Unit 1 Part A Let's learn（教案）人教PEP版英语五年级上册

Period2教学内容：Unit1PartALet’slearn&Askandanswer课时目标：1.能听、说、读、写单词“old”，“young”，“kind”，“funny”和“strict”。2.能在创设的实际情景中灵活运用句型“Who’syourart/English/maths/science/music/…teacher?”，“Ishe/sheyoung/old/funny/kind/strict/…?”，激发学生进一步了解各科老师的欲望，融洽师生关系。3.能完成“Askandanswer”部分的对话任务。4.培养学生自主学习、合作学习的意思和能力，帮助学生树立学好英语的自信心。教学重点：1.能听、说、读、写单词“old”，“young”，“kind”，“funny”和“strict”。2.能在创设的实际情景中灵活运用句型“Who’syourart/English/maths/science/music/…teacher?”，“Ishe/sheyoung/old/funny/kind/strict/…?”，激发学生进一步了解各科老师的欲望，融洽师生关系。教学难点：1.利用教材提供的对话情景，以旧引新，引导学生进入学习状态。2.能准确判断各科老师的性格。教学准备：1.教师准备多媒体课件、录音机和录音带、词卡。2.教师准备各科教材和各科老师的照片。3.学生准备画笔和画纸。教学过程：一、课前热身（Warm-up）1.FreetalkT:Goodmorning,everyone.Welcomebacktoschool.Howareyoutoday?Ss:Fine,thankyou.T:Nicetoseeyouagain.Ss:Nicetoseeyou,too.T:Thisisthefirstclassofournewterm.Whatgradeareyouinnow?Ss:WeareinGradeFivenow.2.简单介绍各科老师。T:Nowletmeaskandyouanswer.(出示英语书)What’sthis?Ss:It’sanEnglishbook.T:AndIteachyouEnglish.SoIamyour…Ss:Englishteacher.然后教师出示其他科目老师的照片和相应的课本，和学生进行类似的对话。二、课前预习（Preview）师生就各科老师的体貌特征进行问答练习，如：T:Who’syourmusicteacher?Ss:…T:Ishe/shethin/fat/tall/short/…?Ss:Yes,he/sheis.(No,he/sheisn’t.)T:Nowreadafterme.Thin,thin(Fat,fat/Tall,tall/Short,short).Mymusicteacheristhin(fat/tall/short).Ss:Thin,thin(Fat,fat/Tall,tall/Short,short).Mymusicteacheristhin(fat/tall/short).三、新课呈现（Presentation）1.A.Let’slearn(1)教学新单词①教学单词“old”和“young”T:Boysandgirls,it’sthenewtermandlet’smeetsomenewfriends.教师用多媒体课件分别出示动画片《喜羊羊和灰太狼》中羊村村长和喜羊羊的图片，与学生进行对话，如：T:Lookatthemaninthepicture.(指着洋村村长的图片)Whoishe?Ss:He’sManyangyang.T:You’reright.LookatManyangyang.Heisold.Readafterme.Manyangyangisold.Ss:Manyangyangisold.T:Lookatotherpicture.Whoishe?Ss:He’sXiyangyang.T:Isheold?Ss:No,he’snotold.T:You’reright.He’snotold.He’syoung.Nowreadafterme,please.Xiyangyangisyoung.Ss:Xiyangyangisyoung.②教学单词“kind”和“funny”教师用多媒体课件出示白雪公主和七个小矮人的图片，与学生对话，如：T:Lookatthegirlinthepicture.Who’sshe?Ss:She’sSnowWhite.T:SnowWhiteisbeautiful.She’skindtothesevendwarfs.Thesevendwarfsarefunny.然后教师请八位学生上讲台，分别扮演白雪公主和七个小矮人，帮助学生明白单词“kind”和“funny”的含义。③教师出示平时比较严厉的一位任课老师的照片，与学生进行对话，如：T:Lookatthepicture.Who’she/she?Ss:He’s/She’s…T:Ishe/shekind?Ss:No,he/sheisn’t.T:You’reright.He’s/She’snotkind.He’s/She’sverystrict.Readafterme,please.He’s/She’sstrict.Ss:He’s/She’sstrict.④教师把本节课学习的五个新单词写在黑板上，并用“唱反调”的方式带来学生读几遍单词。2.教师用多媒体课件出示本部分的教学挂图，并简单介绍情景，如：T:OliverandZhangPengaretalkingabouttheteachers.Let’sseewhattheirteachersarelike.(1)第一次播放教学录音，全班学生跟着录音读，了解对话的大致内容。(2)第二次播放教学录音，学生听完后回答下面问题：①Who’sZhangPeng’sartteacher?②IsZhangPeng’sartteacherold?Answer:①MrJones.②No,he’syoung.(3)学生同桌合作，利用情景图中提供的信息替换示例对话中的关键词，编写对话，如：S1:Who’syourmathsteacher?S2:He’sMrLi.S1:Ishestrict?S2:Yes,heis.然后教师请几对学生上讲台表演对话，表扬表演到位的学生。2.Askandanswer(1)教师出示本班班主任的照片，与学生进行对话，如：T:Who’she/sheinthepicture?Ss:He’s/She’sMr/Miss…T:He’s/She’syourheadteacher.(帮助学生明白词组“headteacher”的意思)(2)请两位学生站起来示范读本部分的对话。S1:Who’stheMrsSmith?S2:She’stheheadteacher.She’stall.She’sstrict.(3)让学生拿出画纸和画笔，画出自己最喜欢的任课老师，仿照示例编写新对话，如：S1:Who’stheman/womaninyourpicture?S2:He’s/She’s…He’s/She’sthin.He’s/She’skind.四、巩固延伸（Consolidation&Extension）猜一猜教师描述一位教师的体貌和性格特征，让全班学生猜，如：T:She’stall.She’sbeautiful.She’sveryyoung.Wealllikeher.Who’sshe?Ss:IssheMissSun?T:Yes,you’reright.She’sMissSun.五、课堂小结（Summary）1.师生一起总结本节课学习的词汇和句型。2.鼓励学生认真观察各科任老师，并正确总结各科任老师的主要性格特征。六、布置作业（Homework）1.将本节课学习的新单词在四线三格内抄写四遍。2.听录音，跟读本部分内容。3.准备几张家人或朋友的照片，利用本节课学习的新词汇和句型描述照片中的人物。板书设计：Unit1What’shelike?A.Let’slearnAskandanswer-Who’syourartteacher?-MrJones.-Isheyoung?oldyoungfunnykindstrict-Yes,heis.Period2PartALet’slearn&AskandanswerTeachingContents&TeachingAimsLet’slearn•Beabletolisten,speak,readandwritethefivewords“old,young,funny,kind,strict”.•Beabletousethefivewordstoaskandanswerabouttheappearanceandthecharacteristicsofcharactersskillfullyincontext.Askandanswer•Beabletousethewordsandthesentencepatternsof“Let’slearn”accordingtothepicturesortherealsituations.TeachingPriorities•Beabletolisten,speak,readandwritethefivewords“old,young,funny,kind,strict”.Beabletomasterandusethefivewordstodescribetheappearanceandthecharacteristicsofcharactersskillfully.TeachingDifficulties•Beabletousethekeywordsandsentencepatternsofthislessonskillfullyandcorrectlyincontext.TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Revision&Lead-in1.Greetings.2.Singthesong—Who’syourteacher?1.Greetings.2.Singwiththemusic.Activatetheatmosphere.Helpstudentsreviewthesentencepatterns“Who’syourEnglish/Chineseteacher?Ishe/she…?”Presentation1.Playagame:Thestrongestmemory.Showtheteachers’pictureswiththeirnamesandtalktostudents.Playthegameandknowtheteachersofdifferentsubjects.Letstudentsknowtheteachersinthegame.Helpthemprepareforthenextstudy.2.Learnthenewwords“old,young”.LeadstudentstolearnthetwowordsbycomparingthepicturesofMrYoungandMrJones.Explainthattheword“young”istheantonymoftheword“old”.Askstudentstopayattentiontothepronunciation.Trytowriteandread.Perceivethepronunciationofthewordsbyreadingthem.Learnthetwowordsandpracticebetweengroups.Finishtheblanksofthewords.Reducelearningdifficultybycontrastingandclassifyingandenhancestudents’confidence.3.Learnthenewword“funny”.ShowthepictureofMissGreenandteachtheword“funny”bysplittingthewordintosyllables.Askstudentstopracticeitinthesentences“He’s/She’sfunny.”Learntheword“funny”withthehelpoftheteacher.Makefunnyfacesandpractice“funny”insentences.Finishtheblanksoftheword.Stimulatestudents’learninginteresteffectivelybypictures.Helpthemdeveloplearningmethodsandstrategiesandimprovestudents’enthusiasm.Presentation4.Learnthenewword“kind”.Teachtheword“kind”bypointingtothesmilingfaceofMissWhite.Letstudentsknowitsmeaningbycomparingdifferentpictures.Emphasizethepronunciationoftheletter“i”intheword.Knowthemeaningoftheword“kind”.Learnhowtoreaditandwriteitwiththeirfingers.Practiceitbetweenboysandgirls.Finishtheblanksoftheword.5.Learnthenewword“strict”.Teachtheword“strict”bycomparingthepicturesofMissWhite,MrsSmithandMrLi.Helpstudentsknowthemeaningwithbodylanguage.Leadstudentstolearnthepronunciationof“str-”fromtheword“strong”.Knowthemeaningoftheword“strict”withthehelpofpicturesandtheteacher’sbodylanguage.Learnthepronunciationof“str-”fromtheword“strong”.Readthewordonebyoneandpracticeitinsentences.6.Pairwork.Playtherecording.Choosesomestudentstoactouttheirdialogues.Readaftertherecording.ThenimitateOliverandZhangPengtoaskandanswerwiththeirpartners.Atlastactoutinclass.Makesurestudentsreadthedialoguecorrectlyandfluently.Helpstudentsconsolidatethekeywordsandsentencepatterns.Practice1.Canyoudo?Showfivepicturesofdifferentexpressionsandthefivenewwords.Makeasmilingfaceifthepicturematchestheword.Makeasadfaceifthepicturedoesn’tmatchtheword.Differentlevelsoftrainingactivitiescanhelpstudentsconsolidateandstrengthenthetargetwordsandsentencepatterns.Prepareforthelanguageoutput.2.Makeachant.Showachant.Askstudentstochantwithsomeactionsandexpressions.Readthechantaftertheteacher.Thenchanttogether.Atlastboysandgirlscanhaveacompetitionwithsomeactionsandexpressions.3.Canyouguess?Showsomepictureswithcoversandsentences.Differentwayscanbeusedtoaskandanswer.Guesswhohe/sheisbyaskingandanswering.Consolidation&Extension