《小学英语五年级上册Unit 1 第2课时》教案

Step1:Warm-up&Revision&Lead-in①1.Greetings.2.Singthesong—Who’syourteacher?Playthevideo.(出示课件)Letstudentssingtogetherwiththemusic.Teachingpurpose②Teachingpurpose②联系学生新学期新老师的实际，在真实、自然的情景中，用“最强记忆力”的游戏，呈现本节课所有的老师，让学生认识老师，为下一步的学习做好铺垫。1.Playagame:Thestrongestmemory.②T:Boysandgirls,wewillhavesomenewteachersthisnewterm.Whoarethey?Doyouwanttoknow?ShowthepictureofamusicbookonthePPT.(出示课件)Askthequestion:What’sthis?Leadstudentstoanswer:It’samusicbook.ThenshowthepictureofMrYoungandsay:MrYoungisthemusicteacher.(出示课件)IntroducetheartteacherMrJones,thescienceteacherMissGreen,theEnglishteacherMissWhiteandthemathsteacherMrLiinthesameway.AtlastshowthepictureofMrsSmithonthePPTandsay:She’stheheadteacher.Leadstudentstoknowthemeaningof“headteacher”.T:Doyourememberourteachers?Nowletmetestyourmemory.Whohasthestrongestmemory?Showthesixpicturesinthebookonpage5.(出示课件)Theteacherasksandstudentsanswerquickly.T:Who’stheartteacher?Ss:MrJones.T:Who’sthemusicteacher?…Teachingpurpose③Teachingpurpose③充分利用上节课所学的知识，用对比法和归类法学习新词old和young。降低难度，增强学生的自信心。2.Learnthenewwords“old,young”.③T:Who’sOliver’smusicteacher?Ss:MrYoung.ShowthepictureofMrYoung.(出示课件)T:Goodmemory!(Pointtothewhitehair.)Isheyoung?Ss:No,heisn’t.He’sold.Writedowntheword“old”ontheblackboardandleadstudentstoreadlikethis:old,old,he’sold.ShowthepictureofMrJones.(出示课件)LeadstudentstocompareMrJoneswithMrYoung.T:MrYoungisold.IsMrJonesold,too?Ss:No,heisn’t.He’syoung.Writedowntheword“young”ontheblackboard.Teachitlikethis:young,young,he’syoung.Letstudentstrytowriteandread.Letstudentsperceivethepronunciationoftheletter“y”byreadingthewords“yes,yellow,you”.Explainthattheword“young”istheantonymoftheword“old”.Thenshowapictureofanoldmanandask:Isheyoung?Studentsanswer:No,he’sold.(出示课件)Playagametopracticethetwowordsbetweengroups.Onegroupsays:old.Theotheronesays:young.Thenexchange.Atlastaskstudentstofillintheblanks.Teachingpurpose④通过图片的直观刺激，调动学生的学习兴趣，加深学生的印象。注重采用多种方法教授单词，帮助学生学会听、说、读、写单词的方法和策略，激发学生的学习热情。3.Learnthenewword“funny”.Teachingpurpose④通过图片的直观刺激，调动学生的学习兴趣，加深学生的印象。注重采用多种方法教授单词，帮助学生学会听、说、读、写单词的方法和策略，激发学生的学习热情。ShowthepictureofMissGreen.(出示课件)Thenasktwoquestions:Whoisshe?Issheyoung?Askstudentstoanswerthequestions.Thensay:Andshe’sfunny.Writedowntheword“funny”ontheblackboardandread:fun-ny,funny,funny,she’sfunny.Letstudentstrytospellitandperceivethepronunciationoftheletter“y”.Showtwopictures.Oneisamaleclownandtheotheroneisafunnygirl.(出示课件)Saythesentenceswithstudents:He’sfunny.She’sfunny.Askstudentstomakefunnyfaces.Lettheyreadthewordloudlyatthesametime.Atlastaskstudentstofillintheblanks.4.Learnthenewword“kind”.T:WehaveknownMrYoungisold.MrJonesisyoung.MissGreenisfunny.DoyourememberMissWhite?HowaboutMissWhite?ShowthepictureofMissWhite.(出示课件)Pointtohersmilingfaceandsay:She’skind.Thenshowanotherpicture.(课件出示:一位不友好的男士图片)Say:Heisn’tkind.Letstudentsknowthemeaningof“kind”.Askstudentstopayattentiontothepronunciationoftheletter“i”.Leadstudentstoreadlikethis:kind,kind,she’skind.Askthemtowriteitwiththeirfingersatthesametime.Letstudentspracticeitbetweenboysandgirls.Askstudentstofillintheblanks.5.Learnthenewword“strict”.ShowthepicturesofMrLiandMrsSmith.(出示课件)T:MissWhiteisverykind.ButMrLiisverystrict.MrsSmithisstrict,too.Saythefirstsentencewithasmilingface.Saythesecondsentencewithstaringandstomping.Saythethirdsentencewithastrictexpression.Writedowntheword“strict”ontheblackboard.Spellitslowly.Leadstudentstolearnthepronunciationof“str-”fromtheword“strong”.Askstudentstopayattentiontothepronunciationoftheletter“i”.Studentsreadaftertheteacherseveraltimes.Thenstudentsreaditonebyoneandpracticeitinsentences.TheteacherpointstoMrLiandMrsSmithandasks:Ishe/shestrict?Studentsanswer:Yes,he/sheis.Atlaststudentsfillintheblanks.Teachingpurpose⑤Teachingpurpose⑤通过读和演，确保学生能正确而流利地朗读，强化学生对核心单词和句型的掌握。6.Pairwork.⑤Showthepartof“Let’slearn”onpage5.(出示课件)First,letstudentslistentotherecordingandreadafterit.(课件出示:教材P5Let’slearn板块的音频)Askstudentstopayattentiontothepronunciationandtheintonation.ThenaskstudentstoimitateOliverandZhangPengtoaskandanswerwiththeirpartners.Atlastchoosesomestudentstoactout.Step3:Practice1.Canyoudo?Showfivepicturesofdifferentexpressionsandthefivenewwords.(出示课件)Explaintherulesofthegame:Ifthepicturematchestheword,makeasmilingface;ifthepicturedoesn’tmatchtheword,makeasadface.Teachingpurpose⑥创编chant，帮助学生将所学的新词进行总结和巩固。肢体语言能有效地帮助学生记忆单词，活跃课堂气氛，激发学生的学习兴趣。Teachingpurpose⑥创编chant，帮助学生将所学的新词进行总结和巩固。肢体语言能有效地帮助学生记忆单词，活跃课堂气氛，激发学生的学习兴趣。Showachant.Teachingpurpose⑦Teachingpurpose⑦从单词、句型到会话，由浅入深地设计不同层次的操练活动，帮助学生进一步巩固、强化对目标单词和句型的掌握，为语言输出做好准备。…3.Canyouguess?⑦Showsomesentencesandpictureswithcovers.Letstudentsguesswhohe/sheisbyaskingandanswering.(出示课件)Thefollowingmethodscanbeused:Theteacherasksandstudentsanswer;GroupOneasksandGroupTwoanswers;Boysaskandgirlsanswer.Praisethestudentswhoareright.Teachingpurpose⑧呈现学生熟悉的老师的照片，可以有效地激发学生的学习兴趣。让学生在尽量真实的语境中合理运用所学词汇和句型，培养学生的综合语言运用能力，达到语言输出的目的。Teachingpurpose⑧呈现学生熟悉的老师的照片，可以有效地激发学生的学习兴趣。让学生在尽量真实的语境中合理运用所学词汇和句型，培养学生的综合语言运用能力，达到语言输出的目的。1.Askandanswer.ShowthepictureofMrsSmithandsomesentences.(出示课件)(1)Makeamodel.PointtoMrsSmithandask:Who’sMrsSmith?Helpstudentsanswer:She’stheheadteacher.She’stall.She’sstrict.Wealllikeher.(2)Pairwork.ReplacethepictureofMrsSmithwithsomephotosofteacherswhomstudentsknowwell.Letstudentsimitatetoaskandanswerwiththeirpartners.(3)Actout.Asksomestudentstoactout.Encouragestudentstodescribetheirteacherswithmorewords.2.Emotionaleducation.Letstudentsknowthatteachersteachthemknowledgeandtheyshouldalwaysrespecttheirteachersasmuchastheyrespecttheirparents.▶板书设计▶教学反思1.本节课有效地运用了图片和多媒体课件，刺激学生的视觉、听觉，激发学生的学习兴趣。注重采用归类法、对比法、单词拆分法、自然拼读法等多种方法教授单词，注重学习方法和学习策略的培养，指导学生有方法地记忆单词。2.以学生为本，充分考虑到学生活泼、好奇、爱表现的心理，通过让学生猜一猜、说一说、唱一唱、做一做等方式，鼓励学生积极、主动地参与课堂活动，让学生爱上课堂。3.有效地设计开放性练习帮助培养学生的发散性思维，注意话题的延续性和整体性；抓住课堂教学契机，在教学语言的同时适时进行情感教育和人文渗透。4.板书简洁清晰，重点突出，有效地辅助了课堂教学。▶TeachingContentsLet’slearn·Listen,speak,readandwritethefivewords“old,young,funny,kind,strict”.·Usethefivewordstoaskandanswerabouttheappearanceandthecharacteristicsofcharactersskillfullyincontext.Askandanswer·Usethewordsandthesentencepatternsof“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.Fillintheblanksofthewords.Reducelearningdifficultybycontrastingandclassifyingandenhancestudents’confidence.3.Learnthenewword“funny”.ShowthepictureofMissGreenandteachtheword“funny”bysplittingthewordintosyllables.Askstudentstopracticeitinthesentences“He’s/She’sfunny.”Learntheword“funny”withthehelpoftheteacher.Makefunnyfacesandpractice“funny”insentences.Fillintheblanksoftheword.Stimulatestudents’learninginteresteffectivelybypictures.Helpthemdeveloplearningmethodsandstrategiesandimprovestudents’enthusiasm.4.Learnthenewword“kind”.Teachtheword“kind”bypointingtothesmilingfaceofMissWhite.Letstudentsknowitsmeaningbycomparingdifferentpictures.Emphasizethepronunciationoftheletter“i”intheword.Knowthemeaningoftheword“kind”.Learnhowtoreaditandwriteitwithfingers.Practiceitbetweenboysandgirls.Fillintheblanksoftheword.5.Learnthenewword“strict”.Teachtheword“strict”bycomparingthepicturesofMissWhite,MrsSmithandMrLi.Helpstudentsknowthemeaningwithbodylanguage.Leadstudentstolearnthepronunciationof“str-”fromtheword“strong”.Knowthemeaningoftheword“strict”withthehelpofpicturesandtheteacher’sbodylanguage.Learnthepronunciationof“str-”fromtheword“strong”.Readthewordonebyoneandpracticeitinsentences.（续表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPresentation6.Pairwork.Playtherecording.Choosesomestudentstoactouttheirdialogues.Readaftertherecording.ThenimitateOliverandZhangPengtoaskandanswerwithpartners.Atlastactoutinclass.Makesurestudentsreadthedialoguecorrectlyandfluently.Helpstudentsconsolidatethekeywordsandsentencepatterns.Practice1.Canyoudo?Showfivepicturesofdifferentexpressionsandthefivenewwords.Makeasmilingfaceifthepicturematchestheword.Makeasadfaceifthepicturedoesn’tmatchtheword.Differentlevelsoftrainingactivitiescanhelpstudentsconsolidateandstrengthenthetargetwordsandsentencepatterns.Prepareforthelanguageoutput.2.Makeachant.Showachant.Askstudentstochantwithsomeactionsandexpressions.Readthechantaftertheteacher.Thenchanttogether.Atlastboysandgirlscanhaveacompetitionwithsomeactionsandexpressions.3.Canyouguess?Showsomepicturesandsentenceswithcovers.Differentwayscanbeusedtoaskandanswer.Guesswhohe/sheisbyaskingandanswering.Consolidation&Extension1.Askandanswer.ShowthepictureofMrsSmithandsomesentences.(1)Makeamodel.MakeamodelaccordingtothepictureofMrsSmith.(2)Pairwork.Showsomephotosofteacherswhomstudentsknowwell.Askstudentstoimitatetoaskandanswerwiththeirpartners.(3)Actout.Asksomestudentstoactout.Encouragestudentstodescribetheirteacherswithmorewords.(1)Learntoaskandansweraboutteachers.(2)Askandanswerwiththeirpartnersaccordingtothephotos.(3)Actout.Stimulatestudents’learninginteresteffectively.Leadstudentstousethekeywordsandsentencesproperlyinanaturalandrealsituationanddevelopstudents’comprehensivelanguageusingabilities.2.Emotionaleducation.Knowthattheyshouldalwaysrespecttheirteachersasmuchastheyrespecttheirparents.阶段演练Ⅰ.Listenandchoose.(听录音,选出你所听到的单词。()1.A.peach B.tea C.bread()2.A.nice B.like C.strict()3.A.funny B.yes C.really()4.A.shy B.my C.many()5.A.clever B.kind C.strongⅡ.Readandjudge.(读一读,判断每组单词中画线部分读音是否相同,相同的写“T”,不同的写“F”。()1.baby sorry why()2.sunny my cloudy()3.party family many()4.shy candy fifty()5.rainy snowy fortyⅢ.Readandchoose.(读一读,选一选。()1.Themanisveryfat.()2.Damingishelpfulathome.()3.Thedogiscute.()4.Therobotisveryclever.()5.OurChineseteacherisoldandthin.Ⅳ.Readandchoose.(读一读,选出每组中不同类的一项。()1.A.tall B.strong C.maths()2.A.clever B.kind C.and()3.A.head B.short C.thin()4.A.woman B.school C.man()5.A.sport B.helpful C.quiet()6.A.young B.old C.her()7.A.what B.who C.water()8.A.China B.Chinese C.EnglishⅤ.Choosethebestanswer.(选择最佳答案。()1.—Whoisthatwoman?—.

A.HeisMrHu B.SheisMissLi C.Ilikeit()2.—IsMrZhaostrict?—.

A.Yes,theyare B.No,heisn’t C.Yes,itis()3.—WhatisMissChenlike?—.

A.Heisstrong B.Sheisyoung C.Heisfriendly()4.—Ishehard-working?—.

A.Yes,heis B.Yes,sheis C.No,itisn’t()5.IhaveartteacherandChineseteacher.

A.a;a B.an;a C.an;anⅥ.Readandchoose.(选择正确的翻译。()1.DoyouknowMrJin?A.金先生是你的老师吗? B.你认识金先生吗? C.你认识金女士吗?()2.He’stallandstrong.A.他又高又壮。 B.他又高又瘦。 C.她又高又壮。()3.What’shelike?A.他喜欢什么? B.他长得什么样? C.他是做什么的?()4.Who’syourscienceteacher?A.你的数学老师是谁? B.你的科学