资源简介

(共33张PPT)
Unit 1 What’s he like
Part A Let’s talk
人教（PEP）六年级上册
Watch and follow
Free Talk
Talk about our teachers in our school.
Mr/Miss … is my … teacher.
He’s/She’s …
(tall/short/strong/thin/strict...)
He/ She has...
They are walking to the classroom. On the way, they see a teacher. Who is the teacher
Guess and say:
Wu Binbin and Oliver see Mr Li.
Look at the pictures below. Listen and tick
Let’s try

Listening text
Listen again and repeat
Wu Bin: Look! That's Mr Li, our maths teacher!
Oliver: He's so strong.
Wu Bin: Yes, He's a good basketball player.
Oliver: Cool! Is he strict
Wu Bin: Yes, sometimes.
Wu Binbin and Oliver are talking about Mr Young.
Do you know Mr Young
No, I don't. Who is he
1. Who is Mr Young
2. Is Mr Young young
3. Is Mr Young funny
4. Does Oliver like Mr Young
Watch and answer
Mr Young
Watch and answer
1. Who is Mr Young
2. Is Mr Young young
3. Is Mr Young funny
4. Does Oliver like Mr Young
He's Wu Binbin's music teacher.
No, he isn't. He's old.
Yes, he is.
Yes, he does.
Watch and answer
Mr Young
Listen and check
Do you know Mr Young
No, I don't. Who is he
He's our __________.
music teacher
Mr Young is our____________.
He is ______and _______.
Oliver likes him because
He is a ____________.
music teacher
Look and say:
Mr Young is our____________.
He is ______and _______.
Oliver likes him because
He is a ____________.
old
music teacher
funny
Look and say:
Mr Young is our____________.
He is ______and _______.
Oliver likes him because
He is a ____________.
old
music teacher
funny
funny teacher
Look and say:
Watch and imitate
Listen and repeat
pronunce correctly 发音准确
read fluently 朗读流利
read with emotions 有感情地朗读
Wu Binbin: Do you know Mr Young
Oliver: No, I don't. Who is he
Wu Binbin: He's our music teacher.
Oliver: Is he young
Wu Binbin: No, he isn't. He's old.
Oliver: Is he funny
Wu Binbin: Yes, he is.
Oliver: Great! I like funny teachers.
Role play
intonation 语调
emotional 感情丰富
body language 肢体动作
pronunciation 发音
cooperation 合作
Wu Binbin: Do you know Mr Young
Oliver: No, I don't. Who is he
Wu Binbin: He's our music teacher.
Oliver: Is he young
Wu Binbin: No, he isn't. He's old.
Oliver: Is he funny
Wu Binbin: Yes, he is.
Oliver: Great! I like funny teachers.
Ask and answer
Who is she
She's our art teacher.
Who is ____
____’s our ____teacher.
he
He
PE
Ask and answer
Who is ____
____’s our _____teacher.
she
She
music
Ask and answer
Who is ____
____’s our ______teacher.
she
She
maths
Ask and answer
Who is ____
____’s our ______teacher.
she
She
Chinese
Ask and answer
Is he fat
Yes, he is.
No, he isn’t.

Who is ____
____’s our ______teacher.
she
She
Chinese
Ask and answer
Is he funny
Yes, he is.
No, he isn’t.

Who is ____
____’s our ______teacher.
she
She
Chinese
Ask and answer
Is she old
Yes, she is.
No, she isn’t.

Who is ____
____’s our ______teacher.
she
She
Chinese
Ask and answer
Look and fill in the blanks
A: ____________ Mr Jones
B: No, I don't. Who is he
A: He's _____________.
B: Is he tall
A: ________.
B: Is he strong
A: __________.
________.
our art teacher
Do you know
Yes, he is
No, he isn't
He's thin
A: Do you know _______
B: No, I don't. Who is he/she
A: She’s/He's ___________.
B: Is he/she ______
A: _____________.
B: Is he/she _______
A: ______________.
Consolidation & Extension
Draw and talk
Hi, I'm _______. This is my favorite teacher.She /He is my _____(学科）teacher. She/He is _______.（性格）She /He has________. (外貌）I
like my __________.
Who is your favourite teacher What’s he or she like
Please write and show about your favourite teacher.
（你最喜欢的老师是哪种？请为最喜欢的老师画像，并描述）。
Summary
1、询问他人是否知道：Do you know...
2、询问他人身份：Who's your ...
3、询问他人体貌特征和性格特点：
Is he/she young / funny/tall/strong/...
肯定回答：Yes, he/she is.
否定回答：No, he/she isn't.
Homework
must do
choose to do
1. Read and act out the dialogue.
2. Finish the exercises.
Use the sentence pattern and words to make a new dialogue with your friends.中小学教育资源及组卷应用平台
A Let’s talk 课时练习
姓名：_________ 班级：__________
读句子，选择正确的答语。
( )1.Is she kind
( )2.Do you know Wu Bin bin
( )3.Who’s your music teacher
( )4.Is he young
阅读下面对话，根据上下文，选出合适的句子补全对话。
Sarah:Hello, Linda. 1.________Do you have any new teacher.
Linda:Hi, Sarah.2._____.
Sarah: Who is your new music teacher
Linda:3._________
Sarah:Is he young
Linda:4._______.
Sarah:5._________
Linda:Yes, he is.
Sarah:Do you like him
Linda:6.__________.
三．根据答句写问句,让对话合理、通顺,注意检查哦。
1.A:Hi, Tony.__________________________________
B:Mr White is our new maths teacher.
2.A:Your mother is a teacher.______________________________
B:Yes, she is, but sometimes she is strict.
3.A:Morning,Sam._________________________________
B:No, I don't. Who's Miss Green
A:Mr Zhang is your head teacher now._______________________
B:Yes, he is. He often makes us laugh(大笑).中小学教育资源及组卷应用平台
教学设计
学科 英语 年级 五年级 课型 新授课
课题 Unit1 What’s he like 课时 A Let’s talk
课标要求 （2022版）《义务教育英语课程标椎》指出在语境中理解词汇的含义，在运用中逐步积累词汇；在特定语境中，运用词汇描述事物、行为、过程和特征，表达与主题相关的主要信息和观点。能用简短的句子描述所学的与中外文化有关的具体事物：初步具有观察、识别、比较中外文化异同的能力;能识别、提炼、概括语篇的关键信息、主要内容、主题意义和观点。
教材分析 What: 本课时是本单元的第二课时，是A部分对话和单词的融合课，考虑到主题情景以及内容相关性较强，所以将它们整合成一课时，让学生在对话语篇中感知词汇和句型的语义和语用。本课时的子任务是：Meet our old teachers. 教材通过Wu Bin bin向Oliver介绍学校科任老师的情景，让Oliver了解老师们的性格特征，感受核心词汇和句型的语义和语用情景。Why: 教材情景中用到的语言，如询问并回答某人的性格和外貌特征能帮助学生了解学校科任老师，树立正确的审美观，学会欣赏和尊重他人的性格特点，谈论自己喜爱的老师，增强该科目学习兴趣。How: 本节课是一节对话和单词的融合课，通过Oliver向大家介绍自己认识的同学，然后再通过Wu Bin bin和Oliver之间的对话展开谈论科任老师们的性格特点，学习单词old, young, funny, kind, strict, know；句型who’s your...teacher Is he/she... Yes, he/she is. No, he/she isn’t.
学情分析 能力基础：经过三年的英语学习，学生具了一定的听、说、读、写能力，能读懂语言简单、主题相关的简短语篇，获取具体信息，理解主要内容，能运用所学语言与他人进行简单的交流。 知识基础：学生在三年级下册第四单元中学过句型：Where is...？It's in/on/under...来询问物品的位置，在四年级上册unit4 My home中，学过地点词汇：living room, library，study，garden等，学生已有的知识储备为本节课的学习打下了基础
核心素养目标 1.在听、说、认、读的活动中，掌握单词old, young, funny, kind, strict,的词形和意义，了解对话大意，能在语境中理解单词know及句子Do you know Mr Young 的意思并正确发音，运用正确的语音、语调朗读对话。（学习理解）2.在教师的帮助下，分角色表演对话（程度较好的学生可以尝试复述、介绍科任老师的性格特点和表达自己喜欢什么样的老师）；（应用实践）3.在实际情境中运用句型Who’s your ...teacher Is he/she... Yes, he/she is. No, he/she isn’t. 询问并回答某人的性格和外貌特征，谈谈自己喜欢的老师。（迁移创新）
教学重点 掌握本课时的核心词汇和核心句型，学生能够询问并回答某人的性格和外貌特征，谈谈自己喜欢的老师。
教学难点 学生能够询问并回答某人的性格和外貌特征，以及区分Mr/Miss/Mrs的称呼。
教学方法 教法：多模态教学法、合作教学法、情境教学法学法：自主学习法、合作学习法
教学过程
教学环节 教师活动 学生活动 设计意图
Step 1: Warming up Sing a song2.free talk. 1.唱歌引入主题2.看图，回答问题。 利用故事形式导入本单元的大情境，激发学生的兴趣。
Step 2: Presentation Lend in:Guess and say:They are walking to the classroom. On the way, they see a teacher. Who is the teacher 2.Let’s try:Wu Bin bin and Oliver see Mr Li. Look at the pictures below. Listen and tick:Wu Bin bin and Oliver are talking about Mr Young.Do you know Mr Young No, I don't. Who is he Watch and answer:1. Who is Mr Young 2. Is Mr Young young 3. Is Mr Young funny 4. Does Oliver like Mr Young Look and say:Mr Young is our____________.He is ______and _______.Oliver likes him becauseHe is a ____________ 引入情景，出示问题，引导学生观察并能回答相应答案。培养学生思维能力。学生仔细浏览问题，然后听音，感知语篇内容，回答问题：No, he isn’t. Yes, he is.并学习新词young, funny的语用和语义，结合自然拼读，回忆y的辅音发音，感知字母-y在单词中的而发音。了解young和Young的区别用法。 本阶段的学习活动旨在帮助学生在语境中理解对话的内容，学习对话中的词汇和核心语言。学生在教师的指导下，从图片中获取相关信息，完成相关听力活动，单词的听说认读，奖单词和句型融合到语篇对话中，更易于学生的掌握和理解，提高学习的实效性。
Step 3: Practice 1.Listen and repeat.2.Group work:A: Do you know _______ B: No, I don't. Who is he/she A: She’s/He's ___________.B: Is he/she ______ A: _____________.B: Is he/she _______ A: ______________. 1.学生小组合作交流，角色扮演对话内容，学习能力较好的学生可以选择根据语言框架创编对话。2.在教师的指导下，完成练习。 本阶段学习活动引导学生在归纳和整理核心语言的基础上，通过跟读、角色扮演、复述等活动使每位学生都能深入角色，运用语言理解意义。学习能力较强的学生可以选择根据语言框架复述促进语言内化，从学习理解过渡到应用实践，为后面的真实表达做准备。
Step 4: Production Draw and talk:Who is your favourite teacher What’s he or she like Please write and show about your favourite teacher. （你最喜欢的老师是哪种？请为最喜欢的老师画像，并描述）。Hi, I'm _______. This is my favorite teacher.She /He is my _____(学科）teacher. She/He is _______.（性格）She /He has________. (外貌）I like my __________. 学生根据教师呈现部分形容词和一些教师的图片，描述自己最喜欢的老师，并上台分享。 本阶段的学习活动旨在帮助学生在迁移创新的语境中，创造性地运用所学语言，交流自己自己老师的性格特点，并说说自己喜欢什么性格的老师。学生从课本走向现实生活，在交流、分享、感悟的过程中，发展语用能力，让学生明白要学会欣赏和尊重每位老师的性格特点，树立正确的审美观。
Step 5: Summary 1. 学习了词汇：2. 学习了句型：Who’s your ____teacher ______./He/She’s ______.Is she/he ______ Yes,_____is ./No,she/he isn’t.
分层作业 基础作业: 抄写词汇三行，并背诵。拓展作业：与同学操练句型：Who’s your ____teacher ______./He/She’s ______.Is she/he ______ Yes,_____is ./No,she/he isn’t.
板书设计
教学反思 亮点整节课的教学主题清晰，情景连贯，学生能够快速在语境中掌握核心单词和词汇，2.课堂上对词汇的操练比较少，改成语篇和句型的输出。3.对基础比较薄弱的学生考虑欠佳，可以在课后适当布置作业加以巩固。
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