五年级英语上册Unit1What'shelike第四课时教案人教PEP

Page7Thefourthperiod(第四课时)PartBLet’stry&Let’stalk▶教学内容与目标课时教学内容课时教学目标Let’stry·学生能够依据核心句型和关键词的提示听懂对话，完成听对话选单词活动Let’stalk·学生能够在图片和老师的帮助下理解Let’stalk板块对话的大意·学生能够依据正确的意群及语音、语调朗读并表演对话·学生能够依据人物的体貌及性格特征在情景中运用句型“—What’she/shelike?—He’s/She’s…”进行问答·学生能够在语境中理解句子“MsWangwillbeournewChineseteacher.”的意义并能正确朗读·学生能够依据挚友或老师的性格，运用句型“—What’she/shelike?—He’s/She’s…”绽开问答▶教学重点1.学生能够理解和驾驭本课重点单词和句型。2.学生能够在情景中运用句型“—What’she/shelike?—He’s/She’s…”询问并回答某人的性格和外貌特征。▶教学难点学生能够敏捷运用所学句型在情景中谈论人物的性格和外貌特征，达到语篇输出的效果。▶教学打算1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。2.PPT课件、课文录音、视频、头饰等。Teachingpurpose“快看快答Teachingpurpose“快看快答”的嬉戏活动唤起学生对本单元已学学问的全面记忆，激发学生的学习爱好，培育学生的视察实力和逻辑思维实力。Step1:Warm-up&Revision&Lead-in1.Greetings.2.Lookandanswerquickly.Showtheteachers’picturesofthefirstpartonpage5quicklyonthePPT.(出示课件)Asksomequestionsaccordingtothesepictures.Letstudentsanswerquickly.Thesesentencescanbechosen:Who’she/she?Ishe/she…?Doyoulikehim/her?Why?…3.Lead-in.Showtheteacher’spictureof“Let’stry”onpage7.(出示课件).T:Who’sshe?Doyouknow?Ss:Sorry!Idon’tknow.T:OK.Nowlet’shavealook.Step2:PresentationTeachingpurpose训练听力技巧，感知新句型，为新知的学习做好铺垫。1.Let’stryTeachingpurpose训练听力技巧，感知新句型，为新知的学习做好铺垫。Askstudentstoreadthetopicof“Let’stry”andanswerthequestion:Who’sshe?Studentsreadthetopicandgivetheanswer.Teachstudentstoreadtheword“Ms”andexplainthedifferenceamong“Ms,Mrs,Miss,Mr”.T:MsWangisanewteacher.Isshefunny?Isshequiet?Isshefriendly?…Idon’tknow.Let’slistenandtick.Teachingpurpose新词的教学贯穿在情景中，词不离句，有助于学生的理解。采纳任务型教学法，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，获得关键信息，完成对应的练习，从而全面、正确地理解文本。Teachingpurpose新词的教学贯穿在情景中，词不离句，有助于学生的理解。采纳任务型教学法，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，获得关键信息，完成对应的练习，从而全面、正确地理解文本。2.Let’stalk.(1)Learn“…willbe…”T:ZhangPenghasamusicteacher,anartteacher,ascienceteacher,anEnglishteacherandamathsteacherthisterm.Butwho’shisChineseteacher?IknowhisChineseteacherisanewteacher.Canyouguess?S1:…S2:MsWang?T:Yes.MsWangwillbehisnewChineseteacher.Writedown“willbe”ontheblackboard.Studentsreaditaftertheteacher.Explainthemeaningof“willbe”andgivesomesentencesforstudentstounderstand.Makemodelslikethese:We’reinGradeFivenowandwewillbeinGradeSix.Todayitiswindy,butitwillbesunnytomorrow.(2)Learnthedialogue.Showthepictureof“Let’stalk”onpage7onthePPT.(出示课件)T:MsWangwillbeourChineseteacher.ButIdon’tknowherwell.Look!ChenJieandJohnaretalkingaboutMsWang.Let’swatchthecartoonandchoosetheanswer.(课件出示:教材P7Let’stalk板块的视频)T:MsWangisChenJie’smother.TheanswerisA.SoChenJiemustknowherwell.Doyouwanttoknowherwell?Let’sgoandaskChenJie.Watchthecartooncarefully.Thenunderlinethekeysentences.Afterstudentswatch,askthemtofillintheblanks.Studentsgivetheanswers:kind,strict.Explaintheword“sometimes”andgivesomesentencestohelpstudentsunderstand.Thesentencesarelikethese:SometimesIgotoschoolbybus.SometimesIgotoschoolbybike.Teachingpurpose本环节采纳多种方式进行阅读，有助于加深学生对文本的理解，提高学生的阅读理解实力。让学生在语境中用正确的语音、语调及意群朗读对话，可以反复体会和落实核心句型的运用。Askstudentstoreadthetwosentences:Sheiskind.Sometimessheisstrict.ThenTeachingpurpose本环节采纳多种方式进行阅读，有助于加深学生对文本的理解，提高学生的阅读理解实力。让学生在语境中用正确的语音、语调及意群朗读对话，可以反复体会和落实核心句型的运用。Writedown“—What’sshelike?—She’skind.Sometimessheisstrict.”ontheblackboard.Studentsreadthemaftertheteacher.Askandanswerbetweenboysandgirls.Thenexchange.(3)Readandact.①Readthetext.Playtherecording.(出示课件)Letstudentsreadafterit.Askstudentstopayattentiontothepronunciationandtheintonation.Thenstudentsreadtogether.Boysread,andgirlsread.Theycanhaveacompetition.Atlast,studentsreadfreely.②Pairwork.Letstudentspracticethedialoguewiththeirpartners.③Actout.Takeouttheheadwears.Asksomestudentstoactout.Tellthemtopayattentiontothepronunciationandtheintonation.Praiseandcorrectintime.Encouragemorestudentstoparticipate.(4)Retellthedialogueof“Let’stalk”.StudentsretellthedialoguewiththehelpoftheteacherandthewritingontheblackboardTeachingpurpose操练活动环环相扣，引导学生一步一步地巩固核心句型的运用。层层铺垫使学生能说、会说。小组合作能有效提高学生的爱好，同时也能让学生感受到胜利的喜悦，增加学生学习英语的自信。Teachingpurpose操练活动环环相扣，引导学生一步一步地巩固核心句型的运用。层层铺垫使学生能说、会说。小组合作能有效提高学生的爱好，同时也能让学生感受到胜利的喜悦，增加学生学习英语的自信。1.Saymorewords.Askstudentstosaymorewordsthatcanbeusedtodescribecharacters,suchastall,short,young,funny,cute…Theycanhaveacompetitionbetweengroups.2.Groupwork.Showthepicturesof“Let’slearn”onpage5.（出示课件）Makeamodelwithastudentfirst:T:What’shelike?S1:He’sold.Theteacherasksandstudentsanswer.Thenaskingandansweringcanbedonebetweengroups.Thesesentencepatternscanbeused:—What’she/shelike?—He’s/She’s…3.Pairwork.Askstudentstotalkabouttheirteachersorfriendswithpartners.Showthethirdpartofpage7onthePPT.(课件出示:Let’stalk下方的活动板块)Letstudentsaskandanswerinpairs.4.Actout.Asksomestudentstoactout.Praisethemintimeiftheydoagoodjob.Step4:Consolidation&ExtensionTeachingpurpose小组合作可以培育学生的团队精神。将所编的对话进行内化后用语篇输出，既能提高学生的语言综合运用实力，又能激发学生的学习爱好。1.MakeupadialogueTeachingpurpose小组合作可以培育学生的团队精神。将所编的对话进行内化后用语篇输出，既能提高学生的语言综合运用实力，又能激发学生的学习爱好。Dividestudentsintoseveralgroupsandgiveoutatasklistofdescribingpeopletoeverygroup.Letstudentsmakeupadialogueingroupsoffour.Leadstudentstodiscussandfinishthetask.Atlastchoosetwostudentsfromeachgrouptoactoutthedialogue.2.Describeyourteachersorfriends.Askstudentstodescribetheirteachersorfriendsaccordingtothedialoguesthattheyhavemadeupingroups.Makeamodel:MissWanwillbeourmusicteacher.Shehaslonghair.Sheisyoung.She’skind.Sometimessheisstrict.Ilikeher.▶板书设计▶作业设计1.Practicethedialogue.2.Talkaboutyournewteacherwithyourpartner.3.Dotheexercises.(见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业)▶教学反思1.本课时以会话教学为中心，通过“快看、快答”，唤起学生对旧知的回忆。在情境中完成单词和核心句型的教学，做到词不离句。2.采纳任务型教学法，层层递进，让学生一步步深化文本，获得关键信息，理解文本内容。3.操练活动形式多样，较好地激发了学生的学生爱好，使核心句型在反复操练的过程中得到落实。4.利用小组合作创编对话，培育学生的团队精神，让学生感受到胜利和自信，提高了学生的语言综合运用实力。5.板书线条清楚，结构性强，可以很好地协助学生的语言输出。▶TeachingContents&TeachingAimsLet’stry·Beabletounderstandthedialogueandfinishthelisteningtask.Let’stalk·Beabletounderstandthemainideaofthedialoguewiththehelpoftheteacherandthepicture.·Beabletoreadthedialoguecorrectlyandfluentlyandactout.·Beabletousethetargetsentencepatternstoaskandanswerincontextproperly.·Beabletounderstandthesentence“MsWangwillbeournewChineseteacher.”incontextandreaditcorrectly.▶TeachingPriorities·Beabletounderstandandmasterthekeywordsandsentencepatternsofthislesson.·Beabletousethetargetsentencepatternstoaskandanswerincontextproperly.▶TeachingDifficulties·Beabletotalkaboutcharacteristicsandappearancebyusingthesentencepatternsflexiblyinsituations.▶TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Revision&Lead-in1.Greetings.2.Lookandanswerquickly.Showtheteachers’picturesandask:Who’she/she?Ishe/she…?Doyoulikehim/her?Why?…3.Lead-in.Showthepictureandaskquestions.1.Greetings.2.Answerthequestionsaccordingtothepictures.3.Answerthequestions.Arousestudents’memoryfortheknowledgethattheyhavelearned.Stimulatestudents’learninginterest.Cultivatestudents’observationandlogicalthinkingabilities.Presentation1.Let’stry.Askstudentstoreadthetopicandansweraquestion.Explainthedifferenceamong“Ms,Mrs,Miss,Mr”.Playtherecording.Checktheanswer.Readthetopicandanswerthequestion.Knowthedifferenceamong“Ms,Mrs,Miss,Mr”.Listenandtick.Checktheanswerwiththeteacher.Trainstudents’listeningskills.Helpstudentsperceivethenewsentencepatterns.Prepareforthenextstudy.2.Let’stalk.(1)Teach“…willbe…”(2)Teachthedialogue.Explainthemeaningof“sometimes”.(3)Letstudentsreadandact.(4)Helpstudentsretellthedialogueof“Let’stalk”.(1)Learnthemeaningandtheusageof“willbe”.(2)Watchthecartoonandfinishtheexercises.Learnthemeaningof“sometimes”.(3)Readthedialogueinvariouswaysandactitout.(4)Retellthedialoguewiththehelpoftheteacherandthewritingontheblackboard.Helpstudentsunderstandthenewwordsincontextandperceivethetextbywatchingthecartoon.Thenhelpthemgetthekeyinformationbyreadingitcarefully.Makesurestudentsunderstandandreadthetextcorrectly.（续表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPractice1.Saymorewords.Askstudentstosaymorewordsaspossibleastheycan.2.Groupwork.Showthepictures.Makeamodel.3.Pairwork.4.Actout.Asksomestudentstoactout.Praises