英语人教版 (PEP)Unit 1 What's he like? Part B精品ppt课件

教学过程

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Step 1 Warm-up

通过歌曲和chant激发学生的热情，营造英语学习的氛围。

       Greetings (师生之间打招呼问候)

       Sing the song—Who’s your teacher?

  播放音频，让学生伴随音乐齐声歌唱。

Play the video. Let students sing together with the music.

       Let’s chant

呈现chant内容，第一遍老师带领下跟读，第二遍学生齐声咏唱，第三遍男女学生带动作和表情比赛表演。

Show a chant. First, students read the chant after the teacher. Then chant together. At last, boys and girls can have a competition with some actions and expressions.

Step 2 Presentation&Practice

教学语言的同时适时传递正能量，进行情感渗透。

1. Lead in

  呈现Main scene中Miss White向新同学Oliver介绍班上学生的图片。Show the picture of Miss White introducing Oliver to the class on the PPT.

T: Look at the picture. What can you see? What are they doing?

Ss: Miss White, Amy ...

T: Yes, Miss White is introducing some students to Oliver. What are they like? Let’s have a look.

2. New words（单词/句型学习）

(1)教授单词polite。Teach the word“polite”. Show the picture of Chen Jie introducing her classmates to Miss White.

T: Who’s she? (Point to Chen Jie)

Ss: Chen Jie.

T: Yes. This is Chen Jie. She’s polite.

Show the word “polite” and read it like this: i-e /aɪ/, po-lite. Lead students to read it three times. Ask different groups to read it. Then show a picture and ask “What’s he like?”. Lead students to say: He’s polite. He’s polite. Make sure students know the meaning of the word.

(2)教授单词helpful。Teach the word“helpful”. Show the picture of Sarah helping a boy tie his shoes.

T: What’s Sarah doing?

Ss: She’s helping a boy tie his shoes.(Students can speak in Chinese)

T: Yes, we can say she is helpful.

Show the word “helpful” and read it like this: help + ful — helpful. Lead students to read it three times. Ask different groups to read it. Then show a picture and ask “What’s she like?”. Lead students to say: She’s helpful. Make sure students know the meaning of the word.

(3)教授剩余三个品质特征单词clever/shy/hard-working。Teach the other three words in the similar way.

  (4)游戏：火眼精金。Let students look and say the words quickly.

3. Let’s learn

(1)播放Let's learn视频，看视频回答问题。Play the video of “Let’s learn”. Let students watch and answer: What are they like? Ask students to look and match.

(2)呈现Let's learn图片，跟读单词。Show the content of “Let’s learn” on page 8. First, let students listen and repeat. Ask students to pay attention to the pronunciation and the intonation.

(3)呈现Let's learn图片，操练对话“—What’s he/she like? —He's/She’s ...”。

Ask students to talk about the students with the sentence structure: “She’s/He’s ...” Then lead students to answer the question “What’s she/he like?” with “She’s/He’s ...”

(4)两人小组练习并表演对话。Then let students ask and answer in pairs.Ask some students to act out the dialogue.

       Practice.（单词/句型操练）

4. Pair work

两人小组结合图片谈论人物性格或品质特征。Show the pictures. Let students look and talk about them. Make a model with a student first:

T: What’s he like? S1: He’s polite.

The teacher asks and students answer. Then asking and answering can be done between pairs. These sentence patterns can be used: —What’s he/she like? —He’s /She’s...

Step 3 Consolidation&Extension

帮助学生进一步夯实核心词汇和句型，培养学生的合作精神，提升学生的综合语言运用能力, 并适时地进行情感渗透。

1. Match and say

(1)Look and match.看图将图片和句子进行匹配。

Ask students to look at the four pictures of “Match and say” on page 8 and match the pictures with the sentences.

(2)Check the answers.核对答案。

Check the answers with students and explain the reasons.

(3)Point and say.两人小组问答。

Ask several students to point and say in pairs. One asks and the other one answers.

2. Group work

(1)谈论你的同学。Ask students to work in groups to talk about your classmates. Make a model: Who’s polite in our class? Ask some students to answer: ××× is polite.

3. Emotional education

  教育学生不能以貌取人。You can’t judge a book by its cover.

4. Exercise

(1)圈出单词。

(2)读句子填空。

Step 4 Homework

作业：(1) Listen, read and recite the words on P8.

(2) Copy the words .

(3)Play guessing games with your friends.

  Who is she/he?

教学

反思

通过师生互动、生生互动及小组合作等方式，帮助学生操练和巩固知识，增强合作精神，培养了学生自主学习的能力。

板书

设计

Unit 1 What’s he like?

polite/clever/shy/helpful/hard-working.

—What’s he/she like?

—He’s/She’s ...