五年级上册  第六单元

第1课时 教案

Teaching contents  教学内容

Story time  

Teaching aims and learning objectives  教学目标

1. 能听懂、会读、会说e-friend, send, email, to, live, UK, …years old, study；

2. 能听懂、会读、会说日常用语Wait a minute. Does he/she have …? Yes, he/she does. Does he/she like …? No, he/she doesn’t；

3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容；

4. 能初步运用本课所学的词汇和日常用语谈论自己的朋友。

Focus of the lesson and predicted area of difficulty  教学重点和难点

教学重点：

能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。

教学难点：

能初步用句型Does he/she have/like …? Yes, he/she does. 来询问他人朋友。

Teaching procedures  教学过程

Step 1 Brain storming

T: Say the same kind of words. The more the better.

【设计意图：由游戏导入，在活跃气氛的同时唤醒学生的旧知。】

Step 2 Self-introduction

1. An information card.

T: This is me. Do you want to know me? You can ask me some questions.

Name—What’s your name? —Jolly

Age—How old are you? —33 years old (教 … years old)

Subjects—What subjects do you like? —English

Hobbies—What do you like doing? —making friends

2. Let’s guess.

T: I have a kind of special friend. We can’t see each other. We usually send emails to each other.

 Can you guess? (教send, send to, email )

S: E-friend. (教e-friend )

(引出课题 Unit 6 My e-friend)

【设计意图：简单介绍自己，激发学生的提问兴趣，复习已学问句，引出下个环节。】

Step 3 Presentation

1. Listen and choose. (播放录音寻找答案)

T: Look at Liu Tao and Wang Bing. Who has an e-friend? Let’s listen and choose. (播放录音)

T: Who has an e-friend?

S: Wang Bing has an e-friend.

T: Which one is the key sentence?

S: Let me send this email first. It’s to my e-friend.

T: Here’s a sentence “Wait a minute.” Can you choose?

S: B.

【设计意图：用听的方式训练学生听和理解的能力。】

2. Think and ask.

T: This is Wang Bing’s e-friend. Do you have any questions about him? These words can help you.

【设计意图：进一步唤醒学生的旧知，激发学生对文本的兴趣。】

3. Watch and answer.

T: I have three questions. Let’s watch and answer. (播放动画)

T: Who is Wang Bing’s e-friend?

S: He’s Peter.

T: How old is he?

S: He’s 11 years old.

T: Where does he live?

S: He lives in the UK.

4. Read and underline.

T: Liu Tao has more questions about Peter. Can you find them? Please underline.

【设计意图：引出一般疑问句句型。】

Step 4 Consolidation

1. Reading time.

a. Read together b. Read one by one c. Read in roles d. Read in parts.

【设计意图：发挥学生的主观能动性，让学生自由选择朗读的方式，增强朗读的自主性和趣味性，学习朗读过程中的语音语调抑扬顿挫，重读、弱读等朗读技巧的处理。】

2. Say something about Peter.

3. How to get other’s information.

Step 5 Ask and answer

1. Let’s guess.

T: Who is my e-friend? You can ask me some questions and guess.

2. Ask and complete the information card.

3. Let’s report.

【设计意图：巩固及提高学生通过提问来获取信息的能力。】

Homework  家庭作业

1. Read Story time 5 times.

2. Try to make an e-friend on the Internet.

Teaching aids  教学准备（含板书设计）

教学准备：图片、词汇卡、多媒体

板书设计：              

Unit 6 My e-friend

      What’s his name?                      How old is he?

       Where does he live?                    What does he like dong?

       What subjects does he like?              What does he do after school?

说课

在热身环节，教师通过Brainstorming这一环节，不仅调节了课堂气氛，在激发学生学习兴趣的同时还唤醒了学生的旧知。

在处理Story time前，先通过学生对老师的提问使学生回忆起学过的询问他人信息的问句。再设置问题，学生通过听、读、看等环节来解答，既能使学生很好地理解文本，也能使学生更好地掌握询问他人信息的问题。然后再通过对Peter的提问和信息的复述，使学生巩固和灵活地使用问句。

朗读时，教师尽量引导学生模仿原版录音，注意语音语调的变换，重读、弱读等朗读技巧的处理。然后让学生自由选择朗读方式，激发学生的主观能动性，增强学生对朗读的兴趣，使学生更好地锻炼和运用本课知识点。最后通过问答方式来收集新网友的信息，使学生学以致用，灵活使用本课知识点。