人教PEP版五年級(jí)上冊(cè)英語(yǔ)Unit 1 Whats he like單元整體教學(xué)設(shè)計(jì)（教案）

第第頁(yè)人教PEP版五年級(jí)上冊(cè)英語(yǔ)Unit1What’shelike?單元整體教學(xué)設(shè)計(jì)主備人輔備人上課時(shí)間課時(shí)6審核人單元主題What’shelike?單元子主題及課時(shí)安排學(xué)情分析（知識(shí)基礎(chǔ)、認(rèn)知特點(diǎn)、生活經(jīng)驗(yàn)）在心理特征上，五年級(jí)的學(xué)生活潑好動(dòng)、對(duì)新話題充滿興趣，喜歡表現(xiàn)自我勇于挑戰(zhàn)；在知識(shí)上，五年級(jí)的學(xué)生已有了四年的英語(yǔ)學(xué)習(xí)基礎(chǔ)，已經(jīng)具備一定的英語(yǔ)學(xué)習(xí)能力，較好的聽(tīng)、說(shuō)、讀、寫(xiě)英語(yǔ)的習(xí)慣已基本養(yǎng)成。他們生性活潑好動(dòng)，好奇心強(qiáng)，模仿力強(qiáng)，對(duì)新事物有著強(qiáng)烈的好奇心，探索知識(shí)的欲望很強(qiáng)烈。同時(shí)，五年級(jí)學(xué)生即將步入六年級(jí)，制作合理的成長(zhǎng)規(guī)劃有助于培養(yǎng)學(xué)生正確人生觀價(jià)值觀的形成。而且，他們已有較強(qiáng)的個(gè)人榮譽(yù)感，他們渴望得到老師和同伴的認(rèn)可。本單元主題是帶領(lǐng)Oliver認(rèn)識(shí)老師和同學(xué)該主題屬于“人與自我”和“人與社會(huì)”范疇，涉及“學(xué)校生活與個(gè)人感受”和“同伴交往，相互尊重，友好互助”。單元教材分析圍繞單元主題，深挖各課時(shí)話題，在單元大任務(wù)的統(tǒng)領(lǐng)下，劃分成6個(gè)板塊。第1板塊PartALet'stalk話題What'syourteacher(Mr.LiMr.Young,MissWhitelike?意義Differentteachers,differentsubjects,sameeducation.第2板塊PartALet'slearn話題Teacher'sinformation意義Knowmoreabouttheteachers.第3板塊PartBLet'stalk話題MsWang’scharacter;Yourfriendscharacter意義Amotherteacher.Ateachermother.第4板塊PartBLet'slearn話題Thecharacteroftheclassmates意義Differentclassmates,goodfriends.第5板塊PartBReadandwrite話題What'sRobinlike?意義Agoodfriendcanbebothhelpfulandstrict.第6板塊PartCStorytime話題OurNewPETeacher意義Don'tjudgepeoplebytheirappearances.本單元以老師的性格特征為主線，重點(diǎn)學(xué)習(xí)描述人物性格特征的詞匯和句型。整單元圍繞人物的性格特征展開(kāi)一系列話題，幫助學(xué)生知道怎樣形容親人、朋友或自己喜歡的人的外形，并懂得熱愛(ài)自己和身邊的人。用英語(yǔ)描述他人是小學(xué)生喜歡做的事情，描述自己喜歡的老師、朋友或明星，更能激起他們開(kāi)口說(shuō)英語(yǔ)的欲望。教學(xué)時(shí)可以讓學(xué)生通過(guò)完成各種任務(wù)型活動(dòng)來(lái)感知新的語(yǔ)言點(diǎn)，減輕教學(xué)難度。單元總目標(biāo)在本單元學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠：1.掌握A、B部分“Let'slearn”，“Let'stalk中的詞匯和句子。2.能正確地詢問(wèn)和回答各科老師的性格特征，如“What'syourmathsteacherlike?”,“Ishefunny?”,“Yes,heis.”,“No,heisn't.”3.能順利完成本單元的聽(tīng)力、對(duì)話、表演、寫(xiě)作、連線、填空等任務(wù)。4.能讀懂“Storytime”部分的趣味故事。5.能聽(tīng)懂，會(huì)唱歌曲“Who'syourteacher?”。6.復(fù)習(xí)元音字母在單詞中的發(fā)音，培養(yǎng)學(xué)生對(duì)英語(yǔ)單詞發(fā)音的語(yǔ)感。7.激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，幫助學(xué)生樹(shù)立學(xué)好英語(yǔ)的信心，逐步培養(yǎng)學(xué)生自主學(xué)習(xí)、合作學(xué)習(xí)的能力和欲望。8.培養(yǎng)學(xué)生尊敬、熱愛(ài)老師的情感，提高學(xué)生在與人相處時(shí)準(zhǔn)確判斷他人性格特征的意識(shí)和能力。9.培養(yǎng)學(xué)生樂(lè)于助人、努力學(xué)習(xí)的美好品德。第1課時(shí)課時(shí)內(nèi)容PartALet’stry&Let’stalk上課時(shí)間審核人教材分析[What]主題意義和主要內(nèi)容本課時(shí)是小學(xué)英語(yǔ)教科書(shū)五年級(jí)上冊(cè)的第一單元第一課時(shí)，圍繞“what’shelike?"這個(gè)話題展開(kāi)內(nèi)容。包括Let’stryLet’stalk和Role-play三個(gè)板塊。Let’stry是聽(tīng)力訓(xùn)練，是為L(zhǎng)et’stalk部分做鋪墊的。Let’stalk是圍繞本單元的總話題“What’shelike?”展開(kāi)的第一個(gè)對(duì)話場(chǎng)景，即吳斌斌與Oliver談?wù)撚嘘P(guān)他們的音樂(lè)老師楊先生外貌及性格特征的對(duì)話，呈現(xiàn)了Whois…?/Ishe/she…?的句型，通過(guò)吳斌斌向Oliver介紹認(rèn)識(shí)楊先生的有關(guān)情況，Oliver了解到楊先生是一位滑稽幽默年老的音樂(lè)老師，引導(dǎo)學(xué)生通過(guò)積極地詢問(wèn)，會(huì)得到很多意想不到的信息。Talkaboutyourteachers是為專項(xiàng)訓(xùn)問(wèn)答練句型[How]文本結(jié)構(gòu)和語(yǔ)言修辭本課時(shí)是整個(gè)單元的首課時(shí)，在本單元中起引領(lǐng)與鋪墊作用，重點(diǎn)掌握Whois…?/Ishe/she…?的問(wèn)答句型和一些常用形容詞。對(duì)話中呈現(xiàn)了一個(gè)特殊疑問(wèn)句的問(wèn)答形式，以及兩個(gè)is開(kāi)頭的一般疑問(wèn)句及其肯定、否定回答方式，加深了學(xué)生對(duì)該句型的認(rèn)知度，接下來(lái)又呈現(xiàn)了七個(gè)描述人物外貌及性格特征的形容詞，學(xué)生們二人一組，針對(duì)自己的任課老師進(jìn)行問(wèn)答練習(xí)活動(dòng)，從而達(dá)到熟練運(yùn)用句型Who’syour….?/Ishe/she…?進(jìn)行相互交流，更加深入了解對(duì)方對(duì)老師的認(rèn)知情況，加深了對(duì)老師的尊敬與崇拜。教學(xué)目標(biāo)1.學(xué)生能夠理解和掌握本課時(shí)重點(diǎn)單詞和句型。2.學(xué)生能夠在情景中運(yùn)用句型“—Isheyoung/funny?—Yes,heis./No,heisn’t.”詢問(wèn)并回答某人的性格和外貌特征。3.學(xué)生能夠靈活運(yùn)用所學(xué)句型在情景中談?wù)撊宋锏男愿窈屯饷蔡卣鳎瑢?shí)現(xiàn)語(yǔ)言輸出。教學(xué)重難點(diǎn)重點(diǎn)：學(xué)生能讀懂并理解整篇對(duì)話的大意,在語(yǔ)境中運(yùn)用Who’she?He’smy…難點(diǎn)：能夠理解書(shū)上重點(diǎn)句子，如:He’syoung/old/strict...教具準(zhǔn)備PPT課件、課文錄音、視頻、卡片、照片、人物頭飾等。教學(xué)過(guò)程個(gè)性修改Step1:Warm-up1.Greetings.2.Singthesong—Who’syourteacher?（出示課件）3.Lead-in.T:It’sanewtermnow.Doyourememberyourclassmates?(QuickFlash)Showsomepicturesofthecharactersinthetextbookonebyone.(出示課件)Thentalkaboutthemwithstudentslikethis:T:Doyouknowhim/her?Ss:Yes!T:Whoishe/she?Ss:He’s…/She’s…Writedowntheword“know”intime.Leadstudentstoreadit:know—know—Doyouknow?—Iknow.AtlastshowthepictureofOliverandask:Doyouknowhim?Helpstudentsanswer.Ss:No,Idon’t.T:Who’she?Let’swatchthevideo.(課件出示:Unit1主情景圖視頻)T:Nowdoyouknowtheboy?Ss:Yes!He’sOliver./HisnameisOliver.T:You’reright.Inthisterm,wewillhaveanewclassmate.HisnameisOliver.Let’ssayhellotoOliver.Ss:Hello,Oliver！Step2:Presentation1.Let’stry.T:WuBinbinandOliverseeMr.Li.Herearethreepictures.(出示課件)WhoisMr.Li?Canyouguess?Ss:…T:Really?Oliverisanewclassmate.Sohedoesn’tknowhisteachers.Let’slistenandtick.Andyoucancheckwhatyouguess.Playtherecordingof“Let’stry”.(出示課件)Letstudentslistentotherecording,graspthekeyinformation,andthenfindtheanswer.Checktheanswerwithstudents.Accordingtotherightpicture,asklikethis:T:Ishestrong?Ss:Yes,heis.T:Isheagoodbasketballplayer?(withsomeactions)Ss:Yes,heis.T:Goodjob!Andsometimesheisstrict.(withsomeexpressions)(課件出示:教材P4Let’stry板塊的聽(tīng)力材料)2.Let’stalk.(1)Teachsomenewwords.Showapictureofayoungteacherwhostudentsknowverywell.T:Doyouknowhim/her?Ss:Yes.T:Whoishe/she?Ss:He/Sheis…T:Yes,he/sheisourChinese/maths/…teacher,Mr./MissX.Emphasizetheword“our”withsomeactions.Helpstudentsreaditandunderstanditsmeaning:our—our—ourteacher—ourclassroom—ourfriends.Writeitdownontheblackboard.ShowthepictureofMr.YoungonthePPT.(出示課件)Pointtoitandask:Doyouknowhim?Ss:No,Idon’tknow.T:He’sMr.Young.Askstudentstoreaditthreetimes:young—young—Mr.Young.T:(Pointtohiswhitehair.)Isheold?Ss:Yes,heis.T:(PointtoMr/MissX.)Ishe/sheold?Ss:No,he/sheisn’t.Helpstudentsanswerslowly:He/Sheisyoung.Writedowntheword“young”ontheblackboard.Thenteach:young—young—She’syoung.He’syoung.(Showsomepicturesofyoungstudents.)(出示課件)Leadstudentstocomparetheformsof“young”in“MrYoung”and“He’syoung.”Helpstudentsfindoutthedifferenceandunderstandtheirmeanings.T:Mr.Youngisold.Andhe’sveryfunny.Showawordcardof“funny”.Readitandhelpstudentsunderstanditsmeaning.T:fun-ny—fun-ny—funny.He’sfunny.She’sfunny.(Showsomepicturesoffunnystudents.)(出示課件)AndIlikefunnyteachers.(2)Teachthedialogue.T:WuBinbinandOliveraretalkingaboutMr.Youngnow.Let’swatchthecartoonandreadthedialogueafterit.TrytoknowmoreaboutMr.Young.Playthecartoonof“Let’stalk”.(出示課件)Letstudentsreadafterit.Askstudentstoreadthedialogueagainandanswerthefollowingquestions:①WhoisMr.Young?②Isheyoung?③Ishefunny?Checktheanswerswithstudents.LeadstudentstomakeanintroductionofMr.Youngaccordingtotheanswerslikethis:Mr.YoungisWuBinbinandOliver’smusicteacher.Heisn’tyoung.He’sold.Andhe’sfunny.(3)Readandact.①Playthecartoonagain.(出示課件)Letstudentsreadafteritandtrytoimitatetheintonationandthepronunciationoftherecording.Thenaskstudentstoreadtogether.Atlastaskstudentstoreadfreely.②Letstudentsactoutthedialogueinpairs.Severalminuteslater,takeoutsomeheadwearandasksomestudentstoactout.③Choosethebestperformerswithstudentsandgiveawards.(4)Retellthedialogueaccordingtotheblackboard.Makeamodelfirstandthenleadstudentstoretell.Step3:Practice1.Sharpeyes.Showthewords“tall,friendly,quiet,funny,young,old”onthePPT.（出示課件）Letstudentsreadthemoutquickly2.Talkaboutyourclassmatesandteachers.(1)Iaskandyouanswer.Choosethreepicturesofstudentsintheclass.Askandansweraccordingtothesepictures.T:Who’she/she?Ss:He’s/She’s…T:Ishe/shefunny/young/old?Ss:Yes,he/sheis./No,he/sheisn’t.(2)Pairwork.Showsomephotosofstudents’teachersonebyone.T:Doyouknowhim/her?Ss:Yes,he/sheisour…teacher.T:Canyoutalkaboutyourteachers?Ss:…Showthepartof“Talkaboutyourteachers.”onPage4.Providesomesentencespatterns“Who’syour…teacher?”“—Isshe/he…?—Yes,she/heis./No,she/heisn’t.”(出示課件)Letstudentsaskandanswerwiththeirpartners.(3)Showtime.Asksomestudentstoactoutandencouragemorestudentstoparticipatein.(4)Showtime.Step4:ExtensionMakeadialogue.(1)Makeamodel.T:(Drawapictureontheblackboard.)Doyouknow…?Ss:No,Idon’t.Whoishe/she?T:He’s/She’smyfather/friend/grandpa/uncle/sister…Ss:Ishe/she…?T:Yes,he/sheis./No,he/sheisn’t.Ilikehim/her.(2)Lookandsay.Askeachstudenttodrawapicture.Thenletthemimitatetotalkaboutitwiththeirpartners.(3)Showtime.Asksomestudentstoshowtheirdialoguesandencouragemorestudentstoparticipatein.Step5:Sum-upLet’smakeasummary.“—Isheyoung/funny?—Yes,heis./No,heisn’t.”作業(yè)1.Practicethedialogue.2.Dotheexercises.3.Introduceyourteacherforyourparents.板書(shū)設(shè)計(jì)教學(xué)反思第2課時(shí)課時(shí)內(nèi)容PartALet’slearn&Askandanswer上課時(shí)間審核人教材分析本課時(shí)的重要話題是形容詞的使用。教材通過(guò)張鵬向新同學(xué)Oliver介紹，各位任課教師的情景呈現(xiàn)了單詞的詞形和意義，讓學(xué)生感知如何形容人物特點(diǎn)。本課時(shí)學(xué)習(xí)的單詞是old,young,funny,kind,strict五個(gè)描述人物年齡和性格特征的形容詞。學(xué)生在四年級(jí)下冊(cè)學(xué)習(xí)了不同科目的英語(yǔ)單詞，從而為本課時(shí)的學(xué)習(xí)奠定知識(shí)基礎(chǔ)。教學(xué)目標(biāo)聽(tīng)、說(shuō)、讀、寫(xiě)五個(gè)描述人物性格及外貌特征的形容詞“old,young,funny,kind,strict”在語(yǔ)境中熟練運(yùn)用這五個(gè)單詞詢問(wèn)并回答關(guān)于人物性格及外貌特征的問(wèn)題。3.根據(jù)圖片提示或?qū)嶋H情況運(yùn)用Let’slearn板塊的單詞和句型。教學(xué)重難點(diǎn)重點(diǎn)：能夠聽(tīng)、說(shuō)、讀、寫(xiě)并熟練運(yùn)用五個(gè)描述人物性格及外貌特征的單詞“old,young,funny,kind,strict”。難點(diǎn)：strict的發(fā)音。教具準(zhǔn)備PPT課件、課文錄音、視頻等。教學(xué)過(guò)程個(gè)性修改Step1:Warm-up1.Greetings.2.Singthesong—Who’syourteacher?Playthevideo.(出示課件)Letstudentssingtogetherwiththemusic.Step2:Presentation1.Playagame:Thestrongestmemory.T:Boysandgirls,wewillhavesomenewteachersthisnewterm.Whoarethey?Doyouwanttoknow?ShowthepictureofamusicbookonthePPT.(出示課件)Askthequestion:What’sthis?Leadstudentstoanswer:It’samusicbook.ThenshowthepictureofMr.Youngandsay:Mr.Youngisthemusicteacher.(出示課件)IntroducetheartteacherMr.Jones,thescienceteacherMissGreen,theEnglishteacherMissWhiteandthemathsteacherMr.Liinthesameway.AtlastshowthepictureofMrs.SmithonthePPTandsay:She’stheheadteacher.Leadstudentstoknowthemeaningof“headteacher”.T:Doyourememberourteachers?Nowletmetestyourmemory.Whohasthestrongestmemory?Showthesixpicturesinthebookonpage5.(出示課件)Theteacherasksandstudentsanswerquickly.T:Who’stheartteacher?Ss:Mr.Jones.T:Who’sthemusicteacher?…Choosethestudentwhohasthestrongestmemoryandgivehim/heranaward.Thenexplainthedifferenceamong“Mr.,Miss,Mrs.”.2.Learnthenewwords“old,young”.T:Who’sOliver’smusicteacher?Ss:Mr.Young.ShowthepictureofMr.Young.(出示課件)T:Goodmemory!(Pointtothewhitehair.)Isheyoung?Ss:No,heisn’t.He’sold.Writedowntheword“old”ontheblackboardandleadstudentstoreadlikethis:old,old,he’sold.ShowthepictureofMr.Jones.(出示課件)LeadstudentstocompareMr.JoneswithMr.Young.T:Mr.Youngisold.IsMr.Jonesold,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.(出示課件)Playagametopracticethetwowordsbetweengroups.Onegroupsays:old.Theotheronesays:young.Thenexchange.Atlastaskstudentstofillintheblanks.3.Learnthenewword“funny”.ShowthepictureofMissGreen.(出示課件)Thenasktwoquestions:Whoisshe?Issheyoung?Askstudentstoanswerthequestions.Thensay:Andshe’sfunny.Writedowntheword“funny”ontheblackboardandread:fun-ny,funny,funny,she’sfunny.Letstudentstrytospellitandperceivethepronunciationoftheletter“y”.Showtwopictures.Oneisamaleclownandtheotheroneisafunnygirl.(出示課件)Saythesentenceswithstudents:He’sfunny.She’sfunny.Askstudentstomakefunnyfaces.Lettheyreadthewordloudlyatthesametime.Atlastaskstudentstofillintheblanks.4.Learnthenewword“kind”.T:WehaveknownMr.Youngisold.Mr.Jonesisyoung.MissGreenisfunny.DoyourememberMissWhite?HowaboutMissWhite?ShowthepictureofMissWhite.(出示課件)Pointtohersmilingfaceandsay:She’skind.Thenshowanotherpicture.(課件出示:一位不友好的男士圖片)Say:Heisn’tkind.Letstudentsknowthemeaningof“kind”.Askstudentstopayattentiontothepronunciationoftheletter“i”.Leadstudentstoreadlikethis:kind,kind,she’skind.Askthemtowriteitwiththeirfingersatthesametime.Letstudentspracticeitbetweenboysandgirls.Askstudentstofillintheblanks.5.Learnthenewword“strict”.ShowthepicturesofMr.LiandMrs.Smith.(出示課件)T:MissWhiteisverykind.ButMr.Liisverystrict.Mrs.Smithisstrict,too.Saythefirstsentencewithasmilingface.Saythesecondsentencewithstaringandstomping.Saythethirdsentencewithastrictexpression.Writedowntheword“strict”ontheblackboard.Spellitslowly.Leadstudentstolearnthepronunciationof“str-”fromtheword“strong”.Askstudentstopayattentiontothepronunciationoftheletter“i”.Studentsreadaftertheteacherseveraltimes.Thenstudentsreaditonebyoneandpracticeitinsentences.TheteacherpointstoMr.LiandMrs.Smithandasks:Ishe/shestrict?Studentsanswer:Yes,he/sheis.Atlaststudentsfillintheblanks.6.Pairwork.Showthepartof“Let’slearn”onpage5.(出示課件)First,letstudentslistentotherecordingandreadafterit.(課件出示:教材P5Let’slearn板塊的音頻)Askstudentstopayattentiontothepronunciationandtheintonation.ThenaskstudentstoimitateOliverandZhangPengtoaskandanswerwiththeirpartners.Atlastchoosesomestudentstoactout.Step3:Practice1.Canyoudo?Showfivepicturesofdifferentexpressionsandthefivenewwords.(出示課件)Explaintherulesofthegame:Ifthepicturematchestheword,makeasmilingface;ifthepicturedoesn’tmatchtheword,makeasadface.2.Makeachant.Showachant.First,studentsreadthechantaftertheteacher.Thenchanttogether.Atlastboysandgirlscanhaveacompetitionwithsomeactionsandexpressions.…3.Canyouguess?Showsomesentencesandpictureswithcovers.Letstudentsguesswhohe/sheisbyaskingandanswering.(出示課件)Thefollowingmethodscanbeused:Theteacherasksandstudentsanswer;GroupOneasksandGroupTwoanswers;Boysaskandgirlsanswer.Praisethestudentswhoareright.Step4:Extension1.Askandanswer.ShowthepictureofMrs.Smithandsomesentences.(出示課件)(1)Makeamodel.PointtoMrs.Smithandask:Who’sMrs.Smith?Helpstudentsanswer:She’stheheadteacher.She’stall.She’sstrict.Wealllikeher.(2)Pairwork.ReplacethepictureofMrs.Smithwithsomephotosofteacherswhomstudentsknowwell.Letstudentsimitatetoaskandanswerwiththeirpartners.(3)Actout.Asksomestudentstoactout.Encouragestudentstodescribetheirteacherswithmorewords.2.Emotionaleducation.Letstudentsknowthatteachersteachthemknowledgeandtheyshouldalwaysrespecttheirteachersasmuchastheyrespecttheirparents.Step5:Sum-upLet’smakeasummary.作業(yè)1.Listentotherecordingof“Let’slearn”andreadafterit.2.Talkaboutyournewteacherswithyourpartner.3.Dotheexercises.板書(shū)設(shè)計(jì)教學(xué)反思第3課時(shí)課時(shí)內(nèi)容PartALet’sspell上課時(shí)間審核人教材分析Let'sspell板塊分為Read,listenandchant;Listennumberandsay以及Listen,writeandsay三部分。部分呈現(xiàn)了字母y在詞尾發(fā)音/i/音的發(fā)音規(guī)則；第二部分通過(guò)聽(tīng)力活動(dòng)幫助學(xué)生進(jìn)一步感知并鞏固y在詞尾的發(fā)音，并通過(guò)剛剛學(xué)過(guò)的語(yǔ)音知識(shí)，辨認(rèn)和朗讀符合發(fā)音規(guī)則的單詞；第三部分則通過(guò)聽(tīng)句子寫(xiě)單詞活動(dòng)，幫助學(xué)生綜合運(yùn)用自然拼讀法拼寫(xiě)單詞，并通過(guò)抄寫(xiě)句子的活動(dòng)培養(yǎng)學(xué)生在單線上寫(xiě)句子的能力和良好的書(shū)寫(xiě)習(xí)慣。五年級(jí)的學(xué)生對(duì)自然拼讀法以及有一定程度的了解，對(duì)于y的輔音發(fā)音也有過(guò)接觸，而且學(xué)習(xí)過(guò)一些它在詞尾發(fā)元音/i/的單詞，如sunny，cloudy，snowy，funny等等，教師在教學(xué)中可適當(dāng)引導(dǎo)學(xué)生比較y這兩種發(fā)音，并觀察它在發(fā)兩個(gè)不同音時(shí)在單詞中的位置，從而了解字母y的發(fā)音規(guī)則。教學(xué)目標(biāo)1.通過(guò)聽(tīng)例詞發(fā)音，觀察例詞結(jié)構(gòu)中共有的特征，學(xué)習(xí)字母y在詞尾發(fā)/i/的規(guī)律。2.跟著錄音說(shuō)唱歌謠，強(qiáng)化記憶y的發(fā)音規(guī)則。3.根據(jù)y的發(fā)音規(guī)則讀出新單詞。4.聽(tīng)錄音為單詞標(biāo)序號(hào)，鞏固學(xué)習(xí)y和其他已學(xué)字母或字母組合的音—形對(duì)應(yīng)關(guān)系。5.通過(guò)看圖、聽(tīng)錄音、寫(xiě)單詞活動(dòng)學(xué)習(xí)根據(jù)發(fā)音規(guī)則拼寫(xiě)單詞，并按照正確的書(shū)寫(xiě)規(guī)則在單線上抄寫(xiě)句子。教學(xué)重難點(diǎn)重點(diǎn)：學(xué)生能夠了解字母y在單詞詞尾的發(fā)音規(guī)則，能讀準(zhǔn)Let’sspell”板塊的例詞，完成本部分的練習(xí)。難點(diǎn)：學(xué)生能夠自主發(fā)現(xiàn)并總結(jié)字母y的發(fā)音規(guī)則，并根據(jù)發(fā)音規(guī)則拼讀、拼寫(xiě)新單詞。教具準(zhǔn)備PPT課件、課文錄音、視頻、卡片等。教學(xué)過(guò)程個(gè)性修改Step1:Warm-up1.Greetings.2.Freetalk.Showapictureofafunnyteacherwiththename“Cindy”first.(出示課件)Thenaskstudentstoanswersomequestionsaccordingtothepicture.ThefollowingsentencescanbeshowedbesidethepictureonthePPT.T:Who’sthisteacher?Ss:Cindy.T:Isshefunny?Ss:Yes,sheis.Thenshowapictureofahappybabywiththesewords:Cindy’sbaby.(出示課件)Pointtothepictureandask.T:Who’she?Ss:He’sCindy’sbaby.T:Ishehappy?Ss:Yes,heis.Step2:Presentation1.Observeandfind.Makeallthewordsdisappearexceptthesewords“Cindy,funny,baby,happy”.(出示課件)Askstudentstoobservethesewordsandanswerthequestion:Whatcanyoufind?Ss:Theyhavethesameletter“y”.T:Sogreat!Showdifferentcoloursontheletter“y”ofeveryword.Askstudentstoreadthesewordscarefullyandanswerthequestion:What’sthesoundoftheletter“y”ineveryword?Letstudentsreadthesewordsandperceivethesound/i/oftheletter“y”.Helpstudentstosumup:Theletter“y”hasthe/i/soundinthesewords.2.Read,listenandchant.(1)Showthepicturesof“Read,listenandchant”onebyonewiththerecordingofthewords.(出示課件)Letstudentsreadaftertherecording.Payattentiontothesoundoftheredletter“y”ineveryword.(2)Readthesewordslikethis:ba-by,baby;win-dy,windy…Askstudentstotrytoimitate.Letstudentspracticethesoundoftheletter“y”inthesewords.(3)Explainthepronunciationmethodof/i/.Helpstudentsknow/i/throughthevideoonteachingofphoneticsymbols.(theBBCvideoonteachingofphoneticsymbols)(4)Showsomewords“heavy,study,busy,carry,cloudy,foggy,rainy,friendly,lovely,carefully,twenty,thirty,forty”.（出示課件）Letstudentstrytoreadthem.(5)Playtherecordingofthechant.(出示課件)Letstudentslistentoitandfindoutthewordsthathavethesound/i/.(6)ShowthechantonthePPT.(出示課件)Letstudentslistentoitagain.Asksomestudentstosayoutthewordswiththeletter“y”thatsounds/i/inthechant.(7)Playthechant.Letstudentschantafterit.Afterreadingtogether,askstudentstopracticeitbetweenboysandgirls.Boyssayasentenceandgirlssayasentence.Thentheycanexchange.(課件出示:教材P6Read,listenandchant的聽(tīng)力材料)Step3:Practice1.Listen,numberandsay.(1)Askstudentstoreadthetopicandunderstandtheintention.(2)Playtherecordingandletstudentsnumber.(出示課件)(3)Playtherecordingagain.Thenchecktheanswers.（出示課件）(4)Leadstudentstoreadlikethis:can-dy,candy;par-ty,party…Thenletstudentsreadallthesewordstogether.(5)Playagame:Isayandyousay.Theteachersaysthenumberandstudentssaythecorrespondingwordaccordingtotheanswer.ThenS1saysthenumberandS2saysthecorrespondingword.2.Listen,writeandsay.(1)Lookandsay.Showsomepictures.Leadstudentstosaysentencesaccordingtothepictures.Oneormorewordswiththeletter“y”canbeinthesentences.Makeamodel.Thesesentencescanbeused:I’msorry.It’ssunny/cloudy.Theygototheparty.Ilikecandy.Thefamilyishappy.(2)Askstudentstoobservethepicturesofthethirdpartof“Let’sspell”onpage6.Leadthemtotalkaboutthepicturesandpredicttheanswers.(3)Playtherecording.(出示課件)Letstudentslistentotherecordingandtrytowritedowntheanswers.(4)Playtherecordingagainandchecktheanswerswithstudents.(出示課件)Thenaskstudentstoreadthesentencestogether.(5)Askstudentstochooseonesentencefromaboveandwriteitdown.Askstudentstowriteinastandardway.Step4:Extension1.Readandjudge.Showthewords“baby,happy,sunny,sorry,windy”onthePPT.（出示課件）Letstudentsreadthesewordsandpayattentiontothepronunciationoftheletter“y”inthesewords.Writedownthesound/i/ontheblackboard.T:Yes!Youareright.Writedowntheword“yes”ontheblackboardandsay:Ithastheletter“y”,too.Doesitsound/i/,too?Leadstudentstoreadthewordandgettheconclusion:Itsounds/j/.Showotherwords“young,yellow,yoyo…”（出示課件）Letstudentsreadthemandjudgethesoundoftheletter“y”.Writedownthesound/j/ontheblackboard.2.Lookandsay.ShowapictureonthePPT.Inthepicture,aboyisflyingakite.(出示課件)Say:Look,mybrotherisflyingakite.Expandthewords“my,fly”.Askstudentstoreadthemandfindoutthesoundoftheletter“y”.Showmorewords“sky,shy…”Writedownthesound/a?/ontheblackboard.Step5:Sum-upHelpstudentstosumupthepronunciationrulesoftheletter“y”indifferentwords.作業(yè)1.Readthewordsof“Let’sspell”.2.Dotheexercises.板書(shū)設(shè)計(jì)教學(xué)反思第5課時(shí)課時(shí)內(nèi)容PartBLet’slearn&Matchandsay上課時(shí)間審核人教材分析教學(xué)目標(biāo)1.學(xué)生能夠聽(tīng)、說(shuō)、讀、寫(xiě)單詞“polite,helpful,hard-working,clever,shy”。2.學(xué)生能夠在語(yǔ)境中正確運(yùn)用這五個(gè)單詞描述人物性格或品質(zhì)特征。3.學(xué)生能夠完成教材中Matchandsay板塊的圖文連線活動(dòng)，并根據(jù)連線結(jié)果展開(kāi)問(wèn)答。教學(xué)重難點(diǎn)1.學(xué)生能夠聽(tīng)、說(shuō)、讀、寫(xiě)單詞“polite,helpful,hard-working,clever,shy”。2.學(xué)生能夠在語(yǔ)境中運(yùn)用這五個(gè)單詞描述人物性格或品質(zhì)特征。教具準(zhǔn)備PPT課件、課文錄音、視頻、卡片等。教學(xué)過(guò)程個(gè)性修改Step1:Warm-up&Revision&Lead-in1.Greetings.2.Canyouchant?（出示課件）PointtoapictureonthePPTandask:What’sshelike?(課件出示:一個(gè)滑稽女孩的圖片)Helpstudentsanswer:Funny,funny,she’sfunny.Thenshowotherpicturesonebyone.(課件出示:年老的、年輕的、友好的、嚴(yán)格的人物圖片)Theteacherasksandstudentsanswerinthesameway.Thesewordscanbeusedinturn:old,young,kind,strict.Makeupachantwiththewordsandthesentencepatternswithstudents.Letstudentsreadthechant.Step2:Presentation“Let’slearn”P(pán)laythecartoon.(課件出示：教材P8Let’slearn板塊的視頻)Letstudentswatchit.T:Whocanyousee?Ss:…T:Yes.Weknowhowtodescribeourteachers,forexample，Miss…iskind.Mr…isstrict.Ms…isold…Todaywewilllearnhowtodescribeourclassmates.1.Learnthenewword“polite”.PlayavideopreparedbeforetheclassonthePPT.Itshowsapupiloftheclasssaying“Goodmorning!”toateacherandbowing.（出示課件）Pointtothepupilandask.T:Who’she?Ss:He’s…T:Yes.He’sverypolite.Showtheword“polite”andreaditlikethis:i-e/a?/,po-lite.(出示課件)Leadstudentstoreaditthreetimes.Askdifferentgroupstoreadit.Showsomepicturesandleadstudentstosay:She’spolite.He’spolite.(出示課件)Makesurestudentsknowthemeaningoftheword.Thenask:Who’spoliteinourclass?Asksomestudentstoanswer:×××ispolite.Atlastshowthewordwithsomeblanksandleadstudentstospellandfillintheblanks.2.Learnthenewword“clever”.PlayavideoonthePPT.Itshowsapupiloftheclasswithatestpaper.(出示課件)Pointtothepupilandask.T:Who’she?Ss:He’s×××.T:×××alwaysgets100scoresintests.He’sclever.(Pointtothehead.)Showtheword“clever”.（出示課件）Spellitlikethis:cle-ver,clever.Leadstudentstoreadthewordthreetimes.Askstudentstopracticeitonebyone.Payattentiontothesoundoftheletter“v”.Afterthatshowsomepicturesandleadstudentstosay:He’sclever.She’sclever.(出示課件)Makesurestudentsknowthemeaningoftheword.Thenask:Who’scleverinourclass?Asksomestudentstoanswer:×××isclever.Atlastshowthewordwithsomeblanksandleadstudentstospellandfillintheblanks.3.Learnthenewword“hard-working”.T:×××isclever.×××isclever.×××isclever.Theyarenotonlyclever,butalsohard-working.Showtheword“hard-working”.（出示課件）Explainitlikethis:hard+work+ing—hard-working.Spellitslowlyandstudentsimitate.Askstudentstopayattentiontothesounds/a?/and/??/andthehyphen.Askstudentstopracticeitbetweenboysandgirls.Showsomepicturesandleadstudentstosay:He’shard-working.She’shard-working.(出示課件)Makesurestudentsknowthemeaningoftheword.Thenask:Who’shard-workinginourclass?Ss:×××ishard-working.Atlastshowthewordwithsomeblanksandleadstudentstospellandfillintheblanks.4.Learnthenewword“shy”.ShowapictureofashygirlhidingherselfbehindherparentsonthePPT.(出示課件)Pointtoherfaceandsay:×××isshy.Teachthewordthreetimes.Studentsreadaftertheteacher.Showthewords:she,fly.(出示課件)Letstudentsreadthem.Askstudentstowritethenewwordthroughthetwowords.Askstudentstotrytospellandwrite.Hide“e”and“fl”,andshowtheword“shy”onthePPT.Thenask:Who’sshyinourclass?Ss:×××isshy.Atlastshowthewordwithsomeblanksandleadstudentstospellandfillintheblanks.5.Learnthenewword“helpful”.Askseveralstudentstocometothefrontanddotheactionsofcleaningtheclassroom.Thenaskoneofthestudents.T:Whatareyoudoing?S1:I’mcleaningtheblackboard.Givehimathumbupandsay“Youarehelpful.”Thensaytotheothersinthesameway.Askalltheclasstosay“Wearehelpful.”withthumbsup.Showtheword“helpful”.（出示課件）Explainthewordlikethis:help+ful—helpful.Showsomepicturesandleadstudentstosay:He’shelpful.She’shelpful.(出示課件)Makesurestudentsknowthemeaningoftheword.Atlastshowthewordwithsomeblanksandleadstudentstospellandfillintheblanks.6.Readandact.(1)Showthecontentof“Let’slearn”onpage8andplaytherecording.(出示課件)Letstudentsreadafteritandpayattentiontothepronunciationandtheintonation.Askstudentstoreadthewordsandthedialoguetogether.Thentheycanhaveacompetitionindifferentgroups.Forexample,Group1PKGroup2,andboysPKgirls.(2)First,makeamodelwithastudent.Thenletstudentsaskandanswerinpairs.(3)Asksomestudentstoactoutthedialogue.Step3:Practice1.YesorNo.ShowapicturewithawordonthePPT.(出示課件)Iftheymatch,studentscansay:Yes.Iftheydon’tmatch,studentscansay:No.Practicetheotherwordsinthesameway.2.Learnachant.ShowachantonthePPT.Chantfirst.Thenaskstudentstochantwithsomeactions.3.Matchandsay.(1)Lookandmatch.Askstudentstolookatthefourpicturesof“Matchandsay”onpage8andmatchthepictureswiththesentences.(2)Checktheanswers.Checktheanswerswithstudentsandexplainthereasons.(3)Pointandsay.Askseveralstudentstopointandsayinpairs.Oneasksandtheotheroneanswers.Step4:Consolidation&Extension1.Canyoudescribe?Askstudentstoworkingroupsoffourandtrytodescribeamemberofthem.Thenchooseoneofthemtoreport.Theotherstudentscanguesswhohe/sheis.Thesewordsandsentencescanhelpthem.Words:eyes/mouth/hair/nose/tall/short/fat/funny/shy/helpful/hard-working/polite/clever…Sentences:He/Sheisaboy/girl.He/Shehas…He/Sheis…Who’she/she?2.Emotionaleducation.Askstudentstoavoidjudgingpeoplebytheirlooks.Lettheyknowthemselvesandbethebestofthemselves作業(yè)1.Listentotherecordingof“Let’slearn”andreadafterit.2.Talkaboutyourclassmatesorfriendswithyourpartner.3.Dotheexercises板書(shū)設(shè)計(jì)教學(xué)反思第6課時(shí)課時(shí)內(nèi)容PartBReadandwrite&Let’scheck&Let’swrapitup上課時(shí)間審核人教材分析本單元學(xué)習(xí)的主題是介紹人物外貌或性格特征。教學(xué)內(nèi)容主要是圍繞著給新同學(xué)介紹其他同學(xué)和談?wù)撔吕蠋熣归_(kāi)。教學(xué)重點(diǎn)是能聽(tīng)、說(shuō)、讀、寫(xiě)句型—Isheyoung/funny?—Yes,heis./No,heisn’t.”“—What’she/shelike?—He/Sheiskind/…能聽(tīng)、說(shuō)、讀、寫(xiě)單詞old,young,funny,kind,strict,polite,hard-working,helpful,clever,shy”教學(xué)目標(biāo)1.學(xué)生能夠在圖片的幫助下讀懂日記的內(nèi)容。2.學(xué)生能夠在語(yǔ)境中理解新單詞“robot,made,speak,finish”的意義。3.學(xué)生能按照正確的意群及語(yǔ)音、語(yǔ)調(diào)和語(yǔ)氣朗讀日記內(nèi)容。4.學(xué)生能夠完成讀后練習(xí)——選出描述Robin特征的單詞。5.學(xué)生能夠“設(shè)計(jì)”一個(gè)機(jī)器人并寫(xiě)出三個(gè)描述其特征的句子。教學(xué)重難點(diǎn)1.學(xué)生能夠在圖片的幫助下讀懂日記，完成閱讀任務(wù)。2.學(xué)生能夠聽(tīng)懂錄音并完成相應(yīng)的練習(xí)。3.學(xué)生能夠了解be動(dòng)詞與人稱代詞的搭配規(guī)則。教具準(zhǔn)備PPT課件、課文錄音、視頻等。教學(xué)過(guò)程個(gè)性修改Step1:Warm-up&Revision&Lead-in1.Greetings.2.Isayandyouguess.Theteachergivessomesentencesandstudentsguess.1Healwayssays“Please...”“Excuseme.”“Thankyou.”tohisfriends.Heis________.②Icanhelpmymothersweepthefloor.Iam________.③Shecanlistencarefullyinclassandfinishherhomeworkwell.Sheis________.④Healwayshidesbehind