小学陕旅版Unit 5 What Is He like？教案及反思

这是一份小学陕旅版Unit 5 What Is He like？教案及反思，共5页。
Unit 5 What Is He Like? 教学目标知识与能力1．能听说读写单词:clever, outgoing, serious, lazy shy, kind ,friendly ,hard-working.2．能运用上述词汇借助简单的对话描述人物性格.过程与方法1．运用多媒体课件的图片,实物,单词卡片让学生学习词汇,给学生直接的视觉印象,避免词汇学习的枯燥.2．设计游戏和活动,让学生在快乐轻松的氛围中操练词汇.情感态度价值观1．引导学生关注身边的人,注意和他人建立和谐、友好的关系.2．培养学生的英语思维,逐步引导他们学习如何运用英语进行思考,进而流畅地道地用英语表述个人的观点和思想.教学重点能听说读写单词:Clever, outgoing, shy, kind, friendly, hardworking, serious, lazy.教学难点能运用上述词汇借助简单的对话描述人物性格.教学准备单词教学卡片及课件;学生家庭成员或朋友的照片.课时安排3课时第一课时教学过程Step 1．Warming up and leading in 复习身体部位词汇Touch your face /ear /eye /hair...注意运用you are clever. Don't be shy对学生进行评价.Step 2．Presentation Ⅰ．教授单词 clever.1．用… is clever 表扬取得胜利的某个学生,出示卡片,教学拼读并写在黑板上.然后指着班里一个很聪明的男孩询问其他人:What is he like? Is he clever?,板书该句子,引导学生用… is clever, too.2．教授单词shy 找班里某一比较内向的女生,what is she like? She is shy.教师可选出不太主动发言的孩子写出这个单词.可用 Don't be shy. Just try. 进行鼓励.3．教授单词 outgoing 找班里某一开朗外向的学生. 教师: what is… like? Is he /she shy? Oh, she is not shy. She is outgoing.请学生用英语描述更多的outgoing 性格的学生.4．教授friendly教师问Do you have friends?选班里人缘比较好的学生回答.How many friends do you have? Oh you have so many friends. They all like you. you must be friendly to them.领读拼读该单词.教师随意指着某学生问: What is… like? Is he /she friendly, outgoing or shy?( he is friendly) Who is your best friend? 5．教授单词kind 和serious 展示和蔼老奶奶图片: Look at the grandma! What is she like? (she is kind．)改变图片人物表情问,Is she kind now?（ no, she is not kind. She is serious ）6．教授 hard-working和lazy.展示蜜蜂采蜜、在睡觉的懒洋洋的小熊的图片,教师可通过这种反义词的对比教授词汇,帮助学生理解词义.Step 3．Practice and production Ⅰ．两人一组,互相拼读拼写单词.Ⅱ．说一说.学生拿出准备好的照片同桌两人说一说.Step 4．Class exercises.让学生选择合适的词汇来描述身边的教师或同学,其他学生猜是谁.有能力的学生可以进行书面练习.第二课时教学目标知识与能力1．能听懂并理解let's talk 部分的对话内容.2．能流畅地朗读对话,并能结合实际情境灵活准确地运用以下功能结构.（1）What is he like? He is kind to us.（2）What do you think of her? She is a little serious.过程与方法1,运用多媒体课件的图片,实物,单词卡片让学生学习词汇,给学生直接的视觉印象,避免词汇学习的枯燥.2,设计游戏和活动,让学生在快乐轻松的氛围中操练词汇.情感态度价值观1．引导学生关注身边的人,注意和他人建立和谐、友好的关系.2．培养学生的英语思维,逐步引导他们学习如何运用英语进行思考,进而流畅地道地用英语表述个人的观点和思想.教学重点能听懂并理解let's talk 部分的对话内容.教学难点能流畅地朗读对话,并能结合实际情境灵活准确地运用本课功能结构.教学准备单词教学卡片;三个女孩的图片.教学过程Step 1．Warming up and leading in Ⅰ．用let's learn 部分的单词卡片,随机闪动并发问.What is … like?Ⅱ．用准备好的三个女孩的教学图片,组织活动.Hi, boys and girls, there are three a, b, c girls. Look at the girl a, what is she like...鼓励学生大胆运用英语表达个人想法.Ⅲ．快速阅读本课句子后完成活动.Step 2．PresentationⅠ．展示Ms. May 和Mr. Black 的图片,和学生交流: What are they like? What do you think of her?Ⅱ．播放let's talk 部分的对话视频,初步感知对话.黑板出示如下问题:1．What does Mr. black do?2．What is he like?3．What does Ms. May do?4．What do you think of her?Ⅲ．学生朗读课文,教师通过提问帮助学生进一步了解对话内容.1．What is Kevin's favorite subject? Why?2．What does Kevin think of math classes?Ⅳ．再次整体回顾对话,并详细讲解疑难点,理解对话大意.Step 3．Practice and productionⅠ．播放录音,模仿语音跟读对话Ⅱ．分角色进行对话朗读表演Step 4．Class exerciseⅠ．两人一组将对话补充完整.Ⅱ．指导学生以此为模板进行对话创编.第三课时教学目标知识与能力1．能听懂并理解let's learn more 部分的内容,培养学生遵守时间的意识.2．能较为流利地朗读课文内容..能在一定的提示下复述课文.3．了解字母组合wh 和ph 在单词中的读音变化,学习其发音规则.过程与方法1．运用多媒体课件的图片,实物,单词卡片让学生学习词汇,给学生直接的视觉印象,避免词汇学习的枯燥.2．设计游戏和活动,让学生在快乐轻松的氛围中操练词汇.情感态度价值观1．引导学生关注身边的人,注意和他人建立和谐、友好的关系.2．培养学生的英语思维,逐步引导他们学习如何运用英语进行思考,进而流畅地道地用英语表述个人的观点和思想.教学重点1．能听懂并理解let's learn more 部分的内容,培养学生遵守时间的意识.2．了解字母组合wh 和ph 在单词中的读音变化,学习其发音规则.教学难点能较为流利地朗读课文内容.能在一定的提示下复述课文.教学准备教学挂图,词汇卡片.教学过程Step 1．Warming up and leading in.Ⅰ．复习学过的动词短语和时间表达.Ⅱ．用以前学过的日常活动的词汇,让学生快速念出来并做动作,并说出动词的过去式.Step 2．Presentation.Ⅰ．新课展示let's learn more .Jack got up late this morning. What happened? Do you want to know? Let's watch the video. Here is a story.Ⅱ．播放教学课件或者录音,让学生听录音初步理解课文大意.1．Who was Jack's English teacher?2．What was she like?Ⅲ．学生自主阅读课文,对疑难点有针对性讲解.如smile, without, get.Ⅳ．Read again and finish the tasks ---number the pictures.Ⅴ．教师以课件展示下列判断,帮助学生完整理解课文内容.1．Jack got up late this morning.2．Jack ran to school.3．Jack had breakfast at 8:00.4．Jack is a hard-working boy.Step 3．Practice and productionⅠ．教师示范朗读,学生跟读.Ⅱ．播放录音,学生模仿语音语调跟读.Ⅲ．复述课文.Step 4．Class exercisesPart C 练习内容