人教版PEP小学五年级下册英语-Unit 2 Part A说课稿
五年级英语下册第二单元说课稿
各位评委，各位老师，早上好！很荣幸能够参加今天的说课面试。
我说课的内容是：人教版的小学五年级英语下册Unit 2 My favorite season
一、教材分析
本单元的主题是Season, 由Part A, Part B 以及Part C三大部分组成。
内容量大，不可能一节课上完，所以我把整个单元分为六个课时，每个部分用两个课时。
我说课的内容就是第一课时的Part A内容。
(一) 重点和难点
1．听、说、读、写新单词：season, spring, summer, fall, winter.
2. 运用四个句型进行问答：1．①What is your favorite season (or Which season do you like best?)? ②What is the weather like? ③What season is it now? ④Why do you spring/summer/fall/winter?
3．复习有关描述天气的单词，例如：cool, warm, hot, cold, rainy, sunny, cloudy
(二) 教学目标
1．学习四个句型的问答：①What is your favorite season (or Which season do you like best?)? ②What is the weather like? ③What season is it now? ④Why do you spring/summer/fall/winter?
2．学生能够听、说、读、写新单词：season, spring, summer, fall, winter.
3．通过使学生多开口说英语，培养学生学习英语的兴趣以及用英语表达的能力。
4．使学生了解一些地理知识，特别是气候方面的知识。
（三）课前准备
1．准备四张典型的季节图片：春景图是红花绿树；夏景图是艳阳高照、汗流满面；秋景图是果硕累累；冬景图是白雪茫茫。
2．准备四张不同图片，这四张图片是相同一棵树在春夏秋冬的不同景象。
3．准备一些关于不同天气的图片。
4．准备一幅地图，并在地图标注上课本出现的城市的相对应的地理位置。
5．准备一些小红星，用于课堂奖赏。
6．准备录音机、磁带和一把小扇子。
二、教学法
（一）情景教学法
在教学过程中，我为学生创造了几个情景对话。
例如：让学生扮演课文对话中的角色，让他们根据实际进行英语会话。
情景教学法让学生有机会去练习口语，参与到教学过程中来。
（二）互动性教学法
在我教学过程，我设置几个猜迷游戏。
例如：教师做肢体语言，让学生猜当时的天气情况。
通过师生互生，能够避免教师独自讲课，学生只听不说的局面，现时能够激活课堂气氛，让学生在互动中学习英语。
（三）任务型教学法
在这一节课中，我给学生安排一个任务：让他们去画四幅简单的春夏秋冬画，并把所学到单词标到图画上，通过这样做，能够帮助学生更好记忆单词，丰富课堂活动。
（四）小组合作学习
我把所有的学生分为四个小组，并为每个小组命名。
小组合作学习策略是非常重要的学习策略，能够培养学生的团队意识和集体观念，让学生在合作竞争中学习英语。
（五）练习法
做练习在学习英语过程也是非常重要的，学生只有通过练习才能运用到他们在课堂中所学到知识，达到巩固知识，学好英语的目的。
三、教学过程
（一）热身----猜迷游戏
课堂开始，教师与学生问好，然后教师开始做有关天气的肢体语言，让学生根本教师的肢体语言来猜测天气情况。
例如做天气非常热的肢体语言，教师可以用手不停扇扇子；做天气冷的肢体语言，教师可以表现为被冷得全身发抖，在这个游戏中，教师也可以请学生来做肢体语言，让其它同学来猜。
猜对的话，就为猜对那个小组奖励一个小红星。
通过这个游戏，能够帮助学生复习有关天气的单词，并为新课的导入做铺垫。
（二）新课导入
（1）学习新单词
教师拿出准备好的四张季节图，然后粘贴在黑板上，接着问学生：What season is it? 同时在黑板上定下season，带着学生领读，然后让学生猜这个单词的意思。
如果猜对的话，就给猜对那个小组奖励一个小红星。
然后教师指着春景问：what season is it? 可能学生不认得spring这个单词，但他们知道是春天，于是教师就把spring写到春景图下面，并教学生怎么读。
然后教师再用相同的方法来教summer, fall, winter这几个单词。
教完新词后，教师邀请一些同学起来试读，如果读不对，就帮助学生纠正。
（2）猜迷游戏：猜季节
这个游戏能够帮助学生迅速把所学到的单词用到练习中去。
教师先选一个自告奋勇的同学，然后背对其它学生，把一棵树四个季节图选其中一幅图来画，其它学生就根据所画的图来猜季节。
猜对的话，就给猜对那个小组奖励一个小红星。
然后再邀请三个同学来做相同的游戏。
（3）任务：画图
做完游戏后，教师要求每个学生画四幅简单的春夏秋冬图，并把所学单词标到图画上。
（4）展示地图
教师拿出已经准备好的地图，然后把它粘贴到黑板上，给学生指出北京、拉萨、深圳、昆明，哈尔滨和建水的地理位置。
然后又开始激动人心猜迷游戏。
教师可以使用句型“what is the weather like in Lhasa/ Shenzhen/ Kunming/ Harbin/ Jianshui in spring/summer/fall/winter？”来进行提问，学生用句型“It is windy/ sunny/ warm/ cold/ hot/ cool”来回答。
答对的话，就给答对那个小组奖励一个小红星。
（5）角色扮演
在这个教学步骤中，我请一些学生到讲台上来，然后充当教材对话的角色，进行实际演练，每组学生至少一次演练，演练的例子可以自编。
如：
对话1
A: which season do you like best?
B: winter
A: why do you like winter?
B: Because I like snows.
对话2
A: what is your favorite season?
B: I like summer.
A: why do you like summer?
B: Because I like swimming.
（6）说唱部分
教师播放“let’s chant”的录音，学生跟着录音说唱两次，然后教师讲解说唱内容的意思，然后再说唱一次。
（7）数红星，定胜者
祝贺赢得红星最多的小组，给予他们掌声鼓励。
（8）家庭作业
要求学生抄写所学的新单词和四个问答句句型两次。
（9）板书设计
Unit 2 What is your favorite season?
1. Season, spring, summer, fall, winter.
2. What is your favorite season/which season do you like best. I like.....
3. Why do you like ….? Because…….
4. What is the weather like in …..? It is …….
5. What season is it? It is ……
四、我的教学设计理念
让学生在情境对话中学习英语；让学生在竞争合作中学习英语；让学生在快乐中学习英语；让学生学生不再畏惧学习英语。
PEP小学英语五年级下册《Unit 2 Part A Let’s talk》说课稿
PEP小学英语五年级下册《Unit 2 Part A Let’s talk》说课稿各位老师，大家好！我说课的内容是PEP小学英语五年级下册Unit 2 Part A的第二课Let’s talk。
在这之前，我已经教完了A部分的词汇。
一、说教材本课是一个对话课，对话课一般是由一段对话和一个任务型活动组成。
本课的对话也就是本课教学内容Let’s talk，任务型活动为输出运用部分的Make a survey。
其教学用途为：在生活中能用英语做事情，同别人自由交际。
其教学目的是：通过课堂教学培养学生说的能力，提高会话技巧，培养学生初步运用英语进行交际的能力。
其教学重心为：培养学生的交际能力。
培养学生的综合语言运用能力是基础教育阶段英语课程的总体目标。
根据这个目标、对教材的把握和对学生的分析，针对对话课的特点制定出学习目标为以下三条：1. 能听懂会说并能回答句子：Which season do you like best?并能在恰当的情境中运用。
2. 能够听懂Let’s try部分的录音，并能根据录音内容把人物与他们最喜欢的季节相连。
3. 能够看懂Make a survey部分的指示语，并完成调查表关于小组成员最喜欢哪个季节的任务。
本课围绕提问Which season do you like best? 把有关季节的四个词汇spring , summer , fall and winter和语言机构有机的结合起来。
教学重难点本课时的教学重点为句型“Which season do you like best?”的听说认读教学，并要求学生能在实际情景中运用。
本课时的教学难点是引导学生准确自如的运用句子Which season do you like best?能够在恰当的情境中运用并回答自己喜欢的原因。
二、说教法、学法为突破这堂课的重、难点，根据五年级学生特点，我主要借助多媒体和描写四季天气特征的词卡以及画笑脸符号来呈现教学，激发学生的学习兴趣和求知欲，采取情景教学和任务型教学，让学生在教师的引导下，通过感知、体验、合作、参与和实践等多法并用的方式组织教学，促进学生语言实际运用能力的提高。
PEP小学英语五年级下学期 Unit2第一课时教学设计说课稿,评课稿
PEP小学英语五年级下学期Unit 4 What are you doing?第一课时A Let’s learn.教学设计教学目标：知识与技能目标：Aim 1.能够听、说、读、写动词短语的ing形式drawing pictures, doing the dishes, cooking dinner, reading a book, answering the phone 。
Aim 2.能使用句型“What are you doing? I’m doing the dishes/….”询问别人正在做什么并作答。
Aim 3.通过说唱Let’s chant部分的歌谣巩固复习Let’s learn部分的动词短语和句子。
情感目标：培养学生热爱生活的美好情感。
教学重点：本课时需要掌握五个动词短语的ing形式，能够理解下一课时的主要句型“What are you doing?”并能用“I am doing the dishes/…”作答。
教学难点：动词短语ing形式的读音。
教师要多做示范，逐步引导学生流畅地连读。
课前准备：1、教师准备本课时Let’s chant, Let’s learn的录音带。
2、教师准备锅、铲、电话、碗碟等小道具。
3、教师准备本课时所需课件。
教学过程：一、Warm-up1、Greetings2、Sing a song： I Can Help.（师生做动作共同演唱）Then ask the students：What phrase can you hear in this song ?（设计思路：通过师生边唱边做动作，既活跃了气氛，复习了相关家务劳动的短语，又为新课的学习做了铺垫。
）二、Review1、教师用课件出示五年级上册所学动词短语的图片，让学生认读，其他同学边跟读边做动作。
do the dishes cook the meals read a bookset the table do homework clean the room……2、Free talkI can do housework.What can you do?Can you cook the meals?Can you clean your bedroom？……三、Presentation1、教学doing the dishes，并表现现在实行时的问答形式：What are you doing？ I am …。
人教版小学英语五年级下册第二单元说课稿(3)
An interpretation of one lesson on Unit Two ----what’s your favorite season Good morning! My respected judges! It is a great honor to have a chance to stand here and talk to you today. What I am going to talk about is Unit Two ------What’s Your Favorite Season---- in the PEP Primary English Students’ Book---Book 2 in Grade Five.一、Analysis of textbookThe main topic in this unit is ‘season’. There are three major parts in this unit, including Part A, Part B and Part C. Obviously, it is impossible to finish this unit in one lesson hour, so I divided this unit into six lessons hours, and each part takes two lessons hours. And what I am going to talk about is the first lesson. The first lesson includes four small parts: Let’s start, Let’s chant, Let’s learn and Let’s find out.(一)、Important Points and Difficulties in this lesson1．How to answer the following questions: ① What is your favorite season (or Which season do you like best?)? ② What is the weather like? ③ What season is it now? ④ Why do you like spring/summer/fall/winter?2．How to help students be able to read, speak, listen and write the new words: such as season, spring, summer, fall and winter3．Review some words on weather, such as cool, warm, hot, cold, windy, rainy, sunny, and cloudy.(二)、Teaching Goals in this lesson1. Study the four sentences patterns: ① What is your favorite season (or Whichseason do you like best?)? ② What is the weather like? ③ What season is it now?④ Why do you spring/summer/fall/winter?2. The student can read, speak, listen and write the new words: season, spring, summer, fall and winter after finishing this lesson.3．Develop the students’ interests in studying English by helping them speak English as much as possible.4. Teach the students some geographical knowledge on weather in different places. （三）、Preparations in this lesson1. Prepare four typical pictures: a spring picture with beautiful flowers and green trees, a summer picture with hot sun and a weeping man, a fall picture with lots of fruits in the trees and a winter with lots of snows.2. Prepare four pictures on a tree in spring, summer, fall and winter.3. Prepare a big map, and the map are marked with some cities on it.4. Prepare some red stars to award the students who do a good job in class.5. Prepare a tape, a recorder and a fan.二、Teaching Methods and studying methods(一) Situational Teaching MethodDuring the teaching procedure, I make several situational conversations for the students. For example, I choose some students to do the role-playing game, and let them play the roles in the textbook, and make their own conversation by themselves according to their reality. By doing this game, the students can have chances to practice their oral English and join into the teaching procedure.(二) Interactive Teaching MethodGuessing game is one of activities in my teaching procedure. For example, the teacher makes body gestures, and the students guess what the gestures mean. By the interaction between teacher and students can avoid just the teacher’s talking, also can activate atmosphere of the class, and let them learn English by games. (三) Task-based Teaching MethodIn the first lesson, I design a task for the students, for example. I ask the students to draw four pictures in spring, summer, fall and winter and put the words on the pictures. By doing this activity, the students can memorize the new words better.(四) Group Study MethodI divide the class into four groups and each group has its own name. Group study plays a very important role my lesson. By doing this, the students can study English in competitive cooperation.(五) Practice MethodPractice is very important. The students can not improve their English without practice, because practice makes perfect. By doing practice, the students can make full use of what they have learned in the class.三、Teaching procedures(一)Warm-up(1) Guessing gameIn warming-up step, after the teacher and students greet each other, the teacherbegins to make body gestures on weather, such as cold, hot, warm, cool, rainy, windy, cloudy and so on., and asks the students what is the weather like now. And the students guess what kind of weather it is. Such as making a hot weather gesture, the teacher keeps fanning with his hand; making a cold weather gesture, and the teacher keep shaking. Any student guesses the right answer will be awarded a red star for his group. This step helps students go over some words on weather, and makes preparation for the new lesson.(二) Lead-in(1) Learning the new wordsThe teacher takes out four typical pictures in spring, summer, fall and winter, and sticks them on the blackboard. Then the teacher asks the students what season is it, and puts the word ‘season’ on the blackboard, and teaches the students how to read it. Then the teacher points at spring picture, and asks students what season it is. The students may not know the word ‘spring’, but they can answer it “Chuntian” in Chinese, then the teacher writes down the word ‘spring’ below the picture, and teaches them how to read it. Using the same way, the teacher teaches other new words. After that the teacher invites some students to stand up and read the new words several times.(2) Guessing GameIn this step, the students put the new words into practice. The teacher chooses a volunteer, and shows him a picture of tree, and he draws the picture, and other students guess what season it is based on the picture the volunteer draw. Anyonewho guesses right will be awarded a red star for his group. Every group has one chance to answer the question.(3) Task: Drawing picturesIn this step, the teacher requires every student drawing four pictures in spring, summer, fall and winter, and putting the new words on them.(4) Showing the mapIn this step, the teacher takes out a big map, and sticks it on the blackboard, and shows the students some cities on the map, such as Lhasa, Beijing, Shenzhen, Kunming, Harbin, and Jianshui, and begins another Guessing game: the teacher asks “what is the weather like in Lhasa/Shenzhen/Kunming/Harbin/Jianshui in spring/summer/fall/winter”. The students use “it iswindy/sunny/warm/cold/hot/warm/cool” answering the questions. Anyone who guesses right will be awarded a red star for his group.(5) Role-playingIn this step, I choose some students to do the role-playing game, and let them play the roles in the textbook, and make their own conversation by themselves according to their reality. Each group at least makes a conversation. Such as: Converstion1A: which season do you like best?B: winterA: why do you like winter?B: Because I like snows.Conversation 2A: what is your favorite season?B: I like summer.A: why do you like summer?B: Because I like swimming.Anyone who does well will be awarded a red star for his group.(6) Let’s chantThe teacher plays the tape of Let’s chant, and the students follow the tape to chant together for two time. Then the teacher explains what the chant means. And chant it again.(7) Counting the red stars of each groupCongratulations to the winner group, and give them applauses.(8) HomeworkEach student is required writing the new words and four sentences patterns two times.(9) Blackboard writing planUnit 2 What is your favorite season1. Season, spring, summer, fall, winter.2. What is your favorite season/which season do you like best. I like.....3．Why do you like ….? Because…….4. What is the weather like in …..? It is …….5. What season is it? It is ……四、My teaching plan conceptsLet students study English in situational conversation; let students study English competitive cooperation; let students study English in happiness; Let students have no fear in studying English.。
新人教PEP版小学五年级英语下册Unit2Period2 PartA优质教案
新人教PEP版小学五年级英语下册 Unit 2 Period 2 Part A 优质教案教学内容本课为新入教PEP版小学五年级英语下册 Unit 2 Period 2 Part A。
课程内容主要包括对基础英语词汇的学习，例如家庭、职业等，以及如何用英语描述家庭成员和他们的职业。
还将教授如何询问和回答关于家庭成员职业的问题。
教学目标1. 学生能够掌握本课所学的英语词汇，并能用这些词汇描述家庭成员和他们的职业。
2. 学生能够用英语询问和回答关于家庭成员职业的问题。
3. 学生能够理解并运用英语进行简单的家庭和职业话题的交流。
教学难点1. 学生可能在学习新词汇时遇到困难，特别是对于家庭成员和职业的英语表达。
2. 学生可能在学习如何用英语描述家庭成员和他们的职业时遇到困难。
3. 学生可能在学习如何询问和回答关于家庭成员职业的问题时遇到困难。
教具学具准备1. 英语教材2. 教学PPT3. 家庭成员和职业的图片卡片4. 彩色粉笔5. 录音机教学过程1. 导入：通过播放一首关于家庭的英语歌曲，激发学生的兴趣，引入本课的主题。
2. 新课内容学习：通过展示家庭成员和职业的图片卡片，教授学生新的英语词汇，并进行反复朗读和拼写练习。
3. 互动练习：通过角色扮演和小组讨论，让学生用英语描述家庭成员和他们的职业，并练习询问和回答关于家庭成员职业的问题。
4. 巩固提高：通过完成教材上的练习题，巩固学生对新词汇和句型的掌握，并进行适当的拓展练习。
板书设计1. 在黑板上列出本课的重点英语词汇和句型，并配以相应的图片卡片。
3. 在黑板上留出一些空白区域，用于进行课堂小结和反馈。
作业设计1. 完成教材上的练习题，巩固对新词汇和句型的掌握。
2. 写一篇关于自己家庭成员和职业的英语短文，不少于50词。
3. 准备下节课的小组讨论，主题为“家庭成员的职业”。
课后反思通过本课的教学，学生能够掌握基础的英语词汇和句型，能够用英语描述家庭成员和他们的职业，并能进行简单的家庭和职业话题的交流。
pep英语五年级下册unit2myfavoriteseason全英文说课稿
pep 英语五年级下册unit2 my favorite season 全英文说课稿PEP英语五年级下册Unit2 My FavoriteSeason全英文说课稿PEP小学英语五年级下册说课稿Unit2 My Favorite SeasonPart A Let ’ s talkGood morning, everyone! It ’ s my honor to share my ideas with you.The title my lesson is “ My favorite season ” . It ’ s taken from Part A ofUnit2, PEP Primary English Book6. My teaching idea includes 4 parts: learning materials, the analysis of students ’ learning, learning aims andlearning procedures.Firstly, I ’ ll talk about the learning materials. It ’ s secon d lesson inUnit2. The content is about asking and answer one ’ s favorite season. The sentence patterns “ Which season do you like best? .. ” are the keys of this unit and this lesson. Also, it is the extension for lesson1 andit makes the basis for studying how to express the reason of favorite season and seasonal activities.Next is the analysis of students ’ learning. The students have learnedsome adjectives about weather in Grade Four, it ’ s easy for them toexpress which one they like best. But they know less seasonalactivities, so the difficulty is to say seasonal activities correctly byusing thesentence "I can ….”According to above all, there are two aims in this lesson:1.By looking at the pictures and listening, there are 90% studentscan listen, speak and read the sentences “ Which season do you like best? ….”And read the dialogue by imitating and read aloudclearly with the right pronunciation and intonation.In order to know if the students grasp aim1, I ’ ll observe their mouth,ask someone to read and observe their reading in groups.2.Through the pair work, there are 85% students can use the sentences “Which season do you like best? ….It ' s always ….I »can ….in real situation correctly and neatly.For this aim, I ’ ll observe the ir preparation, cooperation and performance in pairs to check.Moreover, I ’ ll still use this form to check their reading, roleplay and making new dialogues.The last part is learning procedures, there are five steps: warm-up, preview, presentation, practice, consolidation and extension.That ’ s all my teaching ideas. Let ’ s begin the class!（上课环节）（一）Warm- upHello, boys and girls. Nice to see you again. Look, there ’ s snowman.Do you like it? Listen to me. I divide you into two groups: the boys and the girls. If you do well, you can get close to him and get it at the end.（分组比赛）Clear? Come on!Before the new class, let ’ s say a chant. Show me your hands, please. Ready? Go!（二）Preview （ Let ’ s try ）Lily, what ' s your favorite season? ….Do you know: Wh at are their favorite seasons? Let ' s listen and match! ….In this text, there is a new sentence, it means “ What’ s your favorite season? ” can you find it? Yes, it ’ s the first one: Which season do you like best? How to answer?For example: Winter. I can play with snow.（板书句子）（三）Presentation1.（1） Read after me. 请学生看老师的口型，纠正with 的发音。
人教PEP版英语五年级下册《Unit 2 Part A 第一课时》教学课件
E.g. Which class do you like best? Which pen do you like best?
draw the seasons. Which season do you like best, Mike? Mike: Winter. I like snow. Mr Jones: I like snow, too. Which season do you like best, Wu Yifan? Wu Yifan: Spring. It’s pretty. Mr Jones: Yes, it is.
人 教 PEP 版 英 语 五 年 级 下 册
Unit 2 My favourite season
Part A Let’s try & Let’s talk
Warm up
Let’s sing.
点击画面 播放视频
பைடு நூலகம்
Match the words together with the pictures. sunny rainy cloudy windy snowy hot cold
Presentation Watch the video.
Let’s talk
What’s the meaning of “which”, “best” and “snow” in Chinese, please?
which [wɪtʃ] best [best] snow [snəu]
人教版PEP小学五年级下册英语-Unit 2 Part A说课稿
五年级英语下册第二单元说课稿各位评委，各位老师，早上好！很荣幸能够参加今天的说课面试。
我说课的内容是：人教版的小学五年级英语下册Unit 2 My favorite season一、教材分析本单元的主题是Season, 由Part A, Part B 以及Part C三大部分组成。
内容量大，不可能一节课上完，所以我把整个单元分为六个课时，每个部分用两个课时。
我说课的内容就是第一课时的Part A内容。
(一) 重点和难点1．听、说、读、写新单词：season, spring, summer, fall, winter.2. 运用四个句型进行问答：1．①What is your favorite season (or Which season do you like best?)? ②What is the weather like? ③What season is it now? ④Why do you spring/summer/fall/winter?3．复习有关描述天气的单词，例如：cool, warm, hot, cold, rainy, sunny, cloudy(二) 教学目标1．学习四个句型的问答：①What is your favorite season (or Which season do you like best?)? ②What is the weather like? ③What season is it now? ④Why do you spring/summer/fall/winter?2．学生能够听、说、读、写新单词：season, spring, summer, fall, winter.3．通过使学生多开口说英语，培养学生学习英语的兴趣以及用英语表达的能力。
4．使学生了解一些地理知识，特别是气候方面的知识。
（三）课前准备1．准备四张典型的季节图片：春景图是红花绿树；夏景图是艳阳高照、汗流满面；秋景图是果硕累累；冬景图是白雪茫茫。
人教版PEP版五年级下册英语说课稿--Unit2ALetx27slearn
Unit 2 My Favourite Season说课稿一、说教材各位老师，大家好，我说课的内容是人教版五年级英语下册第二单元“My favourite season”的第一课时。
其中包括Part A的Let’s learn 和Let’s chant两个部分，主要包含五个四会单词和一个交际句型。
五年级的学生已经学了两年的英语，具备一定的英语基础知识和基本能力，而且处在这个年龄段的学生可塑性强，对新生事物表现出极大的兴趣，又有较强的接受能力。
再者，学生已在第四册和第五册中学习了“What’s the weather like?”和“What’s your favourite food?”的话题谈论，为本课的教学储备了一定的相关知识。
因此，本课的教学将综合以上情况进行学习和操练，以达到掌握知识、运用知识的目的。
二、说教学目标与重难点《小学英语新课程标准》指出：基础教育阶段英语课程的总体目标是以学生的语言知识、语言技能、情感态度、学习策略和文化意识的发展为基础，培养学生语言综合运用能力。
基于以上认识和对教材的分析，我将本课教学目标确定为以下三维目标：①、知识与技能目标：能够听、说、读、写单词season、spring、summer、fall、winter；能够使用句型Which season do you like best？I like,best.进行交际会话。
②、过程与方法目标：培养学生良好的英语学习策略和综合运用语言的能力，为学生的终身学习奠定基础。
③、情感态度与价值观目标：激发和培养学生学习英语的兴趣，树立学习自信心；培养学生的合作交流能力和健康快乐的学习态度。
教学重难点本课的教学重点是掌握五个四会单词及句型Which season do you like best？I like,best.的综合运用。
本课的教学难点是掌握五个四会单词的拼写。
三、说教法“兴趣是最好的老师”，兴趣和成功往往紧密结合。
pep(人教)五年级英语下册 unit 2 A let's learn 说课稿.docx
PEP小学五年级下册Unit 2 My favourite season Part A Let’s learn说课稿一、说教材1、说教材地位与作用“My favourite season”是第二单元的核心部分，在整个小学英语知识体系中是不可或缺的。
它不仅贴近学生的实际生活，而且实用、有趣，容易让学生接受并掌握。
学生在前面学习过的“谈论天气”、“谈论食物”等的交际基础上来“谈论季节”，把学过的知识学以致用，体验知识运用的成就感，并为下一步的“谈论月份”打下学习基础。
2、说教学内容与学情本课的教学内容是本单元的第一课时，其中包括Part A的Let’s learn和Let’s find out两个部分，主要包含五个四会单词和一个交际句型。
五年级的学生已经学了两年的英语，具备一定的英语基础知识和基本能力，而且处在这个年龄段的学生可塑性强，对新生事物表现出极大的兴趣，又有较强的接受能力。
再者，学生已在第四册和第五册中学习了“What’s the weather like?”和“What’s your favourite food?”的话题谈论，为本课的教学储备了一定的相关知识。
因此，本课的教学将综合以上情况进行学习和操练，以达到掌握知识、运用知识的目的。
3、说教学目标与重难点《小学英语新课程标准》指出：基础教育阶段英语课程的总体目标是以学生的语言知识、语言技能、情感态度、学习策略和文化意识的发展为基础，培养学生语言综合运用能力。
基于以上认识和对教材的分析，我将本课教学目标确定为以下三维目标：①知识与技能目标：能够听、说、读、写单词season、spring、summer、autumn、winter；能够使用句型What’s your favourite season?进行交际会话。
②过程与方法目标：培养学生良好的英语学习策略和综合运用语言的能力，为学生的终身学习奠定基础。
③情感态度与价值观目标：激发和培养学生学习英语的兴趣，树立学习自信心；培养学生的合作交流能力和健康快乐的学习态度。
PEP小学英语五年级下册《Unit2PartALet’stalk》说课稿
PEP小学英语五年级下册《Unit2PartALet’stalk》说课稿PEP小学英语五年级下册《Unit 2 Part A Let’s talk》说课稿各位老师，大家好！我说课的内容是PEP小学英语五年级下册Unit 2 Part A的第二课Let’s talk。
在这之前，我已经教完了A部分的词汇。
一、说教材本课是一个对话课，对话课一般是由一段对话和一个任务型活动组成。
本课的对话也就是本课教学内容Let’s talk，任务型活动为输出运用部分的Make a survey。
其教学用途为：在生活中能用英语做事情，同别人自由交际。
其教学目的是：通过课堂教学培养学生说的能力，提高会话技巧，培养学生初步运用英语进行交际的能力。
其教学重心为：培养学生的交际能力。
培养学生的综合语言运用能力是基础教育阶段英语课程的总体目标。
根据这个目标、对教材的把握和对学生的分析，针对对话课的特点制定出学习目标为以下三条：1. 能听懂会说并能回答句子：Which season do you like best?并能在恰当的情境中运用。
2. 能够听懂Let’s try部分的录音，并能根据录音内容把人物与他们最喜欢的季节相连。
3. 能够看懂Make a survey部分的指示语，并完成调查表关于小组成员最喜欢哪个季节的任务。
本课围绕提问Which season do you like best? 把有关季节的四个词汇spring , summer , fall and winter和语言机构有机的结合起来。
教学重难点本课时的教学重点为句型“Which season do you like best?”的听说认读教学，并要求学生能在实际情景中运用。
本课时的教学难点是引导学生准确自如的运用句子Which seasondo you like best?能够在恰当的情境中运用并回答自己喜欢的原因。
二、说教法、学法为突破这堂课的重、难点，根据五年级学生特点，我主要借助多媒体和描写四季天气特征的词卡以及画笑脸符号来呈现教学，激发学生的学习兴趣和求知欲，采取情景教学和任务型教学，让学生在教师的引导下，通过感知、体验、合作、参与和实践等多法并用的方式组织教学，促进学生语言实际运用能力的提高。