教学设计五年级第一单元.docx

Whats he like ?第一课时【教学三维目标】1. 能听、说、读、写单词“old”，“young”，“kind”，“funny”和“strict”。2. 能在创设的实际情景中灵活运用句型“Whos your art / English / maths / science / music / teacher?”，“Is he / she young / old / funny / kind / strict / ?”，激发学生进一步了解各科老师的欲望，融洽师生关系。3. 能完成“Ask and answer”部分的对话任务。4. 培养学生自主学习、合作学习的意思和能力，帮助学生树立学好英语的自信心。【教学重点】1. 能听、说、读、写单词“old”，“young”，“kind”，“funny”和“strict”。2. 能在创设的实际情景中灵活运用句型“Whos your art / English / maths / science / music / teacher?”，“Is he / she young / old / funny / kind / strict / ?”，激发学生进一步了解各科老师的欲望，融洽师生关系。【教学难点】1. 利用教材提供的对话情景，以旧引新，引导学生进入学习状态。2. 能准确判断各科老师的性格。【教学准备】1. 教师准备多媒体课件、录音机和录音带、词卡。2. 教师准备各科教材和各科老师的照片。3. 学生准备画笔和画纸。【教学过程】一、课前热身（Warm-up）1. Free talkT: Good morning, everyone. Welcome back to school. How are you today?Ss: Fine, thank you.T: Nice to see you again.Ss: Nice to see you, too.T: This is the first class of our new term. What grade are you in now?Ss: We are in Grade Five now.2. 简单介绍各科老师。T: Now let me ask and you answer. (出示英语书) Whats this?Ss: Its an English book.T: And I teach you English. So I am yourSs: English teacher. 然后教师出示其他科目老师的照片和相应的课本，和学生进行类似的对话。二、课前预习（Preview）师生就各科老师的体貌特征进行问答练习，如：T: Whos your music teacher?Ss: T: Is he / she thin / fat / tall / short / ?Ss: Yes, he / she is. (No, he / she isnt.)T: Now read after me. Thin, thin (Fat, fat / Tall, tall / Short, short). My music teacher is thin (fat / tall / short).Ss: Thin, thin (Fat, fat / Tall, tall / Short, short). My music teacher is thin (fat / tall / short).三、新课呈现（Presentation）1. A. Lets learn(1) 教学新单词 教学单词“old”和“young” 绿色圃中小学教育网T: Boys and girls, its the new term and lets meet some new friends.教师用多媒体课件分别出示动画片喜羊羊和灰太狼中羊村村长和喜羊羊的图片，与学生进行对话，如：T: Look at the man in the picture. (指着洋村村长的图片) Who is he?Ss: Hes Manyangyang.T: Youre right. Look at Manyangyang. He is old. Read after me. Manyangyang is old.Ss: Manyangyang is old.T: Look at other picture. Who is he?Ss: Hes Xiyangyang.T: Is he old?Ss: No, hes not old. T: Youre right. Hes not old. Hes young. Now read after me, please. Xiyangyang is young.Ss: Xiyangyang is young. 教学单词“kind”和“funny”教师用多媒体课件出示白雪公主和七个小矮人的图片，与学生对话，如：T: Look at the girl in the picture. Whos she?Ss: Shes Snow White.T: Snow White is beautiful. Shes kind to the seven dwarfs. The seven dwarfs are funny.然后教师请八位学生上讲台，分别扮演白雪公主和七个小矮人，帮助学生明白单词“kind”和“funny”的含义。 教师出示平时比较严厉的一位任课老师的照片，与学生进行对话，如：T: Look at the picture. Whos he / she?Ss: Hes / Shes T: Is he / she kind?Ss: No, he / she isnt.T: Youre right. Hes / Shes not kind. Hes / Shes very strict. Read after me, please. Hes / Shes strict.Ss: Hes / Shes strict. 教师把本节课学习的五个新单词写在黑板上，并用“唱反调”的方式带来学生读几遍单词。2. 教师用多媒体课件出示本部分的教学挂图，并简单介绍情景，如：T: Oliver and Zhang Peng are talking about the teachers. Lets see what their teachers are like.(1) 第一次播放教学录音，全班学生跟着录音读，了解对话的大致内容。(2) 第二次播放教学录音，学生听完后回答下面问题： Whos Zhang Pengs art teacher? Is Zhang Pengs art teacher old?Answer: Mr Jones. No, hes young.(3) 学生同桌合作，利用情景图中提供的信息替换示例对话中的关键词，编写对话，如：S1: Whos your maths teacher?S2: Hes Mr Li.S1: Is he strict?S2: Yes, he is.然后教师请几对学生上讲台表演对话，表扬表演到位的学生。2. A. Ask and answer(1) 教师出示本班班主任的照片，与学生进行对话，如：T: Whos he / she in the picture?Ss: Hes / Shes Mr / Miss T: Hes / Shes your head teacher. (帮助学生明白词组“head teacher”的意思)(2) 请两位学生站起来示范读本部分的对话。S1: Whos the Mrs Smith?S2: Shes the head teacher. Shes tall. Shes strict.(3) 让学生拿出画纸和画笔，画出自己最喜欢的任课老师，仿照示例编写新对话，如：S1: Whos the man / woman in your picture?S2: Hes / Shes Hes / Shes thin. Hes / Shes kind.四、巩固延伸（Consolidation & Extension）1. 猜一猜教师描述一位教师的体貌和性格特征，让全班学生猜，如：T: Shes tall. Shes beautiful. Shes very young. We all like her. Whos she?Ss: Is she Miss Sun?T: Yes, youre right. Shes Miss Sun.2. 课堂练习选择不同类的选项：绿色圃中小学教育网( ) A. young B. old C. boy( ) A. funny B. kind C. girl( ) A. maths B. music C. class( ) A. father B. teacher C. brother3. Check the answer C, C, C, B 五、课堂小结（Summary）1. 师生一起总结本节课学习的词汇和句型。2. 鼓励学生认真观察各科任老师，并正确总结各科任老师的主要性格特征。六、布置作业（Homework）1. 将本节课学习的新单词在四线三格内抄写六遍。2. 听录音，跟读本部分内容。3. 准备几张家人或朋友的照片，利用本节课学习的新词汇和句型描述照片中的人物。【板书设计】Unit 1 Whats he like?A. Lets learn A. Ask and answer - Whos your art teacher? - Mr Jones. - Is he young? - Yes, he is. old young funny kind strict【教后反思 ：】教师把本节课学习的五个新单词写在黑板上，并用“唱反调”的方式带来学生读几遍单词。这一环节效果非常好，学生参与度很高。T: Look at the picture. Whos he / she?Ss: Hes / Shes T: Is he / she kind?Ss: No, he / she isnt.T: Youre right. Hes / Shes not kind. Hes / Shes very strict. Read after me, please. Hes / Shes strict.Ss: Hes / Shes strict. 这一对话内容学生不是很熟悉，课下还应多加练习。