Unit1 第4課時（教學(xué)設(shè)計）人教PEP版英語五年級上冊

第四課時一、課時內(nèi)容教科書第8頁：B.Let’slearnMatchandsay二、課時分析"Learn"是基礎(chǔ)學(xué)習(xí)板塊，展示了五張圖片、五個單詞和一組問答句型。這五張情景圖片分別描繪了懷特女士和三名學(xué)生（陳杰、邁克、約翰）打招呼，賽若幫助弟弟系鞋帶，一位男孩害羞地從門后面偷看，吳斌斌刻苦學(xué)習(xí)，以及張鵬思考問題的場景。五個單詞分別是：polite（有禮貌的；客氣的），helpful（有用的；愿意幫忙的），shy（羞怯的；靦腆的；怕生的），hard-working（工作努力的；勤勞的），clever（聰明的；聰穎的）。另外，還有一組問答句型："What'sWuBinbinlike?"（吳斌斌是什么樣子的？），"He'shard-working."（他學(xué)習(xí)很努力。）"Matchandsay"是擴展訓(xùn)練板塊，展示了五張圖片、一組問答和四個陳述句。中間的圖片呈現(xiàn)了奧利弗和陳杰進行問答對話的情景，下方有四個陳述句：Heispolite.（他很有禮貌。）Sheisshy.（她很害羞。）Theyarehelpful.（他們很有幫助。）Theyarehard-working.（他們學(xué)習(xí)很刻苦。）左邊有兩張圖片，一位小女孩躲在媽媽身后，好像害怕見生人；另一張是三名學(xué)生正在打掃教室，邁克在擦玻璃，陳杰在擦黑板，張鵬在掃地板。右邊有兩張圖片，一位男學(xué)生鞠躬問好，另一張是陳杰、邁克、張鵬等學(xué)生認(rèn)真讀書。這個板塊通過將Let'slearn部分內(nèi)容中的句子與相應(yīng)的圖片匹配起來，鞏固學(xué)習(xí)成果。這種圖文并茂的訓(xùn)練方式深受學(xué)生歡迎，能在有趣的情境中幫助他們鞏固新學(xué)的核心知識。在這堂課中，學(xué)生需要重點掌握五個用于描述人物性格的形容詞，以及一組問答句型。這與學(xué)生日常接觸的人物有關(guān)。為此，我將充分利用多媒體功能，準(zhǔn)備PPT課件和微視頻課件，并使用明信片等材料，創(chuàng)造多樣的訓(xùn)練場景。這有助于學(xué)生將所學(xué)知識迅速應(yīng)用于實際生活，增強他們的自信。通過引導(dǎo)，學(xué)生會懂得待人有禮，尊敬老師，與同學(xué)友善合作，勤奮學(xué)習(xí)，培養(yǎng)積極開朗的性格，樹立良好的行為榜樣。三、課時目標(biāo)能夠聽、說、讀、寫五個核心單詞：polite，helpful，shy，hard-working，clever；并且能夠用適當(dāng)?shù)男稳菰~描述周圍人物的性格特點。能夠聽、說、讀、寫重點問答句型：What’sWuBinbinlike?He’shard-working.并能夠在真實生活中自如地應(yīng)用此問答句型進行日常交流。能夠成功地完成圖片與句子的匹配練習(xí)，同時能夠用英語準(zhǔn)確地描述圖片中人物的性格特征。積極參與課堂中各類練習(xí)活動，并圓滿地完成各種訓(xùn)練任務(wù)。經(jīng)過學(xué)習(xí)與觀察，學(xué)生們能夠塑造正確的人生觀與學(xué)習(xí)目標(biāo)，努力成為文明有禮、樂于助人、勤奮好學(xué)、聰慧機智的好孩子。四、課時重難點課程重點：(1)能夠聽、說、讀、寫五個核心單詞：polite，helpful，shy，hard-working，clever。(2)能夠聽、說、讀、寫重點問答句型：What’sWuBinbinlike?He’shard-working.學(xué)習(xí)難點：(1)能夠運用適當(dāng)?shù)男稳菰~來描述身邊人物的性格特征。(2)能夠在實際生活中自如地運用這一問答句型進行正常的交流。(3)能夠成功完成句子與圖片的匹配練習(xí)，并用英語準(zhǔn)確地描述圖片中人物的性格特點。五、教學(xué)準(zhǔn)備網(wǎng)絡(luò)資源動畫課件，自制PPT課件，微視頻課件，打印幾張本班任課老師們的明信片。學(xué)生自制各任課老師與同班同學(xué)的明信片，內(nèi)容包括人物圖片、姓名、性格外貌特征等。六、教學(xué)過程1.課前熱身T:Goodmorning,boysandgirls!Ss:Goodmorning,MissZhang.T:I'msogladtoseeallofyoutoday.Canyoutellmewhatdayitistoday?Ss:Ofcourse,MissZhang.It'sWednesday.T:Greatjob!Now,let'stalkabouttheweather.What'stheweatherlikeoutsidetoday?Ss:It'ssunny!T:Wonderful!Now,let'sallstandupandgetreadytohavesomefun.We'regoingtolearninareallyexcitingway.Areyouallready?Ss:Yes,MissZhang!T:Perfect!Let'sstartwithafunchant.Repeataftermeanduseyourbodytoshowtheactions.Ss:Okay!T:Hello,hello,I'mpolite.我有禮貌。Ss:Hello,hello,I'mpolite.我有禮貌。T:A-B-C-D-E-F-G,I'mhard-working.我很勤奮。Ss:A-B-C-D-E-F-G,I'mhard-working.我很勤奮。T:Look!I'mhelpful.我很有用。Ss:Look!I'mhelpful.我很有用。T:Five,six,three,zero.I'mclever.我很聰明。Ss:Five,six,three,zero.I'mclever.我很聰明。T:No!No!I'mshy.我很靦腆。Ss:No!No!I'mshy.我很靦腆.T:What'sshelike?她什么樣？Ss:What'sshelike?她什么樣？T:That'sright.She'sshy,too.她也很靦腆。Ss:She'sshy,too.她也很靦腆。...DesignIntent:Bystartingtheclasswithanengagingchant,youcreateanenergeticatmospherethatcapturesstudents'attention.Thechantinvolvesbothlanguageandmovement,makingitamemorablewaytointroducenewcontent.Thisinteractiveapproachhelpsstudentsinternalizethematerialbyengagingmultiplesenses.Additionally,therepetitionandrhythmofthechantcontributetotheeasyrecallofnewvocabularyandsentencepatterns,enablingstudentstograduallytransitionfromsimplylearningtofullyunderstandingandusingthelanguage.2.導(dǎo)入(1)Let'sgetstartedwithsomemusic!I'mgoingtoplayafunEnglishsongforyouall.It'scalled"Who'syourteacher?"ListencarefullyandenjoytheEnglishenvironment!(2)Now,let'shavealittleperformance!Ineedtwogroupsofstudentstocomeup.Thefirstgroupwillactoutthedialoguewelearnedinthepreviouslesson.You'llplaytherolesofChenJieandJohnandhaveaconversation.[FirstGroupPerformsDialogue]T:Greatjob,firstgroup!You'veremindedusofthedialoguewelearned.Now,forthesecondgroup,it'syourturntoshowcaseyourcreativity.Eachofyouwillrandomlyselectacharacter'sinformationcardthatyou'vepreparedbeforehand.Usethekeysentencepattern"What's...like?She's/He's..."tohaveadialogue.Thesecardsareaboutoursubjectteachersandclassmateswhohavedistinctivepersonalities.S1:What’sTianYelike?S2:He’sfriendly.S1:What’sLiNalike?S2:She’snice.S1:What’sLiLanlike?S2:She’sstrict.S1:What’sLiuGanglike?S2:He’sfunny.S1:What’sMissTanglike?S2:She’skind....DesignIntent:Thisactivityhasadualpurpose:first,itengagesstudentsinafamiliarandenjoyableEnglishsongtocreateanimmersivelearningenvironment.Second,therole-playexercisesserveasquickyeteffectivereviewsessions.Thefirstgroupre-enactsthedialoguefromthepreviouslesson,ensuringthatthenewcontentislinkedtowhatthey'vealreadylearned.Thesecondgroupengagesincreativedialogueusingthesentencepatternsthey'velearned,whichhelpsreinforcetheirunderstandingwhileincorporatingtheirclassmates'personalitiesintotheactivity.Thiscombinationofreviewandcreativitykeepsthelessonengagingandhelpsconsolidatetheirknowledge.3.新課呈現(xiàn)(1)Let'sstartbylearningsomenewwords.WehaveaPowerPointpresentationready.Eachnewwordwillbeshownalongwithacorrespondingpicture.Here'showwe'llpractice:①I'llplaytherecordedpronunciationofthenewwordsfromthepresentation.Listenandrepeatafterme.②I'llreadthewordsaloud,andyourepeatafterme.③Let'shavethreestudentscomeupandleadthereading.Therestofyou,followalongandrepeat.④Now,we'lldoa"train"reading.I'llsayaword,andthestudentnexttomewillsaythenextword.Likeatrain,we'llgothroughallthewords.DesignIntent:Byusingvariousrepetitiontechniques,we'recreatingmultipleopportunitiesforeachstudenttopracticeandpronouncethenewvocabulary.Thisapproachaimstobuildastrongfoundationforaccuratepronunciationandunderstandingofthewords.(2)Let'sengageinsomegameactivitiestosolidifyourgraspofthenewwords.①Q(mào)uickFlashGuessGame:I'llquicklyshowawordcard,andyou'lltellmetheword.Let'sseewhoguessesright!Ifyoudo,stepback.Keepguessinguntileveryonehasitright.②"FindaFriend"Game:I'lldistributepicturesandcorrespondingwordcardstotenstudents.Fivestudentswillholdpictures,andtheotherfivewillfindtheir"bestfriends"bymatchingwordstopictures.③GroupActivity:"CarrotSquat"Game:Dividetheclassintogroupsoffive.Studentswillformcirclesandtaketurnsdoingactionsbasedontheirheadbands.Forinstance,ifastudent'sheadbandsays"clever,"they'llsayaninstructionwhilesquatting:"cleversquat,cleversquat,nowhelpfulsquat."Thenextstudent,withthe"helpful"headband,continues,andsoon.Ifsomeonemakesamistake,they'reout.Thelastonestandingwins.DesignIntent:Throughdiversegameactivities,wetapintostudents'interestandenthusiasm.Theactivitieshelpensurethateachstudentactivelyengageswiththenewvocabulary,makingtheirlearningexperienceenjoyableandeffective.(3)Now,let'spracticethekeyquestion-answersentencepattern.①I'llplayananimatedpresentationforyou.Watchandlisten,thenpracticeimitatingthequestion-answerpattern.Let'shavetwostudentscomeupwearingheadbands.TheywillplaytherolesofOliverandAmyandengageinapracticedialogue.Oliver:What’sWuBinbinlike?Amy:He’shard-working.Oliver:What’sChenJielike?Amy:She’spolite.Oliver:What’sZhangPenglike?Amy:He’sclever.Oliver:What’sSarahlike?Amy:He’shelpful.Oliver:What’sthelittleboybehindthedoorlike?Amy:He’sshy.Oliver:What’reMikeandJohnlike?Amy:Theyarepolite,too.②Theclasswillbedividedintogroupsofseven.Eachgroupwillchooseastudenttowearaheadbandandrepresentonepersonalitytrait(polite,helpful,shy,clever,hard-working,etc.).TheremainingtwostudentswillactasOliverandAmyforthepractice.Then,they'llswitchrolesforanotherround.③Groupofthreestudents:Eachgroupdrawsaphrasewordcardandpracticesthedialogue.④Groupofthreestudents:Eachgroupdrawsapictureandpracticesthedialogue.DesignIntent:Throughrole-playingandvariousinteractiveexercises,studentspracticethekeyquestion-answersentencepattern.Thisapproachnotonlyreinforcesthepatternbutalsoencouragesactiveparticipationandcreativeexpression,enhancingtheirmasteryofthenewlanguagestructure.(5)Let'splaya"WatchandPerform"gameforpracticingdialogue.①Dividetheclassintogroupsofthree.Onestudentwillactoutanaction,andtheothertwowillengageinadialoguebasedontheaction.Forexample,ifLiJunbowsrespectfully,thedialoguemightgo:Student1:What’sLiJunlike?Student2:He’spolite.IfLiJunisreading,thedialoguemightbe:Student1:What’sLiJunlike?Student2:He’shard-working.Andsoonforotheractions.②Studentswilltaketurnsperformingandguessingdialogueswithintheirgroups.We'llchoosethewinninggroupbasedoncreativityandaccuracy.DesignIntent:Thisactivity,astudentfavorite,letsthemwatch,guess,andrespondtoperformances.Theygettousethelearnedsentencepatternpromptlyandexpressthemselvesconfidently.Thisbooststheirself-assuranceinlearningEnglish.4.操練(1)Let'smakeuseofourresourcepackageanddisplaythepicturesandsentencesfromthe"MatchandSay"section.①Fourstudents,pleasecomeforwardanddescribethecontentofthesefourpictures.②Anotherfourstudents,pleasereadandtranslatethefoursentences,onesentenceeach.③Let'shavestudentrepresentativesleadtheEnglishsentencereading.④Students,workindependentlytomatchthesentenceswiththepictures.Afterward,we'llreviewtogetherasaclass.⑤Pairupandpracticeaskingandansweringquestionsusingthekeysentencepattern.Student1:What’shelike?Student2:He’spolite.Student1:What’sshelike?Student2:She’sshy.Student1:Whataretheylike?Student2:Theyarehelpful.Student1:Whataretheylike?Student2:Theyarehard-working.DesignIntent:Byworkingwiththecoursematerial,we'llgobeyondjustmatchingpictureswithsentences.Ourgoalistoensurestudentsgenuinelyunderstandthecontentofeachpictureandtheapplicationofeachsentenceincontext.Repeatingtheseexerciseshelpsstudentssolidifytheirunderstandingofthematerial.(2)Now,let'sdiscusshowtousesomekeywords.①I'llexplaintheusageof"am,""is,"and"are."Theverb"tobe"hasthreeforms:am,is,andare.Allmean"is.""Am"isusuallyusedafterthefirst-personsingular"I."Forexample,"Iam"canbeshortenedto"I'm.""Is"isusedwithsingularnouns,oftenafterthird-personsingularpronounslike"he,""she,""it,"whichcanbeshortenedto"he's,""she's,""it's.""Are"isusedwithpluralnounsorpronounslike"we,""you,""they,"andcanbeshortenedto"we're,""you're,""they're."②Let'slearnarhymefor"am,""is,"and"are":"Iuseam,youuseare,isfollowshe,she,it.Isconnectshe,she,it;areforwe,you,they;aquestionstartswitham,is,are."③Repeattherhymeafterme.Practicewithapartnersittingnexttoyou.④Let'screatesentencesusing"am,""is,"and"are":Howareyou?I’mfine,thankyou.MissYoungisfunny.Hello,I’mSarah.Theyareclever.DesignIntent:Understandingtheusageof"am,""is,"and"are"iscrucialforelementarystudents.ThisfoundationsetsthestagefortheirEnglishlearningjourney.Toensureretention,regularlyremindingstudentsofthesedifferencesandteachingthemmnemonicdevices,liketherhyme,canbeeffective.(3)Let'sconductanin-classsurvey.Givestudentsfiveminutesoffreeactivitytime.Theycanleavetheirseats,haveconversationsinEnglishwithclassmates,anddiscusstheappearanceandpersonalitiesoffellowstudentsorteachers.Theyshouldtakenotesduringtheseinteractions.Afterfiveminutes,everyonereturnstotheirseats.Studentswillformgroupsoffour.Eachstudentwillsharetheinformationtheygatheredduringtheinterviews.Theywillusethenewlylearnedwordsandsentencepatternstodescribetheappearanceandpersonalitiesofthepeopletheyinterviewed.DesignIntent:Allowingstudentstoengageinrealconversationsrelatedtotheirclassmatesandteachersfosterspracticalcommunicationskills.Thisactivityletsthemapplywhatthey'velearnedinarealcontext.Whileitmayseemchaotic,itencouragesactiveparticipationandeffectivelearning.(4)QuestionandAnswerRelay:Dividetheclassintosixgroups.Thefirststudentineachgroupasksthesecondstudent,"I’mhelpful/shy/...Whatareyoulike?"Thesecondstudentresponds,"I’mpolite/hard-working/...Whatareyoulike?"Thispatterncontinuesdowntheline.Thegroupthatcompletestherelayfirstwins.DesignIntent:Applyingnewlylearnedvocabularyandsentencepatternstodescribeoneselfisapracticalexercisethatstudentsenjoy.Thisactivityoffersquickpracticeforallstudentswithinashorttimeframe,anditallowstheteachertoassesseachstudent'sprogresseffectively.Forstudentswhomightstruggle,peerassistancecanbebeneficialafterclass.5.課堂小結(jié)Summarizethevocabularyandsentencepatternslearnedinthisclass.Teacher:Boysandgirls,let'stakeamomenttoreviewwhatwelearnedtoday.CananyonerecalltheEnglishadjectiveswetalkedabout?Students:polite,helpful,shy,hard-working,clever...Teacher:Wonderful!Now,howaboutthenewsentenceswepracticed?Whocansharethemwithus?Students:"What’sWuBinbinlike?He’shard-working.""What’shelike?He’spolite."Guidestudentstounderstandthatdifferentpeoplehavedifferentpersonalities.Theyshouldlearntorespectothers'personalities,practicetoleranceandpatience,andtreatotherswithwarmth.Teacher:Today,we'vebe