Story time教案评析

译林版《英语》（三年级起点）五年级上册

Unit 6

My e-friend

( Period 1 Storytime)

江苏省盐城市第二小学

刘

琴

一、教学内容分析

Unit 6

My e-friend

Liu Tao:Hi, Wang Bing. Let’s go and play football in the playground.

Wang Bing:Wait a minute, Liu Tao. Let me send this email first. It’s to my e-friend. Liu Tao:Who’s your e-friend? Wang Bing:He’s Peter. He lives in the UK.

Liu Tao:How old is he? Wang Bing:He’s 11 years old.

Liu Tao:Can he speak Chinese? Wang Bing:Yes, he can. Liu Tao:Does he have Chinese lessons at school? Wang Bing:No, he doesn’t. He studies Chinese after school. Liu Tao:What subjects does he like? Wang Bing:He likes Maths and PE. Liu Tao:Does he like playing football? Wang Bing:Yes, he does. He likes swimming too.

这是一节围绕“网友”为话题的会话教学课，它综合了之前学过的年龄、学科和兴趣爱好等话题。内容与前几个单元讨论Liu Tao及其朋友的爱好、宠物和学校构成了系列故事。教材通过Liu Tao与Wang Bing关于Peter的六组问答，操练了一般现在时的疑问句及其回答，强化了助动词do 和does的用法。根据五年级学生的心智特点和认知水平，教师将形象、生动的思维导图引入课堂，帮助孩子感知人物特征，进而自然交流第三人称单数Liu Tao的体貌特征及性情特点。同时，教师还分享了一些英国风景和标志性建筑的图片，在教学中，师生交流了英国的一些情况，同时在情感态度方面学生也获得提升。

二、学情分析

自三年级起开设英语课，五年级学生已经具备了一定的口语表达能力和阅读能力。教师需要提高学生内化并很好地输出语言的能力，同时引导学生掌握一些可行的学习策略，如读课文插图，绘制思维导图，根据板书复述课文等，在完成这些挑战性的任务时，激发他们持久的学习兴趣。

三、教学目标

（一）语言知识目标

1. 能正确理解、掌握对话内容，并能朗读和表演整个对话。

2. 四会掌握单词

e-friend, e-mail, live, study. 3. 三会掌握单词和词组：send this email to, the UK, …years old,...studies Chinese. 4. 能在语境中运用句型：Does he/she …? Yes, he/she does. No, he/she doesn’t.

以及What subjects does he/she …like?及其回答。

5. 能正确运用对话中的日常交际用语: Wait a minute.

（二）语言技能目标

1. 能运用“网友”这一话题的相关语言知识，对自己的朋友或网友进行综合全面的介绍。

2. 能在思维导图的帮助下，小组合作将Liu Tao的情况和特征用语言表达出来，并有能力完成课后拓展作业。

3. 能在跟读、齐读、分角色朗读时模仿正确的语音和语调，能借助板书复述课文。

（三）情感态度目标

1. 通过本课的学习让学生对英国有进一步的了解，激发学生学习英语的热情。

2. 拓宽学生的交友视野，培养学生善于表达，乐于交际和团队合作的能力。

3. 能初步体验因相同的爱好，获取志趣相投的网友这一新型的交友方式。

（四）学习策略目标

能积极地在老师的引导下，与他人合作，灵活运用本课所学知识围绕交友创编关于Liu Tao的对话。

三、教学重点和难点

1. 能掌握e-friend, email, live, China, wait a minute等词汇的正确读音。

2. 感知和理解一般现在时第三人称单数的疑问句Does he/she …?和What subjects does he/she …like?及其回答。

3. 语法要点：动词的第三人称单数以及like+动名词的形式和用法。

四、教学准备

PPT课件，作业纸。

五、教学过程

1. 课前热身，引出主题：交友。

（1）师生互致问候，同唱歌曲

We all like climbing!（选自译林版《英语》

五上

Unit 4 Hobbies）

（2）师生对话，直奔主题。学习单词e-friend,email, 并拓展以E-开头的单词。

T: Do you like climbing?

S1: Yes,I do. T: Do you like dancing? S2: No, I don’t.

T: What do you like doing?

S2: I like drawing. What about you?

T: Me too.And I also like making friends.I have a good e-friend.(板书e-friend)

What’s the meaning of this word”e-friend”?Can you read these words: e-bike,e-book,e-dog. (呈现图片帮助记忆) and these words:e-class, e-library ,e-mail. [设计意图] 采用歌曲和师生对话的方式导入教学，能让学生轻松、愉悦进入学习英语的课堂氛围中，不仅拉进师生距离，以良好的精神状态进入课堂学习，而且很自然的引出了本课话题：交友。在师生问答中，教师灵活的转换话轮，适时的拓展了已E-开头的其他单词。

2. 阅读前的讨论

（1）Think and discuss:

①How to make an e-friend? ②How to keep in touch with him or her?

T: Can you tell me: How do you keep in touch with your friends far away? You can use Chinese. Ss: QQ

Make a call

Write letters 微信

视频聊天

T: Yes, we use different ways to contact with our friends. But how to make an e-friend? Look, we can visit friends’ website.(ppt 呈现) Maybe Wang Bing got his e-frieng on this website. We can write and send emails to our e-friends. (课件呈现新知send emails) （2）揭题、板书：Unit 6

My e-friend

T: Please look at the title,do you have any questions? Can you tell me?

S1: Is this e-friend a boy? S2: How old is the e-friend? S3: What’s his name? S4: Does he have a pet? S5: What does he like doing? ... T: So many questions! let’s find the answers in the dialogue. Here are my two questions:Who’s he? Whose e-friend is this? 在标题后板书：Who？和Whose？

[设计意图]

让学生说出自己的交友经验，目的在于引出新的交友方式：网站上寻求志同道合的朋友。学生通过回答老师的提问熟悉了故事背景和人物关系。接下来根据标题问问题的活动，很好地体现了学生的主体地位，这激发了学生大胆猜测，勇敢地开口说英语的积极性，为对话教学做好语言知识上的准备。

T: Yes, Peter, Wang Bing’s e-friend, is An English boy. Do you know this country? Do you like this country? Let’s enjoy some pictures about it.(课件展示一组英国的风景图) This is the UK. Peter lives in the UK.Do you want to be his e-friend? T: I like drawing. I want to draw a picture of Peter on the Bb.Please tell me :What’s he like? (快速地在黑板上画出Peter的简笔画) S1: He has two big eyes. S2: His nose and mouth are big too. S3: His ears are small. S4: He has short hair... T: Oh, he is a lovely boy. Do you want to be his e-friend? [设计意图]

教师设计了两次简短的活动：欣赏英国的美图和描述简笔画，激起学生对旧知的联系，极大地激发了他们学英语的热情，同样的询问：想成为Peter的网友吗？利用了学生交友的急切心理，为下面教学做了很好的情感铺垫。

（3）读文中情景图，逐个呈现问题：①

What does Liu Tao like doing? How do you know it? ②

Where is Peter from? How do you know it? 教师引导学生仔细观察书中插图，并找到两个问题的突破点——足球和外套。

[设计意图]

依据循序渐进，由易到难的学习原则，教师培养学生从图片寻求答案的能力，促使学生发现插图中蕴藏的信息，并看图猜测对话中的内容。学生在观察、思考、猜测和回答问题的过程中活跃了思维，为学生调动旧知解决问题提供了极大的想象空间。

3、阅读中的活动

Task 1 寻读：整体感知，理解大意

片段1

T：Let’s listen to the tape with two questions. They are easy .But you must tell me :Where are the answers? 听音选择，并在课文中寻找到回答问题的依据。

①

Does Wang Bing play football at once(立刻)？

A. Yes,he does.

B. No, he doesn’t. ②

Can Peter speak Chinese? A. Yes,he can.

B. No, he can’t. 片段2 在解答两道简单的选择题时，教师教学了

Wait a minute.和Studies Chinese. T：Wang Bing can’t play football at once.What does he say? Can you read it? S1: Wait a minute.Let me send this email first. T：Yes, he says: Wait a minute.(板书) 按音节教学单词minute.教师让学生分组、分排读短语wait a minute，及时巩固新知。

Now I want to be Wang Bing,who can act Liu Tao? Lets read these two santences. 片段3

T：Peter lives in the UK.Of course, he speaks English, why can he also speak Chinese? S2: He studies Chinese after school. T：(重复) He studies Chinese after school. （板书

studies）

Can you tell me :Why use the word”studies”here? You can discuss with your partners.(组内讨论动词遇三单的用法)

（总结）When“study”meets”he,she,it.,who...”, it must be transformed into”studies”. What are the similar uses in the text？

S3: He lives in the UK. S4: He likes Maths and PE. S5: He likes swimming too.（板书lives和likes）

[设计意图]

教师将学习的主动权再次交给学生，引导学生自己发现本课的难点并找到文中类似的用法，这样的活动加深了学生对新知的理解，更好地培养了他们的思维和表达能力。

Task 2 精读：理解语篇，关注细节

片段1

T：Liu Tao is very interested in Peter.How many questions does he ask about Peter? S1: Six. T：What are they? Read them,OK? Ss: Who’s your e-friend? How old is he? Can he speak Chinese? Does he have

Chinese lessons at school? What subjects does he like? Does he like playing football? T：

From these six key words:name,country,language,age,hobbies and subjects(在Peter 头像旁板书这六个关键词)，we know something about him.Let’s watch the cartoon, and complete Peter’s profile on your worksheet.(看课文卡通，完成Peter 的个人小档案) [设计意图]

好奇宝宝Liu Tao有哪些问题呀？学生在欢笑中轻松地将问题说了出来。甚至有些学生已经能用新的语法知识正确回答所有问题。通过寻找，合作，师生互动等活动，培养学生的阅读能力和提取关键信息的能力。为达到“以听说促读写”的目的，我设计了根据提炼的问题关键词完成个人档案的活动，更是激发了学生的阅读和写作动机和热情。

片段2

T：Look at the blackboard.(板书完成Peter 的思维导图)

The first key word: age, how old is he? S1: He is 11 years old. (教师板书教学：11 years old，就学生年龄展开师生对话) T：The second key word: country, who can ask? S2: Where does he from? ... 教师引导学生根据关键词，展开生生对答，检查自己作业纸上答案的同时，协助教师完成了黑板上的Peter的思维导图。

片段3

T：Now, let’s say something about Peter according to your work sheet.(j教师引导学生根据板书复述对话)

Wang Bing has an e-friend. He is Peter. He is eleven years old. He lives in the UK. He can speak English and Chinese. He likes Maths and PE. His hobbies are playing football and swimming.(横线部分为学生口述内容) Task 2 赏读：训练语感，强调重点

（1）跟读课文，模仿语音语调。

（2）齐读课文，注意与音频同一速度。

（3）品读对话，拓展思维，培养能力。

T：We all know ,Liu Tao and Peter both like playing footall.Liu Tao wants to know more about Peter.Please work in groups of sixand act out this dialogue,some key words are for you: Chinese food, pandas, animal friends,school, play table tennis...

(生生合作后展示汇报)

[设计意图]

从课堂反馈的效果来看，绝大多数学生能有感情的朗读甚至背诵课文。教师及时调整表演对话的难度，给出一组关键词，让班级学有余力的学生能在课文对话的基础上，创编对话。学生不以为难，反而认为是自己小组出彩的机会，积极投入，成为本节课的又一亮点。

4、阅读后的活动

Task1 研读：培养习惯，发散思维

片段1

Let’s draw and talk T：Liu Tao wants to be Peter’s e-friend. Here is his email to Peter.

But he needs your

help to complete it.(课件呈现一封未完成的电子邮件) Do you want to help him to introduce himself? Ss: Yes ,we do. T: Let’s work in groups of six to draw a mind-map of Liu Tao. Each group can choose one key word to diacuss. Ss: I’m Liu Tao, Wang Bing’s classmate.He likes... T: (学生成果汇报后) Because they both like playing football, they can be good efriends. A sentence is for you: The same hobby can pull the distance between each other.

[设计意图]

为达到“以读促写”的目的，教师再次要求学生使用思维导图，并引导学生深层挖掘人物信息，让Liu Tao 的形象鲜活的跃然纸上。Group leader根据纸条里的关键字，将任务按难易分配给各自的组员，合作完成思维导图和Liu Tao的自我介绍。

教师最后评价每个小组的表现。

Task2 巩固：创编对话，趣味家作

片段2

Let me draw and write T: Peter is writing an email to his new e-friend Liu Tao.His classmate John wants to play basketball with him.What are they talking about Liu tao? Let’s make a new dialogue as our homework. First you must draw a mind-map of Liu Tao on your paper. So our homework is : 1、Listen to the tape and read the test ten minutes.

2、Draw a mind-map of Liu Tao.

3、Make a new dialogue between Peter and John.

[设计意图]

教师紧抓交友这条主线，让学生在同一情境中再次感悟、内化语篇。这样的设置前后连贯，一气呵成，教师的课内教与学生的课后学，始终处在自然而高效的状态中。

板书设计：

Unit6 My e-friend

(day, date, weather)

单词卡片