《PEP6AUnit4IhaveapenpalALet’sread》教学设计（罗耿彤）

1、教学设计（教案）模板基本信息学 科英语年 级六年级教学形式新授教 师罗耿彤单 位田家炳小学课题名称PEP6A Unit4 I have a pen pal A.Lets read学情分析六年级学生已具备一定的英语基础，在三年多的学习中接触并掌握了大量的句型和动词词汇。在教学中，要尽量多联系学生学过的知识，帮助学生在有限的课时里不断巩固所学知识。同时，教学活动的设计也要体现梯度和层次，因材施教，让每一个学生在感知、实践、参与、合作中实现任务的目标，体验成功的喜悦。教学目标1. 知识目标：听、说、认读两封电子邮件能够根据对话内容回答文后的问题能够运用本单元的基本句型Whats your hobby

2、? I like doing something. He likes. Does he / she live in the city? Yes, he / she does. No, he / she doesnt. “I like doing something.谈谈自己的喜好。培养学生乐于与人交往的性格。了解电子邮件的基本格式。 2.能力目标：能够用句型进行简单的表达，如：What is your hobby?I like singing. 能够了解他人的喜好进行转诉，如：He/She likes diving等。教学过程六上U4A3（阅读课） Step 1 Preparation 1.

3、Free talk T: Hello. Whats your name? S: My names. T: Nice to meet you. S: Nice to meet you, too. T: I live in . Tell me something about you. Where do you live? S: I live in . 板书 I live in . Tell me something about you.并领读。 T: Tell me something about you. Whats your hobby? S: I like . 在相应位置板书I like .

4、 Whats your hobby? （帮助学生理解，在谈话中 先引用Tell me something about you. Whats your hobby? 为新课作铺垫。） 2. Lets chant. Whats your hobby? Whats your hobby? Diving, diving. I like diving. Whats your hobby? Whats your hobby? Riding a bike, riding a bike. I like riding a bike. Whats his hobby? Whats his hobby? Colle

5、cting stamps, collecting stamps. He likes collecting stamps. Whats her hobby? Whats her hobby? Making kites, making kites. She likes making kites. Step 2 Pre-reading 师拿出自己的笔友的照片和给自己的写的信实物展示给学生看。拿着照片介绍This is Chris. She is an American girl. She is a university student now. She is tall and pretty. She

6、 likes swimming and playing baseball. This is the letter she wrote to me. She is my pen pal. Im her pen pal. 引导学生猜测pen pal的意思。最后点出Pen pal means pen friend. 简单学习pen pal.(设计意图：通过老师介绍自己的笔友特点及爱好小学二年级数学试卷，引入交友情景，为后面进入的阅读创造情景，同时排除pen pal这个障碍，为阅读打好基础。) Step 3 In-reading 1、第一遍阅读。快速阅读第一封邮件，并回答问题：Who are they

7、? 首先老师让学生观察第一封邮件的图片人物， T：Look at the girls in the pictureThey look the sameThey are twin sistersWhat are their names? Let's read the first e-mail. Read quickly and find the key words学生回答的时候，要求能说出依据。然后通过描述这两个女孩的共同特征，引出twin sisters. They look the same. 理解twin和They look the same.的含义，然后，出示另两对双胞胎的照片，

8、引导学生说They are twin sisters/brothers. They look the same. （设计意图：本文文本量较长，有一定难度，设计时自然而然将两封邮件分成两部分进行阅读，先处理Alice给Liu Yun的邮件内容。阅读前老师描述人物图片，学生通过快速阅读找出简单信息，即这计算机毕业论文范文两个人物的名字。此遍阅读教会学生找关键词、句，培养学生跳读的能力。twin sister的理解放在文中进行。） 2、第二遍阅读。仔细阅读第一封邮件，并回答问题。Whats Alices hobby? Whats Anns hobby? 老师提示学生仔细读，并勾划出答案。做完后，同伴

9、交流答案及依据。最后，老师核对答案。 由这两个问题的答案：Alice likes swimming, diving, and riding a bike. Ann likes drawing pictures and making kites.引出新句子They dont like the same things.并让学生猜测意思。 3、在课件的邮件开头空白处点击出现To:和From及相应网址并介绍网址、邮件开头结尾的写法。运用课件将Alice写的邮件发送出去。Liu Yun has got the e-mail. This is the e-mail from Liu Yun to Alic

10、e.出示第二封邮件。 第一遍阅读第二封邮件。快速阅读，回答问题：Where does Liu Yun live? 4、第二遍阅读第二篇邮件。仔细阅物理学报读，回答问题：What is Liu Yuns hobby? What is her mothers hobby? What is her fathers hobby? 提示学生仔细读，并勾划出答案。做完后，小组交流，并说说怎么找到答案的。最后，老师对答案。 5、通读这两封邮件，完成短文。 Alice lives in_. Her pen pal is _. Liu Yun lives in _. Liu Yuns mom is a _. S

11、he likes swimming. Her dad is a _ reporter. He likes listening to music. Liu Yun likes _ and _. 完成后，首先小组交流，然后全班交流。 Step 4 Post-reading 1. Listen and repeat.听录音跟读课文。 2. Reading competition. A B两部分学生比赛朗读课文。 3. Weve read two e-mails. And we can write an e-mail like this.边说边把板书补充完整。T: Liu Yun is Alices

12、pen pal. I want Ann to be my pen pal. So I wrote an e-mail to Ann. You can find a pen pal and write an email to him or her. 用课件展示老师写的邮件。然后要求学生找班内同学做笔友，在自己的练习本上仿照范文给对方写一封电子邮件，并送给他或她。然后邻近的同学一起分享收到的邮件。 Step 5 Progress 1. 完成基础训练的相应练习或其他配套练习。 2. Homework：Pen pals are important. Find a new pen pal and wri

13、te an e-mail to himher.板书设计板书 ：I live in . Tell me something about you. T: Liu Yun is Alices pen pal. I want Ann to be my pen pal. So I wrote an e-mail to Ann. You can find a pen pal and write an email to him or her.作业或预习1. 熟记四会短语。2. 熟记重点句子自我评价我在教学的本课内容时，对于两封书信的阅读教学。要求学生能听、说、认读这两封书信。通过介绍自己的笔友进入话题，让学生感知笔友，运用与本节课内容相关的句型谈论爱好，让学生运用He likes 或She likes.来描述笔友的爱好，极力地调动了学生的学习积极性。在阅读教学过程中，注中培养学生独立阅读的习惯，鼓励学生进行课外阅读，帮助他们克服畏难情绪，增强阅读理解的自信心。同时课外