Unit 1 What's he like-（教案）人教PEP版英语五年级上册

第一课时一、课时内容教科书第教科书第4页：A.Let’stryLet’stalk二、课时分析本节课涵盖了义务教育灵通版（pep）小学英语教科书五年级上册的第一单元第一课时内容，围绕主题“What’shelike?”展开教学。课程包括三个板块：Let’stry、Let’stalk和Role-play。在“Let’stry”板块中，进行听力训练，为后续的“Let’stalk”部分做铺垫，通过该环节培养学生的听力能力。“Let’stalk”板块以主题“What’shelike?”为中心，展示了一个关于音乐老师杨先生外貌和性格特点的对话情景。在这个对话中，吴斌斌与Oliver讨论了杨先生的特征，运用句型“Whois…?/Ishe/she…?”，通过积极的询问获得更多信息。此外，通过“Talkaboutyourteachers”的问答表演活动，巩固了句型“Who’s…?/Ishe/she…?”的运用。本节课作为整个单元的开篇，引领了后续学习，重点关注句型“Whois…?/Ishe/she…?”以及常用形容词的掌握。通过对话展示了特殊疑问句和一般疑问句的问答形式，以及肯定和否定回答方式，增强学生对这些句型的理解。接下来，展示了七个描述人外貌和性格的形容词，并引导学生通过问答练习，对自己的任课老师进行描述，以此提高句型“Who’syour…?/Ishe/she…?”的应用能力，深化学生对老师的认知，并促进对老师的尊敬和崇拜之情。鉴于五年级学生已有三、四年级英语学习经验，具备一定的语言感知能力，教学方法采用多次呈现对话情境动画，通过声音和图像的联动，引导学生提前了解对话内容。鼓励学生模仿表演对话，感受新句型的应用，随后提取重点句型，通过游戏等活动巩固所学内容。三、课时目标能够理解以下问句：AreyoufamiliarwithMr.Young?/Whoishe?Isheofayouthfulage?/Ishehumorous?能够准确地理解、口头表达和流利朗读以下交际用语及其回答：DoyouknowMr.Young?/Whoishe?Isheyoung?/Ishefunny?并掌握相关句型。具备听说读写以下单词的能力：elderly，youthful，amusing，tall，amicable，gentle，calm，并能在上下文中理解其含义。能够听懂、口头表达、并通过表演呈现对话内容，同时在实际情境中熟练应用所需的核心句型，进行面对面的真实对话交流。四、课时重难点1.重点（1）掌握三个新单词：old，young，funny。（2）掌握一个特殊疑问句及答语：Whoishe?MrYoung.（3）掌握两个一般疑问句及答语：Isheyoung?No,heisn’t.He’sold.Ishefunny?Yes,heis.2.难点能够听懂、会说、会表演对话中的内容，并且在真实情境灵活运用所需核心句型进行真人面对面对话交流。五、教学准备教师课前精心制作PPT课件以及微课视频，准备好录音设备，自制词卡与图卡，学生自制人物头饰。六、教学过程课前热身-Warm-upT:老师：Goodmorning,boysandgirls.Ss:学生：Goodmorning,MissZhang.T:老师：Whattimeisitnow?Ss:学生：It’seightthirty.T:老师：It’stimeforourEnglishclass.Ss:学生：Great.T:老师：Standup,please.Sayanddofollowme.Ss:学生：Yes.T:老师：I’mtall.我很高。You’reshort.你很矮。Ss:学生：I’mtall.我很高。You’reshort.你很矮。T:老师：I’mbig.我很大。You’resmall.你很小。Ss:学生：I’mbig.我很大。You’resmall.你很小。T:老师：I’mold.我很老。You’reyoung.你很年轻。Ss:学生：I’mold.我很老。You’reyoung.你很年轻。T:老师：I’mfat.我很胖。You’rethin.你很瘦。Ss:学生：I’mfat.我很胖。You’rethin.你很瘦。T:老师：I’mstrong.我强壮。You’reweak.你脆弱。Ss:学生：I’mstrong.我强壮。You’reweak.你脆弱。T:老师：I’mfunny.我滑稽。You’requiet.你文静。Ss:学生：I’mfunny.我滑稽。You’requiet.你文静。T:老师：I’mfriendly.我友好。You’restrict.你严肃。Ss:学生：I’mfriendly.我友好。You’restrict.你严肃。………T:老师：I’mkind.我和蔼。You’restrict.你严厉。Ss:学生：I’mkind.我和蔼。You’restrict.你严厉。设计意图：通过带有动作的说话，复习了以前学过的形容词，并预习了即将学习的形容词。这种互动式的热身活动为学生的学习创造了轻松愉快的氛围，同时为接下来学习新句型做了良好的铺垫。2.导入（1）播放英语歌曲“Who’syourteacher?”T:老师：Today,let'sstartourEnglishclasswithafunsong!We'regoingtolistentoasongcalled"Who'syourteacher?"Canyouallsaythat?Ss:学生：Who'syourteacher?T:老师：Great!Now,I'llplaythesongforyou.Listencarefullyandseeifyoucanfollowalongandsingwiththesong.Youcanevenaddsomeactionsifyouwant!播放歌曲T:老师：Thatwasfantastic,everyone!Now,let'sunderstandthemeaningofthelyrics.I'llshowyoutheChinesetranslationofthelyricstohelpyouunderstand.出示歌词的汉语意思：Who’syourEnglishteacheratschool?在学校谁是你的英语老师？Who’syourEnglishteacheratschool?在学校谁是你的英语老师？Issheprettyortallorshort?她很漂亮、很高还是很矮？Tellmewhatyouknow!告诉我你知道的！Who’syourEnglishteacheratschool?在学校谁是你的英语老师？Who’syourEnglishteacheratschool?在学校谁是你的英语老师？Ishefunnyoryoungorold?他滑稽、年轻还是年老？Tellmewhatyouknow!告诉我你知道的！T:老师：Nowthatweunderstandthelyrics,let'ssingthesongagaintogether!Thistime,trytosingitevenlouderandwithmoreenergy!（2）播放录音，做听力练习T:老师：Now,let'smoveontoourlisteningpractice.Iwillplayarecordingforyou.ListencarefullytotheconversationbetweenWuBinbinandOliver.They'retalkingabouttheirteacher,Mr.Li.You'llseesomepicturesonyourtextbookpage.Listenandseeifyoucanmatchwhattheysaywiththepictures.播放录音：WuBinbin:Look!That’sMrLi,ourmathsteacher!Oliver:He’ssostrong.WuBinbin:Yes.He’sagoodbasketballplayer.Oliver:Cool!Ishestrict?WuBinbin:Yes,sometimes.T:老师：Now,Iwantyoutolookatthepicturesonpage4ofyourtextbook.Canyoulistentotherecordingandtickthecorrectpicturethatmatcheswhatthey'resaying?设计意图：通过播放英语歌曲和进行听力练习，课堂变得生动有趣。歌曲让学生用英语表达问题，带有动作，从而调动了他们的积极性。听力练习则复习了学生们已经掌握的旧知识，为新内容的学习做了铺垫，同时培养了他们的听力技能。3.新课呈现（1）观看动画课件，听一听，了解吴斌斌和奥利弗正在谈论什么。T:老师：Goodjob,everyone!Now,let'scontinuewithourlesson.Wehaveaninterestinganimationtowatch.It'saboutWuBinbinandOliverhavingaconversation.Canyoutellmewhatthey'redoing?Ss:学生：Theyaretalking.T:老师：That'sright!Theyaretalking.Now,let'swatchtheanimationandlistencarefullytofindoutwhattheyaretalkingabout.Areyouready?播放Let’stalk动画课件T:老师：Greatjob,everyone!DidyouunderstandwhatWuBinbinandOliverweretalkingabout?Ss:学生：Yes.T:老师：Fantastic!Let'smoveonandseeifyoucanintroducetheconversationtotheclass.Whowouldliketobeourlittletranslators?S1:学生1：WuBinbinandOliveraretalkingaboutateachernamedMr.Young.They'reaskingifhe'syoung,andWuBinbinsaysno,he'sold.Oliverasksifhe'sfunny,andWuBinbinsaysyes,heis.Oliverthinksit'sgreattohaveafunnyteacher.T:老师：Excellentjob,S1!Youexplaineditperfectly.Whoelsewouldliketogiveitatry?S2:学生2：WuBinbinandOliveraretalkingaboutateacher,Mr.Young.OliverasksifWuBinbinknowsMr.Young,andWuBinbinsaysno.OliveraskswhoMr.Youngis,andWuBinbinsayshe'stheirmusicteacher.Oliverasksifhe'syoung,andWuBinbinsaysno,he'sold.ThenOliverasksifhe'sfunny,andWuBinbinsaysyes.Oliverthinksit'sgreattohaveafunnyteacher.T:老师：Welldone,S2!Younailedittoo.It'swonderfultoseeallofyouengagingwiththeconversation.Yourexplanationswerefantastic.（2）请学生介绍对话情景，选出最佳小翻译官。T:老师：Sinceyoualldidsuchagreatjobexplainingtheconversation,let'shavealittlecompetition!I'llchoosethreeorfourstudentstocometothefrontandintroducetheconversationinEnglish.YoucanalsochoosetotranslateitintoChineseifyouwant.Let'sseewhoourbestlittletranslatorsare!Ss:学生：Yay!（3）语音提示。T:老师：Now,let'sfocusonthepronunciationofsomekeysentencesfromtheconversation.Payattentiontotheintonationandstressinthesesentences.T:Doyouknow,Mr.Young?T:Isheyoung?T:Ishefunny?T:老师：Noticehowtheintonationgoesupattheendofthequestionsentences.Now,let'spracticetheanswers.T:No,Idon’t.T:No,heisn’t.T:Yes,heis.T:老师：Fortheseanswersentences,theintonationgoesdownattheend.Remembertostresstheimportantwordslikeverbs,nouns,andadjectives.Let'stryittogether.Ss:学生：No,Idon’t./No,heisn’t./Yes,heis.T:老师：Greatjob!You'regettingthehangofit.（4）练习朗读。T:老师：Now,let'swatchtheanimationagain,andthistime,Iwantyoutopracticereadingalongwiththedialogue.Listencarefullyandtrytomatchyourpronunciationtotherecording.I'llalsoleadthereading,andthenI'llaskthreestudentstoleadthereadingaswell.Afterthat,it'syourturntopracticereadingonyourown.播放动画课件并朗读对话：T:老师：Verywelldone,everyone!Icouldhearyourclearpronunciation.Now,whowouldliketocomeupandleadthereading?Threevolunteers,please.S3,S4,S5:学生3,学生4,学生5：（依次领读对话）T:老师：Excellent!Now,it'syourturntopracticereadingthedialoguebyyourself.Goaheadandreaditsilentlyorsoftlytoyourself.（5）配音表演T:老师：Let'stakeourpracticeastepfurther!Findapartner,andeachofyouwilltaketurnsplayingtherolesofWuBinbinandOliver.Practicereadingthedialoguetogether.Onceyou'reconfident,switchrolesanddoitagain.Then,I'llplaytheanimationonemoretime,andyouandyourpartnercanprovidethevoicesforthecharacters.We'llevenchoosethebestvoiceactors!Ss:学生：Soundsfun!（6）表演对话T:老师：Now,let'stakeourspeakingskillstothenextlevel.Gettogetherwithyourpartneragainandpracticeperformingthedialoguewithoutlookingatyourtextbooks.TrytorememberthelinesandactouttheconversationasifyouwereWuBinbinandOliver.Afterpracticing,eachgroupwillperformthedialogue4.操练播放情景对话内容，请学生跟读对话。T:老师：Now,let'spracticereadingthedialoguetogether.Listentomefirst,andthenyoucanrepeatafterme.Thiswillhelpusimproveourpronunciationandfluency.T:老师：Who'syourEnglishteacher?Ss:学生：Who'syourEnglishteacher?T:老师：MissWhite.Ss:学生：MissWhite.T:老师：Isshekind?Ss:学生：Isshekind?T:老师：Yes,sheis.Ss:学生：Yes,sheis.老师领读，学生跟读。T:老师：Now,let'sreadthedialogueagain,butthistime,I'llreaditfirst,andthenyou'llrepeatafterme.Payattentiontotheintonationandstressinthesentences.T:老师：Who'syourEnglishteacher?Ss:学生：Who'syourEnglishteacher?T:老师：MissWhite.Ss:学生：MissWhite.T:老师：Isshekind?Ss:学生：Isshekind?T:老师：Yes,sheis.Ss:学生：Yes,sheis.请三名学生领读，学生跟读。T:老师：Greatjob,everyone!Now,I'dliketohearthreestudentsleadthereading.Let'sseehowwellyoucanreadthedialoguealoud.S1,S2,S3:学生1,学生2,学生3：（依次领读对话）T:老师：Wonderful!Youallreadthedialoguebeautifully.Now,let'stakeitastepfurther.指四名学习比较差的学生将对话内容翻译成汉语意思，对翻译正确的学生加以表扬和鼓励。T:老师：Now,Ineedthehelpoffourstudentswhoareupforachallenge.IwantyoutotranslatethedialogueintoChinese.Don'tworryifit'sabitchallenging.Ibelieveinyou!T:老师：Who'syourEnglishteacher?S4:学生4：谁是你的英语老师？T:老师：MissWhite.S5:学生5：怀特女士。T:老师：Isshekind?S6:学生6：她很和蔼吗？T:老师：Yes,sheis.S7:学生7：是的，她是。T:老师：Welldone,S4,S5,S6,andS7!You'vesuccessfullytranslatedthedialogue.Keepupthegoodwork!请学生们画一画自己喜欢的任课老师。选用适当的形容词标出他们的外貌及性格特征。T:老师：Now,it'stimetogetcreative!Iwanteachofyoutodrawapictureofyourfavoriteteacher.Useyourimaginationandincludetheteacher'sappearanceandpersonalitytraitsinthedrawing.Don'tforgettoaddlabelswithsuitableadjectivestodescribeyourteacher.把全班学生分成二人一组，选择适当的形容词，进行替换，描述自己任课老师的外貌及其性格特征。T:老师：Let'shavesomemorefun!I'llpairyouupwithaclassmate.Eachpairwilldescribetheirfavoriteteacher'sappearanceandpersonalityusingdifferentadjectives.Becreativeandimaginative!T:老师：Now,Iwantyoutoswitchrolesanddescribeyourpartner'steacher.Remembertochoosedifferentadjectivestomakeitinteresting!请几组学生到前台进行对话表演，谈论有关任课老师的外貌与性格，评出优秀小组，颁发小奖品。T:老师：It'stimeforalittleshowcase!I'llinviteafewgroupstocomeuptothefrontandperformadialoguediscussingtheirfavoriteteachers'appearanceandpersonality.I'llbelisteningcarefullyandsowillyourclassmates.Let'sseewhocanpresentthemostengagingandcreativedialogue!Thebestgroupwillreceiveasmallprize.Ss:学生：(Excitedchatter)T:老师：Greatjob,everyone!I'msoimpressedbyyourcreativityandlanguageskills.Now,let'sgivearoundofapplausetotheoutstandinggroups.Welldone!通过这些课堂预设，学生们不仅能够在趣味的氛围中练习对话的朗读和表演，还能够提升形容词的