（江蘇省獲獎教案）牛津6BUnit7Alettertoapenfriend第一教時教學設計Unit7Alettertoapenfriend(PartA)

一、教學內容：

6BUnit7Alettertoapenfriend第一教時（Listen,readandsay）

二、教學目標：

1、知識目標：

1）、能聽懂、會說、會讀read(過去式)，yesterday,writingpaper,

envelope,both,address;

2）、能聽懂、會說、會讀和會寫letter,penfriend,CanIhave…?What

for?Iwantto…

3）、能弄懂課文大意，理解課文結構，并能根據關鍵詞復述篇章大意。2、能力目標：

1）、通過整體性閱讀教學，培養(yǎng)學生的閱讀能力；

2）、通過設計各種任務型活動，培養(yǎng)學生聽說讀寫的能力。

3、情感目標：

1）、鼓勵學生大膽用英文與筆友溝通；

2）、培養(yǎng)學生重視友誼，喜歡交朋友的品質。

三、教學重、難點：

1、能聽懂、會說、會讀和會寫letter,penfriend,CanIhave…?What

for?Iwantto…

2、能理解、掌握課文內容，并根據關鍵詞復述課文大意。

四、教學策略：

1、“任務性教學”：通過操練，使學生積極參與教學活動，培養(yǎng)學生的語言運用能力；

2、“閱讀教學”：通過閱讀策略指導，讓學生初步感知本課的核心語料。

Step1Warm-up

(課前播放歌曲《Willyoujoinme?》)

1.Greetings

T:Hello,boysandgirls,I’mMissZhu.

S:Hello,MissZhu.

T:Nicetomeetyou.

S:Nicetomeetyou,too.

T:TodayI’mveryhappytobeyourEnglishteacher.Let’sbeginourclass,OK?

S:OK.

T:Classbegins.Goodmorning,boysandgirls.

S:Goodmorning,MissZhu.

T:Sitdown,please.

S:Thankyou.

2.Freetalk.

(1)T:Hello!What’syourname?

S:Mynameis…

T:Nicetomeetyou.

S:Nicetomeetyou,too.

T:Howoldareyou?

S:I’m…

（2）T:Hello,boy!Wheredoyoulive?

S:IliveinDongtai.

(3)T:Hello,girl!Howmanypeoplearethereinyourfamily?

S:Three.

T:Whoarethey?

S:They’remyfather,mymotherandme.

(4)T:Hello!Doyouhaveanyhobbies?

S:Yes,Ido.Ilikereading.

T:Oh,Ilikereading,too.Webothlikereading.Webothhavethesamehobby.

(課件出示：Webothhavethesamehobby.)

（兩者)都

Step2Beforereading

1.T:NowIknowsomethingaboutyou.Doyouwanttoknowsomethingaboutme?

S:Yes.

T:Look!(課件出示老師個人信息內容)Youcanasksomequestionsaboutme.

S:What’syourname?

T:MynameisZhuMingyuandmyEnglishnameisMay.YoucancallmeMay.

S:Howoldareyou?

T:I’m31.

S:Wheredoyoulive?

T:IliveinDongtai.

S:Howmanypeoplearethereinyourfamily?

T:Three.Theyaremyhusband,mydaughterandme.

S:What’syourhobby?/Whatareyourhobbies?

T:Ilikegoingshoppingandreading.

2.T:Boysandgirls,youknowsomethingaboutmenow.Wouldyouliketobemyfriends?

S:Yes.

T:Ihopewe’llbegoodfriends.Ihopeso(出了句型卡片并領讀)Youcanwriteane-mailtome.Thisismye-mailaddress.(點擊出現(xiàn)電子郵件地址并教學e-mailaddress)Followme,a,dress,address,address↑，address↓(問-生)Doyouhaveane-mailaddress?

S:No,Idon’t.

(設計意圖：在師生輕松和諧的對話中，了解老師的相關信息，并順勢滲透新單詞和句型，自然、不突兀，拉近師生距離的同時，為新課的學習做了鋪墊。)

T:Itdoesn’tmatter.Youcanwritealettertome.(點擊課件)Look!ThisisaletterfrommypenfriendandIwanttowritealettertomypenfriend.Thisclasswe’lllearnUnit7Alettertoapenfriend(邊說邊板書課題)Followmeletter↑,letter↓spelltogether,l-e-t-t-e-r,letter.Boys,together,girls,together,Together.penfriend,penfriend,pen,pen,pen,friend,friend,friend,penfriend,penfriend.Group1,2,3,4.Together.

(設計意圖：教師由自己的筆友自然導入新課，揭題。)

3.T:Good!Iwanttowritealettertomyperfriend.WhatdoIneed?(課件出示郵票、信封、信紙)Look!ThesearethethingsIneed.(點擊郵票)Whatarethere?

S:They’restamps.

T:What’sthis?It’sanenvelope.(點擊信封，自問自答，并出示單詞卡片，貼黑板)Followme,writingpaper↑,writingpaper↓.Group1,2,3,4.Together(點擊課件)Look!Thisissomewritingpaper.somewritingpaper↑,somewritingpaper↓.

4.T:Boysandgirls,Ihavesomestampsandsomewritingpaper.ButIdon’thaveanenvelope(問班上學生)Whohasanenvelope?

S:Ihaveanenvelope.(一生站起來拿著信封回答).

T:CanIhaveanenvelope?

S:Sure.Hereyouare.

T:Thankyou.(請一生站起)Nowyouplease,standup.Youask,Ianswer.

S:CanIhaveanenvelope?

T:Whatfor?(為何目的?)(點擊課件出示句子)

S:Iwanttowritealetter.

T:Sure.Hereyouare.

5.T:Nowboysandgirls,pleasepractiseinpairslikethis.(點擊課件出示句子及圖)

T:(學生操練好后)Youtwo,please!Good!Youtwo，please!Verygood!Youtwo，please!Great!

（設計意圖：我們的學生，很少有筆友，因此此環(huán)節(jié)中，教師用自己的筆友導入，與學生一起學習如何與筆友交流，讓學生在較真實的情境中知道筆友的含義。另外，此環(huán)節(jié)還巧妙地由筆友之間相互寫信引出了本課的又一重點——寫信時所需要的物品：信封、信紙和郵票。）

Step3Whilereading

1T:Boysandgirls,LiuTaoneedsthesethings,too.(拿出LiuTao頭像貼黑板)HewantstowritetoPeter.Whodoeshewanttowriteto?Let’slisten!(點擊課件播放引言部分錄音)

T:(聽完后)Whodoeshewanttowriteto?(點擊出現(xiàn)問題)

S：Peter.

T:Yes,hewantstowritetoPeter.(點擊課件出示Peter及頭像，并將Peter頭像貼黑板)Nowlet’slistenandrepeat.

T:（跟讀完后）Nowfollowme,(昨天)yesterday↑,yesterday↓,read-read,read-red(點擊出現(xiàn)單詞并領讀).

（設計意圖：讓學生在初次感知課文時布置給學生一定的任務，讓學生帶著任務有目的、有重點地聽，可以有效培養(yǎng)學生的聽力和理解能力。）

2.T:Good!LiuTaowantstowritealettertoPeter.HismumhassomequestionsaboutPeter.Whatarethey?Pleasetakeoutyourpaper,let’swatchthecartoonandtickthequestions.

3.T:(看完后)WhatquestionsdoesLiuTao’smumhave?Youplease!

S:Who’sPeter?

T:Anymore?

S:Wheredoeshelike?

T:Anyoneelse?

S:Doeshehaveanybrothersorsisters?

T:Youplease!

S:Whatarehishobbies?

T:(學生回答時，適時用Good!Right!等評價語評價)

4.T:Nowboysandgirls,pleaseopenyourbooks,readthedialoguequicklyandthenunderlinetheanswers.(點擊出現(xiàn)Tips)

T:(讀完后)Who’sPeter?

S:He’sanEnglishboy.(板書：English)

T:Wheredoeshelive?

S:HelivesinLondon.(板書:London)

T:Doeshehaveanybrothersorsisters?

S:Yes.Hehasabrotherandasister.(板書:brother,sister)

T:Whatarehishobbies?

S:Helikeslisteningtomusicandmakingmodelplanes.(板書：listeningtomusic,makingmodelplanes)

（設計意圖：讓學生對Peter的信息進行自由提問，既滿足了孩子們的好奇心，激發(fā)了學習的積極性，又提高了他們的表達問題的能力。布置他們看動畫找問題，在任務的驅使下產生學習的動機，同時也培養(yǎng)了他們提取有用信息的能力和聽力。）

5.T:NowweknowalotaboutPeter.PleasetrytocompletePeter’sdetailsinyourbooks.Name:PeterAge:12City:LondonFamily:mumdad,brotherandsisterHobbies:listeningtomusicandmakingmodelplanes.(學生邊回答邊點擊課件出示答案)Nowpleasecheckyouranswer.

6.T:LiuTaowantstowritetoPeter.Whatishegoingtowriteintheletter?Pleasereadthispartandtrytojudge(點擊出現(xiàn)對話第三部分及Tips)

T:(再點擊出現(xiàn)問題)No.1,readtogether2,3,4,5.

T:(生讀完后)No.1（F）,No.2(T)(板書:school,subjects),No.3(F),No.4(T)(板書：house),No.5(T)(板書:e-mailaddress).Good!

（設計意圖：指導學生細讀課文，回答問題并作出判斷，進一步了解語篇的主要內容，同時也提高了學生的閱讀和理解文本的能力。）

Step4Afterreading

1.T:Boysandgirls,let’slistenandreapeat.(邊點擊課件邊讀)Great!

2.T:Nowthistimelet’sreadinroles.BoysreadasLiuTao,girlsreadasMum,background,let’sreadtogether.Yesterdayafternoon…one,two,go!

3.T:Goodjob!Nowthistimelet’strytoretellthedialogue.Pleaselookattheblackboard.Let’strytogether.

T:Good!Oneminuteforyoutoretell.

T:(1分鐘后)OK!Whocantry?Youplease!Verygood!Anyoneelse?Youplease!Great!

（設計意圖：在分段教學課文的基礎上，鼓勵學生根據問題提示復述課文，即使對課文的很好的概括和總結，又很好地鍛煉了學生的口頭表達能力。）

Step4Consolidation.

1.T:Children’sDayiscoming.Doyouwanttomakeanewpenfriend?Youcanspendtheholidaytogether.

S:Yes.

T:Icanintroducemyfourstudentstoyou.Let’shavealook!(播放錄像)

T:（看完后)Doyouwanttobetheirpenfriends?

S:Yes.

T:(課件出示四個學生的詳細資料)Thesearetheirdetails.Pleasechooseonetobeyourpenfriendandwritealettertohimorher.Takeoutyourpaperandtrytowritetheletter.

T:(學生寫完后)Finished?Whowantstoshowusyourletter?Comehere,please!Let’shavealook!Pleasereadyourletter.(將信展示在投影儀上，讓寫信者讀)

T:(生讀完后)Good!Giveyourlettertome!Icantakeitto…Ihopeyou’llbegoodfriends!Anyoneelse?Youpleasecomehere!Readyourletter!

T:(生讀完后)Thankyou!I’lltakeitto…Ithinkyou’llbegoodfriends!

2.T:Boysandgirls,I’mveryhappytobeyourfriendstoday.(課件出示)Friendsarethewealthofourlife!(朋友是我們一生的財富！)

（設計意圖：教師選擇孩子們喜歡的節(jié)日兒童節(jié)為切入口,孩子們都想交一個筆友一起度過兒童節(jié),教師順勢提供自己學生想交筆友的錄像和信息卡供學生選擇一個交筆友，并讓學生試著寫信給他們，使讓學生在學后感覺學有所用，真正達到交際的目的。）

Step5Homework

1.T:Oh,time’sup!Today’shomework:1.Readthetextandtryto