Part Appt配套的板书设计及意图

Unit 5

What Is He Like ?

第1课时

教学目标：

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

2、能运用上述词汇借助简单的对话描述人物性格。

教学重点：

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

教学难点

利用教材提供的单词，以旧引新，引导学生进入学习状态。

教学准备

1. 教师准备多媒体课件、词卡。

3. 学生准备练习本。

教学过程

课前热身：

用已经学习的句子What does he/she look like?导入，引出今天的课题What is he/she? T: Now let me ask and you answer. What does he look like? Ss: He is tall and thin. T:What does …look like? Ss: …is short. T:What is he like? Ss:He is…(教师提示) 新课呈现（Presentation）

1. Let’s write 汉译英，写一写。（鼓励学生边读边写，把所学的单词拼写会）教师检测拼写情况。

2. 新授单词

1. 教授单词clever 用... is clever.表扬“课前热身”环节中为组里取得胜利的某个学生，并出示猴子的教学卡片，和学生一起边拼读边书写在黑板上，逐步引导学生集体说出来。然后指着班里很聪明的一个男孩子用英语询问其他学生：

What is he like? Is he clever? 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 clever.并启发他们用... is clever, too.推荐班里其他的聪明孩子。

2. 教授单词shy 课件出示某一比较害羞的卡通形象或班里大家所熟知的某一内向女生比较害羞的图片。

T: What is she like?（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）

T: She is shy.（自问自答，并出示卡片，带领学生认读）

T: S-H-Y. I think it’s easy.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 is shy. 3. 教授单词outgoing 课件出示某一比较活泼外向的卡通形象或班里某一开朗、外向的学生。

T: What is ... like? Is he / she shy?（预计学生的反应可能是笑着否定）

T: Oh. He / She is not shy. He / She is outgoing. 出示教学卡片，领读outgoing，最后，请学生用英语描述更多的具有outgoing性格的学生。

4. 教授单词friendly 通过朋友的话题引出单词friendly。

T: You have so many friends. They all like you. You must be friendly to them. 出示教学卡片，领读friendly。教师随意说出学生的姓名或指着学生问。

T: What’s ... like? Is he / she friendly, outgoing or shy?

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. ... T. What is this grandma like? Is she kind now? No. She is not kind. She is serious. 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 再用课件展示一只在睡觉的男孩的图片并描述：

T: Is he hard-working? No. He is still sleeping in the day time. It’s not hard-working. It’s lazy.

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

Magic fingers 操练活动的设计与实施建议（Practice Activities) (1)

说一说

A:What does your father do? B:He is a teacher. A:What is he like?

B:He is serious.

课堂小结

1. 师生一起总结本节课学习的词汇和句型。

布置作业

1、Read and write the words. 2、Use the new words to make a dialogue. 板书设计

outgoing

clever

kind

shy

friendly

hard-working

serious lazy

What is he like?

What does he/she look like?

thin

strong

tall

short