Unit 1 Can I write to her?优秀教学设计

外研社Module5 Unit1 Can I write to her?第一课时教案

教授科目：小学英语六年级上册

授课教师：周懿

课题：Module5 Unit1 Can I write to her? 第一课时

课时数：共2课时

一、

教学目标

1.知识与技能目标：

（1）能听、说、读、写如下词汇：pleased, pretty, pen friend;能正确理解和运用词汇：pleased, pretty, pen friend. （2）能听、说、读、写句子:Pleased to meet you, Can I write to her?能正确理解和运用句子：Pleased to meet you, Can I write to her? （3）能理解对话内容，能朗读对话并能模仿对话中的人物进行朗读表演。

2.情感态度目标

（1）敢于开口，表达中不怕错误。

3．文化意识目标

（1）进一步了解主要英语国家的国旗

4.学习策略

（1）积极运用所学英语进行表达和交流

二、教学重难点

1.认识对话中出现的新词新句，并能简单运用。

2.理解对话大意，模仿表演对话。

三、学情分析

六年级的学生已经学习过自我介绍的内容，但如何利用有效的个人信息进行交友是需要老师引导的。此年级的学生性格两极分化严重，有的学生勇于表达自己的各项意愿，而有的则箴默不语。如何正确表达自己的意愿、请求、能力与喜好是本单元的主要内容。

四、教学方法

讲授法、任务型教学法

五、教学准备

教学PPT、奖励糖果、教学卡片、CO-ROM 六、教学过程

Step 1：Warm-up and Lead-in 1.

Greetings T: Class begins Ss: Stand up. T: Good morning, boys and girls! Ss: Good morning, teacher！

T: How are you, today? Ss: I’m fine, and you? T: I’m fine, too. Thank you. Sit down, please. T: Now, there are two groups. You are group one and you are

group two. You are all here, and when you do good jobs, you will move one step, and when you get here first, you are the winners. You can get my candies.(教师一边说明竞赛规则，一边在黑板上移动磁铁帮助学生理解。) 【设计意图】分小组学习的方式可以调动全员的学习兴趣，增强学生凝聚力。

2.

Look and say T: Look at the pictures and guess “ Which country it is?”（PPT中依次出现中国、美国、英国和加拿大的国旗）

S：（Answer the question）

T: America, England and Canada are foreign countries. Do you know what does “foreign countries” mean? Ss: (Don’t know) T: As for us, except China, they are foreign countries. T: “foreign countries” means “外国”,”

foreign” means “外国的”,”countries” means “国家”.(适当加入中文，方便学生理解。) 【设计意图】

借助不同国家的图片，复习几个英语国家的单词，并强调某些国家的两种说法，也随之引出“外国”，为后面的教学奠定基础。

3.

Fill the blanks 句式：People from China speak Chinese.（根据国家填出对应

语言）

【设计意图】

复习国家的对应语言，为后面的教学奠定基础。

4.

Free talk T: OK, game time is over. Today, I’m very happy, because this is my first time to your class. I’m new here, maybe you want to know something about me. You can ask some questions to me. T: You can ask my name, my age, my hobbies, where am l from, where do I live and so on. Who want to ask? S: (Ask me some question) T: (TV屏幕上出示个人信息以及照片introduce myself to students) 【设计思路】

由于是新老师，学生对你充满好奇，利用学生好奇心让学生运用所学英语询问老师个人信息，复习旧知，将所学知识用于情境之中，提高学生英语表达能力。）

T：Now, you know something about me, I want to know something about you, too. Do you want to be my friends? Please introduce yourself to you. Maybe, you can use these sentences. (TV屏幕上展示四个基本句型和词组，学生运用例句进行自我介绍) S: My name is ___. I’m from ___. I live in ___. I like ___.(two to

three students) T: Nice to meet you. S: My name is ___. I’m from ___. I live in ___. I like ___.(the last student) T: Pleased to meet you. T: Now, I have a question. What did I say just now? S: Pleased to meet you. T: Do you know what is “Pleased to meet you.”?

Ss: (Don’t know)

T: “Nice to meet you.

“and “Pleased to meet you.” are the same meaning. You can say “Nice to meet you.” and you also can say “Pleased to meet you.”

T: OK, read after me, “pleased”. (单词教学：单人读，小组读，全体读) T: Pleased to meet you. (句子教学：齐读) T：Pleased to meet you,___.(与学生进行对话) 【设计思路】

从学生询问老师问题，让老师进行自我介绍，自然而然引导学生进行自我介绍；并设置真实情境导入和输出新单词和新句型。

Step 2: Presentation 1.T: We are all from China, we are Chinese, we are friends. Miss

Ou also have a foreign friend. Do you want to know her? Ss: Yes, I do. T: Her name is Laura, she told me she wants to find a pen friend. Do you know what does “ pen friend ” mean? Ss: 笔友

T：Read after me, “ pen friend ”. (单词教学：单人读、小组读、齐读并讲解/e/音、/n/音以及不发音的字母”i”) T: You can also say “pen pal”.

(单词教学：单人读、小组读、齐读并讲解梅花音，拓展phone friend and QQ friend) 【设计思路】

从朋友自然引入外国朋友，也是本堂课对话内容的主人公之一”Laura”，用引出新词”pen friend”。

2. Watch and answer: where is Laura from? Ss: She is from America. 【设计思路】

先看一遍视频，让学生带着第一个问题粗略理解对话内容。

3. Read,repeat and answer the questions：

Q1: Does Daming live here? S: No, he doesn’t. He is visiting Simon. T: What does “visit” mean? S: 拜访

Q2：What a pen friend does Linging want to make? And why? S: She wants a pen friend from China. Because, she wants to know more about China. T:Daming introduce Lingling to Laura’s pen friend, what does Daming say about Linging? Can you find it in the dialogue? (引导学生从课文中找到大明描述玲玲的句子) Ss: (Answer the question) T: What do you think of Lingling? Is she beautiful? Pretty?lovely? (引导学生说出”pretty” ) T: Read after me, “pretty”. (齐读、单人读、小组读) T: A pretty little girl. A pretty dress

What a pretty little garden!

(借助图片读例句，巩固单词意思) 【设计思路】

通过问题二引出Lingling的个人信息，引出新单词“pretty”并让学生深入了解对话。

Q3: Can Laura write to Lingling? S: Yes, she can. T: How do you know it? (引出新句型“Can I write to her?”) T: Read after me. “Can I write to her?/

Can I write to him? /Can I write to you?”

【设计思路】

让学生带着三个问题学习对话，有目的地学习，深入理解对话内容，并在思考与回答问题中新授单词和句型。

Step 3：Extension----Role play 1.

单人表演

2.

小组表演

Simon----Teacher

Daming/Laura---- Group1/Group2 【设计思路】

检查学生是否能正确朗读对话，锻炼学生阅读英语的能力。

Step 4: Homework 抄写标题句和新单词

七、板书设计

M5U1

Can I write to her?

him

you

pen friend

pen pal pleased

Pleased to meet you. pretty

小组

课后记

1.分组竞赛没有切实进入教学步骤。（在一班教学时已解决该问题）

2.老师说的太多，学生说的太少，学生无法听懂大量的、一连串的英语指令，无法随着老师的脚步进入新的教学活动。

3．老师需要时刻观察学生表情，学生对老师提出的问题充满“疑问脸”时，应当适当改变教学方式。

4.教授新单词“pretty”时，应将其用于真实情境。在教授新单词时应该尽量运用图片、收尸、情境等告知学生其中文意思，而不是直接说出。（一班上课时，已解决改问题）