2024五年级英语上册Unit1What'shelike第一课时教案人教PEP

Page3Unit1What’shelike?教材分析本单元学习的主题是介绍人物外貌或性格特征。教学内容主要是围围着给新同学介绍其他同学和谈论新老师绽开。教学重点是能听、说、读、写句型“—Isheyoung/funny?—Yes,heis./No,heisn’t.”“—What’she/shelike?—He/Sheiskind/…”；能听、说、读、写单词“old,young,funny,kind,strict,polite,hard-working,helpful,clever,shy”。教学内容句型·听、说、读、写句型“—Isheyoung/funny?—Yes,heis./No,heisn’t.”“—What’she/shelike?—He/Sheiskind/...”·在情景中运用句型“Ishe/sheyoung/…?”“—What’she/shelike?—He/Sheiskind/…”询问并回答某人的性格或外貌特征·在语境中理解单词“know”和句子“DoyouknowMrYoung?”“MsWangwillbeourChineseteacher.”的意思，并正确发音·理解对话大意，依据正确的意群及语音、语调朗读对话并进行角色扮演·在图片的帮助下理解吴斌斌的日记；依据正确的意群及语音、语调朗读日记，并运用句型“Heishard-working/…”口头和书面描述机器人Robin及其他人物词汇·听、说、读、写单词“old,young,funny,kind,strict,polite,hard-working,helpful,clever,shy”·在语境中运用这些单词询问并回答关于人物性格或外貌特征的问题，或运用这些单词描述人物性格或外貌特征语音·驾驭字母-y的发音规则，即-y在单词词尾发/i/·读出符合-y发音规则的单词，并依据发音拼法出符合-y发音规则的单词·在单线上完成抄写句子的活动，做到书写规范课时支配第一课时：PartALet’stry&Let’stalk其次课时：PartALet’slearn&Askandanswer第三课时：PartALet’sspell第四课时：PartBLet’stry&Let’stalk第五课时：PartBLet’slearn&Matchandsay第六课时：PartBReadandwrite&Let’scheck&Let’swrapitup

Thefirstperiod(第一课时)PartALet’stry&Let’stalk▶教学内容Let’stry·借助图片听懂简短对话，抓住关键信息，提高听的实力·对新句型在听觉上有所感知，并完成听录音选图片活动Let’stalk·理解对话大意，依据正确的意群及语音、语调朗读对话并进行角色扮演·在情景中运用句型“—Isheyoung/funny?—Yes,heis./No,heisn’t.”询问并回答某人的性格和外貌特征·运用所学句型和参考词汇并依据老师的特点进行问答·在语境中理解新单词“know”及句子“DoyouknowMrYoung?”的意思并正确发音▶教学重点1.学生能够理解和驾驭本课时重点单词和句型。2.学生能够在情景中运用句型“—Isheyoung/funny?—Yes,heis./No,heisn’t.”询问并回答某人的性格和外貌特征。▶教学难点学生能够敏捷运用所学句型在情景中谈论人物的性格和外貌特征，实现语言输出。▶教学打算1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。2.PPT课件、课文录音、视频、卡片、照片、人物头饰等。Teachingpurpose①采纳快闪的手法，通过展示熟识的面孔，让学生学习三会单词Teachingpurpose①采纳快闪的手法，通过展示熟识的面孔，让学生学习三会单词“know”，领悟句子“Doyouknow?”的含义。适时引出新同学Oliver，以Oliver为主线，可以有效地引导学生进一步学习本课时的内容。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通过视察图片，引导学生揣测，让学生带着问题，有目的地听录音，培育学生的视察实力和逻辑推理实力。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:WuBinbinandOliverseeMrLi.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,同时也可以培育学生的视察实力和逻辑思维实力。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,同时也可以培育学生的视察实力和逻辑思维实力。(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相识；依据问题的答案组织语言对人物进行描述，可以熬炼学生的语言表达实力，进一步强化学生对文本的理解。而不同形式的朗读旨在培育学生运用正确的语音、语调，并在详细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.(ShowsomepicturesoffunnystudentTeachingpurpose④任务型教学法能让学生对文本有比较全面的相识；依据问题的答案组织语言对人物进行描述，可以熬炼学生的语言表达实力，进一步强化学生对文本的理解。而不同形式的朗读旨在培育学生运用正确的语音、语调，并在详细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:WuBinbinandOliveraretalkingaboutMrYoungnow.Let’swatchthecartoonandreadthedialogueafterit.TrytoknowmoreaboutMrYoung.Playthecartoonof“Let’stalk”.(出示课件)Letstudentsreadafterit.Askstudentstoreadthedialogueagainandanswerthefollowingquestions:①WhoisMrYoung?②Isheyoung?③Ishefunny?Checktheanswerswithstudents.LeadstudentstomakeanintroductionofMrYoungaccordingtotheanswerslikethis:MrYoungisWuBinbinandOliver’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，最终进行展示等一系列的活动，强化学生对核心句型的理解和驾驭，让学生在语言支架的帮助下，有话可说，增加学生的自信，激发学生的学习爱好。Teachingpurpose⑤通过先引导学生进行操练，然后学生结对自主合作练习，最终进行展示等一系列的活动，强化学生对核心句型的理解和驾驭，让学生在语言支架的帮助下，有话可说，增加学生的自信，激发学生的学习爱好。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实力。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.本节课采纳QuickFlash的方法，通过让学生在新学期伊始回忆熟识的面孔并相识新同学Oliver,然后从Oliver的角度去相识新老师，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;任务型教学法的采纳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实力。3.不同形式的朗读及角色扮演，训练了学生运用正确的语音、语调，并在详细的语境中落实了核心句型的运用。4.板书简洁清楚，重点突出，对学生的复述起到了很好的协助作用。▶TeachingContentsLet’stry·Understandthedialogue,graspthekeyinformationandimprovelisteningabilities.·Perceivethekeysentencepatternsandticktherightanswer.Let’stalk·Understandthemainideaofthedialogueandreadthedialoguewithcorrectsensegroups,pronunciationandintonationandactitout.·Usethetargetwordsandsentencepatternstoaskandanswerincontextproperly.·Understandandreadtheword“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,ol