五年级上册英语教案Unit 6 My efriend第一课时Story time译林版（三起）

1、.*;第 PAGE5 页Unit 6 My e-friend教学内容：五上Unit 6 My e-friend第一课时Story time教学目的：学生能初步理解并且会听、会说、会读单词或词组：an email, e-friend, send, study, wait a minute.学生能初步感知句型，能初步听懂并且会读，理解句型：How old is he/she? He/She is years old. Where doeslive? He/She lives. What subjecte does like? He/She likes . What does like doing?

2、 He/She likes.学生能初步理解本篇对话并能复述。教学重点与难点：1.学生能初步理解并且会听、会说、会读单词或词组：an email, e-friend, send, study, wait a minute.2.学生能初步感知句型，能初步听懂并且会读，理解句型：How old is he/she? He/She is years old. Where doeslive? He/She lives. What subjecte does like? He/She likes . What does like doing? He/She likes.教学准备：PPT, 人物头饰，板书图

3、片教学过程：Step 1. Warning upGreetingsFree talk: day/date/weatherEnjoy a songT: Wait a minute. Lets listen to a song frist.Step 2. Presentation and practiceTalk about Ss friend承上T: Just now, we enjoyed a song. What is the song about?Ss: Its about friends.T: Do you have any friends?Ss: Yes, I do.T：Lets ta

4、lk about your frriends. Hello, boy/girl. Whos your friend?/ Is your friend a boy/girl? How old is he/she? What subjects does he/she like? What does he/she like doing? 问2-3个学生Talk about Ts friend引导学生用三单形式来提问姓名、年龄、喜欢的学科和爱好承上T: My friend likes surfing the Internet. She often uses a computer to surf the

5、 Internet. What can you do with a comuter?引导学生答复do some shopping, watch films, play computer games,chat with friends, listen to musicT: I can write an email with a computer. I sometimes write an email to my e-griend. Then I sen the email.Teach: email, e-friend, sendSome words about “e-Story timeLook

6、 and sayT: I have an e-friend. Look at this picture. W ho has an e-friend?S: Wang Bing.T: Why? How do you know?S: Because Wang Bing is writing an email to his e-friend.T引导T: Who is Wang Bings e-friend?S: Peter.T: Good. You did a good job before class. Something about Peter家庭是幼儿语言活动的重要环境，为了与家长配合做好幼儿阅

7、读训练工作，孩子一入园就召开家长会，给家长提出早期抓好幼儿阅读的要求。我把幼儿在园里的阅读活动及阅读情况及时传递给家长，要求孩子回家向家长朗读儿歌，表演故事。我和家长共同配合，一道训练，幼儿的阅读才能进步很快。 T: Do you want to know sth about Peter? You can ask some questions. Who can try?学生来提问题Watch and answerT: You want to know Where does he live?and How old is he? Lets watch and find the answers.Re

8、ad and underlineThink and sayListen and repeatRead and actTalk and share问问同桌的网友或朋友的name, age, country, subjects, hobbies,然后向大家来介绍A sentence: More friends, more laughter!Step 3. Homework1.According to this pictures,draw a new picture to introduce Peter.2.Read the story and try to retell.教学反思：本节课课堂思路明

9、晰，环节紧凑，从阅读前、阅读中到阅读后层层递进，让学生在学习过程中举一反三，师生互动默契。整节课非常注重朗读和书写的指导，训练了学生听、说、读、写各方面的才能，充分发挥学生的主体地位，让学生主动学习，培养学生的思维才能。但是整节课上下来还是有几点需要在今后的教学中改进：宋以后，京师所设小学馆和武学堂中的老师称谓皆称之为“教谕。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习。到清末，学堂兴起，各科老师仍沿用“教习一称。其实“教谕在明清时还有学官一意，即主管县一级的教育生员。而相应府和州掌管教育生员者那么谓“教授和“学正。“教授“学正和“教谕的副手一律称“训导。于民间，特别是汉代以后

10、，对于在“校或“学中传授经学者也称为“经师。在一些特定的讲学场合，比方书院、皇室，也称老师为“院长、西席、讲席等。对第三人称单数的练习拓展得太深化，第一课时还是应该以学习Story time 的文本为主，拓展练习可以放在第二课时中。在教学过程中引导学生思维的时候再明晰一点，对于有的问题可以提炼一下，能让学生一目了然，一下子抓住重点，这样对于掌握整节课的重点和难点比较有帮助。语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。假如有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对进步学生的程度会大有裨益。如今,不少语文老师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结

11、果老师费力,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的为难场面的关键就是对文章读的不熟。常言道“书读百遍,其义自见,假如有目的、有方案地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然浸透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和开展。在读的环节中，我处理的时候是让学生跟着录音整篇文章读一下，再自己和伙伴选择一种方式读。这样整篇跟读显得有点枯燥，可以把部分句子提早到答复以下问题时模拟，分散一点，这样更能增加学生学习的兴趣。“教书先生恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生概念并非源于教书，最初出现的“先生一词也并非有传授知识那般的含义。?孟子?中的“先生何为出此言也？；?论语?中的“有酒食，先生馔；?国策?中的“先生坐，何至于此