1、5A Unit 6 My e-friend 教学设计教学设计 【教学目标】【教学目标】 (一)知识目标(一)知识目标 1. 通过整体阅读理清思路,培养学生综合语言运用能力,让学生喜欢阅读。 2. 初步感知课文内容,并能熟练朗读。 (二)能力目标(二)能力目标 1. 能正确理解,朗读课文内容,能在教师的引导下尝试表演课文。 2. 通过自主学习和小组合作,能运用所学词汇和句型对自己的朋友或者网 友进行综合全面的介绍。 (三)情感目标(三)情感目标 能够在阅读过程中体验到交朋友的乐趣。 【学情分析】【学情分析】 五年级的学生整体水平比较平均, 学习气氛浓厚, 大部分同学学习习惯良好, 学习积极性高,
2、能较好地完成学习任务。但不足的地方就是学习比较浮躁,两极分 化的现象比较突出。不少同学在学习上好胜心强,乐于学习,勇于克服学习上的困 难,思维活跃,有较好的学习习惯。 【重点难点】【重点难点】 1.能正确理解、掌握对话内容,并能朗读,初步表演对话。 2.能从国籍、年龄、爱好、所学科目等方面来描述他人的信息。 【教学过程】【教学过程】 Step1.Step1. Pre-readingPre-reading 一、一、CheckoutCheckout time:time:ListenListen andand tick.tick. 1. T: Boys and girls, do you like
3、playing games? Lets play a game. Look at the words and read out the words quickly , then you can beat zombies. (设计意图设计意图: 通过植物大战僵尸的游戏,帮助学生复习巩固前面所学单词。 游 戏能帮助调动学生学习的积极性,让学生很快进入学习状态。) 2. T: Look at these four words(driver, nurse, doctor, teacher), they are . Ss: They are jobs. T: Can you ask a question
4、s about these words? Ss: What does your father do? What does your mother do? What does your uncle do? . (PE, Music, Art, Math)What subjects does Wang Bing like? What subjects does Yang Ling like? What subjects does Nancy like (play football, sing, play games, draw)What do you like doing? What does s
5、he like doing? What does he like doing? (设计意图设计意图:将植物大战僵尸游戏中出现的单词分成职业、课程、爱好这三类, 学生根据不同类的单词提出不同的问题,这种方式能充分培养学生自主学习的 能力。学生自由提问结束后,抛出老师的三个问题,并通过这三个问题进入今 天的第一环节: Listen and tick. ) 3. T: Look , these are my questions: What does Wang Fangs father do? What subjects does Wang Fang like? What does Wang Fang
6、 like doing after school? T: Listen to the tape and finish the exercise. 4. Studentslisten to the tape and tick the right answers. (设计意图:设计意图:有了前面游戏环节的铺垫,学生能很快完成练习正确率也非常高。 这样的过渡非常自然,且综合培养了学生的口语表达能力和思维能力。) 二、CheckoutCheckout time:time:AskAsk andand answer.answer. 1. T: Wang Fang is my e-friend in Sha
7、nghai. I have an e-friend in Canada too. Lets listen to the tape try to answer these questions: Whos your e-friend? How old is she? What subjects does she like? What does she like doing after school? 播放录音播放录音: Hello, my names Linda. Im eleven years old. I like English. I like swimming after school.
8、2. Students ask these questions. 3. Students ask and answer with their partners. (设计意图:设计意图:通过听录音找出答案以及同桌问答的方式帮助学生熟练掌握、运用 所学词汇和句型。) 三、 CheckoutCheckout time:time:WriteWrite andand say.say. 1. T: What do you know about your e-friend? Complete the card , then talk about them . 2. Put the cards on “The
9、 Tree of Friend Ship” 3. Students introduce their e-friends to their classmates. (设计意图设计意图:写爱心卡,把爱心卡贴到友谊树的方式,帮助培养学生综合语言运 用能力,使学生能从国籍、年龄、爱好、所学科目等方面来描述他人的信息) 4. Singing: Sing the song Friends Step2.Step2. While-readingWhile-reading 1. T: Friends are like you and me, friends are like Bobby and Sam. Her
10、es a story about Sam and Bobby for you .(Students listen to the story for the first time.) 2. T: This is a story about Sam and Bobby. Can you give it a title? Ss: Good friendsFishing I dont eat oranges Bobby and Sam Go fishing 3. Read the story, try to get the meanings of these words: tomorrow fishi
11、ng dont worry sit by the riverwait and wait (1). Guess : 看图猜 根据上下文猜 (2). Check the glossary :查阅书后词汇表 (3). Look up in the dictionary:查字典 (设计意图:设计意图:通过以上三种方式,放手让学生自己学习新单词,自读课文并初步 掌握课文中心思想,充分体现了学生的自主学习。) 4. Lets read: Students read the story one sentence by one sentence, try to read the story emotionly
12、. Step3.Step3. Post-readingPost-reading 1.T: Time for happy reading! You can work in groups of four or choose your own way to read it. 2.T: Happy writing: Lets write a happy ending about this story. This is my happy ending: Sam:Sam:I Im m sorry,sorry, Bobby!Bobby! LetLet meme helphelp you!you! Bobby
13、:Bobby:ThankThank you,you, Sam!Sam! Now,Now, BobbyBobby hashas manymany fishfish too.too. 3.Students write down their own happy ending, and share their endings with their classmates. (设计意图:设计意图:首先快乐阅读,让学生自由组合,表演故事。通过形式多变的方 法让学生乐于开口说英语,培养他们的口语能力。最后通过情感的渗透,让学 生发挥想象力续写故事,升华本节课的主题,并锻炼了学生写的能力。) Step4Step4 HomeworkHomework 1.Read cartoon time three times.(读 Cartoon Time 三遍) 2.Share your story with your parents.(和父母分享你的故事)