1、Unit 6 My e-friendStory timeTeaching 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, study2. 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 doesnt.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
2、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
3、，在活跃气氛的同时唤醒学生的旧知。】Step 2 Self-introduction1. An information cardT: This is me. Do you want to know me? You can ask me some questions.Name - Whats your name? - JollyAge - How old are you? - 33 years old (教 .years old)Subjects - What subjects do you like? - EnglishHobbies - What do you like doing? - m
4、aking friends2. Lets guessT: I have a kind of special friend. We cant see each other. We usually send emails to each other.Can you guess? (教 send, send to, email )S: E-friend. (教 e-friend )(引出课题 Unit 6 My e-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 Presentation1. Listen and choose (播放录音寻找
5、答案)T: Look at Liu Tao and Wang Bing. Who has an e-friend? Lets listen and choose. (播放录音)T: Who has an e-friend?S: Wang Bing has an e-friend.T: Which one is the key sentence?S: Let me send this email first. Its to my e-friend.T: Heres a sentence “Wait a minute.” Can you choose?S: B【设计意图：用听的方式训练学生听和理解
6、的能力。 】2. Think and askT: This is Wang Bings e-friend. Do you have any questions about him?These words can help you.【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. Watch and answerT: I have three questions. Lets watch and answer. (播放动画)T: Who is Wang Bings e-friend?S: Hes Peter.T: How old is he?S: Hes 11 years old.
7、T: Where does he live?S: He lives in the UK.4. Read and underlineT: Liu Tao has more questions about Peter. Can you find them? Please underline.【设计意图：引出一般疑问句句型。 】Step 4 Consolidation1. Reading timea. 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，让学生自由选择朗读的方式，增强朗读
8、的自主性和趣味性，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 Peter3. How to get others informationStep 5 Ask and answer1. Lets guessT: Who is my e-friend? You can ask me some questions and guess.2. Ask and complete the information card3. Lets report【设计意图：巩固及提高学生通过提问来获取信息的能力。 】Homework 家庭作业1. Rea
9、d Story time 5 times.2. Try to make an e-friend on the internet.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 3 Our Animal friendsWhats his name? How old is he?Where does he live? What does he like dong?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，不仅调节了学习气氛，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。
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