Unit 1 What's he like_（教案）人教PEP版英语五年级上册

这是一份Unit 1 What's he like_（教案）人教PEP版英语五年级上册，共13页。
第一课时一、课时内容教科书第教科书第4页： A. Let’s try Let’s talk 二、课时分析本节课涵盖了义务教育灵通版（pep）小学英语教科书五年级上册的第一单元第一课时内容，围绕主题“What’s he like?”展开教学。课程包括三个板块：Let’s try、Let’s talk和Role-play。在“Let’s try”板块中，进行听力训练，为后续的“Let’s talk”部分做铺垫，通过该环节培养学生的听力能力。“Let’s talk”板块以主题“What’s he like?”为中心，展示了一个关于音乐老师杨先生外貌和性格特点的对话情景。在这个对话中，吴斌斌与Oliver讨论了杨先生的特征，运用句型“Who is…? / Is he / she…?”，通过积极的询问获得更多信息。此外，通过“Talk about your teachers”的问答表演活动，巩固了句型“Who’s …? / Is he / she…?”的运用。本节课作为整个单元的开篇，引领了后续学习，重点关注句型“Who is…? / Is he / she…?”以及常用形容词的掌握。通过对话展示了特殊疑问句和一般疑问句的问答形式，以及肯定和否定回答方式，增强学生对这些句型的理解。接下来，展示了七个描述人外貌和性格的形容词，并引导学生通过问答练习，对自己的任课老师进行描述，以此提高句型“Who’s your…? / Is he / she…?”的应用能力，深化学生对老师的认知，并促进对老师的尊敬和崇拜之情。鉴于五年级学生已有三、四年级英语学习经验，具备一定的语言感知能力，教学方法采用多次呈现对话情境动画，通过声音和图像的联动，引导学生提前了解对话内容。鼓励学生模仿表演对话，感受新句型的应用，随后提取重点句型，通过游戏等活动巩固所学内容。三、课时目标能够理解以下问句：Are you familiar with Mr. Young? / Who is he? Is he of a youthful age? / Is he humorous?能够准确地理解、口头表达和流利朗读以下交际用语及其回答：Do you know Mr. Young? / Who is he? Is he young? / Is he funny? 并掌握相关句型。具备听说读写以下单词的能力：elderly，youthful，amusing，tall，amicable，gentle，calm，并能在上下文中理解其含义。能够听懂、口头表达、并通过表演呈现对话内容，同时在实际情境中熟练应用所需的核心句型，进行面对面的真实对话交流。四、课时重难点1.重点（1）掌握三个新单词：old，young，funny。（2）掌握一个特殊疑问句及答语：Who is he? Mr Young.（3）掌握 两个一般疑问句及答语：Is he young? No, he isn’t. He’s old. Is he funny? Yes, he is.2.难点能够听懂、会说、会表演对话中的内容，并且在真实情境灵活运用所需核心句型进行真人面对面对话交流。五、教学准备教师课前精心制作PPT课件以及微课视频，准备好录音设备，自制词卡与图卡，学生自制人物头饰。六、教学过程课前热身 - Warm-upT: 老师： Good morning, boys and girls.Ss: 学生： Good morning, Miss Zhang.T: 老师： What time is it now?Ss: 学生： It’s eight thirty.T: 老师： It’s time for our English class.Ss: 学生： Great.T: 老师： Stand up, please. Say and do follow me.Ss: 学生： Yes.T: 老师： I’m tall. 我很高。You’re short. 你很矮。Ss: 学生： I’m tall. 我很高。You’re short. 你很矮。T: 老师： I’m big. 我很大。You’re small. 你很小。Ss: 学生： I’m big. 我很大。You’re small. 你很小。T: 老师： I’m old. 我很老。You’re young. 你很年轻。Ss: 学生： I’m old. 我很老。You’re young. 你很年轻。T: 老师： I’m fat. 我很胖。You’re thin. 你很瘦。Ss: 学生： I’m fat. 我很胖。You’re thin. 你很瘦。T: 老师： I’m strong. 我强壮。You’re weak. 你脆弱。Ss: 学生： I’m strong. 我强壮。You’re weak. 你脆弱。T: 老师： I’m funny. 我滑稽。You’re quiet. 你文静。Ss: 学生： I’m funny. 我滑稽。You’re quiet. 你文静。T: 老师： I’m friendly. 我友好。You’re strict. 你严肃。Ss: 学生： I’m friendly. 我友好。You’re strict. 你严肃。………T: 老师： I’m kind. 我和蔼。You’re strict. 你严厉。Ss: 学生： I’m kind. 我和蔼。You’re strict. 你严厉。设计意图： 通过带有动作的说话，复习了以前学过的形容词，并预习了即将学习的形容词。这种互动式的热身活动为学生的学习创造了轻松愉快的氛围，同时为接下来学习新句型做了良好的铺垫。2.导入 （1）播放英语歌曲“Who’s your teacher?”T: 老师： Today, let's start our English class with a fun song! We're going to listen to a song called "Who's your teacher?" Can you all say that?Ss: 学生： Who's your teacher?T: 老师： Great! Now, I'll play the song for you. Listen carefully and see if you can follow along and sing with the song. You can even add some actions if you want!播放歌曲T: 老师： That was fantastic, everyone! Now, let's understand the meaning of the lyrics. I'll show you the Chinese translation of the lyrics to help you understand.出示歌词的汉语意思：Who’s your English teacher at school? 在学校谁是你的英语老师？Who’s your English teacher at school? 在学校谁是你的英语老师？Is she pretty or tall or short? 她很漂亮、很高还是很矮？Tell me what you know! 告诉我你知道的！Who’s your English teacher at school? 在学校谁是你的英语老师？Who’s your English teacher at school? 在学校谁是你的英语老师？Is he funny or young or old? 他滑稽、年轻还是年老？Tell me what you know! 告诉我你知道的！T: 老师： Now that we understand the lyrics, let's sing the song again together! This time, try to sing it even louder and with more energy!（2）播放录音，做听力练习T: 老师： Now, let's move on to our listening practice. I will play a recording for you. Listen carefully to the conversation between Wu Binbin and Oliver. They're talking about their teacher, Mr. Li. You'll see some pictures on your textbook page. Listen and see if you can match what they say with the pictures.播放录音： Wu Binbin: Look! That’s Mr Li, our maths teacher! Oliver: He’s so strong. Wu Binbin: Yes. He’s a good basketball player. Oliver: Cool! Is he strict? Wu Binbin: Yes, sometimes.T: 老师： Now, I want you to look at the pictures on page 4 of your textbook. Can you listen to the recording and tick the correct picture that matches what they're saying?设计意图： 通过播放英语歌曲和进行听力练习，课堂变得生动有趣。歌曲让学生用英语表达问题，带有动作，从而调动了他们的积极性。听力练习则复习了学生们已经掌握的旧知识，为新内容的学习做了铺垫，同时培养了他们的听力技能。3. 新课呈现 （1）观看动画课件，听一听，了解吴斌斌和奥利弗正在谈论什么。T: 老师： Good job, everyone! Now, let's continue with our lesson. We have an interesting animation to watch. It's about Wu Binbin and Oliver having a conversation. Can you tell me what they're doing?Ss: 学生： They are talking.T: 老师： That's right! They are talking. Now, let's watch the animation and listen carefully to find out what they are talking about. Are you ready?播放Let’s talk动画课件T: 老师： Great job, everyone! Did you understand what Wu Binbin and Oliver were talking about?Ss: 学生： Yes.T: 老师： Fantastic! Let's move on and see if you can introduce the conversation to the class. Who would like to be our little translators?S1: 学生1： Wu Binbin and Oliver are talking about a teacher named Mr. Young. They're asking if he's young, and Wu Binbin says no, he's old. Oliver asks if he's funny, and Wu Binbin says yes, he is. Oliver thinks it's great to have a funny teacher.T: 老师： Excellent job, S1! You explained it perfectly. Who else would like to give it a try?S2: 学生2： Wu Binbin and Oliver are talking about a teacher, Mr. Young. Oliver asks if Wu Binbin knows Mr. Young, and Wu Binbin says no. Oliver asks who Mr. Young is, and Wu Binbin says he's their music teacher. Oliver asks if he's young, and Wu Binbin says no, he's old. Then Oliver asks if he's funny, and Wu Binbin says yes. Oliver thinks it's great to have a funny teacher.T: 老师： Well done, S2! You nailed it too. It's wonderful to see all of you engaging with the conversation. Your explanations were fantastic.（2）请学生介绍对话情景，选出最佳小翻译官。T: 老师： Since you all did such a great job explaining the conversation, let's have a little competition! I'll choose three or four students to come to the front and introduce the conversation in English. You can also choose to translate it into Chinese if you want. Let's see who our best little translators are!Ss: 学生： Yay!（3）语音提示。T: 老师： Now, let's focus on the pronunciation of some key sentences from the conversation. Pay attention to the intonation and stress in these sentences.T: Do you know, Mr. Young? T: Is he young? T: Is he funny?T: 老师： Notice how the intonation goes up at the end of the question sentences. Now, let's practice the answers.T: No, I don’t. T: No, he isn’t. T: Yes, he is.T: 老师： For these answer sentences, the intonation goes down at the end. Remember to stress the important words like verbs, nouns, and adjectives. Let's try it together.Ss: 学生： No, I don’t. / No, he isn’t. / Yes, he is.T: 老师： Great job! You're getting the hang of it.（4）练习朗读。T: 老师： Now, let's watch the animation again, and this time, I want you to practice reading along with the dialogue. Listen carefully and try to match your pronunciation to the recording. I'll also lead the reading, and then I'll ask three students to lead the reading as well. After that, it's your turn to practice reading on your own.播放动画课件并朗读对话：T: 老师： Very well done, everyone! I could hear your clear pronunciation. Now, who would like to come up and lead the reading? Three volunteers, please.S3, S4, S5: 学生3, 学生4, 学生5：（依次领读对话）T: 老师： Excellent! Now, it's your turn to practice reading the dialogue by yourself. Go ahead and read it silently or softly to yourself.（5）配音表演T: 老师： Let's take our practice a step further! Find a partner, and each of you will take turns playing the roles of Wu Binbin and Oliver. Practice reading the dialogue together. Once you're confident, switch roles and do it again. Then, I'll play the animation one more time, and you and your partner can provide the voices for the characters. We'll even choose the best voice actors!Ss: 学生： Sounds fun!（6）表演对话T: 老师： Now, let's take our speaking skills to the next level. Get together with your partner again and practice performing the dialogue without looking at your textbooks. Try to remember the lines and act out the conversation as if you were Wu Binbin and Oliver. After practicing, each group will perform the dialogue4.操练 播放情景对话内容，请学生跟读对话。T: 老师： Now, let's practice reading the dialogue together. Listen to me first, and then you can repeat after me. This will help us improve our pronunciation and fluency.T: 老师： Who's your English teacher? Ss: 学生： Who's your English teacher? T: 老师： Miss White. Ss: 学生： Miss White. T: 老师： Is she kind? Ss: 学生： Is she kind? T: 老师： Yes, she is. Ss: 学生： Yes, she is.老师领读，学生跟读。T: 老师： Now, let's read the dialogue again, but this time, I'll read it first, and then you'll repeat after me. Pay attention to the intonation and stress in the sentences.T: 老师： Who's your English teacher? Ss: 学生： Who's your English teacher? T: 老师： Miss White. Ss: 学生： Miss White. T: 老师： Is she kind? Ss: 学生： Is she kind? T: 老师： Yes, she is. Ss: 学生： Yes, she is.请三名学生领读，学生跟读。T: 老师： Great job, everyone! Now, I'd like to hear three students lead the reading. Let's see how well you can read the dialogue aloud.S1, S2, S3: 学生1, 学生2, 学生3：（依次领读对话）T: 老师： Wonderful! You all read the dialogue beautifully. Now, let's take it a step further.指四名学习比较差的学生将对话内容翻译成汉语意思，对翻译正确的学生加以表扬和鼓励。T: 老师： Now, I need the help of four students who are up for a challenge. I want you to translate the dialogue into Chinese. Don't worry if it's a bit challenging. I believe in you!T: 老师： Who's your English teacher? S4: 学生4： 谁是你的英语老师？ T: 老师： Miss White. S5: 学生5： 怀特女士。 T: 老师： Is she kind? S6: 学生6： 她很和蔼吗？ T: 老师： Yes, she is. S7: 学生7： 是的，她是。T: 老师： Well done, S4, S5, S6, and S7! You've successfully translated the dialogue. Keep up the good work!请学生们画一画自己喜欢的任课老师。选用适当的形容词标出他们的外貌及性格特征。T: 老师： Now, it's time to get creative! I want each of you to draw a picture of your favorite teacher. Use your imagination and include the teacher's appearance and personality traits in the drawing. Don't forget to add labels with suitable adjectives to describe your teacher.把全班学生分成二人一组，选择适当的形容词，进行替换，描述自己任课老师的外貌及其性格特征。T: 老师： Let's have some more fun! I'll pair you up with a classmate. Each pair will describe their favorite teacher's appearance and personality using different adjectives. Be creative and imaginative!T: 老师： Now, I want you to switch roles and describe your partner's teacher. Remember to choose different adjectives to make it interesting!请几组学生到前台进行对话表演，谈论有关任课老师的外貌与性格，评出优秀小组，颁发小奖品。T: 老师： It's time for a little showcase! I'll invite a few groups to come up to the front and perform a dialogue discussing their favorite teachers' appearance and personality. I'll be listening carefully and so will your classmates. Let's see who can present the most engaging and creative dialogue! The best group will receive a small prize.Ss: 学生： (Excited chatter)T: 老师： Great job, everyone! I'm so impressed by your creativity and language skills. Now, let's give a round of applause to the outstanding groups. Well done!通过这些课堂预设，学生们不仅能够在趣味的氛围中练习对话的朗读和表演，还能够提升形容词的运用能力，培养自信心，并且参与互动，展示自己的语言能力。同时，通过游戏化的学习，学生们会更愿意积极参与课堂，从而达到更好的学习效果。5.课堂小结 T: 老师： Wonderful job, everyone! I'm so proud of how well you've learned today. Let's take a moment to reflect on what we've covered in this class. Can you recall some of the English adjectives we discussed? Ss: 学生： young, old, funny, kind, tall, friendly, quiet...T: 老师： Exactly! You've remembered all of them. Now, let's think about the new sentences we learned today. Who can share with us one of the new sentences we practiced? S1: 学生1： "Who's your English teacher?" T: 老师： That's right! Who can complete the sentence? S2? S2: 学生2： "Is he young? No, he isn't. He's old." T: 老师： Fantastic! And how about the next sentence? S3? S3: 学生3： "Is he funny? Yes, he is." T: 老师： Great job, S3! You've got it. You've all done a remarkable job today, and I'm really impressed with your learning progress.通过课堂小结，学生们可以回顾本节课学习的内容，巩固所学的英语形容词和句子，并且获得认可和鼓励，增强他们的自信心。这样的小结也有助于将今天所学的知识点整理并加以记忆，为下一节课的学习做好准备。同时，通过提问学生来完成句子，也能够促进他们的参与和思考。板书设计Unit 1 What’s he like?Class 1词语：young old funny tall friendly kind quiet问答句型：Who is he? He’s our music teacher. Is he young? No, he isn’t. He’s old. Is he funny? Yes, he is.