教案教材最新学年秋季学期pep人教版小学五年级英语上册教案完整版收藏版.docx

1、教案教材最新学年秋季学期pep人教版小学五年级英语上册教案完整版收藏版PEP 五年级上册教案Unit 1 Whats he like?第一课时A. Lets learn A. Ask and answer课时目标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

2、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。

3、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 fi

4、rst 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：

5、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

6、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”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 ri

7、ght. 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“k

8、ind”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 pic

9、ture. 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 a

10、re 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

11、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.

12、 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 s

13、he Miss Sun?T: Yes, youre right. Shes Miss Sun.2. 课堂练习选择不同类的选项：( ) 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

14、. 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。教学反思第二课时A. Lets try A. Lets talk课时目标1. 能听、说、认读单词“know”和“our”。2. 能听懂、会说句子“Do you know Mr Young?”，“Hes our music teacher.”，“I like funny teachers.”。3. 能听懂、会唱歌曲“Whos your teacher?”。4. 能完成“Lets try”部分的听力任务。5. 能与同学谈论各科老师的性格特征。教学

15、重点1. 能听、说、认读单词“know”和“our”。2. 能听懂、会说句子“Do you know Mr Young?”，“Hes our music teacher.”，“I like funny teachers.”。教学难点1. 单词“our”的含义和运用。2. 能灵活运用所学知识谈论各科老师的性格特征。教学准备1. 教师准备多媒体课件、录音机和录音带、词卡。2. 学生准备画笔和画纸。教学过程一、课前热身（Warm-up）1. Free talkT: Hello, boys and girls.Ss: Hello, teacher.T: How are you today?Ss: Fi

16、ne, thank you. And you?T: Im fine, too.2. 检查作业学生在四人小组内依次出示自己家人或朋友的照片，向其他小组成员介绍照片中人物的体貌和性格特征，然后教师请两三位小组代表上讲台向全班学生介绍，如：S: This is a picture of my mother. Shes tall and thin. Shes beautiful and polite.二、课前预习（Preview）1. 教师拿出单词old, young, kind, strict, funny的词卡，然后随机展示词卡，学生迅速说出与词卡中单词相对应的汉语意思。2. 教师请五位学生上讲台

17、抽词卡，然后五位学生根据所抽到的词卡依次表演，其他学生根据表演猜单词。三、新课呈现（Presentation）A. Lets talk1. 教学单词“know”和“our”(1) 教师用多媒体课件出示一些学生熟悉的卡通人物，如大耳朵图图、汤姆和杰瑞、喜羊羊和灰太狼等等，然后与学生进行对话，如：T: Whos he? (教师边问边指着大耳朵图图的图片)Ss: Hes Tutu.T: Yes, hes Tutu. We know hes Tutu. We know him.教师再次仿照上面的对话和学生聊一聊其他卡通人物，帮助学生在语境中了解单词“know”的意思。(2) 教师用学生已经学过的代词因

18、此单词“our”，如：I we my our2. 介绍对话中的主要人物Mr Young教师用多媒体课件出示Mr Young的图片，与学生进行对话，如：T: Look at the man in the picture. Is he young?Ss: No, he isnt.T: Is he old?Ss: Yes, he is.T: Do you know his name?Ss: No, we dontT: He has an interesting name. Hes old, but his name is Mr Young.3. 介绍对话情景T: Wu Yifan and Olive

19、r are now talking about Mr Young. Lets read the dialogueafter the tape and know more about Mr Young.4. 第一次播放教学录音，全班学生跟着录音读。第二次播放教学录音，学生听完录音后回答下面问题： Who is Mr Young? Is Mr Young old or young? Does Oliver like funny teachers?Answer: Hes the music teacher. Hes old. Yes, he does.第三次播放教学录音，全班学生跟着录音读，提醒学生

20、在跟读的过程中药注意模仿录音中的语音、语调。5. 学生拿出人物头饰，同桌合作练习表演对话，然后教师请几对学生上讲台表演，评选出“最佳表演者”，并给予小礼物作为奖励。6. Talk about your teachers.(1) 学生同桌合作，一人用简笔画画出各科老师的图像，一人在对应图像旁边写出老师的姓名、所教的科目以及性格特征。(2) 请两位学生站起来示范读对话。S1: Whos your English teacher?S2: Miss White.S1: Is she kind?S2: Yes, she is.(3) 学生同桌合作，仿照示例编写相似的对话。(4) 教师请两三对学生上讲台表

21、演对话，表扬表演到位的学生。四、巩固延伸（Consolidation & Extension）1. A. Lets try(1) 明确听力任务T: Wu Yifan and Oliver see Mr Li. Look at the picture below. Listen and tick.(2) 先让学生观察图片，然后播放教学录音。播放第一遍录音师，学生选出正确的图片；播放第二次录音时，师生一起核对答案。2. 小调查教师把单词old, young, kind, strict, funny的词卡贴在黑板上，提问：What kind of teacher do you like? Why?3

22、. 课堂练习选择填空：( ) - _ your art teacher? - Miss Wang.A. Whats B. Wheres C. Whos( ) - _ - Yes, I do.A. Where is he from? B. Do you know Mrs Black? C. Is he kind?( ) - Who is that girl? - _A. He is my teacher. B. She is my friend. C. He is my friend.( ) Shes _ science teacher.A. our B. we C. he( ) I have

23、_ English teacher.A. an B. a C. the3. Check the answer C, B, B, A, A五、课堂小结（Summary）师生一起总结本节课学习的词汇和句型。六、布置作业（Homework）1. 听录音，跟读A. lets talk部分内容。2. 仿照例文，以“我心目中的好老师”为题，写几句话介绍自己喜爱的几位老师。例文：My English teacher is tall and thin. She is very beautiful. My Chinese teacher is old but handsome. He can read many

24、 beautiful poems. My maths teacher is young and smart. My art teacher is funny. She can draw nice pictures.教学反思第三课时B. Lets learn B. Match and say课时目标1. 能听、说、读、写单词“polite”，“hard-working”，“helpful”，“clever”和“sky”。2. 能灵活运用句型“Whats like?”，“Hes / Shes ”谈论任务的性格特征。3. 能完成“Match and say”部分的连线和对话任务。4. 培养学生互相帮

25、助、团结合作、努力学习的良好品质。教学重点1. 能听、说、读、写单词“polite”，“hard-working”，“helpful”，“clever”和“shy”。2. 能灵活运用句型“Whats like?”，“Hes / Shes ”谈论任务的性格特征。 教学难点1. 问句“Whats like?”的理解和运用。2. 新词汇的学习。3. 了解具有不同性格特征人的日常行为表现。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. 学生准备调查表。教学过程一、课前热身（Warm-up）1. Free talkT: Good morning, b

26、oys and girls.Ss: Good morning, teacher.T: How are you today?Ss: Very well, thanks.T: Nice to see you.Ss: Nice to see you, too.2. 检查作业先让学生在四人小组内读一读自己写的小作文，然后请两三位小组代表上讲台读一读。二、课前预习（Preview）教师依次展示本班各科老师的照片，与学生进行对话，如：T: Whos the man in the picture?Ss: Hes our maths teacher, Mr Zhao.T: Is he funny?Ss: No

27、, he isnt.T: Is he kind?Ss: Yes, he is.三、新课呈现（Presentation）B. Lets learn1. 教学新单词(1) 教师请一位班里乐于助人的学生上讲台，问，“Who can say something about him / her?”，然后再请两三位学生站起来说，最后教师总结：“He / She does a lot for our class. He / She helps clean the blackboard, clean the windows So he / She is a helpful student.”。教师用同样方法引

28、入单词“polite”，“hard-working”，“cleaver”和“sky”。(2) 学生在空格处填上班级中学生的姓名，并读一读句子。Clever, clever. _ is clever.Shy, shy. _ is shy.Helpful, helpful. _ is helpful.Polite, polite. _ is polite.Hard-working, hard-working. _ is hard-working.2. 学习新句型T: Whos helpful in our class?Ss: T: Whats like? Hes helpful. Whos cle

29、ver in our class?Ss: 3. 教师用多媒体出示本部分的情景图，问：“Look at the picture. Whos helpful in the class? Whos hard-working? Whos shy? Whos polite? Whos clever?”学生根据情景图回答问题。4. 第一次播放教学录音，全班学生跟着录音读。第二次播放教学录音，全班学生分角色跟着录音读，提醒学生在跟读的过程中注意模仿录音中的语音、语调。5. 同桌合作，用情景图的单词替换对话中的关键词编写对话，然后教师请两三对学生上讲台表演。四、巩固延伸（Consolidation & Ext

30、ension）1. B. Match and say(1) 让学生读一读本部分的四个句子，观察四幅情景图，并将图片与相应的句子连线。(2) 教师点击多媒体课件，随机出示情景图，问：“Whats he / she like? / What are they like?”，全班学生根据情景图回答问题。2. 小调查(1) 把班级张具有下列性格品质的学生姓名填在表格中。(2) 让学生子四人小组内容介绍具有不同性格品质的学生。3. 课堂练习请用几句话描述你的同桌，包括性别、年龄、外貌、性格特征等。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. 教育学生在日常生活中药乐于助人和努力学习。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B. Lets learn部分内容。 教学反思 第四课时课时目标B. Lets try B. Lets talk1. 能听