PEP人教版五年级英语上册《Unit1_B_Let’s_talk公开课教案》
人教PEP版五年级英语上册《Unit1》精品教案教学设计小学优秀公开课6
人教PEP版五年级英语上册第一单元教案Unit1What’s he like?教学设计单元教学目标：能力目标：1、能够询问并介绍学校里教师的情况，如：Who’s your English teacher?Is she kind?Yes,she is.What’s he like?He’s old\young\ short\tall\fat\thin.2、能够简单描述自己教师的体貌特征及性格特点，如：He’s kind\ polite\shy\strict\quite\helpful\hard-working.3、能够正确地读出字母y在单词末尾的发音。
知识目标：1、理解AB部分Let’s talk的对话。
2、能够听、说、读、写A、B部分Let’s learn和Read and write中的四会单词。
3、能够正确地读出字母y在单词末尾的发音。
4、了解Story time等部分的内容。
情感目标：1、在对话交流中使学生养成用英语交流的习惯，培养。
2、学会合作学习。
3、了解中、西方国家在称呼上的不同。
第一课时课时目标：1、能够听懂会说问句Who’s your art teacher?Is he young?并能够正确回答。
2、听够听、说、读、写单词old、young、funny、kind、strict，并能在上下文中理解其意思。
3、能够理解描述人物外貌的句子。
教学种难点：重点：听够听、说、读、写单词old、young、funny、kind、strict。
难点：运用电磁描述人物外貌特征。
课前准备：1、教师准备多媒体课件，单词卡片。
2、教师准备各学科教师的照片。
教学过程：一、热身1、教学Let’s do教师播放三年级下册Unit3Let’s do de录音，要求学生和老师一起一边做动作，一边说。
Big,big,big!Make your eyes big.Small,small,small!Make your eyes small.Long,long,long!Make your arms long.Short,short,short!Make your arms short.R然后出示可用于人物特征描述的单词卡片，复习学过的单词tall,short,fat, thin,long,big等，要求学生看卡片快速说出单词。
人教PEP版小学英语五年级上册Unit1 B Let’s talk课件
Let’s talk
Chen Jie: Yes, sometimes. John: Do you know her? Chen Jie: Yes. She’s my mother! John: Haha. Cool!
精选教育课件 点击小喇叭或文本框都可以播放音频11
精选教育课件
3
Free talk
Who’s Oliver’s science teacher? Miss Green. What’s she like?
精选教育课件
4
Free talk
Who’s Oliver’s head teacher? Mrs Smith. What’s she like?
What’s Ms Wang like?
She’s kind. Does Chen Jie know Ms Wang? Yes, she does.
精选教育课件
8
Let’s talk
ቤተ መጻሕፍቲ ባይዱ
精选教育课件
（单击图片可播放动画）
9
Let’s talk
Chen Jie: Hey, Ms Wang will be our new Chinese teacher. John: Really! What’s she like? Chen Jie: She’s kind. John: Is she strict?
精选教育课件
5
Free talk
Miss Green
未婚女士
Mrs Smith
已婚女士
Ms Wang
精选教育课件
不知道婚姻 状况的女士
6
Let’s try
What is Ms Wang like?
新版PEP小学五年级英语上册Unit_1_B_Let's_talk课件
绿色圃中小学教育网lspjy
Homework 1
• 整理并将小作文作成电脑上的PPT文件，附 照片一张。
• 相关形容词和句型参照：书上P4-8。
•Thank you！
Is she clever?
Yes, she is.
So easy!
What’s she like?
Is she shy?
Yes, sometimes.
是的，有时会。
Do you know him(宾格)？
你认识他吗？
What’s he like?
He’s cool.
Is he shy? Yes, sometimes.
Ms Wang.
Task 3 Listen and imitate.
↗
↗
↘
↘↘Leabharlann ↗↘↗↘
Task 4 Fill in the blanks.
Task 5 Talk about Ms Wang.
Ms Wang will be_______’s ______ teacher.
She is _____, but sometimes she is_________. She is _______’ mother.
What’s Wu Yifan like？
He is_h_a__r_d_w__o_r_k_i_n_g__.
What’s Zhangpeng like?
He is___c_le__v_e_r___.
What’s Sarah like？
She is _h__e_l_p_f_u_l__.
人教PEP版五年级上册英语Unit 1 Part B Let's talk 课件
English teacher
Chen Jie's mother
Watch and tick
Watch and tick
Ms Wang
□Chinese teacher
□John's mother
□English teacher
□Chen Jie's mother
Listen and tick What's she like?
No No No
Warm up
若三张图片含义相同，则大声说出单词； 若含义不同，则说No No No
young
Warm up
若三张图片含义相同，则大声说出单词； 若含义不同，则说No No No
shy
Warm up
若三张图片含义相同，则大声说出单词； 若含义不同，则说No No No
No No No
Warm up
若三张图片含义相同，则大声说出单词； 若含义不同，则说No No No
clever
Warm up
若三张图片含义相同，则大声说出单词； 若含义不同，则说No No No
hard-working
Let's try
Ms Wang is a new teacher here. Listen and tick.
Practice
——What's he like? ——He's strict.
Practice
traditional Chinese story
中国传统故事
Practice
Practice
Practice
Practice
Pair work
——Who’s your good friend? —— ...... ——What’s she/he like? ——She/He is _____.
人教PEP版小学英语五年级上册第一单元《Unit1 PartB Let's talk》教学课件PPT1
What is he/she like? He/She is ____.
polite
clever
shy
What _a_re_ t_h_e_y like?
_T_h_e_y _a_re_ ____.
helpful hard-working
-What’s Si Maguang like? - H__e_’s_c_l_e_ve_r_._____.
young, kind, funny, helpful, polite, clever, friendly, shy, hard-working, quiet
√
Listen again and fill in the blanks. 听对话，填空。
_W__h_o_’s__th_a_t__w_o_m_a_n_?
任务二：听音，回答
She’s friendly. He’s funny.
Homework
1. Read and recite the dialogue on P7. 2. Copy the sentences for 3+1. What's she like? She's kind. Is she strict? Yes, sometimes.
-What’s Kong Rong like? -_H_e_’s__po_l_it_e___.
-What are they like? -T_h_e_y__a_re__h_a_r_d-_w__or_k_in_g_.
Pair work
A:Who’s your good friend? B: XXX. A:What’s she//he like? B: She//He is _____.
人教版PEP版五年级英语上册 Unit1 What's he like教案 (新版)
(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．Let students talk about their teachers in pairs.
Step3 Consolidation Play a game:我的偶像
二、教学目标
1．继续学习“Who’s…?He/she is…What’s he/she like?” He/She is … Is he/she…?Yes, he/she is. No, he/she isn’t.”等询问某人是谁，怎么样的相关交际用语。
2．能够听懂，会说，会表演Let’s talk的内容并在真实场景中运用所学语言进行真实交流和运用。
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let’s try let’s 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，Wu Yifan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。
What’s he like?
一次教学设计
Unit1 What’s he like?（第一课时）
一、教学内容
Main scene Part A (let’s try let’s talk)
二、教学目标
1．能正确听，说，朗读“Who is …? He/She is…What’s he/she like?
五年级上册英语教案Unit1Whatshelike？BLet’stalk人教PEP
五年级上册英语教案Unit1Whatshelike？BLet’stalk人教PEPUnit1 B Let’s talk教案一、学情分析五年级学生年龄在十到十一岁左右，生性活泼好动，喜欢直观形象思维，对游戏、竞赛、特别感兴趣。
而且他们接触英语已经有两年时间，已具有初步的听说能力。
二、单元教学目标1. 掌握A、B部分“Let’s learn”，“Let’s 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“What’s your math teacher like?”，“Is he funny?”，“Yes, he is.”，“No, he isn’t.”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“Who’s 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时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。
三、教学过程1. 教学目标本课时教学目标(1) 能够听懂、会说句型：Ms. Wang will be our new Chinese teacher. / What’s Ms. Wang like? / Is she strict? Yes, sometimes./ Do you know her?(2) 能够与别人谈论或描述自己的老师和朋友。
(3) 了解Ms., Miss, Mrs.的区别。
2. 学时重点掌握重点句型Ms. Wang will be our new Chinese teacher. Is she strict? Yes, sometimes.能够在相似的情境中运用这些句型进行交际活动。
PEP五年级第一单元Let's talk教案详案
Lesson PlanUnit 1 This is my day,Let’s talkLesson Type: Listening&ReadingDuration: 40 minStudents: Grade 5Teacher: Sarah Zhu2014-7Teaching ideologyNew English Curriculum advocates quality education and all-round learning which pays more attention to Ss’comprehensive development of language skills, learning strategies and affects.In order to improve their listening skills and cultivate sense of language, situational and communicative teaching methods are to be followed. TPR and visual teaching methods also effective in teaching vocabulary and phrases.2.The analysis of learning conditionsnguage focuses and anticipated difficulties4.Learning objectivesFocuses:1. Review the verb phrases . Ex: eat breakfast/ do morning exercise/ play sports/ have English class/ eat dinner.2. Practice using the sentence patterns: When do you eat breakfast? I usually eat breakfast at 7 O ’clock.3. Ss can make conversations talking about their timetables.Difficulties:1. It ’s a little hard for Ss to make their own sentences about timetables.2. Ss will be stimulated to make conversations and put these in realsituation use.Students4.1 Language focus1.Ss can understand and use the verb phrases like do housework/ watch TV/ read books/...in conversations.2.Ss will be able to express time correctly using at.3.Ss will be able to use sentence patterns like when do you...? I usually... at.... to make conversations.4.Ss can understand the concept of timetable and will be able to make timetables.4.2 Language skill1. Ss will be able to listen for specific time like at 6:00 and activities.2. Ss will be able to make conversations talking about their timetables in real situations.4.3 AffectsSs will be able to plan their time schedules and have a good study and life habit.4.4 Learning strategies1.Ss will communicate with others in English while doing group talking.2.Ss can combine their old knowledge with their new sentence patterns “when do you...?”5.Teaching Methods6. Teaching aids7.Teaching proceduresWarming up- Greeting and sing a song Presenting&Practice Listening and speaking practice Train Ss ’ listening and speakingskills, use variety ways to improve their communicative skills.Consolidating& Enhancing Making conversations and timetables Consolidate what they learned,and improve their ability of using the sentence patterns.7.1 Warming up (10min)Activity-Sing a songThe teacher plays the song at the begin and sing the song with body language(movements) according to the context. And teacher plays the music again and encourage Ss to sing and do together.T: Hello, boys and girls. Would you like to enjoy a song?S: Yes!T: Let’s listen to the song and sing along with it.T: This time, let’s sing and move our bodies together!Activity- guessingTeacher gives her own time table of a day without time. Ss have to guess the right time of each activities. (they have to show teacher the right time on the clock.)T: Can you guess when do I get up?--Ms.Sarah usually get up at 6:00? Eat breakfast------------------------------------------at 7:00Go to work--------------------------------------------at 7:30Have lunch-------------------------------------------at 11:00Go home----------------------------------------------at 5:00Have dinner------------------------------------------at 7:00Go to sleep-------------------------------------------at 9:00Teaching notesing a song contains activities and time to help Ss review the verb phrases and the expression of time.2.Sing a song and move their bodies with it. It can arouse Ss’s interesting of learning.ing a guessing game to lead in today’s topic.7.2 Presenting and practice(20min)Activity-listening to the tape1.Teacher leads into the conversation on the book.T: Do you remember our friends Amy and Zhang peng? They are talking about their timetables. Let’s listen to their conversation.2.Ss listen to the tape and write down the activities and the time. (Ss can do pair work.)Amy:Zhangpeng:3.Ss share what they have heard and use their paper clocks to answer the time. Listen to the tape again and check the answers.4.Ss open the book and read the conversation following the tape. And Ss practice the conversation in pairs.-When do you get up?-At 6:00. What about you?-I usually get up at 6:30. When do you eat breakfast?-At 6:20.-When do you go to school?-At 7:00. And you?-At 7:00, too.Activity-making dialogues.Ss work in pairs and make dialogues according to the pictures.Teaching notese manipulates like paper clocks to develop Ss’ physical learning.2.Listen to the conversation and answer questions to train their listening skill; read the conversation to practice the reading skill.3. Practice making dialogues to help them remember the sentence patterns and improve the communicative skill.7.3 Consolidating & enhancing(8min)Activity: Interview your friendsSs interview their deskmates and make a timetable for him/her. Then make a conversation according to the timetable and share with the class. Example:Conversation making:Using these two sentence patterns to make conversations according to the interview.When do you...?I usually...at...Activity-Who is she/he?Ss asking their partners according to the table and guess who ishe/she.Teaching notes1.Making dialogues to consolidate what they learned, and enhance them to communicate in real situations and daily life.2.Through Interviewing, Ss are engaged to practice their speaking skills and improve their cooperative abilities.3.End up with a game to help Ss review the context again.8.Summary(1min)TimetableWhen do you...? I usually...at...Activities TimeGet up At 6:30Eat breakfast At ...Do morning exercise ...Have lunch ...... ...9.Homework (1mim)➢Listen to and repeat “Let’s talk”.➢Help your parents to make a timetable.10.Blackboard design_____TimetableTime Activity。
五年级英语上册-Unit1 第1课时 A Let`s talk【教案】
第二个、第三个例子一个结论为She is…另一个为He is….
【设计意图：操练重点句型，突破教学难点，关注学生对于人称的选择是否正确。】
2. Draw, talkandguess.
3.阅读—小橡树《What`s his like?》
三、【板书设计】
Unit 1A Let`s talk
（Oliver的头像加姓名标注）（Wu Yifan的头像）
Is he young?No, he isn`t. He is old.
Is he funny?Yes, he is.
四、【教后反思】
本课是一节对话课，主句型是：Is he/she…? Yes,he/she is. No, he/she isn’t.”本课的情景话轮较多。需要适当点名主题。
【设计意图：通过老师的提问，学生自主梳理语言并尝试输出。】
3.介绍Oliver
教师将打印好的Oliver头像张贴到黑板上。
T：What`sthis boylike?(Ss:….)
T: He is a new boy. His name is Oliver.
【设计意图：为下面的听力和对话做铺垫。】
4.Let`s try
T:Who is he/she?
What`s his /her name?
Is he/she tall/friendly?
Ss: Her/His name is ...She/He is tall and strong.She/He has short hair.She/He is friendly.
人教版PEP英语五年级上册Unit 1 单元教案(全英)
Unit One What’s he like? Part B
Teaching aims
1.To learn the new words : polite , helpful , shy , clever , hard-working
2.To learn the key sentences: What’s Wu Yifan like?
2 , Teacher show cards of the new words :
polite , helpful , shy , clever , hard-working
3 , Listen to mecarefully
4 ,Use differentmethod to read .
5 , Listen to the tape and read after it
Step 1: Warm up.
1 ), Greetings
2) , Free talk : Let’s chant
3) Revision
1 , Review the words
2 , Review the“Let’s talk”of Part A
Step 2. Presentation
1 ,draw some pictures of this lesson on the blackboard..
blackboarddesign
Unit One What’s he like? Part B
Let’s learn :
What’s { Wu Yifan } like?
John
Amy
Oห้องสมุดไป่ตู้iver
He is { hard-working.
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教材图片：
Unit1 Part B Let’s talk
教材：人教PEP小学英语五年级上册P7
单元主题：What’s he like?
课型：听说课
一、教材解析
本课时是五年级上册Unit1的第四课时，在学习了Part A重点单词及句型的基础上，学习本课时Let’s try及Let’s talk。
Let’s try通过听对话选单词活动，来训练和提高学生听的能力，并初步感知和理解B部分Let’s talk板块的核心句型；Let’s talk通过陈杰与John 在语文课前讨论新语文教师的情景，呈现核心句型What’s she like? She’s … 的语义和语用情景。
二、目标预设
1. 能够根据核心句型和关键词的提示听懂对话，完成听对话选单词活动。
2. 能够在图片和教师的帮助下理解对话的大意；能够按照正确的意群及语音、语调朗读并表演对话。
3. 能够根据人物的体貌和性格特征在情景中运用句型What’s he/she like? He’s/She’s …进行问答；能够在语境中理解句子Ms Wang will be our new Chinese teacher. 的意义并能正确朗读。
三、重难点预设
教学重点：理解并能朗读对话；在情景中运用句型What’s he/she like? He’s/She’s …进行问答。
教学难点：创编对话对后进生来说较难，不做硬性要求，可以鼓励他们积极参与朗读及表演活动。
四、教学过程
（一）热身(Warm-up)
1. 师生相互问候，练习课堂口语。
2. 在课件上呈现电影《超能陆战队》中的大白的图片，并播放它在电影中自我介绍的音频：Hello. I am Baymax, your personal healthcare companion. 学生看图，回答问题：Who is he? Is he funny? Is he thin?
【设计意图】使用学生喜欢的卡通人物形象，复习A部分的主要句型Is he …?，可以吸引学生的注意力，调动学生的学习热情。
（二）导入(Lead-in)
1. 教师说出一些特征，学生猜猜看是书上的哪一位教师（或者本班的任课教师）。
2. 教师呈现Miss Green和Mrs Smith的图片，进行提问：Who’s Oliver’s science teacher? What’s she like?学生回答后，教师跟学生强调，Miss指未婚女性，Mrs指已婚女性。
然后再呈现Ms Wang的图片，说：Ms Wang is a new teacher. Ms Wang是一位新老师，我们不知道她的婚姻状况，所以要用Ms。
3. Let’s try
教师问学生：Is Ms Wang quiet, friendly or funny? Let’s listen and tick.
教师提醒学生，在听之前，先看一下听力问题及关键词，在听的时候，注意抓住关键词。
【设计意图】提醒学生注意抓住关键词，意在培养学生听力技巧。
（三）呈现新课(Presentation)
1. 介绍对话情景。
T: A new Chinese teacher will be in Chen Jie’s class. Now Chen Jie and John are talking about the new Chinese teacher. Let’s learn the dialogue and know what they’re talking about.
2. 教师播放教学录音，学生听完录音后回答下面的问题。
Who will be the new Chinese teacher?
3. 教师播放课文动画，学生带着问题，观看动画。
What’s she like?
A. She likes Chinese and music.
B. She is kind, but sometimes she is strict.
学生选择后，教师板书sometimes并带读。
4. 学生自己读一遍对话，回答问题：Does Chen Jie know Ms Wang?
学生回答后，教师请学生说说，在哪里可以找到问题的答案。
【设计意图】通过设置不同层次的问题，帮助学生理解课文内容。
（四）趣味操练(Practice)
1. Listen and imitate
全班学生跟着录音读，提醒学生在跟读的过程中注意模仿录音中的语音、语调。
2. Role play
学生读1-2遍后，小组合作朗读，并进行朗读展示或者对话表演。
教师在课件上以思维导图的形式，呈现对话的主要内容，给学生以提示。
【设计意图】根据思维导图表演对话，便于学生进行语言输出，让学生自己评价表演。
3. Ask and answer
学生同桌合作，用句型“What’s … like?”, “He’s/She’s …”谈论朋友的性格特征；
教师请两三对学生呈现对话。
4. Pair work
教师呈现卡通人物图片，师生、学生间运用句型“What’s … like?”, “He’s/She’s …”进行对话。
【设计意图】通过呈现学生感兴趣的卡通人物图片，练习重点句型，为创编对话做准备。
5. Make a new dialogue
(1) 教师说：We have some new teachers, too. What are they like? 学生以小组为单位，创编一个新对话，谈论班级的新教师。
(2) 教师给学生提供语言支架及单词库，让学生进行选择，降低难度。
A: What’s ... like?
B: He’s/S he’s ...
A: Is he/she ...?
B: Yes, he/she is. / No, he/she isn’t.
Characters（性格）：funny, kind, strict
Appearance（外貌）：tall, short, long, thin, fat, young, old
【设计意图】让学生自己创编对话，可以让学生学以致用，把学到的句型运用到交际中。
6. 小调查
教师将单词tall, short, old, young, funny, strict, kind, friendly呈现在课件上，提问：Which teacher do you like best?
What kind of teacher do you like? Why?
【设计意图】调查学生喜欢什么类型的老师，帮助学生更加深入地了解学生，以便在以后的教学中因材施教，取得更为理想的教学效果。
（五）作业设计(Homework)
1. 完成本部分听读作业，进行口语测评。
2. 和你的朋友一起玩“猜猜看”的游戏：一人描述一位自己的家人，另一人猜测是谁。