Can I write to her英語教案及教學反思
Can I write to her英語教案及教學反思
做好英語教案，是小學英教師正常開展教學活動的重要保障，下面學習啦小編為大家?guī)鞢an I write to her英語教案及教學反思，供你參考。
Can I write to her教案
教學目標：
Knowledge aims: words: pleased, address, pen pal, pretty, foreign, fantastic, visiting, write to…。
sentences: She can speak some English. Can I write to her? Yes, you can write to her in English.
Moral education : Know the cultures of the meeting other countries people, have the students have a polite to others.
教學重點：
Study of new words and new sentences about making pen pal.
教學難點：
The usage of “can” and “ write to…。。”and how to make a pen pal.
教學準備：
tape, cards, pictures, textbook, sticker
方法策略：
用師生問候營造寬松和諧的課前氣氛，通過課前的 “simon says.”的游戲激發(fā)學生學習英語的興趣，放松心情，消除緊張情緒，投入到新課中，同時復習一些動作單詞、短語為本課的學習坐好鋪墊。 讓學生傳遞單詞卡片，全體學生一起說這個單詞10次或是5次，傳到那個同學那里。
教學過程：
一、warmer.
1. Sing the song of module 4 unit 2
2. Play the game: simon says.
3. Make a dialogue.
T: Wwhere are you from?
S1: I’m from china.
T: I am from America.
S1:Oh,so good.
T: Pleased to meet you.
S1: Pleased to meet you.
4. Make another dialogues with others using the other countries.
二、Learn the new words.
1. The teacher show the cards, have the students read them, if they can’t read them, so the teacher read.
2. Spell the words.
3. Play the game: pass the card and make a new sentences.
4. Write the words on the board.
5. When write the word: write to …。。, the teacher write the title and teach the sentences.
三、Learn the new sentences.
1. The teacher draw a picture about park, have the students guess
T: What’s this? Ss: It’s a school.
Ss: It’s a zoo. Ss: It’s a park.
T: Yes, it’s a park. and now I am a assistant of a park, you will come to the park and ask me some
questions: can I ……。。
S1: Can I read a book?
T: Yes ,you can.
S2: Can I feed the fish?
T: No, you can’t. ……。。
2. Now ,practice in pairs. One student is a assistant, one student is a student who want to know what should do or what shouldn’t do in the park.
3. Show the results.
四、Learn the dialogue .
1. Listen and answer the questions: Where is daming from? What is daming going to do this summer? Who is daming’s Chinese friend?
2. Listen and repeat.
3. Listen and repeat again, pay attention to the tone and intonation.
4. Divide the class in to two groups , one group is Daming, one group is Laura, teacher is Simon.
5. Work in groups .
6. Show the results.
五、Practice: foreign friends.
1. Open the book and read the dialogue.
2. Role play and have the students understand the meanings of the dialogue.
3. The teacher show some card about countries: china, America, England, Scotland ,mexico, japan, ……。。 then read the words.
4. Make some dialogues with some good students so that have the students know the difference of meeting.
T: Hi, pleased to meet you.
S1: Pleased to meet you.
T: I’m from England, where are you from?
S1: I am from china. T: Can I write to her?
S1: Yes ,you can be my amercian pen pal.
(老師和學生擁抱表示見面和再見。)
For American (老師和學生以貼臉表示見面和再見。)
For Japanese (老師和學生點頭鞠躬表示見面和再見。) 。。。。。。。。。
5. Have students practice the dialogue .
6. Show the results in the front of the classroom.
五、Homework.
1. Finish the part 3 and part 4 in activity book.
2. Write to you pen pal with these words. Name, come from, can, can’t , want, pen pal, like, don’t like
3. Copy the dialogue 2 times.
Can I write to her教學反思
第五模塊第一單元的課文是Simon、Laura、Daming之間的對話，圍繞Daming 和Laura的初次見面而展開。通過本節(jié)課的學習，主要是讓學生明白如何與外國朋友進行初次見面的交流。教學重點是能運用“can”談論能力以及征求他人的同意。
首先，在和學生進行了簡短親切的問候之后，我們一起復習了第四模塊的歌曲《America, America》，緊接著通過“All of you can sing well”引出重點句型“I can…”和“She/He can…”并一邊展示學生自己的照片，一邊結合照片來操練此句型，學生的積極性非常高，幾乎所有同學都參與了這一操練活動，效果較好。接下來，我讓同學們猜猜“What can Miss Wang do?” 引出重點句型“Can I…?”這一問句以及它的回答：“Yes,you can。”和“No,you can’t”。然后，通過“猜猜身邊的同學”這一游戲我們操練了“Can I…?”以及回答。在這一環(huán)節(jié)，我把自主權教給學生，由他們自己選擇想了解的同學，由學生來問、由學生來回答，教師“退居二線”，充分體現(xiàn)了學生的主體性。
在操練完句型之后，我給學生展示了我的一位外國筆友的照片，并在 PPT中設置了筆友打招呼的聲音。在這一部分，通過巧妙的銜接，我把本課中所涉及的新單詞都在此進行呈現(xiàn)，并利用一些列游戲進行鞏固。同時，我們也在這一部分通過創(chuàng)設真實情境和仿真情境進行了初次見面時的問候用語“Pleased to meet you!”、“Glad to meet you!”等句子的教授和鞏固練習。
然后，我們進入了文本的學習。在此環(huán)節(jié)，我在輸入部分給予了學生充足的時間。通過聽課文、回答問題、跟讀等形式使學生理解這篇對話的意思及語境，讓學生在讀課文的時候有“身臨其境”的感覺。在全班全體同學進行分角色朗讀之后，我們又進行了個別的角色朗讀和表演。由于前面有扎實的輸入，在后面的輸出環(huán)節(jié)學生讀得很流利，也表演得較出色。在最后，我們進行了一個自由創(chuàng)設劇本并表演的拓展活動。
本節(jié)課最大的成功之處在于創(chuàng)設了真實情境和仿真情境，讓學生在語境中學習和運用英語，并與學生自己的生活實際聯(lián)系起來了，所以學生很感興趣。但我覺得本課在單詞新授部分游戲選擇得還不夠好，這也是我一直在思考的問題，對于六年級的學生，單詞操練是否需要多樣化的游戲?哪些是適合他們的而且也簡單實用的游戲?另外，本課中“can”的兩個意思我是直接用中文來告訴學生進行區(qū)分的。實際上，我可以同樣創(chuàng)設一個情境來讓學生明白并利用“can”的兩個意義來進行造句。
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