人教版英語五年級上冊 The first period（第一課時）

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:WuYifanandOliverseeMrLi.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,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。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:WuYifanandOliveraretalkingaboutMrYoungnow.Let’swatchthecartoonandreadthedialogueafterit.TrytoknowmoreaboutMrYoung.Playthecartoonof“Let’stalk”.(出示課件)Letstudentsreadafterit.Askstudentstoreadthedialogueagainandanswerthefollowingquestions:①WhoisMrYoung?②Isheyoung?③Ishefunny?Checktheanswerswithstudents.LeadstudentstomakeanintroductionofMrYoungaccordingtotheanswerslikethis:MrYoungisWuYifanandOliver’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?作業(yè)設(shè)計1.Practicethedialogue.2.Dotheexercises.(見“狀元成才路”系列叢書《創(chuàng)優(yōu)作業(yè)100分》或《狀元作業(yè)本》對應(yīng)課時作業(yè))?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)Pair