五年級英語上冊Unit1What'shelike第二課時教案人教PEP

Page3Thesecondperiod(其次課時)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、寫五個描述人物年齡和性格特點的形容詞“old,young,funny,kind,strict”·學(xué)生能夠在語境中嫻熟運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)生能夠依據(jù)圖片提示或?qū)嶋H狀況運用“Let’slearn”板塊的單詞和句型?教學(xué)重點學(xué)生能夠聽、說、讀、寫并嫻熟運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)難點學(xué)生能夠在語境中嫻熟運用所學(xué)核心詞匯及句型。?教學(xué)打算1.預(yù)習(xí)《狀元大課堂》《創(chuàng)優(yōu)作業(yè)100分》《狀元作業(yè)本》中本課時的相關(guān)內(nèi)容。2.PPT課件、課文錄音、視頻等。Teachingpurpose用歌曲活躍氣氛，在歌曲中幫助學(xué)生復(fù)習(xí)“Teachingpurpose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-in1.Greetings.2.Singthesong—Who’syourteacher?Teachingpurpose聯(lián)系學(xué)生新學(xué)期新老師的實際，在真實、自然的情境中，用“最強記憶力Teachingpurpose聯(lián)系學(xué)生新學(xué)期新老師的實際，在真實、自然的情境中，用“最強記憶力”的嬉戲，呈現(xiàn)本節(jié)課全部的老師，讓學(xué)生相識老師，為下一步的學(xué)習(xí)做好鋪墊。Step2:Presentation1.Playagame:Thestrongestmemory.T: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?…Choosethestudentwhohasthestrongestmemoryandgivehim/heranaward.Thenexplainthedifferenceamong“Mr,Miss,Mrs”.Teachingpurpose充分利用上節(jié)課所學(xué)的學(xué)問，用對比法和歸類法學(xué)習(xí)新詞old和young。降低難度，增加學(xué)生的自信念。2.Teachingpurpose充分利用上節(jié)課所學(xué)的學(xué)問，用對比法和歸類法學(xué)習(xí)新詞old和young。降低難度，增加學(xué)生的自信念。T: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.Atlastaskstudentstofinishtheblanks.Teachingpurpose通過圖片的直觀刺激，調(diào)動學(xué)生的學(xué)習(xí)愛好，加深學(xué)生的印象。留意采納多種方法教授單詞，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)熱忱。3.Learnthenewword“funny”.Teachingpurpose通過圖片的直觀刺激，調(diào)動學(xué)生的學(xué)習(xí)愛好，加深學(xué)生的印象。留意采納多種方法教授單詞，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)熱忱。ShowthepictureofMissGreen.(出示課件)Thenasktwoquestions:Whoisshe?Issheyoung?Askstudentstoanswerthequestions.Thensay:Andshe’sfunny.Writedowntheword“funny”ontheblackboardandread:fun-nyfunny,funny,she’sfunny.Letstudentstrytospellitandperceivethepronunciationoftheletter“y”.Showtwopictures.Oneisamaleclownandtheotheroneisafunnygirl.(出示課件)Saythesentenceswithstudents:He’sfunny.She’sfunny.Askstudentstomakefunnyfaces.Lettheyreadthewordloudlyatthesametime.Atlastaskstudentstofinishtheblanks.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.Askstudentstofinishtheblanks.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.Atlaststudentsfinishtheblanks.Teachingpurpose通過讀和演，確保學(xué)生能正確而流暢地朗讀，強化學(xué)生對核心單詞和句型的駕馭。Teachingpurpose通過讀和演，確保學(xué)生能正確而流暢地朗讀，強化學(xué)生對核心單詞和句型的駕馭。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.Teachingpurpose創(chuàng)編chant，幫助學(xué)生將所學(xué)的新詞進行總結(jié)和鞏固。Bodylanguage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)愛好。2.Teachingpurpose創(chuàng)編chant，幫助學(xué)生將所學(xué)的新詞進行總結(jié)和鞏固。Bodylanguage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)愛好。Showachant.First,studentsreadthechantaftertheteacher.Thenchanttogether.Atlastboysandgirlscanhaveacompetitionwithsomeactionsandexpressions.Teachingpurpose從單詞、句型到會話，由淺入深地設(shè)計不同層次的操練活動，幫助學(xué)生進一步鞏固、強化對目標(biāo)單詞和句型的駕馭，為語言輸出做好打算。Teachingpurpose從單詞、句型到會話，由淺入深地設(shè)計不同層次的操練活動，幫助學(xué)生進一步鞏固、強化對目標(biāo)單詞和句型的駕馭，為語言輸出做好打算。3.Canyouguess?Showsomesentencesandpictureswithcovers.Letstudentsguesswhohe/sheisbyaskingandanswering.(出示課件)Thefollowingmethodscanbeused:Theteacherasksandstudentsanswer;GroupOneasksandGroupTwoanswers;Boysaskandgirlsanswer.Praisethestudentswhoareright.Teachingpurpose呈現(xiàn)學(xué)生熟識的老師的照片，可以有效地激發(fā)學(xué)生的愛好。讓學(xué)生在盡量真實的語境中合理運用所學(xué)詞匯和句型，培育學(xué)生的綜合語言運用實力，達到語言輸出的目的。Step4:Consolidation&ExtensionTeachingpurpose呈現(xiàn)學(xué)生熟識的老師的照片，可以有效地激發(fā)學(xué)生的愛好。讓學(xué)生在盡量真實的語境中合理運用所學(xué)詞匯和句型，培育學(xué)生的綜合語言運用實力，達到語言輸出的目的。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?作業(yè)設(shè)計1.Listentotherecordingof“Let’slearn”andreadafterit.2.Talkaboutyournewteacherswithyourpartner.3.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)課有效地運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)愛好。留意采納歸類法、對比法、單詞拆分法、自然拼讀法等多種方法教授單詞，留意學(xué)習(xí)方法和學(xué)習(xí)策略的培育，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、新奇、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，激勵學(xué)生主動、主動地參加課堂活動，讓學(xué)生愛上課堂。3.有效地設(shè)計開放性練習(xí)幫助培育學(xué)生的發(fā)散性思維，留意話題的持續(xù)性和整體性；抓住課堂教學(xué)契機，在教學(xué)語言的同時適時進行情感教化和人文滲透。4.板書簡潔清楚，重點突出，有效地協(xié)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.Finishtheblanksofthewords.Reducelearningdifficultybycontrastingandclassifyingandenhancestudents’confidence.3.Learnthenewword“funny”.ShowthepictureofMissGreenandteachtheword“funny”bysplittingthewordintosyllables.Askstudentstopracticeitinthesentences“He’s/She’sfunny.”Learntheword“funny”withthehelpoftheteacher.Makefunnyfacesandpractice“funny”insentences.Finishtheblanksoftheword.Stimulatestudents’learninginteresteffectivelybypictures.Helpthemdeveloplearningmethodsandstrategiesandimprovestudents’enthusiasm.4.Learnthenewword“kind”.Teachtheword“kind”bypointingtothesmilingfaceofMissWhite.Letstudentsknowitsmeaningbycomparingdifferentpictures.Emphasizethepronunciationoftheletter“i”intheword.Knowthemeaningoftheword“kind”.Learnhowtoreaditandwriteitwiththeirfingers.Practiceitbetweenboysandgirls.Finishtheblanksoftheword.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.ThenimitateOliverandZhangPengtoaskandanswerwiththeirpartners.Atlastactoutinclass.Makesurestudentsreadthedialoguecorrectlyandfluently.Helpstudentsconsolidatethekeywordsandsentencepatterns.Practice1.Canyoudo?Showfivepicturesofdifferentexpressionsandthefivenewwords.Makeasmilingfaceifthepicturematchestheword.Makeasadfaceifthepicturedoesn’tmatchtheword.Differentlevelsoftrainingactivitiescanhelpstudentsconsolidateandstrengthenthetargetwordsandsentencepatterns.Prepareforthelanguageoutput.2.Makeachant.Showachant.