陕旅版六年级下册英语Unit 5 What Is He Like -Part B-ppt课件-(含教案+素材)--(编号：30c1b).zip

1、Unit5 What Is He like? Part A Look, read and choose Lets talk Part B Ask and answer Part C Complete the conversations 陕旅版 六年级下册 Review outgoing clever shy kindfriendly hard-working serious Magic fingers Warm-up Look, read and choose 1. She is tall with glasses. She is from Australia. 2. She is short

2、 with short hair. She is wearing a skirt. 3. She is tall. She has long hair. She is wearing a dress. _ _ _ ab c c a b Presentation Look, read and choose Ms. May Mr. Black Whats Ms. May like? What do you think of her? Whats Mr. Black like? What do you think of him? She is serious. He is kind. Present

3、ation Listen, then ask and answer What does Mr. Black do? What does Ms. May do? Whats Kevins favourite subject? Why? What does Kevins think of their Math classes? He is a Math teacher. She is a Math teacher. His favourite subject is Math. Because he likes his Math teacher. He thinks his Math classes

4、 is interesting. Presentation Lets talk Sister: Whats your favourite subject, Kevin? Kevin: My favourite subject is Math. Sister: Why do you like it? Kevin: Because I like my Math teacher. Sister: Who is your Math teacher? Kevin: Mr. Black. Sister: What is he like? Presentation Lets talk Kevin: He i

5、s kind to us. He always tries to make Math easy to understand. We find Math classes interesting. Whos your Math teacher? Sister: My Math teacher is Ms. May. Kevin: What do you think of her? Sister: She is a littler serious. But she teaches very well. Practice Read it by yourselves for one minute. 自读

6、对话一分钟。 Tips: 当你自己朗读时，遇到不会读 或不明白意思的单词或句子， 可以把它圈起来，请教同学或 老师！ 50 40 60 30 20 10 小组合作，声音洪亮，有感情地 正确朗读课文。 C 小组合作默契，声音洪亮，脱离 课本，口语表达较准确流利，感 情与肢体语言较丰富。 B 小组合作默契，声音洪亮，能结 合已有知识或生活，对内容有创 新，口语表达准确流利，感情与 肢体语言丰富。 A Good Great Excellent 角色扮演，小组先进行练习，然后展示，其他同学评价 。 RoRole e p pla ay Practice Practice Ask and answer A

7、: What is Kevin like? B: He is shy. A: What do you think of Li Shan? B: She is clever. shyclever outgoingfriendly Practice Complete the conversations 1.A: What _ your uncle _? B: He is a police officer. A: What _ he _? B: He is hard-working and friendly. A. doesB. isC. likeD. do AD BC Practice Compl

8、ete the conversations 2. A: Do you _ Chinese? B: Yes, I _. Its my favourite _. A: _ do you like it? B: Because I like my Chinese teacher. A. subject B. likeC. doD. Why A D B C Summary -What is he like? 本课所学的重点句型？ -He is -What do you think of ? - is Summary e.g. -What is he like? 本课所学的重点句型 -He is kin

9、d to us. -What do you think of her? -She is a little serious. Unit5 单元测试卷单元测试卷 一、选择正确的字母或字母组合补全单词。 ( ) 1. _ _ tgoing A. ou B. or C. uo ( ) 2. se _ _ ous A. re B. ra C. ri ( ) 3. t _ _ ch A. ee B. ea C. ae ( ) 4. sm _ l _ A. i; e B. a; e C. e; i ( ) 5. w _ th _ ut A. i; a B. i; o C. i; / 二、将下列单词分类。 c

10、lever teach Mrs. outgoing hard-working understand get Ms. friendly serious 1. 形容词： _ 2. 称呼： _ 3. 动词： _ 三：给图片选择对应的答语。 ( ) (1) A. in the classroom ( ) (2) B. get up ( ) (3) C. go into the classroom ( ) (4) D. get on the bus 四、单项选择。 ( ) 1. My favorite _ is Math. A. food B. subject C. drink ( ) 2. What

11、do you think _ her. A. of B. for C. to ( ) 3. She is _ serious. A. little B. many C. a little ( ) 4. She teaches very _. A. good B. well C. better ( ) 5. He is outgoing _ he likes to talk with us in Chinese. A. and B. but C. from 五、选择恰当的疑问句补全对话。 A. Why B. What C. Whats D. Who ( ) (1) -_ is he like?

12、-He is kind to us. ( ) (2) -_ is your Math teacher? -Mr. Black. ( ) (3) -_ do you like it? -Because I like my Math teacher. ( ) (4) -_ your favorite subject? -My favorite subject is Chinese. 六、翻译下列句子。 1. What do you think of Kitty? _ 2. Sure is a clever 6-year-old girl. _ 3. She is wearing a skirt.

13、_ 4. 我最喜欢的科目是数学。 _ 5. 多么努力的一个男孩啊！ _ 七、看图，补全对话。 1. -What is she like. -She is _ with _. 2. -What is she like? -She is _ with _ _. She is _ a _. 3. -What is she like? -She is _ with _. 八、阅读理解 Li Ming got up late this morning. He ran to the school. He got to the classroom at eight thirty. His English t

14、eacher was very serious. What should he say to his teacher? Yes, He should say sorry to him first and then having the class carefully. 根据短文内容判断正（）误（） 。 ( ) (1) Li Ming rode a bike to school, so he was late. ( ) (2) He got to the classroom at eight oclock. ( ) (3) His English teacher was serious. ( )

15、 (4) Li Ming should say sorry to the classmates. ( ) (5) Li Ming should have the class carefully. 参考答案： 一、 1-5 ACBAB 二、 1. clever, outgoing, hardworking, friendly, serious 2. Mrs. , Ms. 3. teach, understand, get 三、 (1)-(4) CABD 四、 1-5 BACBA 五、 (1)-(4) BDAC 六、 1. 你觉得 Kitty 怎么样？ 2. Sue 是一个聪明的 6 岁女孩。 3

16、. 她穿着一件短裙。 4. My favorite subject is Math. 5. What a hard-working boy! 七、 1. short; short hair 2. tall; long hair; wearing; dress 3. tall; glasses 八、 (1)-(5) 1 / 5 Unit5 What Is He like 第第 2 课时教学设计课时教学设计 【内容来源内容来源】陕旅教育出版社六年级下册 Unit5 【主主 题题】Warming-up: Look, read and choose, Lets talk, Ask and answer

17、, Complete the conversations 【课课 时时】第 2 课时 一、教学目标一、教学目标 1. 能听懂并理解 Lets talk 部分的对话内容。 2. 能流畅地朗读对话，并能结合实际情景灵活准确地运用以下功能结构： (1) What is he like? He is kind to us. (2) What do you think of her? She is a little serious. 二、教学准备二、教学准备 1. 教师准备 Lets learn 部分的单词教学卡片。 2. 教师准备 Warming-up 中 Look, read and choose

18、部分三个女孩的课件或图 片。 3. 教师准备 Lets talk 部分的教学挂图或教学课件。 4. 教师准备 Lets talk 部分的教学音频。 三、教学方法建议三、教学方法建议 课程导入课程导入(Leading In) (1)课前热身 教师拿出所准备的 Lets learn 部分的单词卡片，随机闪动并发问，如： T: Hello, boys and girls. Look at the picture. What is the boy like? 学生快速说出教师卡片上的性格类单词，并用完整的句子描述： Ss: Clever! He is clever. (2)新课导入 Part A Wa

19、rming-up: Look, read and choose 单词练习完毕后，教师展示所准备的本部分 a, b, c 三个女孩的教学课件或 图片组织活动： 2 / 5 T: Hi, boys and girls! There are a, b，c three girls. Look at girl c. Whats she like? Ss: She is tall. She has long hair. She is wearing a dress. T: Is she serious? Ss: No. She is smiling. She is friendly / kind / .

20、豉励学生大胆运英语表达个人的想法，并通过与学生的简单交流，帮助学 生更好地组织语言。 T: Now lets try to read and choose. 让学生快速阅读课本 p37 页本部分的句子后完成这个活动，并核对答案。 之后，通过课件或图片展示，就图片中的 a, b 两个女孩，与学生用上节课学习 过的人物性格词汇进行简短的会话，为“新课展示”环节做铺垫。 参考答案：1. c 2. a 3. b 课程展示活动和过程的设计建议课程展示活动和过程的设计建议(presentation) (1)新课展示 Part A: Lets talk 1. 课件出示 Ms. May 和 Mr. Black

21、 的图片，并将两个人物的图片分别贴在 黑板上，在下面写上他们的名字。 T: This is Ms. May, and this is Mr. Black. What are they like? What do you think of them? 在学生熟悉句型 What is . like?后，教师就可以将新的功能句 What do you think of .?通过这样的提问引出，并把这两个基本句型交叉使用，让学生理解这 两个句子的意思都可用来对某人的个性特征进行提问。 教师板书功能句 What do you think of.? 并指着 Ms. May 的图片，再次提 问学生： T:

22、Whats Ms. May like? What do you think of her? Ss: She is serious. 然后指着 Mr. Black 的图片提问学生： T: What do you think of Mr. Black? Ss: He is kind. 教学小贴士教学小贴士 3 / 5 1. Mr.意为“先生” ，一般用于男子的姓氏、姓名或职务。 。英美人的姓在名 字后面，如果一个英国男子叫 John Brown，就称他为 Mr. Brown 或 Mr. John Brown，但不能称其为 Mr. John。Mr.一般步能单独使用。 2. Mrs.意为“夫人、太太”

23、 ，常用于已婚妇女丈夫的姓氏前，如一姓学的女 子嫁给了姓刘的男子，就称其为 Mrs. Liu，而不能称 Mrs. Li。 3. Miss 意为“小姐” ，对未婚女子的称呼，用于其姓或姓名前。Miss 还可 以单独用用于一般年轻女性的尊称，包括学生对女教师的称呼。 4. Ms.意为“女士” ，用于已婚或未婚女子均可。 2. 课件播放 Lets talk 部分的对话视频，让学生初步感知对话： T: Maybe you are right. Now, please look at the screen, and listen to the dialogue carefully. What are K

24、evin and his sister talking about? What are Ms. May and Mr. Black like? Try to get the right answers to my questions. 课件出示问题如下： (1) what does Mr. Black do? (2) What is he like? (3) What dose Ms. May do? (4) What do you think of her? 板书问题 2 和 4，即本节课的功能句。视频播放完毕后，引导学生说出较 完整的答案，并板书问题 2 和 4 的答案。 Ss: Mr.

25、Black is a teacher. He is Kevins Math teacher. He is kind. Ms. May is a teacher, too. She is the sisters Math teacher. She is (a little) serious. T: Ms. May is serious, but shes not very serious. She is a little serious. 在说到 a little 时，教师可用拇指卡住食指头处，形象地描绘出“一点点” 的意思，帮助学生复习该词组。由于对话中涉及到的人物学生是首次接触，教 师要注意

26、引导学生在第一次整体感知课文的基础上，先有目标地找到这两个人 物的基本信息。 3. 学生朗读课文，教师通过提问帮助学生进一步了解对话内容。问题可参 考如下： (1) Whats Kevins favorite subject? Why? 4 / 5 (2) What does Kevin think of their Math classes? (3) Does Kevins sister like Ms. May? 在学生第二次接触对话时，提出更细致的问题，可以引导学生挖掘出更多 信息。第(3)个问题为引申的问题，虽然课文中没有明确表示出 Kevin 的姐姐对 Ms. May 表示喜爱的句子

27、，但应培养学生从字里行间中猜测出更深层的含义。 引领学生从对话中找答案，从人物的用词中发现隐含的意思： T&Ss: Kevins favorite subject is Math. Because he likes his Math teacher. He thinks their Math classes are interesting. Yes. She likes Ms. May. Because Ms. May teaches very well. 4. 教师带领学生再次整体回顾对话，并详细讲解疑难点，帮助学生理解对 话大意。尤其是 He always tries to make Ma

28、th easy to understand.这个句子比较长， 所涵盖的生词也比较多，应该有部分学生不了解确切的意思。 T: This sentence is long. Do you understand it? No. It is a little difficult. Let me help you. Ill try to make it easy to understand. 板书 make sth. easy to understand T: make“使得，让变得” 。Now, its easy. Do you understand it? Well. Yes. I always t

29、ry to make English easy to understand. And youll find English classes interesting. 在学生理解之后与学生用英语开个小玩笑，变换句型也可以加深学生对这 个句子的理解，同时引出 find sth. / sb. interesting 这一表达，板书并引导、鼓励 学生用一用，如： I found the monkey very clever. The students find the story interesting. (2)巩固活动 1. 教师播放 Lets talk 部分的录音，让学生模仿其语音语调跟读对话。

30、2. 小组活动，分角色进行对话朗读练习。 操练活动的设计与实施建议操练活动的设计与实施建议(Practice Activities) (1)Part B Ask and answer 1. 让学生自选本部分的图片人物，两人一组进行问答。 5 / 5 2. 让学生两人一组选择班上任意两位学生根据其特点进行问答。 (2)Part C Complete the conversations 1. 教师引领学生通读整篇对话后，引导学生联系上下文抓关键词，以两人 活动(Pair work)的形式进行讨论将对话补充完整。如第 1 组对话中的关键词是职 业词 police officer 和性格词 hard-

31、working and friendly，可推出第 1 个问句是问 职业，而第 2 个问句是问性格。 2. 展示部分学生完成的内容，请学生就答案正误和书写规范等方面进行评 价，然后教师讲解答案。 参考答案:1. does, do, is, like 2. like, do, subject, Why 3. 完成对话后，教师可指导学生以此为模板进行对话创编既可以就家庭成 员或朋友的照片谈论展开对话，也可以加长对店 2，谈论不同科门的教师。注 意向学生强调要运用到本课时最重要的功能句进行创编。 4. 教师在学生对话表演过程中，可借助重复的方式委婉地纠正学生英语的 口语应用错误，保护学生的自尊心。 【板书设计板书设计】