Unit 1 What's he like A learn第2课时（教案）-五年级英语上学期（人教PEP版）

人教版PEP三起教材 五 年级 英语 学科教案 授课时间 课时总序号 2 课 题 Unit 1 What's he like? A let’s learn& Ask and answer 主 备 人 组 长 签 字 备课时间 课 型 新课 课 时 2 教 学 目 标 · Let's learn： 1.学生能够听、说、读、写形容词“old, young, funny, kind, strict”。 2.学生能够在语境中熟练运用这五个单词询问并回答关于人物性格及外貌特征的问题。 3.学生能够多尊重和关心自己的老师，尊敬师长，体谅他人。 4.多了解传统节日带给我们背后的正能量，多了解历史以及现代著名的教师，并会用学过的词去形容教师。 教学重点 掌握单词、词组以及句型：old, young, funny, kind, strict ；“Who’s your art teacher？” 教学难点 学生能够使用本节课单词和句型在日常生活中流畅自然的与人交流。 教学准备 希沃课件、板书，磁贴，教材，同步练习册，任务单等。 板书 设计 教 学 过 程 二次备课 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Sing the song—Who’s your teacher? Play the video. (出示课件) Let students sing together with the music. 3.Revision：拼单词，组单词，看图选单词，单词分类 Step 2: Presentation 1. Play a game: The strongest memory. T: Boys and girls, we will have some new teachers this new term. Who are they? Do you want to know ? Show the picture of a music book on the PPT. (出示课件) Ask the question: What’s this? Lead students to answer: It’s a music book. Then show the picture of Mr Young and say: Mr Young is the music teacher. (出示课件) Introduce the art teacher Mr Jones, the science teacher Miss Green, the English teacher Miss White and the maths teacher Mr Li in the same way. At last show the picture of Mrs Smith on the PPT and say: She’s the head teacher. Lead students to know the meaning of “head teacher”. T: Do you remember our teachers? Now let me test your memory. Who has the strongest memory? Show the six pictures in the book on page 5. (出示课件) The teacher asks and students answer quickly. T: Who’s the art teacher? Ss: Mr Jones. T: Who’s the music teacher? … Choose the student who has the strongest memory and give him/her an award. Then explain the difference among “Mr, Miss, Mrs”. 2. Learn the new words “old, young”. T: Who’s Oliver’s music teacher? Ss: Mr Young. Show the picture of Mr Young. (出示课件) T: Good memory!(Point to the white hair.) Is he young? Ss: No, he isn’t. He’s old. Write down the word “old” on the blackboard and lead students to read like this: old, old, he’s old. Show the picture of Mr Jones. (出示课件) Lead students to compare Mr Jones with Mr Young. T: Mr Young is old. Is Mr Jones old, too? Ss: No, he isn’t. He’s young. Write down the word “young” on the blackboard. Teach it like this: young, young, he’s young. Let students try to write and read. Let students perceive the pronunciation of the letter “y” by reading the words “yes, yellow, you”. Explain that the word “young” is the antonym of the word “old”. Then show a picture of an old man and ask: Is he young? Students answer: No, he’s old. (出示课件) 3. Learn the new word “funny”. Show the picture of Miss Green. (出示课件) Then ask two questions: Who is she? Is she young? Ask students to answer the questions. Then say: And she’s funny. Write down the word “funny” on the blackboard and read: fun-ny, funny, funny, she’s funny. Let students try to spell it and perceive the pronunciation of the letter “y”. 4. Learn the new word “kind”. T: We have known Mr Young is old. Mr Jones is young. Miss Green is funny. Do you remember Miss White? How about Miss White? Show the picture of Miss White. (出示课件) Point to her smiling face and say: She’s kind. Then show another picture. (课件出示:一位不友好的男士图片) Say: He isn’t kind. Let students know the meaning of “kind”. Ask students to pay attention to the pronunciation of the letter “i”. Lead students to read like this: kind, kind, she’s kind. 5. Learn the new word “strict”. Show the pictures of Mr Li and Mrs Smith. (出示课件) T: Miss White is very kind. But Mr Li is very strict. Mrs Smith is strict, too. Say the first sentence with a smiling face. Say the second sentence with staring and stomping. Say the third sentence with a strict expression. Write down the word “strict” on the blackboard. Spell it slowly. Lead students to learn the pronunciation of “str-” from the word “strong”. 6. Pair work. Show the part of “Let’s learn” on page 5. (出示课件) First, let students listen to the recording and read after it. (课件出示:教材P5 Let’s learn板块的音频) Ask students to pay attention to the pronunciation and the intonation. Then ask students to imitate Oliver and Zhang Peng to ask and answer with their partners. At last choose some students to act out.适当拓展练习，小组合作不断优化，使效果更佳凸显。 律动和歌谣是最能让课堂活跃起来的一枚钥匙，老师适当的创新，孩子也能不断的激发学习兴趣，不断探索是孩子的天性，拒绝死板教学。 Step 3: Practice 1. Can you do? Show five pictures of different expressions and the five new words. (出示课件) Explain the rules of the game: If the picture matches the word, make a smiling face; if the picture doesn’t match the word, make a sad face. 2. Make a chant. Show a chant. First, students read the chant after the teacher. Then chant together. At last boys and girls can have a competition with some actions and expressions. … 3. Can you guess?⑦ Show some sentences and pictures with covers. Let students guess who he/she is by asking and answering. (出示课件) The following methods can be used: The teacher asks and students answer; Group One asks and Group Two answers; Boys ask and girls answer. Praise the students who are right. Step 4: Consolidation & Extension⑧ 1. Ask and answer. Show the picture of Mrs Smith and some sentences. (出示课件) (1)Make a model. Point to Mrs Smith and ask: Who’s Mrs Smith? Help students answer: She’s the head teacher. She’s tall. She’s strict. We all like her. (2)Pair work. Replace the picture of Mrs Smith with some photos of teachers whom students know well. Let students imitate to ask and answer with their partners. (3)Act out. Ask some students to act out. Encourage students to describe their teachers with more words. 2. Emotional education. Let students know that teachers teach them knowledge and they should always respect their teachers as much as they respect their parents. 作业设计 1. Listen to the recording of “Let’s learn” and read after it. 2. Talk about your new teachers with your partner. 3. Do the exercises. (见同步练习册) 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,让学生具有家国情怀。 4.板书简洁清晰，重点突出，有效地辅助了课堂教学。 · 本节课我将采用的评价语： Your voice is so beautiful! You are wonderful! Amazing ! You got it! Good job! Be confident 歌曲热身，借用歌曲引出本节课主题，复习上节课功能句型，增加律动节拍和各种轻松愉快的游戏去回想上节内容。 新课导入：通过介绍新老师，先让学生猜性别，猜长相，猜学科，然后老师揭晓答案，结合图片 导学生学习新单词。 通过发音，让孩子自己补全单词。学生占主导，老师是辅助。 单词教授拒绝枯燥领读和跟读，让孩子不断发现单词的记忆规律，这样在背诵和默写的过程会更提起兴趣和竞争意思。 原创精品资源学科网独家享有版权，侵权必究！6 学科网（北京）股份有限公司 $$