(共41张PPT)
五年级英语上册(PEP)
Unit 1 What's he like
Part B Let's learn & Match and say
（The character of the clasamates）
Let’s chant
strick
young
kind
funny
High and low voice.
★
old
如果出现的单词与图片相符，则大声读出单词；如果不相符，则小声读出单词，并说出正确的汉语意思。
Game
old
young
funny
kind
strict
Talk about your teachers
What’s Mr/Miss/
Mrs/Ms … like
He’s/She’s …
Miss White is introducing some students to Oliver.
Lead in
helpful
This is Sarah, she is helpful.
Let’s learn
What's Sarah like
She's helpful.
helpful
shy
This is Zhang Peng’s brother,
he is shy.
Let’s learn
What's he like
He's shy.
shy
clever
This is Zhang Peng,
he is clever.
Let’s learn
What's Zhang Peng like
He's clever.
clever
hard-working
This is Wu Binbin, he is hard-working.
Let’s learn
What's Wu Binbin like
He's hard-working.
hard-working
polite
This is Chen Jie, she is polite.
Let’s learn
What are they like
They're polite.
polite
Look and match
C
B
A
E
D
C. clever
B. polite
A. shy
E. hard-working
D. helpful
Look and say.
★
polite
helpful
shy
clever
hard-working
Listen and repeat. Then talk about the picture.
★
What’s Wu Binbin like
He’s hard-working.
polite
helpful
shy
hard-working
clever
What’s … like
He’s/She’s …
Magic eyes !
Stand up and speak out what you see loudly!
c
le
v
er
clever
Spell and read it.
p
o
te
li
polite
Spell and read it.
h
y
s
shy
Spell and read it.
d-
har
wor
king
hard-working
Spell and read it.
lp
f
he
helpful
ul
Spell and read it.
hard-working
polite
helpful
clever
shy
shy
helpful
hard-working
clever
Look and say a sentence.
★
polite
helpful
hard-working
clever
He’s/She’s …
Act and guess.
★
三人一组，两名学生根据呈现的单词即兴表演一个小对话或一个动作，另一名学生背对屏幕，猜出表演的单词，最快猜出的队伍获胜。
polite
strict
kind
shy
hard-working
helpful
funny
clever
Talk about the pictures.
★
What’s he like
He’s polite.
Match and say
He is polite.
She is shy.
They are helpful.
They are hard-working.
He is clever.
What’s he like
Look and say
She is hard-working.
What’s she like
She is helpful.
What’s she like
She is polite.
What’s she like
Good
morning.
She is shy.
What’s she like
Do a survey
通过与同桌对话，将班里具有下列性格品质的学生的姓名填在表格中。
Character (性格) shy clever helpful hard-working
polite
Names
She/He is ….
What’s … like
They are ….
What are … like
Summary
1.
2.
What’s … like
She/He is ….
What are … like
They are ….
Words:
Sentences:
polite
hard-working
helpful
clever
shy
We should respect teachers and care for classmates.
Don't judge people by their appearance.
谢谢
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（PEP版）五年级上学期
Unit1 What’s he like B let’s learn分析
课时 Unit1 What’s he like B let’s learn
语篇内容 The character of the classmates 类型 词汇课
语篇分析 What:能听、说、读、写单词polite, helpful, clever,shy和hard-working；能在具体的情景中运用句型“—What’s he like —He's/She’s ...”问答或描述人物的性格或品质特征。Why:准确说出每个同学的特征词汇，并运用句型“—What’s he like —He's/She’s ...”问答或描述人物的性格或品质特征。How：先根据图片说出每个人的特征，再利用句型“—What’s he like —He's/She’s ...”操练词汇。Match and say,观察图片，和相应的句子连线，巩固本课重点。
教学目标教学重点、难点 1.知识目标：能听、说、读、写单词polite, helpful, clever,shy和hard-working；能在具体的情景中运用句型“—What’s he like —He's/She’s ...”问答或描述人物的性格或品质特征。2.能力目标：能理解并掌握问答他人性格或品质特征的句型。3.情感目标：教育学生要与人和睦相处。能运用句型“—What’s he like —He's/She’s ...”问答或描述人物的性格或品质特征。
资源选取及运用 教材、PPT及图片
教学过程：
教学目标 学习活动 效果评价
1.学习理解新知操练。学习新词和目标句型后，通过单词游戏和课本插图问答练习的形式进一步操练和巩固新知。 1.Let’s chant2.Game3.Talk about your teachers4.Lead inMiss White is introducing some students to Oliver.5.Let’s learnThis is Zhang Peng’s brother, he is shy.What's he like He's shy.This is Wu Binbin, he is hard-working.What's Wu Binbin like He's hard-working.6.Let’s watch. 教师观察学生能否参与互动交流，根据需要调整领读与鼓励。教师根据学生发音情况，并且利用图片让学生理解短语的意思，给与指导与反馈教师根据学生不同的水平，结合教学中出现的问题给与指导与鼓励
设计意图：本阶段学习活动旨在帮学生在语境中理解学习内容，学习核心词汇和核心语言。学生在教师的指导下看图预测对话内容，在跟读模仿中模仿正确的语音语调，内化语言，为语言输出奠定基础。
教学目标 学习活动 效果评价
2.应用实践：问答与交际练习。完整感知对话后再通过看图说话和自由创编对话的形式，在情境中练习和掌握句型。 1.Let’s learn2.Magic eyes !Stand up and speak out what you see loudly! 3.Spell and read it.4.Look and say a sentence. 教师观察学生运用核心语言进行交流的情况，根据学生表现给与指导与反馈。教师观察学生能否能够顺利完成连线题目，根据学生表现给与提示和指导。
设计意图：本阶段学习活动引导学生在游戏中巩固知识。特别是重点语句，在游戏中不知不觉完成知识的学习。
教学目标 学习活动 效果评价
3.迁移创新：练习重点知识点，再通过归纳总结和情感教育，提升对本节课内容的整体认知和掌握。 1.Talk about the pictures.2.Match and say3.Look and say4.Do a survey 教师观察学生在小组内运用所学语言交流，教师根据学生对问题的回应与反馈，引导讨论和正确的评价。及时给与帮助和鼓励
设计意图：本阶段的教学活动旨在帮助学生内化语言知识，将所学知识运用到实际中，从学习理解过渡到运用实践，为后面的迁移创新有了真实的感受和体验。
板书设计
阶梯式作业设计：
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