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PEP小学英语五年级上册一单元第一课时说课稿BOOK5UNIT1 A Let’s start Let’s learn各位老师：大家好！今天我说课的内容是PEP小学英语五年级上册第一单元My new teachers的第一课时，包括Let’s start 和A部分的Let’s learn.同时兼顾Let’s chant部分。
这节课主要是学习描述人物体貌特征及性格特点的词语，同时初步掌握询问他人长的什么样子并作答。
《PEP小学英语》采用以“话题——功能——结构——任务”体系编写，以素质教育为根本指导思想，着重培养学生运用英语的能力。
同时体现出外语教学的跨文化教育本质，坚持兴趣第一的原则。
课文内容新颖、实用，有趣味性、有时代感。
所选课文内容涉及文化、学习、日常生活等多方面内容。
以活动、游戏为载体，符合学生的年龄特点。
本单元的重点学习描述人物体貌特征和个性的语言。
内容紧密联系贴近的实际生活，使每个学生都能做到有话可说，操作起来非常方便。
根据学生已有的认知基础及本课在单元中的地位及作用，依据小学英语教学的总体目标，结合小学英语词汇教学的特点，我确立本课的教学目标为：1、能听懂部句:Who’s your art teacher? What’s he like? 并能正确作答。
2、能够听、说、读、写单词：old, short, thin , tall, strong.并能一上下文中理解其意思。
3、能够听懂指示语，并按照指令完成Let’s find out 中的简单任务，找出正确的画面。
4、能够听懂、会唱歌曲“My new teachers”.本课时的教学重点是Let’s learn部分的单词：old , short, thin, tall, strong, young, funny, kind.要求学生在学习过程中能结合所给句型替换关键词，在情境中学习新单词，并逐步学会听、说、读、写单词：old, short, thin , tall, strong.本课时的教学难点是Let’s start，这部分中学生用书当中首次出现，在教学过程中我要把它作为单词教学的铺垫，利用所提供的对话和情景，以旧引新。
人教PEP版五年级英语上册Unit 1 说课稿Unit 1 What’s he like?Ⅰ. The analysis of teaching materialFirstly, I’d like to talk something about the analysis of teaching mater ial. This book is from Unit 1 of PEP primary English book Ⅴand the main topic is some adjectives and sentence structures to describe a person. Through learning this unit, students will be able to use these words and sentence structures to talk about people in their daily life.Ⅱ. The analysis of studentsSecondly, I will analyse my students. Students in grade 5 have just learnt some English knowledge, but it’s still quite difficult for them to speak English in daily life. So I will mainly use Communicative Approach and Situational Approach to help them learn better.Ⅲ. The analysis of teaching aimsAccording to New Curriculum Standard, I set three teaching aims. The first one is knowledge aim: students will be able to read and write some adjectives like polite, shy, helpful, clever.... The second one is ability aim: through corporation and discussion, students can use the words and structures to describe other people smoothly and fluently. The last one is emotional aim: students can be interested in learning English by doing different activities.Ⅳ. The analysis of teaching key &difficult pointsBased on the analysis of teaching material, students and the teaching aims, my teaching key and difficult points are as follows. The teaching key point is that students can read and write the new words and sentence structures in this lesson. The teaching difficult point is that students are able to use these words and sentence structures to describe a person in their daily life.The analysis of teaching methodsTo overcome teaching key and difficult point, I will mainly use Communicative Approach and Situational teaching method.Ⅴ. The analysis of teaching proceduresNow, let’s focus on the most important part of my teaching design, that is the teachingprocedures. It includes four parts, warming-up, presentation, consolidation, summary &homework.Step1:Warming-upAfter the daily greeting, I will ask my students to do some actions to cheer us up. In this way, I can create a active learning surrounding for my students and let them learn happily.Step2:PresentationIn this step, I will use five pictures to introduce the new words to my students. In these five pictures, there are five different people, students are asked to describe each person and from their description, I can get the new words easily, they are “polite, helpful, clever...” And after the introduction, I will play a game named “finger game” with them. Th e reason why I do this is to help students be familiar with the topic and understand the new words and phrases in the listening material, so as to sweep the listening obstacle. Then I will play the tape for three times. Before I play the tape for the first time, I will ask my students what’s it about. And after they finish the listening, I will ask some students to tell me the answer, they may get part of the information and I will combine their answers and get the main idea. And then I will play the tape for the second time, before they listen to it, I will ask them to get some details according to the structure given “what’s Wu Yifan like” after their listening, I will ask someone to tell me the answer and I will get the “He’s hard-working”. After they tot ally understood the listening material, they are asked to listen to the tape for the third time, and pay attention to the pronunciation and the intonation of the speaker. If possible, they can also imitate it. By listening to the conversation for three times, students will master every little details in it .Step3:ConsolidationIn this age, I will play a game named Apple game with my Ss: I will show an apple tree covered with many apples on the PPT, and on each apple, there is a word. Then I will ask students to read these words, the more they pronounce, the more apples they will get. At last, who gets the most apples will be awarded a smiling face. After doing this, theyNext, I will play another game with my Ss named Point and Say: Students are asked to show their own photos and describe their appearance using the new words and sentences. In this way, what we have learnt in this class will be consolidated.Step4: Summary & HomeworkAt the end of the class, I will guide students to summarize what we have learnt today. And give them today’s homework: they should draw a picture about their favorite cartoon character and try to describe him or her next class.Ⅵ. The analysis of blackboard designLastly, I will put forward the analysis of blackboard design, my blackboard design includes three parts, topic , key words and key sentence structures. You can see very clearly what we have learnt today.That’s all for my presentation, thanks for your listening.。
Unit 1 What's he like ？Part B Let’s learn Match and say 说课稿学情分析：五年级大部分学生是喜欢上英语并有能力学好英语这门学科的, 且有部分学生是有能力进行英语的课后拓展学习的, 对于这部分学生, 教师在教学中应该多积极鼓励, 充分调动他们学习英语的兴趣和热情, 帮助他们更好地提高英语成绩。
五年级的学生已掌握一些语言, 对英语学习也有了一定的兴趣, 并具有想多用英语表现自己的愿望。
本课时的部分动词词组在四年级上、下册中都已经出现过, 教学时, 可以引导学生温故而知新, 分散重难点。
同时, 及时进行巩固操练, 拓宽他们的英语思维空间。
教学目标知识与技能: 1 、能熟练运用“what ’s he/she like 以及What are they like ？------He/She is ... 和They are …( polite 、hard-working ，helpful,shy 、clever) ”. 句型。
2 、能正确听、说、读、写polite 、hard-working ，helpful,shy 、clever 等表示性格特征的词汇, 并能运用它们描述人物性格。
3 、在对话交流中使学生养成用英语交流的习惯, 培养良好的语音语调和语感。
过程与方法: 能运用所学语言简单介绍自己的老师和同学, 并在实际情景中准确运用。
培养学生综合运用语言的能力。
情感、态度与价值观: 培养学生的英语学习兴趣, 积极主动参与学习和大胆开口说英语, 并进一步做到学以致用。
激发刻苦勤奋，乐于助人的思想感情。
教学重点: 1. 能够掌握并熟练运用表示性格特征的词汇: polite 、hard-working ，helpful,shy 、clever 等。
2. 能熟练运用“what ’s he/she like 以及What are they like ？------He/She is ... 和They are …( polite 、hard-working ，helpful,shy 、clever) ”. 句型与他人交流。
pep小学英语五年上说课稿PEP小学英语五年级上册的课程内容丰富多彩，涵盖了词汇、句型、语法以及文化等多个方面。
在进行说课时，我们可以从以下几个方面进行展开：1. 课程目标：- 知识与技能：学生能够掌握本单元的核心词汇和句型，理解并能正确使用相关的语法结构。
- 过程与方法：通过多种教学活动，培养学生的听说读写能力，提高学生的语言运用能力。
- 情感态度与价值观：激发学生学习英语的兴趣，培养跨文化交流的意识。
2. 教学内容：- 词汇：根据教材内容，列出本单元需要学生掌握的词汇。
- 句型：介绍本单元的关键句型，如询问和回答日常活动等。
- 语法：讲解本单元涉及的语法点，例如一般现在时的使用。
3. 教学重点：- 确定本单元的教学重点，如某个句型的灵活运用，或是某个语法点的掌握。
4. 教学难点：- 分析学生在学习过程中可能遇到的难点，并提前准备相应的教学策略。
5. 教学方法：- 采用情景教学法、任务型教学法等多种教学方法，提高课堂的互动性和趣味性。
6. 教学过程：- 导入：通过歌曲、图片或视频等激发学生兴趣，引入新课主题。
- 新课呈现：清晰展示新词汇和句型，确保学生能够理解。
- 操练：设计多样的练习活动，如角色扮演、小组讨论等，让学生在实践中掌握新知识。
- 应用：通过模拟真实场景，让学生运用所学知识进行交流。
- 总结：回顾本课内容，强调重点和难点，确保学生能够掌握。
7. 作业布置：- 根据本课内容，布置适量的作业，如词汇听写、句型转换练习等。
8. 教学反思：- 课后对教学过程进行反思，思考哪些地方做得好，哪些地方需要改进。
9. 教学资源：- 准备相关的教学辅助材料，如PPT、音频、视频等，以丰富教学内容。
10. 评价方式：- 设计合理的评价体系，包括课堂表现、作业完成情况以及口语测试等，全面评估学生的学习效果。
通过上述内容的准备，可以确保PEP小学英语五年级上册的说课稿既全面又具有针对性，有助于提高教学质量和学生的学习效果。
Unit 1 What’s he like? 说课稿Ⅰ. The analysis of teaching materialFirstly，I’d like to talk something about the analysis of teaching mater ial. This book is from Unit 1 of PEP primary English book Ⅴand the main topic is some adjectives and sentence structures to describe a person. Through learning this unit，students will be able to use these words and sentence structures to talk about people in their daily life.Ⅱ. The analysis of studentsSecondly，I will analyse my students. Students in grade 5 have just learnt some English knowledge，but it’s still quite difficult for them to speak English in daily life. So I will mainly use Communicative Approach and Situational Approach to help them learn better.Ⅲ. The analysis of teaching aimsAccording to New Curriculum Standard，I set three teaching aims. The first one is knowledge aim: students will be able to read and write some adjectives like polite，shy，helpful，clever.... The second one is ability aim: through corporation and discussion，students can use the words and structures to describe other people smoothly and fluently. The last one is emotional aim: students can be interested in learning English by doing different activities.Ⅳ. The analysis of teaching key &difficult pointsBased on the analysis of teaching material，students and the teaching aims，my teaching key and difficult points are as follows. The teaching key point is that students can read and write the new words and sentence structures in this lesson. The teaching difficult point is that students are able to use these words and sentence structures to describe a person in their daily life.The analysis of teaching methodsTo overcome teaching key and difficult point，I will mainly use Communicative Approach and Situational teaching method.Ⅴ. The analysis of teaching proceduresNow，let’s focus on the most important part of my teaching design，that is the teaching procedures. It includes four parts，warming-up，presentation，consolidation，summary &homework.Step1:Warming-upAfter the daily greeting，I will ask my students to do some actions to cheer us up. In this way，I can create a active learning surrounding for my students and let them learn happily.Step2:PresentationIn this step，I will use five pictures to introduce the new words to my students. In these five pictures，there are five different people，students are asked to describe each person and from their description，I can get the new words easily，they are “polite，helpful，clever...” And after the introduction，I will play a game named “finger game” with them. The reason why I do this is to help students be familiar with the topic and understand the new words and phrases in the listening material，so as to sweep the listening obstacle. Then I will play the tape for three times. Before I play the tape for the first time，I will ask my students what’s it about. And after they finish the listening，I will ask some students to tell me the answer，they may get part of the information and I will combine their answers and get the main idea. And then I will play the tape for the second time，before they listen to it，I will ask them to get some details according to the structure given “what’s Wu Yifan like” after their listening，I will ask someone to tell me the answer and I will get the “He’s hard-working”. After they totally understood the listening material，they are asked to listen to the tape for the third time，and pay attention to the pronunciation and the intonation of the speaker. If possible，they can also imitate it. By listening to the conversation for three times，students will master every little details in it .Step3:ConsolidationIn this age，I will play a game named Apple game with my Ss: I will show an apple tree covered with many apples on the PPT，and on each apple，there is a word. Then I will ask students to read these words，the more they pronounce，the more apples they will get. At last，who gets the most apples will be awarded a smiling face. After doing this，they Next，I will play another game with my Ss named Point and Say: Students are asked to show their own photos and describe their appearance using the new words and sentences. In this way，what we have learnt in this class will be consolidated.Step4: Summary & HomeworkAt the end of the class，I will guide students to summarize what we have learnt today. And give them today’s homework: they should draw a picture about t heir favorite cartoon characterand try to describe him or her next class.Ⅵ. The analysis of blackboard designLastly，I will put forward the analysis of blackboard design，my blackboard design includes three parts，topic ，key words and key sentence structures. You can see very clearly what we have learnt today.That’s all for my presentation，thanks for your listening.。
PEP小学英语五年级上册全册说课稿目录Unit 2 My Days of the Week ( B -2 ) (1)Unit 3 What's your favourite food ? (3)PEP Book 5 Unit 4 A Let’s learn (4)Unit4 What can you do? A Let’s talk (6)Pep5 Unit5 My New Room A let's learn (8)PEP Unit5 My new room Part B (10)Unit6 In a Nature Park B Let’s learn (12)unit 6 In a Nature Park A Let’s talk (13)In a Nature Park B Let’s learn 说课稿 (16)Unit 2 My Days of the Week ( B -2 )一．说教材本课内容是PEP 第五册Unit 2 B 部分的Let’s talk部分. 本课的设计思路是通过呈现、操练、小组活动和延伸等环节，让学生充分掌握本课知识，熟练运用。
二.说教学目标教学目标是学生能听懂、会说：What do you do on Saturdays/Sundays? I often do homework,read books and watch TV.并学会运用。
三、说教学重、难点教学重点难点是句型：What do you do on …? I often ….要求学生能在真实情景中运用。
四、说教法、学法新课程强调从学生的学习兴趣、生活经验和认识水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径达到发展学生对语言的综合运用能力。
在整个教学中，我注意师生的互动，从唱 -对话-游戏等活动完成了本课的教学任务。
四、说教学步骤(Teaching steps)：Step1. Warm- up [热身]此环节，让学生完成几个小任务来达到热身的效果，促使学生能够快速进入学习状态，全身心的投入到学习中。
pep⼩学英语五年级上册第⼀单元说课稿12PEP⼩学英语五年级上册Unit1《My new teachers》第⼀课时尊敬的各位评委、⽼师！你们好！我叫王志芬，今天我说课的内容是⼈教版⼩学英语五年级上册Unit 1 《My new teachers 》第⼀课时。
针对这部分内容我将从教材分析、教法与学法、教学过程、板书设计这⼏个⽅⾯来进⾏说课。
⼀、教材分析：我说课的这⼀课时其主要内容是教授⼀些描述⼈物外貌的单词for example : young old tall short strong thin 等以及询问⼈物外貌及其回答的句⼦“Who is your art teacher ?”“What’s he like ?”“He is tall and thin.”本课是交际型的训练课，我借助任务型教学采⽤多样化的教学⼿段将听、说、读、演溶为⼀体，激发学⽣的兴趣和愿望。
根据新课程⽬标的要求及我对教材的理解，结合对⼩学⽣的认知⽔平，我设置如下⼏个教学⽬标：（1）知识⽬标：使学⽣能够正确掌握strong thin 等单词的正确发⾳，能听、说、读、写单词及重点句型（2）能⼒⽬标：使学⽣能够根据指令做动作，能在图⽚或场景下进⾏简单的英语交流和表演（3）情感⽬标：通过本课的学习能使学⽣有兴趣听、说英语，敢于开⼝，乐于模仿，在⿎励性的评价中树⽴信⼼，在⼩组活动中积极参与合作充分利⽤教材和多媒体教学主动与他⼈交流。
结合教学⽬标的要求我把本课的教学重点设置为：掌握新单词的正确发⾳，了解描述⼈物的句⼦: “Who is your new teacher ?”“He is tall.”等。
难点是能在情境中进⾏模仿，创新。
⼆、说教法与学法根据⼩学⽣的好动、爱表现的特点。
在教学过程中，我主要采取全⾝反应法、PPT教学辅助法、⼩组竞争法、⿎励法、游戏法相结合的⽅法，激发⼩学⽣学习英语的兴趣，提⾼教学质量。
三、教学过程我将从以下⼏个环节来突破我的教学重难点。
PEP五年级上册Unit 1 What is he like?说课稿一、教材分析《What is he like?》是人教版小学英语五年级上册的第一单元。
本单元要求学生能简单描述自己教师体貌特征及性格特点；能询问学校里教师的情况。
本单元分为六个课时，本节课为第二课时，二、学生学习状态分析1、本课的教学对象是农村学生，英语基础很薄弱。
2、本课中学生刚接触五年级老师,感觉很新鲜,很想进一步了解新老师。
3、实践证明,小学阶段的学生，容易对新鲜事物产生兴趣，具有很强的模仿能力；另外五年级的学生有很强的自我表现意识、竞争意识。
所以本课出现了许多动作模仿活动、小组竞赛，从而激发学生的兴趣，培养学生的模仿能力及合作能力，从中体验成功的喜悦。
三、教学目标★知识与技能目标1、能听懂Do you have new teachers?并作出回答。
2、复习巩固以下单词：tall、short 、kind 、strict、thin 、English teacher 、math teacher 、music teacher 、PE teacher。
3、能合作阅读完成Let’s find的任务。
4、初步感受Let’s chant。
★情感态度与价值观目标：１、通过学会对老师的描述，让学生进一步了解老师，使师生关系更融洽。
２、通过模仿表演，满足学生的表现欲，激发学生的学习兴趣，树立学生的信心。
３、培养学生自主学习、合作学习的能力。
四、教学重点Let’s learn的单词及理解Do you have new teachers?并作出回答.五、五、教学资源多媒体课件；单词卡；六、教学策略★教法：本课主要采用ＴＰＲ教学法、演示法、任务引导法。
另外，在教学时还运用多媒体课件出示、比赛、抢答等方法，激发他们的兴趣。
★学法：主要采用自主学习小组学习、动作模仿法、讨论交流法、评价竞争的学习方式进行。
【教学内容】简单描述人物特征及部分课任老师的称呼。
一、说教学背景二、说教法三、说学法四、说教学过程五、说板书设计六、说教学效果评价各位评委，各位老师大家好。
今天我说课的内容是PEP教材小学英语五年级上册Unit One My new teachers.一、说教学背景1、教材的地位和作用本单元是围绕话题My New Teachers展开而进行多种教学活动，是以培养听、说技能为主的口语训练课。
通过本课的学习，学生的语言逻辑表达能力将会得到加强，为进一步学习、应用打好基础。
2、学情分析本课的教学对象是学过两年英语的五年级学生，此段学生天真活泼，好奇心强，有较强的模仿能力，逻辑思维能力和求知欲望，有一定的英语词汇积累。
学生是学习的主体，在教学中，教师要为学生创设生动，活泼，和谐的英语学习氛围，让学生积极主动参与学习，敢于展示自己，成为学习的主人。
3、教学目标：根据新英语教学大纲规定和新课改理念，从学生的学习兴趣、生活经验和认知水平出发并结合本课教学内容及学情分析，我将本课的学习目标设计为：（1）知识目标：能够听说认读short, tall ,strong, thin,并能灵活运用句型What d oes he/she like? He /she is (2)能力目标：能够利用所学词汇、句型来进行口语交际，提高学生的听、说能力。
（3）情感目标：培养学生的观察能力。
4、教学重点与难点依据教学大纲的要求及本课在教材中所处的地位及作用，我将本课的教学重、难点设计为：重点：掌握词汇、句型并能准确、自由地进行交际难点：培养学生运用目标语言进行交际的能力。
二、说教法依据以学生和学生学为主体和中心的新课改理念，主要采用以下教学方法实施教学：1、任务型教学法：围绕核心任务，设定小任务引导学生通过参与、思考、讨论、交流与合作等方式学习和运用语言。
2、情境设置法: 充分利用课件展示创设情境，使学生在真实的语境中学习和运用本课交际用语。
三、说学法依据新课改的精神，即在学生的学习中，要注重知识与能力、过程与方法，情感态度和价值观三个方面的共同发展。
PEP小学英语五年级上册Unit1《My new teachers》第一课时尊敬的各位评委、老师！你们好！我叫王志芬，今天我说课的内容是人教版小学英语五年级上册Unit 1 《My new teachers 》第一课时。
针对这部分内容我将从教材分析、教法与学法、教学过程、板书设计这几个方面来进行说课。
一、教材分析：我说课的这一课时其主要内容是教授一些描述人物外貌的单词for example : young old tall short strong thin 等以及询问人物外貌及其回答的句子“Who is your art teacher ?”“What’s he like ?”“He is tall and thin.”本课是交际型的训练课，我借助任务型教学采用多样化的教学手段将听、说、读、演溶为一体，激发学生的兴趣和愿望。
根据新课程目标的要求及我对教材的理解，结合对小学生的认知水平，我设置如下几个教学目标：（1）知识目标：使学生能够正确掌握strong thin 等单词的正确发音，能听、说、读、写单词及重点句型（2）能力目标：使学生能够根据指令做动作，能在图片或场景下进行简单的英语交流和表演（3）情感目标：通过本课的学习能使学生有兴趣听、说英语，敢于开口，乐于模仿，在鼓励性的评价中树立信心，在小组活动中积极参与合作充分利用教材和多媒体教学主动与他人交流。
结合教学目标的要求我把本课的教学重点设置为：掌握新单词的正确发音，了解描述人物的句子: “Who is your new teacher ?” “He is tall.”等。
难点是能在情境中进行模仿，创新。
二、说教法与学法根据小学生的好动、爱表现的特点。
在教学过程中，我主要采取全身反应法、PPT教学辅助法、小组竞争法、鼓励法、游戏法相结合的方法，激发小学生学习英语的兴趣，提高教学质量。
三、教学过程我将从以下几个环节来突破我的教学重难点。
Step 1 复习导入激发兴趣1.Daily greetings2.Sing a song : “Follow me”（呈现新课前唱一首儿歌，既能集中学生的注意力又能把轻松与愉悦带给课堂。
）Step 2 presentation首先，学习tall short young old kind 等新单词正确发音。
在这个部分我将从以下四点进行：第一步，我出示几张分别描述两个不同外貌人物的图片问“What’s this ?”让学生举手发言进行描述从而引出新单词同时我拿出单词卡片讲授t a ll和sh or t.第二步，播放PPT让学生观看PPT中人物的自我介绍。
“tall tall tall I’m tall.”“short short short He’s short.”（示范）并请学生上台模仿表演。
第三步，用同样的方法教授单词 strong thin kind 等单词。
在教授完单词之后玩一个“魔法手指”游戏即我以尽可能快的速度伸出手指而学生则根据我所伸出手指的个数来读单词的次数。
第四步，利用小组竞赛活动“快速反应”我说tall他们说 short反义词形式来加强学生对新学单词的记忆，在玩玩乐乐中巩固了要学习的内容。
Step2的第二部分，教学一些询问人外貌及描述的句子这一教学过程我将分三步进行：1,观看PPT动画呈现一位大家所熟悉的明星（姚明）引出句子：“Who’s he ?” “He’s YaoMing.” “What’s he like?”“He’s tall and strong.”反复练习让学生能猜出“What’s he like?”的意思。
接着强调②看起来…怎样2,拿出不同人物外貌的图片进行男、女生之间的对话进而操练和巩固新知3,各小组内部进行对话，并请一些学生上台接龙式的表演对话同时教师对表现较好的学生及时给予鼓励和肯定。
Step3 practise1,将全班学生分成几个小组进行“埋地雷”游戏。
我将本课时的重点句型写在黑板上问学生: “What’s he like ?”学生回答: “He’s tall and thin.”但当我指着tall 和 thin 的时候学生就不能将这两个单词读书声但可以做相关动作，哪个小组做对了就给改组加一个苹果，我不断的变换形容词来加强练习。
2,Let’s find out每个小组分别上台去描写班上的一个学生让其他学生去猜“He is tall”“He is strong.”…集体问“Who’s he?”哪个小组先猜对就加一个苹果如果没有一个小组猜对则该组加一个苹果。
3,播放多媒体，让学生跟着音乐一起大声的读并做动作。
Step4 conclusion and homework1,总结各小组的战利品数目，学生掌声祝贺并鼓励未获胜的小组下次继续努力，为激活下节课气氛打下基础。
2，布置下节课任务，请学生用学过的单词与句子去描述家人，让爸爸妈妈评价学生优秀与否。
四、板书设计在板书设计上我采用直观、明了的形式呈现本课时要掌握的重点单词和句型。
单词卡片摆在黑板的左上方，句子写在中间，补充知识则写在右边。
黑板底部是用于小组竞赛的三棵苹果树，学生可以一目了然的看到今天自己的成果，并能时刻注意到自己小组“画苹果”竞赛活动的进展情况。
以上是我整个的说课过程，谢谢大家！PEP小学英语五年级上册第三单元第一课时说课稿一、说教材。
1、教材的地位。
本节课内容是五年级上册unit3 What’s your favorite food? Part A let’s learn.学生在四年级已经学过tomato 等食物单词，本节课希望学生知道更多的单词。
也为后面学习句型What would you like for lunch?做铺垫。
2、教学目标。
1）能够听、说、读、写本课时四会单词：tomato，tofu，green beans，fish，potato，eggplant，并能够认读cabbage，mutton，pork三个单词及替换句型：What would you like for lunch?I’d like…2）能用本课时单词卡片完成小组活动，操练新单词。
3）能够说唱童谣，并理解其含义。
3、教学重、难点1）重点是希望学生掌握有关食物的单词：tomato，tofu，green beans，fish，potato，eggplant，cabbage，mutton，pork和句型：What would you like for lunch?I’d like…2）难点是本节课词汇量大，四会单词较多。
二、说教法。
本节课主要是运用听说法。
运用多种操练和对话方式来掌握知识。
三、说学法。
本节课用多媒体教学，采用童谣、英语歌曲来提升学习的兴趣，运用生动的食物图片激发学生的学习积极性。
四、说教学设计。
Step1、Warming upSing an English song “AppleRed”通过英语歌曲热身，让学生提前进入英语课堂。
Step2、PresentationT:Today we will learn many food.Now look.a) pre of “tomato”teacher present the picture of tomatoT:Look,what’s this?S:tomatoThen students read after the teacher.Practice. (use the word card)Teacher writes the word on the blackboardT:I like tomatoes.Do you like tomatoes?S:Yes, I like tomatoes.(ppt present the sentences)b) pre of “tofu”T:Now look,what’s this?S:…T:tofu. read after me one by one.Teacher writes the word on the blackboardT:I like tofu .Do you like tofu ?S:Yes,I like tofu. (ppt present the sentences)c) use the same way to pre of “green beans，fish，potato，eggplant，cabbage，mutton，pork”通过用生动形象的图片呈现新单词，并通过各种各样的呈现方式巩固。
e ) practiceteacher point at a card and Ss read quickly.e) pre of the sentence “What would you like for lunch?I’d like…”1)T:((Look at the watch) Oh ,I’m hungry.I’d like some tomatoesWhat whould you like for lunch?I’d like…Teacher write the sentence on the blackbord.Then ask a student to answer.2)read after the teacher.3)ask more Ss to answer. Step3.Consolidationa) Ask the students to practice in pairs.b) Let’s chant Listen to the tape first then read together. Step4 Homework Write the words and finish the exercise book.五、说板书。
板书主要呈现课题、四线格里四会单词书写、重要句型。
六、说评价。
本堂课学生很积极，基本掌握了相关食物单词和句型。
我认为应该安排操更多时间操练句型。
