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小学英语人教版 (PEP)五年级上册Unit 1 What's he like? Part A教案及反思
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这是一份小学英语人教版 (PEP)五年级上册Unit 1 What's he like? Part A教案及反思，共5页。
Unit 1 What’s he like?教案
第二课时(A . Let’s try ＆ Let’s talk)
Unit 1 What’s he like?教案
第三课时(A . Let’s spell)
教学目标
1.知识目标：能听、说、读、写单词ld, yung, strict, kind和funny并能灵活地运用这些单词来描述任务的外貌特征和性格特征。
2.能力目标：能完成Ask and answer中要求的对话练习。
3.情感目标：教育学生要关心和爱护他人。
教学重点
掌握Let’s learn部分的单词，能根据该部分人物信息替换示例对话中的关键词进行对话练习。
教学难点
能结合所学的词汇及句型问答人物的外貌和性格特征。
教学准备
录音机、录音带、课件。
教学过程
批注
Step 1 Warm-up
以歌曲活跃课堂气氛，通过自由对话激发学生对本课知识的学习兴趣。
Greetings (师生之间打招呼问候)
Enjy the sng—Hell, my friend
教师播放视频歌曲，让学生听音乐跟唱。Play the vide. Let students sing tgether with the music.
Free talk
呈现Main scene图片，播放视频，引导学生讨论。Shw the picture f “Main scene” in Unit1. Play the vide. Discuss with students abut what they are talking abut.
Step 2 Presentatin&Practice
联系学生新学期新同学新老师的实际，在真实、自然的情景中，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。
用对比法学习新词ld和yung。降低难度，增强学生的自信心。
将单词的操练放在句型中进行，提高学生的语言运用能力。
1. Lead in
呈现新同学Oliver和五位新老师图片。Shw the new student Oliver and five new teachers respectively n the PPT.
T: It’s a new term nw. Let’s meet a new student. Lk, wh is he? D yu knw him?
Ss: Oliver.
T: Yes! He is Oliver. And we will have five new teachers. (Shw the five new teachers n the PPT) Wh are they? D yu want t knw?
Ss: Yes!
T: (Shw the pictures f six subjects ne by ne) Lk at pictures and say the crrespnding teachers.
Ss: OK. Maths/English/Chinese/art/music/science teacher.
T: Wh’s yur ... teacher? Let’s ask Zhang Peng.
2. New wrds（单词/句型学习）
(1)教授单词yung/ld。Teach the tw wrds“yung/ld”. Shw the picture f “Let’s learn” and circle the picture f Mr Jnes.
T: Wh’s Oliver’s art teacher?
Ss: Mr Jnes.Shw the picture f Mr Jnes.
T: Is he yung?
Ss: Yes, he is.
Write dwn the wrd “yung” n the blackbard.
Shw the picture f an ld man and a yung man. Lead students t lk and cmpare.
T: Is he yung? (Pint t the black hair f the yung man.)
Ss: Yes, he is. He’s yung.
Write dwn the wrd “yung” n the blackbard. Teach it like this: yung, yung, he’s yung. Let students try t write and read. Explain that the wrd “yung” is the antnym f the wrd “ld”. Then pint t the ld man and ask: Is he yung? Students answer: N, he isn’t. He is ld.
T: Wh’s Oliver’s music teacher? Ss: Mr Yung.
T: Mr Jnes is yung. Is Mr Yung yung, t?
Ss: N, he isn’t. He’s ld.
(2)教授单词funny。Teach the wrd“funny”. Shw the picture f “Let’s learn” and circle the picture f Miss Green.
T: Wh’s Oliver’s science teacher? Ss: Miss Green.
T: Is she yung? Is she funny? Ss: Yes, she is.
T: She is funny.
Write dwn the wrd “funny” n the blackbard and read: fun-ny, funny, funny, she’s funny. Let students try t spell it and perceive the prnunciatin f the letter “y”.
Shw a picture f funny by. Say the sentences with students: He’s funny. Ask students t make funny faces. Let them read the wrd ludly at the same time.
(3)教授剩余两个特征单词kind/strict。Teach the ther tw wrds in the same way.
(4)呈现五位老师图片，结合老师称呼区分Mr/Miss/Mrs。
T: Lk, wh are they? Let’s meet ur teachers.
Ss: Mr Yung, Mr Jnes ...
Lk and explain the difference amng “Mr, Miss, Mrs”.
The teacher asks and students answer quickly.
T: Wh’s the art/music/science... teacher? Ss: Mr Jnes.
T: Great! Let’s say hell t ur teachers.
3. Let’s learn
(1)呈现Let's learn图片，跟读单词和对话内容。Shw the part f “Let’s learn” n page 5. First, let students listen t the recrding and read after it. Ask students t pay attentin t the prnunciatin and the intnatin.
(2)播放视频，模仿并表演。Then play the vide. Ask students t imitate Oliver and Zhang Peng t ask and answer with their partners. At last chse sme students t act ut.
Practice.（单词/句型操练）
4. Ask and answer
呈现教师图片，结合教师特点进行对话问答练习。Ask students t imitate Oliver and Zhang Peng t ask and answer with their partners.
Make a mdel:
T: Is Mr Yung yung?
Ss: N, he isn’t. He is ld.
5. Pair wrk
两人小组谈论教师。Let students t wrk in pairs with the sentence pattern “—Wh’s yur —Mr/Mrs/Miss ... —Is he/she —Yes/N, ...”
Step 3 Cnslidatin&Extensin
1. Ask and answer
(1)展示Mrs Smith图片。Shw the picture f Mrs Smith and sme sentences. Pint t Mrs Smith and ask: Wh’s Mrs Smith? Help students answer: She’s the head teacher. She’s tall. She’s strict. We all like her.
(2)看图提出更多问题并回答。Ask mre questins and answer. Fr example: Is she yung? Is she funny? ...
2. Draw and say
(1)画一幅老师图片，看图对话练习。Draw a picture. Then practice in pairs.
Wh is Miss She’s ur ... She’s ...
3. Exercise(连词成句)
Step 4 Hmewrk
作业：(1) Listen, read and recite the wrds, then cpy them .
(2) Intrduce yur teacher t yur family.
教学
反思
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。注重学习方法和策略的培养，指导学生有方法地记忆单词。
板书
设计
Unit 1 What’s he like?
yung/ld/funny/kind/strict.
—Wh’s yur art teacher?
—Mr Jnes.
—Is he yung?
—Yes, he is.
教学目标
1.知识目标：能听、说、认读单词knw和ur；能熟练掌握问答他人外貌和性格特征的句型“—Is he/she ... ? —Yes,he/she is. / N, he/she isn’t.”。
2.能力目标：能用所学的描述人物外貌和性格特征的词汇来介绍他人。
3.情感目标：教育学生要懂礼貌，尊敬师长，学会欣赏他人的长处。
教学重点
熟练掌握Let's talk部分的内容并能根据实际情况用英语谈论人物的外貌和性格特征。
教学难点
能灵活运用所学的句型谈论他人的外貌和性格特征。
教学准备
单词卡片、录音机、录音带、课件。
教学过程
批注
Step 1 Warm-up
Greetings (师生之间打招呼问候)
Sharp eyes
看图说出人物对应的性格特点的单词。Shw five teachers n the PPT. Lk at the pictures and say the crrespnding wrds.
Review (I draw, yu say)
我画你说，动画呈现教师图片，看图提问并回答。Shw the picture f Miss White n the PPT. Ask the questin: Is she kind? Lead students t answer: Yes, she is kind. Then shw the pictures f Mr Yung, Mr Green and Miss White in the same way. Let students lk and answer the questins.
Step 2 Presentatin&Practice
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。
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。
1. Let’s try
(1)呈现Wu Binbin、Oliver以及三位教师Mr Yung、Mr Jnes and Mr Li的图片，导入Let's try部分学习。
T: Wu Binbin and Oliver are talking abut Mr Li. Wh is he? Lk and chse.
(2)呈现Let's try图片，看图选出正确图片并核对答案。Shw the picture f“Let’s try”n the PPT. Let students listen and tick.
T: Wu Binbin and Oliver see Mr Li. Here are three pictures. Wh is Mr Li? Let’s listen and tick the right bxes.
Play the recrding f “Let’s try”. Let students listen t the recrding, grasp the key infrmatin, and then tick the right picture. Check the answer with students. Shw the listening material n the PPT. Underline the key sentences.
(3)根据正确图片，问答Mr Li外貌和性格特征，讲解单词strng.
Accrding t the right picture, ask like this:
T: Wh is he? Ss: He is Mr Li. He is ur maths teacher.
T: Is he strng? Ss: Yes, he is.
T: Is he strng?(Shw a picture f a strng wrker) 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)
2. Let’s talk
(1)再次呈现Wu Binbin、Oliver以及三位教师Mr Yung、Mr Jnes and Mr Li的图片衔接导入Let's talk部分内容。
T: Wu Binbin is intrducing anther teacher t Oliver. Can yu guess?
Ss: ...
(2)教师播放Let's talk视频，看视频回答问题。Play the cartn f “Let’s talk”. Let’s watch and answer: Wh is it? Then check the answer tgether.
(3)听音频回答问题。Play the recrding f“Let’s talk”. Listen and answer the questins. Then shw the answers n the PPT.
a. Wh is Mr Yung?
b. Is he yung r ld?
c. Is he funny?
(4)跟读对话，讲解重点单词和句型并进行句型操练。
a. Shw the dialgue in“Let’s talk”n the PPT. Ask students t read the dialgue and pay attentin t the wrds and sentences with different clurs.
b. Emphasize the wrd “ur” with sme actins. Help students read it and understand its meaning. Shw the sentence structures “—Wh is he? —He’s ur music teacher.”n the PPT. Help students better understand the dialgue.
c. Shw the pictures f the five teachers. Lead students t ask and answer like this:“—Wh is he/she? —He’s/She’s ur ... teacher.”
(5)看视频跟读、表演对话，完成习题。
a. Play the cartn again. 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.
b. Let students act ut the dialgue in pairs. Several minutes later, take ut sme head wears and ask sme students t act ut.
c. Chse the best perfrmers with students and give awards.
d. Retell the dialgue accrding t the blackbard.Finish the exercise.
Practice.
3. Talk abut the teachers
呈现对话，讨论教师特征。 Shw a dialgue with the picture in “Let’s talk”n the PPT. Make a mdel first and then let students wrk in pairs t practice the dialgue.
A: Wh is he/she? B: He’s/She’s ...
A: Is he/she B: Yes, he/she is. / N, he/she isn’t.
Step 3 Cnslidatin&Extensin
1. Talk abut yur teachers
(1)呈现“Talk abut yur teachers”图片和句式，模仿问答。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.” Let students ask and answer with their partners.
(2)介绍自己的老师。Shw sme phts f students’ teachers ne by ne.
T: D yu knw him/her? Ss: Yes, he/she is ur…teacher.
T: Can yu talk abut yur teachers? Ss: …
2. Exercise
看图回答问题。
Step 4 Hmewrk
作业：(1)Read and recite the dialgue n P4.
(2)Talk abut yur teacher with yur partner.
教学
反思
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，构建有效的对话情景，引导学生自主合作。
板书
设计
Unit 1 What’s he like?
knw, ur
—Wh is he?
—He is ur music teacher.
—Is he yung?
—N, he isn’t.
教学目标
1.知识目标：了解单词中字母y在词尾发短音/i/的发音规则。
2.能力目标：能够掌握字母y在词尾发短音/i/的发音规则并能完成相应习题。
3.情感目标：培养学生自主学习、合作学习的良好习惯。
教学重点
掌握字母y在词尾发短音/i/的发音规则。
教学难点
能根据字母y位于词尾发短音/i/的发音规则拼读单词。
教学准备
录音机、录音带、课件。
教学过程
批注
Step 1 Warm-up
在歌曲中复习26个字母在单词中的发音。
Greetings (师生之间打招呼问候)
Enjy the sng—The phnics sng
欣赏A-Z自然拼读歌曲。Play the vide. Ask students t sing alng with the music.
Step 2 Presentatin&Practice
创设情景进行教学，一步一步引导学生归纳字母y在单词末尾的发音，让学生更加深入地理解和掌握所学的语音知识，加深印象。
通过听觉、视觉的直观体验，采用拆分法让学生在例词中练习字母y的发音。
1. Learn the letter“y”（单词学习）
(1)呈现小宝宝图片，在故事情境中教授单词baby/ happy/ srry/ windy/ sunny。
a. Teach the wrd“baby”. Shw the picture f a little baby n the PPT.
T: Lk! A little ... (Lead students t say the wrd “baby”)
Ss: Baby.
T: Yes! Lk at his face, he is smiling. (with sme expressins)
Ss: He is happy.(Mark the letter “y” in the wrd “happy” in red)
Stress the wrd “happy”. Lead students t read it.
b. Teach the wrd“candy”. Shw the picture f a crying baby n the PPT.
T: The baby is crying. He is unhappy.(with sme expressins) D yu knw why?Shw the picture f sme candies n the PPT.
Ss: ...
T: We can say“N candy fr the baby”. (Mark the letter “y”in the wrd “candy” in red)
Stress the wrd “candy”. Lead students t read the sentence three times.
c. Teach the wrd“srry”. Shw the picture f a girl n the PPT.
T: The baby wants t asks the girl, “D yu have a candy?”. Des the girl have a candy?
Ss: N.
T: Yes. She feels srry fr the baby. (Mark the letter “y” in the wrd “srry” in red)
Stress the wrd “srry”. Lead students t read it.
T: The baby likes candy. But we shuld insist“N candy fr the baby”. (Mark the letter “y”in the wrd “candy” in red)
d. Teach the wrd“windy/sunny”. Shw the picture f sme trees which are blwn awry by the wind n the PPT.
T: Lk! The baby is sneezing. The trees are blwn awry. What’s the weather like?
Ss: It’s windy.(Mark the letter “y” in the wrd “windy” in red)
Stress the wrd “windy”. Lead students t read it.
T: Lk! The sun cmes ut. What’s the weather like?
Ss: It’s sunny. (Mark the letter “y”in the wrd “sunny” in red)
(2)总体呈现五个单词baby/happy/srry/windy/sunny，找出字母y在词尾的发音规律。Ask students t bserve these wrds and answer the questin: What can yu find?
Ss: They have the same letter “y”. T: S great!
Shw different clurs n the letter “y” f every wrd. Ask students t read these wrds carefully and answer the questin: What’s the sund f the letter “y” in every wrd? Let students read these wrds and perceive the sund /i/ f the letter “y”. Help students t sum up: The letter “y” has the /i/ sund in these wrds.
2. Read, listen and chant
(1)呈现“Read, listen and chant”图片，跟读音频。Shw the pictures f “Read, listen and chant” ne by ne with the recrding f the wrds. (出示课件) Let students read after the recrding. Pay attentin t the sund f the red letter “y” in every wrd.
(2)拼读五个重点单词。Read these wrds like this: ba-by, baby; win-dy, windy… Ask students t try t imitate. Let students practice the sund f the letter “y” in these wrds.
(3)播放视频跟唱歌谣。Play the vide f “Read, listen and chant”. Let students read, listen and chant.
(4)听音频再次练唱歌谣。Shw the chant n the PPT. Let students listen t it again. Ask sme students t say ut the wrds with the letter “y” that sunds /i/ in the chant.
Practice.（单词/句型操练）
3. Listen, number and say
(1)要学生读题目要求。Ask students t read the tpic and understand the intentin.
(2)播放音频排序。Play the recrding and let students number. (出示课件)
(3)核对答案。Play the recrding again. Then check the answers.（出示课件）
(4)引导学生拼读单词。Lead students t read like this: can-dy, candy; par-ty, party… Then let students read all these wrds tgether.
4. Listen, write and say
(1)观察并讨论图片。Ask students t bserve the pictures f the third part f “Let’s spell” n page 6. Lead them t talk abut the pictures and predict the answers.
(2)听音频，写答案。Play the recrding. Let students listen t the recrding and try t write dwn the answers.
(3)核对答案。Play the recrding again and check the answers with students. (出示课件) Then ask students t read the sentences tgether.
(4)正确书写答案。Ask students t chse ne sentence frm abve and write it dwn. Ask students t write in a standard way.
5. Play a game(Whack-a-mle)
Step 3 Cnslidatin&Extensin
1. Let’s try
将包含字母y的单词分三类呈现，引导学生拼读单词，总结字母y的三种发音/ɪ/,/ai/,/j/。
2. Play a game
3. Exercise(lk and write)
Step 4 Hmewrk
作业：(1)Read and recite the wrds,find mre wrds with the letter “y”.
(2)Cpy the wrds.
教学
反思
引导学生通过读例词、观察例词结构中共有的特征，感知字母y的发音，积极思考，寻找规律，并帮助他们总结出其发音规则。
板书
设计
Unit 1 What’s he like?
/i/ baby/happy/srry/windy/sunny
/aɪ/ my/sky/shy/fly
/j/ yes/yur/yellw/yung
Unit 1 What’s he like?教案
第二课时(A . Let’s try ＆ Let’s talk)
Unit 1 What’s he like?教案
第三课时(A . Let’s spell)
教学目标
1.知识目标：能听、说、读、写单词ld, yung, strict, kind和funny并能灵活地运用这些单词来描述任务的外貌特征和性格特征。
2.能力目标：能完成Ask and answer中要求的对话练习。
3.情感目标：教育学生要关心和爱护他人。
教学重点
掌握Let’s learn部分的单词，能根据该部分人物信息替换示例对话中的关键词进行对话练习。
教学难点
能结合所学的词汇及句型问答人物的外貌和性格特征。
教学准备
录音机、录音带、课件。
教学过程
批注
Step 1 Warm-up
以歌曲活跃课堂气氛，通过自由对话激发学生对本课知识的学习兴趣。
Greetings (师生之间打招呼问候)
Enjy the sng—Hell, my friend
教师播放视频歌曲，让学生听音乐跟唱。Play the vide. Let students sing tgether with the music.
Free talk
呈现Main scene图片，播放视频，引导学生讨论。Shw the picture f “Main scene” in Unit1. Play the vide. Discuss with students abut what they are talking abut.
Step 2 Presentatin&Practice
联系学生新学期新同学新老师的实际，在真实、自然的情景中，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。
用对比法学习新词ld和yung。降低难度，增强学生的自信心。
将单词的操练放在句型中进行，提高学生的语言运用能力。
1. Lead in
呈现新同学Oliver和五位新老师图片。Shw the new student Oliver and five new teachers respectively n the PPT.
T: It’s a new term nw. Let’s meet a new student. Lk, wh is he? D yu knw him?
Ss: Oliver.
T: Yes! He is Oliver. And we will have five new teachers. (Shw the five new teachers n the PPT) Wh are they? D yu want t knw?
Ss: Yes!
T: (Shw the pictures f six subjects ne by ne) Lk at pictures and say the crrespnding teachers.
Ss: OK. Maths/English/Chinese/art/music/science teacher.
T: Wh’s yur ... teacher? Let’s ask Zhang Peng.
2. New wrds（单词/句型学习）
(1)教授单词yung/ld。Teach the tw wrds“yung/ld”. Shw the picture f “Let’s learn” and circle the picture f Mr Jnes.
T: Wh’s Oliver’s art teacher?
Ss: Mr Jnes.Shw the picture f Mr Jnes.
T: Is he yung?
Ss: Yes, he is.
Write dwn the wrd “yung” n the blackbard.
Shw the picture f an ld man and a yung man. Lead students t lk and cmpare.
T: Is he yung? (Pint t the black hair f the yung man.)
Ss: Yes, he is. He’s yung.
Write dwn the wrd “yung” n the blackbard. Teach it like this: yung, yung, he’s yung. Let students try t write and read. Explain that the wrd “yung” is the antnym f the wrd “ld”. Then pint t the ld man and ask: Is he yung? Students answer: N, he isn’t. He is ld.
T: Wh’s Oliver’s music teacher? Ss: Mr Yung.
T: Mr Jnes is yung. Is Mr Yung yung, t?
Ss: N, he isn’t. He’s ld.
(2)教授单词funny。Teach the wrd“funny”. Shw the picture f “Let’s learn” and circle the picture f Miss Green.
T: Wh’s Oliver’s science teacher? Ss: Miss Green.
T: Is she yung? Is she funny? Ss: Yes, she is.
T: She is funny.
Write dwn the wrd “funny” n the blackbard and read: fun-ny, funny, funny, she’s funny. Let students try t spell it and perceive the prnunciatin f the letter “y”.
Shw a picture f funny by. Say the sentences with students: He’s funny. Ask students t make funny faces. Let them read the wrd ludly at the same time.
(3)教授剩余两个特征单词kind/strict。Teach the ther tw wrds in the same way.
(4)呈现五位老师图片，结合老师称呼区分Mr/Miss/Mrs。
T: Lk, wh are they? Let’s meet ur teachers.
Ss: Mr Yung, Mr Jnes ...
Lk and explain the difference amng “Mr, Miss, Mrs”.
The teacher asks and students answer quickly.
T: Wh’s the art/music/science... teacher? Ss: Mr Jnes.
T: Great! Let’s say hell t ur teachers.
3. Let’s learn
(1)呈现Let's learn图片，跟读单词和对话内容。Shw the part f “Let’s learn” n page 5. First, let students listen t the recrding and read after it. Ask students t pay attentin t the prnunciatin and the intnatin.
(2)播放视频，模仿并表演。Then play the vide. Ask students t imitate Oliver and Zhang Peng t ask and answer with their partners. At last chse sme students t act ut.
Practice.（单词/句型操练）
4. Ask and answer
呈现教师图片，结合教师特点进行对话问答练习。Ask students t imitate Oliver and Zhang Peng t ask and answer with their partners.
Make a mdel:
T: Is Mr Yung yung?
Ss: N, he isn’t. He is ld.
5. Pair wrk
两人小组谈论教师。Let students t wrk in pairs with the sentence pattern “—Wh’s yur —Mr/Mrs/Miss ... —Is he/she —Yes/N, ...”
Step 3 Cnslidatin&Extensin
1. Ask and answer
(1)展示Mrs Smith图片。Shw the picture f Mrs Smith and sme sentences. Pint t Mrs Smith and ask: Wh’s Mrs Smith? Help students answer: She’s the head teacher. She’s tall. She’s strict. We all like her.
(2)看图提出更多问题并回答。Ask mre questins and answer. Fr example: Is she yung? Is she funny? ...
2. Draw and say
(1)画一幅老师图片，看图对话练习。Draw a picture. Then practice in pairs.
Wh is Miss She’s ur ... She’s ...
3. Exercise(连词成句)
Step 4 Hmewrk
作业：(1) Listen, read and recite the wrds, then cpy them .
(2) Intrduce yur teacher t yur family.
教学
反思
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。注重学习方法和策略的培养，指导学生有方法地记忆单词。
板书
设计
Unit 1 What’s he like?
yung/ld/funny/kind/strict.
—Wh’s yur art teacher?
—Mr Jnes.
—Is he yung?
—Yes, he is.
教学目标
1.知识目标：能听、说、认读单词knw和ur；能熟练掌握问答他人外貌和性格特征的句型“—Is he/she ... ? —Yes,he/she is. / N, he/she isn’t.”。
2.能力目标：能用所学的描述人物外貌和性格特征的词汇来介绍他人。
3.情感目标：教育学生要懂礼貌，尊敬师长，学会欣赏他人的长处。
教学重点
熟练掌握Let's talk部分的内容并能根据实际情况用英语谈论人物的外貌和性格特征。
教学难点
能灵活运用所学的句型谈论他人的外貌和性格特征。
教学准备
单词卡片、录音机、录音带、课件。
教学过程
批注
Step 1 Warm-up
Greetings (师生之间打招呼问候)
Sharp eyes
看图说出人物对应的性格特点的单词。Shw five teachers n the PPT. Lk at the pictures and say the crrespnding wrds.
Review (I draw, yu say)
我画你说，动画呈现教师图片，看图提问并回答。Shw the picture f Miss White n the PPT. Ask the questin: Is she kind? Lead students t answer: Yes, she is kind. Then shw the pictures f Mr Yung, Mr Green and Miss White in the same way. Let students lk and answer the questins.
Step 2 Presentatin&Practice
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。
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。
1. Let’s try
(1)呈现Wu Binbin、Oliver以及三位教师Mr Yung、Mr Jnes and Mr Li的图片，导入Let's try部分学习。
T: Wu Binbin and Oliver are talking abut Mr Li. Wh is he? Lk and chse.
(2)呈现Let's try图片，看图选出正确图片并核对答案。Shw the picture f“Let’s try”n the PPT. Let students listen and tick.
T: Wu Binbin and Oliver see Mr Li. Here are three pictures. Wh is Mr Li? Let’s listen and tick the right bxes.
Play the recrding f “Let’s try”. Let students listen t the recrding, grasp the key infrmatin, and then tick the right picture. Check the answer with students. Shw the listening material n the PPT. Underline the key sentences.
(3)根据正确图片，问答Mr Li外貌和性格特征，讲解单词strng.
Accrding t the right picture, ask like this:
T: Wh is he? Ss: He is Mr Li. He is ur maths teacher.
T: Is he strng? Ss: Yes, he is.
T: Is he strng?(Shw a picture f a strng wrker) 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)
2. Let’s talk
(1)再次呈现Wu Binbin、Oliver以及三位教师Mr Yung、Mr Jnes and Mr Li的图片衔接导入Let's talk部分内容。
T: Wu Binbin is intrducing anther teacher t Oliver. Can yu guess?
Ss: ...
(2)教师播放Let's talk视频，看视频回答问题。Play the cartn f “Let’s talk”. Let’s watch and answer: Wh is it? Then check the answer tgether.
(3)听音频回答问题。Play the recrding f“Let’s talk”. Listen and answer the questins. Then shw the answers n the PPT.
a. Wh is Mr Yung?
b. Is he yung r ld?
c. Is he funny?
(4)跟读对话，讲解重点单词和句型并进行句型操练。
a. Shw the dialgue in“Let’s talk”n the PPT. Ask students t read the dialgue and pay attentin t the wrds and sentences with different clurs.
b. Emphasize the wrd “ur” with sme actins. Help students read it and understand its meaning. Shw the sentence structures “—Wh is he? —He’s ur music teacher.”n the PPT. Help students better understand the dialgue.
c. Shw the pictures f the five teachers. Lead students t ask and answer like this:“—Wh is he/she? —He’s/She’s ur ... teacher.”
(5)看视频跟读、表演对话，完成习题。
a. Play the cartn again. 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.
b. Let students act ut the dialgue in pairs. Several minutes later, take ut sme head wears and ask sme students t act ut.
c. Chse the best perfrmers with students and give awards.
d. Retell the dialgue accrding t the blackbard.Finish the exercise.
Practice.
3. Talk abut the teachers
呈现对话，讨论教师特征。 Shw a dialgue with the picture in “Let’s talk”n the PPT. Make a mdel first and then let students wrk in pairs t practice the dialgue.
A: Wh is he/she? B: He’s/She’s ...
A: Is he/she B: Yes, he/she is. / N, he/she isn’t.
Step 3 Cnslidatin&Extensin
1. Talk abut yur teachers
(1)呈现“Talk abut yur teachers”图片和句式，模仿问答。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.” Let students ask and answer with their partners.
(2)介绍自己的老师。Shw sme phts f students’ teachers ne by ne.
T: D yu knw him/her? Ss: Yes, he/she is ur…teacher.
T: Can yu talk abut yur teachers? Ss: …
2. Exercise
看图回答问题。
Step 4 Hmewrk
作业：(1)Read and recite the dialgue n P4.
(2)Talk abut yur teacher with yur partner.
教学
反思
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，构建有效的对话情景，引导学生自主合作。
板书
设计
Unit 1 What’s he like?
knw, ur
—Wh is he?
—He is ur music teacher.
—Is he yung?
—N, he isn’t.
教学目标
1.知识目标：了解单词中字母y在词尾发短音/i/的发音规则。
2.能力目标：能够掌握字母y在词尾发短音/i/的发音规则并能完成相应习题。
3.情感目标：培养学生自主学习、合作学习的良好习惯。
教学重点
掌握字母y在词尾发短音/i/的发音规则。
教学难点
能根据字母y位于词尾发短音/i/的发音规则拼读单词。
教学准备
录音机、录音带、课件。
教学过程
批注
Step 1 Warm-up
在歌曲中复习26个字母在单词中的发音。
Greetings (师生之间打招呼问候)
Enjy the sng—The phnics sng
欣赏A-Z自然拼读歌曲。Play the vide. Ask students t sing alng with the music.
Step 2 Presentatin&Practice
创设情景进行教学，一步一步引导学生归纳字母y在单词末尾的发音，让学生更加深入地理解和掌握所学的语音知识，加深印象。
通过听觉、视觉的直观体验，采用拆分法让学生在例词中练习字母y的发音。
1. Learn the letter“y”（单词学习）
(1)呈现小宝宝图片，在故事情境中教授单词baby/ happy/ srry/ windy/ sunny。
a. Teach the wrd“baby”. Shw the picture f a little baby n the PPT.
T: Lk! A little ... (Lead students t say the wrd “baby”)
Ss: Baby.
T: Yes! Lk at his face, he is smiling. (with sme expressins)
Ss: He is happy.(Mark the letter “y” in the wrd “happy” in red)
Stress the wrd “happy”. Lead students t read it.
b. Teach the wrd“candy”. Shw the picture f a crying baby n the PPT.
T: The baby is crying. He is unhappy.(with sme expressins) D yu knw why?Shw the picture f sme candies n the PPT.
Ss: ...
T: We can say“N candy fr the baby”. (Mark the letter “y”in the wrd “candy” in red)
Stress the wrd “candy”. Lead students t read the sentence three times.
c. Teach the wrd“srry”. Shw the picture f a girl n the PPT.
T: The baby wants t asks the girl, “D yu have a candy?”. Des the girl have a candy?
Ss: N.
T: Yes. She feels srry fr the baby. (Mark the letter “y” in the wrd “srry” in red)
Stress the wrd “srry”. Lead students t read it.
T: The baby likes candy. But we shuld insist“N candy fr the baby”. (Mark the letter “y”in the wrd “candy” in red)
d. Teach the wrd“windy/sunny”. Shw the picture f sme trees which are blwn awry by the wind n the PPT.
T: Lk! The baby is sneezing. The trees are blwn awry. What’s the weather like?
Ss: It’s windy.(Mark the letter “y” in the wrd “windy” in red)
Stress the wrd “windy”. Lead students t read it.
T: Lk! The sun cmes ut. What’s the weather like?
Ss: It’s sunny. (Mark the letter “y”in the wrd “sunny” in red)
(2)总体呈现五个单词baby/happy/srry/windy/sunny，找出字母y在词尾的发音规律。Ask students t bserve these wrds and answer the questin: What can yu find?
Ss: They have the same letter “y”. T: S great!
Shw different clurs n the letter “y” f every wrd. Ask students t read these wrds carefully and answer the questin: What’s the sund f the letter “y” in every wrd? Let students read these wrds and perceive the sund /i/ f the letter “y”. Help students t sum up: The letter “y” has the /i/ sund in these wrds.
2. Read, listen and chant
(1)呈现“Read, listen and chant”图片，跟读音频。Shw the pictures f “Read, listen and chant” ne by ne with the recrding f the wrds. (出示课件) Let students read after the recrding. Pay attentin t the sund f the red letter “y” in every wrd.
(2)拼读五个重点单词。Read these wrds like this: ba-by, baby; win-dy, windy… Ask students t try t imitate. Let students practice the sund f the letter “y” in these wrds.
(3)播放视频跟唱歌谣。Play the vide f “Read, listen and chant”. Let students read, listen and chant.
(4)听音频再次练唱歌谣。Shw the chant n the PPT. Let students listen t it again. Ask sme students t say ut the wrds with the letter “y” that sunds /i/ in the chant.
Practice.（单词/句型操练）
3. Listen, number and say
(1)要学生读题目要求。Ask students t read the tpic and understand the intentin.
(2)播放音频排序。Play the recrding and let students number. (出示课件)
(3)核对答案。Play the recrding again. Then check the answers.（出示课件）
(4)引导学生拼读单词。Lead students t read like this: can-dy, candy; par-ty, party… Then let students read all these wrds tgether.
4. Listen, write and say
(1)观察并讨论图片。Ask students t bserve the pictures f the third part f “Let’s spell” n page 6. Lead them t talk abut the pictures and predict the answers.
(2)听音频，写答案。Play the recrding. Let students listen t the recrding and try t write dwn the answers.
(3)核对答案。Play the recrding again and check the answers with students. (出示课件) Then ask students t read the sentences tgether.
(4)正确书写答案。Ask students t chse ne sentence frm abve and write it dwn. Ask students t write in a standard way.
5. Play a game(Whack-a-mle)
Step 3 Cnslidatin&Extensin
1. Let’s try
将包含字母y的单词分三类呈现，引导学生拼读单词，总结字母y的三种发音/ɪ/,/ai/,/j/。
2. Play a game
3. Exercise(lk and write)
Step 4 Hmewrk
作业：(1)Read and recite the wrds,find mre wrds with the letter “y”.
(2)Cpy the wrds.
教学
反思
引导学生通过读例词、观察例词结构中共有的特征，感知字母y的发音，积极思考，寻找规律，并帮助他们总结出其发音规则。
板书
设计
Unit 1 What’s he like?
/i/ baby/happy/srry/windy/sunny
/aɪ/ my/sky/shy/fly
/j/ yes/yur/yellw/yung
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