五年级unit-1.doc_咨信网zixin.com.cn

资源描述

小学教师备课本年度第学期学校学科班级教师瑞安市第二实验小学制瑞安市第二实验小学教师备课导引学段目标 1．养成良好的听英语、读英语、说英语的习惯。 2．初步养成良好的书写习惯。 3. 能按三会与四会的要求掌握所学词语。 4．能四会要求掌握所学句型。 5．能运用所学的日常交际用语进行简单的日常交流，并做到大胆开口，积极参与，发音清楚，语调正确。 6．能在图片、手势、情景等非语言提示的帮助下，听懂简单的话语和录音材料。 7．能在任务型学习的过程中运用相关的语言知识和技能，完成某项任务。 8．能演唱已学的英语歌曲，能诵读已学过的英语歌谣。教材分析本单元是五年级上册第一单元，围绕“What’s he like?”话题展开，在新学期讨论老师和同学的真实情境中引出四组情境对话和一个Story。讨论朋友、老师、同学的话题是学生比较感兴趣的话题，而且五年级学生已经掌握了一些关于任务性格特征的词汇和询问人的句子，在本单元学习中，重点通过听、说、读、写等活动使学生掌握本单元主要交际语言：“What’s he / she like? He/ She is … Is he /she …? Yes, he /she is. No, he /she isn’t.”等讨论人物性格特征的交际用语和相关词汇，并能通过学习发展学生的语言交际能力，以便在现实生活中应用。学情分析五年级的学生已学过两年多的英语，但本班学生的英语学习习惯还有待进一步加强，无论是好生还是学习后进生，本班学生的上课注意力不够集中，上课爱做小动作，对英语的朗读任务不能及时完成，因此英语学习的效果不是很理想；另外由于教材难度偏大，教学内容与课时不成比例，学生的学习兴趣难以保持，两极分化较严重，口语能力较差。因此，本学期应注重转化后进生，因材施教，分层教学，保持学生的学习兴趣，注意加强口语、阅读能力的训练以及注重学生良好行为习惯的养成。教学目标知识目标： 1. 能够听、说、读、写Let’s learn, Let’s talk部分的四会单词和句型。 2. 能够在情景中运用句型Is he/she young …/? What’s he/she like? He/ She is kind/…询问并回答某人的性格或外貌特征 3. 能够掌握字母-y的发音规则，即-y在单词词尾发/i/ 4. 会唱英语歌曲“Who’s your teacher?” 5. 了解谚语“You can’t judge a book by its cover”。能力目标： 1. 通过语言学习以及多种形式的交际活动，能够掌握本单元词汇和主要句型，并运用其进行正确交际，解决实际生活中如何询问人和讨论人的性格特征的问题，培养良好的语言交际能力。 2. 能够读出符合-y发音规则的单词，并能够根据发音拼写出符合-y发音规则的单词。 3. 能够按照正确的意群及语音、语调朗读本单元的对话、日记等文本内容。情感目标：通过本单元的学习，培养学生主动用英语交际的习惯，树立正确的审美观、避免以貌取人。文化意识目标：通过学习了解中西方对于人物讨论的异同，培养学生跨文化交际意识。学习策略目标：能够在教师的帮助下进行be动词与人称代词的搭配小结，学会正确搭配；能够根据的-y发音规则拼读、拼写单词；能够在情境中进行真实交际；能够自主阅读并总结有效的学习方法。教学重难点本单元的教学重点是Let’s learn中的单词，以及Let’s talk中询问和描述他人特征的句子。教学难点是be动词的搭配用法，如何在真实情境中谈论他人特征。教学准备教学PPT 教学设计第一单元第 1 课上课时间月日星期课时第 1 课时课题 PEP5 Unit1 A Let’s Learn 课型单词教学课教学目标知识和技能： 1、能听懂会说并在实际情景中运用以下对话： Do you have new teachers? Yes, we have a new English/math/art/science/computer/music/P.E. teacher. Who's your English/math/art/science/computer/music/P.E. teacher? Mr. Zhao/Miss Ma/Miss Liu … What's he/she like? He's/She's thin and short. And he/she is very kind. 2、了解歌谣的含义，并能吟唱歌谣的内容。 3、能将所学的句子运用在游戏当中，并能在实际情景中进行运用。过程和方法： 1、提高学生听、说、读的综合运用能力，并初步培养学生对语篇的理解能力； 2、通过语篇教学叠加方式和有效知识点归类，使学生在理解故事的基础上，掌握一定的学习方法和策略。情感和态度： 1、树立正确的审美观，避免以貌取人。 2、通过对不同人物外貌的讨论，培养学生良好的观察能力和合作能力，以及主动思维、创新的能力。教学重难点教学重点：听说读写let’s learn部分的单词。感知句型Who’s your…teacher? What’s he/she like? 教学难点：let’s star部分内容的导入教学准备教学ppt 关键问题设计与解决作业设计 1. Listen to the tape and read the words to your parents . 2. Read the text , draw a picture and make a dialogue with the partner 教学板书设计 Unit1 What’s he like? Who’s your art/ music/ science/ English/ maths teaher? Mr Young. / Mrs Smith. / Miss Green. Is he/ she old/ young/ funny/ kind/ strict? Yes, he/ she is. / No, he/ she isn’t. 教学反思教学过程设计二次备课修改处一、Warming-up 1. Let’s look and say Review the words: maths book/ English book/ Chinese book/ art book /computer book 2. Let’s do (四上Unit 2, 三下Unit3) Put your Chinese book in your desk. Big, big, big! Make your eyes big. Put your pencil box on your English book. Small, small, small! Make your arms long. Put your maths book under your schoolbag. long, long, long! Make your arms long. Put your eraser near your pencil box. Short, short, short! Make your arms short. 3. Can you recite the words according to the pictures: tall/ short/ fat/ thin/ long/ big/ small. e.g. tall, t-a-l-l, tall. Mr Jones is tall. / My Chinese teacher is tall… 二、Presentation and practice 1. Teach: old, young (1)T: This is our music teacher, Mr Young. He’s old. This is our art teacher, Mr Jones. He’s young. (T writes old and young, Ss read them.) T: How old are you, XXX? S1: I’m 12 years old. T: I’m 34 years old. So I am old. You are young. (2) Ss ask and say: S1: How old are you? S2: I am … years old. What about you? S1: I am … years old. I am young. You are old. Haha… (3) Use the words: tall, thin, young to describe the persons. 2. Teach: funny, kind and strict. (1)A: T (shows the picture of Mr Bean): Look, he is Mr Bean, is he young? Ss: No, he is old. T: Yes, and he is very funny. Ss read and spell: funny B: T: Who is funny in your class? Ss:Our music/ maths/ Chinese / English teacher is funny. (2) T: I am not funny. I am strict. Ss read and spell: strict. Ss learn to say: Our Chinese/...teacher is strict. (3) T: I am strict.but sometimes I am kind. Ss read and spell: kind. 4. Let’s chant Old,old, o-l-d, old. Our music teacher is old. Young,young, y-o-u-n-g. young. Our art teacher is young. Funny,funny, f-u-n-n-y, funny. Our science teacher is funny. Kind, kind, k-i-n-d, kind. Our English teacher is kind. Strict, strict, s-t-r-i-c-t, strict. Our maths teacher is strict. 5.Let’s play and say, pay attention to “Mr/ Miss / MS/ Mrs” S1(摸纸片): art teacher / English teacher / Chinese teacher… S2: Who’s your … teacher? S1：Mr/ Miss / MS/ Mrs … S2: Is he/ she young/ …? S1：Yes, he / she is. / No, he / she isn’t. 三、Consolidation Choose one to describe our teachers. Mr/ Miss / MS/ Mrs is our teacher. He’s very . He’s and . 备课资料链接教学设计第一单元第 2 课上课时间月日星期课时第 1 课时课题 PEP5 Unit1 A Let’s talk 课型对话教学课教学目标知识和技能： 1、能听懂本课时单词及词组：principal, university student, strict, smart, active 2、能听懂、会说句型：Who's he…？ He's from…. What's he like? 3、能听懂Let's chant的歌谣，并按照节奏来念。 4、能运用上节课的词汇进行pair work巩固练习。过程和方法： 1、提高学生听、说、读的综合运用能力，并初步培养学生对语篇的理解能力； 2、通过语篇教学叠加方式和有效知识点归类，使学生在理解故事的基础上，掌握一定的学习方法和策略。情感和态度： 1、树立正确的审美观，避免以貌取人。 2、通过对不同人物外貌的讨论，培养学生良好的观察能力和合作能力，以及主动思维、创新的能力。教学重难点教学重点：掌握let’s talk部分的句型，并能根据实际情况做替换关键词的练习。教学难点： Let’s try这一形式在学生用书是第一次出现，但难度不大。学生即使不能够听懂句子的含义，只要明白关键词的医生也能找到正确答案，初步培养了学生的听力技能。教学准备教学ppt 作业设计 1. Listen to the tape and read the dialogue 2. Read the text , draw a picture and make a dialogue with the partner 3. Copy the sentences: Is he young? No, he isn’t. Is he funny? Yes, he is. 教学板书设计 Unit1 What’s he like? Is he/ she young/ funny/ kind/ strict/ old? Yes, he / she is. No, he/ she isn’t. 教学反思教学过程设计二次备课修改处一、Warming-up 1.Let’s chant.( Review the words: old, young, kind, funny, strict, kind) Old, old, o-l-d, old. Our music teacher is old. Young, young, y-o-u-n-g. young. Our art teacher is young. Funny, funny, f-u-n-n-y, funny. Our science teacher is funny. Kind, kind, k-i-n-d, kind. Our English teacher is kind. Strict, strict, s-t-r-i-c-t, strict. Our maths teacher is strict. 2．Let’s ask and answer. T: Who’s your English teacher? S1: Mr / Mrs / Miss . T: Is he/ she funny/ kind/ strict / young / old ? S2: Yes, he/ she is. / No, he / she isn’t. 3．Let’s listen and guess. T: Now I’ll describe a teacher of yours. Please guess who he / she is. Now listen to me carefully. He’s tall, he’s very strong, he’s funny. Who’s he? Ss: He’s our P.E. teacher, Mr Tang T: She’s tall and thin. She’s very strict. Who’s she? Ss: She’s our maths teacher, Mrs Wu….. 二、Presentation and practice 1．Say Quickly: Look at the pictures and say: He’s / She’s …. 2．Let’s try.(Let the Ss recite it) Mr Li is our maths teacher. He’s so strong. He’s a good basketball player. Is he strict? Yes, sometimes. 3．Teach: Let’s talk (1)T: Mr Li is strict. What about Mr Young? Look at Mr Young’s picture. Can you say something about him. S1: He’s funny. /He’s old….. (2) Ask and answer T shows one picture and one word E.g. old and old S1: Is he old? S2: Yes, he is. Young and quiet S1: Is she young? S2: No, she isn’t. She’s quiet. (3) Listen to the tape, read, ask and answer. T(T writes them on the BB): Is he young? S1: No, he isn’t. He’s old. T: Is he funny? S1: Yes, he is. (4) Ss learn to read and act it. 三、Consolidation Can you say? T shows the picture of the three teachers: English teacher, Chinese teacher, maths teacher …Ss work in groups. S1:Who’s she? S2:She’s our English teacher. S1: Is she kind? S2: Yes, she is. S1:Who’s she? S2:She’s our English teacher…. 备课资料链接教学设计第一单元第 3 课上课时间月日星期课时第 1 课时课题 PEP5 Unit1 A Let’s Spell 课型语音教学课教学目标知识和技能： 1、能够掌握字母-y的发音规则，即-y在单词词尾发/i/。 2、能够读出符合-y发音规则的单词，并能够根据发音拼写出符合-y发音规则的单词。情感和态度： 1、通过本单元的学习，培养学生主动用英语交际的习惯，树立正确的审美观、避免以貌取人。 2、通过学习了解中西方对于人物讨论的异同，培养学生跨文化交际意识。教学重难点教学重点：能够掌握字母-y的发音规则，即-y在单词词尾发/i/。教学难点：能够读出符合-y发音规则的单词，并能够根据发音拼写出符合-y发音规则的单词。教学准备教学PPT 关键问题设计与解决作业设计 . Listen to the tape and read and spell the words to your parents . 2. Read P10. 3. Learn to write the sentences with he/ she/ it/… 教学板书设计 be 动词：am is are. I am He/ she/ it is We/ they/ you are Unit1 What’s he like? baby happy windy sunny sorry y / I / The baby is happy. I like candy. I am sorry. 教学反思教学过程设计二次备课修改处一、Warming-up 1. Can you spell? Review the words: tall, short, thin, fat, strong, funny, quiet, kind, funny, strict. 2. Let’s have a relay race S1: Who’s your science teacher? S2: (Show his picture) Mr Hu. S1: Is he young? S2: Yes, he is. S2: Who’s he? S3: (Show his picture) He’s the head teacher. S2: Is he kind? S3: (Show his picture)No, he isn’t. He’s strict. 3. Enjoy a chant. No candy for the baby. No candy for the baby. I am sorry little baby. But no candy for the baby. 二、Presentation and practice 1. Can you read? (1) Ss read: candy, baby, sorry (2) T: What about these? happy, windy, sunny, many, family, party Ss read by themselves. 2. Let’s listen to the tape , read and think about the pronunciation of “ y ”. 3. Let Ss listen again, and invite the Ss to conclude the pronunciation of “ y ” 4. Ss read like this. ba—by—baby ha—ppy—happy win—dy—windy sun—ny—sunny so—rry—sorry 5. Can you read other words? thirty, fifty, lonely, any, kitty …. 6. Let’s listen, number and say. (1) Ss read these words. (2)Ss listen and number (3) Ss check together. 三、Consolidation I can say. (1)T shows the picture and say an easy sentences with he/ she/ it/ I and so on E.g. The baby is lovely. He is happy. It is windy. It is sunny. I am sorry. (2)Let’s chant 我用is，你用are, is 连着他，她，它单数名词用is，复数名词全用 are (3)Let’s wrap it up. (P10) A. Think and match. B. Choose and write. 备课资料链接教学设计第一单元第 4 课上课时间月日星期课时第 1 课时课题 PEP5 Unit1 B Let’s learn 课型单词教学课教学目标知识和技能： 1、能够听、说、读、写Let’s learn部分的四会单词。 2、能够在情景中运用句型Is he/she young …/? What’s he/she like? He/She is kind/…询问并回答某人的性格或外貌特征 3、会唱英语歌曲“Who’s your teacher?” 过程和方法： 1、提高学生听、说、读的综合运用能力，并初步培养学生对语篇的理解能力； 2、通过语言学习以及多种形式的交际活动，能够掌握本单元词汇和主要句型，并运用其进行正确交际，解决实际生活中如何询问人和讨论人的性格特征的问题，培养良好的语言交际能力。情感和态度：通过本单元的学习，培养学生主动用英语交际的习惯，树立正确的审美观、避免以貌取人。文化意识目标：通过学习了解中西方对于人物讨论的异同，培养学生跨文化交际意识。教学重难点教学重点：能够听、说、读、写Let’s learn部分的四会单词。教学难点：单词hard-working、polite、helpful的发音。教学准备关键问题设计与解决作业设计 1. Listen to the tape and read the words to your parents . 2. Copy the words 4 times. 教学板书设计 Unit1 What’s he like? What’s he/ she like? He/ She’s …. shy clever polite hard-working helpful 教学反思教学过程设计二次备课修改处一、Warming-up 1.Say and spell it quickly. Review the words: tall, short, thin, fat, strong, funny, quiet, kind, funny, strict. 2.Let’s make a dialogue. S1: Who’s your science teacher? S2: (Show his picture) Mr Hu. S1: Is he young? S2: Yes, he is. /No, he isn’t. He’s strict. 二、Presentation and practice 1.Teach: What’s he like? T shows the picture of these persons: Mr Young/ Mr Jones / Miss Green / Miss White / Mr Li. And introduce them. T: Look at Mr Young. He’s our music teacher. What’s he like? He’s old. Look at Mr Johns. He’s our art teacher. What’s he like? He’s young. T writes: what’s he like? He’s old. Ss read it. T shows Miss Green / Miss White and say: What’s she like? She’s kind. Ss learn to say others 2. Teach: polite, hard-working and clever. T points to the pictures: Mr Young, Mr Jones, Miss Green, Miss White and Mr Li and say: They are teachers. Now let’s look at their students. (1) Look at this student. What’s she like? She’s polite. Ss learn to read: i-e /ai/ polite . we are polite. / XXX is polite. (2) Look at this student. What’s she like? She’s hard- working. Ss learn to read: ar /a:/ , or / ə:/ hard-working. She/ he is … (3)Look at this student. He’s clever. Ss learn to read: er / ə / clever I can sing an English song. I am clever…. 4. Let’s praise our classmates. T say one word: polite. Ss say: xxx is polite. And so on. 5. Teach: helpful and shy A.(1)T: Yeah, xxx is polite, and she is very helpful. Look, (T shows the pictures)she cleans the classroom, clean the blackboard, clean the window… Ss learn to read and spell : h-e-l-p ----ful helpful T: Are you helpful at home? Ss: Yes, I am helpful. (1) Let’s say: I am helpful. I can …. (2) Look at the pictures and talk(让学生家长记录学生在家做家务的照片) S1: What’s XXX like? S2: She’s helpful. She can…. B. (1) T: Is she helpful? Ss: Yes, she is helpful. T: And she is shy. Ss read and spell it. Let the boys act shy like girls 5. Listen to the tape on Page 8. 6. Match and say. 三、Consolidation 1.Group activity(准备好同班同学的姓名卡片和形容词卡片) e.g. xxx, clever, hard-working S1: What’s xxx like? S2: He’s / She’s clever S3: Is he hard-working? S4: Yes, he’s hard-working. 2. Do workbook 备课资料链接教学设计第一单元第 5 课上课时间月日星期课时第 1 课时课题 PEP5 Unit1 B Let’s talk 课型对话教学课教学目标知识和技能： 1、能够在情景中运用句型Is he/she young …/? What’s he/she like? He/She is kind/…询问并回答某人的性格或外貌特征。 2、完成let’s try部分的练习。 3、会唱英语歌曲“Who’s your teacher?” 4、了解谚语“You can’t judge a book by its cover”。过程和方法： 1、提高学生听、说、读的综合运用能力，并初步培养学生对语篇的理解能力； 2、通过语言学习以及多种形式的交际活动，能够掌握本单元词汇和主要句型，并运用其进行正确交际，解决实际生活中如何询问人和讨论人的性格特征的问题，培养良好的语言交际能力。情感和态度：通过本单元的学习，培养学生主动用英语交际的习惯，树立正确的审美观、避免以貌取人。文化意识目标：通过学习了解中西方对于人物讨论的异同，培养学生跨文化交际意识。教学重难点教学重点：掌握let’s talk部分的对话。教学难点：掌握句型what’s he / she like? He’s/ She’s…问答及应用。教学准备教学ppt 关键问题设计与解决作业设计 1. Listen to the tape and read the dialogue to your parents . 2. Make a new dialogue with your partner 教学板书设计 Unit1 What’s he like? Ms Wang will be our new Chinese teacher. What’s she like? She’s …. Is she strict? Yes, sometimes. 教学反思教学过程设计二次备课修改处

展开阅读全文