Unit 1　What's he like -C-ppt课件-(含教案+素材)-市级公开课-人教版pep五年级上册英语(编号：201ca).zip

Part C Story time. Whos he? He is Yao Ming. Whats he like? Hes tall and strong. Guess Whos he? He is Guangtouqiang. Is he strong? No,he isnt. Messi Lets talk about Messi. The man is .He is and .He is from Argentina.He is good at .Hes a good Messi tall strong football football player. Where are they? Who are they? What are they talking about? Talk in pairs and answer. 相互讨论并回答。 Their Read the story and underline(划线) the difficult(难的) words or important(重点). Questions bank and important . Read it. will:将要 I will go to Hefei this weekend. only:只 I only know Im astudent . must be:肯定是 You must be late. shoot:射击 missed:错过（miss的过去式）He missed a bus. show:展示 Show me your book. join you:加入你们 score.goals:进了.球 win：赢 Read again and fill in the blanks(填空). 1 Who is their PE teacher ? . 2 Whats the rabbit like? . 3 At last (最后),the animals find(发现) the rabbit is their . 4 At last ,what do they think of the rabbit? . Rabbit Hes thin and short PE teacher Hes great/a good football player. Role play(角色表演) My favourite teacher Homework: 1、熟读故事内容并表演给父母 看。 2、继续完成课上小习作。 把读思训练贯穿到英语故事教学之中把读思训练贯穿到英语故事教学之中 五年级英语上册 My New Teacher Part C Story Time 教学目标：教学目标： 1、理解故事中“will，only，must be，shoot， Missed，show，join you，score.goals，win”等 单词的意思，并能简单运用。会用“Whats he/she like? Hes/Shes.”描述自己的老师或 身边的人。 2、通过阅读趣味故事，复习巩固本单元所学语言， 增加学生语言的输入。 3、能理解故事内容并朗读故事。 4、鼓励学生积极尝试表演故事，恰当运用故事中的 语言。 5、养成学生良好的英语阅读习惯。 教学重难点：教学重难点： 教学重点：教学重点：理解故事内容，并流利朗读。 教学难点：教学难点：表演故事，恰当运用故事中的语言。 教学准备：教学准备：电子白板、教学课件、答题卡等。 教学过程设计：教学过程设计： StepStep 1 1 .Warm.Warm upup 1、Greetings. T: Good morning, boys and girls! T:What day is it today?What do you have on .? Ss:We have Chinese/. Whos your Chinese /.teacher? Whats he/she like? 2、Sing the song”Whos your teacher?” 歌曲互动活跃了课堂气氛。谈论自己的老师是对本单元所学的 词汇和句式做以复习。 StepStep 2 2 . . FreeFree talktalk 出示姚明、光头强、梅西的图片，学生对照图片资 源用英语谈论描述图中人物。再由足球明星梅西导入 故事教学。 用学生熟悉、感兴趣的人物激发学生用英语表达的欲望，提高 学生的学习热情。再由足球明星梅西导入新知。 StepStep 3 3 . . PresentationPresentation 3、T:I have some friends. They like playing football, too. Lets look ( 出示文本中的第一 幅图) They are my friends. 4、引导学生观察图片，提出问题：1 )Who are they? 2)Where are they? 3)What are they talking about? 学生自主读文，回答上面的问题。 5、阅读反馈。 T: What are they talking about? S: New P.E. teacher. T: Yes, very good. But whos their new P.E. teacher? Lets learn the story again. And underline the difficult words. Do you have difficult words? Please ask me. will:将要 I will go to Hefei this weekend. only:只 I only know Im a student . must be:肯定是 You must be late. shoot:射击 missed:错过（miss 的过去式）He missed a bus. show:展示 Show me your book. join you:加入你们 score.goals:进了.球 win：赢 StepStep 4 4 .Practice.Practice 6、Now lets learn the story again, and then answer the questions on the paper. Read again and fill in the blanks(填空填空). Who is their PE teacher ? . Whats the rabbit like? . At last (最后),the animals find(发现) the rabbit is their . At last ,what do they think of the rabbit? . 先提出问题激发学生的阅读兴趣，再出示阅读要求养成学生的 阅读习惯。通过问答形式帮助学生理解故事内容，再处理文中 出现的新词，然后听音跟读，再自由读，与此同时练习发音和 语音语调，熟悉课文对话及重点句型，学会在情境中运用。 7、lets read the story after the recording. StepStep 5 5 .Consolidation.Consolidation andand ExtensionExtension 8、 Role-play 1) Role-play： students act the story in groups. 2) Show time . 让学生根据绘本内容扮演角色，模仿人物对话语音语调。与此 同时运用重点句型，巩固句型，帮助学生在情境中学会熟练灵 活运用。 StepStep 6 6 .Emotion.Emotion educationeducation 9、T: What do you learn form the story? Now discuss with your classmates. You can speak it in Chinese. 10、学生谈谈这节课的收获。 StetStet 7 7 .Homework.Homework 1、熟读故事内容并表演给父母看。 2、继续完成课上小习作。 教学反思：教学反思： 传统的故事讲授法是教师在教学故事前先带领学生学 习故事中出现的生词和新句型，反复操练后只把故事作为 一种复习巩固的手段，听一听，读一读即可。而我这一节 课中充分以学生为本，让学生带着问题，激发学生的阅读 兴趣进行自主阅读，并着重培养学生“不动笔墨不读书” 的好习惯。让学生在阅读的同时寻找自己不懂、疑惑的地 方，分享自己的认为重要的知识点。但因为这节课时间有 限，分享学得没有处分的开展。 以往故事教学中教师更关注的是注重教师的讲述，而 忽视了学生的参与，没有充分利用故事的特点引导学生更 多地从被动接受转变为主动地参与到教学活动中去。在此 节课中，设计了三次自主阅读的环节。第一次让学生带着 以下三个问题“1、Where are they? 2、Who are they? 3、What are they talking about?”初读故事，给学生设 定读的目的和任务，让学生学会在读中思考；第二次让学 生自读文本，找出重点和疑惑，变被动学习为主动探究； 第三次读仍以问题为先导，但此次是以深入理解、总结概 括为目的。最后在学生充分读的基础上让学生演一演，更 是提高了学生的学习欲望，把僵硬的知识灌输转化为情境 运用，更以一种学生乐于参与的一种方式进行知识巩固。 这节课更多地关注学生的参与度，形成师生互动，生生互 动的局面。 但这节课时间把握和分配仍不够合理，显得前松后紧。 导入时可省略“姚明”或“光头强”其中之一，腾出更多 时间放在小练笔指导之中。教师的英语表达能力有欠缺， 仍需提高。 Read again and fill in the blanks(填空填空). 1 Who is their PE teacher ? . 2 Whats the rabbit like? . 3 At last (最后),the animals find(发现) the rabbit is their . 4 At last ,what do they think of the rabbit? . My favourite teacher I believe I can. (相信我会行）