Part A课堂实录及点评

Unit 5

What is he like? 教学设计

（第一课时）

单位：耒阳市白山坪学校

作者：谢红英

教学内容: 陕旅版小学六年级下册Unit 5 What is he like? Part A部分Let’s learn. 教学目标: 1.

知识目标：

能听、说、读、写单词：friendly,clever, shy, outgoing, kind, serious, hard-working, lazy.

2.

能力目标：

能运用上述词汇借助简单的对话描述人物性格。

① - What is he like? - He is friendly/outgoing/…. ②

- What do you think of her? - She is clever/shy/….

3.

情感目标：

引导学生懂得关注身边的人，并与他人建立友好的关系。

学情分析: 本套教材五年级上册Unit 7 She Looks Tall and Thin中学生已经学习过如何描述人物的外貌特征和爱好，本单元将以描述人物性格为主要话题，学习如何描述人物性格。本次活动以Part A中Let’s learn部分描述人物性格特点的词汇为主，将词汇和功能句教学融入到实际生活中，从谈论大家所熟知的教师、学生开始，帮助他们更好地理解和掌握语言知识。

教学重点: 能听、说、读、写单词：friendly,clever, shy, outgoing, kind, serious, hard-working, lazy. 教学难点: 学生能运用上述词汇借助简单的对话描述人物性格。

① - What is he like? - He is friendly/outgoing/…. ②

- What do you think of her? - She is clever/shy/….

教学资源和手段: 1.多媒体课件

2.单词卡片

3.英文歌曲：《The more we get together》

学法教法：

1.小组竞赛与TPR教学；

2.直观教学法；

3.歌曲、游戏教学法

教学过程: I. Warming Up & Lead-in (1)Listen and do 教师通过Part A Warming-up部分中的第一个活动Listen and do环节的Simon says游戏首先将学生自然地引入英语学习氛围，继而复习身体部位的词汇。教师可这样引入：

T: Hello, everyone. Ss: Hello, Miss Xie.

T: First, let’s play a game: Simon says,“Touch your nose / face / ear / eye / hair / head /... ”（用简单的语言重申游戏规则）Simon is a king. We should follow his order. He says “Touch your ...” and we will do the action. If no “Simon says”

，we don’t do the action. 之后，要求学生全体起立进入游戏，通过这项引导学生复习以往学过的身体部位名称。考虑到六年级学生的年龄和认知水平，此游戏可能较为简单，为了引起他们足够的兴趣，教师可要求以组为单位进行比赛，做错动作和反应慢的要坐到座位上，坐下的学生可以当“小警察”监督其他学生的动作，避免他们感到尴尬或单方面终止游戏学习活动，最后站着人最多的小组获胜。

(2)

Sing a song. T: Are you happy? Ss: Yes, we are. T: You did a good job. The more we get together, the happier we’ll be.

教师播放音乐，师生齐唱英文歌曲《The more we get together》

（3）Lead-in

T: You have so many friends. They all like you. You must be friendly to them.（由此引入本节课词汇的学习。）

上一环节中，引入本节课词汇的学习。

II. Presentation

(1) Let’s learn 1. 教授单词friendly 教师出示单词卡片，和学生一起边拼读边书写在黑板上，然后提问：

What is he like? Is he friendly? (板书课题）

教师以课件展示句型What is he like?帮助学生理解与识记，引导学生回答He is friendly. 接着，用课件向学生展示用英文谈论人物的性格与喜好，让学生正确理解课题及功能句。

① - What is he like? - He is friendly. ② - What does he like? - He likes bananas. 2. 教授单词clever 课件出示孙悟空卡通图片, T: What is he like? Ss: He is ….（教师出示单词卡片，引导学生拼读单词clever）

T: What do you think of Zhou Yi? (教师指向班上学习成绩最佳又有点害羞的一个男生提问，并板书单词与功能句。）

Ss: He is clever.

3.

教授单词shy

T：Yes. He is clever but a little shy. (出示单词卡片shy带领学生认读)

T: Look! What is she like? (课件出示某一内向女生比较害羞的图片。这里从he变到she，帮助学生了解不同性别的表达方式，复习人称代词he和she，并加强学生对句型的理解和应用）

Ss: She is shy. T: S-H-Y. I think it’s easy. Who can write it on the blackboard?

此单词比较容易记忆，教师可选出不太主动举手发言的内向孩子上台写出这个单词。其间可用Don’t be shy. Just try.等鼓励语进行强化。

T: What is ... like?（教师说出班里比较内向，容易害羞的学生名字，用功能句发问，鼓

励学生回答）

Ss: She/he is shy. 4. 教授单词outgoing 课件出示班里一个开朗、外向的学生。

T: Who is she? Ss: she is Li ya ling. T: What is she like? Is she shy?（预计学生的反应可能是笑着否定）

T: Oh. She is not shy. She is outgoing. 出示教学卡片，领读outgoing，然后让例句中的学生板书并领读。

5. 教授单词kind和serious 课件展示和蔼的老奶奶图片。

T: Look at the grandma! What is she like? She is kind, very kind. 教师的声音、表情尽可能柔和，帮助学生更好地理解kind的意思。让学生快速记忆后书写在黑板上。并鼓励学生加以运用，如：

My mother is kind. Miss ... is kind. ... 课件展示一个眼角向上，嘴角向下的戴眼镜的男老师与和蔼的老奶奶的图片作比较。

T：She is kind, but he is serious. serious这个单词的发音比较难，第一个音节中的e读[ɪə]，第二个音节中的iou也读[ɪə]，教师要重点帮助学生发好双元音[ɪə]这个音素，可多领读几遍，再引导学生用一用。

T: What am I like? Ss: You are ... 教师可选几个学生认为严厉的或和善的教师与学生问答：

T: What is Mr. / Miss ... like? Ss: He / She is ... 6. 教授单词hard-working和lazy 教师可借助课件展示蜜蜂采蜜的图片并描述：

T: Look at the bee. It is always busy. It’s hard-working. 接着用课件展示一个努力学习的学生图片并提问：

T: What is he like? Ss: He is hard-working. 再用课件展示一个打瞌睡的学生图片并提问：

T: What is he like? Is he hard-working?

He is lazy. (教师自问自答）

教师可通过这种反义词的对比教授词汇，帮助学生理解词意，再和学生实际交流：

T: What are you like? Are you hard-working or lazy? Ss: I’m hard-working / lazy. (2)巩固活动

1. 教师播放录音，让学生听并跟读Let’s learn部分的单词。

2. 学生两人一组，互相拼读拼写单词。

III. Practice 1. Let’s play games. (课件展示图片，玩游戏，认读单词）

① Magic fingers. ②What’s missing? ③ Look and say. 2. Ask and answer. 学生拿出所准备的各自家庭成员或朋友的照片，同桌两人说一说。

Eg.

A: What is Kevin like?

B: He is shy. A: What do you think of Li Shan? B: She is clever. 3 .Part B Let’s guess

参考本部分的会话格式，让学生选择合适的词汇来描述教师或身边的学生，让其他学生猜一猜是谁。处理此环节时，不一定非要局限于刚学过的词汇，教师可鼓励学生大胆使用课外接触过的词汇，对人物做简单的描述。根据描述，让其他同学猜一猜她/他讲的是谁，如：

He / She is my good friend. He / She is ... I like him / her ... IV. Summary Give a summary about this lesson. T: Today we have learned these words:friendly,clever, shy, outgoing, kind, serious, hard-working, lazy.(Ss read the words together.)

And the sentences:

① - What is he like? - He is friendly/outgoing/….

②

- What do you think of her? - She is clever/shy/….

3. Who are the winners? V. Homework 1．Please read and write the new words for 5 times. 2. Preview Let’s talk.

板书设计:

outgoing.

Unit 5 What is he like? - What is he like? ② - What do you think of him?

friendly. clever. shy. - He is kind. serious. Hard-working. lazy

①