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Unit6Mye-friendStorytimeTeachingaimsandlearningobjectives教学目标1.能听懂、会读、会说e-friend,send,email,to,live,UK,…yearsold,study2.能听懂、会读、会说日常用语Waitaminute.Doeshe/shehave…?Yes,he/shedoes.Doeshe/shelike…?No,he/shedoesn’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。Focusofthelessonandpredictedareaofdifficulty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Doeshe/shehave/like…?Yes,he/shedoes.来询问他人朋友。Teachingprocedures教学过程Step1BrainstormingT:Saythesamekindofwords.Themorethebetter.Step2Self-introduction1.AninformationcardT:Thisisme.Doyouwanttoknowme?Youcanaskmesomequestions.Name----What’syourname?----JollyAge----Howoldareyou?----33yearsold(教….yearsold)Subjects----Whatsubjectsdoyoulike?----EnglishHobbies----Whatdoyoulikedoing?----makingfriends2.Let’sguessT:Ihaveakindofspecialfriend.Wecan’tseeeachother.Weusuallysendemailstoeachother.Canyouguess?(教send,sendto,email)S:E-friend.(教e-friend)(引出课题Unit6Mye-friend)Step3Presentation1.Listenandchoose(播放录音寻找答案)T:LookatLiuTaoandWangBing.Whohasane-friend?Let’slistenandchoose.(播放录音)T:Whohasane-friend?S:WangBinghasane-friend.T:Whichoneisthekeysentence?S:Letmesendthisemailfirst.It’stomye-friend.T:Here’sasentence“Waitaminute.”Canyouchoose?S:B2.ThinkandaskT:ThisisWangBing’se-friend.Doyouhaveanyquestionsabouthim?Thesewordscanhelpyou.3.WatchandanswerT:Ihavethreequestions.Let’swatchandanswer.(播放动画)T:WhoisWangBing’se-friend?S:He’sPeter.2
T:Howoldishe?S:He’s11yearsold.T:Wheredoeshelive?S:HelivesintheUK.4.ReadandunderlineT:LiuTaohasmorequestionsaboutPeter.Canyoufindthem?Pleaseunderline.Step4Consolidation1.Readingtimea.Readtogetherb.Readonebyonec.Readinrolesd.Readinparts2.SaysomethingaboutPeter3.HowtogetothersinformationStep5Askandanswer1.Let’sguessT:Whoismye-friend?Youcanaskmesomequestionsandguess.2.Askandcompletetheinformationcard3.Let’sreportHomework家庭作业1.ReadStorytime5times.2.Trytomakeane-friendontheinternet.Teachingaids教学准备（含板书设计）教学准备：图片、词汇卡、多媒体Unit6Mye-friendWhat’shisname?Howoldishe?Wheredoeshelive?Whatdoeshelikedong?Whatsubjectsdoeshelike?Whatdoeshedoafterschool?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Storytime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。2
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