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視頻標(biāo)簽：a penfriend
視頻課題：蘇教版牛津小學(xué)英語六年級(jí)下冊(cè) Unit 7 a letter to a penfriend江蘇省 - 蘇州
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蘇教版牛津小學(xué)英語六年級(jí)下冊(cè) Unit 7 a letter to a penfriend江蘇省 - 蘇州
6B Unit 7 A letter to a penfriend第一課時(shí)教案
一、教學(xué)內(nèi)容：
譯林版《牛津小學(xué)英語》6B Unit 7 A letter to a penfriend 1st Period： Part A Listen, read and say P.54-55 二、教學(xué)目標(biāo)：
1．聽懂、會(huì)說、會(huì)讀單詞letter, penfriend, yesterday, read(過去式），envelope, writing paper, both, e-mail address.
2．聽懂、會(huì)說、會(huì)讀日常交際用語Can I have...,please? What for? I hope so.
3．正確理解對(duì)話內(nèi)容，并能熟練地朗讀課文。 三、教學(xué)重點(diǎn)：
1. 整體感知、理解語篇內(nèi)容，并能用正確的語音語調(diào)朗讀對(duì)話。 2. 聽懂、會(huì)說、會(huì)讀penfriend, e-mail，address, both等單詞。 3. 聽懂、會(huì)說、會(huì)讀、會(huì)用日常交際用語Can I have...,please? What for? I hope so. 四、教學(xué)難點(diǎn)：
1. 課文語篇的整體理解。
2. 運(yùn)用本課所學(xué)知識(shí)，學(xué)會(huì)自我介紹（或介紹他人）、學(xué)會(huì)詢問他人情況、征求意見等日常交際用語。 五、教學(xué)準(zhǔn)備：
1．教學(xué)配套軟件、課件制作、板貼、信封、郵票。 六、教學(xué)過程： Step 1 Pre-reading T: Hello，boys and girls. Ss: Hello, Mr. Shen.
T: I’m your new English teacher today. And I'll give you an English lesson. Will you join me? Ss: Yes, we/I will.
T: I hope so. I hope so. （重復(fù)句子，為下文學(xué)習(xí)做提前滲透。） T: OK, first, I want to show you something. Look, There's an envelope. （實(shí)物出示信封，同時(shí)PPT展示并教學(xué)單詞envelope，學(xué)生跟讀，提醒學(xué)生注意連讀和音節(jié)）。
T: And there are some words on the envelope. Let's read. "..."
T/Ss: Class 1, Grade 6, 120 Yangchenghu Road Lumu 215131 , Oh, It's to you. It's your school address.（教學(xué)單詞address，聯(lián)系已學(xué)單詞dress幫助學(xué)生記憶。）
T: Do you want to know "What's in the envelope? Ss: Yes.
T: OK, Let's open it. Oh, There are some writing paper.（教學(xué)單詞writing paper.）
T: So, It's a letter to you.（教單詞letter.聯(lián)系已學(xué)單詞better,幫助學(xué)生遷移。） 注：以上導(dǎo)入及呈現(xiàn)部分，分別出現(xiàn)并教學(xué)了新單詞：envelope，address，writing paper，letter。考慮到本課時(shí)系第一課時(shí)語篇教學(xué)，為保證教學(xué)的整體感，以上新授單詞應(yīng)該適時(shí)引出并簡(jiǎn)單教學(xué)：學(xué)生理解，會(huì)讀即可。 T: Do you have any questions about this letter?
S1:Who/Where is the letter from? What's it about?（此處需教師引導(dǎo)，學(xué)生能想到，但不一定能用英語正確表達(dá)。）
T: Do you want to read it? Ss: Yes, we do.
T: PPT（如右圖）展示書信內(nèi)容, 要求學(xué)生帶著上面兩個(gè)疑問聽老師讀信。（如果課前接觸學(xué)生時(shí)感覺學(xué)生英語綜合能力較好，也可以采用速讀方式
讓學(xué)生獨(dú)立閱讀。）讀完書信，1）教師通過提問檢驗(yàn)學(xué)生對(duì)書信大致內(nèi)容
是否理解，同時(shí)學(xué)習(xí)書信中其他內(nèi)容。2）按照信中要求，介紹Gao Hua，并與學(xué)生互動(dòng)。
1）T: Who’s the letter from? S1: It’s from Gao Hua. T: Yes, It’s from Gao Hua. Do you know him? S1: No, I don’t. T: Class? Do you know Gao Hua? Ss: No, We don’t. T: Then why does he write this letter to us? S2: Because he wants a penfriend in our class.
T: Great! “I want a penfriend in your class.”（讀出PPT上該句，同時(shí)紅色下劃線。)
T: He is from the Penfriend Club. He likes making friends. And also, He is my student. He asks me to introduce him to you. If you want to be his penfriend. Please write to him. OK? Ss: OK.
T: He hopes so. And I hope so,too.
2）T：OK. Let me introduce Gao Hua to you. Now, If you have something the same with Gao Hua, please stand up and say Bingo. OK? Ss: OK.
T: His name is Gao Hua. His English name is Sunny. S1: Bingo.
T: OK. So your English name is Sunny，too. （前一天接觸學(xué)生時(shí)，學(xué)生已經(jīng)向老師介紹了自己，信息中包括英文名。） S1: Yes. T: So, You and Gao Hua both
have the same English Name. (重讀both引起學(xué)生注意，同時(shí)PPT呈現(xiàn)并教學(xué))
T: Gao Hua is 12.
T: Gao Hua lives in Su zhou. Ss: Bingo.
T: OK. We all live in Su zhou.(順便強(qiáng)調(diào)下both和all的區(qū)別。)
T: Gao Hua …（介紹其他信息，此處略。) 【本書信環(huán)節(jié)設(shè)計(jì)意圖】：
1）與本單元話題A letter to a penfriend切合，為本課語篇學(xué)習(xí)創(chuàng)設(shè)語境。 2）書信中I hope so，want a penfriend，write to，both 等提前滲透，為課文文本的理解掃除生詞障礙。
3）展示書信的格式和常用語句，為本單元后續(xù)學(xué)習(xí)提前滲透。 4）介紹Gao Hua信息采用與學(xué)生互動(dòng)形式，如果學(xué)生聽到所介紹的信息與自己相同，站起來喊“Bingo”。老師代替GoHua了解該班學(xué)生概況，利于他交筆友，顯得情景更真實(shí)。當(dāng)然，最主要目的是通過要求學(xué)生反饋來督促其認(rèn)真聽，培養(yǎng)學(xué)生上課認(rèn)真聽講的習(xí)慣。
Step 2 Presentation（Introduction）
通過總結(jié)師生剛剛所做之事來導(dǎo)入并呈現(xiàn)課文引言。 1. 承上啟下導(dǎo)入課題 T：Just now, we read a ______. It's about a boy,________.
He wanted___________ in our class. (PPT同時(shí)呈現(xiàn)以上文字，要求學(xué)生回答，教師強(qiáng)調(diào)read是過去式，注意讀音。)
S1：Just now , we …letter. …Gao hua…a penfriend. （總結(jié)前一環(huán)節(jié)，承上作用。然后教師追問：）
T：Would you like to be his penfriend? And do you want to write a letter to him? Sn: Yes….
T: OK, but how to make a penfriend by writing a letter? Today we are going to learn: （示意學(xué)生齊讀課題） Ss：A letter to a penfriend.
【本環(huán)節(jié)設(shè)計(jì)意圖】總結(jié)前一讀信環(huán)節(jié)，讓學(xué)生說出關(guān)鍵詞letter，ａpenfriend, 同時(shí)強(qiáng)調(diào)read在過去式中的讀音（為下文伏筆）。通過追問的
兩個(gè)問句（話題）導(dǎo)入文本課題和引言，承上啟下，顯得很自然。 2. 引入文本引言
T：Now, class. You have previewed the text. So I have two questions for you: Who wants to write a letter? And who is the penfriend?
S1: Liu Tao wants to write a letter. Peter is the penfriend.
T: Yes, Liu Tao wants to write a letter. And Peter is the penfriend. So, Liu Tao wants to write a letter to Peter.
T: But how does Liu Tao know Peter？ (引入課文引言學(xué)習(xí)。)
Step 3 While-reading
1. 學(xué)習(xí)課文引言：要求學(xué)生帶著問題How…仔細(xì)聽錄音，并試著填一填PPT上空格。
T：Who would like to try? S1:Yesterday...read…Peter...a penfriend…
to
be
his
penfriend…write to…
T: Good. Let’s read it together. （教師指導(dǎo)學(xué)生朗讀引言。） Ss: Yesterday afternoon…. T: Now you know: How does Liu Tao know Peter?
S2: Liu Tao read about Peter in the newspaper. T: Peter wanted…(教師引讀，導(dǎo)入下文學(xué)習(xí))
2. 學(xué)習(xí)對(duì)話第一部分（Mum，Can I…至I saw his name in the newspaper yesterday afternoon.）
T：What is Liu Tao asking for（要求得到） his mother? How does he ask for the things?（同時(shí)PPT呈現(xiàn)問題，學(xué)生帶著問題聽讀文本。） S1: Some writing paper, an envelope, some stamps.（教師板貼單詞圖片）
S2: Can I have…,please? 回答完問題，教師指導(dǎo)學(xué)生朗讀，注意語音語調(diào)。
3. 學(xué)習(xí)對(duì)話第二部分（Who’s Peter？至I think you’ll be good friends.）
T: Does Liu Tao’s mother know Peter? Read the text by yourselves, try to underline the questions liu Tao's mum asks about Peter.
1）學(xué)生獨(dú)立閱讀文本，找出劉濤的媽媽提出的有關(guān)Peter的問題。 2）要求學(xué)生齊讀這些問句。（注：這些問句用來詢問了解別人信息） 3）根據(jù)問題，找到答案，完成Peter的信息表。（學(xué)生回答時(shí)教師板貼）
4. 自讀對(duì)話最后一段，圈出下列問題的答案。
T: What is Liu Tao going to tell Peter?
S1: He’s going to tell Peter…（教師板貼關(guān)鍵詞）
5. 齊讀全文，整體感知語境中的對(duì)話。
6. .在教師的提示下，根據(jù)板貼，學(xué)生試著復(fù)述課文。
Step 4 Post-reading
1.T: OK, We have finished learning the text. Now, Do you want to have a penfriend and write a letter to him? Ss: Yes.
T: Welcome to the Penfriend Club. Do you remember Gao Hua is from the Club too. You can find a penfriend here. But if you want to be his or her penfriend, you must do the things he or she asks. You can choose one to try. T: Who would you like to be your penfriend?
S1: I'd like Alice to be my penfriend.
T: OK. (出示Alice 相關(guān)信息，一起讀一讀。）
學(xué)生了解所選筆友信息，然后按該筆友的要求完成其task。
1) Harry Potter:
If You want to write a letter to me. What do you need ? And how to ask for these things?
2) Alice:
According to the information you read, try to design some questions for the information card. 根據(jù)信息卡內(nèi)容，試著設(shè)計(jì)相關(guān)問題。
3) Lily: Read my information, and then try to introduce me to your teacher and classmates. 讀信息，將我介紹給你的老師和同學(xué)。
4) Gao Hua:
Tell me your name, age, height, weight and family. What else are you going to tell me?
【本環(huán)節(jié)設(shè)計(jì)意圖】學(xué)完文本，創(chuàng)設(shè)情景引導(dǎo)學(xué)生運(yùn)用本課文本中學(xué)到的語言點(diǎn)進(jìn)行操練。該情景中人
物Gao Hua 與導(dǎo)入時(shí)一致，做到前后呼應(yīng)，情景完整一致。其余人物信息各不相同，吸引學(xué)生與其“交友“并要求學(xué)生完成人物提出的任務(wù)，具有一定挑戰(zhàn)性。學(xué)生在尋找筆友，完成挑戰(zhàn)的同時(shí)，學(xué)會(huì)了自我介紹（或介紹他人）、學(xué)會(huì)詢問他人情況、征求意見等本課中的日常交際用語。
結(jié)束教學(xué)，情感升華。
T: Now，boys and girls, You all have a penfriend now. But remember: A
friend in need is a friend indeed. Homework:
1) Read the text and try to retell it.
2) Tell your classmates or parents about your penfriends . 3) Try to write a letter to your penfriend. 七、板書設(shè)計(jì)：
Unit 7 A letter to a penfriend
八、教學(xué)后記：
1．本課利用“借班上課”契機(jī)創(chuàng)設(shè)“征詢筆友一封信”的情景。所預(yù)設(shè)的效果基本生成：導(dǎo)入本課話題自然真實(shí)，緊扣文本內(nèi)容。部分生詞、詞組、句子提前滲透，如：an envelope ,write to, writing paper. I hope so等，為文本的理解掃除障礙。
2．Post-reading部分創(chuàng)設(shè)了“Penfriend Club”情景，讓學(xué)生選筆友并完成所選筆友提出的任務(wù)，學(xué)生很有興趣。每個(gè)筆友所提的任務(wù)是本課的教學(xué)重難點(diǎn)：學(xué)會(huì)用交際用語Can I have...,please? What for? I hope so. 學(xué)會(huì)詢問他人信息。學(xué)會(huì)介紹自己和他人。
3．本課Pre-reading和Post-reading兩部分內(nèi)容較多，時(shí)間把握有一定難度。
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