Unit 1 What's he like？PartB（教案）-2024-2025学年人教PEP版英语五年级上册

Unit 1 What's he like？PartB教案——2024-2025学年人教版英语五年级上册 一、教学目标 知识目标 学生能够听、说、认读单词 “polite, shy, helpful, hard-working, clever”。 学生能够理解并运用句型 “Is he/she...? Yes, he/she is. / No, he/she isn't.” 来询问和描述人物性格特征。 能力目标 通过情景对话、小组讨论等活动，提升学生的英语口语表达和交流能力。 培养学生根据人物表现准确判断人物性格的能力，提高其观察力和分析能力。 情感目标 鼓励学生发现他人优点，培养学生尊重和欣赏他人的品质，体现教师的人文关怀。 增强学生学习英语的自信心和兴趣，营造积极向上的课堂氛围。 二、教学重难点 教学重点 掌握新单词的认读、拼写与运用。 熟练运用新句型进行人物性格的询问与回答。 教学难点 引导学生在真实语境中灵活运用所学句型进行有效交流。 帮助学生理解不同性格特征的含义，并能准确判断和描述。 三、教学方法 情境教学法、任务驱动法、合作学习法 四、教学过程 （一）Warming-up Greetings T: Good morning/afternoon, class. How are you today? Ss: Fine, thank you. And you? T: I'm great. Let's start our class with a chant. “The character chant.” (Chant about different character words learned before like “old, young, funny” to review and warm up.) Review T: Yesterday we learned some words to describe people. Let's review them. I will show you some pictures, and you tell me the words. (Show pictures of an old man, a young girl, a funny clown etc. and ask students to recall the words.) （二）Presentation New words learning T: Now, let's meet some new friends. Look at this picture. (Show a picture of a boy helping an old lady cross the street.) What is the boy doing? Ss: He is helping the old lady. T: Right. We can say he is helpful. (Write the word “helpful” on the board and teach its pronunciation, spelling and meaning. Explain that helpful people like to help others.) Then show pictures of a shy girl hiding behind her mother, a polite boy greeting the teacher, a hard-working student reading a book and a clever boy solving a math problem one by one and teach the new words “shy, polite, hard-working, clever” in the same way. Sentence pattern introduction T: We have learned these new words. Now, let's learn a new sentence pattern to ask about people's characters. “Is he/she...? Yes, he/she is. / No, he/she isn't.” For example, “Is he helpful? Yes, he is.” (Write the sentence pattern on the board and give more examples.) Pair work: Let students practice the sentence pattern in pairs. One student makes a sentence with a new word and the other answers. Walk around and check their pronunciation and sentence structure. （三）Practice Group discussion Divide the students into groups of five. Give each group a set of character cards with words like “polite, shy, helpful” written on them. Each student takes a card and describes the character on the card to the group without saying the word. The others in the group guess the word. For example, “This person always says ‘please’ and ‘thank you’. He is...” After the guessing game, ask each group to have a discussion about which character they think is the most important in a friend and why. Each group reports their discussion results to the class. Role-play Set up a classroom scene. Some students act as new students coming to the class, and the others act as classmates. The new students ask questions like “Is our English teacher polite? Is our monitor helpful?” and the classmates answer. This activity helps students practice the sentence pattern in a more real-life context. （四）Production Character description writing Let students write a short paragraph about a person they admire, describing the person's character using the new words and sentence patterns. They can write about a family member, a friend or a famous person. After writing, ask some students to read their paragraphs aloud. Encourage other students to give compliments and suggestions. For example, “I like your description of your friend. It makes me want to know him/her.” Emotional education and sharing T: We have talked a lot about different characters. Everyone has their own strengths and weaknesses. We should respect and appreciate others for who they are. In our class, we are all different, but we can support and learn from each other. Now, I want to ask you to share a time when someone's character impressed you. (Let students share their stories. It could be a time when a classmate helped them, or a teacher was very patient with them etc.) （五）Summary Review the new words and sentence patterns with the students. Ask students to summarize what they have learned in this class. 五、教学反思 通过本堂课的教学，学生在知识和能力方面都得到了较好的锻炼。在情感教育环节，学生分享了许多感人的故事，这有助于培养他们尊重和欣赏他人的品质。在今后的教学中，可以进一步拓展与性格相关的话题讨论，让学生有更深入的思考。同时，在小组活动中可以更加关注个别性格内向或学习有困难的学生，给予他们更多的引导和鼓励，充分体现教师的人文关怀，确保每个学生都能在课堂中有收获和成长。 学科网（北京）股份有限公司 $$