Unit 1 Lesson 1 She’s very kind 教案

课题
Lesson?1?She’s?very?kind.
课型：新授
修正反思
个性修改
主备人

参与人

一、教材分析：?
《英语》第五册Unit1的主题是Teachers’Day.Lesson?1?She’s?very?kind.其语言功能是描述人物外貌及性格特征。?二?学情分析：?
二、学情分析
本单元的教学对象是五年级学生，他们经过三年的英语学习，已掌握了初步的英语知识，在听、说读写方面有了一定的基础，并且在课外知识上也有了一些积累。但他们的英语实际应用能力有限，渴望能用英语进行日常交际，在实践中提高自己的英语水平。因此教师要通过丰富多彩的教学活动吸引学生，激发他们的兴趣，将枯燥的语言变得生动而又容易记忆，让学生在感知、体验和参与中获取知识，形成能力。?
三、教学目标：??
（一）知识目标：?
1.?能听懂、会说、认读单词、规范书写：card,?who,?young,?kind?
2.?能听懂、会说、认读句型：She’s?very?kind.?She’s?young.?She’s?strict.?
（二）能力目标：?
?能运用所学句型，描述他人的外貌特征。?
（三）情感目标：?
???培养学生尊敬你师长的品质及学会树立良好的人际关系。
?四、教学要点分析：
?（一）教学重点：
1.?能听懂、会说、认读单词、规范书写：card,?who,?young,?kind?
2.?能听懂、会说、认读句型：She’s?very?kind.?She’s?young.?She’s?strict.灵活运用一般过去式描述人物外貌及性格特征。?
（二）教学难点：?
能在真实语境中运用所学句型灵活描述人物外貌及性格特征。?
五、教学方法：情境教学法、任务教学法
?六、?教学准备：?
????录音机、单词卡片、头饰?
七、教学过程????
Step?1?Warm-up:?
Free?talk:?talk?about?the?summer?vacation.?
T:?In?my?summer?vacation,?I?met?some?new?friends.?They?are?very?kind.?Please?open?your?books,?turn?to?page?1,?and?look?at?the?characters?together.?Can?you?find?who?our?new?friend?is??
Ss:?It’s?Lucy.?
T:?Does?she?have?long?hair??Ss:?No,?she?has?short?hair.?
T:?Who?can?say?something?about?Lucy??S1:?She’s?beautiful.?S2:?She’s?cute.????
T:?Who’s?in?this?circle??Ss:?It’s?me.?
T:?Yes.?You?can?draw?yourself?here.?
[设计意图]：既复习了以前的关于外貌的单词及句子，又为新知做了铺垫，也起到了课前热身的作用。?
Step?2?Presentation:?
T:?Today?we’re?going?to?learn?Unit?1?Lesson?1?She’s?very?kind.?Please?open?your?books,?turn?to?page?4.?Look,?Jenny?and?Danny?are?talking.?
Task?1:?please?listen?to?the?tape?once,?try?to?find?who?they?are?talking.?1.?Play?the?tape,?have?students?listen?carefully?and?try?to?find.?2.?T:?Let’s?check:?Can?you?find?who?they?are?talking??(Invite?individual?to?answer,?check:?Miss?Zhang)?
T:?Yes,?they?are?talking?Miss?Zhang.?How?is?Miss?Zhang??Is?she?tall??Is?she?beautiful???
[设计意图]：整体感知课文，让学生根据图片带着问题听录音，既练习了听力，又助于对课文的理解。?
Task?2:?please?listen?again,?try?to?find?the?sentences?to?describe?Miss?Zhang.?1.?Play?the?tape,?have?students?listen?carefully?and?try?to?find?the?sentences.?2.?T:?Let’s?check:?Who?can?say?something?about?Miss?Zhang??
(Invite?individual?to?answer,?check?and?write:?She’s?young.?She’s?tall.?She?has?long?hair.?She’s?very?kind.?And?she’s?strict.?Learn?the?words:?young,?kind,?strict)?
3.?Practice?the?sentences,?read?one?by?one?or?group?by?group,?and?check.?T:?Look,?what’s?Danny?doing??
S1:?He’s?making?cards.?(learn:?card)?T:?Why?is?he?making?cards??S2:?It’s?Teachers’?Day.?
T:?Great!?Tomorrow?is?September?10.?It’s?Teachers’?Day.?Danny’s?making?cards?for?his?teachers.?(learn:?September)?
[设计意图]：带着问题再次听录音，有助于学生加深对课文的理解。?Step?3?Practice:?
1.?Play?the?tape,?have?students?listen?carefully?and?try?to?point?and?follow.?（learn:?who）?
2.?Listen?again,?pause?and?try?to?follow.?Pay?attention?to?the?pronunciation?and?intonation.?
3.?Practice?in?groups.?Each?has?a?role.?Teacher?walks?around?and?helps?them.?4.?Invite?some?to?show,?praise?them?in?time.?
Practice?talking?about?appearances:?(2.?Let’s?talk.)?
T:?Let’s?see?the?teachers.?Who?are?they??(Miss?Liu,?Miss?Wang,?Mr?Li,?Mr?Black)?Please?try?to?describe?their?appearances?in?groups.?
T:?Let’s?guess?who?the?teacher?is.?
Invite?individual?to?describe,?the?others?try?to?guess?and?say.?Praise?them?or?encourage?them?in?time.?
[设计意图]：通过分角色朗读，机械操练，游戏等方式，调动学生口、眼、耳、脑的参与激发兴趣，加深印象，使新知识在游戏中得到延伸练习和拓展。?
Step?4??Production:?
?Ask?Ss?to?draw?their?favourite?teachers?and?talk?about?in?groups?and?then?show?in?front.?
Step?5?Summary:?
1.?What?do?you?learn?this?period??
2.?Can?you?read?the?new?words?and?sentences.
[设计意图]：节课的重点知识进行再现，留下总体的、深刻的、持久的印象。?
Step?6?Homework:?
1.?Must?do:?Listen?to?the?tape?and?read?the?text?after?it.?
2.?Choose?to?do:?Danny’s?favourite?teacher?is?Miss?Zhang.?Who’s?your?favourite?teacher??Please?try?to?draw?and?write?a?passage?to?describe?him?or?her.?(See?the?example?together.)?
[设计意图]:?为使课堂内外形成一个完整的体系，作业的设计可以进一步提高学生运用语言的能力，使学生学以致用，感受成功的喜悦。?
板书设计?
Unit?1?Teachers’?Day?Lesson?1?She’s?very?kind.?
She’s?young.?She’s?tall.?
She?has?long?hair.?
She’s?very?kind.?
She’s?strict.?