Can I write to her教学设计两篇
做一个好教学设计，对于小学英语的教学是有很大作用，下面本站小编为大家带来Can I write to her教学设计，供你参考。
教学目标：
1.技能与知识目标
A.基本要求
基本能听懂、会说词汇：He is from China. Meet. Address wonderful
understand postcard sometimes dancing really hobby stamp
基本能听懂、会问“What is you. hobby ? can you speak English ?”的语言结构，
并会做答“collecting /reading /riding /watching is my hobby .
Yes, I can / No, I cannot; I can speak some English.
B.初步要求
初步感知pleased, I have got ……。。 Can you be my Chinese friend? 的含义。
初步感知语音元音音标的正确发音。
C.复习巩固
Talking about oneself hobby do you do at weekend?
Talks about on some festival what do people do?
2.运用能力目标
运用所学语言结构询问与描述节日的事情。
3.素质教育目标
帮助学生明确学习目标，培养学生自主、合作的学习方式。
培养学生在活动中体会英语学习的乐趣，使他们在小组中积极与他人合作，
相互帮助，共同完成任务。
培养学生熟悉生活，和对异国文化的了解，兴趣。
教学重点：
词汇 please meet . Address dance sing swim run jump
句式 Pleased to meet you ; Can you be my Chinese friend? I have got ……。
教学难点：
can I write to your friend 句式 I have got two friends
任务设计：
A.学习任务
学习巩固词汇pleased meet address pen friend postcard hobby.
学习 can you ……yes /I can no / I cannot. What is your address?
What is your hobby? I have got ……的语言结构。
B.运用任务
1：SB Unit1 活动2
2：AB Unit 1练习 2
3.给自己的笔友或朋友 写一信。
教学用品：
录音机/带、词卡、玩具水果。
教学过程：
一、Warm up
1Greetings: T—Ss good morning everyone
five different groups show their watchword and do action
ask two students: image I am your new friend, first time nice to meet you time of asking the second student: pleased to meet you.
二、导入 (Leading)
(1) Question
T: do you have friend? Can you talk about him/her? Can he play basketball?
Can he sing song? Can she play violin?
s :Yes. He can. NO, he cannot
T: I have a pen friend is very tall and famous can play basketball
in the Rocket of NBA. Guess who he is.
S: Students answer teacher's question.
T: do you believe that? Can you play it? What can you do?
S: I can ……
(2)Leading
T: now before the listening I have three questions about the unite 1 how many
people are talking /
Can Laura speak English?
How many friends does Damming have?
三、呈现(Presenting)
(1) Listen to the tape (just listen)
(2) Then answer the questions.(who are they ? T: solve these questions)
(3) S opens their books and read it (T: ask some students to repeat these questions)
Question
How many people are talking /
Can Laura speak English?
How many friends does Damming have?
(4) Listen to the tape again and read it by oneself
(5) Read it each other then ask some one to read it and group to read
(6) Solve student questions (T: do you have any questions?
Explain Grammar
a) can you be my Chinese pen friend? What is meaning?
b) I have got two friends from England.
主格 宾语 形容词性的物主代词 名词性的物主代词
I me my mine
You you your yours
He his Him his
She her her hers
they them their theirs
(7) Teacher explains the text and student practice the key points.
(8) Students practice the questions in pairs.
四、操练与指导(Drilling and Counseling)
ing game
T: listen to the music and pass the apple when it stops. Please stand up and
pick the word card up r students ask him/her can you sing a song /swim/run
fast/jump high. Then you answer it.
S: Yes/ I can /. No/I cannot
T: if student answer: Yes/ I can. Let him/her sing /Swim (do action)
T: I need two students to stand here student pick a word card up
And you ask: can you……。 If I nod my head her student answer:
No/I cannot. Now you go back your seat Yes/ I can / can stay here.
S: can you ……。?
Can I write to her教学设计(二)教学目标：
a. 语言知识目标：学习目标语句I can speak some English.
Can I write to her?
You can be my Chinese pen pal.
b. 语言技能目标：以结交笔友为主线，通过介绍自己或描述朋友的形式，使学生学会
描述自己或他人的能力。
c. 情感态度目标：通过结交笔友的形式，让学生感受友情的重要，同时加强跨文化意
识教育，使学生了解各个国家所使用的不同语言。
教学重点：
有关can 的各种表达。
教学难点：
有关can的题材在全套教材中重复出现多次，但其内容逐步扩展加深，螺旋上升。这一模块教学内容的设置是对前五年相关教学内容的一个全面的复习和综合性再运用。
学生分析：
学生对can的相关表达已经多次接触过，但缺乏整体性的认识，知识状态还停留在混沌的原始性积累，没有形成条理化的知识结构。
设计理念：
根据英语教学理念“以题材为纲的功能——结构——运用性任务体系”，本节课我是以结交笔友这一题材为出发点，让孩子们在动态真实的语言环境中学会can的灵活运用。同时注重知识的归纳总结，引导学生对学过的知识进行梳理，培养其透过现象发现本质的能力。
教学准备：
信纸，信封，课件，CD-ROM。
教学过程：
一、Warming-up (热身活动)
1. Listen and sing the song “America, America”
(歌曲不仅创造积极活跃的课堂氛围，而且复习旧知，自然导入新课。)
2. Greetings: pleased to meet you.(同时课件pleased,引出新单词pleased.教师同时说Nice to meet you /Glad to see you ,让学生理解pleased的含义)
3. Free talk: Say something about your favourite festival.(复习上节课有关节日的内容)
4. Review the sentence pattern “can”
(1)教师问：The weather is cooler and cooler now. We can do some sports.
It’s good for our health. What can you do? Or what can you do well? (如果学生可以提供PPT, 让学生说出有关运动的句子——I can run fast. etc. 与此同时，也可说出I can’t …。。)
(2) Ask and answer: What can he/she play/do? (PPT图片)
(3) Memory game: I can… She can… He can…。
I can’t… She can’t…。 He can’t…
(4) 教师设置：Amy is ill. 表达请求
(引出Can I have a drink? 等表示请求的句子)
5.教师设疑：在有关can的句子，你发现什么规律?
学生讨论，教师引导小结can的几种用法(投影展示)——can/can’t 后接动词原形;can 可以表示能力或请求;can 没有人称和数的变化。
(通过这种设置情境的复习，不仅能激活学生已学知识的储备，更为学生总结can的用法规律提供完整的清晰的素材依据。)
二、Presentation (介绍新语言项目)
T: 今天我们会进一步学习can的使用——
Have you got a friend? Have you got a pen pal?(教师投影展示单词pen pal) (教师介绍自己的笔友) I’ve got a pen pal, her name is … she can…Do you want to get a pen pal?——板书课题。解释并练习write to sb 的宾格形式的用法。Dear come on，study hard. I will help you to get a pen pal.
(教师以自己为例介绍England的笔友，既不失其真实性，又激发了学生结交笔友的强烈愿望。)
三、New teaching (课文教学)
1. T：In this text, there is an American girl. Her name is Laura. She wants a Chinese pen pal.
Listen×1
Q1 Who will be Laura’s Chinese pen pal?
S: Lingling will be.
2. Listen×2
Q: How does Daming introduce his friend Lingling to Laura?
S: Her name is Lingling. She can speak English. She can tell you about China.
T: What can lingling speak? S: She can speak some English .
T: What can you speak ? What can Laura speak? Why?
3. Knowledge and quick reactions (PPT表格提供国家名称和语种介绍) T: She’s from England .S:快速说出She can speak English.
T: She’s from Canada .S:快速说出She can speak English. …
通过这种快速反应，不仅操练了句型，同时是对学生关于文化意识和语言流派的教育。
4. Introduce your friend.
5. Guessing game.(学生用一句英语描述屏幕上的人物，让同伴猜)
6. Listen, repeat and explain the difficult points.(PPT展示adress和pretty)
7. Practise reading or act the text. (小组合作，为学生提供假发等道具)
五、Production(任务完成)
1. Reading comprehension.
T: There are two children from other country. They want to get a Chinese pen pal. Let’s read their introduction.
2. Ask and answer some questions about their introduction.
3. Write a letter to make a pen pal according to the above passages.
教师设置了具体的语言环境，让学生主动尝试表达自己的交友愿望，给学生创造了独立使用语言的机会，从而达到任务性教学的目的。
六、Summary and homework (小结及作业)
1.小结本节课学生上课情况，询问学生是否还有什么疑问。
2.布置作业
(1) 继续完成关于介绍自己的描述信件。(留待下节课展示)
