人教（PEP）版英語五年級上冊全冊教案（2022年11月修訂）

人教（PEP）五年級上冊英語全冊教案設(shè)計(jì)

Unit1What’shelike?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_。教學(xué)重點(diǎn)是能聽、說、讀、寫句型“—Isheyoung/funny?—Yes,heis./No,heisn’t.”“—What’she/shelike?—He/Sheiskind/…”；能聽、說、讀、寫單詞“old,young,funny,kind,strict,polite,hard-working,helpful,clever,shy”。教學(xué)目標(biāo)知識與能力目標(biāo):句型·能夠聽、說、讀、寫句型“—Isheyoung/funny?—Yes,heis./No,heisn’t.”“—What’she/shelike?—He/Sheiskind/...”·能夠在情景中運(yùn)用句型“Ishe/sheyoung/…?”“—What’she/shelike?—He/Sheiskind/…”詢問并回答某人的性格或外貌特征·能夠在語境中理解單詞“know”和句子“DoyouknowMrYoung?”“MsWangwillbeourChineseteacher.”的意思，并能正確發(fā)音·能夠理解對話大意，按照正確的意群及語音、語調(diào)朗讀對話并進(jìn)行角色扮演·能夠在圖片的幫助下理解吳斌斌的日記；能夠按照正確的意群及語音、語調(diào)朗讀日記，并運(yùn)用句型“Heishard-working/…”口頭和書面描述機(jī)器人Robin及其他人物詞匯·能夠聽、說、讀、寫單詞“old,young,funny,kind,strict,polite,hard-working,helpful,clever,shy”·能夠在語境中運(yùn)用這些單詞詢問并回答關(guān)于人物性格或外貌特征的問題，或運(yùn)用這些單詞描述人物性格或外貌特征語音·能夠掌握字母-y的發(fā)音規(guī)則，即-y在單詞詞尾發(fā)/i/·能夠讀出符合-y發(fā)音規(guī)則的單詞，并能夠根據(jù)發(fā)音拼寫出符合-y發(fā)音規(guī)則的單詞·能夠在單線上完成抄寫句子的活動，做到書寫規(guī)范情感態(tài)度?文化意識?學(xué)習(xí)策略目標(biāo):·樹立正確的審美觀，避免以貌取人·能夠在教師的幫助下進(jìn)行be動詞與人稱代詞的搭配小結(jié)，學(xué)會正確搭配·能夠根據(jù)-y的發(fā)音規(guī)則拼讀、拼寫單詞課時安排第一課時：PartALet’stry&Let’stalk第二課時：PartALet’slearn&Askandanswer第三課時：PartALet’sspell第四課時：PartBLet’stry&Let’stalk第五課時：PartBLet’slearn&Matchandsay第六課時：PartBReadandwrite&Let’scheck&Let’swrapitup

Thefirstperiod(第一課時)PartALet’stry&Let’stalk?教學(xué)內(nèi)容與目標(biāo)課時教學(xué)內(nèi)容課時教學(xué)目標(biāo)Let’stry·學(xué)生能夠借助圖片聽懂簡短對話，抓住關(guān)鍵信息，提高聽的能力·學(xué)生能夠?qū)π戮湫驮诼犛X上有所感知，并完成聽錄音選圖片活動Let’stalk·學(xué)生能夠理解對話大意，能夠按照正確的意群及語音、語調(diào)朗讀對話并進(jìn)行角色扮演·學(xué)生能夠在情景中運(yùn)用句型“—Isheyoung/funny?—Yes,heis./No,heisn’t.”詢問并回答某人的性格和外貌特征·學(xué)生能夠運(yùn)用所學(xué)句型和參考詞匯并根據(jù)教師的特點(diǎn)進(jìn)行問答·學(xué)生能夠在語境中理解新單詞“know”及句子“DoyouknowMrYoung?”的意思并正確發(fā)音?教學(xué)重點(diǎn)1.學(xué)生能夠理解和掌握本課時重點(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.”詢問并回答某人的性格和外貌特征。?教學(xué)難點(diǎn)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)語言輸出。?教學(xué)準(zhǔn)備1.預(yù)習(xí)本課時的相關(guān)內(nèi)容。2.PPT課件、課文錄音、視頻、卡片、照片、人物頭飾等。Teachingpurpose①采用快閃的手法，通過展示熟悉的面孔，讓學(xué)生學(xué)習(xí)三會單詞“Teachingpurpose①采用快閃的手法，通過展示熟悉的面孔，讓學(xué)生學(xué)習(xí)三會單詞“know”，領(lǐng)悟句子“Doyouknow?”的含義。適時引出新同學(xué)Oliver，以O(shè)liver為主線，可以有效地引導(dǎo)學(xué)生進(jìn)一步學(xué)習(xí)本課時的內(nèi)容。Step1:Warm-up&Lead-in①1.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！Teachingpurpose②Teachingpurpose②通過觀察圖片，引導(dǎo)學(xué)生猜測，讓學(xué)生帶著問題，有目的地聽錄音，培養(yǎng)學(xué)生的觀察能力和邏輯推理能力。通過選出正確圖片的任務(wù)引導(dǎo)學(xué)生進(jìn)行描述，讓學(xué)生有意識地感知目標(biāo)句型。1.Let’stry.②T:WuBinbinandOliverseeMrLi.Herearethreepictures.(出示課件)WhoisMrLi?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板塊的聽力材料)Teachingpurpose③充分發(fā)揮多媒體和圖片的作用，用圖片對比、單詞拆分等多種方法讓學(xué)生理解新詞的含義，并做到詞不離句Teachingpurpose③充分發(fā)揮多媒體和圖片的作用，用圖片對比、單詞拆分等多種方法讓學(xué)生理解新詞的含義，并做到詞不離句,為學(xué)生透徹理解對話掃清障礙,同時也可以培養(yǎng)學(xué)生的觀察能力和邏輯思維能力。(1)Teachsomenewwords.③①Showapictureofayoungteacherwhostudentsknowverywell.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.②ShowthepictureofMrYoungonthePPT.(出示課件)Pointtoitandask:Doyouknowhim?Ss:No,Idon’tknow.T:He’sMrYoung.Askstudentstoreaditthreetimes:young—young—MrYoung.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.③T:MrYoungisold.Andhe’sveryfunny.Showawordcardof“funny”.Readitandhelpstudentsunderstanditsmeaning.Teachingpurpose④任務(wù)型教學(xué)法能讓學(xué)生對文本有比較全面的認(rèn)識；根據(jù)問題的答案組織語言對人物進(jìn)行描述，可以鍛煉學(xué)生的語言表達(dá)能力，進(jìn)一步強(qiáng)化學(xué)生對文本的理解。而不同形式的朗讀旨在培養(yǎng)學(xué)生使用正確的語音、語調(diào)，并在具體的語境中落實(shí)核心句型的運(yùn)用。利用板書讓學(xué)生復(fù)述課文，加深對文本的記憶。T:fun-ny—fun-ny—funny.He’sfunny.She’sfunny.(Showsomepicturesoffunnystudents.)Teachingpurpose④任務(wù)型教學(xué)法能讓學(xué)生對文本有比較全面的認(rèn)識；根據(jù)問題的答案組織語言對人物進(jìn)行描述，可以鍛煉學(xué)生的語言表達(dá)能力，進(jìn)一步強(qiáng)化學(xué)生對文本的理解。而不同形式的朗讀旨在培養(yǎng)學(xué)生使用正確的語音、語調(diào)，并在具體的語境中落實(shí)核心句型的運(yùn)用。利用板書讓學(xué)生復(fù)述課文，加深對文本的記憶。(2)Teachthedialogue.④T:WuBinbinandOliveraretalkingaboutMrYoungnow.Let’swatchthecartoonandreadthedialogueafterit.TrytoknowmoreaboutMrYoung.Playthecartoonof“Let’stalk”.(出示課件)Letstudentsreadafterit.Askstudentstoreadthedialogueagainandanswerthefollowingquestions:①WhoisMrYoung?②Isheyoung?③Ishefunny?Checktheanswerswithstudents.LeadstudentstomakeanintroductionofMrYoungaccordingtotheanswerslikethis:MrYoungisWuBinbinandOliver’smusicteacher.Heisn’tyoung.He’sold.Andhe’sfunny.(3)Readandact.Teachingpurpose⑤通過先引導(dǎo)學(xué)生進(jìn)行操練，然后學(xué)生結(jié)對自主合作練習(xí)，最后進(jìn)行展示等一系列的活動，強(qiáng)化學(xué)生對核心句型的理解和掌握，讓學(xué)生在語言支架的幫助下，有話可說，增強(qiáng)學(xué)生的自信，激發(fā)學(xué)生的學(xué)習(xí)興趣。①Playthecartoonagain.Teachingpurpose⑤通過先引導(dǎo)學(xué)生進(jìn)行操練，然后學(xué)生結(jié)對自主合作練習(xí)，最后進(jìn)行展示等一系列的活動，強(qiáng)化學(xué)生對核心句型的理解和掌握，讓學(xué)生在語言支架的幫助下，有話可說，增強(qiáng)學(xué)生的自信，激發(fā)學(xué)生的學(xué)習(xí)興趣。②Letstudentsactoutthedialogueinpairs.Severalminuteslater,takeoutsomeheadwearandasksomestudentstoactout.③Choosethebestperformerswithstudentsandgiveawards.(4)Retellthedialogueaccordingtotheblackboard.Makeamodelfirstandthenleadstudentstoretell.Step3:Practice⑤1.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.Teachingpurpose⑥Teachingpurpose⑥通過學(xué)科整合進(jìn)行拓展，構(gòu)建有效的對話情境，創(chuàng)編對話，讓學(xué)生學(xué)以致用，提升學(xué)生的綜合語言運(yùn)用能力。Step4:Consolidation&Extension⑥Makeadialogue.(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.?板書設(shè)計(jì)?作業(yè)設(shè)計(jì)1.Practicethedialogue.2.Dotheexercises.?教學(xué)反思1.本節(jié)課采用QuickFlash的方法，通過讓學(xué)生在新學(xué)期伊始回憶熟悉的面孔并認(rèn)識新同學(xué)Oliver,然后從Oliver的角度去認(rèn)識新老師，適時地導(dǎo)入新知并進(jìn)行新詞和核心句型的學(xué)習(xí)。2.新詞的學(xué)習(xí)做到了詞不離句;任務(wù)型教學(xué)法的采用強(qiáng)化了學(xué)生對文本的理解;以學(xué)生為本，構(gòu)建有效的對話情景，引導(dǎo)學(xué)生自主合作；突出語言的語用功能，通過學(xué)科整合進(jìn)行拓展，讓學(xué)生學(xué)以致用，提升了學(xué)生的綜合語言運(yùn)用能力。3.不同形式的朗讀及角色扮演，訓(xùn)練了學(xué)生使用正確的語音、語調(diào)，并在具體的語境中落實(shí)了核心句型的運(yùn)用。4.板書簡潔清晰，重點(diǎn)突出，對學(xué)生的復(fù)述起到了很好的輔助作用。?TeachingContents&TeachingAimsLet’stry·Beabletounderstandthedialogue,graspthekeyinformationandimprovelisteningabilities.·Beabletoperceivethekeysentencepatternsandticktherightanswer.Let’stalk·Beabletounderstandthemainideaofthedialogueandreadthedialoguewithcorrectsensegroups,pronunciationandintonationandactitout.·Beabletousethetargetwordsandsentencepatternstoaskandanswerincontextproperly.·Beabletounderstandandreadtheword“know”andthesentence“DoyouknowMrYoung?”correctly.?TeachingPriorities·Beabletounderstandandmasterthekeywordsandsentencepatternsofthislesson.·Beabletousethetargetsentencepatternstoaskandanswerincontextproperly.?TeachingDifficulties·Beabletotalkaboutcharacters’featuresbyusingthesentencepatternsflexibly.

?TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Lead-in1.Greetings.2.Singthesong—Who’syourteacher?3.Lead-in.Showsomepicturesonebyoneandaskquestions“Doyouknowhim/her?Whoishe/she?”Introduceanewclassmate.Teachthenewword“know”.1.Greetings.2.Learntosingthesong—Who’syourteacher?3.Lookatthepicturesandanswerthequestions.Knowthenewclassmate.Learnthenewword“know”.Learnthenewword“know”andunderstandthemeaningofthesentence“Doyouknow?”throughthequickflash.Leadinthenewlesson.PresentationPresentation1.Let’stry.Askstudentstoobservethethreepicturesandguesstheanswer.Playtherecordingof“Let’stry”.Checktheanswerwithstudents.Asksomequestionsaccordingtotherightpicture.Observethethreepicturesandguesstheanswer.Listentotherecordingandticktheanswer.Checktheanswerwiththeteacher.Answerthequestionsaccordingtotherightpicture.Leadstudentstoguessbyobservingthepictures.Cultivatestudents’observationandlogicalreasoningabilities.Helpstudentsperceivethekeysentencepatterns.2.Let’stalk.(1)Teachthenewwords.①Teachthenewword“our”inphrasesandsentences.②Teachthenewword“young”.Comparetheformsofitin“MrYoung”and“He’syoung.”③Leadstudentstolearntheword“funny”withsomepicturesoffunnystudents.Learnandunderstandthenewwords“our,young,funny”.Knowthedifferenceof“young”and“Young”.Understandthemeaningsofthenewwordsbycomparingandwordsplitting.Andpracticethenewwordsinsentences.Reducethedifficultyoflearningandstimulatestudents’learninginterestbyusingsomepicturesofstudents.(2)Teachthedialogue.PlaythecartoonandletstudentsknowmoreaboutMrYoung.Asksomequestions.Checktheanswerswithstudents.LeadstudentstomakeanintroductionofMrYoungaccordingtotheanswers.WatchthecartoonandknowmoreaboutMrYoung.Readafterthecartoonandfindtheanswerstothequestions.Checktheanswerswiththeteacher.MakeanintroductionofMrYoung.Letstudentsknowthetextthoroughlybyansweringthequestions.Trainstudents’languagecompetencebydescribingthecharacter.Strengthentheirunderstandingofthetext.(3)Letstudentsreadandact.①Playthecartoonagain.②Takeoutsomeheadwearandasksomestudentstoactout.③Giveawards.Readafterthecartoonagain.Trytoimitatetheintonationandthepronunciation.Thenreadtogether.Atlastreadfreely.Actoutthedialogueinpairsandchoosethebestperformers.Helpstudentsunderstandanddeepentheimpressionofthetextbyretellingthetext.(4)Makeamodelandthenaskstudentstoretellthetextaccordingtothewritingoftheblackboard.(4)Retellthetextaccordingtothewritingontheblackboard.Makesurestudentscanreadthedialoguescorrectlyandactthemout.Practice1.Sharpeyes.Showthewords“tall,friendly,quiet,funny,young,old”onthePPT.2.Talkaboutyourclassmatesandteachers..(1)Iaskandyouanswer.Choosesomepicturesofstudentsintheclassandask“Who’she/she?Ishe/she…?”(2)Pairwork.Showsomephotosofstudents’teachersonebyone.Providesomesentencepatternsforstudentstouse.(3)Showtime.Asksomestudentstoactoutandencouragemorestudentstoparticipatein.1.Readthewordsoutquickly.2.Answerthequestions.Askandanswerinpairsaccordingtothesentencepatternsthattheteacherprovides.Showthedialoguesinclass.Helpstudentsstrengthenthekeysentencepatterns.Encouragestudentstoshowwiththehelpoflanguagesupport.Enhancestudents’confidence.Stimulatestudents’learninginterest.Consolidation&ExtensionMakeadialogue.(1)Makeamodel.Drawapictureontheblackboardandtalkaboutthepicturewithstudents.(2)Lookandsay.Askstudentstodrawapictureandtalkaboutitwiththeirpartners.(3)Showtime.Askstudentstoshowtheirdialogues.Encouragemorestudentstoparticipatein.(1)Talkaboutthepicturewiththeteacher.(2)Drawapictureandtalkaboutitwithpartners.(3)Showtheirdialogueswithpartners.Createanaturalandrealsituationtodevelopstudents’comprehensivelanguageusingabilities.Homework1.Practicethedialogue.2.Dotheexercises.

Thesecondperiod(第二課時)PartALet’slearn&Askandanswer?教學(xué)內(nèi)容與目標(biāo)課時教學(xué)內(nèi)容課時教學(xué)目標(biāo)Let’slearn·學(xué)生能夠聽、說、讀、寫五個描述人物性格及外貌特征的形容詞“old,young,funny,kind,strict”·學(xué)生能夠在語境中熟練運(yùn)用這五個單詞詢問并回答關(guān)于人物性格及外貌特征的問題Askandanswer·學(xué)生能夠根據(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)重點(diǎn)學(xué)生能夠聽、說、讀、寫并熟練運(yùn)用五個描述人物性格及外貌特征的單詞“old,young,funny,kind,strict”。?教學(xué)難點(diǎn)學(xué)生能夠在語境中熟練運(yùn)用所學(xué)核心詞匯及句型。?教學(xué)準(zhǔn)備1.預(yù)習(xí)本課時的相關(guān)內(nèi)容。2.PPT課件、課文錄音、視頻等。Teachingpurpose①用歌曲活躍氣氛，在歌曲中幫助學(xué)生復(fù)習(xí)“Teachingpurpose①用歌曲活躍氣氛，在歌曲中幫助學(xué)生復(fù)習(xí)“Who’syourEnglish/Chineseteacher?”“Ishe/she...?”等句型。Step1:Warm-up&Revision&Lead-in①1.Greetings.2.Singthesong—Who’syourteacher?Playthevideo.(出示課件)Letstudentssingtogetherwiththemusic.Teachingpurpose②Teachingpurpose②聯(lián)系學(xué)生新學(xué)期新老師的實(shí)際，在真實(shí)、自然的情景中，用“最強(qiáng)記憶力”的游戲，呈現(xiàn)本節(jié)課所有的老師，讓學(xué)生認(rèn)識老師，為下一步的學(xué)習(xí)做好鋪墊。1.Playagame:Thestrongestmemory.②T:Boysandgirls,wewillhavesomenewteachersthisnewterm.Whoarethey?Doyouwanttoknow?ShowthepictureofamusicbookonthePPT.(出示課件)Askthequestion:What’sthis?Leadstudentstoanswer:It’samusicbook.ThenshowthepictureofMrYoungandsay:MrYoungisthemusicteacher.(出示課件)IntroducetheartteacherMrJones,thescienceteacherMissGreen,theEnglishteacherMissWhiteandthemathsteacherMrLiinthesameway.AtlastshowthepictureofMrsSmithonthePPTandsay:She’stheheadteacher.Leadstudentstoknowthemeaningof“headteacher”.T:Doyourememberourteachers?Nowletmetestyourmemory.Whohasthestrongestmemory?Showthesixpicturesinthebookonpage5.(出示課件)Theteacherasksandstudentsanswerquickly.T:Who’stheartteacher?Ss:MrJones.T:Who’sthemusicteacher?…Teachingpurpose③Teachingpurpose③充分利用上節(jié)課所學(xué)的知識，用對比法和歸類法學(xué)習(xí)新詞old和young。降低難度，增強(qiáng)學(xué)生的自信心。2.Learnthenewwords“old,young”.③T:Who’sOliver’smusicteacher?Ss:MrYoung.ShowthepictureofMrYoung.(出示課件)T:Goodmemory!(Pointtothewhitehair.)Isheyoung?Ss:No,heisn’t.He’sold.Writedowntheword“old”ontheblackboardandleadstudentstoreadlikethis:old,old,he’sold.ShowthepictureofMrJones.(出示課件)LeadstudentstocompareMrJoneswithMrYoung.T:MrYoungisold.IsMrJonesold,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.Teachingpurpose④通過圖片的直觀刺激，調(diào)動學(xué)生的學(xué)習(xí)興趣，加深學(xué)生的印象。注重采用多種方法教授單詞，幫助學(xué)生學(xué)會聽、說、讀、寫單詞的方法和策略，激發(fā)學(xué)生的學(xué)習(xí)熱情。3.Learnthenewword“funny”.Teachingpurpose④通過圖片的直觀刺激，調(diào)動學(xué)生的學(xué)習(xí)興趣，加深學(xué)生的印象。注重采用多種方法教授單詞，幫助學(xué)生學(xué)會聽、說、讀、寫單詞的方法和策略，激發(fā)學(xué)生的學(xué)習(xí)熱情。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:WehaveknownMrYoungisold.MrJonesisyoung.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”.ShowthepicturesofMrLiandMrsSmith.(出示課件)T:MissWhiteisverykind.ButMrLiisverystrict.MrsSmithisstrict,too.Saythefirstsentencewithasmilingface.Saythesecondsentencewithstaringandstomping.Saythethirdsentencewithastrictexpression.Writedowntheword“strict”ontheblackboard.Spellitslowly.Leadstudentstolearnthepronunciationof“str-”fromtheword“strong”.Askstudentstopayattentiontothepronunciationoftheletter“i”.Studentsreadaftertheteacherseveraltimes.Thenstudentsreaditonebyoneandpracticeitinsentences.TheteacherpointstoMrLiandMrsSmithandasks:Ishe/shestrict?Studentsanswer:Yes,he/sheis.Atlaststudentsfillintheblanks.Teachingpurpose⑤Teachingpurpose⑤通過讀和演，確保學(xué)生能正確而流利地朗讀，強(qiáng)化學(xué)生對核心單詞和句型的掌握。6.Pairwork.⑤Showthepartof“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.Teachingpurpose⑥創(chuàng)編Teachingpurpose⑥創(chuàng)編chant，幫助學(xué)生將所學(xué)的新詞進(jìn)行總結(jié)和鞏固。肢體語言能有效地幫助學(xué)生記憶單詞，活躍課堂氣氛，激發(fā)學(xué)生的學(xué)習(xí)興趣。Showachant.Teachingpurpose⑦Teachingpurpose⑦從單詞、句型到會話，由淺入深地設(shè)計(jì)不同層次的操練活動，幫助學(xué)生進(jìn)一步鞏固、強(qiáng)化對目標(biāo)單詞和句型的掌握，為語言輸出做好準(zhǔn)備?！?.Canyouguess?⑦Showsomesentencesandpictureswithcovers.Letstudentsguesswhohe/sheisbyaskingandanswering.(出示課件)Thefollowingmethodscanbeused:Theteacherasksandstudentsanswer;GroupOneasksandGroupTwoanswers;Boysaskandgirlsanswer.Praisethestudentswhoareright.Teachingpurpose⑧呈現(xiàn)學(xué)生熟悉的老師的照片，可以有效地激發(fā)學(xué)生的Teachingpurpose⑧呈現(xiàn)學(xué)生熟悉的老師的照片，可以有效地激發(fā)學(xué)生的學(xué)習(xí)興趣。讓學(xué)生在盡量真實(shí)的語境中合理運(yùn)用所學(xué)詞匯和句型，培養(yǎng)學(xué)生的綜合語言運(yùn)用能力，達(dá)到語言輸出的目的。1.Askandanswer.ShowthepictureofMrsSmithandsomesentences.(出示課件)(1)Makeamodel.PointtoMrsSmithandask:Who’sMrsSmith?Helpstudentsanswer:She’stheheadteacher.She’stall.She’sstrict.Wealllikeher.(2)Pairwork.ReplacethepictureofMrsSmithwithsomephotosofteacherswhomstudentsknowwell.Letstudentsimitatetoaskandanswerwiththeirpartners.(3)Actout.Asksomestudentstoactout.Encouragestudentstodescribetheirteacherswithmorewords.2.Emotionaleducation.Letstudentsknowthatteachersteachthemknowledgeandtheyshouldalwaysrespecttheirteachersasmuchastheyrespecttheirparents.?板書設(shè)計(jì)?作業(yè)設(shè)計(jì)1.Listentotherecordingof“Let’slearn”andreadafterit.2.Talkaboutyournewteacherswithyourpartner.3.Dotheexercises.?教學(xué)反思1.本節(jié)課有效地運(yùn)用了圖片和多媒體課件，刺激學(xué)生的視覺、聽覺，激發(fā)學(xué)生的學(xué)習(xí)興趣。注重采用歸類法、對比法、單詞拆分法、自然拼讀法等多種方法教授單詞，注重學(xué)習(xí)方法和學(xué)習(xí)策略的培養(yǎng)，指導(dǎo)學(xué)生有方法地記憶單詞。2.以學(xué)生為本，充分考慮到學(xué)生活潑、好奇、愛表現(xiàn)的心理，通過讓學(xué)生猜一猜、說一說、唱一唱、做一做等方式，鼓勵學(xué)生積極、主動地參與課堂活動，讓學(xué)生愛上課堂。3.有效地設(shè)計(jì)開放性練習(xí)幫助培養(yǎng)學(xué)生的發(fā)散性思維，注意話題的延續(xù)性和整體性；抓住課堂教學(xué)契機(jī)，在教學(xué)語言的同時適時進(jìn)行情感教育和人文滲透。4.板書簡潔清晰，重點(diǎn)突出，有效地輔助了課堂教學(xué)。?TeachingContents&TeachingAimsLet’slearn·Beabletolisten,speak,readandwritethefivewords“old,young,funny,kind,strict”.·Beabletousethefivewordstoaskandanswerabouttheappearanceandthecharacteristicsofcharactersskillfullyincontext.Askandanswer·Beabletousethewordsandthesentencepatternsof“Let’slearn”accordingtothepicturesortherealsituations.?TeachingPriorities·Beabletolisten,speak,readandwritethefivewords“old,young,funny,kind,strict”.Beabletomasterandusethefivewordstodescribetheappearanceandthecharacteristicsofcharactersskillfully.?TeachingDifficulties·Beabletousethekeywordsandsentencepatternsofthislessonskillfullyandcorrectlyincontext.?TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Revision&Lead-in1.Greetings.2.Singthesong—Who’syourteacher?1.Greetings.2.Singwiththemusic.Activatetheatmosphere.Helpstudentsreviewthesentencepatterns“Who’syourEnglish/Chineseteacher?Ishe/she…?”Presentation1.Playagame:Thestrongestmemory.Showtheteachers’pictureswiththeirnamesandtalktostudents.Playthegameandknowtheteachersofdifferentsubjects.Letstudentsknowtheteachersinthegame.Helpthemprepareforthenextstudy.2.Learnthenewwords“old,young”.LeadstudentstolearnthetwowordsbycomparingthepicturesofMrYoungandMrJones.Explainthattheword“young”istheantonymoftheword“old”.Askstudentstopayattentiontothepronunciation.Trytowriteandread.Perceivethepronunciationofthewordsbyreadingthem.Learnthetwowordsandpracticebetweengroups.Fillintheblanksofthewords.Reducelearningdifficultybycontrastingandclassifyingandenhancestudents’confidence.3.Learnthenewword“funny”.ShowthepictureofMissGreenandteachtheword“funny”bysplittingthewordintosyllables.Askstudentstopracticeitinthesentences“He’s/She’sfunny.”Learntheword“funny”withthehelpoftheteacher.Makefunnyfacesandpractice“funny”insentences.Fillintheblanksoftheword.Stimulatestudents’learninginteresteffectivelybypictures.Helpthemdeveloplearningmethodsandstrategiesandimprovestudents’enthusiasm.4.Learnthenewword“kind”.Teachtheword“kind”bypointingtothesmilingfaceofMissWhite.Letstudentsknowitsmeaningbycomparingdifferentpictures.Emphasizethepronunciationoftheletter“i”intheword.Knowthemeaningoftheword“kind”.Learnhowtoreaditandwriteitwithfingers.Practiceitbetweenboysandgirls.Fillintheblanksoftheword.5.Learnthenewword“strict”.Teachtheword“strict”bycomparingthepicturesofMissWhite,MrsSmithandMrLi.Helpstudentsknowthemeaningwithbodylanguage.Leadstudentstolearnthepronunciationof“str-”fromtheword“strong”.Knowthemeaningoftheword“strict”withthehelpofpicturesandtheteacher’sbodylanguage.Learnthepronunciationof“str-”fromtheword“strong”.Readthewordonebyoneandpracticeitinsentences.（續(xù)表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPresentation6.Pairwork.Playtherecording.Choosesomestudentstoactouttheirdialogues.Readaftertherecording.ThenimitateOliverandZhangPengtoaskandanswerwithpartners.Atlastactoutinclass.Makesurestudentsreadthedialoguecorrectlyandfluently.Helpstudentsconsolidatethekeywordsandsentencepatterns.Practice1.Canyoudo?Showfivepicturesofdifferentexpressionsandthefivenewwords.Makeasmilingfaceifthepicturematchestheword.Makeasadfaceifthepicturedoesn’tmatchtheword.Differentlevelsoftrainingactivitiescanhelpstudentsconsolidateandstrengthenthetargetwordsandsentencepatterns.Prepareforthelanguageoutput.2.Makeachant.Showachant.Askstudentstochantwithsomeactionsandexpressions.Readthechantaftertheteacher.Thenchanttogether.Atlastboysandgirlscanhaveacompetitionwithsomeactionsandexpressions.3.Canyouguess?Showsomepicturesandsentenceswithcovers.Differentwayscanbeusedtoaskandanswer.Guesswhohe/sheisbyaskingandanswering.Consolidation&Extension1.Askandanswer.ShowthepictureofMrsSmithandsomesentences.(1)Makeamodel.MakeamodelaccordingtothepictureofMrsSmith.(2)Pairwork.Showsomephotosofteacherswhomstudentsknowwell.Askstudentstoimitatetoaskandanswerwiththeirpartners.(3)Actout.Asksomestudentstoactout.Encouragestudentstodescribetheirteacherswithmorewords.(1)Learntoaskandansweraboutteachers.(2)Askandanswerwiththeirpartnersaccordingtothephotos.(3)Actout.Stimulatestudents’learninginteresteffectively.Leadstudentstousethekeywordsandsentencesproperlyinanaturalandrealsituationanddevelopstudents’comprehensivelanguageusingabilities.2.Emotionaleducation.Knowthattheyshouldalwaysrespecttheirteachersasmuchastheyrespecttheirparents.Homework1.Listentotherecordingof“Let’slearn”andreadafterit.2.Talkaboutyournewteacherswithyourpartner.3.Dotheexercises.

Thethirdperiod(第三課時)PartALet’sspell?教學(xué)內(nèi)容與目標(biāo)課時教學(xué)內(nèi)容課時教學(xué)目標(biāo)Let’sspell·學(xué)生能夠通過聽例詞發(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·學(xué)生能夠跟著錄音說唱歌謠，強(qiáng)化記憶y的發(fā)音規(guī)則·學(xué)生能夠根據(jù)y的發(fā)音規(guī)則讀出新單詞·學(xué)生能夠聽錄音為單詞標(biāo)序號，鞏固學(xué)習(xí)y和其他已學(xué)字母或字母組合的音—形對應(yīng)關(guān)系·學(xué)生能夠通過看圖、聽錄音、寫單詞活動學(xué)習(xí)根據(jù)發(fā)音規(guī)則拼寫單詞，并能夠按照正確的書寫規(guī)則在單線上抄寫句子?教學(xué)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)。?教學(xué)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、拼寫新單詞。?教學(xué)準(zhǔn)備1.預(yù)習(xí)本課時的相關(guān)內(nèi)容。2.PPT課件、課文錄音、視頻、卡片等。Teachingpurpose①在師生自由、輕松的問答活動中，復(fù)習(xí)舊知。通過特定圖片呈現(xiàn)特定的單詞，讓學(xué)生初步感知字母Teachingpurpose①在師生自由、輕松的問答活動中，復(fù)習(xí)舊知。通過特定圖片呈現(xiàn)特定的單詞，讓學(xué)生初步感知字母y在單詞中的發(fā)音，引出新知。Step1:Warm-up&Revision&Lead-in①1.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.②Teachingpurpose②引導(dǎo)學(xué)生通過讀例詞，觀察例詞結(jié)構(gòu)中共有的特征，感知字母y的發(fā)音，并幫助他們總結(jié)出其發(fā)音規(guī)則，培養(yǎng)他們的觀察能力和邏輯思維能力。Makeallthewordsdisappearexceptthesewords“Cindy,funny,baby,happy”.(出示課件)Tea