人教版英语五年级上册 The first period（第一课时）

Step1:Warm-up&Lead-in①1.Greetings.2.Singthesong—Who’syourteacher?（出示课件）3.Lead-in.T:It’sanewtermnow.Doyourememberyourclassmates?(QuickFlash)Showsomepicturesofthecharactersinthetextbookonebyone.(出示课件)Thentalkaboutthemwithstudentslikethis:T:Doyouknowhim/her?Ss:Yes!T:Whoishe/she?Ss:He’s…/She’s…Writedowntheword“know”intime.Leadstudentstoreadit:know—know—Doyouknow?—Iknow.AtlastshowthepictureofOliverandask:Doyouknowhim?Helpstudentsanswer.Ss:No,Idon’t.T:Who’she?Let’swatchthevideo.(课件出示:Unit1主情景图视频)T:Nowdoyouknowtheboy?Ss:Yes!He’sOliver./HisnameisOliver.T:You’reright.Inthisterm,wewillhaveanewclassmate.HisnameisOliver.Let’ssayhellotoOliver.Ss:Hello,Oliver！Teachingpurpose②Teachingpurpose②通过观察图片，引导学生猜测，让学生带着问题，有目的地听录音，培养学生的观察能力和逻辑推理能力。通过选出正确图片的任务引导学生进行描述，让学生有意识地感知目标句型。1.Let’stry.②T:WuYifanandOliverseeMrLi.Herearethreepictures.(出示课件)WhoisMrLi?Canyouguess?Ss:…T:Really?Oliverisanewclassmate.Sohedoesn’tknowhisteachers.Let’slistenandtick.Andyoucancheckwhatyouguess.Playtherecordingof“Let’stry”.(出示课件)Letstudentslistentotherecording,graspthekeyinformation,andthenfindtheanswer.Checktheanswerwithstudents.Accordingtotherightpicture,asklikethis:T:Ishestrong?Ss:Yes,heis.T:Isheagoodbasketballplayer?(withsomeactions)Ss:Yes,heis.T:Goodjob!Andsometimesheisstrict.(withsomeexpressions)(课件出示:教材P4Let’stry板块的听力材料)Teachingpurpose③充分发挥多媒体和图片的作用，用图片对比、单词拆分等多种方法让学生理解新词的含义，并做到词不离句,为学生透彻理解对话扫清障碍,同时也可以培养学生的观察能力和逻辑思维能力。Teachingpurpose③充分发挥多媒体和图片的作用，用图片对比、单词拆分等多种方法让学生理解新词的含义，并做到词不离句,为学生透彻理解对话扫清障碍,同时也可以培养学生的观察能力和逻辑思维能力。(1)Teachsomenewwords.③①Showapictureofayoungteacherwhostudentsknowverywell.T:Doyouknowhim/her?Ss:Yes.T:Whoishe/she?Ss:He/Sheis…T:Yes,he/sheisourChinese/maths/…teacher,Mr/MissX.Emphasizetheword“our”withsomeactions.Helpstudentsreaditandunderstanditsmeaning:our—our—ourteacher—ourclassroom—ourfriends.Writeitdownontheblackboard.②ShowthepictureofMrYoungonthePPT.(出示课件)Pointtoitandask:Doyouknowhim?Ss:No,Idon’tknow.T:He’sMrYoung.Askstudentstoreaditthreetimes:young—young—MrYoung.T:(Pointtohiswhitehair.)Isheold?Ss:Yes,heis.T:(PointtoMr/MissX.)Ishe/sheold?Ss:No,he/sheisn’t.Helpstudentsanswerslowly:He/Sheisyoung.Writedowntheword“young”ontheblackboard.Thenteach:young—young—She’syoung.He’syoung.(Showsomepicturesofyoungstudents.)(出示课件)Leadstudentstocomparetheformsof“young”in“MrYoung”and“He’syoung.”Helpstudentsfindoutthedifferenceandunderstandtheirmeanings.③T:MrYoungisold.Andhe’sveryfunny.Showawordcardof“funny”.Readitandhelpstudentsunderstanditsmeaning.Teachingpurpose④任务型教学法能让学生对文本有比较全面的认识；根据问题的答案组织语言对人物进行描述，可以锻炼学生的语言表达能力，进一步强化学生对文本的理解。而不同形式的朗读旨在培养学生使用正确的语音、语调，并在具体的语境中落实核心句型的运用。利用板书让学生复述课文，加深对文本的记忆。T:fun-ny—fun-ny—funny.He’sfunny.She’sfunny.(Showsomepicturesoffunnystudents.)Teachingpurpose④任务型教学法能让学生对文本有比较全面的认识；根据问题的答案组织语言对人物进行描述，可以锻炼学生的语言表达能力，进一步强化学生对文本的理解。而不同形式的朗读旨在培养学生使用正确的语音、语调，并在具体的语境中落实核心句型的运用。利用板书让学生复述课文，加深对文本的记忆。(2)Teachthedialogue.④T:WuYifanandOliveraretalkingaboutMrYoungnow.Let’swatchthecartoonandreadthedialogueafterit.TrytoknowmoreaboutMrYoung.Playthecartoonof“Let’stalk”.(出示课件)Letstudentsreadafterit.Askstudentstoreadthedialogueagainandanswerthefollowingquestions:①WhoisMrYoung?②Isheyoung?③Ishefunny?Checktheanswerswithstudents.LeadstudentstomakeanintroductionofMrYoungaccordingtotheanswerslikethis:MrYoungisWuYifanandOliver’smusicteacher.Heisn’tyoung.He’sold.Andhe’sfunny.(3)Readandact.Teachingpurpose⑤通过先引导学生进行操练，然后学生结对自主合作练习，最后进行展示等一系列的活动，强化学生对核心句型的理解和掌握，让学生在语言支架的帮助下，有话可说，增强学生的自信，激发学生的学习兴趣。①Playthecartoonagain.Teachingpurpose⑤通过先引导学生进行操练，然后学生结对自主合作练习，最后进行展示等一系列的活动，强化学生对核心句型的理解和掌握，让学生在语言支架的帮助下，有话可说，增强学生的自信，激发学生的学习兴趣。②Letstudentsactoutthedialogueinpairs.Severalminuteslater,takeoutsomeheadwearandasksomestudentstoactout.③Choosethebestperformerswithstudentsandgiveawards.(4)Retellthedialogueaccordingtotheblackboard.Makeamodelfirstandthenleadstudentstoretell.Step3:Practice⑤1.Sharpeyes.Showthewords“tall,friendly,quiet,funny,young,old”onthePPT.（出示课件）Letstudentsreadthemoutquickly2.Talkaboutyourclassmatesandteachers.(1)Iaskandyouanswer.Choosethreepicturesofstudentsintheclass.Askandansweraccordingtothesepictures.T:Who’she/she?Ss:He’s/She’s…T:Ishe/shefunny/young/old?Ss:Yes,he/sheis./No,he/sheisn’t.(2)Pairwork.Showsomephotosofstudents’teachersonebyone.T:Doyouknowhim/her?Ss:Yes,he/sheisour…teacher.T:Canyoutalkaboutyourteachers?Ss:…Showthepartof“Talkaboutyourteachers.”onPage4.Providesomesentencespatterns“Who’syour…teacher?”“—Isshe/he…?—Yes,she/heis./No,she/heisn’t.”(出示课件)Letstudentsaskandanswerwiththeirpartners.(3)Showtime.Asksomestudentstoactoutandencouragemorestudentstoparticipatein.Teachingpurpose⑥Teachingpurpose⑥通过学科整合进行拓展，构建有效的对话情境，创编对话，让学生学以致用，提升学生的综合语言运用能力。Step4:Consolidation&Extension⑥Makeadialogue.(1)Makeamodel.T:(Drawapictureontheblackboard.)Doyouknow…?Ss:No,Idon’t.Whoishe/she?T:He’s/She’smyfather/friend/grandpa/uncle/sister…Ss:Ishe/she…?T:Yes,he/sheis./No,he/sheisn’t.Ilikehim/her.(2)Lookandsay.Askeachstudenttodrawapicture.Thenletthemimitatetotalkaboutitwiththeirpartners.(3)Showtime.Asksomestudentstoshowtheirdialoguesandencouragemorestudentstoparticipatein.▶板书设计▶作业设计1.Practicethedialogue.2.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.本节课采用QuickFlash的方法，通过让学生在新学期伊始回忆熟悉的面孔并认识新同学Oliver,然后从Oliver的角度去认识新老师，适时地导入新知并进行新词和核心句型的学习。2.新词的学习做到了词不离句;任务型教学法的采用强化了学生对文本的理解;以学生为本，构建有效的对话情景，引导学生自主合作；突出语言的语用功能，通过学科整合进行拓展，让学生学以致用，提升了学生的综合语言运用能力。3.不同形式的朗读及角色扮演，训练了学生使用正确的语音、语调，并在具体的语境中落实了核心句型的运用。4.板书简洁清晰，重点突出，对学生的复述起到了很好的辅助作用。▶TeachingContents&TeachingAimsLet’stry·Beabletounderstandthedialogue,graspthekeyinformationandimprovelisteningabilities.·Beabletoperceivethekeysentencepatternsandticktherightanswer.Let’stalk·Beabletounderstandthemainideaofthedialogueandreadthedialoguewithcorrectsensegroups,pronunciationandintonationandactitout.·Beabletousethetargetwordsandsentencepatternstoaskandanswerincontextproperly.·Beabletounderstandandreadtheword“know”andthesentence“DoyouknowMrYoung?”correctly.▶TeachingPriorities·Beabletounderstandandmasterthekeywordsandsentencepatternsofthislesson.·Beabletousethetargetsentencepatternstoaskandanswerincontextproperly.▶TeachingDifficulties·Beabletotalkaboutcharacters’featuresbyusingthesentencepatternsflexibly.

▶TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Lead-in1.Greetings.2.Singthesong—Who’syourteacher?3.Lead-in.Showsomepicturesonebyoneandaskquestions“Doyouknowhim/her?Whoishe/she?”Introduceanewclassmate.Teachthenewword“know”.1.Greetings.2.Learntosingthesong—Who’syourteacher?3.Lookatthepicturesandanswerthequestions.Knowthenewclassmate.Learnthenewword“know”.Learnthenewword“know”andunderstandthemeaningofthesentence“Doyouknow?”throughthequickflash.Leadinthenewlesson.PresentationPresentation1.Let’stry.Askstudentstoobservethethreepicturesandguesstheanswer.Playtherecordingof“Let’stry”.Checktheanswerwithstudents.Asksomequestionsaccordingtotherightpicture.Observethethreepicturesandguesstheanswer.Listentotherecordingandticktheanswer.Checktheanswerwiththeteacher.Answerthequestionsaccordingtotherightpicture.Leadstudentstoguessbyobservingthepictures.Cultivatestudents’observationandlogicalreasoningabilities.Helpstudentsperceivethekeysentencepatterns.2.Let’stalk.(1)Teachthenewwords.①Teachthenewword“our”inphrasesandsentences.②Teachthenewword“young”.Comparetheformsofitin“MrYoung”and“He’syoung.”③Leadstudentstolearntheword“funny”withsomepicturesoffunnystudents.Learnandunderstandthenewwords“our,young,funny”.Knowthedifferenceof“young”and“Young”.Understandthemeaningsofthenewwordsbycomparingandwordsplitting.Andpracticethenewwordsinsentences.Reducethedifficultyoflearningandstimulatestudents’learninginterestbyusingsomepicturesofstudents.(2)Teachthedialogue.PlaythecartoonandletstudentsknowmoreaboutMrYoung.Asksomequestions.Checktheanswerswithstudents.LeadstudentstomakeanintroductionofMrYoungaccordingtotheanswers.WatchthecartoonandknowmoreaboutMrYoung.Readafterthecartoonandfindtheanswerstothequestions.Checktheanswerswiththeteacher.MakeanintroductionofMrYoung.Letstudentsknowthetextthoroughlybyansweringthequestions.Trainstudents’languagecompetencebydescribingthecharacter.Strengthentheirunderstandingofthetext.(3)Letstudentsreadandact.①Playthecartoonagain.②Takeoutsomeheadwearandasksomestudentstoactout.③Giveawards.Readafterthecartoonagain.Trytoimitatetheintonationandthepronunciation.Thenreadtogether.Atlastreadfreely.Actoutthedialogueinpairsandchoosethebestperformers.Helpstudentsunderstandanddeepentheimpressionofthetextbyretellingthetext.(4)Makeamodelandthenaskstudentstoretellthetextaccordingtothewritingoftheblackboard.(4)Retellthetextaccordingtothewritingontheblackboard.Makesurestudentscanreadthedialoguescorrectlyandactthemout.Practice1.Sharpeyes.Showthewords“tall,friendly,quiet,funny,young,old”onthePPT.2.Talkaboutyourclassmatesandteachers..(1)Iaskandyouanswer.Choosesomepicturesofstudentsintheclassandask“Who’she/she?Ishe/she…?”(2)Pair