五年级上册英语教案Unit 6 My efriend（第1课时）译林版（三起）

1、.*;第 PAGE5 页Unit 6 My e-friend教学内容:Story time第一课时教学目的：1. 能听懂、会读、会说单词： e-friend, send, to, email, live, study, China,UK,years old, wait.2. 能听懂、会读、会说日常用语：Does he/she?Yes, he/she does. No, he/she doesnt. Wait a minute.3. 能正确的理解并朗读课文，在老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句型对自己的朋友或者网友进展综合全面的介绍。教学重点：能正确理解并朗读

2、课文，在老师的帮助下尝试复述课文。教学难点：能初步运用本课所学的词汇和句型对自己的朋友或者网友进展综合全面的介绍。教学准备： PPT教学设计：Step 1 : Greeting 1.Greeting. Good morning, boys and girls. Nice to see you. Im your new teacher today. Lets know each other first. Can you ask me any questions?2.I like reading. I can learn a lot from the books. And I like surfi

3、ng the Internet. 3.What can we do on the Internet? Send emails. Teach “Send emails Who do I send the email to?Step 2 : PresentationI can send the email to my e-friend. Today well learn Unit 6 My e-friend.1.Look at the picture. Who are they?Ss: Theyre Liu Tao and Wang Bing.T: Who has an e-friend?Wang

4、 Bing has an e-friend. Why?2.Watch and answerT: Liu Tao wants to know Wang Bings e-friend. Do you want to know him ?学生边问边出示问题并板书a.Who is Wang Bings e-friend ?b.How old is he ?c.What subjects does he like?d.What does he like doing?学生自己答复并板书: Hes Peter. Hes 11 years old. He likes Maths and PE. He like

5、s playing football and swimming . Teach: UK,years old, live, 3.Read and findT: About Peter, do you have anyother questions about him?让学生根据图片，试着提出问题T： Group one分组读出问题 Where does he live? How old is he? What subjects does he like? What does he do after school? What does he like doing ?见书上60页T: Please

6、read your books and find the answers.让学生Teach: study He studies Chinese after school.3.Listen and repeat. 朗读的过程中注意提醒学生模拟一般疑问句和特殊疑问句的语调4.Try to say:Think and say P60: Now ,can you say something about Peter? Lets think and say.Peter is e-friend.He lives in Hes years old.He . speak Chinese.He Chinese l

7、essons at school.He studies Chinese He likes He likes playing 5.Lets PK. You can choose one to do.APeter is e-friend. He lives in Hes years old.He speak Chinese.He Maths and PE.He Chinese lessons at school.He studies Chinese He likes playing BUK 11 speak Chinese and English like playing football, sw

8、imming like Maths and PE study Chinese PeterStep 3 : Consolidation 1. Try to describe. T: I have an e-friend. Shes She lives in the US. She is 29 years old. She studies Chinese at weekends. She likes Art and Music. She likes reading and swimming. We have the same hobby. What is it?Do you have any e-

9、friends?OK. Please introduce your e-friend.But some of dont have e-friends. Dont worry. Lets join the E-friend Club and make some e-friends there.First, read the passages as quickly as you can. profilesThen, choose one to be your e-friend and get some information about him.Finally, report like this.

10、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。I want to make e-friends with Because Step4 SummaryE-friends should help each other. E-friends should learn from each other. E-friends should share with each other. Wha

11、t is an e-friend? 看动画Step 5Homework1.Read the story time and try to retell.读熟Stoty time并试着复述。2.Know more national flags and share with your classmates. 认识更多国旗并和同学们一起分享。3结合本课所学语言知识，描绘下你的好朋友，可以从姓名、年龄、兴趣和喜欢的学科等方面介绍。不少于5句话。带上他/她的照片，下节课交流教学反思：这一课的主要内容是学惯用句型“Do you/they have an e-friend? Do you/they like

12、swimming? Does he/she have Chinese lessons? Does he/she like singing?“What subjects do you/they like? What subjects does he7she like?“Yes, I/theydo. Yes, he/she does. No, l/they dont, he/she doesnt“I/they likeHe/she likes议论朋友的情况，这些知识在我们的日常生活中非常常见。因此在学习时，让学生通过议论朋友的爱好来进展学习会让学生更容易地掌握所学知识。本课的新课呈现环节以及谈话内

13、容就充分地让学生在熟悉新句型的情况下议论自己朋友的情况，这种方式很合适小学生的心理，让他们在浓重的兴趣中对本课的知识学以致用。本课在呈现课文分三部分,第一部,观察图片,找出谁有网友.第二陪,自己提问题,看动画答复并板书.第三部,读课文答复以下问题.通过这三部,教学课文.小学生活泼好动，注意力集中时间有限，因此老师利用PK游戏练习，让学生在愉快的气氛中稳固知识.最后,带着学生进入万分网友俱乐部,让学生学以致用,学生很有兴趣.教学中，正确优美的示范，能激发学生的朗读兴趣。老师必须不断学习，不断练习，以自身优美、纯粹的语音、语调感染、熏陶学生，给学生美的享受，从而引起学生的朗读欲望。在老师示范的时候

14、要让学生静听并注意观察口形。但由于小学生年龄小，理解才能相对较低，让学生真正用心听录音就显得比较困难，这就需要老师在日常教学中从小处、细处入手，培养学生的倾听才能。单靠“死记还不行,还得“活用,姑且称之为“先死后活吧。让学生把一周看到或听到的新颖事记下来,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长可短,并要求运用积累的成语、名言警句等,定期检查点评,选择优秀篇目在班里朗读或展出。这样,即稳固了所学的材料,又锻炼了学生的写作才能,同时还培养了学生的观察才能、思维才能等等,到达“一石多鸟的效果。与当今“老师一称最接近的“老师概念，最早也要追溯至宋元时期。金代元好问?示侄孙伯安?诗云：“伯安

15、入小学，颖悟非凡貌，属句有夙性，说字惊老师。于是看，宋元时期小学老师被称为“老师有案可稽。清代称主考官也为“老师，而一般学堂里的先生那么称为“老师或“教习。可见，“老师一说是比较晚的事了。如今体会，“老师的含义比之“老师一说，具有资历和学识程度上较低一些的差异。辛亥革命后，老师与其他官员一样依法令任命，故又称“老师为“教员。观察内容的选择，我本着先静后动，由近及远的原那么，有目的、有方案的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进展观察，保证每个幼儿看得到，看得清。看得清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。有的孩子说“乌云跑得飞快。我加以肯定说“这是乌云滚滚。当幼儿看到闪电时，我告诉他“这叫电光闪闪。接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。一会儿下起了大雨，我问：