and the prnunciatin. Then read tgether. At last read freely. Act ut the dialgue in pairs and chse the best perfrmers.
Help students understand and deepen the impressin f the text by retelling the text.
(4)Make a mdel and then ask students t retell the text accrding t the writing f the blackbard.
(4)Retell the text accrding t the writing n the blackbard.
Make sure students can read the dialgues crrectly and act them ut.
Practice
1. Sharp eyes.
Shw these wrds “tall, friendly, quiet, funny, yung, ld” n the PPT.
2. Talk abut the stars and yur teachers.
(1) I ask and yu answer. Chse sme pictures f stars wh students like very much and ask “Wh’s he/she? Is he/she…?”
(2)Pair wrk.
Shw sme phts f students’ teachers ne by ne.
Prvide sme sentence patterns fr students t use.
(3)Shw time.
Ask sme students t act ut and encurage mre students t participate in.
1.Read the wrds ut quickly.
2. Answer the questins. Ask and answer in pairs accrding t the sentence patterns that the teacher prvides. Shw the dialgues in class.
Help students strengthen the key sentence patterns. Encurage students t shw with the help f language scaffld. Enhance students’ cnfidence. Stimulate students’ learning interest.
Cnslidatin
&
Extensin
Make a dialgue.
(1)Make a mdel.
Draw a picture n the blackbard and talk abut the picture with students.
(2)Lk and say.
Ask students t draw a picture and talk abut it with their partners.
(3)Shw time.
Ask students t shw their dialgues. Encurage mre students t participate in.
(1)Talk abut the picture with the teacher.
(2)Draw a picture and talk abut it with their partners.
(3)Shw their dialgues with their partners.
Create a natural and real situatin t develp students’ cmprehensive language using abilities.
Hmewrk
1. Practice the dialgue.
2. D the exercises.