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人教PEP版五年级上册英语Unit 1 What’s he like单元整体教学设计（教案）
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这是一份人教PEP版五年级上册英语Unit 1 What’s he like单元整体教学设计（教案），共31页。
人教PEP版五年级上册英语Unit 1 What’s he like?单元整体教学设计 主备人辅备人上课时间课时6审核人单元主题What’s he like?单元子主题及课时安排学情分析（知识基础、认知特点、生活经验）在心理特征上，五年级的学生活泼好动、对新话题充满兴趣，喜欢表现自我勇于挑战；在知识上，五年级的学生已有了四年的英语学习基础，已经具备一定的英语学习能力，较好的听、说、读、写英语的习惯已基本养成。他们生性活泼好动，好奇心强，模仿力强，对新事物有着强烈的好奇心，探索知识的欲望很强烈。同时，五年级学生即将步入六年级，制作合理的成长规划有助于培养学生正确人生观价值观的形成。而且，他们已有较强的个人荣誉感，他们渴望得到老师和同伴的认可。本单元主题是带领Oliver认识老师和同学该主题属于“人与自我”和“人与社会”范畴，涉及“学校生活与个人感受”和“同伴交往，相互尊重，友好互助”。单元教材分析围绕单元主题，深挖各课时话题，在单元大任务的统领下，划分成6个板块。第1板块 Part A Let's talk话题What's your teacher( Mr. Li Mr. Young, Miss White like?意义Different teachers, different subjects, same education.第2板块 Part A Let's learn话题 Teacher's information意义 Know more about the teachers.第3板块 Part B Let's talk话题 Ms Wang’s character; Your friends character意义 A mother teacher. A teacher mother.第4板块 Part B Let's learn话题 The character of the classmates意义 Different classmates, good friends.第5板块 Part B Read and write话题 What's Robin like?意义 A good friend can be both helpful and strict.第6板块 Part C Story time话题 Our New PE Teacher意义 Don't judge people by their appearances.本单元以老师的性格特征为主线，重点学习描述人物性格特征的词汇和句型。整单元围绕人物的性格特征展开一系列话题，帮助学生知道怎样形容亲人、朋友或自己喜欢的人的外形，并懂得热爱自己和身边的人。用英语描述他人是小学生喜欢做的事情，描述自己喜欢的老师、朋友或明星，更能激起他们开口说英语的欲望。教学时可以让学生通过完成各种任务型活动来感知新的语言点，减轻教学难度。单元总目标在本单元学习结束时，学生能够：1 .掌握A、B部分“Let's learn”，“Let's talk中的词汇和句子。2.能正确地询问和回答各科老师的性格特征，如“What's your maths teacher like?”, “Is he funny?”, “Yes, he is.”, “No, he isn't.”3.能顺利完成本单元的听力、对话、表演、写作、连线、填空等任务。4.能读懂“Story time”部分的趣味故事。5.能听懂，会唱歌曲“Who's your teacher?”。6.复习元音字母在单词中的发音，培养学生对英语单词发音的语感。7.激发学生学习英语的兴趣，帮助学生树立学好英语的信心，逐步培养学生自主学习、合作学习的能力和欲望。8.培养学生尊敬、热爱老师的情感，提高学生在与人相处时准确判断他人性格特征的意识和能力。9.培养学生乐于助人、努力学习的美好品德。第1课时课时内容Part A Let’s try & Let’s talk上课时间审核人教材分析[What]主题意义和主要内容本课时是小学英语教科书五年级上册的第一单元第一课时，围绕“what’s he like?"这个话题展开内容。包括Let’s try Let’s talk和Role-play三个板块。Let’s try是听力训练，是为Let’s talk部分做铺垫的。Let’s talk是围绕本单元的总话题“What’s he like?”展开的第一个对话场景，即吴斌斌与Oliver谈论有关他们的音乐老师杨先生外貌及性格特征的对话，呈现了Who is…?/Is he/she…?的句型，通过吴斌斌向Oliver介绍认识杨先生的有关情况，Oliver了解到杨先生是一位滑稽幽默年老的音乐老师，引导学生通过积极地询问，会得到很多意想不到的信息。 Talk about your teachers是为专项训问答练句型 [How]文本结构和语言修辞本课时是整个单元的首课时，在本单元中起引领与铺垫作用，重点掌握Who is…?/Is he/she…?的问答句型和一些常用形容词。对话中呈现了一个特殊疑问句的问答形式，以及两个is开头的一般疑问句及其肯定、否定回答方式，加深了学生对该句型的认知度，接下来又呈现了七个描述人物外貌及性格特征的形容词，学生们二人一组，针对自己的任课老师进行问答练习活动，从而达到熟练运用句型Who’s your….?/Is he/she…?进行相互交流，更加深入了解对方对老师的认知情况，加深了对老师的尊敬与崇拜。教学目标1.学生能够理解和掌握本课时重点单词和句型。2.学生能够在情景中运用句型“—Is he young/funny? —Yes, he is./No, he isn’t.”询问并回答某人的性格和外貌特征。3.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。教学重难点重点：学生能读懂并理解整篇对话的大意,在语境中运用Who’s he ?He’s my…难点：能够理解书上重点句子，如: He’s young/old/strict...教具准备 PPT课件、课文录音、视频、卡片、照片、人物头饰等。教 学 过 程个性修改Step 1: Warm-up1. Greetings.2. Sing the song—Who’s your teacher? （出示课件）3. Lead-in.T: It’s a new term now. Do you remember your classmates?(Quick Flash) Show some pictures of the characters in the textbook one by one. (出示课件) Then talk about them with students like this:T: Do you know him/her? Ss: Yes!T: Who is he/she? Ss: He’s…/She’s…Write down the word “know” in time. Lead students to read it: know—know—Do you know? —I know. At last show the picture of Oliver and ask: Do you know him? Help students answer.Ss: No, I don’t. T: Who’s he? Let’s watch the video. (课件出示: Unit 1主情景图视频)T: Now do you know the boy?Ss: Yes! He’s Oliver. /His name is Oliver.T: You’re right. In this term, we will have a new classmate. His name is Oliver. Let’s say hello to Oliver.Ss: Hello, Oliver！Step 2: Presentation1. Let’s try.T: Wu Binbin and Oliver see Mr. Li. Here are three pictures. (出示课件) Who is Mr. Li? Can you guess?Ss: …T: Really? Oliver is a new classmate. So he doesn’t know his teachers. Let’s listen and tick. And you can check what you guess.Play the recording of “Let’s try”. (出示课件) Let students listen to the recording, grasp the key information, and then find the answer. Check the answer with students. According to the right picture, ask like this:T: Is he strong? Ss: Yes, he is.T: Is he a good basketball player? (with some actions) Ss: Yes, he is.T: Good job! And sometimes he is strict. (with some expressions) (课件出示:教材P4 Let’s try板块的听力材料)2. Let’s talk.(1) Teach some new words.Show a picture of a young teacher who students know very well.T: Do you know him/her? Ss: Yes.T: Who is he/she? Ss: He / She is…T: Yes, he/she is our Chinese/maths/…teacher, Mr./Miss X.Emphasize the word “our” with some actions. Help students read it and understand its meaning: our—our—our teacher—our classroom— our friends. Write it down on the blackboard.Show the picture of Mr. Young on the PPT. (出示课件) Point to it and ask: Do you know him?Ss: No, I don’t know. T: He’s Mr. Young. Ask students to read it three times: young—young—Mr. Young.T: (Point to his white hair.) Is he old? Ss: Yes, he is.T: (Point to Mr/Miss X.) Is he/she old? Ss: No, he/she isn’t.Help students answer slowly: He / She is young. Write down the word“young”on the blackboard. Then teach: young—young—She’s young. He’s young. (Show some pictures of young students.)(出示课件)Lead students to compare the forms of “young” in “Mr Young” and “He’s young.” Help students find out the difference and understand their meanings. T: Mr. Young is old. And he’s very funny. Show a word card of “funny”. Read it and help students understand its meaning.T: fun-ny—fun-ny—funny. He’s funny. She’s funny. (Show some pictures of funny students.) (出示课件) And I like funny teachers.(2)Teach the dialogue.T: Wu Binbin and Oliver are talking about Mr. Young now. Let’s watch the cartoon and read the dialogue after it. Try to know more about Mr. Young.Play the cartoon of“Let’s talk”. (出示课件) Let students read after it. Ask students to read the dialogue again and answer the following questions: ①Who is Mr. Young? ②Is he young? ③Is he funny?Check the answers with students. Lead students to make an introduction of Mr. Young according to the answers like this: Mr. Young is Wu Binbin and Oliver’s music teacher. He isn’t young. He’s old. And he’s funny. (3)Read and act.①Play the cartoon again. (出示课件) Let students read after it and try to imitate the intonation and the pronunciation of the recording. Then ask students to read together. At last ask students to read freely.②Let students act out the dialogue in pairs. Several minutes later, take out some headwear and ask some students to act out.③Choose the best performers with students and give awards. (4)Retell the dialogue according to the blackboard.Make a model first and then lead students to retell.Step 3: Practice1. Sharp eyes.Show the words “tall, friendly, quiet, funny, young, old” on the PPT. （出示课件）Let students read them out quickly2. Talk about your classmates and teachers.(1)I ask and you answer.Choose three pictures of students in the class. Ask and answer according to these pictures.T: Who’s he/she? Ss: He’s /She’s…T: Is he/she funny/young/old? Ss: Yes, he/she is. /No, he/she isn’t.(2)Pair work.Show some photos of students’ teachers one by one. T: Do you know him/her? Ss: Yes, he/she is our…teacher.T: Can you talk about your teachers? Ss: …Show the part of “Talk about your teachers.” on Page 4. Provide some sentences patterns “Who’s your…teacher?” “—Is she/he…? —Yes, she/he is. /No, she/he isn’t.” (出示课件) Let students ask and answer with their partners.(3)Show time.Ask some students to act out and encourage more students to participate in.(4) Show time.Step 4: ExtensionMake a dialogue. (1)Make a model.T: (Draw a picture on the blackboard.) Do you know…?Ss: No, I don’t. Who is he/she?T: He’s/She’s my father/friend/grandpa/uncle/sister…Ss: Is he/she…?T: Yes, he/she is./No, he/she isn’t. I like him/her.(2)Look and say.Ask each student to draw a picture. Then let them imitate to talk about it with their partners.(3)Show time.Ask some students to show their dialogues and encourage more students to participate in.Step 5: Sum-upLet’s make a summary.“—Is he young/funny? —Yes, he is./No, he isn’t.”作业1. Practice the dialogue.2. Do the exercises.3.Introduce your teacher for your parents.板书 设计教学反思第2课时课时内容Part A Let’s learn &Ask and answer上课时间审核人教材分析本课时的重要话题是形容词的使用。教材通过张鹏向新同学Oliver介绍，各位任课教师的情景呈现了单词的词形和意义，让学生感知如何形容人物特点。本课时学习的单词是old, young, funny, kind, strict五个描述人物年龄和性格特征的形容词。学生在四年级下册学习了不同科目的英语单词，从而为本课时的学习奠定知识基础。教学目标听、说、读、写五个描述人物性格及外貌特征的形容词“old, young, funny, kind, strict”在语境中熟练运用这五个单词询问并回答关于人物性格及外貌特征的问题。3. 根据图片提示或实际情况运用Let’s learn板块的单词和句型。教学重难点重点：能够听、说、读、写并熟练运用五个描述人物性格及外貌特征的单词“old, young, funny, kind, strict”。难点：strict 的发音。教具准备 PPT课件、课文录音、视频等。教 学 过 程个性修改Step 1: Warm-up1. Greetings.2. Sing the song—Who’s your teacher? Play the video. (出示课件) Let students sing together with the music.Step 2: Presentation1. Play a game: The strongest memory.T: Boys and girls, we will have some new teachers this new term. Who are they? Do you want to know?Show the picture of a music book on the PPT. (出示课件) Ask the question: What’s this? Lead students to answer: It’s a music book. Then show the picture of Mr. Young and say: Mr. Young is the music teacher. (出示课件)Introduce the art teacher Mr. Jones, the science teacher Miss Green, the English teacher Miss White and the maths teacher Mr. Li in the same way. At last show the picture of Mrs. Smith on the PPT and say: She’s the head teacher. Lead students to know the meaning of “head teacher”.T: Do you remember our teachers? Now let me test your memory. Who has the strongest memory?Show the six pictures in the book on page 5. (出示课件) The teacher asks and students answer quickly.T: Who’s the art teacher? Ss: Mr. Jones.T: Who’s the music teacher?…Choose the student who has the strongest memory and give him/her an award. Then explain the difference among “Mr., Miss, Mrs.”.2. Learn the new words “old, young”.T: Who’s Oliver’s music teacher? Ss: Mr. Young.Show the picture of Mr. Young. (出示课件)T: Good memory!(Point to the white hair.) Is he young? Ss: No, he isn’t. He’s old. Write down the word “old” on the blackboard and lead students to read like this: old, old, he’s old. Show the picture of Mr. Jones. (出示课件) Lead students to compare Mr. Jones with Mr. Young.T: Mr. Young is old. Is Mr. Jones old, too?Ss: No, he isn’t. He’s young.Write down the word “young” on the blackboard. Teach it like this: young, young, he’s young. Let students try to write and read. Let students perceive the pronunciation of the letter “y” by reading the words “yes, yellow, you”. Explain that the word “young” is the antonym of the word “old”. Then show a picture of an old man and ask: Is he young? Students answer: No, he’s old. (出示课件)Play a game to practice the two words between groups. One group says: old. The other one says: young. Then exchange. At last ask students to fill in the blanks.3. Learn the new word “funny”.Show the picture of Miss Green. (出示课件) Then ask two questions: Who is she? Is she young? Ask students to answer the questions. Then say: And she’s funny. Write down the word “funny” on the blackboard and read: fun-ny, funny, funny, she’s funny. Let students try to spell it and perceive the pronunciation of the letter “y”. Show two pictures. One is a male clown and the other one is a funny girl. (出示课件) Say the sentences with students: He’s funny. She’s funny. Ask students to make funny faces. Let they read the word loudly at the same time. At last ask students to fill in the blanks.4. Learn the new word “kind”.T: We have known Mr. Young is old. Mr. Jones is young. Miss Green is funny. Do you remember Miss White? How about Miss White?Show the picture of Miss White. (出示课件) Point to her smiling face and say: She’s kind. Then show another picture. (课件出示:一位不友好的男士图片) Say: He isn’t kind. Let students know the meaning of “kind”. Ask students to pay attention to the pronunciation of the letter “i”. Lead students to read like this: kind, kind, she’s kind. Ask them to write it with their fingers at the same time. Let students practice it between boys and girls. Ask students to fill in the blanks.5. Learn the new word “strict”.Show the pictures of Mr. Li and Mrs. Smith. (出示课件)T: Miss White is very kind. But Mr. Li is very strict. Mrs. Smith is strict, too.Say the first sentence with a smiling face. Say the second sentence with staring and stomping. Say the third sentence with a strict expression.Write down the word “strict” on the blackboard. Spell it slowly. Lead students to learn the pronunciation of “str-” from the word “strong”. Ask students to pay attention to the pronunciation of the letter “i”. Students read after the teacher several times. Then students read it one by one and practice it in sentences. The teacher points to Mr. Li and Mrs. Smith and asks: Is he/she strict? Students answer: Yes, he/she is. At last students fill in the blanks.6. Pair work.Show the part of “Let’s learn” on page 5. (出示课件) First, let students listen to the recording and read after it. (课件出示:教材P5 Let’s learn板块的音频) Ask students to pay attention to the pronunciation and the intonation. Then ask students to imitate Oliver and Zhang Peng to ask and answer with their partners. At last choose some students to act out.Step 3: Practice1. Can you do?Show five pictures of different expressions and the five new words. (出示课件) Explain the rules of the game: If the picture matches the word, make a smiling face; if the picture doesn’t match the word, make a sad face.2. Make a chant.Show a chant. First, students read the chant after the teacher. Then chant together. At last boys and girls can have a competition with some actions and expressions.…3. Can you guess?Show some sentences and pictures with covers. Let students guess who he/she is by asking and answering. (出示课件) The following methods can be used: The teacher asks and students answer; Group One asks and Group Two answers; Boys ask and girls answer. Praise the students who are right. Step 4: Extension1. Ask and answer.Show the picture of Mrs. Smith and some sentences. (出示课件)(1)Make a model.Point to Mrs. Smith and ask: Who’s Mrs. Smith? Help students answer: She’s the head teacher. She’s tall. She’s strict. We all like her. (2)Pair work.Replace the picture of Mrs. Smith with some photos of teachers whom students know well. Let students imitate to ask and answer with their partners.(3)Act out.Ask some students to act out. Encourage students to describe their teachers with more words.2. Emotional education.Let students know that teachers teach them knowledge and they should always respect their teachers as much as they respect their parents.Step 5: Sum-upLet’s make a summary.作业1. Listen to the recording of “Let’s learn” and read after it.2. Talk about your new teachers with your partner.3. Do the exercises.板书 设计教学反思第3课时课时内容Part A Let’s spell上课时间审核人教材分析Let's spell板块分为Read, listen and chant; Listen number and say以及Listen, write and say三部分。部分呈现了字母y在词尾发音/i/音的发音规则；第二部分通过听力活动帮助学生进一步感知并巩固y在词尾的发音，并通过刚刚学过的语音知识，辨认和朗读符合发音规则的单词；第三部分则通过听句子写单词活动，帮助学生综合运用自然拼读法拼写单词，并通过抄写句子的活动培养学生在单线上写句子的能力和良好的书写习惯。五年级的学生对自然拼读法以及有一定程度的了解，对于y的辅音发音也有过接触，而且学习过一些它在词尾发元音/i/的单词，如sunny，cloudy，snowy，funny等等，教师在教学中可适当引导学生比较y这两种发音，并观察它在发两个不同音时在单词中的位置，从而了解字母y的发音规则。教学目标1.通过听例词发音，观察例词结构中共有的特征，学习字母y在词尾发/i/的规律。2.跟着录音说唱歌谣，强化记忆y的发音规则。3.根据y的发音规则读出新单词。4.听录音为单词标序号，巩固学习y和其他已学字母或字母组合的音—形对应关系。5.通过看图、听录音、写单词活动学习根据发音规则拼写单词，并按照正确的书写规则在单线上抄写句子。教学重难点重点：学生能够了解字母y在单词词尾的发音规则，能读准Let’s spell”板块的例词，完成本部分的练习。难点：学生能够自主发现并总结字母y的发音规则，并根据发音规则拼读、拼写新单词。教具准备PPT课件、课文录音、视频、卡片等。教 学 过 程个性修改Step 1: Warm-up1. Greetings.2. Free talk. Show a picture of a funny teacher with the name “Cindy” first. (出示课件) Then ask students to answer some questions according to the picture. The following sentences can be showed beside the picture on the PPT.T: Who’s this teacher? Ss: Cindy.T: Is she funny? Ss: Yes, she is. Then show a picture of a happy baby with these words: Cindy’s baby. (出示课件) Point to the picture and ask.T: Who’s he? Ss: He’s Cindy’s baby.T: Is he happy? Ss: Yes, he is.Step 2: Presentation1. Observe and find. Make all the words disappear except these words “Cindy, funny, baby, happy”. (出示课件) Ask students to observe these words and answer the question: What can you find?Ss: They have the same letter “y”. T: So great! Show different colours on the letter “y” of every word. Ask students to read these words carefully and answer the question: What’s the sound of the letter “y” in every word? Let students read these words and perceive the sound /i/ of the letter “y”. Help students to sum up: The letter “y” has the /i/ sound in these words.2. Read, listen and chant.(1)Show the pictures of “Read, listen and chant” one by one with the recording of the words. (出示课件) Let students read after the recording. Pay attention to the sound of the red letter “y” in every word.(2)Read these words like this: ba-by, baby; win-dy, windy… Ask students to try to imitate. Let students practice the sound of the letter “y” in these words.(3)Explain the pronunciation method of /i/. Help students know /i/ through the video on teaching of phonetic symbols. (the BBC video on teaching of phonetic symbols)(4)Show some words “heavy, study, busy, carry, cloudy, foggy, rainy, friendly, lovely, carefully, twenty, thirty, forty”. （出示课件） Let students try to read them.(5)Play the recording of the chant. (出示课件) Let students listen to it and find out the words that have the sound /i/.(6)Show the chant on the PPT. (出示课件) Let students listen to it again. Ask some students to say out the words with the letter “y” that sounds /i/ in the chant.(7)Play the chant. Let students chant after it. After reading together, ask students to practice it between boys and girls. Boys say a sentence and girls say a sentence. Then they can exchange. (课件出示:教材P6 Read, listen and chant的听力材料) Step 3: Practice1. Listen, number and say.(1)Ask students to read the topic and understand the intention.(2)Play the recording and let students number. (出示课件)(3)Play the recording again. Then check the answers.（出示课件）(4)Lead students to read like this: can-dy, candy; par-ty, party… Then let students read all these words together.(5)Play a game: I say and you say.The teacher says the number and students say the corresponding word according to the answer. Then S1 says the number and S2 says the corresponding word. 2. Listen, write and say.(1)Look and say.Show some pictures. Lead students to say sentences according to the pictures. One or more words with the letter “y” can be in the sentences. Make a model. These sentences can be used: I’m sorry. It’s sunny/cloudy. They go to the party. I like candy. The family is happy.(2)Ask students to observe the pictures of the third part of “Let’s spell” on page 6. Lead them to talk about the pictures and predict the answers. (3)Play the recording. (出示课件) Let students listen to the recording and try to write down the answers.(4)Play the recording again and check the answers with students. (出示课件) Then ask students to read the sentences together.(5)Ask students to choose one sentence from above and write it down. Ask students to write in a standard way.Step 4: Extension1. Read and judge.Show the words “baby, happy, sunny, sorry, windy” on the PPT. （出示课件） Let students read these words and pay attention to the pronunciation of the letter “y” in these words. Write down the sound /i/ on the blackboard. T: Yes! You are right.Write down the word “yes” on the blackboard and say: It has the letter “y”, too. Does it sound /i/, too? Lead students to read the word and get the conclusion: It sounds /j/. Show other words “young, yellow, yoyo…” （出示课件）Let students read them and judge the sound of the letter “y”. Write down the sound /j/ on the blackboard.2. Look and say. Show a picture on the PPT. In the picture, a boy is flying a kite. (出示课件) Say: Look, my brother is flying a kite. Expand the words “my, fly”. Ask students to read them and find out the sound of the letter “y”. Show more words “sky, shy…” Write down the sound /aɪ/ on the blackboard. Step 5: Sum-upHelp students to sum up the pronunciation rules of the letter “y” in different words.作业1. Read the words of “Let’s spell”.2. Do the exercises.板书 设计教学反思第5课时课时内容Part B Let’s learn & Match and say上课时间审核人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 young/funny? —Yes, he is./No, he isn’t.”“—What’s he/she like? —He / She is kind/…”；能听、说、读、写单词“old, young, funny, kind, strict, polite, hard-working, helpful, clever, shy”。教学目标1.学生能够听、说、读、写单词“polite, helpful, hard-working, clever, shy”。2.学生能够在语境中正确运用这五个单词描述人物性格或品质特征。3.学生能够完成教材中Match and say板块的图文连线活动，并根据连线结果展开问答。教学重难点1. 学生能够听、说、读、写单词“polite, helpful, hard-working, clever, shy”。2. 学生能够在语境中运用这五个单词描述人物性格或品质特征。教具准备 PPT课件、课文录音、视频、卡片等。教 学 过 程个性修改Step 1: Warm-up & Revision & Lead-in1. Greetings.2. Can you chant? （出示课件）Point to a picture on the PPT and ask: What’s she like? (课件出示:一个滑稽女孩的图片) Help students answer: Funny, funny, she’s funny. Then show other pictures one by one. (课件出示:年老的、年轻的、友好的、严格的人物图片) The teacher asks and students answer in the same way. These words can be used in turn: old, young, kind, strict.Make up a chant with the words and the sentence patterns with students. Let students read the chant.Step 2: Presentation“Let’s learn”Play the cartoon. (课件出示：教材P8 Let’s learn板块的视频) Let students watch it.T: Who can you see? Ss: …T: Yes. We know how to describe our teachers, for example， Miss…is kind. Mr …is strict. Ms … is old … Today we will learn how to describe our classmates.1. Learn the new word “polite”.Play a video prepared before the class on the PPT. It shows a pupil of the class saying “Good morning!” to a teacher and bowing. （出示课件）Point to the pupil and ask.T: Who’s he? Ss: He’s…T: Yes. He’s very polite.Show the word “polite” and read it like this: i-e /aɪ/, po-lite. (出示课件) Lead students to read it three times. Ask different groups to read it. Show some pictures and lead students to say: She’s polite. He’s polite. (出示课件) Make sure students know the meaning of the word. Then ask: Who’s polite in our class?Ask some students to answer: ××× is polite.At last show the word with some blanks and lead students to spell and fill in the blanks.2. Learn the new word “clever”.Play a video on the PPT. It shows a pupil of the class with a test paper. (出示课件) Point to the pupil and ask.T: Who’s he? Ss: He’s ×××.T: ××× always gets 100 scores in tests. He’s clever. (Point to the head.)Show the word “clever”. （出示课件）Spell it like this: cle-ver, clever. Lead students to read the word three times. Ask students to practice it one by one. Pay attention to the sound of the letter “v”.After that show some pictures and lead students to say: He’s clever. She’s clever. (出示课件) Make sure students know the meaning of the word. Then ask: Who’s clever in our class? Ask some students to answer: ××× is clever.At last show the word with some blanks and lead students to spell and fill in the blanks.3. Learn the new word “hard-working”.T: ××× is clever. ××× is clever. ××× is clever. They are not only clever, but also hard-working.Show the word “hard-working”. （出示课件） Explain it like this: hard + work + ing — hard-working. Spell it slowly and students imitate. Ask students to pay attention to the sounds /aː/ and /ɜː/ and the hyphen.Ask students to practice it between boys and girls. Show some pictures and lead students to say: He’s hard-working. She’s hard-working. (出示课件) Make sure students know the meaning of the word. Then ask: Who’s hard-working in our class? Ss: ××× is hard-working.At last show the word with some blanks and lead students to spell and fill in the blanks.4. Learn the new word “shy”.Show a picture of a shy girl hiding herself behind her parents on the PPT. (出示课件) Point to her face and say: ××× is shy. Teach the word three times. Students read after the teacher.Show the words: she, fly. (出示课件) Let students read them. Ask students to write the new word through the two words. Ask students to try to spell and write. Hide “e” and “fl”, and show the word “shy” on the PPT. Then ask: Who’s shy in our class? Ss: ××× is shy.At last show the word with some blanks and lead students to spell and fill in the blanks.5. Learn the new word “helpful”.Ask several students to come to the front and do the actions of cleaning the classroom. Then ask one of the students.T: What are you doing? S1: I’m cleaning the blackboard.Give him a thumb up and say “You are helpful.” Then say to the others in the same way. Ask all the class to say “We are helpful.” with thumbs up. Show the word “helpful”. （出示课件） Explain the word like this: help + ful — helpful.Show some pictures and lead students to say: He’s helpful. She’s helpful. (出示课件) Make sure students know the meaning of the word. At last show the word with some blanks and lead students to spell and fill in the blanks.6. Read and act.(1)Show the content of “Let’s learn” on page 8 and play the recording. (出示课件) Let students read after it and pay attention to the pronunciation and the intonation. Ask students to read the words and the dialogue together. Then they can have a competition in different groups. For example, Group 1 PK Group 2, and boys PK girls.(2)First, make a model with a student. Then let students ask and answer in pairs.(3)Ask some students to act out the dialogue.Step 3: Practice1. Yes or No.Show a picture with a word on the PPT. (出示课件) If they match, students can say: Yes. If they don’t match, students can say: No. Practice the other words in the same way.2. Learn a chant.Show a chant on the PPT. Chant first. Then ask students to chant with some actions.3. Match and say.(1)Look and match.Ask students to look at the four pictures of “Match and say” on page 8 and match the pictures with the sentences.(2)Check the answers.Check the answers with students and explain the reasons.(3)Point and say.Ask several students to point and say in pairs. One asks and the other one answers.Step 4: Consolidation & Extension1. Can you describe?Ask students to work in groups of four and try to describe a member of them. Then choose one of them to report. The other students can guess who he/she is. These words and sentences can help them.Words: eyes/ mouth/ hair/ nose/ tall/ short/ fat/ funny/ shy/ helpful/ hard-working/ polite/ clever…Sentences: He/ She is a boy/girl. He/ She has… He/ She is… Who’s he/she?2. Emotional education.Ask students to avoid judging people by their looks. Let they know themselves and be the best of themselves作业1. Listen to the recording of “Let’s learn” and read after it.2. Talk about your classmates or friends with your partner.3. Do the exercises板书 设计教学反思第6课时课时内容Part B Read and write & Let’s check & Let’s wrap it up上课时间审核人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 young/funny? —Yes, he is./No, he isn’t.”“—What’s he/she like? —He / She is kind/…”；能听、说、读、写单词“old, young, funny, kind, strict, polite, hard-working, helpful, clever, shy”。教学目标1.学生能够在图片的帮助下读懂日记的内容。2.学生能够在语境中理解新单词“robot, made, speak, finish”的意义。3.学生能按照正确的意群及语音、语调和语气朗读日记内容。4.学生能够完成读后练习——选出描述Robin特征的单词。5.学生能够“设计”一个机器人并写出三个描述其特征的句子。教学重难点1. 学生能够在图片的帮助下读懂日记，完成阅读任务。2. 学生能够听懂录音并完成相应的练习。3. 学生能够了解be动词与人称代词的搭配规则。教具准备PPT课件、课文录音、视频等。教 学 过 程个性修改Step 1: Warm-up & Revision & Lead-in1. Greetings.2. I say and you guess.The teacher gives some sentences and students guess. 1 He always says “Please...” “Excuse me.” “Thank you.” to his friends. He is ________.②I can help my mother sweep the floor. I am ________.③She can listen carefully in class and finish her homework well. She is ________.④He always hides behind his father with a red face. He’s _______.⑤Wu Binbin can speak Chinese and English. He is ________.Students give the answers: polite, helpful, hard-working, shy, clever.When students guess the third word, lead them to study the word “finish” with the phonetic symbol. Help students understand its meaning with some sentences.When they guess the fifth word, teach the word “speak” through the words “tea, clean, sea”. Ask them to pay attention to the sound of “ea” and then try to spell the word “speak”. Let students practice it in these sentences: I can speak Chinese. Sarah can speak English. Wu Binbin can speak Chinese and English.Step 2: Presentation“Read and write”1. Learn the word “robot”.Play a video about robots. (出示课件) Let students guess the content that they will study today. Then show different robots and point to them and spell the word “robot”—ro-bot, robot. （出示课件） Lead students to read. Then lead students to practice it in these sentences: This is a robot. That is a robot. They are robots.2. Learn the format and Paragraph 1.T: Robots can do housework. Robots can walk. Robots can help children learn. I like robots. Do you like them? Wu Binbin likes robots, too. And he has a robot. What’s the robot’s name? Where is it from? Here is a diary of Wu Binbin. Let’s read his diary.Show the diary on the PPT. Play the recording of Paragraph 1 and let students try to underline the key sentences about the answers. (出示课件) Explain the format of the diary.T: What’s the robot’s name? Ss: Robin.T: Who made the robot?Let students read the first paragraph and answer the question.Ss: Wu Binbin’s grandpa. T: How do you know?Lead students to underline the sentence and spell the word “made”. Give some examples like these: I made a kite. She made a cake…3. Learn Paragraphs 2~4.T: What’s Robin like? Is he clever? Is he funny? Now read the text loudly from the second paragraph to the fourth paragraph. Circle the key words.4. Read and tick or cross.Ask students to read the text silently and then tick or cross.Show the form on page 9. (出示课件) Let students tick or cross. Check the answers with students and ask. (课件出示:教材P9表格答案)T: How do you know? Where can you find the answers? Please read them out.When students read the sentence “Robin is short but strong.”， explain the sentence with “Robin is short, but he is strong.” Give more example sentences. When students read the sentence “He makes me finish my homework.”, the teacher asks: Who makes you finish your homework?Then lead students to answer: My mother/father/…makes me finish my homework.5. Read and act.Students read after the recording one by one. Pay attention to the intonation, the stress, the pause and the sense group. After reading together, students read freely. Then they can have a reading show in class.6. Retell the diary.Show the diary with some blanks. （出示课件）Lead students to read and fill in the blanks to retell the diary. The answers are: robot, Robin, grandpa, short, strong, clever, Chinese, helpful, strict.7. Finish the task on page 9.Ask students to design a robot of their own, draw and write about him/her. At last students can have a show.Step 3: Practice“Let’s check”1. Listen and circle.(1)Ask students to read the two sentences and understand the requirements of the title.(2)Play the recording. (出示课件) Ask students to judge the answer to the first sentence and circle the answer to the second sentence. Then check the answer with students.2. Listen again and answer T: What are the two teachers like? Look at the second part of “Let’s check”. Listen again and answer by writing the answers on the lines. Write down the key words first. And then finish the whole sentences.Play the recording. (出示课件) Let students write down the answers. Then check the answers with students.Step 4: Consolidation & ExtensionLet’s wrap it up.1. Think and match.(1)Show the answers to “Let’s check”: She is friendly. He is funny. Then show a picture of a funny dog with a sentence: It is funny, too. (出示课件) Lead students to know that “is” is behind the personal pronouns “he, she, it”.(2)Show the personal pronouns “we, you, they”. Let students think how to match with the correct form of verb “be”. Give some sentences like these to help students: They are funny. We are helpful. You are hard-working. Lead students to know that “are” is behind the personal pronouns “we, you, they”.(3)Show the exercise.Ask students to choose and give the reason. Lead students to know that “am” is behind the personal pronoun “I”.(4)Ask students to finish the task of “Think and match”. Check the answers and sum up the collocation rules with students.2. Choose and write.Ask students to finish the task of “Choose and write” on page 10. Let them pay attention to the collocation rules of the verb “be” with personal pronouns.After students finish it, the teacher checks the answers with them. Ask students to read the sentences together.3. Look and say, then write.Show some pictures on the PPT. （课件出示:几张人物图片，如礼貌的、害羞的、聪明的、努力的人物）Let students look at the pictures and say sentences. Then ask students to choose three pictures to write down the sentences.作业1. Read the text skillfully.2. Search for information about robots and introduce them briefly.3. Do the exercises.板书 设计教学反思
人教PEP版五年级上册英语Unit 1 What’s he like?单元整体教学设计 主备人辅备人上课时间课时6审核人单元主题What’s he like?单元子主题及课时安排学情分析（知识基础、认知特点、生活经验）在心理特征上，五年级的学生活泼好动、对新话题充满兴趣，喜欢表现自我勇于挑战；在知识上，五年级的学生已有了四年的英语学习基础，已经具备一定的英语学习能力，较好的听、说、读、写英语的习惯已基本养成。他们生性活泼好动，好奇心强，模仿力强，对新事物有着强烈的好奇心，探索知识的欲望很强烈。同时，五年级学生即将步入六年级，制作合理的成长规划有助于培养学生正确人生观价值观的形成。而且，他们已有较强的个人荣誉感，他们渴望得到老师和同伴的认可。本单元主题是带领Oliver认识老师和同学该主题属于“人与自我”和“人与社会”范畴，涉及“学校生活与个人感受”和“同伴交往，相互尊重，友好互助”。单元教材分析围绕单元主题，深挖各课时话题，在单元大任务的统领下，划分成6个板块。第1板块 Part A Let's talk话题What's your teacher( Mr. Li Mr. Young, Miss White like?意义Different teachers, different subjects, same education.第2板块 Part A Let's learn话题 Teacher's information意义 Know more about the teachers.第3板块 Part B Let's talk话题 Ms Wang’s character; Your friends character意义 A mother teacher. A teacher mother.第4板块 Part B Let's learn话题 The character of the classmates意义 Different classmates, good friends.第5板块 Part B Read and write话题 What's Robin like?意义 A good friend can be both helpful and strict.第6板块 Part C Story time话题 Our New PE Teacher意义 Don't judge people by their appearances.本单元以老师的性格特征为主线，重点学习描述人物性格特征的词汇和句型。整单元围绕人物的性格特征展开一系列话题，帮助学生知道怎样形容亲人、朋友或自己喜欢的人的外形，并懂得热爱自己和身边的人。用英语描述他人是小学生喜欢做的事情，描述自己喜欢的老师、朋友或明星，更能激起他们开口说英语的欲望。教学时可以让学生通过完成各种任务型活动来感知新的语言点，减轻教学难度。单元总目标在本单元学习结束时，学生能够：1 .掌握A、B部分“Let's learn”，“Let's talk中的词汇和句子。2.能正确地询问和回答各科老师的性格特征，如“What's your maths teacher like?”, “Is he funny?”, “Yes, he is.”, “No, he isn't.”3.能顺利完成本单元的听力、对话、表演、写作、连线、填空等任务。4.能读懂“Story time”部分的趣味故事。5.能听懂，会唱歌曲“Who's your teacher?”。6.复习元音字母在单词中的发音，培养学生对英语单词发音的语感。7.激发学生学习英语的兴趣，帮助学生树立学好英语的信心，逐步培养学生自主学习、合作学习的能力和欲望。8.培养学生尊敬、热爱老师的情感，提高学生在与人相处时准确判断他人性格特征的意识和能力。9.培养学生乐于助人、努力学习的美好品德。第1课时课时内容Part A Let’s try & Let’s talk上课时间审核人教材分析[What]主题意义和主要内容本课时是小学英语教科书五年级上册的第一单元第一课时，围绕“what’s he like?"这个话题展开内容。包括Let’s try Let’s talk和Role-play三个板块。Let’s try是听力训练，是为Let’s talk部分做铺垫的。Let’s talk是围绕本单元的总话题“What’s he like?”展开的第一个对话场景，即吴斌斌与Oliver谈论有关他们的音乐老师杨先生外貌及性格特征的对话，呈现了Who is…?/Is he/she…?的句型，通过吴斌斌向Oliver介绍认识杨先生的有关情况，Oliver了解到杨先生是一位滑稽幽默年老的音乐老师，引导学生通过积极地询问，会得到很多意想不到的信息。 Talk about your teachers是为专项训问答练句型 [How]文本结构和语言修辞本课时是整个单元的首课时，在本单元中起引领与铺垫作用，重点掌握Who is…?/Is he/she…?的问答句型和一些常用形容词。对话中呈现了一个特殊疑问句的问答形式，以及两个is开头的一般疑问句及其肯定、否定回答方式，加深了学生对该句型的认知度，接下来又呈现了七个描述人物外貌及性格特征的形容词，学生们二人一组，针对自己的任课老师进行问答练习活动，从而达到熟练运用句型Who’s your….?/Is he/she…?进行相互交流，更加深入了解对方对老师的认知情况，加深了对老师的尊敬与崇拜。教学目标1.学生能够理解和掌握本课时重点单词和句型。2.学生能够在情景中运用句型“—Is he young/funny? —Yes, he is./No, he isn’t.”询问并回答某人的性格和外貌特征。3.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。教学重难点重点：学生能读懂并理解整篇对话的大意,在语境中运用Who’s he ?He’s my…难点：能够理解书上重点句子，如: He’s young/old/strict...教具准备 PPT课件、课文录音、视频、卡片、照片、人物头饰等。教 学 过 程个性修改Step 1: Warm-up1. Greetings.2. Sing the song—Who’s your teacher? （出示课件）3. Lead-in.T: It’s a new term now. Do you remember your classmates?(Quick Flash) Show some pictures of the characters in the textbook one by one. (出示课件) Then talk about them with students like this:T: Do you know him/her? Ss: Yes!T: Who is he/she? Ss: He’s…/She’s…Write down the word “know” in time. Lead students to read it: know—know—Do you know? —I know. At last show the picture of Oliver and ask: Do you know him? Help students answer.Ss: No, I don’t. T: Who’s he? Let’s watch the video. (课件出示: Unit 1主情景图视频)T: Now do you know the boy?Ss: Yes! He’s Oliver. /His name is Oliver.T: You’re right. In this term, we will have a new classmate. His name is Oliver. Let’s say hello to Oliver.Ss: Hello, Oliver！Step 2: Presentation1. Let’s try.T: Wu Binbin and Oliver see Mr. Li. Here are three pictures. (出示课件) Who is Mr. Li? Can you guess?Ss: …T: Really? Oliver is a new classmate. So he doesn’t know his teachers. Let’s listen and tick. And you can check what you guess.Play the recording of “Let’s try”. (出示课件) Let students listen to the recording, grasp the key information, and then find the answer. Check the answer with students. According to the right picture, ask like this:T: Is he strong? Ss: Yes, he is.T: Is he a good basketball player? (with some actions) Ss: Yes, he is.T: Good job! And sometimes he is strict. (with some expressions) (课件出示:教材P4 Let’s try板块的听力材料)2. Let’s talk.(1) Teach some new words.Show a picture of a young teacher who students know very well.T: Do you know him/her? Ss: Yes.T: Who is he/she? Ss: He / She is…T: Yes, he/she is our Chinese/maths/…teacher, Mr./Miss X.Emphasize the word “our” with some actions. Help students read it and understand its meaning: our—our—our teacher—our classroom— our friends. Write it down on the blackboard.Show the picture of Mr. Young on the PPT. (出示课件) Point to it and ask: Do you know him?Ss: No, I don’t know. T: He’s Mr. Young. Ask students to read it three times: young—young—Mr. Young.T: (Point to his white hair.) Is he old? Ss: Yes, he is.T: (Point to Mr/Miss X.) Is he/she old? Ss: No, he/she isn’t.Help students answer slowly: He / She is young. Write down the word“young”on the blackboard. Then teach: young—young—She’s young. He’s young. (Show some pictures of young students.)(出示课件)Lead students to compare the forms of “young” in “Mr Young” and “He’s young.” Help students find out the difference and understand their meanings. T: Mr. Young is old. And he’s very funny. Show a word card of “funny”. Read it and help students understand its meaning.T: fun-ny—fun-ny—funny. He’s funny. She’s funny. (Show some pictures of funny students.) (出示课件) And I like funny teachers.(2)Teach the dialogue.T: Wu Binbin and Oliver are talking about Mr. Young now. Let’s watch the cartoon and read the dialogue after it. Try to know more about Mr. Young.Play the cartoon of“Let’s talk”. (出示课件) Let students read after it. Ask students to read the dialogue again and answer the following questions: ①Who is Mr. Young? ②Is he young? ③Is he funny?Check the answers with students. Lead students to make an introduction of Mr. Young according to the answers like this: Mr. Young is Wu Binbin and Oliver’s music teacher. He isn’t young. He’s old. And he’s funny. (3)Read and act.①Play the cartoon again. (出示课件) Let students read after it and try to imitate the intonation and the pronunciation of the recording. Then ask students to read together. At last ask students to read freely.②Let students act out the dialogue in pairs. Several minutes later, take out some headwear and ask some students to act out.③Choose the best performers with students and give awards. (4)Retell the dialogue according to the blackboard.Make a model first and then lead students to retell.Step 3: Practice1. Sharp eyes.Show the words “tall, friendly, quiet, funny, young, old” on the PPT. （出示课件）Let students read them out quickly2. Talk about your classmates and teachers.(1)I ask and you answer.Choose three pictures of students in the class. Ask and answer according to these pictures.T: Who’s he/she? Ss: He’s /She’s…T: Is he/she funny/young/old? Ss: Yes, he/she is. /No, he/she isn’t.(2)Pair work.Show some photos of students’ teachers one by one. T: Do you know him/her? Ss: Yes, he/she is our…teacher.T: Can you talk about your teachers? Ss: …Show the part of “Talk about your teachers.” on Page 4. Provide some sentences patterns “Who’s your…teacher?” “—Is she/he…? —Yes, she/he is. /No, she/he isn’t.” (出示课件) Let students ask and answer with their partners.(3)Show time.Ask some students to act out and encourage more students to participate in.(4) Show time.Step 4: ExtensionMake a dialogue. (1)Make a model.T: (Draw a picture on the blackboard.) Do you know…?Ss: No, I don’t. Who is he/she?T: He’s/She’s my father/friend/grandpa/uncle/sister…Ss: Is he/she…?T: Yes, he/she is./No, he/she isn’t. I like him/her.(2)Look and say.Ask each student to draw a picture. Then let them imitate to talk about it with their partners.(3)Show time.Ask some students to show their dialogues and encourage more students to participate in.Step 5: Sum-upLet’s make a summary.“—Is he young/funny? —Yes, he is./No, he isn’t.”作业1. Practice the dialogue.2. Do the exercises.3.Introduce your teacher for your parents.板书 设计教学反思第2课时课时内容Part A Let’s learn &Ask and answer上课时间审核人教材分析本课时的重要话题是形容词的使用。教材通过张鹏向新同学Oliver介绍，各位任课教师的情景呈现了单词的词形和意义，让学生感知如何形容人物特点。本课时学习的单词是old, young, funny, kind, strict五个描述人物年龄和性格特征的形容词。学生在四年级下册学习了不同科目的英语单词，从而为本课时的学习奠定知识基础。教学目标听、说、读、写五个描述人物性格及外貌特征的形容词“old, young, funny, kind, strict”在语境中熟练运用这五个单词询问并回答关于人物性格及外貌特征的问题。3. 根据图片提示或实际情况运用Let’s learn板块的单词和句型。教学重难点重点：能够听、说、读、写并熟练运用五个描述人物性格及外貌特征的单词“old, young, funny, kind, strict”。难点：strict 的发音。教具准备 PPT课件、课文录音、视频等。教 学 过 程个性修改Step 1: Warm-up1. Greetings.2. Sing the song—Who’s your teacher? Play the video. (出示课件) Let students sing together with the music.Step 2: Presentation1. Play a game: The strongest memory.T: Boys and girls, we will have some new teachers this new term. Who are they? Do you want to know?Show the picture of a music book on the PPT. (出示课件) Ask the question: What’s this? Lead students to answer: It’s a music book. Then show the picture of Mr. Young and say: Mr. Young is the music teacher. (出示课件)Introduce the art teacher Mr. Jones, the science teacher Miss Green, the English teacher Miss White and the maths teacher Mr. Li in the same way. At last show the picture of Mrs. Smith on the PPT and say: She’s the head teacher. Lead students to know the meaning of “head teacher”.T: Do you remember our teachers? Now let me test your memory. Who has the strongest memory?Show the six pictures in the book on page 5. (出示课件) The teacher asks and students answer quickly.T: Who’s the art teacher? Ss: Mr. Jones.T: Who’s the music teacher?…Choose the student who has the strongest memory and give him/her an award. Then explain the difference among “Mr., Miss, Mrs.”.2. Learn the new words “old, young”.T: Who’s Oliver’s music teacher? Ss: Mr. Young.Show the picture of Mr. Young. (出示课件)T: Good memory!(Point to the white hair.) Is he young? Ss: No, he isn’t. He’s old. Write down the word “old” on the blackboard and lead students to read like this: old, old, he’s old. Show the picture of Mr. Jones. (出示课件) Lead students to compare Mr. Jones with Mr. Young.T: Mr. Young is old. Is Mr. Jones old, too?Ss: No, he isn’t. He’s young.Write down the word “young” on the blackboard. Teach it like this: young, young, he’s young. Let students try to write and read. Let students perceive the pronunciation of the letter “y” by reading the words “yes, yellow, you”. Explain that the word “young” is the antonym of the word “old”. Then show a picture of an old man and ask: Is he young? Students answer: No, he’s old. (出示课件)Play a game to practice the two words between groups. One group says: old. The other one says: young. Then exchange. At last ask students to fill in the blanks.3. Learn the new word “funny”.Show the picture of Miss Green. (出示课件) Then ask two questions: Who is she? Is she young? Ask students to answer the questions. Then say: And she’s funny. Write down the word “funny” on the blackboard and read: fun-ny, funny, funny, she’s funny. Let students try to spell it and perceive the pronunciation of the letter “y”. Show two pictures. One is a male clown and the other one is a funny girl. (出示课件) Say the sentences with students: He’s funny. She’s funny. Ask students to make funny faces. Let they read the word loudly at the same time. At last ask students to fill in the blanks.4. Learn the new word “kind”.T: We have known Mr. Young is old. Mr. Jones is young. Miss Green is funny. Do you remember Miss White? How about Miss White?Show the picture of Miss White. (出示课件) Point to her smiling face and say: She’s kind. Then show another picture. (课件出示:一位不友好的男士图片) Say: He isn’t kind. Let students know the meaning of “kind”. Ask students to pay attention to the pronunciation of the letter “i”. Lead students to read like this: kind, kind, she’s kind. Ask them to write it with their fingers at the same time. Let students practice it between boys and girls. Ask students to fill in the blanks.5. Learn the new word “strict”.Show the pictures of Mr. Li and Mrs. Smith. (出示课件)T: Miss White is very kind. But Mr. Li is very strict. Mrs. Smith is strict, too.Say the first sentence with a smiling face. Say the second sentence with staring and stomping. Say the third sentence with a strict expression.Write down the word “strict” on the blackboard. Spell it slowly. Lead students to learn the pronunciation of “str-” from the word “strong”. Ask students to pay attention to the pronunciation of the letter “i”. Students read after the teacher several times. Then students read it one by one and practice it in sentences. The teacher points to Mr. Li and Mrs. Smith and asks: Is he/she strict? Students answer: Yes, he/she is. At last students fill in the blanks.6. Pair work.Show the part of “Let’s learn” on page 5. (出示课件) First, let students listen to the recording and read after it. (课件出示:教材P5 Let’s learn板块的音频) Ask students to pay attention to the pronunciation and the intonation. Then ask students to imitate Oliver and Zhang Peng to ask and answer with their partners. At last choose some students to act out.Step 3: Practice1. Can you do?Show five pictures of different expressions and the five new words. (出示课件) Explain the rules of the game: If the picture matches the word, make a smiling face; if the picture doesn’t match the word, make a sad face.2. Make a chant.Show a chant. First, students read the chant after the teacher. Then chant together. At last boys and girls can have a competition with some actions and expressions.…3. Can you guess?Show some sentences and pictures with covers. Let students guess who he/she is by asking and answering. (出示课件) The following methods can be used: The teacher asks and students answer; Group One asks and Group Two answers; Boys ask and girls answer. Praise the students who are right. Step 4: Extension1. Ask and answer.Show the picture of Mrs. Smith and some sentences. (出示课件)(1)Make a model.Point to Mrs. Smith and ask: Who’s Mrs. Smith? Help students answer: She’s the head teacher. She’s tall. She’s strict. We all like her. (2)Pair work.Replace the picture of Mrs. Smith with some photos of teachers whom students know well. Let students imitate to ask and answer with their partners.(3)Act out.Ask some students to act out. Encourage students to describe their teachers with more words.2. Emotional education.Let students know that teachers teach them knowledge and they should always respect their teachers as much as they respect their parents.Step 5: Sum-upLet’s make a summary.作业1. Listen to the recording of “Let’s learn” and read after it.2. Talk about your new teachers with your partner.3. Do the exercises.板书 设计教学反思第3课时课时内容Part A Let’s spell上课时间审核人教材分析Let's spell板块分为Read, listen and chant; Listen number and say以及Listen, write and say三部分。部分呈现了字母y在词尾发音/i/音的发音规则；第二部分通过听力活动帮助学生进一步感知并巩固y在词尾的发音，并通过刚刚学过的语音知识，辨认和朗读符合发音规则的单词；第三部分则通过听句子写单词活动，帮助学生综合运用自然拼读法拼写单词，并通过抄写句子的活动培养学生在单线上写句子的能力和良好的书写习惯。五年级的学生对自然拼读法以及有一定程度的了解，对于y的辅音发音也有过接触，而且学习过一些它在词尾发元音/i/的单词，如sunny，cloudy，snowy，funny等等，教师在教学中可适当引导学生比较y这两种发音，并观察它在发两个不同音时在单词中的位置，从而了解字母y的发音规则。教学目标1.通过听例词发音，观察例词结构中共有的特征，学习字母y在词尾发/i/的规律。2.跟着录音说唱歌谣，强化记忆y的发音规则。3.根据y的发音规则读出新单词。4.听录音为单词标序号，巩固学习y和其他已学字母或字母组合的音—形对应关系。5.通过看图、听录音、写单词活动学习根据发音规则拼写单词，并按照正确的书写规则在单线上抄写句子。教学重难点重点：学生能够了解字母y在单词词尾的发音规则，能读准Let’s spell”板块的例词，完成本部分的练习。难点：学生能够自主发现并总结字母y的发音规则，并根据发音规则拼读、拼写新单词。教具准备PPT课件、课文录音、视频、卡片等。教 学 过 程个性修改Step 1: Warm-up1. Greetings.2. Free talk. Show a picture of a funny teacher with the name “Cindy” first. (出示课件) Then ask students to answer some questions according to the picture. The following sentences can be showed beside the picture on the PPT.T: Who’s this teacher? Ss: Cindy.T: Is she funny? Ss: Yes, she is. Then show a picture of a happy baby with these words: Cindy’s baby. (出示课件) Point to the picture and ask.T: Who’s he? Ss: He’s Cindy’s baby.T: Is he happy? Ss: Yes, he is.Step 2: Presentation1. Observe and find. Make all the words disappear except these words “Cindy, funny, baby, happy”. (出示课件) Ask students to observe these words and answer the question: What can you find?Ss: They have the same letter “y”. T: So great! Show different colours on the letter “y” of every word. Ask students to read these words carefully and answer the question: What’s the sound of the letter “y” in every word? Let students read these words and perceive the sound /i/ of the letter “y”. Help students to sum up: The letter “y” has the /i/ sound in these words.2. Read, listen and chant.(1)Show the pictures of “Read, listen and chant” one by one with the recording of the words. (出示课件) Let students read after the recording. Pay attention to the sound of the red letter “y” in every word.(2)Read these words like this: ba-by, baby; win-dy, windy… Ask students to try to imitate. Let students practice the sound of the letter “y” in these words.(3)Explain the pronunciation method of /i/. Help students know /i/ through the video on teaching of phonetic symbols. (the BBC video on teaching of phonetic symbols)(4)Show some words “heavy, study, busy, carry, cloudy, foggy, rainy, friendly, lovely, carefully, twenty, thirty, forty”. （出示课件） Let students try to read them.(5)Play the recording of the chant. (出示课件) Let students listen to it and find out the words that have the sound /i/.(6)Show the chant on the PPT. (出示课件) Let students listen to it again. Ask some students to say out the words with the letter “y” that sounds /i/ in the chant.(7)Play the chant. Let students chant after it. After reading together, ask students to practice it between boys and girls. Boys say a sentence and girls say a sentence. Then they can exchange. (课件出示:教材P6 Read, listen and chant的听力材料) Step 3: Practice1. Listen, number and say.(1)Ask students to read the topic and understand the intention.(2)Play the recording and let students number. (出示课件)(3)Play the recording again. Then check the answers.（出示课件）(4)Lead students to read like this: can-dy, candy; par-ty, party… Then let students read all these words together.(5)Play a game: I say and you say.The teacher says the number and students say the corresponding word according to the answer. Then S1 says the number and S2 says the corresponding word. 2. Listen, write and say.(1)Look and say.Show some pictures. Lead students to say sentences according to the pictures. One or more words with the letter “y” can be in the sentences. Make a model. These sentences can be used: I’m sorry. It’s sunny/cloudy. They go to the party. I like candy. The family is happy.(2)Ask students to observe the pictures of the third part of “Let’s spell” on page 6. Lead them to talk about the pictures and predict the answers. (3)Play the recording. (出示课件) Let students listen to the recording and try to write down the answers.(4)Play the recording again and check the answers with students. (出示课件) Then ask students to read the sentences together.(5)Ask students to choose one sentence from above and write it down. Ask students to write in a standard way.Step 4: Extension1. Read and judge.Show the words “baby, happy, sunny, sorry, windy” on the PPT. （出示课件） Let students read these words and pay attention to the pronunciation of the letter “y” in these words. Write down the sound /i/ on the blackboard. T: Yes! You are right.Write down the word “yes” on the blackboard and say: It has the letter “y”, too. Does it sound /i/, too? Lead students to read the word and get the conclusion: It sounds /j/. Show other words “young, yellow, yoyo…” （出示课件）Let students read them and judge the sound of the letter “y”. Write down the sound /j/ on the blackboard.2. Look and say. Show a picture on the PPT. In the picture, a boy is flying a kite. (出示课件) Say: Look, my brother is flying a kite. Expand the words “my, fly”. Ask students to read them and find out the sound of the letter “y”. Show more words “sky, shy…” Write down the sound /aɪ/ on the blackboard. Step 5: Sum-upHelp students to sum up the pronunciation rules of the letter “y” in different words.作业1. Read the words of “Let’s spell”.2. Do the exercises.板书 设计教学反思第5课时课时内容Part B Let’s learn & Match and say上课时间审核人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 young/funny? —Yes, he is./No, he isn’t.”“—What’s he/she like? —He / She is kind/…”；能听、说、读、写单词“old, young, funny, kind, strict, polite, hard-working, helpful, clever, shy”。教学目标1.学生能够听、说、读、写单词“polite, helpful, hard-working, clever, shy”。2.学生能够在语境中正确运用这五个单词描述人物性格或品质特征。3.学生能够完成教材中Match and say板块的图文连线活动，并根据连线结果展开问答。教学重难点1. 学生能够听、说、读、写单词“polite, helpful, hard-working, clever, shy”。2. 学生能够在语境中运用这五个单词描述人物性格或品质特征。教具准备 PPT课件、课文录音、视频、卡片等。教 学 过 程个性修改Step 1: Warm-up & Revision & Lead-in1. Greetings.2. Can you chant? （出示课件）Point to a picture on the PPT and ask: What’s she like? (课件出示:一个滑稽女孩的图片) Help students answer: Funny, funny, she’s funny. Then show other pictures one by one. (课件出示:年老的、年轻的、友好的、严格的人物图片) The teacher asks and students answer in the same way. These words can be used in turn: old, young, kind, strict.Make up a chant with the words and the sentence patterns with students. Let students read the chant.Step 2: Presentation“Let’s learn”Play the cartoon. (课件出示：教材P8 Let’s learn板块的视频) Let students watch it.T: Who can you see? Ss: …T: Yes. We know how to describe our teachers, for example， Miss…is kind. Mr …is strict. Ms … is old … Today we will learn how to describe our classmates.1. Learn the new word “polite”.Play a video prepared before the class on the PPT. It shows a pupil of the class saying “Good morning!” to a teacher and bowing. （出示课件）Point to the pupil and ask.T: Who’s he? Ss: He’s…T: Yes. He’s very polite.Show the word “polite” and read it like this: i-e /aɪ/, po-lite. (出示课件) Lead students to read it three times. Ask different groups to read it. Show some pictures and lead students to say: She’s polite. He’s polite. (出示课件) Make sure students know the meaning of the word. Then ask: Who’s polite in our class?Ask some students to answer: ××× is polite.At last show the word with some blanks and lead students to spell and fill in the blanks.2. Learn the new word “clever”.Play a video on the PPT. It shows a pupil of the class with a test paper. (出示课件) Point to the pupil and ask.T: Who’s he? Ss: He’s ×××.T: ××× always gets 100 scores in tests. He’s clever. (Point to the head.)Show the word “clever”. （出示课件）Spell it like this: cle-ver, clever. Lead students to read the word three times. Ask students to practice it one by one. Pay attention to the sound of the letter “v”.After that show some pictures and lead students to say: He’s clever. She’s clever. (出示课件) Make sure students know the meaning of the word. Then ask: Who’s clever in our class? Ask some students to answer: ××× is clever.At last show the word with some blanks and lead students to spell and fill in the blanks.3. Learn the new word “hard-working”.T: ××× is clever. ××× is clever. ××× is clever. They are not only clever, but also hard-working.Show the word “hard-working”. （出示课件） Explain it like this: hard + work + ing — hard-working. Spell it slowly and students imitate. Ask students to pay attention to the sounds /aː/ and /ɜː/ and the hyphen.Ask students to practice it between boys and girls. Show some pictures and lead students to say: He’s hard-working. She’s hard-working. (出示课件) Make sure students know the meaning of the word. Then ask: Who’s hard-working in our class? Ss: ××× is hard-working.At last show the word with some blanks and lead students to spell and fill in the blanks.4. Learn the new word “shy”.Show a picture of a shy girl hiding herself behind her parents on the PPT. (出示课件) Point to her face and say: ××× is shy. Teach the word three times. Students read after the teacher.Show the words: she, fly. (出示课件) Let students read them. Ask students to write the new word through the two words. Ask students to try to spell and write. Hide “e” and “fl”, and show the word “shy” on the PPT. Then ask: Who’s shy in our class? Ss: ××× is shy.At last show the word with some blanks and lead students to spell and fill in the blanks.5. Learn the new word “helpful”.Ask several students to come to the front and do the actions of cleaning the classroom. Then ask one of the students.T: What are you doing? S1: I’m cleaning the blackboard.Give him a thumb up and say “You are helpful.” Then say to the others in the same way. Ask all the class to say “We are helpful.” with thumbs up. Show the word “helpful”. （出示课件） Explain the word like this: help + ful — helpful.Show some pictures and lead students to say: He’s helpful. She’s helpful. (出示课件) Make sure students know the meaning of the word. At last show the word with some blanks and lead students to spell and fill in the blanks.6. Read and act.(1)Show the content of “Let’s learn” on page 8 and play the recording. (出示课件) Let students read after it and pay attention to the pronunciation and the intonation. Ask students to read the words and the dialogue together. Then they can have a competition in different groups. For example, Group 1 PK Group 2, and boys PK girls.(2)First, make a model with a student. Then let students ask and answer in pairs.(3)Ask some students to act out the dialogue.Step 3: Practice1. Yes or No.Show a picture with a word on the PPT. (出示课件) If they match, students can say: Yes. If they don’t match, students can say: No. Practice the other words in the same way.2. Learn a chant.Show a chant on the PPT. Chant first. Then ask students to chant with some actions.3. Match and say.(1)Look and match.Ask students to look at the four pictures of “Match and say” on page 8 and match the pictures with the sentences.(2)Check the answers.Check the answers with students and explain the reasons.(3)Point and say.Ask several students to point and say in pairs. One asks and the other one answers.Step 4: Consolidation & Extension1. Can you describe?Ask students to work in groups of four and try to describe a member of them. Then choose one of them to report. The other students can guess who he/she is. These words and sentences can help them.Words: eyes/ mouth/ hair/ nose/ tall/ short/ fat/ funny/ shy/ helpful/ hard-working/ polite/ clever…Sentences: He/ She is a boy/girl. He/ She has… He/ She is… Who’s he/she?2. Emotional education.Ask students to avoid judging people by their looks. Let they know themselves and be the best of themselves作业1. Listen to the recording of “Let’s learn” and read after it.2. Talk about your classmates or friends with your partner.3. Do the exercises板书 设计教学反思第6课时课时内容Part B Read and write & Let’s check & Let’s wrap it up上课时间审核人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 young/funny? —Yes, he is./No, he isn’t.”“—What’s he/she like? —He / She is kind/…”；能听、说、读、写单词“old, young, funny, kind, strict, polite, hard-working, helpful, clever, shy”。教学目标1.学生能够在图片的帮助下读懂日记的内容。2.学生能够在语境中理解新单词“robot, made, speak, finish”的意义。3.学生能按照正确的意群及语音、语调和语气朗读日记内容。4.学生能够完成读后练习——选出描述Robin特征的单词。5.学生能够“设计”一个机器人并写出三个描述其特征的句子。教学重难点1. 学生能够在图片的帮助下读懂日记，完成阅读任务。2. 学生能够听懂录音并完成相应的练习。3. 学生能够了解be动词与人称代词的搭配规则。教具准备PPT课件、课文录音、视频等。教 学 过 程个性修改Step 1: Warm-up & Revision & Lead-in1. Greetings.2. I say and you guess.The teacher gives some sentences and students guess. 1 He always says “Please...” “Excuse me.” “Thank you.” to his friends. He is ________.②I can help my mother sweep the floor. I am ________.③She can listen carefully in class and finish her homework well. She is ________.④He always hides behind his father with a red face. He’s _______.⑤Wu Binbin can speak Chinese and English. He is ________.Students give the answers: polite, helpful, hard-working, shy, clever.When students guess the third word, lead them to study the word “finish” with the phonetic symbol. Help students understand its meaning with some sentences.When they guess the fifth word, teach the word “speak” through the words “tea, clean, sea”. Ask them to pay attention to the sound of “ea” and then try to spell the word “speak”. Let students practice it in these sentences: I can speak Chinese. Sarah can speak English. Wu Binbin can speak Chinese and English.Step 2: Presentation“Read and write”1. Learn the word “robot”.Play a video about robots. (出示课件) Let students guess the content that they will study today. Then show different robots and point to them and spell the word “robot”—ro-bot, robot. （出示课件） Lead students to read. Then lead students to practice it in these sentences: This is a robot. That is a robot. They are robots.2. Learn the format and Paragraph 1.T: Robots can do housework. Robots can walk. Robots can help children learn. I like robots. Do you like them? Wu Binbin likes robots, too. And he has a robot. What’s the robot’s name? Where is it from? Here is a diary of Wu Binbin. Let’s read his diary.Show the diary on the PPT. Play the recording of Paragraph 1 and let students try to underline the key sentences about the answers. (出示课件) Explain the format of the diary.T: What’s the robot’s name? Ss: Robin.T: Who made the robot?Let students read the first paragraph and answer the question.Ss: Wu Binbin’s grandpa. T: How do you know?Lead students to underline the sentence and spell the word “made”. Give some examples like these: I made a kite. She made a cake…3. Learn Paragraphs 2~4.T: What’s Robin like? Is he clever? Is he funny? Now read the text loudly from the second paragraph to the fourth paragraph. Circle the key words.4. Read and tick or cross.Ask students to read the text silently and then tick or cross.Show the form on page 9. (出示课件) Let students tick or cross. Check the answers with students and ask. (课件出示:教材P9表格答案)T: How do you know? Where can you find the answers? Please read them out.When students read the sentence “Robin is short but strong.”， explain the sentence with “Robin is short, but he is strong.” Give more example sentences. When students read the sentence “He makes me finish my homework.”, the teacher asks: Who makes you finish your homework?Then lead students to answer: My mother/father/…makes me finish my homework.5. Read and act.Students read after the recording one by one. Pay attention to the intonation, the stress, the pause and the sense group. After reading together, students read freely. Then they can have a reading show in class.6. Retell the diary.Show the diary with some blanks. （出示课件）Lead students to read and fill in the blanks to retell the diary. The answers are: robot, Robin, grandpa, short, strong, clever, Chinese, helpful, strict.7. Finish the task on page 9.Ask students to design a robot of their own, draw and write about him/her. At last students can have a show.Step 3: Practice“Let’s check”1. Listen and circle.(1)Ask students to read the two sentences and understand the requirements of the title.(2)Play the recording. (出示课件) Ask students to judge the answer to the first sentence and circle the answer to the second sentence. Then check the answer with students.2. Listen again and answer T: What are the two teachers like? Look at the second part of “Let’s check”. Listen again and answer by writing the answers on the lines. Write down the key words first. And then finish the whole sentences.Play the recording. (出示课件) Let students write down the answers. Then check the answers with students.Step 4: Consolidation & ExtensionLet’s wrap it up.1. Think and match.(1)Show the answers to “Let’s check”: She is friendly. He is funny. Then show a picture of a funny dog with a sentence: It is funny, too. (出示课件) Lead students to know that “is” is behind the personal pronouns “he, she, it”.(2)Show the personal pronouns “we, you, they”. Let students think how to match with the correct form of verb “be”. Give some sentences like these to help students: They are funny. We are helpful. You are hard-working. Lead students to know that “are” is behind the personal pronouns “we, you, they”.(3)Show the exercise.Ask students to choose and give the reason. Lead students to know that “am” is behind the personal pronoun “I”.(4)Ask students to finish the task of “Think and match”. Check the answers and sum up the collocation rules with students.2. Choose and write.Ask students to finish the task of “Choose and write” on page 10. Let them pay attention to the collocation rules of the verb “be” with personal pronouns.After students finish it, the teacher checks the answers with them. Ask students to read the sentences together.3. Look and say, then write.Show some pictures on the PPT. （课件出示:几张人物图片，如礼貌的、害羞的、聪明的、努力的人物）Let students look at the pictures and say sentences. Then ask students to choose three pictures to write down the sentences.作业1. Read the text skillfully.2. Search for information about robots and introduce them briefly.3. Do the exercises.板书 设计教学反思
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