【正文】 ing, we mean that he or she hasn39。t done the thing ，用句型“It will be...”介紹未來(lái)幾天的天氣情況。(3)教師出示最近幾天的天氣情況，并介紹說(shuō)：“Sometimes it’s...Sometimes it’s...”，幫助學(xué)生明白單詞“sometimes”的意思。，帶領(lǐng)學(xué)生讀幾遍。帶讀時(shí)要注意將單詞“Ms”的音讀準(zhǔn)。Ms will some times 。T: A new Chinese teacher will be in Chen Jie’s Chen Jie and John are talking about the new Chinese ’s learn the dialogue and know what they39。re talking ，全班學(xué)生跟著錄音讀，提醒學(xué)生在跟讀的過(guò)程中注意模仿錄音中的語(yǔ)音、語(yǔ)調(diào)。第二次播放教學(xué)錄音，學(xué)生聽(tīng)完錄音后回答下面的問(wèn)題。(1)Who will be the new Chinese teacher?(2)What’s Ms Wang like?(3)Does Chen Jie know Ms Wang? Answers:(1)Ms Wang.(2)She’s kind(3)Yes，she 。學(xué)生同桌合作，戴上人物頭飾練習(xí)表演對(duì)話，教師提醒學(xué)生在表演時(shí)要注意運(yùn)用適當(dāng)?shù)谋砬楹蛣?dòng)作；然后教師請(qǐng)幾組學(xué)生上講臺(tái)表演對(duì)話，評(píng)選出“最佳表演組”，并給予小禮物作為獎(jiǎng)勵(lì)。What are your teachers /friends like?(1)學(xué)生說(shuō)出學(xué)過(guò)的描述人物性格的單詞，教師板書(shū)。funny kind quiet strict nice friendly hardworking helpful polite shy(2)學(xué)生同桌合作，用句型“What’s...like?”，“He’s/She’s...”談?wù)摾蠋煛⑴笥鸦蚣彝コ蓡T的性格特征。教師請(qǐng)兩三對(duì)學(xué)生呈現(xiàn)對(duì)話。（四）鞏固延伸（Consolidation amp。 Extension)’s try.(1)明確聽(tīng)力任務(wù)。T : Ms Wang is a new teacher 39。s she like? Please listen and tick.(2)第一次播放教學(xué)錄音，學(xué)生根據(jù)錄音內(nèi)容勾出正確選項(xiàng)。第二次播放教學(xué)錄音，師生一起核對(duì)答案。1)—________ your new English teacher? —Miss )—__________ he like? —He39。s young and )—Is your Chinese teacher strict? —Yes, )—Who’ s that young man? — ______ is our PE : 1)Who’s 2)What’s 3)he is 4)He（五）課堂小結(jié)(Summary)。，要尊重他人的性格，不能戴“有色眼鏡”。（六）課程達(dá)成檢測(cè)。’s talk部分的動(dòng)畫(huà)或音頻，跟讀兩遍。板書(shū)設(shè)計(jì)第五課時(shí)一、學(xué)習(xí)內(nèi)容39。s learn and say二、學(xué)習(xí)目標(biāo) 、說(shuō)、讀、寫(xiě)單詞“polite”，“hardworking”，“helpful”，“clever”和“shy”?！癢hat’s...like?”，“He’s/She’s...”“Match and say”部分的連線和對(duì)話任務(wù)。三、學(xué)習(xí)重難點(diǎn)（一）重點(diǎn) 、說(shuō)、讀、單詞“polite”，“hardworking”，“helpful”，“clever”和“shy”?！癢hat’s...like?”，“He’s/She’s...”談?wù)撊宋锏男愿裉卣?。（二）難點(diǎn)“What’s...like?”的理解和運(yùn)用。四、學(xué)習(xí)過(guò)程（—）課前熱身（Warmup)T: Good morning, boys and : Good morning, Mr/Miss...T: How are you today? Ss: Very well, : Nice to see : Nice to see you, 先讓學(xué)生在四人小組內(nèi)讀一讀自己寫(xiě)的小作文，然后請(qǐng)兩位小組代表上講臺(tái)讀一讀。（二）課前預(yù)習(xí)（Preview)教師依次展示本班各科老師的照片，與學(xué)生進(jìn)行對(duì)話，如： T: Who’s the man in the picture? Ss: He’s our maths teacher, Mr : Is he funny? Ss: No, he isn’: Is he kind? Ss: Yes, he is.（三）新課呈現(xiàn)（Presentation)39。s (1)教師請(qǐng)一位班里樂(lè)于助人的學(xué)生上講臺(tái)，問(wèn)：“Who can say something about him/her?”，然后再請(qǐng)兩三位學(xué)生站起來(lái)說(shuō)，最后教師總結(jié)“He/She does a lot for our , clean the windows...So he/she is a helpful student.” 教師用同樣的方法引入單詞“polite”，“hardworking”，“clever”和“shy”。(2)學(xué)生在空格處填上班級(jí)中學(xué)生的姓名，并讀一讀句子。Clever, , , , , T: Who’s helpful in our class? Ss:...T: What39。s...like? He’s ’s clever in our class? Ss:...，問(wèn)：“Look at the ’s helpful in the class? Who39。s hardworking? Who’s shy? Who’s polite? Who’s clever? ”，學(xué)生根據(jù)情境圖回答問(wèn)題。，全班學(xué)生跟著錄音讀。第二次播放教學(xué)錄音，全班學(xué)生分角色跟著錄音讀，提醒學(xué)生在跟讀的過(guò)程中注意模仿錄音中的訪音、語(yǔ)調(diào)。，用情境圖中的單詞替換對(duì)話中的關(guān)鍵詞編寫(xiě)對(duì)話，然后教師請(qǐng)兩三對(duì)學(xué)生上講臺(tái)表演。（四）鞏固延伸（Consolidation amp。 Extension) and ，觀察四幅情景圖，并將圖片與相應(yīng)的句子連線。教師點(diǎn)擊多媒體課件，隨機(jī)出示情景圖，問(wèn)：“What’s he/she like?/What are they like?”，全班學(xué)生根據(jù)情景圖回答問(wèn)題。將班級(jí)中具有下列性格品質(zhì)學(xué)生的姓名填在表格中。Character(性格)Shy Clever Helfful Hardworing polite Names 讓學(xué)生在四人小組內(nèi)介紹具有不同性格品質(zhì)的學(xué)生。（五）課堂小結(jié)（Summary)師生一起總結(jié)本節(jié)課學(xué)習(xí)的詞匯和句型，說(shuō)說(shuō)本節(jié)課的重難點(diǎn) 教育學(xué)生在日常生活中要樂(lè)于助人和努力學(xué)習(xí)。（六）目標(biāo)達(dá)成檢測(cè) ?！痵 learn部分的動(dòng)畫(huà)或音頻，跟讀兩遍。并預(yù)習(xí)talk部分。第六課時(shí)一、學(xué)習(xí)內(nèi)容 and write ’s check time二、學(xué)習(xí)目標(biāo)“Read and write”部分的對(duì)話并完成相應(yīng)的任務(wù)?！癓et’s check”部分的錄音，并完成標(biāo)號(hào)任務(wù)?！癝tory time”部分的故事，復(fù)習(xí)本單元的一些知識(shí)點(diǎn)。三、教學(xué)重難點(diǎn)（一）重點(diǎn)“Read and write”部分的對(duì)話并完成相應(yīng)的任務(wù)。“Let’s check”部分的錄音，并完成標(biāo)號(hào)任務(wù)。（二）難點(diǎn)。三、教學(xué)過(guò)程（—）課前熱身（Warmup)。T: Good morning, boys and : Good morning, Mr/Miss...T: Nice to see : Nice to see you, :/的發(fā)音方法，然后請(qǐng)幾位學(xué)生讀一讀“l(fā)et’s spell”部分的例詞。（二）課前預(yù)習(xí)（Preview)，如: S1: What do you often do? S2: I often play sports and watch : I often do homework and read : I often play pingpong and do ，然后教師請(qǐng)兩三個(gè)小組代表站起來(lái)介紹本組成員的日?；顒?dòng)。設(shè)計(jì)意圖既調(diào)動(dòng)了學(xué)生的參與熱情，又為下面的學(xué)習(xí)奠定基礎(chǔ)。（三）新課呈現(xiàn)（Presentation) and write.(1)教師用多媒體課件出示本部分的兩幅掛圖，與學(xué)生進(jìn)行對(duì)話，如： T: Who39。re in the pictures? Ss: O1iver and the robot, : In the two pictures, Wu Yifan looks does he do? Let39。s read the dialogue and ，有利于學(xué)生了解對(duì)話內(nèi)容和情景。(2)學(xué)生自主閱讀對(duì)話，回答下面的問(wèn)題。①What does Wu Yifan do on Fridays? ②What does Wu Yifan often do on the weekend? Answers: ①He has PE.②He often watches TV.(3)第一次播放教學(xué)錄音，學(xué)生根據(jù)錄音內(nèi)容判斷對(duì)話下面句子的正（T）誤(F)。第二次播放教學(xué)錄音，全班學(xué)生跟著錄音讀對(duì)話，提醒學(xué)生在跟讀的過(guò)程中注意 模仿錄音中的語(yǔ)音、語(yǔ)調(diào)。(4)羅賓的建議。T: Wu Yifan feels tired after PE gives some at the should Wu Yifan do in each day of the week? Ss: He should play football on Mondays and Fridays, play pingpong on Tuesdays, Thursdays and Saturdays, play basketball on Wednesdays, and do Chinese kung fu on Sundays.(5)學(xué)生根據(jù)羅賓的建議完成對(duì)話，師生一起核對(duì)答案。39。s check.(1)明確聽(tīng)力任務(wù)。T: There is a listening listen to the tape and number.(2)第一次播放教學(xué)錄音，學(xué)生根據(jù)錄音內(nèi)容標(biāo)號(hào)。第二次播放教學(xué)錄音，師生一起核對(duì)答案。（四）鞏固延伸（Consolidation amp。 Extension) ，學(xué)生根據(jù)情景圖猜測(cè)故事內(nèi)容。設(shè)計(jì)意圖根據(jù)情景圖猜故事內(nèi)容，能有效地把學(xué)生的精力集中到故事的學(xué)習(xí)中。T: Its a new school needs to do some he and Zip go to buy something ’s read the story and see what ，學(xué)生驗(yàn)證自己的猜測(cè)是否正確。第二次播放教學(xué)錄音，學(xué)生根據(jù)錄音內(nèi)容回答下面的問(wèn)題。(1)When does Zip have English?(2)Does Zoom need a ruler?(3)Why does Zoom need a box of crayons?(4)Can Zoom buy a football? Why? Answers:(1)On Mondays and Wednesdays.(2)Yes, he does.(3)On Thursdays, they have art.(4) they don39。t have enough ，在三人小組內(nèi)練習(xí)表演對(duì)話，然后教師請(qǐng)兩三組學(xué)生上講臺(tái)表演，提醒學(xué)生表演時(shí)要運(yùn)用適當(dāng)?shù)谋砬楹蛣?dòng)作。（五）課堂小結(jié)（Summary)師生一起總結(jié)本單元所學(xué)的詞匯和句型詞匯：Monay, Tuesday, Wednesday, Thursday，F(xiàn)riday, Saturday，Sunday, weekend, wash, wash my clothes, watch, watch TV, do, do homework, read, read hooks, play, play football, cooking, often, park, tired, sport, play sports 句型: What do you have on …? What do you do on …?I have a cooking class with your grandma!Do you often ?? What about you? Sometimes I read books.（六）目標(biāo)達(dá)成檢測(cè)。第五篇：五年級(jí)上冊(cè)語(yǔ)文第一單元教案第一單元一、教材分析：本單元共有四篇文章，《竊讀記》和《走遍天下書(shū)為侶》是精讀課文，《小苗與大樹(shù)的對(duì)話》和《我的長(zhǎng)生果》是略讀課文。這幾篇課文的內(nèi)容都圍繞著閱讀?！陡`讀記》生動(dòng)地描寫(xiě)了竊讀的心理和樂(lè)趣，表達(dá)了對(duì)讀書(shū)的熱愛(ài)?！蹲弑樘煜聲?shū)為侶》告訴我們要以書(shū)為伴，終身學(xué)習(xí)?！缎∶缗c大樹(shù)的對(duì)話》通過(guò)小女孩與季羨林的對(duì)話，使我們知道讀書(shū)要中西貫通，古今貫通，文理貫通。《我的長(zhǎng)生果》通過(guò)作家葉文玲童年時(shí)讀書(shū)，作文的經(jīng)歷，點(diǎn)明了讀寫(xiě)中吸收與傾吐的關(guān)系。本組專(zhuān)題，還安排了“綜合性學(xué)習(xí)”，“閱讀鏈接”，“語(yǔ)文園地”等多項(xiàng)訓(xùn)練內(nèi)容。對(duì)本單元的學(xué)習(xí)，讓學(xué)生明白閱讀的意義，激發(fā)閱讀的興趣，養(yǎng)成閱讀的習(xí)慣，從而受益一生。二、學(xué)習(xí)目標(biāo)認(rèn)識(shí)26個(gè)生字，會(huì)寫(xiě)23個(gè)生字，能讀準(zhǔn)詞語(yǔ)盤(pán)點(diǎn)中的詞語(yǔ)，會(huì)寫(xiě)讀讀寫(xiě)寫(xiě)中的詞語(yǔ)。把握主要內(nèi)容，體會(huì)作者的思想感情。學(xué)習(xí)寫(xiě)作方法，學(xué)習(xí)作者是怎樣表達(dá)的。學(xué)生能夠根據(jù)學(xué)習(xí)經(jīng)驗(yàn)，寫(xiě)好讀書(shū)故事。竊讀記學(xué)習(xí)目標(biāo)認(rèn)識(shí)“竊、腋”等七個(gè)生字，會(huì)寫(xiě)“竊、炒”等14個(gè)生字，正確書(shū)寫(xiě)“支撐、傾盆大雨、饑腸轆轆”等詞語(yǔ)。正確、流利、有感情地朗讀課文，把握課文主要內(nèi)容，體會(huì)作者熱愛(ài)讀書(shū)的思想感情。重點(diǎn)感悟描寫(xiě)“我” 動(dòng)作和心理活動(dòng)的語(yǔ)句，體會(huì)作者遣詞 造句的精妙。第一課時(shí)一、直奔“竊讀”，整體感知同學(xué)們，我們已經(jīng)預(yù)習(xí)了課文，知道“竊讀”可換成一個(gè)什么詞？（偷讀），你知道課文記敘了一件什