2018学年五年级英语上册Unit7SheLooksTallandThin（第1课时）教学设计陕旅版（三起）.docx

Unit7 第1课时教学设计一、教学目标1. 能听、说、读、写单词：aunt, uncle, kid, friends, thin, strong, old, young。2. 能在教师的引导下，完成Part C Lets say部分的练习。二、教学准备教师准备：(1) Lets learn部分的单词卡片。(2) Lets learn部分的音频。(3) 一张有爷爷、奶奶、父母、叔叔、婶婶及他们的一个小孩子的全家福照片和幻灯片，一张教师本人的全家福(父母叔婶、教师、叔婶的小孩子)，一张教师和几个朋友的合影。三、教学方法建议I. 课程导入(Leading In)1. 课前热身师生相互问候之后，教师借助Part A Warming-up中的第一个活动Say and guess引入话题。进行本活动前，教师可先引导学生观察自己，复习学过的一些形容词，如tall, short, long hair, short hair, big eyes, small eyes, big nose, small nose等，下列语句可供教师参考：T: Boys and girls, look at me! Am I nice?Am I tall?Look at my hair. Is it long?What about my eyes? Are they big?What about my nose?之后，教师先就班里某个体型特征明显的同学进行描述，引导学生来猜名字，然后让学生两人一组互相描述彼此熟悉的同学的特征猜名字。 2. 新课导入教师承接上一环节，展示自己的全家福照片，师生对话，导入新课：T: Boys and girls, look at my family photo. Who are they? Can you guess? Look at the old man. Who is he?Ss: Is he your father?T: Yes. He is my father and she is my mother. Do you know who they are?(指向叔叔婶婶)Ss: Sorry, I dont know.T: They are my uncle and my aunt.(指向小孩子)And the kid is their child. II. 课程展示活动和过程的设计建议(Presentation)1. 新课展示(1) 教授单词old教师借助幻灯片展示爷爷和奶奶的照片，向学生描述：T: Look, this is my grandpa. He is 70 years old. He is old. And my grandma is old, too.教师模仿老人走路的样子，边表演边说：I am old.鼓励学生说句子并表演，学习形容词old。教师板书并领读单词：grandpa - old grandma - old (2) 教授单词aunt, uncle, young, kid教师继续展示叔叔和婶婶以及他们的孩子的照片，引导学生和教师进行对话：T: Who is he?Ss: Is he your father?T: No. He is my uncle. My uncle is my fathers brother. Is he old?Ss: No. How old is he?T: He is 34. He is young. My uncle is not old. He is young.教师板书并领读单词：uncle - youngT: The woman is my aunt. My aunt is a teacher. She is also young.教师板书并领读单词：aunt-youngT: Look at the child. Thats a lovely boy. He is their kid. The kid is lovely. 教师板书并领读单词：kid - lovely(3) 教授单词friends 教师拿出所准备的自己和朋友的照片，和学生进行交流：T: Look, these are my friends. We are good friends. Do you have good friends? Ss: Yes.T: Who is your good friend, S1?S1: . is my good friend.教师板书并领读单词friends，注意换一种颜色的粉笔书写复数词尾-s。(4) 教授单词thin和strong教师在黑板上画一个强壮的举重运动员，进行描述，同时可借助肢体语言来展现，引领学生学习单词strong: He is strong.教师板书单词strong，并强调：字母组合tr在这个单词中不发tr的音，在s音后面要浊化为dr的音。教师画一个偏瘦的舞蹈演员，板书并引领学生学习单词thin，并请学生说说Who is thin in our class?2. 教师播放Lets learn部分的录音，让学生模仿其语音语调跟读单词，看谁模仿得最像。III. 操练活动的设计与实施建议(Practice Activities)1. 比比谁的眼力好教师把所学的Lets learn部分的单词打乱字母顺序写在黑板上，随机选几名学生把这些字母重新排序组成单词并写下来。如：utan-aunt, sontrg- strong, tnih - thin等，通过这个活动来帮助学生巩固所学单词。2. 我来分分组本课时所学的词汇分为两类，一类是表示人的身份的名词、另一类是描述人物特征的形容词。教师注意不要从语法的角度向学生介绍，而要从应用方面引导学生把这些单词分成两类。如：表人物身份的词(名词)：aunt, uncle, kid, friend 描述人物特征的词(形容词)：thin, strong, old, young3. 对号入座教师将Lets learn部分的图片贴在黑板上，然后逐一描述这些图片，让学生根据自己描述的顺序，为这些图片标上序号。教师也可鼓励学生选出各自喜欢的图片用英文来介绍，对于表现突出的学生教师要给予奖励。4. Part C Lets say(