Story time优秀教学设计说课稿

Unit 6 My e-friend 课时2 Grammar time 钱桥中心小学

李玉洁

一、教材分析: 本单元的主要内容是能正确使用特殊疑问句和一般疑问句来询问他人信息，如年龄、爱好、居住地等，同时继续呈现了动词的一般现在时第三人称单数形式和用法。教学重点是询问他人信息的特殊疑问句How old is he/ she? Where does he/she live? What subjects does he/she like? What does he/she like doing? What does he/she do after school? 及其答句；一般疑问句Does he/she…?及其回答Yes, he/she does./No, he/she doesn’t.本单元重点词汇有：e-friend, wait a minute, send, email, live, Chinese, study, years old. Australia, Canada, China, UK, US, live-lives, study-studies, tomorrow, sit, by, don’t worry.学习字母w在单词中的读音。

二、学情分析：

五年级英语在小学英语中起着承上启下的作用，既是四年级的衍生又是六年级的铺垫。五年级的的学生虽然已有两年的英语学习经验，但还有一些问题需要解决。首先，学习兴趣不是很高，部分学生甚至有厌恶感，许多学生还是为学习而学习。其次，不会学习，无正确的学习方法，不知如何预习复习。针对以上问题，我们教师要改进课堂教学方式，让师生之间的课堂活形式更加多样化，师生之间更加融洽。

三、教学目标：

知识目标：1. 巩固所学故事中出现的词汇：live in, ...years old, speak，study, UK，US，Canada，Australia. 根据情景，使学生能够听懂、会读、会说句型：Does he have...? Does he like...? Does he like (doing)...?及其回答。

2. 基于课文内容，掌握一般现在时中第三人称单数的一般疑问句的问

句和答句以及肯定句的结构。

能力目标: 能根据情景对话，掌握表述自己或他人喜好的like +doing结构。

情感目标：引导学生观察比较，大胆开口说英语的能力，培养学生广泛的兴趣爱好。

四、重点与难点

1. 涉及第三人称单数的一般疑问句：Does he/she have ...? Does he/she like ...?及回答Yes, he/she does. No, he/she doesn’t.

2. 第三人称单数的一般现在时陈述句：He/She likes ... 3. 用英文介绍自己的朋友。

五、教法分析

在教学过程中，鼓励积极提问的学生，消除他们的紧张和顾虑，培养他们勇于提问的能力和习惯。对于学生提出的问题，通过师生问答，自主寻求答案。学生在质疑和答疑中，思考、探讨，获取学习经验，在展开合理的想象中，锻炼思维，运用语言。

六、课前准备：课件PPT，板书，学生练习纸，信封若干。

七、教学过程设计

教学环节一

Step 1: Warming up. 1．Say a chant. Do, do, do you have a friend? Yes, yes, I have a friend. Does, does, does he like Maths? Yes, yes, yes, he does. Does, does, does he skate well? No, no, he swims well. 设计意图：Chant朗朗上口，一上课就集中学生注意力，复习已学知识。

2\ Free talk.

T: Good afternoon, boys and girls. I’m your new teacher today. Nice to see you. How are you today? S: I’m fine, thank you. And you?

T: I’m fine, too.

3\ Brain storm. T: I want to know who the best is in our class. So first of all, let’s do brain storming. Country: the UK... Subject: PE... Action: swim... Hobby: I like playing football. 设计意图：头脑风暴提高学生发散性思维，迅速投入课堂学习中。

Step2: Revision. 1\ Story time. T: You are all very good. I know you have many hobbies. But do you know what my hobby is? I like reading stories. Here I have a story. Let’s read it together. 2\ Dub the story time. 3\ Ask and answer. T: Who’s Wang Bing’s e-friend? S: He’s Peter.

T: Yes, Peter is here today. He wants to make friends with you. Listen! T: Let’s be Peter’s friend, ok? S: OK. T: Let’s know Peter first.

4\ Do you remember? Age：

He is eleven years old.

Country ：He lives in the UK. Appearance：

He has yellow hair and a big mouth. Subject：

He likes Maths and PE. Hobby ：He likes playing football and swimming. 设计意图：复习旧知，在配音，互问互答等学习活动中让学生感到轻松，愉悦。 5\ Let’s ask.

Age：

Is he ...years old? Country ：Does he live in...? Appearance ：Does he have...? Subject ：Does he like...? Hobby ：Does he like (doing)..? 设计意图：用一般疑问句也就是本单元的主要句型来提问，让学生初步感知。

教学环节二

Step3: Grammar time. a. Read and think. T: OK. We know something about Peter now. Let’s look at these sentences. Can you find some rules? S: ... 设计意图：让学生自己找规律，自主学习，印象深刻。

b. Summary. T: 在一般现在时中，主语是第三人称单数，那么一般疑问句应用does来提问，行为动词保持原形。肯定回答，yes...does.否定回答no...doesn’t. 在肯定句中，行为动词要变形。

设计意图：用中文解释规律，理解的比较快。

c. Read the sentences one by one. d. Try to know your friends. T: How do we know our e-friend? We can ask questions. Just like age,

is he eleven years old? Or is she twelve years old? If I want to know the appearance, I can ask: Does he have big eyes? S: Does he have...? ... 设计意图：在理解语法的情况下，引导学生自己练习此句型，

Step 4: Fun time. a. Fun time. T: We know Peter likes making friends. He makes some new friends in our English book. Who are they? Let’s guess.

b. Give a model. (1)Four in a group and read the first card together. (2)The first student takes a card and look. The others ask questions: Does he like...? Does he have...? Does he like (doing)...? If they are right, the first student can show them the card and say: Yes, he/she does. If all of them are wrong, the first student can show them the card and say: No, he/she doesn’t. He/She likes... (3)When they have 5 cards. They can read the cards one by one and guess who is he/she. (4) Show the report. c. Play the game in groups. d. Our report. Step 5: Practice. (P28 C Read and say) a. New e-friend. T: Peter has so many friends in our English book. He also has some e-friends on the Internet. Look, this is the face book. We can see some child here. Who are they? She’s Amy. She’s ... (Read together.)

b. Listen to Peter. T: Who’s Peter’s e-friend? Let’s listen.

c. Listen and answer. T: Who’s Peter’s new e-friend? S: She’s Amy.

T: Are you right? Let’s read.

Ss: My e-friend is a girl. ... T: Yes, you’re right. Amy is Peter’s e-friend. She’s a good friend, I think. Do you want to have an e-friend? S: Yes. T: Then please choose one. d. Choose your e-friend. (将所选头像贴于练习纸上) e. Talk about your e-friend. f. Write your e-friend’s information.

g. Show time. 教学环节三

Step 6: Consolidation. T: Boys and girls, today we learned how to get the information.当我想知道他住在什么地方的时候，可以问：Does he live in the UK? 当我想知道他的外貌的时候，可以问：Does he have black hair? ... T: We know friends are very important. A life without a friend is a life without a sun. So take care your friends and try to get more friends. 设计意图：引导学生如何谈论朋友，学以致用！

Step 7: Homework. 1. Introduce your new e-friend to your classmate or parents. 2. Learn how to write an e-mail.

八、设计说明

以谈论朋友的信息为切入点，充分利用这一“与生活紧密相连”的话题，开展真实的语言交流、思维碰撞、情感互动和人际交往活动。通过师生间轻松、自然的提问、生生之间的对话交流吸引学生的注意力，激活思维，激发兴趣，从而达到教学目的。