三年级上册英语课件-Unit1Whatshelike？PALetstalk教案人教PEP

1、三年级上册英语课件-Unit1Whatshelike？PALet授课设计stalk人教PEPUnit1Whatshelike？ALetstalk授课设计【授课内容】小学英语PEP五年级上册Unit1Whatshelike?PartALetstalkandletslearn.【学情解析】本节课授课对象是五年级学生，经过四年的英语学习，学生已经掌握了一些简单的平常用语，学生在本单元学习从前已经学习过怎样描述人物的容颜特点，并能依照人物实质情况表述人物容颜特点，有效地激活了学生已有的相关知识，为本节课连续谈论人物的容颜特点既而学习人物的性格特点确定了基础。【设计理念】依照新课标，英语学科的核心涵养包

2、括语言能力、思想质量、文化品德和学习能力四个维度。语言能力就是用语言做事的能力；思想质量包括用英语进行多元思想等活动；文化意识重点在于理解各国文化内涵，比较异同，汲取精华，敬爱差异等方面；学习能力主要包括元认知策略、认知策略、交际策略和感情策略。因此，在本课授课中，老师依照学生发展认知规律，截取出名电影音乐之声片段，并与课文文实情结合，采用任务型授课方式，课堂活动设计多样化，学生在老师的巧妙引导启示下解析人物性格特点，提高学生的英语学习兴趣，充分调动学生学习积极性，并侧重培养学生英语口头表达能力和应用英语的能力，引导学生多听、多说、多思，并浸透人文关怀，让学生经过感知、体验、实践、参加、合作交

3、流将知识与技术、过程与方法、感神态度与价值观圆满交融，从而实现任务目标。【授课目的】知识目标：a.能够听、说、读、写单词“old,young,funny,kind,strict”;b.能在合适的情境中灵便运用句型：“Whatshe/shelike?He/Sheis.”“Ishe/she.?Yes,”he“/sheis.No,he/sheisnt.”能力目标：能够听、说、读、写单词“old,young,funny,kind,strict，并能够在语”境中正确运用这些形容词描述人物容颜和性格特点；b.能够在合适的情境中运用句型：“Whatshe/shelike?He/Sheis.”“Ishe/sh

4、e.?Yes,”he“/sheis.No,he/sheisnt.”c.培养学生自主学习、合作学习的意识和能力，帮助学生成立学习英语的自信心。感情目标经过对人物容颜和性格特点的学习，引导学生成立正确的审雅观和价值观，学会采纳、敬爱并理解不同样容颜和性格特点的人。【授课重点】a.能够听、说、读、写单词“old,young,funny,kindandstrict”;b.能在合适的情境中灵便运用句型：“Whatshe/shelike?He/Sheis.”“Ishe/she.?Yes,”he“/sheis.No,he/sheisnt.”【授课难点】能正确认读单词“kind/strict，注意”它们的发音

5、；能够熟练运用所学句型，提高学生在与人相处时正确判断他人性格特点的意识和能力。【课前准备】单词卡片，PPT【授课过程】一、Warm-up（热身）:Goodmorning,class!Goodmorning!Nicetoseeyou!Nicetoseeyou,too!Whatstheweatherliketoday?Itssunny.T:Yes,itsabeautifulday.Now,letsenjoyadobeautifulremistogetherng.Doyoulikethesong?Yes,wedo.ThissongisfromafamousmovieThesoundofmusic.L

6、ook,wecanseeafather,somechildrenandafamilyteacherhere,Thesoundofmusicisalovestoryhappenedintheirfamily.（设计妄图：播放doremi歌曲，让学生一起歌唱，引出了老师这根主线，也为后边的人物性格的学习确定基础，同时也活跃了课堂气氛。）二、Presentation（表现）:新词学习：(1)kindT:Andeveryoneintheirfamilyisdifferent,theyhavetheirownfeatures.Lookattheteacher,whatsshelike?(Isshetal

7、lorshort?Doesshehavelonghair?Whatcolourisit?Howabouthereyes?Anyoneelse?)S:.Yes,youareright.Doyouliketheteacher?Why?(Isshekind?)Sheteacheschildrenwithsmiles.Theyarehappytogether.Sheis_（.出示kind并教读）T:Now,pleasetakeoutyourguns,letsshootandsay.T:Howaboutyou?（单个点学生读）（设计妄图：从描述老师的容颜特点层层引入到学习惯格特点，复习了旧知，又为新知的

8、学习做了铺垫。）Mymotheriskind,sheoftencooksdeliciousfoodforme.Whoiskindtoyou?(Myfriendiskind,sheoftenhelpsme.Myfatheriskind,heoftenplayswithme.)Oh,howaboutinourclass?Whoiskind?.(Oh,sheisagoodgirl;heisagoodboy.)Wonderful,Ithinkeverybodyshouldbekind.（设计妄图：设置语境，让学生在语境中操练所学单词。）(2)strictT:Thefamilyteacherisyoun

9、g,beautifulandkind,howaboutthefather?Look,thisisthechildrensfather.T:Andlookatthisman,whatshelike?(Ishetall?)(And?)S:Heis.S:Hehas.Thefamilyteacheriskindtothechildren,ishekind?Now,letsenjoythefilmandfindouttheanswer.Sowhatsthefatherlike?Ishekind?S:No,heisnt.T:Lookathisface,hedoesntsmile,heiseasytobea

10、ngry,heis（出示.strict并教读）T:Trainiscoming.（学生开火车读）T:Ishestrict?（设计妄图：从描述爸爸的容颜特点层层引入到学习惯格特点，复习了旧知，又为新知的学习做了铺垫，电影的欣赏让学生感知了“strict的含”义。）Thefatherisverystrict,butheloveshischildrenverymuch.Right?Howaboutyourfather?Isyourfatherstrict?Yes,heis.(Wow,youarelucky)Yes,yourfatherisstrict.No,heisnt.(Whoisstrictiny

11、ourfamily?).Yourfatheroryourmotherisstrict,buttheyloveyouverymuch,yesorno?WhenIstudiedatschool,myEnglishteacherisstrict.Doyouhaveastrictteacher?(WhoChineseteacherorEnglishteacher?)My.teacherisstrict.(So,youcanspeakEnglishwell)(Soyoucanhaveabeautifulwritingright?Soyoucanstudymathswell,yesorno?Youareg

12、oodat.)Nomatteryourteachersarestrictorkind,theyallloveyouverymuch.Right?（设计妄图：两个话题的引入，让孩子们在语境中操练、牢固所学单词，并浸透积极的感情：严格是一种爱。）(3)funnyT:Thefamilyteacheriskind,sheoftenplayswiththechildrenandteachesthemlotsofbeautifulsongs,nowletsenjoyamusicshowtogether.Howdoyouthinkofthemusicshow?Isitinteresting?Itsfunny

13、.T:Lookatthepuppets,isshefunny?（出示并教读）Lookatthepuppets,aretheyfunny?Whoisfunnyinourclass?Ishefunny?.Look,Ihavesomepictureshere,aretheyfunny?Whocandothefunnyactions?Comehereplease.Ishefunny?.Anyoneelse?Whowantstohaveatry?Heis.Funnypeoplecanmakeushappy,yesorno?（设计妄图：经过电影的欣赏，让学生感觉“funny的”含义，请学生到台前显现“fu

14、nny的”动作，既让学生感同身受、学以致用，也活跃了课堂气氛。）整体操练新词和句型：(1)T:Sofromthefilm,weknowthefatherdoesntsmile.Heisstrict.Thepuppetsareinteresting,theyarefunny.Thefamilyteacheroftenplayswiththechildren,sheiskind.Themanshairiswhite,heisold.Themanistwenty-fiveyearsold,heisyoung.Thegirlgetsonehundredpoints,sheisclever.T:Wow,

15、youareclever,too!（设计妄图：在情境中操练、运用、牢固所学单词。）Thefatherisstrict,thefamilyteacheriskind,howaboutthecartoons,whoarethey?Whataretheylike?Pleasediscussinyourgroup.Whoishe?Heis_.Whathelike?Heis_.Howaboutthisone?Sowecansee:Supermanis.Snowwhiteis.Now,letsplayaninterestinggame:Guesswhoheorsheis?Look,IamA,whowant

16、stobeB?（猜人游戏）Pleasecomehere,Iwillguess,youwillcontroltheneedle.T:Areyouready?（设计妄图：活跃课堂气氛，操练了句型，同时也检查了学生对句型的掌握情况。）回归课本：Childreninthefilmhaveayoung,beautifulandkindteacher,howaboutyourteachers?T:Excuseme,whoisyourChineseteacher?MissZhu.Issheyoung?Isshekind?.OliverandZhangPengarealsotalkingabouttheirt

17、eachers,thistime,oneisOliver,theotheroneisZhangPeng,pleasepracticedialogueinpairs（.学生站起来做介绍ImOliver,ImZhang）Peng.T:Youaresosmart,thankyou!MrYoungisalsoWuYifansteacher,WuYifanandOliveraretalkingaboutMrYoungtoo.Pleaselistenandanswermeaquestion:IsMrYoungfunny?Now,pleaselistenandrepeat,payattentiontoyou

18、rpronunciationandintonation.Thistimepleasereadbyyourselfandfillintheblanks.Canyou?(4)Now,pointtoyourbook,letsreadthedialoguetogether.T:Wonderful,abeautifulvoice,thankyou.（设计妄图：回归课本，进一步学习、打破本节课重难点，经过挖空的形式，难度由浅入深，让学生渐渐能够流畅地运用所学句型。）拓展延伸（前置作业：画一幅自己喜欢的老师的画像）T:Oliverlikesfunnyteacher,sowhatkindofteachersd

19、oyoulike?（请学生说一说）Look,sheismyfavouriteteacher,sheis.Whoisyourfavouriteteacher?Whatsheorshelike?Pleasewriteandshowaboutyourfavouriteteacher.Hereisanexampleforyou.例文：MyfavouriteteacherisMissHu.Sheistallandthin.Shehaslongblackhair.much.Doyoufinishit?Yesorno?Whocanshareyourwritingwithus?（拿画到台前显现）Thisboy

20、,canyou?T:Wow,awonderfulwriting!OK!Somuchforthis.（设计妄图：教师先给学生基本信息，让学生依照信息提示来描述自己喜欢的老师，尔后再让学生依照自己的描述写几句话，活动设计由浅入深，提高了学生语言运用能力，也锻炼了学生的写作能力。）三、Summary（总结）T:Timeislimited,letsrecallwhatwehavelearnttoday?Today,welearntsomewordstodescribesomebodyscharacters:young,old,funny,kind,strictandthesentencepattern

21、like:Whatshe/shelike?He/Sheis_.Andageneralquestion:Ishe/she_?Yes,he/sheis（.必定回答）No,he/sheisn（否t.定回答）（感情教育）Boysandgirls,Ibelievethatafterthisclass,youcanusethenewwordstodescribeothersandyouwillalsoknowthatdifferentpeoplehavedifferentcharacter.Ontheearth,someonemaybeactive,someonemaybeshy,someonemaybefunny,a