小学人教版 (PEP)Unit 1 What's he like? Part B教学设计

这是一份小学人教版 (PEP)Unit 1 What's he like? Part B教学设计，共3页。

Unit 1 What’s he like?教案
第二课时(B . Let’s try ＆ Let’s talk)
Unit 1 What’s he like?教案
第三课时(B . Read and write ＆ Let’s check＆ Let’s wrap it up ＆ C . Stry time)
教学目标
1.知识目标：能听、说、读、写单词plite, helpful, clever,shy和hard-wrking；能在具体的情景中运用句型“—What’s he like? —He's/She’s ...”问答或描述人物的性格或品质特征。
2.能力目标：能理解并掌握问答他人性格或品质特征的句型。
3.情感目标：教育学生要与人和睦相处。
教学重点
能熟练掌握Let’s learn部分的单词。
教学难点
能运用句型“—What’s he like? —He's/She’s ...”问答或描述人物的性格或品质特征。。
教学准备
录音机、录音带、课件。
教学过程
批注
Step 1 Warm-up
通过歌曲和chant激发学生的热情，营造英语学习的氛围。
Greetings (师生之间打招呼问候)
Sing the sng—Wh’s yur teacher?
播放音频，让学生伴随音乐齐声歌唱。
Play the vide. Let students sing tgether with the music.
Let’s chant
呈现chant内容，第一遍老师带领下跟读，第二遍学生齐声咏唱，第三遍男女学生带动作和表情比赛表演。
Shw a chant. First, students read the chant after the teacher. Then chant tgether. At last, bys and girls can have a cmpetitin with sme actins and expressins.
Step 2 Presentatin&Practice
教学语言的同时适时传递正能量，进行情感渗透。
1. Lead in
呈现Main scene中Miss White向新同学Oliver介绍班上学生的图片。Shw the picture f Miss White intrducing Oliver t the class n the PPT.
T: Lk at the picture. What can yu see? What are they ding?
Ss: Miss White, Amy ...
T: Yes, Miss White is intrducing sme students t Oliver. What are they like? Let’s have a lk.
2. New wrds（单词/句型学习）
(1)教授单词plite。Teach the wrd“plite”. Shw the picture f Chen Jie intrducing her classmates t Miss White.
T: Wh’s she? (Pint t Chen Jie)
Ss: Chen Jie.
T: Yes. This is Chen Jie. She’s plite.
Shw the wrd “plite” and read it like this: i-e /aɪ/, p-lite. Lead students t read it three times. Ask different grups t read it. Then shw a picture and ask “What’s he like?”. Lead students t say: He’s plite. He’s plite. Make sure students knw the meaning f the wrd.
(2)教授单词helpful。Teach the wrd“helpful”. Shw the picture f Sarah helping a by tie his shes.
T: What’s Sarah ding?
Ss: She’s helping a by tie his shes.(Students can speak in Chinese)
T: Yes, we can say she is helpful.
Shw the wrd “helpful” and read it like this: help + ful — helpful. Lead students t read it three times. Ask different grups t read it. Then shw a picture and ask “What’s she like?”. Lead students t say: She’s helpful. Make sure students knw the meaning f the wrd.
(3)教授剩余三个品质特征单词clever/shy/hard-wrking。Teach the ther three wrds in the similar way.
(4)游戏：火眼金睛。Let students lk and say the wrds quickly.
3. Let’s learn
(1)播放Let's learn视频，看视频回答问题。Play the vide f “Let’s learn”. Let students watch and answer: What are they like? Ask students t lk and match.
(2)呈现Let's learn图片，跟读单词。Shw the cntent f “Let’s learn” n page 8. First, let students listen and repeat. Ask students t pay attentin t the prnunciatin and the intnatin.
(3)呈现Let's learn图片，操练对话“—What’s he/she like? —He's/She’s ...”。
Ask students t talk abut the students with the sentence structure: “She’s/He’s ...” Then lead students t answer the questin “What’s she/he like?” with “She’s/He’s ...”
(4)两人小组练习并表演对话。Then let students ask and answer in pairs.Ask sme students t act ut the dialgue.
Practice.（单词/句型操练）
4. Pair wrk
两人小组结合图片谈论人物性格或品质特征。Shw the pictures. Let students lk and talk abut them. Make a mdel with a student first:
T: What’s he like? S1: He’s plite.
The teacher asks and students answer. Then asking and answering can be dne between pairs. These sentence patterns can be used: —What’s he/she like? —He’s /She’s...
Step 3 Cnslidatin&Extensin
帮助学生进一步夯实核心词汇和句型，培养学生的合作精神，提升学生的综合语言运用能力, 并适时地进行情感渗透。
1. Match and say
(1)Lk and match.看图将图片和句子进行匹配。
Ask students t lk at the fur pictures f “Match and say” n page 8 and match the pictures with the sentences.
(2)Check the answers.核对答案。
Check the answers with students and explain the reasns.
(3)Pint and say.两人小组问答。
Ask several students t pint and say in pairs. One asks and the ther ne answers.
2. Grup wrk
谈论你的同学。Ask students t wrk in grups t talk abut yur classmates. Make a mdel: Wh’s plite in ur class? Ask sme students t answer: ××× is plite.
3. Emtinal educatin
教育学生不能以貌取人。Yu can’t judge a bk by its cver.
4. Exercise
(1)圈出单词。
(2)读句子填空。
Step 4 Hmewrk
作业：(1) Listen, read and recite the wrds n P8.
(2) Cpy the wrds.
(3)Play guessing games with yur friends.
Wh is she/he?
教学
反思
通过师生互动、生生互动及小组合作等方式，帮助学生操练和巩固知识，增强合作精神，培养了学生自主学习的能力。
板书
设计
Unit 1 What’s he like?
plite/clever/shy/helpful/
hard-wrking.
—What’s he/she like?
—He’s/She’s ...
教学目标
1.知识目标：能听、说、认读单词Ms, will和smetimes；能在实际情景中正确问答或描述人物的性格、品质特征；能听懂、会说句型“ ... will be ... new teacher.”。
2.能力目标：能运用所学的词汇和句型对他人进行较全面的描述。
3.情感目标：提高学生的道德修养，学会正确地评价自己或他人。
教学重点
熟练掌握Let's talk部分的交际用语。
教学难点
能用恰当的词汇及句型来描述身边的人。
教学准备
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)
Quick respnse
快速反应说出单词。Shw sme wrds n the PPT ne by ne and ask students t read ut the wrds quickly and ludly.
Review (Talk abut the teachers)
结合图片和句型谈论教师。Shw sme teachers’ pictures n the PPT. Let students talk abut the teachers accrding t these pictures. These sentences can be chsen: D yu knw him/her? Wh’s he/she? What’s he/she like? ...
Step 2 Presentatin&Practice
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。
1. Let’s try
(1)呈现Let's try部分教师图片，导入新课学习。Shw the teacher’s picture f “Let’s try” n page 7.
T: D yu knw her? Wh is she?
Ss: Ms Wang.
T: Lk at the picture carefully, can yu describe Ms Wang?
Ss: She is ... She has ...
Then shw the wmen teachers n the PPT. Explain the difference amng “Ms, Mrs, Miss, Mr”.
(2)呈现Let's try图片，看图选出答案。Shw the picture f“Let’s try”n the PPT. Let students lk and tick.
T: Ms Wang is a new teacher here. Let’s lk and tick the right bxes.
Play the recrding and let students listen t it and tick the right wrd. Check the answer with students and lead students t ask and answer like this: —What’s Ms Wang like? —She’s friendly.
(3)呈现听力材料，学生找出答案并齐声朗读。Shw the listening material, let students find the key sentence, then read it tgether.
2. Let’s talk
(1)呈现Chen Jie和Jhn图片，导入Let's talk部分。Shw the picture f “Let’s talk”n the PPT.
T: Chen Jie and Jhn are talking abut Ms Wang. What is it abut? Can yu guess?
Ss: ...
(2)教师播放Let's talk视频，学生看视频选择正确答案。Play the cartn f “Let’s talk”. Let students watch and chse: Ms Wang is a/an ________ teacher. Then check the answer tgether.
T: Ms Wang is a Chinese teacher. The answer is C. Ms Wang will be ur new Chinese teacher. (Shw the picture f Chen Jie and Jhn)
Write dwn “will be” n the blackbard. Students read it after the teacher. Explain the meaning f “will be” and give sme sentences fr students t understand.
(3)读课文回答问题并核对答案。Read and answer the fllwing questins. Then shw the answers n the PPT.
a. What’s Ms Wang like?
b. What’s the relatinship between Chen Jie and Ms Wang?
Shw the dialgue in“Let’s talk”n the PPT. Lead students read and underline the key sentences.
(4)讲解重点单词和句型。
a. Explain the wrd “smetimes” and help students understand the key sentence.
b. Ask students t read the tw sentences: She is kind. Smetimes she is strict. Then lead students t answer the questin “What’s she like?” with “She is kind. Smetimes she is strict.”
c. Write dwn “—What’s she like? —She’s kind. Smetimes she is strict.” n the blackbard. Students read them after the teacher.
(5)听音频跟读对话，完成习题并进行配音表演。
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. Fill in the blanks accrding t the dialgue.
c. Let students dub the dialgue in pairs. Several minutes later, ask sme students t act ut.
d. Chse the best perfrmers with students and give awards.
Practice.
3. Talk abut Ms Wang
根据对话内容谈论Ms Wang。Students retell the dialgue with the help f the teacher and the writing mdel n the PPT.
This is ________. She is Chen Jie’s ________. She is her new ________teacher, t. She is frm China. She is very ________t her students. She is kind, t. But smetimes she is________. She has________. She is a gd teacher.
Step 3 Cnslidatin&Extensin
1. Talk abut yur teachers
谈论你的老师和朋友。Ask students t talk abut their teachers r friends with partners. Shw the third part f page 7 n the PPT.Let students ask and answer in pairs.Ask sme students t act ut. Praise them in time if they d a gd jb.
—Wh’s yur gd friend? — ...
—What’s ... like? —He’s/She’s ...
2. Exercise
看图回答问题。
Step 4 Hmewrk
作业：(1)Read and recite the dialgue n P7.
(2)Cpy the sentences.
—What's she like?—She's kind.
—Is she strict? —Yes, smetimes.
教学
反思
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。
板书
设计
Unit 1 What’s he like?
Ms, will, smetimes
—What’s she like?
—She’s kind. Smetimes she’s strict.
Ms Wang will be ur Chinese teacher.
教学目标
1.知识目标：能听、说、认、读单词rbt, him, speak和finish；能看懂Read and write部分的内容并完成相应的练习；能听懂Let’s check部分的录音并完成相应的听力任务；能了解不同的人称代词与be动词的搭配，完成Let’s wrap it up部分的习题。
2.能力目标：掌握本单元学习的主要词汇和句型。
3.情感目标：培养学生合作学习的意识。
教学重点
能正确使用be动词；能熟练运用本单元重点句型。
教学难点
能独立完成课本P9下方的练习。
教学准备
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)
Sing the sng—Wh’s yur teacher?
Play a game—Magic eyes
Let students lk and say the wrds quickly.看图快速说出单词。
Lead in
(1)播放机器人相关视频，学习单词rbt。Play a vide abut rbts. Let students guess what they are. Then shw sme rbts and pint t them and spell the wrd “rbt”—r-bt, rbt. Lead students t read. Ask students hw many rbts they can see. Then lead students t practice it in sentence: They are rbts.
(2)讨论机器人相关话题，导入新课学习。
T: What can Rbts d? D yu knw?
Ss: ...
Shw sme pictures, then lead students t talk abut rbts.
Step 2 Presentatin&Practice
各种形式的阅读任务，让学生自主探究，从文本中提取关键信息，加深对文本的理解。考查学生的概括、归纳能力和对语篇结构的理解能力，渗透阅读策略，提高学生的阅读能力。利用学科整合，培养学生的动手能力和发散思维。
引导学生分析句子，理解题意，对学生进行有效的听力技巧指导，注重学生学习方法的培养。
1. Read and write
(1)呈现Wu Binbin和Rbin图片，看图提问导入第一部分课文学习。
T: Wu Binbin has a new friend. It’s a rbt. What’s the rbt’s name? Wh made it? Here is a diary f Wu Binbin. Let’s read his diary.
Shw the diary n the PPT. Explain the frmat f the diary.Then shw Paragraph 1 n the PPT and let students try t underline the key sentences abut the answers.
T: What’s the rbt’s name? Ss: Rbin.
T: Wh made the rbt?
Let students read the first paragraph and answer the questin.
Ss: Wu Binbin’s grandpa. T: Hw d yu knw?
Lead students t underline the sentence. Then check the answers tgether.
(2)学习日记第二—四部分。
T: What’s Rbin like? Nw read the text ludly frm the secnd paragraph t the furth paragraph. Circle the key wrds.
T: What’s Rbin lk like? Is he tall? Is he strng?
Ss: N, he is shrt. Yes, he is strng.
T: Very gd. He is shrt but strng.
Shw a chant n the PPT. Let students chant tgether.
(3)阅读日记回答问题，讲解重点句型。
a. Is Rbin clever? Why?
b. Rbin is strict. Why?
Check the answers with students and ask.
T: Hw d yu knw? Where can yu find the answers? Please read them ut.
Help students understand the meaning f “speak”. When students read the sentence “He makes me finish my hmewrk.”, the teacher can ask: Wh makes yu finish yur hmewrk?
(4)听音频并模仿课文，完成习题。
a. 听音频仿读课文。Students listen and imitate. Pay attentin t the intnatin, the stress, the pause and the sense.
b. 呈现课本打勾打叉表，学生完成Shw the frm n page 9. Let students tick r crss. Check the answers with students.
(5)学生根据日记内容填空，尝试复述故事，介绍Rbin。
Shw the diary with sme blanks. Lead students t read and fill in the blanks. The answers are: Rbin, made, strng, clever, hard-wrking, helpful, strict, makes, finish my hmewrk. Students try t retell the diary accrding t the key wrds and phrase.
(6)设计你自己的机器人。Ask students t design a rbt f their wn, draw and write abut him/her. The teacher can make a mdel first. At last students can have a shw.
Practice.
2. Let’s check
(1)呈现“Listen and circle” 句子，理解题目要求. Ask students t read the tw sentences and understand the requirements f the title.
(2)听音频圈出单词，核对答案。Play the recrding. Ask students t judge the answer t the first sentence and circle the answer t the secnd sentence. Then check the answer with students.
(3)再次听音频回答问题。
T: What are the tw teachers like? Lk at the secnd part f “Let’s check”. Listen again and answer by writing the answers n the lines. Write dwn the key wrds first. And then finish the whle sentences.
Play the recrding. Let students write dwn the answers. Then check the answers with students.
3. Let’s wrap it up
(1)动画呈现单词构成方式，引导学生总结规律。Lead students t knw that “is” is behind the persnal prnuns “he, she, it”，“are” is behind the persnal prnuns “we, yu, they”，“am” is behind the persnal prnun “I”.
(2)完成“Let’s wrap it up”习题并核对答案。Ask students t finish the task f “Think and match”. Check the answers and sum up the cllcatin rules with students.
Step 3 Cnslidatin&Extensin
1. Stry time
(1)呈现Zm, Zip, Dg, Elephant踢足球情景，引导学生预测故事内容。
T: Lk! What are they ding? What will happen? Let’s watch the vide and answer the questins.
a.Wh will cme tday?
b.What des Zip knw abut the PE teacher?(Play the vide. Ask students t answer the questins. Then check the answers with students)
(2)学习理解每幅故事图片，回答相关问题。
T: Let’s lk at the pictures ne by ne. What will happen? Let’s have a lk.
T: Here are sme questins.
a.Wh’s their new PE teacher?
b.What’s he like?
c. Can he play ftball well?
(3)听音频跟读故事，注意模仿语音语调，小组活动分角色朗读。
(4)情感教育：不要以貌取人。
Step 4 Hmewrk
作业：(1) Listen and read the diary.
(2) Design a rbt f yur wn, draw and write abut him/her.
教学
反思
本节课的重点是阅读和练习，很好地抓住并落实了课堂重点，围绕阅读和练习来展开教学。
板书
设计
Unit 1 What’s he like?
finish/speak/rbt/made
I am
he/she/it is
we/yu/they are