课     题	Unit 4 An English friend	课时	第一课时		主备人	吴如月		授 课 时 间	2012.3.22
教 学 目 标	知识目标：1.能读懂Read and say 的内容并解决相关问题。 2.能听得懂、会说、会读和会拼写单词an e-mail, busy, a town, usually, well. 3.能完成小练笔：My friend . 能力目标：1.培养学生的阅读能力，提高学生的阅读质量。 2.引导学生把在阅读理解中学到的技能运用到写作中去。 情感目标：1.小组合作的愉快感受。 2.激发学生在阅读中体验快乐，体验成功——快乐阅读。
教学重、难点	1. 单词usually和词组surf the Internet的发音。 2. 初步了解掌握句型： What does he/she do …? He/She … Does he/she …? Yes, he/she does. No, he/she doesn’t. 3.理解课文内容。
教、 学 具	教学挂图，PPT
预习要求
教师活动内容、方式				学生活动内容、方式			英语环境的创设
Step 1：Free talk 1.Let’s chant:Hobbies 2.Hello, boys and girls.   How are you this morning? What day is it today ? What lessons do you have in the morning? What subject do you like ? Do you have any hobbies? What’s his / her hobby?				歌谣琅琅上口，学生复习hobbies.   自由会话为新课的学习做铺垫。话题围绕学生展开，学生发言积极活跃。			歌谣是学生喜闻乐见的形式，课前的吟唱能将学生带入轻松、欢快的学习氛围中，增进师生的情感交流，同时为新课的学习做好铺垫。   由学生熟悉的、感兴趣的话题展开，自然导入。
Step 2. Presentation 1.Do you play well ? Does he play well ? Here well means 做某事做得好，for example, play football well, Swim well. 2.Now boys and girls, do you know my hobbies?　 Look at this picture , then guess . T: I like surfing the Internet. Surf the Internet, it means 网上冲浪． 3.T: On the Internet, we can do many interesting things. T: Yes. For example, we can listen to music, we can see films, we can play games, and we can write an e-mail to our friends. Here e-mail means 电子邮件. 4.T: Look ! She is writing an email. Do you usually write an email ? I usually write emails to my friends Here usually means 经常. (投影) Now, please read this word after me. T: On Sundays, I usually surf the internet. What do you usually do on Sundays? T: Do you remember What does ⅹⅹ usually do on Sundays? S : He usually plays football.				学生组词，学习副词的用法。     由猜测教师的爱好引出新知.       读新单词。                               投影I usually     同桌操练What do you usually do on Sundays? I usually… Ask students （3组）.			让学生猜一猜教师的兴趣，复习动词词组，为新课学习做铺垫。         给出具体语境，促进学生英语思维的发展。
Step3:Practice T: ⅹⅹusually plays football on Sundays. How about Wang Bing ?What does he usually do ? Look ! this is Wang Bing. What is he doing now ? Guess. T: He is writing an e-mail to his English friend Tom. Gao Shan comes in. ①What does Gao Shan want to do ? T: He wants to play table tennis with Wang Bing.（板书Gao Shan wants to） T: ②Does Wang Bing go with Gao Shan? ③Why? No, he doesn’t. Because he is busy. Here busy means 繁忙的，忙碌的。 T: Wang Bing is very busy. He is writing an e-mail to his English friend, Tom. （板书Wang Bing is busy. He is…） ④看板书，师问生答    ⑤复述 Can you say like this ? T: . Tom is Wang Bing’s English friend 。 Where does Tom live? Does he live in London?  T: He lives in a small town near London. Here town means 市镇，城镇。 （读句子并板书He lives…） T: Tom is Wang Bing’s English friend.He lives in a small town near London . Do you want to know something more about Tom ? Here ,I have some questions about Tom.(师读问题) T: What subjects does he study at school ? Does he study Chinese ? What does he usually do on Sundays ? Does he play well? T: Now, so much for the questions.（①跟录音朗读课文第二部分）。②read the text by yourselves自由读③Use your own words to introduce Tom.				小组操练。       listen to their dialogue听录音第二段               读单词。                       听录音两句话回答问题     组词               听课文第三段录音，回答问题             跟读课文。     看板书提示介绍Tom			形式多样的操练，是句型和单词巩固不在枯燥。   看板书提示介绍Tom   本课对话篇幅较长，学生在理解和学习课文的过程中有一定的难度。我在处理课文时，将内容逐步呈现，有效分解课文学习的难度，突出本课的教学重难点。在学习过程中，突出学生的主体地位，充分尊重学生的发现和创造。                   对话教学过程中，采用了情境教学法，让学生身临其境，学生积极地参与到课堂教学活动中，但在调动学生的非智力因素，提高了学生实际运用语言的能力。同时在教学过程中，让学生自己挑选喜欢的活动去做、去说，调动了学生的学习积极性和主动性，教学效果得到了提高。学生有了一定的“文化知识”和“语言知识”的双重准备，才能活用英语，才会喜欢用英语交流。今后的英语教学中，教师应尽量创设情境，为学生今后更好地使用英语打下坚实的基础。
Step4:Consolidation: ①Now, please open your English books ,read the text after the tape. ②Retail the text.				根据板书复述课文
Step 4：Homework：1.Read the text three times. 2. Introduce your friends.
板书 Wang Bing write an e-mail in the computer room Gan Shan   come in Gao Shan   want to play table tennis   Name card about Tom: Name: Tom Residence: a small town near London Studies: English, Maths, Science and Art Activities: play football							本课的板书也是一个非常具体的英语环境创设，它能为学生语言输出提供一个语言框架。