江苏译林版五年级英语上册第六单元Cartoontime教案.doc

1、英语（五年级上册）Unit 6 My e-friendCartoon timeTeaching aims and learning objectives 教学目标1. 能听懂、会读、会说单词：tomorrow, fishing, sit by, wait。 句型： Dont worry.2. 能理解Cartoon time故事大意并有感情地朗读表演。3. 复习巩固Grammar time，能针对朋友的情况进行问答。Focus of the lesson and predicted area of difficulty 教学重点和难点1. 学生能够使用不同句型来描述自己的或猜测别人的网友。2.

2、能理解Cartoon time故事大意并有感情的朗读表演。3. 熟练地询问他人的情况。Teaching procedures 教学过程Step 1 Greeting &Warm up 1. Free talk(师生问答)Do you like? What subjects do you like?Des he/ she like? What subjects does he/ she like?2. Ask and answer in pairs (PPT呈现主要句型)3. Think and sayT: What questions can help you to know about ne

3、w friends?4. About Peter以小组为单位，介绍Peter，可以用上刚才讨论的关键词。Step 2 Cartoon time1. About SamT: What does Sam like doing?S1: Does Sam like swimming?S2: Does Sam like ing?T: He likes fishing. (新授fishing, go fishing)2. Watch and answer T: Who is good at fishing? (播放动画) S: Sam.3. Read and answer. Is Bobby good a

4、t fishing? 学生自读图1，找出相关句子。4. Read and underline 学生两人一组，默读图2图4，找出下列问题的答案，并将关键句划出来。Where do Bobby and Sam sit?Does Sam have many fish?Do fish really eat oranges?5. Reading time1) Read after the tape.2) Read in groups of four and choose your own way.6. Lets retellBobby and Sam eat _ at a _ _. They decid

5、e(决定) to _ _ tomorrow. _ is good at fishing, but Bobby isnt. So Sam _ Bobby. They sit _ the _. Bobby gives fish some _, but fish dont eat them. At last, Sam has many fish, But Bobby _ have _.7. Lets imagineCan Bobby catch any fish at last? Bobby最后能钓到鱼吗？展开合理的想象，和同伴们编个小故事吧！Homework 家庭作业1. Read Unit 6/

6、 Cartoon time2. Try to retell the story to your friends.3. Add an ending to the story. Teaching aids 教学准备（含板书设计）教学准备：词汇卡、多媒体板书设计： Unit 6 My e-friend Sam Bobbybe good at fishing Dont worry.many fish tomorrow sit by the river说课这一课时的复习环节，教师设计了几个活动，分别承接上一课时的内容。Ask and answer是对语法板块的巩固，并结合Story time中的Pete

7、r这一人物，让学生来围绕关键词介绍人物，源于课文的内容得到了提升。Cartoon time深受学生喜爱，Sam和Bobby也是学生喜欢的卡通人物。从复习自然过渡到猜测Sam的爱好，然后导入Cartoon的学习。从整体感知到分步解读，并在划关键句的过程中学习新词新句，做到词不离句，句不离文。几个层次不同的活动Watch and answer, Read and find, Read and underline, Retell, Imagine等，分别从不同的角度出发，对故事进行了全方位的剖析。最后的Imagine环节，使学生的英语学习从课内走向了课外，也作为一项课后作业，期待学生下一节课的精彩表现。