Mye-friend教学设计.doc

Unit6 My e-friend 教学设计
Teaching contents : Story time
Teaching aims and learning objectives
1.Students can understand、read and say these words:e-friend, send, email, to, live, UK, …years old, study；
2. Students can understand、read and say these sentences: Wait a minute. Does he/she have …? Yes, he/she does. Does he/she like …? No, he/she doesn’t；
3. Make sure students can understand and read the story and try to retell with the teacher’s help.
4. Students should be able to talk about their friends using these learned sentences.

Focus of the lesson and predicted area of difficulty 教学重点和难点
1. Make sure students can understand and read the story and try to retell with the teacher’s help.
2. Students should be able to talk about their friends using these learned sentences.

Teaching procedures 教学过程
Step 1 Free talk and Lead-in
T: Good morning!
What day is it today?
What lessons do you have today?
Do you like Chinese/English…?
根据学生回答内容:
You like English/Chinese… So I think you often study English/Chinese after school.
适时新授study三单式 study-studies
T:I don’t study English after school.
I often write an email to my e-friend.（新授send an email to my e-friend.）
T:I’m sure you must have some e-friends too.
Today I want to talk about this topic “My e-friend”.
引入课题 Unit6 My e-friend
【设计意图：由学生旧知导入，自然过渡本节课新知。】
Step 2 Presentation
1.Watch and answer.
T: We all have some e-friends. Wang Bing has an e-friend too.
Who is his e-friend?
【设计意图：设计一个简单的问题，整体呈现对话，让学生带着问题去感知动画。】
2. Think and try to ask.
T: So Peter is Wang Bing’s e-friend. Do you want to know anything about Peter?
These words can help you.
给出关键字(How / What/ Can/ Does/Where)学生尝试询问，老师板书学生问题。
根据学生的问题补充（居住地）
T:You really have a lot of questions about him. And I have a question too.
We live in Jiang Yan .Where does he live?
【设计意图：利用学生已有知识经验对新网友的信息进行提问，例如年龄、能力等，激发学生求知欲。根据学生所提问题，教师再做进一步补充，例如居住地，学生可能不会提问。真正做到以学生为主体，教师只是引路人。】
3. Read and underline.
T: OK！ So now let’s read and find the answer to these questions. First，let’s read these questions together.
Before that , I have a learning tip for you.
T: You don’t have to read every sentence. Just read quickly and find the information you need. Try to guess the new words’ meanings according to the conversation.(PPT中文呈现)
学生完成后，一一对答案。对于课本没有涉及到的问题，引导学生猜测，如Peter’s favourite colour，可引导学生看peter衣服颜色。Maybe Peter likes blue, I think.
【设计意图：发挥学生的主观能动性，教给学生一些的阅读小方法，让学生自己找答案，学生完成后，教师再与学生一起核对。对于课本没有涉及的问题，引导学生积极思考，做出猜测，基于教材又不局限于文本，提高学生学习积极性。】

Step 3 Consolidation
1. Reading time.
a. read after the teacher b. Read in roles
【设计意图：朗读过程中教学生注意语音语调、抑扬顿挫，重读、弱读等朗读技巧。】
2.Finish Peter’s name card.
3. Try to say something about Peter.
Step 4 Activity
1.Make your e-friends’ name cards.
T: So now we know something about Peter. And you know I have some e-friends too.
Look, this is my e-friend’s name card. (介绍自己的网友，并在黑板上板书名片)
2. Students finish their e-friends’ name cards.
3. Let’s report.学生介绍自己的网友，并将名片贴到黑板上的大树上。
T: Look, we are all friends. Friendship makes the tree more beautiful. Friendship makes the world more beautiful.
【设计意图：设计自己网友名片，并按照名片介绍自己网友有关信息，提高学生读说能力。】

Homework 家庭作业
1. Read Story time 3 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 6 My e-friend
What’s 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?