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视频标签：a penfriend
所属栏目：小学英语优质课视频
视频课题：苏教版牛津小学英语六年级下册 Unit 7 a letter to a penfriend江苏省 - 苏州
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苏教版牛津小学英语六年级下册 Unit 7 a letter to a penfriend江苏省 - 苏州
6B Unit 7 A letter to a penfriend第一课时教案
一、教学内容：
译林版《牛津小学英语》6B Unit 7 A letter to a penfriend 1st Period： Part A Listen, read and say P.54-55 二、教学目标：
1．听懂、会说、会读单词letter, penfriend, yesterday, read(过去式），envelope, writing paper, both, e-mail address.
2．听懂、会说、会读日常交际用语Can I have...,please? What for? I hope so.
3．正确理解对话内容，并能熟练地朗读课文。 三、教学重点：
1. 整体感知、理解语篇内容，并能用正确的语音语调朗读对话。 2. 听懂、会说、会读penfriend, e-mail，address, both等单词。 3. 听懂、会说、会读、会用日常交际用语Can I have...,please? What for? I hope so. 四、教学难点：
1. 课文语篇的整体理解。
2. 运用本课所学知识，学会自我介绍（或介绍他人）、学会询问他人情况、征求意见等日常交际用语。 五、教学准备：
1．教学配套软件、课件制作、板贴、信封、邮票。 六、教学过程： 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. （重复句子，为下文学习做提前渗透。） T: OK, first, I want to show you something. Look, There's an envelope. （实物出示信封，同时PPT展示并教学单词envelope，学生跟读，提醒学生注意连读和音节）。
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.（教学单词address，联系已学单词dress帮助学生记忆。）
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.（教学单词writing paper.）
T: So, It's a letter to you.（教单词letter.联系已学单词better,帮助学生迁移。） 注：以上导入及呈现部分，分别出现并教学了新单词：envelope，address，writing paper，letter。考虑到本课时系第一课时语篇教学，为保证教学的整体感，以上新授单词应该适时引出并简单教学：学生理解，会读即可。 T: Do you have any questions about this letter?
S1:Who/Where is the letter from? What's it about?（此处需教师引导，学生能想到，但不一定能用英语正确表达。）
T: Do you want to read it? Ss: Yes, we do.
T: PPT（如右图）展示书信内容, 要求学生带着上面两个疑问听老师读信。（如果课前接触学生时感觉学生英语综合能力较好，也可以采用速读方式
让学生独立阅读。）读完书信，1）教师通过提问检验学生对书信大致内容
是否理解，同时学习书信中其他内容。2）按照信中要求，介绍Gao Hua，并与学生互动。
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.”（读出PPT上该句，同时红色下划线。)
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. （前一天接触学生时，学生已经向老师介绍了自己，信息中包括英文名。） S1: Yes. T: So, You and Gao Hua both
have the same English Name. (重读both引起学生注意，同时PPT呈现并教学)
T: Gao Hua is 12.
T: Gao Hua lives in Su zhou. Ss: Bingo.
T: OK. We all live in Su zhou.(顺便强调下both和all的区别。)
T: Gao Hua …（介绍其他信息，此处略。) 【本书信环节设计意图】：
1）与本单元话题A letter to a penfriend切合，为本课语篇学习创设语境。 2）书信中I hope so，want a penfriend，write to，both 等提前渗透，为课文文本的理解扫除生词障碍。
3）展示书信的格式和常用语句，为本单元后续学习提前渗透。 4）介绍Gao Hua信息采用与学生互动形式，如果学生听到所介绍的信息与自己相同，站起来喊“Bingo”。老师代替GoHua了解该班学生概况，利于他交笔友，显得情景更真实。当然，最主要目的是通过要求学生反馈来督促其认真听，培养学生上课认真听讲的习惯。
Step 2 Presentation（Introduction）
通过总结师生刚刚所做之事来导入并呈现课文引言。 1. 承上启下导入课题 T：Just now, we read a ______. It's about a boy,________.
He wanted___________ in our class. (PPT同时呈现以上文字，要求学生回答，教师强调read是过去式，注意读音。)
S1：Just now , we …letter. …Gao hua…a penfriend. （总结前一环节，承上作用。然后教师追问：）
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: （示意学生齐读课题） Ss：A letter to a penfriend.
【本环节设计意图】总结前一读信环节，让学生说出关键词letter，ａpenfriend, 同时强调read在过去式中的读音（为下文伏笔）。通过追问的
两个问句（话题）导入文本课题和引言，承上启下，显得很自然。 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？ (引入课文引言学习。)
Step 3 While-reading
1. 学习课文引言：要求学生带着问题How…仔细听录音，并试着填一填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. （教师指导学生朗读引言。） 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…(教师引读，导入下文学习)
2. 学习对话第一部分（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?（同时PPT呈现问题，学生带着问题听读文本。） S1: Some writing paper, an envelope, some stamps.（教师板贴单词图片）
S2: Can I have…,please? 回答完问题，教师指导学生朗读，注意语音语调。
3. 学习对话第二部分（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）学生独立阅读文本，找出刘涛的妈妈提出的有关Peter的问题。 2）要求学生齐读这些问句。（注：这些问句用来询问了解别人信息） 3）根据问题，找到答案，完成Peter的信息表。（学生回答时教师板贴）
4. 自读对话最后一段，圈出下列问题的答案。
T: What is Liu Tao going to tell Peter?
S1: He’s going to tell Peter…（教师板贴关键词）
5. 齐读全文，整体感知语境中的对话。
6. .在教师的提示下，根据板贴，学生试着复述课文。
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 相关信息，一起读一读。）
学生了解所选笔友信息，然后按该笔友的要求完成其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. 根据信息卡内容，试着设计相关问题。
3) Lily: Read my information, and then try to introduce me to your teacher and classmates. 读信息，将我介绍给你的老师和同学。
4) Gao Hua:
Tell me your name, age, height, weight and family. What else are you going to tell me?
【本环节设计意图】学完文本，创设情景引导学生运用本课文本中学到的语言点进行操练。该情景中人
物Gao Hua 与导入时一致，做到前后呼应，情景完整一致。其余人物信息各不相同，吸引学生与其“交友“并要求学生完成人物提出的任务，具有一定挑战性。学生在寻找笔友，完成挑战的同时，学会了自我介绍（或介绍他人）、学会询问他人情况、征求意见等本课中的日常交际用语。
结束教学，情感升华。
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、板书设计：
Unit 7 A letter to a penfriend
八、教学后记：
1．本课利用“借班上课”契机创设“征询笔友一封信”的情景。所预设的效果基本生成：导入本课话题自然真实，紧扣文本内容。部分生词、词组、句子提前渗透，如：an envelope ,write to, writing paper. I hope so等，为文本的理解扫除障碍。
2．Post-reading部分创设了“Penfriend Club”情景，让学生选笔友并完成所选笔友提出的任务，学生很有兴趣。每个笔友所提的任务是本课的教学重难点：学会用交际用语Can I have...,please? What for? I hope so. 学会询问他人信息。学会介绍自己和他人。
3．本课Pre-reading和Post-reading两部分内容较多，时间把握有一定难度。
视频来源：优质课网 www.youzhik.com
