1、冀教版小学英语五年级下册 Lesson16 An Email Is Fast 教学设计教学设计 教材内容分析：教材内容分析： 本套教材讲究系统性，本册书分别从去北京、在北京、给家人写信和回忆旅 行四个单元完整的给学生展示了一次旅行过程。而本单元（Unit3）讲的是关于 写信、 明信片和电子邮件的词汇和表达，让学生懂得选用每种方式的理由和好处 并会传递这些信息。本课内容含量偏多、难易适中，主要讲如何发送电子邮件， 其中包括电子邮件内容和地址的书写。 学习者分析：学习者分析： 五年级学生对英语有一定的兴趣和积极性，但没有三四年级高，对知识有一 点的积累，对简单或难易适中的文本能自主阅读，并能理解大
2、概内容。对于掌握 本课内容，没有很大难度，但在学会唱这首歌上有点难度。 教学目标：教学目标： 语言知识目标： 1、知道四个重点词 email, idea, computer, use 发音与意思。 2、理解和学会电子邮件的书写及发送。 语言技能目标： 1、学生能听懂、会说、认读和书写重点单词 email, idea, computer, use 2、学生能学会如何书写电子邮件的内容和地址以及如何发送电子邮件。 3、学生能学会唱电子邮件之歌。 学习策略目标： 通过同桌合作、四人小组合作活动、展示活动等方式，渗透合作学习策略， 培养学生的团结、合作、相互交流的能力。 情感态度目标： 通过小组合作学
3、习活动，让学生逐渐学会如何更好的与他人合作，共同完成 学习任务，并通过学习电子邮件的书写与发送，让学生在掌握一项技能的同时， 感受英语学习与日常生活的紧密相关。 教学重点：教学重点： 1、掌握四会词汇。 2、学会如何书写电子邮件的内容和地址以及如何发送电子邮件。 3、学会唱歌 An Email 教学难点：教学难点： 1、书写电子邮件的内容和地址以及如何发送电子邮件。 预习作业：预习作业： 1、画一张空白 Email 2、准备一张小纸条，上面写上自己的 Email 地址。 教学准备：教学准备： 光盘 磁带 课件 网络 板书设计：板书设计： Lesson16 An Email Is Fast us
4、e computer an email idea To: From: Subject: How are you? Content: 教学过程：教学过程： 一、Greetings. T: Before our class, lets do this. I say “One two three ready? ready? ready?” you say “Three two one go go go”. Begin! T: One two three ready? ready? ready? Ss: Three two one go go go! 设计意图 ：和学生一起这样打招呼，拉近师生距离，提
5、升课堂气氛的同时， 让学生感受老师的热情。 二、Leading-in. T: Good, boys and girls. You know there are many kinds of communications(多 种通信方法) in our daily life(日常生活) now. What are they? Do you know them?（Show a postcard to hint.） Ss: a letter an email qq weixin facebook skype(Show the first slide.) Dear Dad, How are you? I
6、m fine. Beijing is a big city. Its beautiful! Mum and I will go back home tomorrow. See you soon. Love, Li Ming T: Good. Which one is fast? S1: An email is fast. S2: S3: 设计意图 ：联系实际生活，让学生说出日常生活常用中通信工具，并通过提 问哪种方式速度快，达到引入本课新授内容“An Email Is Fast”的目的。 T: Yes. Today we have a new friend. Her name is Linda
7、. Lets say hello to her. “Hello!”. Ss: Hello, Linda. T: Linda comes from Canada. She is travelling in China now. she goes to Shanghai, Hangzhou, Beijing and so on. What does she say now? (The teacher does the action-“Hands up!”) (Show the second slide.) S4: “Wow! An email is fast. I want to send an
8、email to my friend. But whats an email?” T: Whats an email? ( Write the word “an email” down on the blackboard.) (Then the teacher does the action-“Hands up!” ) OK! Open your book, “Lesson16 An Email Is Fast”. 设计意图 ：新朋友 Linda 的出现，给学生设置一个情境，由 Linda 在中国旅 行的话题，带领学生进入文本第一部分，带着提问题，让学生帮助解决问题，给 予学生成就感的目的，成
9、功引了出本课第一个四会词 an email. 三、New concepts. 1、Whats an email? A、First: Listen, follow to read. (Show the third slide.) T: First, listen and follow to read. The students listen and follow to read. T: Ok! Are there any words you dont know? Tell me, please. (The teacher does the action “Hands up” to hint.)
10、S5: use idea stamps S6: use idea stamps S7: use idea stamps If the students cant say out the words, the teacher gives the four key words to them. Let the students read the text together, try to find out the four words. 设计意图 ：听音，跟读，达到“听”的目的。采用让学生找理解有困难的词 一方法，带着问题去听，能从学生角度考虑，顾及学生知识水平，有针对性的解 决学生所需，做到以生
11、为本。如果学生说不出这些词，则改成齐读，并找出四个 重点词，做到预设充分。并以此引入新授单词部分，自然流畅。 use: (The students follow to read for twice.) T: Whats the meaning? S8 Ss: 使用。Whats the meaning? T: Yes, good. “use”. ( Read for twice.) The students follow to read. T: I can use a pen to write. I can use a pencil to draw. Can you say a sentence
12、 with it? S8: Can I use S9: I can use 设计意图 ：通过让学生造句，实现给学生体现个体的机会，虽然环节有难度， 但通过本环节，能达到有学生能展示，其余学生能积极思考并尝试造句的“说” 的目的。 idea: If the students can say out the word “idea”, the teacher will write it down on the blackboard. T: “idea”, “Good idea!” Guess. Whats the meaning? Ss: 好主意。 T：So “idea” means “主意”。 I
13、f the students cant say out the word “idea”, the teacher will write it down on the blackboard by herself. T: I dont know the word “idea”, can you tell me? S13Ss: 主意。 T: Thank you. T: Another sentence: I have no idea. Whats the meaning? S14: 我没有主意。 S15: The students follow to read for twice. 设计意图 ：通过
14、老师适当引导，由学生提出难理解词 idea，并由其他学生来 解决的方式，体现学生自主学习理念，做课堂的主人。 The students answer decide the order of the two words “use idea”. computer: T:(Write the word “a computer” down on the blackboard.) Whats this? Ss: Its a computer. T: Yes. Can you say a sentence using “ use” and “a computer”? S10: I can use a co
15、mputer. S11: We can use a computer. S12: Can I use a computer? T: Good job! 设计意图 ：computer 一词很简单，学生不会列为难理解词说出来，所以通过 和 use 的共同呈现，并造句，达到练习四会词“说”的目的。 T: Ok! Lets read them together. The students read the four words together. T: Lets say two sentences using the words. “I can use the computer to send an
16、email. Good idea!” Can you? The students say out the sentences. B、Fill in the blanks. T: Yes, Now look at your book, read it. Try to fill the four words in the blanks. Write down the answers on your exercise book. (Show the sixth slide.) The students write down the answers on their exercise books. T
17、: Finished? Lets check them. The students check and correct the answers. T: Lets read it together. 设计意图 ：填空环节，对学生所学四会词的一项考察，看学生是否掌握了词 的意思及使用。通过在练习本上写出答案，达到对学生“写”的练习的目的。 C、Group work. (Read in roles.) T: Good reading. Next, group in four, practice. T: First, you get a role. Second, practice. Lets beg
18、in. You get a role in your group. Group work. Showing time. (Two groups to show.) (Show the sixth slide.) T: Good showing. You did a good job. 设计意图 ：从填空环节很自然的过渡到小组合作环节，加上 Linda，共四个 角色，在这里创编了一下教材，使小组合作活动更加顺利的实施。并对下一个提 问题环节打下了基础。 D、Deal with the sentences in the song. T: Now I think we can answer the
19、question: Whats an email? Ss: The teacher points to the slide to hint how to answer. Change the sentences to the next sentences. An email is fast, No stamp, no pen. My computer sends it all, To you, my friend. T: So, this is what an email is. Oh, I have a good idea. Lets make a song use it? Ss: Yes.
20、 T: The name of our song is An email song. T: Follow me to read, please. The students follow to read. 设计意图: 从引导学生回答 Linda 的问题，提示学生从对话中找答案，再和 老师一起把文本内容转换为歌词，明确了 email 的特点，并成功引入到了歌曲内 容上， 通过老师和学生共同制作一首歌的主意，成功的把歌词与文本有效的融合 在一起。 T: Ok！ Now what does Linda say? What happens to her? (Show the sixth slide.)
21、S22 read what Linda says. T: Can you send an email? Ss: Yes. T: Ok, lets help her. 设计意图 ：通过 Linda 情境，需要帮助她解决另一个问题，自然的引出下一 部分的新授内容。 2、How to send an email A: Listen and understand. T: First, listen and understand the three words. The students listen and try to say out the meanings. S23: to给 S24：from-
22、来自 S25: subject-主题 S26: content-内容 T: Right. 设计意图 ：通过听音、猜单词意思，让学生对电子邮件有一个整体的认识， 明白电子邮件的三大部分，对后面写邮件环节打下基础。 B、Try to write an email. the address: 1、How to write and read the address. T: Look here, please. First, we write the address. ( The teacher points to the blackboard and write down the address.)
23、T: Do you know “”? Lets see! (Show the eighth slide.) The teacher teaches the students how to pronounce the address.(Show the slide of the addresses) T: In China, we often use these emails. The people in America and Canada often use these emails. The students listen carefully. 设计意图 ： 通过在黑板上板书电子邮件地址，
24、 让学生清楚的了解地址的构成， 通过对的发音及意思、域名读法和认识的普及，让学生对电子邮件地址不再陌 生。 the content: T: Second, write the content. (The teacher points to the paper.) Look at your book, try to order them. The students read the books and order the paper. The teacher and the students say together: T: First, write the name who you send
25、to. (stick) Ss: Dear Dad. T: Second, write the content. (stick) Ss: T: Third, write down your name. (stick) T: Where can I put it? Here? Ss: No. T: Here? Ss: Yes. T: Good. We put it here in Chinese. We put it here in an English email. Can you see? Ss: Yes. 设计意图 ：通过摆放署名位置的不同，渗透学生文化意识，体会中外邮件在 书写上的不同之处
26、。 T: Lets read together. The students read the content together. (Show the slide-Part3) T: We can write an email in different ways. (show the replacing.)Read and number. The students do it. Then check the answers together. ( When the teacher checks the answers, she replaces the content.) 设计意图 ：通过在黑板
27、上清晰的展示邮件内容的构成，让学生掌握邮件的书 写形式。通过做题，进一步巩固学生对内容书写形式的掌握，并明白内容的每一 部分都可以用不同的方法来表示，不是一成不变的。 T: Good work. Now I send an email online. You can watch it. The teacher shows, the students watch carefully. 设计意图 ：通过真实的在网上发送一封邮件，在让学生熟悉环节的过程中， 交给学生如何发送邮件，并让学生感到，英语和日常生活的紧密相关。 T: Can you write an email now? Ss: Yes.
28、T: Lets write an email to your friend. 四、四、Practice. A、Write an email. (Show the slide.) T: Now if you are Linda, you write an email to your friend. Write about your travelling. Do you have an email? Ss: Yes. No. T: If you have an email, you use it. If you dont have an email, you can make an email.
29、They can help you. (Show the addresses.) T: If you dont know your friends address, you can make a new, too. Can you see? Ss: Yes. T: Ok, lets begin. Write the email. Read the email. Check in pair and Show the email. T: Wonderful! 设计意图 ：通过写邮件环节，设置写邮件、发邮件情境，考查学生对所学内 容的掌握程度，对所学内容提供展示的机会，通过同桌两个互查，指出不足，分
30、 享成果，促进同桌的交流。 五、五、Lets sing. A、Deal with the song. T: Ok. Now you can write an email. Lets tell Linda how to send it. (Lead the students read following the teacher.) First write the address, and who I send to. Second, write the content. Third, dont forget to write my name. (Point to the song, then c
31、ircle the name.) (Show the song.) T：Now we finish our song. T: So this is our song. This is what an email is. (Point to the first paragraph. ) This is how to send an email. (Point to the second paragraph.) So the song is very important. 设计意图 ：通过总结如何发送电子邮件的过程，成功使歌词和教学内容自 然的融合在一起。 B: Sing the song. T:
32、 Lets sing it together, ok? Ss: Yes. First, just listen. The students listen to the song. T: Follow me to read. The students follow to read. T: This time, listen and try to sing together. 设计意图 ：因为把歌词放在新授中处理了一下，所以现在学生感到很容易， 通过听一遍、跟老师唱、齐唱的方式，达到让学生会唱歌的目的。 T: Linda is very happy. What does Linda say? Le
33、ts look! Read together, ok? (Show the eleventh slide.) Ss: Ok. The students read together. 设计意图 ：通过 Linda 情境，感谢同学们的帮助，让学生感受成就感，也 让某些同学感觉到了和 Linda 一样的存在感。 六、六、Homework. T: You can sing the song after class. Lets know more about the emailboxes and the addresses. (Show the sixteenth, the seventeenth and the eighteenth slides.) 设计意图 ：作为扩展内容出现，让学生对电子邮件有更进一步的认识，也为 作业打下基础，尝试学着申请一个新邮箱。 Homework for today: 1、 You can learn to register(注册) a new address. 2、Write and send an email to your English teacher. () 设计意图 ：给老师发送邮件作业，给学生提供锻炼的机会，锻炼书写地址和 内容， 发送给老师后， 老师还可以很方便的检查作业， 在课堂上给出合适的评价。
