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1、Unit1 Whats he like?第一课时一教学内容： Part A lets try lets talk 二教学目标1能正确听，说，朗读“Who is ? He/She isWhats he/she like? He/She is Is he/she? Yes, he/she is. No, he/she isnt.”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.3.能听懂，会说，会表演Lets talk 的内容并在真实场景中运用。三教学重点学生能够表演Ma
2、in scene 和lets talk的交际内容，能够根据实际情况用英语讨论人物。四教学难点用英语准确询问并回答人物特征，如：“Who is ? He/She isWhats he/she like? He/She is Is he/she? Yes, he/she is. No, he isnt.”五课前准备1. 教材相配套的教学课件Unit 1 Lets learn/A2 教材相配套的教学录音带。 3 教师自制的单词卡。 六、教学过程Step1. Warming-up1.Lets look and say the names.(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，
3、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. Lets listen and sing “Whos your teacher?”Step2. Presentation1.学习Main scene（1）.出示Main scene中的部分教学挂图，让学生观察Who? What are they talking about?（2）.学生看图片想象并回答老师的问题。Dialogue1: Who: Wu Yifan, Amy, Oliver and a teacher.What are they talking about?The teacher introduces
4、classmates to each other.Dialogue2:Who:a girl, Oliver, Zoom and Zip（3）.教师引导学生蒋讨论的结果展示交流。（4）.听录音，模仿朗读，理解对话内容。（5）.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lets try lets talk（1）listen and tick.听录音，完成探究学习第一题。（2）创设情境：这节课让我们和Oliver，WuYifan一起去了解Mr Young好不好？教师播放课件图片，要求学生边听边模仿。（3）看lets talk部分的课文插图，听录音，模仿朗读，理解意思。（4）根据l
5、ets talk内容尝试分角色朗读对话，进行Group work,完成探究学习中第三题。（5）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。3. Make a survey.S1: Whos your?S2: S1: Whats he/she like?Step3 ConsolidationPlay a game游戏规则：优点大爆炸，发现小组内每个成员三个优点。S1: Whos that?S2: S1: Whats he/she like?S2: He/she isS1: Is he/she?S2: Yes, he/she is. No, he/she isnt. Ste
6、p4 Homework1. Listen and report the dialogue.2.完成课堂检测中的相关习题。3.Make a new dialogue and act it out。七板书设计：Unit 1 Whats he like?A Lets talkDo you know Mr Young?Who is he?Hes our music teacher.Is he funny? Yes, he is.八教学反思:这课时的内容虽然比较简单，就围绕“Whos your teacher?Ishe/she.?”两个句型。但是，需要一系列的练习中熟练这些句型。在操练的多样性上，我觉得
7、这堂课上做得还不够。而且这些练习应该先从范文再到做替换练习，这样学生实际应运时能更淋漓尽致。在做Letstry时，我不仅要求学生选出所描述的人，而且要求学生记录下该人物的关键词。这样会让学生养成习惯，更会去留意描述人物的关键词。Unit1. A Lets learn 一、教学目标1. 能听、说、读、写单词“old”，“young”，“funny”，“kind”和“strict”。2. 能在创设的实际情景中灵活运用句型“Who s your art/English/maths/ science/music teacher?”，“Is he/she young/old/ funny/kind/st
8、rict/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、合作学习的意识和能力，帮助学生树立学好英语的自信心。二、教学重难点（一）重点1. 能听、说、读、写单词“old”，“young”，“funny”，“kind”，和“strict”。2. 能在创设的实际情景中灵活运用句型“Whos your art/English/match/ science/music/ teacher? , “Is he/she young/old/funny/kind/strict/?”3. 在师生互动、生生互动的过程融洽师生关系。（二）难
9、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。三、教学准备1. 教师准备多媒体课件、单词卡片、A. Lets learn课文情景动画或音频MP3、各科教材图片和各科老师的照片。2. 学生准备画笔和画纸。四、教学过程（）课前热身（Warm-up）1. 日常口语交际T: 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: Th
10、is is the first class of our new term. What grade are you in now?Ss: Were 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 your.Ss: English teacher.然后教师出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。设计意图通过日常对话、谈论书本和各科老师，拉近师生关系
11、，激发学生的学习兴趣。（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：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/S
12、hort, short), my music teacher is thin (fat/tall/short).设计意图通过和学生谈论各科老师的体貌特征，加深学生对各科老师的了解，自然地过渡到学习描述各科老师性格的任务中。（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別出示动画片喜羊羊与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 th
13、e man in the picture.(指着羊村村长的图片）Who is he?Ss: Hes MikeT: Youre right.(教师边说边竖起大拇指）Look at her. She is old. Read after me, please. She is old.Ss: She is old.T: Lets look at the other picture. Who is he?Ss: Hes Mr Zhang.T: Is he old?Ss: No, hes not old.T: Youre right. Hes not old. Hes young. Read after
14、 me, please. Mr Zhang is young.Ss: He is young.教学中词“kind”和“polite”。教师用多媒体课件出示白雪公主和七个小矮人的图片，与学生进行对话，如：T: Look at the girl in the picture. Whos she?Ss: Shes Snow White.T: Snow White is beautiful. Shes kind and polite to the seven dwarfs.然后教师请八位学生上讲台，一位学生扮演白雪公主，另外七位学生扮演七个小矮人，白雪公主分別向七个小矮人问好并询问姓名，帮助学生明白单
15、词“kind”和“polite”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 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.教师将本节课学习的五个新单词写在黑板上，并用“唱反调”的方式带领学生读几遍单同。old young kind strict polite规则：教师大声读单词，学生则小声读；反之，教师小声读单词，学生就大声读。(2) 教师用多媒体课件出示本部分的教学挂图，并简单介绍对话情景，
