5b是多大|5B Unit 4 An English friend A

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teaching contents:
5b unit 4 an english friend part a
teaching importances and difficulties:
1. four skills: an e-mail, busy, town,  usually, well;
what does he/she usually do? he/she usually…
does...? yes,he/she does. no,he/she doesn’t.
2. three skills: surf the internet
teaching aids:
cai, cards,ect.
teaching process:
step 1 free talk
1.t：boys and girls.today we’ll learn a new unit.that is –(unit 4 an english friend)well, today we’ll talk about our friends.you know friend is very important for us.. “life without a friend is death. a friend in need is a friend indeed.”(带生读一遍)
2.t:boys and girls. do you have any friends? xx.do you have a friend? （yes, i do.xx is my friend.）
does he/she like…? 引导学生用yes, he/she does. no,he/she doesn’t.回答。 （3个学生后）
step 2 presentation and practice
1.t:do you have a friend?does she/he/your friend like…? show the new drills to the ss and read them after t.
2.t:can you use these structures to talk about your friends?work in pairs,please.
3.t:all of you did a good job.for me, i have some friends,too. miss jiang,your art teacher is my friend.what is she doing?(she’s singing.)
you’re right.and she sings well.(教学well)带读单词,句子miss jiang plays the piano well.(then ask ss to make up sentences with “well”)
4.well,look at this picture.can you make up a sentence? (yao min plays basketball well.)
t:mr jiao,your science teacher is also my friend.he plays basketball well,too.he usually plays basketball in the afternoon.(教学usually)mr jiao plays basketball on monday afternoon. mr jiao plays basketball on tuesday afternoon….so mr jiao usually plays basketball in the afternoon. t:what does mr jiao usually do in the afternoon ? s:he usually plays basketball in the afternoon.(s-s, group-group)
（show the structures: what does …. usually do on sundays/on saturdays/in the morning/afternoon…  he/she usually…   ss talk about their friends.）
t:guessing game.what does xx usually do …? he/she usually …
step 3 look ,read and learn
1.t：today, i’ll introduce my friend to you.he’s an english friend. this is an e- mail for him. 教授e- mail，教师此时在电脑上呈现英国男孩的照片旁边还有英文相关介绍，请学生阅读，教师提问what’s his name? how old is he?what does he like？does he swim well?在介绍中还有今天所教授的新单词my friend:peter is an english boy. he’s 11. he lives in a small town near london. he studies english, maths, pe
and science. he likes surfing  the internet and swimming. he swims well.he’s busy on sundays.这些单词在教授时都在电脑上做了链接帮助学生理解。12
2．read the new words after t
3. today wang bin is writing an e-mail to his friend,but gao shan wants to play table tennis with him.what happened? listen to the tape and try to answer the questions:①does wang bing’s friend live in london? ②
what does he usually do on sundays? ③ does he play well?
4. read the text after t ,ss read it together
step 4 consolidation
1`. 教师显示一表格然后为学生做一师范，然后让学生来写写自己的朋友
  lily is my friend. she lives in a small town near zhenjiang. she is 22.  at school, she studies english, maths, science and art. she usually swims after school. she swims well and sings well, too.
2.教师给一篇体育明星姚明的介绍让学生来根据短文填表格
yao ming is a chinese boy. he was born(出生) in 1980 . he’s 2.26 metres high and  134 kilo grams weight . he lives in shanghai. his favourite colour is blue.
he likes playing basketball very much. he plays well.now he plays in the team of houston rockets in usa.(修斯顿火箭队)
  (本表格为补充，来不及可省略)
step 5 homework
1. read unit 4 part a try to recite it
2. write an e-mail to your friend
step 6 blackboard design
                    unit 4 an english friend
            does…?
            yes,he /she does. no,he/she doesn’t.
           what does … usually do …?
           he/she usually …
教后反思：本节课题目为一个英国朋友，因此我在设计时围绕朋友这个话题展开。首先告诉孩子们朋友的重要性，教给孩子两句英语谚语，让孩子在一开始就进入朋友这个主题，同时也对孩子进行情感熏陶。接着问孩子一些有关朋友的问题，在聊天中自然地引出句型does she/he/your friend like…? 接着很自然地介绍教师自己的朋友，交待她的爱好，教授well,以及通过让学生猜测教师朋友的爱好引出句型what does xx usually do …? he/she usually …在处理课文教学时，采用整体教学法，让学生整体听课文以及通过阅读理解课文内容。整节课采用了多种教学方法，利用imformation gap练习句型what does xx usually do …? he/she usually …，通过图片、文字等创设出许多令学生非常感兴趣的情境，这些都大大激发了学生浓厚的学习积极性。这节课由于围绕朋友这一话题设计，所一整节课显得非常完整、流畅和自然。只是最后的写话设计我如果能先引导学生完成，再让他们自己操作可能学生更易掌握。12

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