五年级英语上册What can you do? B Read and write教学设计

五年级英语上册What can you do? B Read and write教学设计Step 1.Pre-reading1.创设语境，歌曲热身T: Good morning. boys and rls.Ss: Good morning. Ms Li.T: Today I'm your new acher and I'm so glad to be here. Let's be friends, OK?Ss: OK!设计意图：引入“朋友"的话题.唱一首关于交朋友的歌曲,活跃课堂气氛,拉近师生间距离。2.介绍自己,激活思维T: My English name is sunshine. I'm 42 years old. I' m tall and thin. I'm friendly， I can do a lot of things. Can you guess what I can do?学生进行各种猜测，我及时给予相应评价。设计意图：我有意识地根据文本结构，从姓名，年龄，性格，能力等方面进行自我介绍，为后面的语篇教学做好铺垫；学生进行猜测，在真实的交流中激活了学生的语言和思维。3.观察引导.设疑激趣T: Now we are getting know each other. We' re friends.right? Are you happy?Ss: Yes.T: But, look! Robin is not happy today. He's sad. He wrote an email to you. What happened? Let's read the email and find the answer.设计意图：引导学生观察Robin的表情，对比同学们交了断朋友后的快乐心情，设置了Robin伤心的悬念，引发学生的好奇心、激发学生的阅读兴趣。Step 2. While-reading1.粗读语篇，提取基本信息根据学生的回答，总结板书： Who  canbe my friends?2.精读语篇，梳理关键信息通过布置完成表格的任务，引导学生细读文本，提取关键信息。3.小组合作，交流解疑    通过指导学生小组合作完成阅读任务，培养学生发现问题、解决问题的能力,充分调动学生学习的积极性，并及时点拨4.跟音朗读.   小组展示让学生听音跟读模仿语音、语调,体会人物的感情,模仿机器人发声，帮助学生进一步理解文本内容，提升了学生学习英语的兴趣。5.利用关键信息,进行模仿表达    创设真实的交友情境,引导学生根据语篇的内容、结构模仿表达，帮助学生建立起完整的认知结构。以读促说,意在提高学生的语用表达能力Step 3. Post- readingT: How beautifully! The more we have friends, the happier we will be!Everyone has his friends, and he must have his own love story. Can you write your story?仿照语篇写下自己与朋友的故事。Step 4. Homework1.Retell the email.2. Read the picture book for your parents.