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視頻標簽：be my Chines,pen friend
所屬欄目：小學英語優質課視頻
視頻課題：外研社新標準英語（三年級起）六年級上冊Module 5 Unit 1 Can you be my Chinese pen friend海南省 - 三亞
教學設計、課堂實錄及教案：外研社新標準英語（三年級起）六年級上冊 Module 5 Unit 1 Can you be my Chinese pen friend海南省 - 三亞
一、教學內容分析
教學內容
選自選自外研社版小學英語教材（三起）六年級上冊 第五模塊第一單元 Can you be my Chinese pen friend? Laura: Hi Simon.
Simon: Hi, Laura. This is my cousin Daming. He’s from China.
Laura: Hello, Daming. I’m from the UK. Pleased to meet you! Can you speak English?
Daming: Yes, I can speak some English.
Simon: You speak very good English, Daming!
Daming: I’ve got two friends from the UK. Their name are Sam and Amy. Laura: Can I write to your friends?
Daming: Of course. They want a pen friend from the US. This is their address. Laura: And can you be my Chinese pen friend?
Daming: Yes, of course. This is my address in China. Laura: Thank you! But I can’t write in Chinese. Daming: Oh, I can write in English!
教材分析
本課主題為 pen friend , 語用功能為運用“This is …”進行介紹和運用 “Can you…”進行詢問。課文情景是Simon和Daming 遇到了 Simon 的朋友 Laura。Daming 知道 Laura 來自英國之后，向 Laura 介紹自己在中國的兩個好朋友 Sam 和 Amy ， 他們也是英國人。Laura 希望成為 Sam 和 Amy 的筆友，同時也希望成為 Daming 的筆友。Daming 把 Sam、Amy 和自己的地址給了Laura。 雖然Laura不會寫中文，但她和Daming可以用英文通信。本課教學設計由 Simon 向 Laura 介紹他的表兄 Daming 對話這一情景入手，逐步深入了解Laura 和 Daming 自己的能力和結識筆友的意愿。使學生們明白朋友不分國籍，年齡和性別。并且通過自主、合作的學習方式，培養學生們愛交朋友的習慣，發展廣泛的興趣，在與朋友的交流與合作中共同進步成長。 教學對象 三亞市實驗小學 六年級學生 教學方法 任務式型教學 教學目標
語言能力 理解運用四會詞匯pen friend, address, pleased 及句型Can you be my Chinese pen friend? 幫助學生能夠運用This is…和Can you… 向別人介紹自己的朋友和詢問他人的能力，讓學生通過自主合作的學習方式，體會到廣交朋友的樂趣。通過聽、說、讀、看、寫等方式使全體學生都能理解課文。
文化品格
所有學生能夠充分認識自己，了解自己的長處和愛好。并讓學生到朋友之間要相互鼓勵，善于給予對方信心，在交流與合作中共同進步成長。
思維品質
通過開放性問題的設計，幫助學生理解文本事實信息和根據文本內容表達個人觀點。通過讓學生表達事實和觀點的過程中，培養學生思維品質的準確性、深刻性、開放性、邏輯性和創新性。 學習能力
積極運用所學英語進行表達和交流。
二、課堂教學過程 教學步驟
教學活動
教學目的
教師活動
學生活動
Warming-up And lead-in
1. Greeting.
T: Hello, boys and girls. Pleased to meet you! 2. Free talk
T: I’m very happy to be your English teacher today! I’m Edith. I’m from Sanya Primary School. I can speak English. I can ride a bike. I can play badminton. What about you? What can you do? T: Can you…?
T: Me, too. Can you be my friend? Have you got friends in your class? Who are they? (Use “this is...” to introduce their friend.) Pre-listening
T: This is my friend. Her name is Sphia.She wants a Chinese pen friend. Let’s enjoy a video about her. (teach pen friend, explain pen friend.)
T: Can you be her pen friend? Why?
T: This is her address.
(Teach “address”. dress -
address)
S: Pleased to meet you, too.
S1:Pleased to meet you, too.
S2:Pleased to meet you, too.
S: I can … S: Yes, I can. S: Yes, I can. S: Yes, I have. S: This is…
S: Yes, of course. S: Because…
以學生最喜歡的聊天形式作為引入，可以激發學生的積極性，激活學生對已學知識的回顧，并營造一種寬松的學習氛圍。同時引出課文主題。
New language learning While-listening
一、Watch, listen and answer. T: I will introduce another
friend to you. Watch, listen and answer “Who are they?”
T: Do you know “Simon”?
“Where is he from?” “Can he speak English?” 二、
1. Watch, listen Part 1 and fill in
S1: They’re Simon, Daming and Laura. S2:Yes, I do.
S3:He’s from the US. S4:He can speak English. 1.通過整體聽文本，初步感知課文，讓學生了解文本人物之間的關系。
2.問題由易入難，層層遞進，逐步培養學生思維的準確性和邏輯性。
the blank. (知識層面問題) 1). Laura is from______.
2). Simon can speak ____ and ___.
T: Who is Simon’s friend? T: What about Daming?
2. Watch, listen Part 2 and fill in the blank.
1)._____and_____areDaming’s friend in China.
2).They’re from _____.
T: What language can they speak?
3. Watch, listen Part 3 and choose.
知識層面的問題
1) Can Laura be Daming’s
Chinese pen friend? A. Yes, she can. B. No, she can’t.
T: They can be pen friends. Because they can speak English and write in English.
（Being friends doesn’t need to consider about countries, ages, sexes and so on.）
三、Watch, listen and think. 1) What does Simon think
about Daming’s English? T: How do you know about it? Open and underline the sentences.
T: Listen and imitate.
(We need to encourage friends, and let’s have more confidence.)
S5: Laura is from the UK.
S6: Simon can speak English and Chinese. Ss: Laura. Laura is Simon’s friend.
Ss: Daming is Simon’s cousin.
S1: Sam and Amy are Daming’s friend in China.
S2:They’re from the UK.
S3: They can speak English.
S1:Yes, she can. .
S1: He thinks Daming can speak very good English. 文本內容：
Daming: Oh, I can speak some English. Simon: You can speak very good English, Daming.
1.認真聽文本，了解來自不同國家的Daming 和Laura 是如何解決相互交流的問題，讓學生體會到朋友不分國籍，年齡和性別。
在提出開放性的問題“Simon覺得大明的英語如何”詢問學生的觀點，引導學生深入思考、分析課文含義、以及了解Simon 和 Daming 既是兄弟又是朋友之間深厚的感情。通過分享如何鼓勵自己朋友，讓學生們也從中深刻體會朋友之間需要互相四、Listen and imitate the text. 五、Tip for pronunciation 1. Pleas(ed) to meet you!
2. An(d) can you be my
Chinese pen friend?. 六、Role play
Post-listening
1.Retell the text follow the mind map together.
2.應用層面的問題 1). Choose pen friend.
2). Make a name card about yourself. Name: Age: City: Ability:
3).Put the name card in the letter and write your address.
Ss write and share the name card and their pen friend.
鼓勵，彼此樹立自信。
1.小組合作進行角色扮演，加深對課文內容的理解和情感。
2.將課文情景帶入學生的現實生活，讓學生通過小組合作制作自己的名片，從中充分認識自己，了解自己的長處和能力，并幫組缺乏自信的學生樹立起自信心
Summary
T: Do you want to ask me more questions about this text?
T: What have we learn t today?
多交朋友，可以和朋友分享快樂和悲傷，并且可以從不同朋友身上學習更多的東西。總結今天所學的知識和內容。 Homework
1.Listen and imitate the text. 2.Continue to write about yourself according to the name card.
3.Send the letter to your pen friend.
1.聽音模仿
2.根據名片繼續寫一些有關你的信息。 3.將你寫好的信寄給你的筆友。
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