《I have a pen pal》之“Let

朱勤英

[摘要]在小學英語教學中，教師要讓學生學會聽前預測要聽的重點內(nèi)容，運用基本聽力技巧完成聽力的內(nèi)容，然后通過對話簡單了解課程內(nèi)容，獲取重要信息，用正確的意群及語音、語調(diào)朗讀對話，能在情境中運用相關句型。

[關鍵詞]小學英語;教學設計;教學目標;教學重點;教學難點;教學過程;設計意圖

[中圖分類號]G623.31

[文獻標識碼]A

[文章編號]1007-9068（2020）18-0067-02

教學目標：

1.能夠讀懂“Let's try”的題日要求，學會聽前預測要聽的重點內(nèi)容，能夠運用基本聽力技巧完成聽力內(nèi)容。

2.能理解“Let's talk”的對話大意，了解澳大利亞的首都堪培拉和著名城市悉尼，能夠用正確的意群及語音、語調(diào)朗讀對話。

3.能在情境中運用句型“Does he/she...Yes，he/shedoes.（No，he doesn't/she doesn't）”談論他人的信息。

4.在語境和圖片的幫助下理解“amazing，doingword puzzles”的意思。

5.能在語境中用句型“Does he/she...”進行替換練習，了解句型“Does he/she+動詞原形”的語法現(xiàn)象。

教學重點：能在情境中運用句型“Does he/she...Yes，he/she does.（No，he doesnt/she doesn't）”談論他人的信息。

教學難點：在真實的情境中正確使用“Does he/she…”句型。

教學過程：

Stepl Warming up

T：Do you like games？OK，first，let's look and say，please say it as quickly as possible.The words are allahout hobbies.For example，（出示打籃球的圖片）yes，playing basketball.So are you ready？ （going shopping，playing the piano，listening music...）

設計意圖：通過動作圖片讓學生說出“-ing”的動作短語，營造活躍的課堂氛圍，這樣既復習了舊知，又為教學做好鋪墊。

Step2 Presentation

1.Doing word puzzles

T：Boys and girls，hobbies can make our life more in-teresting.I like doing word puzzles（以圖的形式引導學生理解該詞的含義），I like doing word puzzles.Wholikes doing word puzzles，too？

設計意圖：通過pair work，在復習hobbies的同時，也在無形中滲透了本課要提煉的兩個信息點：Name和hobbies。教師通過介紹自己的愛好，巧妙地讓學生了解“Doing word puzzles”的游戲過程，并滲透有共同愛好才能做pen pal。

2.Teacher's pen pal

（1）Askquestions about teacher's pen pal

T：Boys and girls，my pen pal likes doing word puz-zles，too.Look！This is my pen pal（帶讀pen pal）.Veryhandsome，right？ I know him from a wehsite.We oftenwrite e-mails and chat on QQ.What do you want to knowabout him？

教師預測學生可能提的問題：What's his name？How old is he？ Where is he from？ What are his hob-bies？ What's his favourite food？

（2）Does he...

a.Does he live in...

T：His name is I，eo.He is 32 years old.His favouritefood is beef.His QQ number is 2233748912.He is fromAmerica.But now he lives in China.

S：Which city does he live in？ Beijing？ Sanya？Now let's guess.Does he live in...Who can guess？

T：Yes，he does./No，he doesn't.

b.Does he like.

T： How about his hobbies'？Who can guess？

設計意圖：教師從自己的pen pal人手，讓學生對pen pal的情況進行提問，帶著興趣和疑問學習與運用關鍵句型“Does he.”。

3.Let's try

（1）Read before listening

T：Boys and girls，we are talking，Miss White and WuYifan are talking Something，too. What are they talkingabout？ Let's listen.

（2）Listen and circle

T： They are talking about a pen pal，how old is he？Let's listen again.

設計意圖：教師采用分步提問的方式讓學生帶著問題聽錄音，充分理解“l(fā)et's try”板塊的內(nèi)容，為新課的學習做好鋪墊。

4.Let's talk

（1）Canberra

T：So we know Wu Yifan's pen pal is 11 years old.And he is from Australia. Look！ This is Australia. Andthere are many cities.For example，（出示Sydney，Canber-ra，Melbourne這三個國家）Who can try to read？ Whichcity does WuYifan's pen pal live in？Let's watch thevideo and answer.

設計意圖：通過提問和視頻，讓學生對澳大利亞的動物和兩個著名城市悉尼、堪培拉有一定的了解，為更好地解讀文本打下基礎。

（2）Watch again and answer

T： How about Wu Yifan's pen pal's name and hob-bies？ Let's watch again and answer.

（3）Amazing

T： Wu Yifan's pen pal's name is John，he likes do-ing word puzzles and going hiking.How about this boy'sname？Yes，he is John.What are his hobhies？Yes， helikes doing word puzzles and going hiking，too.They havethe same name and the same hobbies. So this John shouts“Amazing”.Do you know what does “amazing” mean？ Andthen John has an idea.What is it？Yes，“Can I also be hispen pal”？

設計意圖：在學生聽讀課文前設計問題，有助于培養(yǎng)學生專注地聽的能力，使學生充分理解教材，解讀文本。

（4）Imitate

T：Now let's imitate.Please pay attention to the pro-nunciation.

設計意圖：用Imitate的方式調(diào)動學生的朗讀積極性，用標出語音語調(diào)、輕重音的模式進行朗讀，幫助學生在理解課文的基礎上形成良好的朗瀆能力。

Step3 Consolidation

（Talk about our b est friend）

T：Boys and girls，everyone has friends.Friends canshare the same hobby and do the same things.Friendsplay together，friends study together.How happy！ Who isyour best friend？Let's enjoy some photos and maybeyour best friend is in the photo.（播放視頻）Do you seeyour best friend？OK，let's talk about our best friends.Who can try？

設計意圖：通過小組合作的形式，讓學生選擇自己喜歡的朋友進行對話，使交流更加真實。

Step4 Homework

T：Listen to the dialogue and repeat it 3 times.

T：According to page 40，write a message to Johnand talk about yourself.

設計意圖：按照課文的格式，寫一個留言給John的作業(yè)，很好地總結和拓展了文本，幫助學生梳理所學的內(nèi)容，并讓學生在實際生活中運用。

（特約編輯 木清）