Unit 6 My e-friend 教案

Unit 6 My e-friend教学设计
【教学目标】
（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
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
能够在阅读过程中体验到交朋友的乐趣。
【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，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】
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】
Step1. Pre-reading
一、Checkout time: Listen and tick.
T: Boys and girls, do you like playing games Let’s play a game. Look
at the words and read out the words quickly , then you can beat zombies.（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。）
T: Look at these four words（driver, nurse, doctor, teacher）, they are ...
Ss: They are jobs.
T: Can you ask a questions 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 she like doing
What does he like doing
（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. ）
T: Look , these are my questions:
What does Wang Fang’s father do
What subjects does Wang Fang like
What does Wang Fang like doing after school
T: Listen to the tape and finish the exercise.
Students listen to the tape and tick the right answers.
(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、Checkout time: Ask and answer.
T: Wang Fang is my e-friend in Shanghai. I have an e-friend in Canada too. Let’s listen to the tape try to answer these questions:
Who’s your e-friend
How old is she
What subjects does she like
What does she like doing after school
播放录音：Hello, my name’s Linda. I’m eleven years old. I like English. I like swimming after school.
Students ask these questions.
Students ask and answer with their partners.
(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。)
Checkout time: Write and say.
T: What do you know about your e-friend Complete the card , then talk about them .
Put the cards on “The Tree of Friend Ship”
Students introduce their e-friends to their classmates.
(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)
Singing: Sing the song 《Friends》
Step2. While-reading
T: Friends are like you and me, friends are like Bobby and Sam. Here’s
a story about Sam and Bobby for you .(Students listen to the story
for the first time.)
T: This is a story about Sam and Bobby. Can you give it a title
Ss: Good friends\Fishing\ I don’t eat oranges\ Bobby and Sam\ Go
fishing…
Read the story, try to get the meanings of these words: tomorrow\
fishing\ don’t worry\ sit by the river\wait 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：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。)
Let’s read: Students read the story one sentence by one sentence, try
to read the story emotionly.
Step3. Post-reading
T: Time for happy reading! You can work in groups of four or choose
your own way to read it.
T: Happy writing: Let’s write a happy ending about this story.
This is my happy ending:
Sam: I’m sorry, Bobby!
Let me help you!
Bobby: Thank you, Sam!
Now, Bobby has many fish too.
Students write down their own happy ending, and share their endings
with their classmates.
（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。）
Step4 Homework
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）