Unit 1 Teachers’ Day
单元备课
【单元教材分析】
功能:谈论人物外貌及性格特征。
【单元教学目标】
知识目标：
1、能听懂、会说、认读、规范书写单词:card, who, young, kind, his, little, thin, interesting, pupil, but;能听懂、会说、认读单词:September, strict, was, then，were, ago,active, smart, naughty，并能结合句型灵活运用。
2、能听懂、会说、认读句型:"Who' s your favourite teacher?" "She' s young.”
“She has long hair.”“She was young.”“Her hair was short.”“Were they active in
class?" "Yes, they were.”
能力目标：
1、能运用所学语言谈论及描述人物现在与过去的外貌及性格特征。
2、初步了解字母x,y,z在单词中的发音规律。
情感目标：
培养学生尊敬师长，爱戴老师的品质。
【学情分析】:
本单元的教学对象是五年级学生，他们经过三年的英语学习，已掌握了初步的英语知识，在听、说读写方面有了一定的基础，并且在课外知识上也有了一些积累。但他们的英语实际应用能力有限，渴望能用英语进行日常交际，在实践中提高自己的英语水平。因此教师要通过丰富多彩的教学活动吸引学生，激发他们的兴趣，将枯燥的语言变得生动而又容易记忆，让学生在感知、体验和参与中获取知识，形成能力。
【教学重点】:
能听懂、会说并认读句子“Who' s your favourite teacher?" " She' s young.”“She has long hair"“She was young.”“Her hair was short.”“Were they ac-tive in class?" "Yes, they were.”能灵活运用一般过去时与他人谈论人物以前的外貌及性格特征，并与人物现在的外貌及性格特征进行比较。
【 教学难点】:
用一般过去时描述人物以前的外貌及性格特征，并与人物现在的外貌及性格特征做比较。
【基本功训练重点】:
能运用所学语言谈论及描述人物现在与过去的外貌及性格特征。
【课时数及课时安排】
共四课时，Lesson 1 1课时， Lesson 2 1课时，
Lesson 3 1课时， Lesson 4 1 课时
【教学方法】：任务教学法、 情境教学法
【教学手段】：光盘、卡片
【检测试题】：
一、读一读，写一写。
（ young, kind, t all, thin, old）
1、 He was short then.
Now he’s _________ and_____________.
2、 My aunt was young then.
Now, she’s a grandma. She’s ___________.
3、 They were __________thirty years ago.
They are old now.
4、 Miss zhang is ___________.She has long hair.
二、读一读，选一选。
（ ）1、He _________young then.
A、 is B、were C、was
( ) 2、_________is your favourite teacher?
A、 What B、Who C、Whose
( ) 3、He was short four years ago. Now he is_____________.
A、 thin B、tall C、big
( )4、Is she tall?
A、 Yes，she was.
B、 Yes, he is.
C、 Yes, she is.
( )5、They were in my class ten years_________.
A、now B、old C、ago
Lesson 1 She’s very kind.
课型：新授课
一 教材分析：
《英语》第五册Unit1的主题是Teachers’Day.Lesson 1 She’s very kind.其语言功能是描述人物外貌及性格特征。
二 学情分析：
本单元的教学对象是五年级学生，他们经过三年的英语学习，已掌握了初步的英语知识，在听、说读写方面有了一定的基础，并且在课外知识上也有了一些积累。但他们的英语实际应用能力有限，渴望能用英语进行日常交际，在实践中提高自己的英语水平。因此教师要通过丰富多彩的教学活动吸引学生，激发他们的兴趣，将枯燥的语言变得生动而又容易记忆，让学生在感知、体验和参与中获取知识，形成能力。
三 教学目标：
（一）知识目标：
1. 能听懂、会说、认读单词、规范书写：card, who, young, kind
2. 能听懂、会说、认读句型：She’s very kind. She’s young. She’s strict.
（二）能力目标：
能运用所学句型，描述他人的外貌特征。
（三）情感目标：
培养学生尊敬你师长的品质及学会树立良好的人际关系。
四 教学要点分析：
（一）教学重点：
1. 能听懂、会说、认读单词、规范书写：card, who, young, kind
2. 能听懂、会说、认读句型：She’s very kind. She’s young. She’s strict.灵活运用一般过去式描述人物外貌及性格特征。
（二）教学难点：
能在真实语境中运用所学句型灵活描述人物外貌及性格特征。
五、教学方法：情境教学法、任务教学法
六、 教学准备：
录音机、单词卡片、头饰
七、教学过程
Step 1 Warm-up:
Free talk: talk about the summer vacation.
T: In my summer vacation, I met some new friends. They are very kind. Please open your books, turn to page 1, and look at the characters together. Can you find who our new friend is?
Ss: It’s Lucy.
T: Does she have long hair?
Ss: No, she has short hair.
T: Who can say something about Lucy?
S1: She’s beautiful.
S2: She’s cute.
……
T: Who’s in this circle?
Ss: It’s me.
T: Yes. You can draw yourself here.
[设计意图]：既复习了以前的关于外貌的单词及句子，又为新知做了铺垫，也起到了课前热身的作用。
Step 2 Presentation:
T: Today we’re going to learn Unit 1 Lesson 1 She’s very kind. Please open your books, turn to page 4. Look, Jenny and Danny are talking.
Task 1: please listen to the tape once, try to find who they are talking.
1. Play the tape, have students listen carefully and try to find.
2. T: Let’s check: Can you find who they are talking?
(Invite individual to answer, check: Miss Zhang)
T: Yes, they are talking Miss Zhang. How is Miss Zhang? Is she tall? Is she beautiful?
[设计意图]：整体感知课文，让学生根据图片带着问题听录音，既练习了听力，又助于对课文的理解。
Task 2: please listen again, try to find the sentences to describe Miss Zhang.
1. Play the tape, have students listen carefully and try to find the sentences.
2. T: Let’s check: Who can say something about Miss Zhang?
(Invite individual to answer, check and write: She’s young. She’s tall. She has long hair. She’s very kind. And she’s strict. Learn the words: young, kind, strict)
3. Practice the sentences, read one by one or group by group, and check.
T: Look, what’s Danny doing?
S1: He’s making cards. (learn: card)
T: Why is he making cards?
S2: It’s Teachers’ Day.
T: Great! Tomorrow is September 10. It’s Teachers’ Day. Danny’s making cards for his teachers. (learn: September)
[设计意图]：带着问题再次听录音，有助于学生加深对课文的理解。
Step 3 Practice:
1. Play the tape, have students listen carefully and try to point and follow. （learn: who）
2. Listen again, pause and try to follow. Pay attention to the pronunciation and intonation.
3. Practice in groups. Each has a role. Teacher walks around and helps them.
4. Invite some to show, praise them in time.
Practice talking about appearances: (2. Let’s talk.)
T: Let’s see the teachers. Who are they? (Miss Liu, Miss Wang, Mr Li, Mr Black) Please try to describe their appearances in groups.
T: Let’s guess who the teacher is.
Invite individual to describe, the others try to guess and say. Praise them or encourage them in time.
[设计意图]：通过分角色朗读，机械操练，游戏等方式，调动学生口、眼、耳、脑的参与激发兴趣，加深印象，使新知识在游戏中得到延伸练习和拓展。
Step 4 Production:
Ask Ss to draw their favourite teachers and talk about in groups and then show in front.
Step 5 Summary:
1. What do you learn this period?
2. Can you read the new words and sentences.
[设计意图]：节课的重点知识进行再现，留下总体的、深刻的、持久的印象。
Step 6 Homework:
1. Must do: Listen to the tape and read the text after it.
2. Choose to do: Danny’s favourite teacher is Miss Zhang. Who’s your favourite teacher? Please try to draw and write a passage to describe him or her. (See the example together.)
[设计意图]: 为使课堂内外形成一个完整的体系，作业的设计可以进一步提高学生运用语言的能力，使学生学以致用，感受成功的喜悦。
板书设计
Unit 1 Teachers’ Day
Lesson 1 She’s very kind.
She’s young.
She’s tall.
She has long hair.
She’s very kind.
She’s strict.
七 教学反思
Lesson 2 He was young then.
课型：新授课
一 教材分析：
《英语》第五册Unit1的主题是Teachers’Day.Lesson 2 He was young then.其语言功能是用一般过去时描述人物外貌及性格特征。
二 学情分析：
本单元的教学对象是五年级学生，他们经过三年的英语学习，已掌握了初步的英语知识，在听、说读写方面有了一定的基础，并且在课外知识上也有了一些积累。但他们的英语实际应用能力有限，渴望能用英语进行日常交际，在实践中提高自己的英语水平。因此教师要通过丰富多彩的教学活动吸引学生，激发他们的兴趣，将枯燥的语言变得生动而又容易记忆，让学生在感知、体验和参与中获取知识，形成能力。
三 教学目标：
（一）知识目标：
1.能听懂、会说、认读并规范书写单词：his, little, thin, interesting
2. 能听懂、会说、认读句子：He was young then. He was strong.
（二）能力目标：
能运用所学句型描述自己或他人过去和现在的外貌特征。
（三）情感目标：
培养学生尊敬师长，爱戴老师的品质。
四 教学要点分析：
(一) 教学重点：
1.能听懂、会说、认读并规范书写单词：his, little, thin, interesting
2 能听懂、会说、认读句子：He was young then. He was strong.
3.能用一般现在时及一般过去时描述人物外貌及性格特征。
（二）教学难点：
能在真实语境中用一般现在时及一般过去时描述人物外貌及性格特征，并做比较。
五、教学准备
图片、单词卡片、磁带等
六、教学方法：情境教学法、任务教学法
七、教学过程
Step 1 Warm-up:
Check the homework: invite some to show and try to say something about their favourite teacher. Praise and correct them in time.
Work in groups. Take out their drawings and try to describe. Teacher walks around and helps them.
T: Can you say something about Danny’s favourite teacher Miss Zhang?
(She’s young. She’s tall. She has long hair. She’s very kind. She’s strict.)
[设计意图]：通过对作业的检查，既对上节课的知识做了复习与巩固，又为新知的学习做了铺垫。
Step 2 Presentation:
T: Please open your books, turn to page 6. Today we will learn Lesson 2 He was young then.
T: (Point to picture 2) Look, what’s Miss Zhang doing?
S1: She’s making a card.
T: Yes, she’s making a card for her teacher.
T: Who’s her teacher? Let’s listen and find.
Task 1:T: Please listen to the tape once and try to find.
(Students listen to the tape and try to find.)
T: Who’d like to share your answers? (Invite individual to answer: It’s Mr Wang.)
T: Yes, it’s Mr Wang. Look, this is Mr Wang. How is he now?
S2: He is old. S3: His hair is white.
T: (Show the photo) Look, who is he? (Mr Wang) Who is this little girl? (learn: little) (Miss Zhang)
[设计意图]：整体感知课文，让学生根据图片带着问题听录音，既练习了听力，又助于对课文的理解。
What was Mr Wang then? What was Miss Zhang then?
Task 2: T: Please listen again and try to find: What was Mr Wang then? What was Miss Zhang then? (learn: was, then)
(Students listen carefully and try to find the answers.)
Check: T: What was Mr Wang then? (He was young then. He was strong. His hair was black.) (learn: his)
T: What about Miss Zhang? How old was she then? (She was nine then.)
T: She says: I was nine then.
What was she then? (She was)
T: She says: I was short and thin. (learn: thin)
Practice the sentences: read after the teacher, invite individual to read to check, point and read, read one by one or group by group.
[设计意图]：带着问题再次听录音，有助于学生加深对课文的理解。此处讲解一般过去时，让学生对一般现在时与一般过去时进行比较。
Step 3 Practice:
1. Play the tape, have students listen carefully and try to point and follow. Learn: interesting.
2. Listen again, pause and try to follow. Pay attention to the pronunciation and intonation.
3. Practice in groups. Teacher walks around and helps them.
4. Invite some to show, praise them in time.
5.Let’s talk.)
T: Who are they? (Miss Liu, Miss Wang, Mr Li, Mr Black) What were they then? Now let’s talk.
1. Discuss in groups. Teacher walks around and takes part in them.
2. Invite some to show. Pay attention to the word “was”.
[设计意图]：让每个学生都能在轻松愉快的氛围中操练语句，调动学生口、眼、耳、脑的参与，激发兴趣，加深印象。
Step 4 Production:
Let’s do.
T: You can talk about the teachers well. What about you? What were you then? What are you now?
Have students look at the example in the text. Then let them take out their photos and try to say. Then invite some groups to show.
[设计意图]: 让学生描述自己过去是外貌，有效拉近了所学语言与真实生活的关系，有效的实现了知识的拓展运用。
Step 5 Summary:
1. What do you learn this period?
2. Read the sentences on the board.
[设计意图]：节课的重点知识进行再现，留下总体的、深刻的、持久的印象。
Step 6 Homework:
1. Must do: Listen to the tape and read the text after it.
2. Choose to do: Talk about their photos.
[设计意图]: 为使课堂内外形成一个完整的体系，作业的设计可以进一步提高学生运用语言的能力，使学生学以致用，感受成功的喜悦。
板书设计
Lesson 2 He was young then.
He was young then. I was nine then.
He was strong. I was short and thin.
His hair was black.
七 教学反思
Lesson 3 Were they active in class?
课型： 新授课
一 教材分析：
《英语》第五册Unit1的主题是Teachers’Day.Lesson 2 He was young then.其语言功能是用一般过去时描述人物外貌及性格特征。
二 学情分析：
本单元的教学对象是五年级学生，他们经过三年的英语学习，已掌握了初步的英语知识，在听、说读写方面有了一定的基础，并且在课外知识上也有了一些积累。但他们的英语实际应用能力有限，渴望能用英语进行日常交际，在实践中提高自己的英语水平。因此教师要通过丰富多彩的教学活动吸引学生，激发他们的兴趣，将枯燥的语言变得生动而又容易记忆，让学生在感知、体验和参与中获取知识，形成能力。
三 教学目标：
（一）知识目标：
1. 能听懂、会说、认读并规范书写pupil ，but并能结合本单元所学句型灵活运用。
2. 能听懂、会说、认读单词：naughty、smart,句子: “Ｗere they active in class？”“Yes, they were.”
（二）能力目标：
能灵活运用一般过去时与他人谈论人物以前的外貌及性格特征。
（三）情感目标：
培养学生尊敬师长，爱戴老师的品质。
四 教学要点分析：
（一）教学重点：
1. 能听懂、会说、认读并规范书写pupil ，but并能结合本单元所学句型灵活运用。
2. 能听懂、会说、认读单词：naughty、smart,句子: “Ｗere they active in class？”“Yes, they were.”并能灵活运用。
（二）教学难点：
能灵活运用一般过去时与他人谈论人物以前的外貌及性格特征，并能与一般现在时做比较。
五、 教学准备
图片、单词卡片、磁带等
六、教学方法：情境教学法、任务教学法
七、 教学过程：
Step 1 Warm up：
1. 教师说出关于人物性格或外貌的形容词，全班学生一边重复教师说的词，一边做动作。如：tall, short, thin, strong, young, old, kind, strict复习前两课所学内容。
2. 运用所学句型自由交流，两人一组进行问答Who’s your favorite teacher? What’s he/she like? What was he/she like?
[设计意图]：通过游戏，营造轻松愉悦的课堂气氛， 复习所学语言，为学习新课做好铺垫。
Step 2 Presentation：
1. 教师出示Listen and Say部分的教学挂图，指着图中的高中生问Who are they? 然后播放录音，引导学生回答：They were Mr Wang’s pupils. 教师出示单词卡片并讲授新词pupil.
[设计意图]：让学生边听对话，边思考问题，透彻地了解本课对话内容,这样既训练了学生的听力，吸引了学生的注意力，又培养了学生动脑思考的学习习惯。
2. 教师引导学生对比挂图中这些学生现在和小时候的样子，说出They’re very tall. But they were short then. 教师板书，将were 和then标红，引导学生在语境中体会、理解were 和then的含义。
3. 教师提问并板书Were they active in class? 单词were标红, 教师再次播放录音或教学光盘，启发学生找出答案：Yes, they were. And they were smart. 教师出示单词卡片active, smart进行教授。
4. 教师引导学生找出课文中另一个含有were的句子Were they naughty? 教师播放课文录音或教学光盘，学生跟读并回答：“Yes, sometimes.”
[设计意图]：从答案中学习新单词,再通过层层递进的方式引申学习 单词句型,通过图片的远近、教师的体态动作等让学生自然理解句意，学习新知。
5.教师再次播放录音或教学光盘，学生模仿跟读
Step 3 Practice:
1. 请学生分组演练课文对话，然后戴头饰上台表演展示。
2.. 请学生看教材Let’s talk部分的内容，教师播放录音或光盘，学生模仿跟读后上台展示，最后两人一组操练此部分内容。
Step 4 Production：
1.做游戏：Guessing game。教师提前搜集一些小动物的图片，对图片进行遮盖，只留下关键词animal，并随着学生的提问不断露出动物。学生可以提问Were they tall? Were they big? Were active? Were they naughty? 教师回答，最后教师问What are they? 学生猜They are … .
[设计意图]：让学生都能在轻松愉快的氛围中操练语句，调动学生口、眼、耳、脑的参与，激发兴趣，加深印象，使新知识在游戏中得到延伸练习和拓展。
Step 5 Let’s write:
这一部分给出的单词small，young, short, thin都是描述人物外貌的形容词，此处要求学生仿照例句，根据图片和句子的需要，将所需单词填入相应位置，书写应正确、规范。
Step 6 Homework：
1.听录音，模仿跟读。
2.以小组为单位，从报刊或网络上搜集一些人物过去与现在的图片进行对比，就外貌或性格进行提问或描述。
[设计意图]: 为使课堂内外形成一个完整的体系，作业的设计可以进一步提高学生运用语言的能力，使学生学以致用，感受成功的喜悦。
七 Board Design
Lesson 3 Were they active in class?
“Ｗere they active in class？”
“Ｙes, they were.”
Lesson 4 Again, please!
课型：复习课
一 、教材分析：
《英语》第五册Unit1的主题是Teachers’Day.Lesson 4 Again please.其语言功能是用一般现在时和一般过去过去时描述人物外貌及性格特征。
二、 学情分析
本单元的教学对象是五年级学生，他们经过三年的英语学习，已掌握了初步的英语知识，在听、说读写方面有了一定的基础，并且在课外知识上也有了一些积累。但他们的英语实际应用能力有限，渴望能用英语进行日常交际，在实践中提高自己的英语水平。因此教师要通过丰富多彩的教学活动吸引学生，激发他们的兴趣，将枯燥的语言变得生动而又容易记忆，让学生在感知、体验和参与中获取知识，形成能力。
三、 教学目标：
（一）知识目标：
1. 准确掌握句型Who’s your favorite teacher？” “She’s young. ”She has long hair ． ”“She was young． ”“Her hair was short ． ”“Ｗere they active in class？”“Yes, they were ．能运用本单元所学语言谈论及描述人物现在与过去的外貌及性格特征。
2.初步了解字母ｘ ，ｙ ，ｚ 在单词中的发音规律。
（二）能力目标：
能灵活运用一般过去时与他人谈论人物以前的外貌及性格特征。
（三）情感目标：
培养学生尊敬师长，爱戴老师的品质。
四 、教学要点分析:
（一）教学重点：
准确掌握句型Who’s your favorite teacher？” “She’s young. ”She has long hair ． ”“She was young． ”“Her hair was short ． ”“Ｗere they active in class？”“Yes, they were ．并能在真实语境中灵活运用。
（二）教学难点：
能在真实语境中运用所学语言描述人物以前及现在的外貌及性格特征。
五、教学准备
图片、单词卡片、磁带等
六、教学方法：情境教学法、任务教学法
七、教学设计
Step1 Warm-up:
1．教师快速呈现本单元的单词卡片，学生快速读出单词，复习本单元知识。
2．教师与学生问答，如：T: Who’s your favorite teacher? S: She’s /He’s … . 同学根据描述来猜这名同学最喜欢的教师是谁
Step2（ Practice）：
1.完成Let’s Listen部分的内容。
2.完成Talk about the above picture部分 。教师组织学生观察听力部分四位教师的外貌特征，并进行描述。
3.学习Listen and repeat. 部分。教师播放录音，请学生跟读，引导学生找出每组单词中红色字母的发音规律。 然后再次播放录音，学生模仿跟读，找出其他符合此发音规律的单词并朗读。
Step3（Production）：
1.完成 Let’s read部分。
此版块的功能是通过阅读帮助学生巩固拓展知识，使学生感知词汇、语句的用法，更好地理解和内化知识，改善学生的语感，增加中外文化常识，培养学生自主阅读的能力。学生阅读短文之后自主完成相关练习题，教师也可以针对短文内容口头提问，能够答对问题即可。
（1 ）教师组织学生默读以李明的日记形式呈现的语篇，引导学生自主阅读，发现问题，
提示学生可参考“notes“来理解文章。
（2）教师检查题目完成情况，也可根据学生的学习水平提出问题，请学生回答。
（3 ）教师播放Let’s read 部分的录音，请学生模仿跟读。
2. 完成Fun time部分。
先请学生自己阅读谜语，然后在小组内讨论答案。
Step4 Homework:
运用本单元所学知识描述朋友或家人过去和现在的外貌及性格特征。
板书设计 Lesson 4 Again, please.
She’s young. She’s tall.
She has long hair.
And she’s kind
He was young
His hair was short
“Ｗere they active in class？”
“Ｙes,they were.”
七 教学反思
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