Unit 1 What's he like-（教案）人教PEP版英語五年級上冊

第一課時一、課時內容教科書第教科書第4頁：A.Let’stryLet’stalk二、課時分析本節(jié)課涵蓋了義務教育靈通版（pep）小學英語教科書五年級上冊的第一單元第一課時內容，圍繞主題“What’shelike?”展開教學。課程包括三個板塊：Let’stry、Let’stalk和Role-play。在“Let’stry”板塊中，進行聽力訓練，為后續(xù)的“Let’stalk”部分做鋪墊，通過該環(huán)節(jié)培養(yǎng)學生的聽力能力?！癓et’stalk”板塊以主題“What’shelike?”為中心，展示了一個關于音樂老師楊先生外貌和性格特點的對話情景。在這個對話中，吳斌斌與Oliver討論了楊先生的特征，運用句型“Whois…?/Ishe/she…?”，通過積極的詢問獲得更多信息。此外，通過“Talkaboutyourteachers”的問答表演活動，鞏固了句型“Who’s…?/Ishe/she…?”的運用。本節(jié)課作為整個單元的開篇，引領了后續(xù)學習，重點關注句型“Whois…?/Ishe/she…?”以及常用形容詞的掌握。通過對話展示了特殊疑問句和一般疑問句的問答形式，以及肯定和否定回答方式，增強學生對這些句型的理解。接下來，展示了七個描述人外貌和性格的形容詞，并引導學生通過問答練習，對自己的任課老師進行描述，以此提高句型“Who’syour…?/Ishe/she…?”的應用能力，深化學生對老師的認知，并促進對老師的尊敬和崇拜之情。鑒于五年級學生已有三、四年級英語學習經驗，具備一定的語言感知能力，教學方法采用多次呈現對話情境動畫，通過聲音和圖像的聯動，引導學生提前了解對話內容。鼓勵學生模仿表演對話，感受新句型的應用，隨后提取重點句型，通過游戲等活動鞏固所學內容。三、課時目標能夠理解以下問句：AreyoufamiliarwithMr.Young?/Whoishe?Isheofayouthfulage?/Ishehumorous?能夠準確地理解、口頭表達和流利朗讀以下交際用語及其回答：DoyouknowMr.Young?/Whoishe?Isheyoung?/Ishefunny?并掌握相關句型。具備聽說讀寫以下單詞的能力：elderly，youthful，amusing，tall，amicable，gentle，calm，并能在上下文中理解其含義。能夠聽懂、口頭表達、并通過表演呈現對話內容，同時在實際情境中熟練應用所需的核心句型，進行面對面的真實對話交流。四、課時重難點1.重點（1）掌握三個新單詞：old，young，funny。（2）掌握一個特殊疑問句及答語：Whoishe?MrYoung.（3）掌握兩個一般疑問句及答語：Isheyoung?No,heisn’t.He’sold.Ishefunny?Yes,heis.2.難點能夠聽懂、會說、會表演對話中的內容，并且在真實情境靈活運用所需核心句型進行真人面對面對話交流。五、教學準備教師課前精心制作PPT課件以及微課視頻，準備好錄音設備，自制詞卡與圖卡，學生自制人物頭飾。六、教學過程課前熱身-Warm-upT:老師：Goodmorning,boysandgirls.Ss:學生：Goodmorning,MissZhang.T:老師：Whattimeisitnow?Ss:學生：It’seightthirty.T:老師：It’stimeforourEnglishclass.Ss:學生：Great.T:老師：Standup,please.Sayanddofollowme.Ss:學生：Yes.T:老師：I’mtall.我很高。You’reshort.你很矮。Ss:學生：I’mtall.我很高。You’reshort.你很矮。T:老師：I’mbig.我很大。You’resmall.你很小。Ss:學生：I’mbig.我很大。You’resmall.你很小。T:老師：I’mold.我很老。You’reyoung.你很年輕。Ss:學生：I’mold.我很老。You’reyoung.你很年輕。T:老師：I’mfat.我很胖。You’rethin.你很瘦。Ss:學生：I’mfat.我很胖。You’rethin.你很瘦。T:老師：I’mstrong.我強壯。You’reweak.你脆弱。Ss:學生：I’mstrong.我強壯。You’reweak.你脆弱。T:老師：I’mfunny.我滑稽。You’requiet.你文靜。Ss:學生：I’mfunny.我滑稽。You’requiet.你文靜。T:老師：I’mfriendly.我友好。You’restrict.你嚴肅。Ss:學生：I’mfriendly.我友好。You’restrict.你嚴肅。………T:老師：I’mkind.我和藹。You’restrict.你嚴厲。Ss:學生：I’mkind.我和藹。You’restrict.你嚴厲。設計意圖：通過帶有動作的說話，復習了以前學過的形容詞，并預習了即將學習的形容詞。這種互動式的熱身活動為學生的學習創(chuàng)造了輕松愉快的氛圍，同時為接下來學習新句型做了良好的鋪墊。2.導入（1）播放英語歌曲“Who’syourteacher?”T:老師：Today,let'sstartourEnglishclasswithafunsong!We'regoingtolistentoasongcalled"Who'syourteacher?"Canyouallsaythat?Ss:學生：Who'syourteacher?T:老師：Great!Now,I'llplaythesongforyou.Listencarefullyandseeifyoucanfollowalongandsingwiththesong.Youcanevenaddsomeactionsifyouwant!播放歌曲T:老師：Thatwasfantastic,everyone!Now,let'sunderstandthemeaningofthelyrics.I'llshowyoutheChinesetranslationofthelyricstohelpyouunderstand.出示歌詞的漢語意思：Who’syourEnglishteacheratschool?在學校誰是你的英語老師？Who’syourEnglishteacheratschool?在學校誰是你的英語老師？Issheprettyortallorshort?她很漂亮、很高還是很矮？Tellmewhatyouknow!告訴我你知道的！Who’syourEnglishteacheratschool?在學校誰是你的英語老師？Who’syourEnglishteacheratschool?在學校誰是你的英語老師？Ishefunnyoryoungorold?他滑稽、年輕還是年老？Tellmewhatyouknow!告訴我你知道的！T:老師：Nowthatweunderstandthelyrics,let'ssingthesongagaintogether!Thistime,trytosingitevenlouderandwithmoreenergy!（2）播放錄音，做聽力練習T:老師：Now,let'smoveontoourlisteningpractice.Iwillplayarecordingforyou.ListencarefullytotheconversationbetweenWuBinbinandOliver.They'retalkingabouttheirteacher,Mr.Li.You'llseesomepicturesonyourtextbookpage.Listenandseeifyoucanmatchwhattheysaywiththepictures.播放錄音：WuBinbin:Look!That’sMrLi,ourmathsteacher!Oliver:He’ssostrong.WuBinbin:Yes.He’sagoodbasketballplayer.Oliver:Cool!Ishestrict?WuBinbin:Yes,sometimes.T:老師：Now,Iwantyoutolookatthepicturesonpage4ofyourtextbook.Canyoulistentotherecordingandtickthecorrectpicturethatmatcheswhatthey'resaying?設計意圖：通過播放英語歌曲和進行聽力練習，課堂變得生動有趣。歌曲讓學生用英語表達問題，帶有動作，從而調動了他們的積極性。聽力練習則復習了學生們已經掌握的舊知識，為新內容的學習做了鋪墊，同時培養(yǎng)了他們的聽力技能。3.新課呈現（1）觀看動畫課件，聽一聽，了解吳斌斌和奧利弗正在談論什么。T:老師：Goodjob,everyone!Now,let'scontinuewithourlesson.Wehaveaninterestinganimationtowatch.It'saboutWuBinbinandOliverhavingaconversation.Canyoutellmewhatthey'redoing?Ss:學生：Theyaretalking.T:老師：That'sright!Theyaretalking.Now,let'swatchtheanimationandlistencarefullytofindoutwhattheyaretalkingabout.Areyouready?播放Let’stalk動畫課件T:老師：Greatjob,everyone!DidyouunderstandwhatWuBinbinandOliverweretalkingabout?Ss:學生：Yes.T:老師：Fantastic!Let'smoveonandseeifyoucanintroducetheconversationtotheclass.Whowouldliketobeourlittletranslators?S1:學生1：WuBinbinandOliveraretalkingaboutateachernamedMr.Young.They'reaskingifhe'syoung,andWuBinbinsaysno,he'sold.Oliverasksifhe'sfunny,andWuBinbinsaysyes,heis.Oliverthinksit'sgreattohaveafunnyteacher.T:老師：Excellentjob,S1!Youexplaineditperfectly.Whoelsewouldliketogiveitatry?S2:學生2：WuBinbinandOliveraretalkingaboutateacher,Mr.Young.OliverasksifWuBinbinknowsMr.Young,andWuBinbinsaysno.OliveraskswhoMr.Youngis,andWuBinbinsayshe'stheirmusicteacher.Oliverasksifhe'syoung,andWuBinbinsaysno,he'sold.ThenOliverasksifhe'sfunny,andWuBinbinsaysyes.Oliverthinksit'sgreattohaveafunnyteacher.T:老師：Welldone,S2!Younailedittoo.It'swonderfultoseeallofyouengagingwiththeconversation.Yourexplanationswerefantastic.（2）請學生介紹對話情景，選出最佳小翻譯官。T:老師：Sinceyoualldidsuchagreatjobexplainingtheconversation,let'shavealittlecompetition!I'llchoosethreeorfourstudentstocometothefrontandintroducetheconversationinEnglish.YoucanalsochoosetotranslateitintoChineseifyouwant.Let'sseewhoourbestlittletranslatorsare!Ss:學生：Yay!（3）語音提示。T:老師：Now,let'sfocusonthepronunciationofsomekeysentencesfromtheconversation.Payattentiontotheintonationandstressinthesesentences.T:Doyouknow,Mr.Young?T:Isheyoung?T:Ishefunny?T:老師：Noticehowtheintonationgoesupattheendofthequestionsentences.Now,let'spracticetheanswers.T:No,Idon’t.T:No,heisn’t.T:Yes,heis.T:老師：Fortheseanswersentences,theintonationgoesdownattheend.Remembertostresstheimportantwordslikeverbs,nouns,andadjectives.Let'stryittogether.Ss:學生：No,Idon’t./No,heisn’t./Yes,heis.T:老師：Greatjob!You'regettingthehangofit.（4）練習朗讀。T:老師：Now,let'swatchtheanimationagain,andthistime,Iwantyoutopracticereadingalongwiththedialogue.Listencarefullyandtrytomatchyourpronunciationtotherecording.I'llalsoleadthereading,andthenI'llaskthreestudentstoleadthereadingaswell.Afterthat,it'syourturntopracticereadingonyourown.播放動畫課件并朗讀對話：T:老師：Verywelldone,everyone!Icouldhearyourclearpronunciation.Now,whowouldliketocomeupandleadthereading?Threevolunteers,please.S3,S4,S5:學生3,學生4,學生5：（依次領讀對話）T:老師：Excellent!Now,it'syourturntopracticereadingthedialoguebyyourself.Goaheadandreaditsilentlyorsoftlytoyourself.（5）配音表演T:老師：Let'stakeourpracticeastepfurther!Findapartner,andeachofyouwilltaketurnsplayingtherolesofWuBinbinandOliver.Practicereadingthedialoguetogether.Onceyou'reconfident,switchrolesanddoitagain.Then,I'llplaytheanimationonemoretime,andyouandyourpartnercanprovidethevoicesforthecharacters.We'llevenchoosethebestvoiceactors!Ss:學生：Soundsfun!（6）表演對話T:老師：Now,let'stakeourspeakingskillstothenextlevel.Gettogetherwithyourpartneragainandpracticeperformingthedialoguewithoutlookingatyourtextbooks.TrytorememberthelinesandactouttheconversationasifyouwereWuBinbinandOliver.Afterpracticing,eachgroupwillperformthedialogue4.操練播放情景對話內容，請學生跟讀對話。T:老師：Now,let'spracticereadingthedialoguetogether.Listentomefirst,andthenyoucanrepeatafterme.Thiswillhelpusimproveourpronunciationandfluency.T:老師：Who'syourEnglishteacher?Ss:學生：Who'syourEnglishteacher?T:老師：MissWhite.Ss:學生：MissWhite.T:老師：Isshekind?Ss:學生：Isshekind?T:老師：Yes,sheis.Ss:學生：Yes,sheis.老師領讀，學生跟讀。T:老師：Now,let'sreadthedialogueagain,butthistime,I'llreaditfirst,andthenyou'llrepeatafterme.Payattentiontotheintonationandstressinthesentences.T:老師：Who'syourEnglishteacher?Ss:學生：Who'syourEnglishteacher?T:老師：MissWhite.Ss:學生：MissWhite.T:老師：Isshekind?Ss:學生：Isshekind?T:老師：Yes,sheis.Ss:學生：Yes,sheis.請三名學生領讀，學生跟讀。T:老師：Greatjob,everyone!Now,I'dliketohearthreestudentsleadthereading.Let'sseehowwellyoucanreadthedialoguealoud.S1,S2,S3:學生1,學生2,學生3：（依次領讀對話）T:老師：Wonderful!Youallreadthedialoguebeautifully.Now,let'stakeitastepfurther.指四名學習比較差的學生將對話內容翻譯成漢語意思，對翻譯正確的學生加以表揚和鼓勵。T:老師：Now,Ineedthehelpoffourstudentswhoareupforachallenge.IwantyoutotranslatethedialogueintoChinese.Don'tworryifit'sabitchallenging.Ibelieveinyou!T:老師：Who'syourEnglishteacher?S4:學生4：誰是你的英語老師？T:老師：MissWhite.S5:學生5：懷特女士。T:老師：Isshekind?S6:學生6：她很和藹嗎？T:老師：Yes,sheis.S7:學生7：是的，她是。T:老師：Welldone,S4,S5,S6,andS7!You'vesuccessfullytranslatedthedialogue.Keepupthegoodwork!請學生們畫一畫自己喜歡的任課老師。選用適當的形容詞標出他們的外貌及性格特征。T:老師：Now,it'stimetogetcreative!Iwanteachofyoutodrawapictureofyourfavoriteteacher.Useyourimaginationandincludetheteacher'sappearanceandpersonalitytraitsinthedrawing.Don'tforgettoaddlabelswithsuitableadjectivestodescribeyourteacher.把全班學生分成二人一組，選擇適當的形容詞，進行替換，描述自己任課老師的外貌及其性格特征。T:老師：Let'shavesomemorefun!I'llpairyouupwithaclassmate.Eachpairwilldescribetheirfavoriteteacher'sappearanceandpersonalityusingdifferentadjectives.Becreativeandimaginative!T:老師：Now,Iwantyoutoswitchrolesanddescribeyourpartner'steacher.Remembertochoosedifferentadjectivestomakeitinteresting!請幾組學生到前臺進行對話表演，談論有關任課老師的外貌與性格，評出優(yōu)秀小組，頒發(fā)小獎品。T:老師：It'stimeforalittleshowcase!I'llinviteafewgroupstocomeuptothefrontandperformadialoguediscussingtheirfavoriteteachers'appearanceandpersonality.I'llbelisteningcarefullyandsowillyourclassmates.Let'sseewhocanpresentthemostengagingandcreativedialogue!Thebestgroupwillreceiveasmallprize.Ss:學生：(Excitedchatter)T:老師：Greatjob,everyone!I'msoimpressedbyyourcreativityandlanguageskills.Now,let'sgivearoundofapplausetotheoutstandinggroups.Welldone!通過這些課堂預設，學生們不僅能夠在趣味的氛圍中練習對話的朗讀和表演，還能夠提升形容詞的