三年级上册英语课件-Unit-1-Whats-he-like？PA-Lets-talk-教案人教PEP

11/11Unit1What’shelike？ALet’stalk教案【教学内容】小学英语PEP五年级上册Unit1What’shelike?PartALet’stalkandlet’slearn.【学情分析】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日常用语，学生在本单元学习之前已经学习过怎样描述人物的外貌特征，并能根据人物实际情况表述人物外貌特征，有效地激活了学生已有的相关知识，为本节课继续讨论人物的外貌特征继而学习人物的性格特征奠定了基础。【设计理念】依据新课标，英语学科的核心素养包括语言能力、思维品质、文化品格和学习能力四个维度。语言能力就是用语言做事的能力；思维品质包括用英语进行多元思维等活动；文化意识重点在于理解各国文化内涵，比较异同，汲取精华，尊重差异等方面；学习能力主要包括元认知策略、认知策略、交际策略和情感策略。因此，在本课教学中，老师遵循学生发展认知规律，截取著名电影《音乐之声》片段，并与课文文本相结合，采用任务型教学方式，课堂活动设计多样化，学生在老师的巧妙引导启发下分析人物性格特征，提高学生的英语学习兴趣，充分调动学生学习积极性，并注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，并渗透人文关怀，让学生通过感知、体验、实践、参与、合作交流将知识与技能、过程与方法、情感态度与价值观完美融合，从而实现任务目标。【教学目标】1.知识目标：a.能够听、说、读、写单词“old,young,funny,kind,strict”;b.能在适当的情境中灵活运用句型：“—What’she/shelike?—He/Sheis...”“—Ishe/she...?”“—Yes,he/sheis.No,he/sheisn’t.”2.能力目标：a.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外貌和性格特征；b.能够在适当的情境中运用句型：“—What’she/shelike?—He/Sheis...”“—Ishe/she...?”“—Yes,he/sheis.No,he/sheisn’t.”c.培养学生自主学习、合作学习的意识和能力，帮助学生树立学习英语的自信心。3.情感目标通过对人物外貌和性格特征的学习，引导学生树立正确的审美观和价值观，学会接纳、尊重并理解不同外貌和性格特征的人。【教学重点】a.能够听、说、读、写单词“old,young,funny,kindandstrict”;b.能在适当的情境中灵活运用句型：“—What’she/shelike?—He/Sheis...”“—Ishe/she...?”“—Yes,he/sheis.No,he/sheisn’t.”【教学难点】a.能准确认读单词“kind/strict”，注意它们的发音；b.能够熟练运用所学句型，提高学生在与人相处时准确判断他人性格特征的意识和能力。【课前准备】单词卡片，PPT【教学过程】一、Warm-up（热身）:T:Goodmorning,class!S:Goodmorning!T:Nicetoseeyou!S:Nicetoseeyou,too!T:What’stheweatherliketoday?S:It’ssunny.T:Yes,it’sabeautifulday.Now,let’senjoyabeautifulsong《doremi》together.T:Doyoulikethesong?S:Yes,wedo.T:Thissongisfromafamousmovie《Thesoundofmusic》.Look,wecanseeafather,somechildrenandafamilyteacherhere,《Thesoundofmusic》isalovestoryhappenedintheirfamily.（设计意图：播放《doremi》歌曲，让学生一起歌唱，引出了老师这根主线，也为后面的人物性格的学习奠定基础，同时也活跃了课堂气氛。）二、Presentation（呈现）:1.新词学习：(1)kindT:Andeveryoneintheirfamilyisdifferent,theyhavetheirownfeatures.T:Lookattheteacher,what’sshelike?(Isshetallorshort?Doesshehavelonghair?Whatcolourisit?Howabouthereyes?Anyoneelse?)S:...T:Yes,youareright.Doyouliketheteacher?Why?(Isshekind?)Sheteacheschildrenwithsmiles.Theyarehappytogether.Sheis_________.（出示kind并教读）T:Now,pleasetakeoutyourguns,let’sshootandsay.T:Howaboutyou?（单个点学生读）（设计意图：从描述老师的外貌特点层层引入到学习性格特征，复习了旧知，又为新知的学习做了铺垫。）T:Mymotheriskind,sheoftencooksdeliciousfoodforme.Whoiskindtoyou?(Myfriendiskind,sheoftenhelpsme.Myfatheriskind,heoftenplayswithme.)T:Oh,howaboutinourclass?Whoiskind?S:...(Oh,sheisagoodgirl;heisagoodboy.)T:Wonderful,Ithinkeverybodyshouldbekind.（设计意图：设置语境，让学生在语境中操练所学单词。）(2)strictT:Thefamilyteacherisyoung,beautifulandkind,howaboutthefather?Look,thisisthechildren’sfather.T:Andlookatthisman,what’shelike?(Ishetall?)(And?)S:Heis...S:Hehas...T:Thefamilyteacheriskindtothechildren,ishekind?Now,let’senjoythefilmandfindouttheanswer.S:Sowhat’sthefatherlike?Ishekind?S:No,heisn’t.T:Lookathisface,hedoesn’tsmile,heiseasytobeangry,heis________.（出示strict并教读）T:Trainiscoming.（学生开火车读）T:Ishestrict?（设计意图：从描述爸爸的外貌特点层层引入到学习性格特征，复习了旧知，又为新知的学习做了铺垫，影片的欣赏让学生感知了“strict”的含义。）T:Thefatherisverystrict,butheloveshischildrenverymuch.Right?T:Howaboutyourfather?Isyourfatherstrict?Yes,heis.(Wow,youarelucky)Yes,yourfatherisstrict.No,heisn’t.(Whoisstrictinyourfamily?)S:...T:Yourfatheroryourmotherisstrict,buttheyloveyouverymuch,yesorno?T:WhenIstudiedatschool,myEnglishteacherisstrict.Doyouhaveastrictteacher?(WhoChineseteacherorEnglishteacher?)S:My...teacherisstrict.(So,youcanspeakEnglishwell)(Soyoucanhaveabeautifulwritingright?Soyoucanstudymathswell,yesorno?Youaregoodat...)T:Nomatteryourteachersarestrictorkind,theyallloveyouverymuch.Right?（设计意图：两个话题的引入，让孩子们在语境中操练、巩固所学单词，并渗透积极的情感：严格是一种爱。）(3)funnyT:Thefamilyteacheriskind,sheoftenplayswiththechildrenandteachesthemlotsofbeautifulsongs,nowlet’senjoyamusicshowtogether.Howdoyouthinkofthemusicshow?Isitinteresting?It’sfunny.T:Lookatthepuppets,isshefunny?（出示并教读）T:Lookatthepuppets,aretheyfunny?T:Whoisfunnyinourclass?Ishefunny?S:...T:Look,Ihavesomepictureshere,aretheyfunny?Whocandothefunnyactions?Comehereplease.T:Ishefunny?S:...T:Anyoneelse?Whowantstohaveatry?S:Heis...T:Funnypeoplecanmakeushappy,yesorno?（设计意图：通过影片的欣赏，让学生感受“funny”的含义，请学生到台前展示“funny”的动作，既让学生感同身受、学以致用，也活跃了课堂气氛。）2.整体操练新词和句型：(1)T:Sofromthefilm,weknowthefatherdoesn’tsmile.Heisstrict.Thepuppetsareinteresting,theyarefunny.Thefamilyteacheroftenplayswiththechildren,sheiskind.Theman’shairiswhite,heisold.Themanistwenty-fiveyearsold,heisyoung.Thegirlgetsonehundredpoints,sheisclever.T:Wow,youareclever,too!（设计意图：在情境中操练、运用、巩固所学单词。）(2)Thefatherisstrict,thefamilyteacheriskind,howaboutthecartoons,whoarethey?Whataretheylike?Pleasediscussinyourgroup.Whoishe?Heis________.What’shelike?Heis________.Howaboutthisone?Sowecansee:Supermanis...Snowwhiteis...Now,let’splayaninterestinggame:Guesswhoheorsheis?Look,IamA,whowantstobeB?（猜人游戏）Pleasecomehere,Iwillguess,youwillcontroltheneedle.T:Areyouready?（设计意图：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。）3.回归课本：T:Childreninthefilmhaveayoung,beautifulandkindteacher,howaboutyourteachers?T:Excuseme,whoisyourChineseteacher?S:MissZhu.T:Issheyoung?Isshekind?S:...T:OliverandZhangPengarealsotalkingabouttheirteachers,thistime,oneisOliver,theotheroneisZhangPeng,pleasepracticedialogueinpairs.（学生站起来做介绍I’mOliver,I’mZhangPeng.）T:Youaresosmart,thankyou!MrYoungisalsoWuYifan’steacher,WuYifanandOliveraretalkingaboutMrYoungtoo.(1)Pleaselistenandanswermeaquestion:IsMrYoungfunny?(2)Now,pleaselistenandrepeat,payattentiontoyourpronunciationandintonation.(3)Thistimepleasereadbyyourselfandfillintheblanks.Canyou?(4)Now,pointtoyourbook,let’sreadthedialoguetogether.T:Wonderful,abeautifulvoice,thankyou.（设计意图：回归课本，进一步学习、突破本节课重难点，通过挖空的形式，难度由浅入深，让学生逐步能够流畅地运用所学句型。）4.拓展延伸（前置作业：画一幅自己喜欢的老师的画像）T:Oliverlikesfunnyteacher,sowhatkindofteachersdoyoulike?（请学生说一说）Look,sheismyfavouriteteacher,sheis...Whoisyourfavouriteteacher?What’sheorshelike?Pleasewriteandshowaboutyourfavouriteteacher.Hereisanexampleforyou.例文：MyfavouriteteacherisMissHu.Sheistallandthin.Shehaslongblackhair.Sheisverybeautiful.Shelikesreadingbook.Sheisfunnyandkind.Ilikeherverymuch.T:Doyoufinishit?Yesorno?Whocanshareyourwritingwithus?（拿画到台前展示）Thisboy,canyou?T:Wow,awonderfulwriting!OK!Somuchforthis.（设计意图：教师先给学生基本信息，让学生根据信息提示来描述自己喜欢的老师，然后再让学生根据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,let’srecallwhatwehavelearnttoday?Today,welearntsomewordstodescribesomebody’scharacters:old,young,funny,kind,strictandthesentencepatternlike:—What’she/shelike?—He/Sheis________.Andageneralquestion:—Ishe/she________?—Yes,he/sheis.（肯定回答）—No,he/sheisn’t.（否定回答）（情感教育）Boysandgirls,Ibelievethatafterthisclass,youcanusethenewwordstodescribeothersandyouwillalsoknowthatdifferentpeoplehavedifferentcharacter.Ontheearth,someonemaybeactive,someonemaybeshy,so