六年級上冊英語教案module 5 unit 1 can you be my chinese pen friend 外研社

教材分析： 本課時是新標準英語六年級上冊第五模塊第一單元Can you be my Chinese pen friend?課文通過Daming、Simon、Laura的對話向同學們介紹了“怎樣交筆友以及怎樣介紹自己的筆友”，對話內(nèi)容較為簡練，語言實用性較強，并且課堂可操作性也較好。教學目標：1). 知識與技能a.基本能聽懂、會說詞匯：pen friend pleased addressb. 會用I can?，I cant?講訴各自的能力。c. 掌握Can you?的語言結(jié)構(gòu),并會做答: Yes, I can.No, I cant.d. 能聽懂、會說Can you be my Chinese friend?,部分同學能通過介紹自己的能力情況結(jié)識新筆友.2).過程與方法通過學生自主、合作的學習方式，培養(yǎng)小學生愛交朋友的習慣，發(fā)展廣泛的興趣，在交流與合作中共同進步成長。3).情感態(tài)度培養(yǎng)學生在活動中體會英語學習的樂趣，培養(yǎng)學生學習、生活的自信心，培養(yǎng)學生熱愛生活、對異國文化的了解、興趣。教學重點：能聽懂并理解句型：Pleased to meet you! I can speak some English. Can you speak English? Can you be my Chinese friend? Can I write to you ?能運用句型：I can?. I cant?.Can you? Yes, I can.No, I cant.教學難點：1）能靈活使用情態(tài)動詞can,并能靈活運用。2）完成自己的名片并去尋找筆友教具：單詞卡、教師自己的名片若干張、空白的名片若干張、 多媒體課件。教學過程：Step1：Warming-up1 .GreetingsT: Hello, boys and girls! Im Ms Lv. Nice to meet you.Ss: Nice to meet you, too.2.Chant:教師學生齊讀。T: Do you like chant? Listen to me, please.Hands up Hands downI can jump. I can run.Can you jump? Can you run?Yes, I can. Yes, I can.I can read. I can skate.Can you read? Can you skate?No, I cant. No, I cant.T: Lets read it together, OK ? Some music, please. one two three go? T: Once more, one two three go?【設計意圖】（緊湊激烈的樂曲調(diào)動了學生的情緒，使學生迅速進入到學習狀態(tài)，用這種有趣的形式引入了學生已經(jīng)學過的內(nèi)容，又為學習新知識作鋪墊。）Step2 Presentation1. 1）T: Today we have a new friend,（showing Ms Mengs picture） Shes my pen friend(教讀)，Ms Meng.(分組)Well have team match today, Youre Pen friend A Team. Youre Pen friend B Team. Please do good jobs and try to get more smile faces for your team.T: Ms Meng is teaching in America now. This is her address.( 教address)2 1）T: Now, shes greeting to you. ( PPT展示： pleased to meet you. 板書，教讀.)師教讀：Pleased=please=pleased=pleased to meet you.師解釋說T: It means nice to meet you! Glad to meet you! So you should answer.（ 操練：Greet in pairs.）2)PPT展示話泡：T：Youre so polite. Now Ms Meng asks you, Can you be my Chinese pen friend?Ss: Yes, I can.T: Today were going to learn M5U1 Can you be my Chinese pen friend? 板書(出示課題, 教讀. )（ 操練：Group1: Chinese pen friendGroup2: my Chinese pen friendGroup3: be my Chinese pen friendGroup4: Can you be my Chinese pen friend?）T: Ask me can you be my Chinese pen friend?Ss: Can you be my Chinese pen friend?T: Yes, of course.This is my address. Here you are.(操練：Practice in pairs.)3)T: Ms Meng asks, “ Can you speak English?”Ss: Yes, I can speak some English .師緊接著板書: I can?.（解釋句子意思是我能做某事，后面加動詞原形）T: I think you can do many things, too.（出示各種運動圖片PPT）老師示范并引導學生說： I can ride a bikeswimplay basketball?4）T: Boys and girls, just now we say we can do things. If you cant do the things, we should say I cant?師緊接著板書: I cant?.（解釋句子意思是我不能做某事，后面加動詞原形） （出示各種運動圖片PPT）老師示范并引導學生說：I cant ?5) T: Can you play football(上組練習最后一張圖片是踢足球)?Ss: Yes, I can.師緊接著板書: Can you?Yes, I can.（解釋句子意思是你會做某事嗎？后面加動詞原形）老師出示PPT圖片訓練句型：Can you?Yes, I can.老師出示PPT圖片訓練句型：Can you? No, I cant.（板書否定答句）T: Can I ask you some questions? (老師出示各種活動的PPT，用can問問題，讓學生用Yes, I can ./ No, I cant. 來回答。)【設計意圖】(這種教學設計是學生大量練習，而且每一個同學所問的問題都不能重復，這就把“知識投入了周轉(zhuǎn)”“投入周轉(zhuǎn)的知識才是活的知識”。學生在描述自己能與不能時，老師及時給予熱情的贊揚或給建議，以提高學生的自信心。)Step3: Practice記憶大比拼 :T: Lets have a competition.? Rules: Rules: Remember the pictures as more as you can. Choose one of thepicture you remember and say，“I can ?”, then ask the other team，“Can you say more?” Dont say the same picture again.Step 4 : New textPart11. Listen and answerT: Have a look. Daming and Simon is talking about a panda. Can the panda speak English?Who can speak English?Ss: His teacher.2. Read after the E-pen3. Read together.Part21.Listen and answer: Can Laura make pen friends?T: And this girl Laura can speak English, too. Lets greet to her .Ss: Pleased to meet you. (引導學生運用剛學過的Pleased to meet you 來與畫面中的Laura打招呼。T: Do you want to know if Laura can make pen friends?. Lets listen.2. T: Now ,listen to the E-pen and try to find out the answers. (分段聽容易聽懂，掌握信息)1.Can Daming speak English?2.Where is Laura from?Now question 3 and 4. Listen:3.How many English friends has Daming got?4.Can Laura write to Sam and Amy?Now question 5. Listen:5.Can Daming be Lauras Chinese pen friend?【設計意圖】通過學生聽和回答問題，在真實的語境中幫助學生初步理解和感知對話，從而使學生在完成問題的過程中把握故事的主要信息。3.T: Now read after the E-pen sentence by sentence, find out “can” sentences.T: Have you found the sentences? I have got them:Can you speak English?Yes, I can speak some English.Can I write to your friends?And can you be my Chinese pen friend?But I cant write Chinese.? But I can write English.Read the sentences.4. Read the text in different roles in groups of 4 . (四人組分角色朗讀。)【設計意圖】 通過讓學生跟讀，讓學生模仿正確的語音語調(diào)，培養(yǎng)學生良好的語感。同時，通過分角色表演讀，可以促使學生互相幫助，讓每一個孩子都體驗到成功的喜悅。5. Fill in the blanks and help Laura and Daming to make pen friends.Laura: Hello. Im Laura ._?Daming: My name is_.Laura: Pleased to meet you! Daming :_, too.Laura: _you be my pen friend?Daming : Yes, of course. This is my address. Here you are!Laura: Thank you! This is my_. Here you are.Daming : Thank you!Laura: We are pen friends now.Read the dialogue and practice in pairs.【設計意圖】通過完成對話和讀對話，讓學生在不知不覺中掌握交筆友的方法。Step6 : Development1. T: Look at the screen! This is my calling card.Name: Lu FangAge: 42Address: Xingxing Primary SchoolI can write an email, dance and play table tennis.My name is Lu Fang This is my address- Xingxing Primary School. This is my email. And I can write an email, dance and play table tennis.T: Please make your own calling cards now. (課前將表格發(fā)給每一位學生。)2.教師在課前要做好自己的幾張名片，要求漂亮美觀，易于吸引學生。教師走到學生中間，選擇1名學生談話，并送出自己美麗的名片并與其交筆友。宋以后，京師所設小學館和武學堂中的教師稱謂皆稱之為“教諭”。至元明清之縣學一律循之不變。明朝入選翰林院的進士之師稱“教習”。到清末，學堂興起，各科教師仍沿用“教習”一稱。其實“教諭”在明清時還有學官一意，即主管縣一級的教育生員。而相應府和州掌管教育生員者則謂“教授”和“學正”。“教授”“學正”和“教諭”的副手一律稱“訓導”。于民間，特別是漢代以后，對于在“校”或“學”中傳授經(jīng)學者也稱為“經(jīng)師”。在一些特定的講學場合，比如書院、皇室，也稱教師為“院長、西席、講席”等。T: Hello. Im Lv Xiaofang. Whats your name?S1: My name is ?要練說，得練看?？磁c說是統(tǒng)一的，看不準就難以說得好。練看