五年级上册英语教案Unit1 What’s he like A let’s talk人教PEP.doc

PEP Book 5Unit 1 Whats he like? Part(A) Lets talk教学目标与要求1.能正确听，说，朗读“Whois?He/SheisWhats he/she like? 2.能正确听，说，认读表示人物外貌与性格特征的形容词old, young, funny, kind, strict,3.能听懂，会说，会表演Letstalk的内容并在真实场景中运用。重点 句型：Is he young? Yes, he is./No, he isnt.难点 运用所学知识简单描述人物的外貌和性格特征。教具 单词卡片、图片、课件教学环节师生活动Preparation准备活动1.学生在四人小组内依次出示自己家人或朋友的照片，向其他小组成员介绍照片中人物的体貌和性格特征，然后教师请两三位小组代表上讲台向全班学生介绍，如：S: This is a picture of my mother. Shes tall and thin. Shes beautiful and polite.2. Ask and answerT: Who is he/she?Whats his /her name?Is he/she tall/friendly?Ss: Her/His name is . She/He is tall and strong. She/He has short hair. She/He is friendly.【设计意图：通过老师的提问，学生自主梳理语言并尝试输出。】教学环节师生活动Presentation新知呈现介绍Oliver教师将打印好的Oliver头像张贴到黑板上。T：Whats this boy like? (Ss: .)T: He is a new boy. His name is Oliver.【设计意图：为下面的听力和对话做铺垫。】A. Lets try(1) 明确听力任务T: Wu Yifan and Oliver see Mr Li. Look at the picture below. Listen and tick.(2) 先让学生观察图片，然后播放教学录音。播放第一遍录音师，学生选出正确的图片；播放第二次录音时，师生一起核对答案B.Lets talk1. General listeningT: Mr Li is his maths teacher. He is so strong. He can play basketball. Who is the music teacher? Lets watch and find out.Ss：.【设计意图：带着简单的问题整体感知对话内容。】2. Detail listeningT：Mr Young is his music teacher. Whats he like? Is he young? Is he funny? Listen to the dialogue again.T：Is he young?(板书句子，找学生回答问题，之后再板书No, he isnt. He is old.红笔标出old.)T：Mr Young is old. Look at the picture. What colour is his hair and eyebrows? （鼠标引导学生观察老师的头发和眉毛颜色，理解old）T: Is Mr Young funny? (板书Is he funny?学生回答，再板书Yes, he is.)PPT将Mr Young 下面的关键词补全。funny old3. Look and match.4. Lets say.T: Do you like funny teachers? Do you like strict teachers? Why?PPT呈现学生身边幽默的老师们和严厉的老师们图片，学生回答问题。借助这些图片继续练习句型: Is he.? Is she.?【设计意图：在整体感知对话的基础上进行细节的学习和重点句型的呈现与理解。】C.Talk about your teachers.(1) 学生同桌合作，一人用简笔画画出各科老师的图像，一人在对应图像旁边写出老师的姓名、所教的科目以及性格特征。(2) 请两位学生站起来示范读对话。S1: Whos your English teacher?S2: Miss White.S1: Is she kind?S2: Yes, she is.(3) 学生同桌合作，仿照示例编写相似的对话。(4) 教师请两三对学生上讲台表演对话，表扬表演到位的学生。教学环节师生活动Practice巩固练习1. Listen to the tape.听音正音。【设计意图：训练学生的听，让学生去听地道的英语发音。】2.Listen and follow.听音跟读。【设计意图：模仿读音。】3.Read by yourself.学生自由朗读。【设计意图：在听与模仿这个输入过程后，让学生去自己读，查漏补缺，正确输出。】4.Read out. (有遮挡)检查学生的读音并纠正。 5. Dub time念出英语单词，出现汉语说英语。6.游戏规则：优点大爆炸，发现小组内每个成员三个优点。S1:Whosthat?S2:S1:Whatshe/shelike?S2:He/sheisS1:Ishe/she?S2:Yes,he/sheis.No,he/sheisnt.教学环节师生活动Production输出运用1. Listen, draw and guess, who is it?用本堂课中句型和单词，教师口头或是做成音频介绍学生熟悉的一位教师（最好是英语老师自己），让学生们在自己本子上画一画，然后猜一猜：Who is she/he?第二个、第三个例子一个结论为She is 另一个为He is .【设计意图：操练重点句型，突破教学难点，关注学生对于人称的选择是否正确。】2. Draw, talk and guess.小组合作画位教师，并到台前用英文介绍，其它组同学guess。3.双簧表演两位同学前后站，前面的同学用肢体语言表演，后面的同学用英文介绍。评选出最佳组合。【设计意图：通过两个活动对本节课的语言进行扩展运用，完成教学