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视频标签：pen pal
所属栏目：小学英语优质课视频
视频课题：小学英语人教PEP版六年级上册Unit 4 I have a pen pal B合肥
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小学英语人教PEP版六年级上册Unit 4 I have a pen pal B合肥市华府骏苑小学
教学目标
~语言知识目标: 1. 学生能在对话学习的帮助下听说并认读下列词汇: write an email, Canberra, doing word puzzles, going hiking 2. 学生能够理解并会读句子: Does he live in Sydney? Does he like doing word puzzles and going hiking? Amazing! I like those too. 语言技能目标: 学生能在情境中熟练运用Does he/she …? 询问他人的爱好,并能用Yes, he/she does. No, he/she doesn’t. 回答个人信息。 情感态度目标: 1. 学生有意愿积极主动参与pair work, group work 课堂活动,在活动中敢于主动表达自己的观点。 2. 朋友之间要相互帮助,珍惜友谊。
2学情分析
~学生已有将近三年多的英语学习经历。基于课标中对二级目标的要求,针对本节课的教学内容,(一)在语言知识方面,学生能基本理解和运用关于交笔友这个话题的表达形式。本课出现What are you doing ? I like…? 属于复现的内容,学生对“like”的表达方式不陌生,能比较熟练地运用 “ He/She likes Ving”表达自己的兴趣爱好。(二) 在语言技能方面,从“说”的角度看,经过A Let’s talk 部分的学习,学生乐于对他人的兴趣爱好进行询问,从“写”的角度看,大部分学生能在老师提供的语言支架帮助下写出自己的兴趣爱好,个别学困生需要老师提供更多的支架和相关信息帮助下才能写出;从情感态度方面,学生能积极参与课堂学习活动,乐于感知并积极尝试使用英语,在活动中能与其他同学积极配合合作。
3重点难点
~1. 能够看图捕捉主要信息,并根据提示做出听前预测。 2. 能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读对话。
4教学过程
4.1第二学时
4.1.1教学活动
活动1【导入】Unit 4 I have a pen pal.
~Step 1 Warm up~Greet with students. Introduce myself by word puzzles.~Students find out some information of teacher by doing word puzzles.~通过新老师和学生之间的信息差,采用做字词迷宫的方式提前突破对话中的新词“doing word puzzles”,此活动指向语言知识目标。~Ask students to guess T’s hobbies. If he/she is right, he will get “Good!” If not, he/she will get “Sorry!”~采用Guessing游戏来复习有关兴趣爱好的词汇,为学习对话提供更多的语言支撑。鼓励学生大胆发言,积极参与课堂活动,老师适时恰当的评价,增强学习英语的兴趣。
活动2【讲授】Unit 4 I have a pen pal.
Step3 Presentation Have one student tell me his/her hobbies in a low voice. If other students can say it correctly, T says “Yes, he/she does.” If not, T answers “No, he/she doesn’t.” Show a photo of my pen pal “Candy” who likes going hiking very much. Let students learn “Her name is …” and “She lives in…” Show some photos of Candy’s friends. They have the same hobbies. Have students read the questions of Let’s try,and predict the answers. Then listen and circle the correct answer. Have students listen again and check answers. Show a picture of Wu Yifan’s pen pal and have students say some of his information according to Let’s try. Guide students to know more about Wu Yifan’s pen pal from B Let’s talk Have students watch the video and finish Task 2. Then check answers. Have students read the dialog by themselves and continue getting more information about Wu Yifan’s pen pal’s, John. Tell students the brief introduction of Canberra, Sydney, Australia. Students ask by using “Does he/she like…?” Students look at the picture, saying “Her name is …” and “She lives in…” Students understand the topic of Unit 4 “ Making friends who has the same hobbies with you.” Students read and guess the answers. Students listen and try to get the key words. Students listen again and tell the correct answers. Students say “He is a student. He is 11 years old. He is from Australia.” Students watch the video and try to answer the following questions: What Wu Yifan doing? What’s Wu Yifan’s pen pal’s name? Students read on his/ her own and fill in the blanks. Name: ______ Live in: _________ Hobbies: ___________ Students should know “Canberra is the capital of Australia.” 采用“Whisper”游戏,导入本课重点句型“Does he/she …? Yes, he/she does. No, he/she doesn’t. ”本活动指向语言技能目标。 介绍老师笔友的照片,为了让学生能够根据图片的呈现理解“going hiking”的意思。渗透对话中He lives in… .和His name is… .以及write an email 的学习。本活动指向语言知识学习目标。 呈现志趣相投的好友旅途中同甘共苦的情景进行情感教育。本活动指向情感目标。 让学生大胆听前预测,运用基本听力技巧在听录音时抓住关键词完成Let’s try。 总结Wu yifan 新笔友的基本信息,引导学生自然过渡到B Let’s talk的学习。 通过视频直观形象的视听冲击,吸引学生的注意力;学生在任务的驱动下快速地理解对话的大意。 学生按照正确的意群及语音语调自读对话,进一步加深对话的学习。本活动指向学习策略目标。 了解澳大利亚的首都堪培拉和著名城市悉尼,渗透文化教育。 Step 4 Practice Have students act the dialog. T act Wu Yifan, Have students act the dialog group by group. Have students role-play the dialog with partners. Students act John. Students act the dialog group by group. Role-play the dialog with partners. 学生在充分地练习对话后,才会大胆主动地参与到课堂活动中来表演对话。本活动指向语言知识目标和情感态度目标。 Step5 Production Have students write an email to teacher. Give an example to students. Dear Miss Dong, Hi! My name is ______. I can speak____and ____. I like ___and ____. My favourite animal is_____. My favourite subject is _____. Write to me or chat with me. Let’s be friends. Students write the email according to the sample. 切合单元主题给好友写信,提示词给班级中的学困生提供了更多的语言支撑和信息输入,帮助学生把本课知识内化为自己语言。 Step6 Homework 1.Read the dialog fluently and imitate it. 2. Send me the email after class Step7 Blackboard design Unit 4 I have a pen pal. B Let’s try. Let’s talk. Does he/she like…? Yes, he/she does. No, he/she doesn’t. Step8 Teaching reflection 一上课就通过一个Guessing游戏唤起了学生对动词ing的记忆,接着结合四年级学过的句型I like…引出新学的句型I like swimming.在这一过程中,学生的积极性被调动起来了,为新课的学习培养了良好的情绪。 小学生生性活泼好动,,为了让学生学得有兴趣。我在教学过程中充分利用多媒体辅助教学、游戏法、小组合作学习、情境教学等多种教法相结合,设计了多种活动形式,调查同学兴趣爱好并作汇报等,充分发挥学生的主体作用,既提高了知识的趣味性和学生学习的积极性,又有利于学生巩固知识,把握重点,突破教学难点。 交互式电子白板的巧妙运用为本节课增加了“亮点”,在这节课中我主要运用交互式电子白板的以下功能:(一)书写功能 随意更换笔的颜色(任意颜色)和粗细,通过视频直观形象的视听冲击,吸引学生的注意力,让学生更加直观、形象地采用做字词迷宫的方式提前突破对话中的新词“doing word puzzles”。 学生在任务的驱动下,在电子白板上自己动手操作,由“观望者”转为“操作者”,快速地理解对话的大意。(二)幕布功能 使用幕布能激起学生的心理期待,引起学生的好奇心,采用Guessing游戏来吸引学生的注意力,为学习对话“Does he like…?” 提供更多的语言支撑。(三)交互功能 学生在充分地练习对话后,切合单元主题给好友写信,借助电子白板的交互功能,凸现学生在课堂上的主体作用,在这个平台上,实现师生与教学内容的交互,以及师生、生生之间的人际交互。 总之,本节课达到了课前的预设目标,学生的听说能力得到了发展。但是,教学总是一门遗憾的艺术,本节课的教学遗憾有如下几方面:对时间的把握不够合理,所设计的教学活动有点重复,如Role playing和Group work都是学生运用新学句型进行问答,浪费了时间。教师引导得太多,没有完全放手让学生去进行合作学习,较少发挥学生的学习主动性。
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