【PEP
Book
5A】
Unit
1
What’s
he
like?
Name:
Class:
Grade:
【A】
Main
scene,
Let’s
try
&
Let’s
talk
★Post
Class
Exercises★
1.
Complete
the
dialogue.
Mike
is
talking
with
Oliver.
What
are
they
talking
about?
Q:
What
are
they
talking
about?
A:
______________________________________
2.
Complete
the
passage.
Oliver
is
an
active
boy.
He
knows
all
the
classmates
very
soon.
Now
he
is
trying
to
introduce
the
classmate
to
Amy.
Will
he
do
a
good
job?
Mike:
Do
you
know
Miss
White?
Oliver:
Yes,
she
is
our
________
________.
Mike:
Ok.
What’s
she
like?
Oliver:
She
is
y______
and
b________.
And
she
is
very
k_____.
Mike:
Wow!
You
know
Miss
White
very
well.
Do
you
know
Miss
Green?
Oliver:
No,
___
_____.
Who’s
_____?
Mike:
She
is
our
_______
________.
Oliver:
Is
she
o___?
Mike:
No,
she
is
________.
Oliver:
Is
she
s_______?
Mike:
No,
she
is
very
funny.
Oliver:
Great!
____
_____
_______
__________.
Oliver:
Ha-ha!
I
know
all
the
c________
now.
Let
me
show
you,
Amy.
First,
you
are
a
q____
and
h__________
girl.
The
boy
in
green
is
Zhang
Peng.
He
is
very
______.
And
the
boy
sit
___
______
___
him
is
Wu
Yifan.
He
is
very
__________.
The
girl
______
Miss
White
is
Chen
Jie.
She
is
very
_______.
Mike
and
John
are
very
t____.
They
are
very
a______
just
like
me.
The
boy
________
the
door
is
Xiao
Ming.
He
is
very
____,
but
he
is
very
k_____.
The
girl
outside
the
door
is
______.
She
likes
helping
people.
She
is
very
________.
Am
I
right,
Amy?
Amy:
Great!
You
did
a
good
job.
I
think
you
are
a
very
a_______
and
s_______
boy.
Oliver:
________
_____.课题
Unit
1
What’s
he
like?（第一课时）【A】
Main
scene,
Let’s
try
&
Let’s
talk
主备人
课型
对话课
内容分析
本部分的核心句型是:
What’s
he/
she
like?
He/
She
is…
Is
he/
she
…?
Yes,
he/
she
is.
/
No,
he/
she
isn’t.
本部分的内容以新同学Oliver的到来作为引子，通过老师与同学们利用核心句型向Oliver介绍其他同学与教师的情景，让学生们自然地领悟核心句型的意义与作用。
教学目标
能力目标：（1）能通过预学案提前掌握生词与部分和课文相关的背景知识。（2）能在与老师的对话与提示中，领悟核心句型的意义与用法。（3）能自然地将新词与核心句型结合并进行pair
work或者group
work，并大方自信地将活动后的成果表现出来，并最终做到跳出部分句型框架，结合生活实际，利用当堂以及以往所学知识，创编关于谈论其他同学、朋友或者老师的对话。知识目标：（1）在情景中配合形容外貌以及性格的新词运用句型：Is
he/
she...?
Yes,
he/
she
is.
No,
he/
she
isn’t.
He/
she
is...（2）在情景中正确回答What’s
he/
she
like?
并尽可能多地结合外貌与性格两方面的特征进行描述。（3）通过情景和语境理解know的含义，能正确使用know。（4）从语感方面感知一般疑问句中“be动词”所引导与“助动词do”所引导的问与答之间的区别。3．情感态度：通过师生之间的交流对话，学生从中体会到内外兼修的重要性，并学会尊重他人，不对别人的外貌评头论足，培养正确审美观。4．学习策略：（1）学生能通过多媒体平台，如“口语100”“英语趣配音”“微课”等，结合预学案，将大部分生词自行在家解决，基本达到“三会”的程度。（记忆策略）（2）唤醒旧知激发新知，迅速通过旧知识掌握新知识。（认知策略）（3）借助思维导图，锻炼发散性思维与对知识的提取概括重点的能力。（纲要、归类策略）（4）学生在各种活动中感知与生成相对自然、真实的语言，从而能运用在现实的交际中。（社交策略）文化意识：在时间允许的情况下，可以渗透由于中西方文化差异而造成审美观的差异。
教学重点
（1）在情境中使用Is
he/
she...?
结合外貌及性格等做出提问与回答。（2）通过情景正确理解What’s
he/
she
like?的含义，并做出正确且丰富的回答。（3）感知“like”的动词用法与介词用法，这里主要是介词的用法。（4）感知并分辨“be动词”与“助动词do”引导的一般疑问句。
教学难点
（1）是否能通过课前练习掌握部分新知识（课前练习中的生词）。（2）在全英教学中，是否能精确的理解教师所表达的意思。（3）对do和be引导的一般疑问句的感知。
教学方法
CLIL（Content
and
Language
Integrated
Learning）；情景教学法、多媒体教学法、交际教学法、活动教学法。
教学准备
PPT课件、音频、视频
教学活动
教师活动
学生活动
设计意图
Step
1Warm-up
activities
Greeting
(some
questions
of
daily
conversation)How
are
you
today?What
time
is
it?…2.
Free
talking①CheckingWho
is
shy
in
our
class?Who
is
funny
in
our
class?Who
is
…(adjective)
in
our
class?②Stimulating
and
EstablishingIf
I
want
to
know
the
weather
today,
what
question
should
I
ask?What’s
the
weather
like
today?It’s
sunny
and
hot.“Sunny”
is
the
weather
that
you
can
see
it.“Hot”
is
the
weather
that
you
can
feel
it.Now,
if
I
want
to
know
the
boy
over
there,
what
question
should
I
ask?What’s
the
boy
like?Yes,
and
we
can
use
a
pronoun
“he”
to
the
replace
“the
boy”.
So
we
can
say,
“What’s
he
like?”He
is
tall
and
funny.“Tall”
is
something
that
you
can
see
from
the
boy.
So
we
can
say
“tall”
it
is
the
appearance
of
the
boy.“Funny”
is
something
that
you
can
feel
from
the
boy.
So
we
can
say
“funny”
it
is
the
personality
of
the
boy.Let’s
begin
our
new
unit.
This
unit
can
tell
you
how
to
know
and
describe
a
person.
Unit
one
What’s
he
like?
(Present
the
title
of
the
unit
on
PPT.)
学生用熟练的语言回答老师所提出的日常问题，将精神状态迅速变为“课堂模式”。①学生自由地回答老师的问题，说出班上同学的一些特点，从中锻炼了本课所用到的新词汇。②学生对天气类的问题驾轻就熟，很容易理解，他们先在大脑中激活旧知识的架构，通过与教师的一些列交谈与引导，在大脑中建立本单元新知识的架构。
1.由于Greeting是每节英语课一开始必进行环节，所以能让学生适当练习一下口语之余，并迅速将自己调整为“上英语课的课堂模式”。2.Free
talking除了活跃了课堂气氛，教师有目的地设计谈话内容，从而无痕迹地在谈话中检测学生在预习中对新知识的掌握程度；同时还能将新知识相对自然地“谈入”学生的大脑中，以旧知激发并建立新知。
Step
2Lead-in
activities
1.
ExtendingNow
you
know
that
the
boy
over
there
is
tall
and
funny.
But
do
you
think
of
the
boys
are
tall
and
funny
in
the
world?Of
course
not.Each
person
is
different
from
others.But
what
makes
each
person
different?(Let
the
students
say
as
many
possibilities
as
they
can.
After
that,
show
the
answers
on
PPT.)2.
FocusingThe
title
of
this
unit
is
“What’s
he
like?”
just
like
“What’s
the
weather
like?”
For
this
title,
what
we
see
and
what
we
feel
of
a
person
are
important.So
we
can
describe
a
person
mainly
with
the
appearance
and
personality.3.
BrainstormingLet
the
students
to
say
the
words
as
many
as
they
can.
And
the
words
should
be
related
to
appearance
and
personality.
学生边思考边回答教师的问题，通过核心问题发散自己的思维，尽量说出更多与核心问题相关的内容。学生在上一步将思维发散到一定的程度后，他们必须再将思维收回来，聚焦在与本单元关系最密切的点上。学生找到本单元的重点之后，再围绕着重点展开头脑风暴，尽可能的多说多想。
1.培养学生思维的深度。尽可能地带动学生将旧知识糅合部分新知识使用起来，并看看是否有学生具有超前的更新颖的知识与见解。2.培养学生发现、提出与总结重点的能力。3.培养学生思维的广度。同时再度无痕检测学生预习的有效性。
Step
3Thematic
activities
1.
PracticingPresent
some
photos
of
the
classmates
on
PPT.
Allow
the
students
to
work
in
pairs
or
in
groups
to
practice
the
main
sentence
patterns.--What’s
he/
she
like?--He/
She
is
…2.
GuessingPresent
two
photos
of
the
classmates
which
are
covered.
The
students
can’t
see
the
people
in
the
photo.
If
they
want
to
know
who
is
in
the
photo,
they
could
ask
questions.
The
teacher
can
just
answer
yes
or
no.
Ask
the
gender,
appearance
or
personality
by
using
the
following
sentence
patterns.--Is
it
a
boy/
girl?--Is
he/
she
…(appearance
or
personality)After
several
times
of
guessing,
the
students
may
know
who’s
in
the
photo.The
teacher
can
show
up
the
people
in
the
photo.
Then
ask
the
question
“What’s
he/
she
like?”
Let
the
students
summarize
the
appearance
and
personality
of
the
classmates
who
are
in
the
photos.3.
Using
(base
on
“Main
scene
A”)Set
information
gaps
on
the
PPT,
such
as
covering
some
words
or
phrases.
The
students
can
know
the
words
or
phrases
according
to
the
context.Create
chances
of
questioning.
Oliver
is
new
for
the
class.
The
classmates
must
be
very
curious
about
him.
The
students
can
feel
free
to
ask
Oliver
some
questions,
such
as
his
name,
his
hobbies,
and
his
family
and
so
on.
学生们以同桌或者小组的方式操练句型。由于信息差的存在，学生们为了知道答案，他们必须要向老师进行自主地提问，操练句型。学生在上面一些列活动中，已经将本单元的主要生词与句型都操练过，他们将要配合Main
scene
A将之前操练过的语言现学现用。并根据老师设置的信息差与活动，进行猜测、提问等自主行为。听录音，将图片进行标号排序。
学生在与别人讨论的情况下，对知识的掌握更深。使用同班同学的照片让学生更有讨论的兴趣。“猜”这类活动虽然老套，但是能有效激发学生的兴趣，同时让他们无意识地对句型进行了多次地操练。培养学生通过上下文获取信息的能力。同时培养学生根据情景进行提问的能力。
Step
4Integrated
activities
1.
To
test
by
listening
(base
on
“Let’s
try
A”)After
the
testing,
let
the
students
try
to
describe
Mr.
Li
according
to
the
listening
material.Present
a
short
passage
which
is
about
the
description
of
Mr.
Li
on
PPT.
Let
the
students
read
the
passage
and
compare
it
with
their
own
description
of
Mr.
Li
that
they
had
made
before.2.
To
think
by
reading
(base
on
“Let’s
talk
A”)Divide
“Let’s
talk
A”
into
three
reasonable
parts.
Each
part
is
presented
on
one
page
of
the
PPT.
Set
both
logical
and
information
gaps
by
covering
not
only
certain
words
or
phrases,
but
also
sentences.Students
should
read
the
text
in
correct
pronunciation
and
intonation.
Because
of
the
gaps,
if
the
students
want
to
figure
out
the
words,
phrases
and
sentences
which
are
under
the
cover,
they
can
find
more
information
according
to
the
context
and
the
pictures
consciously.
They
also
can
think
more
about
the
logical
between
each
sentence
purposefully.3.
To
read
by
recallingPresent
the
whole
part
of
“Let’s
talk.”
on
the
PPT.
Also
cover
some
certain
sentences
of
the
text.
The
students
read
the
text
in
correct
pronunciation
and
intonation.
They
can
remember
the
sentences
which
are
covered
and
read
them
loud.
If
they
couldn’t,
left
them
some
time
to
recall
the
sentences
according
to
the
context.4.
Reorganizing
informationChange
the
dialogue
into
a
short
passage.
In
order
to
reduce
the
difficulty,
the
teacher
can
show
an
appropriate
passage
with
some
blanks
on
the
PPT.
And
the
student
can
read
and
find
out
what
should
write
on
the
blanks.
学生听取一段录音，然后判断谁是Mr.
Li。判断完之后，学生可以通过听力材料，对Mr.
Li进行简单的描述。最后再根据朗读老师在PPT中显示一段对Mr.
Li的描述，进行一次对比。学生不能查看书本，根据老师PPT中给出的图片以及部分字词句被遮盖的对话，通过观察图片的信息，思考字词句之间的逻辑关系来判断出被遮盖部分的内容。学生用正确的语音语调朗读对话，但是由于对话部分语句被遮挡，所以学生们必须边回忆边朗读，而不是机械地去朗读。如果一下子想不到原句是什么，也可以通过上下文，判断出被遮盖部分的语句。学生看到一段将对话转变为篇章的小段落，对其迅速阅读并对其挖空部分进行思考与完成。
听力能增加学生的语言输入量，同时帮助老师掌握学生对知识的一定掌握程度。让学生有目的性地服输听力内容，不仅锻炼学生的总结概括能力，同时也及时地将语言从输入转化为语言的输出。由于信息差的存在，学生会自主地带着思考去朗读课文，这样除了锻炼学生的语音语调，同时也锻炼了学生的思维能力。在培养正确语音语调的同时，锻炼学生即时记忆能力与通过上下文获取信息能力。锻炼学生获取信息能力与对话与篇章的互相转换能力。
Step
5Explorative
activities
1.
Role
playing
(base
on
“Let’s
talk
A”)Ask
the
students
work
in
pairs
to
act
out
the
dialogue
in
correct
pronunciation
and
intonation.2.
Recreating
the
dialogue
(base
on
the
students
reality)Ask
the
students
work
in
pairs
again
to
replace
“Mr.
Young”
with
their
own
teachers.
So
the
dialogue
must
be
recreated.
After
that,
let
the
students
act
out
their
new
dialogue
in
pairs
nice
and
loud.
同桌之间将对话使用正确的语音语调进行角色扮演。同桌之间将对话中被讨论的主要人物Mr.
Young转换为现实中自己的某一位老师，然后将对话进行改编，再将其进行角色扮演。
增加趣味，让对话更接近于现实，锻炼语感。通过将对话改造，让其更贴近与现实，半脱离课本，形成相对真实的交流。锻炼学生在实际情况下生成对话的能力。
Step
6Developmental
activities
1.
CreatingAsk
the
students
to
create
a
dialogue
about
their
teachers.
Use
the
following
structures.--
Who’s
you
…teacher?--
Miss/
Mr
…--
Is
he/
she…?--Yes,
he/
she
is./
No,
he/
she
isn’t.…
(It
is
not
the
end
here.
The
students
should
continue
to
create
the
dialogue
for
at
least
10
sentences.
Write
down
the
dialogue
on
a
piece
of
paper
or
exercise
book.)
同桌间根据所学内容，将新旧知识柔和，创造出全新的对话。
锻炼学生的创造性，将所学知识运用起来。
Step
7Extensive
activities
1.
ComparingPresent
two
photos
on
PPT.
One
is
the
famous
super
model
Lv
Yan.
The
other
one
is
the
famous
actress
Angelababy.
Ask
the
students
to
compare
Lv
Yan
with
Angelababy
and
think
that
who
is
beautiful.
The
teacher
can
leave
some
discussion
time
for
them.
Whoever
they
think
is
beautiful,
they
should
give
some
reasons.
After
that,
the
teacher
can
talk
about
that
people
have
different
sense
of
beauty
because
they
are
under
different
kinds
of
culture.
For
example,
the
sense
of
beauty
is
totally
different
between
China
and
western
countries.Compare
the
importance
between
outer
and
inner
beauty
to
lead
the
students
to
establish
proper
aesthetic.
学生们通过两张照片的对比（吕燕与杨颖），说出自己对美的判断。
培养学生正确审美观，同时让学生初步感知文化背景的不同，形成不同的审美观。若时间允许的情况下，老师可以借此机会开阔学生的国际视野，也可以提及中国唐代“以肥为美”等文化背景，让学生对“美”有更多元化的认知。同时让学生们懂得外在的美因人、时代与文化而已，而内在的美却是恒古不变的，应重视培养内在美。
Board
writing
Unit
1
What’s
he
like?【A】
Main
scene,
Let’s
try
&
Let’s
talk
Homework
（1）Read
the
text
after
class.（2）Do
Post
Class
Exercises.
PAGE
1【PEP
Book
5A】
Unit
1
What’s
he
like?
Name:
Class:
Grade:
【A】
Main
scene,
Let’s
try
&
Let’s
talk
★While
Class
Exercises★
1.
Let’s
try!
Which
one
is
Mr.
Li?
Listen
and
tick.
2.
Let’s
write!
After
listening,
what
do
you
know
about
Mr.
Li?
Try
to
write
down
something
about
Mr.
Li.
Mr.
Li
is
__________________________________________________________________
_______________________________________________________________________________
3.
Let’s
complete!
After
talking
to
Wu
Yifan,
Oliver
knows
Mr.
Young
very
well.
He
is
saying
something
about
Mr.
Young.
Please
read
and
fill
in
the
blanks.
4.
Let’s
create!
Students
like
to
talk
about
their
teachers.
Try
to
talk
about
your
teachers
with
your
partners.
And
create
a
dialogue
about
that.
You
can
use
the
following
expressions
below
and
write
down
your
new
dialogue
here.
↓↓↓
---Who’s
your…
teacher?
---Is
he/
she…?
---What’s
he/
she
like?
…(共20张PPT)
Talk.
Who
is
…
in
our
class?
Which
teacher
is
…?
Think
and
say.
If
you
want
to
know
the
weather,
what
question
can
you
ask?
What’s
the
weather
like?
If
you
want
to
know
the
boy
over
there,
what
question
can
you
ask?
What’s
the
boy
like?
he
It’s
sunny
and
hot.
He’s
thin
and
hard-working.
see
feel
see
feel
appearance
personality
person(s)
What
makes
each
person
different?
appearance
personality
country
hobby
family
……
tall
short
thin
fat
young
old
pretty
beautiful
cool
handsome
kind
strict
polite
hard-working
helpful
clever
shy
funny
Unit
One
What’s
he
like?
Do
you
think
all
the
boys
are
thin
and
hard-working?
Let’s
talk
about
persons.
What’s
he
like?
hard-working
clever
tall
thin
funny
smart
tall
big
head
Look
and
say.
Talk
about
the
persons
in
our
class.
What’s
she
like?
funny
helpful
short
pretty
cute
polite
clever
thin
?
Is
she…?
Is
he…?
?
What’s
he
/
she
like?
Guess
and
ask.
Hello,
everyone.
Let’s
welcome
our
new
classmate.
???
This
is
Amy.
She’s
quiet.
She’s
very
hard-working.
That
is
Wu
Yifan.
He’s
very
clever.
He’s
polite,
too.
Read
and
think.
Talk
about
the
persons
in
Wu
Yifan’s
class.
Mr.
Li
is
our
maths
teacher.
He
is
very
strong.
He
is
a
good
basketball
player.
He
is
strict
sometimes.
√
Listen
and
tick.
Write
and
compare.
Mr.
Young
1
2
3
Think
and
read.
1
2
1
2
3
Thank
you,
Wu
Yifan.
Now
I
know
Mr
Young.
He
is
our
music
teacher.
He
is
not
young.
He
is
old.
He
is
not
very
strict.
He
is
a
funny
teacher.
I
like
funny
teachers
very
much.
Who’s
your
favorite
teacher?
Why?
Recall
and
read.
Reorganize
and
write.
Chinese
teacher,
Maths
teacher,
English
teacher,
art
teacher,
PE
teacher,
science
teacher…
Read
and
role
play!
Recreate!
Create
and
write!
VS
Lv
Yan
Angelababy
Who
is
beautiful?
Compare
and
know.
???
Why?
Do
you
know…
Talk
about
the
persons
in
the
world.
Super
model
culture
period
(time)
idea
outer
beauty
The
outer
beauty
is
different
in
different
cultures
and
periods.
Different
people
have
different
ideas
of
beauty.
footbinding
corset
facelift
Some
people
want
to
be
beautiful,
they
even
hurt
themselves…
It’s
too
dangerous.
It’s
bad
for
health.
Is
it
beautiful?
So
which
beauty
is
more
important
in
your
mind,
outer
or
inner?
Why?
The
inner
beauty,
such
as…,
is
always
considered
as
an
eternal
beauty.
inner
beauty
kind
friendly
hard-working
helpful
…
culture
period
(time)
idea
It
doesn’t
change
in
…
1.
Read
the
text
after
class.
2.
Do
Post
Class
Exercises.【PEP
Book
5A】
Unit
1
What’s
he
like?
Name:
Class:
Grade:
【A】
Main
scene,
Let’s
try
&
Let’s
talk
★Before
Class
Exercises★
Classify
the
words
above
and
write
them
down
into
the
right
blanks
below.
(分类上面单词，并将其写入下面正确的框内。)
thin
fat
tall
short
handsome
cool
beautiful
funny
shy
helpful
strict
clever
hard-working
old
young
kind
polite
Personality—you
can
feel
from
the
inside
of
a
person.
funny,
shy…
Appearance—you
can
see
from
the
outside
of
a
person.
tall,
short…
They
are
persons.
They
are
different
from
each
others.
boys,
girls,
men,
women,
children,
adults…
person(s)
