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1、五年级英语上册五年级英语上册UnitUnit 1 1 WhatsWhats hehe likelike ?教学设计教学设计第一课时第一课时一、教学内容一、教学内容 Part A. Lets learn Ask and answer二、教学目标二、教学目标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
2、/ strict / ?”，激发学生进一步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。三、教学重难点三、教学重难点重点重点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 / s
3、trict / ?”，激发学生进一步了解各科老师的欲望，融洽师生关系。难点难点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。四、教学准备四、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。五五、教学过程教学过程（一）Warm-up1. Free talkT: Good morning, everyone. Welcome back to school. How are you today?Ss: Fine, thank you.T: Nice to see you agai
4、n.Ss: Nice to see you, too.T: This is the first 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
5、进行类似的对话。（二）Preview师生就各科老师的体貌特征进行问答练习，如：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
6、/ Tall, tall / Short, short). My music teacher is thin (fat / tall / short).（三）PresentationA. 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
7、?Ss: Hes Manyangyang.T: Youre right. 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 youn
8、g.Ss: Xiyangyang is young. 教学单词“kind”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
9、的照片，与学生进行对话，如：T: Look at the picture. 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
10、绍情景，如：T: Oliver and Zhang Peng are 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:
11、Whos your maths teacher?S2: Hes 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。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 Smi
12、th?S2: Shes the head teacher. 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）Consolidation What can you do,.?S:I can sing English song and dance.3.学生四人一组展开调查并完成调查表格。然后，教师应到学生进行汇报。 Step.5 Homew
13、ork1.听录音，跟读本部分内容。 2.将本节课学习的新单词在四线三格内抄写 5 遍。 板书设计板书设计Unit four What can you do?A. Lets learn do a surveyWhat can you do ?I can draw cartoons.教学反思：教学反思：第三课时第三课时一、教学内容一、教学内容 B. Lets try Lets talk二、教学目标二、教学目标1. 能够理解对话大意；能够按照正确的语音、语调进行朗读对话；能够在情景中 运用句型 Can you. ?Yes,I can./No,I cant 询问对方能够做什么并回答；能够在情 景中运用
14、句型 Can you. ?Yes,I can./No,I cant 询问对方能够做什么并回答。2. 通过操练，能够在情景中运用句型 Can you. ?Yes,I can./No,I cant 询问 对方能够做什么并回答； 能够运用核心句型进行连锁回答活动。能够在情景中恰当运用 功能句 Today well learn some kung fu.3. 进一步加深学生对自己和同学的了解，培养学生合作学习的意识和态度三、教学重难点三、教学重难点重点: 会用句型 Can you do any kung fu?Yes,I can./No,I cant 对话。难点:能够在语境中正确运用短语及句型交流。四
15、、教学准备四、教学准备: : 录音机、录音带、词卡。五、教学步骤五、教学步骤Step.1.Lets try1.从 Lets try 的导入对话教学。教师呈现如下表格，提问：Can Zhang Peng/Mike do any kung fu?引导学生一起表述：Zhang Peng can do some kung fu.Mike cant do any kung fu.请学生在黑板上的表格中打钩打叉。Zhang Peng MikeJohnOliverdo some kung fu Step.2.Lets talk1.教师指着表格中 John 和 Oliver 的名字问：CanJohn do a
16、ny kung fu?How about Oliver?2.播放录音，学生听录音，填写表格。 3.学生观察图片，回答问题。Who is Mr Ma?What does he teach?学生回答正确后，教师板书马老师说的话：Today well learn some kung fu.（板书，带读，理解句意。）4.板书核心句型 Can you do any kung fu?Yes,I can.（教学，提示学生注意在疑问 句和否定句中用 do any kung fu，在陈述句中用 do some kung fu）5.学生听录音，跟读短语及句子。6.学生两人一组将短语带入核心句型问答。SI:Can you do any kung fu?S2:Yes,I can. SI:Great!/Cool!Wonderful!7.请几组学生进
