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    【单元教案】人教版PEP英语五年级上册--Unit 1 What’s he like?单元教案 (6个课时)
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    • The first period(第一课时).doc
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    【单元教案】人教版PEP英语五年级上册--Unit 1 What’s he like?单元教案 (6个课时)01
    【单元教案】人教版PEP英语五年级上册--Unit 1 What’s he like?单元教案 (6个课时)02
    【单元教案】人教版PEP英语五年级上册--Unit 1 What’s he like?单元教案 (6个课时)03
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    【单元教案】人教版PEP英语五年级上册--Unit 1 What’s he like?单元教案 (6个课时)03
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    【单元教案】人教版PEP英语五年级上册--Unit 1 What’s he like?单元教案 (6个课时)03
    【单元教案】人教版PEP英语五年级上册--Unit 1 What’s he like?单元教案 (6个课时)01
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    【单元教案】人教版PEP英语五年级上册--Unit 1 What’s he like?单元教案 (6个课时)03
    【单元教案】人教版PEP英语五年级上册--Unit 1 What’s he like?单元教案 (6个课时)01
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    【单元教案】人教版PEP英语五年级上册--Unit 1 What’s he like?单元教案 (6个课时)

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    这是一份【单元教案】人教版PEP英语五年级上册--Unit 1 What’s he like?单元教案 (6个课时),文件包含Thefirstperiod第一课时doc、Thefifthperiod第五课时doc、Thesecondperiod第二课时doc、Thesixthperiod第六课时doc、Thethirdperiod第三课时doc、Thefourthperiod第四课时doc等6份试卷配套教学资源,其中试卷共44页, 欢迎下载使用。

    The fourth period(第四课时) Part B Let’s try & Let’s talk▶教学内容与目标▶教学重点1. 学生能够理解和掌握本课重点单词和句型。2. 学生能够在情景中运用句型“—What’s he/she like? —He’s/She’s...”询问并回答某人的性格和外貌特征。▶教学难点学生能够灵活运用所学句型在情景中谈论人物的性格和外貌特征,达到语言输出的效果。▶教学准备1.预习本课时的相关内容。2.PPT课件、课文录音、视频、头饰等。Teaching purpose①“快看快答”的游戏活动唤起学生对本单元已学知识的全面记忆,激发学生的学习兴趣,培养学生的观察能力和逻辑思维能力。▶教学过程 课时教学内容课时教学目标Let’s try·学生能够根据核心句型和关键词的提示听懂对话,完成听对话选单词活动Let’s talk·学生能够在图片和教师的帮助下理解Let’s talk 板块对话的大意·学生能够按照正确的意群及语音、语调朗读并表演对话·学生能够根据人物的体貌及性格特征在情景中运用句型“—What’s he/she like? —He’s/She’s...”进行问答·学生能够在语境中理解句子“Ms Wang will be our new Chinese teacher.”的意义并能正确朗读·学生能够根据朋友或教师的性格,运用句型“—What’s he/she like? —He’s/She’s...”展开问答Step 1: Warm-up & Revision & Lead-in①1. Greetings.2. Look and answer quickly. Show the teachers’ pictures of the first part on page 5 quickly on the PPT. (出示课件) Ask some questions according to these pictures. Let students answer quickly. These sentences can be chosen: Who’s he/she? Is he/she...? Do you like him/her? Why? ... 3. Lead-in.Show the teacher’s picture of “Let’s try” on page 7. (出示课件)T: Who’s she? Do you know? Ss: Sorry! I don’t know. T: OK. Now let’s have a look.Step 2: PresentationTeaching purpose②训练听力技巧,感知新句型,为新知的学习做好铺垫。1. Let’s try.②Ask students to read the topic requirement of “Let’s try” and answer the question: Who’s she?Teach students to read the word “Ms” and explain the difference among “Ms, Mrs, Miss, Mr”.T: Ms Wang is a new teacher. Is she funny? Is she quiet? Is she friendly? ... I don’t know. Let’s listen and tick. Teaching purpose③新词的教学贯穿在情景中,词不离句,有助于学生的理解。采用任务型教学法,通过观看图片、视频以及精读,让学生对文本先整体感知,后细致了解,获取关键信息,完成对应的练习,从而全面、正确地理解文本。Play the recording and let students listen to it and tick the right word. (出示课件) Check the answer with students and lead students to ask and answer like this: —What’s Ms Wang like? —She’s friendly.2. Let’s talk.(1)Learn “...will be...” ③T: Zhang Peng has a music teacher, an art teacher, a science teacher, an English teacher and a maths teacher this term. But who’s his Chinese teacher? I know his Chinese teacher is a new teacher. Can you guess?S1: ... S2: Ms Wang?T: Yes. Ms Wang will be his new Chinese teacher.Write down “will be” on the blackboard. Students read it after the teacher. Explain the meaning of “will be” and give some sentences for students to understand. Make models like these:We’re in Grade Five now and we will be in Grade Six. Today it is windy, but it will be sunny tomorrow.(2)Learn the dialogue.Show the picture of “Let’s talk” on page 7 on the PPT. (出示课件)T: Ms Wang will be our Chinese teacher. But I don’t know her well. Look! Chen Jie and John are talking about Ms Wang. Let’s watch the cartoon and choose the answer. (课件出示:教材P7 Let’s talk板块的视频)T: Ms Wang is Chen Jie’s mother. The answer is A. So Chen Jie must know her well. Do you want to know her well? Let’s go and ask Chen Jie. Watch the cartoon again carefully. (出示课件) Then underline the key sentences. After students watch, ask them to fill in the blanks. Students give the answers: kind, strict.Explain the word “sometimes” and give some sentences to help students understand. The sentences are like these:Sometimes I go to school by bus. Sometimes I go to school by bike.Teaching purpose④本环节采用多种方式进行阅读,有助于加深学生对文本的理解,提高学生的阅读理解能力。让学生在语境中用正确的语音、语调及意群朗读对话,可以反复体会和落实核心句型的运用。Ask students to read the two sentences: She is kind. Sometimes she is strict. Then lead students to answer the question “What’s she like?” with “She is kind. Sometimes she is strict.” Write down “—What’s she like? —She’s kind. Sometimes she is strict.” on the blackboard. Students read them after the teacher. Ask and answer between boys and girls. Then exchange.(3)Read and act.④①Read the text.Play the recording. (出示课件) Let students read after it. Ask students to pay attention to the pronunciation and the intonation. Then students read together. Boys read, and girls read. They can have a competition. At last, students read freely.②Pair work.Let students practice the dialogue with their partners.③Act out.Take out the headwear. Ask some students to act out. Tell them to pay attention to the pronunciation and the intonation. Praise and correct in time. Encourage more students to participate in.(4)Retell the dialogue of “Let’s talk”. Students retell the dialogue with the help of the teacher and the writing on the blackboardTeaching purpose⑤操练活动环环相扣,引导学生一步一步地巩固核心句型的运用。层层铺垫使学生能说、会说。小组合作能有效提高学生的兴趣,同时也能让学生感受到成功的喜悦,增强学生学习英语的自信。Step 3: Practice⑤1. Say more words.Ask students to say more words that can be used to describe characters, such as tall, short, young, funny, cute ... They can have a competition between groups.2. Group work.Show the pictures of “Let’s learn” on page 5. (出示课件) Make a model with a student first: T: What’s he like? S1: He’s old.The teacher asks and students answer. Then asking and answering can be done between groups. These sentence patterns can be used: —What’s he/she like? —He’s /She’s...3. Pair work.Ask students to talk about their teachers or friends with partners. Show the third part of page 7 on the PPT. (课件出示: Let’s talk下方的活动板块) Let students ask and answer in pairs.4. Act out.Ask some students to act out. Praise them in time if they do a good job.Step 4: Consolidation & Extension⑥Teaching purpose⑥小组合作可以培养学生的团队精神。将所编的对话进行内化后用语篇输出,既能提高学生的综合语言运用能力,又能激发学生的学习兴趣。1. Make up a dialogue.Divide students into several groups and give out a task list of describing people to every group. Let students make up a dialogue in groups of four. Lead students to discuss and finish the task. At last choose two students from each group to act out the dialogue.2. Describe your teachers or friends.Ask students to describe their teachers or friends according to the dialogues that they have made up in groups. Make a model:Miss Wan will be our music teacher. She has long hair. She is young. She’s kind. Sometimes she is strict. I like her. ▶板书设计▶作业设计1. Practice the dialogue.2. Talk about your new teacher with your partner.3. Do the exercises.▶教学反思1. 本课时以会话教学为中心,通过“快看、快答”,唤起学生对旧知的记忆。在情境中完成单词和核心句型的教学,做到词不离句。2. 采用任务型教学法,层层递进,让学生一步步深入文本,获取关键信息,理解文本内容。3. 操练活动形式多样,较好地激发了学生的学生兴趣,使核心句型在反复操练的过程中得到落实。4. 利用小组合作创编对话,培养学生的团队精神,让学生感受到成功和自信,提高了学生的语言综合运用能力。5. 板书线条清晰,结构性强,可以很好地辅助学生的语言输出。▶Teaching Contents & Teaching AimsLet’s try·Be able to understand the dialogue and finish the listening task.Let’s talk·Be able to understand the main idea of the dialogue with the help of the teacher and the picture.·Be able to read the dialogue correctly and fluently and act it out.·Be able to use the target sentence patterns to ask and answer in context properly.·Be able to understand the sentence “Ms Wang will be our new Chinese teacher.” in context and read it correctly.▶Teaching Priorities·Be able to understand and master the key words and sentence patterns of this lesson.·Be able to use the target sentence patterns to ask and answer in context properly.▶Teaching Difficulties·Be able to talk about characteristics and appearance by using the sentence patterns flexibly in situations.▶Teaching Procedures(续表) Teaching StagesTeacher’ s ActivitiesStudents’ ActivitiesTeaching PurposesWarm-up&Revision&Lead-in1. Greetings.2. Look and answer quickly.Show the teachers’ pictures and ask: Who’s he/she? Is he/she...? Do you like him/her? Why? ...3. Lead-in.Show the picture and ask questions.1. Greetings.2. Answer the questions according to the pictures.3. Answer the questions.Arouse students’ memory for the knowledge that they have learned. Stimulate students’ learning interest. Cultivate students’ observation and logical thinking abilities.Presentation1. Let’s try.Ask students to read the topic and answer a question. Explain the difference among “Ms, Mrs, Miss, Mr”. Play the recording. Check the answer.Read the topic and answer the question. Know the difference among “Ms, Mrs, Miss, Mr”. Listen and tick. Check the answer with the teacher.Train students’ listening skills. Help students perceive the new sentence patterns. Prepare for the next study.2. Let’s talk.(1)Teach “...will be...”(2)Teach the dialogue. Explain the meaning of “sometimes”.(3)Let students read and act.(4)Help students retell the dialogue of “Let’s talk”.(1)Learn the meaning and the usage of “will be”. (2)Watch the cartoon and finish the exercises. Learn the meaning of “sometimes”.(3)Read the dialogue in various ways and act it out.(4)Retell the dialogue with the help of the teacher and the writing on the blackboard.Help students understand the new words in context and perceive the text by watching the cartoon. Then help them get the key information by reading it carefully. Make sure students understand and read the text correctly. Teaching StagesTeacher’ s ActivitiesStudents’ ActivitiesTeaching PurposesPractice1. Say more words. Ask students to say more words as possible as they can.2. Group work. Show the pictures. Make a model.3. Pair work.4. Act out.Ask some students to act out. Praise students in time if they do a good job.1. Say more words of describing characters.2. Ask and answer between groups.3. Ask and answer in pairs.4. Act out in class.Improve students’ interest effectively through group activities. Help students strengthen the key sentence patterns through some practice. Enhance students’ confidence.Consolidation&Extension1. Make up a dialogue.Divide students into several groups and give out a task list to every group. Ask students to make a dialogue and show their dialogues. 2. Describe your teachers or friends. Make a model.1. Work in groups of four.Discuss and finish the task list. Show their dialogues. 2. Describe the teachers or the friends according to the dialogues that they have made up in groups.Cultivate students’ team spirit. Develop students’ comprehensive language using abilities by internalizing the dialogue. Stimulate students’ learning interest.Homework1. Practice the dialogue.2. Talk about your new teacher with your partner.3. Do the exercises.
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