Unit1 第4课时（教学设计）人教PEP版英语五年级上册

第四课时一、课时内容教科书第8页：B.Let’slearnMatchandsay二、课时分析"Learn"是基础学习板块，展示了五张图片、五个单词和一组问答句型。这五张情景图片分别描绘了怀特女士和三名学生（陈杰、迈克、约翰）打招呼，赛若帮助弟弟系鞋带，一位男孩害羞地从门后面偷看，吴斌斌刻苦学习，以及张鹏思考问题的场景。五个单词分别是：polite（有礼貌的；客气的），helpful（有用的；愿意帮忙的），shy（羞怯的；腼腆的；怕生的），hard-working（工作努力的；勤劳的），clever（聪明的；聪颖的）。另外，还有一组问答句型："What'sWuBinbinlike?"（吴斌斌是什么样子的？），"He'shard-working."（他学习很努力。）"Matchandsay"是扩展训练板块，展示了五张图片、一组问答和四个陈述句。中间的图片呈现了奥利弗和陈杰进行问答对话的情景，下方有四个陈述句：Heispolite.（他很有礼貌。）Sheisshy.（她很害羞。）Theyarehelpful.（他们很有帮助。）Theyarehard-working.（他们学习很刻苦。）左边有两张图片，一位小女孩躲在妈妈身后，好像害怕见生人；另一张是三名学生正在打扫教室，迈克在擦玻璃，陈杰在擦黑板，张鹏在扫地板。右边有两张图片，一位男学生鞠躬问好，另一张是陈杰、迈克、张鹏等学生认真读书。这个板块通过将Let'slearn部分内容中的句子与相应的图片匹配起来，巩固学习成果。这种图文并茂的训练方式深受学生欢迎，能在有趣的情境中帮助他们巩固新学的核心知识。在这堂课中，学生需要重点掌握五个用于描述人物性格的形容词，以及一组问答句型。这与学生日常接触的人物有关。为此，我将充分利用多媒体功能，准备PPT课件和微视频课件，并使用明信片等材料，创造多样的训练场景。这有助于学生将所学知识迅速应用于实际生活，增强他们的自信。通过引导，学生会懂得待人有礼，尊敬老师，与同学友善合作，勤奋学习，培养积极开朗的性格，树立良好的行为榜样。三、课时目标能够听、说、读、写五个核心单词：polite，helpful，shy，hard-working，clever；并且能够用适当的形容词描述周围人物的性格特点。能够听、说、读、写重点问答句型：What’sWuBinbinlike?He’shard-working.并能够在真实生活中自如地应用此问答句型进行日常交流。能够成功地完成图片与句子的匹配练习，同时能够用英语准确地描述图片中人物的性格特征。积极参与课堂中各类练习活动，并圆满地完成各种训练任务。经过学习与观察，学生们能够塑造正确的人生观与学习目标，努力成为文明有礼、乐于助人、勤奋好学、聪慧机智的好孩子。四、课时重难点课程重点：(1)能够听、说、读、写五个核心单词：polite，helpful，shy，hard-working，clever。(2)能够听、说、读、写重点问答句型：What’sWuBinbinlike?He’shard-working.学习难点：(1)能够运用适当的形容词来描述身边人物的性格特征。(2)能够在实际生活中自如地运用这一问答句型进行正常的交流。(3)能够成功完成句子与图片的匹配练习，并用英语准确地描述图片中人物的性格特点。五、教学准备网络资源动画课件，自制PPT课件，微视频课件，打印几张本班任课老师们的明信片。学生自制各任课老师与同班同学的明信片，内容包括人物图片、姓名、性格外貌特征等。六、教学过程1.课前热身T:Goodmorning,boysandgirls!Ss:Goodmorning,MissZhang.T:I'msogladtoseeallofyoutoday.Canyoutellmewhatdayitistoday?Ss:Ofcourse,MissZhang.It'sWednesday.T:Greatjob!Now,let'stalkabouttheweather.What'stheweatherlikeoutsidetoday?Ss:It'ssunny!T:Wonderful!Now,let'sallstandupandgetreadytohavesomefun.We'regoingtolearninareallyexcitingway.Areyouallready?Ss:Yes,MissZhang!T:Perfect!Let'sstartwithafunchant.Repeataftermeanduseyourbodytoshowtheactions.Ss:Okay!T:Hello,hello,I'mpolite.我有礼貌。Ss:Hello,hello,I'mpolite.我有礼貌。T:A-B-C-D-E-F-G,I'mhard-working.我很勤奋。Ss:A-B-C-D-E-F-G,I'mhard-working.我很勤奋。T:Look!I'mhelpful.我很有用。Ss:Look!I'mhelpful.我很有用。T:Five,six,three,zero.I'mclever.我很聪明。Ss:Five,six,three,zero.I'mclever.我很聪明。T:No!No!I'mshy.我很腼腆。Ss:No!No!I'mshy.我很腼腆.T:What'sshelike?她什么样？Ss:What'sshelike?她什么样？T:That'sright.She'sshy,too.她也很腼腆。Ss:She'sshy,too.她也很腼腆。...DesignIntent:Bystartingtheclasswithanengagingchant,youcreateanenergeticatmospherethatcapturesstudents'attention.Thechantinvolvesbothlanguageandmovement,makingitamemorablewaytointroducenewcontent.Thisinteractiveapproachhelpsstudentsinternalizethematerialbyengagingmultiplesenses.Additionally,therepetitionandrhythmofthechantcontributetotheeasyrecallofnewvocabularyandsentencepatterns,enablingstudentstograduallytransitionfromsimplylearningtofullyunderstandingandusingthelanguage.2.导入(1)Let'sgetstartedwithsomemusic!I'mgoingtoplayafunEnglishsongforyouall.It'scalled"Who'syourteacher?"ListencarefullyandenjoytheEnglishenvironment!(2)Now,let'shavealittleperformance!Ineedtwogroupsofstudentstocomeup.Thefirstgroupwillactoutthedialoguewelearnedinthepreviouslesson.You'llplaytherolesofChenJieandJohnandhaveaconversation.[FirstGroupPerformsDialogue]T:Greatjob,firstgroup!You'veremindedusofthedialoguewelearned.Now,forthesecondgroup,it'syourturntoshowcaseyourcreativity.Eachofyouwillrandomlyselectacharacter'sinformationcardthatyou'vepreparedbeforehand.Usethekeysentencepattern"What's...like?She's/He's..."tohaveadialogue.Thesecardsareaboutoursubjectteachersandclassmateswhohavedistinctivepersonalities.S1:What’sTianYelike?S2:He’sfriendly.S1:What’sLiNalike?S2:She’snice.S1:What’sLiLanlike?S2:She’sstrict.S1:What’sLiuGanglike?S2:He’sfunny.S1:What’sMissTanglike?S2:She’skind....DesignIntent:Thisactivityhasadualpurpose:first,itengagesstudentsinafamiliarandenjoyableEnglishsongtocreateanimmersivelearningenvironment.Second,therole-playexercisesserveasquickyeteffectivereviewsessions.Thefirstgroupre-enactsthedialoguefromthepreviouslesson,ensuringthatthenewcontentislinkedtowhatthey'vealreadylearned.Thesecondgroupengagesincreativedialogueusingthesentencepatternsthey'velearned,whichhelpsreinforcetheirunderstandingwhileincorporatingtheirclassmates'personalitiesintotheactivity.Thiscombinationofreviewandcreativitykeepsthelessonengagingandhelpsconsolidatetheirknowledge.3.新课呈现(1)Let'sstartbylearningsomenewwords.WehaveaPowerPointpresentationready.Eachnewwordwillbeshownalongwithacorrespondingpicture.Here'showwe'llpractice:①I'llplaytherecordedpronunciationofthenewwordsfromthepresentation.Listenandrepeatafterme.②I'llreadthewordsaloud,andyourepeatafterme.③Let'shavethreestudentscomeupandleadthereading.Therestofyou,followalongandrepeat.④Now,we'lldoa"train"reading.I'llsayaword,andthestudentnexttomewillsaythenextword.Likeatrain,we'llgothroughallthewords.DesignIntent:Byusingvariousrepetitiontechniques,we'recreatingmultipleopportunitiesforeachstudenttopracticeandpronouncethenewvocabulary.Thisapproachaimstobuildastrongfoundationforaccuratepronunciationandunderstandingofthewords.(2)Let'sengageinsomegameactivitiestosolidifyourgraspofthenewwords.①QuickFlashGuessGame:I'llquicklyshowawordcard,andyou'lltellmetheword.Let'sseewhoguessesright!Ifyoudo,stepback.Keepguessinguntileveryonehasitright.②"FindaFriend"Game:I'lldistributepicturesandcorrespondingwordcardstotenstudents.Fivestudentswillholdpictures,andtheotherfivewillfindtheir"bestfriends"bymatchingwordstopictures.③GroupActivity:"CarrotSquat"Game:Dividetheclassintogroupsoffive.Studentswillformcirclesandtaketurnsdoingactionsbasedontheirheadbands.Forinstance,ifastudent'sheadbandsays"clever,"they'llsayaninstructionwhilesquatting:"cleversquat,cleversquat,nowhelpfulsquat."Thenextstudent,withthe"helpful"headband,continues,andsoon.Ifsomeonemakesamistake,they'reout.Thelastonestandingwins.DesignIntent:Throughdiversegameactivities,wetapintostudents'interestandenthusiasm.Theactivitieshelpensurethateachstudentactivelyengageswiththenewvocabulary,makingtheirlearningexperienceenjoyableandeffective.(3)Now,let'spracticethekeyquestion-answersentencepattern.①I'llplayananimatedpresentationforyou.Watchandlisten,thenpracticeimitatingthequestion-answerpattern.Let'shavetwostudentscomeupwearingheadbands.TheywillplaytherolesofOliverandAmyandengageinapracticedialogue.Oliver:What’sWuBinbinlike?Amy:He’shard-working.Oliver:What’sChenJielike?Amy:She’spolite.Oliver:What’sZhangPenglike?Amy:He’sclever.Oliver:What’sSarahlike?Amy:He’shelpful.Oliver:What’sthelittleboybehindthedoorlike?Amy:He’sshy.Oliver:What’reMikeandJohnlike?Amy:Theyarepolite,too.②Theclasswillbedividedintogroupsofseven.Eachgroupwillchooseastudenttowearaheadbandandrepresentonepersonalitytrait(polite,helpful,shy,clever,hard-working,etc.).TheremainingtwostudentswillactasOliverandAmyforthepractice.Then,they'llswitchrolesforanotherround.③Groupofthreestudents:Eachgroupdrawsaphrasewordcardandpracticesthedialogue.④Groupofthreestudents:Eachgroupdrawsapictureandpracticesthedialogue.DesignIntent:Throughrole-playingandvariousinteractiveexercises,studentspracticethekeyquestion-answersentencepattern.Thisapproachnotonlyreinforcesthepatternbutalsoencouragesactiveparticipationandcreativeexpression,enhancingtheirmasteryofthenewlanguagestructure.(5)Let'splaya"WatchandPerform"gameforpracticingdialogue.①Dividetheclassintogroupsofthree.Onestudentwillactoutanaction,andtheothertwowillengageinadialoguebasedontheaction.Forexample,ifLiJunbowsrespectfully,thedialoguemightgo:Student1:What’sLiJunlike?Student2:He’spolite.IfLiJunisreading,thedialoguemightbe:Student1:What’sLiJunlike?Student2:He’shard-working.Andsoonforotheractions.②Studentswilltaketurnsperformingandguessingdialogueswithintheirgroups.We'llchoosethewinninggroupbasedoncreativityandaccuracy.DesignIntent:Thisactivity,astudentfavorite,letsthemwatch,guess,andrespondtoperformances.Theygettousethelearnedsentencepatternpromptlyandexpressthemselvesconfidently.Thisbooststheirself-assuranceinlearningEnglish.4.操练(1)Let'smakeuseofourresourcepackageanddisplaythepicturesandsentencesfromthe"MatchandSay"section.①Fourstudents,pleasecomeforwardanddescribethecontentofthesefourpictures.②Anotherfourstudents,pleasereadandtranslatethefoursentences,onesentenceeach.③Let'shavestudentrepresentativesleadtheEnglishsentencereading.④Students,workindependentlytomatchthesentenceswiththepictures.Afterward,we'llreviewtogetherasaclass.⑤Pairupandpracticeaskingandansweringquestionsusingthekeysentencepattern.Student1:What’shelike?Student2:He’spolite.Student1:What’sshelike?Student2:She’sshy.Student1:Whataretheylike?Student2:Theyarehelpful.Student1:Whataretheylike?Student2:Theyarehard-working.DesignIntent:Byworkingwiththecoursematerial,we'llgobeyondjustmatchingpictureswithsentences.Ourgoalistoensurestudentsgenuinelyunderstandthecontentofeachpictureandtheapplicationofeachsentenceincontext.Repeatingtheseexerciseshelpsstudentssolidifytheirunderstandingofthematerial.(2)Now,let'sdiscusshowtousesomekeywords.①I'llexplaintheusageof"am,""is,"and"are."Theverb"tobe"hasthreeforms:am,is,andare.Allmean"is.""Am"isusuallyusedafterthefirst-personsingular"I."Forexample,"Iam"canbeshortenedto"I'm.""Is"isusedwithsingularnouns,oftenafterthird-personsingularpronounslike"he,""she,""it,"whichcanbeshortenedto"he's,""she's,""it's.""Are"isusedwithpluralnounsorpronounslike"we,""you,""they,"andcanbeshortenedto"we're,""you're,""they're."②Let'slearnarhymefor"am,""is,"and"are":"Iuseam,youuseare,isfollowshe,she,it.Isconnectshe,she,it;areforwe,you,they;aquestionstartswitham,is,are."③Repeattherhymeafterme.Practicewithapartnersittingnexttoyou.④Let'screatesentencesusing"am,""is,"and"are":Howareyou?I’mfine,thankyou.MissYoungisfunny.Hello,I’mSarah.Theyareclever.DesignIntent:Understandingtheusageof"am,""is,"and"are"iscrucialforelementarystudents.ThisfoundationsetsthestagefortheirEnglishlearningjourney.Toensureretention,regularlyremindingstudentsofthesedifferencesandteachingthemmnemonicdevices,liketherhyme,canbeeffective.(3)Let'sconductanin-classsurvey.Givestudentsfiveminutesoffreeactivitytime.Theycanleavetheirseats,haveconversationsinEnglishwithclassmates,anddiscusstheappearanceandpersonalitiesoffellowstudentsorteachers.Theyshouldtakenotesduringtheseinteractions.Afterfiveminutes,everyonereturnstotheirseats.Studentswillformgroupsoffour.Eachstudentwillsharetheinformationtheygatheredduringtheinterviews.Theywillusethenewlylearnedwordsandsentencepatternstodescribetheappearanceandpersonalitiesofthepeopletheyinterviewed.DesignIntent:Allowingstudentstoengageinrealconversationsrelatedtotheirclassmatesandteachersfosterspracticalcommunicationskills.Thisactivityletsthemapplywhatthey'velearnedinarealcontext.Whileitmayseemchaotic,itencouragesactiveparticipationandeffectivelearning.(4)QuestionandAnswerRelay:Dividetheclassintosixgroups.Thefirststudentineachgroupasksthesecondstudent,"I’mhelpful/shy/...Whatareyoulike?"Thesecondstudentresponds,"I’mpolite/hard-working/...Whatareyoulike?"Thispatterncontinuesdowntheline.Thegroupthatcompletestherelayfirstwins.DesignIntent:Applyingnewlylearnedvocabularyandsentencepatternstodescribeoneselfisapracticalexercisethatstudentsenjoy.Thisactivityoffersquickpracticeforallstudentswithinashorttimeframe,anditallowstheteachertoassesseachstudent'sprogresseffectively.Forstudentswhomightstruggle,peerassistancecanbebeneficialafterclass.5.课堂小结Summarizethevocabularyandsentencepatternslearnedinthisclass.Teacher:Boysandgirls,let'stakeamomenttoreviewwhatwelearnedtoday.CananyonerecalltheEnglishadjectiveswetalkedabout?Students:polite,helpful,shy,hard-working,clever...Teacher:Wonderful!Now,howaboutthenewsentenceswepracticed?Whocansharethemwithus?Students:"What’sWuBinbinlike?He’shard-working.""What’shelike?He’spolite."Guidestudentstounderstandthatdifferentpeoplehavedifferentpersonalities.Theyshouldlearntorespectothers'personalities,practicetoleranceandpatience,andtreatotherswithwarmth.Teacher:Today,we'vebe