1、Unit 1 教学目标1. 掌握 A、B 部分“Lets learn”， “Lets talk”中的词汇和句子。2. 能正确地询问和回答各科老师的性格特征，如“Whats your maths teacher like?”，“Is he funny?”， “Yes, he is.”， “No, he isnt.”3. 能顺利完成本单元的听力、对话、表演、写作、连线、填空等任务。4. 能读懂“Story time”部分的趣味故事。5. 能听懂、会唱歌曲“Whos your teacher?”。6. 复习元音字母在单词中的发音，培养学生对英语单词发音的语感。7. 激发学生学习英语的兴趣，帮助学生树
2、立学好英语的信心，逐步培养学生自主学习、合作学习的能力和欲望。8. 培养学生尊敬、热爱老师的情感，提高学生在与人相处是准确判断他人性格特征的意识和能力。9. 培养学生乐于助人、努力学习的美好品德。教学重点1. 掌握 A、B 部分“Lets learn”， “Lets talk”中的词汇和句子。2. 能正确地询问和回答各科老师的性格特征，如“Whats your maths teacher like?”，“Is he funny?”， “Yes, he is.”， “No, he isnt.”3. 能准确运用所学单词和句型描述他人的性格和体貌特征。教学难点1. 单词“sometimes” 的准确
3、运用。2. 掌握描述他人性格特征的词汇和句型。3. 帮助学生树立学好英语的信心，培养学生自主学习、合作学习的意识和能力。教学安排第一课时：A. Lets learn A. Ask and answer第二课时：A. Lets try A. Lets talk第三课时：B. Lets learn B. Match and say第四课时：B. Lets try B. Lets talk第五课时：A. Lets spell B. Lets wrap it up第六课时：B. Read and write B. Lets check C. Story time第一课时课时目标1. 能听、说、读、写单
4、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. 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”， “youn
5、g”， “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。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
6、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 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
7、 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：T: Whos your music teacher?Ss: T: Is he / she thin / fat / tall / short / ?Ss: Yes, he / she is. (No, he / she
8、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 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
9、 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 right. Look at Manyangyang. He is old. Read after me. Manyangyang is old.Ss: Manyangyang is old.T: Look at other
10、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“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
11、: 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 picture. Whos he / she?Ss: Hes / Shes T: Is he / she kind?Ss: No, he / she isnt.T: Youre right. Hes / Shes not kin
12、d. 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 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
13、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 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
14、：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. 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: He
15、s / 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 she 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.
16、 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. 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。板书设计Unit 1 Whats he like?A. Lets l
17、earn A. Ask and answer- Whos your art teacher?- Mr Jones.- Is he young?- Yes, he is. old young funny kind strict教学反思 本课时 Lets learn 部分主要是通过情景会话，谈论美术教师的样子，来让学生学习单词：old，short thin，tall，strong, young, funny, kind 等。教学设计适合与学生身边的人物相联系，尤其是新老师。可引导学生复习已学过的 tall, short, thin, strong 等词汇，再进一步学习本课新生词。达到描述不同图片人
18、物的要求。利用一些活动来巩固知识。教师引导学生充分利用事先准备好的人物图片，进行结对或小组活动，如： My new Chinese teacher is tall and strong. Who is he? 让其他学生选出正确的图片。第二课时课时目标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
19、与同学谈论各科老师的性格特征。教学重点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
20、are you today?Ss: Fine, 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
21、相对应的汉语意思。2. 教师请五位学生上讲台抽词卡，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
22、”的意思。(2) 教师用学生已经学过的代词因此单词“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
23、对话情景T: Wu Yifan and Oliver are now talking about Mr Young. Lets read the dialogue after 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 doe
24、s.第三次播放教学录音，全班学生跟着录音读，提醒学生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
25、照示例编写相似的对话。(4) 教师请两三对学生上讲台表演对话，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
26、of teacher do you like? Why?3. 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 _ English teacher.A. an B. a C. the3. Check the answer C, B, B, A, A
