Story timeppt配套的板书设计及意图

译林出版社小学五年级上册第六单元

第1课时教案

Teaching contents 教学内容

Story time

Teaching aims and learning objectives 教学目标

1. 能听懂、会读、会说e-friend, send, email, to, live, UK, …years old, study;

2. 能听懂、会读、会说日常用语Wait a minute. Does he/she have …? Yes, he/she does.Does he/she like …?No, he/she doesn’t;

3. 能正确地理解并朗读对话内容,在教师的引导和帮助下尝试复述课文内容;

4. 能初步运用本课所学的词汇和日常用语谈论自己的朋友。

Focus of the lesson and predicted area of difficulty 教学重点和难点

教学重点:

能正确地理解并朗读对话内容,在教师的引导和帮助下复述课文内容。

教学难点:

能初步用句型Does he/she have/like …? Yes, he/she does.来询问他人朋友。

Teaching procedures 教学过程

Step 1 Brain storming

T: Say the same kind of words. The more the better.

【设计意图:由游戏导入,在活跃气氛的同时唤醒学生的旧知。】

Step 2 Self-introduction

1. An information card.

T: This is me. Do you want to know me? You can ask me some questions.

2. Let’s have a a free talk in each group.

T: I like making friends.Today we’ll have a new friend,

【设计意图:简单介绍自己,激发学生的提问兴趣,复习已学问句,引出下个环节。】

Step 3 Presentation and practice

1. Watch and answer. (看视频回答问题)

T: Who has an e-friend?

S: Wang Bing has an e-friend.

Learn the new words e-friend.

【设计意图:用观看视频的方式训练学生听和理解的能力。】

2. Listen and answer.

T: Look,what’s WangBing doing?...

Liu Tao is coming.What does Liu Tao want to do?

【设计意图:进一步唤醒学生的旧知,激发学生对文本的兴趣。】

3. Think and find.

T: Does Wang Bing go and play football at once?

How do you know that?Which sentence tells us?

4.Read the left side of the dialogue.

5.Read and underline the question sentences.

We know Peter is WB’s e-friend.If you want to know sth about Peter.

What questions do you want to ask?

Read and underline.

【设计意图:引出一般疑问句句型。】

Step 4 Consolidation

1. Reading time.

a. Read together b. Read one by one c. Read in roles d. Read in parts

【设计意图:发挥学生的主观能动性,让学生自由伴读的方式,增强朗读趣味性,学习朗读过程中的语音语调抑扬顿挫,重读、弱读等朗读技巧的处理。】

2. Say something about Peter,finish the exercise.

Step 5 Consolation

1.Introduce my e-friend.

2.Try to introduce your friend or e-friend.

【设计意图:巩固及提高学生语言表达的能力。】

Homework 家庭作业

1.一起作业。

2.试着背一背U6ST。

3.以My friend为题,说一说,写一写自己的朋友,包括年龄、特征、喜好或擅长的科目、兴趣等。

Teaching aids 教学准备(含板书设计)

教学准备:图片、词汇卡、多媒体

板书设计:

Unit 6 My e-friend

What’s his name? How old is he?

What subjects does he like? What does he do after school?

说课

在热身环节,教师通过Brainstorming这一环节,不仅调节了课堂气氛,在激发学生学习兴趣的同时还唤醒了学生的旧知。

在处理Story time前,先通过学生对老师的提问使学生回忆起学过的询问他人信息的问句。再设置问题,学生通过听、读、看等环节来解答,既能使学生很好地理解文本,也能使学生更好地掌握询问他人信息的问题。然后再通过对Peter 的提问和信息的复述,使学生巩固和灵活地使用问句。

朗读时,教师尽量引导学生模仿原版录音,注意语音语调的变换,重读、弱读等朗读技巧的处理。然后让学生自由选择朗读方式,激发学生的主观能动性,增强学生对朗读的兴趣,使学生更好地锻炼和运用本课知识点。最后通过问答方

式来收集新网友的信息,使学生学以致用,灵活使用本课知识点。