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)-公开课-(编号：f0329).zip

1、游戏规则:以“Simon says” 开头来宣布命令，必须按照 命令做出相应动作,如果不 说“Simon says”，则不能 做动作。 Guess She is tall. She has long hair. She likes dance. She is clever. Guess What do you think of her? She is clever. What is she like ? 义务教育课程陕旅版六年级英语下册 ? Huang Yanqing is a lovely girl. She is outgoing. Yao Hui is a girl.shy She is

2、 shy. kind Father Christmas is . I love Father Christmas. . They are good friends friendlyThey are He is harding-working What is he like ? He is serious. lazyHe is a little . Talk something about your classmates: 谈论一下你的同学谈论一下你的同学 A:What do you think of him/her? B:He/She is . A:What is .like? B: He/S

3、he is . Whats he like? What s he like? Clever, clever, he is clever Whats she like? What s she like? . Mr.Black Ms.May Q1:What is Mr.Black like? Q2:What do you think of Ms.May? He is kind to us. She is a little serious. He always tries to make Math easy to understand try to do sth 试着做某事试着做某事 eg. let

4、s try to work out this math problem. 让我们试着解开这道数学题。让我们试着解开这道数学题。 I try to dance. I try to . . My teacher My name is . My favorite subject is , because I like my teacher. He /She is . He/She always tries to make easy to understand. He /She teaches well, we find classes interesting! I love my teacher!

5、Thank you! 1 UnitUnit 5 5 WhatWhat IsIs HeHe likelike 第第 1 1 课时课时 partpart A A 教材分析： 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，让学生能够在教师的引 导下结合已有的知识结构，进行知识的整合和能力的提升，逐步过 渡到如何用英语描述家庭成员、朋友、动物等更多的相关信息。 本课时学习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

6、、学生开始， 帮助他们更好地理解和掌握语言知识；Part A 中 Lets talk 部分 对话的学习，使学生进一步掌握功能句 Whats he / she like? What do you think of her / him? He / She is clever / outgoing / shy. 知识目标知识目标 一、能听、说、读、写以下单词： clever, outgoing, shy, kind, friendly, hard-working, serious, lazy。 二、能听懂、会说、会读、会用下列句型： 1. What is he like? He is kind to

7、 us. 2. What do you think of her? 2 She is a little serious. 情感目标情感目标 一、引导学生关注身边的人，注意和他人建立和谐、友好的关系。 二、培养学生的英语思维，逐步引导他们学习如何运用英语进行 思考，进而流畅地道地用英语表述个人的观点和思想。 一、一、WarmingWarming upup andand LeadingLeading InIn 1.课前热身 Part A Warming-up: 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 Simo

8、n 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: Lets 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 dont do the action. 2.新课导入 上一环节中

9、，在学生进行游戏的过程中，教师可将本节课将要 学到的词汇融入 You are clever.和 Dont be shy.等句子中对学 生的表现进行适当的评价，引入本节课词汇的学习。 二、二、PresentationPresentation andand PractisePractise 1.1.新课展示新课展示 PartPart A A LetsLets learnlearn 3 教师可借助单词卡片、PPT 课件或选择性格有代表性、较典型 的学生来协助完成本部分词汇的教学。因为本节课中所学习的单词 都是描述人物性格特征的，词汇比较抽象，所以一定要找准“模特” ， 引导学生在准确理解词汇的基础上

10、，正确描述他人。 教授单词 clever 教师利用本班学生图片（遮住头像）用简单语言描述后让学生 猜一猜引导学生回答 He is clever.并启发他们用. is clever, too.推荐班里其他的聪明孩子。 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，然后让例句中的学生领读并拼 读，之后可让该学生

11、请出他/她的朋友板书这个单词。最后，克请学 生用英语描述更多的具有 outgoing 性格的学生。 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 4 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 its easy. Who can write it on the blackboard? 此单词比较容易记忆，教师可选出不

12、太主动举手发言的内向孩 子上台写出这个单词。其间可用 Dont 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. 教授单词 kind T: Look at Christmas Father ! What is he like? he 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 .

13、is kind. . 教授单词 friendly T: Do you have friends, S1 ? 教师可选班里人缘较好的学生回答。 S1: Yes. T: How many friends do you have? 1, 2, .? 通过朋友的话题引出单词 friendly。 5 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。请该学生的朋友们拼读单词， 请该学生上台板书。 教师随意说出学生的姓名或指着学生问。 T: Whats . lik

14、e? Is he / she friendly, outgoing or shy? 引导学生根据他们自己所了解的作答。 Ss: He / She is friendly. T: Who is your best friend? What is he / she like? Ss: My best friend is . He / She is friendly / shy / outgoing / clever /. serious 和 hard-working serious 这个单词的发音比较难，第一个音节中的 e 读， 第二个音节中的 iou 也读，教师要重点帮助学生发好双元音这 个音素

15、，可多领读几遍，再引导学生用一用。 T: What is our Chinese teacher like? Ss:He is . 运用语文老师的性格特征学习单词: T: What is Mr.Tian like? Ss: He is serious and hard-working. Lazy 6 用课件展示懒洋洋的图片并描述： T:What is Lan Yangyang like ? 教授词汇 lazy，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: Im hard-working /

16、lazy. 2.2.单词句型巩固：单词句型巩固： (1)利用单词卡片读单词 (2)Melon -slice (3)Talk something about your classmates. What is heshe like ?What do you think of himher ? HeShe. (4).chant 3.Part3.Part A:A: LetsLets talktalk (1). 课件出示 Ms. May 和 Mr. Black 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. Bl

17、ack. 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 7 的图片，再次提问学生： T: Whats Ms. May like? What do you think of her? Ss: She is serious. 然后指着

18、 Mr. Black 的图片提问学生： T: What do you think of Mr. Black? Ss: He is kind. (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 Kevin and his sister talking about? What are Ms. May and Mr. Black like? Try to get th

19、e right answers to my questions. 课件出示问题如下： what does Mr. Black do? What is he like? What dose Ms. May do? 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. Black is a teacher. He is Kevins Math teacher. He is kind. Ms. May is a teacher, too. She is the sist

20、ers Math teacher. She is (a little) serious. 8 T: Ms. May is serious, but shes not very serious. She is a little serious. (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。 (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 Math 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. 让学生试着说出 try to do sth 的句子，在语言的运用过程中 理解其用法，掌握其语法功能。 三、三、ExtensionExtension WritingWriting： 四、四、HomeworkHomework