1、Unit 1 ClassmatesLesson 3 教材分析本节课的教学内容是五年级上册第一单元Unit 1 Classmates的第三课时。要求学生能够听、说、认读重点单词，根据问句写出答语。 教学目标【知识目标】1. 能够听懂、会说用来描写人物特征的功能句：Whats .like? 及其答语：He/She is 初步学会在恰当的情境中运用它们。2. 能够根据问句写出答语。【能力目标】通过孩子结合自己的生活经验和已学的英语知识，能使用描写人物特征的词语或句子。【情感目标】通过对本课的学习,让学生懂得使用本课重点句式与同学们进行交流,教会学生能对同学的性格特征进行简单的描述。培养学生的观察力,
2、使学生养成注重观察细节,观察生活的情感态度。 教学重难点【教学重点】能够听懂、会说用来描写性格特征的功能句：Whats like? 及其答语：He/She is 初步学会在恰当的情境中运用它们。【教学难点】能够根据问句写出答语。 课前准备 Tape recorder, Multimedia 教学过程Step 1：Greeting and IntroductionT: Good morning, boys and girls.Ss: Good morning, Teacher.Then teacher ask students some questions.Mary, What is your
3、best friend like?Mary: He is very clever.Step 2: New wordsanswers questions 回答问题play football 踢足球clean the car 擦车walk the dog 遛狗Step3：Lets read. 1. First look at the pictures, and then read the text.先看看图片，然后阅读课文。2.Write a title for the text.给课文概括标题Tom has a new friend, Joe, from the USA. 汤姆有个新朋友，乔，来
4、自美国。Joe stays with Toms family. 乔和汤姆一家在一起。He goes to school with Tom every day. 他每天和汤姆一起去上学。Joe is very active. 乔非常活跃。He often answers questions in English class. 他经常在英语课上回答问题。He plays football with his classmates every day. 他每天和同学一起踢足球。Joe is clever. 乔很聪明。He is good at science.他很擅长理科。He also likes
5、reading and thinking, so sometimes he is quiet.他还喜欢阅读和思考，所以他有时很安静。Joe is polite and helpful, too. 乔很有礼貌也很乐于助人。He often says Hello and Thank you to everyone in the family. 他经常对家里的每个人说你好和谢谢。He helps Toms father clean the car. 他帮助汤姆的爸爸擦车。He helps Tom walk his dog, Coco. 他帮汤姆遛狗，叫可可。He plays with Coco ev
6、ery day. Joe, Tom and Coco become good friends. 他每天喝可可一起玩。乔、汤姆和可可成为了好朋友。3.Fill in the blanks.(1)Joe often answers question in English class. He is _.(2)Joe is good at science. He is _.(3)Sometimes Joe is _. He likes reading and thinking.(4)He often says “Hello” and “Thank you” to everyone in the fam
7、ily. He is _.(5)He often helps Toms family. He is _.Step4：Lets talk.Whats Joe like?He is helpful. He helps Toms father.Hes clever. Hes good atStep5：Lets writeTom wants to introduce Joe to his classmates. Lets help him make a brief introduction.What is Joe like?What is he good at?What does he usually
8、 do?This is Joe. He is _.语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强
9、语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。Step6： HomeworkRecite the text well and practice the words.Introduce a friend to your parents.课本、报刊杂志中的成语、名言警句等俯首皆是,但学生写作文运用到文章中的甚少,即使运用也很难做到恰如其分。为什么?还是没有彻底“记死”的缘故。要解决这个问题,方法很简单,每天花3-5分钟左右的时间记一条成语、一则名言警句即可。可以写在后黑板的“积累专栏”上每日一换,可以在每天课前的3分钟让学生轮流讲解,也可让学生个人搜集,每天往笔记本上抄写,教师定期检查等等。这样,一年就可记300多条成语、300多则名言警句,日积月累,终究会成为一笔不小的财富。这些成语典故“贮藏”在学生脑中,自然会出口成章,写作时便会随心所欲地“提取”出来,使文章增色添辉。 教学反思略。
