PEP五年级英语上册教案Unit 1 My New Teachers.docx

1、PEP五年级英语上册教案Unit 1 My New Teachers第一课时 教学设计一、教学要点1能够掌握A Lets learn部分五个“四会”单词及三个“三会”单词并能运用其简单描绘人物特点。2能够掌握句型“Whos yourteacher? Whatslike?”并能在具体语境中使用。3培养学生热爱、尊敬老师的情感。二、课前准备1教师准备课件或相应的图片。2教师准备各科教师的图片或能代表各学科特点的图片或实物。3教师准备A部分Lets learn八个单词的词卡，其中“四会”单词写进四线格内。三、教学过程1WarmupRevision(热身复习)(1)Dairy ReportT：Hell

2、o。boys and girlsWelcome back to school! Long time no seeHow are you going?S：Hello(请个别学生谈谈感受)T：Nice to see you!S：Nice t0 see you，too!(如果班内正好有新同学转进，教师可趁机介绍新同学，教师还可以说：Rabbit has a newteacherHes tall and strongDo you have new teachers? 引导学生说说新老师，从而为本课学习奠定基础，接着教师可以鼓励同学们谈论新鲜事物，如新课本、新书包、新衣服、复习old，new，long，

3、short等描述性形容词和Do you have? I haveWhatd0 you like? I like等已学句型，并可以引出What is the bag like?句型，为本课新句型教学铺垫。)(2)Quick ResponseT：LongShortBigNewBlackS：ShortSmalIOldWlrite拼读单词Tall，Short，Old。(以对说反义词的形式巩固复习描述性形容词，然后渗透直拼理论引导学生拼写单词，解决五个“四会”单词。)2Presentation(呈现)(1)Look and say教师事先准备学生熟悉的卡通人物图片可进行如下提问，T：What is Tu

4、tu like? Is he old?S：No，he is young(通过第二个问题的提出，引导学生理解前一个问题的意思。经过几轮问答后，可以只问第一个问题，想必学生也会知道如何应答了，以此突破句型教学难点。)(2)教学funny教师拿出大耳朵图图的照片问学生：T：Do you like him?S：YesT：I like himtooBecause he often makes me happyHe is funnyT：Who is funny? Can you show us?(教师还可再举几个例子如Donald Duck。Tom and Jerry来帮助学生理解Funny means

5、interestingHe often makes us happy，and he is funny。引导学生谈论其他人物甚至班级里的同学，来巩固对单词的意义理解及具体语境的运用。)(3)教学smart(因为chant中要出现这个单词，所以在此作铺垫是必要的，也可以借助clever来解释smart，同时出示“聪明的一休”的图片帮助学生认识单词，再让学生谈论班级里有着smart风格的同学帮助进一步理解。)T：Yes，How funny Tom and Jerry are! And look at this pictureWho is he? Yeshe is YeeshowHe is from

6、JapaneseHe is cleverHe is smart(教师在授课时可以尽量扩大语言的输入量，借助各种手段帮助他们对语言进行感性认识。(4)教学kind如教师指着白雪公主的照片：T：What is she like?S：She is beautifulT：She is kind to the animals(引出单词kind，同上方法练习，并引导学生谈论自己的老师，从而引出A LetS learn部分的句型练习。)(5)T：Oh，your math teacher is kind，but who is your math teacher?S：MrHuT：Whos your art te

7、acherS：Miss CaiT：Whats she like?S：Shes young and beautiful.(教师可展示人物特征的图片代表各科老师，如画有电脑的图片代表电脑老师，并引导学生用以上句型描述老师。)(6)Presentation of the dialogue of Lets LearnT：Do you want to know about Saras teacher? Lets look and listen(Play the tape)(教师可再引导学生分小组朗读，分角色朗读等。要将对话熟练运用，机械性操练必不可少。)(7)Choose and make a dial

8、ogueT：Now you can choose one of your teachers and talk about them with your partner，using this dialogue3PracticeConsolidation(操练巩固)(1)Lets find outLets find outT：Good jobMy childrenThank you for showing me your teachersAnd now I know more about themLets find out who he is利用课件或图片呈现Lets find out图片及文字内

9、容引导学生通过朗读并找关键词理解段落意思完成任务，同时也渗透了初步阅读的方法。Lets guessT：Who can talk about one of your teachers and let us guess “Who is he?”教师引导学生选择一位老师模仿Lets find out说一段话，让其他学生猜猜他是谁。在猜测过程中有必要告诉学生：西方国家习惯称呼老师为Mr, Miss，Mrs，而且我们还应告诉学生Mr，Miss，Mrs后面应该跟姓，而不是跟名。这个环节可以用上Good to know的内容。(2)Lets chant教师在以上环节可以把关键词或者说提示词写在黑板上，如猜出

10、math teacher是young，English teacher是beautiful等，可板书如下：math teacher youngEnglish teacher beautifulChinese teacher kindart teacher funnymusic teacher old教师引导学生把它们编成歌谣，如：My math teacher is very youngMy English teacher is beautifulMy Chinese teacher is SO kindMy art teacher is funny，funnyMy music teacher

11、is old，but can sing nice songs.同时也可自然地引出Page 2的Lets chant。T：Now，lets listen and find outWhat are these teachers like? (Play the tape)教师通过提问“Whats the math teacher like?” 等问题引导学生回答并改变黑板板书，使之成为Lets chant部分的提示词，如：math teacher smart English teacher kindPE teacher strongmusic teacher nice songs这样也有助于学生快速

12、记忆chant内容。4Assessment(检测评价)Finish Activity Book(1)Ask Ss to take out their Activity Book，then ask them to look at Exercise 1 and Exercise 2(2)Have them do some listening exercises(3)Have Ss check the answers5Addactivities(课外活动)(1)Discuss the pictures(2)教师让学生准备一些家人、朋友、老师等的照片，课后进行描述，在下一堂课上引导他们利用这些照片，在

13、真实的情景中综合运用所学语言进行交际。教学反思：通过这节课的学习，实现了本节课的教学目标，调动了学生的学习热情，学生学得都很投入，教学效果良好！第二课时 教学设计一、教学要点1能听懂会说并在实际情景运用以下对话：Whos your Englishteacher? MrZhaoWhats heshe like? HesShes thin and shortAnd shes very kind2能正确使用MrMissMrs，对西方人的称呼有进一步了解。二、课前准备1学生准备一些家人，朋友，教师等的照片。2教师准备各科教师的图片或能代表各学科特点的图片或实物。3学科教师调查表学生每人一份。三、教学过

14、程1WarmupRevision(热身复习)(1)Lets chantT：Hello，everyone! Nice to see you again! Do you remember the chant we chanted last class? Now，Lets chant together(Play the tape)教师出示表格如下：T：Thank you for your chantingLook at the tableWhats the math teacher like?S：Hes smart(Then the teacher fills “smart” in itAnd th

15、en the teacher asks the similar questions and fill in the table just like this)T：Would you like to chant again? Looking at the table(第一遍跟着录音唱，第二遍唱之前可通过问答的形式把关键信息填入事先准备好的学科教师调查表内，再让大家看着表的内容唱，渗透培养收集整理信息的能力)(2)教师风采T：Sounds great! But who is your math teacher? Whats he like? Can you fill in this table b

16、y yourself?(引导学生描述自己的老师，同时通过让学生填写表格，检测上节课单词的掌握情况，以便及时确定这节课是否要把拼写再做要求。)T：Show us your teachers just like this：Hello! My names JaneI have four teachersThey are my math teacher，my English teacher，my PE teacher and my music teacherMy math teacher is young and smartMy English teacher is beautiful and fun

17、nyMy PE teacher is tall and strongAnd my music teacher is thin and short，but she can dance well(教师鼓励学生把表格内容整理成一段话，渗透语言综合能力的培养，并可根据情况先四人小组内交流，这样也可扩大语言训练面。)2Presentation(呈现)(1)Lets try教师出示A Lets try部分的挂图。T：Please look at this pictureHow many people are there? What are they doing? Whats he like? (Ask s

18、ome students to talk about this picture)(在做听力题前，引导学生观察相应插图，通过几个问题描述图画内容，从而猜测出题意图，渗透听力微技能的培养。)T：Now，lets listen and circle on your books(2)Lets talkT：Lets go on listening(play the tape and present the part of Lets talk)(T：Now，listen and read after the tapeT：Then answer my questions：Whos his math teac

19、her? Whats he like?(从Lets try直接可以过渡到Lets talk的教学。通过听音回答问题的方式出示对话的关键词，以方便学生快速掌握对话和替换对话，其实也在逐步进行学法指导。)板书如下：Math teacher MrZhaolike? Thin，short，kind学生齐读、小组读、同桌读对话。(这一步适当的机械性操练是非常必要的，它是学生灵活运用语言点的基础。教师可引导同学们分大组、两人小组等形式进行操练，最后引导学生看板书背出对话，循序渐进，做到这一步应该不困难了。)T：(Present the pictures of teachers)Who would like

20、 to make a dialogue with me? (Substitute this dialogue for an example)T：Lets make dialogues in two，choosing one of the teachers3PracticeConsolidation(操练巩固)Magic Match Game教师准备三组图片，分别为各科老师类(或相应能表示人物特征的图片)，姓氏类(用Mr，Miss，Mrs加姓氏表示)，人物特征类(如 smart，strong)让三位同学各抽一张图片后同时出示，全班同学提问，这三位同学回答，如果能换上同学们熟悉的真实人物来进行这个

21、游戏，则更具挑战性和趣味性。T：W0uld you like to play a magic match game? I have some cardsThese cards are for the teachersThese cards are their namesAnd you can talk about them by using these cardsNowI11 ask three students to come he and choose three cards：，And then lets ask them about the cardsWho would like to

22、have a try?S1，2，3：Id like to教师和三位学生先做示范，很多时候你说再多的游戏规则还不如亲自示范一下，三人从三组图片中各抽一张后，可交流如下：T：Who is it?S1：(Show and say)She is an English teacherT：Who is your English teacher?S2：(Show and say)Miss ChenT：Whats she like?S3：(Show and say)She is young and pretty4Assessment(检测评价)再次利用学生手头的表格，准备一个听力练习，以检测学生对语言点的掌握

23、程度，听力材料如下：Hello! My friendsNew term beginsI have some new teachersThey are all very niceThey help us learn and playI love themOur principal is MrZhouHes not very old and strictMy math teacher is Miss ZhangShes thin and shortAnd shes very smartMiss Pan is my English teacherShes young and prettyMrsChe

24、n is my PE teacherShe is tall and funnyShe often plays games with USMy Chinese teacher，MrsGu，is quiet，but her class is so much funWe all like her very muchDo you have new teachers? Can you tell me your things at school?让他们听音填充表格，教师也可根据学生具体情况降低难度。5Addactivities(课外活动)我心目中的好老师。学生想象自己心目中的好老师，并整理成文，如：My

25、English teacher is tall and thinShe is beautifulMy Chinese teacher is old but handsomeHe Can read many beautiful poemsMy math teacher is young and smartMy art teacher is beautifulShe can draw nice pictures教学反思：通过这节课的学习，实现了本节课的教学目标，调动了学生的学习热情，学生学得都很投入，教学效果良好！第三课时 教学设计一、教学设计思路本课时“Read and write”部分主要是在

26、学生能够在读懂对话的基础上，正确写出所学句子Whos your English teacher？Mr Carter. Whats he like？Hes tall and strongPair work部分要求学生动手动脑动口，根据图片出示的句子，制作两组单词卡片。并进行对话练习。学新知导入时，可让学生描述教师，或进行一些口头拼读练习。学生在操练时，要注意让他们使用所学的新知识。语音的学习虽然在教材是设计在C 部分，但我们应尽量选用此部分。本册教材第一次将字母组合的单词发音与句子结合起来，学生可不注重理解句义，只试着快速读出句子就可以了。二、教学目标1知识目标： 能听懂、会说本课时单词及词组：

27、principal, university student, strict, smart, active；理解Pronunciation中字母组合ea, ee, bl和br的发音规则，能在教师指导下读出含有这些字母组合的单词。2能力目标：能听懂Lets chant 的歌谣，并按节奏来念；能听懂、会说句型：Whos ? Hes from Whats he like? 并能在实际情景中运用。3情感目标：要让学生懂得尊重老师，团结同学。三、教学重点本课时需要重点掌握四会句子，要求学生能在相似情景中正确使用。教师需重点强调这些四会句子的规范书写。四、教学难点本课时的难点是Pronunciation。要

28、求教师在正确示范的基础上，引导学生读出含有这4个字母组合的单词并发现发音规律，尤其要强调bl，br的滑音变化。在句子中出现字母组合提示的单词，在本册是第一次出现。教师需要加以引导，正确示范朗读。遇到难度较大的句子，可让学生明白大意，不强求每位学生都能准确理解意思。五：教学媒体1教师准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡。2准备一些教师的照片或图片。3教师准备录音机及录音带。4学生准备本课时所需的单词卡片和人物卡片。六、教学过程1Warmup（热身）描述教师：在多张教师的图片中，让某学生任意抽取一张，对该教师进行描述，其他同学补充。结合所学句型：“Hes tall and

29、 thinHes our English teacher” 结合单词卡片复习所学的四会单词，可让学生进行口头拼读比赛。 2Presentation（新课呈现）Read and write（l）用图片展示的方法导入。教师介绍说： Zhang Peng has three new teachers this term He talks about them with his classmate Tim. Lets go and have a look！Who are the teachers？（2）学生自己阅读课文。然后与同桌分角色朗读对话，理解对话内容，找出不懂的地方，教师答疑。（3）教师就对话

30、内容提出问题让学生回答。再让学生完成填充句子的练习。（4）教师指导学生写四会句子，可以小组或男、女生比赛的方式进行。3Lets play (趣味操练) Pair work要求学生看Pair work部分的图片，理解对话内容。两人一组，根据图片出示的句子，制作两组单词卡片，要求每组单词不少于五个。一组为各科目教师，如 math teacher， music teacher等，另一组为描述人物外形的词组，如 thin and tall， strong and short等。制作完成后，一人抽取两张卡片并提出问题，另一人根据卡片的内容进行回答。答对时，由此人抽取图片，问另一人。4Pronunciat

31、ion (语音操练) （1）教师出示一些含有相同字母组合，如 ee，ea等的单词卡片，要求学生根据图片或实物读出这些单词。在教学过程中要注意引导学生发现字母组合ea和ee在这些单词里发长音的规律，同时还要特别注意示范bl，br的滑音变化并强调这两个字母组合发音的区别。（2）看课件或听录音带，跟读单词和绕口令，看图理解句子大意。附有本课时字母组合的常见单词。/i：/ea tea meat treat peach seat Jeans leaf meal ee beef sheep see queen meet jeep street canteen feed green teeth bee sleep bl