英语5年级上册Unit 1The fourth period（第四课时）

Step1:Warm-up&Revision&Lead-in①1.Greetings.2.Lookandanswerquickly.Showtheteachers’picturesofthefirstpartonpage5quicklyonthePPT.(出示课件)Asksomequestionsaccordingtothesepictures.Letstudentsanswerquickly.Thesesentencescanbechosen:Who’she/she?Ishe/she...?Doyoulikehim/her?Why?...3.Lead-in.Showtheteacher’spictureof“Let’stry”onpage7.(出示课件)T:Who’sshe?Doyouknow?Ss:Sorry!Idon’tknow.T:OK.Nowlet’shavealook.Step2:PresentationTeachingpurpose②训练听力技巧，感知新句型，为新知的学习做好铺垫。Teachingpurpose②训练听力技巧，感知新句型，为新知的学习做好铺垫。Askstudentstoreadthetopicrequirementof“Let’stry”andanswerthequestion:Who’sshe?Teachstudentstoreadtheword“Ms”andexplainthedifferenceamong“Ms,Mrs,Miss,Mr”.T:MsWangisanewteacher.Isshefunny?Isshequiet?Isshefriendly?...Idon’tknow.Let’slistenandtick.Teachingpurpose③新词的教学贯穿在情景中，词不离句，有助于学生的理解。采用任务型教学法，通过观看图片、视频以及精读，让学生对文本先整体感知，后细致了解，获取关键信息，完成对应的练习，从而全面、正确地理解文本。Playtherecordingandletstudentslistentoitandticktherightword.(Teachingpurpose③新词的教学贯穿在情景中，词不离句，有助于学生的理解。采用任务型教学法，通过观看图片、视频以及精读，让学生对文本先整体感知，后细致了解，获取关键信息，完成对应的练习，从而全面、正确地理解文本。2.Let’stalk.(1)Learn“...willbe...”③T:ZhangPenghasamusicteacher,anartteacher,ascienceteacher,anEnglishteacherandamathsteacherthisterm.Butwho’shisChineseteacher?IknowhisChineseteacherisanewteacher.Canyouguess?S1:...S2:MsWang?T:Yes.MsWangwillbehisnewChineseteacher.Writedown“willbe”ontheblackboard.Studentsreaditaftertheteacher.Explainthemeaningof“willbe”andgivesomesentencesforstudentstounderstand.Makemodelslikethese:We’reinGradeFivenowandwewillbeinGradeSix.Todayitiswindy,butitwillbesunnytomorrow.(2)Learnthedialogue.Showthepictureof“Let’stalk”onpage7onthePPT.(出示课件)T:MsWangwillbeourChineseteacher.ButIdon’tknowherwell.Look!ChenJieandJohnaretalkingaboutMsWang.Let’swatchthecartoonandchoosetheanswer.(课件出示:教材P7Let’stalk板块的视频)T:MsWangisChenJie’smother.TheanswerisA.SoChenJiemustknowherwell.Doyouwanttoknowherwell?Let’sgoandaskChenJie.Watchthecartoonagaincarefully.(出示课件)Thenunderlinethekeysentences.Afterstudentswatch,askthemtofillintheblanks.Studentsgivetheanswers:kind,strict.Explaintheword“sometimes”andgivesomesentencestohelpstudentsunderstand.Thesentencesarelikethese:SometimesIgotoschoolbybus.SometimesIgotoschoolbybike.Teachingpurpose④Teachingpurpose④本环节采用多种方式进行阅读，有助于加深学生对文本的理解，提高学生的阅读理解能力。让学生在语境中用正确的语音、语调及意群朗读对话，可以反复体会和落实核心句型的运用。Writedown“—What’sshelike?—She’skind.Sometimessheisstrict.”ontheblackboard.Studentsreadthemaftertheteacher.Askandanswerbetweenboysandgirls.Thenexchange.(3)Readandact.④①Readthetext.Playtherecording.(出示课件)Letstudentsreadafterit.Askstudentstopayattentiontothepronunciationandtheintonation.Thenstudentsreadtogether.Boysread,andgirlsread.Theycanhaveacompetition.Atlast,studentsreadfreely.②Pairwork.Letstudentspracticethedialoguewiththeirpartners.③Actout.Takeouttheheadwear.Asksomestudentstoactout.Tellthemtopayattentiontothepronunciationandtheintonation.Praiseandcorrectintime.Encouragemorestudentstoparticipatein.(4)Retellthedialogueof“Let’stalk”.StudentsretellthedialoguewiththehelpoftheteacherandthewritingontheblackboardTeachingpurpose⑤操练活动环环相扣，引导学生一步一步地巩固核心句型的运用。层层铺垫使学生能说、会说。小组合作能有效提高学生的兴趣，同时也能让学生感受到成功的喜悦，增强学生学习英语的自信。Teachingpurpose⑤操练活动环环相扣，引导学生一步一步地巩固核心句型的运用。层层铺垫使学生能说、会说。小组合作能有效提高学生的兴趣，同时也能让学生感受到成功的喜悦，增强学生学习英语的自信。1.Saymorewords.Askstudentstosaymorewordsthatcanbeusedtodescribecharacters,suchastall,short,young,funny,cute...Theycanhaveacompetitionbetweengroups.2.Groupwork.Showthepicturesof“Let’slearn”onpage5.（出示课件）Makeamodelwithastudentfirst:T:What’shelike?S1:He’sold.Theteacherasksandstudentsanswer.Thenaskingandansweringcanbedonebetweengroups.Thesesentencepatternscanbeused:—What’she/shelike?—He’s/She’s...3.Pairwork.Askstudentstotalkabouttheirteachersorfriendswithpartners.Showthethirdpartofpage7onthePPT.(课件出示:Let’stalk下方的活动板块)Letstudentsaskandanswerinpairs.4.Actout.Asksomestudentstoactout.Praisethemintimeiftheydoagoodjob.Step4:Consolidation&Extension⑥Teachingpurpose⑥Teachingpurpose⑥小组合作可以培养学生的团队精神。将所编的对话进行内化后用语篇输出，既能提高学生的综合语言运用能力，又能激发学生的学习兴趣。Dividestudentsintoseveralgroupsandgiveoutatasklistofdescribingpeopletoeverygroup.Letstudentsmakeupadialogueingroupsoffour.Leadstudentstodiscussandfinishthetask.Atlastchoosetwostudentsfromeachgrouptoactoutthedialogue.2.Describeyourteachersorfriends.Askstudentstodescribetheirteachersorfriendsaccordingtothedialoguesthattheyhavemadeupingroups.Makeamodel:MissWanwillbeourmusicteacher.Shehaslonghair.Sheisyoung.She’skind.Sometimessheisstrict.Ilikeher.▶板书设计▶作业设计1.Practicethedialogue.2.Talkaboutyournewteacherwithyourpartner.3.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.本课时以会话教学为中心，通过“快看、快答”，唤起学生对旧知的记忆。在情境中完成单词和核心句型的教学，做到词不离句。2.采用任务型教学法，层层递进，让学生一步步深入文本，获取关键信息，理解文本内容。3.操练活动形式多样，较好地激发了学生的学生兴趣，使核心句型在反复操练的过程中得到落实。4.利用小组合作创编对话，培养学生的团队精神，让学生感受到成功和自信，提高了学生的语言综合运用能力。5.板书线条清晰，结构性强，可以很好地辅助学生的语言输出。▶TeachingContentsLet’stry·Understandthedialogueandfinishthelisteningtask.Let’stalk·Understandthemainideaofthedialoguewiththehelpoftheteacherandthepicture.·Readthedialoguecorrectlyandfluentlyandactitout.·Usethetargetsentencepatternstoaskandanswerincontextproperly.·Understandthesentence“MsWangwillbeournewChineseteacher.”incontextandreaditcorrectly.▶TeachingPriorities·Beabletounderstandandmasterthekeywordsandsentencepatternsofthislesson.·Beabletousethetargetsentencepatternstoaskandanswerincontextproperly.▶TeachingDifficulties·Beabletotalkaboutcharacteristicsandappearancebyusingthesentencepatternsflexiblyinsituations.▶TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Revision&Lead-in1.Greetings.2.Lookandanswerquickly.Showtheteachers’picturesandask:Who’she/she?Ishe/she...?Doyoulikehim/her?Why?...3.Lead-in.Showthepictureandaskquestions.1.Greetings.2.Answerthequestionsaccordingtothepictures.3.Answerthequestions.Arousestudents’memoryfortheknowledgethattheyhavelearned.Stimulatestudents’learninginterest.Cultivatestudents’observationandlogicalthinkingabilities.Presentation1.Let’stry.Askstudentstoreadthetopicandansweraquestion.Explainthedifferenceamong“Ms,Mrs,Miss,Mr”.Playtherecording.Checktheanswer.Readthetopicandanswerthequestion.Knowthedifferenceamong“Ms,Mrs,Miss,Mr”.Listenandtick.Checktheanswerwiththeteacher.Trainstudents’listeningskills.Helpstudentsperceivethenewsentencepatterns.Prepareforthenextstudy.2.Let’stalk.(1)Teach“...willbe...”(2)Teachthedialogue.Explainthemeaningof“sometimes”.(3)Letstudentsreadandact.(4)Helpstudentsretellthedialogueof“Let’stalk”.(1)Learnthemeaningandtheusageof“willbe”.(2)Watchthecartoonandfinishtheexercises.Learnthemeaningof“sometimes”.(3)Readthedialogueinvariouswaysandactitout.(4)Retellthedialoguewiththehelpoftheteacherandthewritingontheblackboard.Helpstudentsunderstandthenewwordsincontextandperceivethetextbywatchingthecartoon.Thenhelpthemgetthekeyinformationbyreadingitcarefully.Makesurestudentsunderstandandreadthetextcorrectly.（续表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPractice1.Saymorewords.Askstudentstosaymorewordsaspossibleastheycan.2.Groupwork.Showthepictures.Makeamodel.3.Pairwork.4.Actout.Asksomestudentstoactout.Praisestudentsintimeiftheydoagoodjob.1.Saymorewordsofdescribingcharacters.2.Askandanswerbetweengroups.3.Askandanswerinpairs.4.Actoutinclass.Improvestudents’interesteffectivelythroughgroupactivities.Helpstudentsstrengthenthekeysentencepatternsthroughsomepractice.Enhancestudents’confidence.Consolidation&Extension1.Makeupadialogue.Dividestudentsintoseveralgroupsandgiveoutatasklisttoeverygroup.Askstudentstomakeadialogueandshowtheirdialogues.2.Describeyourteachersorfriends.Makeamodel.1.Workingroupsoffour.Discussandfinishthetasklist.Showtheirdialogues.2.Describetheteachersorthefriendsaccordingtothedialoguesthattheyhavemadeupingroups.Cultivatestudents’teamspirit.Developstudents’comprehensivelanguageusingabilitiesbyinternalizingthedialogue.Stimulatestudents’learninginterest.Homework1.Practicethedialogue.2.Talkaboutyournewteacherwithyourpartner.3.Dotheexercises.Unit1What’shelike?教学反思发现于生活，运用于生活。这是我对于这节阅读课最深的体会。文本是对机器人Robin从外形到技能描写的一片日记。在整个教学过程中又渗透了对人物品德的崇尚，并由生活中的人物引出话题，在学习完新内容之后又回到生活去运用这些句型。设计跟生活贴近的句子，创设与生活相关的情景。1、Pre-reading采用巧妙的导入方式，激发学生的阅读兴趣。良好的开端是成功的一半。导入的成功与否直接影响着阅读教学的效果。本节课的阅读材料对一个人物的描述，我结合以前学过的知识，在Pre-reading环节中设计了Guessinggame游戏，对自己身边的老师进行猜测，让学生懂得关心身边事物、关心他人。比如：身边的老师、自己的