五年级英语教案第一单元.docx

第一单元教材分析课标要求: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 isIs he/she？ Yes, he/she is. No, he/she isn' t. ”等讨论任务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。单元'章节内容分析：,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学生的真实情境 中引出四组情境对话和一个故事。教学目标：,能够掌握本单元的10个黑体词，并熟练朗读和运用； 通过对话学习能够掌握主要句型：“Who is？ He/She isWhat' s he/she like? He/She isIs he/she？ Yes, he/she is. No, he/she isn' t. 等交际用语，并准确 熟练地运用于实际交流当中；学会唱一首英语歌曲：“Who' s your teacher?”, 了 解一句谚语："You can' t judge a book by its cover."；通过语言学习以及多种 形式的交际活动，能够掌握本单元的主要词汇和主要句 型，并正确运用其进行交际，解决实际生活中如何询问人20*-20*学年度 五 年级 英语 教案TitleUnitl What' s he like?The type Of lessonsNew lessonNumber of sections3DesignerNlissMiss Zhang AuditorTeacher nDateZhangAnalysis of the Teaching MaterialL Curriculum requirements 学生能够理解对话大意，能够按照正确的意群读音、语调朗读对话并进行 角色扮演。能够根据人物的体貌特征和性格特点在在情景中运用句型 What's he/she like? He's /She's.进彳亍问答。Analysis of the Teaching Material：PartB (Let' s try & let' s talk)Teaching Aims and DemandsKnowledge Objects：继续学习 uWho is . . . ?一 He/She is. What' s he/she like? 一 He/She is. . . Is he/she-?一一Yes,he/she is. No, he/she isn' t." 等 句型来询问某人是谁、某人外貌或性格怎么样。Ability Objects：能够听懂、会说、会表演Let,s talk部分的内容，并在真实场景中运用 所学语言进行真实交流和运用。Moral Objects ：在对话交流中使学生养成用英语交流的习惯，培养良好的语音、语调 和语感。Teaching Key Points And Teaching Difficult PointsTeaching Key Points学生能够表演let' s talk的交际内容。Teaching Difficult Points能用 “Who is ? He/She isWhat' s he/she like? He/She is Is he/she-?Yes,he/she is. No, he/she isn' t. " 等进行真是交际。Teaching aids多媒体课件、卡片、录音机、磁带Design of period3Teaching ProceduresTeacher-student InteractionReviseStep I Warming up1. Sing a song " Who' s your teacher? ”2. I do you say.请同学上台借助肢体动作或道具表演。& funny, polite, hard-working, kind 等次，其他学生 观看并比赛猜词。3. Ask and answerT: Who's your English teacher ?T: Is she young?T: Is she strict?Step II Presentation1 .学习 Let' s tryListen and tickWhat is Ms Wang like?a. quiet b. friendly c. funny2 .学习 let' s talk(l)Listen and answera. Who is Ms Wang?b. Is she strict?(2)听录音，模仿朗读，理解对话内容。(3)教师领读对话，学生模仿，齐读练习，生生对 话，小组表演。3 .学生小组内讨论自己的老师。SlWho is your Chinese(math/English/art/PE/music) teacher?S2: Mr/MsS1: Whafs he/she like? S2:He/She isStep3 ConsolidationStudent show their dialogueStep IV SummarySummary： What have you learned today ?Ss: Miss Zhang.:Ss: Yes, she is.Ss: No, she isn't.Ss: She is our newChineseteacher.Ss:Yes,sometimes.Blackboard DesignHomeworkRecord after teaching20*-20*学年度 五 年级 英语 教案TitleUnitl What' s he like?The type Of lessonsNew lessonNumber of sections4DesignerMiss ZhangAuditorTeacherMiss ZhangDateAnalysis of the Teaching MaterialL Curriculum requirements 学生能够正确运用polite, helpful, hard-working, clever和shy描述人物性格 或品质特征。Analysis of the Teaching Material：Part B (Let? s learn & Match and say)TeachingAims andDemandsKnowledge Objects：1.能熟练运用 "What' s he/she like? -He/She is. . . (old, young,funny, kind, strict)”等句型交流。2,能正确听、说、认、写helpful, shy等表示性格特征的词汇，并能 运用它们描述人物性格。Ability Objects：能够在真实场景中运用所学语言描述人物性格并进行真实交流。Moral Objects ：在对话交流中使学生养成用英语交流的习惯，培养良好的语音、语调 和语感。Teaching Key Points And Teaching Difficult PointsTeaching Key Points1 .学生能够掌握并熟练运用表示性格特征的词汇：helpful, shy 等。2 .能够运用"What' s he/she like? He/She is(old, yo ting, funny, kind, strict)”等句型交流。Teaching DifficultPoints能够运用"What' s he/she like? He/She is”询问并回答 人物特征。Teaching aids多媒体课件、卡片、录音机、磁带Design of period4Teaching ProceduresTeacher-student InteractionRevise学生快速说出 old, young, funny, kind, strict, polite, hard-working, helpful, clever, shy等词。老师示范两组 后，转做生生练 习。Step I Warming upLet's chantMy grandfather is old, and my mother is young.My father is tall, and my little brother is short.Zoom is heavy, and Zip is funny.They are all very kind. And I'm kind, too.T: Look at the pictures and say words.（看图片，快 速说单词）StepII Presentation1 .课件呈现一男孩乐于助人的图片，先遮盖图 片。T： Guess, what's he like?Ss: Is he strict/old/funny.?T: No, he isn't. Look, he is helpful.教授helpful,教师先让学生感知，然后模仿朗 读，最后能掌握读音、含义，并能够运用其自 然表达。同样的方法引出shy.2.展示Let,s learn部分中的图片，不展示单词。 要求：找找人物都有什么性格特征，请用英语 表达出来。T： Whafs he like?Ss: He is polite.学生书写单词，完成探究。找学生把单词贴在 正确图片的位置。3 . Play a game:火眼金睛图片快速闪过，看到图片的人，快速回答he, she 还是 they.总结：男他he,女她she,超过两人they代替。4 .学习 Match and say 部分。先出事四组人物图片。T： Whafs he like?Ss: He's.StepIII Consolidation and Extention1 .贴标签学生拿出符合自己性格特点的单词卡片，贴在 身上。并作自我描述。2 .介绍你的同学要求：根据同学贴的标签，介绍你身边的同 学给其他人。Step IV SummarySummary： What have you learned today ?Blackboard DesignHomeworkRecord after teaching20*-20*学年度五年级 英语 教案TitleUnitl What' s he like?The type Of lessonsNew lessonNumber of sections5DesignerMiss ZhangAuditorTeacherMiss ZhangDateAnalysis of the Teaching MaterialL Curriculum requirements 学生能够在图片的帮助下读懂日记内容；能够按照正确的意群及语音、语 调及语气朗读日记内容；能够“设计” 一个机器人并写出三个描述其特征 的句子。Analysis of the Teaching Material：Read and writeTeachingAims andDemandsKnowledge Objects：1 .能正确听、说、朗读Meet Robin!这个小故事，并能根据这篇文章改 写一篇类似的描写性故事。2 .能够掌握人称代词和be动词的搭配。Ability Objects：能够熟练运用“ Whafs he/she like? He/She is”讨论性格特征。Moral Objects ：在对话交流中使学生养成用英语交流的习惯，培养良好的语音、语调 和语感。Teaching Key Points And Teaching Difficult PointsTeaching Key Points1.能够用听懂、读懂Meet Robin,并能够编一个新故事2.人称代词和be动词的搭配。Teaching Difficult Points能够根据Robin的文本进行创编讨论Teaching aids多媒体课件、卡片、录音机、磁带Design of period5Teaching ProceduresTeacher-student InteractionReviseStep I Warming upSs: Our.teacheris Mr/Miss.Ss: Yes, he/she is.No, he/she isn't.1 .Review the words.(教师说出汉语，学生说英语， 拼写并造句。)2 . Free talk ( Who' s your . teacher? Is he/ she ？)StepII Presentation1. Today V 11 introduce a robot. His name is Robin. What s Robin like? Is he strong? Is he hard-working? Is he he helpful at home? Let, s meet Robin now.2.请学生认真阅读，然后想一想主人是怎样描述机 器人的，要求学生边阅读边完成表格。tallstronghelpfulshortoldstrictthinhard-workingclever3 .学生完成表格后，教师用问答的方式核对答案。T: Do you know Robin? S1: Yes, he is a robot.T: Is Robin? SI: Yes, he is./No, he isn't.4 .讲解语言难点My grandpa made him. He makes me finish my homework. Robin is short but strong. He can speak English and Chinese.5 .听录音，跟读并理解句意。6 .教师领读，学生模仿，齐读，再请个别学生领读。7 .多媒体展示Robin的四组图片，学生根据图片描 述 Robin oStepIII Consolidation请学生独立设计一个机器人，先画一张草图然后 用语言对机器人的外貌特征加以描述，如：I have a robot. His name is He' s He Step IV SummarySummary： What have you learned today ?Blackboard DesignHomeworkRecord after teaching20*-20*学年度五年级 英语 教案TitleUnitl What' s he like?The type Of lessonsNew lessonNumber of sections6DesignerMiss ZhangAuditorTeacherMiss ZhangDateAnalysis of the Teaching MaterialL Curriculum requirements 学生能够理解故事内容；能理解并朗读故事；能理解并表演故事还能恰当 运用故事中的语言。Analysis of the Teaching Material：Part B (Let? s check & Lefs wrap it up) Part C (Story time)TeachingAims andDemandsKnowledge Objects：能够听懂、读懂Story time里的故事内容，并能够运用其中的主要句型 进行表达。Ability Objects：能够运用“What's.like?”句型进行问答。Moral Objects ：学生学会用英语交流个人情感和感受。Teaching Key Points And Teaching Difficult PointsTeaching Key Points能够听懂、读懂Story time里的故事内容，并能够运用其中 的主要句型与人交流。Teaching Difficult Points能够运用“What，slike?”询问某人性格和外貌特征，并根据 实际情况做出准确的回答。Teaching aids多媒体课件、卡片、录音机、磁带Design of period6Teaching ProceduresTeacher-student InteractionRevise和讨论人的性格特征的问题，培养良好的语言交际能力。教学重点：能够掌握本单元的10个黑体词，并熟练朗读和运用； 通过对话学习能够掌握主要句型：“Who is？ He/She isWhat' s he/she like? He/She is*Is he/she？ Yes, he/she is. No, he/she isn' t. 等交际用语， 并准确熟练地运用于实际交流当中；.教学难点：,能够掌握本单元的10个黑体词，并熟练朗读和运用 通过对话学习能够掌握主要句型：“Who is？ He/She isWhat' s he/she like? He/She isIs he/she？ Yes, he/she is. No, he/she isn' t. 等交际用语， 并准确熟练地运用于实际交流当中； 教学用具：PPT,录音机，图片等总课时数：6课时Step I Warming upl.Sing a song “Who's your teacher? ”1. Bingo game学生任意写9个表示人物性格的单词，教师念这 九个单词，三个单词连成一条线，喊“Bingo”StepII Presentationl.Oral practice：展示图片，介绍你喜欢的老师。2. Present Beckham's photoT: He is a good football player. What's he like?Ss: He's tall and strong3. Show a football match video.理解“shoot” "missed" “ten to three” 的含义。课件播放故事图片，让学生看图，找到故事中的 人物，并对他们说了些什么进行初步猜想。4. Let students listen to the story and answer questions.(l)Who's their new PE teacher ?(2) What's the PE teacher like?(3) Is he a good football player?5. Let students listen again and check the answerStepIII Consolidation and Extention1 .完成Let's check部分中的两个练习：“Listen and circle.v 和 “Listen again and answer.”。2 .完成 Let's wrap it up 部分。从 am, is, are 中选 出合适的词教师总结：am跟随I, are紧随they和we, is 连接 he, she, itStep IV SummarySummary： What have you learned today ?SI ：Who 飞he/she?S2: He/She is our. teacher.SI:Whafshe/she like?S2: He/She is.S ： RabbirS： He's short and thin.S: Yes, he is.Blackboard DesignHomeworkRecord after teaching单元或章节知识点梳理Who is？He/She isWhat?s he/she like?He/She isIs he/she？Yes, he/she is.No, he/she isn' t.20*-20*学年度 五年级英语教案TitleUnitl What' s he like?The type Of lessonsNew lessonNumber of sections1DesignerNlissMiss Zhang AuditorTeacher nDateZhangAnalysis of the Teaching MaterialL Curriculum requirements 学生能够理解对话大意，能够按照正确的意群读音、语调朗读对话并进行 角色扮演。能够在情景中运用句型Is he young/funny?询问并回答某人性格 和外貌特征。Analysis of the Teaching Material：Main scene , Part A (Let' s try & let' s talk)TeachingAims andDemandsKnowledge Objects：1.能正确听、说、朗读：“Who is .？- He/She is. . . What' s he/she like? 一一 He/She is. Is he/she-ee?一一Yes,he/she is. No, he/she isn' t. ”2,能正确听、说、认、读表示人物外貌与性格特征的形容词 old ,young, funny, kind, strict, polite, hard-working, clever.Ability Objects：能够听懂、会说、会表演Lets talk部分的内容，并在真实场景中运用 所学语言进行真实交流。Moral Objects ：在对话交流中使学生养成用英语交流的习惯，培养良好的语音、语调 和语感。Teaching Key Points And Teaching Difficult PointsTeaching Key Points学生能够表演Main scene和let' s talk的交际内容，能够 根据实际情况用英语讨论他人外貌与性格特征。Teaching Difficult Points用英语准确询问并回答人物特征，如：“Who is -? He/She is What ' s he/she like? He/She is Is he/she*?Yes,he/she is. No, he/she isn' t.Teaching aids多媒体课件、卡片、录音机、磁带Design of period1Teaching ProceduresTeacher-studentInteractionReviseStep I Warming upl.Let's look and say the names.(教师通过多媒体播 放一些卡通图片，分别展示年老，年轻，滑稽， 有礼貌，工作努力，聪明，严格等外貌与性格特 征，让学生认读，说一说这是谁，怎么样。)2.Let' s listen and sing" Who, s your teacher?”StepII Presentation1 .学习 Main scene(1)出示Main scene中的部分教学挂图，让学生 观察。(2)看图回答问题。Dialogue 1: Who can you see in the picture? Dialogue2: What are they talking about?(The teacher introduces classmates to each other.)Dialogue2:Who is a new student?(Oliver)(3)听录音，模仿朗读，理解对话内容。(4)教师领读对话，学生模仿，齐读练习，生生 对话，小组表演。2 .学习 let' s try let, s talk(1) listen and tick.听录音，完成探究学习第一题。(2)创设情境：这节课我们和Oliver, Wu Yifan 一起去了 解 Mr Youngo(3)看let' s talk部分的课文插图，听录音，模 仿朗读，理解意思。(4)根据let' stalk内容尝试分角色朗读对话。(5 )学生两人一组，完成“ Talk about your teachers.v(6)学生表演，以检查学生对本课对话的掌握情 况，对做得较好的学生予以表扬。StepIII Consolidation and Extention三人一组，发现并用我们学过的句型讨论小组内 每个成员的三个优点。SI: Who' s that.? S2:.Sl:Is he/she? S2:Yes,he/she is. No,he/she isn' tStep IV SummarySummary： What have you learned today ?Ss:Wu Yifan,Amy, Oliver and a teacher.)Ss: The teacherintroduces classmates to each other. Ss: OliverBlackboard DesignHomeworkRecord after teaching20*-20*学年度 五 年级 英语 教案TitleUnitl What' s he like?The type Of lessonsNew lessonNumber of sections2DesignerNlissMiss Zhang AuditorTeacher nDateZhangAnalysis of the Teaching MaterialL Curriculum requirements 学生能够在语境中熟练运用old, young, funny, kind, strict5个单词询问并回 答关于人物性格及外貌特征的问题：能够根据y的发音规则读出新单词。Analysis of the Teaching Material：Part A (Let? s learn & Ask and answer& Let' s spell)TeachingAims andDemandsKnowledge Objects：1 .能正确听、说、朗读：“Who is .？一 He/She is.Ishe/she？-Yes,he/she is. No, he/she isn' t.”等句型询问某人是谁、 询问某人外貌特征和性格特点。2 .能正确听、说、认、读表示人物外貌与性格特征的形容词 old ,young, funny, kind, strict, polite, hard-working, clever 等； 能够听懂chant并掌握y的发音。.Ability Objects：能够听懂、会说、会表演Let,s learn部分的内容，并在真实场景中运用 所学语言进行真实交流。Moral Objects ：在对话交流中使学生养成用英语交流的习惯，培养良好的语音、语调 和语感。Teaching Key Points And Teaching Difficult PointsTeaching Key Points学生能够表演Let' s learn部分的交际内容，能够根据实际 情况用英语讨论人物。Teaching Difficult Points用英语准确询问并回答人物特征，如：“Who is -? He/She isIs he/she*?Yes,he/she is. No, he/she isn' t."Teaching aids多媒体课件、卡片、录音机、磁带Design of period2Teaching ProceduresTeacher-student InteractionReviseStep I Warming upl.Sing a song "Who's your teacher?”2.show pictures and say出小1些学科教师图片，让 学生快速说出来，如 Chinese teacher/math teacher/English teacher/art teacher/music teacher.StepII Presentation1 .Look and guess.看图片,猜 猜。教师出示刚才展示的教师图片，让学生猜一猜教 师是什么性格？T： Guess, guess, what' s he/she like?S: Is he/she strict/funny-?T:Yes, he/she is. No, he/she isn' t.两组示范后，教师将卡片交给学生，进行生生对 话。2展示Let' s learn图片，快速让学生说出Mr还 是 MisSo3.look at the pictures and say.看图说句子。如： Mr Young is our music teacher. He is old.4 .播放课本插图，两人一组选择图片讨论。5 .学习 Ask and answer 部分(l)Show a picture of their head teacher and talk about him with the students.(2)听录音模范朗读6 .学习Let's spell部分(1) Read, listen and chant.Baby, baby, baby;Happy, happy, happy;Windy, windy, windy;Sunny, sunny, sunny;Sorry, sorry, sorry.在识读单词时感受y的发音口】(2)听录音完成课本中 “Listen, number and say.” 和 “ Listen, write and say. ”StepIII Consolidation and ExtentionGroup work:小组讨论任课老师。1 .准备好一张你喜欢的老师的画像，并向你的组员 介绍。2,让学生表演，以检查学生对本课句型的掌握情 况，对做得好的学生予以表扬。Step IV SummarySummary： What have you learned today ?T: Who' s this man/woman?S: He/she isT: Who is this?Ss: He is Mr Ma. T:Yes,he is our head teacher. Is he kind?Ss: Yes, he is.Blackboard DesignHomeworkRecord after teaching