5BanEnglishfriend教学设计.doc

金乐小学与金沙小学校际交流活动5B Unit4 an English friend教学设计 （The first periodPart A） 杨文娟一、教学内容：5B Unit 4 An English friendPart A Read and say.二、教学目标：1、能听得懂、会说、会读和会拼写单词e-mail, busy, town, usually, well.2、能听得懂、会说、会读日常交际用语Im busy.和短语surf the Internet,write an e-mail3、能运用句型What does he/she usually do? He/She usually进行交流。4、正确地理解课文，并能流利、准确地朗读。5、初步了解动词第三人称单数形式的变化规则。6、通过发送电子邮件的情景介绍朋友，让学生学会如何用英语介绍自己的朋友，从中进一步增进朋友之间的友谊，激发学生想说、爱说英语的热情，提高学生实际运用英语的能力。三、教学重点、难点：1、教学重点：正确地理解课文，并能流利、准确地朗读。2、教学难点：usually的正确发音和拼写；运用句型What does he/she usually do? He/She usually来进行交流。四、教学准备：多媒体课件、录音机、磁带、单词和句型卡片、人物头饰以及板书。五、教学过程：Step1.Organization1.Greetings.T: Good morning, boys and girls.S: Good morning, Miss Xiao.T: Nice to see you!S: Nice to see you, too！T: What day is it today?S: Its Wednesday.T: Today, there are so many new teachers in our classroom. They are listening to our lesson. So, are you happy now?S: Yes!T: Lets sing an English song. OK?2.Sing a songHobbies3.Free talkT: Do you have any hobbies? (T ask some students)S: Yes, I do. I like T: Do you have a friend?S: Yes, I do. Her/ His name is（设计意图：唱一首英语歌来舒缓学生面对听课老师的紧张感，并引出下面的Do you句型，从而为引出下面的新知做铺垫。）Step2.Presentation1. T: I have a friend, too. Who is she? Do you want to know?S: Yes!T: Let me show you her Information card. (出示朋友信息卡)(通过问问题来教授一些新单词)Q:(1)Whats her name?(2) Where does she live?(teach: town )(3) What place is her favourite place?(teach:London)(4) What does she usually do on Sundays?(teach: usually What does he/she usually do?并板书)(5) Does she have any hobbies?(teach: surf the Internet并板书)2. T: I like surfing the Internet, too. Its very interesting. But I usually surf it in the evenings or on Sundays. Because Im busy in daytime.(teach: busy让学生猜其中文意思)3. T: What else does my friend like doing?S: She likes collecting the photos of Stars, too.T: Look, here are some photos of Stars. Do you know them?（出示明显的图片）T: Who is he? (指着姚明图片)S: Hes Yao Ming.T: Do you like Yao Ming?S: Yes!T: I like Yao Ming, too. Because he plays basketball very well.(teach: well让学生猜其中文意思)T: What does he usually do?S: He usually plays basketball.(图片下呈现该句型)4. Read the sentences after the teacher.5. Practise the sentences in pairs. (呈现其它两幅图操练)6. T: Now, you know so much about my friend. Do you want to be her friend, too?S: Yes!T: If you want to be her friend, you can write an e-mail to her.(返回信息卡，呈现电子邮件地址)（teach: e-mailwrite an e-mail并板书）（设计意图：首先，通过呈现信息卡，针对信息卡提出一系列问题来解决一些简单的新知，易于学生理解和掌握。再者，由介绍我的朋友引而介绍王兵的朋友，再而过渡到教授整篇课文，过渡自然，效果不错。）Step3Present the new text.1.初步感知课文(1) T: I think all of us have friends. Wang Bing has a friend, too. Who is he? Lets watch the flash then answer the questions:Q: Who is Wang Bings friend?Is Wang Bings friend Chinese?(2) Ss answer the questions.（设计意图：由于这是通过动画片来初步感知课文，音形并茂，形象而生动，所以我预设了两个显而易见的问题，了解学生初步感知下来的收获。）2.分段听课文(一)引言部分(1) T: What is Wang Bing doing now? Lets look at the picture, listen then answer the questions:Q: Where are they?What is Wang Bing doing now?What does Gao Shan want to do?(2) Ask some students to answer these questions.（设计意图：引言是通过观察图以及听录音来回答三个问题，让学生了解本单元对话的背景，以便更好得让学生理解和掌握对话的内容。）(二)对话部分(1) T: Now, lets listen to the whole text again then do the judge exercise.(2) Check the answers and if it is false say out the reasons.（设计意图：通过听录音来理解对话，完成判断练习，并要求学生能把错误的题目说出错的原因，使得学生对本单元对话内容深入了解透彻。）3.再次整体了解课文(1) Listen to the text then answer the questions:Q: Where does Tom live?What subject does Tom study in the school?What does Tom usually do on Sundays?Do Tom swim well?(2) Ask some students to answer these questions.（设计意图：在分别理解引言和对话内容后再听一遍录音，对整篇课文内容加以巩固，加深印象。）4. Read the whole text.(1) Read after the tape recorder.(2) Read after the teacher.Step4.Consolidation1. Do exercise (Fill in the blanks)2. Look at the picture and try to retell the text.（设计意图：在通过看、听、读三方面来理解课文后，再设计了读和写的环节，又一次巩固了课文内容，加深了学生的印象。最后，我设计了一个看着提示图来复述课文内容的环节，可以说是画龙点睛之处，使学生的说话能力又上升到了又一个层次。）Step5.SummaryT: Friend is very import in our dailylife. At the end of this lesson, l