小学英语人教版五上 Unit1 what's he like 说课稿
what's he like 说课稿
尊敬的各位评委、老师！
你们好！我叫。
今天我说课的内容是人教版小学英语五年级上册Unit 1 《what's he like》第一课时。
针对这部分内容我将从教材分析、教法与学法、教学过程、板书设计这几个方面来进行说课。
一、教材分析：
我说课的这一课时其主要内容是教授一些描述人物外貌的单词for example : young old tall short strong thin 等以及询问人物外貌及其回答的句子“What’s he like ?”“He is tall and thin.”本课是交际型的训练课，我借助任务型教学采用多样化的教学手段将听、说、读、演溶为一体，激发学生的兴趣和愿望。
根据新课程目标的要求及我对教材的理解，结合对小学生的认知水平，我设置如下几个教学目标：
（1）知识目标：使学生能够正确掌握strong thin 等单词的正确发音，能听、说、读、写单词及重点句型
（2）能力目标：使学生能够根据指令做动作，能在图片或场景下进行简单的英语交流和表演
（3）情感目标：通过本课的学习能使学生有兴趣听、说英语，敢于开口，乐于模仿，在鼓励性的评价中树立信心，在小组活动中
积极参与合作充分利用教材和多媒体教学主动与他人交流。
结合教学目标的要求我把本课的教学重点设置为：掌握新单词的正确发音，了解描述人物的句子: “Who is your new teacher ?” “He is tall.”等。
难点是能在情境中进行模仿，创新。
二、说教法与学法
根据小学生的好动、爱表现的特点。
在教学过程中，我主要采取全身反应法、PPT教学辅助法、小组竞争法、鼓励法、游戏法相结合的方法，激发小学生学习英语的兴趣，提高教学质量。
三、教学过程
我将从以下几个环节来突破我的教学重难点。
Step 1 复习导入激发兴趣
1.Daily greetings
2.Sing a song : “Follow me”
（呈现新课前唱一首儿歌，既能集中学生的注意力又能把轻松与愉悦带给课堂。
）
Step 2 presentation
首先，学习tall short young old kind 等新单词正确发音。
在这个部分我将从以下四点进行：
第一步，我出示几张分别描述两个不同外貌人物的图片问“What’s this ?”让学生举手发言进行描述从而引出新单词同时我拿出单词卡片讲授t a ll和sh or t.
第二步，播放PPT让学生观看PPT中人物的自我介绍。
“tall tall tall I’m tall.”“short short short He’s short.”（示范）
并请学生上台模仿表演。
第三步，用同样的方法教授单词 strong thin kind 等单词。
在教授完单词之后玩一个“魔法手指”游戏即我以尽可能快的速度伸出手指而学生则根据我所伸出手指的个数来读单词的次数。
第四步，利用小组竞赛活动“快速反应”我说tall他们说 short反义词形式来加强学生对新学单词的记忆，在玩玩乐乐中巩固了要学习的内容。
Step2的第二部分，教学一些询问人外貌及描述的句子
这一教学过程我将分三步进行：
1,观看PPT动画呈现一位大家所熟悉的明星（姚明）引出句子：“Who’s he ?” “He’s YaoMing.” “What’s he like?”“He’s tall and strong.”反复练习让学生能猜出“What’s he like?”
的意思。
接着强调②看起来…怎样
2,拿出不同人物外貌的图片进行男、女生之间的对话进而操练和巩固新知
3,各小组内部进行对话，并请一些学生上台接龙式的表演对话同时教师对表现较好的学生及时给予鼓励和肯定。
Step3 practise
1,将全班学生分成几个小组进行“埋地雷”游戏。
我将本课时的重点句型写在黑板上问学生: “What’s he like ?”学生回答: “He’s tall and thin.”但当我指着tall 和 thin 的时候学生就不能将这两个单词读书声但可以做相关动作，哪个小组做对了就给改组加一个
苹果，我不断的变换形容词来加强练习。
2,Let’s find out
每个小组分别上台去描写班上的一个学生让其他学生去猜“He is tall”“He is strong.”…集体问“Who’s he?”哪个小组先猜对就加一个苹果如果没有一个小组猜对则该组加一个苹果。
3,播放多媒体，让学生跟着音乐一起大声的读并做动作。
Step4 conclusion and homework
1,总结各小组的战利品数目，学生掌声祝贺并鼓励未获胜的小组下次继续努力，为激活下节课气氛打下基础。
2，布置下节课任务，请学生用学过的单词与句子去描述家人，让爸爸妈妈评价学生优秀与否。
四、板书设计
在板书设计上我采用直观、明了的形式呈现本课时要掌握的重点单词和句型。
单词卡片摆在黑板的左上方，句子写在中间，补充知识则写在右边。
黑板底部是用于小组竞赛的三棵苹果树，学生可以一目了然的看到今天自己的成果，并能时刻注意到自己小组“画苹果”竞赛活动的进展情况。
以上是我整个的说课过程，谢谢大家！。
最新人教PEP版小学五年级上册英语Unit 1 What's he like 说课稿
Unit 1 What’s he like? 说课稿Ⅰ. The analysis of teaching materialFirstly, I’d like to talk something about the analysis of teaching mater ial. This book is from Unit 1 of PEP primary English book Ⅴand the main topic is some adjectives and sentence structures to describe a person. Through learning this unit, students will be able to use these words and sentence structures to talk about people in their daily life.Ⅱ. The analysis of studentsSecondly, I will analyse my students. Students in grade 5 have just learnt some English knowledge, but it’s still quite difficult for them to speak English in daily life. So I will mainly use Communicative Approach and Situational Approach to help them learn better.Ⅲ. The analysis of teaching aimsAccording to New Curriculum Standard, I set three teaching aims. The first one is knowledge aim: students will be able to read and write some adjectives like polite, shy, helpful, clever.... The second one is ability aim: through corporation and discussion, students can use the words and structures to describe other people smoothly and fluently. The last one is emotional aim: students can be interested in learning English by doing different activities.Ⅳ. The analysis of teaching key &difficult pointsBased on the analysis of teaching material, students and the teaching aims, my teaching key and difficult points are as follows. The teaching key point is that students can read and write the new words and sentence structures in this lesson. The teaching difficult point is that students are able to use these words and sentence structures to describe a person in their daily life.The analysis of teaching methodsTo overcome teaching key and difficult point, I will mainly use Communicative Approach and Situational teaching method.Ⅴ. The analysis of teaching proceduresNow, let’s focus on the most important part of my teaching design, that is the teaching procedures. It includes four parts, warming-up, presentation, consolidation, summary &homework.Step1:Warming-upAfter the daily greeting, I will ask my students to do some actions to cheer us up. In this way, I cancreate a active learning surrounding for my students and let them learn happily.Step2:PresentationIn this step, I will use five pictures to introduce the new words to my students. In these five pictures, there are five different people, students are asked to describe each person and from their description, I can get the new words easily, they are “polite, helpful, clever...” And after the introduction, I will play a game named “finger game” with them. The reason why I do this is to help students be familiar with the topic and understand the new words and phrases in the listening material, so as to sweep the listening obstacle. Then I will play the tape for three times. Before I play the tape for the first time, I will ask my students what’s it about. And after they finish the listening, I will ask some students to tell me the answer, they may get part of the information and I will combine their answers and get the main idea. And then I will play the tape for the second time, before they listen to it, I will ask them to get some details according to the s tructure given “what’s Wu Yifan like” after their listening, I will ask someone to tell me the answer and I will get the “He’s hard-working”. After they totally understood the listening material, they are asked to listen to the tape for the third time, and pay attention to the pronunciation and the intonation of the speaker. If possible, they can also imitate it. By listening to the conversation for three times, students will master every little details in it .Step3:ConsolidationIn this age, I will play a game named Apple game with my Ss: I will show an apple tree covered with many apples on the PPT, and on each apple, there is a word. Then I will ask students to read these words, the more they pronounce, the more apples they will get. At last, who gets the most apples will be awarded a smiling face. After doing this, theyNext, I will play another game with my Ss named Point and Say: Students are asked to show their own photos and describe their appearance using the new words and sentences. In this way, what we have learnt in this class will be consolidated.Step4: Summary & HomeworkAt the end of the class, I will guide students to summarize what we have learnt today. And give them today’s homework: they should draw a picture about their favorite car toon character and try to describe him or her next class.Ⅵ. The analysis of blackboard designLastly, I will put forward the analysis of blackboard design, my blackboard design includes threeparts, topic , key words and key sentence structures. You can see very clearly what we have learnt today.That’s all for my presentation, thanks for your listening.。
人教版PEP五年级上册英语《Unit1What’shelike第1课时》说课稿
人教版PEP五年级上册英语《Unit 1What’s he like第1课时》说课稿一. 教材分析《Unit 1 What’s he like》是人教版PEP五年级上册英语的一单元第一课时。
本课时主要讲述了形容词来描述一个人的外貌特征、性格特点以及喜好。
通过本课时学习，学生能够掌握基本的描述人的形容词，如： tall, short, thin, fat, kind, strict 等，并能够运用所学知识进行简单的交流。
同时，本课时还涉及到一般疑问句的构成和回答方式。
二. 学情分析五年级的学生已经具备了一定的英语基础，能够听懂并运用简单的英语进行交流。
但在本课时，学生需要掌握的形容词较多，对于部分学生来说可能存在一定的难度。
因此，在教学过程中，教师需要关注学生的个体差异，针对不同学生的学习情况，进行有针对性的教学。
三. 说教学目标1.知识目标：学生能够掌握基本的描述人的形容词，如： tall, short,thin, fat, kind, strict等，并能够运用所学知识进行简单的交流。
2.能力目标：学生能够听懂、说出一般疑问句，并能用Yes/No或简短的句子回答。
3.情感目标：通过本课时的学习，学生能够培养对英语学习的兴趣，增强自信心。
四. 说教学重难点1.重点：学生能够掌握基本的描述人的形容词，并能够运用所学知识进行简单的交流。
2.难点：学生能够听懂、说出一般疑问句，并能用Yes/No或简短的句子回答。
五. 说教学方法与手段在本课时的教学中，我将采用情境教学法、游戏教学法和交际教学法。
通过设置情境，让学生在实际语境中学习并运用所学知识；运用游戏教学法，激发学生的学习兴趣，提高学生的参与度；采用交际教学法，引导学生进行实际交流，培养学生的交际能力。
六. 说教学过程1.热身（5分钟）通过简单的英语歌曲或游戏，调动学生的学习积极性，为课堂氛围的营造做好铺垫。
2.引入（10分钟）教师出示一张图片，引导学生观察并描述图片中的人物。
人教版PEP五年级上册英语《Unit 1What’s he like第2课时》说课稿
人教版PEP五年级上册英语《Unit 1What’s he like第2课时》说课稿一. 教材分析《Unit 1 What’s he like》是人教版PEP五年级上册英语的第二课时，本课时主要围绕着描述一个人的外貌特征、性格特点和兴趣爱好等进行学习。
通过本课时的教学，让学生能够进一步掌握一般现在时的基本结构，能够用英语进行简单的交流和描述。
二. 学情分析五年级的学生已经具备了一定的英语基础，对于一般现在时有一定的了解。
但是，对于描述一个人的外貌特征、性格特点和兴趣爱好等话题，还需要通过本课时的学习来进行进一步的引导和培养。
同时，学生对于新的语言知识的接受能力不同，需要教师在教学过程中进行因材施教。
三. 说教学目标1.知识目标：学生能够掌握一般现在时的基本结构，能够用英语进行简单的交流和描述。
2.能力目标：学生能够通过听力、口语、阅读和写作等多种方式，运用所学知识进行实际交流。
3.情感目标：学生能够积极参与课堂活动，提高学习英语的兴趣，培养良好的学习习惯。
四. 说教学重难点1.教学重点：一般现在时的基本结构，如何用英语进行描述一个人的外貌特征、性格特点和兴趣爱好等。
2.教学难点：如何引导学生运用所学知识进行实际交流，培养学生的语言运用能力。
五. 说教学方法与手段1.教学方法：采用情境教学法、交际教学法、任务型教学法等，通过设置各种情境和任务，让学生在实际交流中运用所学知识。
2.教学手段：利用多媒体教学课件、图片、卡片等辅助教学，提高学生的学习兴趣和参与度。
六. 说教学过程1.导入：通过展示图片，引导学生谈论图片中的人物，激发学生的学习兴趣。
2.新课呈现：通过情境教学，引导学生学习一般现在时的基本结构，以及如何描述一个人的外貌特征、性格特点和兴趣爱好等。
3.课堂练习：通过听力、口语、阅读和写作等多种方式，让学生运用所学知识进行实际交流。
4.巩固拓展：通过小组讨论、角色扮演等活动，让学生进一步巩固所学知识，提高语言运用能力。
人教PEP版英语五年级上册Unit1《What’shelike》说课稿
人教PEP版英语五年级上册Unit 1《What’s he like》说课稿一. 教材分析《人教PEP版英语五年级上册Unit 1 What’s he like》这一单元的主题是描述一个人的外貌和性格特点。
通过本单元的学习，学生能够听懂、会说、会读关于外貌和性格的词汇，如：fat, thin, tall, short, funny, quiet等，并能够运用这些词汇描述一个人。
同时，学生还能够学会用“What’s he/she like? He’s/She’s…”的结构来询问和描述一个人的特点。
二. 学情分析五年级的学生已经具备了一定的英语基础，能够听懂简单的英语指令，说一些简单的英语句子。
但是，对于描述一个人的外貌和性格特点的词汇和句型，他们可能还比较陌生。
因此，在教学过程中，需要注重引导学生掌握这些新词汇和句型，并能够灵活运用。
三. 说教学目标1.知识目标：学生能够听懂、会说、会读关于外貌和性格的词汇，如：fat, thin, tall, short, funny, quiet等，并能够运用这些词汇描述一个人。
2.能力目标：学生能够用“What’s he/she like? He’s/She’s…”的结构来询问和描述一个人的特点。
3.情感目标：通过本单元的学习，学生能够培养对别人的外貌和性格特点的尊重和理解。
四. 说教学重难点1.重点：学生能够听懂、会说、会读关于外貌和性格的词汇，并能够运用这些词汇描述一个人。
2.难点：学生能够用“What’s he/she like? He’s/She’s…”的结构来询问和描述一个人的特点。
五. 说教学方法与手段本节课采用任务型教学法，通过各种互动活动，让学生在实践中学习和运用语言。
同时，利用多媒体教学手段，如：图片、视频等，帮助学生更好地理解和记忆词汇和句型。
六. 说教学过程1.热身（5分钟）：通过播放一首关于描述人的歌曲，让学生放松心情，同时引出本节课的主题。
人教版PEP五年级上册英语《Unit1What'shelikePartB课时1》说课稿
人教版PEP五年级上册英语《Unit 1 What’s he like Part B 课时1》说课稿一. 教材分析人教版PEP五年级上册英语《Unit 1 What’s he like Part B 课时1》主要介绍了形容词来描述一个人的外貌特征和性格特点。
通过本节课的学习，学生能够掌握并运用句型“What’s he/she like? He/She is…”来描述一个人的外貌和性格。
本节课的主要词汇有：quiet, kind, tall, short, fat, thin等。
二. 学情分析五年级的学生已经掌握了基本的英语语法和词汇，具备了一定的听说读写能力。
但是，对于描述一个人的外貌和性格特点，他们可能还比较困难。
因此，在教学过程中，教师需要引导学生通过观察、交流、实践等方式来掌握和运用所学知识。
三. 说教学目标1.知识目标：学生能够听懂、会说、会读本节课的主要词汇和句型，并能用所学知识进行简单的交流。
2.能力目标：学生能够通过观察、交流等方式，学会用英语描述一个人的外貌和性格特点。
3.情感目标：学生能够积极参与课堂活动，提高学习英语的兴趣和自信心。
四. 说教学重难点1.重点：学生能够掌握并运用句型“What’s he/she like? He/She is…”来描述一个人的外貌和性格。
2.难点：学生能够正确运用形容词来描述一个人的外貌特征和性格特点。
五. 说教学方法与手段本节课采用任务型教学法，通过观察、交流、实践等方式，引导学生主动参与课堂活动。
同时，利用多媒体课件、图片、卡片等辅助教学手段，提高学生的学习兴趣和积极性。
六. 说教学过程1.热身（5分钟）：教师与学生进行简单的英语交流，检查学生的英语水平。
然后，引导学生谈论一下他们的朋友或家庭成员的外貌和性格特点，引出本节课的主题。
2.呈现（10分钟）：教师通过展示图片或实物，引导学生说出本节课的主要词汇，如：quiet, kind, tall, short, fat, thin等。
Unit1 What’s he like？B Read and write (说课稿)人教PEP版英
Unit1 What’s he like？B Read and write (说课稿)一、教学目标1.能够熟练使用描述人物外貌和性格的单词和句型。
2.能够听懂和朗读短文，理解并概括内容。
3.能够通过写作描述人物外貌和性格。
二、教学内容1. 单词tall, short, fat, thin, strong, weak, kind, friendly, funny, quiet, shy2. 句型•What’s he like?•He’s tall and strong.•Is he friendly?•Yes, he is. / No, he isn’t.3. 短文What’s he like？He’s a tall and strong boy. He has short black hair and big eyes. He’s very kind and friendly. He likes to play basketball and he’s good at it. He’s not fat, but he’s not thin, either. He’s just right.4. 书写任务要求学生根据教材中的短文，描述一个自己认识的人的外貌和性格。
三、教学过程1. 热身出示单词图片，让学生认读单词。
2. 导入新知1.出示“What’s he like？”的句型，并问学生这是什么意思。
2.引入新单词 tall, strong，并进行翻译。
3.引导学生运用这些新单词，描述一个自己认识的人物，如：What’s your dad like?3. 拓展提高1.阅读教材中的短文，让学生了解新学单词和句型的应用。
2.听音，听懂和朗读教材中的短文。
3.组织学生进行角色扮演，让学生运用所学的单词和句型描述一位自己不认识的人物。
4.布置书写任务，要求学生按照教材中的短文写一个自己认识的人的外貌和性格描述。
人教版小学五年级上册英语 Unit 1 What's he like 说课稿
Unit 1 What’s he like? 说课稿Ⅰ. The analysis of teaching materialFirstly, I’d like to talk something about the analysis of teaching mater ial. This book is from Unit 1 of PEP primary English book Ⅴand the main topic is some adjectives and sentence structures to describe a person. Through learning this unit, students will be able to use these words and sentence structures to talk about people in their daily life.Ⅱ. The analysis of studentsSecondly, I will analyse my students. Students in grade 5 have just learnt some English knowledge, but it’s still quite difficult for them to speak English in daily life. So I will mainly use Communicative Approach and Situational Approach to help them learn better.Ⅲ. The analysis of teaching aimsAccording to New Curriculum Standard, I set three teaching aims. The first one is knowledge aim: students will be able to read and write some adjectives like polite, shy, helpful, clever.... The second one is ability aim: through corporation and discussion, students can use the words and structures to describe other people smoothly and fluently. The last one is emotional aim: students can be interested in learning English by doing different activities.Ⅳ. The analysis of teaching key &difficult pointsBased on the analysis of teaching material, students and the teaching aims, my teaching key and difficult points are as follows. The teaching key point is that students can read and write the new words and sentence structures in this lesson. The teaching difficult point is that students are able to use these words and sentence structures to describe a person in their daily life.The analysis of teaching methodsTo overcome teaching key and difficult point, I will mainly use Communicative Approach and Situational teaching method.Ⅴ. The analysis of teaching proceduresNow, let’s focus on the most important part of my teaching design, that is the teaching procedures. It includes four parts, warming-up, presentation, consolidation, summary &homework.Step1:Warming-upAfter the daily greeting, I will ask my students to do some actions to cheer us up. In this way, I can create a active learning surrounding for my students and let them learn happily.Step2:PresentationIn this step, I will use five pictures to introduce the new words to my students. In these five pictures, there are five different people, students are asked to describe each person and from their descrip tion, I can get the new words easily, they are “polite, helpful, clever...” And after the introduction, I will play a game named “finger game” with them. The reason why I do this is to help students be familiar with the topic and understand the new words and phrases in the listening material, so as to sweep the listening obstacle. Then I will play the tape for three times. Before I play the tape for the first time, I will ask my students what’s it about. And after they finish the listening, I will ask some students to tell me the answer, they may get part of the information and I will combine their answers and get the main idea. And then I will play the tape for the second time, before they listen to it, I will ask them to get some details according to the s tructure given “what’s Wu Yifan like” after their listening, I will ask someone to tell me the answer and I will get the “He’s hard-working”. After they totally understood the listening material, they are asked to listen to the tape for the third time, and pay attention to the pronunciation and the intonation of the speaker. If possible, they can also imitate it. By listening to the conversation for three times, students will master every little details in it .Step3:ConsolidationIn this age, I will play a game named Apple game with my Ss: I will show an apple tree covered with many apples on the PPT, and on each apple, there is a word. Then I will ask students to read these words, the more they pronounce, the more apples they will get. At last, who gets the most apples will be awarded a smiling face. After doing this, theyNext, I will play another game with my Ss named Point and Say: Students are asked to show their own photos and describe their appearance using the new words and sentences. In this way, what we have learnt in this class will be consolidated.Step4: Summary & HomeworkAt the end of the class, I will guide students to summarize what we have learnt today. And give them today’s homework: they should draw a picture about their favorite car toon characterand try to describe him or her next class.Ⅵ. The analysis of blackboard designLastly, I will put forward the analysis of blackboard design, my blackboard design includes three parts, topic , key words and key sentence structures. You can see very clearly what we have learnt today.That’s all for my presentation, thanks for your listening.。
人教版小学英语五年级上册Unit 1 What's he like 说课稿
Unit 1 What’s he like? 说课稿Ⅰ. The analysis of teaching materialFirstly, I’d like to talk something about the analysis of teaching mater ial. This book is from Unit 1 of PEP primary English book Ⅴand the main topic is some adjectives and sentence structures to describe a person. Through learning this unit, students will be able to use these words and sentence structures to talk about people in their daily life.Ⅱ. The analysis of studentsSecondly, I will analyse my students. Students in grade 5 have just learnt some English knowledge, but it’s still quite difficult for them to speak English in daily life. So I will mainly use municative Approach and Situational Approach to help them learn better.Ⅲ. The analysis of teaching aimsAccording to New Curriculum Standard, I set three teaching aims. The first one is knowledge aim: students will be able to read and write some adjectives like polite, shy, helpful, clever.... The second one is ability aim: through corporation and discussion, students can use the words and structures to describe other people smoothly and fluently. The last one is emotional aim: students can be interested in learning English by doing different activities.Ⅳ. The analysis of teaching key &difficult pointsBased on the analysis of teaching material, students and the teaching aims, my teaching key and difficult points are as follows. The teaching key point is that students can read and write the new words and sentence structures in this lesson. The teaching difficult point is that students are able to use these words and sentence structures to describe a person in their daily life.The analysis of teaching methodsTo over e teaching key and difficult point, I will mainly use municative Approach and Situational teaching method.Ⅴ. The analysis of teaching proceduresNow, let’s focus on the most important part of my teaching design, that is the teaching procedures. It includes four parts, warming-up, presentation, consolidation, summary &homework.Step1:Warming-upAfter the daily greeting, I will ask my students to do some actions to cheer us up. In this way, I can create a active learning surrounding for my students and let them learn happily.Step2:PresentationIn this step, I will use five pictures to introduce the new words to my students. In these five pictures, there are five different people, students are asked to describe each person and from their description, I can get the new words easily, they are “polite, helpful, clever...” And after the introduction, I will play a game named “finger game” with them. The reason why I do this is to help students be familiar with the topic and understand the new words and phrases in the listening material, so as to sweep the listening obstacle. Then I will play the tape for three times. Before I play the tape for the first time, I will ask my students what’s it about. And after they finish the listening, I will ask some students to tell me the answer, they may get part of the information and I will bine their answers and get the main idea. And then I will play the tape for the second time, before they listen to it, I will ask them to get some details according to the structure given “what’s Wu Yifan like” after their list ening, I will ask someone to tell me the answer and I will get the “He’s hard-working”. After they totally understood the listening material, they are asked to listen to the tape for the third time, and pay attention to the pronunciation and the intonation of the speaker. If possible, they can also imitate it. By listening to the conversation for three times, students will master every little details in it .Step3:ConsolidationIn this age, I will play a game named Apple game with my Ss: I will show an apple tree covered with many apples on the PPT, and on each apple, there is a word. Then I will ask students to read these words, the more they pronounce, the more apples they will get. At last, who gets the most apples will be awarded a smiling face. After doing this, theyNext, I will play another game with my Ss named Point and Say: Students are asked to show their own photos and describe their appearance using the new words and sentences. In this way, what we have learnt in this class will be consolidated.Step4: Summary & HomeworkAt the end of the class, I will guide students to summarize what we have learnt today. And give them today’s homework: they should draw a picture about their favorite cartoon characterand try to describe him or her next class.Ⅵ. The analysis of blackboard designLastly, I will put forward the analysis of blackboard design, my blackboard design includes three parts, topic , key words and key sentence structures. You can see very clearly what we have learnt today.That’s all for my presentation, thanks for your listening.。
人教PEP五年级上册英语说课稿 Unit 1 What's he like 第三课时
人教PEP五年级上册英语说课稿Unit 1 What’s he like 第三课时一. 教材分析《人教PEP五年级上册英语》第三课时，主要围绕“What’s he like”这一主题展开。
通过本课时学习，学生能够进一步掌握询问和描述人物性格特点的交际用语，并能够在实际情景中灵活运用。
教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣和参与欲望。
二. 学情分析五年级的学生已经具备一定的英语基础，对于描述人物的外貌、爱好等特征已经有了一定的认识和了解。
但是，对于描述人物性格特点的词汇和表达方式还不够丰富，需要通过本课时的学习来进一步拓展。
此外，学生对于真实情景中的交际应用还存在一定的困难，需要通过大量的实践练习来提高。
三. 说教学目标1.知识目标：学生能够掌握描述人物性格特点的词汇和表达方式，如：kind, friendly, hard-working等。
2.能力目标：学生能够在真实情景中灵活运用所学知识，进行简单的交流和描述。
3.情感目标：通过学习，学生能够培养对不同性格特点的人的尊重和理解。
四. 说教学重难点1.重点：学生能够掌握描述人物性格特点的词汇和表达方式。
2.难点：学生能够在真实情景中灵活运用所学知识，进行复杂的交流和描述。
五. 说教学方法与手段在本课时的教学中，我将采用情景教学法、交际教学法和任务型教学法。
通过设置真实的情景，引导学生进行实际的交际练习，从而提高学生的语言应用能力。
同时，我将运用多媒体教学手段，如：图片、视频等，丰富教学内容，激发学生的学习兴趣。
六. 说教学过程1.热身（5分钟）：通过播放一首关于性格特点的歌曲，引导学生进入学习状态，并复习已学的相关词汇。
2.Presentation（10分钟）：通过展示一组人物图片，引导学生用英语描述这些人物的个性特点，从而引入本课时的主题。
3.Practice（10分钟）：学生分成小组，根据给出的任务，编写一段描述人物性格特点的对话，并进行表演。
人教PEP五年级上册英语Unit1 What's he like PartA 说课教案
Unit1 What’s he like? 说课稿一、说教材本课是人教版小学英语五年级上册第一单元B部分，对话课，涉及Let’s try 和Let’s talk两个环节。
Let’s try部分是针对本单元核心句型What’s he/she like? 而设计的听力活动。
旨在使学生能够借助图片及核心词的提示听懂简短对话，抓住关键信息，提高听的能力。
Let’s talk部分学习的核心句型是Whats he/she like? She is ... 教材通过陈杰和John 聊天，谈论新语文老师的情景，让学生感知上述句型的语义及语用情景。
二、说学生本课内容以小学五年级学生为教学对象。
五年级学生已经具备一定的听说读写能力。
能正确朗读、书写26个英文字母，了解一定的单词拼读规律。
经过三、四年级两年的英语学习，课堂上已经基本能够听懂老师的提问，根据图片提示能听懂文本内容。
能够运用英语互质问候，表达描述人物特征，例如：He is tall. She has long hair. 学习过有关学校科目的单词例如：English, math, Chinese 以及本册第一单元A部分所学习过的Is she kind/strict? Yes, she is. / No, she isn’t. 句型来表述他人性格特征等。
因此结合本课教学内容和学生已有知识，本课应让学生在语境中理解What’s he/she like? He/She is ... 。
三、说教学目标义务教育阶段的英语课程具有工具性和人文性双重性质。
英语课程承担着培养学生基本英语素养和发展学生思维能力的任务。
通过英语学习，学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。
根据《义务教育英语课程标准》“语言技能”要求的二级标准，在本单元的学习过程中：听力方面，学生能够借助教材、课件中的图片，教师的手势等听懂本单元对话，完成听录音选择图片、单词的教学活动。