Can I write to her英语教案及教学反思
Can I write to her英语教案及教学反思
做好英语教案，是小学英教师正常开展教学活动的重要保障，下面学习啦小编为大家带来Can I write to her英语教案及教学反思，供你参考。
Can I write to her教案
教学目标：
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.
教学重点：
Study of new words and new sentences about making pen pal.
教学难点：
The usage of “can” and “ write to…。。”and how to make a pen pal.
教学准备：
tape, cards, pictures, textbook, sticker
方法策略：
用师生问候营造宽松和谐的课前气氛，通过课前的 “simon says.”的游戏激发学生学习英语的兴趣，放松心情，消除紧张情绪，投入到新课中，同时复习一些动作单词、短语为本课的学习坐好铺垫。 让学生传递单词卡片，全体学生一起说这个单词10次或是5次，传到那个同学那里。
教学过程：
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.
(老师和学生拥抱表示见面和再见。)
For American (老师和学生以贴脸表示见面和再见。)
For Japanese (老师和学生点头鞠躬表示见面和再见。) 。。。。。。。。。
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教学反思
第五模块第一单元的课文是Simon、Laura、Daming之间的对话，围绕Daming 和Laura的初次见面而展开。通过本节课的学习，主要是让学生明白如何与外国朋友进行初次见面的交流。教学重点是能运用“can”谈论能力以及征求他人的同意。
首先，在和学生进行了简短亲切的问候之后，我们一起复习了第四模块的歌曲《America, America》，紧接着通过“All of you can sing well”引出重点句型“I can…”和“She/He can…”并一边展示学生自己的照片，一边结合照片来操练此句型，学生的积极性非常高，几乎所有同学都参与了这一操练活动，效果较好。接下来，我让同学们猜猜“What can Miss Wang do?” 引出重点句型“Can I…?”这一问句以及它的回答：“Yes,you can。”和“No,you can’t”。然后，通过“猜猜身边的同学”这一游戏我们操练了“Can I…?”以及回答。在这一环节，我把自主权教给学生，由他们自己选择想了解的同学，由学生来问、由学生来回答，教师“退居二线”，充分体现了学生的主体性。
在操练完句型之后，我给学生展示了我的一位外国笔友的照片，并在 PPT中设置了笔友打招呼的声音。在这一部分，通过巧妙的衔接，我把本课中所涉及的新单词都在此进行呈现，并利用一些列游戏进行巩固。同时，我们也在这一部分通过创设真实情境和仿真情境进行了初次见面时的问候用语“Pleased to meet you!”、“Glad to meet you!”等句子的教授和巩固练习。
然后，我们进入了文本的学习。在此环节，我在输入部分给予了学生充足的时间。通过听课文、回答问题、跟读等形式使学生理解这篇对话的意思及语境，让学生在读课文的时候有“身临其境”的感觉。在全班全体同学进行分角色朗读之后，我们又进行了个别的角色朗读和表演。由于前面有扎实的输入，在后面的输出环节学生读得很流利，也表演得较出色。在最后，我们进行了一个自由创设剧本并表演的拓展活动。
本节课最大的成功之处在于创设了真实情境和仿真情境，让学生在语境中学习和运用英语，并与学生自己的生活实际联系起来了，所以学生很感兴趣。但我觉得本课在单词新授部分游戏选择得还不够好，这也是我一直在思考的问题，对于六年级的学生，单词操练是否需要多样化的游戏?哪些是适合他们的而且也简单实用的游戏?另外，本课中“can”的两个意思我是直接用中文来告诉学生进行区分的。实际上，我可以同样创设一个情境来让学生明白并利用“can”的两个意义来进行造句。
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