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視頻標簽：a penfriend
所屬欄目：小學英語優質課視頻
視頻課題：蘇教版牛津小學英語六年級下冊 Unit 7 a letter to a penfriend江蘇省 - 蘇州
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蘇教版牛津小學英語六年級下冊 Unit 7 a letter to a penfriend江蘇省 - 蘇州
6B Unit 7 A letter to a penfriend第一課時教案
一、教學內容：
譯林版《牛津小學英語》6B Unit 7 A letter to a penfriend 1st Period： Part A Listen, read and say P.54-55 二、教學目標：
1．聽懂、會說、會讀單詞letter, penfriend, yesterday, read(過去式），envelope, writing paper, both, e-mail address.
2．聽懂、會說、會讀日常交際用語Can I have...,please? What for? I hope so.
3．正確理解對話內容，并能熟練地朗讀課文。 三、教學重點：
1. 整體感知、理解語篇內容，并能用正確的語音語調朗讀對話。 2. 聽懂、會說、會讀penfriend, e-mail，address, both等單詞。 3. 聽懂、會說、會讀、會用日常交際用語Can I have...,please? What for? I hope so. 四、教學難點：
1. 課文語篇的整體理解。
2. 運用本課所學知識，學會自我介紹（或介紹他人）、學會詢問他人情況、征求意見等日常交際用語。 五、教學準備：
1．教學配套軟件、課件制作、板貼、信封、郵票。 六、教學過程： 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. （重復句子，為下文學習做提前滲透。） T: OK, first, I want to show you something. Look, There's an envelope. （實物出示信封，同時PPT展示并教學單詞envelope，學生跟讀，提醒學生注意連讀和音節）。
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.（教學單詞address，聯系已學單詞dress幫助學生記憶。）
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.（教學單詞writing paper.）
T: So, It's a letter to you.（教單詞letter.聯系已學單詞better,幫助學生遷移。） 注：以上導入及呈現部分，分別出現并教學了新單詞：envelope，address，writing paper，letter�？紤]到本課時系第一課時語篇教學，為保證教學的整體感，以上新授單詞應該適時引出并簡單教學：學生理解，會讀即可。 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，學生能想到，但不一定能用英語正確表達。）
T: Do you want to read it? Ss: Yes, we do.
T: PPT（如右圖）展示書信內容, 要求學生帶著上面兩個疑問聽老師讀信。（如果課前接觸學生時感覺學生英語綜合能力較好，也可以采用速讀方式
讓學生獨立閱讀。）讀完書信，1）教師通過提問檢驗學生對書信大致內容
是否理解，同時學習書信中其他內容。2）按照信中要求，介紹Gao Hua，并與學生互動。
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. （前一天接觸學生時，學生已經向老師介紹了自己，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引起學生注意，同時PPT呈現并教學)
T: Gao Hua is 12.
T: Gao Hua lives in Su zhou. Ss: Bingo.
T: OK. We all live in Su zhou.(順便強調下both和all的區別。)
T: Gao Hua …（介紹其他信息，此處略。) 【本書信環節設計意圖】：
1）與本單元話題A letter to a penfriend切合，為本課語篇學習創設語境。 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，為本單元后續學習提前滲透。 4）介紹Gao Hua信息采用與學生互動形式，如果學生聽到所介紹的信息與自己相同，站起來喊“Bingo”。老師代替GoHua了解該班學生概況，利于他交筆友，顯得情景更真實。當然，最主要目的是通過要求學生反饋來督促其認真聽，培養學生上課認真聽講的習慣。
Step 2 Presentation（Introduction）
通過總結師生剛剛所做之事來導入并呈現課文引言。 1. 承上啟下導入課題 T：Just now, we read a ______. It's about a boy,________.
He wanted___________ in our class. (PPT同時呈現以上文字，要求學生回答，教師強調read是過去式，注意讀音。)
S1：Just now , we …letter. …Gao hua…a penfriend. （總結前一環節，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: （示意學生齊讀課題） Ss：A letter to a penfriend.
【本環節設計意圖】總結前一讀信環節，讓學生說出關鍵詞letter，ａpenfriend, 同時強調read在過去式中的讀音（為下文伏筆）。通過追問的
兩個問句（話題）導入文本課題和引言，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？ (引入課文引言學習。)
Step 3 While-reading
1. 學習課文引言：要求學生帶著問題How…仔細聽錄音，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. （教師指導學生朗讀引言。） 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，導入下文學習)
2. 學習對話第一部分（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PPT呈現問題，學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，教師指導學生朗讀，注意語音語調。
3. 學習對話第二部分（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）學生獨立閱讀文本，找出劉濤的媽媽提出的有關Peter的問題。 2）要求學生齊讀這些問句。（注：這些問句用來詢問了解別人信息） 3）根據問題，找到答案，完成Peter的信息表。（學生回答時教師板貼）
4. 自讀對話最后一段，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…（教師板貼關鍵詞）
5. 齊讀全文，整體感知語境中的對話。
6. .在教師的提示下，根據板貼，學生試著復述課文。
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 相關信息，一起讀一讀。）
學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. 根據信息卡內容，試著設計相關問題。
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。
4) Gao Hua:
Tell me your name, age, height, weight and family. What else are you going to tell me?
【本環節設計意圖】學完文本，創設情景引導學生運用本課文本中學到的語言點進行操練。該情景中人
物Gao Hua 與導入時一致，做到前后呼應，情景完整一致。其余人物信息各不相同，吸引學生與其“交友“并要求學生完成人物提出的任務，具有一定挑戰性。學生在尋找筆友，完成挑戰的同時，學會了自我介紹（或介紹他人）、學會詢問他人情況、征求意見等本課中的日常交際用語。
結束教學，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、板書設計：
Unit 7 A letter to a penfriend
八、教學后記：
1．本課利用“借班上課”契機創設“征詢筆友一封信”的情景。所預設的效果基本生成：導入本課話題自然真實，緊扣文本內容。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部分創設了“Penfriend Club”情景，讓學生選筆友并完成所選筆友提出的任務，學生很有興趣。每個筆友所提的任務是本課的教學重難點：學會用交際用語Can I have...,please? What for? I hope so. 學會詢問他人信息。學會介紹自己和他人。
3．本課Pre-reading和Post-reading兩部分內容較多，時間把握有一定難度。
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