教科版（广州）六下Module 5 Travel abroad-Unit 9 Where will you go-Let's talk-教案、教学设计-市级优课-(配套课件编号：d001c).doc

1、1 PEPPEP Unit6Unit6 PartPart A A LetLets s trytry she-her 如： 3.写信和读信时由第一人称到第三人称的转化。 III. Teachingprocedures Teaching procedures Teacher activitiesStudents activitiesDesigning purposes I. Lead-in 1.Greeting 2.Play the music and invite a student to sing the song 3.Free talk What are your hobbies? 1.Gr

2、eeting 2.Listen, guess and sing thesong“Jasmine Flower” 3.Talk about their hobbies 通过听歌，猜歌来活 跃课堂气氛，并引出 话题，谈论自己的兴 趣爱好。 .Presentation 1.Introduce the topic What is a pen pal? Do you have a pen pal? 2.Play the listening material ofLetstryandshow questions. 3.Show Peters letter to the students. 1.Think

3、and express their ownideasaboutthe question. 2.Listen to Zhang Peng and Olivers conversation and tell something about Zhang Pengs pen pal. 3.Read Peters first letter. 1.展开自由讨论什么 是笔友？让学生明 白本节课的主题。 2.通过创设情境，让 学生自然地处于情 境之中，激发学生的 学习兴趣和对交笔 友的渴望，并通过 A lets try 的听力原文 对他们的笔友 Peter 有初步的了解，为接 下来的环节做伏笔。 4 4.As

4、k students to read the dialogue to find more information about Peter. 5.Ask questions according to the dialogue and inspire the mind of students to think moreaboutadifficult question. 6.Ask students to ask their classmates other questions according to the dialogue and the picture. 7.Play the listeni

5、ng material of Lets try and ask students to read the dialogue. 8.Ask students to role play the dialogue. 4.Read the dialogue by themselves first. 5.Answerquestions according to the dialogue and think deeply about howtodisseminate Chinese traditions. 6.Thinkandaskmore questionstotheir classmates. 7.L

6、isten, read, and role play the dialogue in good pronunciationand intonation. 3.让学生带着任务去 自读课文，培养学生 自主学习的思考的 能力。 4.通过设置问题来帮 助学生掌握本节课 的主句型和重难点， 并检验学生对课文 的理解程度和对文 章的阅读理解能力。 5.鼓励学生自主发 问，自主思考，并与 同伴一起解决问题， 培养学生的自主探 究，创新思维和团结 协作能力，同时培养 学生热爱中国传统， 并将其传播全世界 的优秀品质。 6.培养学生用正确和 标准的语音语调朗 读英文对话。 . Practice 1. Show

7、another letter from Peter. 2.Ask students to help Peter tointroducetheirbest friends to Peter. 3.Show the last letter and askstudentstowritean letter to Peter. 4.Fly the mailbox to Peters homeandaskPeterto receive his letter from his Chinese pen pal. 1.Read Peters letter and understand what they wil

8、l do. 2. Talk about their best friend with their partners. 3. WritetoPeterto introduce their best friend to him as his pen pal. 4.Three students act Peter. 1.锻炼学生的朗读能 力和提取信件关 键词的能力。 2.通过与同伴讨论自 己的好友来练习和 巩固本节课的主句 型。 3.指导学生写英文信 件，注意格式和内容 的正确性和丰富性。 4.鼓励学生表演，展 现自己，帮助学生培 养自信心。 5 5.Peter reads the letter a

9、nd introduce his new pen pal to the class. 6.Ask Peter what he will teachto his new Chinese pen pal. 5.“Peter”reads the letter and share the letter to others. 6.“Peter”says the hope from his Chinese pen pal and what he will teach to him or her. 5.帮助“Peter”读懂 回信，并引导扮演的 学生表达对中国笔 友和中国传统的喜 爱。对课堂进行升 华，以兴

10、趣交友，互 帮互学，弘扬中华传 统。 I.Summary 1.Whatwehavelearned today? 2.Reviewthewordsand sentenceswithstudents together. Readthewords,phrases andkeysentences together. 带领学生总结本节 课所学的重难点句 型，复习已学的动名 词短语，再次巩固和 强调本节课话题。 V.Homework Finish workbook P31-P32 IV. 教学反思教学反思 本节课是以交笔友为课堂设计主线，书信文化交流为桥梁进行的一堂对话课。本课主要以学生 为主体，教师为作为组织者和管理者引导他们以小组合作的形式，进行思考，提问，解决问题，通 过书信的方式进行交流和语言输出。课堂教学，完成了教学预设目标，突破了重难点。课堂中，学 生表达出的对中国文化的热爱和传承，令人惊喜，从学生思考到要教给朋友的传统文化，可以看出 孩子对文化的热爱和对外国文化的渴求，课堂生成出乎意料又在情理之中。 不足之处：1.在创设完整的教学情境中培养学生思维品质的同时，对学生语言输出的精准性把控 不是十分到位，在后续教学中应加强语言知识训练。 2.课堂生成环节，对于书信的人称转换，难度较高，应分层设定目标，面向全体学生。